Theoretical Considerations of English Language Education in Junior High School in Japan: From the Perspective of Communication
208M034 A. K.
The purpose of this study is to clarify the significance of learning English in junior high school on a theoretical basis from the perspective of communication. According to the current and the new Course of Study, the goal of learning English for junior high school students is to acquire basic communication abilities for real communication. However, Japan is a country where people do not need English as an instrument of communication. English language teachers in junior high school should have a firm belief in the value of teaching English.
In Chapter 1, I examined the nationwide situation with respect to English learning. In order to better grasp the current situation in English classes, I conducted a survey of English language teachers in Suzuka city, Mie prefecture. This survey revealed that most teachers think that they should conduct communication activities in order to enhance students' communication abilities, and that they are now conducting communication activities in which students interact with each other.
In Chapter 2, I defined communication for junior high school students based on selected previous studies. Communication is not merely exchanging meaningless information. Communication in English is one by which students can feel the immediate necessity of using English. I also examined communicative competence on the basis of three theories: one by Chomsky, one by Hymes and one by Canale and Swain. Then, I analyzed the new Course of Study to clarify how communication abilities are described in it. As a result, it became clear that contexts should be emphasized more in English classes. Teachers should always make students aware of the contexts in which English is used.
In Chapter 3, I looked for better materials and activities on the basis of the theories by Widdowson. First, teachers should let students aware of discourse in presenting sentences to students. Second, teachers do not always need to provide "real English" materials. Whether materials are authentic or not is dependent on students. Authenticated materials are produced from meaningful communication by students in the classroom.
From the point of the relationship between authenticity and the classroom, it has become clear that the classroom should be a place to learn from each other, where many materials are authenticated by students. Teachers should make a classroom a place for students to learn through communication. Ultimately, communication in English classes must be an activity by which students build relationships. It must also be a process which encourages students' personal growth.