外国語(英 語)部 会
研究主題 授業改善 を目指す評価 の在 り方一アクシ ョン ・リサーチの手法 を生か した授'業実践 一
1.BaokgroundofStudy
Ithasbeensaidthatformativeassess皿entdealswitheΨaluat・ingongoingProgressandsummative
asses呂 皿entdealswithfinalatt加nment.Inotherwords,fbr皿erstudiesregardthep巳riodof
assess皿entastheessentialdifferenceinapProachestoassessment.
However,Kanata皿i(2003}propo呂esthat且moreimportantdiffereneeiswhethermodificationof
tεachingiSdoneastheresultofassessment、Thisstudyis◎oncernedwiththeimprove皿entofEnglish
classesthroughmodi血cation.
Therefore貢tshouldbe工 皿e旦皿ingfulthathlbstudyfbcusesontheprocedureandthephasesof
a5sessment.Theasse呂smentstag已isdividedintopre-teaching,whi豆e-teaehing,post・teaching.This
classi丘cationwasdesignedtOclarifytheaimofassessment.・
Thi5studywasorganizedtOfblbwanActionResea.rchcycleoflessonplannin目 、pra(ttce,
observation且ndreneotion.ActionResearchsee皿edthemo8tappropriateresearehmodelduetoits
systematicpr喧cessofse直rchingforfuturedirecちionbycarrectingandanalyzingdIassroomdata(WaU且ce,
1998:P.4).
2.ActionResearoh
2.1TheDefinitionofActio「1ResearGh
ActionRese趾chreferst。ateachermitiatedOtassroeminvestigati。 皿whichseekstoin。rea舘 止he
teacher'3understandingofclas臼roomteachingandlearning,andtobringaboutchangeincla呂 呂room
practice.Action恥e§earchtypieanyinvolvessma皿 一scaleinv臼s晦ativeprojectsintheteaeheガsown
classroom,andconsiStsofanumberofphaseswhichoftenrecurinoycle8:ProblemIdenti血eation,
PreliminaryInvestigation,HypothesiS,Phmlntervention,Outoome,andReporting.(Richardsand
Lockart,1994=p.12)
Itisdonebysystematica皿ycollectingdataontheteaeher'seve町 ・daypracticeandanalyz血giti皿
ordertofbrmulatesome〔hrεctionsaboutwhat.hi曲erfutu毘practice8houldbe.Thisprocessi呂the
es日en。e・fActi。nResearch(Wa皿ace,1998:P.4).
2.2 ActionResearchProcedure
①Problemldentifioation
Firstofall,teachersshoUldidentifythepmblem8theyarebeingconfrontedwithi皿the
classroom.It玉5essentialtolimittheproblemstothosewhiehcanlbecopedwithintbe
cla臼sroom.
②Preliminarylnvestigation
Theaetualsituationshouldbei皿vestigatedbymeansofques七ionn且ires,vocabula、ryor
achievementtest$,andworksheets.
③Hyp。thesis
Ba舘d叩pr臼viou呂research,.teache】tsproposesomewaystoimprovetheteach血g.
④Planlntervention
一72一
⑤
⑥
Teachersplant。carryoutsomem。difiedtea¢hingpra砒ice,based。nthehyp。thesesin③.
Teachersshould臼etre且listicgoaユs.There8eal℃hperiedshoUldbelongenoughtojudgethe
effeCtsofthetreatment,but呂hortenoughtoallowrefiectionandmodificationoftheteaching.
Wefound2-3week日1es50ns(6・10hours)ideal.
Outcoene
Teachersshouldve雌theeffeetsofthetreatmentonthebasi日oftheobse】rvatio皿and
questionnaires.Ifthegoalhasbeenreached,theteachergoesforwardthenextstep.1fnot,
thete且ehershouldtrytofindthecauseofthefailure臼ndrevi8ethehypothesesorthe
tre且tment.Thenhe/8he5houldrepeatthesamecycleorgofbrwardthεnext臼tepma㎞gup
foranincompletehypothesisortreatment.
Reportin菖
Tbreporttheoutoomesisoneof七hemostimportantfactOrsofActionResearch.工tnoto皿1y
givesteachersincentivestooveroo皿ed茄cultiesbutal且{}prevent$themfrornf且 皿inginto
self-satisfaction.
2.3AssessmentandthelnstruotionaIProoess
Tbach2rsshouldassessstudentsbefbre,duringandaft{}reachle臼so虹andgivefee己backtothem
when.theyusethemethodofActionResearch.
Fi琶ure1,basedonGronlund(2001)showsanexampleofassessmentandtheinstructionalproce臼s.
'rbachers且ssessstudentsergivefeedbacktOthematthestagesmarkedwithana号teri8k.Thestage50f
A砒ionRegearcharelabeled①to⑥.
Figu』 巳1=(1且nnaGronlund2001=P.ll,modMed)
IdentifyIns亀r蒐 ユetiona1(}oalS
「匡
*Preas3essLearner且'Needs
》
①
②
③
④
⑤
)
一
Setti皿gupHyPotho5es
7
*ProvideRelevantIn5truction
1.Monitoτlearningpro¢ ¢ss
2.Diagnogelear血gd随 価oulしie3
1「
*A呂gessIntendedOutcome8
1「
1
1「
Improveme皿tofLearロing
AndIn臼 ㎞ 己垣on
MarkingandRepor廿n巳
加Parenお
UseofRe畠u1胎 飴r
OtherSchoo』Pu叩05eg
⑥
一73一
3 CaseStudiesthatlllustrateApPliGationofActionResearch
3.1 CaseOne
①Problemldentificati。nand②Preliminarylnvestigati。n
Onefeatureofthegchoo]whereIworkwasthestudents'lackofself-confidenceinstudying .Their
fai】ureinschoolandtheawarenessthattheyarelacki且ginbasieknowledgecontributedtotheirlow
self-esteem.In2003,If{川ndmyselfteaehingtwoclassesofthirdyearstudentsinEnglishwritingclass
threehoursaweek』 。obt且ininformati。n日b。utthem,Iconduetedasurveybyusingaquestionnaire.
HereistheresponseIreeeived.
・About75%of呂tudentsansweredthattheydon'tUkeEn言1ish .
・About85%of8tudentsthoughtEnglishwastood迂 五cultfbrthemtounders色and.
・Ab。ut92%。fstudentsd。n。t3tudyEng五 臼hatall .
Byobservingtlle伍rst20r3clas臼es,IfblttheyhadnointerestinlearningEnglishbecausetheydid
notconoentr且teolltheclass.'ll;eyclidnetwanttOspareti血eforstudying.Thismeantthatevenwhen
theylearnedsom包thing,theyoouldnotretainwhattheyhadlearned.Tbobtaindataabouttheh・ .
English且bnity,IhadthemtaketheSTEPtesむ,thirdgrade.Hbundonly2studentsoutof52couldp且5s・
thetest.ConsideringLhefactthatthirdgradei5madefbrstudentswhohavefinishedjuniorh喀hschool
edueatien,ajmostallstud.entsmustbebewilderedstudyingEnghs』withhi日hschoolte】 前books.
Anopen-endedquestionna詮 εwa呂a1臼oadministeredto五ndoutwhystudentsdonotlikeEnglish.
'ITheiropinionsboileddowntothefo■owingfburcategories・
ロ
コ
コ
コ
ー
り自
3
4
Iti8d迂 丘oulttoreadEnghsh,
ItiscliffTiculttOrkememberwords.
Itisdif覧oulttDunderstandgrammar
工tisnotneeessaryto5tudyEngli3h.
Ontheotherhand,70%of.t』e3tu{ientssaidtheyfblttheneces5ityofEn冒hsh,and91%ofthe
呂tudent5wantedboacquir已theab出tytospeε 〔kEロ 言丘呂h.Th蛤raisedthefonowi[ngr合seaLrehquestion:
howcouldtheclassbeor巳anizεdtohaves加dentsattendcl且5swithpleasure、improve.theirb且sic
Enghshabil血yandovercometheir5ense{〕fi【iferiorityregardingtheirEnglishability・?
③ Hypotheses(HshowsHypothosis)
工boopewiththisr已searc1}que5tion,thefbUowi皿g6hypethesesweゴe{b:皿ulated;
・<H1>Morecommunicationwiths加dentsout5idetheclassroomwouldbu皿dabetter
rela」tionshipandleadthestudentstowardsdevelopingapositive且ttitudetOwardslearning
intheclassreom.
・ 〈H2>Startin巳classwith血nactiVitieswouldlead昌tudentstowardsincrea呂ingtheir
po5itiveatti加deforlearningintheelassroom.
・ 〈H3)Readin巳alouda皿d¢opyingword30rphrasesjns皿cwouldhelpstudentsbuild
vocabulary.・1
・ 〈H4>ActiVitiesusingeasyEnglishwoUldgivethes七udeptsasens母ofachievement .
・ 〈H5>GiVinghomewarkregUlarlywouldincreasestudeロtS'study.time .…
一74-一
・<H6>Givingtaskssuchasessaysandrecitationandassessingthemamon呂thestudent呂
wouldleadstudentst血wardsstudyingharder.
④Plan【nterventionand⑤OutGome
Tbi5sectionreportstheresponsetothesehypothesesinohldingtheresUltsofa{luestionnaire.I
askedthestudentshowtheyevaluated皿ycjassbyusingan岨si冨ned・questionnairesostudentSeoUld
expressthemselves丘eely=()standsforpo$itiveopinionand●standsfbrnegativeone,
Regarding〈H1>・Iintentiona皿yarrangedtospendti皿ewiththestude皿tsduringbreaktime
andafterschool.'IlhenIconductedinformalinterviewsWiththemregardingtheirEnglishprogressand
Englishclas目toobtaininformation,Thisgavemealetofeppoi加nitiestoencourageslowlearnersand
切giveth合 血advice.Inaddition,theystartedcomingtorneforquestionstOco皿pletetheirtask畠outside
己las8.
Regarding〈H2>-Eachclas呂wasbegunwithafiveminutewordhint巳ame.Thiswa日apa廿
worka{コtivity;onestudentturnshistherbacktotheb正ackboardandanotherstudenthastoexplaina
wordwrittεnontheblackboardinEnghshEventhoughtheywerepoorinEn巳1i3h,theytηtoexplain
thewordusingEng血shlanguageandbyusingalotofges七ures.ThisgameisveryusefultQgivethema
senseofclassunityandtogettheirattentionatthebeginningofclass.
Thequesti。 ㎜aireresp。nsestothi5t叩icwereasfollows.
Doyouth廿 山thewordh血tgameiSusefUlfbrleami皿gEnglish?
YES32・NO7・NOTSURE13
WhatiSyour叩i㎡ 。nab。utthe翻 ㎞t脚e?
Olt'S血 、n」WanttOdOitmOre。1ザ5USe佃,
OIザsdifficult.Ihaveもothinkhard.
●Wedoゴthavetodoi七.It'sjustkゴ 皿ngtim合.
Regarding〈H3>・Becauseseveralwaysofreadingaloudwereused,thestudent8hadtOrecite
newwordsandkey'sentencesatleast」 廿teenLi皿es.So皿estUdentsco皿plainedthattheyhadtosta皿dup
andsitdow皿manytimesinclassbu七th抽body皿ovementalsohelpedthemkeeptheirconcentration、To
encouragethem,Iexplainedhowreadingandeopyingwordsinsyncactivatesthebr画n.A氏erwor㎞g
o皿afewworksheets,theyrealizedthiswaywa呂veryusefU1.1,mafraidIdidn'tgofarenoughtoch㏄k
howmucht}ieirvocabuユaryine】reasedbuttheyaccepteditasawayoflearni皿g.
ThequestionnaireresponsestOthistopicwereasfollows,
Doyou止inkreadingan」dwritingwordsI皿 己senten。esinsynci臼usef団forlearni且gEnglish?
YES40・NO3・NOTSURE8・NOANSWER1
職ti8youropinionaboutreadinga皿dwrithlgword8at1己sentencesinsy皿c?
OIcouldreme皿b已rtheword.1血iSsurlyhelpfu1.
OWewouldn'tstudy廿riswayathome,soIwanttostudythiSwayinelassmore,
●Eve皿thoughIcouldremember50mewords,theywerete皿porary.
●ItiStireso皿eandbothersomeandIdon'thkeit.
Regar曲19<H4>-Whenintroducingnewmaterial,thestudentsdictatedkeysenten。es且sa
h日te血gqu並 、Fortheparttheycouldnotdictate,Ia皿owedthemtOwritedownthesoundi血Japanese.
Withthi8smaUchangeindictation,theyshowedsornepersistencetOgetthesentenceright.Ialso
一75一
■
intreducedf㎞ ホyouLr-partnergamesorEnglishcardgames,whichareeommonlyusedinju皿iorhigh
schools.Ah皿ostanstudentSworkedhardatthesegames.Theyledthewholedas5towardsapo呂itive
attitudefbrlearning.
「1「hequestionnai肥 】responsestothiStopicwere且sfbllews.
Doy。ut1血klisteningquiZiSusefUlf(}rle曲 琶En琶hsh?
YES41・NO2・NOTSUREg
V冊latibyouropin量onabouttheh畠ten血g叩 血?
OlamhappywhenIcandiotatewithou七anymistake呂.
OIt】 虹edtodistinguishthesubtleseundd山 田erences.
●Itisuselessfor血ebecauseIcan'twriteEnglish.
●
Regardmg<H5>・Theho皿eworkwasawork81ieetforreadi皿gandwritingwordsandphrasesin
syne.Iassessedthemaspartofanendoftermevaluation,therateofsubmis6ionwasgoodbuttheydid
皿otconSiderthet血eforho皿eworkasstUdytimeeutsideclass.Actuallyma皿yofthemworkon
homeworkduringbreaktimeandaftkerschool.Itseemsthattheword`Xomework"wouldelicitanima、ge
ofstudyin琶atholne.SoIde¢idedロottoputmuehimportanceontheoutcomeofthesurvey.
Thequestionn血eresponsestOthistopicwereasfo1ユows.
D。you舳1kho阻ew。rkisusefUlf・rlear血gEnglish?
YES30・NO4・NOTSURE18
Whatisyouropinionaboutho皿ework?
OItisbothersomebutIthi皿kitisu呂e血L
OReadingaleud皿akesmefbrgettheamountofthehomework.
●IwantyeutOreducetheamountofhamework.
●EventhoughIdothehomework,夏thi血klwouldfbrgetthewordssoon.
Regarding<H6>-The昼tUdentsinthissch⑪olarenotusedtogettingtheirideasor客a[囲or
presentingtheminfrontofpeople.SoImadeita]rulethattheyhad粕cometo血eatleasto虹ceto
ac。omplishtheirta臼k畠.Therulehelpedmegiveadvicetothestudentsandene。uragethembochallenge
thetasks.lnadditi。n,11earnedeaehstudent'sstmng。rwealcpoints.Fortheessaytask,somestudents
hadEnglishteaeherstranslatealmo島tallthesentεncesbuttheyseemεdtoenjoydoingit.Iconducteda
performaricetesttWiceintheiirsts色mester,andVideoedthem.'TliefUstte8twasagro叩per丘}rmance
withth■eestudentS.Ihadthestudentsassesstheperformancebywatchi皿gtihevideowhichthey
臼eemedtoenj。y.Thesecondtestwasaself'introduction.F。rs・mestudents、its鵠medth且titwasqUite
stressfUlbecausetheyh且dtoper{brmalone.IalsohadthemassesstheirperformancebutthattimeI
added呂elf・assessmenttco.Theseperformancetest呂oha皿gedhewthestudent日spenttheirbre直ktime
becausetheytriedteremembereachlineatschoo1.So血estudentsbroughtsmallthingsfromhomefor
theirpresentation.Wh且tIwassu叩risedbywasthatthosewhovvereverypooratEng血shremembered
alltheirli爬sandperfor皿edveヒywe1L
Thequestionriairere叩o皿sestOthistepicworeasfe皿ows.
Whati8you■opinion[abouttheess旦yt8諏?
OIhaven'thadanyexperiencewritinganessayi皿English;itgavemeachancetostudy.
OIusedthedi{此ionaryvolunta㎡ly.
一76一
●IcoUld皿1twriteweU.Itwa3ve町 ・d血cult,
●Ididガtw且nt七 〇doit.
DoyoutlLinlcthepresentationiBusefulfbrleami皿gEnglish?
YES24・NO6・NOTSURE22
Wh且tiByourophlio皿aboutthepresentation?
OItwasfunandI'mgladtolistento皿yfriends'English.
O'lbrememberthescriptishardbutitisveryusefutforstudyingEnglish.
●ltisembarrassing.Iden'twanttodoit.
●A£terthepresentation丘ni睡bed,Ifbrgota皿thescript.
Withtheoutcom、eofthesehypothe5es,itiSobViousthatthestudent臼didnotrejectleaming.And
theyeventぬedhardtostUdywhattheycanhan{lle.Throughtheinterventionofthesehypothesestheir
attitudetow且rdsEnghshclassi呂i皿proVinglitttlebylittle.Regardi皿gtheoutcomeofhypothesis4,Id.o
notworryso皿u¢hasthestudentsworkedwento呂ub皿ittheirhomeworkandtOeompユetethetasks,
HoweΨ 色r,regardingtheimprovementoftheirEnglishabilitythi臼wasnotsatiSfactOry.Fortheseeond
semester,Ico皿binedhypothesis2and3thenformu1就edhypothesis7tohaveStudentSbuildbasic
Enghshab血ty,becausegoodvocabularyi8thekeyfactOrtoimprovetheirEnghsh.
Regard血g〈H7>Startinge且chclas5wjthrapidreadingwithbasicEnghshafterreadingaloud
andcopyingofwor【lsandk巳ysentencesofthem且terialgiΨe日the臼tudent呂a臼 εn呂eofachievementand
helptobu且dv㏄abulary
⑥R。P。rting
Thecomparisonbetweenthequestionnair¢ ¢onduetedinMayandinJulyisshowninthesecharts.
(1)DoyoulikeEn言1ish?(2)ArεyougoqdatEnglish?
図s… … ■… 一 一11ロs-… ■s-一 τI
dO
匿一
甜
L5
10
5
o
距5▼ 旧「欄 .鵡 ㎜
co
2D
10
o
VES VESrthmt旧 自
閥o"o『貞胴ザ〒瞳閣督
HX}ANE■ER「一
Theouteemewasas1bllows;
1)oyouthinkyourEnglishclassisusefUlforleamingEnglish?
YES34・NOO・NOTSURE18
V冊1ati島y(川 ■opinionaboutyo山rEnglishclag3?
OTheteacher'swayofteachingwasdifferent'fromotherteachersandIthoughtitwasΨery
enjoyabLe&ndeasy・tounderstand.
OWehadalotofgamesandwehadtopresentourselvesilfrontofeve巧rone,Thatmtidethe
atmospheretensebutthega匝eswerefun.
OIdon'tlikeEロg}ishbutyourclasswasfUnsoIlooked'fbrw且rdtoit.
●Ididn'tliketo5peaki皿frontofmye}assmates.
●Sometimesitwasft【nsometi皿esitwasnot.Iwant七 〇h且vemOr6enjoygbleclas8es.
一77一
Duringthe且rstsemesterthestudents'at尤itudestowardslearningimproved,T1herewasnotsucha
negative且tmo臼pheretolear血gEnglishnowcomparedwiththeclassesinApnl.Onereasonforthatis
th合mate血1theylearnedwasqt血ebasicandtheycoUldgetasenseofachievement.Therewereseveral
demandingtaskstoo,buttheycopedwiththemquitewe皿.AotionResearchg且vemethechanceto
developpracticaユ 且ctivitie5aロd.strategiesforself'refleCtion.This.researchiSn'tfinishedyet、Iwi皿
continueActionResearchprograminthesecondsernester.
3.2 CaseTwo 一TheFirstStage一
①Problemldentifi。ation②Preliminarylnvestigati。n
M且reh;Iwasa皿ottedtoteachthethhrdyearstudentsinEnglishclassesf()rtwohour8aweek.Befbre
theteachingstarted,Ihadsomein丘)rmationaboutthes加dentSIwasgoingtoteachfbomtheteaehers
whohadtaughtthembefore.Thesearethefeaturesofthestudentsthat工w且stOld,
1.MostofthestUdentsthinkthatthemo臼timportantactivityinEnglishclassesistobeableto
transl且teatextintoJapanese.Theircono白ntratめn血th色highe$twhentheyarewritingdown
theJapaneseLranslation.
2.Fewofthemhaveth巳h且bitofdoinghomeworko■pteparationfortheclassbecauseof
lowmotivationandthebeliefthatEnghsh彊toodifficulttounder呂tandandtotranslate
intOJapanese.
③Hypotheses(Hshow呂Hyp。thesis.)
Apri1=Baseduponthei雌brmatio皿Ihadbefore,thefirsthypothesesweremadeasfo皿ows.
<H1>
くH2)
〈H3)
Usingchunk5wiUm且kethestudentsaccustomedtOthewayofreadng}efttOrigh.twithout
trans】 坦tionintoJap乱nese,
Emphasizingthegra呂poftheou出ne,皿ai皿points,andcontentsofthed㎞ur臼ewithout
translatingintoJapanese,thestudent呂m塘htgetaccustOmedtothereadingwithout
tra皿slationandmightbeabletoreadEnglishfasterlittlebylittleandwithahttl¢more
con丘denceandeagerness.
Usi皿gthehandoutswhiehhavesomeex且mplesentencesandsomeaids丘}rreadingthetexts,
the就udentsmightstirtheirre且dinessfbrreadingtextsandlead.tothebetter且ttitUde
towardstudyingEnglishinandoutofthecla呈sroo皿.
④Planlnterventien⑤Outcome
FromAp】 韻toJune;Basedonthesehypothesesso皿emodifiedlessonsweretaught.Afberthelessons,
surveystothestudentweredoneinerdertoformUlatethefU呂thypothesesanda88e8呂whetherthe
proposedwaysofteachingwereviable.
Surveyresultswerea呂foliows:
OIgr且du且llygotu8edtothereadlingw誌bouttranslation.
O「 珊1ehandoutsa祀easytoworkon.
●Thereareso皿anyword3inthetextsortheexamplese皿tenceswhosemeaningsIdorft
under8t且ndthatItendtooon呂ultthedictionariesoru8ethetranslatienwithoutgUessing
血hemeaning畠ortheoutlnes.
●Iliketospeakmorefiuentlyan〔lmorenaturallyaccordiug加theoontexthutIdonlt
under5血ndthetech皿iquesof8peakingΨ 帥ymuch.
一78一
CaseTwo-TheSeGondStage一
①Problemldentifi。ation②Preliminarylnvestigation
July=Fmmthesurvey.itappearedthatthe呂tudentshad80med茄cultie8indoingtheactivities
becau呂eoftheirv㏄abuhry.Therefbre,tOcheckthestudents'vocabul且ryleve1,somevocabularylevel
加st日weredon已.TheresultsofthetestsshowedthatthevocabUlarylevelSofthest凹dentsturnedout
tobenot日ohi琶h.(About30%ofthεstudentsdidn'tunderstandthe丘vehundredmostfrequentwords
fu皿y.)「lhatfa。tgeemedt。haveaseri・ 皿臼且㎡1uence・nthewillingnesst・graspthe・utline,m曲 叩 。ints,
andcontentsofthe(liseoursewithouttranslatingintOJap且nese,
③Hypotheses
Basedupontheaboveobse】tations,onernorehypothesiswasaddedtothefirstthree.
(H4>U5廿 唱thebasi¢vocabularymightmakethestudentaCtiVitieseasiertotackle,bu丑dt}Lestudents'
vocabula巧 ろandimproveattitudestowardstudyingEnglish.
Fromthe<H4>,twopointswepeconsideredhユpbn血gtheSeptemberlessons.
1.Thgvocabu1画ryusedinthehandoutsororalQ&Aactivityshouldbelimitedtothebasicwords.
2.Tbgetthe呂tudent呂usedtotheword5theycameacro55i皿the艶xtbook8andestabli5htheir
voeabul肛y,materialsfarrapidreadingsheuldbeadopted.
④Planlnterventi。n
InSeptemberlessonstheplani臼tohavestudentsreadtherapidreadingmaterial.
(1000wordleΨe1,about70~100word呂ltime)at出ebeginningofea己hles呂Gn.(SeeEb【ample)
Example:(MichaelJackson,ATwistofFate--ReadhlgwithEnglishDictionary,2000:p.8)
Itgrewlate.Themoonwa8shmingb自autifully、ThenJulietcameoutonthebalcony.Shewas
thinkingofRemeo.NotknowingRomeowa8inthe呂arden,呂hetalkedtoherself,"ORomeo,Romeo!
Why副 陀youRomeo?正eaΨeyourfam皿yandchangeyourname.Ifyoucannotdothis,tellmethatyou
loveme.A皿dIw皿Ueavemy丘 ユmiジJuhet良ovesme,tOo!Romeo'sheartwasfi皿edwithhappiness.
`LPIeaseむaUmeyourlove,notRomeo、"heca■edtoJuliet.
September:A触s。melessons,asurveytDthestudentswasm且deto㎞ 。whoweffeetivethe
experimentallessonswereinencouragingthestudentstostudyEngliSh且ndwhatproble皿swereleftto
solve.
⑤Outcome
Ootober=Thequestiennaireandtheresultsareasfbllows:(FromQltoQ5weresurveyedtwi¢eatthe
endofJulyand且ttheendofSeptember;5iSthemaxi皿umandlisthemini皿umJ
QI.nidyoup祀pare{brtheclaes?Q2,Didyout巧rtodothe祀ad血lga¢tiVitiesinda85?
5 4 3 2 1I
av臼 「a臼ε 5 4 312
1 a艶rage
July 1 8 12 17 ・1 2.7 July 8「14
16 1 0 3.7
S叩t窃nbor 2 11 13 6 2
1
3.1 Septεmb已r 7 12 工3 2 0 3.7
Q乱AfLerth唐 画tO脚 ・hfit¢証e皿td岨yOuu皿 己Or曲 ロ己 甑 弾content?Q4,恥whateXte皿t出 己youaOoo加[pH8hyourhandbutε?
54321aΨera6¢ 5 4 3 2 1 ave「age
July17238,03.O July 19 15 8 2 1 4.3
Sep施mberOl611703.3 呂叩 加皿ber 17 9 5 3 0 4.2
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Q5.皿 〕wh且textent【1idyGU曲 剛 七〇dotho叩ea㎞ 】9aσtiVitieg?
5 4 3 2 1 ave「agO
July 2 4 22 11 0 2.9
September 4 7 18 5 0 3.3
(Fr・mQ6t・Qlowere5urΨeyedattheend。fSeptember.)
Q6.Do,ou血i皿kchunksareu8¢fl』hlunder8tan己i皿gE皿gkSh?
YES17NO3NOTSUR.E14
Q7.Doyouth血kyouaregettingacx:ustomedtotheread血gwi七h由unkswithoutusingJ叩aneseha皿do塾t昌?
YES19NO2NOTSURE13
Q8.Doyouth血kthehandoutswhosevoeabularywasl血 血edtothebasicwerdsbe¢ameea且iertota〔:]sle?
YESl7NO2NOTSURE15
Q9.Doyoue11joytherapid祀adh瑠a面vity?
YES23NO3NOTSURE8
QIO.Doyouf已elite且sierto1旧a{1Englishsenteneeswhicharenotdividedi血tochunkポbutareus由1gb乱gic
Ψ㏄ah面asyoudo樋1erapidreadinga{'tiVity?
YES.15NO2NOTSUR四17
⑥Rep。rting
(H1>=ItseemslilcelythatusingchunkSw皿1皿akethestudentsaccustomedtothewayofreadingleftto
rightwithouttranslationjntOJapanesebecauseinQ6andQ7,lessthanlO%ofthes抽d已nt呂say・s``m".
<H2>;Thefigure5inQ2andQ3don'tshowasignl血oantchangeinthe就udent呂"attitudetoward
readi皿gwithouttranslatienandgraspingtheout■nes・Butacertainstudentwhosevocabularylevelis
notsohighsays,``工t'ssti皿 〔tifficUltformetereadandgrasptheoutimebutIvaguelyunderstandwhatit
iS丘 〕L"AndtheyseemedtObecomeaccustomedtorapidreading註ndtofemヨ1itwaseasiertOreadseme
amountofmateria18httlebyユittlejudgingfromthemannersefhavingthemid-termexa皿ination.
〈H3>:ThefiguresofQ1.Q2,Q4、andQ5suggestthatu$ingthehandout5血cIudingsome旦idsfbr
readingcouldm乱ketheirattitudetowartistudyingEnglishinandouteftheclassroombettergradu且 皿y.
These趾etheresultsbetweenonlythesixlessonsinSeptember.S。 正this㎞d。fle呂s。nsiscontinued,
weh。pethesefignureswi】lgεtbetteL
くH4=ItcouldbejudgedthatusingthebasicvocabularyiSeffectiveinmakingstudents'attitudebetter
fromthefiguresofQ1,Q8,Q9,andQ10.Student呂donltseemtobe¢omPletelyconvi皿eedoftho
effectivenessofusi皿gthebasiewordsconsideringfromthepereentages・ofthean5werL`mtsure"inQ8
andQlo.Butwecouldlookfbtwardtothe〔h且ngeinthefuturebecauseitwasfeundthattheyenjeyed
therapidreading肌tivityaccordi皿gtOthefiguresofQ9.Studentsmightrealizetheiri皿portanceof
u臼ingthebasicwordswhentheyaregiventhewordtestoftherapidreading皿aterialorthevocabulary
leΨelte3ta血 白「ward.
ToGonsohdatetheresults胎portedabove,theeXperimental呂pproachcouldbejudgeda8an
effeetivewaytoleadthestudentstostudyEnglishpositively.Whereasth£stude趾 呂beganwitha
negativeattitudetoEn麟hsh,theynowenjoyth巳aotivi止iesinclassesmorethanatthebegi皿ningofthe
year,especiallytherapidreadingactiVit・y.Thr(}ughthesecasestudie5,IfelttheimportanoeofaUow㎞g
lear皿erstogivefeedbacktotheteachers.Studentsseemedtoappreciatetheiropinio皿sbeing
eonsideredthroughthequestionnairesa皿dfromdoingtheactivitieswhicharemoreapprepriatetOtheir
EnglishlevelandtheirinterestsinEnglish.Ifeelthatboththe日tudentsandmyseifwillbeencoura、ged
bythispr〔)jecttolearn(orhlmy亡aseteaeh)EngHshandw田beabletoimprovetheEnglishlessenseven
moretogether,Ih叩etOcontinueしhismethad丘)rtheevengre且terhnprovem帥t.
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4,Conclusio口
IthasbeensuggestedthatA己tionRe呂earqhisusefUIfbrinprovingstudents}motivatlontostudy
Enghshandyourteaching.Iti畠tobehopedthat正theprojectwerelonger,notonlystudentsl
motivationtOstudyEnglishbutalsotheirab皿itytOcommunicateinEng髄shwoUldbeimproved.A呂
all七ea己her呂know,eachcI且s3k…difTerentaswellaseadls¢hoo1麺,Sothereisno阜`onesiZefitsa皿"
methodtoteach.Tboopewiththi臼divelLsity,you呂houldreflectonyourteachinga皿dasWallaceput8it,
`欄iti8donebysy8tematica皿ycolleetingdataaneurev副rydaypractic巳andanalyzingitinerdertOcometO
somedeciSionsaboutwhatyourfUturepracticeshoUldbe,"(Wa皿aoe,1998,p4)
AotionResearchi80neofthebestmeansofourprofessionaldevelopment.Whydonltyoutry
A砒ionResearchtoimproveyeurteaching?
Refererlces
Burns,A皿ne.(1999).CIOIIaberativeActhnResearehforEngh'shLanguageZbaehe=s.Cambridge:CUP
Grenlund,Linna.(2001)71belilbieefMeasurementandAssessmentinTeachingUpperSaddleRiver,
NewJersey=Colu皿bus,Ohio
Jack$on,Michael,(2000)ATLvistOfPat←,Readng凹 励Engb'shDictionary-.Kyoto:Yamaguchi
Shotenn
Richards,J.&C.Lockhart(1994)」Refietrtive艶2d塾 加8f.nSecandLangUageClassi「oom.Cambridge:
CUP
Wallace,M.J.(1998)Action」TileseatthforLanguage7bachers.Cambridge;CUP
金 谷 憲 著.(2002)『 英 語 授 業 改 善 の た め の 処 方 箋 』 大 修 館 書 店.
金 谷 憲 編 著.(2003)『 英 語 教 育 評 価 論 』 河 源 社.
佐 野 正 之 編 著.(2000)『 ア ク シ ョ ン ・リサ ー チ の す す め 新 しい 英 語 授 業 研 究 』 大 修 館 書 店
『STEP英 語 情 報 誌2002年7・8月 号 』 ~ 『STEP英 語 情 報 誌2003年3・4月 号 』 日本 英 語 検 定 協 会.
谷 口 幸 夫 著.(2002)実 践 と研 究 ラ イ テ ィ ン グ指 導 の 試 み(23集 抜 刷)『 東 京 都 立 武 蔵 村 山 高 等 学 校 紀 要 』
東 京 都 教'育 委 員 会{2001,2002)『 平 成13年 度 、14年 度 「東 京 の 教 育21」 研 究 開 発 委 員 会 指 導 資 料 集 』
本 多 敏 幸 著.(2003)『 到 達 目標 に 向 け て の 指 導 と 評 価 』 教 育 出 版,
文 部 省 告 示.(1999)『 高 等 学 校 学 習 指 導 要 領 』
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