Departmental Bulletin Paper 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
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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