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高等学校「英語コミュニケーションII」の教科書の比較分析 ― 単元構成および領域統合型言語活動に焦点を当てて ―
http://hdl.handle.net/10087/0002000230
http://hdl.handle.net/10087/00020002304e2874a5-5997-4e1f-aef6-fe3cf9c6852d
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
09 GKJIN-TSUKUI.pdf
|
|
| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2024-02-26 | |||||||
| タイトル | ||||||||
| タイトル | 高等学校「英語コミュニケーションII」の教科書の比較分析 ― 単元構成および領域統合型言語活動に焦点を当てて ― | |||||||
| 言語 | ja | |||||||
| 言語 | ||||||||
| 言語 | jpn | |||||||
| その他のタイトル | ||||||||
| その他のタイトル | A Comparative Analysis of English Communication II Textbooks ― Focusing on Lesson Design and Language Activities that Integrate the Five Skill Areas ― | |||||||
| 言語 | en | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | language activities | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | lesson design | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | skill integration | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | tasks | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | textbooks | |||||||
| 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 | |||||||
| 著者 |
津久井, 貴之
× 津久井, 貴之
|
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| 著者別名 |
TSUKUI, Takayuki
× TSUKUI, Takayuki
|
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| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | This study conducts a comparative analysis of authorized English Communication II textbooks for Japanese high schools based on the research of Tsukui (2023), which analyzed authorized English Communication I textbooks. The main objective is to examine meticulously lesson design and language activities, with an emphasis on their integration across five key skill areas: listening, reading, speaking (interaction), speaking (production), and writing. This research is firmly grounded in the 2018 revision of the Course of Study, which reguires that high school teachers teach language skills and foster the students? ability to think, to judge, to express themselves. The primary findings are as follows: (1) Within the textbook?s structural framework, language activities are the central element of lessons. (2) Integrated language activities are associated with spoken interaction; however, they are not as intricately aligned with spoken interaction, primarily due to the absence of explicit links between the activities and specific situational contexts or conditions required to complete language tasks. (3) Post-reading activities comprise retelling and spoken interaction, fostering thoughtful discussions of the text. (4) Variations exist in presenting main texts and structuring lessons among different textbooks. These findings have implications for class design and instructional skills for high school English teachers, particularly regarding teacher talk and oral interaction. Such interactions serve as fundamental elements for English teachers to enhance the effectiveness of language activities within the textbooks and promote greater communicative efficacy in their classrooms. | |||||||
| 言語 | en | |||||||
| 書誌情報 |
ja : 群馬大学共同教育学部紀要. 人文・社会科学編 巻 73, p. 105-129, 発行日 2024-02-02 |
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| ISSN | ||||||||
| 収録物識別子タイプ | PISSN | |||||||
| 収録物識別子 | 2758-1136 | |||||||
| 著者版フラグ | ||||||||
| 出版タイプ | VoR | |||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
| 資源タイプ | departmental bulletin paper | |||||||
| 出版者 | ||||||||
| 出版者 | 群馬大学共同教育学部 | |||||||
| 言語 | ja | |||||||
| 資源タイプ | ||||||||
| 内容記述タイプ | Other | |||||||
| 内容記述 | Departmental Bulletin Paper | |||||||
