大学 1 年次共通英語教育「英語講読ⅠA、ⅠB」改革のためのアクション・リサーチ

The present study aimed at improving first-year university students’ reading class by means of action research. Students were required to read two passages at home using the on-line material named Super English（AE3）. They were also asked to check important words in the passages and write what they had in mind in about 100 words outside the classroom. In the classroom students were mainly engaged in speaking activities based on the passages that they had read. Students in pairs mainly asked and answered questions about the passages in the classroom, reading and commenting on their writings. Their evaluation of this class was very high compared with other classes and studied longer than students in other reading classes. However, their vocabulary, grammar, and reading proficiency were not improved during two semesters, which leads to another action research for improvement of this class.論

A Study of University Students Who Studied Abroad for a Year : The Development of L2 Proficiency and Career Selection

This paper presents the findings of a longitudinal case study that investigated three research questions: the development of L2 proficiency during the university term; relationships between the grade point average (GPA) and variables related to L2 proficiency at the high school and university level, study abroad, motivation, and metalinguistic knowledge (MK); and the career selection of those who studied abroad. 18 female participants from a department that required overseas study took part in the study. They took the TOEIC IP, TOEFL iBT, and MK tests. A questionnaire regarding their motivation to study English was administered and additional interviews were held, and their attitudes toward learning were closely observed. The results showed that academic English skills did not markedly improve before study abroad, but after study abroad, general and academic English skills did improve with the exception of their academic reading skills, although there were individual difference. The GPA was moderately connected with the TOEFL iBT, motivation, and MK. One third of the students got a job related to using English including students who decided to study abroad again. Most students realized the gap between their L2 proficiency and what was required in the business world during their job searches.論

大学教育における学術的英語読解力養成のための授業研究 : コロナ禍における授業方針の変更とその影響

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英国における言語教育改革運動

The study aims at enquiring into the background of the Language Awareness Movement (LAM) in England and Wales, which had a considerable impact on school language education in the UK. Though research has been done to investigate the reasons for the development of the movement, there has not been any research into the development of LAM from the viewpoint of other researchers outside the UK, particularly the Japanese. The study explores the origin of language awareness (LA), its development, and present language education in the UK, stressing the significance of this movement. It reveals that this voluntary movement to make secondary school pupils aware of the role of the nature of language and its role in human life resulted from social change in the 70\u27s, the less centralised independent language policy before the establishment of the National Curriculum, and the tradition of language education from the days of the Newbolt Report. Considering the development of the LAM, I argue that this movement suggests strongly that language education in Japan, including foreign languages and mother tongue, should be reconsidered

The Transformation of Metalinguistic Knowledge and Its Relationship with L2 Proficiency

This study investigated the transformation of Metalinguistic Knowledge (MK) and its relationship with second language (L2) proficiency in a department that requires students to study abroad for about a year. It was a longitudinal study with a total of 74 female university students divided into three groups based on the year of entry. The TOEIC IP and TOEFL iBT were employed as L2 proficiency tests and the accumulated grade point average (GPA) was used as a measure of academic achievement. The grammaticality judgment test (GJT) was used to elicit MK. The results showed that MK develops after significant exposure to the target language. Students corrected more errors using grammatical rules after study abroad than they did before going overseas. In particular, they were able to correct and state more explicit rules. These results suggest that MK is not static itself. The relationships between MK and the GPA and between MK and L2 literacy tend to become stronger after exposure to the target language, which implies that MK, L2 literacy and the GPA might be related to cognitive aspects of language.論

ICT を使った英語リーディングに関する授業研究

The present study described a first-year students’ intensive reading class using ICT to examine their development of English skills. It employed three teaching principles: autonomous learning, flipped learning, and the usage of reading materials whose topics include both liberal arts and a specialized subject. Forty-seven female students in 2017 and thirty-five students in 2018 participated in the study. A course evaluation questionnaire was used to assess students’ evaluation of the class and the number of learning hours outside the classroom. A pre-test and post-test were used to examine students’ development of English skills. The results showed that their evaluation of the class was higher than that of other classes, and they studied for longer periods than students in other reading classes. It was also found that students in the slow learners group improved their reading and writing skills more than those in the fast learners group.研究プロジェクト論

What is the role of metalinguistic knowledge in second language acquisition? : a review of research

The study reviews literature on the role of metalingusitc knowledge in second language acquisition. The paper begins with a brief statement of the LA movement in Western countries and foreign language education in Japan, concentrating on the unresolved question of LA, i.e. to what extent KAL (Knowledge about language) contributes to language learning and language education. Despite the fact that there has been much research on the role of metalinguistic knowledge overseas, there has not been any research on its role for Japanese learners. The study investigates the role of metalinguisitc knowledge in terms of implicit/explicit knowledge and declarative/procedualized knowledge, converging on three positions concerning the relationship between metalinguisitc knowledge and L2 proficiency. After reviewing major research into its role, the paper discusses questions about previous studies and lays emphasis on the cognitive framework proposed by Johnson (1996) and Bialystok (1994, 2001) as rationales for future study.論文 (Article

本学の教育理念及びVision 150を活かした共通英語教育開発のための基礎研究

This paper describes the results of a research project named “Fundamental research on developing new English language courses by actualizing the philosophy of education at DWCLA and the principles of vision 150” from 2017 to 2019 (English 2020). The research project had five aims: 1) the development of English reading materials for our students based on our philosophy of education; 2) studies on our students’ English skills, learning strategies, and motivation for learning English; 3) studies on English skills of students in the pharmaceutical and nursing departments to establish a good relationship between the firstand second-year English language courses and specialized courses in the departments; 4) research on English courses using Information and Communication Technology (ICT); and 5) starting a project work aimed at developing a learning community and its evaluation. Based on the aims of the project, seven researchers wrote different papers on this thesis. Related to the first aim, Takahashi explored the interdisciplinary approach of teaching common and structure of college students’ learner strategies to examine how they learn English in college. Imai and Wakamoto analyzed the overall trends in the six categories of first-year college students’ English learning strategies. Hashimoto clarified first-year university students’ motivation to learn English at DWCLA. Regarding the fourth aim, Naruhashi investigated the relationship between general English proficiency and the degree of acquisition of specialized English among students of the Faculty of Pharmaceutical Sciences who took Pharmacy English A. Concerning the fourth aim, Iida explored first-year students’ intensive reading class using ICT to examine students’ development of English skills. Finally, concerning the fifth aim, Saeki discussed the significance of crafting and staging an English drama performance as a joint-departmental, project-based approach to studying English as a foreign language at DWCLA.研究プロジェクト総合報告総合論

Three-year-old traumatic liver injury patient treated successfully using transcatheter arterial embolization

Introduction Liver injury is the most vulnerable to blunt abdominal trauma. Diagnostic evaluation and treatment of blunt liver trauma in children have changed essentially over the last decades. Presentation of case A 3-year-old girl, weighing 10 kg was run over by a car and admitted to our hospital.　Due to the liver injury and increased intra-abdominal hemorrhage confirmed by computed tomography, emergent transcatheter arterial embolization (TAE) was performed. Hemostasis was successfully obtained without complications. The patient had a good postoperative course and was discharged on the 9th day after admission. Discussion To the best of our knowledge, this case is the youngest and lowest weight emergency TAE success cases of childhood liver injury. TAE is an alternative to laparotomy and a useful procedure to accomplish nonsurgical management in adult who are hemodynamically stable and have no other associated injury requiring laparotomy. On the other hand, TAE is considered to have some complications in child cases because of the small diameter of the artery and the tendency to spasm. Our case showed that TAE can be a safe option for emergency hemostasis in pediatric trauma cases weighing 10 kg. Conclusion Emergency physicians must be aware that radiological intervention is an important adjunct to management of childhood liver injury