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

基于日本外语（英语）教师教育调查的LSP教师教育体系的发展

基本信息

批准号：
17520395
负责人：
SASAMIMA Shigeru
金额：
$ 2.22万
依托单位：
Saitama Medical University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2005
资助国家：
日本
起止时间：
2005 至 2007
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-17520395/
关键词：
LSP language teacher education

项目摘要

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.

本研究旨在通过引入专门用途语言(LSP)的理论和实践，在日本发展一种创新的语言教师教育。因此，我们进行了以下四个主要的定性研究：1)英国教师教育的现状；2)语言教师意识的问卷调查；3)日本教师教育的现状；4)LSP和CLIL的需求分析。就日本中学英语教师而言，调查结果显示了他们对教学和教师教育的独特看法：1)认识到教授实用英语知识和技能的需要；2)作为一名有成就的教师需要语言和教学知识和技能；3)重视全人教育活动；4)对职前教育的要求；5)教授基本语言知识和技能比ESP或CLIL更多；6)对CLIL的兴趣较小；7)在在职教师教育中对LSP(ESP)的要求；8)对中学教师的强烈意识；9)包括语言和教学知识和技能的专业精神；10)更多关于TEFL的在职教师教育计划；12)根据不同的学习者和体裁进行语言教师教育。考虑到这些研究结果，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)学习者语言学习目标的具体化；4)针对学习者的学习需求进行课程设计和评估；5)了解学习者的学习档案袋和对自主学习的支持；6)实现多样化的话语共同体；7)了解学校的目标和文化以及语言学习的专业性；8)了解与语言使用有关的体裁；9)了解连贯的语言教育；以及10)评估和评估的知识和技能。