| Project/Area Number |
17520395
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Foreign language education
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| Research Institution | Saitama Medical University |
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Principal Investigator |
SASAMIMA Shigeru Saitama Medical University, Faculty of Medicine, Associate professor (80301464)
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| Co-Investigator(Kenkyū-buntansha) |
TERAUCHI Hajime Takachiho University, Faculty of commerce, Professor (50307146)
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| Project Period (FY) |
2005 – 2007
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| Project Status |
Completed (Fiscal Year 2007)
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| Budget Amount *help |
¥3,470,000 (Direct Cost: ¥3,200,000、Indirect Cost: ¥270,000)
Fiscal Year 2007: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2006: ¥1,100,000 (Direct Cost: ¥1,100,000)
Fiscal Year 2005: ¥1,200,000 (Direct Cost: ¥1,200,000)
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| Keywords | LSP / language teacher education |
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| Research Abstract |
This study aims to develop an innovative language teacher education in Japan by introducing LSP (Language for Specific Purposes) theories and practices. Thus the following 4 main qualitative researches have been conducted: 1) the current teacher education realities in the UK; 2) the questionnaire research of language teachers' awareness; 3) the current teacher education in Japan; and 4) the needs analysis for LSP and CLIL. In terms of secondary-school EFL teachers in Japan, the results show their featured thoughts about their teaching and teacher education as follows: 1) recognizing the needs for teaching practical English knowledge and skills; 2) requiring both language and pedagogical knowledge and skills as a accomplished teacher; 3) valuing the whole-person education activities; 4) requests for preservice education; 5) teaching basic language knowledge and skills more than ESP or CLIL; 6) less interest in CLIL; 7) requests for LSP (ESP) in their in-service teacher education; 8) strong awareness of a secondary schoolteacher; 9) professionalism comprising language and pedagogical knowledge and skills; 10) more in-service teacher education programs about TEFL; and 12) language teacher education in accordance with a variety of learners and genres. Considering these research results, the study proposes the 10 standards on the LSP teacher education system in Japan: 1) language knowledge and skills; 2) professional knowledge and skills of language classroom management; 3) specification of learners' language learning aims; 4) curriculum design and assessment for learners' learning needs; 5) understanding learners' learning portfolios and support for independent-learning; 6) realizing a variety of discourse communities; 7) understanding school aims and culture and language learning professionalism; 8) understanding genres relating to language, use; 9) understanding coherent language education; and 10) knowledge and skills for assessment and evaluation.
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