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

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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

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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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