２００８/ブロック１研究会発表題目及び発表の概要（建設中） のバックアップソース(No.2)
[[２００８]] [[支部大会・研究会]] **Note [#b09c532c] The oder of the presentation is temporary. The order will change until the final program is completed. *第３回大学英語教育学会 中国・四国支部 ブロック１ 研究会について [#s3352e33] JACET中国・四国支部会員の皆様 以下の日程でブロック１（広島、山口、島根）の研究会を開催いたしますのでご案内~ 申し上げます（支部会員であればブロック１以外の方でも参加資格を有します）。~ ブロック研究会での発表は支部研究会での発表と同等に扱われ、支部の研究紀要への~ 投稿資格が与えられます。~ >>>大学英語教育学会（JACET）&br;中国・四国支部支部長&br;西田正（広島大学） **日時：１１月８日（土） [#i5c10fe7] **次第 [#pc9753ad] ***受付：〜１３：００ [#f9ce79fc] ***自由研究発表：１３：００〜１７：００ [#c9f312a3] **場所 [#jfc38a14] >[[広島国際学院大 立町キャンパス(http://office.hkg.ac.jp/~tatemachi/utilization.html):http://office.hkg.ac.jp/~tatemachi/utilization.html]] *１： [#rbf48414] **（１）氏名(Name) [#bb0da439] >Mr Sonda, Nozomu **（２）題目(Title) [#x687f8bb] Motivating college students to speak English **（３）概要(abstract) [#id7dd63a] >The purpose of the present study was to examine methods and procedures to motivate college students to speak English as an action research. The subjects were 70 high beginning to lower intermediate students in four classes enrolled in the same course titled English Speaking. Most of the students had never taken a course where they were engaged in intensive English speaking, did not think they could speak English fluently at a daily conversational level and thus were not confident or fond of using English. In order to lower the Affective Filter (Krashen & Terrell, 1983), the students were told that making mistakes is acceptable and were even encouraged to go ahead and make mistakes. Most of the errors they made were not pointed out or treated immediately unless they interfered with communication. They were also given immediate positive feedback for making utterances, even if they were not so accurate, and communicating with their conversation partners. This was done in the form of according "point cards" on the spot during their conversations. According to the post-course student survey (Fall 2007), the learning activities were rated in the descending order of communicative games, task-based activities related to and using movies, music, and sports, free conversations on topics related to college life, question-answer form conversations using readings on topics related to college life, vocabulary quiz and comprehension check quiz on readings. The ratings for these activities were all above 3.0 on a 5-point scale with the highest on communicative games (4.2) and the lowest on vocabulary and comprehension quizzes (3.2). Topics closely related to college life and very interesting readings contained in the textbook also played an important role in the effective student interaction. The students also wrote comments on the lesson and their learning at the end of each lesson. This sharing and feedback to the teacher was very conducive to open and positive attitudes of the students and also for the teacher to adjust and prepare the subsequent lessons. As a result, the students made plenty of utterances, communicated with each other, and enjoyed using English. The students agreed that they felt relaxed to go ahead and say something in English because they knew it was acceptable to make mistakes. Although the level of their communication was still at the basic, the results were still overwhelmingly encouraging; by lowering the Affective Filter, the students were able to speak quite fluently though not so accurately. Once they learned to relax, make utterances and communicate, the next step is to raise their awareness of form and accuracy. Task-based learning activities will play an important role in this. **（４）所属 (Affiliation) [#a2fe8071] >Yamaguchi university **（５）使用機器（Equipment required） [#rf61185f] >PC projector *２： [#j57215e4] **（１）氏名(Name) [#u7a68604] > **（２）題目(Title) [#uff1fc64] **（３）概要(abstract) [#d65699a8] > **（４）所属 (Affiliation) [#z428e8d3] > **（５）使用機器（Equipment required） [#id2a876b] >
