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Why Isn’t ER More Popular in High School?

Page No.: 
752
Writer(s): 
Atsuko Takase, Kinki University; Kyoko Uozumi, Kobe International University

 

The purpose of this study is to investigate high school English teachers’ attitudes and motivation toward extensive reading (ER) in terms of the following three aspects: 1) differences between practitioners and nonpractitioners; 2) differences in attitudes toward ER between the teachers participating in this study and their counterparts from five years ago; and 3) differences of nonpractitioners’ expected problems between high school teachers and university teachers. A survey administered to 38 high school teachers (17 practitioners and 21 nonpractitioners) revealed that 1) there are obvious differences in attitudes toward ER between the two groups: practitioners and nonpractitioners; 2) despite the improvement of budget and support from the administrators, nonpractitioners’ concern about the teachers’ different role and time-consuming work has increased; and 3) high school teachers have more constraints than university teachers in terms of budget and curriculum which could make it more difficult to implement ER in their classes.
 
この研究は、中学・高校の英語教師を対象とした、多読に関するアンケート調査の結果を次の3点に関してまとめたものである:1)多読を導入している教師と未導入の教師の多読に関する意識の違い、2)多読が普及してきた昨今の導入・未導入者の多読に関する意識と、5年前の導入・未導入被験者の意識の差異、3)中高と大学での多読未導入指導者の懸念事項の違い。分析結果によると、多読導入者と未導入者の意識の差は大きく、5年前に比べて、現在は図書予算・管理職の協力体制に関しては向上しているものの、教師の役割や多読指導の煩雑さに関する多読未導入者の危惧は逆に大きくなっている。また、中高の教師は、図書予算やカリキュラムに関して、大学教師ほど自由がきかないことが、多読導入を困難にしていると考えられる。
 
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