ACTFL-OPIの教育的意義と課題について- 教師と学生へのアンケート調査を通して -

초록

This paper reexamined the educational use of ACTFL-OPI and reconsidered its educational significance. To this end, two questionnaire surveys of teachers and students were conducted. In Survey 1, which was conducted among teachers who attended OPI workshops, I examined the teaching skills they acquired through OPI and their use of OPI in educational settings. As a result, it was found that OPI has great educational significance, mainly in terms of oral ability evaluation and conversation tests. On the other hand, the issue of how to utilize OPI in the curriculum and syllabus was raised, especially at the elementary level. To solve this issue, I proposed the use of ''task-first'' instructions. In the subsequent Survey 2, I surveyed students who had undergone OPI interviews to find out their impressions of OPI and whether or not the OPI interviews contributed to their learning. The results showed that many students viewed the OPI interview positively, and above all, the OPI interview itself helped them gain a lot of awareness about their own language abilities, and it was confirmed that it led to increased motivation for learning. However, in order to lead to further learning, i.e. their autonomous learning, I suggested that ``learner-centered evaluation activities'' are necessary.

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