1341-0032

AN10175926

3427

査読無

Summary: This paper proceeded from the assumption, long since established, that the greater the degree of sensitivity manifested by pedagogy in relation to the context and preferred learning modes of the student, the greater the degree of subsequent learning. The objective was therefore to test a practical model for developing a more contextually appropriate methodology. To this end, the research component conducted a comparative evaluation of two extreme methodologies, one imported and one indigenous, in order to move towards an ideal critical synthesis. These extreme f orms, represented by the terms critical awareness and student-ethnocentric Learning, were equivalent to "strong versions" of communicative methodology and that strain of the grammar translation method still prevalent in Japan. Though the research data revealed a definite propensity towards the former among Japanese students, it also successfully identified specific aspects of the indigenous methodology that would be retained in the interests of preferred learning modes and, by extension, sensitivity. In conclusion, the paper speculated that this same process of comparative evaluation could also be applied to non-monocultural contexts and using progressively less extreme methodological f orms in pursuit of further refinement .