- 8 -

欧米における大学LL歴訪記

ー一一アメリカ揃 I一一

τI:: J（これ 賀 正 年

1974 年 7 月初めから 3 か月間，欧米における諸大学および研究機関，ならびに LL を歴訪し，海

外研修の任を果たした。

アメリカでは， 16 の大学LL を視察したが，本稿では，主として，その内の一つ MICHIGAN

ST ATE UNIVERSITY のLL を対象として記述することにする。

この大学のキャンパスは，スタ γフォード大学に次ぐ第 2 答自の広大さを有し， 17 の colleges に

分かれている。学生数は 4 ～ 5万名合擁し，世界各国（日本，マレーシァ，インド，タイ，バキス

タン，スカンジナビア， ドイツ， フランス， スイス，南米等）からの留学生がいる。そして， プ

メリカ人ならば， 1年次から入学可能であるが，外国人の場合には， 3年次以上の修学となってい

る。そこで，外国人学生が 3年次以上の授業を履修できるだけの英語能力を訓練する機構として，

English Language Center が設けられている。

この ELC は， Dept. of English の一部として， 1961 年に設置されたものであり，出身が非英語

の学生のための英語や， Part-time の英語， full 句 time の英語教育に使用されている。 Part-time の

英語は，学生の必要に応じて，英語能力の補充と進歩のために，毎日 1時間ないし 2時間開放され

ている。これには，書き取りのコースと，発音の上達・開き耳元り理解コースとの双方を含んでおり，

また， full 回 time のプログラムの中でも，選択できる仕組みになっている。

Full-time の英語では，通常，週 5 日， 1 日4 ～ 5 時間の授業があり， Elementary, Low lnterme-

diate, High Intermediate, Advanced とし、った，段階別のクラス編成になっている。 Lab. のブー

ス数は 236 で，コンソールを中心にして，雨前・北国に各 118 ブースを備えていた。そして，雨前

にはA4l, B36, C41 ブース，北国iこはD41, E36, F 41 ブースのごとく，段階能力別の配置とな

っていた。なお，ブースは斜め立て型であり，機種は Rheem California ，使用テープは schoch の

open 5 号 tape であった。

1974 年 8 月 2 臼（金），筆者が M. S. U. の E. L. C. Lab を訪れた当臼の午後 1 時50 分～ 2 時

40 分，折よく， Dr. BARRETT (Director ）による D Level の授業を参観することができたので，

以下，その実地教材を中心として筆を進めてみたい。

これは， Dr. Russell M. Horton, English Dept., MSU ，による＇ Am 巴rican Civil War ，を素材ーと

した， Lesson I (39 分と 30 分の 2 回）, Lesson II (37 分と 21 分の 2 回）のあとに続く，最後の Les-

son III 35 分であり，練習問題の作成者は Russell Horton ，録音者は Betty Nichols （男）と Mike

志賢正年：欧米における大学LL歴訪記 - 9 -

Jones （女）である。

以下，テープによる付加説明文を（ ）印で記録しつつ，随時，所要の解説と考察とを加えてみ

よう。

Lesson III

I. Introduction

(We ’11 begin lesson 3 of the American Civil War tape. Our first excercise will be some more

vocabulary. You already know how to answer this kind of question so let ’s begin:)

U. Vocabulary Exercise, Part IV

42. sectional - Sectional feelings were reflected in political animosity.

a. temporary b. emotional c. regional

43. animosity - Sectional feelings were reflected in political animosi か．

a. trust b. fear c. bad feelings

44. chaos - Much ch αos arose in public affairs.

a. confusion b. order c. politics

45. blundering 一円 The politicians of that era have been called a blundering generation.

a. orderly b. efficient c. a mistake making

46. embroiled - The sections became embroiled in political fighting.

a. referred to b. involved in c. infected with

47. constituted - The election constituted a break in democratic tradition.

a. documented b. formed c. interfered with

48. inflexibility - Sectionalism created an infi 同 ibility in the party system.

a. inability t() change b. adjustment c. election

49. incapable of - The South was 初capable of defeating the Morth.

a. strong enough to b. tired by c. not able to

50. prejudices - Many prejudices had developed against the blacks.

a. 1mprovements b. biases c. ar 町ues

51. overt -There are many oむert forms of discriminations.

a. minor b. obvious c. old fashioned

52. mobility -The Northerners acquired increased mobili 砂・

a. ability to gain money b. ability to have happiness c. ability to move

53. altered -- The war altered many religious opinions.

a. caused b. changed c. determined

54. distinction - Before the war, government service was a distinction.

a. value b. a job c. an honor

この語い練習問題については， 1回目には問題を通して読み，二回目には answer を与える方法

であった。筆者が試みに時間測定を施したところ，出題の語い，文章には， 6.5 秒、（例： 42, 43,

-10 一 外国認教 育

45 ）と 5.5 秒（例： 44 ）があり， pause では，前者は 8.0 秒，後者は 6.0 秒、であった。したがって，

前者では1.23 倍，後者では 1. 1倍という短時間の内に， a, b, C を選んで盤笠するわけである。

(As you know, there are certain letters called prefixes which when added to certain words change

the meaning of those words. In this lecture for example, you heard the words “inability ”and

“inflexible". If you remove the “In ”from those words they would have exactly the opposite

meaning. Thus inability means “not having ability" and inflexible means “not flexible ＂.“ In"

does not always mean “not ”however, but you don ’t know the meaning of the word and th 巴

first two letters are “in ＇’， the chances are quite good that it means "not". Make sentences using

the following words:

Sometimes the prefix “im" means “not to ”. Make sentences with these words:

Perhaps you are familiar with another prefix "re ”meaning “again ”or “a second time ”. Write

sentences using:)

III. Prefix Exercise

Make sentences using the following words with the prefix “in".

1. "insensitiv 巴”

2. “intolerant ”

3. “inadvertent ”

4. “incapable ”

Make up a sentence for each of the following words using the prifix “im ”．

1. “impossible ”

2. “improper

3. “immodest ”

4. “immobile ”

Write a sentence for each of the following words using the prefix “re ”．

1. “review ”

2. “rewrite 円

3. “readjust ”

4. “return"

この接頭辞に関する問題の pause は，いずれも 8.0 秒であった。

IV. Reading Fluency Drill

(page 6)

(Now we ’re going to have a reading fluency drill. As you listen to part of the lecture again read

along with the speaker from your work sheet. Try to imitate his rhythm, pronunciation and

intonation. First listen and read along. Now read along second time. This time go a little

faster.)

(The freeing of the slaves - which included the vast majority of Southern blacks - fell a far

志賀正年：欧米における大学LL歴訪記 - lJ -

erk short of giving them equality with the whites, however. Th 巴 1うrejudices that had grown

against them, th 巴 fact that they had been deprived of education, the poverty of the area in which

they lived after they were freed, the animosity of their old owners, and numerous other disad 司

vantages make it easy for whites, from both the North and South, to initiate both subtle and

overt forms of discrimination against the former slaves. The black ’s struggle for freedom has

been hard and slow, and it has been only in the last twenty years that any substantial progress has

been made.)

この，流ちょうに音読する訓練については， Text 'The American Civil War ’の一部 page 6 を

素材ーとして提供している。これの word 数は 116 ，時間測定は， 1 回目・ 2 回目とも 38 秒であった。

この quick reading （速読）は， native 伺 born の録音者であるゆえ可能である，と思われる反面，

学生側も，それをそデルとして， 1回目よりも 2回目は，やや早く読むよう指示されている。

ちなみに，この38 秒： 116 語は，取りも直さず， 1分： 185 語となる点にかんがみ，いわゆる速読

の最上限（ 1分： 183 語前後）を示すものにほかならないのではあるまいか？

かつて， EDWARD M. STACK は「過度の速読は，学生が戸を出して，すぐれた発音・速度・

流ちょうさで読めるようになったのちに，修得すべき特殊な技能である。読み手の，一音一音（一

語一語）明りような話しかたよりも，ずっと早い速度で読むことによって，知識を収集する手段で

ある。そしてこの技能は，言語とその文体とのくわしい知識を必要とし，また，カギになる言葉を

認識して述べる能力をも必要とする＿！ ("The Language Laboratory and Modem Language Teach-

ing" p. 111, 1960 ）と述べたことがあるが，筆者は， a. 速音読， b. 速黙読のニ方法を与え，若干

の見解を記してみたい。 a. は，質的に読破するためのものであり， b. は，量的に読破するためのも

の，と言えよう。そして，速読む111 の段階にしても， a. ～b. へと進むのが望ましい。なぜならば，

動的のa. は，一人二役一一話し手・聞き手ーーの営みを通して，語文本来の語感・文脈を味得でき

る能力の習慣化を求める，速読の基礎であり，静的のb. は，思索を伴い知識を増進させる，速読の

応用であるゆえである。

(Her 百 are some further vocabulary words:)

V. Vocabulary Exercise, Part V

55. eve of-The 問 was much unrest on the eve of the war.

a. time right after b. days of the battle c. time immediately befo 竺

56. survey- Now we will su 仰り the changes the war wrought.

a. eliminate b. look at c. evaluate

57. wrought - Now we will survey the changes the war wrought.

a. helped b. stopped c. caused

58. tally up - Does one tally up the prices in terms of morality?

a. 口1easure b. pay c. learn

59. frauds -Approximately $17,000,000 went into frauds.

-12 - 外関諮教 育

a. illegal money transactions b. northern banks c. weapons

60. precedent ー－ The precedent they established is far from abandoned.

a. army b. 0缶ce c. example

61. abondoned -The precedent they established is far from abandoned.

a. improved b. good c. deserted

62. vistas -The economic vistas of the North were bright.

a. outlooks b. holdings c. systems

63. sustenance - Its citizens were forced to work for sustenance.

a. Northern land owners b. the essentials of life c. a type of cotton

64. natives - In the Civil War both sides we 問問ti ・むes.

a. soldiers b. local citizens c. enemies

65. bereft of - Do you count the mothers bereft of their sons?

a. impressed by b. 主主主吐~ c. thankful for

66. bear in mind - Bear in mind the blunders of today.

a. forget b. determine c. remember

これは， 1回目に問題を読みあげ， 2 回目に answer を示すものであるが， 1回目の問題読みあ

げの時間は，いずれも 5.0 秒であるが， a. b. Cの解答を選ぶための pause は， 6.5 秒～7.0 秒すなわ

ち1. 3～1.4 倍であった。

(Now we are going to have another comprehension exercise. Mark the statements below as

either true or false. Before we begin, take a quick look at the questions. Put “T" before the

statement that is true and “F ’before the false statements.)

(Instead of continuing our survey of the changes wrought by the war, let us now consider the

tragedy of the war. How dose one begin to measure the cost of war? Does he tally up the

price in terms of decayed moral character? If so, it does not speak well for the Union. What is

the estimate on human morality when you figure that of the approximately 帯50,000,000 in Union

contracts, approximately 事17,000,000 went into frauds. Host Americans probably could not

name four presidents of the ten between Lincoln and Wilson - for there were few in the group

worthy of remembering. They served business, not the people, and the ρrecedent they estab-

lished is far from being abandoned. And so we still pay part of the price today.

Or do you measure cost in wasted land and broken dreams? If so, think of the South. The

civilization that had been was, as one famous author put it, Gone With the Wind. If the eco 剛

nomic vistas of the North were bright, the economic gloom of the South was blacker than a moon-

less midnight. Its crops were gone, thousands upon thousands of acres of its land would not

produce again for years 、and thousands of its homes were burned. It had no industry left.

I ts labor force - slaves - was gone. Its natural leaders - either dead or forced to work in

the fields for sustenance - were replaced by a brand of men that has given Southern politics a

dirty name to this day.

Or does one count the cost of was by considering the effects it had on the men who foyght it?

志賀正年：欧米における大学LL歴訪記 -13-

What of their lives? Do they ever recapture the innocence they had before they were forced to

kill their fellow men? Listen to the words of this anti-war song from the Civil War and consider

the tragedy of war for the living.)

VI. Comprehension Exercise, Part III

Put a T before a statement that is true and F before a false statement.

F 1. The moral character of the North improved during the war.

F 2. The South was very corrupt during the war.

T 3. The Presidency became an o伍ce of much less respectability after the war.

T 4. The Presidency today is still suffering from the cost of the war.

F 5. The North was economically ruined by the war.

T 6. The South suffered from great economic problems.

F 7. The war was popular with all the soldiers.

F 8. More Americans were killed in Viet Nam than in the Civil War.

T 9. Disease was the worst killer of soldiers.

T 10. Friends often enlisted together in single military units.

この内容理解の問題は， The American Civil War 中の一部（P. 7）を前半・後半に分けて読み

あげ，中間に「反戦歌」（ant トwar song ）を挿入している。学生は，その朗読を聞きながら， F かT

を墳入するわけで， no pause であった。

(Now look at your worksheets. Do you see the first sentences of three diffi 巴rent paragraphs?

Based on the information you learned from the tape complete the paragraph with two or three

sentences.)

VII. Compr 叩 ension Exercise, Part IV

Complete each of the paragraphs below by writing two or three more sentences to complete the

thought.

1. The South was quite different from the North.

2. While slavery is probably the primary cause, there are several other reasons that can be given

as causes of the Civil War.

3. Th 巴 effect of the war on the North was different from its effect on the South.

-14- 外国語教 育

This is the end of Lesson III

以上で， 50 分授業を終了する次第であるが，ブース内の学生たちは，真剣かつ熱心に取り組んで

おり， call ランプが two way であるので，途中，数名の学生ブースからの質疑も提起されていた。

それに対して， director の親切な説明を与えていた姿が，いまなお印象に残っている。

ここに，誌上ながら突然の申し出にもかかわらず，授業の参観を始め，教材テープの録音や M.

A. U. Lab. 諸資料の提供に預った点， Dr. BARRETT および関係各位に厚く謝意を表する次第で

ある。

「昔前考J本稿は，昭和49 年12 月 7 日，京都外国語大学を会場とする LL A 関西支部研究会での研究

発表に基づき，さらに，若干の補説を加えて成ったものである。

付属資料 I (D 段階用のテキスト）

ELC Language Lab

τ司ext

The American Civil War

By Dr 二 Russell Horton

English Department, M S じ

In this lecture I would like to discuss some of the causes, results, and tragedies of the Ameri 帽

can Civil War. Before I delve into any of these areas, however, it is necessary to establish a work-

ing definition of what exactly we are detailing.

The American Civil War was a war fought between 1861 and 1865 when the thirteen Southern

states of the then twenty-six states in the United States decided that wanted to withdraw poli ト

ically fr 官 n the United States and form their own, new government, called the Confederate States

of America. The Civil War was the successful attempt by thos 巴 in th 巴 North, gen 巴rally called the

Yankees," to stop those in the South, generally called the Rebs or "Rebels ，＇’ from withdrawing.

Thus, the Civil War was essentially a war aimed at preser むing the Union.

The first major question to be dealt with is one of causation. Why did the South, or Confedera ，聞

cy, what to leave the Union? This is a dee φtively difficult question, for there is no single answer

that all historians agree upon. Whatever the cause, there can be little doubt of its complexity.

Slavery, of course, is the most known and probably the primary cause of the rift, at least in

philosophic terms. It was not the cause given by the North, however. In the second year of the

war, President Lincoln stated that "If I could save the Union without freeing any slave, I would

do it, and if I could do it by freeing all th 巴 slaves, I would do it, and if I could do it by freeing

some and leaving others alone, I would also do that." Despite this many of the Northerners

felt it their moral duty to abolish slavery from the United States, The South, called “Dixie ，＇’

was made up entir 巴ly of stat 巳s in which slavery was not only legal, but essential to the ηzaintenance

志賀五年：欧米における大学LL歴訪記 -15-

of an economic well being. Now slavery had not always been exclusively Southern, many of the

Northern states had a history of slavery. But, as economic factors changed, the North had, by

and large, outlawed and eliminated slavery. And, as time progressed, certain elements in the

North came to think of slavery as both immoral and illegal. These men, called abolitionists

because they wanted to abolish slavery immediately, said that God would not be happy with a

country that allowed men to own fellow men, they also cited the Declaration of Independence,

one of the basic documents in American history, which stated that all men were created equal.

Some historians claim that the abolitionists and other redical groups should bear the guilt for

starting the Civil War. In fact, by end of the war the two causes ベJnion and fr ・eedom-had som ト

how merged, as is evident in this campaign song for Lincoln and Johnson, the man running for

Vice 幽 president in 1864.

(RALLY ROUND THE FLAG)

0th 巴r historians hasten to point out, however, that slavery was an economic necessity for the

South. They argue that the North had not abolished slavery out of any moralistic sense of guilt,

but rather from economic necessity. They hold to th 巴 belief that conditions caused the North

and South to be essentially two separate nations.

The North, because of its long winters and rocky soil, was an illogical place for slavery. What

farmer wanted to pay for the housing, food, and clothing of slaves throughout the winter months

when he could merely fire a hired worker? Indeed, why would northerners want to be farmers

at all? Their land had rich mineral deposits, not fertile soil. They had a rugged coast and many

inland rivers that offered natural advantages for those who wished toρ ursue manufacturing and

trade. At the outbreak of the Civil War the North was b巴coming more and more industrial and

mercantile. As of 1860, the year before the fignting started, the North had 85% of the factories

in th 巴 country, it producde 96% of the nation's output of ir ・on, it held 81 % of the nation ’s bank

deposits and 72 % of the nation ’s railroad mileage, and it produced 75 % of the national wealth.

In short, the North had an economy geared to a fre ←labor, industrial situation.

The South, on the other hand, was largely agrarian. It had huge areas of flat, fertile land

that invited large plantation farming. Its m 吋or products included tobacco, rice, sugar, and -

far above any other product 一一 cotton. By 1850, close to sixty percent of the slaves in the nation

wer 巴 involved in the production of cotton, and the percentag 巴 increased as the war approached.

At the outset of the war cotton was tw か thirds of the total export of the United States, and slavery

was essential for its production. The South, although it had only thirty-five percent of the

nation's farm acreage, devoted almost all of that land to cotton. And why not? Cotton was

the most valuable product they could producc. Other areas with shorter growing seasons could

produce food, anιl the South would happily buy it. But, if the land and climate were proper

for cotton, it was economically advantageous-at least in the short run ”to grow cotton. The only

disadvantage Southern farmers could foresee was in the fact that cotton quickly wore out the

au 外国語教育

soil. But, as long as there was sufficient land available, cotton was king.

To these differences between the North and South we can trace many of the factors that con 岨

tributed to the Civil 可Var. First, since th 巴 North produced marufactured goods that would

compete with European products, it favored a hign tariff. Conversely, since the South produced

cotton that had to co ηψete with cotton produced in other countries on the world market, it wanted

low tariffs so that the cost of its product would be kept attractively low. Thus, two political

factions arose: one from the North, favoring national protective tariffs, the other from the South,

favoring no tariffs. Further, since the North wanted to encourage trade, it encouraged by subsi v

the growth of federal land improvements, government regulation of trade and commerce, and

the building of transportation systems. The South, again in conflict with the northern interests,

got little return from tax dollars spent making a strong federal government and a subsidized

business.

Second, the question of how new territories would become states in the Union caused trouble.

The South, in need of new land, wanted the new States to be slave states. The North, taking

a moral stand against slavery and f e αrful that the addition of new slave states might give a ma~

jority to the pro 閉 slavery forces in the government, said that all new states should enter the Union

as free states. Numerous compromise attempts to solve the problem failed.

Third, there was that subtle distinction between city boys and farm boys. The North, with

its expanding urban areas, seemed to the South to represent all the evils of modern civilization,

its governments were distant and often corrupt, its countryside was ruined by industry and com ”

merce, and its people were infected with greed, lack of respect for tradition, contempt of authority,

and blatant coarseness. The kebels felt they were maintaining the rural tradition and all the vi ト

tues that are associated with the agrarian myth ‘restrained and educated leadership, honest and

small government, individualized attention to human needs and respect for tradition. Many

Southerners felt slavery to be far more humane than the oppressive cheap labor system of the

North. Southerners felt that if their civilization fell it would carry with it all that America had

been founded to preserve.

One can near som 巳thing of the Southern sense of tradition in the most popular song of the

Confederacy, Dixie, which was, surprisingly enough, written by a northerner named Dan Enm-

mett.

（“DIXIE ”

Fourth, the heightened emotions brought on by sectional feeling were reflected in heightened

political animosity and chaos in government. One historian has referred to the politicians of

that era as a blundering generation. Personalities and issues became so embroiled in sectional.

questions that there was a breakdown of the traditional party system, leaving no party represent-,

ative of the nation at large. At the time of the Civil War there were essentially three political

parties - The Republicans in New England and the middle states, the old Democrats in the

志賀五年：欧米における大学LLilf 訪記 -17-

West, and the new Democrats, a group that had bolted from the original Democratic party in

order to maintain the southern society. Thus, the election itself constituted a breakdown of the

democratic tradition. The war, in this respect, can be seen either as a problem caused by section 醐

alism or as one caused by an infi 仰 ibility of the old party system causing an inability to adjust

to changing times.

Now that we have considered some of the sources of the conflict, let ’s consider some of the

effects the Civil War had on American culture. The economic and political nature of the coun 帽

try would never again be as it had been b巴fore the war.

Most memorable, of course, was the freeing of the slaves. The triumpn of the North brought

with it the triumpn of the Emancipation Proclamation, a statement Lincoln had issued that bト

came effective January 1, 1863, saying that all slaves held in the rebellious states were free. This

proclamation, however, would have been valu 巴less to the slaves had the Union forces been in-

capable of defeating the Confederacy.

The freeing of the slaves - which included the vast majority of Southern blacks - fell a

far cry short of giving them equality with the whites, how 巴ver. The prejudices that had grown

against them, the fact that they had been deprived of education, the poverty of the area in which

they lived after they were freed, the animosity of their old owners, and numerous other disad-

vantages make it easy for whites, from both the North and South, to initiate both subtle and

overt forms of discrimination against th 巴 former slaves. The black ’s struggle for fr ・eedom has

been hard and slow, and it has been only in the last twenty years that any substantial progress

has been made.

A second change that too1 王place was th 巴total readjustment of th 巳巴conomic system of th 巴country

The demand for supplies created by th 巴 war had transformed many small semi-industrial agrarian

co 町立nunities in the North into huge industrial cities. The growth of industry, in turn, influ 聞

enced the nature of family life, expanded the extent of education, increased mobility ，αltered reli-

gious beliefs, encouraged innovation and invention, encouraged the extension of trade routes

and mercantile interests, and noticeably changed the character of the people.

This, in turn, altered the nature of the government, a third major change brought on by the

war. The government of the United States had been, before the war, a rather small, easy-to 幽

manage body, not as large as are some state governments todav. The people of the nation were

basically independent, looking to either their city, county, or state government when they needed

help. When they selected leaders, they usually selected men they knew personally. Service in

government was a distinction, and leaders of state felt their positions to be of honor and honesty.

Most citizens had never been out of their home states at the eve of the war. But the war changed

that. The need for raising a huge national army and for taxation and production at a rate ca 圃

pable of supporting that army forged the federal government into a strong, wealthy, and dom ト

nant political bureaucracy in a mere four years. Men now entered politics because of the easy

access it gave them to money and influence. Rather than an honor, political service came to

be considered a sign of co1 ruption.

-18- 外国語教育

Instead of continuing our su 仰の of the changes wrought by the war, let us now consider the traf ト

edy of the war. How does one begin to measure the cost of war? Does he tally 1ψthe price in

terms of decayed moral character? If so, it does not speak well for the Union. What is the esti-

mate on human morality when you figur ・e that of the approximately 事50,000,000 in Union contracts,

approximately 事17,000,000 went into frauds. Most Americans probably could not name four

presidents of the ten between Lincoln and vV’ilson - for there w 巴re few in the group worthy of

remembering. They served business, not the people, and th 巴 precedent they established is far

from being abandoned. And so we still pay part of the price today.

Or do you measure cost in wasted land and broken dreams? If so, think of the South. The

civilization that had been was, as one famous author put it ，“Gone With the Wind". If the

economic vistas of the North were bright, the economic gloom of the South was blacker than a

moonless midnight. Its crops were gone, thousands upon thousands of acres of its land would

not produce again for years, and thousands of its homes were burned. It had no industry left.

Its labor force - slaves - was gone. Its natural leaders ー『 either dead or forced to work in

the fields for sustenance - were replaced by a brand of men that has given Southern politics a

dirty name to this day.

Or does one count the cost of was by considering the effects it had on the men who fought it?

What of their lives? Do they ever recapture the innocence they had before they were forced to

kill their fellow men? Listen to th 巴 words of this anti ”war song from the Civil War and consider ・

the tragedy of war for the living.

(TENTING TONIGHT)

But more than a tragedy for the living, consider the tragedy of death. Does one, can one,

measure the cost in lives lost? If so, then a civil war is a two-fold tragedy, for both sides are

natives. But numbers are hollow, and do not reflect th 巴 heartbreak of children who will nev 日r

know their fathers, or widowed wives, or mothers bereft of sons or of a husband, or ・both. Over

half a million Americans were killed in the four years of the Civil War, that ’s over eight times

the number of Americans killed in our ten years in Viet Nam. And then consider that over

370,000 of those died not from bullets, but from disease. But still, think in terms of men, not

numbers. Imagine everyone in every classroom, in every dorm, on every lawn, and every other

place on campus today, and the number is still thousands short of the number killed, wounded,

or missing in the three days of the battle of Gettysburg. Compound the cost by the sentiment

of towns with a generation. of young men missing. And don ’t forget to add the men who lost

an arm or a leg, or both. And count also, those with snattered minds who understand nothing-

men who merely sit and stare. Or - since young men formed in groups and went together and

stayed together - see the trag 巴dy in the eyes of a small town ’s citizen when he reads in the weekly

paper that all the men of 17 to 27 from that town were killed in a single day in a single battle.

And to the figure of loss be sure to add the babies never born, the swe 巴thearts never married,

志賀五年：欧米における大学LL庇訪記 -19-

the dreams of lifetimes never lived. And even then you cannot estimate or measure the depth of

grief, numbers are not infinite enough for such a task.

But think now of the victory won. Think of men free and of the union preserved, and, beari1.g

in mind always the blunders of today, hesitate before you rush to condemn the men of a hundred

years ago. Rem 巳mber what Lincoln said ，“As our case is new we must think anew, and act anew. ”

In his address at one of the cemeteries of soldiers who died in the Civil War, Lincoln told what

the men had fought for ：“That this nation, under God, shall have a new birth of freedom, and

that government of the people, by the people, and for the people, shall not perish from the earth."

In “The Battle Hymn of the Republic", the most popular song to come out of the North during

the war, one can hear most clearly the feeling of the Northern soldiers that they were fighting

for a cause God had ordained, ...“ his truth is marching on. …”

(BATTLE HYMN OF THE REPUBLIC)

資料Il (D 段階学生のための指導教材）

For D Level Students

I. Lectures

1. History of the Woman ’s Suffrage Movement in the U.S. - by Maureen Honey Department

of English, MSU. (21 minutes, 15 seconds).

2. Rodgers and Hammerstein - Their Contributions to the American Theatre - by Mar-

vin Coates, Department of Linguistics and Oriental and African Languages, MSU. (Les 帽

son 1-40 minutes, 45 seconds, Lesson II-40 minutes).

3. Advertising in the U. S. - by Lorna La Vern, English Department, MSU. (Lesson I-39

minutes, 45 seconds, Lesson II-38 minutes, 20 seconds) GLOSSARY.

4. History of Black Leadership in the U.S. - by Douglas Hoekstra, James Madison College,

MSU. (Lesson I-40 minut 巴s, 40 seconds, Lesson II-4 7 minutes, 48 seconds) GLOS SARY.

5. Black Leadership Goals - by Douglas Hoekstra, James Madison College, MSU. (L 巴S幽

son I-41 minutes, 20 seconds, Lesson II-32 minutes, 20 seconds, Lesson Ill-40 minutes)

Lesson III is for note taking and outlining. Ask stud 巴nts to compare performance with

sample outline which is handed out after Lesson III is completed. (Outlining Exercise

I).

6. American Rock Music 一回 David Wright, Department of English, MSU. GLOSSARY

(Lesson I-43 minutes, 40 secones, Lesson II-34 minutes, 20 seconds).

7. MSU and the Land Grant Tradition - by Professor Madison Kuhn, Graduate Chairman,

College of Arts and Letters, MSU. (SO minutes).

8. Introduction to American Dialects - by Professor James Stalker, English Department,

MSU. (Lesson I-34 minutes, Lesson II-35 minutes, 10 seconds).

9. Canadians in the Spanish Civil War - by Professor Victor Howard, English Department,

MSU. (41 minutes, 32 seconds).

- 20 ー 外国語教育

10. Chinese Acupuncture-by W u Yi So, English Language Center, English Department, M S じ．

(Lesson I-38 minutes, 15 seconds, Lesson II-42 minutes, 45 seconds, Lesson III-35 minutes)

GLOSSARY Note taking and outlining exercises and oral composition in Lesson III.

(Outlining Exercise II).

11. American Civil War - by Russ Horton, English Department, MSU. (Lesson I-39 min-

utes, 30 seconds, Lesson II-37 minutes, 21 seconds, Lesson III-35 minutes) GLOSSARY・

12. The Impact of Technology on the Popular Arts - by Professor Russel Nye, English Depart・

ment, MSU. (Lesson I-40 minutes, 5 seconds, Lesson II-40 minutes, 9 seconds).

13. Trends in Motion Pictures - by Professor Arthur Weld, TV and Radio, MSU. (Lesson

I-37 minutes, 35 seconds, Lesson II-40 minutes, 5 seconds) GLOSSARY.

14. Soybeans - by Professor Taylor Johnston, Crop and Soil Sciences, MSU. Lesson I-36

minutes, I seconds, Lesson II-45 minutes, 30 seconds. GLOSSARY.

15. The Constitution of the U. S. - by Professor Harry Brown, Department of History,

MSU. (Lesson I-40 minutes, 9 seconds, Lesson II 42 minutes, Lesson III-40 minutes)

GLOSSARY. Note taking and outlining exercise. Outlining Exercise III.

16. The Genetic Improvement of Nutritioned Quality in Some M 司or Food Crops by Profes-

sor M. 羽T. Adams, Crop and Soil Science, MSU (37 minutes) GLOSSARY.

17. The Preparation of Educational Administratorsin the U. S. - by Professor H. Rudman,

College of Education, MSU. (40 minutes).

18. Food, Poverty and Survival - by Professor George Borgstrom, D 巴partment of Food

Science and Human Nutrition, MSU (Lesson I- minutes, seconds, Lesson II- minutes,

seconds).

II. Speeches

1. Nixon ’s Speech at Andrew ’s Air Force Base Upon Arrival from China - Feb. 28, 1972 ー

(Lesson I-38 minutes, 10 seconds, Lesson II-45 minutes, 20 seconds).

2. Eisenhower ’s Inaugural (Lesson I- minutes, seconds; Lesson II- minutes, seconds).

3. Kennedy ’s Inaugural ー（Lesson I-43 minutes, 14 seconds, Lesson II-42 minutes).

4. Wharton ’s h ℃sidential Cr 吋 o- (47 minutes) Note taking and Outlining Exercise IV.

5. Martin Luther King ’s “I Have a Dream ”…（Lesson I 43 minutes, Lesson II-40 minutes).

6. Edward Kennedy ’S Eulogy 一（Lesson I-37 minutes, 20 seconds; Lesson II-41 minutes).

7. Walter Adam ’s Vietnam Moratorium - (31 minutes, 40 seconds).

8. Stevenson ’s D 巴mocracy ー（Lesson I-40 minutes, 45 seconds, Lesson II-30 minutes, 43

seconds, Lesson III-34 minutes, 15 seconds) GLOSSARY.

III. Dialogues (Interviews, broadcasts, commentaries)

1. Astronomy - by Rita and Joel MacAuslan, English Language Center, English Depart 蝿

ment, MSU. (Lesson I-35 minutes, 30 seconds; Lesson II-36 minutes, 32 seconds;

Lesson III-39 minutes, 45 seconds). A trip to the Planetarium is scheduled after this

tape is played.

2. The Flight of Apollo 11 ー CBS recording with Walter Cronkite as commentator (Lesson

志賀正年：欧米における大学LL庭訪記 - 21-

I- minutes, seconds; Lesson II- minutes, seconds).

3. CBS Sixty Minute Program - Panel Discussion on Chinese Acupuncture (Lesson I-38

minutes; Lesson II-43 minutes).

4. Stevenson, the Man, the Candidate (Lesson I-40 minutes; Lesson II 38 minutes).

5. Current Concerns of College Students - Interview between Karen Dunmire and Dave

Chapman, Graduate Advisor, McDonel Hall. One lesson 38 minutes, 25 seconds.

6. MSU Museum - Interview between Nona Fox and Dr. Baker, Director of MSU Museum

(Lesson I- minutes, seconds; Lesson II- minutes, seconds; Lesson III- minutes,

seconds). A trip to the Museum is scheduled after this tape is played.

7. Impeachment - by Paul Munsell and Peter Mott, One lesson minutes.

IV. Supplementary Tapes

1. Readings

a. The Strange Birth of Television - by Mitchell Wilson (Selected from Reader's Digest

- New Reading Skill Builder). One lesson-45 minutes.

b. George Washington - by James Thomas Flexner (Selected from The American Way

- United Airlines). One lesson-33 minutes, 15 seconds.

2. Pronunciation (See teacher ’s folder)

a. Pronunciation for German speaking students - by Linda Conrad.

b. Pronunciation for Thai speaking students - by Sanan Nandatheero.

3. Songs (See song list - song sheets in song drawers at Wells).

4. Grammar Drills for German Speaking Students - by Linda Conrad and Elwood Friesen.

資料fil (EL C ラボプログラム）

ELC ENGLISH LANGUAGE LABORATORY PROGRAM

Teacher Handout, Part I

I. General Set Up

Facilities for the language lab program are provided by 可Vells Laboratories - a separate

department under Arts and Letters, providing lab facilities for all departments on campus.

This means we must have a good working relation-ship between ELC lab instructors and

Wells Laboratories personnel - the director, lab assistants, technicians, etc. We use lab

teaching facilities only during scheduled lab hours. Students may use the lab during “Open

Hours" for independent study. The “Open Hours ”schedule will be posted on the bulletin

board during the first week of school and each lab instructor will be given a copy. Through ”

out the term, students are encouraged to go to “Open Hours ”whenever possible.

II. Objectives

Language Lab plays a supportive and supplementary role in our total intensive training

program on the elementary and intermediate levels. Its main o同ectives are:

-22- 外国語教育

1. Reinforcement or review of grammatical patterns and / or pronunciation drills learned in

in class.

2. Improvement in aural comprehension skills.

3. Expansion of vocabulary in context, with the emphasis on Emphasis on the use of idiomatic

expressions and two・ 輔word verbs.

The lab program for the C’s and D ’s is intended to be a bridge between the language classroom

and future lecture halls. I ts main objectives are:

1. おfassive expansion of vocabulary.

2. Improvement in comprehension skills - practice in selecting relevant material, drills

in critical listening, notetaking, outlining, etc.

3. Review of grammar and pronunciation - specific troublesome points advanced students

still seem to have (the use of the articles, relative clauses, passive, infinitives, certain

vowel contrasts, consonant clusters, etc.)

III. Methods and Techniques

We believe that the laboratory, if properly used, can be an effective and powerful teaching

device.

1. Self 闇 orientation

Before the term ends, a new lab instructor is asked to visit the lab class he / she is to teach

the following term. This is of utmost importance because this gives the new lab instru ト

tor a general idea of how the lab functions.

2. Orientation

a. For new lab instructors - A day or two before classes begin, new lab instructors

attend an orientation and practice using the machine and familiarize themselves with

the format of the tapes they are going to use. They are encouraged to practice the

operation of the machine until they become confident. It must be remembered that

competence comes with experience.

b. For new students - On the first day of school there is an orientation program for

new students during scheduled lab hours. Slides will be shown and a tape will be

played to teach students how to use the machine. An instruction sheet will be given

to the students, encouraging them to learn how to operate the machine the first hour.

Some students catch on quickly, while others need two or three days (or even four

or five). The first few days students are encouraged to help one another, even if

they have to resort to their nativ 巴 languages.

3. Monitoring

Before starting the tape ramind the students to check and see if their machines are thread 駒

ed correctly and after the master tape is started, a quick check of every booth will assure

the instructor that the right tape is being sent out to e昌ch individual student. Also, check

and see if the two volume controls have been well adjusted so the student can hear the

master tape and the instructor can hear the student response.

志賀正年：欽米における大学LL歴訪記 - 23-

The lab instructor should be extra sensitive to the individual needs of the students in

order to determine when to monitor and when not to monitor. Some students welcome

corrections from the t巴acher, while others get very upset when interrupted. The timing

of our help is of utmost importance. Some mistakes can b巴 corrected through the micro

phone; others require longer explanations. As the lab instructor listens to students' res 帽

ponses, take notes (or make mental notes) of the students ’troublesome areas, structural

or phonological, and try to take time before or after class to give individual help.

Monitoring does not only mean correcting students ’mistakes whenever necessaη ；it also

means listening to students continuously throughout the hour, giving advice and encour-

agement individually, or as a group. Very often a word of encouragement at the oppor-

tune time results in much better performance. Eye contact is of great importance. To

establish good rapport, in spite of the glass barrier, offers a special challenge to all lab ir ト

structors.

4. Emphasizing playback time as a time for self ”evaluation

A playback time during each lab session gives the student an opportunity to listen to his

own responses and compare his performance to that of the speaker on tape. This is a

unique feature in lab but it can be meaningful to the student only if the instructor can help

the student recognize his mistakes and prescribe methods for overcoming those mistakes.

If the student is helped to recognize his mistakes, he can then learn to produce the correct

responses. The playback time is designed for the student to listen and compare, with

great emphasis on the word compare. The lab instructor should help the student use his

playback time wisely. A quick check at the beginning of each playback period is advis-

able so the instructor will know for sure that each student is listening to the correct po ト

tion of the tape that is intended for playback.

5. Repeating certain drills

When a drill seems difficult, checking the better students in the class quickly is one way

to determine whether or not that particular drill should be repeated. The lab instructor

must learn to make quick, or ト the-spot decisions and rewind the master tape to repeat a

certain drill whenever necessary. A short explanation of how to improve performance

must be given before asking the students to do a certain drill again.

6. Correlating with other classes

Lab instructors are encouraged to communicate with other teachers teaching the same

level of students so that special needs can be better met.

Lab instructors for A level students must follow the correlation chart and communicate

with the SS & PP teachers from time to time. (See progress chart in teachers' room.)

Lab instructors for B level students are asked to follow the progress chart in the teachers'

room and communicat 巴 with the SS teachers frequently so corresponding tapes can be

played for r巴inforcem 巴nt and r

if possible. Compare notes with the SS teacher periodically.

- 24 ー 外国語教 育

Lab instructors for C level stud 巴nts us 巴 the revised Re αding and Co ηversation Tapes.

Play as many R & C Tapes as possible and pass out worksheets and texts as needed. (In

general, it is better to wait until after all the drills ar 巴 finished before passing out the text

because once they have the text, they tend to read and not listen.) Students should be

encouraged to come to “Open Hours" to listen to the tape following the text.

Lab instructors for D level students use the newly developed tapes for advanced student 日．

These tapes are designed to serve as a bridge between controlled language learning

activities and the college lecture. Since these tapes cover a wide range of topics, the lab

instructor should interest the reading teachers and the writing teachers to use some of

the topics discussed in lab as a springboard for further discussion or reading and,

perhaps, as suggested topics for writing.

7. Grading worksheets

Lab instructors for A level students should collect worksheets from students ’workbooks

every day and check the answers to aural comprehension quizes. These should be

returned to the students the むのツ next day. Explaining some of the most common

errors or repeating a certain exercise the next day may help students improve.

Lab instructors for B level students collect worksheets to grade only occasionally whenever

there is a dictation exercise or a su 町立na,:y exercise. All the comprehension quizes are

taped and students are asked to check their own answers but the lab instructor should

ch 札 k student performance and encourage questions at the end of each quiz.

Lab instructors for C level - grade whenever indicated.

Lab instructors for D level students collect worksheets and grade them whenever there

is a dictation exercise ，ずeflective comprehension exercise, a notetaking exercise or an

outlining exere 、ise. Th10ughout the lab session at various points the lab instructor

should check students' performance and encourage questions and comments. (These

are indicated on the teacher ’s script.)

8. Keeping a progress chart

The lab instructor is asked to make up a seating chart at the beginning of each term.

At the back of this seating chart the lab instructor records the lesson (or lessons)

played each day. This progress record serves as a reminder to the lab instructor and

as a guide in case a substitute teacher is needed. At the end of each lab session, this

seating chart should be put back into the Seating Chart folder.

資料

IV（夏鰐喪業時障害4表）

おA-1

B-1 B 2

C-1 C 2

D-1 D-2

D-3 E-1

E-2 E-3

時間

(091) (092A)

(092A) (092B)

(092B) (093)

(093) (093)

(094) (094)

(094) ss

ss ss

SMYTH DUNMIRE

GREASLEY 8:

00 S

1

Sec. 1

Sec. 6

181-0065 181-0090

3 CIP

5 CIP

6 CIP

pp pp

i pp

L

L

w

9: 10

TY

お1A

GRAFIUS BECK

SO/GILLS DUN

お1IRE

KNOX Sec.

2

Sec. 2

Sec. 7

Sec. 1

Sec. 6

Sec. 3

10 : 00

181-0020 181-0070

181-0095 181-0115

181 0140

181-0236 3 CIP

5 CIP

6 CIP

B100 WH

B100 WH

7 CIP

L

R

R

ss ss

10: 20

SMYTH TYMA

GRAFIUS SO/GILLS

BECK

11 : 10

Sec. 3

Sec. 3

Sec. 8

Sec. 2

Sec. 7

181-0025 181-0075

181 0100

181 0120

181-0145 1

B100 WH

5 CIP

6 CIP

3 CIP

4 CIP

pp pp

R

R

R

11 : 30

VANDRICK KLISH

MA CA US

LAN LATHAM

12: 20

Sec. 3

Sec. 8

Sec. 1

Sec. 5

Sec. 9

181-0125 181-0150

181-0190 181-0210

181-0226 3 CIP

4 CIP

5 CIP

6 CIP

C201羽TH

R

L

L

ss ss

ss 12:

40 VANDRICK

ITZAINA GREASLEY

KLISH KNOX

1 : 30

Sec. 4

Sec. 4

Sec. 9

Sec. 2

Sec. 6

Sec. 10

181-0030 181-0080

181-0150 181-0195

181 0215

181-0227 3 CIP

B100 WH

B100羽TH

5 C!P

6 CIP

7 CIP

w

w

w

w

1 : 50

BARRETT MURPHY

MACAUSLAN ELL

2: 40

Sec. 5

Sec. 5

Sec. 10

Sec. 1

181-0035 181-0085

181-0110 181-0230

3 CIP

5 CIP

6 CIP

7 CIP

R

R

L

L

L

S&L KINNUNEN

MURPHY LICITRA

VANDEWEGHE ELL

3: 50

Sec. 4

Seじ.9

Sec. 3

Sec. 7

Sec. 2

181-0130 181-0155

181 0200

181-0220 181-0228

181-0235 3 CIP

4 CIP

B100羽TH

B100羽TH

B100 WH

5 CIP

羽7

w

w

w

羽7

4: 10

LICITRA KINNUNEN

LATHAM VANDEWEGHE

5: 00

Sec. 5

Sec. 10

Sec. 4

Sec. 8

Sec. 12

181-0135 181-0160

181-0205 181-0225

181-0229 3 CIP

4 CIP

5 CIP

6 CIP

C201 WH

出向指闘はは卦υ恨の全知的以※醤日川町同日制伯

KEY: SS-Sentence

Structure PP-Pattern

Practice

SUMMER TERM-1974

R -Reading

CIP-Center for

International

Programs WH-Wells

Hall L-Language

Lab W-Writing