web viewfor example, when people want to say something but they do not know the word, they can...

What are the best communicative activities for junior high school students?

Graduation Thesis

Presented to

the Faculty of the Department of

English Language and Literature

Notre Dame Seishin University

In Partial Fulfillment

of the Requirement for the Degree

Bachelor of Arts

by

Yuho Mori

2012

1

Contents

AbstractChapter One: Introduction

1.1 Introduction1.2 The situation in junior high school

1.2.1 The Course of Study for Foreign Languages1.2.2 Situation of students and teachers

1.3 Approaches to Foreign Language Teaching1.3.1 Difference between approach, method and technique1.3.2 Types of approach

1.4 Communicative Competence1.5 The Balanced Curriculum1.6 Communicative activity types

1.6.1 Basic type of activities1.6.2 Ten communicative activity types

1.7 Research Questions1.8 Conclusion

Chapter Two: The Questionnaire2.1 Introduction2.2 The questionnaire

2.2.1 Introduction to the questionnaire2.2.2 Method

1) Subjects2) Test design—the questionnaire3) Procedure2.2.3 Results

1) Students’ opinions about activities2) Students’ opinions from five points of view3) Teachers’ opinions about activities4) Teachers’ opinions from five points of view

2.3 SummaryChapter Three: Discussion

3.1 Introduction3.2 Summary of the results3.3 Discussion of the results

3.3.1 Q1 What is the best communicative activity for junior high school students?3.3.2 Q2 Are there any differences between students’ and teachers’ thoughts?

3.4 Implications3.5 Limitations of the Experiments3.6 Further research3.7 Conclusion

References

ii

Appendices

iii

Abstract

Today, English is a major language in the world. All students study it in junior high

school and many of them study it in high school and even in university. Recently, even

students in elementary school have a class to be accustomed to English. Students have more

time to study English. English is the biggest language spoken as an official language and 40

millions of people use English as a second language. This number shows that it is important to

study English. The purpose of learning English should be to be able to communicate in the

language. Through this thesis, the author tried to find out what kind of communicative

activities are best for junior high school students and if there are any differences between

students’ and teachers’ opinions about those activities.

A questionnaire was given to 89 subjects. 84 junior high school students and five

English teachers answered the questionnaire. The questionnaire was about different types of

communicative activities and the subjects looked at each activity from five points of view,

which are easiness, satisfaction, effectiveness, interest and fun.

In Chapter One, the situation in junior high school, how the foreign language,

English is taught and communicative activity types were looked at. In Chapter Two, we

looked at the results of the questionnaire. From the questionnaire, we could find out the best

activity from five points of view. And also, we could find out that there were some differences

between students’ and teachers’ opinions about activities. In Chapter Three, we analyzed the

results of the questionnaire. We could find out the best activities from the five points of view,

though subjects did not have strong opinions about activities, so we could not really say that

there was one best activity for all of them. Also, there were differences between students’ and

teachers’ thoughts, so that teachers should be aware that students may not think the activity

teachers prepared is effective or interesting.

1

Chapter 1: Introduction

1.1 Introduction

English is a major language in the world. In Japan, all the students study it in junior

high school and many of them study it in high school and even in university. Recently,

students in elementary school have a class to be accustomed to English. Students have more

time to study English, but what is the purpose of studying English and how do they study it at

school? Nowadays, more people go abroad to study or for business, but what is necessary to

learn English, especially to be able to speak it? This thesis focuses on communicative

activities that students can do in English class. It is interesting to look at what kind of

communicative activities there are to find out what are the best communicative activities for

junior high school students.

1.2 The situation in junior high school

1.2.1 The Course of Study for Foreign Languages

All the students in junior high school study English, but what do they study it for?

According to the course of study (Monbukagakusho 2011), the overall objectives are: to

develop students’ basic communication abilities such as listening, speaking, reading and

writing, deepening their understanding of language and culture and fostering a positive

attitude toward communication through foreign languages.

The objectives are:

1. to enable students to understand the speaker’s intentions when listening to

English

2

2. to enable students to talk about their own thoughts using English

3. to accustom and familiarize students with reading English

4. to enable them to understand the writer’s intentions when reading English

5. to accustom and familiarize students with writing in English

6. to enable them to write about their own thoughts using English.

In junior high school, the number of English class has increased from 105 classes to

140 classes per year, so that students are able to have more chances to communicate. The

number of words which are taught in junior high school has increased as well, from about 900

words to 1200 words.

1.2.2 Situation of students and teachers

Only 26.6% of all English teachers at junior high school have more than Eiken Pre 1st

or more than 730 points on TOEIC, and only 50.6% of the teachers at high school have

attained this level.

Only 33.7% of third grade junior high school students have Eiken 3rd and only 27.8%

of third grade senior high school students have Eiken Pre 2nd. We cannot say that many of the

teachers are very skillful and also, not many students have high level of English skill.

In Japan, there are many vocabulary questions, grammar questions and reading parts

in tests but usually, there are not any speaking tests on mid-term tests or final tests so the

students tend to study grammar and words only for tests. Most of the time, students tend to

translate the text written in English into Japanese or do the opposite and they do not have

much time to speak English or listen to someone speaking English. Therefore, more time

should be given to students to practice communication.

3

1.3 Approaches to Foreign Language Teaching

1.3.1 Difference between approach, method and technique

English is one of major subjects and students now have more time to study it at

school, but how is it taught? One way to do this is to look at types of approaches to foreign

language teaching. But before listing the features of approaches to foreign language teaching,

the differences between approach, method and techniques need to be mentioned.

An approach to language teaching is something that reflects a certain model or

research paradigm which is a theory. This term is the broadest of the three. A method, on the

other hand, is a set of procedures, in other words, a system that spells out rather precisely how

to teach a second or foreign language. It is more specific than an approach but less specific

than a technique. Methods are typically compatible with one (or sometimes two) approaches.

A technique is a classroom device or activity and thus represents the narrowest of the three

concepts. Some techniques are widely used and found in many methods, for example,

dictation, imitation, and repetition. However, some techniques are specific to or characteristic

of a given method.

1.3.2 Types of approach

According to (Celce-Murcia, 2001), there are nine approaches to foreign language

teaching. Here are the features of each.

The Grammar-Translation Approach—Instruction is given in the native language of

the students, there is little use of the target language for communication, and the focus is on

grammar, and a typical exercise is to translate sentences from the target language into the

mother tongue. The teacher does not have to be able to speak the target language.

4

The Direct Approach—No use of the mother tongue is permitted, lessons begin with

dialogues and anecdotes in modern conversational style, actions and pictures are used to make

meanings clear. Grammar is learned inductively. The teacher should be a native speaker or

have native-like proficiency in the target language.

The Reading Approach—Only the grammar useful for reading comprehension is

taught. Vocabulary is controlled at first and then expanded. Reading comprehension is the

only language skill emphasized. The teacher does not need to have good goal oral proficiency

in the target language.

Audiolinguaism—Lessons begin with dialogues. Mimicry and memorization are

used. Pronunciation is important. Vocabulary is limited and great effort is made to prevent

errors. The teacher must be proficient only in the structures, vocabulary since learning

activities and materials are carefully controlled.

The Oral-Situational Approach—The spoken language is primary. All language

material is practiced orally before being presented in written form. Only the target language

should be used in the classroom. Grammatical structures are graded from simple to complex.

The Cognitive Approach—Language learning is viewed as rule acquisition.

Instruction is often individualized. Pronunciation is de-emphasized. Vocabulary instruction is

important, especially at intermediate and advanced levels. Errors are viewed as inevitable.

The teacher is expected to have good general proficiency in the target language.

The Affective-Humanistic Approach—Communication that is meaningful to the

learner is emphasized. The class atmosphere is viewed as more important than materials or

methods. Peer support and interaction are viewed as necessary for learning. Translation may

be used heavily in the initial stages to help students feel at ease.

The Comprehension-Based Approach—Listening comprehension is very important.

5

Under this method, learners should not speak until they feel ready to do so. Error correction is

seen as unnecessary and even counterproductive; the important thing is that the learners can

understand and can make themselves understood.

The Communicative Approach—The goal of language teaching is to help learners to

communicate in the target language. Students regularly work in groups or pairs. Classroom

materials and activities are often authentic to reflect real-life situations and demands. The

teacher should be able to use the target language fluently and appropriately.

Some activities such as the Grammar-Translation Approach and the Reading

Approach do not focus on communication. They focus more on grammar acquisition and

reading comprehension, so the teachers do not need to be able to speak the target language.

They do not focus on all four skills and they do not suit the course of study’s overall

objective, which is to develop the students’ basic communication abilities such as listening,

speaking, reading and writing. On the other hand, communicative approach focuses on

communication and it gives students time to practice speaking. Additionally, it focuses on all

four skills and it suits the course of study’s overall objective. In Japan, the Communicative

Approach is not done to practice speaking for communication although Monbukagakusho

says the objective of studying English is to develop communication abilities. If English is

taught by the Communicative Approach, students can learn communicative competence from

the class.

1.4 Communicative Competence

It is said that the ability to communicate in a language comprises four dimensions.

All four dimensions are important because people cannot communicate by only having the

6

grammar knowledge or vocabulary. Students need to be taught communicative competence to

be able to communicate well. Now we will look at what communicative competence is.

Communicative competence comprises four competences, which are grammar

competence, socio-linguistic competence, discourse competence and strategic competence.

Grammatical Competence is the ability to use the forms of the language such as sounds,

words, and sentence structure. It is the primary focus of study in most academic language

courses in Japan. It is to understand, for example, the difference between present tense and

past tense. Socio-linguistic Competence is the ability to use language appropriately in

different contexts. It is to distinguish, for example, when talking to family or friends and

when talking to professors. Discourse Competence is the ability to understand and create

forms of the language that are longer than sentences, such as stories, conversations, or

business letters. It is to make a plan or order to say something. Strategic Competence is the

ability to compensate for lack of ability in any of the other areas. For example, when people

want to say something but they do not know the word, they can explain or they can do

gestures.

As mentioned above, communicative competence is important for students to be able

to communicate well. And these can be acquired by practicing speaking and doing

communicative activities.

1.5 The Balanced Curriculum

The Balanced Curriculum (Waring and Jamall, 2004) provides a framework for

teachers and students to easily see the kinds of focus which are needed in order to learn a

language. It has two main elements, which are input and output. These are also divided into

7

language-focused and fluency-focused elements, so there are four elements in the Balanced

Curriculum (see Figure 1) and they need to be balanced when a language is taught or studied.

Figure 1: The Balanced Curriculum

Input

(Receptive)

Output

(Productive)

Language

Focus

1

Building knowledge about the

language

Awareness raising

2

Linking knowledge

Accuracy focus

Fluency

Focus

3

Networking knowledge

Comprehending input fluently

4

Experimenting with language

Developing fluency

Figure 1: The aims of the various aspects of The Balanced Curriculum

Language-focused input is for building knowledge about the language and raising

awareness. Explicit teaching, dictionary lookups, studying from a grammar book, intensive

reading, language awareness activities and conscious word learning can be activities for this.

Language-focused output is for linking knowledge and focusing on accuracy.

Controlled language production activities, language and pronunciation drills, gap fill

exercises, memorized dialogs, sentence completion tasks and tests can be activities for this.

8

Fluency-focused input is for networking knowledge and comprehending input

fluency. Extensive reading, extensive listening, watching movies, browsing the Internet and

listening to the radio or music can be activities for this.

Fluency-focused output is for experimenting with language and developing fluency.

Free language production activities, casual conversations, debates and discussions, email and

online chat, diary writing and essays can be activities for this.

Figure 2 highlights some typical activities which may be done in each box.

Figure 2: Some typical activities for each box in The Balanced Curriculum

Input

(Receptive)

Output

(Productive)

Language

Focus

Box 1 - The Formal Learning Box

Explicit teaching

Dictionary lookups

Studying from a grammar book

Intensive reading

Language awareness activities

Conscious word learning

Box 2 - The “Getting Control” Box

Controlled language production activities.

Language and pronunciation drills

Gap fill exercises

Memorized dialogs

Sentence completion tasks

Tests

Fluency

Focus

Box 3 - The Fluency Input Box

Extensive reading

Extensive listening

Watching movies

Browsing the Internet

Listening to the radio or music

Box 4 - The Fluency Output Box

‘Free’ language production

activities.

Casual conversations

Debates and discussions

Email, and online chat

Diary writing

Essays

Those activities are all important and they need to be balanced though it is almost

9

impossible for beginner level of students to do activities of Fluency-focused output. They

should do more of controlled activities than free activities. On the other hand, advanced level

of students do not need to do many controlled activities because they can do more semi-

controlled activities or free activities. Teachers need to choose activities which suit their

students’ level.

1.6 Communicative activity types

1.6.1 Basic type of activities

In this chapter, we have looked at the purpose of studying English, how English was

taught, and what was necessary to learn English, especially to be able to speak it. While

listening, reading and writing in meaningful contexts are vital parts of learning a language,

this thesis primarily focuses on communicative activities for students to practice speaking

communicatively, so the communicative activity types looked at here are for controlled or

semi-controlled spoken production (i.e. Boxes 2 and 4 in The Balanced Curriculum).

According to Nolasco and Arthur (1987), there are four basic types of activities.

Controlled activities are to give students confidence and support. Awareness activities are to

increase sensitivity in students to what they are aiming at. Fluency activities to give students

the practice they need to use English for communication. Feedback tasks allow students to

reflect on their own performance so that they become aware of areas in which they have to

improve. They say that conversational competence can only come from fluency activities or

natural language interaction outside the classroom, however, all the activities are important

and any one lesson does not need to consist entirely of one type of activity. They also say that

it may be necessary to introduce fluency activities gradually because students who are used to

10

highly controlled patterns of interaction may find that fluency activities pose a considerable

threat since they are not used to the freedom involved. Also, different types of activities

should be used in different proportions according to the level. For example, advanced students

will need relatively few controlled activities and the narrow focus of these tasks would be

replaced by awareness tasks, but controlled activities are better for beginners.

1.6.2 Ten communicative activity types

There are very many activities that teachers and students can try in class. For

communication practice, ten kinds of activities will be shown here, which are discussion,

information gap, interview, listening and drawing, reading aloud, prepared speech, unprepared

speech, board game, and cross-examination. The reason these activities were chosen was there

were some differences between the activities, for example, some activities are prepared while

others are unprepared, some are information-given and others are not, some are done by pairs

or small groups and others are done by one person. Some of them are highly controlled and

others less so.

Discussion is a kind of activity which is done by two or more people. Students will

be given a topic and they will think about the good points and limitations (bad points) of the

topic in groups or with partners. Then they will discuss their idea with other groups. The topic

would be something like sports, traveling and studying. The aim is to prepare their opinions

and share their ideas with others.

Information gap is a kind of activity which is done by two or more people. It happens

when each person has information about something the other cannot see. The aim is to work

together to share information and complete the task. For example, one person gets a card

which tells a famous person and other people have to guess who that is by asking “Are you a

11

movie star?” or “Do you play sports?” etc.

Reading aloud is a kind of activity which is done by one person or two or more

people. Students will read aloud, for example, a conversation between a boy and a girl about

their weekend. The aim is to memorize what they have studied from the text and to practice

pronunciation and patterns of sentences in controlled ways.

Role play is a kind of activity which is done by two or more people. Students

memorize a conversation in a particular situation and act it with the partner. For example, they

memorize a conversation at a restaurant between a waiter and a customer and play it with the

partner. The difference between role play and reading aloud is that people move and do

gestures or do facial expression. The aim is to practice a conversation which reflects real life.

Interview is a kind of activity which is done by two or more people or it can be done

by whole class. A teacher gives students a piece of paper with many questions on it such as

“What’s your hobby?” and students ask many people these questions and write down their

answers. This can be categorized as an information gap since one person has information and

the other does not. The aim is to work together and share their opinions and complete the task.

Listening and drawing is a kind of activity which is done by two or more people.

This can be categorized as an information gap, too. For example, one person is given a picture

and has to explain the things in the picture to the partner. Then the partner will draw the

picture without looking at their partner’s. In the end, students compare the pictures to see if

they are the same. The aim is to transfer the information correctly.

A prepared speech is a kind of activity which students will write a speech about a

topic interesting to them and give the speech in front of their classmates or in their group. The

aim is to share their opinions and to listen to others’ opinions.

Unprepared speech is a kind of activity which students will be given a topic, for

12

example, about their favorite place in the world and they have to think for one minute and

give speech about this in front of their classmates or in their group. The aim is same as a

prepared speech, but a different aim is to tell what they think immediately.

A board game is a kind of activity which is done in groups. Students play an English

board game with their partners. The board has many questions in English on it. They will

throw a die and go forward and answer the question on the board and try to get to the goal.

The aim is to understand what it is written and answer the questions.

Cross-Examination is a kind of activity which is done in groups. One person says a

sentence and others ask questions which relate the sentence. For example, one person says “I

had a very good time last night.” And then other people ask questions like “Where did you

go?” or “Who did you go with?” The aim is to ask questions immediately because questions

are not given by teachers and for practicing keeping the conversation alive.

Those ten activities have differences mentioned above, for example, some activities

are prepared while others are unprepared and some are done by pairs of groups and others are

done by one person. So, we can use those activities to find out what kind of communicative

activity is the best.

The following section summarizes the relative control the task has over the

production.

Highly controlled

Information gap, reading aloud, role play, interviews, board game, listen and

draw activity

Semi-controlled

Discussion, information gap, role play, interview, prepared speech,

13

unprepared speech, listen and draw activity, discussion, cross-examination

Free production

Discussion, prepared speech, unprepared speech, cross-examination

1.7 Research Questions

We have seen some types of approach to foreign language and activity types that

students can do for communicative spoken practice in class. Although Monbukagakusho says

that the objective of studying English is to develop communication ability, the

Communicative Approach is not done at school, which does not give students much chance to

practice communication or do communicative activities. We need to look at what students and

teachers think about communicative activities to find out what activities are best for students

to develop communication ability, especially speaking. So the research questions of this thesis

are:

1. What are the best spoken communicative activities for junior high school students?

2. Are there any differences between students’ opinions and teachers’ opinions?

1.8 Conclusion

The objective of studying English is to develop communication ability, however,

students do not have enough communicative activities to practice speaking in class. There are

many kinds of communicative activities students can do in class, but there are differences

between the activities. In the next chapter, we will find out the best communicative activities

for junior high school students. Also, we will look at students’ opinions and teachers’ opinions

about each activity and see if there are differences between them.

14

Chapter 2: The Questionnaire

2.1 Introduction

In Chapter One, we looked at many kinds of activities for communication practice

that students can do in class. But there are differences between each activity. In Chapter Two,

we will look at the students’ and teachers’ opinions about each activity using a questionnaire.

We will discover what kind of activities are best for junior high school students and see if

there are differences between students’ thoughts and teachers’ thoughts about each activity.

2.2 The questionnaire

2.2.1 Introduction to the questionnaire

The aim of this questionnaire was to find what kind of speaking activities junior high

school students and junior high school English teachers think are best. The word “best” here

has five meanings which are easiness, satisfaction, effectiveness, interest, and fun. This

questionnaire asked about the ten speaking activities in Chapter One and each activity would

be looked at from the five points of view.

The questionnaire was given to 84 junior high school students and five junior high

school English teachers at Seishin Junior High School, so that we could see if there are some

differences between students’ and teachers’ thoughts.

2.2.2 Method

1) Subjects

The subjects who answered this questionnaire were junior high school students who

study English, and junior high school English teachers. 84 students who were 13 and 14 years

old answered the questionnaire and all of them were female. 30% of them had studied English

15

for one to two years, 21% had studied for three to six years and 49% had studied for more

than seven years. The average of the length that students had studied English was about six

years. 34 subjects’ said they were learning English for exams, the purpose of 34 subjects was

to be able to speak English, the purpose of seven subjects was because they like English and

the purposes of 15 subjects were different from these three such as because they have to study

English at school or cram school, English can be useful in the future, they want to get an

international job and so on. The teachers who were age 24 to 40 answered the questionnaire

and they were all female. A total of 89 subjects answered the two questionnaires.

2) Test design—the questionnaire

The aim of this questionnaire was to find out what kinds of speaking activities were

best for junior high school students. In order to find that out, we need to know what kind of

speaking activities students think are best, but we also need to know what teachers think are

best as well, so by surveying both students and teachers we can see the gaps between students’

and teachers’ thoughts.

The questionnaire has ten different speaking activities. Each activity will be looked at

from five points of view which are easiness, satisfaction, effectiveness, interest and fun.

Additionally, subjects graded each point of view on a scale of one to four, where one (1) is the

worst and four (4) is the best. By looking at each speaking activity’s results we can identify

the five best speaking activities of the total ten.

Easiness refers to whether the students or teachers thought each activity was difficult

or easy to understand and do. Satisfaction refers to whether the students or teachers thought

whether they were satisfied with each activity or not. Effectiveness refers to whether students

or teachers found one activity more beneficial compared to others. Interest refers to whether

students or teachers thought each activity was interesting or not. Lastly, fun refers to whether

16

students or teachers thought they enjoyed each activity or not. Following are examples of the

questionnaire. The full English version is in Appendices 1 and the full Japanese version is in

Appendix 2.

Example activities:

1. Discussion: (groups of three) You will be given a topic card which is about a

topic such as sports, traveling, studying… and you will think about the good

points and limitation (bad points) with your partners. Then you will discuss

your ideas with the other groups.

2. Information Gap: (group of four) One person get a card which tells you a

famous person and other three people have to guess who you are by asking

“Are you a movie star?” or “Do you play sports?” etc.

3. Reading aloud: (pairs) You will read a conversation between a boy and a girl

about their weekend aloud.

3) Procedure

The questionnaire had ten questions for both junior high school students and junior

high school English teachers. The subjects were to answer the questions by choosing the

number on the scale of one (1) to four (4). The subjects graded each point of view on a scale

of one to four, where one (1) is the worst and four (4) is the best. One (1) and two (2) are

shown as low and three (3) and four (4) are shown as high in tables below. For Interest, for

example, one (1) means not interesting at all and four (4) means very interesting. The subjects

did not need to write reasons. The questionnaire also includes a section to supply their sex,

age, the purpose of learning English and how long they have studied English. The

questionnaire was given to subjects and they were allowed to answer questions without time

limitation.

17

2.2.3 Results

1) Students’ opinions about activities

The following tables show students’ opinions about each activity.

Table 1: Students’ opinions about Discussion activities

Low High

Easiness 15% 27% 27% 30%

Satisfaction 8% 39% 42% 11%

Effectiveness 2% 29% 50% 19%

Interest 21% 21% 39% 18%

Fun 18% 23% 43% 17%

More than half of the subjects thought that a discussion was easy. They had a

tendency to prefer it rather than dislike it, however, the feeling was not strong. The same thing

happened with satisfaction, interest and fun.

Table 2: Students’ opinions about Information Gap activities

Low High

Easiness 10% 32% 36% 23%



Interest 7% 10% 42% 42%

Fun 6% 13% 38% 43%

18

Most of the subjects thought that information gap was interesting and fun. More than

half of the subjects thought it was easy, satisfying and effective. They had tendency to prefer it

rather than dislike it but the feeling was not strong.

Table 3: Students’ opinions about Reading Aloud activities

Low High

Easiness 7% 19% 33% 40%



Interest 25% 39% 24% 12%

Fun 21% 37% 29% 13%

Most of the subjects thought that reading aloud was easy and effective though they

also thought it was not interesting. From other point of view, they had tendency to dislike it

rather than prefer it however the feeling was not strong.

Table 4: Students opinions about Role Play activities

Low High

Easiness 38% 32% 15% 14%



Interest 26% 35% 31% 8%

Fun 30% 30% 33% 7%

Most of the subjects thought that role play was difficult, satisfying and effective. At

interest and fun, they did not have strong opinions whether it was interesting or fun,

however, they had tendency to dislike it rather than prefer it.

19

Most of the subjects thought that interview was easy. However, they did not have

strong opinions whether it was satisfying, effective, interesting and fun, though they had

tendency to dislike it rather than prefer it. (See Table 5)

Table 5: Students opinions about Interview activities

Low High

Easiness 6% 13% 30% 51%



Interest 21% 33% 32% 13%

Fun 20% 31% 33% 15%

Table 6: Students’ opinions about Listening and drawing activities

Low High

Easiness 30% 36% 25% 10%



Interest 8% 19% 38% 35%

Fun 11% 15% 35% 39%

Most of the subjects thought that the listen and draw activity was satisfying,

effective, interesting and fun. They had a tendency to prefer it rather than dislike it though

they thought it was difficult.

Table 7: Students’ opinions about prepared speech activities

Low High

Easiness 52% 33% 8% 6%

20



Interest 38% 27% 25% 10%

Fun 35% 27% 27% 11%

Most of the subjects thought that prepared speech was satisfying and effective, however, they

thought it was difficult, not interesting and not fun. (See Table 7)

Table 8: Students’ opinions about unprepared speech activities

Low High

Easiness 62% 27% 5% 6%



Interest 32% 39% 23% 6%

Fun 36% 37% 23% 5%

Most of the subjects thought unprepared speech was satisfying and effective though

they thought it was very difficult and not interesting and not fun.

Table 9: Students’ opinions about Board Game activities

Low High

Easiness 7% 19% 29% 45%



Interest 8% 11% 33% 48%

Fun 5% 12% 33% 50%

21

Most of the subjects thought it was easy, satisfying, interesting and fun. They had

tendency to prefer it rather than dislike it though they did not have strong opinion about its

effectiveness.

Table 10: Students’ opinions about Cross-Examination activities

Low High

Easiness 19% 30% 29% 23%



Interest 24% 27% 36% 13%

Fun 25% 27% 33% 14%

Most of the subjects thought cross-examination was satisfying and effective. More

than half of the subjects thought it was not interesting and not fun though they did not have

strong opinions about easiness, interest and fun.

2) Students’ opinions from the five points of view

Now, we will look each activity from a different point of view. The following

tables show overall opinions by category for each activity.

The subjects thought that the easiest activity was the interview. They also thought

discussion, reading aloud and board game were easy. The most difficult activity the subjects

thought was an unprepared speech and they also thought that role play, the listen and draw

22

activity, and prepared speech were difficult. They did not have strong feelings toward other

activities. (See Table 11)

Table 11: The Easiness of each activity

Low High

Discussion 15% 27% 27% 30%

Information Gap 10% 32% 36% 23%

Reading aloud 7% 19% 33% 40%

Role Play 38% 32% 15% 14%

Interview 6% 13% 30% 51%

Listening and drawing 30% 36% 25% 10%

Prepared speech 52% 33% 8% 6%

Unprepared speech 62% 27% 5% 6%

Board game 7% 19% 29% 45%

Cross-examination 19% 30% 29% 23%

Table 12: The Satisfaction of each activity

Low High

Discussion 8% 39% 42% 11%



Role Play 12% 20% 31% 37%

Interview 20% 31% 38% 11%


23



Board game 12% 21% 42% 25%


The subjects thought that the most satisfying activities were the listen and draw

activity and prepared speech. They also thought role play, unprepared speech, board games

and cross-examination were satisfying. They did not have strong feelings toward other

activities.

Table 13: The Effectiveness of each activity

Low High




Role Play 10% 11% 45% 35%

Interview 13% 25% 51% 11%




Board game 7% 19% 56% 18%


The subjects thought that the most effective activity was role play. They thought

reading aloud, the listen and draw activity, prepared speech, unprepared speech and cross-

examination were effective too though they did not have strong feelings toward other

activities.

24

The subjects thought that the most interesting activity was information gap. They

also thought that the listen and draw activity and board game were interesting. They thought

that the most uninteresting activity was unprepared speech. They also thought that reading

aloud and prepared speech were not interesting. They did not have strong feelings toward

other activities. (See Table 14)

Table 14: The Interest of each activity

Low High

Discussion 21% 21% 39% 18%



Role Play 26% 35% 31% 8%

Interview 21% 33% 32% 13%




Board game 8% 11% 33% 48%


Table 15: The Fun of each activity

Low High

Discussion 18% 23% 43% 17%



Role Play 30% 30% 33% 7%

Interview 20% 31% 33% 15%


25



Board game 5% 12% 33% 50%


The subjects thought that the most fun activity was the board game. They also

thought information gap and the listen and draw activity were fun. They thought that the most

boring activity was unprepared speech. They did not have strong feeling toward other

activities.

3) Teachers’ opinions about the activities

The following tables show the teachers’ opinions about each activity.

Table 16: Teachers’ opinions about Discussion

Low High

Easiness 0% 0% 80% 20%



Interest 0% 0% 40% 60%

Fun 0% 0% 40% 60%

Almost all the subjects thought that discussion was very satisfying and more than

half of the subjects thought the activity was very effective, very interesting and a lot of fun.

None of them thought it was difficult, unsatisfying, ineffective, not interesting or not fun.

Table 17: Teachers’ opinions about Information Gap

26

Low High

Easiness 0% 0% 20% 80%



Interest 0% 0% 60% 40%

Fun 0% 0% 60% 40%

Almost all the subjects thought that information gap was very easy. All the subjects

thought it was easy, interesting and fun, but a few of them thought it was not very satisfying

and not very effective. (See Table 17)

Table18: Teachers’ opinions about Reading aloud

Low High

Easiness 0% 0% 0% 100%



Interest 0% 80% 20% 0%

Fun 20% 60% 20% 0%

All the subjects thought that reading aloud was very easy and more than half of

them thought it was effective. However, they did not have strong feeling towards other point

of view.

Table 19: Teachers’ opinions about Role Play

Low High

Easiness 0% 40% 20% 40%



27

Interest 0% 0% 80% 20%

Fun 0% 0% 60% 40%

All the subjects thought that role play was effective, interesting and fun and most of

them thought it was easy and satisfying though some of them thought it was a little difficult

and unsatisfying.

Table 20: Teachers’ opinions about Interview

Low High

Easiness 0% 0% 0% 100%



Interest 20% 0% 60% 20%

Fun 20% 20% 40% 20%

All the subjects thought that interview was easy. More than half of the subjects

thought it was satisfying, effective and interesting, however a few of them thought it was

unsatisfying, ineffective, not interesting and not fun.

Table 21: Teachers’ opinions about Listening and drawing

Low High

Easiness 20% 20% 40% 20%



Interest 0% 0% 20% 80%

Fun 0% 0% 20% 80%

28

All the subjects thought that the listen and draw activity was satisfying, effective,

interesting and fun. More than half of the subjects thought it was easy though some of them

thought it was difficult or very difficult.

All the subjects thought that prepared speech was satisfying, effective, and interesting

thought some of them thought it was not a lot of fun and more than half of the subjects

thought it was difficult or very difficult. (See Table 22)

Table 22: Teachers’ opinions about Prepared Speech

Low High

Easiness 40% 20% 40% 0%



Interest 0% 0% 40% 60%

Fun 0% 20% 40% 40%

Table 23: Teachers’ opinions about Unprepared Speech

Low High

Easiness 40% 40% 20% 0%



Interest 0% 0% 60% 40%

Fun 0% 20% 40% 40%

All the subjects thought that an unprepared speech was satisfying, effective and

interesting. Most of them thought it was fun as well, though they thought it was difficult or

very difficult.

29

Table 24: Teachers’ opinions about Board Game

Low High

Easiness 0% 0% 60% 40%



Interest 0% 0% 0% 100%

Fun 0% 0% 0% 100%

All the subjects thought that board game was easy, satisfying, effective, interesting

and fun. All of them thought it was very interesting and a lot of fun. None of them thought it

was difficult, unsatisfying, ineffective, not interesting or not fun. (See Table 24)

Table 25: Teachers’ opinions about Cross-Examination

Low High

Easiness 0% 40% 20% 40%



Interest 0% 20% 60% 20%

Fun 0% 20% 40% 40%

All the subjects thought that cross-examination was effective. Also, more than half

of the subjects thought that it was easy, satisfying, interesting and fun, so the subjects had a

tendency to prefer the activity rather than dislike it but the feeling was not strong.

4) Teachers’ opinions from five points of view

30

Now, we will look each activity from a different point of view. The following

tables show the outcome of each activity’s aspects which are easiness, satisfaction,

effectiveness, interest, and fun.

All the subjects thought that reading aloud and interviews were the easiest activities.

They also thought that discussion, information gap and board game were very easy or at least

easy enough. More than half of the subjects thought that role play and listening and drawing

and cross-examination were easy. More than half of the subjects thought a prepared speech

was difficult and most of the subjects thought that an unprepared speech was difficult too. (See

Table 26)

Table 26: The Easiness of each activity

Low High




Role Play 0% 40% 20% 40%

Interview 0% 0% 0% 100%




Board game 0% 0% 60% 40%


Table 27: The Satisfaction of each activity

Low High


31



Role Play 0% 20% 60% 20%

Interview 20% 0% 60% 20%




Board game 0% 0% 60% 40%


All the subjects thought that the most satisfying activities were discussion, the listen

and draw activity, prepared speech unprepared speech and board game. Most of the subjects

thought that information gap, role play, interview and cross-examination were satisfying.

More than half of the subjects thought that reading aloud was not very satisfying. (See Table

27)

Table 28: The Effectiveness of each activity

Low High




Role Play 0% 0% 60% 40%

Interview 0% 20% 60% 20%




Board game 0% 0% 40% 60%


32

All the subjects thought that discussion, role play, the listen and draw activity,

prepared speech, unprepared speech, board game and cross-examination were the most

effective activities. A few of the subjects thought that information gap, reading aloud and

interview were not very effective.

All the subjects thought that board game was the most interesting activity. They also

thought that discussion, information gap, role play, the listen and draw activity, prepared

speech, unprepared speech were interesting. Most of the subjects thought that the interview

and cross-examination were interesting though they also thought that reading aloud was not

very interesting. A few of them thought interviews and cross-examination was not interesting.

(See Table 29)

Table 29: The Interest of each activity

Low High




Role Play 0% 0% 80% 20%

Interview 20% 0% 60% 20%




Board game 0% 0% 0% 100%


33

All the subjects thought that the board game was the most fun activities. They also

thought discussion, information gap, role play, the listen and draw activity were fun and most

of the subjects thought that prepared speech, unprepared speech and cross-examination were

fun. More than half of the subjects thought that interview was fun though they also thought

that reading aloud was not fun. A few of them thought interview, prepared speech, unprepared

speech and cross-examination were not fun. (See Table 30)

Table 30: The Fun at each activity

Low High




Role Play 0% 0% 60% 40%

Interview 20% 20% 40% 20%




Board game 0% 0% 0% 100%


2.3 Summary

In this chapter, the subjects answered the questionnaire to find out which

communicative activities are best for junior high school students. Now we can see the aspects

34

of each activity, for example, some activities are easy but not very interesting. We will discuss

the results in Chapter Three and clarify what the results mean. When we clarify the results, we

will be able to answer the questions posed in Chapter One. Moreover, we will be able to give

some suggestions for people who are to become English teachers.

35

Chapter 3: Discussion

3.1 Introduction

In Chapter One, we saw what the object of studying English and what kind of

speaking activities there were. In Chapter Two, we looked at what kind of activities junior

high school students think are easy, satisfying, effective, interesting and fun by asking 84

junior high school students and five English teachers to discover which activity is best for

junior high school students. In this chapter we will discuss the result of the questionnaire, and

give some implications for people who are to become English teachers.

3.2 Summary of the results

In Chapter Two, we looked at the results from the questionnaire about what both

students and teachers think about each activity and which activities they think are best from

five points of view, easiness, satisfaction, effectiveness, interest, and fun. We also looked at

the difference between the students’ and the teachers’ opinions about these activities.

3.3 Discussion of the results

In this section, we will look at each question in detail and discuss it.

3.3.1 Q1 What are the best communicative activities for junior high school

students?

The word “best” here has five meanings which are easiness, satisfaction,

effectiveness, interest, and fun. Here are the results of the students’ questionnaire.

36

Table 31: Easiest and most difficult activities

Very difficult/difficult Very easy/easy

Interview 19% 81%

Unprepared speech 89% 11%

81% of the students thought that interviews were very easy or easy, and it is the

easiest activity of all the ten activities. On the other hand, 89% of the students thought that

unprepared speech was difficult, and it is the most difficult of the ten activities.

Table 32: Most satisfying and most unsatisfying activities

Very unsatisfying/unsatisfying Very satisfying/satisfying

Listening and drawing 28% 73%

Prepared speech 27% 73%

Reading aloud 56% 44%

73% of the students thought that listen and draw activities and prepared speeches

were very satisfying or satisfying, and they are the most satisfying of the ten activities. On the

other hand, 56% of the students thought that reading aloud was unsatisfying, and it is the most

unsatisfying of the ten activities.

Table 33: Most effective and most ineffective activities

Very ineffective/ineffective Very effective/effective

Role play 21% 80%

Interview 38% 62%


37

80% of the students thought that role play was very effective or effective, and it is the

most effective of all the ten activities. On the other hand, 38% of the students thought that

interview and unprepared speech were ineffective, and they are the most ineffective. However,

more than half of the students thought the two activities were very effective or effective, so we

cannot really see what the most ineffective activity is.

Table 34: Most interesting and most uninteresting activities

Very uninteresting/uninteresting Very interesting/interesting

Information gap 17% 84%

Unprepared 71% 29%

84% of the students thought that information gaps were very interesting or

interesting, and it is the most interesting of all the ten activities. On the other hand, 71% of the

students thought that unprepared speech was uninteresting, and it is the most uninteresting of

the ten activities.

Table 35: Most fun and most boring activities

Very boring/boring A lot of fun/fun

Board game 17% 83%


83% of the students thought that board game was a lot of fun or fun, and it is the

most fun of all the ten activities. On the other hand, 73% of the students thought that

unprepared speech was boring, and it is the most boring of the ten activities.

38

The students think that the best activity at easiness is interview, satisfaction are

listening and drawing and prepared speech, effectiveness is role play, interest is information

gap and fun is board game. However, they did not have strong opinions about the activities.

Here are the results of the teachers’ questionnaire.

Table 36: Easiest and most difficult activities

Very difficult/difficult Very easy/easy


Interview 0% 100%


100% of the teachers thought that reading aloud and interview were very easy, and

they are the easiest of ten activities. On the other hand, 80% of the teachers thought that

unprepared speech was difficult, and it is the most difficult of the ten activities.

Table 37: Most satisfying and most unsatisfying activities

Very unsatisfying/unsatisfying Very satisfying/satisfying

Discussion 0% 100%


100% of the teachers thought that discussion was very satisfying or satisfying, and it

is the most satisfying of the ten activities. On the other hand, 60% of the teachers thought that

reading aloud was unsatisfying, and it is the most satisfying of the ten activities.

39

Table 38: Most effective and most ineffective activities

Very ineffective/ineffective Very effective/effective

Prepared speech 0% 100%

Information gap 20% 80%


Interview 20% 80%

100% of the teachers thought that prepared speeches were very effective, and are the

most effective of the ten activities. On the other hand, 20% of the teachers thought that

information gap, reading aloud and interview were ineffective, and it is the most ineffective of

the ten activities. However, more than half of the teachers thought the three activities were

very effective or effective, so we cannot really see what the most ineffective activity is.

Table 39: Most interesting and most uninteresting activities

Very uninteresting/uninteresting Very interesting/interesting

Board game 0% 100%


100% of the teachers thought that board game was very interesting and it is the most

interesting the ten activities. On the other hand, 80% of the teachers thought that reading

aloud was uninteresting, and it is the most uninteresting of the ten activities.

100% of the teachers thought that board game was a lot of fun, and it is the most fun

activity of the ten activities. On the other hand, 80% of the teachers thought that reading aloud

40

was not fun, and it is the most boring of the ten activities. (See Table 40)

Table 40: Most fun and most boring activities

Very boring/boring A lot of fun/fun

Board game 0% 100%


The teachers think that the best activity at easiness is interview, satisfaction is

discussion, effectiveness is prepared speech, interest is board game and fun is board game.

However, they did not have strong opinions about the activities at some point of view. Now,

we found out the best activities both students and teachers thoughts.

3.3.2 Q2 Are there any differences between the students’ and the teachers’

opinions?

We looked at what the best activities from five points of view. Now we will find out

if there are any differences between the students’ and the teachers’ answers.

Here are the results of best activities according to the result of students and teachers

answers to the questionnaire.

Table 41: The best activities from the five points of view

Students Teachers

Easiness Interview Interview

Satisfaction Listening and drawing, Prepared speech Discussion

Effectiveness Role play Prepared speech

Interest Information gap Board game

Fun Board game Board game

41

From the students’ answers to the questionnaire, interviews rate highly for easiness,

the listen and draw activity and prepared speech rate highly for satisfaction, role play rates

highly for effectiveness, information gap rates highly for interest and board game rates highly

for fun.

From teachers’ answers to the questionnaire, interviews rate highly for easiness,

discussion rates highly for satisfaction, prepared speech rates highly for effectiveness, and

board game rates highly for interest and fun.

From these results, we can see that both the students and the teachers think the

easiest activity is the interview and the most fun activity is the board game. However, they did

not have the same thoughts toward the most satisfying activity, the most effective activity and

the most interesting activity. Therefore, we can see there are differences between the students’

thought and the teachers’ opinions.

3.4 Example teaching plan

From the results of the questionnaire, we found out that interview was popular by

both teachers and students. Here is the example teaching plan using interview activity and

reading aloud activity in one class.

I. Textbook: Lesson 3 Scene 1 “Which do you like better, Washington or New York?”

(Progress in English 21, Book 2)

II. Allotment: 1st period: Scene 1 (pp. 26-27) [today’s lesson]

2nd period: Scene 2 (pp. 28-29)

3rd period: Scene 3 (pp. 32-33)

4th period: Scene 4 (pp. 36)

III. Aims of this class

42

(a) To help students understand how to use comparative sentences.

(b) To help students understand the general meaning of the text.

(c) To encourage students to ask and answer the question to practice speaking.

Procedure Teacher’s Activities Students’ activities Evaluation

Greetings ・ Greet students in

English.

・Greet teacher in

English.

・Are they ready

for the class?

Introduction ・Explain today’s point,

comparative sentences.

・Listen to the

explanation and write

down today’s point.

・Understand new

grammar.

・Has their

knowledge of

comparative

sentences

increased?

Extension

(1) New words

・Pronounce new words

and teach the meaning of

the words to students

using flash cards.

・Show flash cards

(Teacher says nothing) and

have students read the

words aloud.

・Repeat the words

after teacher.

・Look at the flash

cards and read the

words aloud.

・Do they repeat

aloud?

・Do they try to

memorize the

new words?

(2) Understand

the text

・Play the CD and have

students listen to it.

・Read each sentences

and check its meaning.

・Listen to the CD and

underline the


・Tell the meaning of

the sentences and try to

・Do they listen

to CD carefully?

・Do they find

comparative

sentences?

43

understand the story. ・Do they

understand the

meaning of the

text?

(3) Reading

aloud

・Play the CD and have

students read aloud the

sentences.

・Read aloud with

students several times.

・Repeat after CD or

teacher.

・Do they read

aloud?

・Do they

pronounce the

sentences

correctly?

(4) Interview

activity

・Give students a piece

of paper with many

questions and have

students ask and answer

the questions using


・Walk around in class

and use the handout to

ask and answer the

questions using


・Do they try to

use comparative

sentences?

・Do they use

comparative

sentences

correctly?

Consolidation ・Tell homework to

students.

・Take notes about the

homework.

3.5 Implications

We found out that the best communicative activities for junior high school students

from the results of the questionnaire. Teachers should have their students do more of those

activities in class. As mentioned in Chapter One, activities can be divided into three, which

44

are highly-controlled activities, semi-controlled activities and free production activities, and

activities should be chosen by the students’ level. If some activities are too difficult for

students, teachers should make the activity easier, so that students can do various activities.

We also found out that there were the differences between the students’ thoughts and

teachers’ thoughts toward the activities. Thus, the activity that teachers’ think is the best

cannot always be the best activity for junior high school students. It may be a good idea for

teachers to ask their students what kind of activities they hope to do or to show them why the

activities are good and important for them.

3.6 Limitations of the Experiments

There were four limitations with this questionnaire that we have to be aware of.

Firstly, only five teachers answered the questionnaire while 84 students answered the

questionnaire. If more teachers had answered the questionnaire, the result of the questionnaire

would be different and more real.

Secondly, there were no men who answered the questionnaire. All the students and

teachers who answered the questionnaire were female, so if the questionnaire had been given

to male students and teachers, the results of the questionnaire might have been different.

Thirdly, all of the students who answered the questionnaire were from one junior

high school only and it is a private school, so if students at public junior high school answered

the questionnaire, the results might be different, for example, they might have felt the

activities are less effective or more difficult.

Fourthly, the subjects did not have a clear image of the each activity since they had

only one example activity on the questionnaire. If they have seen more example activities or

even done those activities, their opinions could be different.

45

3.7 Further research

There are some things that we can research in the future. Firstly, as mentioned before,

there are so many communicative activities that students can do in English class, so the results

of the questionnaire may be different by choosing different kind of activities for the

questionnaire especially if more than the ten activities chosen here had been selected.

Secondly, this thesis focused on communicative activities for junior high school

students, so the questionnaire was given to junior high school students, but if high school

students answer the similar kind of questionnaire, the result might be different because they

probably feel the activities are less difficult or more effective and so on.

3.8 Conclusion

Through this research, we found out the best activities from five points of view

which are easiness, satisfaction, effectiveness, interest and fun. From the students’ answers to

the questionnaire, interviews rate highly for easiness, the listen and draw activity and

prepared speech rate highly for satisfaction, role play rates highly for effectiveness,

information gap rates highly for interest and board game rates highly for fun. On the other

hand, from teachers’ answers to the questionnaire, interviews rate highly for easiness,

discussion rates highly for satisfaction, prepared speech rates highly for effectiveness and

board game rates highly for interest and fun. This is the answer to the research question

“What is the best communicative activity for junior high school student?”, but both students

and teachers did not have strong opinions about those activities, and all of them have different

opinions, so we cannot say that one particular activity is best for all the students.

We also found out there were some differences between students’ answers and

teachers’ ones. So, even if a teacher thinks one particular activity is good for students, the

students might not think the same way. Therefore, English teachers should be aware of this

fact when they have students do the communicative activities.

46

References

Celce-Murcia, M, 2001. Teaching English as a Second Foreign Language Third Edition.

Heinle and Heinle: Boston

Nolasco, R, and L, Arthur, 1987. Conversation, Oxford University Press, London Missouri

State University, 2005. What is Language Competence?. Retrieved October 8, from

http://vlc.missouristate.edu/languagelearning/competence.asp

Waring, R and M. Jamall, 2004. The Balanced Curriculum—a post-method approach to

Language learning and teaching. Retrieved October 6, from

http://www.robwaring.org/classes/seminar_class/tbc/tbc.htm

ウィキペディア、『英語英語人口』 Retrieved November 29, from

http://ja.wikipedia.org/wiki

ウィキペディア、『英語教育課題中学校・高等学校』 Retrieved November 29, from

http://ja.wikipedia.org/wiki/

文部科学省、『新学習指導要領・生きる力外国語』Retrieved October 6, from

http://www.mext.go.jp/a_menu/shotou/new-cs/youryou/eiyaku/1298356.htm

47

http://www.mext.go.jp/a_menu/shotou/new-cs/youryou/eiyaku/1298356.htm

http://ja.wikipedia.org/wiki/

http://ja.wikipedia.org/wiki

http://www.robwaring.org/classes/seminar_class/tbc/tbc.htm

http://vlc.missouristate.edu/languagelearning/competence.asp

1 2 3 4

Very easy EasyA little difficultVery difficult1 2 3 4

Very satisfyingSatisfying

unsatisfying

Very unsatisfying

Very effectiveEffective

IneffectiveVery ineffective

1 2 3

4

1 2

3

4

Very interesting

InterestingNot very interesting

Not interesting at all 1 2

3

4

A lot of fun

FunNot a lot of fun

Not fun at all

Appendix 1

Name:Sex:Age:

What’s your purpose of learning English?① For exams② To be able to speak English③ Because I like English④ Others ( )

How long have you been studying English? (

Ex. Memorizing new words: write new words many times and try to memorize them.

3

2

1

1

4

48

1. Discussion: (groups of three) You will be given a topic card which is about a topic such as sports, traveling, studying… and you will think about the good points and limitation (bad points) with your partners. Then you will discuss your idea with other groups.

Very difficult 1 2 3 4 Very easyVery unsatisfying 1 2 3 4 Very satisfyingVery ineffective 1 2 3 4 Very effectiveNot interesting at all 1 2 3 4 Very interestingNot fun at all 1 2 3 4 A lot of fun

2. Information Gap: (groups of four) One person get a card which tells you a famous person and other three people have to guess who you are by asking “Are you a movie star?” or “Do you play sports?” etc.


3. Reading aloud: (pairs) You will read a conversation between a boy and a girl about their weekend aloud.


49

4. Role Play: (pairs) Memorize a conversation at a restaurant between a waiter and a customer and play it with your partner.


5. Interview: (whole class) The teacher gives you a piece of paper with many questions on it such as “What’s your hobby?” and you ask many people these questions and write down their answers.


6. Listening and drawing: (pairs) One person is given a picture and has to explain the things in the picture to your partner. For example, if you have a picture of a garden “There are flowers at the bottom and there are trees at the left side.” The partner will draw the picture without looking at each others’ paper. At the end you compare the pictures to see if they are the same.


50

7. Speech: You will write a speech about a topic interesting to you and give the speech in front of your classmates or in your group.


8. You will be given a topic (e.g. about your favorite place in the world). You have to think for one minute and then a one-minute give speech about this in front of your classmates or in your group.


9. Board Game: (groups of five) You play an English board game with your partners. The board has many questions in English on it. You will throw a dice and go forward and answer the question on the board and try to get to the goal.


51

10. Cross-Examination: (groups of three) One person says a sentence with “I have…” “I want…” , for example, “I had a very good time last night.” Then other two people ask lots of questions like “Where did you go?” “Who did you go with?”


52

1 2 3 4

とても簡単少し簡単少し難しいとても難しい

1 2 3 4

とても達成感があるunsatisfiedVery unsatisfied

とても効果的Very ineffective

1 2 3

4

1 2

3

4

とても面白い面白いあまり面白くない全く面白くない

1 2

3

4

Not a lot of funNot fun at all

Appendix 2英語のコミュニケーション活動についてのアンケート調査

ノートルダム清心女子大学英語英文学科森祐歩

私は現在、どのような英語のコミュニケーション活動が効果的か、について卒業論文制作に取

りかかっています。その中で、皆さんの意見を参考にさせていただきたく、今回アンケート調

査をお願いしたいと思います。このことで、皆さんにご迷惑をおかけすることはございません

ので、お気軽にお答えください。ご協力お願いいたします。

性別：年齢：

どのくらいの期間、英語を勉強していますか？（）

英語を勉強する目的は何ですか？

① テスト・試験のため

② 英語を話せるようになりたいから

③ 英語が好きだから

④ その他（）

（例）単語を覚えること：新出単語を何回も書いて覚える。

とても達成感がある少し達成感があるあまり達成感がない全く達成感がない

あまり効果的でない効果的全く効果的でない

とても楽しい楽しいあまり楽しくない全く楽しくない

4

2

3

1

1

53

1. （3 人グループ）スポーツ・旅行・勉強…などのトピックカードをもらって、その

トピックの良いところ（例：健康的だ）と悪いところ（例：時間がかかる）を同

じグループの人と考える。その後、他のグループと話し合う。

とても難しい 1 2 3 4 とても簡単

全く達成感がない 1 2 3 4 とても達成感がある

全く効果的でない 1 2 3 4 とても効果的

全く面白くない 1 2 3 4 とても面白い

全く楽しくない 1 2 3 4 とても楽しい

2. （4 人グループ）グループのうち一人が有名人の名前が書いてあるトピックカード

をもらい、他の 3 人は “Are you a movie star?”（映画俳優ですか？）や “Do you play sports?” （スポーツをしますか？）などの質問をして、その有名人

を当てる。






3. （ペア）男の子（A）と女の子（B）の週末についての会話をペアで音読する。






4. （ペア）レストランでのウェイターとお客さんの会話を覚え、ペアでする。





54


5. （クラス全員）”What’s your hobby?”（趣味は何ですか？）などたくさん質

問が書いてあるプリントをもらい、いろんな人に質問してその答えと回答者の名

前を書き込む。






6. （ペア）一人が写真（絵）をもらい、その写真（絵）に何があるのかをもう一人

に説明する。例えば“There are flowers at the bottom and there are trees at the left side.”（下に花があって、左側に木がある。）説明を聞いた

方は写真（絵）を見ずに絵を描き、最後にできた絵と説明した写真（絵）を比べる。






7. 自分の好きなトピックでスピーチを作ってきて、クラス全員の前またはグループ

内でスピーチする。






55

8. トピックを与えられ（例：世界で一番好きな場所について）、その場で 1 分考え、

クラス全員の前またはグループ内で 1 分間スピーチする。






9. （5 人グループ）英語の質問がたくさん書かれているボードゲーム（すごろくの

ようなもの）をする。サイコロをふって出た数だけ進み、質問に答えてゴールを

目指す。






10. （3 人グループ）”I have…” や “I want…”などを使って一文言う。例え

ば、”I had a very good time last night.”（昨夜、とても楽しい時間を過ご

した。）他の二人はその文に対して “Where did you go?”（どこへ行った

の？）や “Who did you go with?”（誰と行ったの？）などたくさん質問をし

ていく。






ご協力ありがとうございました。

56

web viewfor example, when people want to say something but they do not know the word, they can...

Documents