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2008

支部大会・研究会

第3回大学英語教育学会 中国・四国支部 ブロック1 研究会について

JACET中国・四国支部会員の皆様

以下の日程でブロック1(広島、山口、島根)の研究会を開催いたしますのでご案内
申し上げます(支部会員であればブロック1以外の方でも参加資格を有します)。

ブロック研究会での発表は支部研究会での発表と同等に扱われ、支部の研究紀要への
投稿資格が与えられます。

大学英語教育学会(JACET)
中国・四国支部支部長
西田正(広島大学)

日時:11月8日(土)

次第

受付:〜13:00

自由研究発表:13:00〜17:00

場所

広島国際学院大 立町キャンパス(http://office.hkg.ac.jp/~tatemachi/utilization.html)

1: 13:05〜13:35

(1)氏名(Name)

Ms. Misako FUTSUKI

(2)題目(Title)

Change of Attitudes of Instructors and Students toward Teaching and Learning
English through Short English Programmes: A Case Study of an NGO in Southern
Thailand

(3)概要(abstract)

This study investigated the current English teaching programmes which are organised by an NGO in a southern rural area, Thailand as a case study. The objectives of this study are to reveal how short English programmes change instructors’ and students’ attitudes toward English teaching and learning and to find out instructors’ self-efficacy and students’ evaluation of short English programmes. Those English programmes employ international volunteer instructors to teach English with communicative approach.  The study was conducted in two Short English programmes (one at a primary school and another at a secondary school) in educational regions of Songkhla province. 7 international volunteer instructors and 56 students at the primary school and 8 international volunteer instructors and 77 students at the secondary school were asked to respond to questionnaires both before and after the programmes, in which they indicate their expectation and evaluation of the programmes in terms of English teaching and learning. Also, semi-structured interviews with instructors and Thai teachers of English at schools were held.  The results in this study show that instructors’ attitudes and their self-efficacy toward teaching English were more affirmative after the programmes and students’ attitudes and their self-reported English ability were more positive after the programmes.  As for educational implication, the findings of this study might be adopted to ordinary English classes held by Thai English teachers although the programmes are special and temporary.

(4)所属 (Affiliation)

IDEC, Hiroshima University

(5)使用機器(Equipment required)

PC Projector

2:13:35〜14:05

(1)氏名(Name)

卯元 陽子(Ms. Yoko Umoto)

(2)題目(Title)

日本人英語学習者にとっての英語後置修飾構造の理解
(Understainding of post-modification structures by Japanese learners of English)

(3)概要(abstract)

本発表の目的は,中学3年間で学習した英語の後置修飾構造を,学習者がどの程度保持しているかを明らかにすることである。定着の度合いを測るために,全国的に採用率の高い中学校英語教科書New Horizon English Courseをもとに作成した「英語後置修飾構造および関係代名詞節の理解度テスト」と「英語学習に関する意識調査」を,Y県Y高等学校普通科1年生196名(使用データは177名分)を被験者として行った。テストの内容は,後置修飾構造については,-ing分詞,-ed分詞,to不定詞,前置詞句,副詞句,形容詞句の6種類の後置修飾語句を含むセンテンスタイプについて並べ替え問題を行った。関係代名詞節については,who, which, thatそれぞれにつき,SS,CS,OS,SO,CO,OOの6種類のセンテンスタイプを,接触節に関しては,SO,CO,OOの3つのセンテンスタイプについて並べ替えを行わせた。分析方法は,まず,意識調査の結果をクラスター分析にかけ,被験者を「異文化志向群」,「英語技能重視群」,「英語好意群」,「英語非好意群」の4つにグループ化した。後,それぞれのグループ間で理解度テストの得点に差があるか,後置修飾語句および関係代名詞節間の得点に差があるかを統計的手法によって検証した。なお,分析結果は,当日報告する。 

(4)所属 (Affiliation)

安田女子大学大学院(Yasuda Women's University)

(5)使用機器(Equipment required)

PCプロジェクター

3:14:05〜14:35

(1)氏名(Name)

Ms. Julia Mika Kawamoto

(2)題目(Title)

The Inconsistencies of Quantitative Analysis and Qualitative Analysis 

(3)概要(abstract)

Most second language researchers concentrate on students for their studies on how they react or respond in the classroom. This empirical study will use teachers as the participants to show the inconsistencies of the results in the quantitative analysis and qualitative analysis with two English teachers: a native speaker (NS) and a non-native speaker (NNS). Using these results from form focused interweaving mean focused task based instruction through oral error feedback will give a better idea for this variation.

(4)所属 (Affiliation)

Graduate student and part-time teacher at Hiroshima City University

(5)使用機器(Equipment required)

PC Projector

休憩:14:35〜14:45

4: 14:45〜15:15

(1)氏名(Name)

Mr Sonda, Nozomu

(2)題目(Title)

Motivating college students to speak English

(3)概要(abstract)

The purpose of the present study was to examine methods and procedures to motivate college students to speak English as an action research. The subjects were 70 high beginning to lower intermediate students in four classes enrolled in the same course titled English Speaking. Most of the students had never taken a course where they were engaged in intensive English speaking, did not think they could speak English fluently at a daily conversational level and thus were not confident or fond of using English. In order to lower the Affective Filter (Krashen & Terrell, 1983), the students were told that making mistakes is acceptable and were even encouraged to go ahead and make mistakes. Most of the errors they made were not pointed out or treated immediately unless they interfered with communication. They were also given immediate positive feedback for making utterances, even if they were not so accurate, and communicating with their conversation partners. This was done in the form of according "point cards" on the spot during their conversations. According to the post-course student survey (Fall 2007), the learning activities were rated in the descending order of communicative games, task-based activities related to and using movies, music, and sports, free conversations on topics related to college life, question-answer form conversations using readings on topics related to college life, vocabulary quiz and comprehension check quiz on readings. The ratings for these activities were all above 3.0 on a 5-point scale with the highest on communicative games (4.2) and the lowest on vocabulary and comprehension quizzes (3.2). Topics closely related to college life and very interesting readings contained in the textbook also played an important role in the effective student interaction. The students also wrote comments on the lesson and their learning at the end of each lesson. This sharing and feedback to the teacher was very conducive to open and positive attitudes of the students and also for the teacher to adjust and prepare the subsequent lessons. As a result, the students made plenty of utterances, communicated with each other, and enjoyed using English. The students agreed that they felt relaxed to go ahead and say something in English because they knew it was acceptable to make mistakes. Although the level of their communication was still at the basic, the results were still overwhelmingly encouraging; by lowering the Affective Filter, the students were able to speak quite fluently though not so accurately. Once they learned to relax, make utterances and communicate, the next step is to raise their awareness of form and accuracy. Task-based learning activities will play an important role in this.

(4)所属 (Affiliation)

Yamaguchi university

(5)使用機器(Equipment required)

PC Projector

5: 15:15〜15:45

(1)氏名(Name)

Mr. Keiji Nishioka (西岡啓治)

(2)題目(Title)

Let Us Use More English in Our Class
―A Proposal to Make English an Official Language in English Class

(3)概要(abstract)

The pronunciation of my students is strange when they read English. Even when they read simple everyday English, they often stop when coming across such words as “males and females/ ate/ early.” It is difficult to grasp the meaning of a passage from their reading. Why does this happen? In my judgment, the biggest cause is that students have not used English in real situations as a tool for communication. They have not listened to English to get information, have not spoken English to tell their ideas to other people, have not written English in a letter or an e-mail and have not read English to get information needed in their life. Their language training has been for the practice’s sake, for example, to prepare for coming events including examinations.
 This unfortunate fact is caused not only by students’ learning style but also by English teachers’ teaching style. In my understanding, in many countries students learn a foreign language using the target language except for the period when they have just started to learn it. The underlying principle of this teaching style is that a language acquisition requires a lot of modeling and practice. Surely, if teachers speak English in their class, students will listen to English over and over again and this will lead to improving their listening ability. More importantly they learn English expressions in a real situation. When their teacher explains in English about what to practice in some exercise, English then is a communication tool. However, if the teacher gives the directions in Japanese, students will miss an opportunity to learn how to use English in a daily context. If English teachers use the language in every class from the elementary school to the university, the amount of time that students are exposed to the language will become tens of times more than the present amount. The difficulty which both teachers and students will experience in the beginning of this teaching style will eventually become small.
 I would like to make a proposal to make English the official language in all university English classes. There are lots of learning devices available now: internet programs or CD ROMs, etc. However, the most effective method to attain the goal of a good English user will be to make the classroom a mini-international space where English is used as the main communication tool and Japanese as an auxiliary tool. This proposal will help low level students to recognize English as a tool for communication which needs to be pronounced correctly; and it will prompt upper level students to utilize English in actual everyday life.

(4)所属 (Affiliation)

岡山理科大学(Okayama University of Science)

(5)使用機器(Equipment required)

PCプロジェクター

6: 15:45〜15:55

(1)氏名(Name)

岩井千秋 (Mr. Chiaki Iwai)

(2)題目(Title)

JACET中国四国版、大学生オーラルコミュニケーション活動
−大学間連携イベントの提案

(3)概要(abstract)

今年度のJACET全国大会の時に、神戸市外大の野村先生たちのグループによって提案された企画を紹介するもの。彼らが提案した企画の内容は、関西、関東の英語関係の先生方が各大学で学生に各種のプレゼンテーションを練習させ、年に一度、会場をどこかに決めて発表会を行うというもの。プレゼンには詩の朗読あり、寸劇あり、歌でも、ゼミ形式の発表でもOK、ダイアログ、モノローグ、なんでもありで、高校生などを対象としたいわゆるスピコンなどとは基本的に主旨が違うものです。また、お互いに英語の発表スキルを磨くことに主眼が置かれていますから、順位を決めて争うようなことはされていません。学生のレベルに応じて、学生自身ができることを練習してやってみる、というのが基本方針です。教員側はそれを通じて、オーラルコミュニケーションのあり方を研究しようとされています。

注: 支部会員の皆さんの賛同が得られれば、実験的にいくつかの大学で連携し、これと同様の企画をJACET中国四国支部で行うことや、共同研究に発展させて行くことも考えられます。この点について、当日、ご意見を頂けたら幸いです。

(4)所属 (Affiliation)

広島市立大学(Hiroshima City University)

(5)使用機器(Equipment required)

PC プロジェクター

7:16:00〜16:30

(1)氏名(Name)

Mr. George Higginbotham, and Mr. William (Bill) Moore

(2)題目(Title)

Hiroshima Peace Park: An open air language classroom

(3)概要(abstract)

In general we will be talking about Task Based Learning and will demonstrate one particular project that we are currently running with students at our University. The presentation will be in English.

材料を与えて授業時間中に指示に従って目標の作品を仕上げ、最終的にクラスの前でプレゼンテーションを行う活動のデモンストレーション。単位は数人のグループ。今回はストロー、ダンボールの厚紙などを材料に塔を作る活動です。(指示、作業中の会話など英語使用)。

(4)所属 (Affiliation)

Hiroshima International Gakuin University

(5)使用機器(Equipment required)

PC Projector


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