表現力養成のための教材編成 : Communication Practiceの理論的指針を求めて

抄録

In modern language teaching the aural-oral aspect of language has been emphasized. It is true that we are comparatively satisfied with our elementary classes. At the intermediate and advanced levels, however, what is being accomplished does not satisfy the teachers. Their student are still not learning to hear or speak their second language. What has gone wrong with the language learning process? The purpose of this paper is to investigate the causes of this situation and to suggest a theoretical guideline that may be of help in remedying our dificiencies and making the materials to develop speaking ability, especially from the view-point of communication. This study may not always suggest solutions but it strives to contribute to a better understanding of the problems under consideration. This paper wifi devote itself primarily to the description of various aspects of speaking ability. It will also consider the role of the language laboratory in developing the ability to express oneself. This will be discussed on the basis of the ideas of phychologists, linguists, and educators who are concerned with language teaching and learning. The following problems are discussed here. 1. Language as communication 2. Definitions of speaking ability 3. Stages of speaking ability 4. Levels of speaking ability 5. Factors involved in speaking ability 6. Differences between pattern practice and communication practice 7. Criteria for the selection of language content for communication 8. Roles of LL for communication-Inter-booth communication practice 9. Transition from manipulation to communication These problems are always considered from two standpoints: manipulation and communication.