Why do Japanese learn French - Learning motivation and goals from a historical perspective (in Japanese)
この講演では,日本人にとってのフランス語学習の動機と目的を歴史的に検証する。それにあたり,江戸時代末 期の洋学者で,日本においてほぼ初めてフランス語の学習に取り組んだ,フランス語の父である村上英俊をとりあ げ,どのような動機と目的にもとづき,フランス語学習を進めたのかを確認する。次に,戦前の旧制高等学校にお けるフランス語学習の動向を検討し,フランス語が高等教育の道具だった時代を振りかえる。近代日本においてフ ランス語はまず西洋文明を移入する道具であり,大学教育においても重要な役割を果たしていた。最後に,戦後の フランス語教育を国際交流の観点から振り返り,1965 年以降,フランスへの私費留学が認められ,フランスとの 交流が現実のものとなった。それ以降のグローバル時代における日本のフランス語教育を展望する。
An alternative approach to FL teaching - Students begin and continue speaking a first (or second?) foreign
language (in English)
At a time when, despite the declared globalization and/or internationalization in Japan, students are in effect discouraged or at times even prevented from taking languages other than English, the presenter was asked, on request from students graduating from his first year German as 2Fl courses, to start continuous second, third and fourth year general education courses at Ehime University. This presentation demonstrates how this situation came about and the courses, all still under development, are conducted in order to fulfill the student's wishes. Consequences for any FL teaching may be drawn. The presenter invites and encourages discussion of hints for and criticism of his approach.
In order to demonstrate his approach and why it proved successful so far, the beginner’s courses and feedback to them will be introduced. The presenter will then explain the conditions and goals of the continuing courses, and give examples of how the presenter and the students conducted the courses. This presentation will close with a summary of the findings so far and hints at further developments, while briefly mentioning the relevance of this presentation for foreign language teaching in general.
English as a Springboard for Other Languages
他の言語のためのスプリングボードとしての英語 (英語で) (Language of Presentation: English)
Learning languages is a very time-consuming activity regardless of the language one tries to master. Many factors may help or hinder the learning process. Motivation is probably one of the most important ones. However, many students lose their motivation for various reasons by the time they reach university. Once they stop learning and using English, sooner or later, they are going to lose what they have acquired over the years. Starting a new foreign language can make wonders as far as motivation is concerned, but the time allocated for such courses is usually very short, especially compared to the previous six years spent on learning English.
The aim of this presentation is to show ways in which students’ knowledge of English can be utilized to speed up the learning process of a new language. Achieving tangible results by the end of such relatively short courses will help students regard themselves as successful learners. In addition, contrasting and comparing languages will be beneficial not only for the learning of the new language, but it will also have positive effects on both the students’ knowledge of English and their motivation to continue their English studies.