Development of the LSP teacher education system based on a Survey on the Foreign Languages (English) Teacher Education in Japan

本研究旨在透过引入特殊用途语言（LSP）的理论与实践，发展日本的语文教师教育。因此，本文主要进行了以下4项定性研究：1)英国教师教育现状；2)语言教师意识的问卷调查；3)日本教师教育现状；4)对LSP和CLIL的需求分析。对日本中学英语教师的调查结果显示，日本中学英语教师在教学和教师教育方面有以下特色：1)认识到实用英语知识和技能教学的需要；2)作为一名合格的教师，需要具备语言和教学知识和技能；3)重视全人教育活动；（四）职前教育请求；5)传授比ESP或CLIL更多的语言基础知识和技能；6)对CLIL的兴趣降低；7)在职教师教育对LSP （ESP）的需求；8)强烈的中学教师意识；9)专业精神，包括语言和教学知识和技能；10)增加TEFL在职教师教育项目；12)语文教师的教育应根据不同的学习者和体裁进行。结合上述研究结果，本研究提出了日本LSP教师教育体系的10个标准：1)语言知识和技能；2)语言课堂管理的专业知识和技能；3)明确学习者的语言学习目标；4)针对学习者学习需求的课程设计与评估；5)了解学习者的学习组合和对自主学习的支持；6)实现多种话语共同体；7)了解学校宗旨和文化、语言学习专业性；8)理解与语言、用法相关的体裁；9)理解连贯的语言教育；10)评估和评价的知识和技能。

This study aims to develop an innovative language teacher education in Japan by introducing LSP (Language for Specific Purposes) theories and practices. Thus the following 4 main qualitative researches have been conducted: 1) the current teacher education realities in the UK; 2) the questionnaire research of language teachers' awareness; 3) the current teacher education in Japan; and 4) the needs analysis for LSP and CLIL. In terms of secondary-school EFL teachers in Japan, the results show their featured thoughts about their teaching and teacher education as follows: 1) recognizing the needs for teaching practical English knowledge and skills; 2) requiring both language and pedagogical knowledge and skills as a accomplished teacher; 3) valuing the whole-person education activities; 4) requests for preservice education; 5) teaching basic language knowledge and skills more than ESP or CLIL; 6) less interest in CLIL; 7) requests for LSP (ESP) in their in-service teacher education; 8) strong awareness of a secondary schoolteacher; 9) professionalism comprising language and pedagogical knowledge and skills; 10) more in-service teacher education programs about TEFL; and 12) language teacher education in accordance with a variety of learners and genres. Considering these research results, the study proposes the 10 standards on the LSP teacher education system in Japan: 1) language knowledge and skills; 2) professional knowledge and skills of language classroom management; 3) specification of learners' language learning aims; 4) curriculum design and assessment for learners' learning needs; 5) understanding learners' learning portfolios and support for independent-learning; 6) realizing a variety of discourse communities; 7) understanding school aims and culture and language learning professionalism; 8) understanding genres relating to language, use; 9) understanding coherent language education; and 10) knowledge and skills for assessment and evaluation.