受動的な聴衆から能動的な英語使用者へ移行させる プレゼンテーション指導法について

抄録

When it comes to improving foreign language proficiency, specifically oral skills, many might imagine presentations as effective activities. It is one of the most popular activities that language teachers utilize to cultivate students’ speaking ability. This has encouraged a certain stereotyped understanding of what speaking English looks like. However, teaching efforts tend to focus solely on the presenter’s role and not on the listener’s role. Presentation activities should be designed for producing more interactions between the speaker and audience. According to a questionnaire conducted for the present study, students learning English at National Institute of Technology, aged 18-19, preferred not to have any interactions between the presenter and audience, specifically they do not want to receive questions or comments on their presentations. In addition, the participants tended not to even ask questions or make comments about presentations as listeners. It seems that there are many issues to be solved if we would like to use presentation activities as an effective way of teaching communicative language skills. This study concludes that educators should reconsider presentation activities as a means of obtaining language proficiency by focusing on not only the role of the presenter but also the listener.