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63
ේ 䋺 䊣 䊷 䊨 䉾 䊌 ⸒ ⺆ ᢎ ⢒ ጁ ↢ 䊘 䊷 䊃 䊐 䉤 䊥 䉥 EPOSTL (European Portfolio for Student Teachers of Languages) ᚑ 㐳 䈱 䈢 䉄 䈱 ⋭ ኤ 䉿 䊷 䊦 ⸒ ⺆ ᢎ Ꮷ 䈱 䊘 䊷 䊃 䊐 䉤 䊥 䉥 䇼 ⧷ ⺆ ᢎ ⡯ ⺖ ⒟ ✬ 䇽 ,#%'6ᢎ⢒㗴⎇ⓥળ ✬ ⋙㧦ዏᱞ㧛✬㓸㧦ਭ ⎇㧘㈬ᔒᑧ㧘㜟ᧁᏗሶ JACET SIG on English Language Education http://www.waseda.jp/assocͲjacetenedu/ J-POSTL Japanese Portfolio for Student Teachers of Languages For Pre-service English Teacher Education
Transcript of . . çB1B B·B B BdB¥Be－ 1 － 1 0 1 M b Ï î º Ç Ü _ X 8 Z (3267/ b*{ L ì \ ö #. Õ N 8...
J-POST
JACET SIG on English Language Educationhttp://www.waseda.jp/assoc jacetenedu/
Can-do 180
Japanese Portfolio for Student Teachers of Languages
<http://www.waseda.jp/assoc-jacetenedu/>
EPOSTL (European Portfolio for Student Teachers of Languages)
JACET SIG on English Language Educationhttp://www.waseda.jp/assoc jacetenedu/
J-POSTLJapanese Portfolio for Student Teachers of Languages
For Pre-service English Teacher Education
European Portfolio for Student Teachers of Languages A reflection tool for language teacher education EPOSTL ISBN 978-92-871-6207-6 by David Newby, Rebecca Allan, Anne-Brit Fenner, Barry Jones, Hanna Komorowska and Kristine Soghikyan The copyright for the original version is held by the Council of Europe: © Council of Europe, 2007 Japanese adaptation:
Gengo Kyoshi no Portfolio) Japanese Portfolio for Student Teachers of Languages
Versions: 1. Eigo Kyoshi Kyoiku Zenpen Full Version: For English Teacher Education
2. Eigo Kyoshoku Katei Hen For Pre-service English Teacher Education
3. Genshoku Eigo Kyoshi Hen For In-service English Teacher Education
Sub-title: Seicho no tameno Seisatsu Tool A Reflection Tool for Professional Development
Published in 2014 by JACET SIG on English Language Education All rights reserved. This translation and adaptation is published with permission of the Council of Europe and is the sole responsibility of the translator. For information on original publication: Council of Europe/European Centre for Modern Languages Nikolaiplatz 4 A-8020 Graz Austria http://www.ecml.at
Contents
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3
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8
/ 12 / 18 / 23 / 25 / 29 / 33
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11
38
46
J-POSTL / 54 EPOSTL / 56 54
Editorial organization
(Jimbo, Hisatake)
(Professor, Waseda University) (Hisamura, Ken)
(Professor, Den-en Chofu University) (Sakai, Shien)
(Professor, Chiba University of Commerce)
(Takagi, Akiko)
(Associate Professor, Aoyama Gakuin University)
(Kiyota, Yoichi) [email protected]
(Associate Professor, Meisei University)
Endo, Yukie (Imamura, Hiromi) (Ishida, Masachika) (Ito, Mika) Kurihara, Fumiko (Nakayama, Natsue) Oda, Masaki (Osaki, Satsuki) (Usui, Yoshiko) Yamaguchi, Takane Yoffe, Leonid
(Asaoka, Chitose) (Kochiyama, Akiko) (Takanashi, Tsuneo) Yamagishi, Nobuyoshi
Daigo, Michiko
－ 1 －
1
EPOSTL the European Portfolio for Student Teachers of Languages Newby et al., 2007
Can-do195 2008 8 EPOSTL
5 EPOSTL
EPOSTLEPOSTL
J-POSTL
EPOSTL
J-POSTL2
Action-oriented view of languageLife-long learning
CLT
TOEIC3
learning to learn
5
－ 2 －2
J-POSTL EPOSTL 195 SAD:
Self-Assessment DescriptorsSAD
(SAD: 96)
(SAD: 115)
(SAD: 65)
(SAD: 31)
(SAD: 30)
(SAD: 20)
(SAD: 9) (SAD: 25)
< >
100 SAD
1 SAD
32 5 5 10 10
SADSAD
SAD 2SAD
3
51
http://www.waseda.jp/assoc-jacetenedu/
－ 3 －3
EPOSTL: the European Portfolio for Student Teachers of Languages
EPOSTL
1. 2. 3. 4. 5.
EPOSTL
Can-do
EPOSTL
EPOSTL
EPOSTL 195
7
－ 4 －
4
1.
3
[ . . ]
EPOSTL
－ 5 －5
4
3
7 96 31
33 4
5 5- 4- 3- 2-1- 5
－ 6 －6
2
Glossary
3
1 2 3 4 5
2015/7/10 2014/9/4 2014/4/15
－ 7 －7
5
Can-do
Can-do
Can-do
－ 8 －
8
Personal Statement
a) b)
－ 9 －9
a) b)
4.1 5 5-
4- 3- 2- 1-
1 5 4 3 2 1 2 5 4 3 2 1 3 5 4 3 2 1 4 5 4 3 2 1 5 5 4 3 2 1 6 5 4 3 2 1 7 5 4 3 2 1 8 5 4 3 2 1 9 5 4 3 2 1 10 5 4 3 2 1
－ 10 －10
4. 2
5
4.
－ 11 －
11
Self-Assessment
A. B. C. D.
A. B. C. D. E. F. G.
A. B. C.
12 16 23 25
A. B. C. D. E.
A. B.
A. B. C.
D. E. F.
29 33 35
[N] N=Novice
－ 12 －12
Context
－ 13 －13
1.
1. 2. 3. 4. 5.
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
－ 14 －14
1. 2. 3. 4.
5.
6. 7.
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
－ 15 －15
8.
1.
1 2 3 4 5
1 2 3 4 5
－ 16 －16
Methodology
2 3 1
－ 17 －
17
1.
2.
3. [N] 4.
[N] 5.
[N] 6.
[N]
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
－ 18 －18
1.
2.
[N] 3. E [N] 4.
[N] 5.
[N] 6.
[N]
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
－ 19 －19
1. 2. 3.
4.
[N] 5.
[N]
1.
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
－ 20 －20
2. 3.
4.
5.
[N] 6.
[N] 7.
[N]
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
－ 21 －21
1.
2.
1. 2. 2000
[N] 3.
[N]
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
－ 22 －22
1.
1 2 3 4 5
－ 23 －23
Resources
ICT
－ 24 －24
1. 2. 3.
4.
5. 6. 7. [N]
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
－ 25 －25
Lesson planning
－ 26 －26
1.
2. 3. 4. 5.
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
－ 27 －27
1.
2. 3.
4. 5. 6. 7.
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
－ 28 －28
8.
1.
2. 3. 4. ALT [N]
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
－ 29 －29
Conducting a Lesson
－ 30 －30
1. 2.
3. 4. 5. [N]
1.
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
－ 31 －31
1. , ,
2. 3. , 4. [N] 5. [N]
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
－ 32 －32
1.
2.
1. 2.
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
－ 33 －33
Independent Learning
－ 34 －34
1.
[N] 2. [N]
1. [N] 2.
[N] 3. [N]
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
－ 35 －35
Assessment
－ 36 －36
1. [N] 2.
[N]
1.
[N] 2.
[N]
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
－ 37 －37
1. [N]
1.
1.
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
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38
Dossier
Can-do
Can-do
－ 39 －39
A.
B.
A
－ 40 －40
1 2014 7 25
TOEIC TOEIC
550 61050
2 2014 9 25
1 2 1
20
110
－ 41 －41
－ 42 －42
－ 43 －43
A
3 2014 4 1~20153 31
2 1
1 2 2
1
－ 44 －44
－ 45 －45
－ 46 －
46
Glossary of Terms
eye contact
ICT Information Communication Technology
action research [A] [N] [P] [SP]
approach
CLT recast [Open]
corrective recast constructive feedbackexpansion
error treatment negotiation of meaning [N] [A] [SP]
interaction [Open]
I beg your pardon? Could you say it again, please? Please say it slowly. What does that mean?
information gap [Open]
2
－ 47 －47
Wikipedia
virtual learning environments [Open]
ALT Assistant Language Teacher
The Japan Exchange and Teaching Program JET Program
authentic
authenticityteachability learnability
oral approach audio-lingual method
assimilation
that/p/man, bad/b/boy,ten/m/pens, last year, Won’t you … ?, Did you …?, this year, Is she … ?, Does she …?
linking an apple, half an
hour, find out learner autonomy [N] [A] [P]
(Holec,1979)
learner feedback [Open]
learning style
learning strategies [A] [P] [SP]
,
－ 48 －48
Curriculum
Course of Study CLIL / Content and Language Integrated Learning
[Open] 1 L1 2 L2
L1 L2
formative assessment
language activities [Open]
Communicative Language Competences
language proficiency [Open]
action-oriented approach
CEFR 1
CEFR A1 C2 Can-do Statements
norms of behaviour
international understanding [Open]
Education for International Understanding
－ 49 －49
error analysis [N] [A] [P]
(communicative language teaching)
Communicative Competence 1970 Hymes
Savignon
Canale & Swain
communication strategy [Open]
self-assessment [Open]
EPOSTL Context MethodologyResources Lesson Planning Conducting a Lesson
Independent Learning Assessment of Learning7 195 Can-do
sociocultural learning
VygotskyZone of Proximal Development
sociocultural competence
shadowing
shadow
affective needs [Open]
affective filter
Krashen 1984 The Natural Approach Affective Filter Hypothesis
－ 50 －50
show & tell
syllabus
Grammatical-Structural Syllabus
Situational Syllabus
Notional-Functional Syllabus independent learning [Open]
2 1
skit function
skimming scanning
scaffolding [N] [A] [P]
Brunerstorytelling
small talk [Open]
TPR Total Physical Response
otherness
task [Open]
task-based syllabus
Skehan, 1998
－ 51 －51
task-based approach task
Task-based language teachingattainment target levels [Open]
ABC
interlanguage
go goed wented
dictogloss
disfluency)
disfluency Filler words uhm, er, like disfluency
cognitive needs [Open]
assessment [Open]
can-do
assessment tools [Open] Tests
Examinations
Coursework / Diaries/Logbooks
－ 52 －52
plurilingualism
pluriculturarism
brainstorming
1939 A. F. Osborne
project/problem-based learning PBL [N] [P] [SP]
SpeechDialogue
Debate
portfolio
can-do
learning by portfolio
compensation strategies [Open]
mind map [Open]Tony Buzan
－ 53 －53
Mother Goose chants rime / rhyme
ran-man, sword-cord
metalanguage [Open]
mentor [SP]
EPOSTL / European Portfolio for Student
Teachers of Languages CEFR Action-Oriented Approach CLT /
Communicative Language TeachingCan-do
‘I can’
CEFR / Common European Framework of Reference for Languages
2001 Council of EuropeEU 28
A B C 32
ELP / European Language Portfolio
Council of Europe, 2002 routinization [Open]
lesson plans
role-play [Open]
roles roleplaying
－ 54 －
54
Users’ Guide
EPOSTL
EPOSTL CEFR ELPProfile
CEFR ELP
EPOSTL
Can-do 195
EPOSTL J-POSTL
－ 55 －55
J-POSTL EPOSTL 195SAD: Self-Assessment Descriptors
SAD
2009 1
SAD EPOSTL CEFRC2
33 SAD 100SAD
2010 11 2011 11 112 149
2011 5 2012 12 2 5 55
5
2011 2012 2SAD
EPOSTL 78 SAD 201118 34
2012 3 11 SAD41
8 13
2012 1 65658
SAD SADSAD
SADEPOSTL 2
－ 56 －56
EPOSTL 3
EPOSTL CEFR Can-do
ELP
Profile
EPOSTL
EPOSTL EPOSTL
EPOSTL
EPOSTL EPOSTL
EPOSTL
EPOSTL
EPOSTL
－ 57 －57
195 EPOSTL
EPOSTL
EPOSTLEPOSTL
EPOSTL TEFL
Newby, 2011
Newby, D. (2011). CEFR ELP EPOSTL22
－ 58 －58
Council of Europe, 2014
26 2014 3 9 JACET
JACET SIG on English Language Education http://www.waseda.jp/assoc-jacetenedu/
169-8050 1 6 1
03 5286 2081
142-0053 6 2 22 1 03 3781 4010
(B) 25284109
J-POST
JACET SIG on English Language Educationhttp://www.waseda.jp/assoc jacetenedu/
Can-do 180
Japanese Portfolio for Student Teachers of Languages
<http://www.waseda.jp/assoc-jacetenedu/>
EPOSTL (European Portfolio for Student Teachers of Languages)
JACET SIG on English Language Educationhttp://www.waseda.jp/assoc jacetenedu/
J-POSTLJapanese Portfolio for Student Teachers of Languages
For Pre-service English Teacher Education
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