研究者詳細

教職員基本情報
氏名
Name
DEACON,Bradley ( ディーコン ブラッドリー , DEACON,Bradley )
所属
Organization
国際教養学部国際教養学科
職名
Academic Title
講師
専攻分野
Area of specialization

TESOL (英語教育学)

学会活動
Academic societies

1995年9月-現在に至る The Japan Association for Language Teaching (JALT) (全国語学教育学会)

2001年5月-現在に至る Teachers of English to Speakers of Other Languages (TESOL) (第2言語としての英語教授法)

社会活動
Community services

2005年10月-現在に至る 査読委員, 全国語学教育学会年次大会

2013年 4月-現在に至る 編集委員, 全国語学教育学会年次大会


著書・学術論文数
No. of books/academic articles
総数 total number (27)
著書数 books (4)
学術論文数 articles (23)

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
The School for International Training, MA in TESOL, Education 未設定  1999年11月  修了 
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 Master of Arts in TESOL    The School for International Training  1999年11月 
学士 Bachelor of Arts    Western Ontario  1992年06月10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  Active Learning in Japanese Education 

概要(Abstract) My long-term research is aimed at increasing awareness and examining ways for learning communities to mutually support and enhance each others' growth. In particular, I am exploring how Active Learning can be more effectively implemented in university educational contexts to involve students and staff in more active collaboration, critical-mindedness, and reflection that may better position them to succeed in our global world. 

短期研究  The lived experiences of short-term study abroad participants 

概要(Abstract) I am currently conducting mixed-methods research on the lived experiences of short-term study abroad participants in Asia and the USA. This research explores the intercultural development of Japanese students during short-term study abroad programs in order to gain a better understanding of how such students assess their own intercultural development. 

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 Two  共著   
CreateSpace  , B5  , pp. 89-113.  , 2019年3月   

概要(Abstract) Chapter 5: "Where is the Active Learning in University Lectures?"

This pilot study was carried out to determine how the inclusion or absence of Active Learning (AL) in university lectures is perceived by students to either positively or negatively impact their learning. The study was conducted with Japanese freshmen university students (n=45) and included both quantitative and qualitative data. The quantitative Likert-scale results revealed that the students find lectures ‘somewhat’ useful and ‘somewhat’ interesting. Several suggestions emerged from the qualitative data that offer practical ways for teachers to redistribute and diversify lecture-talking time that can potentially allow students to participate more actively. The overall implications drawn from this study strongly indicate that lecturers should diversify and re-conceptualize their lecturing approaches to better facilitate inclusionary AL within their classrooms. 

備考(Remarks)  

2016  Perspectives on English Language Education in Japan: Volume One  共著   
CreateSpace  , B5  , 18p.   , 2016年8月   

概要(Abstract) Chapter 4: "A Model of a Student-Generated Learning Group" pp. 85-102

This paper examines an autonomous student-generated English learning group, called the “Eiken tomo no kai”, or ETNK, and the key elements that make it successful, through using a modified version of a modeling tool called the Experiential Array (EA) (Gordon & Dawes, 2005). Five group members, or exemplars in modeling terms, were interviewed using the EA in order to uncover the core factors that have led to their ability to continue participating within their group. Results from coding these interviews showed that beliefs, cognitive strategies, emotional states, and external behaviours all played a significant role in the success of this autonomous learning group. 

備考(Remarks) This book chapter was originally an article under the same title in: AGON Special Edition Journal, AGON, pp. 93-127, March 2016. 

2015  Explorations in NLP and Language Teaching  共著   
Standing in Spirit Publications (ISBN 978-4-908413-00-1)  , A4  , 116p.  , 2015年   

概要(Abstract) This book is an attempt to bring together some of the recent research and thinking in the application of neuro-linguistic programming (NLP) to language teaching. While all of the writers are teaching in a Japanese context, the ideas are universally applicable. All around the world, the one constant of education is that students should be learning, and at its heart NLP can be seen as a model of learning. 

備考(Remarks) I co-edited this volume with Cullen, B.

It is available at: http://www.amazon.com/Explorations-Language-Teaching-Education-Book-ebook/dp/B00UM2OQLA/ref=sr_1_1?s=books&ie=UTF8&qid=1456981083&sr=1-1&keywords=brad+deacon 

2006  More Autonomy You Ask!  共著   
The Learner Development Special Interest Group of JALT  , A4  , 242p.  , 2006年10月   

概要(Abstract) Part 3 Chapter: "Peer Teaching for a Change: It's In Your Hands" pp.97-110.

Though teachers are the central figures in any classroom (Stevick, 1980), some students and even communities of students may demonstrate the desire and ability to take greater control of their learning. In our case the students assumed our roles as teachers for part of a semester and took responsibility for planning, conducting, and then reflecting on their lessons. In this paper, we explore our process of setting-up and conducting student peer-teaching and the consequent development of greater autonomy in our students. In particular, we will examine the payback, or key insights, gained from this experience via our own and our student’s written reflections in order to ascertain the extent to which students developed greater autonomy. 

備考(Remarks)  

2003  Becoming Contributing Professionals  共著   
TESOL  , A5  , 124p.  , 2003年1月   

概要(Abstract) Chapter 11: "Priceless Peer-Mentor Observation" pp. 81-88

In this chapter I examine a peer modeling experience that took place at my university a few years ago. In this experience I set up, conducted, and followed up a six-week peer observation that lead to significant professional growth for myself and my colleague. This chapter examines that experience in detail and covers a clear description, the steps, advantages of observing peers and suggestions for those who are ready to take on similar observations. 

備考(Remarks)  

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  University Students Want More Interactive Lectures  共著   
2018 JALT Conference Proceedings  , JALT   

概要(Abstract) Currently, examining student desires for Active Learning (herein: AL) in university lectures, is an under-researched topic. This study investigates Japanese university student preferences specific to the inclusion or exclusion of AL in traditional 90-minute university lectures, drawing on qualitative data and descriptive statistics gathered from a series of student surveys. The study is part of a larger longitudinal project and builds on the work established in an earlier pilot study (see Deacon, 2019). Results show that 90% of students feel deep dissatisfaction with conventional teacher-centered lectures and instead express an overwhelming preference for AL-infused lectures. Implications drawn from this study strongly indicate the need for instructors to adopt more of an interactive approach to lecturing at the university level, featuring more active involvement from students in the classroom, in order to motivate and engage learners, develop critical thinking skills, and promote a more positive learning environment. 

備考(Remarks) Accepted for publication in mid-2019. 

2018  Positionality: Three perspectives on the experiences of Japanese students on a short-term study abroad program in Thailand  共著   
Academia Journal of the Nanzan Academic Society (Literature and Language)  , Nanzan University  , 第103号  , pp. 193-220  , 2018年1月   

概要(Abstract) This study aimed to uncover both the particular experiences and to explore the specific aspects within those experiences that 24 student participants in the 2017 Nanzan Asia Program (herein: Thai NAP) deemed most meaningful during their four-week sojourn in Thailand. To that end, three different researchers applied their own lens using three different qualitative methods to analyze written reflections taken from a post-program survey that was given to these students. Accordingly, one researcher used a top-down approach applying Bennett’s (1993) Developmental Model of Intercultural Sensitivity (DMIS). Another researcher used a bottom-up, grounded theory approach that led to the development of four themes that played an important role in students’ experiences. Finally, a third researcher used a bottom-up holistic approach to identify five main steps that the students passed through during the program. Findings from each researcher are discussed within their respective sections and a final group analysis. It was concluded that using a reflexive approach can provide a deeper understanding of the ways that students constructed meaning during Thai NAP. Suggestions for future research are provided at the end of the paper. 

備考(Remarks)  

2017  Split Storytelling: One Technique for Enhancing the "Joyful" Factor in the Classroom  単著   
CONTACT Magazine  , TESL Ontario  , 43(1)  , pp. 10-14  , 2017年4月   

概要(Abstract) In split storytelling, a story is told and then stopped at a highly interesting transition point to create a moment of suspense before the story is then concluded. This paper explores qualitatively analyzed student reflections on the split story technique that illustrate several ways that students form meaningful associations to split stories. 

備考(Remarks) Available at: http://contact.teslontario.org/issues/spring-2017/ 

2016  EFL Students in the Desert: Using Survival Simulations to Improve Teamwork  単著   
Academia Journal of the Nanzan Academic Society (Literature and Language)  , 第100号  , pp. 45-61  , 2016年6月   

概要(Abstract) In this paper, a group of 12 Japanese advanced-level EFL learners (n=12) participated in a survival simulation activity known as the Desert Survival Situation (DSS). This exploratory research aims to understand the impact of several interpersonal factors that were perceived by the participants to either enhance or diminish group performance. To that end, the participants reflected on their own and each other’s performance during the discussion phase of the DSS and completed a two-part written feedback survey that included: 1) eight closed-ended items that used a 4-point Likert scale, and 2) five open-ended items. The quantitative and qualitative results from responses showed that participants had strongly favorable impressions of their own and each other’s interpersonal skills used to form consensus in the DSS. Suggestions for future research based on this initial study are also offered. 

備考(Remarks)  

2015  Explorations in NLP and Language Teaching  共著   
Standing in Spirit Publications (ISBN 978-4-908413-00-1)  , 116p.  , 2015年   

概要(Abstract) This book is an attempt to bring together some of the recent research and thinking in the application of neuro-linguistic programming (NLP) to language teaching. While all of the writers are teaching in a Japanese context, the ideas are universally applicable. All around the world, the one constant of education is that students should be learning, and at its heart NLP can be seen as a model of learning. 

備考(Remarks) I co-edited this volume with Cullen, B.

It is available at: http://www.amazon.com/Explorations-Language-Teaching-Education-Book-ebook/dp/B00UM2OQLA/ref=sr_1_1?s=books&ie=UTF8&qid=1456981083&sr=1-1&keywords=brad+deacon 

2014  Modelling the Generation and Maintenance of Classroom Rapport  共著   
JALT2013 Conference Proceedings  , pp. 38-47  , 2014年8月   

概要(Abstract) This paper describes a modelling project which aims to investigate the generation and maintenance of classroom rapport. It uses a concise version of a modelling tool known as the Experiential Array to uncover the beliefs, cognitive strategies, emotional states, and external behaviours of three teachers who are highly proficient at generating and maintaining rapport through deliberately taking an interest in students’ lives outside the classroom. While recognizing that rapport is a personal construct that may be developed in many ways, common elements of rapport creation are described in detail. The paper also functions as a recommendation and introduction to modelling as a useful way to pursue teacher development. 

備考(Remarks)  

2014  Facilitating Learning Shifts through Milton Model Language Patterns  共著   
PanSIG2013 Proceedings  , JALT  , pp. 130-137  , 2014年5月   

概要(Abstract) This paper taps into the fields of hypnotherapy and neuro-linguistic programming (NLP), and more specifically the language patterns of the Milton Model (e.g. Bandler & Grinder, 1975, 1976; Grinder, DeLozier & Bandler, 1977), as tools for stimulating EFL learners’ reading and writing speeds.
The paper begins and ends with a story that frames the importance of effective communication in the classroom. Next an overview of various Milton Model language patterns, including short explanations of each pattern and contextualized examples as they were used in each study within this paper are offered. Then a brief outline of the two studies, the first on timed reading and the second on timed writing, are included together with their respective results. Finally, various conclusions are provided that support the usage of language patterns as tools to increase students’ reading and writing speeds. Ultimately, we will show that language patterns do have a positive impact on student’s ability to learn more effectively.
 

備考(Remarks)  

2014  The Impact of Milton Model Language Patterns on EFL Student’s Timed-Writing Speed  単著   
Academia Journal of the Nanzan Academic Society (Literature and Language)  , 第95号  , pp. 79-97  , 2014年1月   

概要(Abstract) In order to develop greater writing fluency, a 13-week timed-writing activity was introduced into a coordinated curriculum. The participants included 36 freshman university students who were divided into an experimental group and a control group. A baseline pre-test was given to determine initial writing speeds for both groups before the experiment was conducted. The study examined the impact of language pattern suggestions taken from the Milton Model (Bandler & Grinder, 1975; Bandler & Grinder, 1975, 1976; Grinder et al., 1977) to stimulate the writing speeds of the experimental group. Results showed that they improved by 63.37 average words compared to 18.70 average words for the control group over the study period. Both groups were invited to provide feedback on their perceptions of the activity based on a mini-quantitative and qualitative questionnaire. Interpretations of the results showed that the experimental group developed a more favorable view of the timed-writing activity. Various conclusions and suggestions for further research are provided. 

備考(Remarks)  

2013  Unmasking the Structure of Rapport  共著   
Beyond  , Standing in Spirit  , 2(2)  , pp. 16-29  , 2013年7月   

概要(Abstract) Rapport building between teachers and students is a critical component of any successful learning community - a point emphasized by Stevick (1980) when he says, “success or failure in a language course depends less on linguistic analysis and pedagogical techniques than on what goes on inside and between the people in the classroom” (p. 4). So how do successful teachers generate rapport with their students? The present study aims to answer this question through modelling two exceptionally gifted rapport-building teachers using a tool called the Experiential Array (Gordon & Dawes, 2005). This graphical tool was used in order to map out the beliefs, strategies, emotions, and external behaviours of the teachers in this study. The paper begins by examining the concept of rapport and outlining a methodology for modelling. Several figures representing the results and a discussion of the key emergent commonalities between each teacher are then provided. Finally, suggestions on how these results can be used pragmatically to enable other teachers to generate rapport are given.  

備考(Remarks) http://www.standinginspirit.com/unmasking-the-structure-of-rapport/?lang=en 

2013  The Active and Responsible Self-evaluation List: A Longitudinal System for Increasing Low-motivated Student's Participation  単著   
Academia Journal of the Nanzan Academic Society (Humanities and Natural Sciences)  , Nanzan University  , 6  , pp. 103-128  , 2013年6月   

概要(Abstract) This study focuses on an itemized chart system of specific learner behaviors and actions for student self-evaluation and self-management called the Active and Responsible Self-Evaluation List (ARSL). The system was conducted longitudinally over the course of a university academic school year with first-year non-English majors who were taking required Oral Communication courses. Specifically, the items represent a collection of ten behavioral patterns and learning actions in the form of norms that can lead to a greater awareness of each student’s ability to more actively and responsibly engage in their own learning process, and that can help the classroom community to learn more effectively in general.
The study examined the following research questions from the student’s perspectives on the ARSL system: 1) To what extent is it important for students to understand their teacher’s expectations of appropriate student behavior and actions?, 2) To what extent does the ARSL, in particular, help students to understand the teacher’s beliefs about what is important to be a good learner?, and 3) To what extent did the ARSL help students to become more active and responsible learners? Results from a quantitative and qualitative survey show that students have both a favorable impression of the ARSL, and a desire to understand their teacher’s expectations of normative behavior likewise.
 

備考(Remarks)  

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  NLP Tips for Storytelling in the Classroom  寄稿  共著 
Beyond  , Standing in Spirit  , 2(3)  , pp. 1-7  , 2014年1月   

概要(Abstract) Storytelling has many benefits in the EFL classroom and other learning contexts including providing listening practice, aiding in vocabulary acquisition, and motivating students. In this paper, we will introduce some tips from the field of NLP to help you make storytelling into an even better learning experience in your classroom or learning context. 

備考(Remarks) http://www.standinginspirit.com/en/blog/2013/12/06/nlp-tips-for-storytelling-in-the-classroom/ 

2005  Interview with Tom Kenny  寄稿  単著 
The Language Teacher  , JALT  , 29(12)  , pp. 17-20  , 2005年12月   

概要(Abstract) This paper includes the main insights and reflections taken from an interview with renowned author Tom Kenny. 

備考(Remarks)  

2004  Communities Sharing Mind Maps for Course Closure  寄稿  単著 
The Language Teacher  , JALT  , 28(12)  , pp. 36-38  , 2004年12月   

概要(Abstract) This article includes a short description of mindmapping as a graphic organizational tool for logically organizing content. 

備考(Remarks)  

2004  Mini-conferences for Mega-development  寄稿  単著 
Explorations in Teacher Education  , Teacher Development SIG, JALT  , 12(1)  , pp. 6-14  , 2004年   

概要(Abstract) The following article considers ways to squeeze maximum benefit out of what has been termed the "mini-conference." It includes both ways to organize such conferences and the tangible benefits to attending participants therein. 

備考(Remarks)  

2003  Changing Teachers in Midstream  寄稿  未設定 
JALT  , 27(4)  , pp. 21-22  , 2003年4月   

概要(Abstract) This article looked at ways that teachers can reinvigorate their classes through short-term classroom exchanges using a CBI-based approach. 

備考(Remarks)  

2003  Learning about AIDS thru Teaching  寄稿  単著 
JAPANetwork News  , JAPANetwork  , pp. 1-5  , 2003年4月   

概要(Abstract) This article looked at ways to model a CBI approach to teaching across classes using non-traditional content. 

備考(Remarks)  

2002  Activate with Ease: Warm-up Activities to Get the Class Going  寄稿  単著 
The Modern English Teacher  , Pearson Education Ltd.  , 11(3)  , pp. 31-33  , 2002年7月   

概要(Abstract) This practical article included a variety of activities known as "energizers" for raising student energy levels for more productive learning. It explored ways to both initiate and sustain such activities over language courses. 

備考(Remarks)  

2002  The Chat: Collaborative Student-Centered Focus on Form and Fluency  寄稿  単著 
The Language Teacher  , JALT  , 26(4)  , pp. 22-23  , 2002年4月   

概要(Abstract) The Chat is a technique for cycling fluency and accuracy features into an activity such as Timed Conversation longitudinally. This paper examined ways to build both fluency and accuracy within the classroom to maintain student engagement. 

備考(Remarks)  

2002  The Challenge of Change: 2002 CoLT Conference in Thailand  寄稿  単著 
Explorations in Teacher Education  , Teacher Education SIG  , 10(3)  , pp. 22-25  , 2002年10月   

概要(Abstract) This paper provided a retrospective of the 2002 CoLT Conference in Thailand with a particular focus on the conference theme: The Challenge of Change. It focused specifically on the areas of change that were investigated and possibilities for shifting educational approaches in the future therein. 

備考(Remarks)  

2001  Book Review of In Your Hands  書評  共著 
The Language Teacher  , JALT  , 25(4)  , pp. 34  , 2001年4月   

概要(Abstract) This article summarized the book "In Your Hands" and offered suggests for its usage in classrooms by like-minded teachers. 

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  Sharpening Intercultural Competence with Sensory Acuity  単独  2019年5月26日 
SIETAR Japan Chubu Chapter Teaching and Practice Forum  , SIETAR Japan Chubu Chapter   

概要(Abstract) In this demonstration workshop, participants had the chance to sharpen their sensory acuity skills using the VEGES model (Bolstad, 1993). Participants used their verbal and non-verbal communication skills during calibration exercises in order to build greater intercultural competence. Ultimately, this workshop offered participants the opportunity to hone their sensory acuity skills in order to understand themselves and others in order to communicate more effectively in cross-cultural environments. 

備考(Remarks)  

2019  Examining Active Learning in Lectures  単独  2019年2月23日 
13th International Conference on Language, Innovation, Culture & Education 2019  , ICLICE   

概要(Abstract) This research-oriented short presentation focuses on a pilot study conducted at two universities to determine the student perceived usefulness of lecturing. The study specifically illustrates how the presence or absence of Active Learning (AL) within the lecturing medium is perceived to either positively or negatively impact student learning, and also demonstrates how teachers can take their pedagogical bearings from their students (Nunan, 2013) for teacher development. Bonwell and Eison (1991) have defined AL as “anything that involves students in doing things and thinking about the things they are doing” (p. 2). How specifically teachers create AL opportunities in their classes, though, needs to be understood in greater detail, as it has been shown that teachers frequently struggle to cohesively integrate their methodologies, content, and goals within an AL approach to teaching and learning (Nishikawa, 2015). This pilot study aimed to bridge the gap in understanding regarding what constitutes AL and how teachers can better implement it through the lecture medium, in particular. To accomplish this, a mixed-methods study was conducted with Japanese university students (n=250). Data was collected in the form of a survey. Although the quantitative and qualitative results show that students find lectures ‘somewhat’ useful and interesting, several practical suggestions emerged, such as a ‘split lecturing’ hybrid to redistribute lecture-talking time that can potentially allow students to participate more actively. The overall implications drawn from this study strongly suggest that lecturers should potentially diversify and re-conceptualize their lecturing approaches to better facilitate inclusionary AL within their classrooms. 

備考(Remarks)  

2018  Tools for Active Learning in the EFL Classroom  単独  2018年9月15日 
名古屋NSCカレッジ  , 名古屋外国語大学英語教員ワークショプ   

概要(Abstract) In the first part of the workshop, participants looked at what AL is, why it is important, and how to add several new tools to their teaching toolbox to help students to learn more actively. In the second part of the workshop, results from a mixed methods research project that was conducted by the presenter in which university students express their preferences for more AL in their lectures were shown. Students overwhelmingly reported their desire to have more active classes rather than just having conventional teacher-centered 90-minute lectures. Practical ways for teachers to involve their students more actively even within traditional contexts such as lectures were shared.
 

備考(Remarks)  

2018  Promoting Active Learning In and Out of the Classroom  共同  2018年7月8日 
第11 回 JACET 関東支部大会  , JACET   

概要(Abstract) This workshop will look at ways in which teachers can involve their students more in active learning (AL) processes through activating their agency, curiosity, critical thinking, dialogue, and bodies to develop more interactive competence. We will begin with rapport building initially and then demonstrate several ways that we can show students respect, let them know they have choices (agency), and then create moments of curiosity, critical thinking, dialogue, and physical movement. We will also share with the audience mixed methods research from our students in which they express their preferences for more AL in their classes, particularly in lectures.  

備考(Remarks)  

2017  Split Storytelling for Enhancing Student Curiosity  単独  2017年6月9日 
TESL Canada 2017   , TESL Canada   

概要(Abstract) In split-story telling, a story is begun, then stopped at a highly interesting transition point creating a state of suspense, and then concluded. This presentation will focus on ways that students form personally meaningful connections to split stories based on qualitative feedback that was coded using Grounded Theory. 

備考(Remarks)  

2017  Part-time Teachers Developing their Coordinators  単独  2017年6月5日 
IJAS American Canadian Conference for Education  , International Journal of Arts and Sciences   

概要(Abstract) Although part-time teachers assume most of the teaching workload, some coordinators rarely cultivate the kinds of learning enriched school cultures (Rosenholtz, 1989) where all teacher voices are taken into account. This presentation will illustrate how program and also peer development are enhanced when part-timers are given a greater voice. These findings will be based on a qualitative survey, and structured interview results that illustrate how a learning enriched school culture developed.

Rosenholtz, S. (1989). Teachers’ workplace: The social organization of schools. New York: Longman

 

備考(Remarks)  

2016  Split Stories for Intensive Student Interaction  単独  2016年11月25日 
TESL Ontario's 44th Annual Conference  , TESL Ontario   

概要(Abstract) In split-story telling, a story is begun, then stopped at a highly interesting transition point creating a state of suspense, and then concluded. Examples, rationale, and a variety of activities were demonstrated and experienced by participants. 

備考(Remarks)  

2014  Unmasking the Structure of Rapport  単独  2014年9月13日 
名古屋外国語大学英語教員ワークショプ   

概要(Abstract) This presentation in workshop form will offer participants a chance to first understand how modeling using a condensed form of the Experiential Array (Gordon&Dawes, 2005) can help to elicit the qualities within the ability to generate rapport between teachers and students. Participants will experience the mini-array first hand through being guided through the process as they aim to undercover their own and others ability to achieve rapport in the classroom. Examples taken from a qualitative students will be used to illustrate how expert teachers generate rapport in their classes. 

備考(Remarks)  

2013  Effective Language Patterns in the Classroom  共同  2013年5月19日 
JALT PanSIG 2013  , JALT   

概要(Abstract) The presenters will start with a brief review of existing literature on the deliberate and controlled usage of communication psychology language patterns in education. Participants will then be guided to experience these patterns in ways that can be later used with their own students to learn more effectively. Finally, the presenters will share their own research on the usage of these patterns in EFL university classes from two studies that involved control and experimental groups. The results will show that language patterns do facilitate more resourceful learning states and greater results in student’s language learning. 

備考(Remarks)  

2013  NLP Modelling Using the Experiential Array  共同  2013年11月24日 
NLP Connections Japan 2013   

概要(Abstract) This research presentation gave participants the structure of the Experiential Array (Gordon&Dawes, 2005) as a tool for modeling human excellence. Several examples, known as exemplars in modeling terminology, were offered to illustrate how the tool is used in practical terms. 

備考(Remarks)  

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助成団体
Granting body
助成金額
Grant amount
2018  科学研究費補助金  CLIL型短期留学のインパクトに関する縦断的かつ横断的調査 
非代表  日本学術振興会   110万円(平成30年度) 

研究内容(Research Content) 18K00761(研究分担者) 

備考(Remarks) 共同(研究分担者:鹿野みどり、山岸敬和、篭橋一輝)
平成30〜32年度(課題番号:18K00761) 

2017  南山大学パッヘ研究奨励金II-B  Part-time Teachers Developing their Coordinators 
     

研究内容(Research Content) This conference allowed me an opportunity to share my research on Program Coordination. My proposal entitled: “Part-time Teachers Developing their Coordinators” was accepted during a blind TESL Canada review process and was presented on June 5, 2017.  

備考(Remarks)  

2007  Pache 1-A-2  A Longitudinal Study of Developing Self-Regulation through Learner Self-Evaluated Audio Recording (LSEAR) 
Researcher  Nanzan University  100,000 yen 

研究内容(Research Content)  

備考(Remarks) The researcher proposed to investigate the role of self-regulation through a procedure of student conversation recorded performances called Learner Self-Evaluated Audio Recording (LSEAR) that gives the responsibility for self-monitoring and assessment to students. In particular, this study examined the insights that emerge from student noticing on their LSEAR recorded performances, via written reflections and oral interviews, to gain insight into learners’ intramental thought patterns and development. 

2001  南山大学パッヘ研究奨励金I-A  The Narrative Mind 
     

研究内容(Research Content) 研究助成 

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
2018  Special Lectures 

Nanzan Extension College

During the 2018 year I conducted a total of 60 lectures - 30 in the spring and 30 in the fall for the general public. A total of approximately 150 people from the general community participated in the courses. This activity is an important part of the mission of the university - serving the entire community, not only those in the 18-22 age range.  

2018年4月~2019年1月 
2018  国際教養学科英語科目Advanced English Communication、コースコーディネーター 

Co-created a syllabus and online materials for the program available at: https://www.youtube.com/playlist?list=PLkKnt9j3WCOl-Xr2d4YKFJPNauOVIhC1H&disable_polymer=true

Organized course-wide presentations in the GLS Learning Commons in Quarter 1.  

2018年 
2018  国際教養学科英語科目オーラルコミュニケーション、コースコー ディネーター 

Co-created a syllabus and materials for the program that connect to listening and speaking skills (discussion, presentation, and debate).

Organized course-wide presentations and debates that were mainly held in the GLS Learning Commons. 

2017年4月~present 
2017  Special Lectures 

Nanzan Extension College

During the 2017 year I conducted a total of 60 lectures - 30 in the spring and 30 in the fall for the general public. A total of approximately 150 people from the general community participated in the courses. This activity is an important part of the mission of the university - serving the entire community, not only those in the 18-22 age range. 

2017年4月~2018年1月 
2017  国際センター委員会委員 

Member of the committee. 

2017年4月-現在に至る 
2017  共通教育委員会委員 

Member of the committee 

2013年4月-2017年3月 
2017  外国語委員会委員 

Member of the committee. 

2013年4月-2017年3月 
2017  外国語科目コーディネーター 

Organized FD sessions for the NEPAS team, recruited new staff, facilitated the syllabus for NEPAS-related courses, and several other curriculum and program duties including the transition from Seto to Nagoya campus in 2017 for NEPAS-related matters.

 

2013年4月-2017年3月 
2017  マルチメディア教育運営委員 

Member of the committee. 

2011年4月-2017年3月 
2016  Special Lectures 

Nanzan Extension College

During the 2016 year I conducted a total of 60 lectures - 30 in the spring and 30 in the fall for the general public. A total of approximately 110 people from the general community participated in the courses. This activity is an important part of the mission of the university - serving the entire community, not only those in the 18-22 age range. 

2016年4月~2016年12月 
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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 
2015 
2014 
2013 
2012 
2011 
2010 
2009 
詳細表示

2019/05/27 更新