読解前指導によって、学生の注意をより英語に向けさせることが可能か
吉村富美子（九州情報大学）

この発表では、読解前指導によって学生の注意をより英語に向けさせることができるか実験した結果を報告する。アウト・プット仮説によると、学生は英語をアウト・プットして初めて、自分の言いたいことと言えることの間のギャップに気づき、それが言語習得を促進するとされている。今回の実験では、実際アウト・プットしなくても、アウト・プットしなければならないと学生が認識することによって、読解の際に学生の注意を意味だけでなく英語そのものに向けさせることができるのかを実験した。
実験では、学生に２つの資料を与えた。１つめの資料には、課題についての指示、英文、課題が各ページに載っている。この課題は、１）英文を暗記して書く、２）英文の内容を英語で説明する、
３）英文の内容を図で描いてもらう、の３種類あり、学生に資料を配る時にランダムに配ることで学生をそれぞれ３つのグループ(G1)(G2)(G3)に分けた。この課題は、英文の理解の程度は同程度だが、英語に対する注意の度合いが違うようになるように選んだ。
英文を読む時間は5分と統一し、時間がきたら課題をやる前に１つめの資料を回収し、２つめの資料を配った。このようにして、実際のアウト・プットの影響をなくした。２つめの資料の各ページには、１）この5分間に何をしたかについての質問、２）英文の理解度を測るテスト、３）元の英文の空欄に動詞と冠詞を入れるテストを載せ、学生の読解の仕方や理解度、英語そのものの習得の度合いを計測した。結果は、G3の学生よりもより多くのG1とG2の学生が、英語に対してより多くの注意を払っていた。内容理解については、グループ間に違いは見られなかった。このように、アウト・プッ
トを実際しなくても、学生が後でアウト・プットをしなければならないと認識することによって注意の向け方や読解のしかたが変るということがわかった。EFLの学生は、なかなか英語をアウト・プットする機会がないので、内容を理解することで満足してしまい、英語に注意を向けることをしない。
後でアウト・プットをする機会があると認識させることで学生の英語の読解力を表現力に変えることができるのではないだろうか。
◆ 第1室（410教室）10:00 – 10:30

1A Study of the Effect of DRTA (Directed Reading Thinking Activities)
on Reading Instruction
Saori Komaki (Sendai High School / Graduate student, Kagoshima University)
This presentation reports on a study of active reading strategies to help reading efficacy.
Many researchers have insisted that fluent reading is purposeful, flexible, and interactive (See,for example, Grabe 1988). Reading should be purposeful; to bring readers motivation. Reading
should be flexible; many strategies are required to read successfully, for example, skimming
rapidly, or anticipating what will happen next, with the aid of titles and pictures.

Readingshould also be interactive; with the reader utilizing information from their background knowledge,
as well as that from print.
DRTA (Directed Reading Thinking Activities) is a reading strategy that aims to enhance
students guessing of what will happen in the text. They predict what they are going to read. It
has three steps: predicting, reading and providing. Each step is repeated over and over again.
The research program used DRTA with ESL learners in a public high school in Kyushu.
Two groups were selected.

The Control Group consists of 38 students; Experiment Group

undergoing DRTA treatment consists of 39.
The same reading materials were given in traditional reading instruction at high schoolfor the Control Group. The treatment was carried out about ten times over a three month period.
The data analysis are ongoing.

However, some result will be provided fromquestionnaires, observations, and dairies in this presentation.
◆ 第1室（410教室）10:35 – 11:05

2母語の読解力が第二言語の読解に与える影響
愛甲ゆかり（第一工業大学）

母語の読解力と第二言語の読解力がどの様に関係しているかを調べた先行研究の多くが、母語と第二言語の読解力を測るテスト結果の相関関係を見るというQuantitative researchの手法をとってきた。
その多くの結果において、確かに母語での読解能力は有意に第二言語の読解に影響力を持つが、第二言語の習熟度の方がより重要な要因であると報告されている。今回の研究ではそうしたテスト結果を参考にするのではなく第一、第二言語の読解のプロセスを比較するQualitative research の手法を用い、第二言語の読解に影響をもたらすのは母語のどのような要素、もしくはスキルなのかをより具体的に究明しようとしたものである。
国語(母語)と英語(第二言語)の読解力を測るテスト結果に基づき選んだ１０人の被験者にクローズテストならびに多肢選択問題による新たな国語、英語の読解問題を発話プロトコルを用いながら解いてもらった。この間の発話は全てMDレコーダーで録音され、その内容は実験終了後書き起こされた。
書き起こされたデータは、テキストの論理関係の処理、推論をはじめとする読解ストラテジー、メタ認知モニタリング等に着眼し分析された。最終的に、国語と英語での発話プロトコルデータを比較し両者に共通する要素、もしくは共通しない要素を明らかにする事によって母語による第二言語の読解への影響が浮かび上がった。
◆ 第1室（410教室）11:10 – 10:40

3

The Role of Listening Comprehension in EFL Educationand the Pedagogical Implications
for the Development of L2 Listening Proficiency
Dongkyoo Kim (Busan National University of Education)

This study aims to provide EFL teachers with a broader picture for understanding theunique characteristics of listening comprehension and to offer some practical suggestions
for the enhancement of their students’ listening comprehension proficiency. Specifically,
this study intends to give EFL teachers an opportunity to examine the processes oflistening comprehension, the role of listening comprehension in L2 acquisition, and thefactors influencing listening comprehension. With a review of the research pertaining
to these topics, this study hopes to provide EFL teachers with a new perception oflistening comprehension and enable them to diagnose some of the problems that theirstudents might encounter in listening comprehension lessons. In order to enhance
students’ listening comprehension proficiency, the current paper offers the following foursuggestions: 1) develop students’ vocabulary knowledge, 2) give advice for soundperception, 3) offer listening strategy training in a very explicit way, and 4) incorporate
authentic listening input into English classrooms.
Although this paper focuses
especially on listening comprehension for attaining successful communicativecompetence, the remaining three language skills (speaking, reading, and writing) should
not be neglected. This paper assumes as optimal a full and balanced development of
the four language skills, but urges a greater emphasis on listening comprehension,
which to date has been an overlooked area in EFL education.
◆ 第1室（410教室）11:45 – 12:15

4

英語が苦手な大学新入生のためのCALL学習導入の試み
山口千晶（長崎ウエスレヤン大学）

近年の大学における英語教育では、実用的な英語運用能力を育むことが大きな課題のひとつであり、明確にその教育結果を示すことが求められている。しかも多くの場合、大学の入り口の１・２年次の共通教育という実質上限られた時間や単位の中で取り組まなければならないのが現状である。効率を上げるためには、能力別クラス編成、教材、評価、教授体制、設備の充実から、課外講座まで、様々な側面からの教育体制の充実が必要である。更に、学習効果を上げる点で重要なのは学習時間の確保である。
以上の理由から長崎ウエスレヤン大学英語教育プログラムでは2002年の開学以来、1年次共通教育にCALLを取り入れている。CALL教材を在学期間の4年間、クラスの空き時間などでフルに活用させることで学習時間を確保し、大学の出口の時点で実用的運用能力向上させることを目標に、CALL利用方法や英語学習方法を導入しているのである。しかしながらその入り口でつまずく問題として、多くの学生が英語は苦手だと考えていることがある。対象者の学生が苦手意識を克服し、自主的に取り組まない限りはこのプログラムが成功する可能性は極めて少ない。また、実用性を重視しAuthenticな素材を取り入れており、TOEICにも対応しているCALL教材は概ね、このような学生にとってはレベルが高すぎる。
そこで、教員の取り組むべき課題は、この教材をいかに難しく感じさせずに導入し、目先を変えた様々な教授法を駆使しつつ学習方法を伝授し、常にサポートしながら学生の苦手意識を取り除いて学習に対する自主性を養っていけるかにある。実際のクラスでは、シャドウイング、サイトトランスレーション、ロールプレイ、ディクテーション、プレゼンテーション、レシテーションなどに工夫を加えて組み合わせた授業を展開した。また学習サポートには学習日記や個別チュートリアル等を利用した。
学期末アンケート調査の結果には、学生の高い満足度が現れた。しかしながら自主学習への意識を高めることが出来たかの点では課題が残った。今回の発表では、アンケート結果の詳細と成績評価結果の実態をもとに、このCALL授業実践の中間報告をおこない、今後の展開について考察したい。
◆ 第2室（411教室）10:00 – 10:30

5

English Video Skills Series: Making an Effective Presentation
Hisayasu Ito (Ritsumeikan Asia Pacific University)
Linda Guishard (Ritsumeikan Asia Pacific University)

English teaching professionals place a great deal of time and effort in developing
increased English oral communication skills in their students. While there are
numerous ways to accomplish increased oral skills, requiring students to prepare for andmake presentations is an excellent teaching method to achieve improved oral skills. Inaddition to improved oral skills, students also acquire important presentation skills
which may serve them well in today’s increasingly competitive job market. The video,“Making an Effective Presentation” was made in order to assist both teachingprofessionals and students make sound use of presentations.
The fifteen minute video (available in VHS and MPEG form) is accompanied withteaching materials:

1) a guide for instructors;

based on the video;

and

3)

2) comprehension and discussion questions

a presentation checklist students use when developing theirpresentations. The video, “Making an Effective Presentation”, is a unique teaching aid since the“actors” shown on the video are real students who, without the aid of a script, helped the authorsof this abstract.

Studies have shown that learners respond positively when they see peers

perform well in situations that they are expected to do. In addition, studies have also shownthat humour can aid the learning process. The authors kept both these issues in mind when
they developed the video. In our presentation we will share feedback from instructors who usedthe video in their classes.
Increasing student English oral skills is important.

Requiring students to makepresentations can increase oral skills. With the use of a short, straightforward video completewith teaching materials the video, “Making an Effective Presentation”, can be a positive
instrument to attain increased student oral skills.
◆ 第2室（411教室）10:35 – 11:05

6

A Critical Evaluation of Placement Tests and Skills Groupings
Rory Britto (Kurume University)

I approach placement tests/skills grouping [PT/SG] from a critical perspective.
Although they are commonplace, I question their purpose, design, and application. I feelthat they rest on flimsy theoretical support, go contrary to established educational
principles, and rest on virtually nonexistent empirical evidence.
As educators, we have a choice of either basing our educational decisions on theory
or otherwise. It seems that if we don’t base them on theories that they become arbitraryat best and whimsical in the worst case. In turn, when we do look to theory forgrounding or support, certain conditions must be met. It is a sine qua non that theories,
to be valid, need rest on evidence, logic, and persuasive argumentation. It is mycontention that these qualities come in insufficient measure, as far as PT/SG areconcerned.
As a starting point, I will attempt to demonstrate that the evidence does not bear
the theories. In the field of general education, too few studies in connection with theefficacy of PT/SG have been found, and very little compelling evidence regarding any
impact on learning is available. In my studies, I have found this also to be the case in
Second Language Learning.
I further feel that I am able to demonstrate that the underlying logic is anecdotal
and to that extent, not strong enough to support the theory. Finally, it is my belief that I
am able to provide a more persuasive argument against PT/SG than the arguments put
forward in support of them.
While seeking input that could persuade me to change my position, through myresearch, I have come to the conclusion that the evidence does not bear the theories.
It is hoped that this presentation will be of interest to those involved in testing andcurriculum development, and issues of educational and language learning principles.
◆ 第2室（411教室）11:10 – 11:407航空英語における試験及び教育について〜語学能力要件制度導入の観点から〜

縄田義直（独立行政法人 航空大学校）

航空大学校は我が国唯一の操縦士養成を目的とする大学校である。二年間の修業年限の大半を操縦訓練が占めており、英語教育は入学後6ヶ月の学科教育課程にその重点が置かれている。学科教育の中でも他の専門教育科目が国家試験として存在するのに対して、専門航空英語に関する国家試験は存在しないため、学生の英語学習意欲も決して高いものではなかった。
しかし近年、この航空英語教育を取り巻く状況は一大転換期を迎えている。2003年、ICAO（国際民間航空機関）の規定改定により航空機乗組員及び管制官の英語能力に関する語学試験の実施が各国に義務付けられ、これを受けて日本でもその開発・導入が必須事項とされ、2008年度以降は実施の方向で決定している。
本発表においては、操縦士に求められる英語力とは何か、この語学試験で計測する英語能力とは何かを、既に海外で作成・実施されている試験(PELA TEST)の分析を行うことにより明らかにし、さらに将来的課題として航空大学校の英語教育としてどのような対応を行うかを視野に入れる。
ICAOが規定する語学試験で重要な点は、通常運航業務で使用されるいわゆる「Routine-Expression」から外れたところで、不測の事態・緊急事態(及び通常運航下においてもRoutine-Expressionではカバーできない事態)において操縦士と管制官が「平易な英語」(Plain English)を用いて会話を行う能力があることを実証しなければならない点にある。現在日本国内では航空分野の英語能力を計測するというICAOの語学要件に適した試験は存在せず、また既存の各種英語検定試験の流用では対処することはその性質上困難である。しかし根底には一般的な英語運用能力が必要であることは本発表においても明らかになるところである。現在でも航空大学校では、より専門的・ESP的観点から英語教育を行っているが、将来的にはこの語学試験を意識した新たな教育内容・教材の開発が必要となるであろう。
◆ 第2室（411教室）11:45 – 12:15

8

The Effects of Stressing Creativity in ESP Classes: Focus on Changesin Attitudes toward Learning
Masao Kanaoka (Kagoshima National College of Technology)
Research Background
Creativity as a cognitive process can be enhanced in a real world context, especially in relation to
the intended workplace (Lubart, 1990), while fostering creativity contributes to the developmentof intrinsic motivation (Amabile et al., 1986). Critical thinking is a metacognitive act (King, 1995),
and creativity and critical thinking play a crucial part in goal-directed problem solving (e.g.,Basadur et al., 1990; Brophy, 1998; Bransford et al., 1986). In technological education, thedevelopment of creative problem solving skills needs to be stressed (Hill, 1998), since such higherorder thinking abilities are indispensable in finding practical solutions in the workplace and inreal-life contexts. Fostering creativity has become crucial for the future of school education in
Japan (e.g., Koh, 2000); therefore, it is important to introduce ESP classes which stress creativity,
critical thinking, and problem solving so that Japanese ESP learners can become more selfreflective and mindful of the real world. In contrast to the traditional ESP methodology thatapparently emphasizes instructor-oriented practice, learner-centeredness and creativity in task
assignments need to be emphasized in the classroom. Creativity is useful for technology-major
ESP learners who may be assigned to design and develop new products in the workplace after
graduation. Hence, it is necessary to explore whether or not a new ESP methodology involving
more creativity would be effective for the improvement of learning attitudes among college-based
ESP learners in Japan.
Research Purpose
The study aims to explore the effects of ESP methodology which stresses creativity for theimprovement of learning attitudes among Japanese ESP learners. Specifically, it investigates thepracticality of such methodology for engineering students who are inexperienced ESP learners.
Method144 students of a national technical college participated in the study for three months. Identical
pre and post questionnaires using the 5-point Likert scale were administered in order to measure
the change of learning attitudes for quantitative analysis. An open-ended questionnaire was also
administered at the end of the study in order to further reveal the effects of the methodology.
Results and DiscussionThe results showed that learning attitudes toward ESP courses were improved after theintroduction of creativity-focused ESP classes. As Table 1 shows, positive attitudes were enhanced
over the three-month research period. This suggests that Japanese ESP learners are more likely
to improve their learning attitudes through creative tasks, especially when the tasks are related
to either their prospective career after graduation or their personal interest. Meanwhile, asTable 2 suggests, learning attitudes toward general English courses worsened, especiallycompared to the enhanced learning attitudes toward the ESP classes. Such a discrepancy
suggests that the participants prefer to learn English under a new type of learning environment,
one which emphasizes clear goal setting, personal interest and social value. It is concluded that agoal-oriented, leaner-centered instructional approach may help novice ESP learners recognize thesolid relationship between their current learning activities in the classroom and their prospective
goals beyond college.
Table 1. Positive Change of Learning Attitudes in ESP Classes (n = 122)
QuestionnaireMeanSDPre
3.670.957
Post
3.90
0.913
Table 2. Change of Learning Attitudes toward General English Courses (n = 122)
QuestionnaireMeanSDPre
3.52
1.022
Post
3.48
0.973
◆ 第3室（415教室）10:00 – 10:30
9Language Ownership: A New Concept for Lesson Planning
Michael Guest (Miyazaki University)

Language ownership is a new concept which emphasizes the cognitive andemotional engagement of the learner. This approach argues that when the cognition oremotions of a learner are stimulated the learner feels a greater sense of involvement andresponsibility for their discourse with the result that retention is likely to be deeper andlonger-lasting. Recent research indicates that 'noticing' or 'paying attention to' specificlanguage items increases consciousness-raising, that comprehensible input alone isinsufficient. But although such a process may come naturally in ESL or target-language
environments it is more difficult to achieve in EFL settings, particularly in classrooms
with students who often don't have specific language-learning motivations. The speakerbelieves that a 'Language Ownership' approach can address this problem.
In this presentation, the speaker will first discuss the relationship between
cognition/emotion and language acquisition. The speaker will then present a new
formula designed to generate a sense of 'language ownership' in language learners foruse in EFL classroom lesson planning or developing teaching materials. This formuladefines and measures six factors central to establishing a sense of language ownership in
any task or activity: 1) the degree of cognitive engagement 2) the degree of emotional
engagement 3) the perceived long-term value 4) the percieved short-term value 5) item
specificity and, 6) contextual practice.
The speaker will offer guidelines for developing each of these six factors.
the speaker will present some concrete examples of this new approach.
◆ 第3室（415教室）10:35 – 11:05

10Finally,

How Effective Are the Non-Native EFL Teachers’ TETE Classes?
Sung-Ae Kim (Pusan National University)

The aim of this study is threefold. Firstly, it is to investigate the problems of thecurrently encouraged “Teaching English through English (TETE)” classes in Korea
taught by the Korean English teachers. Secondly, based on the belief that different
teaching contexts require different teaching methods, it is to argue that non-native EFL
teachers need to employ different teaching strategies from those used by native English
teachers. Lastly, it is to draw experts’ attention to the development of context-sensitive
teacher training programs, which can help the non-native English teachers cope with theinherent constraints in the EFL context. To that end the study analyzed threevideotaped TETE classes taught by Korean English teachers and two questionnaires for
middle school English teachers and students, respectively. According to the results of thedata analyses, the intended-to-be communicative English classes taught by the nonnative EFL teachers leave much to be desired and as such they cannot contribute verymuch to the development of the target language proficiency in the students. Based on
the findings, the study concludes that in an EFL context with so many constraints, one
should not blindly try to implement a policy that may work well in a context without
such constraints, that without appropriate pedagogical strategies the seemingly fancy
materials and exciting activities that are frequently employed in the TETE classes donot contribute very much in making the classes effective, and that the teachers need tobe provided with training on how to cope with the constraints inherent in the EFL
context. Suggested in the paper are some pedagogical strategies that the non-native EFL
teachers might have to consider in order to improve their classes.
◆ 第3室（415教室）11:10 – 11:40

11