教育評論第39巻第１号

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8早稲田教育評論　第 39 巻第１号Playback audiovisual materials at 0.75× speed while pausing occasionally.Provide pauses for questions or explanations between talks.Provide a study guide with key points that must be understood. Ask questions to students to promote deeper thinking and create an open atmosphere for inquiries. Give Short comprehension quizzes at the end of class.Provide opportunities to discuss content in students’ own words, receiving feedback on any misunderstandings.Offer question time at the end or immediately after the class.Although listening skills cannot be instantly improved, there are still ways to support students in this area. As shown in Table 2 above, the key seems to lie in determining how to break up long monologues and provide phases where students can catch up and solidify their understanding. One student mentioned that when the instructor’s talk （or monologue） is long, it becomes difficult to maintain concentration, but if it is kept shorter, comprehension can reach 70%–80%. Students also mentioned that it is difficult for them to pause the instructor’s talk. For these reasons, long monologues should be broken into shorter talks with activi-ties. One student proposed a phase after each talk where students could discuss a summary of what was said in pairs to articulate what they have heard and confirm their understanding. This would help those who struggle with listening to catch up while providing time for those who have understood to process the material.If we consider EMI as a form of bilingual education, then connecting the learned content with knowledge in another language （in this case, L1 Japanese） is important to maximize students’ learning and bilingualism. One student shared an experience where, during a lecture, the instructor discussed the concept of scaffolding as a method to help students improve, but the student kept wondering what the Japanese term for it would be. Her concern was that even when reading texts, if 足場掛け （ashiba-kake; “scaffold-ing”） were written, it might not immediately be recognized as the equivalent of the English “scaffolding.” The student suggested that if the instructor is bilingual, it would be valuable if Japanese equivalents for such terms to be provided at the end of lectures.Support RequestProblemsDifficulty in understanding the pronunciation in audiovisual materials （movie scenes or documentaries）.Content ChallengesNot so much an issue of listening, but when the meaning of specialized terminology is unclear, the class proceeds without clarification.Feeling unsure if enough has been learned to “take home” as one’s own understanding.StrategiesProvide summaries of lecture notes in Japanese so that technical terms in English can be better understood.（No strategies were mentioned.）Breaking up long monologues and providing phases for understanding checksPromoting bilingualism: Providing L1 Japanese translation equivalents