The Instructional Speech in the English Classroom : A Trend Between Two-Language Use Over the Past Three Decades

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  • 英語授業の教授言語 : 過去３０年の日本語使用と英語使用の傾向

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This paper aims at a brief observation by comparing English teacher s instructional speech (IS, an instructional support in English and Japanese) of the present time (2019) with the past two times (three decades ago, the timing of the advent of the communicative teaching method, and a decade ago when the policy of English only in the English classroom was introduced). Data collected from three ISs through one course unit at the level of junior and senior high school were compared with Kaneko (1992) and Omote (2011). Analyses were conducted twofold: first, (1) to compare the ratio of instructional Japanese speech to instructional English speech, and then, based on the three pedagogical goals in the classroom (Ellis, 1984), (2) to compare the function of the IS. Results revealed an association between the pattern of the three goals and the IS ratio, as well as the tendency of decreased Japanese speech over time. The findings suggest that the pattern (teacher s behaviour in the Japanese and English utterances) might have changed in some way or another, as the educational goal in English instruction trends for the past thirty years. Implication was presented about how teachers should refine instructional Japanese and expand instructional English.

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