高等学校「英語コミュニケーションII」の教科書の比較分析 ― 単元構成および領域統合型言語活動に焦点を当てて ―

フォーマット:

論文

責任表示:

TSUKUI, Takayuki ; 津久井, 貴之

言語:

日本語

出版情報:

群馬大学共同教育学部, 2024-02-02

著者名:

• TSUKUI, Takayuki
• 津久井, 貴之

掲載情報:

群馬大学共同教育学部紀要. 人文・社会科学編

巻:

73

開始ページ:

105

終了ページ:

129

バージョン:

VoR

概要:

Departmental Bulletin Paper<br />This study conducts a comparative analysis of authorized English Communication II textbooks for Japanese high schools based on the research of Tsukui (2023), which analyzed authorized English Communication I textbooks. The main objective is to examine meticulously lesson design and language activities, with an emphasis on their integration across five key skill areas: listening, reading, speaking (interaction), … speaking (production), and writing. This research is firmly grounded in the 2018 revision of the Course of Study, which reguires that high school teachers teach language skills and foster the students? ability to think, to judge, to express themselves. The primary findings are as follows: (1) Within the textbook?s structural framework, language activities are the central element of lessons. (2) Integrated language activities are associated with spoken interaction; however, they are not as intricately aligned with spoken interaction, primarily due to the absence of explicit links between the activities and specific situational contexts or conditions required to complete language tasks. (3) Post-reading activities comprise retelling and spoken interaction, fostering thoughtful discussions of the text. (4) Variations exist in presenting main texts and structuring lessons among different textbooks. These findings have implications for class design and instructional skills for high school English teachers, particularly regarding teacher talk and oral interaction. Such interactions serve as fundamental elements for English teachers to enhance the effectiveness of language activities within the textbooks and promote greater communicative efficacy in their classrooms. 続きを見る