An Integrated Approach to Developing Japanese Students' English Presentation and Discussion Skills

We examined the types of difficulties that Japanese high school students have in English presentation and discussion activities. We conducted factor analysis (principal factor method with promax rotation) on the survey data, which was divided into four stages: (1) the presentation preparation stage; (2) the presentation stage; (3) the listening stage; and (4) the discussion stage. The results showed that students had difficulty with the following skills during each of the four stages: (1) "effective ways of providing information," "revision," and "collaborative work" during the presentation preparation stage; (2) "basic presentation skills," "handling questions," and "audience management" during the presentation stage ; (3) "active interaction" and "active understanding" during the listening stage; and (4) "overcoming communication anxiety," "adaptation to classroom activities," "problem solving approach," and "self-relativization" during the discussion stage

A Study of English Language Education Reform in Japan : Focusing on the JET Program

The Japanese Government started to implement a plan for English language education in 2003: The Action Plan to Cultivate "Japanese with English Abilities" (hereafter Action Plan). This article attempts to examine some characteristic features inherent in English language educational policy in this country, focusing on the JET Program (the Japan Exchange and Teaching Program) as one example of education reform and contextualizing it in broader perspectives. Specifically, the roles expected of native speakers of English (NSE) are examined. Before the inception of the JET Program in 1987, there existed two major programs that had invited NSE in schools: Mombusho English Fellows and British English Teacher Scheme. It is sometimes pointed out that these two programs were merged into the JET Program. The JET Program, however, has its own unique origin. In the 1980s, Japan was faced with some crucial political and economic issues and these social factors have induced the government to introduce the JET Program. In other words, this program was implemented not just for the purpose of improving English language teaching but also for the purpose of solving economic and political problems such as trade frictions with the U.S.A. Because the JET Program aims to develop international understanding at the local community level as well as to innovate English language instruction at middle schools, it can be characterized as "being vague," which might result in some confusion as regards the roles expected of NSE in a classroom. This article also points out the importance of evaluating education reforms. Twenty years have passed since the introduction of the JET Program. And yet there seems to be little research on examining whether it has achieved its own goals or not. In this respect, both the JET Program and Action Plan need to be properly evaluated before further attempts to innovate English language education are made in the future

教育政策の変容 : 日本の高等学校英語教育へのトップダウンによる改革の評価を巡って

本論文では、日本の高等学校の英語教育における英語教育改革を教育における変化・変容というより広い文脈に位置づけて考察を加える。日本の教育改革における際立つ特徴として、筆者らは中央の権威によって主導される変革という意味で、官僚主義的であり、役割モデル的な側面を指摘する。文部科学省が公刊した文書に示されている現在進行中の英語教育改革(例えばアクション・プラン)に関連づけて述べるならば、そのような改革の成否は「コミュニケーション志向の英語教育改革という流れの詳細な分析、考察」「教師に対する研修機会の提供」「試験やその他の手段による学習者の適切な評価」という3つの事柄にかかっていると考える。より具体的に言えば、日本の英語教育改革を理念的に支えているコミュニケーション志向のアプローチは、確立した一つの教授法という性格は有しておらず、教師が自らの教育方法や指導技術を同僚らと議論し、内省的に評価しうる場が必要であること、そのための物理的な時間を現場の教師は保証されるべきであると考える。また、学習者の評価に関わっては多肢選択型の入試が学校教育にもたらすマイナス作用というものをコミュニケーション志向の英語教育改革という基本的な方向性とより整合性を有する他の評価手段(たとえばポートフォリオを用いた評価)を採用することによって相殺する必要があることも指摘する