研究者詳細

教職員基本情報
氏名
Name
LOTT,Danielle ( ロット ダニエル , LOTT,Danielle )
所属
Organization
外国語教育センター外国語教育センター
職名
Academic Title
講師

学術論文
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
2015  My Duel with Daiki: One Classroom Narrative and a Brief Analysis using Concepts in Sociocultural Theory  単著   
PeerSpectives Online  , 14  , pp. 11-14  , 2015/04   

概要(Abstract)  

備考(Remarks)  

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研究発表
年度
Year
題目又はセッション名
Title or Name of Session
細目
Authorship
発表年月(日)
Date
発表学会等名称 Name, etc. of the conference at which the presentation is to be given, 主催者名称 Organizer, 掲載雑誌名等 Publishing Magazine,発行所 Publisher,巻/号 Vol./no.,頁数 Page nos.
2019  Building Rapport through Communication  単独  2019/02/05 
FLEC-EED FD Meeting  , John Howrey   

概要(Abstract)  

備考(Remarks)  

2016  Learner-Centered Instruction and Learners’ Beliefs  単独   
JALT National Conference (Nagoya)   

概要(Abstract) Should educators in Japan address what their students believe about learning?
Lightbown and Spada (2011) stated that “virtually all learners… have strong beliefs and opinions about how their instruction should be delivered” and that these beliefs “are usually based on previous learning experiences” (pp. 66-67). Beliefs about learning are likely to affect motivation, learning strategies, and learning outcomes (Shulz, 2001). For example, MEXT may push for communication in the classroom, but students may have something else in mind. Students’ attitudes toward classroom practices can even influence the courses they take, affecting educators at the tertiary level (Tse, 2000).
If it is clear that learning beliefs have such an impact, then what can be done to reconcile discrepancies between how educators want to teach and how students want to learn? Educators can attempt to address beliefs directly and indirectly in the classroom (Horwitz, 1998). However, few researchers have examined how learners’ beliefs change over a course of instruction (Tanaka & Ellis, 2003).
This presentation will report the findings of a mixed-methods study which examined the developing learning beliefs of a group of university students. Several factors which impacted the participants’ beliefs will be described. Among these factors, learner-centered instruction and exams will be discussed as two of the strongest influences on learning beliefs. Lastly, this presentation will offer implications for educators who want to address learners’ beliefs in the face of exam culture. 

備考(Remarks)  

2016  Learner-Centered Instruction: Empowering Students in the Classroom  単独   
NUFS Workshop   

概要(Abstract)  

備考(Remarks)  

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著書・学術論文に関する統計情報
年度
Academic Year
学術研究著書の件数
No. of Academic Books
学会誌・国際会議議事録等に掲載された学術論文の件数
No. of Academic Articles in Journals/Int'l Conference Papers
学内的な紀要等に掲載された学術論文の件数
No. of Academic Articles Pub'd in University Bulletins
学会受賞等の受賞件数
No. of Academic Awards Received
国際学会でのゲストスピーカーの件数
No. of Times as Guest Speaker at Int'l Academic Conferences
国際学会での研究発表の件数
No. of Presentations of Papers at Int'l Academic Conferences
国内学会でのゲストスピーカーの件数
No. of Times as Guest Speaker at National Academic Conf.
国内学会での研究発表の件数
No. of Papers Presented at National Academic Conf.
2018 
2017 
2016 
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2019/06/10 更新