Communicative language teaching in Japan: current practices and future prospects

English Today ◽  
2013 ◽  
Vol 29 (2) ◽  
pp. 46-53 ◽  
Author(s):  
Emiko Abe
Keyword(s):  
Language Teaching ◽  
Oral Communication ◽  
Communicative Language Teaching ◽  
Point Of View ◽  
World Englishes ◽  
Ministry Of Education ◽  
English Teaching ◽  
Sports Science ◽  
Education Culture ◽  
Globalized World

In Japan, the ability to speak and understand English is widely regarded as essential for communication in a ‘globalized’ world. At the same time, however, many Japanese are reluctant to communicate in English because they perceive themselves (and are often perceived by others) to be poor speakers of English, despite the fact that they will have studied English for at least six years in junior and senior high school. In response to this, the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) has recently revised the national syllabus for English teaching. The revised syllabus places more emphasis on developing oral communication skills, and proposes a much greater use of communicative language teaching (CLT) methodology in order to bring this about. This paper describes the present situation of CLT in Japan based on questionnaire data obtained from 48 Japanese university students, and proposes that a more effective and practical approach to CLT and English teaching more generally may be obtained by adopting a ‘World Englishes’ point of view.

CLIL in the Japanese University Context

2019 ◽  
pp. 23-35
Author(s):  
Michael James Davies
Keyword(s):  
English Language ◽  
English Education ◽  
Learning Experience ◽  
Ministry Of Education ◽  
Japanese Education ◽  
Intercultural Communicative Competence ◽  
Sports Science ◽  
Education Culture ◽  
The University ◽  
Globalized World

The Japanese education system is currently in the midst of reforms, particularly with regards to way the English language is taught. At the university level, the Ministry of Education, Culture, Sports, Science, and Technology (MEXT) is not only endeavoring to improve Japanese students' proficiency in English but also their intercultural communicative competence. This comes at a time when universities in Japan are trying to enhance their international competitiveness in an increasingly globalized world. The chapter argues that the approach to English education known as content and language integrated learning (CLIL), and the principles on which it is based, will help to address many of these issues of concern. By adopting this approach, not only will students be exposed to a more motivating learning experience, they will also be encouraged to critically examine issues from different cultural standpoints. Finally, the chapter examines instances of CLIL in Japanese universities where it is already being used, as well as effective ways in which it can be implemented from now on.

scholarly journals Communicative Language Teaching: An Exploratory Survey

2008 ◽  
Vol 30 (1) ◽  
pp. 27 ◽  
Author(s):  
Takako Nishino
Keyword(s):  
Secondary School ◽  
Education Reform ◽  
English Education ◽  
Language Teaching ◽  
Local Level ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Ministry Of Education ◽  
School Students ◽  
Sports Science

Since 1989, the Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) has attempted to promote higher achievement in English communicative skills among secondary school students by urging teachers to use communicative activities.MEXT has also undertaken to achieve this goal by executing a 5-year Action Plan.This exploratorystudy investigates Japanese teachers’ beliefs and practices regarding communicative language teaching (CLT) in their classrooms through a survey of 21 secondary school teachers. The results show that in order to employ CLT in their classrooms, teachers feel that a change in classroom conditions is a prerequisite. The results also show that CLT is beginning to be employed at the local level. In order to delineate ways to help this small local change lead to real English education reform in Japan, a comprehensive investigation of the beliefs of a larger number of language teachers is necessary. 1989年より、文部科学省（当時文部省）は、中学生・高校生の英語によるコミュニケーション能力を高めようと、外国語科授業でのコミュニケーション活動の採用を促してきた。さらに同省は、2003年から５年間の「英語が使える日本人」の育成のための行動計画の実施により、その方針の具体的な実現をねらっている。本探索的研究では、中学及び高等学校の英語教員２１人にアンケートを実施し、コミュニカティヴ･アプローチ（CLT）を授業に採用することについてどのような信条を持ち、どのように実践しているかについて調査した。その結果、被験者の多くはCLTを採用するために教室の教育環境を変えてほしいと願っていることが判明した。また、CLT は一部の学校で利用され始めていることがわかった。この傾向をさらに確かなものにするためにも、より多くの英語教員を対象にした包括的調査が必要である。

scholarly journals Behind MEXT's new Course of Study Guidelines

2012 ◽  
Vol 36 (3) ◽  
pp. 3 ◽  
Author(s):  
Masumi Tahira
Keyword(s):  
English Education ◽  
Communicative Language Teaching ◽  
Ministry Of Education ◽  
Japanese Students ◽  
Sports Science ◽  
Ongoing Training ◽  
Lack Of Commitment ◽  
Education Culture ◽  
Training Opportunities ◽  
Course Of Study

The new Course of Study Guidelinesof the Ministry of Education, Culture, Sports, Science and Technologyof Japan (MEXT) started to be implemented in stages in 2011. This paper reviews how MEXT’s policies for English education have changed and examines how the Ministry has attempted to implement communicative approaches over the last two decades.However, Communicative Language Teaching (CLT)isnot well rooted in Japan, so teachers do not fully understand it and are not confident about using CLT. This is the result of the lack of commitment by MEXT, which has led to ambiguity about CLT itself. This lack of commitment hampers the achievement of its ultimate goal of improving Japanese students’ English proficiency.MEXT must provide greater support for teachers by clarifying its advocated principles and providing ongoing training opportunities. 新学習指導要領が2011年から順次実施されている。本論では、文部科学省による日本の英語教育方針の変遷を振り返り、過去20年間にわたるコミュニカティブ・ランゲージ・ティーチング（CLT）導入の取り組みについて考察する。CLTはまだ日本の教育現場に十分根づいておらず、教師側のCLTへの理解、CLT実践への自信も十分とはいえない。これは、これまで同省がどのような教え方をするべきかについて曖昧さを残したままにしてきたことの結果でもあり、日本人生徒の英語力を向上させるという最終目標を阻害するものとなっている。同省は、自ら推し進める理念を具体的に示し、継続的な研修機会を提供して教師支援をさらに行うべきである。

Establishing a model to demonstrate physical and mathematical properties of chromatin fibres in fission yeast cells - Research in the Molecular Biophysics Lab at Hiroshima University

Impact ◽  
2018 ◽  
Vol 2018 (3) ◽  
pp. 89-91
Author(s):  
Shin-ichi Tate
Keyword(s):  
Molecular Biology ◽  
Yeast Cells ◽  
Molecular Architecture ◽  
Ministry Of Education ◽  
Cellular Functions ◽  
Sports Science ◽  
Cellular Events ◽  
And Function ◽  
Education Culture ◽  
Open The Doors

The field of molecular biology has provided great insights into the structure and function of key molecules. Thanks to this area of research, we can now grasp the biological details of DNA and have characterised an enormous number of molecules in massive data bases. These 'biological periodic tables' have allowed scientists to connect molecules to particular cellular events, furthering scientific understanding of biological processes. However, molecular biology has yet to answer questions regarding 'higher-order' molecular architecture, such as that of chromatin. Chromatin is the molecular material that serves as the building block for chromosomes, the structures that carry an organism's genetic information inside of the cell's nucleus. Understanding the physical properties of chromatin is crucial in developing a more thorough picture of how chromatin's structure relate to its key cellular functions. Moreover, by establishing a physical model of chromatin, scientists will be able to open the doors into the true inner workings of the cell nucleus. Professor Shin-ichi Tate and his team of researchers at Hiroshima University's Research Center for the Mathematics on Chromatin Live Dynamics (RcMcD), are attempting to do just that. Through a five-year grant funded by the Platform for Dynamic Approaches to Living Systems from the Ministry of Education, Culture, Sports, Science and Technology, Tate is aiming to gain a clearer understanding of the structure and dynamics of chromatin.

scholarly journals CLT at the Higher Secondary Level in Bangladesh: Theory and Practice

IIUC Studies ◽  
2016 ◽  
Vol 12 ◽  
pp. 71-86
Author(s):  
Md Mohib Ullah
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Secondary Level ◽  
Communicative Language Teaching ◽  
Theory And Practice ◽  
Ministry Of Education ◽  
Efl Context ◽  
New Methods ◽  
Real Picture

With the progress of time, the aim of teaching and learning English as a Second Language (ESL) or English as a Foreign Language (EFL) changed, and so did the approaches and methods in language teaching. Different methods and approaches emerged and were replaced, influenced or contributed to the emergence of new methods. It is widely acknowledged that one umbrella approach to language teaching that has become the accepted "norm" in this field is the Communicative Language Teaching Approach. This study deals with the theories and practices of CLT at the Higher Secondary level in Bangladesh. Realizing the significance of CLT, The Ministry of Education in Bangladesh made groundbreaking attempts to implement CLT in the new context and also brought some changes in the curriculum in 1990s. Along with attempting to provide a real picture of how CLT is practiced and utilized in an ESL/EFL context, this study focuses on the Practice of CLT approach in Bangladesh. Moreover, this study intends to propose some propositions to be implemented for better practice of CLT in ESL/EFL contexts.IIUC Studies Vol.12 December 2015: 71-86

Design and Economics of the HTGR-GT Power Plant by JAERI

2002 ◽  
Author(s):  
Yasushi Muto ◽  
Shintaro Ishiyama ◽  
Shusaku Shiozawa ◽  
Masanori Tanihira ◽  
Yasuyuki Miyoshi ◽  
...  
Keyword(s):  
Power Plant ◽  
Gas Turbine ◽  
Cost Estimation ◽  
Science And Technology ◽  
Ministry Of Education ◽  
Sports Science ◽  
System Type ◽  
Helium Gas ◽  
Generation Cost ◽  
Education Culture

This paper describes the conceptual design and cost estimation of a 600MW(t) HTGR-GT power plant, which has been completed in the framework of the HTGR-GT feasibility study project in the duration of FY 1996 to FY 2000. The project is assigned to JAERI by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) (former Science and Technology Agency) in Japan. The inlet and outlet gas temperatures in the reactor are 460°C and 850°C, respectively. Helium gas pressure is 6MPa. The gas turbine system type is an intercooled recuperative direct cycle. Designs of reactor and gas turbine are presented. The main feature of the plant is a relatively large 600 MW(t) HTGR, horizontal single shaft helium turbine and divided power conversion vessel, that is, a turbomachine vessel and heat exchanger one. Their main specifications and drawings are presented. As a result of cost estimation, an economically attractive construction cost and a power generation cost have been obtained.

scholarly journals Penggunaan Alih Kode Instruktur dalam Proses Belajar Mengajar Bahasa Inggris di ELC Education Manado

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Mardyane Mandang
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Language Teaching ◽  
Code Switching ◽  
Point Of View ◽  
Teaching English ◽  
English Teaching ◽  
Teaching Point

This study focussing on the use of code switching produced by instructors in English teaching and learning process based on Sosiolinguistics and language teaching point of view. This research uses qualitative method and records the process of teaching English and interviews the instructors and students as a technique of this research to find the importance of code switching. The data were transcripted and analyzed use the concepts of Wardhaugh and Suwito about types of code switching and functions of code switching use the concept of Margana. The research shows that there are 4 types of code switching intern, extern, metaphorical dan situasional code switching. Extern code switching are code switching from English to Indonesian (i.e. do you know what day is tomorrow? Besok hari apa?) and English to Manado Malay (i.e. you know what I mean? Mangarti nda?). Intern code switching is code switching from Manado Malay to Indonesian (i.e. besok hari libur jadi nda ada les. Lesnya nanti minggu depan). Metaphorical code switching is a code switching without any changing topic. Situasional code switching is a code switching with changing topic. Also, there are 7 types of code switching, they are repetition, clarification, exploration, explanation, giving assignment, checking students’ understanding and giving warning/suggestion. It can be concluded that there are 4 types of code switching produced by instructors in English teaching and learning process. They are extern, intern, metaphorical and situasional code switching. Besides, there are 7 functions of code switching. They are repetition, clarification, exploration, explanation, giving assignment, checking students’ understanding and giving warning/suggestion.Keywords : Code switching, Instructors utterences, English teaching and learning   process                      

scholarly journals The Implementation of Communicative Language Teaching in English Practice

2020 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Arini Sabrina
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Focal Points ◽  
English Teaching ◽  
English As Foreign Language ◽  
Efl Context ◽  
Scientific Approach

2013 Curriculum now has been implemented so widely in Indonesia, especially in English teaching and learning process. It delineates some focal points like student-centred active learning and contextual teaching which hopefully brings the students to learn more effectively. Furthermore, there is an apparent unanimity that the curriculum may lead the meaningfulness of learning. In relation to English teaching approach, Communicative Language Teaching (CLT) is likened to the latest curriculum. CLT emphasises on the context and authenticity. Thus, this approach should go along with 2013 Curriculum. This study aims at finding out the implementation of CLT in line with the curriculum, since many previous studies alert some problems happening while CLT is applied not in ESL as its birthplace, yet in EFL context. In fact, Indonesia perceives English as foreign language. But, there are still few studies related to this approach. After observation and document tracking are conducted, it is concluded that Scientific Approach and Communicative Language Teaching Approach are able to blend to create more effective communicative learning.

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