紀要論文 Efficacy of promoting awareness in ELF communicative strategies through PBLAcademic Year 2014-2015
ELFコミュニケーションストラテジー意識づけにおけるプロジェクトベース学習の有効性

Yujobo, Yuri Jody  ,  Ogane, Ethel  ,  Okada, Tricia  ,  Milliner, Brett  ,  Sato, Takanori  ,  Dimoski, Blagoja

2 ( 1 )  , pp.1 - 17 , 2016-04-01
ISSN:2189-04712189-0463
NII書誌ID(NCID):AA12718190
内容記述
At the Center for English as a Lingua Franca (CELF), students interact with teachers and tutors who have different first languages and cultural backgrounds. The CELF goals are to raise student awareness of the use of language in such ELF contexts and to develop an ELF-oriented curriculum. ELF research has put forth a range of pedagogical implications. Suggestions by ELF researchers include exposing students to a “wide range of English” (Björkman, 2013, p. 191), and “promoting interactions among students themselves in the classroom” (Matsumoto, 2011, p. 110). Students should be encouraged with opportunities to engage in meaningful tasks which promote the use of such strategies as repetition, paraphrasing, clarification checks and “collaborative completion of utterances in their interactions as they negotiate meaning and co-construct understanding in English” (Kaur, 2014, p. 159). A research project incorporating these ELF insights has been developed and project-based learning (PBL) was chosen as the pedagogical approach as it provides for communication and group collaboration similar to real-world situations. Student interaction with tutors and in focus group discussions (FGD) from two classes were recorded and transcribed for analysis of their use of strategies in order to maintain efficacy in communication. Results from pre- and post-project questionnaires on student beliefs regarding their use of strategies are also discussed. 玉川大学ELFセンターのプログラムにおいて、学生はさまざまな言語的・文化的背景を持つ教員およびチューターと接することができる。同センターはこのような機会の中で、英語が国際語として使われていることについて学生の意識を高めること、および国際語としての英語(ELF)を学ぶカリキュラムを作成することを目標としている。ELFの研究者は指導についていくつか提言をしているが、その中には学生に「さまざまな種類の英語」に触れさせること(Bj?rkman, 2013, p. 191)や、「教室内における学習者同士のやりとりを促進する」(Matsumoto, 2011, p. 110)というものがある。また、学生はさまざまなストラテジーを使用する有意義なタスクを与えられるべきであるとも言われている。たとえば繰り返し、言い換え、相手の言ったことの確認、「意味交渉や理解を通してお互いに協力して言いたいことを作り上げること」(Kaur, 2014, p. 159)などのストラテジーを使うことが求められる。このようなELFの考えを基に研究課題が立ち上げられ、プロジェクト・ベース学習(PBL)が指導アプローチとして採用された。PBLは教室外の状況に近いコミュニケーション活動とグループ活動の機会を作り出すことができる。本研究では、2つの授業におけるチューターと学生のやりとり、およびフォーカス・グループ・ディスカッション(FGD)を記録し、書き起こした。その後学生が効率的にコミュニケーションをとるためにどのようなストラテジーを使っているかを分析した。ストラテジー使用について学生がどのように感じているかをプロジェクト前後で調査し、本稿で結果を提示している。At the Center for English as a Lingua Franca (CELF), students interact with teachers and tutors who have different first languages and cultural backgrounds. The CELF goals are to raise student awareness of the use of language in such ELF contexts and to develop an ELF-oriented curriculum. ELF research has put forth a range of pedagogical implications. Suggestions by ELF researchers include exposing students to a “wide range of English” (Björkman, 2013, p. 191), and “promoting interactions among students themselves in the classroom” (Matsumoto, 2011, p. 110). Students should be encouraged with opportunities to engage in meaningful tasks which promote the use of such strategies as repetition, paraphrasing, clarification checks and “collaborative completion of utterances in their interactions as they negotiate meaning and co-construct understanding in English” (Kaur, 2014, p. 159). A research project incorporating these ELF insights has been developed and project-based learning (PBL) was chosen as the pedagogical approach as it provides for communication and group collaboration similar to real-world situations. Student interaction with tutors and in focus group discussions (FGD) from two classes were recorded and transcribed for analysis of their use of strategies in order to maintain efficacy in communication. Results from pre- and post-project questionnaires on student beliefs regarding their use of strategies are also discussed.
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http://libds.tamagawa.ac.jp/dspace/bitstream/11078/356/1/2-1-1.pdf

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