There are two primary aspects in communication, the receptive and the productive. By receptive, we mean anything that concerns reading and listening ability. The productive communication deals with the ability to speak and write. In order to begin the study of English, we must first understand about the language itself and its social background. Only then, on the basis of such understanding, the productive communication can be possible. Therefore, if we truly want our students to acquire competence in the English language, they must be given the opportunity to express themselves. The article, 'An Error Analysis of Japanese Students' Listening Comprehension and Dictation of English Radio and Television. Weather Forecasts' by Kiyoshi Hasegawa and Naomi Koike, The bulletin of Japanese Curriculum Research and Development, (1984), 9, 4, 1-6, focused on the receptive aspect of communication. In it we looked at various errors quite often displayed by Japanese students. Particular attention is given to common mistakes in listening comprehension of English radio and television weather forecasts. This article is a continuation of the previous article mentioned above. In this new article we pay particular attention to successful media workshops created and produced by students who have reached a high degree of communicative competence fro studying through the media.
From 1981 new course of study for Junior High School was enforced and the 3rd year selective course of study, besides foreign language one Subject among music, art, health and physical training, industrial arts and homemaking is to be taught one hour a week. The purpose of this is to teach according to their interest, what they are concerned with, their characteristic, etc. And to develop their future possibility. By making the required subjects, the base, it deepened the contents of students' life more in 1982 and 1983 when the investigation of consciousness of the 3rd year students who studied the selective course was held, the actual conception was made clear.
Students do not usually welcome classes in which they must practice long-distance races or endurance running. This study, however, was conducted in Hiroshima prefectural S High School where the long-distance relay race is the school sport and a climate favoring long-distance races has been cultivated. Accordingly, the learners were relatively more willing to participate in the practice. The study aimed at determining how the learners' stamina will improve through eight consecutive classes held over a period of about three weeks. At each class, a 12-minute running and walking test was given to the learners to measure their heart rates and running distances. The running distance and heart rate response- measured immediately after running began to improve substantially after the fourth to fifth class, as a result of the improved overall staying power of the learners. The improvement became even more distinct after the sixth to eighth class, reflecting the favorable effect of the practice. The learners also took 1500m running and step tests before and after they went through the eight classes. Comparison of test results proves improvement was made in records and indexes. Thus, practice was found to have been effective.
Formerly, the author demonstrated that the understanding of scientific phenomena in everyday life is one of the important purposes of secondary education and that the cooperation between science education and homemaking education is necessary to achieve this purpose. In proof of this demonstration, a research into the consciousness of contribution of science education and homemaking education in upper secondary school to the scientific understanding of everyday life was carried out to women's junior college students by questionaire. Results obtained from the research study are as follows. (1) Generally speaking, homemaking education contributes to some degree to understanding of scientific phenomena in everyday life, but science education attains to the least degree in this field. (2) However, in regard to fundamental knowledge on the science of fuels and energy in the home, homemaking education gives less information to pupils than science education. (3) Pupils have a desire that cooperation between science education and homemaking education is indispensable to the instruction of the subject matters concerning fuels and energy.
It is the aim of the present paper to make clear how both performed motor rhythm and the rhythm in motor image change in learning process, and the relations between the two kinds of motor rhythm. The results will be summarised as follows; 1) Performed motor rhythm was hardly organized in the early stage of learning because the breathing impeded the learning. As the learning progresses, two types of motor rhythm pattern appeared. 2) Performed motor rhythm and the rhythm in motor image didn't correspond in the early stage. As the learning progresses, these two kinds of motor rhythm influenced each other. As a result they gradually corresponded and synchronized. 3) It is condisered that in the early stage, performed motor rhythm is regulated by the rhythm in motor image.