Article

Objectives : The present study aimed to clarify whether the use of using a silent animated film during a writing activity can improve students' imagination and to determine the practical effectiveness of learning fundamental writing skills and rules before the writing activity. Method : After receiving basic instruction on English essay-writing, students were asked to watch a silent animated film and then write a review of the film. Students were then asked to exchange papers with a peer and read one another's work. Results : Many students were able to write a film review using the basic writing skills and rules they had learned before the activity. However, although some students made insightful and imaginative comments in their reviews, others were not able to finish writing their reviews without the help of translation software. Conclusions : The present findings indicate that basic instruction on English writing is effective when provided to students immediately before a writing activity . Moreover, using a silent film in the present writing activity gave students the opportunity to use their imagination. In addition, by sharing the same story, students were able to maintain good rapport with one another. Lastly, teachers need to show their students how to use translation software appropriately, as the convenience of such technology may hamper students' imagination and creativity. Movie-based learning activities represent one way to instill positive attitudes towards learning English while reinforcing the use of imagination and creativity in writing.

目的:2010年度前期の英語Iにおいて行った無声アニメーション映画を教材としたライティングの授業が想像力の活性化と英文エッセイの基本的な決まりの習得にどの程度効果があったかを考察する.方法:初めに基本的な英文エッセイの書き方を提示し,DVDの鑑賞後,そのあらすじと感想を盛り込んだレヴューを書き,お互いの作文を読み合うように指導した.結果:ほとんどの学生がライティングの決まりに従いレヴューを完成させた.想像力,創造性を活かした学生がいる半面,翻訳機の使用を余儀なくされる学生もいた.結論:英文エッセイを書くにあたり,基本的なライティングの決まりを習得することの重要性を確認した.無声アニメーション映画を使用した英文エッセイ作成は学生の想像力の幅を広げ,その映画のテーマから,生きるということの意味について深く考える機会を与えたと言える.また,同じ物語を共有することが,同じテーマを探求することになり,良い環境作りの提供が可能となったと言える.最後に,メディアを使用した授業は,授業展開の可能性の幅を広める一方,機械に依存することが想像力や創造性を弱める可能性があるため,教師による適切な指導が必要であることを確認した.今後さらに,学生の積極的授業参加を促せるように,映画を基盤とした授業展開の可能性をさらに追求していく必要があろう.

報告

群馬県立県民健康科学大学紀要 6,85-91,2011