@article{oai:konan-u.repo.nii.ac.jp:00000414,
 author = {中村, 耕二 and NAKAMURA, Koji},
 journal = {言語と文化, Language and Culture : The Journal of the Institute for Language and Culture},
 month = {Mar},
 note = {application/pdf, Student teachers are the future of education. Fostering a genuine apiration to become a good EFL teacher is a reflection of English Language Teaching (ELT) fot the teaching profession. Going through a learner-centered communicative and interactive classroom, student teachers can become a good EFL facilitator during a one-month Teaching Practicum (TP), making meaningful links between theory in ELT class at university and practice, as experienced on TP. This paper discusses the findings of a five-year empirical study of creating a learner-centered communicative and interactive ELT classroom for student teachers. This is part of ELT educatio for student teachers at a Japanese university, highlighting communicative tasks in the current integrated communicative approaches as key components of teacher's expertise. The study practically suggests six steps to create a learner-centered communicative classroom for student teachers. This paper also discusses the writer's ELT class for the teaching profession in practice from 2000 to 2004 on practical basis with students' feedback at Konan University, Kobe, Japan. An ultimate purpose of this study is to enable student teachers to create a learner-centered communicative and interactive classroom in their teaching practicum in the lower and upper secondary schools. Creating a learnercentered communicative and interactive ELT classroom for student teachers is an invitation to be challenged and all ELT instructors are invited.},
 pages = {1--20},
 title = {Creating a Learner-centered Communicative Classroom for Student Teachers},
 volume = {9},
 year = {2005},
 yomi = {ナカムラ, コウジ}
}