This lecture will contain personal beliefs based on subjective evidence and hard-to-generalize anecdotes collected in my 35-year JEFL teaching career and may not reflect the views shared by the majority of the current English teaching circles in Japan or endorsed by the current Ministry of Education or related authoritative bodies. Audience discretion is advised.
という前置きに続いて
1.Why
an English class should not be (only) a place
for communication
2.Why
students do not improve their pronunciation under typical ALTs’ instruction
3.Why
you should not say “good” when your students are not actually good
4.Why
good-enough pronunciation is all the more important in the age of world Englishes
5.Why
pronunciation is everything in junior high school
6.Why
you should make a big deal of L/R distinction
7.What
should ALTs do for
JTEs, before class
8.What
ALTs can,
but Japanese teachers cannot, do
9.Which
segmental and prosodic features present
difficulties to your students
10.Why
your students insert a vowel after
every consonant and speak flatly
11.What
roles ALTs
and JTEs should play, respectively, in the classroom
12.Why
ALTs should constantly refer to monolingual learner dictionaries
13.Why
you should not put fluency
before accuracy
14.Why
you should constantly use English songs as
serious teaching materials
15.Why
the guru-guru
method (GGM) is a breakthrough
16.Why
you should not TRY to be a popular
teacher
17.Why
Shin-Gi-Tai
is a must-read
