準学士

学士

修士

学位論文名：Strategies, Styles and Statistics of the Achieving Adult Japanese Learner of English: A Language School Perspective

博士

学位論文名：Analysing and Assessing the Interlanguage Conversation of Japanese EFL Learners

出版者・発行元：Ha Noi National University of Education  

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.

出版者・発行元：Belgrade, Serbia: Tomorrow People Organization  

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.

出版者・発行元：愛知教育大学  

出版者・発行元：愛知教育大学  

出版者・発行元：愛知教育大学  

総ページ数：237  

総ページ数：18   担当ページ：18   記述言語：英語   著書種別：学術書

総ページ数：172  

出版者・発行元：全国語学教育学会  

出版者・発行元：全国語学教育学会  

出版者・発行元：愛知教育大学  

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.

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.

「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。

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

AEB I
AEB II
AEB III
AEB IV

演習I
演習II
演習III

外国語教育の基礎

対象： メディア

種別：新聞・雑誌