英語学習におけるスピーチコミュニケーション活動の効果

抄録

This paper is intended to encourage in-service teachers at secondary schools to view public speaking as a beneficial and inevitable addition to their teaching agendas by demonstrating that this particular activity inherently possesses qualities to boost students' efficiency in learning English. To be more specific, statistics indicate the relative importance of "memorization" work, in making speech activity function as an effective form of teaching/learning English. Memorization, if handled carefully, can, as in the case of language-educational performances such as "oral interpretation," be one of the highroads to success (Ohmi, 1984, 1988), and speech can, I argue, provide this mechanism just as well as oral interpretation, or perhaps even better. Examined are perceptions of college speech students who work on speeches in the hope of improving their English. So the slogan here is "learn from the successful."