研究者詳細

教職員基本情報
氏名
Name
SAKAMOTO,Fern ( サカモト ファーン , SAKAMOTO,Fern )
所属
Organization
外国語学部英米学科
職名
Academic Title
講師
専攻分野
Area of specialization

English language teaching (especially EAP and EFL materials design)
Intercultural communicative competence
Global competence

学会活動
Academic societies

Society for Intercultural Training Education and Research (SIETAR)
Japan Association for Language Teaching (JALT)
Asia TEFL
Language Education and Research Network (LEARN)
ICC Global

社会活動
Community services

JALT PCP reviewer 2017, 2018
SIETAR Japan national newsletter editor 2019-
SIETAR Japan Chubu Chapter Secretary 2019-

著書・学術論文数
No. of books/academic articles
総数 total number (10)
著書数 books (0)
学術論文数 articles (10)

出身学校
学校名
Univ.
卒業年月(日)
Date of Graduation
卒業区分
Graduation
   Classification2
The Australian National University 2001年02月  卒業 
The Australian National University 2001年02月  卒業 
詳細表示
出身大学院
大学院名
Grad. School
修了課程
Courses
   Completed
修了年月(日)
Date of Completion
修了区分
Completion
   Classification
Macquarie University 修士課程  2007年04月  修了 
Macquarie University言語科学研究科Intercultural Communication 博士前期課程    その他 
詳細表示
取得学位
     
学位区分
Degree
   Classification
取得学位名
Degree name
学位論文名
Title of Thesis
学位授与機関
Organization
   Conferring the Degree
取得年月(日)
Date of Acquisition
修士 M. Applied Linguistics (TESOL)  Teaching English to Speakers of Other Languages  Macquarie University  2007年04月01日 
学士 B. Asian Studies (Japanese, Asian Literature)    The Australian National University  2001年02月28日 
学士 B. Science (Chemistry)    The Australian National University  2001年02月28日 
詳細表示
研究経歴
長期研究/短期研究
Long or Short
   Term research
研究課題名
Research Topic
長期研究  ICC in EMI Courses 

概要(Abstract) This project investigates ways to develop students' intercultural communication competence through an EMI course while accommodating different language proficiency levels. It is an ongoing action research project. 

長期研究  Global communication competence and foreign-language learning in Japan 

概要(Abstract) I am interested in exploring the role of foreign-language (FL) education in the development of globally competent university graduates in Japan. Specifically, I would like to find out:
1. What skills, knowledge, attitudes or qualities are considered necessary in order to be an effective global communicator.
2. Which of the elements identified in Question 1 Japanese FL learners find difficult and why.
3. How FL educators can effectively help FL learners to become better global communicators.
To investigate these questions I am carrying out a three-stage study:
Stage 1: Use a questionnaire to collect opinions related to questions 1 and 2 from a variety of stakeholders and experts.
Stage 2: Carry out a Delphi Study to arrive at consensual answers to research questions 1 and 2.
Stage 3: Examine pedagogical approaches designed to help FL learners overcome the difficulties highlighted in Question 2 and develop the desirable elements identified in Question 1.  

長期研究  Global Communicative Competence in Japanese University English Classes 

概要(Abstract) Language learners in today's global society need not only linguistic skills, but also the ability to deal with cultural differences. Through this project the researcher seeks to:
1. Investigate GCC: its components and how it is taught in foreign language classes worldwide.
2. Design and implement projects targeting development of GCC in a Japanese university English course.
3. Examine the effectiveness of a project-based approach to cultivating GCC. 

短期研究  Cultivating GCC in an Academic English Course 

概要(Abstract) The researcher is investigating ways to cultivate global communicative competence in learners in an Academic English course, with particular attention to the use of project-based learning and flipped classrooms. 

詳細表示
著書
年度
Year
著書名
Title of the books
著書形態
Form of Book
NeoCILIUS
   請求番号/資料ID
Request No
出版機関名 Publishing organization,判型 Book Size,頁数 No. of pp.,発行年月(日) Date
2019  Perspectives on English Language Education in Japan Volume 2  共著   
KY  , A5  , 239 p.  , 2019   

概要(Abstract) This collection of papers represents the research of nine authors who are actively involved in trying to understand and improve English language education (ELE) in Japan.  

備考(Remarks) Chapter 2 

詳細表示
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
2019  Fostering intercultural communicative competence in an English for academic purposes course  単著   
Interdisciplinary pedagogical approaches to intercultural competence development  , Cambridge Scholars Publishing  , in press   

概要(Abstract) Effective communication in a second language requires intercultural communicative competence (ICC), defined by Byram (1997) as the ability to communicate effectively across cultural boundaries in a foreign language (FL). In Japan, the past ten years have seen a push for FL educators to produce graduates who are competent global communicators, and several “global” projects have been launched by the government towards this end. There remains however, little guidance for FL educators in Japan as to how to best cultivate ICC in students. I conducted an action research study that explored ways to facilitate ICC development in the FL classroom. I developed a first-year university English for Academic Purposes (EAP) course based on the Intercultural Language Learning (IcLL) Framework suggested by Richards et al. (2011). In the course I avoided “teaching culture” and focused instead on developing attitudinal aspects of ICC such as empathy and awareness. I carried out a qualitative classroom-based study over the course of one university term using an action inquiry methodology to examine my own educational practice and student responses to the course. I kept a reflective diary and analyzed it together with student classwork, interview data, and survey responses, using the K-J Method to allow categories to emerge from the data. Through this study I sought to identify successful strategies for cultivating ICC in the FL classroom. In this chapter I discuss my own observations and student reactions to the course and end with broad recommendations for FL educators seeking to cultivate ICC in learners.  

備考(Remarks) Book chapter 

2018  Innovations in EAP material design  共著   
OnCUE Journal [Special Conference Issue]  , CUE SIG, JALT  , 11/2  , 108-115  , 2018/12   

概要(Abstract) This paper outlines the design, development, and implementation of a first-year academic English course at a Japanese university with a focus on designing materials that encourage active learning through project-based learning (PBL). The authors explicate the process of course design and material creation designed to incorporate academic genres into communicative tasks. This paper should be of interest to educators who are involved in curriculum design, course design, and material creation. 

備考(Remarks) ISSN 1882-0220 

2018  Anxiety and intercultural communication competence in foreign language education in Japan  単著   
AGON International Review of Cultural, Linguistic and Literary Studies  , University of Messina  , 9(17)  , 39-61  , 2018/08   

概要(Abstract) This paper presents a narrative review of selected studies related to intercultural communication competence (ICC), foreign language (FL) learning, and anxiety. The objective is to examine the role that anxiety plays in the development of ICC in FL learners in Japan. The author first overviews the state of ICC scholarship and its relevance to the Japanese context. She then looks at the impact of anxiety on ICC development, and examines studies in FL education and behavioral science to investigate the prevalence of anxiety in Japan, and its possible causes. The paper ends with a consideration of the pedagogical implications for FL educators in Japan. 

備考(Remarks) http://agon.unime.it/files/2018/08/S0902.pdf 

2018  Facilitating learner autonomy in university English classes: Student-led discussions  単著   
Academia  , Nanzan University  , No.103  , 2018/01   

概要(Abstract) Autonomous learning has long been recognised as beneficial for language learners, but some question its suitability in Japan where teachers have traditionally been seen as responsible for managing student-learning. The Japanese government has recognised the need to cultivate foreign language learners who are independent and able to think critically, but has provided little guidance to teachers about how to foster those qualities in students. The author sought to incorporate increased student autonomy into an existing university English class syllabus. Students prepared and led a peer-discussion on a topic of their own choice. Feedback after the discussions showed that many of the students were not satisfied with their personal performances and wanted more explicit guidance from the teacher, but ultimately enjoyed the activity and thought that it was beneficial. All students were able to exercise autonomy and complete the activity. Although autonomy in a Japanese classroom may find its expression in a different way to Western ideas of autonomy, it is nonetheless an appropriate and attainable goal. 

備考(Remarks)  

2018  Active learning: Designing an academic English course  共著   
Academia  , Nanzan University  , No.103  , 2018/01   

概要(Abstract) Teachers often struggle to bring a communicative approach to the English for Academic Purposes (EAP) classroom, yet the fundamental goal of EAP is to cultivate in students the communicative skills they need to study in an English-medium university environment. Curriculum design and course development are essential elements of a successful academic English program. This paper outlines the design, development, and implementation of a 1st-year academic English course at a Japanese university, with a focus on designing materials that encourage active learning. The authors explicate the process of course design from its inception to its implementation and reflective refinement, weaving in the thoughts of the curriculum designer together with those of the teachers responsible for creating the instructional material and teaching the course. The paper concludes with some recommendations for educators who are involved in curriculum development, course design, and material creation. 

備考(Remarks)  

2018  Global communicative competence in Japan: Learner needs and pedagogical implications  単著   
Proceedings of the 9th International Conference on Language, Education, and Innovation  , ICSAI  , pp. 14-24  , 2018/01   

概要(Abstract) Globalisation and advancements in communication technologies have brought about a dramatic increase in the frequency and complexity of intercultural interactions. In addition to language skills, language learners today also need the ability to deal with cultural differences. This has implications for language learners and teachers. In Japan, the government has in recent years implemented several nationwide "global" projects aimed at reforming the higher education system, and at cultivating in learners the skills necessary to become effective global communicators. While intercultural communication competence (ICC) has been widely researched and discussed over the past thirty years, global communication competence (GCC) remains relatively unexplored in foreign language learning circles. In order to establish effective pedagogies for GCC in foreign language classrooms, it is important to first characterize its component skills or attitudes and consider how those compare with student needs. The researcher undertook a preliminary study (qualitative survey; n=23) to investigate learner ideas and needs related to GCC. Participant responses were coded according to Byram's 1997 model for ICC. Findings showed that participants believed attitudinal factors to be of primary importance in the development of GCC. In addition, several learners identified aspects of ICC development that lay outside the scope of Byram's ICC model. These included issues of language anxiety, confidence and a focus on linguistic accuracy at the expense of communicating meaning. The researcher will discuss student responses, their correlation with Byram's model for ICC, and pedagogical implications for foreign language educators in Japan. 

備考(Remarks)  

2017  Project-Based Learning for Global Communicative Competence  共著   
P. Clements, A. Krause, & H. Brown (Eds.), Transformation in language education  , JALT  , pp. 297-306  , 2017/08   

概要(Abstract) The authors implemented a project-based university course aimed at developing students’ global communicative competence through a collaborative project with local businesses. Students worked in teams to interview a business and create promotional articles in a variety of languages for different target audiences. This paper outlines the project and uses student survey responses to examine its effectiveness in fostering global communicative competence.
 

備考(Remarks)  

2015  Teaching intercultural competence: More than just culture  単著   
JALT2014 Conference Proceedings   , JALT  , 2015/08   

概要(Abstract) The researcher examines what global communicative competence entails and why intercultural competence is important, and proposes an “inside-out” approach to English education. The paper describes a Japanese university course based on the inside-out approach and specific tasks and methods employed to foster intercultural competence. 

備考(Remarks)  

2015  Taking the Language Classroom into the Real World  単著   
Aichi Prefectural University Language Education Research Institute Annual Proceedings  , Aichi Prefectural University  , 7  , 141-148  , 2015/03   

概要(Abstract) Collaborative projects that link the classroom with the wider world foster autonomous learning and enable students to use their language skills for genuine communication. This paper details three such projects implemented by the researcher in her classes and looks at the benefits and challenges of communicative projects in the language classroom. 

備考(Remarks)  

2015  専攻言語・第2外国語 における外国語到達目 標とCan-doリスト作成 に向けて  共著   
ことばの世界 : 愛知県立大学高等言語教育研究所年報  , 愛知県立大学  , 7  , 97-105  , 2015/03   

概要(Abstract)  

備考(Remarks) A report detailing the activities of a working group towards establishing language-specific learning goals. Researchers discuss the rationale behind the objectives, approach taken in their construction and future plans to use the goals in development of can-do statements and a student e-portfolio tool. 

詳細表示
その他研究業績
年度
Year
題名等
Titles
カテゴリ
Category
細目
Authorship
掲載雑誌名等 Publishing Magazine,発行所 Publisher,巻/号 Vol./no.,頁数 Page nos.,発行年月(日) Date
2014  e-portfolio WG 2013 年度報告書  調査報告  共著 
愛知県立大学グローバル人材育成推進室   

概要(Abstract) A report outlining work on a project to formulate achievement goals for five language majors and minors. The researchers used the CEFR as a starting point and expressed the goals in terms of what students should be able to do with language. 

備考(Remarks)  

詳細表示
学術関係受賞
年度
Year
受賞学術賞名
Name of award
受賞対象となった研究/業績/活動等
Activity for which award given
受賞年月(日)
Date
授与機関
Award presenter
2017  異文化コミュニケーション学会年次大会賞  研究発表「English Language Learner Perceptions of Global Communicative Competence」(第32回異文化コミュニケーション学会年次大会2017年10月7日発表  2017年10月08日 
SIETAR 

備考(Remarks)  

詳細表示
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  East meets West  単独  2019/11/17 
International Communication and Community Development Conference  , Notre Dame Seishin University   

概要(Abstract)  

備考(Remarks)  

2019  Global competence needs of foreign-language learners in Japan  単独  2019/11/09 
SIETAR Annual Conference  , SIETAR Japan   

概要(Abstract) The literature claims that effective education for intercultural competence is process-oriented, experiential, collaborative and student-centered. The presenter proposes that these pedagogical approaches may also be an effective way to manage disparate student language proficiencies and personal histories, and that they can be implemented even in large class groups. The presenter launched an EMI (English Medium Instruction) course in intercultural competence in 2018 that incorporates process-oriented, experiential, collaborative and student-centered approaches. In this presentation she elaborated on implementation of the course in a Japanese University and provided examples of specific activities used. Student reflections were interwoven throughout the presentation to offer some insight into their IC journey through the course.  

備考(Remarks)  

2019  Global citizenship through EAP  共同  2019/11/02 
45th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition  , JALT   

概要(Abstract)  

備考(Remarks)  

2019  Fostering critical thinking and digital literacy skills in a Japanese university academic English course  共同  2019/09/21 
JALT CUE & BizCom ESP  , JALT   

概要(Abstract) It is essential in our hyper-connected, globalized world that twenty-first century English language learners (ELLs) are able to adequately process the digital content they receive and scrutinize it with a critical eye. Unfortunately, many commercially produced English language teaching resources are often saturated with predictable exercises and neoliberal ideas that do little to enhance ELLs’ critical thinking abilities. The presenters were cognizant of this reality and thus created customized content for a Japanese university academic English course which fostered first-year students’ critical thinking, digital literacy, autonomous learning, and presentation skills. An active learning environment was established through a project-based and ‘flipped classroom’ approach. This presentation started with a brief overview of the instructional materials that were created for the course. The data gathered from this action research project challenges the deeply entrenched notion that Japanese students are either uninterested or unable to discuss ‘deeper’ topics in their English language classes. The presentation concluded with several practical strategies for educators to integrate criticality and digital literacy into their own instructional contexts. 

備考(Remarks)  

2019  An intercultural competence-oriented approach to EAP  単独  2019/06/26 
AsiaTEFL International Conference  , AsiaTEFL   

概要(Abstract) Intercultural communicative competence (ICC) has become a central aim of foreign language (FL) education. Government policy in Japan advocates the integration of intercultural education into FL study, but there is a lack of literature documenting effective pedagogies for ICC development in Japanese contexts. Seeking to address this deficit, the researcher conducted an action research study that explored ways to facilitate the development of ICC in an academic English program at a Japanese university. Taking an approach suggested by Richards, Heather, Conway, Roskvist and Harvey (2011) in their Intercultural Language Learning (IcLL) Framework, she implemented an opportunity-oriented module which emphasized self-discovery rather than explicitly “teaching culture.” Data collection methods included a reflective diary, interviews with students, and student self-evaluation tasks. In this presentation, the researcher briefly described the module content and pedagogy, discussed the efficacy of the approach, and ended with broad recommendations for education practitioners seeking to cultivate ICC in FL learners. 

備考(Remarks)  

2019  Fostering ICC in EMI Courses  単独  2019/05/18 
PanSIG  , JALT   

概要(Abstract) Globalization is leading to an increasingly interconnected world, and there is a worldwide push for universities to produce globally competent graduates who are capable of effective intercultural communication. The Japanese government has introduced various "global" projects that support the growth of EMI (English Medium Instruction) programs, in the hopes of (a) encouraging more international students to study in Japanese universities, and (b) producing more home-grown globally competent graduates. In teaching EMI courses in Japan, teachers often face the dilemma of how to teach classes with students who have low English proficiency. In 2018, the presenter launched a new EMI course about intercultural communication competence (ICC) at a private university in Japan. In this presentation she introduced the course from its conception through to individual classroom activities, and discussed ways that she has sought to develop students' ICC, while accommodating their different English proficiency levels. Student reflections were interwoven throughout the presentation to offer some insight into their ICC journey through the course. The presenter ended with her own reflections on the successes and challenges that arose in the first year of implementation.

 

備考(Remarks)  

2019  Intercultural Learning in Foreign-Language Education: Facilitating Self-Discovery  単独  2019/05/16 
The Asian Conference on Language Learning  , IAFOR   

概要(Abstract) Intercultural communicative competence (ICC) has become a central aim of foreign-language (FL) education. Government policy in Japan advocates the integration of intercultural education into FL study, but there is a lack of literature documenting effective pedagogies for ICC development in Japanese contexts. Seeking to address this deficit, the researcher conducted an action research study that explored ways to facilitate the development of ICC in an academic English program at a Japanese university. Taking an approach suggested by Richards, Heather, Conway, Roskvist and Harvey (2011) in their Intercultural Language Learning (IcLL) Framework, she implemented an opportunity-oriented module which emphasized self-discovery rather than explicitly "teaching culture." In this presentation the researcher outlined the module content and pedagogy, and applied data collection via student self-evaluations and interviews to examine the efficacy of the approach. 

備考(Remarks)  

2019  Creating an academic English course that promotes active learning  共同  2019/01/08 
Hawaii International Conference on Education  , HICE   

概要(Abstract) This paper discussed the creation and implementation of an academic English course at Nanzan University in Nagoya, Japan. The authors outlined each stage of the course design and highlighted the issues that need to be considered before, during, and after the creation of any academic English course. The paper concluded with some recommendations for educators who are involved in curriculum development, course design, and material creation.  

備考(Remarks)  

2018  Encouraging autonomy in Japanese foreign-language classes   単独  2018/09/07 
Independent Learning Association Conference 2018 (ILA2018) in Kobe, Japan September 5th - September 8th, 2018   , ILA   

概要(Abstract) Autonomous learning has long been recognised as beneficial for language learers, but some question its suitability in Japan, where teachers ahve traditionally been responsible for managing student learning. The presenter conducted an action research study that explored ways to introduce learner autonomy into an existing university English class syllabus in Japan. Second-year English-language majors at a Japanese university (n=40) worked in pairs to prepare and lead 20-minute group discussions. The researcher briefly introduced the discussion activity, then considered student responses to the task and ended with recommendations for educators seeking to facilitate learner autonomy in FL classes in Japan. 

備考(Remarks)  

2018  Teaching intercultural communicative competence in an EAP course  単独  2018/08/10 
SIETAR Japan World Congress  , SIETAR   

概要(Abstract) In Japan, the past ten years have seen a push for foreign language (FL) educators to produce graduates who are competent global communicators, and several “global” projects have been launched by the government towards this end. There remains however, little guidance for FL educators in Japan as to how to effectively cultivate intercultural communicative competence (ICC) in students.
The researcher conducted an action research study that explored ways to facilitate ICC development in the FL classroom. She developed a first-year university English for Academic Purposes (EAP) course based on the Intercultural Language Learning (IcLL) Framework suggested by Richards et al. (2011). The framework is process-oriented, and focuses on providing opportunities for learners to develop their own ICC, rather than on the transmission of specific skills or knowledge. The authors of the framework identify five types of learning opportunities that encourage development of ICC: 1) making connections; 2) comparing and contrasting; 3) linking culture and language; 4) reflecting on one’s own culture through the eyes of others; and 5) interacting in the target language across boundaries. Following this framework, the EAP course avoided “teaching culture” and focused instead on providing opportunities for students to develop their own ICC, with a focus on attitudinal aspects such
as empathy and awareness. A qualitative classroom-
based study was carried out on one course unit (8 classes) using an action inquiry methodology to examine the teacher’s educational practice and student responses to the unit. The researcher kept a reflective diary and analyzed it together with student classwork and survey responses, using the K-J Method to allow categories to emerge from the data. In this presentation the researcher will discuss her own observations and student reactions to the unit, and will present recommendations for FL educators seeking
to cultivate ICC in Japanese learners.
 

備考(Remarks)  

詳細表示
研究助成
年度
Year
助成名称または科学研究費補助金研究種目名
Name of grant or research classification for scientific research funding
研究題目
Research Title
役割(代表/非代表)
Role
助成団体
Granting body
助成金額
Grant amount
2019  南山大学パッヘ研究奨励金I-A-2  Global communication competence: What FL learners in Japan need 
代表    300,000 

研究内容(Research Content) This study seeks to better understand:
(a) the abilities, attitudes, knowledge or qualities required for global competence in Japan; and
(b) the specific challenges that Japanese learners face in developing or acquiring those elements.
This study represents the first step in a long-term research project that aims to develop a GCC framework to guide educators in Japan and ultimately to help educators formulate more effective curricula and pedagogies. 

備考(Remarks)  

2019  科学研究費補助金  Global competence needs of foreign-language learners in Japan 
Principal Investigator  Japan Society for the Promotion of Science  ¥3,640,000 

研究内容(Research Content) This project explores what foreign language (FL) education in Japan needs to focus on to help learners become globally competent. I will investigate what is required for Japanese graduates to qualify as globally competent, and develop a framework to help FL educators formulate effective pedagogies. 

備考(Remarks)  

2019  科学研究費補助金  Creating a Professional Learning Network (PLN) for Japanese English Teachers 
Co-investigator  Japan Society for the Promotion of Science  ¥4,420,000 

研究内容(Research Content) This research project aims to establish and maintain a ‘Professional Learning Network’ (PLN)for Japanese English teachers who work at junior high and senior high schools in Aichi Prefecture. Through annual face-to-face workshops and a web-based communications platform, teachers will be able to enhance their methodological knowledge and practical teaching abilities. The objectives of this study are to:
(a) establish a supportive online environment whereby educators can share resources, instructional strategies and engage in professional discussions;
(b) foster the teachers’ critical thinking and self-reflective capacities; and
(c) empower teachers, support informal learning, and alleviate their isolation. 

備考(Remarks)  

2018  南山大学パッヘ研究奨励金II-B  Active learning in the academic English classroom: Material design 
Co-investigator    ¥80,470 

研究内容(Research Content) This subsidy facilitated participation and presentation (Academic learning in the academic English classroom: Material design) at the 2018 AsiaTEFL International Conference. 

備考(Remarks)  

2018  南山大学パッヘ研究奨励金I-A-2  Intercultural Communicative Competence in an English for Academic Purposes Course 
Principal Investigator    ¥100,000 

研究内容(Research Content) Through this study the researcher sought to identify successful strategies for cultivating intercultural communicative competence (ICC) in a university foreign-language (FL) course in Japan. The researcher:
1. Developed a first-year university English for academic purposes course based on the Intercultural Language Learning (IcLL) Framework (Richards et al., 2011).
2. Implemented the course over one university quarter and employed an action inquiry methodology using reflective journaling, samples of student work and student interviews to examine educational practice and student responses.
3. Analyzed data and examined the effectiveness of the IcLL approach to cultivating ICC in FL courses in Japan. 

備考(Remarks)  

2017  南山大学パッヘ研究奨励金I-A-2  Global Communicative Competence in Japanese University English Classes 
Principal Investigator    ¥400,000 

研究内容(Research Content) Aims:
1. Investigate current approaches to the teaching of global communicative competence (GCC) in foreign language classes worldwide.
2. Design and implement projects targeting development of GCC in a Japanese university English course.
3. Examine the effectiveness of a project-based approach to cultivating GCC. 

備考(Remarks)  

詳細表示
教育活動
年度
Year
タイトル
Title
内容等
Content
活動期間
Period of Activities
2019  Academic English A1 - Second Edition 

教科書
The Academic English A course is designed to empower students by providing them with key skills that are relevant to university and professional workplace environments. Throughout the series, learners will cultivate their communicative competencies in English listening, speaking, reading and writing. Each textbook focuses on two academic content areas, with a variety of engaging student-centred activities that encourage active learning and critical thinking. QR codes provide easy access to supplementary online materials, and a practical skills section in each unit provides learners with opportunities to practice and develop their research, writing, and public speaking skills. The second edition includes new and updated resources, an enhanced skills section, and exciting new activities designed to motivate and challenge learners. 

2019 
2019  Academic English A 2 - Second Edition 

教科書
The Academic English A course is designed to empower students by providing them with key skills that are relevant to university and professional workplace environments. Throughout the series, learners will cultivate their communicative competencies in English listening, speaking, reading and writing. Each textbook focuses on two academic content areas, with a variety of engaging student-centred activities that encourage active learning and critical thinking. QR codes provide easy access to supplementary online materials, and a practical skills section in each unit provides learners with opportunities to practice and develop their research, writing, and public speaking skills. The second edition includes new and updated resources, an enhanced skills section, and exciting new activities designed to motivate and challenge learners. 

2019 
2019  Academic English A 3 - Second Edition 

教科書
The Academic English A course is designed to empower students by providing them with key skills that are relevant to university and professional workplace environments. Throughout the series, learners will cultivate their communicative competencies in English listening, speaking, reading and writing. Each textbook focuses on two academic content areas, with a variety of engaging student-centred activities that encourage active learning and critical thinking. QR codes provide easy access to supplementary online materials, and a practical skills section in each unit provides learners with opportunities to practice and develop their research, writing, and public speaking skills. The second edition includes new and updated resources, an enhanced skills section, and exciting new activities designed to motivate and challenge learners. 

2019 
2019  Academic English A 3 - Second Edition 

教科書
The Academic English A course is designed to empower students by providing them with key skills that are relevant to university and professional workplace environments. Throughout the series, learners will cultivate their communicative competencies in English listening, speaking, reading and writing. Each textbook focuses on two academic content areas, with a variety of engaging student-centred activities that encourage active learning and critical thinking. QR codes provide easy access to supplementary online materials, and a practical skills section in each unit provides learners with opportunities to practice and develop their research, writing, and public speaking skills. The second edition includes new and updated resources, an enhanced skills section, and exciting new activities designed to motivate and challenge learners. 

2019 
2018  Building confidence and communicative competence 

Teacher-training workshop for in-service high school English teachers 

2018/08/02 
2018  Academic English A I 

A student textbook designed for a first grade Academic English course. This volume contains a syllabus and comprehensive lesson materials (activities, resources, assessment tasks, rubrics, supplementary materials) for two 8-class quarters. 

2018 
2018  Academic English A II 

A student textbook designed for a first grade Academic English course. This volume contains a syllabus and comprehensive lesson materials (activities, resources, assessment tasks, rubrics, supplementary materials) for two 8-class quarters. This textbook follows on from "Academic English A I・II". 

2018 
2018  Academic English A 3 

A student textbook designed for a first grade Academic English course. This volume contains a syllabus and comprehensive lesson materials (activities, resources, assessment tasks, rubrics, supplementary materials) for two 8-class quarters. 

2018 
2018  Academic English A 4 

A student textbook designed for a first grade Academic English course. This volume contains a syllabus and comprehensive lesson materials (activities, resources, assessment tasks, rubrics, supplementary materials) for two 8-class quarters. 

2018 
2018  地域ものづくり学生共同プロジェクト2017 

A booklet comprising articles written by students to promote local businesses to a range of audiences in various languages. Available from http://www.for.aichi-pu.ac.jp/icotoba/publication/ 

2017 
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研究活動/社会的活動
年度
Year
活動名称
Name of activities
活動期間
Period of Activities
2018  Student Course Evaluation Survey  November 2017 ~ June 2018 

活動内容等(Content of Activities) Designed and implemented a survey across first-grade Academic English A students at Nanzan University to ascertain the effectiveness of the new course and materials. Results were analysed and presented at the AsiaTEFL International Conference, and were used to enhance the quality of the course. 

2017  Qualitative survey implementation and analysis  July 2017 - October 2017 

活動内容等(Content of Activities) Designed and implemented a qualitative survey to ascertain learner (n=23) perceptions of intercultural communicative competence. An analysis of the resulting data was published in the Proceedings of the 9th International Conference on Language, Education, and Innovation. (2018). pp.14-24 

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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.
2019 
2018 
2017 
2016 
2015 
2014 
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2019/12/23 更新