Enriching Interactional Space Nonverbally: Microanalysis of Teachers’ Performance in JFL Classrooms

This study examines JFL classroom discourse data qualitatively in order to investigate how the instructors and learners in the classroom project their talk as publically shared to obtain "transparency of understanding" (LeBaron and Koschmann 2003) among each other. The data set for this study contains approximately 450 minutes of JFL classes at several universities in North America. Four different teachers participated in this recording, and all the data were video-recorded. Applying conversation analysis with a multi-modal microanalytic perspective to examine the data set, it portrays the interconnection among verbal (e.g., turn design and manner of delivery of the turns) and nonverbal embodiments (particularly the use of body emplacements and gestures). This paper captures the moment-to-moment development of the instructors\u27 actions in order to delineate the ways by which their talk, even when it was initially addressing a focal student, is eventually made accessible to all the participants present in the classroom. In a foreign language context like the classrooms examined in this study, the limited interactional opportunity is an unsolved challenge. This study claims that the instructors\u27 actions can make a difference in increasing the interactional encounters

国内外の大学教育カリキュラムの国際化の流れを考える : 留学の短期化・英語言語媒体科目(EMI)を志向する国際教育

With the increasing impacts of globalization on societies worldwide, higher education has experienced sustained pressure to adopt and adapt to a wide variety of socioeconomic changes. Universities in both Japan and overseas have endeavored to undertake complex and far reaching programs of educational internationalization, and while there has been great diversity in institutional strategies for accomplishing such internationalization initiatives, there are a number of specific tendencies that serve to orient such processes. This paper explores a number of these trends with a particular emphasis given to institutional approaches to student mobility and internationalization of curricula. For example, over the last decade study abroad periods (length of student stay abroad) around the world have become shorter, with periods of less than 8 weeks becoming more popular. In addition, there has been a dramatic expansion of the number of hosting countries or regions for study abroad students globally; with the two largest importing countries the UK and USA now facing many “new players” in a more competitive international environment. Another highly influential development can be observed with the emergence of EMI (English as a Medium of Instruction) curricula in non-English speaking countries, particularly those in the Asia-Pacific region. While the dramatic increase in the number of EMI programs has afforded for a significant increase in potential study destinations for students, the pathways for EMI promotion in higher education are not always the easy ones. The paper also provides a brief exploration of some key factors that might illuminate the ubiquity of these trends.科学研究費基盤C（一般）研究番号15K02666（代表：池田佳子）および科学研究費挑戦的萌芽 研究番号15K12908（代表：バイサウスドン

Identity and naturally occurring interaction: An interview with Elizabeth Stokoe

Dr. Elizabeth Stokoe is one of Europe\u27s foremost authorities on identity-in-interaction. Although her work does not focus on foreign language learning contexts per se, many scholars and students of identity in Japan are familiar with her 2006 book Discourse and Identity, co-authored with Dr. Bethan Benwell, and her qualitative yet strongly empirical approach to documenting identity-in-interaction through Conversation Analysis (CA) and Membership Categorization Analysis (MCA). Dr. Stokoe is Professor of Social Interaction in the Department of Social Sciences, Loughborough University. She was interviewed by Keiko Ikeda

A Communicative Task Reconsidered : Interview for L2 Interactional Competence Development

本稿は昨今注目を集めつつある、インターアクション言語運用能力をテーマとする萌芽的研究の報告である。教室内という限られた枠内では、学習者の対話スキルの向上は一種の挑戦と言っても良いだろう。本稿では特に「インタビュー」という対話のジャンルを取り上げ、積極的に学習者を実践的にインタビューアとして参加させることによりこの能力の向上を図る方法を考察した。ICU夏期日本語コースC4レベルでは、研究調査法の一環としてインタビュータスクの導入を しているが、このようなカリキュラムは実践的参加の機会を学習者に与えるのに最適であると言えるだろう。タスクをどのように導入し、学習者をどのように指導すれば最も効果的な能力習得が期待できるかはこれからの調査の課題である。本稿内では実際の学習者のパフォーマンスを分析しそこから考察できることに基づいたカリキュラムの改善提案を提示している