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- W3190395635 abstract "Considering that Japanese university reading classes are upwards of 100 minutes, EFL teachers need to be equipped with a variety of “active learning” methods to keep their students engaged and focused on specific reading skills, content comprehension, and vocabulary development. However, some Japanese students might be more familiar with a top-down, passive learning approach. Using the principles of Auster and Wylie’s (2006) four dimensions of the teaching process (context setting, class preparation, class delivery, and continuous improvement), surround-sound pedagogy (SSP) was designed by the author to increase student engagement and motivation in university-level EFL reading classes by stimulating active learning. This paper provides specific strategies on how to support student vocabulary and content comprehension/ retention, confidence when reading aloud, and accuracy in pronunciation/connected speech. 日本の大学ではリーディングの授業が100分以上に及ぶことから、EFLの教師は、生徒の読む力や理解力、語彙力の向上に向けて、様々な「アクティブラーニング」の手法を身につける必要がある。しかし、日本の学生の中にはトップダウンの受動的な学習方法に慣れている学生も存在する。Auster and Wylie（2006）のティーチングプロセスの4次元の原則（文脈設定、授業準備、授業実施、継続的改善）を用い、著者はサラウンドサウンド教育法（SSP）を考案した。これは能動的学習を促すことで、大学レベルのEFLリーディングの授業における学生の取り組み方とやる気を向上させるものである。本稿では、学生の語彙や内容の理解・保持、音読時の自信、発音・連結音声の正確さをサポートする方法について、具体的な戦略を示している。" @default.
- W3190395635 created "2021-08-16" @default.
- W3190395635 creator A5075438539 @default.
- W3190395635 date "2021-08-01" @default.
- W3190395635 modified "2023-09-30" @default.
- W3190395635 title "Teaching Reading Skills in “Surround Sound”" @default.
- W3190395635 doi "https://doi.org/10.37546/jaltpcp2020-40" @default.
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