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「深い対話的学び」に誘う学生レポートへの返信 － 「寺島メソッド」で学んだ看護科「英語コミュニケーション」の授業分析 －
https://asahi-u.repo.nii.ac.jp/records/10864
https://asahi-u.repo.nii.ac.jp/records/10864663e4012-f35a-4a72-a9f3-e2e3a7ced791
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
ippan43_2149_2019 (2.6 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2019-05-14 | |||||
| タイトル | ||||||
| タイトル | 「深い対話的学び」に誘う学生レポートへの返信 － 「寺島メソッド」で学んだ看護科「英語コミュニケーション」の授業分析 － | |||||
| タイトル | ||||||
| タイトル | Reply to the Students’ Report Leads to “Deep Dialogic Learning” - An Analysis of English Communication I for Nursing Students Designed by Terasima Method - | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| 著者 |
山田, 昇司
× 山田, 昇司 |
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| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 8452 | |||||
| 姓名 | YAMADA, Syouzi | |||||
| 所属 | ||||||
| 値 | 朝日大学英語研究室 Department of English, Asahi University |
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| 書誌情報 |
朝日大学一般教育紀要 en : Journal of Liberal Arts and Science Asahi University 号 43, p. 21-49, 発行日 2019-03-31 |
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| 出版者 | ||||||
| 値 | 朝日大学教養教育委員会研究成果専門部会 | |||||
| 内容記述 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | There are three materials that Terasima Method recommends to use for the beginners of English. They are “The Big Turnip”, “There’s a Hole” and “The House that Jack Built.” Through these materials students can intensively learn the basic word order of English : SVO and post-modification. In addition, the materials are very helpful to learn the rhythm of English sounds, because the sentences are very rhythmic. What is better, they get longer little by little by adding new phrases, so students can memorize them without awareness while repeating. In short, they are most excellent stuff in learning not only the sentence grammar but the sound grammar. In the first semester of 2018 I used the materials in English Communication I (Basic) for nursing students. The main theme of this article is to analize the students’ reports that described what they had learned. I picked up three points which I thought most important. One is that they said they have recognized the word order of English language for the very first time in their long English-learning career. It means that they have been taught so far just the phrases and sentence patterns without knowing the syntactic structure of English language. One female student expressed her delightful surprise when she first completed English composition by using word order rules consciously, not by just applying sentense patterns. The next one is that they were surprised at a strange power of rhythm reading. They had a group test of reading aloud, which is needed to read in unison rhythmically, hitting the stressed syllables at the same time. A number of students wrote that rhythm reading made it easier to memorize the sentences. Moreover, they said that this group work was great fun and they really enjoyed the lesson. Some of them even said that it helped them to make friends. The third one is that they strongly welcomed my test-taking system. They had three kinds of short tests ; one for words and sentences for nursing, and the others for reciting and writing from memory of each above-mentioned material. They could take a retried test as many times as they wished. It means that, if they fail, or even when they are absent, they have a chance for another try. One male student wrote, “I tried until I reached full scores and got a ‘never give up’ spirit”. I am planning that I will print out my narration part of this thesis to let my students read at the beginning of the second semester. I hope that their learning will be widened and deepened by sharing each others’ thoughts. | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 1341-3589 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AN10469472 | |||||
| フォーマット | ||||||
| 値 | application/pdf | |||||
| 著者版フラグ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
