高校におけるディベート授業のシラバスデザイン
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1 第16回 研究助成 B. 実践部門 報告Ⅲ 英語能力向上をめざす教育実践 高校におけるディベート授業の シラバスデザイン 東京都 明治大学付属明治高等学校 教諭 矢田 理世 本研究は高校の授業で 8 か月にわたって る 教師自身に英語でのディベートやディスカッ 英語のディベートを行いながら シラバ ションの経験がない 大学入試のため オーラル スをまとめた実践報告である 研究内容は 2 つの段 に時間を割けない 日本人には意見を強く主張す 階に分けられる まず到達目標とニーズ分析をもと る習慣はなじまない などが挙げられるであろう に年間のシラバスを作成し 実際に授業をしながら ディベートを英語で教えるとなるとこれまでの科目 逐次振り返り改訂していく授業実践 次に 授業終 とは異なり教師にとって多くの研修が必要になる 了後多方面から授業全体を振り返り 改善策を模索 生徒たちにとっても新しい科目には多少の戸惑いが するシラバスの検証である あるかもしれない しかし ディベートをすること 概要 英語でのディベートは 論理的な思考能力に加え listening reading writing speaking を総合的に 養うことができる有効な言語活動であるが 高校生 で生徒にもたらされるメリットを考えれば それだ けの努力をする価値は十分にあると考える Goodnight 1993 はディベートを行うことで にとっては易しいものではない このため 各時期 リーダーシップ 問題の分析及び解決能力 批判的 において明確な意味と目標を持った言語活動をタス な思考力 critical thinking 聞くこと 話すこと クとし 生徒たちの興味やニーズに合った適切なタ 理論の構成力 チームワークなど多くの力を育成で スクを地道にこなしていくことを基本方針とした きるとしている 英語教育の観点からは 第1に 当初はクラス全体の前で短い発表をすることも精 listening reading writing speaking の4 技能の総 一杯だった生徒たちが 数か月後にはユーモアを交 合的な力を育成できることが最大のメリットである えながら英語でディベートを楽しめるようになり また 勝敗のはっきりした議論 という高校生の知 充実感と自信を持って授業を終えることができた 的好奇心に十分見合った内容であるため 高いモチ ベーションが期待できることも重要な点である Ur, 1 はじめに 1981; 松本 1996 だが実際には 一般的に受動的な英語の授業を受 けてきている高校生にとって 英語でのディベート 英語でのディベートは 4 技能をくまなく訓練する は易しいものではない そこで 高校の授業におい ため英語学習にとって大変有効であるが 実際の教 て英語でのディベートを実践しながら 実現可能で 育現場では一般的なものではない 実際 平成 8 年 無理のないディベートのシラバスを探る必要がある 度から14年度にかけて 科目におけるオーラル コ と考えた シラバス作成に当たっては 各活動に明 ミュニケーションC 以降 OCC の検定教科書採択 確な目標を持たせ 生徒たちの興味やニーズに合っ 率は平均して であった 内外教育 た適切なタスクを地道にこなしていくことを基本方 英語でのディベートやディスカッショ 針とした ンを教えることの有効性には一定の評価があるにも かかわらず このように学校や教師が消極的な理由 として 英語で議論をするなど高校生には難しすぎ 131
2 2 task-based language teaching TBLT content-based instruction CBI 2.1 TBLT Willis 1996 Tasks are activities where the target language is used by the learner for a communicative purpose / goal in order to achieve an outcome. pp TBLT linguistic elementsmeaning C TOEIC 400 reading writing listening speaking AET Assistant English Teacher1 AET small talk proposition AET 2.2 CBI Brinton, Snow, & Wesche, 1989 TBLT discussion question discourse fillers notetaking
3 OCC audience For or Against constructive speechrebuttal 1st / 2nd speaker 2nd speaker 3rd 4th speaker 3.4 Impact TopicsDay & Yamanaka, 1999 Q&A Beauty Contest discussion questions Chairperson FOR side 1st speaker (outline) 1st speaker (outline) AGAINST side 2nd speaker (reasons) 2nd speaker (reasons) 3rd speaker (questions) 3rd speaker (questions) 4th speaker (summary) 4th speaker (summary) (Questions & Comments) Audience 133
4 Q: What are pros and cons for beauty contests? 2. Q1: What kind of contests are you interested in and why? Q2: Are beauty contests good? Explain with more than two reasons or examples. 3. Contests like Mr./ Miss Universe should be banned AET Hubbard & Power, Skehan, 1998; Ellis, My pet peeve 2. Ben & Mike 3. I hate school 4. Dangerous friends 5. Beauty Contest 6. Earning money 7. The guy with green hair 5.4 TBLT CBI 134
5 Dubin & Olshtain, 1986; Nunan, 1988a, 1988b; Richards, 2001 Richardsibid n14 135
6 11 1. accuracy fluency a Getting to know each other s Introducing my partner I think he is an active person. 1 AET d My experience My pet peeve response response strategic competencecanale & Swain, 1980 Mmm... uh f In my opinion... Ben and Mike My experience In my opinion... In my opinion, two men bathing together is OK. In my opinion, two men can talk all through the night. 136
7 g Mini debate 21 2 Animals in the zoo are happy 315n speaking
8 I don t believe that the animals in the zoo are happy. I have three reasons. Firstly, the cages are too small for them. Secondly, they can t choose the partners they love. Lastly, they should get used to the wild life. So, I don t believe that the animals in the zoo are happy. Q&A h The first debate 2 2 I hate school. Beauty Contest 21 mind map university university 2 mind map n14 138
9 Beauty Contest Contests like Mr./Miss Universe should be banned For example, Kobayashi likes Kyoko Hasegawa, and Kato loves Yuka. And I love Aya Ueto. I like her cute eyes. We all have different tastes. So, we can t decide the most beautiful woman j Debate with comments and questions Earning money A: Would you work for a tuna-fishing boat? B: Yes, I think it s OK. A: You said that you can work for a boat for fishing tuna, but I can t do it. Do you know that you can t come home for a year? I will be lonely! You said..., but / so... 2 tanning machine sunshine machine! sunshine machine
10 5310n k Debate with data and authority Dangerous friends Mobile phones are necessary to keep our friendships For: Cell phones are necessary for keeping our friendships. According to the statistics, 62% of the Japanese people have cell phones. Against: You said that 62% of the Japanese have cell phones, but how about 38%? Do they have no friends? data 140
11 HP l The final debate The guy with green hair Mini-debate Every student should take Oral communication C OCC 23 audience 6412n14 141
12 7 8 formative evaluationilluminative evaluationsummative evaluation3richards, / 14 7 n
13 glossary
14 8 1 2 discussion questions 14 AET 4 Elite Olshtain 14 Barnes, D.(1992). From communication to curriculum. Portsmouth, NH: Heinemann. Brinton, D.M., Snow, M.A., & Wesche, M.B.(1989). Content-based second language instruction. New York: Newbury House. Brown, G., & Yule, G.(1983). Teaching the spoken language. Cambridge: Cambridge University Press. Burns, A.(1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press. Canale, M. & Swain, M.(1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1, Day, R. & Yamanaka, J.(1999). Impact Topics. New York: Longman. Dubin, F. & Olshtain, E.(1986). Course design. Cambridge: Cambridge University Press. Ellis, R.(2003). Task-based language learning and teaching. Oxford: Oxford University Press. Goodnight, L.(1993). Getting started in debate. Lincolnwood, IL: National Textbook Company. Green, C., Christopher, E. & Lam, J.(1997). Developing discussion skills in the ESL classroom. 144
15 ELT Journal, 51(2), Hubbard, R.S. & Power, B.M.(1993). The art of classroom inquiry. Portsmouth, NH: Heinemann. JACET (2002) (1996) 4590(1995) (2002) Nunan, D.(1988a). The learner-centered curriculum. Cambridge: Cambridge University Press. Nunan, D.(1988b). Syllabus design. Oxford: Oxford University Press. Nunan, D.(1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press. Richards, J.(2001). Curriculum development in language teaching. Cambridge: Cambridge University Press. Richards, J. & Rodgers, T.(2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press. Skehan, P.(1998). A cognitive approach to language learning. Oxford: Oxford University Press. Ur, P.(1981). Discussions that work. Cambridge: Cambridge University Press. ( )Task-based Language Teaching () Willis, J.(1996). A framework for task-based learning. London: Longman h 2 10h 3 9h 4 10h (1) Getting to know each other (2) Introducing my partner (3) My experience (4) In my opinion... (5) Mini-debate (6) The first debate (7) Debate with comments and questions (8) Debate with data and authority (9) The final debate (10) Mini-debate 145
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1 2 4 6 6 7 8 10 11 11 12 14 Page Page Page Page Page Page Page Page Page Hi everyone! My name is Martin Dusinberre, and I come from the UK. I first came to Iwaishima six years ago, when I taught English