岐阜市立女子短期大学研究紀要第56輯（平成19年3月）

抄録

Co-adaptation in the EFL Classroom:
Adapting the Teacher, Adapting the Learner

Abstract

　　 After having taught English for many years in one context, it is all too easy to become accustomed to that environment which we are in, and lose sight of certain conditions that can impede successful teaching and/or learning. In order to break out of this haze of complacency that accompanies familiarity with a subject, it helps to listen to the comments of an outsider or a relative newcomer to one’s specific field. Doing so is a two-edged sword, though. Such a voice can help us to remember long forgotten dissatisfactions, but it can also tread roughshod upon lessons born of long experience. In the following paper, the author will critically comment upon such research on EFL learning and learners in Japan. The result is a reflection upon ways to “co-adapt”: How a teacher from a Western tradition of learning can adapt his teaching methods to a Confucian-based education system, and also help Japanese students to become aware of the expectations held of them by that same teacher.

Key words : EFL instruction; culturally-based learning strategies; Japanese learners

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