英語で教える英語の授業が学習者の教授言語の好みに与える影響

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  • エイゴ デ オシエル エイゴ ノ ジュギョウ ガ ガクシュウシャ ノ キョウジュ ゲンゴ ノ コノミ ニ アタエル エイキョウ

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Abstract

The purpose of this study is to clarify how teaching English in English would influence learners’ preferences for instructional languages. Forty-three undergraduates were employed as the participants. They took an English course taught by the author, which consisted of 15 lessons. To clarify how their preferences for instructional languages changed while taking the course, the same questionnaire was given at the beginning and the end of the course. The results are: 1) learners would like their teachers to use both Japanese and English judiciously as a medium of instruction and 2) learners with high English proficiency would like their teachers to use English more in class. It is then discussed that learners with high English proficiency are likely to prefer cognitively demanding tasks and that just using English for teaching English is not good enough to satisfy their needs. It is finally argued that university English courses need to incorporate activities which would encourage learners to develop their English literacy.

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