RemedialEnglishLessons: UsingaMonolingualEnglishDictionary 英英辞典を利用し英語嫌いを改善する授業の工夫

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1 世紀教育フォーラム第号 ( RemedialEnglishLessons:UsingaMonolingualEnglishDictionary 年月 ) 21 st CenturyEducationForum.Vol.2(Mar.2007) RemedialEnglishLessons: UsingaMonolingualEnglishDictionary 英英辞典を利用し英語嫌いを改善する授業の工夫 HajimeUEMATSU * 上松一 Abstract A significantnumberofstudentsdonotrealylikelearningenglish.thatisbecausedoingsohas meantnothingbutmeaninglesstoilinwhichtheyhaveexperiencedlitlejoy.theirenglishteachers arepartlytoblameforthisproblem.wethereforeneedtodevisesomeremedialenglishlessonsfor thosestudentssothattheywilrediscoverthejoyinlearning.inthispaper,iwildemonstrate, usingachildren smonolingualenglishdictionaryasanexample,how wecanhelpthesestudents. Keywords:RemedialEnglishlessons;amonolingualEnglishdictionary 1.Introduction Unfortunately itisstilcommonly observed thatmany first-yearuniversity students,who are requiredtotakeenglishasanobligatorysubject,arenotrealykeenonlearningenglish.infact,a significantnumberofthem actualyhateit!theremaybeseveralreasonsforthis,themainone beingthatlearningenglishforthem hasbeennothingbutmeaninglesstoilwithnobodyeverhaving shownthem how enjoyableitcanbe.soitmakessensetosaythatifwecansomehow manageto show them andletthem experiencethatlearningenglishcanbelotsoffun,wemaybeabletosave atleastsomeofthem from theawfultortureinwhichtheyhavetolearnwhattheydonotwantto learn.whatthey need issome sortofremedialenglish lessonsin which they can hopefuly rediscoverforthemselvesthatlearningenglishisnotthatbad!inthishighlyglobalizedworldmany peoplethinkthatagoodworkingknowledgeofenglishisamust,andthatthisiswhyitisvery oftendesignatedasanobligatorysubjectforuniversitystudentsinjapan.butbecauseweenglish teachersoftenfailtoshow studentstherealjoyoflearningenglish,manyofthem continuetosee Englishasnothingshortoftorture.AstheEnglishproverbsays, Youmayleadahorsetowater,but youcannotmakehim drink. InordertomakestudentsdrinkthewatercaledEnglish,wehaveto devisesomemeasuressothattheywilwanttolearnit. Manydiferentkindsofremediallessonsarepossible.UsingamonolingualEnglishdictionary mayprovidesucharemedyforthosefirst-yearstudentswhoareunhappyaboutlearningenglish andwhoseelitlepointindoingso.iproposethisbecauseforthelastsixteenyearsorsoihave * FacultyofHumanities,HirosakiUniversity 弘前大学人文学部

2 HajimeUEMATSU been utilizing variousmonolingualenglish dictionariesin regularenglish teaching,and have witnessedonmanyoccasionstheveryhappyfacesofstudentswhodidnotrealylikeenglish.a dictionarywriten entirelyin English mightsound alitletoodificulttousewith unmotivated students,butitmayjustoferthem achangefrom theirusualenglishlessons,oratleastgivethem alitlemoreexposuretoenglishitself. Overtheyearstherehavebeen manyusefulmonolingualenglish dictionariespublishedfor learners atan advanced level.oxford Advanced Learner s Dictionary ofcurrentenglish and Longman Dictionary ofcontemporary English are two good examples.there are also other monolingualenglishdictionariesatanintermediatelevelandatanelementary/beginner slevel.i haveusedaltheseinmyenglishclassesandtheyareusualyofexcelentquality.however,someof them canbetooacademicortoodificultandof-putingforthosestudentswhoarerealyweakin English.WeshouldthereforeexerciseextracarewhenwechooseamonolingualEnglishdictionary for these students.itwould be idealifwe could find something simple,enjoyable,and yet stimulatingsothatwhentheyuseit,theyfeelasiftheyweredoingsomegamesthatwouldhelp them toseehow thelanguageworkswhiletheyareusingit.inshort,theyneedsomethingtheycan enjoybecausestudents areusualyquitewilingtospendagreatdealoftimethinkingandlearning whilepursuingactivitiestheyenjoy. 1 Inordertofindamonolingualdictionaryalongthisline,we can perhapschoosea beginner sdictionary oreven a children sorpicturedictionary.merriam- Webster sprimarydictionary(merriam-websterinc.2005),isaninterestingdictionarybecauseitis acombinationofalthese:itisatthesametimea youngperson sfirstdictionary (Preface)and,ina way,abeautifulpicturedictionary,simplybecauseitisfulofcolourfulpictures.therearemany interestingfeaturesinthedictionarywhichwilatractstudents atention,andtheywilalways findsomethingtheycanenjoy.ihaveusedittoletstudentshavelotsoffunwhilelearningenglish, and hopefuly toprovidethem with theremedy totheirnegativeexperiences.in thefolowing sectionsiwildemonstrate,usingthisdictionary,how wecanprovideremediallessonsforstudents whoareweakinenglish. 2.Explanationofwords Worddefinitionsaregivenintheform ofanarrativepassage.letustaketheexampleof lion.the headwordanditsrelatedwordsarehighlightedintheexplanation.thereisacolouredpictureofa lionfamilyintheright-handmarginnexttothemainexplanation;apictureofthiskindalways helpsthelearner scomprehension. lion noun A lion isabiganimalofthegrasslandsofafrica.lionsbelongtothecatfamily,justlike tigersandleopardsdo. Thelionisknownasthekingofbeasts.Instoriesaboutanimals,alionisoftentheking. Amalelionhasalargemanearounditshead.Afemalelionisalioness.Babylionsarecubs. Amountainlionisadiferentwildanimal,butit salsoamemberofthecatfamily.mountain lionsarealsocaledcougars.

3 RemedialEnglishLessons:UsingaMonolingualEnglishDictionary Asyoucansee,thisisaratherunconventionaldictionaryexplanationofaword.Itislikea story,andtheheadwordandtherelatedwordsareusedasintegralparts.butthisishow weoften teachchildrenthemeaningofawordwhetheritbeenglish,japanese,oranyotherlanguage.the explanationinthisexampleshouldnotbetoodificultforuniversitystudentstounderstand.words like leopards and mane maybenew tosomestudents,buttheymaynotcausemuchtroublefor them tounderstandbecausetheycangethelpfrom thecontextandthepicture,and,ofcourse,from theteacher,whocanprovidethem withfurtherexplanation.whatisrealyimportanttonoticehere isthatalthoughtheheadwordisveryeasy,itisusedinameaningfulcontext,andthatbyreading theentireexplanation,studentswilgetacertainamountofexposuretoenglish. Hereisanotherexampleofhow a word isexplained,and theword thistimeis help,an abstractidea: help nounandverb Sometimesyoucan tdosomethingalbyyourself.youneedhelp. Mysisterhelpedmewithmyreading. Igotsomehelpfrom Dadtoo. Thestory LitleRedHen isabouthelping: OnedayLitleRedHenfoundagrainofwheat. Whowilhelpmeplantit? sheasked. NotI! saidcat. NotI! saidgoose. NotI! saidcow.solitleredhenplantedthe wheatherself.thewheatalsoneededtobeharvestedandgroundintoflour,andtheflour madeintobread.buteachtimelitleredhenaskedtheothersforhelp,theywouldsay NotI! andshewoulddotheworkherself.whenthebreadwasmade,litleredhen asked Whowilhelpmeeatthebread? Wewil! saidcat,cow,andgoose.butlitle RedHensaid, No,youwouldnothelpme,soyoucannotnow enjoywhatihavemade. Andsheandherchicksatethebreadbythemselves. Thetwoshortexamplesentencesandthestoryof LitleRedHen aregiventoilustratethe meaningofthisabstractword,andtheyareprintedinbluewhilethemainpartoftheexplanationis in black;thisarrangementin diferentcolourshelpsthelearnertounderstandvisualyhow the dictionaryisorganizedwithdiferentelements.asforthestoryof LitleRedHen,theremaybe certaingrammaticalandlexicaldificultieslearnersmayencounterthatmaycausethem problems. Theteachershouldthenhelpthem tounderstandbygivingthem extraexplanationsineasyenglish orusingpicturesandgestures.withsuchhelp,theywilunderstandthestory,oratleastitsmain point,theselfishatitudesofthelitleredhen sfriends,whichisreflectedinthecontrastbetween thetwouterancesbythem, NotI! and Wewil!.Thisexampledemonstrateshow efectivethis kindofmonolingualdictionaryisinlearningenglishbecausestudentsnotonlylearnthemeaningof theheadword,butthey arealsoexposed tomoreenglish.they arecertainly exposed tomore Englishthantheyarewhenusing,forinstance,anEnglish-Japanesebilingualdictionary. 3.Etymologicalinformation Thissupposedlyyoungchildren sdictionaryevengivestheetymologyofcertainwordsinastory-like passage.thismaygivethelearnernew insightintotheenglishlanguage.hereisanexample:

4 HajimeUEMATSU breakfast noun Breakfastisthefirstmealoftheday. Thewordbreakfastisabout500yearsold.Breakfastismadeupofthewordsbreakand fast,eventhoughitdoesn tsoundlikeit.inthisword,breakmeansstop,likebreakinga habit.andfastheredoesn tmeanspeedy;fastingmeanstogowithoutfoodforawhile. Peoplefastforreligiousreasonsorfortheirhealth.Butinaway,everyonefastsevery nightbecausepeopledon teatwhilethey reasleep.inthemorning,whenyoueatyour breakfast,youarebreakingyourfast! Ifyoueatyourfirstmealofthedayverylate,nearlunchtime,thatisoftencaledbrunch. Brunch wasmadebyputingpartsofthewordsbreakfastandlunchtogether,like this:breakfast+lunch=brunch.brunchislikebreakfastandlunchtogether. Thefirsthalf-lineexplanationoftheheadwordpriortotheetymologicalexplanationiseasyto understand.infact,everyjapaneseperson,iam sure,knowsthewordsinceitisoftenusedinthe Japanese language.butisuspectthatnotmany students realy know its originalmeaning. WheneverIshow thiswordwithitsetymologicalexplanationinclass,inoticemanysurprisedfaces ofstudentswhohaveunderstoodthemeaningofthewordfulyforthefirsttime.atsuchamoment, theyarewelinvolvedintheirnew discovery,andlearningisrealytakingplace.thisisagood exampleofhow rich and how gripping thisdictionary is,and thatgripping richnesswilhelp studentstolearnenglish. Hereisanotherexample, school,whichalsohasetymologicalinformation: school noun Theplaceyougotolearnisyourschool.A schoolhasclassrooms,orschoolrooms.thearea whereyouplayoutsidethebuildingisoftencaledtheschoolyard. Wouldyoubesurprisedtolearnthatschoolmeansrecess?Wel,itdoesn texactly,but thewordschoolgoeswaybacktoanancientgreekwordthatmeantfreetime! TheancientGreekslikedtousetheirfreetimetolearn.Theirwordforfreetimewas scoleandtheystartedusingittomeantimespentinlearningthingsandalsotheplace wheretheylearned.theromanslateradoptedthiswordintolatin,andfrom thereit wasadoptedintooldenglishasscol.later,thiswordbecameschool. Thefirstmainexplanationoftheheadwordiseasyenoughforanystudenttounderstand.That isfolowedbyitsetymologicalexplanation.althoughitistoldineasyenglishsinceitisafteralfor youngchildren,thementioningofitsoriginalmeaningsingreek,latin,andoldenglishcouldbe suitableforfirst-yearuniversitystudents.theteachermighteventelthem jokinglythatstudying atschoolanduniversity,evenifthatentailstheirhavingtolearnenglish,shouldnotbehatedsince, accordingtotheaboveexplanation,schoolingissomethingenjoyablewhichhappensintheirfree time!

5 RemedialEnglishLessons:UsingaMonolingualEnglishDictionary Intheright-handmarginnexttheseexplanationsoftheheadword school,therearetwoextra piecesofinformation.thefirstonereads: Somechildrenarehomeschooled.Thatmeansthattheyhaveschoolathome.Theirteachers aretheirparents. Thisgivesafew morerelatedwords.thesecondoneisariddlewiththeanswerinitalic: Whyarefishsosmart? Theyswim inschools. Riddlesareanotherveryinterestingfeatureofthisdictionary,andtheywilbeveryusefulinclass. 4.Riddles Theaboveriddleisofafairlyadvancedkindforstudentsbecausetosolvethisriddle,theyhaveto know ameaningoftheheadword school besidestheonealreadyexplained.theyalsoneedtoknow themeaningof smart.ihatetospoilthereader senjoymentbysimplysolvingthisparticularriddle foryou,sopleasetryityourself.whatirealywanttoemphasizehereisthatinthisriddleapunis used;pun isa very importantfeature in English language,and isoften employed in English literature.isuspectnotmanystudentshaveeverbeentaughtabouttheuseofpunateitherschool orevenuniversity.hereweseeagainthatwecannotunderestimatethepotentialofthischildren s dictionary,whichcanbeveryusefulforuniversitystudents.itrevealsmanyimportantfeaturesof theenglish languagein a maleablefashion sothateven weakerstudentswilgradualy and naturalyunderstandthetremendousrichnessoftheenglishlanguagewhileenjoyingthiskindof wordgame. SinceIhavegiven justoneexampleoftheriddlesfound in thisdictionary,iwould liketo introduceseveralmore: (1)WhyisnoonliketheleterA? (2)What8letersofthealphabetcanbefoundinwater? (3)Whydidtheactorflunkhisspelingtest? (4)Whatleterofthealphabetasksthemostquestions? (5)Whatisthesmartestinsectintheworld? (6)Whatwilyouloseifyouwinarace? (7)Whatflowerswilyoufindrightunderyournose? (8)Wheredidthefishkeepitsmoney? (9)Whatisthebestwaytoremovevarnish? (10)Whatdoyougetfrom anervouscow? ForconveniencesakeIputnumbersin frontoftheriddles.riddles(1),(5),(6),and(8)are average,but(6)isparticularlyinterestingsinceitisconstructedaroundthecontradictionof lose and win,verycharacteristicofchildren sriddlesinanylanguage.riddle(2)mayrackyourbrain.

6 HajimeUEMATSU Riddles(3)and(9)testyourvocabulary;(9)isespecialyclever!Mindyou,theanswertotheriddle (4)isNOT Q,whichistheusualanswergivenbystudentsbecauseitisthefirstleteroftheword question.a goodguess,uptoapoint,imustsay,buttheanswerisnotthat.thisriddleisinfact moreadvancedthanitseems,andrealytestsyour(andanyenglishteacher s)feelforthelanguage, especialyyoursenseofenglishphonetics.moststudentswouldnotbeabletosolvethisriddleby themselves,butwhentheanswerisgiven,theywouldberealydelightedwithitsunexpectedness! LikeRiddle(4),Riddle(7)hastodowithphonetics,andisbeautiful.Riddle(10)ishilarious! Bysolving,orrathertryingtosolvethesekindsofriddles,studentscaneasilygetexcited,and thisiswhatisneededforthosewhoserealproblem isbeingboredwithenglishlearning.thiskind ofactivitywilgivethem anopportunitytoexperiencesomethingnew andexciting,andsomething verydiferentfrom beingaskedbytheteachertodonothingbuttranslateenglishintojapaneseand viceversa.itwilbemoreefectiveifthisactivityisdoneinpairsoreveninsmalgroupssothat studentscan interactwith oneanotherandexchangetheirideasin English,howeverpoortheir communicativeskilsare.suchinteractionis thepivotonwhichlanguagelearningturns. 2 Aftera while,theteachermayevenencouragestudentstomakeriddlesthemselvessuchas Whatisthe lionwhichisnotalion? 3 Someobservantreadersofthisarticlemightbeworriedthattheseriddlescanbetoodificultfor thestudentswhoareweakinenglishtosolve.theyareabsolutelyright,thatis,iftheseriddlesare given outofcontext.we mustremember,though,thatthese riddlesare alwaysthere in the dictionary as an addition to the main explanation ofthe headword and the other helpful information,andthattheyarealwaysrelatedtowhattheyhavejustlearned.therefore,theyshould notbetoodificultforthem.forexample,abriliantbutpossiblydificultriddle, Whywas6afraid of7?,isaddedtothemainexplanationoftheheadword eat,andtheriddleisdesignedtoteachthe learnerthepasttenseoftheheadword,thatis, ate,togetherwiththefactthat ate and 8 are pronouncedinthesameway!theanxiousreadersofthisarticle,therefore,mayrestassuredthat therearealwaysmany cluesthatcan help thelearnertosolvetheriddles.besides,therethe answers are always given with the riddles,and the teacher can always provide any extra explanationifnecessary. 5.Thesaurusinformation Thisdictionaryalsohasthesaurusinformation.Undertheheadword eat,whichihavementioned brieflyabove,severalwordssimilarinmeaningaregiven: Herearesomewordsforwaystoeat: gnaw chew gulp munch nibble Becausetheprecisemeaningofthesewordsisnotgiveninthedictionary,theteachermayhaveto explainitinenglish,perhapswithsomebodylanguage,ormaybepictures. Another example ofa headword which has related words listed together with the main explanationofitsmeaningis sound : Mostlivingthingsmakesounds.Herearethewordsforsomeofthem: roar howl growl grunt chirp

7 RemedialEnglishLessons:UsingaMonolingualEnglishDictionary tweet screech buzz twitter Andherearesomewordsforsoundsthatmachinesmake: whir hum beep vroom chug Therearewordsforpleasantsounds: ding tap chime jingle strum plink Andtherearewordsforunpleasantsounds: clang clank blare screech squeal Whatawidevarietyofwordsthedictionarygivesfordiferentsounds!IwouldadmireanyEnglish teacherwhoknowstheprecisemeaningofalthesewords. Sometimessynonymsand related wordsaregiven skilfulyin astory,which wilefectively teachstudentshow tousethem.letuslookatthestoryundertheheadword gee.itispresented afterthemainexplanationofthemeaningoftheheadwordandtwoshortexamplesentences: Wordslikegeearecaledinterjections.Hereisastorywithlotsofinterjections: OnedayIwaswalkingwithmyfriendBen. Wow! saidben. Lookattheantsonthe sidewalk! Yuck!They reeatingthatoldcookie, Isaid. Hey!Let sstartanantfarm, Bensuggested,pickingupanant. Gee, Isaid, Maybeweshouldaskfirst. Ouch!It bitme, hesaid,droppingtheant. Yikes!Let sjustgo. OK, heagreed. Boy,Ididn t know antsweredangerous! Asforthisstory,theteachermaynothavetoexplaininwordsthediferentusagesofthese interjectionssincemostofthem areself-explanatory,providedtheyareactedoutwiththecorrect intonation.afterthisdemonstration,studentstakeaturnatactingitout,whichwilcertainlygive them extraspeakingpractice. Therearemanyotherheadwordsinthedictionarywhicharepresentedwiththeirsynonyms andotherrelatedwords.however,theteachershouldbecarefulnottooverburdenstudentswithtoo manywords;heshouldusehisgoodjudgementabouthow muchhewilaskstudentstotakeineach time. 6.Culturalinformation Theheadword sound,whichwehavealreadylookedat,hasadditionalinformation,whichisabout thecultureoftheusaandothercountries.itsays: Atrumpethasabigsound. Atthesoundofthetrumpet,wealstoodup. Theassociationofthesoundofthetrumpetandpeoplestandinguponhearingitissomethingwhich somestudentsmaynotunderstandfirst,andtheymayrequiresomeexplanationfrom theteacher. Theteachercantalkabouthow soldiersreactonhearingthesoundofthetrumpet,forinstance. Thatkindofextraexplanationisinfactrealygoodforthestudentsbecausebylisteningtowhatthe teachersays,they are geting more listening practice,and possibly more interaction with the teacher,and,ofcourse,moreexposuretoenglish.themoreexposedtheyaretoenglish,themore

8 HajimeUEMATSU confidenttheywilbecomeinusingit. Anotherexampleofanintroductiontocultureisseeninthefolowing,whichisfoundunderthe headword piece : Ifyoufindsomethingrealyeasy,youmightsaythatitisapieceofcake. Thespelingtestwasapieceofcake. Thereareafew diferentjapaneseexpressionsweusewhenwewanttosaythatsomethingisrealy easy.forexample,wesay, Ochanokosaisai. Ochanoko isageneralterm foranykindoflightsnack eatenwithtea.itisnotaheavyfoodsothatitiseatenanddigestedeasilyandquickly. Saisai isa kindofbanteringorcheeringnoise.soaltogetherthephraseisusedtomean apieceofcake. 4 Althoughwedonotusetheimageofcakeassuch,thetwoimagesarerealyalike.Bothreferto food,especialysnackfood.studentswilbeinterestedinthediferenceaswelasthesimilarity betweenthem. 7.Semanticinformation Thisdictionaryincludessomeinterestinginstancesofsemanticaccidents.Herearesomeexamples: Iffastmeansspeedyanditalsomeansstuckinoneplace,thenfastistheoppositeoffast! Whenahouseburnsup,itburnsdown. Whenyoufiloutaform,youhavetofilitin!Thatis,youhavetofilintheblanks. Ahorsecanpaw theground eventhoughitdoesn thavepaws! Theseareinterestingsemanticcontradictions.Hereareotherexampleswhicharealsointeresting; theyareinteresting,mainlybecausetheyaresemanticalyalitleconfusing: Icanbealonewithmyfriend.Thenwe realonetogether! Theoppositeofoppositeissame! Therearealsoslightlydiferentkindsofexampleswhichareofsemantics: Thereisateaberryandasugarberry,butnocreamberry! Arepeoplewhoarenotoutlawscaledin-laws? Youcanbreakacookieinhalfandgiveonehalftoyourfriend.Butthat snotdamaging anything that ssharing.

9 RemedialEnglishLessons:UsingaMonolingualEnglishDictionary Here the teachermay again encourage students to create theirown versions ofsemanticaly interestingsentencesorphrases,first,though,showingoneofhisownasanexample: Teachersteach,driversdrive,anddoctorsdoc!? 5 Theexposuretoalotoftheseinterestingsemantic problems wilcertainlycontributetothegradual developmentofastudent sfeelfortheenglishlanguage. 8.Vocabularyquizzes Adapting the definitionsofwordsin thisdictionary,we can provide studentswith vocabulary quizzes.forexample,thefirstpartofthedefinitionoftheword dark reads: Whenthereisnolightorverylitlelight,itisdark. Thiscanbeturnedintoavocabularyquiz,andtheteachercanaskstudents: Whatdoyoucalit when thereisnolightorverylitlelight? Wecan dosimilarlywith thedefinition oftheword hospital : A hospitalisaplacewheresickorinjuredpeoplegotogetcare.doctors,nurses,and otherpeopleworkinhospitals. Thiscanbechangedinto: Whatdoyoucalaplacewheresickorinjuredpeoplegotogetcare? Doctors,nurses,andotherpeopleworkthere.Inthisway,youcancreatenumerousquizzestomake studentsthinkhardabouttheanswers.students,howeverweaktheyareinenglish,usualyenjoy solvingtheseproblems,andthereistheaddedbonusofhavingthem activelyinvolvedintheactivity eventhoughtheyareprobablyunawareofit.thiskindofunconsciousinvolvementisvitalinany kindoflearning. 9.Poetry Thereispoetry in thedictionary which may givestudentsa new,exciting experiencein their learning ofenglish.the folowing poem by Laura E.Richards is found underthe headword elephant. Oncetherewasanelephant Whotriedtousethetelephant No!no!Imeananelephone Whotriedtousethetelephone (Dearme,Iam notcertainquite Thatevennow I'vegotitright.) Howe eritwas,hegothistrunk Entangledinthetelephunk; Themorehetriedtogetitfree, Thelouderbuzzedthetelephee

10 HajimeUEMATSU (IfearI'dbeterdropthesong) Ofelephopandtelephong!) Becausethereisapictureofelephantsincludedinthissection,understandingthemeaningofthe headwordiseasyenough.thepurposeofthepoem isnotsomuch thatofreinforcingstudents understandingofitsmeaningasofletingthem enjoythecombinationofwordsandsounds.asa materoffact,itisanonsensepoem,andisstrewnwithnonsensicalwords.thisistoshow thestate ofconfusioninwhichtheelephantwhotriedtouseatelephonewithoutknowinghow touseitfound itself.thepointofthispoem isthattheelephantisinaconfusedstate,physicalyandmentaly,his giganticbody entangled inthetelephonewire,withnoideaofhow togetoutofit.thelanguageof thepoem mimicsthisgreatconfusion.toteachstudentsthisdeeperlevelofmeaning,andtoask them tounderstandital,maybeaskingtoomuch.atanearlierstage,weshouldsimplyalow them toenjoythefunnyandrhythmicalcombinationofthewords,whichispleasanttotheearifthey listentoitorreaditaloud.thiskindofenjoymentoftheear,oflisteningtobeautifulcombinations ofenglishsounds,isveryimportantforstudentstoexperience,andtheyshouldbeencouragedto experiencemoreofit. 10.Conclusion Ihavedemonstrated,usingachildren smonolingualenglishdictionaryasanexample,how wecan provideremediallessonstostudentswhodonotlikeenglishsothattheymayhopefulyrediscover thejoyoflearningenglish.learningenglishhasalwaysbeennothingbutmeaninglesstoilformost ofthem,largelybecausenobodyhasevershownthem how enjoyableitcanbe.wehavetoremember herethattheirnotlikingenglishisnotentirelytheirown fault.sincemostoftheirlearningof Englishhastakenplaceintheclassroom,weteacherssharenotasmalpartoftheblame.Itisa realpossibilitythatbecauseofourpoorteaching,theyhavecometothinkthatenglishisboring.by providingthem withsomeefectiveremediallessons,wecanhelpthem tounlearnwhattheyhave learnedsofar.andifweaskthem tounlearn,wealsohavetounlearnourteaching,andunteachour practice. 6 NOTES 1.Zoltán Dörnyei.Motivational Strategies in the Language Classroom.Cambridge Language TeachingLibraryseries.Cambridge:CambridgeUniversityPress2001,72. 2.JilBurtonandChalesClennel,eds.InteractionandLanguageLearning.CaseStudiesinTESOL PracticeSeries.Alexandria,Virginia:TESOL 2003,1. 3.Ihaveinventedthisriddle. 4. 新村出編. 広辞苑. 第版. 岩波書店. 5.Ihaveinventedthis.Cf.PatsyM.Lightbown,NinaSpada.How LanguagesareLearned.Third Edition.Oxford:OxfordUniversityPress KenzaburoOoewritesinanewspaperarticleaboutoneofthecharactersinhisnovels,whoisa retiredjapaneseprofessorandwhousedtoteachintheunitedstates.hereflectsuponhisown teachinginthepastandrealizesthatitwasfulofflaws.hehasthereforedecidedto unlearn everythinghehaslearned,includinghisteaching.inresponse,someofhisformerstudentsappear totelhim thatwhathetaughtthem wasalwrong,andthusthey unteach him.( 大江健三郎.

11 RemedialEnglishLessons:UsingaMonolingualEnglishDictionary 定義集: 学び返すと教え返す人はいかにまなびほぐすか朝日新聞.... 火曜日. 版.)