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清水, 真紀 ; 清水, 武雄
概要:
application/pdf<br />Departmental Bulletin Paper
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清水, 真紀 ; 清水, 武雄
概要:
application/pdf<br />Departmental Bulletin Paper
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森田, 真砂子 ; 清水, 武雄
概要:
application/pdf<br />Departmental Bulletin Paper
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清水, 武雄 ; 清水, 真紀
概要:
application/pdf<br />Departmental Bulletin Paper
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宇野, 真知子 ; 清水, 武雄
概要:
application/pdf<br />Departmental Bulletin Paper
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上原, 景子 ; 清水, 武雄
概要:
application/pdf<br />Departmental Bulletin Paper
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清水, 武雄 ; 宇野, 真知子
概要:
application/pdf<br />Departmental Bulletin Paper
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前田, 洋文 ; 清水, 武雄
概要:
application/pdf<br />Departmental Bulletin Paper<br />We Japanese are generally poor at mastering English, and especially said to have not so good listening comprehension as any other foreign people in the world. It is often said this is
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because English has been taught in Japan mainly with grammartranslation method since the early period of the Meiji Era. We, the authors of this thesis, build up two hypotheses. First, one of the causes of our poor listening com-prehension is due to the type of breathing in utterance. We Japanese generally do not use abdominal type of respiration in speaking English.This causes us to make false acoustic images about English, that is, Japanese English, and this in turn hinders us in forming good, genuine listening comprehension. Second, when we understand the constituents of utterance in hearing, we are likely to make some acoustic images by constructing false ones using what we have formed through Japanese style English. We suggest some ways of solving these problems.
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清水, 武雄 ; 岡島, 誠一郎
概要:
application/pdf<br />Departmental Bulletin Paper<br />The Input Hypothesis has successfully been applied to the teaching
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of English at Japanese junior high schools, while, on the other hand, in senior high schools English is still taught mainly through the Grammar-Translation Method or the Audio-Lingual Method. So the present paper treats of how to apply the Input Hyhothesis to senior-high English classes. Firstly, the major principles of the Input Hypothesis are examined to consider the best way of their application. We believe all of the principles will fit to the English classes at senior high schools if teachers are able to arrange suitable input to their students. And then the introduction of an output activity into classes is reported. It is very significant to develop and practice an out・put activity because that reveals the effects and problems of the input activities. Lastly, the sug-gestion is made that teachers should imporove their input activities and teaching plans; input should be greatly increased so that the reasoning of the students can grow.
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清水, 武雄 ; 湯澤, 博
概要:
application/pdf<br />Departmental Bulletin Paper<br />In the present paper, the authors discuss the best way of team-teaching in two kinds of high school. They argue that, though Assistant English Teachers (AETs) have been designated as
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""Assistants"" and have been treated as such in team-teaching classes, it is better that they should lead as the main teachers to help students improve their communicative competence and that the Japanese Teachers of English (JTEs) should play the role of their assistants. However, in the stage of planning and evaluation, JTEs, as experts who are conversant with the actual state of the English language teaching in Japan, should advise AETs.
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