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よいかずおいもり
5 years ago
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1 JAIS T his paper proposes a pedagogical model for high school English classes using interpreting training methods, and analyzes the effectiveness and prospect of the methods as part of the English education in Japanese senior high schools. Although the effectiveness and the interest in incorporating interpretation methods have been increasing in the language programs of Japanese universities, there are still few high schools that have started using the methods. Nothing has been established in terms of methodologies, evaluations and instructors training. This paper is a case report of senior high school English classes using some of the basic interpreting training methods. The major aim of my practice is to enhance students ability in the acquisition of listening, speaking, reading, and writing skills through the methods. A two-year implementation proved that there are a lot of benefits, bringing energy, vitality, changes, interaction and concentration into the classroom activities, yet there are several pedagogical issues that have to be considered and improved. This paper concludes with practical suggestions for the remaining issues and the future prospect concerning teaching English through interpreting training methods OCHI Yoshie, The effectiveness and prospect of interpreting training methods as part of language education in Japanese senior high schools. Interpretation Studies, No. 5, December 2005, Pages (c) 2005 by the Japan Association for Interpretation Studies

2 Interpreting Studies, No. 5: input intake output TOEIC

3 2.4 NEWSBREAKS FOR BASIC English Learners

4 Interpreting Studies, No. 5: CD CD output 1 2 Listening Pilot 206

5 Level TOEIC NEWSBREAKS FOR BASIC English Learners 1 2 CD 2 4 input intake output TOEIC TOEIC

6 Interpreting Studies, No. 5: TOEIC (pp ) C) A) NHK 3 208

7 NHK Media Literacy 209

8 Interpreting Studies, No. 5: 2005 We often take it for granted that all the news stories we see on TV or in the newspaper are true. We imagine that the evidence and data are honestly collected, and that the story is reported in a balanced and objective way. But are the stories so reliable? Read and compare the same piece of news reported in three or four major newspapers. You will often find that the same story is reported differently in each one: in the first it may be a major headline, in the second, just a few sentences, and in the third nothing at all. In other words, the news you read is carefully selected and controlled by the views and opinions of the editors or the newspaper companies Media Literacy 1 8 take it for granted that S V evidence and data in a balanced and objective way reliable compare [ ] differently 210

9 in the first [ ] major headline [ ] in other words select control views and opinions [ ] editor 2 CD Media Literacy 1 CD We often take it for granted / that all the news stories we see on TV or in the newspaper / are true. // We imagine / that the evidence and data / are honestly collected, / and that the story is reported / in a balanced and objective way. // But are the stories so reliable? // Read and compare the same piece of news / reported in three or four major newspapers.// You will often find / that the same story is reported differently in each one:/ in the first it may be a major headline, / in the second, / just a few sentences, / and in the third / nothing at all. // In other words, / the news you read / is carefully selected and controlled / 211

10 Interpreting Studies, No. 5: 2005 by the views and opinions of the editors or the newspaper companies. // 3 80 CD 120 wpm Media Literacy / / // / / // / // // / 3 4 // / // / / / 2, 3 / 3 / / / / / // 4 story 212

11 Media Literacy We may be aware that the world is too complex for the media to report the whole of a story, or even all the important stories. Therefore, we need to be careful when we watch TV or read the newspaper, and to remind ourselves that we are not getting the whole picture. Perhaps you have heard the expression media literacy. This means the ability to use the media as a tool, like language. In order to be media literate, it is essential for us not to lose our identity. We need to be aware that there are lots of events the media is not reporting. There are opinions quite different from those reported in the papers. It is important for us not to just be a passive receiver of information, but to think about and investigate issues for ourselves, and to communicate our own ideas with others. Unless we do this, our society will lack diverse views and opinions. Moreover, we may come to think that the world presented in the media is the real world!

12 Interpreting Studies, No. 5: CD Media Literacy 5 6 this those it Media Literacy 2 5 to 2 and to need when 3 to not A but B and C A B C 214

13 Media Literacy We may be aware / that the world is too complex for the media / to report the whole of a story, / or even all the important stories. // Therefore,/ we need to be careful / when we watch TV or read the newspaper,/ and to remind ourselves / that we are not getting the whole picture.// Perhaps / you have heard the expression media literacy. // This means / the ability to use the media as a tool,/ like language.// In order to be media literate, / it is essential for us / not to lose our identity.// We need to be aware / that there are lots of events / the media is not reporting.// There are opinions / quite different from those reported in the papers.// It is important for us / not to just be a passive receiver of information,/ but to think about and investigate issues / for ourselves,/ and to communicate our own ideas with others.// Unless we do this,/ our society will lack diverse views and opinions.// Moreover,/ we may come to think / that the world presented in the media / is the real world!// 215

14 Interpreting Studies, No. 5: whole while just justice identity 3 : identity figure feature term effect life

15 Anderson & Wall , 5.2 (Brown, 2001) 1 (Asher, 1977)

16 Interpreting Studies, No. 5: i + 1 (Krashen, 1985) 2 2 (Gardner, 1985)

17 skimming scanning intake L2 1 L1 (Cook, 1997b 219

18 Interpreting Studies, No. 5: 2005 L1 output input intake output 7 output 3 CALL 2 (Sakui, 2004) OCHI Yoshie MA in TESOL 1) TOEIC 220

19 32 2) TOEIC CASEC TOEIC Anderson & Wall (1993). Does Washback Exist? Applied Linguistics, 14, Asher, J. (1977). Learning Another Language through Actions: The Complete Teacher s Guide Book. Los Gatos, Calif,: Sky Oaks Production. Brown, H. Douglas. (2001) Teaching by principles an interactive approach to language Pedagogy. Second Edition. White Plains, NY: Pearson Education. Cook, V.J. (1997b). The consequences of bilingualism for cognitive processing. In A. de Groot & J.F. Kroll (Eds.), Tutorials in bilingualism: Psycholinguistic perspectives (pp ) Hillsdale, NJ: Lawrence Erlbaum. Gardner, R. (1985) Social Psychology and Second Language Leatning: The Role of Attitudes and Motivation. London: Edward Arnold. Krashen, S.D. (1985). The Input Hypothesis. London: Longman Sakui, K. (2004). Wearing two pairs of shoes: Language teaching in Japan. FLT Journal 58 (2), (2002). (2003) (1997)

20 Interpreting Studies, No. 5: 2005 : A B C 222

21 1 A-1 2 A-2 3 A -3 4 B-1 223

22 Interpreting Studies, No. 5: B-2 6 B-3 7 B-4 224

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