Language teacher cognition in the case of Japanese teachers of English at secondary school in Japan: an exploratory study

Japanese non-native English-speaking EFL (English as a foreign language) teachers in secondary education (JEFL teachers) work in a different educational context from language teachers in Europe. The purpose of this exploratory research is to identify the distinctive ways in which JEFL teachers think, know, believe and do. These concepts are subsumed under the general heading of JEFL teacher cognition, particularly as this applies to teaching and teacher education in Eigo Kyoiku (English education in Japan). The overall purpose of exploring JEFL teachers’ cognitions is reflected in four research guiding questions (RQs): 1) to identify the nature of JEFL teacher cognition; 2) to see any particular influences that might help shape JEFL teacher cognition; 3) to learn to what extent JEFL teachers’ cognitions are consistent with their actual practice of teaching; and 4) to discuss the ways in which the concept of language teacher cognition (LTC) may be understood and situated in the Japanese context. The research consisted of two studies: a) a quantitative Preliminary Study administered to 62 JEFL teachers and 81 modern foreign language (MFL) teachers in Scotland, in order to identify any areas regarding JEFL teacher cognition; and b) an in-depth Main Study based on a qualitative and ethnographic approach, featuring 10 JEFL teachers. This made use of qualitative data analysis and the applied KJ method, and also drew on complexity theory, through reflective and reflexive processes with particular reference to retrodictive qualitative modelling (RQM). The results of the Main Study are presented as 16 concept maps, each of which represents a featured aspect of JEFL teacher cognition (ATC). It represents the signature dynamics of each ATC and points to the variation and tension which JEFL teachers experienced in relation to each ATC. The research suggests that, although LTC have certain universal characteristics, it needs to be explored on the assumption that it is situated socially, culturally, locally and personally

Modern Foreign Languages in England : A View from Japan

Modern foreign languages are taught and learned in primary and secondary education in England. However, how to teach and learn them seems to be unfamiliar and misunderstood sometimes. In this paper, I describe the realities of foreign language learning in England compared with other European Union (EU) countries and Japan. To identify how pupils are learning foreign languages at school, I carried out a survey and found that the subject pupils had good motivations to learn foreign languages. Based upon these data, I discuss how foreign languages are taught and learned in England as well as in Japan. Finally, I suggest that Japanese pupils should have a lot more opportunities to learn foreign languages other than just English

Language Learning Strategies for Medical and Nursing School Students : Based on a Survey of Their Preferences for Language Learning Strategies

Today self-learning has been getting more important for English learners in Japan. Language Learning Strategies (LLSs) are now considered to encourage overall self-learning for them. This paper reports on LLSs based on the survey of what LLSs Japanese Medical School Students (MSSs) and Nursing School Students (NSSs) think are effective in their English learning. The purpose of this research is to find the better LLSs for MSSs and NSSs. I found out three things : 1) They have some LLS preference tendencies. 2) Their LLSs are somewhat different. 3) LLSs should be taught to them. And besides, this paper offers some helpful suggestions to Japanese MSSs\u27 and NSSs\u27 classrooms

Turn-taking in a Japanese EFL classroom : What kind of backchannels work in a discussion activity?

This paper discusses Japanese EFL learners\u27 English turn-taking. I explored what kinds of backchannels were actually used through a series of Japanese EFL learners\u27 discussion activities. In this discussion project, I selected topic-based activities. Accordingly, I found the following : 1) Most students could cultivate some backchannels; 2) Most backchannels used were similar to Japanese backchannels; 3) Backchannels could possibly work as an effective measurement in an EFL discussion activity. Therefore, I believe that backchannels should be focused in an EFL classroom

A Patient with Advanced Gastric Cancer Who Achieved a Long-Term Prognosis by Early Diagnosis of Sister Mary Joseph’s Nodule

The patient was a 66-year-old woman. An induration of approximately 15 mm in size that accompanied redness was palpable in the umbilical fossa. She did not respond to 1-month antibiotic treatment provided by the previous physician. For this reason, a biopsy of the site was performed with the possibility of neoplastic disease in mind, resulting in the detection of adenocarcinoma. Subsequent detailed whole-body examination revealed advanced gastric cancer and peritoneal dissemination, and the induration in the umbilical fossa was diagnosed as a direct infiltration from the peritoneal dissemination. Metastasis or infiltration of malignant tumor to the umbilicus is called Sister Mary Joseph’s nodule (SMJN), and considered as a sign of poor prognosis. However, this case was successfully treated and achieved a long-term prognosis by the early diagnosis of SMJN. In routine clinical practice, it is considered necessary to examine patients carefully, as not to overlook SMJN