研究者詳細

学術論文
分割表示   全件表示 >>

37 件中 1 - 10 件目

年度
Year
論文題目名
Title of the articles
共著区分
Collaboration
   Classification
NeoCILIUS
   請求番号/資料ID
Request No
掲載誌名 Journal name,出版機関名 Publishing organization,巻/号 Vol./no.,頁数 Page nos.,発行年月(日) Date
2018  Exploring Japanese high school English teacher perspectives on active learning  共著   
Academia (Literature and Language)  , Nanzan University  , 104  , x-y  , 2018/06   

概要(Abstract) Periodically, the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) revises the courses of study for each level of education – primary, junior high school, and high school. From 2022, the revised course of study for high schools will take effect. One of its significant features is the adoption of an active learning approach. This present study investigates how Japanese high school teachers of English feel about active learning and what training they would like to receive. A 51-item online questionnaire was answered by 65 teachers from one prefecture in central Japan. Almost all of these teachers had positive attitudes towards an active learning approach, felt that they would be able to implement that approach in their classrooms, and wanted to learn more about active learning. Two problems were the lack of computers, screens and projectors in classrooms, and teachers not being sure how to assess active learning tasks and activities.  

備考(Remarks)  

2017  Local university students supporting Japanese students’ fieldwork in Thailand: Learning opportunities, motivation changes, and identity shifts  共著   
Academia (Social Sciences)  , Nanzan University  , 14  , 63-85  , 2018/01   

概要(Abstract)
On some short-term university study abroad programs, host universities provide local students to help visiting students with their language learning and fieldwork. Previous research focused on the learning processes and outcomes of visiting students; however, this case study seeks to understand the experiences of the local students. In the summer of 2017, 25 local Thai students assisted 24 visiting Japanese university students to learn Thai and conduct fieldwork in northeast Thailand. At the end of the program, the Thai students completed an extensive written questionnaire. Results indicate that the local Thai students improved their Japanese language proficiency and learned a great deal about Japanese culture. This lead to some identity shifts, as they began to adopt Japanese ways of being, doing, and thinking. Greater language proficiency and a deeper cultural understanding improved their confidence and motivation to interact in Japanese, and spurred some to want to study harder. The local Thai students did become much more interested in travelling in Japan, but only moderately more interested in studying and living there. Both dispatching and hosting universities have an obligation to consider how to maximize learning opportunities not only for visiting students but also for local students as well. 

備考(Remarks)  

2017  Active learning in the Japanese high school English classroom: How far have teachers already come?   共著   
Academia (Literature and Language)  , Nanzan University  , 103  , 63-77  , 2018/01   

概要(Abstract) Under the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) new course of study, Japanese high school teachers will adopt an active learning approach from 2022. To help teacher educators and trainers prepare Japanese high school teachers for this shift, this study sought to understand how familiar Japanese high school teachers of English are with active learning and what active learning tasks and activities they are already doing. A 51-item online questionnaire was answered by 65 teachers from one mostly rural prefecture in central Japan. Many of the teachers felt that they understood the principles of active learning, and were already doing active learning tasks and activities in their classes. 

備考(Remarks)  

2017  Positionality: Three perspectives on the experiences of Japanese students on a short-term study abroad program in Thailand  単著   
Academia (Literature and Language)  , Nanzan University  , 103  , 193-220  , 2018/01   

概要(Abstract) This study aimed to uncover both the particular experiences and to explore the specific aspects within those experiences that 24 student participants in the 2017 Nanzan Asia Program (herein: Thai NAP) deemed most meaningful during their four-week sojourn in Thailand. To that end, three different researchers applied their own lens using three different qualitative methods to analyze written reflections taken from a post-program survey that was given to these students. Accordingly, one researcher used a top-down approach applying Bennett’s (1993) Developmental Model of Intercultural Sensitivity (DMIS). Another researcher used a bottom-up, grounded theory approach that led to the development of four themes that played an important role in students’ experiences. Finally, a third researcher used a bottom-up holistic approach to identify five main steps that the students passed through during the program. Findings from each researcher are discussed within their respective sections and a final group analysis is then offered. It was concluded that using a reflexive approach can provide a deeper understanding of the ways that students constructed meaning during Thai NAP. Suggestions for future research are shared at the end of the paper. 

備考(Remarks)  

2017  Dorm life for exchange students: Language desert or language oasis?  共著   
Bulletin of the Center for Japanese Studies  , Nanzan University  , 1  , 1-20  , 2018/01   

概要(Abstract) There is often an expectation that short-term exchange students living in international dormitories at Japanese universities who are English native speakers will have few opportunities to speak much Japanese, instead tending to use English with each other and their Japanese dorm mates. This paper challenges this belief, presenting a case study of one Australian short-term exchange student, Penny, who developed a Japanese language social network at her small international dorm centered around two of her dorm mates, one Japanese and one Swedish. Based upon data from a detailed daily language diary, in her tenth week in Japan Penny interacted in Japanese outside class for about 24 hours over seven days. She spent almost all that time with her two dorm mates, about ten hours chatting at the dorm itself, on average about an hour and a half each day, and another thirteen hours outside the dorm at a restaurant on Saturday and on a trip on Sunday. For relatively shy students like Penny, dorm mates can be absolutely crucial in providing sufficient opportunities to interact in Japanese during their study abroad experience. For them, the dorm is their oasis – a safe, reassuring space where they can use Japanese every day. 

備考(Remarks)  

2017  Defining active learning: From the perspective of Japanese high school teachers of English  共著   
朝日大学一般教育紀要  , Asahi University  , 42  , 65-79  , 2017/12   

概要(Abstract) There is increasing interest in Japan in using active learning approaches in classrooms at all levels of education, from primary school to university. A number of books have been published in Japan advocating the use of an active learning approach and illustrating how to apply it to classrooms across all levels of education and a range of subjects. Consequently, a plethora of definitions of active learning have also developed. In the academic literature, active learning is a multi-dimensional concept comprised of six themes: active, interactive, cognitively engaging, emotionally involving, individualized, and independent learning. Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) documents primarily emphasise the first three (主体的・対話的で深い学び). The definitions of active learning provided by sixty-five Japanese high school teachers of English also mostly focused upon the active and interactive dimensions of active learning, and its cognitive dimensions to a lesser extent. The main implications are that teacher trainers need to not only illustrate how to introduce active learning into the high school classroom but also provide more substantial definitions of active learning. 

備考(Remarks)  

2017  Supporting Japanese students’ fieldwork in Thailand: Perspectives of local student volunteers  共著   
Academia (Social Sciences)  , Nanzan University  , 13  , 73-85  , 2017/06   

概要(Abstract) Participating in a short-term fieldwork program in a foreign country can provide university students majoring in social studies with an important opportunity to experience first-hand another culture and to learn the basic steps in doing fieldwork. Many of these programs are hosted by local universities, which often provide local student volunteers to assist the visiting student-researchers with their fieldwork. Many studies have been published which explore the experiences of the visiting student- researchers; very few studies have been done which seek to understand the perspectives of the local students. This study seeks to fill this gap. Each year, as part of the Nanzan Asia Program (NAP), about twenty second-year Japanese students from the Faculty of Policy Studies go to Khon Kaen University (KKU) in northeast Thailand for a four- week fieldwork program. In the summer of 2016, 24 Nanzan University students participated in the program, assisted by 25 KKU students. At the end of the program, these local students completed an extensive questionnaire which asked for their perspectives on the Thailand NAP program. This paper reports the KKU students’ positive experiences, the problems they met, and how they felt Thailand NAP could be improved. 

備考(Remarks)  

2016  Exchange students creating target language social networks in international dormitories during short-term study abroad sojourns  共著   
国際教育センター  , 南山大学  , 17  , pp. 1-26  , 2017/03   

概要(Abstract) During short-term study abroad language programs, exchange students actively search for opportunities to use the target language but often find it difficult to enter existing host national social networks. This paper reports on a case study of two female foreign exchange students, one eastern European and the other southeast Asian, studying at a Japanese private university, who created target language social networks in the international dormitory where they were staying. The two participants were asked to keep a language diary for one week, detailing where, with whom, and about what they spoke in Japanese outside the language classroom. Both participants also completed a short questionnaire and were interviewed in person. Results showed that their main interlocutors were not only host national (Japanese) students but also other foreign students sharing their dormitories; also, these dormitory-based social networks facilitated the development of language skills and also provided significant cultural, emotional, and social support. This paper is in response to the numerous calls for more detailed, qualitative accounts exploring the experiences of exchange students while they are on their sojourn abroad, particularly of under-represented groups such as European and Asian women studying in Japan, and in under-researched spaces such as international dormitories. 

備考(Remarks)  

2015  Using individual and interactive activities to initially scaffold extensive reading at a Japanese university  共著  ISSN 2384-9045 
AGON (Revista Internationzale di Studi Culturali, Linguistici e Letterari  , Universita degli Studi di Messina, Italia  , 3 (7)  , pp. 128-159  , 2016/03   

概要(Abstract) This paper provides a glimpse into a Japanese university’s English language classroom. It explores a challenge that many language instructors there face – how to help non-language majors begin extensive reading. It questions the usual expectation that students are able to read graded readers proficiently and independently from the beginning. Rather, it proposes an alternative approach, scaffolding students through their initial extensive reading experiences using individual reading and writing tasks and interactive speaking activities. These activities help students meet five challenges that many less-experienced readers face when beginning to read fiction, particularly narrative: how to understand tenses, discourse markers, new vocabulary, reported speech, and pronouns. Using a questionnaire, teacher diaries and student writing, Japanese university non-English major students’ perceptions of this scaffolded approach were investigated in this pilot study. Students (n=41) felt that this alternative approach helped them address the five reading challenges. The paper concludes with some suggestions for further ways to improve this approach. 

備考(Remarks)  

2014  Book Review, Language Teaching Research and Language Pedagogy  単著   
JALT Journal  , Japan Association for Language Teaching  , 36(2)  , 226-229  , 2014/11   

概要(Abstract) This is a book review of Rod Ellis's book, Language Teaching Research and Language Pedagogy, published in 2012 by Wiley-Blackwell. 

備考(Remarks)  

Page: [<<PREV] [1] [2] [3] [4] [NEXT>>]