Exploring the Development of Studies's Ability for Self-expression with Reference to the Case of the Education in the United Kingdom

本研究的目的是探讨英国的教育如何重视和鼓励学生在课堂上表达自己的能力，并考虑这些发现对日本语言教育的启示。我们认为，在全球化的世界里，提高日本学生的这一能力是当务之急。研究结果如下。通过研究发现，日本学校的教师为提高学生的自我表达能力做出了各种尝试，但都是以个人或学校为基础的。另一方面，在英国，学生的自我表达能力是通过课堂互动、积极参与讨论、创造性任务(如戏剧)和与没有正确答案的任务的斗争来培养的。就日本口语能力的发展而言，日语学习过程采取循序渐进的方式，考虑到学生的发展阶段。另一方面，英国的国家课程设置了一个非常雄心勃勃的目标，让5-7岁的学生掌握基本的演讲技能，如演讲组织和吸引听众的注意力。通过对学生的访谈分析，发现英国8岁学生使用了邻接配对、澄清请求、互文性、演绎反应等有效的交际策略。对12岁的日本和英国学生的比较表明，根据问题内容的不同，他们的回答模式既可以是演绎的，也可以是归纳的。然而，研究发现，日本学生比英国学生更倾向于遵循归纳模式。这是我们三年研究项目的结果。我们计划继续在这一重要领域进行进一步的研究。

The purpose of this study is to explore how education in the United Kingdom (UK) places emphasis on and encourages the development of the ability to express themselves in class and to then consider the implications of these findings for language education in Japan. We thought it an urgent necessity for Japanese students to improve this ability in the globalizing world.The results of this research are as follows.1. Through the research, it has been found that various attempts have been made by teachers at schools in Japan to improve students' self-expression ability, but they are on an individual or school basis. On the other hand, in the UK, students' self-expression ability has been nurtured through classroom interaction, positive engagement in discussion, creative tasks such as drama, and grappling with tasks that have no right answer.2. In terms of the development of speaking ability in Japan, the Course of Study for Japanese language takes a step-by-step approach considering students' developmental stage. On the other hand, the National Curriculum in the UK set up a very ambitious goal to equip pupils (5-7 years old) with basic speech skills such as speech organization and attention-getting from audience.3. From the analysis of interviews with students, it has been found that 8-year-old students in the UK use effective communication strategies such as adjacency pair, clarification request, intertextuality, and deductive response patterns. Comparison between 12-year-old Japanese and British students shows that their response patterns can be both deductive and inductive depending on the content of questions. It has been found, however, that Japanese students tend to follow more inductive patterns than British students.These are the results of our three-year research project. We plan to continue to conduct further research in this important field.