授業実践例に見る ‘Weak’ CLIL の有効性
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| ID | 5006 |
| フルテキストファイル | |
| その他のタイトル（欧） | Effectiveness of ‘Weak’ CLIL―through an example of a course
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| 作成者 | |
| Self DOI [info:doi/] | |
| 掲載誌名 |
和歌山大学クロスカル教育機構研究紀要
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| 出版者 | 和歌山大学クロスカル教育機構
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| ISSN | 24336130
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| NCID | AA12815903
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| 巻 | 4
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| 開始ページ | 107
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| 終了ページ | 119
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| 並び順 | 10
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| 発行日 | 2023-03-31
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| 本文言語 |
日本語
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| 記事種別(和) | 論文
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| キーワード(和) | 英語教育
内容言語統合型学習
CLIL のバリエーション（強 形～弱形）
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| キーワード(欧) | English Education
CLIL(Content and Language Integrated Learning)
Variation of CLIL(strong ~ weak)
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| 抄録(欧) | In modern society, where many people have access to various information of the world with
the Internet, just having English skill is not as important as it used to be in old days. What is important is to analyze the information, form an opinion, and to cooperate with other people. English education should change its aims, as the needs have changed. It is, however, difficult to keep up to the speed of the society change and change the way of teaching accordingly. One of the potential ways of changing English education is to use CLIL method. Using various modern topic material and encouraging or helping students to communicate their knowledge and views with others in English can help change EFL(English as a Foreign Language) teachers’ mindset. This article shows an example of an English course with ‘Weak’ version of CLIL and discusses how effective it was both for students and the teacher. |
| 資料タイプ |
紀要論文
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| 著者版フラグ |
出版者版
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