Research on Private Foreign Language Training Institutions in View of Life Long Recurrent Education

在结束这项为期三年的研究项目时，调查人员走访了12所学校的管理人员，以澄清在之前对“外语培训机构”和“对外语学习的需求”的实地调查中出现的一些相关观点。调查人员花费了相当多的时间和精力来挑选出在采访中要提出的最重要的问题。通过面谈进行的听证会于1995年6月至9月进行。具体内容如下：(1)问题题目：学校的历史和背景，教育原则，学生的独特性，学生的特点，学生学习目的的变化，教师选择的政策，教师培训，教学评估，课程规划，课程特点，学生安置，辅导，成绩评估，与当地自治机构和商业组织的合作，目前存在的问题和未来的…学校管理者的更多前景。(二)约谈：学校管理人员(S)、教学事项负责人。(3)方法：在外语教育学专业研究生的协助下，由调查员进行访谈。(4)调查对象：股份公司、个人、教育基金会开办的12所学校。(5)地区：北海道1号、仙台1号、东京3号、名古屋1号、大阪1号、初国1号、四国1号、九州1号等。课程设置、教学方法、对学习者的评价、成果和教材的开发都由学生自行决定，以满足学习者的需求。对这些学校的统一监管是否会促进英语会话学校的整体发展，这是值得怀疑的。然而，由全国外语教学促进协会开发的成就测试将取代阶梯测试和托业考试，并导致私立外语培训机构的发展。较少

To conclude the three year research project, the investigators visited 12 schools to interview their administrators, in order to clarify some of the relevant points that had emerged from the previous fact-finding surveys of "foreign language training institutions" and "Ahe needs felt for foreign language learning".A considerable amont of time and effort was spent to pick out most important questions to be asked in the interviews. The hearings through interviews were carried out from June through September, 1995. The details are as follows : (1) The question topics : the history and background of the school, eductional principles, uniqueness, characteristicsof students, changes of students' study purposes, policies of teacher selection, teacher training, evaluation of teaching, curriculum planning, characteristics of curriculum, students' placement, counseling, achievement evaluation, cooperation with the local self-governing body and business organizations, present problems and future … More prospects of the school administrator. (2) Interviews : administrator (s) of the school and the person in charge of instructional matters. (3) Methods : interviewing by investigators assisted by a graduate student majoring in Foreign Language Pedagogy. (4) Subjects of investigation : 12 schools operated by stock-companies, private persons, and educational foundations. (5) Regions : Hokkaido 1, Sendai 1, Tokyo 3, Nagoya 1, Osaka 1, Chugoku 1, Shikoku 1, Kyusyu 1, etc.The curricular, instructional methods, evaluation of learners, achievment, and development of teaching materials, which are expected to meet the needs of learners, are all left to the individual decision. It is questionable whether the uniform regulation of these schools will encourage development of English conversation schools in general. However, the development of achievment tests by the National Associationfor Promotion of Foreign Language Teaching will replace the STEP tests and TOEIC and lead to the development of private foreign language training institutions. Less