8 research outputs found
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šã浞éããŠããªãã£ãããšã窺ããçµæãšãªã£ããThe researcher conducted a survey in his seven classes of English at Shobi University in April, 2009. The purpose of the survey was mainly for revising his curriculum and syllabus for future English courses. At the same time, he also asked his students of their opinions toward English as an International Language, or "World Englishl," which was a world-wide trend in ESL society at that time.The results show the students\u27 unclear image toward English in the future. In spite of Japanese globalization in recent years, the students seem not to understand the need of English in job hunting or in their future workplaces. Along with their low self-evaluation on their English language ability, this research suggests we instructors take a more concrete approach to improve this wide-spread phenomenon.This research also reveals the double standard of students have toward "World English, " English as an International Language. That is to say, the students accept the notion that other people can communicate in Japanese-accented English, but, they refuse it for themselves. In other words, the results state that students do not accept the concept, "World English, " nor they understand the fact that English is used as English as an International Language world-wide
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ã«ãªã£ãŠããããã®çµæãææ¥ã®éæç®æšã§ããè±èªã§ã®ã³ãã¥ãã±ãŒã·ã§ã³èœåã«ã€ããŠã¯ãã»ãšãã©ã®åŠçãèªåèªèº«ã®è±èªã®æèãå€ãã£ããšè¿°ã¹ãŠãããæ宀掻åãè¯å®çã«æããŠããããã§ãããèå³æ·±ãã®ã¯åŠçã®äžã§ãåã«è±èªãå€åœäººãžã®èŠææèãæ¶ããã ãã§ãªããå€åœäººãå€åœæåãžã®èå³ãåºãŠããããšã§ãã£ããThere is no chance to win a game without knowledge of the rules of that game. According to the idea that languages and sports are similar, the Japanese language belongs to the same type of activity as bowling or Japanese archery, and American English to that of basketball or American football. These two types are not only obviously different, but opposite. It is said that people will acquire a target language if they go and live in the country where that language is spoken. However, the real experiences of Japanese immigrants to the U.S. shows this statement is not true. Because those immigrants lack knowledge of the cultural norms of the country they fail to communicate properly, and as a result, they find it hard to acquire the language.The author proposes a teaching method to improve his Japanese students\u27 communication skills by focusing on the cultural norms of the American English language. He believes that, just like sets of standard movements in martial arts, students can learn the real basics of language communication, as well as the ways to apply that knowledge later for more advanced movements.After the completion of the course work, his students demonstrated better performance and gave positive feedback about the instructor and the curriculum. Furthermore, they showed more interest in foreign languages and people at the end
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ã§ã®ç©æ¥µçãªè¡åãçã¿åºãããšããæ宀å€ã§ããã®å¹æãããããšãæããã«ãªã£ããThe researcher used the method of communication-based teaching for mandatory English classes atJapanese colleges in which his students presented positive feedback in a paper survey at the end of thecourse. Since most students finish his class in one year, the long-term effects of the class wereunknown. However, there are cases where the students repeat the class for up to three years. As a result,these students have shown higher-performances in English conversation than other students taking theclass for just one year.The purpose of the survey was to investigate what motivated these students and what led them tohave higher communication skills. The researcher interviewed seven students who took the class formore than a year and asked them about their viewpoints regarding their English communication skills.The results show that they need a certain period of time in order to change their attitude towardsEnglish communication and to act spontaneously even to strangers. They also indicate that the pairworkand group-work of the class ease their burden in speaking English and cross-cultural points ofview are essential in learning English as a second language. The long-term effects reveal the possibilitythat Japanese students can be lead not only into more active engagement in English communication inclass, but also into more communication with people in all situations
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床ã«ã圱é¿ãäžããå¯èœæ§ãããããšãåãã£ããThe researcher conducted a survey in all six English-mandatory classes for freshmen at Shobi University in December, 2010. The purpose of the survey was mainly to investigate the students\u27 self-evaluation in English, the importance of English to them, and their English needs in the future. He also examined any tendency among the Yutori-generation toward a lack of interest in learning. The results show that despite the students feelings inadequate in English, they recognize the need of the language in their future careers. They demonstrate a strong desire to communicate with non-Japanese people in English when they acquire fluency in the language. This survey also shows that common classroom activities, such as presentation in English, speeches in English, and preparation for English proficiency tests (i.e. TOEIC), do not attract the attention of students enough in this generation. This research also reveals the possibility of change not only in students\u27 language abilities, but also in their attitude toward English and English learning motivation even in the short term
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ã«ææ¥ãšããŠå®å®ãã圢åŒãšãªããããããäžå®ã®ææãäžããŠæ¥ãããã«ãªã£ããä»åã¯ãã®ææããŸãšããŠç ç©¶å ±åãšãããã®åéã®çºå±ã®äžå©ãšããããTwo decades have almost passed since e-learning appeared in the academic and businessenvironment both in Japan and United States. However, we have not seen so manysuccessful cases yet because of different problems in the two environments. A particularly negative view is there can\u27t be any successes when trying to incorporate any new technology into education.The author has taught e-learning English classes for five years and encountered andsolved various problems. By trial and error, he has finally developed an effective teachingmethod for the classes. He would like to share his experiences and solutions with his fellowteachers in the same field
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ä¿®è±èªã«ãããŠç°æåé©å¿ã®é幎ã¯ã©ã¹ãæ°ã幎ã«æž¡ã£ãŠè¡ã£ãŠãããããããŸã§ãã®ææã¯å¹ŽåºŠæ«ã®èª¿æ»ã§ããè¡šããªãã£ãããã®çºä»åã¯ãææ¥éå§æã1 åŠæçµäºæããããŠå¹ŽåºŠæ«ã®3 åã«æž¡ãæ°å€ããŒã¿ãåãããšã§åŠçã®æèå€é·ãšææ¥ã®ææãæ€èšŒãããå
è¡ç 究ã«åœãã1åŠæã®ã¿å幎ã®ããŒã¿ã§ã®èª¿æ»ãèžãŸããä»åã¯é幎ã®ããŒã¿ã2 幎床åã䜿ããããã«äžäœã¯ã©ã¹ãšäžäœã¯ã©ã¹ã®é¡äŒŒç¹äžŠã³ã«çžéç¹ãè«ããããŸããã®çµæãåºã«ãåœææ¥ã®æå¹æ§ãšåé¡ç¹ãšä¿®æ£æ¹åãããã«ä»åŸã®ç 究ã®æ¹åæ§ã䜵ããŠè«ããŠãããããThe researcher has been conducting cross-cultural training in his ESL classes at severalJapanese four-year colleges. Though he has already examined various effects of his classroomactivities in his previous researches, these researches were based on his surveys inwhich the students gave their feedbacks only at the end of the one-year course. Therefore,the researches were never able to present how the students\u27 attitudes toward English wereat the beginning, how they had changed through the classes, and how they ended up whenfinishing the course.The purpose of the survey was to investigate how Japanese college students changedthemselves through his course. In this research, the researcher examines the effects of hisclassroom activities on three different times; before starting the course, when finishingthe first semester, and after completing the course. This paper presents the year-rounddata of 2012 and 2013. The data demonstrated various elements and aspects of the students\u27minds and attitudes toward English. They also indicate some directions to modifyhis researches as well as his classroom activities in the future
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ã®èãæ¹ãç°æåãžã®èš±å®¹åºŠãªã©ããåŠç¿åãšåæçµäºåŸã«èª¿æ»ãããããã«å幎åŸãåè¬äžå¹ŽåŸã®ããŒã¿ãæã£ãŠç·æ¬ãšããããä»åã¯ãã®äžéå ±åãšããçŸæç¹ã§ã®èå¯ãšä»åŸã®æ¹åæ§ã«ã€ããŠè«ããããThe researcher has been conducting cross-cultural training in his ESL classes atJapanese four-year colleges. Though he has already examined various effects of hisclassroom activities in his previous researches, these researches were based on surveys in which the students gave their feedbacks only after finishing the course. Therefore, the researches never showed how the students were at the beginning and how they hadchanged through his classes.The purpose of the survey was to investigate how college students changed throughhis course. In this research, the researcher planned to examine the effects of his classroomactivities on three different times; before starting the course, when finishing thefirst semester, and after completing the two semesters. This paper presents the date of thefirst two of the three. The data demonstrated many aspects of the studentsÅf minds andindicated some ways to modify the direction of his research as well as his classroom activities toward the year end
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ã®è±èªæè²ã®çºå±ã®äžå©ãšããããThe purpose of the survey is to investigate the qualitative effects of cross-cultural educationin ESL classes in Japan. The researcher has been conducting his ESL classes atseveral Japanese four-year colleges for different major students from 2006 that aims atsecond language acquisition, second culture acquisition and cross-cultural adaptation.Though he has already examined various effects of his classroom activities in his previousresearches, they were mainly based on the data in which his students gave their feedbacksfiguratively. Therefore he identified the results and guessed the effectiveness onlyin number. In this research, he describes the contents of the classes along with the purposesin details. He also demonstrates the qualitative aspects of the classes by means ofstudents\u27 real voices in his researches in the year 2012 and 2013.As Japan needs global human resources to connect the country and other countries, sheneeds not only bilingual but also bicultural English speakers. The social demands forEnglish as a communication tool has become evident, but English teaching society hasnot properly provided them with effective teaching methods yet. It still seems to stay with traditional grammar-based teaching that cannot fulfill the demands. Even in English conversation classes, the instructors seem not to be able to present rich contents nor satisfytheir students\u27 academic interests. Furthermore, there has been few reports on cross-cultural training in ESL.The researcher aims to indicate the effectiveness of the class and the direction for the future researches. He wishes it helps ESL teaching community to modify its direction to meet the social needs in the future