研究者詳細

教職員基本情報

氏名 Name	RYAN，Anthony ( ライアン　アンソニー , RYAN,Anthony )
所属 Organization	外国語学部英米学科
職名 Academic Title	教授
専攻分野 Area of specialization	Spoken and Written Discourse Analysis English education
学会活動 Academic societies	JALT - Japan Association of Language Teachers JCLIL - Japan CLIL Pedagogy Association
社会活動 Community services	1. ［新聞紙上での連載］「Asahi Weekly 英文ライティング道場」、共著、2022年4月～2023年 3月に至る（今年１２ヶ月連載）、朝日新聞社、執筆担当率50%、杉浦正好。 2. 令和4年７月６日高大連携事業 (三重県立川越高等学校) 3. 第 45 回「南山大学英語教員セミナー」南山エクステンション・カレッジ 4. 令和4年１０月22日愛知県高等学校英語教育研究会のスピーチコンテスト(裁判官) (名古屋国際センター) 5. 令和4年１１月４日愛知県立半田東高等学校高大連携事業　（オーストラリアの教育制度) 6. 令和4年11月30日　安城市教育研究会の安城市中学校英語プレゼンテーションコンテスト(裁判官)
著書・学術論文数 No. of books/academic articles	総数 total number (25) 著書数 books (2) 学術論文数 articles (24)

出身学校

学校名 Univ.	卒業年月（日） Date of Graduation	卒業区分 Graduation Classification2
McAuley College, Queensland学校教育学部Diploma of Teaching, Primary.	1985年12月	卒業
University College of Central Queensland教育学部Bachelor of Education, School of Education and the Arts	1990年06月	卒業

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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, Faculty of Arts, Macquarie School of Education言語教育研究科Master of Applied Linguistics, School of Languages, Literatures, Cultures and Linguistics	Applied Linguistics	1999年05月	修了
Monash University, Faculty of Arts, School of Languages, Literatures, Cultures and Linguistics　言語文化研究科Doctor of Philosophy, Faculty of Arts, School of Languages, Literatures, Cultures and Linguistics	Doctor of Philosophy	2014年10月	修了

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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
準学士	Diploma of Teaching, Primary		McAuley College, Queensland	1985年12月03日
学士	Bachelor of Education		University College of Central Queensland	1990年06月23日
修士	Master of Applied Linguistics	Strategies, Styles and Statistics of the Achieving Adult Japanese Learner of English: A Language School Perspective	Macquarie University	1999年05月13日
博士	Doctor of Philosophy	Analysing and Assessing the Interlanguage Conversation of Japanese EFL Learners	Monash University	2014年10月23日

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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	Spoken and Written Discourse Analysis
概要（Abstract） I've been studying the discourse-level structural features of spoken English interlanguage conversational dialogue, and more recently, the structures of written genres. These are ongoing research themes for me and my students.
長期研究	English education - Teaching Practicums & Lesson Studies
概要（Abstract） I'm interested in (a) teaching practicums in Japanese education given the contrast with teaching practicums in other countries. (b) lesson structures and methodologies in EFL in Japan, (c) the relationship between classroom learning tasks and levels of cognition, and how these are or are not reflected in classroom practice

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著書

年度 Year	著書名 Title of the books	著書形態 Form of Book
年度 Year	出版機関名 Publishing organization，判型 Book Size，頁数 No. of pp.，発行年月（日） Date
2020	CLIL in Diverse Contexts: 次期学習指導要領とCLILを活用した英語の授業づくり	共著
	鳴海出版， A4 ， 237 ， 20200301
	概要（Abstract）
	備考（Remarks）
2008	これからの小学校英語教育の構想	共著
	アプリコット， A4 ， 172 ， 20080831
	概要（Abstract）
	備考（Remarks）

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学術論文

年度 Year	論文題目名 Title of the articles	共著区分 Collaboration Classification
年度 Year	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
2023	Helping the professional development of teachers in remote and far-flung locations: Recording and uploading lessons using the Swivl C Robot.	単著
	Proceedings of the "The Third International Conference in Learning Instruction and Teacher Education" ， Ha Noi National University of Education ， 1 ， 20231209
	概要（Abstract） The pandemic and the halt it brought to activities such as in-person teacher professional development courses and even teacher-trainee practicums, has severely hampered the profession. With restricted access to schools, video-recorded lessons became a valuable tool for in-service teacher professional development courses and initial teacher education courses. However, video recorders mounted on tripods at the back of classrooms not only need to be manually moved, but also generate low audio quality. Moreover, should the data need to be transmitted to those unable to watch the lesson in person, the transmission of the resultant heavy data files remains problematic. This paper offers a solution. Since 2016, the teacher-educator has been using the C Series Robot, a device developed by Swivl, to capture video and audio of lessons. An iPad is mounted on the device and an application then video- and audio records the teacher's utterances, all the while tracking his/her movements around the classroom. No observer needs to be present. The recordings are uploaded to a cloud storage service and a digital link is then sent by email or SNS to the watcher, wherever he or she may be. The video can be viewed on smartphones, computers and tablet devices. The 80 or so lessons recorded to date by the teacher-educator have been used in professional development and ITE courses. It is believed this paper could be of interest to Vietnamese teachers and teacher-training institutes, given that "nearly 90% of teachers in remote and far-flung areas said they have never used a modern device in teaching" (Vietnam News Agency, 13 October, 2022). While this paper cannot solve this problem, the device could serve as an intermediate tool for professional development as smartphone usage increases.
	備考（Remarks）
2023	Self-Analyzing Conversational Perfromance: Teaching EFL Students to Construct and Analyze their BEFORE and AFTER Conversations	単著
	Proceedings of 'Education and Development Conference 2023' ， Belgrade, Serbia: Tomorrow People Organization ， 1 ， pp. 126-141 ， 20230331
	概要（Abstract） This paper describes a teaching method for English oral communication that is based upon the students ‘self-noticing’ particular structural features of their own language use during dialogic conversation. Specifically, it shows how EFL learners can be taught to record, transcribe and analyze two of their own dyadic English conversations: one recorded before the teaching phase, and the other recorded after the teaching phase. Through quantitative and qualitative analyses of the data from the students' own analyses and a questionnaire administered at the conclusion of the course, the teaching phase is evaluated in terms of the BEFORE-AFTER changes in their individual dialogic contributions, thereby providing support for the hypothesis that these changes occurred because they 'noticed' where their performance needed adjustment. The teaching phase encompasses both how to structure an English conversation, and also how to analyse it. The results show that the students did notice particular features of their conversation and did indeed make adjustments in their AFTER conversations. Moreover, the teaching and analytic methodology trialed in the study proved itself valuable in raising the students' consciousness of these features and their personal usage of them.
	備考（Remarks）
2021	The Australian Teaching Practice (ATP) Programme: What Did it Achieve?	未設定
	外国語研究，愛知教育大学， 54 ， 31-73 ， 20210301
	概要（Abstract）
	備考（Remarks）
2020	Baby Steps in CLIL Teacher Training: The ‘Language of’ Math for Teacher-trainees	未設定
	外国語研究，愛知教育大学， 53 ， 1-24 ， 20200301
	概要（Abstract）
	備考（Remarks）
2019	Lessons from Hong Kong English Education: HOTS-Integrated Language Learning	未設定
	外国語研究，愛知教育大学， 52 ， 115-150 ， 20190301
	概要（Abstract）
	備考（Remarks）
2019	英文ライティングにおける誤訳の談話分析	共著
	愛知学院大学文学部紀要，愛知学院大学， 48 ， 81-91 ， 20190301
	概要（Abstract）
	備考（Remarks）
2017	A Proposal for a CLIL-oriented Period for Integrated Studies in Elementary Schools in Japan	共著
	外国語研究，愛知教育大学， 50 ， 77-95 ， 20170301
	概要（Abstract）
	備考（Remarks）
2016	Analysis of an Interlanguage English Conversation: Macrostructure and Internal Genres	未設定
	外国語研究，愛知教育大学， 49 ， 127-165 ， 20160301
	概要（Abstract）
	備考（Remarks）
2014	A Taste of Teaching in Australia: The Great Adventure	共著
	The 2013 Pan-SIG Conference Proceedings ，全国語学教育学会， 35-40 ， 20140301
	概要（Abstract）
	備考（Remarks）
2010	The Genre of, and the Genres within, the English Conversation: Successfully Creating Conversational Texts in the EFL Classroom	未設定
	Proceedings of JASFL ，日本機能言語学会， 4 ， 13-27 ， 20101010
	概要（Abstract）
	備考（Remarks）

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その他研究業績

年度 Year	題名等 Titles	カテゴリ Category	細目 Authorship
年度 Year	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
2000	Developing Language From Photographs	教材	単著
	The Language Teacher ，全国語学教育学会， 24 / 11 ， 39-40 ， 20001101
	概要（Abstract）
	備考（Remarks）
2007	Rugby Round Robins	査読付き教材	単著
	The Language Teacher ，全国語学教育学会， 31 / 1 ， 17-19 ， 20070101
	概要（Abstract）
	備考（Remarks）
2007	小学校英語指導案作成のためのリソースブック	教材	共著
	平成17-18年度愛知教育大学小学校英語教材編集委員会，愛知教育大学， 133-143 ， 20071001
	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
年度 Year	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.
2023	Helping the professional development of teachers in remote and far-flung locations: Recording and uploading lessons using the Swivl C Robot.	単独	2023/12/09
	The Third International Conference: Innovation in Learning Instruction and Teacher Education ， Ha Noi National University of Education ， ILITE 3 Conference Proceedings ， Ha Noi National University of Education ， 3 ， 6-15
	概要（Abstract） The pandemic and the halt it brought to activities such as in-person teacher professional development courses and even teacher-trainee practicums, has severely hampered the profession. With restricted access to schools, video-recorded lessons became a valuable tool for in-service teacher professional development courses and initial teacher education courses. However, video recorders mounted on tripods at the back of classrooms not only need to be manually moved, but also generate low audio quality. Moreover, should the data need to be transmitted to those unable to watch the lesson in person, the transmission of the resultant heavy data files remains problematic. This paper offers a solution. Since 2016, the teacher-educator has been using the C Series Robot, a device developed by Swivl, to capture video and audio of lessons. An iPad is mounted on the device and an application then video- and audio records the teacher's utterances, all the while tracking his/her movements around the classroom. No observer needs to be present. The recordings are uploaded to a cloud storage service and a digital link is then sent by email or SNS to the watcher, wherever he or she may be. The video can be viewed on smartphones, computers and tablet devices. The 80 or so lessons recorded to date by the teacher-educator have been used in professional development and ITE courses. The presentation will give a live demonstration, as well as show how ITE students have utilized the data in their teacher-training studies. It is believed the presentation and paper could be of interest to Vietnamese teachers and teacher-training institutes, given that "nearly 90% of teachers in remote and far-flung areas said they have never used a modern device in teaching" (Vietnam News Agency, 13 October, 2022). While this paper cannot solve this problem, the device could serve as an intermediate tool for professional development as smartphone usage increases.
	備考（Remarks）
2006	The EFL Teaching of a Default Conversation Schema	未設定	20061104
	JALT 2006 Annual Conference
	概要（Abstract）
	備考（Remarks）
2023	Self-Analyzing Conversational Performance: Teaching EFL Students to Construct and Analyze their BEFORE and AFTER Conversations	単独	2023/03/06
	18th Education and Development Conference ， Tomorrow People Organization ， 18th Education and Development Conference Proceedings ， Tomorrow People Organization: ISBN-978-86-87043-87-9 ， 1 ， pp.126-141
	概要（Abstract） When it comes to learning how to speak in a second or foreign language, one of the key facilitators to increasing or improving an EFL learner's English proficiency, is believed to be the ability of the individual to 'notice' his or her deficiencies - be they inadequacies in dialogic knowledge and skills, an insufficient lexical repertoire, or lack of linguistic knowledge - then study to decrease or eliminate an occurrence of that erroneous item or, vice versa, supplement, improve or increase frequency or usage of a desired item or behavior. The 'noticing hypothesis' (Schmidt, 1990; 2002) posits that noticing is the essential starting point for language acquisition, because nothing is learned unless it has been first noticed. Extrapolating on Schmidt's hypothesis, it follows that an 'aware' learner - that is, one that has 'noticed' - is likely to become more proficient than one with little or no awareness of his or her deficiencies. Leaving aside the issues of acquisition vs learning and proficiency, the question is how a learner notices or becomes aware of a deficiency in their receptive and productive spoken language skills? As teachers, we know that a learner either notices something either by him- or herself, or it is pointed out by an interlocutor or a teacher. Whether or not the learner then adjusts performance to address what has been ‘noticed,’ remains largely unknown without post-testing. This paper describes a teaching method for English oral communication that is based upon the students ‘self-noticing’ particular structural features of their own language use during dialogic conversation. Specifically, it shows how EFL learners can be taught to record, transcribe and analyze two of their own dyadic English conversations: one recorded before the teaching phase, and the other recorded after the teaching phase. Through quantitative and qualitative analyses of the data from the students' own analyses and a questionnaire administered at the conclusion of the course, the teaching phase is evaluated in terms of the before-after changes in their individual dialogic contributions, thereby providing support for the hypothesis that these changes occurred because they 'noticed' where their performance needed adjustment. The teaching phase encompasses both how to structure an English conversation, and also how to analyze it. This is predicated on the belief that a conversation, as a distinct genre of spoken discourse and in contrast to it being labelled as largely unpredictable and therefore difficult to teach, does in fact encode constituent structures that are predictable in both their occurrence and structures, and hence 'teachable' in the classroom.
	備考（Remarks）
1009	The Genre of, and the Genres Within, the English Conversation: Successfully Creating Conversational Texts in the EFL Classroom	未設定	20091010
	日本機能言語学会 (JASFL) ，機能言語学会
	概要（Abstract）
	備考（Remarks）
2010	Teaching a 'Default' Conversation in the EFL Classroom	未設定	20100526
	New Insights into the Study of Conversation: Applications to the Language Classroom ， University of Granada, Spain.
	概要（Abstract）
	備考（Remarks）

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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
年度 Year	役割（代表/非代表） Role	助成団体 Granting body	助成金額 Grant amount
2004	科学研究費補助金		英語科教員養成における英語圏の文化的教養教育の意義と必要性に関する
	非代表	日本学術振興会
	研究内容（Research Content）
	備考（Remarks）
2016	科学研究費補助金		CLILを活用した小学校英語教育の海外教育実践指導カリキュラム開発
	代表	日本学術振興会
	研究内容（Research Content）
	備考（Remarks）
2020	科学研究費補助金		レッスンスタディーとカリキュラムマネジメント教職研修
	非代表	日本学術振興会
	研究内容（Research Content）
	備考（Remarks）
2015	学長裁量経費		CLILを活用した小学校教員の英語指導力向上プログラム
	代表	愛知教育大学
	研究内容（Research Content）
	備考（Remarks）
2016	学長裁量経費		CLILを活用した小学校英語教育の研究―アクティブ・ラーニングで教育実践
	非代表	. 愛知教育大学
	研究内容（Research Content）
	備考（Remarks）

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教育活動

年度 Year	タイトル Title	内容等 Content	活動期間 Period of Activities
2023	Academic English B (Q1, Q3, Q4)	AEB I AEB II AEB III AEB IV	2023/04/01-2023/03/31
2023	Overseas Fieldwork 2023 (Q1, Q2, Q3)	In order to implement 海外フィールドワークA in August 2023 for 59 students from the Department of British and American Studies, I (a) liaised between the Nanzan Internaitonal Center and Griffith University in order to get an MOA signed between our Department and Griffith (b) wrote the student application form for the fieldwork program (c) wrote the Fieldwork syllabus (d) negotiated with Griffith University in regard to the program schedule and costs, (e) organized the flights and insurance for students and teachers (f) graded the students on their accomplishments (g) led 5 pre- and post-briefing sessions with students (h) implemented procedures for students to apply for JASSO scholarships (i) Wrote the JASSO report (j) liaised with and recruited CJS students for exchange sessions with the students (k) accompanied the students and took care of day-to-day issues as they arose during the program	2023/01/30-2023/10/31
2023	Seminar (Q1-I, Q3-II, Q4-III)	演習I 演習II 演習III	2023/04/10-2023/03/31
2023	Foundations of Foreign Language Education (Q2)	外国語教育の基礎	2023/06/07-2023/07/26
2023	Research in English Language Education (Q3)	英語教育特殊研究B	2023/09/20-2023/11/01
2023	Special Topics : Language B (Q2 x 2)	Special Topics : Language B I & II	2023/06/05-2023/07/28
2023	Special Topics : Language B (Q3)	Special Topics : Language B	2023/09/18-2023/11/09
2023	English Education Research (Graduate School class) (Q4)	英語教育研究A	2023/11/22-2024/01/24

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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
2023	Asahi Weekly 英文ライティング道場	2006年10月〜
2023	活動内容等（Content of Activities）「Asahi Weekly 英文ライティング道場」、共著、2006年10月～現在に至る、朝日新聞社、執筆担当率50%、杉浦正好。

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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.
2023	0	2	0	0	0	2	0	0
2022	0	1	0	0	0	1	0	0

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2024/05/24 更新

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