@article{oai:asahi-u.repo.nii.ac.jp:00012970,
 author = {若山, 典生},
 issue = {2021-03-31},
 journal = {2021-03-31},
 month = {2021-03-31, 2021-04-30},
 note = {The English educational system of Japan is in a period of transition at the moment. In particular, new tests for applicants applying to university has dramatically changed in regards to English testing. However, the present application of English education in the classroom currently lags behind the rest of world. Although the present rate of teachers communicating in English in the classroom is 54 percent in high schools, with 74 percent in junior high schools respectively (MEXT, 2019), it is salient that most of the instruction is still conducted in Japanese, in particular, using the grammar translation method (GTM) (Nishino & Watanabe, 2008 ; Narita, 2013 ; Suzuki & Roger, 2014). Also, Machida (2019) pointed out teachers’ lack of command of English and concerns about students’ learning as well as practical training opportunities to develop their English communication skills to be ready for successful policy implementation. In this paper, I examined how English teaching in Japan at secondary school level should be integrated into the Natural Approach, a kind of pioneering method of language teaching in respect of (a) the order of grammatical morphemes used in the authorized textbook, (b) ‘Sentence-Situation’ instruction, being made use of the graded direct method (GDM)., 10.15090/00012875},
 pages = {2021-03-31--2021-03-31},
 title = {ナチュラルアプローチの視点から日本の英語教授法を検証する},
 volume = {2021-03-31},
 year = {}
}