これからの大学卒業生が直面する重要な課題の１つは、即戦力の１つである｢使う英語｣の場面にいかに有効に対処できるようになるか、ということである。このような観点からすれば、大学における一般教育英語の役割ないし使命は、学生が入学までに培ってきた｢受験英語｣の力を実際の場で｢使う英語｣に転化する方向へと、学生を導くことであると言わねばならないだろう。｢受験英語｣ないし｢学校英語｣と、｢実用英語｣としての｢日常英語｣ないし｢一般英語｣とを区別できるとすれば、それは英語を｢解く｣対象として捉えるか、実際に生活や仕事の場面で｢使う｣ものと考えるかによって生じる違いによってであろう。すなわち、前者は｢解かれるべき英語｣ないし｢解く英語｣で在り、一方、後者は｢使われている英語｣ないし｢使う英語｣である。 ｢大学設置基準｣の大幅な改訂のねらいは、諸基準の｢大綱化｣、｢自由化｣ないし｢弾力化｣にある。この大綱化、自由化ないし弾力化の趣旨は、一般教育と専門教育の区別を廃止し、各大学のカリキュラム改革の容易化をはかり、４年一貫教育によって学士課程教育の質を向上させようというところにある。今や専門分野別の英語のニーズが高まり、また、学外の技能英語検定試験の利・活用に関心が向けられつつあるわけだが、筆者は、20数年以上も前から｢工業英語｣学習ならびに｢工業英語能力検定試験｣（通称
One of the problems of English Education in Japan is placing great emphasis on “English for the entrance examination. ”Such English, namely “Juken－Eigo” means that it is not a language “to communicate” but an object“ to solve. ”In modern times, we live in an international society, so English has become more and more important as the second language also in Japan． In other words，English is one means of communication， therefore，people tend to put emphasis on “practical English.” Orginally，English has two phases：“skills” and“ theories.”The activities themselves by using English are important for mastering of English．But the amount of time to acquire such skills as speaking or listening is too short in the present day and Japanese English teachers tend to take much time in order to instruct in English grammar. Hence, we need to teach practical English in our college because English study is the final stage for our students. Nowadays most universities and colleges in Japan are doing educational reforms with the revision of their curricula. The radical deregulations of “Daigaku－Secchi－Kijun” made it possible for Japanese universities and colleges to revise their curricula．We can identify some tendencies of their foreign languages education curricula as follows. 1．They tend to discard the emphasis on only English and to various foreign language courses so as to register as many students as possible. 2．They tend to provide many audio－visual rooms in order to provide training in practical English as an international language. In addition, many colleges tend to employ native speakers of English. 3．They tend to place emphasis on training iｎ the skills of reading books concerning each discipline of the faculty． 4．Most universities tend to have a semester system and there are English classes two times per week and with each class lasting for 45 or 50 minutes． 5．Universities, which have diversified the method to count credits, are increasing. For example, they count some credits for extra－university language tests． Now, in the Faculty of Engineering, the curriculum emphasizes “technical English” or “English for science and technology.” I teach this “Technical English course” as “ESP” at Hiroshima Institute of Technology（HIT), Hiroshima City University and Hiroshima University．I think this course is effective for students’motivation to learn English．Therefore，I decided the goal should be to reach to the third level of the “Kogyo－Eiken test” in order to evaluate my teaching efforts. Consequently, the success of applicants for the test are vastly growing in recent years. Hence, I might say that students’ English has made remarkable progress．
Ⅰ．実用英語重視の背景 Ⅱ．大学改革と英語教育の改善 Ⅲ．外国語学習におけるモチベーションの重要性 Ⅳ．理工系の学生の実態 Ⅴ．具体的な学習到達目標の設定の必要性
