Using the Dutch Four-phase Model for Foreign Language Activities

Abstract

The present paper discusses the methods used in foreign language teaching in elementary schools, with reference to the Dutch four-phase model and its applicability to foreign language teaching activities in Japan. The four-phase model supports teachers to plan a lesson unit which makes a smooth transition from input to output. Compared with the Dutch case, foreign language teaching activities in Japan put more emphasis on cultural awareness and attitude toward communication, rather than language proficiency. However, progress from input to output is an equally important step for learners to enjoy communicative activities and furthermore use the language independently in a meaningful situation. A variety of games, quizzes, and other fun activities will have more value if they are used to provide effective stepping stones toward real communication. This paper proposes a flexible use of the four-phase model with example activities which are suited to the Japanese situation.