音声教育と日本語教育 - 分析主導型パラダイムから統合主導型パラダイムへ

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Hagiwara, Kaz
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Motohisa Imaishi

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2007
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Abstract

Phonetics education has tended to be positioned as a supplementary instruction in the context of modern JFL and JSL teaching. This tendency has become obvious since communicative approaches place emphasis on the communication as a medium for transporting practical information. Pronunciation, and other phonetic elements, are therefore considered as separable, peripheral and less important components in language education in spite of the social reality, in which naturalness and accuracy in pronunciation are still considered as major indicators of a speaker's language fluency level. Such a discrepancy has become shaped in the 'analysis oriented' paradigm where an instruction design is structured based on the principle of "analysis and synthesis". In the analysis oriented instruction design, a course designer can easily renounce elements that appear less important in an analysis. However, analysis does not always represent the whole, and not every analysis is conducted with the whole in its sight. Silent way and suggestopedia take the opposite approach in their instruction design. Their teaching methods are strongly lead by a philosophy in which elements are not separable within the whole. They try to grow a "small whole" rather than to assemble individual parts to shape a structure. Phonetic elements in such teaching approaches are taught as integral to other elements in the language. Such an "integration oriented" approach to designing language instruction can give course designers who are in "analysis oriented" paradigm a reference to the shape of the whole.

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音声言語研究のパラダイム

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