大学教育改革の試み -英語教育における“ESP”の導入と到達目標の設定-

서지정보

ㆍ발행기관 : 한국일본교육학회 ㆍ수록지정보 : 한국일본교육학연구 / 14권 / 2호
ㆍ저자명 : 加澤 恒雄

영어 초록

One of the problems of English Education in Japan is placing great
emphasis on “English for the entrance examination. ”Such English, namely
“Juken－Eigo” means that it is not a language “to communicate” but an
object“ to solve. ”In modern times, we live in an international society, so
English has become more and more important as the second language also
in Japan． In other words，English is one means of communication，
therefore，people tend to put emphasis on “practical English.”
Orginally，English has two phases：“skills” and“ theories.”The activities
themselves by using English are important for mastering of English．But
the amount of time to acquire such skills as speaking or listening is too
short in the present day and Japanese English teachers tend to take much
time in order to instruct in English grammar. Hence, we need to teach
practical English in our college because English study is the final stage for
our students.
Nowadays most universities and colleges in Japan are doing educational
reforms with the revision of their curricula. The radical deregulations of
“Daigaku－Secchi－Kijun” made it possible for Japanese universities and
colleges to revise their curricula．We can identify some tendencies of their
foreign languages education curricula as follows.
1．They tend to discard the emphasis on only English and to various
foreign language courses so as to register as many students as
possible.
2．They tend to provide many audio－visual rooms in order to provide training in practical English as an international language. In addition,
many colleges tend to employ native speakers of English.
3．They tend to place emphasis on training iｎ the skills of reading books
concerning each discipline of the faculty．
4．Most universities tend to have a semester system and there are
English classes two times per week and with each class lasting for 45
or 50 minutes．
5．Universities, which have diversified the method to count credits, are
increasing. For example, they count some credits for extra－university
language tests．
Now, in the Faculty of Engineering, the curriculum emphasizes “technical
English” or “English for science and technology.” I teach this “Technical
English course” as “ESP” at Hiroshima Institute of Technology（HIT),
Hiroshima City University and Hiroshima University．I think this course is
effective for students’motivation to learn English．Therefore，I decided the
goal should be to reach to the third level of the “Kogyo－Eiken test” in
order to evaluate my teaching efforts. Consequently, the success of
applicants for the test are vastly growing in recent years. Hence, I might
say that students’ English has made remarkable progress．

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