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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  Positionality: Three perspectives on the experiences of Japanese students on a short-term study abroad program in Thailand  共著   
Academia  , Nanzan University  , 103  , 193-220  , 2018/2   

概要(Abstract)  

備考(Remarks) Written with Robert Croker, Mina Hirano, and Brad Deacon 

2018  Intercultural competence in pre-study abroad participants: Exploring intercultural attitudes, knowledge and ideas about intercultural communication prior to a sojourn  共著   
Academia  , Nanzan University  , 103  , 269-280  , 2018/02   

概要(Abstract)  

備考(Remarks) Written with Takehiro Sato 

2017  Transformational Pre-Study Abroad Preparation  共著   
SIETAR Japan Annual Newsletter Spring 2017  , SIETAR Japan  , 2017/05   

概要(Abstract)  

備考(Remarks) Written with Takehiro Sato 

2017  Peer-Led Study-Abroad Preparation  未設定   
KOTESOL Proceedings 2016  , Korea TESOL  , 2017/ 12   

概要(Abstract)  

備考(Remarks) Written with Takehiro Sato 

2016  Self-Selected Topics vs. Teacher-Selected Topics: The Impact on Writing Fluency  共著   
Korea TESOL Journal  , Korea TESOL  , 12/2  , 47-64  , 2016/12   

概要(Abstract) This mixed-methods study monitored the impact of topic selection on
writing fluency in the Japanese EFL classroom. Bonzo’s (2008)
study investigated second language learners’ writing in German. This
is a partial-replication of Bonzo’s study. Ninety-seven Japanese
university students participated in six 10-minute writings sessions;
three were free-writing sessions and three were teacher-assigned
sessions. This study confirmed Bonzo’s findings that writing fluency
increases when students are allowed to choose their own topics.
Moreover, this study aimed to provide insight on the participants’
attitudes to wards free-writing and teacher-assigned sessions.  

備考(Remarks) Written with Paul Crane 

2016  Self-assessment of intercultural communicative competence  未設定   
Focus on the Learner  , JALT  , 499-505  , 2016/08   

概要(Abstract) Developing and assessing intercultural communicative competence (ICC) is a complex endeavor due to the variety of components involved. Byram (1997) described ICC as the attitudes, knowledge, and skills for communicating effectively and appropriately across cultures in a foreign language. In this qualitative study, researchers examined students’ perspectives about the self-assessment of ICC using one of Byram’s (2000) formats for self-assessment of intercultural experience. The perspectives from two 1st-year, non-English majors were monitored as they reflected on their own assessments of the cultural experiences they had during a 4-week study abroad experience in Australia. Findings from this study suggest the participants were able to begin to monitor their intercultural experiences and identify the short-term and long-term benefits of self-assessing intercultural experiences. It is hoped that the results of this study will lead teachers and administrators to include more opportunities for study-abroad participants to engage in self-assessment of ICC.

教室における異文化間コミュニケーション能力(ICC)を評価することは難しい。様々な用語、定義、評価モデルが存在する点、また、有名な評価モデルは、欧米諸国の運営者側を対象としている点がその理由であり、外国語を教える授業者や、その生徒を対象としたモデルは存在しなかった。バイラムは、2000年に外国語を学ぶ生徒を対象としたICCを評価するモデルを発表した。 本研究は、質的研究である。大学1年生二名(非英語専攻)が、4週間のオーストラリアでの経験を振り返り、バイラムモデルを用いて異文化での経験を自己評価し、その見解をまとめた。本研究で、生徒は自分でICCを評価することができること、また、自己評価を通して、短期的、長期的に見た良い点を見出すことができることが分かった。今後、更に多くの生徒を対象にこの研究を進めることで、外国での経験をより理解し、それぞれの必要性や目標に合わせた自己評価が可能になるだろう。 

備考(Remarks)  

2015  Study abroad program assessment through social networking sites.   未設定   
KOTESOL Proceedings 2014  , Korea TESOL  , 161-170  , 2015/12   

概要(Abstract) Understanding how to assess and improve overseas programs is a vital concern for administrators and instructors. Narratives of critical incidents from students can reveal intercultural experiences and facilitate improvement for future programs. Despite the popularity of social networking sites (SNS), little is known about how students use this technology to create a narrative of their experience during their sojourn. Information is needed on SNS usage to assess study-abroad programs and intercultural communicative competence. Based on a one-month study, this paper offers a glimpse at how the activity of study-abroad participants on SNS can, to a limited extent, disclose intercultural experience based on Byram’s (2000) self-assessment model and identifies issues to be addressed to improve study-abroad programs. Findings will bring attention to issues to be addressed to improve the experience of students, administrators, and host families. Additionally, advantages and limitations of SNS during sojourns abroad will be highlighted. 

備考(Remarks)  

2015  Report on Marlene Scardamalia’s lecture.   単著   
An Enquiry into English Writing Centers in Japan for the Project of “Constructing an English Writing Center for Japanese Students  , Nagoya University of Foreign Studies  , 128-130  , 2015/03   

概要(Abstract)  

備考(Remarks)  

2014  Returnee and non-returnee narratives for intercultural understanding  未設定   
KOTESOL Proceedings 2013  , 205-215  , 2014/12   

概要(Abstract)  

備考(Remarks)  

2013  Classroom development of intercultural competence  未設定   
JALT 2012 Proceedings  , JALT  , 119-129  , 2013   

概要(Abstract)  

備考(Remarks)  

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