Acquisition of English Intonation：With a Focus on Tonicity

本研究は、英語のイントネーションにおける3T(①Tonality、③Tonicity、③Tone) と呼ばれる3要素のうち、2番目のTonicityを中心と して、2022年10月～翌2023年9月まで英語イントネーションの指導を行い、Tonicityの習得の経時的変化を音響音声学的手法によって可視化し、明らかにしようとするものである。This study discusses the acquisition of intonation in English by Japanese University students whose major is TEFL. We introduced the principle of the Tonicity as in M. A. K. Halliday （1967）Intonation and Grammar in British English, The Hague: Mouton, and J. C. Wells (2006), English Intonation, Cambridge: Cambridge University Press, and their tune structure was analyzed; ①first, auditorily by the present author, ②second, acoustically by computer. The tonal structures of the model recording and learners’ recording were analyzed acoustically by drawing the pitch-contour using computer applications such as Praat and WASP, ③third, the above two analyses of intonation were compared to describe the validity of the Tonicity principle of Halliday and Wells. Finally, all these results were integrated to discuss the relationship between the model recording and the students’ acquisition of English intonation. We found that the learners succeeded in reaching a fair reproduction of model intonation after 12 months’ practice of the Tonicity principle, therefore we could say that the subject did quite well in the acquisition of the Tonicity and end-focus principle. However, as the numbers of the subjects and the period of the experiment were limited, we cannot say anything definite. We expect to continue the project into the next academic year, so that we can provide more plausible results with more subjects in the experiment.departmental bulletin pape

Women Gardeners in Early 20th Century Britain: Three Wardens at Lady Warwick’s College, Studley

This paper explores the development of the new profession of women gardeners in early 20th-century Britain focusing on a horticultural school, Lady Warwick’s College, Studley. The College was founded by the Countess of Warwick, Frances Evelyn Greville (1861-1938) in Reading in 1898, when it was initially known as the Lady Warwick Hostel. The college moved to Studley Castle in 1903. It offered a high standard of practical training and education for women in horticulture and ‘the lighter branches of agriculture’. The paper looks at the experience of one Japanese horticultural student, Taki Handa, and their view of Lady Warwick College from 1906 to 1908. The paper also looks at how the college developed to offer professional training and education for women, and especially considers the period of the first three wardens: Edith Bradley, 1898-1905; Mabel Faithfull, 1905-1908; and Lillias Hamilton, M.D., 1908-1922. The paper looks at how these first three warden’s tenure periods (1898-1922) involved dynamic social change for women in Britain, especially during the First World War. The paper evaluates the women who attend this college, who might be referred to as “a new-fashioned woman gardener in breeches and such-like” (by Agatha Christie in 1920) or “the Daughters of Ceres”.departmental bulletin pape

Perceived Growth of Nursing Students through Experience as Open Campus Staff

本研究の目的は，オープンキャンパスのスタッフを経験したことによる看護学生の成長実感を明らかにすることである。オープンキャンパススタッフとして活動したことのある保健医療学部の4年生3名、および卒業生6名を対象に半構成的個別インタビューを実施した。インタビューでは、オープンキャンパスでの活動を振り返りながら，変化や成長したと実感していることを対象者の視点で自由に語ってもらった。得られたデータを繰り返し精読し、学生の成長に関連した文章を抽出した上で，意味内容の類似性を確認しながらカテゴリー化した。 その結果、オープンキャンパスのスタッフを経験したことによる看護学生の成長実感として，【コミュニケーション能力】，【視野の広がり】，【対応力】，【チームワーク】，【計画力】の５カテゴリーが抽出された。 コミュニケーション能力は，「話す力」，「大勢の前で話す力」，「話を聴く力」，「様々な世代の人と関わる力」，「話しやすい雰囲気作り」，「相手に合わせたコミュニケーション」の６つのサブカテゴリーで構成された。視野の広がりは，「全体を見る力」，「相手を受け入れ理解する力」，「先を見通す力」の３つのサブカテゴリーで構成され、対応力は，「臨機応変に対応する力」，「行動力」，「自信を持った行動」の３つのサブカテゴリーで構成された。チームワークは，「グループをまとめる力」，「他者を頼る」，「調整能力」，「スタッフ間での意思疎通」の４つのサブカテゴリー、計画力は「計画を立てる力」のサブカテゴリーで構成された。オープンキャンパススタッフになることは，オープンキャンパスの活性化だけでなく，学生自身の成長にも寄与し，看護師になった際にも有益であると考えられた。The aim of this study is to elucidate the perceived growth of nursing students resulting from their experience as Open Campus staff. Semi-structured individual interviews were conducted with three fourth-year students and six graduates from the Department of Health Sciences who had previously served as Open Campus staff. In the interviews, participants were asked to freely discuss their experiences, reflecting on their activities as Open Campus staff and expressing how they perceived changes and personal growth. The collected data underwent repeated careful readings, and passages related to student growth were extracted. These passages were then categorized while confirming the similarity of their semantic content. Consequently, the nursing students' experiential growth through their involvement as staff in the open campus has been identified in five categories: [Communication Skills], [Broadening of Perspectives], [Adaptability], [Teamwork], and [Planning Skills]. Communication skills were composed of six subcategories: [speaking ability], [public speaking ability], [listening skills], [ability to interact with people of various generations], [creating an approachable atmosphere], and [adapting communication to the other person]. Broadening of Perspectives consisted of three subcategories: [ability to see the whole picture], [acceptance and understanding of others], and [ability to foresee the future]. Adaptability was structured with three subcategories: [flexibility in responding to situations], [proactive behavior], and [confident actions]. Teamwork included four subcategories: [ability to lead a group], [dependency on others], [coordination skills], and [interpersonal communication among staff]. Planning skills were constituted by the subcategory [ability to formulate plans]. Becoming an open campus staff member was considered not only contributing to the activation of the open campus but also beneficial for the personal growth of the students. It was believed to be beneficial even in their future roles as nurses.departmental bulletin pape

Approach to Reconstruct School Management StrategiesⅡ： Curriculum Management for High School-University Collaboration

学習指導要領の改訂により高校の多様化と学びの選択が加速する中，高校と大学双方にはそれぞれの目的や役割を踏まえた柔軟な取り組みをすることが求められる。法人合併後，学院独自の高大連携プログラムを『関西国際大学進学プロジェクト』と位置づけ，事業計画に盛り込んだ。高校生の現代気質と時代の潮流の中での教育の方向性を俯瞰しつつ，導入初年度の取り組みについて考察した結果，カリキュラム・マネジメントを通じて取り巻く環境把握からスタートし，それを具体化・モニタリングするPDCAサイクルを機能させれば，進路満足度で一定の成果が得られるだけでなく，私学という独自の風土の中で最善の方法となる特殊解のみならず，どの学校でも通用する最適解を導けることを追認した。The revision of the Courses of Study has promoted diversification and learning choices in high schools. Both high schools and universities are required to take a flexible approach based on their respective purposes and roles. After the merger, we positioned our own high school-university collaborative program as “Kansai University of International Studies Project” and included it in the guidance plan. The first year of implementation was discussed, overlooking the modern temperament of high school students and the direction of education within the current trends of the times. We have confirmed that if we start by understanding the environment surrounding the school through curriculum management, and if we make the PDCA cycle function to materialize and monitor it, we can not only achieve certain results in terms of career satisfaction, but also derive both a special solution that is the best method in the unique culture of a private school, and an optimal solution that can be used in any school.departmental bulletin pape

Language-Use Activities in English Class Focusing on Form, Meaning, and Function: A Systemic Functional Linguistic Approach

近年のデジタル化の進展による今後のグローバル社会のあり方の議論を踏まえ，新学習指導要領において，これからの時代に必要な資質や能力が明示された。英語教育においては，4技能の向上だけでなく，テクストを事実・情報・意見の観点に基づいて批判的に読解し，適切に表出する言語コミュニケーション能力が求められている。以上の背景から，言語学習において，言語を単なる語彙や文法の集合体として捉えるだけでは十分ではない。指導者は，言語活動によって生み出されるコンテクストや，意味構造，機能により一層焦点を当て，学習者が言語活動を通して，言語形式・意味内容・言語機能が相互に影響し合っていることを体験的に理解し，ことばの使われ方（言語機能）を踏まえて，社会的文脈におけるテクストの意味内容を「解釈」できる力を育むことが必要である。本稿では，学習者が英語授業の言語活動において，言語形式・意味内容・言語機能の言語習得の3要素の相互作用を体験的に捉えることの意義を選択体系機能言語学的アプローチの視座から論じることを目的とする。Based on discussions on the future of global society due to the recent progress of digitalization, the new Courses of Study have highlighted essential skills for the future, emphasizing not just language skills but also critical reading and effective expression. Language is seen beyond just vocabulary and grammar; instead, the focus is on understanding context, semantics, and functions in language-use activities. The paper argues that learners should experience how linguistic form, semantic and pragmatic content, and linguistic function interact, developing the ability to interpret texts based on social contexts. Using a systemic functional linguistic approach, the paper discusses the importance of experiential understanding in English classes, stressing its role in comprehending the interplay between linguistic form, semantic and pragmatic content, and linguistic function in language learning.departmental bulletin pape

小児クリティカルケア看護における臨床判断 －看護師の子どもの捉えと予測及び決定に焦点をあてて－

令和５年度博士(看護学)関西国際大学thesi

An Ecological Approach to Sophisticated Enhancement of Language Activities in English Language Teaching for Collaboration with Japanese Language Teaching

本稿は，国語科教育との連携を意識した英語科教育における「言語活動の充実」について焦点を当て，活動を充実させるために，両教科の連携に必要な視点とは何かをヴァンリアの生態学的言語論をもとに考察することで，「言語活動」に対する生態学的価値づけを行った論考である。 国語科が外国語科との連携を行う際の共有的視点について，生態学的文脈に基づいて考察を行った結果，10の視点から多様な言語活動の見方・考え方が得られた。特に，アフォーダンスの考えを導入することにより，学習者が言語活動に積極的に「関与」することの必要性や重要性が示唆された。また，国語（日本語）と英語を「ことば」として捉え，言語の総体として観察する視点を与えた。母語の直感を援用するメタ言語能力を活用し，言語の構造や機能に気付かせる可能性も示唆された。In recent years, language activities specified in the revised School National Curriculum Standards have garnered increasing attention as deliberate, meaningful, and valuable learning experiences for nurturing the qualities and abilities of pupils and students. This paper places its focus on the "sophisticated enhancement of language activities" in English language teaching while recognizing the necessity of collaboration with Japanese language teaching. To enhance these language activities, this paper adopts an ecological approach to "language activities," considering the essential perspectives required for collaboration between these two subjects, based on Leo van Lear's 10 ecological perspectives. The shared perspectives on the collaboration between Japanese language teaching and English language teaching, rooted in the ecological context, have yielded a diverse array of viewpoints and concepts regarding language activities from ecological standpoints. Notably, the introduction of the concept of affordance highlights the imperative need for learners to actively engage in language activities, emphasizing the importance of perceiving Japanese and English as elements of "language" and facilitating a holistic examination of language as a system. Additionally, it suggests the potential utilization of metalinguistic abilities to aid learners in comprehending the structure and function of language, drawing from their intuitive understanding of their native language.departmental bulletin pape

Changes in "Foreign Language Learning View" and "Foreign Language Learning Behavior" in Overseas Short Activity-based Programs - Using the Notion of “Foreign Language Learning Triggers-

外国語学習の分野では、留学の意義が問われることが多いが、本研究では、「外国語学習観 」と 「外国語学習行動 」の変化を分析することで、学習改善の方法を提示しようとするものである。 筆者らは、Horwitz(1987)の「外国語学習観」尺度項目のうち、「方略」と「外国語学習の特徴」の2つのカテゴリーから抽出した学習行動に影響を与える項目に着目した。これらの項目は4つの外国語学習トリガーに分類され、「現地の環境を重要視する」、「外国語を正確に話すことを重要視する」、「学習項目の重要性を認識する」、「学習方法の重要性を認識する」とする。318人の留学プログラム参加者から得たデータをもとに、4つのカテゴリーの変化パターンを、留学前、留学後、半年後の3つの時点で抽出し、カテゴリーの項目が 「外国語学習行動」 に影響を与えるかどうかを調べた。まとめとして、多くの留学プログラムでは留学期間が短いため、継続的な学習機会を提供することが極めて重要である。While the significance of studying abroad is often questioned in the area of foreign language learning, this study attempts to provide ways for improving the learning by analyzing changes in "foreign language learning views" and "foreign language learning behavior." The authors focused on the items affecting learning behavior extracted from the two categories, "strategy" and "characteristics of foreign language learning" in the "view of foreign language learning" scale items. These items are classified into Four Foreign Language Triggering Factors and referred to as "oriented to the authentic environment," "oriented to speak a foreign language accurately," "recognition of the importance of learning item," and "recognition of the importance of learning methods." Based on data obtained from 318 study abroad program participants, the authors extracted patterns of changes in the four categories at three points in time: pre, post, and after six months, to see whether the items of the categories affect "foreign language learning behavior." Since the time frame of studying abroad is short for many programs, it is extremely important to provide continuous learning opportunities.departmental bulletin pape

Validation of a Generative AI Prompt for Clarifying Learning Objectives to Support Faculty Designing Class

本研究では，大学教員が担当科目の授業設計を記述する際に、教育方法学の知見にもとづいて、受講者に的確に伝わるよう記述を明確化する作業を支援するための生成AIプロンプトを提案し、検証した。このプロンプトを利用して、複数の学問分野の専門科目についてシラバス記載の学習目標明確化手順を行ったところ、明確化の理論的裏付けの手順となる「学習目標の分類」の判別において、正しく「認知的方略」と判断するためには、プロンプトの改善が必要であることがわかった。In this study, a generative AI prompt to assist university faculty in clarifying the course design of the courses they are in charge of, based on the knowledge of educational methodology was proposed and verified, so that the notations will be accurately conveyed to the students. Using this prompt, a procedure for clarifying learning objectives in syllabus descriptions for specialized courses in several academic fields was conducted and we found that the prompt needs to be improved to correctly determine "cognitive strategies" in classifying learning objectives, which is a procedure to theoretically support the clarification.departmental bulletin pape

A Proposal for COIL-based Curriculum Design Incorporating Future Skills Enhanced with Active and Authentic Learning, and Integrity in New Education Normal

従来型の教育体制はコロナ禍以降随分と変化してきているようである。これまでの当たり前が当たり前でなくなり、人生観、価値観、生きる哲学、生活感、健康、ウェルネスについて、改めて考える人たちが増えてきた。もうコロナ禍前と同じマインドセットには決して戻れないのである。これからの未来を生きる子供たちもコロナ禍の3年間の経験は新たな局面を開きつつあるようだ。VUCAの時代を生きる子供たち、若者たちが大人になって自分の人生を振り返った時に、後悔のない教育が受けられたと感じるような教育のパラダイムシフトが必須である。本稿では、これまでの教育についてふりかえり、「学ぶ」とは何なのかという問いから始め、これからの教育でも必要と思われる概念を組み合わせてセンスメイキングし、教育のディスラプティブなイノベーションでどのような教育展開が可能になるかを考えてみる。かつてアダム・スミスは、国富論の教育の章で、教育は経済を廻すための金儲けの営みのように書いているが、教育の使命はあくまでも未来社会に貢献する未来人財の育成である。本稿では、ポストコロナの教育のパラダイムシフトの提言を試みた。A new authentic educational paradigm in the post-pandemic era, i.e., the New Education Normal, is proposed in this paper. Such a paradigm de rigueur incorporates 21st-century skills elaborated in Kharbach (2024). An integrated curriculum incorporating lifestyle, cultural values, regional history, STEAM, and entrepreneurship, is introduced for learners to engage in collaborative gLocal learning through online learning across the border of the campus. In such a curriculum, learners include 1-12 students, university students, and graduate students, i.e., the entire major stakeholders of education. They all engage in active learning authentically with integrity. After experiencing the Pandemic, it is evident that the ultimate goal of education is to raise future generations for the entire globe, not for a nation. It is proposed that the authenticity of learning should transcend culture, heritage, values, and wisdom from generation to generation at the global level.departmental bulletin pape