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2013  Ten Principles to Guide Researching Your Own Classroom  単著   
2013 Pan-SIG Proceedings  , JALT  , 19-27  , 2013   

概要(Abstract) For language teachers with little experience doing classroom research, beginning a research project can seem a somewhat daunting endeavour. What to focus on, how to define terms, how to collect data, and how to determine the research findings can all seem like huge tasks, each intimidating in its own way. Unfortunately, there is no universal “research road map” that shows exactly how to do a research project. This is because classroom research is not a set of mechanical steps to be blindly followed but rather a series of decisions guided by basic research principles. Knowing these principles will help you complete research projects more quickly and effectively and also help you create stronger research findings that are key to getting your research published. This paper describes ten essential principles of research, each one illustrated with examples from classroom research. 

備考(Remarks) Plenary Presentation 

2012  Scaffolding Students' Initial Self-Access Language Centre Experiences  共著  ISSN 2185-3762 
Studies in Self-Access Learning Journal  , 神田外国語大学  , 3/3  , 237-253  , 2012/09   

概要(Abstract) As the number of self-access language centres (SALCs) in Japanese universities continues to grow, so too does the challenge of successfully introducing them to first-year university students, whose initial experiences of self-access language learning may otherwise be confusing and even unsettling. One approach is to carefully scaffold students’ first SALC encounters by connecting them with their classroom learning experiences. This paper discusses one such approach developed at a private university in central Japan, which was based upon a two-stage ‘push-pull’ ‘materials-light, people-focused’ strategy. Teachers initially ‘pushed’ their students to visit the SALC by giving them speaking ‘homework’ to be done there. The SALC then also offered interesting interactive events designed to ‘pull’ learners to continue to come. These push-pull activities could be done with few or no materials, and emphasized interaction with people rather than materials. This two-stage, push-pull strategy served as a bridge between the language classroom and a SALC, helping learners make the first steps in their transition from being a ‘classroom English learner’ to becoming a ‘SALC English user’.  

備考(Remarks)  

2011  Teachers' Impact on Students' Extensive Reading Behavior  単著  ISSN 2165-4239 
Extensive Reading World Congress Proceedings  , Japan Association for Language Teaching  , 1  , 105-108  , 2012/02   

概要(Abstract) In our experience, students usually do extensive reading independently, and more often than not outside the classroom. Given that, do we teachers have an impact on our students’ understanding of extensive reading, and how they actually read? In this paper, we present two case studies to illustrate that in fact we do, and very profoundly. The implication is that we as teachers must carefully consider how we present extensive reading to students, and how we guide them through their initial extensive reading experiences. This is to help our students develop a deeper understanding of what extensive reading is, and why it is effective – and in doing so, motivate our students to read more. 

備考(Remarks)  

2009  Introduction  その他   
Qualitative Research in Applied Linguistics: A Practical Introduction  , Palgrave Macmillan  , 3-24  , 2009/07   

概要(Abstract) Provided an overview of qualitative research methods in applied linguistics 

備考(Remarks) Provided an overview of qualitative research methods in applied linguistics 

2008  Outside Class Extensive Listening: Spring Semester Student Reflections  共著   
Academia  , Nanzan University  , 83  , 255-271  , 2008/01   

概要(Abstract) Provided an explanation of the Pache research about extensive reading 

備考(Remarks)  

2007  Outside Class Extensive Listening: Spring Semester Student Reflections  共著   
Academia  , Nanzan University  , 83  , 255-271  , 2008/01   

概要(Abstract) Extensive listening is starting to be offered in English language programs in Japanese universities. However, there is still little published research exploring how students actually do extensive listening, and what they think about it. This paper attempts to fill that gap. Almost one hundred students in a Japanese university freshman English listening program took a 45-minute extensive listening class once a week for one 12-week semester. At the end of that semester, students completed a short open-response questionnaire. The paper concludes with an exploration of the implications for the extensive listening program. 

備考(Remarks) This study was conducted with the generous support of a Nanzan University Pache I-A grant. 

2007  Teacher-directed peer observations: "looking with" not "looking at"  単著   
Learning Learning  , JALT Learner Development SIG  , 14  , 31-39  , 2007/10   

概要(Abstract) In the last couple of issues of Learning Learning, Neil Cowie (2006) showed how beneficial professional communities are to teacher development, and Alison Stewart (2007) explored how teachers define effective teacher development communities. To continue this professional development thread, I’d like to introduce ‘teacher-directed reciprocal peer observations’, illustrating one way you could work with another teacher to improve your teaching practice in your own context as well as foster the growth of teacher development communities.

I have titled this process ‘teacher-directed reciprocal peer observations’ for three reasons. Firstly, working backwards, peer observation indicates the process (teachers observing each other in their classrooms as they teach), the participants in the process (teachers who are ‘peers’), and the purpose of the process (not for supervision or employment decisions but for professional growth). Secondly, this process is reciprocal because the two teachers visit each other’s classrooms; each is both a ‘teacher’ and ‘observer’. Thirdly, the process is teacher-directed because throughout the process, the observer focuses on what the teacher directs them to, not what the observer chooses to. I will refer to this process as ‘peer observations,’ and use ‘he’ to refer to the teacher role, ‘she’ to the observer role, and call them ‘peer observation partners’. 

備考(Remarks) This research grew out of a course I participated in at SIT with Jack Millet and Tessa Woodward. I have also presented on this topic at Kobe JALT and Nagoya JALT chapter meetings. It has also informed the way that I have done peer observations here at Nanzan Seto. 

2006  Peer Teaching for a Change: It's in Your Hands  共著   
More Autonomy You Ask  , JALT Learner Development SIG  , 97-110  , 2006/10   

概要(Abstract) In this paper, we will share our experience of the handing over and taking over of peer-teaching and consequent development of autonomy by our students via our insights and our students’ own written reflections. First we will situate the background to our experience of peer-teaching in narrative form. Then we will examine some of the key theoretical principles behind peer-teaching and its’ relationship to autonomy. Next we will share our approach to the process of setting-up and conducting peer-teaching lessons. Finally, we will explore the payback, or key insights, gained from this experience through our own and student’s perspectives in order to ascertain the extent to which students developed greater autonomy. 

備考(Remarks) Part of the activities of the JALT Learner Development SIG. 

2005  Making the First Connection: English Language Learning in the Faculty of Policy Studies  単著   
Academia  , Nanzan University  , 78  , 69-77  , 2005/06   

概要(Abstract) The Faculty of Policy Studies offers an intensive English program, reflecting the need for policy makers in all fields to be able to communicate with their peers in other countries. This paper explores the skills future policy makers need, then points out their links with three of the four Nanzan English Program At Seto (NEPAS) program-wide goals: content-focused teaching, communicative English, and independent learning. 

備考(Remarks)  

2004  Hey, listen to this! Extensive Listening in the Nanzan English Program At Seto  単著   
Academia  , Nanzan University  , 77  , 303-313  , 2005/01   

概要(Abstract) Explores how extensive listening fits into the NEPAS program, and is consistent with NEPAS program goals 

備考(Remarks) Pache I-A-2 grant 

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