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1. 2 Keiko Can you tell me where the train station is 3 Ana Can you tell me where is the train station 4 Keiko Can you tell me where the train station is 5 Ana Can you tell me where is the train station 6 Keiko Can you tell me where the train station is 7 Ana Can you tell me where the train station is 8 Keiko Can you tell me where the train station is 9 Ana Can you tell me where the train station is Gass amp Varonis 1994 p 289 14 6 OGOOOOOOOOOOOOOOOOOOOOOOOOGO DDA Long 1996 0 pOOOOOOOOOOOOOOOOOTO Keiko 0 UDIDDDDDUDUDUDUUOUDODDDDUUUDUOUUODDDDDUDDUUUUUUDDDD UUIDDDDUDDUUDUDUUODUDDDDUDDUDDDDODODDODUD White 1991 DO UDUUUUDUDDDDUDUDUDUODDDDUUDUDUUUUDDDDDDUDUD OOGOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOGOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOGW OOOOOOOOOOOOOOOG a NNS And they have the chwach there b NS The what c NNS The chwach I know someone that d NS What does it mean e NNS Like um like American people they always go there every Sunday f NS2. Reading directions TV andradio news weather D DVD Movies 000000 Writing diaries OOOOOOOOOOOOOOOO E mail letters OOOOOO formation Shopping DDDDDDUU Ads directions O O O O Announcements Anstructions L0 0 O O Conveying wishes 0 Table 2 Statements about real world activities The results of selected statements show Figure 4 that Korean Chinese and SELHi teachers are including real world activities in their teaching to a relatively high degree whereas again the regular Japanese high school teachers are not doing it very much 4 cf Yoshida 2002 for a discussion on the Fish Bowl Model versus the Open Seas Model of teaching foreign languages 5 00 4 00 3 00 ago 2 00 1 00 mm SABRA lala alz HEH aloja E lalala z ojojoj IE aja aja alu ajala iu
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5. DD DO OD DOI I D 000 0 0 pair work group work in English B47 OOUOOOOOOOOO UD explaining structures vocabulary B48 0000000 Ll English to Japanese translation Table 1 Selected statements about teachers beliefs and practice It is interesting to note that of the three countries Chinese teachers answer that they are practicing their beliefs to a very high degree in both communicative and structural activities whereas the Japanese teachers in regular schools show the largest gap between their beliefs and practice in the communicative activities Another point to note however is that the Japanese SELHi teachers seem to be practicing their beliefs to a greater extent than either the Japanese teachers in the regular schools or Korean teachers The SELHi teachers also rank the lowest in the use of translation in their classes 5 00 p 4 00 3 00 2 00 1 00 TRIS ag CT En 3 ses a D D a m m m m m m m m a 000 00 DI 55 DODO 00 DISELHO OO DO DI SELHI OO OOO SELHi Figure 1 Average ratings of teachers beliefs and practice from left to right in each statement Japan regular Korea China SELHi As can be seen from figure 1 above the Chinese and SELHi teachers seem to be doing more communicative activities than the regular Japanese high school teachers or the Korean teachers In order to see if the teachers responses ar
6. iu n n B54 B56 B57 B58 B60 B64 Figure 4 Use of real world activities in the classroom from left to right in each statement Japan regular Korea China SELHi We next looked at the results of the students perceptions of how much English they think they can actually use in the real world CAN DO The results again show that Korean Chinese and SELHi students have more confidence in using English for real world communication purposes than the regular Japanese high school students Figure 5 Of course whether the differences seen between the regular Japanese high school students and the SELHi students are the result of the differences in teaching practice or the result of other internal factors such as motivation needs to be clarified However considering the fact that many of the SELHi s were normal public high schools before being designated as SELHi s the result could very well have come from the changes which accompanied the designation as a SELHi 4 Boo Doo BSELHi B51 B52 B53 B54 B55 B56 B57 B58 B59 B60 B61 B62 B63 B64 B65 Figure 5 CAN DO results of students in the four groups from left to right in each statement Japan regular Korea China SELHi Differences reflected in GTEC scores As can be seen from the data above there are consistent differences between the regular Japanese high schools and the Korean Chinese and the Japane
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11. Press Bachman L and A Palmer 1996 Language Testing in Practice Oxford University Press Canale M and M Swain 1980 Theoretical bases of communicative approaches to second language teaching and testing Applied Linguistics 1 1 47 McNamara T F 1996 Measuring Second Language Performance London and New York Longman Richards J amp T Rodgers 2001 Approaches and Methods in Language Teaching a Description and Analysis Second Edition New York Cambridge Savignon S J 1997 Communicative Competence Theory and Classroom Practice Second Edition New York NY McGrawHill Yoshida K 2002 Fish Bowl Open Seas and the Teaching of English in Japan in Baker ed Language Policy Lessons from Global Models Monterey Monterey Institute pp 194 205 00000 000000 0 OOO 2004 Benesse Corporation OOO UUDUUDDUUDDUU 20050 Benesse Corporation UOOUOUUUUUUUO 00000 OGOOOO3OOOOOOOOOOOCOOOOOOOOOO20OOOOOO 5000 d 7OOWOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOG Ll D3 AE m m m m m m m m m m m m m m m m m m m m m m m m m m m m m m m m m m m m m E1 Oo EE EI EI ET El o d o Oo Ea Le E Et ES EI no EE EE EE Ed Ei Es Oo Oo O
12. Yes g NNS You kn every morning that there pr that the American people get dressed up to got to um chwach h NS Oh to church I see Pica 1987 p 6 0 3000 NSQOO00 NNS OOOO chwach UUDIUDDDUDUDUDUDUDUDDUDUDDUDDDDDDDDDDDUD UD corective feedback JOOUOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO 7 Brock 0 OGOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOG 6 OGOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOG OGOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOG ODOOOOOOOOOOOOO Gass 19880 Lin amp Hedgcock 1996 BrokOOOOOOOOOOOOOOOOOOOOOOOGO 15 OOGOOOOOOOOOOOOOOOOOOOOOOODOG UDDDDDDUUDU UDDUDD FawkadOOOOOOOOO D Haruka DOOOOOOOOOOOO Beginning high O UDUDDUDDOD MATESOL OU OOOO 1 0 00 MATESOLOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOO HarukaJohn cture drawing 0 O0 EI EI OOOO 00 DI LT Haruka Yum
13. might be in the students perceptions of their own English abilities as well as the way their teachers teach The institution of Super English Language High Schools SELHi is also one of the Ministry s major projects cf retrieved Sept 8 2005 from http www mext go jp b_menu houdou 17 04 05040502 htm In the 2005 academic year 101 high schools around the nation have been designated as Super English Language High Schools and in March 2005 the first 16 SELHi projects concluded after three years of experimentation with innovative communicative ways of teaching English In this paper I will also refer to the results of these projects and compare them with the results of more traditional English education as evidenced in the regular albeit academically high level high schools in our three nation comparative research Approach Design and Procedure Richards amp Rodgers 2001 note an important distinction between Methods and Approaches Very often I hear teachers talk about methods and approaches as if they were the same People have asked me how to teach the Communicative Approach However an approach is not the same as a method Whereas a method is like a pre packaged step by step way of teaching a language an approach constitutes the basic principle of language learning which underlies the method In other words a method is developed on the basis of a theory of how languages are learned and this theory constitutes the
14. Association of Sophian Teachers of English Hod Uu u nu Newsletter DUDU A Comparison of the English Proficiencies of Japanese SELHi vs Non SELHi Korean and Chinese High School Students D 134000 20050 40 230 DUDU DUDDDU Preface The survey on which this paper is based was conducted in 2004 in Japan Korea and China in collaboration with Benesse Corporation and the construction of the survey items and analyses were conducted by the present author in collaboration with Negishi Tokyo University of Foreign Studies Watanabe Akita University Naganuma Seisen Womens University Kwon Seoul National University and Tei Beijing Teachers College There were overall more than 10 000 students surveyed along with the teachers teaching at the respective high schools In order to be as accurate as possible in comparing the results of the students test and survey results only academically high level college bound high schools were selected for the three nation comparison along with Ministry of Education Culture Sports Science and Technology hereafter Ministry of Education funded Super English Language High Schools SELHi s where special emphasis is placed on conducting innovative and communicative English classes The aims of the survey were threefold 1 to compare the test and survey results of students in the three countries and see what similarities and or differences mi
15. Co Mm OOO nm cl D 0 D 17 lt Data B gt 136 H And daughter pig is holding swimsuit swimball 137 Y Beach ball 0000o lt Data A gt 53 H other side of the seiling 54 J Oh ceiling 55 _ H Ceiling ceiling Data A J Ok He is not interested in looking at the picture of the ballerinas 70 H Yeah 71 J I don t play on 72 H Yeah he is not interesting 73 J He is not interested in the ballerinas picture 74 H Yeah 75 OU Galloway 19800 0000000000
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17. a ac jp CALPS HOME PAGE HOME PAGEUOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OGOOOOOOOOOOOOOOOOOOOOOOODOG http www ne jp asahi calps home index htm 20 OOO HOMEPAGE UDDDDDUDUDUOUUDDDDDUUDUUUUUDDDD http www info sophia ac jp fs eigo eigo htm http Www info sophia ac jp fs fukusen gengo gensusu htm CcALLQODODODODO http Avww call sophia ac jp learn http www info sophia ac jp flcenter index htm http www ling sophia ac jp applied 00 0000 Brieo IIu http pweb sophia ac jp britto weblab e html soLIFIC http solific ling sophia ac jp 00000000 Home Page http pweb sophia ac jp yosida k http members tripod co jp kouryuukai UDUUDUDODDUDUUDDUU
18. approach For example years ago it was commonly assumed that the learning of the structure or grammar of a language was equal to the learning of the language itself Once a learner had acquired the structure of the language and was able to use it freely the language was assumed to have been acquired The grammar translation methods as well as the audiolingual methods were developed on the basis of this theory Therefore the Design or the curriculum and syllabus used were based on the so called structural or grammatical syllabus and the Procedure or actual techniques of teaching consisted of grammar exercises translation exercises in the case of the grammar translation methods and mimicry memorization and pattern practice in the case of the audiolingual methods There was very little room for actual use of the language in authentic interaction and communication settings However in the last twenty five years or so the teaching of second and foreign languages have centered on the so called Communicative Approach Here the basic theory is based not simply on knowledge and use of grammatical structures but on a more comprehensive communicative competence as seen in the works of Canale and Swain 1980 Savignon 1997 and others or language ability as seen in the works of Bachman 1990 Bachman amp Palmer 1996 McNamara 1996 and others According to this approach learning a language is considered equal to a
19. cel El IE E SEE E EEE EINE ls EE EE Ces KN EA ES sgen ENE E ELAS gt ESSES BS E EEE EE EE ET O El EEE Ek EI EI ET EI E ER E EI EI EI E EE Ea ENE E 7 3 E I V TE NE ma 0 ma ma Students in QO OU 1 9 Students in UDDIDDDDUDUOUDUDDDDUDUDUDOUUUDDDDDUUUDUOUUOUDD OGOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOG EEE EEE ES EEE EI ESSE ES EEE E ES ES EEE FT 9 DIET EPE E DI EI EI Ee MEI DI EI EEE E EI DEI EE EI Ooo Ll Ll OOOO Ll OOo OH Ll OOo Ll Ll E E EEE ES EI EI Eu ESTE E EI EA EEE ET ES EEE E Esl E E E EEE ES EEE EI ES EN DEE EI Ll EE EE CI IEEE EF ta Ee i ES ESP panan ey HIR E ESET ES JET PESE ES ET E EEE EI ET EI SEJ PE EI EI EI EI EE DIES EET FT ES ET I 7 3 EQ E T NE EEE EES iel E ESSE EE EI EE EV EE EI LI CI eds EI EI ET EE EE EJ EI El EI ES EI DI EI ET EE OGOOOOOOOOOOOOOOOOOOOOOOO IDDDDUDDUDUUUUDD Oo Oo Oo E esa Oo Oo Oo o d o o Oo 3 Oo Oo E E1 A s E1 o EE o d d Oo Oo A Ey EI E1 E
20. cquiring the ability to use it in real life communication settings Not only the knowledge of the structure of the language but all four competences grammatical competence discourse competence sociolinguistic competence and strategic competence as noted by Canale Swain and Savignon further elaboration of the concepts have been made in Bachman Bachman and Palmer and McNamara s works must all be acquired in order to say that someone has acquired the language Simply knowing the structure of single sentences does not guarantee success in using the language in real situations L2 users must be able to express their ideas and feelings in discourse frameworks both spoken and written They must be able to use language appropriately in social situations and they must be able to put their ideas into language in the most effective manner and to negotiate for meaning whenever communication breaks down The Design therefore must be based on a combination of for example situational notional functional and procedural syllabuses The Procedures will comprise pseudo authentic communication tasks speeches discussions debates simulations as well as actual writing of letters reports etc The teacher will be required to provide as much opportunity for the students to use language meaningfully as possible Teachers beliefs and teaching practice classroom activities In order to see what approach teachers follow in their teac
21. d I have a garage on the side with three little black windows NNS three black windows NS you know what a garage is NNS No NS um it s attached to the house It s a building attached to the house in which you keep your cars and called a garage OK so it looks like a big house and a little house but they re attached NNS Oh it s a small house NS Uh huh NNS Uh huh and black roof NS Uh huh NNS Yeah oh maybe let s see yeah I understand Pica 19 0 p SHOOOOOOOO Pica Young amp 1992 DDDDDDDDDODD seg OOOOOOOOOOOOOOOOOOOOOOOOOOOOO o OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO o oooOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO 13 m a E EI Fey EI AE EI EJ CI FF m T UDDDDDDDDDDODDDDDDDODUDDDDDDDDUDDDDDDDDDDODU 6 OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO UUIUDDDDDDDDUDDUDUDUDUDDDDUDDDUDDUUDDUUDDUDDDU Long 1981 1996 Pica 1994 OU NS _ There s there s a pair of reading glasses above the plant NNS A what NS Glasses reading glasses to see the newspaper NNS Glassi NS You wear them to see with i
22. e reflected in the way the students perceive the way they are being taught the same questions were asked of the students studying in these respective schools the answers to the statements could be divided into four factors A factor analysis showed that Od DO OO UDDUUn Bae os ye i a Ti Anil nn gn ge dep ans asa E a AY a E A JAN aaa ga Cognitive Od a adaga ga EU BD EE EU EE HE EE OOOO E TA JA Grammar Translation Vocabulary OO EE EE EE EL EU UB EU orl Interactive Figure 2 Statements grouped as the result of factor analysis Factor 1 consists of statements in which the common factor is that the teachers are making the students think and produce English factor 2 shows statements related to the teaching of the forms of English factor 3 consists of statements concerning the use of interactive communicative English in class and factor 4 is a meaning based activity although Japanese native language is used in the summarizing process From figure 3 it can be seen that whereas the regular Japanese high school students feel very strongly that they are being taught the forms of the language the SELHi
23. f you can t see Reading glasses NNS Ahh ahh glasses to read you say reading glasses NS Yeah OU OU OU OU Mackey 1999 pp 558 559 2000000000000000000000000U reading glasses 0000000000 Pica Holliday Lewis Morgenthaler 1989 DDU Swain 19950 Gas Selinkef 1994 UU 1 Ana Can you tell me where is the train station Oo cl OU OU LOL OU
24. ght exist 2 to compare the way teachers teach in these three countries and see if the their teaching has any effect on the students development of their English proficiency 3 to compare the students English proficiency levels and the way teachers teach in the Japanese regular high schools versus the SELHi s 1 Benesse Corporation s G TEC for Students which is an English proficiency test specifically made for high school students was used 2A CAN DO questionnaire and students perception of teachers teaching practice questionnaire were administered cf QO 0000 OOOGTECQO Q000000000000 000 000000 Benesse Corporation 2005 3 Research Results from the previous year were also referred to cf HU 0000 00000 00 000000 Benesse Corporation 2004 Introduction The Japanese Ministry of Education in recent years has taken a number of steps to reform English education in Japan through its Action Plans to cultivate Japanese with English abilities cf retrieved Sept 8 2005 from http www mext go jp english topics 03072801 htm As a part of the Action Plan the Ministry proposed a survey of the English education policies of other countries as a means for promoting discussions about concrete ways to reform English education in Japan The present research was designed to go one step further by actually comparing the English proficiencies of high school students in Japan Korea and China and to see what differences there
25. hing and to see how much of their beliefs are reflected in their actual teaching we asked high school teachers to mark on a Lickert scale of 1 to 5 how important they thought the statements in table 1 were as aims beliefs and how much they were actually putting them into practice The results show that overall teachers aims and beliefs about English education are quite communicative figure 1 bars on the left However when it comes to practice teachers are not really practicing what they deem to be important in English education figure 1 bars on the nght To be more specific for statements B21 B30 and B33 all of which are communicative activities the difference between beliefs and practice are quite large whereas for statements 47 and 48 which are structure based activities there is very little difference between the teachers beliefs and practice In fact especially in the case of the regular Japanese high school teacher the level of practice is higher than the beliefs for statements B47 and B48 In other words they seem to be doing more structure and vocabulary based activities than they themselves believe is necessary B21 exchange ideas opinions B30 DOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOO 000000 O O goal oriented speaking interaction B33 OOOOOOOOOOOOOOOOOOOOOOOOO
26. iko 0 0 0O O 000100000000000 0 Haruka John DO D Haruka Yumiko JI I UI I Uu IU DU DD DD DD UUuUuUunDDDDUDUUunuu UDDUDDUDDDUUUUDDDDDDUDUDUUUU OGOOOOOOOOOOOOOOOOOOOOOOGO OGOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO 5 OOOOOOOOCOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOGO UDDDDUDUDUUUUDDDDDUDUUDUU 2 DOOOOOOOOOOOOOOOOOOOOOOOO UUDDUDuUuuuuuuu a 000 EI EI CO EI Haruka John Haruka John O O O Data A Haruka Yumiko QQ O Data BU O Ll Data C Haruka Yumiko Data DU UUD I DataAQ DaaBOOOOOOOOOOOOOOOOOOOOOOOOOOOOOODOGO OO lt Data A gt 3 H In the museum uh the big picture is there I mean the big picture hanging on the wall 4 J There is a big picture on the wall 63 H Dress and boy pig wearing a stripe shirt 64 J Striped shirt lt Data B gt 21 H pig looking at the sky 22 Y Ok Pig is looking up into the sky 61 H She took 62 Y She took off 63L H took off her swimsuit 64 Y Uh huh 20 DaaC DaaDOOUOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO 0o00 lt Data B gt 16 40 H And next is the middle of the left side 41 Y Second picture is in the
27. lar Japanese schools present research A Korean schools Chinese schools SELHi s Conclusion The results of our survey allow us to surmise that teaching practice can have a significant effect on the development of the English proficiency of the students It has been shown that the Approach adhered to by English teachers in the regular Japanese high schools is not reflected in their teaching whereas in the case of the Chinese and SELHi teachers their Approach is reflected to a great degree in their teaching Another interesting finding is that although it is often assumed that Japanese students fall behind their Korean and Chinese counterparts in English proficiency the SELHi students are actually doing better than their counterparts as measured by the GTEC The SELHi students confidence in using English in real world contexts does not differ as much from those of the Chinese and Korean counterparts either It is the students studying in the more traditional regular Japanese high schools who register lower test scores and show a weaker confidence in using English The Ministry of Education s initiatives in reforming English education is bearing fruit at least in the SELHi s There is still much that must be done to truly reform English education in Japan However it is my belief that the first steps have been taken in the right direction References Bachman L 1990 Fundamental Considerations in Language Testing Oxford University
28. middle of in the middle 42 H Second picture is in the middle of the left hand side lt Data C gt 23 H I think it s sunny day Next one it s in the middle of left hand side She is standing up 24 J Allright ngagia lt Data A gt 7 _ H The picture is uh two ballerina 8 J Ok 9 _ H Dancing they are wearing a tutu 10 J Ok they are wearing a tutu Uh huh Both ballerinas lt Data D gt 19 H And this picture there are two ballerinas 20 Y Two ballerinas OOOOOOOOOOOOOOOOOOOOO lt Data B gt 25 _ H And pig wearing swimsuit 26 _ Y Is pig wearing a swimsuit 124 H Son pig is wearing just like pants 125 Y Uh huh OOOOOOOOOOOOOOOCOOOOOOOOOOOOOOOOOOOOOOOOOOG OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOUUU OOOOOOOOOOOOOO6sOOOOOOOOOOOOOOOOOOOOOOOGO DD Omid O00 DD Joni OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOG OOGOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO 3 UDDDDDDUDDUUUUODDDDUDDUDUUUODDDOUDUUDUUUOUDDD UDDDDDDDDUUUUDDDDDDUDUUUUODDDOUDUUDUUUDDDD UDDDDDDDUDUUUUDDDUDDUDUDUUODDDUUDUUDUUUUDDD
29. o EJE E1 Oo EE EI El EI E DOUDODODOO 100000 E Ea EE SEE ES ESSES A TY ESSES ES EI EI Fey 1 EI ES ES E YET El E EI E gt l ES ESPE El E gt l hs ESSE el ym eee ES EI Ml El ES ET E Ooo EEE Oo oO am am E E E am am m oO Oo oO ma oO oO oO ma m Es a ce RO a O e O re OD ue E El eal Ee E a Ea ge ma oO J ma ma ma LL cl rue O a DO PEE E ec ES Ey re O E rs ORA os 3 EE IL ma ma ma oO m
30. se SELHi s in terms of teaching practice and student perceptions of their confidence in using English In order to verify whether or not these differences are reflected in objective test scores Benesse Corporation s GTEC for Students General Test of English Communication for Students was administered to all 10 000 students As the results show Figure 6 the effects of communicative teaching with emphasis on communication and thinking activities can clearly be seen in the results of the GTEC scores when compared with the score of the Japanese national average based on approximately 200 000 high school students Although the regular Japanese high school students in the present research received significantly higher scores than the national average because they were students studying in academically high level competitive schools they did not come close to those of the Chinese and Japanese SELHi students The differences seen in the teaching of English in these schools have been shown consistently throughout this paper communicative teaching produces students with more confidence in using English in real life situations and this is reflected in the results of objective English proficiency tests 428 00000 D j 3000000 mami ew 0 000i0 00 OO OO OO Figure 6 Differences in GTEC scores same students tested the past 2 a o 3 years Japanese Narional Average m Regu
31. students feel that they are getting a balanced regimen of meaningful cognitive activities use of interactive communicative English as well as knowledge of the forms of English 70 60 50 Japan regular 40 Korean Chinese 1 30 SELHi 20 10 oo oo oo oo Figure3 Students perceptions of how teachers teach Teachers beliefs and teaching practice real world activities In teaching English for the purpose of communication it is not enough to simply examine classroom activities The real purpose of teaching a language for communication is in getting the students to use the language for communicative purposes in the real world In other words even if the students in China and SELHi s are getting an abundant experience in using English for communication in the classroom unless this ability can be used in the real world Open Seas it cannot be said to be truly effective in producing true 2 users We therefore administered a CAN DO questionnaire which includes statements about what real world activities teachers are employing in their teaching and students believe they can actually perform Table 2 shows the statements which were used for this survey 00000 Telephoning OOO Singing Home Page OOOOOOOOO Books Newspapers etc
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