BY MAKOTO HASE
For the academic year 2001, there have been changes made to English Skills (English conversation class), one of the required subjects for the English majors of this university, in terms of its class formation and also its subject matter. This conventional class used to be offered to groups of about 20 students that were made by breaking one class of 40 into two. Students could pass the time easily attending the class and listening to their teachers before, but by virtue of changes made this year, students who want to learn English to study abroad or who are still feeling fear of speaking English, for example, were able to choose the class level according to their aims and abilities.
This subject has three courses, A, B and C. Each course is targeted to certain types of students as follows: A course is for the students who are confident of their abilities of listening and speaking English. B course is for the students who have yet to feel accustomed to expressing themselves in English. C course is for the students who are poor at speaking in public and hope to brush up their basic English skills.
Since studentsﾕ expectations of a new ﾒEnglish Skillsﾓ were high, a questionnaire was conducted with sophomores in the middle of last May when they finished about eight weeks of classes. This was because the change was the greatest for sophomoresﾕ curriculum from this April. Answers were collected from 74 sophomores. This semester, as a result of choices made by individual students, there is one class for A course, two classes for B course, and three classes for C course being offered. Also, freshmen will be divided by levels when they take their English Skills � class in the second semester.
Since conventional classes used to be carried out with a fixed class unit, it was possible that some students didnﾕt speak to the teachers at all during the class. But students now have more chances to speak to the teachers than before. In addition, since it is a course chosen by themselves or divided by levels, they have a sense of purpose individually and are turning their efforts to its realization. Besides, some people find it fresh and stimulating that we can take a class with students other than our usual classmates.
Yet we see some problems. Since 62 percent answered the questionnaire, we get the impression that those students take much interest in the curriculum change. But about 35 percent who answered didnﾕt write their individual opinions and they only said, ﾒWe donﾕt especially need to reform the present condition.ﾓ It may be because they are not yet accustomed to the new system. I would like to give some examples of comments frequently made below.
This opinion is shared by many; ﾒThere is no change at all from last yearﾕs classes, English Skills �� and �. This year, they still depend on the textbooks, so there have been hardly any conversations.ﾓ ﾒAt the guidance before we chose the course, we were told that we would have presentations or discussions, but we havenﾕt done yet.ﾓ ﾒWe donﾕt expect the very same content, but we hope teachers would plan some activities to take place of them soon.ﾓ That was B course studentsﾕ opinions. Also, some students were confused with the difference between what was explained at guidance and what has actually been done in the class. Moreover, in B or C courses, which have two or three classes, what you do in the class depends on the teachers. Some students suggested that there are differences between classes even though they are of the same course. Likewise, some students suggested that teachers should standardize what is to be covered in classes of the same course.
The remarkable point is that there were no opinions about making more improvements from A course students. The only comment from them was that many people get together with their classmates and they were shy of coming out of their shell. Regrettably, at this point in time in the semester after eight class sessions were over, it could be said from these opinions and impressions that only A course reaches the original objectives.
We English majors want to speak English more naturally, even if we do not have any specific reason. Different levels of courses have been offered to meet studentsﾕ own abilities from this semester, but many students cannot hide their confusion about ideals and realities for the class ﾒEnglish Skills.ﾓ Did students underrate their own abilities? Or did teachers underestimate the studentsﾕ level?
If we want to master English, what is more important is our own effort rather than our environment. It is wrong that students sit silently and take the English Skills class passively like they do in liberal studies classes. We should set up our own goal for each class and make efforts to check our progress. It goes without saying that each student should find his or her own way of learning, but we hope the teachers will carry out the class to help improve our English abilities. We hope for perfection of the class system which will satisfy both students and teachers as soon as possible.