| Budget Amount *help |
¥4,030,000 (Direct Cost: ¥3,100,000、Indirect Cost: ¥930,000)
Fiscal Year 2016: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2015: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2014: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
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| Outline of Final Research Achievements |
English has become the primary foreign language to learn and teach in many societies and countries as people response to internationalization and globalization. The goal of this study was two-fold; (1) to explore the professional competences of English language teachers and (2) to clarify ‘global literacy’ for Japanese learners of English. However, the definition of global literacy by the government (2000) may not be understood by the general public. In this study, three educational contexts were examined; those of the US, Australia and Japan. ESL is taught to non-native English students in the US and Australia where content standards and professional standards for pre-service English teachers are established. Findings from longitudinal surveys and one-one-one interviews with pre-service teachers suggest that learning contents and processes need to be clarified and developed for future EFL teachers in Japan, enabling them to acquire the competence necessary to teach English.
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