@article{oai:keisen.repo.nii.ac.jp:00000323,
 author = {DA SILVA,, Dexter and ダ・シルバ,, デクスター and DA SILVA,, Dexter},
 journal = {恵泉女学園大学人文学部紀要, Keisen Jogakuen College Bulletin},
 month = {Jan},
 note = {P(論文), Summarizing the present situation of English language education in Japan, Koike and Tanaka (1995) claim that "It may be said that we are in the middle of some drastic changes and that some confusion about the final choices is inescapable." (p24). These changes refer to government proposals and guidelines which regulate foreign language education in schools in Japan, and specifically pertain to concrete changes in areas such as teaching methods and materials, courses of study, objectives, examinations, and teacher-training and assistant teacher programs. They are 'drastic' with respect to both the broad extent of the reforms as well as the fundamental nature of the changes aimed for. This paper focuses on two areas of change: in teaching methodology, and in the focus on particular language skills or areas. It is argued that a wider rendering of the communicative approach, the 'strong' version as opposed to the 'weak' version, is important for these changes to be truly effective and for various interest groups within the system to be able to come together. The importance of the skill of reading for Japanese EFL students within the present system is stressed, and the significance of the entrance examination system is also examined. These are taken into consideration in suggesting changes in the approach to literacy. in English in Japan.},
 pages = {145--164},
 title = {Appropriate Methodology for English Language Education in Japan : An Argument for the 'Strong' over the 'Weak' Version of the Communicative Approach},
 volume = {8},
 year = {1996}
}