An Ecological Approach to Sophisticated Enhancement of Language Activities in English Language Teaching for Collaboration with Japanese Language Teaching

Abstract

本稿は，国語科教育との連携を意識した英語科教育における「言語活動の充実」について焦点を当て，活動を充実させるために，両教科の連携に必要な視点とは何かをヴァンリアの生態学的言語論をもとに考察することで，「言語活動」に対する生態学的価値づけを行った論考である。 国語科が外国語科との連携を行う際の共有的視点について，生態学的文脈に基づいて考察を行った結果，10の視点から多様な言語活動の見方・考え方が得られた。特に，アフォーダンスの考えを導入することにより，学習者が言語活動に積極的に「関与」することの必要性や重要性が示唆された。また，国語（日本語）と英語を「ことば」として捉え，言語の総体として観察する視点を与えた。母語の直感を援用するメタ言語能力を活用し，言語の構造や機能に気付かせる可能性も示唆された。In recent years, language activities specified in the revised School National Curriculum Standards have garnered increasing attention as deliberate, meaningful, and valuable learning experiences for nurturing the qualities and abilities of pupils and students. This paper places its focus on the "sophisticated enhancement of language activities" in English language teaching while recognizing the necessity of collaboration with Japanese language teaching. To enhance these language activities, this paper adopts an ecological approach to "language activities," considering the essential perspectives required for collaboration between these two subjects, based on Leo van Lear's 10 ecological perspectives. The shared perspectives on the collaboration between Japanese language teaching and English language teaching, rooted in the ecological context, have yielded a diverse array of viewpoints and concepts regarding language activities from ecological standpoints. Notably, the introduction of the concept of affordance highlights the imperative need for learners to actively engage in language activities, emphasizing the importance of perceiving Japanese and English as elements of "language" and facilitating a holistic examination of language as a system. Additionally, it suggests the potential utilization of metalinguistic abilities to aid learners in comprehending the structure and function of language, drawing from their intuitive understanding of their native language.departmental bulletin pape