※一部利用できない機能があります
| 1.
論文 |
論文
|
TSUKUI, Takayuki ; 津久井, 貴之
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
|
||
| 2.
論文 |
論文
|
TSUKUI, Takayuki ; 津久井, 貴之
概要:
Departmental Bulletin Paper
|
||
| 3.
論文 |
論文
|
TSUKUI, Takayuki ; 津久井, 貴之
概要:
Departmental Bulletin Paper<br />This study compares and analyzes the authorized high school textbooks for English Communication I and identifies the characteristics of the language activities that integrate the five skill areas
…
of listening, reading, speaking (interaction), speaking (production), and writing. Due to the 2018 revisions of the Course of Study, high school teachers are now required to consider how integrated skills can be incorporated into classrooms to develop communication competencies in students. However, there is significant room for improvement in the implementation of the language activities in newly revised English textbooks. In 2022, high school teachers began using the textbooks for actual instruction, reflecting the new Course of Study. This study analyzed the table of contents, title pages, and all lessons in the textbooks complied by four mainstream publishers and identified the following major findings: (1) Lessons in the textbooks are structured with language activities at the core; (2) Speaking (interaction) is the most commonly used skill area, which integrates receptive skills; (3) The main postreading activities are retelling and spoken interaction (exchanging thoughts and ideas about the text that students read); (4) Presentation of the main text and the lesson structure vary according to the textbook; and (5) Language activities that include spoken interaction are presented at various steps within the structure of the lesson. From these findings and others that were obtained in this study, pedagogical implications of the design of classes and the teaching skills required for high school English teachers are suggested.
続きを見る
|
||
| 4.
論文 |
論文
|
KIMURA, Takeshi ; OSHIMA, Mizuki ; KAKEGAWA, Takeshi ; 木村, 剛 ; 大島, みずき ; 懸川, 武史
概要:
Departmental Bulletin Paper
|
