A NEW FRAMEWORK OF ENGLISH LANGUAGE INSTRUCTION AT AN EARLY STAGE

本文的目的有三个。本文的目的首先是全面考察英语教育早期阶段的英语教学现状，其次是提出一个新的教学框架，最后是论证该框架的实用性。英语语言教育效果不佳的原因之一是学习环境。学生被迫在有限的时间内学习，几乎没有时间来重复他们所学的知识。该框架旨在提供一种新的教学方法来帮助学生解决这方面的问题。本研究首先对日本各地289名英语教师进行问卷调查，以揭示日本英语语言教育存在的问题，并对调查结果进行分析。调查发现，两所学校的课程几乎相同，每周四次，教大约40名学生。据透露，他们每节课要上6到7节课，通常的程序是复习-介绍-展开-实践。将结果与美国和英国的外语教学进行比较，可以发现教学的数量和速度有很大的差异。在此基础上，构建了新的教学框架，并以“三倍快，两次重复”的原则进行了两学期的教学。在早期阶段，观察到的成绩差异比平时要小。然而，随着学习的进展，由于写作指导的延迟，实验组与对照组不再表现出差异。据推测，这是由测试方法引起的。在这个实验中观察到的学习成绩的提高值得关注。最后，还有一些遗留问题。类似的实验应该在标准的公立学校进行，因为目前的实验是在一所大学的附属学校进行的。此外，还应探讨如何减少对新教学方法的抵制。

The purpose of this paper is threefold. It aimed, first, to comprehensively examine the current instruction of English at an early stage of English Language Education, secondly, to present a new framework, and finally to demonstrate the usefulness of the framework. One of the reasons for the ineffectiveness of English Language Education is the learning environment. Students are forced to learn in a limited amount of time, having little time to repeat what they have learned. The framework is to provide a new instruction method to help students with this regard.First, a questionnaire study was conducted to reveal problems in English Language Education. 289 English teachers from various parts of Japan responded and the results were analyzed. It was found that their curricula were almost identical and they teach about 40 students four times a week. It was also revealed that they spent six to seven periods for one lesson of the textbook and the common procedure is Review-Introduction-Expansion-Practice. Comparison of the results with foreign language teaching in the US and the UK demonstrate a considerable difference in the amount and the speed of instruction.Based on the above findings, the new framework was constructed and teaching was conducted with the principle of "three times faster and repeat twice" for two terms. In an early stage, less difference in achievement than usual was observed. However, as learning progressed, the experimental group ceased to show differences from the control group, due to the delay of writing instruction. It was inferred that this was caused by the test method. The improvement in academic achievement observed in this experiment deserves much attention.Lastly, there are some remaining issues. A similar experiment should be done in a standard public school, for the current one was conducted in an affiliated school to a university. Also, measures to lessen resistance to the new instruction method should be explored.