紀要論文 英語の教室活動に対する中学生の本音― 英語嫌いにしないためのヒント ―
How to Make Students Like Learning English: Students' and Teachers' Feelings About Activities in English Class

稲葉, みどり

4pp.57 - 68 , 2016-03-31 , 愛知教育大学大学院・静岡大学大学院教育学研究科 共同教科開発学専攻
ISSN:2187-7327
NII書誌ID(NCID):AA1262681X
内容記述
本研究では、外国語(英語)の授業でよく用いられる教室活動(学習法/指導法)等について、学習者(中学1〜3年生)と教師(中学校教師)の捉え方(好む活動、好まない活動)が一致しているかどうかを調査した。22項目の教室活動等を提示し、中学生には学ぶ立場からそれぞれの方法で学びたいかどうかを回答してもらった。中学校教員には、教える立場からそれぞれの方法が良いと思うかどうかを回答してもらった。リッカートスケールを用いた回答を、学習者と教師間、学年間、クラス間、学校間、項目間等で比較し、中学生が好む活動、教師が良いと思う活動を分析した。その結果、次のようなことが明らかになった。中学生は、「文法説明」「教師が読む」「教師が説明」など、教師主導の指導法を好む傾向が見られ、「発表する」「学習者間でやりとりする」「ロールプレイ」「質問に答える」等のコミュニケーションを通して学ぶようなスタイルの学習法はあまり好まない傾向が見られた。誤りの訂正においては、中学生はすぐに直してもらうのを強く望んでいるのに対して、教師は訂正に慎重な姿勢を見せた。中学生の好む学習法と教師が良いと考える指導法には、負の相関が見られ、中学生が好む学習法ほど教師の支持率は低く、逆に、教師が良いと思う指導法ほど中学生には支持されない傾向が見られた。また、本調査で提示した教室活動の好き嫌いの序列は、学年間、学校間、クラス間で類似していることが分かった。しかし、中学生があまり支持しない9項目の各支持率をクラス間で比較すると、全体に低いクラスと高いクラスが見られ、否定的な意識の強いクラスと弱いクラスがあることが分かった。これらの結果から、生徒と教師の教室活動に関する捉え方は必ずしも一致していないことが明らかになった。しかし、本調査は、限られた範囲のものであり、好みの傾向を一般化することは難しく、また、生徒の好みの方法で授業を行うことが必ずしも教育的効果に繫がるとは言えないが、授業案、指導案を立てる際には、教師は自分の担当するクラスの生徒がどのような指導法や学習法を希望しているかを把握しておくことは大切ではないかと考える。
This study investigates the perception of common foreign language (English) classroom teaching and learning methods between students and teachers in middle school and is concerned with whether or not teachers' and students' preferred methods are in agreement. Students were asked whether or not they would like to study using twenty-two different classroom activities, such as reading, writing, listening, translation, grammar explanation, conversation practice, role play, peer work, songs, language games, presentation and error correction etc. Teachers were asked whether or not they thought those same activities were good for instruction. The Likert scale-based questionnaire was analyzed to determine the degree to which activities middle-school students liked and which activities teachers thought were good. Data was compared between teachers and students, and between students of different years, classes, and schools. The research brought about the following results. The middle-school students appear to favor instructor-led methods, such as grammar explanations, teacher readings, and teacher explanations. They tend to give a lower ranking to types of learning brought about by communication, such as presentations, practice between students, role-playing, or asking questions. When it comes to fixing mistakes, students exhibited a strong desire to have errors fixed quickly, while instructors demonstrated attitudes of careful error correction. There is a negative correlation between the teaching methods instructors think are good and that students prefer, and instructors' ratings of the activities which the middle-school students preferred are low.Conversely, students tended not to show support for the methods that teachers ranked as good. Furthermore,the ranking of the liked and disliked classroom activities studied is similar between different classes, grades,and schools. There are some lessons to be learned from comparison of the approval ratings of the nine least-liked activities. As some classes ranked the activities extremely low while others were not no severe, a distinction is apparent between classes in the degree of their negative reactions. The rankings are similar, but the approval ratings vary from class to class. One class, for example, rated those bottom nine activities at around 40%, while another ranked them at 60%, in a similar order. Ratings of seven out of the nine activities are significantly different between the classes. The results of the research make it clear that students' and teachers' perceptions of classroom activities are not necessarily in agreement. There are limiting factors in the investigation: it is difficult to generalize personal tastes, and it cannot be said that students' preferred methods are entirely connected to learning well in the classroom. However, it may still be important for instructors to bear in mind how the students in their classes hope to be taught and learn, and prepare lesson plans with knowledge of their students' states of mind.
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http://repository.aichi-edu.ac.jp/dspace/bitstream/10424/6619/1/kaihatsu45768.pdf

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