Beliefs about Learning and Teaching Communicative English in Japan

Page No.: 
69
Writer(s): 
Hiroko Matsuura, Fukushima University; Reiko Chiba, Asia University; Paul Hilderbrandt, Meiji Gakuin University

This study examines Japanese lUliversity EFL student and teacher beliefs about
learning and teaching commlUlicative English in Japan. Over 300 students and
82 college teachers were given a 36-item questionnaire to assess their beliefs
about (a) important instructional areas, (b) goals and objectives, (c)
instructional styles and methods, (d) teaching materials, and (e) cultural
matters. The results indicate that many students preferred traditional styles of
ELT pedagogy including a teacher-centered approach (listening to lectures),
learning isolated skills (pronunciation), and focusing on accuracy Oapanese
translation). On the other hand, the teachers' preferences appeared to have
shifted towards more recent pedagogy such as a learner-centered approach,
integrated skills, and a focus on fluency. These results suggest that constant
assessment of student beliefs is essential to link ELT theories and classroom
practice.

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