| Project/Area Number |
15K02801
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Foreign language education
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| Research Institution | Toyo University |
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Principal Investigator |
Ota Etsuko 東洋大学, 文学部, 准教授 (90611393)
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| Project Period (FY) |
2015-04-01 – 2019-03-31
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| Project Status |
Completed (Fiscal Year 2018)
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| Budget Amount *help |
¥2,730,000 (Direct Cost: ¥2,100,000、Indirect Cost: ¥630,000)
Fiscal Year 2017: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2016: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2015: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
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| Keywords | 検定教科書 / 難易度 / Lexile Measure / 授業内活動 / 中高接続 / コミュニケーション / コミュニケーション活動 |
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| Outline of Final Research Achievements |
This study investigated the gap between the readability of English language textbooks used in 2186 Japanese senior high schools and students’ English reading levels, as assessed using Lexile Measures (LM). The aim of the study was to obtain an understanding of how to foster students’ language learning as well as their active participation in class activities. The results showed a large mean LM gap (577L) between the students' mean LM (294L) and the textbooks’ mean LM (871L). This unproductive gap suggests that students may only have a 20% comprehension rate of their textbooks. However, a teachers’ follow-up questionnaire showed that 80.6% of the teachers conducted half or more of each class in English, and 50.1% spent at least half the class-time on communicative activities in which students used English. The results indicate that textbook level adjustment is not necessarily the only or even the best solution. How to arrange and utilize the textbooks well is also important.
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| Academic Significance and Societal Importance of the Research Achievements |
従来の文法訳読式授業では辞書や教師の助けを借りつつ難解な英文を解釈する作業が主だった。今後はコミュニケーションツールとしての英語の習得を目指し、授業では対話や発信を積極的に行う必要がある。主教材の教科書の難易度設定を誤ると、表現活動の前提となる英文理解に多くの時間を要する。難易度が上がると題材の抽象度も上がり、これも理解度や動機づけを下げる一因となる。「読みやすい英文」では生徒の英語力は向上しない、入試には対応できないと考える教師は未だに多い。理解への負担軽減と言語活動の時間確保の両面を考慮すると、教科書の難易度の再検討は避けられない。本研究の成果が教師の意識改革につながることを期待したい。
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