Effective Ways of Communicative Instruction in the Japanese EFL Classroom: Balancing Fluency and Accuracy

The central concern of this paper is to discover the most effective way to maximize Japanese English-as-a-second-Language (ESL) learners ' proficiency levels and communicative competence without compromising fluency and accuracy. The paper searches for the best approach for ESL instruction in Japanese high schools. The educational environment in Japanese high schools is examined, and the problems faced by Japanese teachers of English are considered. Next, the sequence of foreign language instruction is explained, emphasizing the focus on form theory because it is the dominant approach to ESL instruction in Japan, followed by a discussion of strategies that can be used by teachers for dealing with the errors made by students in the classroom. Finally, suggestions are made for how Japanese teachers of English can adapt the focus on form theory in the Japanese high school ESL classroom. It is concluded that good judgment by the ESL teacher is crucial to find the proper balance between form- and meaning-focused instruction. Notes, references, and appendices are included. (Contains 29 references.) (KFT) Reproductions supplied by EDRS are the best that can be made from the original document