中学校英語のライティング指導における「コンテクストの枠組み」の検討

抄録

This study investigated the effects of “framework of context” on teachers’ instruction and students’ writing performance in junior high school. “Framework of context” was designed to improve their awareness of situational context. Five teachers’ lessons were analyzed and interviews were conducted with them. Students’ writing in July and in October were compared to examine their changes. Results showed that the teachers’ awareness of the framework was evident. In addition, the various expressions that appeared in students’ writing in October were more diverse. However, the teachers did not fully understand the importance of the framework. These results suggest that “framework of context” worked well to improve the quality of English teachers’ instructions and students’ writing, but further research for improvement is needed.