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

以英国教育为例探讨学习者自我表达能力的发展

基本信息

批准号：
17520396
负责人：
HAISA Akihiko
金额：
$ 2.34万
依托单位：
Sagami Women's University (2007)Chiba Institute of Technology (2005-2006)
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-17520396/
关键词：
Self-expression Ability Language Education Curriculum Discourse Analysis Education System in the UK

项目摘要

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.

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的发展，然后考虑这些发现对日本语言教育的启示。我们认为，在全球化的世界中，提高日本学生的这种能力是一项迫切的需要。通过研究发现，日本学校教师为提高学生的自我表达能力进行了各种尝试，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、戏剧等创造性任务以及处理没有正确答案的任务来培养的。在日语口语能力的培养方面，《日语课程》根据学生的发展阶段，采取循序渐进的方式。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，使学生（5-7岁）具备基本的演讲技能，如演讲组织和吸引观众的注意力。通过对学生的访谈分析发现，英国8岁学生使用了有效的交际策略，如邻接对、澄清请求、互文性和演绎反应模式。对12岁的日本和英国学生的比较表明，根据问题的内容，他们的反应模式既可以是演绎的，也可以是归纳的。然而，我们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开展进一步研究。