| 研究課題/領域番号 |
25870036
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| 研究種目 |
若手研究(B)
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| 研究機関 | 岩手大学 |
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研究代表者 |
HALL James 岩手大学, 教育学部, 准教授 (80361038)
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| 研究期間 (年度) |
2013-04-01 – 2017-03-31
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| キーワード | teacher cognition / CLT / novice English teachers / post-methodology / teacher education |
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| 研究概要 |
The objective of this research is to describe how novice teachers develop their own form of Communicative Language Teaching (CLT) and use these findings to improve English teacher education. In the first year of this study, the researcher initially conducted a 5-month pilot study on one second year teacher. From October, the researcher started a one and a half-year longitudinal study of three first year teachers. In the pilot study, the researcher attempted to develop ethnographic techniques for investigating the novice teacher experience with CLT. Given the full schedules of the participants and researcher, the time the researcher can spend in the field and the time participants can allow for interviews are limited. Therefore, fieldwork has to be conducted in an efficient enough manner which will enable the researcher to develop a "thick description" of the participants' experience with CLT.
In the pilot study, I decided to use "Critical Incidents" as a unit for analysis. A Critical Incident (CI) can be thought of as an unexpected event or situation in the classroom which triggers in the teacher a new understanding of an educational phenomenon. In the pilot study, the teacher's primary dilemma was that learners' needs conflicted with CLT principles, and the teacher was working on reconciling the two. The findings were presented at the All Japan English Education Society Conference in Hokkaido as well as published in the Annual Review of English Language Education in Japan. In October, the researcher began the new study adopting the techniques used in the pilot study.
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| 現在までの達成度 (区分) |
現在までの達成度 (区分)
2: おおむね順調に進展している
理由
The original plan of the research was to conduct the ethnographic research of novice teachers in the second and third years of the study and conduct a literature review of CLT methodologies in Japan in the first year. The plan was modified and the ethnographic research began in the first year because the researcher had access to four teachers who worked in close proximity to his university and were willing to participate in the study. I could not be confident that I would have a similar situation in subsequent years.
The researcher was able to start fieldwork on a small scale in May and a much larger scale in October. One paper has already been published and another paper, about issues in ethnographic research methodologies, will be published in June. Overall, although I had to change the order of the stages of the study, I have been able to conduct meaningful fieldwork and present the results so far to the public.
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| 今後の研究の推進方策 |
The ethnographic fieldwork will take up the first and second year of the study. The third year of the study will be writing up the ethnographic fieldwork as well as relating the way novice teacher's practice CLT to how popular English teaching methodology books and official curricular guidelines advocate the way English should be taught. In the fourth year of the study, the goal is to write a book on the way CLT is practice in Japanese junior high schools.
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| 次年度の研究費の使用計画 |
There was approximately 27,000 yen remaining in the budget. I had purchased transcription software for this amount on my credit card and had planned to use the FY 2013 budget for this. However, because the date of withdrawal on my credit card bill was 2014/4/6, I would have to wait until FY 2014 to use the grant budget.
First, I will use the surplus 27,000 yen to pay for the software mentioned above. Second, I plan on using the allotted 600,000 for the following: new computer and printer for data analysis, conference presentations in Bangkok, Tokushima, Yamanashi, and Tochigi, and books.
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