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Title or Name of Session
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.
2017  Script-making that Facilitates Reading Comprehension and Reading-aloud -a Way of Promoting Creativity and Communication in Writing  共同  2017/08/30 
大学英語教育学会 第56回(2017年度)国際大会  , 一般社団法人大学英語教育学会   

概要(Abstract) The scripting way to be introduced in the workshop is not realized in writing a script based on the reading material, but is completed in dividing the material into the reading parts for RT performance. To give a quick example, the first two sentences of W. Saroyan’s “You Go Your Way, I’ll Go Mine” can be divided into two reading parts. The original goes: “The messenger got off his bicycle in front of the house of Mrs. Rosa Sandoval. He went to the door and knocked gently.” An example of RT reading parts will go like “The messenger got off his bicycle (Reader 1 as Narrator) in front of the house of Mrs. Rosa Sandoval (Reader 2 as the messenger). He went to the door (Reader 1) and knocked gently (Reader 2).” The example will serve to illustrate how the same sentences become real, alive, and meaningful. RT scripting can be successfully implemented in a basic EFL class because no addition or deletion of the text is made. The workshop will present three basic steps within 90 minutes: mini-lecture, making scripts, and read-aloud performance. The first step will give an overall explanation on RT, including its theoretical background. This is followed by the second step where participants in groups will be making RT scripts. In the third and final step some groups will read their scripts out loud in front of the others. The brief wrap-up session will follow then.  


2017  外国語(英語)が話せるようになりたいという女子学生の期待に応えんとする授業実践 (Impromptu Speech, Prepared Speech, Read-aloudを組合せて)  単独  2017/08/22 
日本リメディアル教育学会第13回全国大会  , 日本リメディアル教育学会   

概要(Abstract)  短期大学部英語科で学ぶ女子学生の伸ばしたい英語スキルの上位には,ほぼ毎年speakingが入り,学習動機は「英語が話せるようになりたいから」である[1]。他大の外国語(英語)受講学生の伸ばしたいスキルについても,speaking とlisteningが目立つ(スミス,2012)。学生の英語の授業に対する希望は「英会話ができるように」が第1位(八尋,2014,p.202)であり,短大のみならず広く学生の期待がコミュニケーション力向上であることは間違いない。
さて,正課Presentation in English授業で学生の期待に応えるために,どのような授業計画を立てて,指導を15回にわたり継続して行けば良いのかについては,毎年担当しても相当に難題である。学生の学力や学習意欲が一定ではないことに加えて,就職活動のために安定的な出席が見込めないことも要因となる。そこで,その目的や特徴が異なる3種類の言語活動を同時に経験させる方法で,期待に応えるための授業に取り組んだ。本発表は,2017年4月~7月までに実施した授業紹介である。


2017  Experience in Teaching and Learning Literacy in EFL through Readers Theatre  単独  2017/07/05 
20th European Conference on Literacy  , The Spanish Reading and Writing Association (AELE) and the University Complutense of Madrid (UCM) in cooperation with Federation of European Literacy Association and International Development in Europe Committee of the Internationa Literacy Association  , Book of Abstracts, 20th European Conference on Literacy  , The Spanish Reading and Writing Association (AELE)  , ISBN978-84-697-3696-8   

概要(Abstract) Readers Theatre (RT, hereafter) can be defined as 1) “a presentational performance based on principles and techniques of oral interpretation” (Adams, 2003, p. x); 2) a “rehearsed group presentation of a script that is read aloud rather than memorized” (Flynn, 2004, p. 360); and 3) an “integrated language arts event centering on the oral interpretation of literature” (Sloyer, 2003, p. 3). In other words, RT can be simply referred to as an open-book play, which lies somewhere between oral reading and drama.

RT has been shown to be an effective instructional strategy in the fields of EFL, English, English literature, and teacher-training courses, (Athiemoolam, 2013; Groh, 2012; Krueger, 2015; Ng & Boucher-Yip, 2010; Sloyer, 2003; Tsou, 2011; Young & Rasinski, 2009). In addition, however, it carries the potential benefits of acquiring social skills and improving actual language usage. Teachers, practitioners, and researchers would most probably agree that RT in the EFL classroom can serve to increase learners’ “self-confidence, enjoyment, creativity, motivation” (Beaven & Alvarez, 2014, p. 2) as well as awareness of responsibility, sense of fulfilment, and the ability to experience empathy and inspiration.

For several years, the presenter has applied RT with fruitful results to his college EFL classrooms in Japan. Typical Japanese EFL classrooms find learners reticent and very shy, and yet they need to be cooperative, fluent, and communicative. The workshop is based on the presenter’s such EFL teaching experiences as well as on his learning experiences from participating in the international RT workshops.


2016  いつまでやるの,話せる英語  単独  2017/03/18 
ことばの教育発表会  , 一般社団法人ことばの教育   

概要(Abstract) 使えなければならないとする外国語教育を再考する。理由は2つ。1つ,人工知能(AI)の発達が再考の契機となること。1つ,外国語教育にはもっと可能性があること。社会で子どもの活躍が期待される時代は少し先の近未来である。それは好むと好まざるとに関わらず,一層の情報化が進みAI利用が進む時代である。現行の外国語教育が目指す程度の技能はコンピュータの役目になろう。語彙不足でも発音に不安があろうと,話すべき内容を,または伝えるメッセージを持つことが優先されよう。そして日本語話者にとって外国語である英語を学ぶことは,母語について学ぶ機会となり,それが異文化理解につながり,課題解決に向けて他者と協同する契機となりうる。外国語教育は使えるだけの指導ではない。 


2016  「使える」英語を目指すリメディアル授業を控えませんか   単独  2016/12/11 
日本リメディアル教育学会 第 9回関西支部大会  , 日本リメディアル教育学会   

概要(Abstract) 3つのことが提案の理由である。1つは,学校外国語教育(English as a Foreign Language Education; 以降,EFLE)が言語道具主義に偏り過ぎだと思われる点である。コミュニケーション超重視の「使える」英語優先授業である。2つ目が,英語が使えることは好ましいことかもしれないが,善いことかどうかという疑問である。そして3つ目の提案理由は,到来する可能性が高い人工知能(以降,AI)時代である。本稿は,授業で担当する学生が社会人として活躍する時代を念頭に,リメディアルEFLEの1つの在り方について提案する。 

備考(Remarks) 場所:京都三大学教養育研究・推進機構「稲盛記念会館」  

2016  Teaching EFL through Readers Theatre in the Era of Artificial Intelligence  単独  2016/12/03 
The Seventh CLS Intenational Conference  , Center for Language Studies, Faculty of Arts & Social Science, National University of Singapore   

概要(Abstract) Too much emphasis has been placed to the practical use of English by labor market due to globalization. Thus, students, their parents, working individuals, and teachers seem to believe that the main purpose of the EFL education is to have high competency in speaking it. The EFL education, however, has been challenged by rapid progress in technology. Communication in foreign language can be replaced by devices operated by artificial intelligence (AI) in the foreseeable future. What would become of their purpose if multi-lingual automatic translator/interpreters would be developed and put to use widely? Smartphones, an example of development of technology, did not even exist 10 years ago, but now how can we live without them? Over the years the author has taught EFL by Readers Theatre with good results; to deepen the students’ understanding of language and culture, and to foster a positive attitude toward communication, both of which are stated in the Japanese Course of Study for High School. Although both of these have received less attention from teachers and researchers than developing four skills, these purposes in the EFL education should be given more consideration, because that is unlikely to be replaced by upcoming AI development. 


2016  海外での英語の学び方と帰国後の保持について  単独  2016/10/01 & 08 
講演会   , 米国デトロイトりんご会補習授業校,およびオハイオ西部日本語学校   

概要(Abstract) 現地領事館の仲介により,2つの補習授業校にて教育講演を行った。主な内容は,米国現地校に通いながら土曜日に補習授業校に通う海外子女とその親,および先生として教壇に立つ現地採用の方々を対象に,英語の学び方,帰国後の英語力保持の仕方,新学習指導要領の目指している内容,帰国子女の進路などについてスライドを用いて解説した。同時に希望者に対して個別相談に応じた。 


2016  Making Words Come Alive by Readers Theatre.  単独  2016/08/16 
3rd Baltic Sea Conference on Reading, 17th Nordic Reading Conference  , The Finnish Reading Association   

概要(Abstract) This paper is motivated by the rapid development of information technology in the last decade in Japan. This author has been dismayed by his writing students' skillful use of the Yahoo translator for their composition assignments. Traditionally, EFL education in Japan has focused on developing students' literacy in English through translating English into Japanese and vice versa. But this learning model will be challenged as technology rapidly progresses. The current students being taught will be living in such an innovative era that no present teacher has ever faced.
How can EFL education contribute to the nurturing of students wedded to smart phones and the Internet? The author pays attention to functions of Readers Theatre (RT), which can "make words come alive" by being read aloud. There are always students who are less willing to speak up than the others in class. In a culture where keeping a reserved attitude takes precedence over being communicative and outgoing, the situation is exacerbated. RT, "a rehearsed group presentation of a script that is read aloud rather than memorized" (Flynn, 2004, p. 360), can be a resolution to such EFL situations where students are reticent and very shy, yet hard-working and cooperative. This performative teaching and learning method of EFL should get more attention in the era of information technology for three reasons: first, RT helps reserved students develop person to person communicative ability; second, RT students learn how to become socially involved with peers; and finally, RT gives students a sense of achievement and a great joy of working together. All of these are unattainable by learning with a computer.



2016  「英語の詩や物語を群読で楽しむ」  共同  2016/07/30 
日本群読教育の会全国研究集会神奈川大会  , 日本群読教育の会   

概要(Abstract) エリック・カールの「はらぺこあおむし」を題材にした群読用の台本をもとに,群読前の解釈上の留意点とおよび音読練習について解説した。その後で実際に参加者と共に発表した。 

備考(Remarks) 神奈川学園中学校・高等学校にて,鶴見大学の草薙優加氏と共同発表。 

2016  効果的な英語スピーチの指導方法  単独  2016/07/27 
中学校英語科教育研修会  , 三重県四日市市教育委員会   

概要(Abstract) 中学校の教室で実践することを目的にしたスピーチ指導について,その理論と方法を解説を交えて参加者に体験させた。また同市が開催するスピーチコンテストに向けて,指導方法や留意点についても提案・開設した。 


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