日本語フィールド
著者：林 裕子、小野 博 読み: ハヤシ ユウコ、オノ ヒロシ題名：リメディアル英語教育からグローバル対応英語能力の育成へ発表情報：リメディアル教育研究 巻: 8 号: 2 ページ: 63-73キーワード：概要：抄録：We report on a study on the effects of a two-week remedial English language intervention on the proficiency of 12 undergraduate students. On the basis of their performances in our previous 7-week English-as-a-Global-Language (EGL) intervention, the participants consisted of those judged to need to revisit and recap earlier language materials in order to solidify their basic knowledge of English. The intervention consisted of two one-week courses: a textbook-based course, followed by an e-learning course. Both the courses were designed to cover materials whose difficulty was set at a secondary level. The results showed that the group, overall, scored significantly higher on the post-test than they did on the pre-test. When the data were analysed individually, however, the result was less clear-cut. Ten participants improved their scores, whereas the remaining two scored lower on the post-test. We interpret and discuss these findings in terms of the importance of repeated practice and making revision notes. In doing so, we also highlight the important role of teacher-student face-to-face communication and rapport in sustainable and autonomous EGL learning.英語フィールド
Author：Title：Announcement information: Vol: 8 Issue: 2 Page: 63-73An abstract：We report on a study on the effects of a two-week remedial English language intervention on the proficiency of 12 undergraduate students. On the basis of their performances in our previous 7-week English-as-a-Global-Language (EGL) intervention, the participants consisted of those judged to need to revisit and recap earlier language materials in order to solidify their basic knowledge of English. The intervention consisted of two one-week courses: a textbook-based course, followed by an e-learning course. Both the courses were designed to cover materials whose difficulty was set at a secondary level. The results showed that the group, overall, scored significantly higher on the post-test than they did on the pre-test. When the data were analysed individually, however, the result was less clear-cut. Ten participants improved their scores, whereas the remaining two scored lower on the post-test. We interpret and discuss these findings in terms of the importance of repeated practice and making revision notes. In doing so, we also highlight the important role of teacher-student face-to-face communication and rapport in sustainable and autonomous EGL learning.