ᄢቇ⧷⺆ᢎ⢒ቇળ㩷 ਻Ꮊᴒ✽ᡰㇱ

JACET Kyushu-Okinawa Chapter╙ 26 ࿁㩷 ᡰㇱ⎇ⓥᄢળ

The 26th Annual Chapter Conference䇸ࠣࡠ࡯ࡃ࡞ᤨઍߩ࡝࡯࠺ࠖࡦࠣᢎ᧚䇹“Reading Materials in the Global Age”㩷㩷㩷ᣣᤨ䋺2013 ᐕ 7 ᦬ 6 ᣣ䋨࿯䋩 9:00䌾17:30
႐ᚲ䋺ർ਻ᎺᏒ┙ᄢቇർᣇ䉨䊞䊮䊌䉴㩷 ⑔ጟ⋵ർ਻ᎺᏒዊୖධ඙ർᣇ 4䋭2䋭1
Tel & Fax: (093)964-4146 䋨દ⮮ஜ৻⎇ⓥቶ䋩
Email: ken-ito@kitakyu-u.ac.jpਥ௅䋺ᄢቇ⧷⺆ᢎ⢒ቇળ㩷 ਻Ꮊ䊶ᴒ✽ᡰㇱᓟេ䋺㩿౏⽷㪀⷏ᣣᧄ↥ᬺ⾏ᤃ䉮䊮䊔䊮䉲䊢䊮දળ㩷ർ਻ᎺᏒᢎ⢒ᆔຬળ㩷⑔ጟ⋵ᢎ⢒ᆔຬળ㩷䊒䊨䉫䊤䊛
ฃઃ (Registration)

8:45䌾11:50㩷 㩷 㩷 㩷 㩷㐿ળᑼ (Opening Ceremony C-401)

9:00䌾9:30

㩷 ✚วมળ䋺㩷 㐿ળ᜿ᜦ䋺㩷 ળ႐ᩞ᜿ᜦ䋺ጊౝ㩷 䈵䈘ሶ䋨JACET ೽ળ㐳㩷 㐳ፒ⋵┙ᄢቇ䋩ᮘญ㩷 ᥏ᒾ䋨JACET ਻Ꮊ䊶ᴒ✽ᡰㇱ㐳㩷 㣮ఽፉᄢቇ䋩ㄭ⮮㩷 ୶᣿䋨ർ਻ᎺᏒ┙ᄢቇ㐳䋩⎇ⓥ⊒⴫ I (Presentation I)

9:35䌾11:50

䊶20 ಽ⊒⴫䇮10 ಽ⾰⇼ᔕ╵䋨20 min. Presentation & 10 min. Q&A䋩
䊶䋨E䋩⧷⺆䈱⊒⴫䇮䋨J䋩ᣣᧄ⺆䈱⊒⴫䋨䋨E䋩for English Presentation; 䋨J䋩 for Japanese Presentation.䋩╙ 1 ቶ㧔D-401㧕

1&2 มળ䋺Ꮉ਄㩷 ౖሶ 䋨㣮ఽፉ⚐ᔃᅚሶᄢቇ䋩3&4 มળ䋺ᄢ⭽㩷 ୃ৻ 䋨਻Ꮊ↥ᬺᄢቇ䋩㩷 1䋮 9䋺35䌾10䋺05㩷 (J)ዊቇᩞ⧷⺆ᵴേ䈮䈍䈔䉎ఽ┬䈱ᖱᗧ䈫ᵴേ䈮ኻ䈜䉎⥄Ꮖ⹏ଔ䈱ផ⒖䈮䈧䈇䈩ኹ↰㩷 䉋䈚䉂 䋨㐳ፒ⋵┙ᄢቇ䊶㕖Ᏹൕ⻠Ꮷ䋩
㩷 2䋮10䋺10䌾10䋺40 (J)㜞╬ቇᩞ䈮䈍䈔䉎 TOEIC-bridge 䊁䉴䊃䉕↪䈇䈢䊥䉴䊆䊮䉫ᜰዉ䈱৻⠨ኤᱞ↰㩷 ஜ㩷 3䋮10䋺45䌾11䋺15 (E)How Team Based Learning Help Beginner-Level Students in the Oral Presentation Classes
Kushiyama Kirika (Miyazaki University)㩷 4䋮11䋺20䌾11䋺50 (E)A Case Study of Two Months Intensive English as a Foreign Language Oral Fluency Class
Hosam Elmetaher (Ritsumeikan Asia Pacific University)╙ 2 ቶ㧔D-402㧕

1&2 มળ䋺ጊᧄ㩷 ᑝၮ 䋨⷏ධᅚቇ㒮ᄢቇ䋩
3&4 มળ䋺⍹੗㩷 ๺ੳ 䋨⑔ጟᄢቇ䋩㩷 1䋮 9䋺35䌾10䋺05 (E)Looking at Vocabulary Knowledge from Checklists and a Vocabulary Test
Aaron Gibson (Kyushu Sangyo University)㩷 2䋮10䋺10䌾10䋺40 (E)High Level versus Low Level Students’ Knowledge of Loanwords versus Non-loanwords across All
Levels of the JACET8000
Stubbe Raymond (Kyushu Sangyo University)
3䋮10䋺45䌾11䋺15 (E)Reading Against the Texts: English as a New Language (hereafter ENL) Learners’ Critical Reading ofSocial-issue Books
Seonmin Huh (Busan University of Foreign Studies, Korea)

㧙1㧙4䋮11䋺20䌾11䋺50 (E)Power Imbalance between Nonnative Speaker of English and Native Speaker of English Teacher in
Korean English Education
Jyun Ban (Busan University of Foreign Studies, Korea)╙ 3 ቶ㧔D-403㧕

㩷 㩷 2 มળ䋺ᨋ㩷 ᣣ಴↵ 䋨ᾢᧄቇ࿦ᄢቇ䋩3&4 มળ䋺ᔒ᳓㩷 ବᐢ 䋨਻Ꮊᄢቇ䋩㩷 1䋮 䋨⊒⴫䈭䈚䋩㩷 2䋮10䋺10䌾10䋺40 (J)ᄢቇ౉⹜⧷⺆㐳ᢥ䈱䉮䊷䊌䉴ಽᨆ—ㆊ෰ 10 ᐕ䈪䈱ᄌൻ䉕ត䉎㩷
㩷 3䋮10䋺45䌾11䋺15 (J)ᢎ⑼ᦠ䈫䉥䊮䊤䉟䊮ᢎ᧚䉕૬↪䈚䈢᝼ᬺ䈱น⢻ᕈᨰᧁ㩷 ື਽䋨ർ਻ᎺᏒ┙ᄢቇ䋩቟ᶉ㩷 ⺈␭䋨ᾢᧄᄢቇ䋩㩷 4䋮11䋺20䌾11䋺50 (E)Enhancing Online Reading in a Global Age㩷 John Paul Loucky (Seinan Jo Gakuin University)ᤤ㘩 (Lunch Break)㩷 㩷 㩷 11:50䌾12:40

ᡰㇱ✚ળ (Business Meeting C-401)

12:40䌾13:20

1.㩷 ⼏㐳ㆬ಴ 㩷
2.㩷 ᧄㇱႎ๔3.㩷 ᵴേႎ๔
4.㩷 䈠䈱ઁ․೎⻠Ṷ (Featured Lecture C-401) (E)㩷 㩷 㩷 㩷 㩷 㩷 13:25䌾14:30㩷

มળ䋺ጊౝ㩷 䈵䈘ሶ䋨㐳ፒ⋵┙ᄢቇ䋩㩷 㩷 㩷 Using Short Stories and Reading Logs to Enhance Reading Strategies and Cross-Cultural AwarenessRoberta Steinberg (Mount Ida College in Massachusetts, USA)⎇ⓥ⊒⴫ II (Presentation II)

14:35䌾15:40

䊶20 ಽ⊒⴫䇮10 ಽ⾰⇼ᔕ╵䋨20 min. Presentation & 10 min. Q&A䋩
䊶䋨E䋩⧷⺆䈱⊒⴫䇮䋨J䋩ᣣᧄ⺆䈱⊒⴫䋨䋨E䋩for English Presentation; 䋨J䋩for Japanese Presentation.䋩

㧙2㧙╙ 1 ቶ㧔D-401㧕

1&2 มળ䋺ᴡౝ㩷 ජᩕሶ 䋨ਭ⇐☨ᄢቇ䋩㩷 1䋮14䋺35䌾15䋺05 (E)Saliency Effects on L2 Reading Comprehension
Hosokawa Hirofumi (Fukuoka Jo Gakuin University)㩷 2䋮15䋺10䌾15䋺40 (E)Thermolinguistics and the Reading Difficulty of Texts
Jan Stewart (Chikushi Women’s University)
William Stewart (Undergraduate Student, Fukuoka University)╙ 2 ቶ㧔D-402㧕

1&2 มળ䋺ਛ㊁㩷 ⑲ሶ (਻Ꮊᅚሶᄢቇ)㩷 1䋮14䋺35䌾15䋺05 (E)The Importance of Awareness Regarding Knowledge for Learners
Okada Misuzu (Graduate Student, Kyushu University)㩷 2䋮15䋺10䌾15䋺40 (J)⧷⺆೨⟎⹖䈱ᜰዉ䈎䉌⷗䈋䈩䈒䉎⹺⍮⸒⺆ቇ䈮ၮ䈨䈒ᜰዉᴺ䈱ലᨐ㐳㩷 ടᄹሶ䋨ർ਻ᎺᏒ┙ᄢቇ䋩

╙ 3 ቶ㧔D-403㧕

1&2 มળ䋺ဈᧄ㩷 ⢒↢ 䋨㣮ఽፉᄢቇ䋩㩷 1䋮14䋺35䌾15䋺05 (E)Measuring Situational Interest in a Japanese English Language Learning Classroom
Andrew Thompson (Kyushu Sangyo University)㩷 2䋮15䋺10䌾15䋺40 (J)ቇ↢䇮ᢎ⡯ຬ䈏৻✢䈮ਗ䉖䈪੤ᵹ䈪䈐䉎ᵴേ䈫䈚䈩䈱䇸⧷⺆䈪䊎䊑䊥䉥䊋䊃䊦䇹䈱ឭ᩺䈫ታ〣ႎ๔㩷 ㄭ⮮㩷 㔐⛗䋨┙๮㙚ᄢቇ䋩ᄢળ䉲䊮䊘䉳䊠䉡䊛 (Symposium㩷 C-401) 䋨J䋩㩷㩷㩷

㩷 15:45䌾䋱7:10

䇸䉫䊨䊷䊋䊦ᤨઍ䈱䊥䊷䊂䉞䊮䉫ᢎ᧚䇹㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷มળ䊶 ⻠Ꮷ䋺㩷 દ⮮㩷 ஜ৻䋨ർ਻ᎺᏒ┙ᄢቇ䋩㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷 㩷 㩷 㩷 ⻠Ꮷ䋺㩷 ਄᧛㩷 ବᒾ䋨㐳ፒ⋵┙ᄢቇ䋩㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷 㩷 㩷 㩷 ⻠Ꮷ䋺㩷 ᮘญ㩷 ᥏ᒾ䋨㣮ఽፉᄢቇ䋩㩷㩷㐽ળᑼ (Closing Ceremony C-401)
㩷㩷

17:20䌾17:30

᜿ᜦ䋺ဈᧄ㩷 ⢒↢ (㣮ఽፉᄢቇ)㩷

ᙣⷫળ (Party)㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 18:00䌾20:00
มળ䋺ጊᧄ㩷 ᑝၮ (⷏ධᅚቇ㒮ᄢቇ)㩷

䋨ળ႐䋩㩷 ർ਻ᎺᏒ┙ᄢቇർᣇ䉨䊞䊮䊌䉴ᧄ㙚࿾ਅ 1 㓏䊌䊷䊤䊷㩷 䋨Tel. 093-961-4430䋩

㧙3㧙

⎇ⓥ⊒⴫ I (Presentation I) ╙ 1 ቶ䋨D-401䋩㩷 㩷㩷 㩷 1䋮 9:35䌾10:05 (J)ዊቇᩞ⧷⺆ᵴേ䈮䈍䈔䉎ఽ┬䈱ᖱᗧ䈫ᵴേ䈮ኻ䈜䉎⥄Ꮖ⹏ଔ䈱ផ⒖䈮䈧䈇䈩ኹ↰㩷 䉋䈚䉂䋨㐳ፒ⋵┙ᄢቇ㕖Ᏹൕ⻠Ꮷ䋩
te0403@mountain.ocn.ne.jpᧄ⎇ⓥ䈲䇮ዊቇᩞ⧷⺆ᵴേ䈮䈍䈔䉎ఽ┬䈱ᖱᗧ䋨䇸ᅢ䈐䇹䇸ᭉ䈚䈇䇹䍀ℂ⸃䈪䈐䉎䍁䍀ਇ቟䍁䋩䈫ᵴേ䈮ኻ䈜䉎⥄Ꮖ⹏ଔ䈱⺞ᩏ⚿ᨐ䈱ផ⒖䉕䉁䈫䉄䈢䉅䈱䈪䈅䉎䇯䈖䈱⺞ᩏ䈲 㪊 ᐕ㑆䈮ᷰ䉍䇮㪉㪇㪈㪇 ᐕᐲ䇮㪉㪇㪈㪈 ᐕᐲ䇮㪉㪇㪈㪉 ᐕᐲ䈱ᦨᓟ䈱ᵴേᤨ㑆䈮 㪌 ᐕ↢䈫 㪍 ᐕ↢䉕ኻ⽎䈮䉝䊮䉬䊷䊃䈏ⴕ䉒䉏䈢䇯䈖䈱ᦼ㑆䈲䇮㪉㪇㪈㪈ᐕ䈱ᄖ࿖⺆ᵴേᔅୃൻ䉕䈲䈘䉖䈪䇮䈠䈱೨ᓟ䈱ᐕ䈮⹥ᒰ䈜䉎䇯ᖱᗧ䈮㑐䈚䈩䈲䇮䇸ਇ቟䇹䉕㒰䈒 㪊 䈧䈱ᖱᗧ㗄⋡䈪 㪉㪇㪈㪉 ᐕᐲ䈻䈎䈔䈩⢐ቯ⊛䈮ᢙ୯䈏਄᣹䈚䇮ᱜ䈱⋧㑐㑐ଥ䈏⹺䉄䉌䉏䈢䇯ᵴേ䈮ኻ䈜䉎⥄Ꮖ⹏ଔ䈮䈧䈇䈩䈲䇮ቇᐕᕈ೎䈮․ᓽ䈏䈅䉎䈖䈫䈏๒␜䈘䉏䈢䇯㩷

Keywords: ዊቇᩞ⧷⺆ᵴേ䇮ᖱᗧ䇮⥄Ꮖ⹏ଔ䇮⋧㑐㑐ଥ
Biodata:⊒⴫⠪䈲䇮㐳ፒᏒዊቇᩞ⧷⺆䉟䊮䉴䊃䊤䉪䉺䊷䈫䈚䈩䇮੹ᐕ䈪 㪎 ᐕ⋡䈫䈭䉎䇯ቇ⚖ᜂછ䈫䈱 㪫㪫 䈮䈍䈔䉎䊧䉾䉴䊮䈲䈍䉋䈠 㪉㪇㪇㪇 ᤨ㑆䈪䈅䉎䇯㪉㪇㪈㪊 ᐕ䈮ୃੌ䈚䈢㐳ፒ⋵┙ᄢቇᄢቇ㒮䈪䈲䇮ዊቇᩞ⧷⺆ᵴേ䈮䈍䈔䉎ᖱᗧ䈫ᵴേ䈮ኻ䈜䉎⥄Ꮖ⹏ଔ䈱⎇ⓥ䉕ⴕ䈦䈢䇯㩷㧙4㧙

⎇ⓥ⊒⴫ I (Presentation I) ╙ 1 ቶ䋨D-401䋩㩷 㩷㩷 㩷 2䋮 10:10䌾10:40 (J)㜞╬ቇᩞ䈮䈍䈔䉎 㪫㪦㪜㪠㪚㪄㪹㫉㫀㪻㪾㪼 䊁䉴䊃䉕↪䈇䈢䊥䉴䊆䊮䉫ᜰዉ䈱৻⠨ኤ㩷ᱞ↰㩷 ஜ㩷
kentakeda0810@gmail.com

 ᐕ㧔ᐔᚑ  ᐕ㧕ߩᄢቇ౉⹜࠮ࡦ࠲࡯⹜㛎߳ߩ࡝ࠬ࠾ࡦࠣ࠹ࠬ࠻ዉ౉એ᧪‫ޔ‬㜞╬ቇᩞߩᢎ⢒⃻႐ߦ߅޿ߡߪ࠮ࡦ࠲࡯⹜㛎࡝ࠬ࠾ࡦࠣ࠹ࠬ࠻ኻ╷߇ฦ㜞ᩞߢ࿑ࠄࠇߡ޿ࠆ‫ޕ‬ᧄ⎇ⓥ⊒⴫ߪୃ჻⺰ᢥߩ⎇ⓥ⊒⴫ߢ޽ࠆ‫⎇ޔߦ  ╙ߕ߹ޕ‬ⓥදജ߇ᓧࠄࠇߚ㣮ఽፉ⋵ౝߩ޽ࠆ౏┙㜞ᩞࠍ⚫੺ߒ‫ౕߩߘޔ‬૕⊛ᜰዉࠍㅀߴࠆ‫࠻ࠬ࠹ࠣࡦ࠾ࠬ࡝ޔߦ․ޕ‬ኻ╷ߣߒߡౕ૕⊛ߦߤߩࠃ߁ߥᜰዉ߇⹜ߺࠄࠇߡ޿ࠆߩ߆ߦὶὐࠍᒰߡࠆ‫╙ޕ‬㧞ߦ‫ޔ‬ታ㓙ߩ㜞ᩞ↢ߩ࡝ࠬ࠾ࡦࠣ⢻ജ᷹ቯߩ‫ޟ‬ዤᐲ‫ޔߡߒߣޠ‬ታ㓙ߩ 61'+%DTKFIG ࠹ࠬ࠻ࠍ૶↪ߒߚ࠹ࠬ࠻⚿ᨐࠍ⚫੺ߔࠆ‫ޕ‬

Keywords: 㪫㪦㪜㪠㪚㪄㪹㫉㫀㪻㪾㪼䇮䉶䊮䉺䊷⹜㛎䇮䉲䊞䊄䊷䉟䊮䉫㧙5㧙

⎇ⓥ⊒⴫ I (Presentation I) ╙ 1 ቶ䋨D-401䋩㩷 㩷㩷 㩷 3䋮 10:45䌾11:15 (E)How Team Based Learning Help Beginner-Level Students in the Oral
Presentation Classes
Kushiyama Kirika 䋨Miyazaki University䋩
kkushiyama@cc.miyazaki-u.ac.jp
In this highly globalized society, there has been a growing demand for English oralpresentation skills as one of the important business and academic communication tools. If
people want to stay on the front line, English oral presentation skills are ‘musts’ regardless of
their English proficiency levels. Colleges and universities are under great pressure from theoutside world to send new graduates with good command of English. Although there is no
doubt that students need a tutorial or, at least, a small group training to be proficient in English,
it is not practical to make small English classes at colleges and universities. This study seeks theway to help beginner and lower-intermediate level students acquire English oral presentation
skills through TBL (the Team Based Learning), the method usually applied to scientific andmedical courses. In this study, TBL has been applied to two English oral presentation classes(more than 40 students per class, half of them are lower than the Eiken grade 3) and effective in(1) enhancing learners’ autonomy, (2) raising awareness of sound changes, (3) acquiring
English writing skills, (4) developing cooperative relationship, and (5) making their speech
logical.
Keywords: TBL(Team Based Learning), oral presentation, speaking, pronunciation, learners’autonomy
Biodata:
ٟEducational Background
November, 1997: MA International Journalism(Media, Communication & Design, University of Westminster)ٟTeaching Experience
April 1, 2010 㨪: Project Lecturer (the University of Miyazaki)
ٟAreas of specialization
Second Language Acquisition, Learners’ Autonomy, Team Based Learning

㧙6㧙⎇ⓥ⊒⴫ I (Presentation I) ╙ 1 ቶ䋨D-401䋩㩷 㩷㩷 㩷 4䋮 11:20䌾11:50 (E)A Case Study of Two Months Intensive English as a Foreign
Language Oral Fluency Class
Hosam Elmetaher (Ritsumeikan Asia Pacific University)
Hosam@apu.ac.jp
Many universities have created English centers to improve and develop the students’English skills. However, there were two main issues - many students to cover, and very low
English skills to deal with. This quantitative case study focused upon whether theCommunicative Language Teaching (CLT) approach is effective in developing andimproving oral English skills for University level foreign language learners. The study has
been bounded by certain criteria including time, number of students, language abilities, andeducational background. The following four steps were conducted. First, CLT curriculum
was designed based upon key concepts derived from the literature. Second, pre- listening
task was conducted to determine their oral English proficiency. Third, a CLT curriculum
intervention was implemented for two months, six hours per week. Finally, post- listening
task was re-administrated to measure participant progress.
Results show that CLT is an effective approach to improve and develop the university
students English as a foreign language oral fluency in a short intensive time even with theircurrent big number and low English skills.
Keywords:㩷 EFL oral fluency/ English curriculum design for university level students/
Communicative Language Teaching (CLT)
Biodata:
I am currently an English Lecture (Ritsumeikan Asia Pacific University), with 10 years ofEnglish teaching and supervising experience in the USA, Egypt, United Arab Emirates, andThailand as well as intensive volunteer experience.I have earned First-class honors Master’s
degree in Teaching English to Speakers of Other Languages (TESOL), GPA 4.00 (A), as well asa First-class honors Bachelor’s Degree and Graduate Diploma in teaching English.

㧙7㧙⎇ⓥ⊒⴫ I (Presentation I) ╙ 2 ቶ䋨D-402䋩㩷 㩷㩷 㩷 1䋮 9:35䌾10:05 (E)Looking at Vocabulary Knowledge from Checklists anda Vocabulary Test
Aaron Gibson (Kyushu Sangyo University)
aaronlgibson@gmail.com
Background: Vocabulary is an important component for reading in a second language.
One way to assess students' knowledge of words is to use self-report checklists. Previous
research has found that checklists correlate highly with other types of vocabulary tests such as
the VLT (Mochida & Harrington, 2006).
Aims: The aim of this research was to find out what can self-report checklists tell us about otherkinds of vocabulary knowledge? Specifically is there any correlation between checklist dataand scores on a vocabulary test and how does the checklist score correlation compare with thatof word frequency?
Sample: A sample was taken of over 1000 students from a large private university in Japan.
Students were in low-level compulsory English courses with average TOEIC bridge scores
between 90 and 140.
Methods: Students were given a 50-item vocabulary test that contained items of listening
multiple choice, gap-fill sentence multiple choice and a productive format where students wereasked to fill in the first letter of the word in English. Difficulty estimates of the vocabulary test
items were calculated and then compared to a previously obtained difficulty measures from achecklist and the correlations were found.
Discussion: Results show that the test items correlate with the checklist measures better than tofrequency. This presentation will show the method of how the current research was gathered,and how the item difficulties were estimated. The correlations between the checklist and test
data will be given along with the comparisons between the different types of test items.
Keywords: vocabulary, testing, EFL
Biodata:
Aaron Gibson is a lecturer in English at Kyushu Sangyo University in Fukuoka Japan. He
obtained his M.S.Ed. in TESOL from Temple University, Japan. His research interests include
Vocabulary acquisition and Computer Assisted Language Learning.

㧙8㧙⎇ⓥ⊒⴫ I (Presentation I) ╙ 2 ቶ䋨D-402䋩㩷 㩷㩷 㩷 2䋮 10:10䌾10:40 (J)High Level versus Low Level Students’ Knowledge of Loanwords
versus Non-loanwords across All Levels of the JACET8000
Stubbe Raymond (Kyushu Sangyo University)
raymondstubbe@gmail.com
Undergraduate students from two high English proficiency level universities (n = 159 and47, totaling 206) (hereinafter HU) and 196 from a low level university (LU) took two
vocabulary tests: a yes-no test; and a translation test (L2 to L1). Both tests contained the same
six loanwords (LWs) and six non-loanwords (NLWs), all randomly selected from each of theeight JACET8000 frequency levels. This paper aims to compare the results of these two
university groups to determine whether LW and NLW knowledge is significantly affected by
English ability level. On the yes-no test, the HU students reported 49% more LWs than NLWs
while the LU reported 76% more LWs. On the translation test the HU reported 130% more
LWs, whereas the LU reported 374% more LWs than NLWs. The LU reported LWs more often
than NLWs on both tests at every frequency level (between 16% and 284% more LWs on the
yes-no test; and between 104% and 5000% on the translation test). However, the HU results
were not so regular. On the yes-no test, reports at the 1K and 3K JACET8000 frequency levels
were actually higher for NLWs than LWs by 2.5% and 14.3%, respectively. At the other six
frequency levels LW reports were between 5.9% and 169% higher than NLW reports. On thetranslation test LWs exceeded NLWs at all eight levels by 30% through 867%. Implications forvocabulary testers and language teachers will be discussed.
Keywords: Loanwords; Vocabulary testing; JACET 8000
Biodata:
Raymond Stubbe holds an M.A. in Applied Linguistics and TESOL from the University ofLeicester, England; and a B.Ed. from the University of Victoria, Canada. He has been a lecturer
at Kyushu Sangyo University since 2009. His research interests include vocabulary acquisition
and testing.

㧙9㧙⎇ⓥ⊒⴫ I (Presentation I) ╙ 2 ቶ䋨D-402䋩㩷 㩷㩷 3䋮 10:45䌾11:15 (E)Reading Against the Texts: English as a New Language (hereafter, ENL)
Learners’ Critical Reading of Social-issue Books
Seonmin HuhBusan University of Foreign Studies, Korea
seonmin30@hotmail.com.
This presentation introduces the concept of ‘reading against the texts’ and demonstratesome activities that address moving beyond functional approach to language education. The
concept of reading against the texts encourages readers not to accept what the author represents
and to challenge those assumed knowledge or beliefs. In Green (2002) and Luke andFreebody’s (1997; 1999) reading model, reading against the texts follows decoding and reading
comprehension (what they call as ‘code-breaking,’ and ‘text using’). In ENL education, we
often times deal with code-breaking and text using with a set of comprehension questions,vocabulary tests, and a short writing activities. However, this is not a holistic reading education
as we do not engage students into the logics or thinking processes of the authors through acritical lens. To make reading education more holistic and meaningful to our students, thispresentation suggests using ‘reading against the texts’, which encompasses interrogating thedominant cultural assumptions and particular values taken by the authors. These types ofreading practices can raise students’ agency and ability to find their own positions.
While code-breaking and reading with the texts are important components of ENL
reading, as students need more time to break the codes in English and to make meanings out of
the texts. Trying to further this type of functional literacy instruction to critical analysis ofreading texts, this presentation addresses Green and Luke and Freebody’s text analyzing toargue that reading against the texts can better facilitate students’ code breaking and reading
comprehension in more sophisticated manners. Wilhelm (1997) recognized the need to replace
functional literacy with a “literacy of thoughtfulness” (p. 38; citing Brown, 1991) and pointed
out how literature offers possibilities beyond space, time, and self; questions the way the world
is; and offers possibilities for the way it could be. To elaborate more, what readers believed as
their personal experiences or beliefs is constructed by social system that impacts individuals
differently, depending on their gender, socio-economic status, race, ethnicity, religion,
educational levels and so forth. What’s represented as natural or desirable is mainly from thedominant groups’ perspectives (e.g., white, male, upper-middle class, Christian perspectives).
Certain privileges such as White, male, upper-middle class, and Christian perspectives arenaturally becoming standardized experiences that everyone should be able to make personalconnections to. It becomes problematic not to consider these types of ideological nature of
reading, as we are likely to accept the standardized experiences as natural and common foreverybody. Without questioning those perspectives, readers do not fully take ownerships of theirpersonal reactions to the text, because they accept the dominant beliefs without being able toquestion those representations from critical views (including Apol, 1998; Beach, 1993; Bishop,
1997; Corcoran, 1994; Luke & Freebody, 1997; Morgan, 1997; O’Neil, 1993; Simpson, 1996;
Sims, 1983; Willis & Palmer, 1997 for further investigation of this topic).
In this presentation, the speaker will demonstrate several reading activities that shows
how to address ‘reading against the texts’, one way to include political domain of reading in
ENL reading education. The implications for teacher and classroom practices will be discussed.

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References
Damico, J., and Apol, L. (2008). Using Testimonial Response to Frame the Challenges andPossibilities of Risky Historical Texts. Children’s Literature in Education, 39, 141-158.
Janks, H. (2010). Literacy and Power. NY: Routledge.
Jewett, P. (2007). Reading Knee-deep. Reading Psychology, 28, 149-162.
Lewison, M., Leland, C., and Harste, J. C. (2007). Creating Critical Classrooms: K-8 Reading
and Writing with an Edge. New York: Lawrence Erlbaum.
Luke, A., and Freebody, P. (1997). Shaping the Social Practices of Reading. In S. Muspratt, A.
Luke, & P. Freebody (Eds.), Constructing Critical Literacies (pp. 185-225). Cresskill, NJ:
Hampton Press.
Perry, N. (1993). Reading Against Text in R. Axelrod, & C. Cooper (eds.), Reading Critically,rd

Writing Well (3 Ed.). St. Martin’s Press.
Internet Sourcesyyy

http://tvpot.daum.net/clip/ClipView.do?clipid=30943892
http://www.facebook.com/video/video.php?v=101710809843082
http://en.wikipedia.org/wiki/Literacy
file:///Users/huhs/Desktop/Einstein%20was%20a%20refugee.webarchive

Biodata:Huh Seonmin earned her Ph. D. in Literacy, Culture, and Language Education from Indiana
University, USA. Her areas of academic interests include teaching reading and writing, critical(media) literacy, and language maintenance. She is teaching at Busan University of Foreign
Studies and can be reached at seonmin30@hotmail.com.

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⎇ⓥ⊒⴫ I (Presentation I) ╙ 2 ቶ䋨D-402䋩㩷 㩷㩷 4䋮 11:20䌾11:50 (E)Power Imbalance between Nonnative Speaker of English and Native Speakerof English Teacher in Korean English Education
Jyun Bang
Busan University of Foreign Studies, Korea
It is no doubt that English has been one of the major languages people want to acquire.
Thus, English has been introduced and advertised as an international language since it promotes
active communication and cultural, political and material interchanges among many countries in
the world. However, since it carries the implicit power of the ‘West’, English, as aninternational language, negatively affects other countries in many ways (Skutnabb-Kangas,
2000). The global spread of English is attributed to linguistic imperialism or linguisticcolonialism in some countries where English has been taken as vital. The invisible power ofEnglish may threaten other languages.
To this point, the spread of the English language has raised many controversial issues,
such as the dichotomy between native speakers and nonnative speakers. Moreover, it created anative speaker fallacy between native English speaking teachers (NETs) and non-native English
teachers (NNETs) in English education. As for the former issue, it is not easy or impossible todefine the native speaker since most researchers use limited concepts, such as birth, mothertongue, and competence.
NNETs possess clear advantages over native speakers such as a greater conscious
knowledge of grammar, their own language learning experience to share with their students, andfrom their language learning experience, a greater ability to empathize with their students(Amin, 2004; Liu, 1999). However, a focus on the distinction between the native speaker andnon-native speaker channels us toward the issue of native speaker fallacy in English education.
When measured against the language competence of native English speaking teachers,
including cultural and socio-cultural aspects NNETs seem to almost always fall short, which isone of the primary reasons why native speakers have traditionally been favored as English
teachers.
The paper explores how NNETs can feel inferior to NNESTs instead of their status as
experts of teaching English (Canagarajah, 1999). In this regard, this paper deals with related
topics: the dichotomy between native and non-native speakers and the issues of native versus
non-native English teachers. This paper argues that NNETs can feel that they have less power
than NESTs in the English class although they have their unique strengths for English teaching.
Finally, this study suggests ways for NNETs to become experts of English teaching.
References
Amin, N. (2004). Nativism, the native speaker construct, and minority immigrant womenteachers of English as a second language. In L. D. Kamhi-Stein (Ed.), Learning andteaching from experience (pp. 9-24). The University of Michigan, MI: The University ofMichigan Press.
Canagarajah, A. S. (1999). Interrogating the ‘native speaker fallacy’: Non-linguisticroots,

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non-pedagogical results. In G. Braine (Ed.), Non-native educators in
Englishlanguage teaching (pp.72-92). Mahwah, NJ: Lawrence Erlbaum
Associates.
Liu, J. (1999). From their own perspectives: The impact f non-native ESL professionals
on their students. In G. Braine (Ed.), Non-native educators in English language
teaching (pp.159-176). Mahwah, NJ: Lawrence Erlbaum Associates.
Skutnabb-Kangas, T. (2000). Linguistic genocide in education-or worldwide diversity andhuman rights? Mahwah, NJ: Lawrence Erlbaum Associates.
Biodata:Jyun Bang earned his Ph. D. in TESOL and Composition program of English department from
Indiana University of Pennsylvania, USA. My areas of academic interests include teacher
education, program development, and critical pedagogy. I, as a visited professor, am teaching at
Busan University of Foreign Studies.

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⎇ⓥ⊒⴫ I (Presentation I) ╙ 3 ቶ䋨D-403䋩㩷 㩷㩷 㩷 2䋮 10:10䌾10:40 (J)ᄢቇ౉⹜⧷⺆㐳ᢥ䈱䉮䊷䊌䉴ಽᨆ㵩ㆊ෰ 㪈㪇 ᐕ䈪䈱ᄌൻ䉕ត䉎㩷ᨰᧁ㩷 ື਽㩿ർ਻ᎺᏒ┙ᄢቇ㪀㩷
kashiwagi@kitakyu-u.ac.jp⧷ᢥ⺒⸃䈱ⓥᭂ䈱ᆫ䈲ᄢቇ౉⹜໧㗴䈮⃻䉏䉎䈫⸒䈦䈩䉅ㆊ⸒䈪䈲䈭䈇䇯ᧄ⊒⴫䈲 㪈㪐㪐㪏 ᐕ䋨㪉㪎㪍㪃㪋㪌㪉 ⺆䋩䈫 㪉㪇㪇㪏 ᐕ䋨㪋㪇㪇㪃㪏㪎㪇 ⺆䋩䈱ᄢቇ౉⹜䉶䊮䉺䊷⹜㛎䉕㒰䈇䈢ᣣᧄ࿖ౝ䈱⑳┙ᄢቇ䈫࿖┙ᄢቇ䈱୘೎ᬌᩏ⹜㛎䈱໧㗴䉕䉮䊷䊌䉴ൻ䈚䇮䈠䈱ⶄ㔀䈘䇮ᯏ⢻⺆䇮⺆ᒵ․ᕈ䈭䈬䉕ಽᨆ䈚౉⹜㐳ᢥ໧㗴䈏䈖䈱 㪈㪇 ᐕ㑆䈪䈬䈱䉋䈉䈮ᄌൻ䈚䈢䈎䉕ಽᨆ䇮᭎ⷰ䈚䉋䈉䈫䈚䈢䉅䈱䈪䈅䉎䇯䈠䈱⚿ᨐ䇮⺆ᒵ䊧䊔䊦䇮ᾫ⺆᭴ᚑ䇮ᯏ⢻⺆䈮䈍䈇䈩ዋ䈭䈎䉌䈝ᄌൻ䈏⷗䉌䉏䇮䈇䉒䉉䉎౉⹜⧷⺆㐳ᢥ䈱䊧䊃䊥䉾䉪䈏ᄌൻ䈚䈩䈇䉎᭽ሶ䈏ⷰኤ䈘䉏䈢䇯⊒⴫䈮䈍䈇䈩䈲䈠䈱ේ࿃䉅㘃ផ䈚䈩䈇䈒䇯㩷

Keywords: ౉⹜໧㗴‫ࠬࡄ࡯ࠦޔ‬ಽᨆ‫ޔ‬㐳ᢥ⺒⸃‫ࠢ࠶࡝࠻࡟ޔ‬Biodata:
Tetsuya Kashiwagi is a professor at the Center of Fundamental Education of the University of
Kitakyushu. His interests lie in the study of writing pedagogy and activity for Japanese EFL
learners to notice and elicit native-like lexis, grammar, and logical development.

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⎇ⓥ⊒⴫ I (Presentation I) ╙ 3 ቶ䋨D-403䋩㩷 㩷㩷 3䋮 10:45䌾11:15 (J)ᢎ⑼ᦠ䈫䉥䊮䊤䉟䊮ᢎ᧚䉕૬↪䈚䈢᝼ᬺ䈱น⢻ᕈ㩷቟ᶉ㩷 ⺈␭㩿ᾢᧄᄢቇ㪀㩷yasunami@kumamoto-u.ac.jp㩷ᚒ䇱䈲ᣢ䈮䉟䊮䉺䊷䊈䉾䊃਄䈪ᢎ᧚䉲䉴䊁䊛䈫䈚䈩ឭଏ䈘䉏䈩䈇䉎 㪜㫅㪾㫃㫀㫊㪿㪚㪼㫅㫋㫉㪸㫃㫤䈱⚛᧚䈎䉌⪺૞ᮭ䉕䉪䊥䉝䈚䈢䉮䊮䊁䊮䉿⚛᧚䉕ၮ䈮ᢎ⑼ᦠ䈫䈚䈩✬㓸䈚䈢䇯䈖䈱ᢎ᧚䈲ᢎ⑼ᦠන⁛䈪䉅૶↪䈪䈐䉎䉅䈱䈪䈅䉎䈏䇮㪜㫅㪾㫃㫀㫊㪿㪚㪼㫅㫋㫉㪸㫃㫤䉕೽ᢎ᧚䈫䈚䈩૬↪䈜䉎䈖䈫䉅䇮䉁䈢䇮㪜㫅㪾㫃㫀㫊㪿㪚㪼㫅㫋㫉㪸㫃㫤䉕ਥᢎ᧚䈫䈚䈩䇮ᢎ⑼ᦠ䉕೽ᢎ᧚䈫䈜䉎䈖䈫䉅น⢻䈪䈅䉎䇯ᢎᏧ䈱䉴䉨䊦䇮ᢎቶⅣႺ䇮䊈䉾䊃䊪䊷䉪ⅣႺ䈭䈬䈱᭽䇱䈭⁁ᴫ䈮ኻᔕ䈪䈐䉎䉅䈱䈪䈅䉎䇯㪜㫅㪾㫃㫀㫊㪿㪚㪼㫅㫋㫉㪸㫃㫤䈏ᜬ䈧ᯏ⢻䉕ᵴ↪䈜䉎䈖䈫䈮䉋䉍䇮᝼ᬺᄖ䈮䈍䈔䉎ቇ⠌ᵴേ䉕นⷞൻ䈜䉎䈖䈫䈏ኈᤃ䈫䈭䉍䇮ᓧ䉌䉏䈢䊂䊷䉺䈮ၮ䈨䈇䈢୘೎ᜰዉ䉅⊛⏕䈮ⴕ䈋䉎䉋䈉䈮䈭䉎䇯㩷

Keywords: Material Development, Learning Management, Blended Learning, Multimedia
Biodata:ᾢᧄᄢቇᄢቇ㒮ᢥቇ⎇ⓥ⑼ୃ჻⺖⒟ୃੌ䇮㐳ፒ⋵┙෸䈶ᾢᧄ⋵┙㜞╬ቇᩞ䇮ᾢᧄ㔚ᵄ㜞╬ኾ㐷ቇᩞ䋨⃻ᾢᧄ㜞╬ኾ㐷ቇᩞᾢᧄᩞ䋩䇮ᾢᧄᄢቇᢥቇㇱ 㪚㪘㪣㪣 ᢎ⢒ቶ䇮⃻࿷䇮ᾢᧄᄢቇᄢቇᢎ⢒ᯏ⢻㐿⊒✚ว⎇ⓥ䉶䊮䉺䊷䉦䊥䉨䊠䊤䊛㐿⊒ㇱ㐷ಎᢎ᝼෸䈶ᾢᧄᄢቇᄢቇ㒮␠ળᢥൻ⑼ቇ⎇ⓥ⑼ඳ჻
೨ᦼ⺖⒟ᢥൻቇኾ᡹⧷⺆ኾ㐷⡯䉮䊷䉴૬છ䇯ኾ㐷ಽ㊁䈲䇮䉦䊥䉨䊠䊤䊛䊶ᢎ᧚㐿⊒⺰䇮䉮䊮䊏䊠䊷䉺ᡰេ⸒⺆ቇ⠌⺰䇮㪜㪪㪧 䈭䈬䇯㩷㧙 15 㧙

⎇ⓥ⊒⴫ I (Presentation I) ╙ 3 ቶ䋨D-403䋩㩷 㩷㩷 4䋮 11:20䌾11:50 (E)Enhancing Online Reading in a Global Age
John Paul Loucky (Seinan Jo Gakuin University)
loucky@seinan-jo.ac.jp

This workshop will focus participants’ attention on pages and programs collected at theauthor’s Virtual CALL Encyclopedia which are most useful for ENHANCING ONLINEREADING IN A GLOBAL AGE. After a brief overview of the Homepage, Links Index andSite Search functions, teachers will be quickly shown how to give access to learners of any
online newspaper in any language, (using ThePaperboy.com site as shown below), with clues
given as to how to use WebReader to provide instant glossing for 138 languages. Following thepresenter’s systematic SLVA Taxonomy, two free methods will be provided to quickly “Access& Archive” those new words via both WordChamp.com and Define. Recommendations will
also be shown for how to upload lists of vocabulary, as well as how to obtain them by using
Text Analyzers, Word Frequency Level and Readability Checkers from the HP right menu. This
presentation will review some major vocabulary and reading comprehension strategies andonline slideshows about these topics posted by the author. Then we will examine some web
tools and programs collected to enhance online reading skills. Finally, participants will be asked
to recommend apps they have found most useful for learning or teaching language in the area ofword learning or reading, either online or mobile device apps. A system for teaching mosteffective reading comprehension and vocabulary learning strategies will be shared along withstrategic steps and questions that help students become more independent language learners.
Integrating various types and skills of reading—ER/IR & Speed-Reading—to improve one’s
range, complexity, speed, flexibility and independence will all be discussed andrecommendations solicited and given.
Keywords: multi-level, integrated technology-enhanced (TELL) or computer-assisted language
learning (CALL) programs ; Digital/online reading, CALL/TELL/SMALL-enhanced reading,multiple literacies, ELLs/LEPS
Biodata:
John Paul Loucky, Ed. D., Associate Professor at Seinan JoGakuin University, where hehas taught all areas of TESOL/EFL for about 20 years. His doctoral dissertation compared
CALL-based vocabulary learning with Audio-Lingual and Sustained Silent Reading
methods. He also holds a Master of Science in Reading Education from Syracuse
University in New York and a Master of Professional Studies. He has written extensively
on L2 reading and vocabulary development for many journals and for engineering andonline encyclopedias. His Language Education Homepage at www.CALL4All.us
provides a clearinghouse of CALL organizations and a Virtual Encyclopedia of language
education sites worldwide. Contact: jploucky@mx22.tiki.ne.jp.

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․೎⻠Ṷ (Featured Lecture) 㩷 (C-401)㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 㩷 13:25䌾14:30 䋨E䋩

Using Short Stories and Reading Logs to Enhance Reading Strategies andCross-Cultural AwarenessRoberta Steinberg (Mount Ida College in Massachusetts, USA)A detailed handout will delineate the types of questions that teachers can assign as
homework before discussing short stories in class. These questions help students to focus ontheme, meaning, structure, and conflict in the stories, as well as to identify cultural motifs thesestories raise.
Biodata:
Roberta (Robby) Steinberg is Professor of English and ESL at Mount Ida College in Newton,
Massachusetts, USA. She has been an adjunct instructor of ESL at Harvard University, MIT,
Boston University, Northeastern University, and Tel-Aviv University in Israel. She has a B.A.
from the University of Michigan and a Master’s degree from Harvard University. She is a past
President of the Massachusetts TESOL affiliate, MATSOL, and this year she served as co-chairof the Material Writers Interest Section of TESOL. She has authored seven TOEFL and
TOEIC texts, including Perfect Phrases for the TOEFL Speaking and Writing Sections,
McGraw-Hill and Thomson Preparation Course and the TOEIC Test, Books 1 and 2. She haspresented at numerous national and international conferences. In addition to teaching ESL at
Mount Ida, she teaches Public Speaking, Advertising Copy, and Short Story.

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⎇ⓥ⊒⴫ II (Presentation II)㩷 ╙ 1 ቶ䋨D401䋩㩷 㩷

1. 14:35䌾15:05 (E)Saliency Effects on L2 Reading Comprehension
Hosokawa Hirofumi (Fukuoka Jo Gakuin University)
hosokawa@fukujo.ac.jp

Reading comprehension consists of two constructs, i.e. reading and comprehension.
These constructs are autonomous, but closely related. A large number of studies have been
conducted on the process of L1 reading, and numerous reading models have been proposed.
Among them, the Construction-Integration model by Kintsch (1998) provides a comprehensive
picture of L1 reading. According to this model, readers first recognise words, parse sentences,and then construct two kinds of representations called the textbook model and the situation
model. The textbook model is made of the meaning of each sentence, while the situation model
encompasses readers’ general knowledge, images as well as inferences to be made.
Unlike L1 reading, L2 reading is more complicated because comprehension is affected byreaders’ knowledge of the target language. Therefore, L2 reading research tends to focus on thelower processes of reading such as word recognition and syntactic knowledge, i.e. frequency
effects. Recent cognitive linguistic research, however, argues that saliency is also as significant
a construct as frequency. Langacker (2008) claims that static descriptions of the character andsituation in narrative texts serve as the background against which the story-line stands out asfigure, i.e. salient information.
This study investigates saliency effects on L2 reading comprehension. Japanese college
students read a short narrative passage, and then were asked to recall the story-line andbackground information. The results show that salient information is more easily recalled thanbackground information especially by weak readers, which suggests how L2 reading should be
instructed in the EFL classroom.
Keywords: L2 reading, saliency, comprehension
Biodata:
Hirofumi Hosokawa is Professor of applied linguistics in the Department of English as a Global
Language, Fukuoka Jo Gakuin University. His research interests include reading
comprehension, communicative reading instruction and secondary school teacher training.

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⎇ⓥ⊒⴫ II (Presentation II)㩷 ╙ 1 ቶ䋨D401䋩㩷 㩷

2. 15:10䌾15:40 (E)Thermolinguistics and the Reading Difficulty of Texts
Jan Stewart (Chikushi Women’s University)
William Stewart (Undergraduate Student, Fukuoka University)
stewart@chikushi-u.ac.jp
T.V. Maslova (2010) hypothesized that there is a “critical point” where a reading passage
crosses the threshold of having too many common words or too many rare words per total word
count to be considered a literary text. Measures of statistical reading difficulty using sentence
length and word length, such as the Flesch index, fail to take into account the familiarity ofwords to the reader. This issue was addressed by Dale and Chall (1948), who proposed a list of763 familiar words (later expanded to 3,000 words), in order to measure readability byqualitative data. Stenner’s Lexile Framework (2002) also utilizes a dual system of calculation(semantic and syntactic), but it is based on logarithmic expressions of sentence length and word
frequency. Despite the commercial monopoly held by its developers, the Lexile Framework has
become immensely popular among educators, librarians, publishers and book retailers in the
U.S. However, words that may sound familiar to native speakers of English may not be familiar
to learners in a foreign-language context, rendering a much lower “rare words” threshold.
Fortunately, in Japan, “levels-based” word lists and dictionaries make possible a detailed lexical
analysis of any reading passage. Using the “levels” of difficulty indicated in the Genius 4
dictionary, the authors have developed a more realistic, practical measure of reading difficulty
for foreign language speakers in Japan.

Keywords: Reading, Difficulty, Flesch, Lexile, Genius
Biodata:
Jan Stewart: University of California, Claremont Graduate School, 30 years’ experience.
William Stewart: Fukuoka University (Senior).

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⎇ⓥ⊒⴫ II (Presentation II)㩷 ╙ 2 ቶ䋨D402䋩㩷 㩷

1. 14:35䌾15:05 (E)The Importance of Awareness Regarding Knowledge for Learners
Okada Misuzu (Graduate Student, Kyushu University)
missymaxtrue@docomo.ne.jp

It is important for learners to notice knowledge of language (grammar, vocabulary and soon). Regarding grammar, MEXT recommends that teachers restrain excessive explanations
regarding English forms or usage and so on in Japanese. Moreover, some researchers propose
such approaches as teachers draw learners’ attention to knowledge, or language elements,
incidentally in language activities to foster learner’s communicative competence. However, it isdifficult to put knowledge briefly. Chomsky and others consider competence as underlying
knowledge. In psycholinguistic or cognitive psychology, there are implicit and explicit
knowledge or procedural and declarative knowledge. We should need to survey the concept ofknowledge. Furthermore, how can teachers let learners be aware these knowledge? First-year
students in high schools will take English classes in English from this year. Learners have to
notice English knowledge in English. However, there are less prior researches as explicit
explanation in Japanese before language activities disturbs subsequent activities in English.
That is to say, if learners start to learn foreign language at the stage where learners almost
acquire their mother tongue, explicit explanation in mother tongue should help them to beaware of English structure. In this presentation, I will consider the mechanism of awareness too.
Furthermore, I would like to suggest that English knowledge (grammar) learning or instructionin Japanese is not necessarily no good for Japanese learners while introducing some priorresearches.
Keywords: Implicit/explicit knowledge, awareness, explicit learning and instruction
Biodata:Misuzu Okada is a graduate student of Kyushu University. Her research interests include
implicit/explicit knowledge and learning in second language acquisition, and cognitive
psychology.

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⎇ⓥ⊒⴫ II (Presentation II)㩷 ╙ 2 ቶ䋨D402䋩㩷 㩷

2. 15:10䌾15:40 (J)⧷⺆೨⟎⹖䈱ᜰዉ䈎䉌⷗䈋䈩䈒䉎⹺⍮⸒⺆ቇ䈮ၮ䈨䈒ᜰዉᴺ䈱ലᨐ㐳㩷 ടᄹሶ䋨ർ਻ᎺᏒ┙ᄢቇ䋩
k-cho@kitakyu-u.ac.jpㄭᐕ䋬⹺⍮⸒⺆ቇ䈱⍮⷗䉕ᄖ࿖⺆ᢎ⢒䈮ᵴ䈎䈠䈉䈫䈇䈉ᵹ䉏䈏࿖ౝᄖ䈪㜞䉁䈦䈩䈇䉎䇯㪚㪿㫆㩷 㩿㪉㪇㪈㪇㪀䋬㪚㪿㫆㩷㩽㩷㪢㪸㫎㪸㫊㪼㩷㩿㪉㪇㪈㪇㪀䋬㪚㪿㫆㩷㩽㩷㪢㪸㫎㪸㫊㪼㩷㩿㪉㪇㪈㪈㪀╬䈪䈲䋬⹺⍮⸒⺆ቇ䈮ၮ䈨䈒ᢎ᝼ᴺ䉕↪䈇䉎䈖䈫䈪䋬⛔
⸘⊛䈮᦭ᗧ䈭ᢎ⢒ലᨐ䈏䈅䉎䈖䈫䉕ታ⸽䈚䈩䈇䉎䈏䋬䈜䈼䈩䈱㗄⋡䈮ኻ䈚䈩╬䈚䈒ലᨐ䈏䈅䉎䉒䈔䈪䈲䈭䈇䇯䈠䈖䈪ᧄ⊒⴫䈪䈲䋬೨⟎⹖䈱ᢎ᝼䉕଀䈮ข䉍਄䈕䋬⹺⍮⸒⺆ቇ䈮ၮ䈨䈒ᢎ᝼ᴺ䈏ലᨐ⊛䈭㗄⋡䈫䈠䈉䈪䈲䈭䈇㗄⋡䈮䈧䈇䈩䋬䉪䊤䉴䉺䊷ಽᨆ䋨㪮㪸㫉㪻 ᴺ䋩䉕↪䈇䈩ಽᨆ䈜䉎䈫䈫䉅䈮䋬䈠䈱㆑䈇䈏↢䈛䉎ේ࿃䈮䈧䈇䈩䋬⹺⍮⸒⺆ቇ䈱ᨒ⚵䉂䉕↪䈇䈩ಽᨆ䉕ⴕ䈉䇯㩷

Keywords: ᔕ↪⹺⍮⸒⺆ቇ䋬ᢎ᝼ᴺ䋬೨⟎⹖
Biodata:
Kanako CHO is Associate Professor of the University of Kitakyushu. Her main research area isapplied cognitive linguistics and she has a long-standing interest in the acquisition process ofEnglish prepositions by Japanese learners of English.

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⎇ⓥ⊒⴫ II (Presentation II)㩷 ╙ 3 ቶ䋨D403䋩㩷 㩷

1. 14:35䌾15:05 (E)Measuring Situational Interest ina Japanese English Language Learning Classroom㩷 㩷 㩷 㩷 㩷 Andrew Thompson (Kyushu Sangyo University)㩷 㩷 㩷 㩷 㩷 thompson@ip.kyusan-u.ac.jp
The psychological state of Interest affects how students engage with course content and towhat extent course content is cognitively processed (Hidi, 1990; Schiefele, 1999). A pilot study
was conducted to develop and validate questionnaire items designed to measure situational
interest in an English language learning context in Japan. This pilot study focused on
identifying students’ triggered situational interest and maintained situational interest. A
self-report questionnaire was administered in a private Japanese university with first and second
year students of various majors enrolled in a compulsory English course with TOEIC Bridge
scores between 60 and 170 (N=1099). The questionnaire was administered to participants in the
final week of the second (15 week) semester. The questionnaire consisted of eight items on a
7-point Likert scale. Four items measured students’ affective reactions or triggered situational
interest to the presentation of the course content as engaging and enjoyable and four items
measured students’ maintained situational interest to the course content as being important,useful and meaningful. Participants rated the items from 1 (strongly disagree) to 7 (strongly
agree). Preliminary analyses of the data support a two-factor model that conforms to theoreticalconceptualizations of situational interest (Hidi and Renninger, 2006). The two-factor model
separated triggered situational interest and maintained situational interest. Further preliminary
investigation of the data indicates that students’ academic year and university major may affectlevels of interest in English classes. Implications of these results for classroom teaching will be
discussed.

Keywords: Interest, Situational Interest, Classroom Instruction, Compulsory English Program,
Tertiary Education

Biodata:Andrew Thompson is an English Lecturer at Kyushu Sangyo University in Fukuoka, Japan. He
has a MA Applied Linguistics from Monash University and a BA in Communications andSociology from Griffith University, Australia. His areas of research interest include curriculum
development, language learning strategies, student interest and motivation.

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⎇ⓥ⊒⴫ II (Presentation II)㩷 ╙ 3 ቶ䋨D403䋩㩷 㩷

2. 15:10䌾15:40 (J)ቇ↢䇮ᢎ⡯ຬ䈏৻✢䈮ਗ䉖䈪੤ᵹ䈪䈐䉎ᵴേ䈫䈚䈩䈱䇸⧷⺆䈪䊎䊑䊥䉥䊋䊃䊦䇹䈱ឭ᩺䈫ታ〣ႎ๔㩷 㩷 ㄭ⮮㩷 㔐⛗䋨┙๮㙚ᄢቇ䋩kondoyu@fc.ritsumei.ac.jp䊎䊑䊥䉥䊋䊃䊦 㪈 䈲䇸ᧄ䉕⍮䉍ੱ䉕⍮䉎ᦠ⹏䉭䊷䊛䇹䈫䈚䈩ో࿖ⷙᮨ䈪ዷ㐿䈘䉏䇮ෳട⠪ᢙ䈲㘧べ⊛䈮િ䈶䈩䈇䉎䇯䇸⧷⺆䈪䊎䊑䊥䉥䊋䊃䊦䇹䈲 㪉㪇㪈㪊 ᐕ䉋䉍䇮ෳട⠪䈱᭴ᚑ䈮ᄌൻ䉕ട䈋䈭䈏䉌䇮ⶄᢙ࿁ታᣉ䈘䉏䈢䇯ᢎ⡯ຬ䈫ቇ↢䈏ኻ╬䈭┙႐䈪ోⴕ⒟䈮ෳട䈜䉎 㪉 䈖䈫䈪䊤䊘䊷䊦䈏᭴▽䈘䉏䇮⧷⺆⊒ାജ䉕ᒝൻ䈚䉇䈜䈇ⅣႺ䉕૞䉎䈖䈫䈏ᦼᓙ䈪䈐䉎䇯․䈮ቇ↢䇮ᢎຬ䋨ᣣᧄੱ䇮⧷⺆䊈䉟䊁䉞䊑⹤⠪䋩䇮৻⥸␠ળੱ䈱ᷙว䈪ⴕ䉒䉏䈢࿁䈪䈲䇮ో䈩䈱ጀ䈎䉌䊘䉳䊁䉞䊑䊶䊐䉞䊷䊄䊋䉾䉪䉕ᓧ䈢䇯ᧄ⊒⴫䈪䈲⊒⴫⠪䈏䋨䋱䋩ᣣᧄੱቇ↢䈱䉂䋨䋲䋩ᣣᧄੱቇ↢䇮ᢎຬ䇮৻⥸␠ળੱ䋨䋳䋩ᣣᧄੱቇ↢䇮⇐ቇ↢䇮ᢎ⡯ຬ䈱 㪊 ᒻᘒ䈱ታ〣ႎ๔䉕ㅢ䈛䇮ቇ↢䇮ᢎ⡯ຬ䈏৻✢䈮ਗ䉖䈪੤ᵹ䈪䈐䉎ᵴേ䈫䈚䈩䈱䇸⧷⺆䈪䊎䊑䊥䉥䊋䊃䊦䇹䉕ឭ᩺䈚䈢䈇䇯㩷ෳ⠨ᢥ₂
1. ⍮⊛ᦠ⹏วᚢ䊎䊑䊥䉥䊋䊃䊦. bibliobattle.jp.
2. ⼱ญᔘᄢ, Ꮉ਄ᶈม, ੗ୃ. 䊎䊑䊥䉥䊋䊃䊦䋺ᦠ⹏䈮䉋䉍ᇦ੺䈘䉏䉎␠ળ⊛⋧੕૞↪႐䈱⸳⸘.
䊍䊠䊷䊙䊮䉟䊮䉺䊐䉢䊷䉴ቇળ⹹, Vol.12 (4), pp.93-104 .(2010)

Keywords: ࡊ࡟࠯ࡦ࠹࡯࡚ࠪࡦ‫⊒ޔ‬ାജ‫⊒ޔ‬ାဳ⧷⺆‫⺖ޔ‬ᄖᵴേ

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ᄢળ䉲䊮䊘䉳䊠䉡䊛 (Symposium㩷 C-401) 䋨J䋩㩷㩷㩷

㩷 15:45䌾䋱7:10

䇸䉫䊨䊷䊋䊦ᤨઍ䈱䊥䊷䊂䉞䊮䉫ᢎ᧚䇹㩷㩷มળ䊶⻠Ꮷ䋺㩷 દ⮮㩷 ஜ৻䋨ർ਻ᎺᏒ┙ᄢቇ䋩㩷⻠Ꮷ䋺㩷 ਄᧛㩷 ବᒾ䋨㐳ፒ⋵┙ᄢቇ䋩㩷⻠Ꮷ䋺㩷 ᮘญ㩷 ᥏ᒾ䋨㣮ఽፉᄢቇ䋩㩷 㩷 㩷 㩷䉫䊨䊷䊋䊦ੱ᧚⢒ᚑ䈫䈇䈉䈖䈫䈳䈱䉅䈫䈮䇮㜞䈇⧷⺆ജ䉕᳞䉄䉎ჿ䈏೨䈮䉅Ⴧ䈚䈩㜞䉁䈦䈩䈇䉎䇯䈠䈱ჿ䈮䈖䈢䈋䉎䈮䈲䇮䈬䈱䉋䈉䈭⧷⺆ജ䈏ᔅⷐ䈫䈭䉎䈱䈪䈅䉐䈉䈎䇯䉴䉨䊦⊛䈮䈲䇮䈣䈇䈢䈇䉒䈎䉎䇮૗䈫䈎ㅢ䈛䉎䇮䈫䈇䈉䊧䊔䊦䈮䈫䈬䉁䉌䈝䇮ᱜ⏕䈮䉒䈎䉎䇮⠨䈋䈩䈇䉎䈖䈫䉕䈉䉁䈒વ䈋䉎䈖䈫䈏䈪䈐䉎䇮䈫䈇䈉䊧䊔䊦䉕⋡ᜰ䈜ᔅⷐ䈏䈅䉍䇮䈖䉏䈲䈢䈫䈋䈳 TOEIC900 ὐขᓧ⠪䈪䉅ᔅ䈝䈚䉅ታ⃻䈪䈐䈩䈇䉎䈫䈲䈇䈋䈭䈇㜞䈇⋡ᮡ䈪䈅䉎䇯䈚䈎䈚䇮䉅䈉৻䈧⠨䈋䈭䈔䉏䈳䈭䉌䈭䈇䈖䈫䈲䇮䈠䈱⧷⺆ജ䈪䈬䈱䉋䈉䈭䊃䊏䉾䉪䈮䈧䈇䈩⺆䉍ว䈇䇮⼏⺰䈮䈧䈇䈩䈇䈒䈖䈫䈏䈪䈐䉎䈎䇮䈫䈇䈉䈖䈫䈪䈅䉎䇯䈠䈱䈢䉄䈮䈲⥄ಽ䈏⥄ା䉕ᜬ䈦䈩⺆䉎䈖䈫䈏䈪䈐䉎䊃䊏䉾䉪䉕ᢙᄙ䈒䉴䊃䉾䉪䈚䈩䈍䈎䈭䈔䉏䈳䈭䉌䈭䈇䇯ታ〣⊛䈭⧷⺆ജ䈏ⷐ᳞䈘䉏䉎ᤨઍ䈮䈅䈦䈩䇮䊥䊷䊂䉞䊮䉫ᢎ⢒䉅䈖䈉䈚䈢⋡ᮡ䈮ะ䈎䈉䉅䈱䈪䈅䉍䈢䈇䇯䈪䈐䉎䈣䈔ᄙ᭽䈭ಽ㊁䈱⧷ᢥ䉕ᄢ㊂䈮⺒䉃⸠✵䈏ᔅⷐ䈫䈭䉎䇯㩷 䈖䈉䈚䈢໧㗴ᗧ⼂䈎䉌⸳ቯ䈚䈢ᧄ⎇ⓥᄢળ䊁䊷䊙䈱䉅䈫䇮ᧄ䉲䊮䊘䉳䉡䊛䈪䈲䇮䉁䈝ᮘญ䈏䊥䊷䊂䉞䊮䉫ᢎ⢒䈮㑐䈜䉎ℂ⺰⊛䈭⠨ኤ䉕ⴕ䈭䈇䇮⛯䈇䈩਄᧛䈏ᄙ⺒䈮ὶὐ䉕䈅䈩䈩⷗⸃䉕ㅀ䈼䉎䇯ᦨᓟ䈮દ⮮䈏ർ਻ᎺᏒ┙ᄢቇ䈪䈱੐଀䉕〯䉁䈋䈩ႎ๔䉕ⴕ䈭䈉䇯䈖䉏䉕ฃ䈔䇮ᓟඨ䈮䈲ෳട⠪ోຬ䈪䈱⸛⼏䉕ⴕ䈭䈉䇯એਅ䈮 3 ੱ䈱䊌䊈䊥䉴䊃䈱ឭ⸒䈱᭎ⷐ䉕⸥䈚䈩䈍䈒䇯⎇ⓥᄢળ䊁䊷䊙䉕౰䈚䈢ᧄ䉲䊮䊘䉳䊠䉡䊛䈪䈲䇮೨ඨ䈮มળ⠪䉕฽䉃 3 ฬ䈱ឭ᩺⠪䈮䉋䉎ᣣᧄੱቇ↢䈱⧷⺆ജ䉇⧷⺆⎇ⓥ䈮㑐䈜䉎੐଀ႎ๔䉕䈍䈖䈭䈇䇮ᓟඨ䈮䈲䉲䊮䊘䉳䊠䊷䊛䊶䊁䊷䊙䈮㑐䈜䉎⸛⼏䉕䉲䊮䊘䉳䊠䊷䊛ෳട⠪ోຬ䈪䈍䈖䈭䈉䇯㩷 એਅ䈲䇮3 ฬ䈱ឭ᩺⠪䈱ឭ⸒᭎ⷐ䈪䈅䉎䇯╙ 㪈 ⊒⴫䋨દ⮮㩷 ஜ৻䋩㵰㖸⺒䊶䉲䊞䊄䊷䉟䊮䉫䈪ᵴᕈൻ䈜䉎䊥䊷䊂䉞䊮䉫ᢎ᧚㵱㩷㩷㩷 ർ਻ᎺᏒ┙ᄢቇ⧷☨ቇ⑼䇮䈍䉋䈶೽ኾ᡹ Global Education Program 䈮䉅⸒෸䈚䈭䈏䉌䇮䊁䉨䉴䊃䇮೽ᢎ᧚䇮䈍䉋䈶䈠䈱૶↪ᴺ䈱ታᘒ䈮䈧䈇䈩ႎ๔䉕ⴕ䈭䈉䇯ᧄႎ๔䈱ၮᧄ䈲䊥䊷䊂䉞䊮䉫ᢎ᧚䈮䈧䈇䈩䈪䈅䉎䈏䇮䈠䈱ᢎ᧚䉕ᵴᕈൻ䈚䇮ቇ⠌⠪䈱⧷⺆ജᒝൻ䈮䈧䈭䈕䉎ᚻᴺ䈫䈚䈩䇮㖸⺒䈫䉲䊞䊄䊷䉟䊮䉫䈮䈧䈇䈩䉅ႎ๔䈜䉎䇯ෳ⠨ᢥ₂㩷࿡ᒄᱜ㓶䋨1970䋩䇺⧷⺆䈱⹤䈚䈎䈢䋺࿖㓙⧷⺆䈱䈜䈜䉄䇻᧲੩䋺䉰䉟䊙䊦಴ ળ࿡ᒄᱜ㓶䋨1999䋩䇺࿡ᒄᵹ⧷⺆䈱⹤䈚䈎䈢䇻᧲੩䋺䈢䈤䈳䈭಴࿖੗ା৻䊶ᯅᧄᢘሶ䋨2001䋩䇺ⓥᭂ䈱⧷⺆ቇ⠌ᴺ K/H System ౉㐷✬䇻᧲੩䋺䉝䊦䉪㠽㘺₿⟤ሶ䊶ઁ䋨2003䋩䇺䈲䈛䉄䈩䈱䉲䊞䊄䊷䉟䊮䉫䇻᧲੩䋺ቇ⠌⎇ⓥ␠㩷╙ 㪉 ⊒⴫䋨਄᧛㩷 ବᒾ䋩㩷㵰䊥䊷䊂䉞䊮䉫䊶䉿䊷䊦䈫䈚䈩䈱ᄙ⺒↪⧷⺆䊁䉨䉴䊃䋨㪞㫉㪸㪻㪼㪻㩷 㪩㪼㪸㪻㪼㫉䋩㩷 㵱㩷㩷ㄭᐕ䇮㪚㪸㫄㪹㫉㫀㪻㪾㪼㩷㪜㫅㪾㫃㫀㫊㪿㩷㪩㪼㪸㪻㪼㫉㫊㪃㩷㪚㪼㫅㪾㪸㪾㪼㩷㪞㫉㪸㪻㪼㪻㩷㪩㪼㪸㪻㪼㫉㫊㪃㩷㪧㪼㫅㪾㫌㫀㫅㩷㪩㪼㪸㪻㪼㫉㫊㪃㩷㪤㪸㪺㫄㫀㫃㫃㪸㫅㩷㪩㪼㪸㪻㪼㫉㫊㪃㩷㪦㫏㪽㫆㫉㪻㩷㪙㫆㫆㫂㫎㫆㫉㫄㫊 䈭䈬䇮ᄙ䈒䈱಴ ␠䈎䉌ᄙ⺒㩿㪼㫏㫋㪼㫅㪻㪼㪻㩷㫉㪼㪸㪻㫀㫅㪾㪀↪⧷ᢥ䊁䉨䉴䊃䊥䊷䉻䊷㩿㪞㫉㪸㪻㪼㪻㩷㧙 24 㧙

㪩㪼㪸㪻㪼㫉㫊㪀䈏ೀⴕ䈘䉏䈩䈇䉎䇯ᧄ⊒⴫䈪䈲䇮ᄢቇ䊧䊔䊦䈱ᄙ⺒ᢎ⢒䈱ታ〣੐଀ႎ๔䋨ዊᨋઁ✬⪺㩷 㪉㪇㪈㪇䋩䉇ᄙ⺒䊶ᄙ⡬䋨ฎᎹ㩷 㪉㪇㪈㪇䋬㜞ἑ 㪉㪇㪈㪇䋩䈭䈬䈱వⴕ⎇ⓥ䈮ㆡቱ⸒෸䈜䉎䈫䈫䉅䈮䇮⥄┙ቇ⠌ᢎ᧚䈫䈚䈩䈱 㪞㪩䇮㪞㪩 䈱⺆ᒵ䈫ᢥᴺ䉲䊤䊋䉴䇮㪞㪩 䈱ᢥᴺ䉲䊤䊋䉴䈫⺆ᒵ䇮㪞㪩 䈱 㪚㪜㪝㪩 䊙䉾䊏䊮䉫䈮䈧䈇䈩⠨ኤ䈜䉎䇯㩷㩷ෳ⠨ᢥ₂㩷ฎᎹ㩷 ᤘᄦ㩷 㩿㪉㪇㪈㪇㪀㩷 ⧷⺆ᄙ⺒ᴺ㩷 㩿ዊቇ㙚 㪈㪇㪈 ᣂᦠ㪀㩷 ᧲੩䋺ዊቇ㙚㩷ዊᨋ䉄䈓䉂ઁ✬⪺㩷 㩿㪉㪇㪈㪇㪀㩷 䇺ᄙ⺒䈪⢒䉃⧷⺆ജ䊒䊤䉴㱍䇻᧲੩䋺ᚑ⟤ၴ㩷㜞ἑ㩷 ᢕሶ㩿㪉㪇㪈㪇㪀㩷 ⧷⺆ᄙ⺒䊶ᄙ⡬ᜰዉ䊙䊆䊠䉝䊦㩷 㩿⧷⺆ᢎ⢒ 㪉㪈 ਎♿ฌᦠ㪀㩷 ᧲੩䋺ᄢୃ㙚ᦠᐫ㩷
van Ek, J.A & Trim, J. L. M. (2001) Vantage: Cambridge: Cambridge University Press.

╙ 㪊 ⊒⴫䋨ᮘญ㩷 ᥏ᒾ䋩㩷㵰⺒⸃䉕ਛᔃ䈫䈚䈢Ꮏቇ⧷⺆ᢎ⢒㪑㩷 䉴䉨䊷䊙ℂ⺰㵱㩷ᧄ⎇ⓥ䈲䇮⑼ቇᛛⴚ⧷⺆㩿㪜㪪㪫㪑㩷㪜㫅㪾㫃㫀㫊㪿㩷㪽㫆㫉㩷㪪㪺㫀㪼㫅㪺㪼㩷㪸㫅㪻㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐㪀䈱⺒⸃䉕ਛᔃ䈫䈚䈢╩⠪䈱䈖䉏䉁䈪䈱ᢎ⢒ታ〣䉕ㅀ䈼䈢䉅䈱䈪䈅䉎䇯ᧄ⎇ⓥ䈲䇮⺒⸃䈱䊒䊨䉶䉴䉕⹺⍮ᔃℂቇ䈱䉴䉨䊷䊙ℂ⺰䈮૏⟎䈨䈔䈩䇮․䈮䊗䊃䊛䉝䉾䊒䊒䊨䉶䉴䈮⌕⋡䈚䈢႐ว䇮૗䉕䈠䈱⸒⺆⊛ⷐ⚛䈫䈚䈩ᜰዉ䈜䉎䈱䈎䇮න䈭䉎䊧䉳䉴䉺䊷ಽᨆ䈣䈔䈪䈲䈭䈒䇮㪜㪪㪫 䈮䈍䈔䉎ᤨ೙㩿㪫㪼㫅㫊㪼㩷㪻㫀㫊㫋㫀㫅㪺㫋㫀㫆㫅㪀䈱ᛒ䈇ᣇ䈮䉅⌕⋡䈜䈼䈐䈖䈫䇮䈘䉌䈮 㪜㪪㪫 䈱䊌䊤䉫䊤䊐䈱ዷ㐿䈮䉅⌕⋡䈜䈼䈐䈖䈫䉕ታ㓙䈱 㪜㪪㪫 䈱ข䉍ᛒ䈇⺑᣿ᦠ㩿㪤㪸㫅㫌㪸㫃㪀䉇 㪜㪪㪫 䈱ਛ䈱࿯ᧁᎿቇ㩿㪚㫀㫍㫀㫃㩷㪜㫅㪾㫀㫅㪼㪼㫉㫀㫅㪾㪀䈱⎇ⓥ⺰ᢥ䈮䉅⋡䉕ะ䈔䈭䈏䉌ㅴ䉄䈢䈇䇯㩷䉴䉨䊷䊙ℂ⺰䈱䊗䊃䊛䉝䉾䊒䊒䊨䉶䉴䈱⸒⺆⊛ⷐ⚛䈲䇮㪜㪪㪫 䈱ᤨ೙䈱ᛒ䈇ᣇ䈏䇮৻⥸⧷⺆㩿㪞㪜㪑㩷 㪞㪼㫅㪼㫉㪸㫃㩷㪜㫅㪾㫃㫀㫊㪿 ଢቱ਄䈖䈱⸒䈇ᣇ䉕૶䈉䈖䈫䈮䈚䉁䈜㪀䈫䈬䈱䉋䈉䈮⇣䈭䉎䈱䈎䇮䈘䉌䈮 㪜㪪㪫 䈮䈍䈔䉎ઍ⴫⊛䈭䊌䊤䉫䊤䊐䈱ዷ㐿䈮䈲䈬䈱䉋䈉䈭䉅䈱䈏⠨䈋䉌䉏䉎䈱䈎䇮䈠䈚䈩䈠䈱䉋䈉䈭ୃㄉ䊌䉺䊷䊮䈮䈲䈬䈱䉋䈉䈭⸒⺆⊛䈭․ᓽ䈏⷗䉌䉏䉎䈱䈎䇮䈭䈬䉅䈅䉌䈎䈛䉄ℂ⸃䈚䈩䈍䈒䈖䈫䈏⢄ⷐ䈪䈅䉎䇯䈖䈉䈚䈢 㪜㪪㪫 ⺒⸃䈱䊗䊃䊛䉝䉾䊒䊒䊨䉶䉴䈮ዻ䈜䉎⸒⺆⊛䈭⻉․ᓽ䉕䈅䉌䈎䈛䉄ℂ⸃䈚䈩䈍䈒䈖䈫䈪䇮⺒⸃䈱䊃䉾䊒䉻䉡䊮䊒䊨䉶䉴䈱੍᷹ജ㩿㪼㫏㫇㪼㪺㫋㪸㫅㪺㫐㪀䉅㜞䉁䉎䈖䈫䈏⠨䈋䉌䉏䉎䇯㩷㪜㪪㪫 䈮䈍䈇䈩䈲䇮㪊㪚㫊 䈫⸒䉒䉏䈩䈇䉎◲ẖᕈ㩿㪺㫆㫅㪺㫀㫊㪼㫅㪼㫊㫊㪀䇮ౕ૕ᕈ㩿㪺㫆㫅㪺㫉㪼㫋㪼㫅㪼㫊㫊㪀䇮᣿᥋ᕈ㩿㪺㫃㪼㪸㫉㫅㪼㫊㫊㪀䈏㊀ⷐ䈭ਃᄢⷐ⚛䈫䈚䈩⠨䈋䉌䉏䈩䈇䉎䇯䈠䈚䈩䇮㪜㪪㪫 䈱⺒⸃䈮䈍䈇䈩䈲䇮䈇䈎䈮䈚䈩ᱜ⏕䈮ᖱႎ䉕⺒䉂ข䉎䈎䈏ᄢಾ䈪䈅䉎䇯䈠䈱ᗧ๧䈪䈲䇮⺒⸃䈱䊃䉾䊒䉻䉡䊮䊒䊨䉶䉴䈮ㆊᐲ䈮ଐሽ䈚䈜䈑䉎䈱䈪䈲䈭䈒䇮䉃䈚䉐䇮⺒⸃䈱䊗䊃䊛䉝䉾䊒䊒䊨䉶䉴䈱⸒⺆⊛ⷐ⚛䉕䈅䉌䈎䈛䉄ℂ⸃䈚䈩䈍䈒䈖䈫䈏 㪜㪪㪫 ⺒⸃䈱㎛䉕ី䈦䈩䈇䉎䈫ᧄ⎇ⓥ䈲⠨䈋䈩䈇䉎䇯৻⥸⧷⺆䈫䈲⇣䈭䉍䇮㪜㪪㪫 ⺒⸃䈱႐ว䈲䇮䊗䊃䊛䉝䉾䊒䊒䊨䉶䉴䈱⸒⺆⊛ⷐ⚛䉕䈅䉌䈎䈛䉄ᜰዉ䈚䈍䈒䈖䈫䈏 㪜㪪㪫 ⺒⸃䈱䉂䈭䉌䈝䇮ᰴ䈱䉴䊁䉾䊒䈱 㪜㪪㪫 䈱 㪮㫉㫀㫋㫀㫅㪾 䈻䉅❬䈏䈦䈩䈇䈒䉅䈱䈫⠨䈋䈩
䈇䉎䇯㩷
㩷
ෳ⠨ᢥ₂
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Speakers. New York: MacGraw-Hill
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Muntoni, et.al. (1996). Alternative Utilization of MSW Compost in Landfills. A paper read at
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ද⾥ડᬺ䋨䉝䊦䊐䉜䊔䉾䊃㗅䋩䉨䊞䊮䊌䉴䉰䊘䊷䊃⷏ධ䉼䉣䊦ᩣᑼળ␠㩷
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Newton TLT e learning䉥䉾䉪䉴䊐䉤䊷䊄ᄢቇ಴ ዪᚑ⟤ၴᱜ⥝ IT 䉸䊥䊠䊷䉲䊢䊮
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਄⸥䈱ડᬺ䉋䉍䇮ᧄᄢળ䈻ዷ␜䉁䈢䈲ᐢ๔䈮䉋䉎ද⾥䉕䈇䈢䈣䈐䉁䈚䈢䇯䈅䉍䈏䈫䈉䈗䈙䈇䉁䈚䈢䇯㧙 26 㧙

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南雲堂 2013 新刊テキスト

この他、当社 web（http://www.nanun-do.co.jp/）にて新刊及び好評既刊テキストの電子カタログ及び内容がご覧頂けます。

English Primer〈Revised Edition〉 From Paragraph to Essey
大学生の英語入門〈改訂新版〉

効果的な英文エッセイの書き方

佐藤哲三／愛甲ゆかり

神保尚武／ Kate Elwood ／山田茂／ Leonid Yoﬀe ／鈴木利彦

Grammar Plus

A World of Ideas

大学英語『グラマー・プラス』

世界の視点を読む

Andrew E. Bennett ／小宮徹

Jim Knudsen ／永本義弘

Reading Pass Intro

Writing for Presentations in English

リーディング パス〈イントロ〉

ライティングで学ぶ英語プレゼンテーションの基礎

Andrew E. Bennett

杉田由仁／ Richard R. Caraker

Navigator for the TOEIC® Test Business Encounters
新 TOEIC® テスト・ナビゲーター

すぐ使えるビジネス英語

Donald Beaver ／ Michael Walker ／三原京

Michael P. Critchley

南雲堂
NAN'UN-DO〒 162-0801 東京都新宿区山吹町 361 TEL: 03-3268-2311 ／ FAX: 03-3269-2486
E-mail nanundo@post.email.ne.jp ／ URL http://www.nanun-do.co.jp/

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松柏社の新刊

コンパクト・エッセンシャル実践英文法
内田雅克／ Randy Nelms
知っておくとよい文法項目を厳選し、使い方のポイントをわかりやすく解説。文法項目を的確に理解するための練習問題も掲載。500 の豊富な例文で、文法を使った応用可能な表現も身につく。巻末には実用会話表現集を完備。
四六判 211 頁 定価 2205 円 978-4-7754-0195-8 2013 年 4 月刊

世界の英語を映画で学ぶ
山口美知代（編著） 浅井 学／出口菜摘／野口祐子／溝口昭子
イギリス、アメリカ、アイルランド、オーストラリア、南アフリカ、インド、シンガポールの英語を、各国の映画を通して学ぶ、World Englishes に興味を持つ人に最適な入門書。それぞれの映画の魅力とともに、各地域の歴史、文化、英語の特徴をわかりやすく伝える。
A5 判 177 頁 定価 2415 円 978-4-7754-0186-6 2013 年 4 月刊

異文化コミュニケーション論 グローバル・マインドとローカル・アフェクト
八島智子／久保田真弓
固定的な捉え方を越えて、文化やコミュニケーションのダイナミクスに注目し、多文化を生きる力、グロー
バル・マインドとローカル・アフェクトを提案する。異文化コミュニケーション研究の流れを押さえた、
新たなコミュニケーション研究の登場！
A5 判 320 頁 定価 2520 円 978-4-7754-0184-2 2012 年 10 月刊

松柏社 東京都千代田区飯田橋 1-6-1 ☎ 03-3230-4813 FAX 03-3230-4857 http://www.shohakusha.com

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価格は税込

ർ਻ᎺᏒ┙ᄢቇ㩷 ർᣇ䉨䊞䊮䊌䉴ᣉ⸳᩺ౝ㩷䈍⍮䉌䈞䊶䈍㗿䈇 (To Participants)
㪈䋮ฃઃ䋺ᧄ㙚 㪋 㓏 㪚㪄㪋㪇㪈 ᢎቶ೨䈪ⴕ䈇䉁䈜䇯ᄢળᧄㇱ䈍䉋䈶ભᙑቶ䋺㪚㪄㪋㪇㪉 ᢎቶ䈫䈭䈦䈩䈇䉁䈜䇯㩷㪉䋮ෳട⾌䋺㪡㪘㪚㪜㪫 ળຬ䇮ද⾥ડᬺ㑐ଥ⠪䈲ήᢱ䈪䈜䇯㕖ળຬ䈱ᣇ䈲䇮ฃઃ䈪⾗ᢱઍ䈫䈚䈩 㪈㪃㪇㪇㪇 ౞䉕↳䈚ฃ䈔䉁䈜䇯㩷㪊䋮ᙣⷫળ䋺หኽ䈱䈲䈏䈐䈪䈍↳䈚ㄟ䉂䈒䈣䈘䈇䇯㩷㪋䋮ዷ␜ળ႐䋺ᧄ㙚 㪚㪄㪋㪇㪉 䈍䉋䈶 㪚㪄㪋㪇㪊 ᢎቶ೨䊨䊎䊷䈪䈗ⷩ䈇䈢䈣䈔䉁䈜䇯㩷㪌䋮᱑⺣ቶ䋺ᧄ㙚 㪚㪄㪋㪇㪊 ᢎቶ䉕䇮᱑⺣䊶ભᕷ䊶ᤤ㘩䈮䈗೑↪䈇䈢䈣䈔䉁䈜䇯ḡ⨥䈱䉰䊷䊎䉴䈲䇮ඦ೨ 㪈㪇ᤨ 㪊㪇 ಽ㗃䉋䉍㐿ᆎ䈚䉁䈜䇯㩷㪍䋮ᤤ㘩䋺ᒰᣣ䈲↢ද㘩ၴ䋨ෘ↢ળ㙚䋩䈏༡ᬺ䈚䈩䈍䉍䉁䈜䇯䉁䈢ᧄ㙚࿾ਅ 㪈 㓏䊌䊷䊤䊷䈪䈍ᑯᒰ䈱⽼ᄁ䉅ⴕ䈭䈦䈩䈇䉁䈜䇯㩷㪎䋮䈍໧䈇ว䉒䈞䋺ᄢળᒰᣣ䈱䈍໧䈇ว䉒䈞䈲䇮ฃઃ䉮䊷䊅䊷䊶䉴䉺䉾䊐䈮䈍዆䈰䈒䈣䈘䈇䇯㩷⊒⴫䈱ᣇ䈻 (To Presenters)㪈䋮⊒⴫ᤨ㑆䋺㪊㪇 ಽ䋨⊒⴫ 㪉㪇 ಽ䋫⾰⇼ᔕ╵ 㪈㪇 ಽ䋩䈪䈜䇯㩷ᤨ㑆䈱ᑧ㐳䇮⊒⴫㗅ᐨ䈱ᄌᦝ䈲䈇䈢䈚䉁䈞䉖䇯㩷㪉䋮ᯏེേ૞⏕⹺䋺ળ႐ 㪧㪚 䈻䈱䊂䊷䉺䊐䉜䉟䊦䈱䉝䉾䊒䊨䊷䊄䇮ᯏེ㘃䈱േ૞⏕⹺╬䈮䈧䈇䈩䈲䇮ᧄ㙚 㪚㪄㪋㪇㪊 ᢎቶ䉕䈗೑↪䈒䈣䈘䈇䇯ේೣ䈫䈚䈩 㪏 ᤨ 㪋㪌 ಽ䌾㪐 ᤨ 㪉㪇 ಽ䇮䉁䈢䈲ᤤ㘩ભᙑᤨ㑆䈮䈍㗿䈇䈚䉁䈜䇯㩷

ળ႐䈻䈱䉝䉪䉶䉴㩷 (Access)㩷
㩷‫ޣ‬ർ਻Ꮊࡕࡁ࡟࡯࡞‫ޤ‬
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ᚲⷐ 10 ಽ䇮 ㆏ 230 ౞䇯‫⷏ޣ‬㋕㜞ㅦࡃࠬ‫ޤ‬⑔ጟᏒᄤ␹䇸⷏㋕䊋䉴䉶䊮䉺䊷䇹2 ⇟ਸ਼䉍႐䉋䉍䇸ዊୖ䇹ⴕ䈐㜞ㅦ䊋䉴䋨䈭䈎䈢䈮ภ䋩䈮ਸ਼ゞ䇮䇸┹㚍႐䊶ർ਻ᎺᏒ┙ᄢቇ೨䇹䊋䉴஗䈪ਅゞ䇯ᚲⷐ 1 ᤨ㑆 10 ಽ䇮 ㆏
1,100 ౞䇯䈍໧䈇ว䉒䈞㩷 (Inquiry)㩷
䃁ᄢળ೨䈱䈍໧䈇ว䉒䈞䈲䇮દ⮮ஜ৻⎇ⓥቶ䋨㫂㪼㫅㪄㫀㫋㫆㪗㫂㫀㫋㪸㫂㫐㫌㪄㫌㪅㪸㪺㪅㫁㫇䋩䈻䈍㗿䈇䈚䉁䈜䇯㩷