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英語を話す態度を育成するペア・グループのスピーキング活動 : 反転授業を取り入れたコミュニケーション活動について
http://hdl.handle.net/20.500.12000/36608
http://hdl.handle.net/20.500.12000/3660807d24dc8-823c-4804-a008-276d50d0d963
名前 / ファイル | ライセンス | アクション |
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No1p201.pdf
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Item type | デフォルトアイテムタイプ(フル)(1) | |||||||||
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公開日 | 2017-05-12 | |||||||||
タイトル | ||||||||||
タイトル | 英語を話す態度を育成するペア・グループのスピーキング活動 : 反転授業を取り入れたコミュニケーション活動について | |||||||||
言語 | ja | |||||||||
タイトル | ||||||||||
タイトル | Pair and Group Activities That Alleviate English Speaking Anxiety : Flipped and Non-Flipped Communicative Activities | |||||||||
言語 | en | |||||||||
作成者 |
東矢, 光代
× 東矢, 光代
× Toya, Mitsuyo
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アクセス権 | ||||||||||
アクセス権 | open access | |||||||||
アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||
主題 | ||||||||||
言語 | en | |||||||||
主題Scheme | Other | |||||||||
主題 | Speaking | |||||||||
主題 | ||||||||||
言語 | en | |||||||||
主題Scheme | Other | |||||||||
主題 | communication activity | |||||||||
主題 | ||||||||||
言語 | en | |||||||||
主題Scheme | Other | |||||||||
主題 | flipped classroom activity | |||||||||
主題 | ||||||||||
言語 | en | |||||||||
主題Scheme | Other | |||||||||
主題 | TOEFL | |||||||||
主題 | ||||||||||
言語 | en | |||||||||
主題Scheme | Other | |||||||||
主題 | pair/group interaction | |||||||||
内容記述 | ||||||||||
内容記述タイプ | Other | |||||||||
内容記述 | Speaking is considered the most difficult skill area for many Japanese learners of English, including the students who participated in the activities discussed in this paper. This paper will report on the design of sequential communicative speaking activities in a university English as a foreign language (EFL) TOEFL preparation course. The author introduced three activities: Controlled conversational warm-up in pairs, guess-the-word pair interaction, and a guess-the-word task based on flipped materials derived from BrainPOP video-viewing and vocabulary sheets. Warm-up materials focused on expressing positive and negative emotions and on articulating reasons for such feelings. Guess-the-word materials with simple target words were modified to compensate for participants’ inability to connect written words to their sounds and, subsequently, varied levels of knowledge amongst participants about target vocabulary. Academic vocabulary for TOEFL was introduced through another guess-the-words activity where students prepared word explanations after studying materials from the Brain-POP website outside of class. This report argues that such sequential introduction of speaking activities is manageable for Japanese learners, even those who are generally reluctant to speak English. | |||||||||
内容記述 | ||||||||||
内容記述タイプ | Other | |||||||||
内容記述 | 紀要論文 | |||||||||
出版者 | ||||||||||
言語 | ja | |||||||||
出版者 | 琉球大学大学院教育学研究科 | |||||||||
言語 | ||||||||||
言語 | jpn | |||||||||
資源タイプ | ||||||||||
資源タイプ | departmental bulletin paper | |||||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
出版タイプ | ||||||||||
出版タイプ | VoR | |||||||||
出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
識別子 | ||||||||||
識別子 | http://hdl.handle.net/20.500.12000/36608 | |||||||||
識別子タイプ | HDL | |||||||||
収録物識別子 | ||||||||||
収録物識別子タイプ | ISSN | |||||||||
収録物識別子 | 2432-5341 | |||||||||
収録物名 | ||||||||||
言語 | ja | |||||||||
収録物名 | 高度教職実践専攻(教職大学院)紀要 | |||||||||
書誌情報 |
巻 1, p. 201-211, 発行日 2017-03-10 |