⽬次著作集②の刊⾏にあたって ······························································································ ii

第 1章

英語教育⽬的論

建て前と本⾳のあいだ······································································································ 87
英語教育から⾔語教育へ ································································································ 15
14
コミュニケーションの⽬的とは ····················································································· 2221
今こそ議論が必要であることについて·········································································· 2827
「世界に通⽤する英語教育を」を読んで ······································································ 33
32『「世界に通⽤する英語教育を」の批判に答えて』に答える ······································ 35
34＜解説＞望⽉ 正道 ········································································································· 39
38

第 2章

学習者論

⽣徒の学習を妨げる指導 ································································································ 42
41
英語嫌いはどこから？···································································································· 48
47「英語」の授業は何を教えるのか，について ······························································ 52
51＜解説＞⼤内 由⾹⾥ ····································································································· 59
58

第 3章

視聴覚的補助⼿段“直接体験”と“虚像” ········································································································ 62

英語教育と教育⼯学的視点 ···························································································· 67
Blackboard Sketch と Picture Card ················································································ 72
Visual Aids の分類 ·········································································································· 82
語学練習室の構想 ··········································································································· 88
LL 運営の経験から ······································································································· 114

デモンストレーションとしての LL ············································································· 115
⽣きたことばを学ぶ場⾯ ······························································································ 120＜解説＞淡路 佳昌 ······································································································· 128

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第 4章

⾳声指導発⾳記号の名前 ············································································································· 132
発⾳記号の恣意性 ········································································································· 135
発⾳記号について ········································································································· 145
144
中学校英語に IPA を導⼊することについて······························································ 148
⼩英語⾳領域の設定 ····································································································· 151
学習辞典における曖昧⺟⾳の選択 ··············································································· 158
157
かたかな英語の出現 ····································································································· 170
169
カナ発⾳表記のこと ····································································································· 174173
英語のイントネーションについて (1) ········································································ 182
181
英語のイントネーションについて (2) ········································································ 185
184
英語のイントネーションについて (3) ········································································ 188
187
英語のイントネーションについて (4) ········································································ 191
190＜解説＞⼩菅 和也 ······································································································· 194
193

第 5章

フォニックス指導

英語のつづりと発⾳をどう教えるか ··········································································· 198
196
フォニックスの役割 ····································································································· 204
202
フォニックスの理念 ····································································································· 212
210＜解説＞⼿島

第 6章

良 ········································································································· 223
221⽂字指導

英語の⽂字の話 ············································································································· 226
224
英習字教授の再検討 ····································································································· 256
254「アルファベットが書けない」 ··················································································· 257
255「英習字論」 序論 ······································································································· 264
262
英習字カリキュラムの必要性のこと ··········································································· 268
266
⽂字指導について（その 4） ······················································································· 270
268
⽂字の印刷体と筆記体·································································································· 271269＜解説＞⼿島第 7章

良 ········································································································· 273271

英語 4 技能指導（総論）

⾔語活動は可能か―週
3 時間制で何ができる？― ····················································· 276274···················································
四技能のバランスについて ·························································································· 281
279
4 技能の指導をどう関連させるか ················································································ 283
281＜解説＞四⽅ 雅之 ······································································································· 290288
あとがき ························································································································ 292
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