Classroom Analysis of an Oral Communication Class at a Japanese High School
Title
Classroom Analysis of an Oral Communication Class at a Japanese High School
Classroom Analysis of an Oral Communication Class at a Japanese High School
Keywords: Japanese English education, Oral Communication class
Authors
Maiko Ogasawara
Annan College of Technology
Maiko Ogasawara
Annan College of Technology
Bio Data
Maiko Ogasawara completed an MA in Intercultural Communication at Kochi University in Japan. She is currently teaching ESL part time at Annan College of Technology. Her research interests include classroom discourse analysis and the bilingual education of language minority children in Japan.
Abstract
In Japanese English education, Oral Communication classes were introduced to improve students communicative competency. This research compares the outcomes of an Oral Communication class taught by a native English speaking teacher, with those of a reading class taught by a Japanese teacher of English from two previous studies (Nunn, 2004; Otlowski, 2003). Though one would expect significant differences, the outcomes of both of these classes were highly convergent and predictable. Likewise, provision of a native English speaking teacher did not induce a higher quality of English output from students. This probably results from Japanese classroom culture and the negative washback effect of examinations. The assumptions that provision of Native English speaking teachers, and that Oral Communication classes will improve communicative competence is clearly challenged, as there remain serious constraints which impede objectives.
In Japanese English education, Oral Communication classes were introduced to improve students communicative competency. This research compares the outcomes of an Oral Communication class taught by a native English speaking teacher, with those of a reading class taught by a Japanese teacher of English from two previous studies (Nunn, 2004; Otlowski, 2003). Though one would expect significant differences, the outcomes of both of these classes were highly convergent and predictable. Likewise, provision of a native English speaking teacher did not induce a higher quality of English output from students. This probably results from Japanese classroom culture and the negative washback effect of examinations. The assumptions that provision of Native English speaking teachers, and that Oral Communication classes will improve communicative competence is clearly challenged, as there remain serious constraints which impede objectives.
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See pages: 1-19
[/private]Category: Monthly Editions, Volume 25
