Mizushima, L., & Watari, Y. “Do English education in Japanese high schools provide sufficient pragmatic instruction?: A quantitative and qualitative study of English textbooks and teachers." at the 14th International Pragmatics Conference (The University of Antwerp, Belgium, Jul. 26-31)
11. 英語自体を詳しく知らにゃならんしの一例
• Mr. Watari swam across the
sea.
• わたりの野郎、関門海峡を
泳いで渡りやがった。
• Mr. Watari crossed (MOTION)
the sea swimming (MANNER).
• He was running away from
the police.
16. ELT Journal
だから例えば…
• 最近の記事: Volume 69(4), Oct. 2015
• Doing reflective practice: a data-led way forward
• Writing for publication as a tool in teacher development
• Joining the‘literacy club’: when reading meets blogging
• A concept-based approach to teaching speech acts in the EFL classroom
• The development of ESL proficiency and pragmatic performance
• Reconstructing miscommunications for the language classroom
• Teaching email politeness in the EFL/ESL classroom
• What have we learnt from‘good language learners’?
18. The Language Teacher
国内でも例えば…
• 最近の特集: Vol. 39(6), Nov. 2015
• Using Speech Act Sets to Inform Study Abroad Instruction
• Video Reflexive Ethnography as a Tool for Better Classroom Practice
• Teaching Audio-Visual English to University Students: Factors to Consider
• Applying the Benefits of Peer Assessment to the High School English
Classroom
• Writers' Workshop: Creating an Abstract: Informing and Intriguing the
Reader
• The Three-Stage Literacy Program: A Picture Book Based Unit for Young
Children
19. The Language Teacher
国内でも例えば…
• 最近の特集: Vol. 39(6), Nov. 2015
• My Share
• $1000 Pyramid Game: Using English to Explain and
Simplify Difficult Words
• Collaborative Science-based Projects for STEM Students
• Word Reduction Activity
• Turning Boring Presentations Into Creative Video
Productions
26. しかし、英語教師が研究法を
学んでおくことは重要
• … teachers must be confident that change is
likely to be worthwhile.
• So, changing teaching behavior on the basis of
research is only advisable when we are convinced
that (a) the research has been done well (…), and
(b) is likely to apply in our own professional
context – which may be quite different from the
sites where a published study is carried out
(…).”(Taber, 2013, p. 22)
94. 幅広く教授・学習理論から
捉え直してみる
each other outside of class.
Figure 1. A diagram of knowledge-building processes (Stahl, 2006, p. 203).
Cultural
artifacts
Collaborative
knowledge
Shared
understanding
Negotiate
perspective
Argumentation
and rationale
Clarify
meanings
Other people’s
public statements
Public
statements
Discuss
alternatives
Personal
focus
Tacit pre-
understanding Articulate
in words
Make
problematic
Personal
comprehension
Accept as
one’s own
Explicate
implications
Use in
activity
Personal
under-
standing
Social
knowledge
building
Formalize
and
objectify
Stahl (2006, p. 203)
95. 幅広く教授・学習理論から
捉え直してみる
• スキル主義の英語教育にありがち
• 完全に個別化された(一斉)学習のみ
• 形態も一人、思考も一人: 「授業」の意味ある?
• 協同学習にありがち
• 形態はグループ、思考は一人
• 作業はグループ、成果が個人に還元されず
each other outside of class.
Figure 1. A diagram of knowledge-building processes (Stahl, 2006, p. 203).
Task parameters as leading transformation of their PCK
Table 2
Task parameters (Willis & Willis, 2007, p. 157)
Cultural
artifacts
Collaborative
knowledge
Shared
understanding
Negotiate
perspective
Argumentation
and rationale
Clarify
meanings
Other people’s
public statements
Public
statements
Discuss
alternatives
Personal
focus
Tacit pre-
understanding Articulate
in words
Make
problematic
Personal
comprehension
Accept as
one’s own
Explicate
implications
Use in
activity
Personal
under-
standing
Social
knowledge
building
Formalize
and
objectify
96. 幅広く教授・学習理論から
捉え直してみる
each other outside of class.
Figure 1. A diagram of knowledge-building processes (Stahl, 2006, p. 203).
Cultural
artifacts
Collaborative
knowledge
Shared
understanding
Negotiate
perspective
Argumentation
and rationale
Clarify
meanings
Other people’s
public statements
Public
statements
Discuss
alternatives
Personal
focus
Tacit pre-
understanding Articulate
in words
Make
problematic
Personal
comprehension
Accept as
one’s own
Explicate
implications
Use in
activity
Personal
under-
standing
Social
knowledge
building
Formalize
and
objectify
Stahl (2006, p. 203)
Our focus
should be on:
どんな教材
どんな教具
どんな活動
で!?