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：グローバル人材育成を目指した短期集中英語学習とその効果発表情報：グローバル人材育成教育研究 巻: 1 号: 1 ページ: 55-65キーワード：概要：抄録：The current study investigates the effects of a 7-week English-as-a-Global- Language (EGL) programme for 94 intermediate learners on their English proficiency and attitude towards English language learning. The EGL programme entailed both e-Learning and face-to-face lessons. It was designed to improve language and communication skills, together with intra- and inter-cultural understanding and knowledge, which form essential aspects of global competence. Two out of three groups (A & B) of participants completed the EGL programme in full, the only difference being that Group A was to attend a two-week study-abroad programme a few months later. The third group (C) completed e-Learning only. The results showed that Group A made the largest improvement in proficiency scores, whereas the scores of Group C did not differ over time. Group B, descriptively analysed, made larger gains than did Group C、 thus suggesting the potentially positive efficacy of the EGL programme. The analysis of the participant responses and the communicative competence questionnaire revealed the following: the participants had improved communicative skills, especially, the skills in expressing their views/opinions, establishing new inter-personal relationships and carrying out autonomous learning.英語フィールド
Author：Title：Announcement information: Vol: 1 Issue: 1 Page: 55-65An abstract：The current study investigates the effects of a 7-week English-as-a-Global- Language (EGL) programme for 94 intermediate learners on their English proficiency and attitude towards English language learning. The EGL programme entailed both e-Learning and face-to-face lessons. It was designed to improve language and communication skills, together with intra- and inter-cultural understanding and knowledge, which form essential aspects of global competence. Two out of three groups (A & B) of participants completed the EGL programme in full, the only difference being that Group A was to attend a two-week study-abroad programme a few months later. The third group (C) completed e-Learning only. The results showed that Group A made the largest improvement in proficiency scores, whereas the scores of Group C did not differ over time. Group B, descriptively analysed, made larger gains than did Group C、 thus suggesting the potentially positive efficacy of the EGL programme. The analysis of the participant responses and the communicative competence questionnaire revealed the following: the participants had improved communicative skills, especially, the skills in expressing their views/opinions, establishing new inter-personal relationships and carrying out autonomous learning.