外国語教育メディア学会（LET）
第54回（2014年度）全国研究大会
The 54th National Convention of the Japan Association for
Language Education & Technology

大会テーマ：グローバル人材育成に資するこれからの外国語教育のあり方
Foreign Language Education for Fostering Global Citizenship

主催：外国語教育メディア学会（LET）

後

援：文部科学省・福岡県教育委員会・福岡市教育委員会

期

日：2014年８月４日（月）〜６日（水）会

場：福岡大学２号館（商学部棟）
・図書館棟１階多目的ホール

ご挨拶 / Forewords

外国語教育メディア学会会長

竹内理（関西大学）

今年も暑い夏が、そして LET 全国大会の季節がやって参りました。日本はもちろんのこと、世界中で様々な出来事が、しかも矢継ぎ早に起こるなかで、この季節になるとあたかも何事もなかったかのように、すばらしい全国大会が毎年開催できるということは、本当に嬉しい限りであり、また本学会の安定と成熟を感じずにはおられません。
私は会長就任以来５年の間、あらゆる場面と媒体で「学会は楽会（界）となるべし」と繰り返してきました。
「会長、考える手間を省いているな」、「あの人、いつも同じことばかり言っているよ」というような声もあがってくることかと思います。しかし、このような声があることも承知の上で、敢えて今回も同じことを述べさせて頂きたいと思います。
楽しくないものはやがて消え去ります。時代の流れだけに翻弄されるのも面白くありません。立場や年齢を超えて、自らの興味・関心にもとづき「さあ、これから楽しい時間が始まりますよ」と言って頂けるように、そして大会終了後は「楽しい時間だった」、「来年もぜひ来たい」と言ってもらえる
ように、今回も、全国大会を通して ｢学会を楽会｣ にしていきましょう。
最後になりましたが、（大変な努力を水面下に隠し）あたかも何事もなかったかのように、このすばらしい第54回全国大会をご準備いただいた島谷 浩先生（大会会長）、大津敦史先生（大会実行委員長）、田上優子先生（大会事務局長）をはじめとした九州・沖縄支部会員のみなさん、大会に協賛いただきご出展いただいた賛助会員の方々、そしてすばらしい会場を提供いただきました衛藤卓也学長先生をはじめとしました福岡大学の関係者各位に、衷心より感謝の意を表したいと思います。ありがとうございました。
さあ、みなさん。
思う存分、この福岡の楽会を楽しみましょう！

ご挨拶 / Forewords

第54回 LET 全国研究大会会長
LET 九州・沖縄支部長

島谷浩（熊本大学）

今年の第54回 LET 全国研究大会は、８月４日（月）から６日（水）まで福岡大学で開催されます。
九州での LET の大会は、2008年に、福岡国際会議場で開催された WorldCALL2008以来となります。
木下正義先生（第10代 LET 会長）を中心として、LET 全支部が一丸となって開催したあの熱い国際
大会は、さまざまな伝説を生みだしましたが、LLA から LET になり、より成熟した学会に成長した
歴史的な大会であったと確信しております。WorldCALL2008が福岡で開催されたため、支部の全国大会担当順に変更があり、九州・沖縄支部単独の全国研究大会の開催は、2004年度の第44回全国研究大会までさかのぼり、本大会は、なんと10年ぶりの九州での LET 全国研究大会ということになります。
過去４年、竹内理 LET 会長のリーダーシップのもと、LET は着実に発展していると思いますが、本大会で試行的な導入を認めていただいたものが、事前参加登録と発表要項、懇親会のネットでの事前申し込み制であります。事前に参加登録をしていただくことによって、大会当日の受付業務を軽減化
し、受付の混雑なども緩和することができます。名札と領収書もプリントアウトされたものを用意する予定で、多くの皆様に事前参加登録をしていただけば、よりスムーズに大会受付を通過していただ
けることになります。発表要項と懇親会の事前申込は、金銭面でのリスク回避が最大の狙いであります。九州・沖縄支部のような小さな支部は、日ごろから出費の縮小に努めているのですが、全国大会の開催により大きな負債を抱えますと、支部の存続が危ぶまれるような事態を招きかねません。大変
ご面倒かと思いますが、どうか小規模支部の事情をご理解の上、ご協力いただきますようお願いいたします。
大会は、大津敦史大会実行委員長（福岡大学）と田上優子大会事務局長（福岡女子大学）を中心として、「グローバル人材育成に資するこれからの外国語教育のあり方」というテーマで、着々と準備が進められております。基調講演は、講師に佐藤学先生（学習院大学教授・財団法人ラボ国際交流センター理事）と漆原朗子（うるしばらさえこ）先生（北九州市立大学教授・副学長）をお迎えすることができました。大会シンポジウムでは、パネリストに、宮原哲（みやはらあきら）先生（西南学院大学教授）、北浩一郎氏（（株）LbE Japan 代表取締役社長）、コーディネータ兼パネリストを小野博先生（福岡大学客員教授・グローバル人材育成教育学会会長）にお願いいたしました。その他に、ワークショップ８件、公募シンポジウム４件、研究発表・実践報告55件（LET より54件、IALLT より１件）、ポスターセッション３件、賛助会員プレゼン13件と、非常に質の高い内容のプログラムがそろっております。また、36社の賛助会員様にご出展いただいております。本当にどうもありがとうございます。
では、ひとりでも多くの方にご参加いただき、３日間の大会を満喫していただくことを願っており
ます。

次

Page

全体スケジュール

Overall Schedule 

1

プログラム

Program22

第２日（８月５日） 進行

Day 2（Aug. 5th）Schedule

6

第３日（８月６日） 進行

Day 3（Aug. 6th）Schedule

7

基調講演１

Keynote Speech 1 

8

基調講演２

Keynote Speech 2 

8全体シンポジウム

Plenary Symposium 

9研究発表・実践報告司会者一覧

List of Moderators

10

研究発表・実践報告（８月５日）

Oral Presentations（Aug. 5th）

11

研究発表・実践報告（８月６日）

Oral Presentations（Aug. 6th）

18

公募シンポジウム

Symposiums

21

ポスター発表Poster Presentations23

賛助会員プレゼン

Supporting Member Presentations 23

会場アクセスマップ

Access Map 

24

会場 MAP

Campus Map26

出展賛助会員一覧

List of Supporting Members who Exhibited 28

発表要項集

Abstracts

29

基調講演

Keynote Speeches

29

全体シンポジウム

Plenary Symposium

35

研究発表・実践報告

Oral Presentations (Aug. 5th)

39

研究発表・実践報告

Oral Presentations (Aug. 6th)

115

公募シンポジウム

Symposiums

153

ポスター発表Poster Presentations

163

賛助会員プレゼン

Supporting Member Presentations

171

実行委員一覧

Committee Members

174

賛助会員広告Advertisements

175

賛助会員プレゼン

LET Meetings

ポスター発表

各種委員会・支部長連絡会・理事会

公募シンポジウム2

研究発表・実践報告（８月６日）

Day 1（Aug. 4th）Workshops 

研究発表・実践報告（８月５日）

第１日（８月４日） ワークショップ

全体シンポジウム

Contents

基 調 講 演目

８月４日：第１日目
10：00−12：00

各種委員会（文系センター13階・14階

13：00−17：00
ワークショップ
13：00−14：30
15：00−16：30

学部共通室、文系センター11階

理事会（文系センター15階
７号館３階
A 会場
732 CALL

８講座

７号館４階
B 会場
742 CALL

学部共通室 B）

第７会議室）C 会場
A806 PC

A 棟８階

Ｄ会場
A814 CALL

因 子 分 析 の 基 礎 に Moodle を使ってみ 学習者をつなぐ道具と 電子黒板を利活用した
ついてよう̶概観と体験 しての iPad（入門編） ４技能統合の授業展開
R に よ る 外 国 語 教 Seleaf という映画シー BYOD に よ る 英 語 Implementing
MReader for Your
ワークショップⅡ 育 デ ー タ の 分 析 と ン検索サイトを使った 授業の実践
Students
ワークショップ
可視化の基本ワークショップⅠ

８月５日：第２日目
会場１
会場２
会場３
会場４
会場５
会場６
会場７
２号館２階： ２号館２階： 図書館１階： 図書館１階： ２号館３階： ２号館３階： ２号館２階：
PC 教室 B
222
多目的１
多目的２
231
232
22A
9：00−

受

9：30− 9：50
10：00−11：30

付：２号館１階

エントランス

開会行事（２号館２階：221）
基調講演1（２号館２階：221）
言語リテラシー教育の再検討̶言葉としての英語の学びへ̶／佐藤

11：40−12：10

研究発表１

12：15−12：45

研究発表２

12：45−14：30

昼
食ポスター発表（２号館地下：会議室１） コアタイム

学 先生
賛助会員
プレゼン
１〜４

13：00-14：00

研究発表３

14：30−15：00

公募
15：05−15：35 シンポジウム１

賛助会員
プレゼン
5〜10

研究発表４

15：40−16：10

研究発表５

16：10−16：25（休憩 15分）

16：25−16：55

研究発表６

公募
17：00−17：30 シンポジウム２

賛助会員
プレゼン
11〜13

研究発表７

17：40−18：00

総会・LET 学会賞授与式（２号館２階：221）

18：15−20：00

懇親会（文系センター16階：スカイウランジ）

８月６日：第３日目
会場１
会場２
会場３
会場４
会場５
会場６
会場７
２号館２階： ２号館２階： 図書館１階： 図書館１階： ２号館３階： ２号館３階： ２号館２階：
PC 教室 B
222
多目的１
多目的２
231
232
22A
9：00−

受

付：２号館１階

公募
10：05−10：35 シンポジウム３
10：40−11：10

公募
11：15−11：45 シンポジウム４

研究発表９
研究発表10

研究発表10

研究発表11

研究発表11

11：45−13：00
13：00−14：30

エントランス

研究発表８9：30−10：00

昼

食

基調講演２（２号館２階：221）「言語力」育成を通しての複眼的思考・批判的思考の涵養／漆原

14：30−14：45（休憩 15分）

14：45−16：15

全体シンポ（２号館２階：221）

16：15−16：25

閉会行事（２号館２階：221）

―1―

朗子 先生

第

１日：８月４日（月）/Day 1: Monday, August 4th

ワークショップ
会時

場

間Workshops

Ａ会場：

７号館３階

732CALL

Ｂ会場：

７号館４階

742CALL

Ｃ会場：

Ａ棟８階

A806PC

Ｄ会場：

Ａ棟８階

A814CALL

ワークショップⅠ：13：00−14：30
ワークショップⅡ：15：00−16：30

申込方法： 全国大会ウェブサイトより申込みを受け付けています。内容をご確認の上、ご希
望の方はお早めにお申し込みの上、指定の銀行口座に期日までにお振り込みください。
大会ウェブサイト：http://www2.j-let-ko.org/htdocs/

各種委員会・支部長連絡会
10：00−12：00

支部長連絡会

文系センター14階 学部共通室

紀要編集委員会

文系センター13階 学部共通室

学会賞選考委員会

文系センター11階 学部共通室 B

理事会
13：00−17：00

文系センター15階

第７会議室

―2―

ワークショップ・プログラム
第Workshops Program

１日：８月４日（月）/Day 1: Monday, August 4th

13：00−14：30（732 CALL）
WS 01

因子分析の基礎について

Introduction to Factor Analysis
印南 洋（芝浦工業大学）
You IN’NAMI（Shibaura Institute of Technology）
因子分析は、アンケートへの回答やテスト得点などの変数間の複雑な関係を集約・整理し、分かりやすく提示する際に役立つデータ分析手法です。教育学・心理学・社会学などで広く使われ、近年では英語教育分野でも使われています。本
ワークショップでは主に英語教育における適用例を通じ、探索的因子分析を行う
際の手順や注意点を学びます。因子分析は、多くの大学で実施されている授業ア
ンケートの分析を行う際などに適用でき、FD 活動への一助となります。

15：00−16：30（732 CALL）
WS 02

R による外国語教育データの分析と可視化の基本
Introduction to Data Analysis and Visualisation with R
阪上 辰也（広島大学）
Tatsuya SAKAUE （Hiroshima University）
本ワークショップでは、統計処理環境「R」を用いて、外国語教育データをどのように分析して可視化するべきか、その基本的な手法を学びます。R の導入方法に始まり、教育データの取り扱い方法、基本的な統計解析（平均・標準偏差などの算出）および適切な可視化（ヒストグラム・箱ひげ図などの作成）の方法までを実習を交えて解説します。時間が許せば、数値データだけでなく、授業アン
ケートのような言語データの分析方法についても説明します。

13：00−14：30（742 CALL）
WS 03

Moodle を使ってみよう̶概観と体験
An Introduction to Moodle for Beginners
濱岡 美郎（広島国際大学）
Yoshiro HAMAOKA（Hiroshima International University）
初心者を対象に、Moodle を概観した後、「教師として Moodle を使う」体験をします。概観では、「Moodle とはなにか」として、出来ること、利点欠点、使う理
由、いつ・何に使うか、どのレベルで使うか等についてお話します。
「教師として利用する」体験では、コースの設定、コース内の単元ページの設定、問題などの活動の設置、小テスト問題の作成、成績の管理・評価などに触れます。

―3―ワークショップ・プログラム
第Workshops Program

１日：８月４日（月）/Day 1: Monday, August 4th

15：00−16：30（742 CALL）
WS 04

Seleaf という映画シーン検索サイトを使ったワークショップ
Workshop on Seleaf: Audio-Visual Word Corpus of Spoken
English through Movies
田淵 龍二（ミント音声教育研究所）
Ryuji TABUCHI （Mint Sound Education Group）
ウェブのオープンサイト『映画映像コーパス検索サイト・セリーフ Seleaf；
http://www.mintap.com/』を利用します。事前にアクセスしても体験できます。
単語熟語の検索、正規表現、ファンクション教材、音声変化、英米発音の違い、
シャドーイング、なりきり英会話ペアレッスン、リスニングドリル、時間があれば「・・・を当てよう」などのゲームも披露します。会話 dialogue 中心だった昨
年の続編、今回は動作や状況 stage direction に焦点を当てます。

13：00−14：30（A806 PC）
WS 05

学習者をつなぐ道具としての iPad（入門編）
iPad to Facilitate Students’ Interaction
植田 正暢（北九州市立大学）
Masanobu UEDA （University of Kitakyushu）
教室で iPad を使うといえば、一人に一台割りふられた機器でアプリを用いて学習するというイメージが強いように思われる。しかし、iPad がもつ特長で、いわゆる PC と異なる点に、個人の経験を簡単に共有できるというところがある。このワークショップではこの特長に着目して、学習者間のコミュニケーションや協調学習を促す道具として教室の中で iPad を活用する方法について体験的に考えていく。

15：00−16：30（A806 PC）
WS 06

BYOD による英語授業の実践
BYOD Implementation in EFL Classrooms
山内 真理（千葉商科大学）
Mari YAMAUCHI （Chiba University of Commerce）
スマートデバイスの普及が進み、授業での BYOD（Bring Your Own Device）導入が行いやすくなっている。本ワークショップでは、まず１人１台の iPad を貸与した事例と共用 iPad の活用事例（いずれも私物端末と併用）を概説し、授業内
外でどのような学習活動が可能になるか、その一部をご自身の端末で体験していただく。学習管理には LMS の利用が便利だが、今回は LMS なしでも可能な学習活動を中心に、方法・ねらい・留意点を解説する予定である。

―4―

13：00−14：30（A814 CALL）
WS 07

電子黒板を利活用した４技能統合の授業展開〜 Communication English Ⅱ〜
On a Teaching Procedure for Integrating Four Skills with the Useof Electric Whiteboard
石橋 俊（佐賀県立小城高等学校）
Suguru ISHIBASHI（Ogi Senior High School, Saga）
教育現場において、ICT の利活用が求められている昨今、どのように使用するべきか迷われている先生方や、従来通りの紙媒体での授業に信頼を置かれている先
生など様々です。今回は、単語の確認から、内容読解・音読・自己表現活動までの一連の流れを電子黒板を使用して行うことで、授業における ICT の利活用方法を提案できればと考えています。生徒にいかに楽しく、真剣に授業を受けさせる
かを一緒に考えることができれば幸いです。

15：00−16：30（A814 CALL）
WS 08

Implementing MReader for Your Students
Thomas N. ROBB（京都産業大学）
Thomas N. ROBB（Kyoto Sangyo University）
MReader was created to allow the Extensive Reading approach to be implemented in any class with access to graded or youth readers. It frees the busy
teacher from the necessity of keeping track of what students have read via timeconsuming reports and other feedback mechanisms. Adoption of MReader presents an additional means of motivation for students, who can confirm theirunderstanding of the books they have read and slowly amass a collection of bookcovers on their personal page. MReader has over 3700 quizzes and is being
used by over 40,000 students worldwide.
The participants in this workshop will learn how to set up an MReader site and toselect the parameters most suitable for their own school curriculum. Participants
will learn how to “massage” student enrollment data into the correct format using
some special Excel functions such as VLOOKUP, MID, FIND and PROPER. The
method for constructing quizzes for new books will also be covered.

―5―

第

２日：８月５日（火）/Day 2: Tuesday, August 5

９:00−

受付

Registration

２号館１階 エントランス

９:30−９:50

th

1st Floor, Building 2

開会行事

Opening Ceremony

２号館２階 221教室

Room 221, 2nd Floor, Building 2

司

会：田上

優子（大会事務局長、福岡女子大学）

挨

拶：馬本

誠也（福岡大学副学長）

10:00−11:30

竹内理（LET 会長、関西大学）

島谷浩（大会会長、LET 九州・沖縄支部長、熊本大学）

基調講演１

Keynote Speech １

２号館２階 221教室

Room 221, 2nd Floor, Building 2

演

題：言語リテラシー教育の再検討―言葉としての英語の学びへ―

講

師：佐藤

学（学習院大学教授、東京大学名誉教授）

司

会：島谷

浩（大会会長、LET 九州・沖縄支部長、熊本大学）

11:40−17:30

研究発表・実践報告
公募シンポジウム

Oral Presentations
Symposium

11:40−

賛助会員プレゼン

Supporting Member Presentations

13:00−14:00

17:40−18:00

２号館２階 22A

Room 22A, 2nd Floor, Building 2

ポスター発表Poster Presentations

２号館地下 会議室１

Room 1, Basement Floor, Building 2

総会・学会賞授与式

General Meeting and LET Awards

２号館２階 221教室
司

会：田口純（LET 九州・沖縄支部副支部長、筑紫女学園大学）
理（LET 会長、関西大学）

LET 本部：竹内住

18:15−20:00

Room 221, 2nd Floor, Building 2

政二郎（LET 本部事務局長、流通科学大学）

懇親会
文系センター16階 スカイラウンジ

司
挨
乾

会：柿元
拶：竹内
大津
杯：木下

Conference Reception

Sky Lounge, 16th Floor, Bunkei Center

悦子（九州産業大学）
理（LET 会長、関西大学）
敦史（大会実行委員長、福岡大学）
正義（LET 名誉会長、大会顧問、元福岡国際大学）

スピーチ：LET 学会賞受賞者―6―

第３日：８月６日（水）/Day 3: Wednesday, August 6

９:00−

受付

th

Registration

２号館１階 エントランス

1st Floor, Building 2

９:30−11:45

研究発表・実践報告
公募シンポジウム

Oral Presentations
Symposium

13:00−14:30

基調講演２

Keynote Speech ２

２号館２階 221教室

Room 221, 2nd Floor, Building 2

演題：「言語力」育成を通しての複眼的思考・批判的思考の涵養

講

師：漆原

朗子（北九州市立大学副学長・基盤教育センター教授）

司

会：石井

和仁（福岡大学）

14:45−16:15

全体シンポジウム

Plenary Symposium

２号館２階 221教室

Room 221, 2nd Floor, Building 2

テ ー マ：グローバル人材育成に資するこれからの外国語教育のあり方
パネリスト：宮原北哲（西南学院大学教授）
浩一郎（㈱ LbE Japan 代表取締役社長）

コーディネーター兼パネリスト：
小野
司

会：大津

16:15−16:25

博（福岡大学客員教授）
敦史（大会実行委員長、福岡大学）

閉会行事

Closing Ceremony

２号館２階 221教室
司

会：竹野

挨

拶：若本

Room 221, 2nd Floor, Building 2

茂（LET 九州・沖縄支部副支部長、宮崎公立大学）
夏美（LET 関西支部長、同志社女子大学）―7―

基調講演１

Keynote Speech 1

２日：８月５日（火）/Day 2: Tuesday, August 5

第th

10：00−11：30
２号館２階 221教室

Room 221, 2nd Floor, Building 2『言語リテラシー教育の再検討―言葉としての英語の学びへ―』……………………… 30
Reexamining the Concept of English Literacy:
Towards Actual Foreign Language Education

佐藤学（学習院大学教授、東京大学名誉教授）

講師略歴：学習院大学文学部教授、東京大学名誉教授。教育学博士（東京大学）。全米
教育アカデミー（NAE）会員。日本学術会議会員（第一部（人文社会科学）部長。日本
教育学会前会長。アメリカ教育学会（AERA）名誉会員。アジア出版大賞（APA）ノン
フィクション部門大賞次賞（2012年）。「学びの共同体」の学校改革の提唱者。多数の著書が英語、中国語、韓国語、台湾語、フランス語、ドイツ語、スペイン語、インドネ
シア語に翻訳され出版されている。主な著書：『カリキュラムの批評』（世織書房）、『教師というアポリア』（世織書房）、『学びの快楽』（世織書房）、『教育改革をデザインする』（岩波書店）、『学校の挑戦』（小学館）、『教師花伝書』（小学館）、『学校改革の哲学』（東京大学出版会）、『学校を改革する』（岩波書店）など多数。

基調講演２

Keynote Speech 2

３日：８月６日（水）/Day 3: Wednesday, August 6

第th

13：00−14：30
２号館２階 221教室

Room 221, 2nd Floor, Building 2『「言語力」育成を通しての複眼的思考・批判的

思考の涵養』 ………………………………………………… 32
Cultivating Multidimensional and Critical Thinking
through Raising Language Awareness and
Linguistic Competence
漆原朗子（北九州市立大学副学長・基盤教育センター教授）

講師略歴：1984年上智大学外国語学部英語学科卒業、1986年同大学院外国語学研究科
言語学専攻博士前期課程修了（文学修士）、1989年同後期課程単位取得退学。1988年米国ブランダイズ大学大学院心理学科入学、1994年博士号取得（Ph. D. in Linguistics andCognitive Science）。専門は理論言語学（生成文法・形態統語論）。1994年北九州大学（現北九州市立大学）文学部講師、1995年助教授・2005年教授を経て、2006年４月１日設立の同大学基盤教育センター教授（副センター長）、2008〜2012年度センター長。
2013年度より現職（キャリアセンター長・グローバル人材育成推進室長兼務）。日本英語学会編集委員、公益財団法人大学基準協会大学評価委員・正会員資格判定委員などを務める。著書に『現代形態論の潮流』（共著、くろしお出版、2005年）、『形態論』（編著、朝倉書店、近刊）など。

―8―

全体シンポジウム
第Plenary Symposium

３日：８月６日（水）/Day 3: Wednesday, August 6th

14：45−16：15
２号館２階 221教室

Room 221, 2nd Floor, Building 2『グローバル人材育成に資するこれからの外国語教育のあり方』……… 36

パネリスト：

宮原哲（西南学院大学文学部教授、言語教育センター長）

グローバル能力育成のためのコミュニケーション教育
Communication Education towards Cultivating Global Competence
パネリスト：

北浩一郎（㈱ LbE Japan代表取締役社長）

21世紀型教育に於ける英語教育
Teaching English in the 21st Century Education
コーディネーター・パネリスト：

小野博（福岡大学客員教授

グローバル人材育成教育学会会長）

グローバル人材の育成と複合的な教育
A Comprehensive Approach to the Development of Global Competency―9―口＜第２日目＞
11:40−12:10
研究発表１
12:15−12:45
研究発表２
14:30−15:00
研究発表３
15:05−15:35
研究発表４

会場１

頭

会場２

発

表

司

会

会場３（E）

者

一

覧

会場４

会場５

会場６

鈴木 薫
今井裕之
飛田ルミ
佐藤 健
池田真生子
林日出男
（名古屋学芸大（関西大学） （足利工業大学）（東京農工大学）（関西大学） （熊本学園大学）
学短期大学部）S-1
公募
シンポジウム

小山敏子
下山幸成
米岡ジュリ
高橋美由紀
今井由美子
（東洋学園大学）（熊本学園大学）（愛知教育大学）（同志社女子大学）（大阪大谷大学）

15:40−16:10
研究発表５
16:25−16:55
研究発表６
17:00−17:30
研究発表７＜第３日目＞
9:30−10:00
研究発表８
10:05−10:35
研究発表９10:40−11:10
研究発表10
11:15−11:45
研究発表11

S- 2
山口高領
淡路佳昌
野村和宏
公募
（帝京科学大学）（神戸市外国語大学） （早稲田大学）
シンポジウム

会場１

会場２

会場３（E）

会場４

中西正樹
伊藤 隆
（摂南大学） （名古屋学院大学）

会場５

会場６

S-3
Eberl Derek
神田明延
中野秀子
小野雄一
生馬裕子
公募
（首都大学東京） （順天堂大学） （九州女子大学） （筑波大学） （大阪教育大学）
シンポジウムS-4
公募
シンポジウム

湯舟英一
今野勝幸（東洋大学） （静岡理工科大学）― 10 ―

尾関修治
山本勝己（名古屋大学） （流通科学大学）

研究発表・実践報告
第Oral Presentations

２日：８月５日（火）/Day 2: Tuesday, August 5①11：40−12：10⑤15：40−16：10

会場１
① 1-1

① 1-2

淳一（順天堂大学）

Junichi AZUMA（Juntendo University）

大規模英語再履修クラスへの blended learning の導入―再履修者の自律性を高める試み― ………………………………………… 52
Implementation of Blended Learning in Large-sized Repeaters’
Classes: Enhancing Learner Autonomy

PC Room B, 2nd Floor, Building 2

無線 CALL システムの構築といくつかの問題点について ……………… 42
Construction of Wireless CALL System and Some of Its Related
Issues
雄一（筑波大学）

Yuichi ONO（University of Tsukuba）

CALL 学習の有効性について：CALL 授業を利用した通常クラスと再履
修クラスの比較より ……………………………………………………………… 54
Effectiveness of CALL: By Comparing Regular Classes with Classes
for Repeaters
岩田
原田

③ 3-2

Sachiyo HAYASHI（Fukuoka University）
Yoshimi NITTA（Fukuoka University）
Atsushi OTSU（Fukuoka University）
Kanako MARUO（Fukuoka University）

２号館２階 PC 教室 B

小野

② 2-2

④15：05−15：35

順天堂大学医学部における英語教育改革の取り組みと成果 …………… 40
Educational Reform of EFL Curriculum at Juntendo University
School of Medicine: Approach and Outcome

林
幸代（福岡大学）
新田よしみ（福岡大学）
大津 敦史（福岡大学）
丸尾加奈子（福岡大学）

会場２③14：30−15：00⑦17：00−17：30

Room 222, 2nd Floor, Building 2

２号館２階 222教室

東

② 2-1

②12：15−12：45⑥16：25−16：55

th

聖子（追手門学院大学）
章（追手門学院大学）

Shoko IWATA（Otemon Gakuin University）
Akira HARADA（Otemon Gakuin University）

PowerPoint のムービー作成を通じた語彙学習 …………………………… 64
Vocabulary Learning through Creating Videos with PowerPoint榎田

一路（広島大学）

Kazumichi ENOKIDA（Hiroshima University）― 11 ―

研究発表・実践報告

Oral Presentations

２日：８月５日（火）/Day 2: Tuesday, August 5

第

④ 4-2

日本人英語学習者に対するデジタルストーリーテリングの有効性 … 74
Effectiveness of Digital Storytelling for Japanese Learners ofEnglish
小林

⑤ 5-2

th

千穂（天理大学）

Chiho KOBAYASHI（Tenri University）

新しいコンピュータ支援語学学習態度尺度作成の試み：英語を学習する
大学生を対象として ……………………………………………………………… 84
Developing a New Scale for Computer Assisted Language Learning
Attitudes: Focusing on University-level EFL Learners
川口 勇作（名古屋大学 大学院生）
Yusaku KAWAGUCHI（Graduate student, Nagoya University）
草薙 邦広（名古屋大学 大学院生）
Kunihiro KUSANAGI（Graduate student, Nagoya University）⑥ 6-2

全学共通科目で利用する ICT システムの構築とその利用 …………… 94
Faculty-Wide Education Using ICT System
中野

⑦ 7-2

① 1-3

Hideko NAKANO（Kyushu Women’s University）

CEAS/Sakai を活用した Language Portfolio システムと英語教育実践 … 104
English Language Learning and the Utilization of a Language
Portfolio System on CEAS/Sakai
深田

会場３

秀子（九州女子大学）

將揮（畿央大学）

Masaki FUKADA（Kio University）

図書館１階 多目的１

Room 1, 1st Floor, Library

Examining the Ideal L2 Self Scale for College English Learners
Using Item Response Theory Analysis ………………………………… 44
Chika TAKAHASHI（Matsuyama University）② 2-3

A Case Study of Japanese College Students’ Attitudes toward
Foreign Residents in Japan and Learning English ― What is a
Global Mindset? ………………………………………………………………… 56
Rie ADACHI（Aichi University of Technology）③ 3-3

Assessing the Validities of CELP-Sem and CELP-Lex for English
Lexical Fluency by Way of Shadowing Performance for Japanese
Learners of English …………………………………………………………… 66
Osato SHIKI（Kwansei Gakuin Univeristy）
Shuhei KADOTA（Kwansei Gakuin University）
Naoya HASE（Kwansei Gakuin University）― 12 ―

④ 4-3

Improving Listening and Speaking Abilities with the “SpeakEnglish” Software Program ………………………………………………… 76
Yasuyo MATSUMOTO（Kiryu University）⑤ 5-3

Effects of Oral Repetition on the Acquisition of Word Stresses byJapanese Learners of English: An Experimental Study Utilizing
Speak Everywhere ……………………………………………………………… 86
Yukari AOKI（Chubu University）⑥ 6-3

Screencast Feedback for Writing Assignments in a Beginning
Japanese Language Class …………………………………………………… 96
Nina LANGTON（University of British Columbia Okanagan）⑦ 7-3

Listen More, Read Less: Partial and Synchronized Captions to Train
L2 Listening Using TED Talks ……………………………………………… 106
Maryam Sadat MIRZAEI（Graduate student, Kyoto University）

会場４
① 1-4

図書館１階 多目的２

Room 2, 1st Floor, Library

CLIL 授業創りはどのように教員志望学生の Student-Centered 型の授業
スタイルに効果を及ぼすか―フィンランド海外教育実習をとおして― … 46
How Can CLIL Classes Exert a Positive Inﬂuence on the Teacher’s
Teaching Style towards Student-centered Language Learning?:
Through the Project of Overseas Teacher Training in Finland
柏木賀津子（大阪教育大学）
伊藤由紀子（大阪市立高津中学校）② 2-4

Kazuko KASHIWAGI（Osaka Kyoiku University）
Yukiko ITO（Osaka City Kozu Junior High School）

教職課程履修者における発音記号の理解度 ……………………………… 58
Recognition of the Phonetic Symbols by the Students in a Teacher
Training Course
河内山真理（関西国際大学）
Mari KOUCHIYAMA（Kansai University of International Studies）
有本純（関西国際大学）
Jun ARIMOTO（Kansai University of International Studies）③ 3-4

Parts of Speech and Argument Structures: Characteristics of the
Two Pieces of Knowledge of Japanese EFL Learners with Several
Vocabulary Sizes ………………………………………………………………… 68
Naoki SAKATA（Kinki University）― 13 ―

研究発表・実践報告

Oral Presentations

２日：８月５日（火）/Day 2: Tuesday, August 5

第

④ 4-4

th

Do Listening and Oral Reading Enhance Japanese EFL Learner’s
Formation of Incidental Lexical Recognition Memory of
Visually-Presented English Words? ……………………………………… 78
Yu KANAZAWA（Graduate student, Kwansei Gakuin University）⑤ 5-4

Leveraging Technology in the GenEd EFL Classroom …………… 88
J. Kevin VARDEN（Meiji Gakuin University）⑥ 6-4

EFL 環境下における Motivational Enhancement Strategy の構造 … 98
A Study of Motivational Enhancement Strategies in an EFL Context:
What Strategies Do Japanese Learners of English Use to Maintain
Their Motivation to Keep Learning?
山田 朋香（同志社女子大学 大学院生）
Tomoka YAMADA（Graduate student, Doshisha Women’s College）
嶋田 あや（同志社女子大学 大学院生）
Aya SHIMADA（Graduate student, Doshisha Women’s College）
長野 理瑳（同志社女子大学 大学院生）
Risa NAGANO（Graduate student, Doshisha Women’s College）
滝澤伊都子（同志社女子大学 大学院生）
Itsuko TAKIZAWA（Graduate student, Doshisha Women’s College）
若本 夏美（同志社女子大学）
Natsumi WAKAMOTO（Doshisha Women’s College of Liberal Arts）⑦ 7-4

語彙学習における動機づけと自己調整能力の役割 ……………………… 108
The Roles of Motivation and Self-regulated Capacity in Vocabulary
Learning
田中美津子（立命館大学）

会場５
① 1-5

Mitsuko TANAKA（Ritsumeikan University）

Room 231, 3rd Floor, Building 2

２号館３階 231教室

インフォーマル・ラーニングにおける学習行動の質的研究―ドイツ語学習成功者の語りと学習環境設計への示唆― …………… 48
What Do Good Learners Teach Us about Good Learning
Environments? A Qualitative Research Project on Informal Learning
Behaviours among Learners of German at Japanese Universities
太田 達也（南山大学）
藁谷 郁美（慶應義塾大学）
マルコ・ラインデル（獨協大学）

Tatsuya OHTA（Nanzan University）
Ikumi WARAGAI（Keio University）
Marco RAINDL（Dokkyo University）― 14 ―

② 2-5

外国語学習における先延ばし行動の予備的調査：自己調整学習の枠組みを用いて ……………………………………………………………………………… 60
An Exploratory Study of Procrastination Behavior in EFL Learning:
Using a Framework of Self-regulated Learning
植木美千子（お茶の水女子大学）
竹内理（関西大学）③ 3-5

フォーラムサイト上の交流活動が学生の異文化に関する認識に与えた影響について …………………………………………………………………………… 70
The Effects of Activities Using the Forum Site on Students’
Intercultural Awareness古村由美子（長崎大学）④ 4-5

Michiko UEKI（Ochanomizu University）
Osamu TAKEUCHI（Kansai University）

Yumiko FURUMURA（Nagasaki University）

大学生の Study Abroad で身につく力とその発生の分析 ……………… 80
Analysis of the Abilities to be Acquired through an International
Volunteer Activity
土性香那実（早稲田大学 大学院生）
Kanami DOSHO（Graduate student, Waseda University）
Norio HOZAKI（Waseda University）
保崎 則雄（早稲田大学）⑤ 5-5

日本人駐在員による英語使用の実態調査：グローバル人材育成教育に向けた現地インタビューの結果より……………………………………………… 90
Identifying English Skill Needs in Global Business: Analysis of Field
Interviews
冬野

⑥ 6-5

Miharu FUYUNO（Kyushu University）

アニメ動画教材 Culture Swap と Moodle を利用した実践と効果の検証 … 100
Using the Animated Video Series “Culture Swap” on Moodle: Effects
and Issues
竹井
大澤

⑦ 7-5

美晴（九州大学）

光子（広島修道大学）
真也（広島修道大学）

Mitsuko TAKEI（Hiroshima Shudo University）
Shinya OZAWA（Hiroshima Shudo University）

3D 仮想環境での Telecollaboration における自己開示 ……………… 110
Self-disclosure in Telecollaboration within 3D Virtual Environments松井花光久恵（プリンストン大学）
里香（早稲田大学）― 15 ―

Hisae MATSUI（Princeton University）
Rika HANAMITSU（Waseda University）

研究発表・実践報告

Oral Presentations

２日：８月５日（火）/Day 2: Tuesday, August 5

第

会場６
① 1-6

th

Room 232, 3rd Floor, Building 2

２号館３階 232教室

統制的発表語彙サイズテストの分析 ………………………………………… 50
Analysis of a Vocabulary Size Test of Controlled Productive Ability
今井由美子（同志社女子大学）
Yumiko IMAI（Doshisha Women’s College of Liberal Arts）
三根浩（同志社女子大学）
Hiroshi MINE（Doshisha Women’s College of Liberal Arts）② 2-6

日本人英語学習者の単語境界知覚に関する検討 ………………………… 62
Japanese English-Learners’ Perception of Word Boundary
山本 勝巳（流通科学大学）
Katsumi YAMAMOTO（University of Marketing and Distribution Sciences）
Tomoko YAMAMOTO（Kobe Gakuin University）
山本 誠子（神戸学院大学）
Shigeru YAMANE（Kansai University）
山根繁（関西大学）③ 3-6

スウェーデンの教科書の語彙 ………………………………………………… 72
Vocabulary Used in English Textbooks in Sweden
入江

④ 4-6

公啓（志學館大学）

Kimihiro IRIE（Shigakukan University）

アジア圏の ESL/EFL 学習者に対する語彙の洗練性指標の応用可能性の検証 …………………………………………………………………………………… 82
Exploring the Applicability of Lexical Sophistication Measures toLearners in Asian ESL/EFL Contexts
石井 卓巳（筑波大学 大学院生）
Takumi ISHII（Graduate student, University of Tsukuba）⑤ 5-6

電子辞書 ? スマホ辞書 ?：その可能性を探る …………………………… 92
The Impact of Smartphone Dictionary Apps on EFL Learning
小山

⑥ 6-6

敏子（大阪大谷大学）

Toshiko KOYAMA（Osaka Ohtani University）

TOEIC スピーキング・ライティング・テストを活用したスピーチ授業の展開に関する考察 ……………………………………………………………… 102
Application of TOEIC-SW Tests to the Public Speaking Class竹野茂（宮崎公立大学）

Shigeru TAKENO（Miyazaki Municipal University）― 16 ―

⑦ 7-6

日本人英語学習者の wh 疑問文運用能力：効果的なコミュニケーション
活動のためのパイロット調査 ………………………………………………… 112
Production of Wh-questions by Japanese EFL Learners: A Pilot
Study for Effective Communication Activities森下

美和（神戸学院大学）

Miwa MORISHITA（Kobe Gakuin University）― 17 ―

研究発表・実践報告

Oral Presentations

３日：８月６日（水）/Day 3: Wednesday, August 6

第⑧ 9：30−10：00

会場２
⑧ 8-2

⑩10：40−11：10⑪11：15−11：45

PC Room B, 2nd Floor, Building 2

２号館２階 PC 教室 B

1次的読解速度予測に基づく日本人英語学習者向けリーダビリティ公式とその教育的示唆 ………………………………………………………………… 116
A Readability Formula for Japanese EFL Learners based on
Estimated Phonological-coding Time and its Pedagogical
Implication
田淵
湯舟

⑨ 9-2

⑨10：05−10：35

th

龍二（ミント音声教育研究所） Ryuji TABUCHI（Mint Sound Education Group）
Eiichi YUBUNE（Toyo University）
英一（東洋大学）

読解速度自動計測ソフトの開発と教育利用の可能性 …………………… 126
Reading Speed Measuring Software and its Pedagogical Prospects
Takane YAMAGUCHI（Waseda University）
山口 高領（早稲田大学）
Akinobu KANDA（Tokyo Metropolitan University）
神田 明延（首都大学東京）
田淵 龍二（ミント音声教育研究所） Ryuji TABUCHI（Mint Sound Education Group）
Eiichi YUBUNE（Toyo University）
湯舟 英一（東洋大学）⑩ 10-2

映画場面検索サイト Seleaf のリスニングドリル機能が聴解力向上に及ぼす効果 …………………………………………………………………………… 136
English Movie Scene Search Site “Seleaf” and its Learning Effects
湯舟田淵⑪ 11-2Eiichi YUBUNE（Toyo University）
英一（東洋大学）龍二（ミント音声教育研究所） Ryuji TABUCHI（Mint Sound Education Group）

日本の外国語教育研究における効果量・検定力・標本サイズ：“Language Education & Technology” 掲載論文を対象にした事例分析 … 144
Reviewing Effect Size, Statistical Power, and Sample Size of Foreign
Language Teaching Research in Japan: A Case of “Language
Education & Technology”
草薙 邦広（名古屋大学 大学院生 / 日本学術振興会特別研究員）
Kunihiro KUSANAGI（Graduate student, Nagoya University / JSPS Research Fellow）
Atsushi MIZUMOTO（Kansai University）
水本篤（関西大学）
Osamu TAKEUCHI（Kansai University）
竹内理（関西大学）― 18 ―

会場３⑧ 8-3

図書館１階 多目的１

Room 1, 1st Floor, Library

Creating an Appropriate Assessment of Student Satisfaction for
Foreign Language Education ……………………………………………… 118
Peter CARTER（Kyushu Sangyo University）
Kaori MIURA（Kyushu Sangyo University）
Etsuko KAKIMOTO（Kyushu Sangyo University）⑨ 9-3

E-Teaching and Educational Technology ……………………………… 128
Fumi TAKEGAMI（Ritsumeikan Keisho Junior & Senior High School）
Terry LASKOWSKI（Kumamoto University）⑩ 10-3

An Alternative View of “Task-based Language Teaching versus
Cognitive PPP Approach” at Secondary School Education in Japan
from a Complex Adaptive Systems Perspective …………………… 138
Nobuyoshi MIYASAKO（Fukuoka University of Education）⑪ 11-3Differences to be Noted between Male Students and Female
Students: A Case Study of Web-based Training Session ………… 146
Midori IBA（Konan University）

会場４
⑧ 8-4

図書館１階 多目的２

Room 2, 1st Floor, Library

英語教員からみた学習者の躓きと困り感 ………………………………… 120
Problems in English Class Observed by English Teachers
飯島 睦美（明石工業高等専門学校）
Mutsumi IIJIMA（Akashi National College of Technology）⑨ 9-4

習熟度の低い大学生を対象とした英語学習意識調査―英語リメディアル授業の質向上を目的として― ……………………… 130
Analyses on Survey Targeted University Students with Low English
Proﬁciency: For the Improvements of English Remedial Education
牧野
平野

会場５
⑧ 8-5

眞貴（近畿大学）
順也（熊本大学）

Masaki MAKINO（Kinki University）
Junya HIRANO（Kumamoto University）

Room 231, 3rd Floor, Building 2

２号館３階 231教室

シャドーイングが音読に与える影響：発音の正確性と流暢さに着目した
自動評価スコアに基づく実証的考察 ………………………………………… 122
Effects of Shadowing on Reading-aloud Performances of Japanese
EFL Learners Focusing on Pronunciation Accuracy and Fluency

山内
峯松
川村
西川
藤田
加藤

豊（東京国際大学）
信明（東京大学）
明美（東京国際大学）
惠（東海大学）雅也（HOYA サービス）
集平（HOYA サービス）― 19 ―

Yutaka YAMAUCHI（Tokyo International University）
Nobuaki MINEMATSU（University of Tokyo）
Akemi KAWAMURA（Tokyo International University）
Megumi NISHIKAWA（Tokai University）
Masaya FUJITA（HOYA Service Corporation）
Syuhei KATO（HOYA Service Corporation）

研究発表・実践報告

Oral Presentations

３日：８月６日（水）/Day 3: Wednesday, August 6

第

⑨ 9-5

th

速度の異なった英語音声聴解時の脳活動について―日本人学習者と母語話者の脳賦活度の比較― ………………………… 132
Brain Responses to Different Speech Rates during Auditory
Sentence Comprehension by Native and EFL Learners
梶浦眞由美（名古屋大学 大学院生）
Mayumi KAJIURA（Graduate student, Nagoya University）⑩ 10-5

翻訳ソフトによる英文法教育 ………………………………………………… 140
The English Grammar Education by Translation Software
山岡 幸高（九州大学 大学院生）
Yukitaka YAMAOKA（Graduate student, Kyushu University）⑪ 11-5

工学系英語学術論文における受動態の使用の分析 ……………………… 148
Analysis of the Use of Passive Voice in Academic Articles on
Engineering
奥山 慶洋（茨城工業高等専門学校）
Yasuhiro OKUYAMA（Ibaraki National College of Technology）

会場６
⑧ 8-6

Room 232, 3rd Floor, Building 2

２号館３階 232教室

日本人大学生のライティングにおける peer feedback の効用と限界 … 124
Peer Feedback in EFL Writing: What Do Japanese College Students
Think about Their Peer’s Comments?
滝澤伊都子（同志社女子大学 大学院生）
Itsuko TAKIZAWA（Graduate student, Doshisha Women’s College）⑨ 9-6

図表を説明するための技術英作文のオンライン学習 …………………… 134
Teaching Technical Writing Online Using Figures and Tables
河合
大西⑩ 10-6

剛（北海道大学）
昭夫（株式会社 VERSION2）

Goh KAWAI（Hokkaido University）
Akio OHNISHI（VERSION2, Incorporated）

英語教材作成におけるピア評価の分析 ……………………………………… 142
An Analysis of Students’ Peer Evaluations on Developing English
Teaching Materials
鈴木薫（名古屋学芸大学短期大学部）
Kaoru SUZUKI（Nagoya University of Arts and Sciences Junior College）⑪ 11-6

CMC（computer-mediated-communication）における気づきの分析 … 150
Noticing Language Forms on CMC
青木千加子（北海学園大学）

Chikako AOKI（Hokkai-Gakuen University）― 20 ―

公募シンポジウム 1
第Symposium 1

２日：８月５日（火）/Day 2: Tuesday, August 5th

14：30−15：35
２号館２階 222教室

Room 222, 2nd Floor, Building 2

S-1 多様な大学環境における英語 e ラーニング―管理される学習から自律的な学習へ ― ………………………………… 154
E-learning English Courses in Various University Settings: From
Controlled Learning to Autonomous Learning
青木
鈴木
竹井
渡辺
志水
寺嶋
池上

信之（広島市立大学）
繁夫（名古屋大学）
光子（広島修道大学）
智恵（広島市立大学）
俊広（九州大学）
健史（松山大学）
真人（松山大学）

Nobuyuki AOKI（Hiroshima City University）
Shigeo SUZUKI（Nagoya University）
Mitsuko TAKEI（Hiroshima Shudo University）
Tomoe WATANABE（Hiroshima City University）
Toshihiro SHIMIZU（Kyushu University）
Takeshi TERASHIMA（Matsuyama University）
Masato IKEGAMI（Matsuyama University）

公募シンポジウム 2
第Symposium 2

２日：８月５日（火）/Day 2: Tuesday, August 5th

16：25−17：30
２号館２階 222教室

Room 222, 2nd Floor, Building 2

S-2 ライティング・プロダクトからライティング・プロセスへ―Writing MaetriX Corpus Project― ……………………………………… 156
From Writing Product to Writing Process―Writing MaetriX Corpus Project―
石井 雄隆（早稲田大学 大学院生）
Yutaka ISHII（Graduate student, Waseda University）
石井 卓巳（筑波大学 大学院生）
Takumi ISHII（Graduate student, University of Tsukuba）
草薙 邦広（名古屋大学 大学院生）
Kunihiro KUSANAGI（Graduate student, Nagoya University）
阿部 大輔（名古屋大学 大学院生）
Daisuke ABE（Graduate student, Nagoya University）
福田 純也（名古屋大学 大学院生）
Junya FUKUTA（Graduate student, Nagoya University）
川口 勇作（名古屋大学 大学院生）
Yusaku KAWAGUCHI（Graduate student, Nagoya University）― 21 ―

公募シンポジウム 3Symposium 3

３日：８月６日（水）/Day 3: Wednesday, August 6

第th

９：30−10：35
２号館２階 222教室

Room 222, 2nd Floor, Building 2

S-3 「ラウンド制指導法」とその効果 …………………………………………… 158〝Multi-step Instruction” and Its Effectiveness鈴木 寿一（京都外国語大学）
Juichi SUZUKI（Kyoto University of Foreign Studies）
藤田賢（三重県立神戸高等学校）
Ken FUJITA（Mie Prefectural Kambe Senior High School）
中川めぐみ（京都府立桃山高等学校）
Megumi NAKAGAWA（Kyoto Prefectural Momoyama Senior High School）

公募シンポジウム 4Symposium 4

３日：８月６日（水）/Day 3: Wednesday, August 6

第th

10：40−11：45
２号館２階 222教室

Room 222, 2nd Floor, Building 2

S-4 大学はグローバル人材をどう育てるか―国際コミュニケーションマネジメント（ICM）のすすめ ………… 160
How Japanese Universities should Cultivate Global Human
Resources: A Proposal for International Communication
Management（ICM）
竹下 裕子（東洋英和女学院大学） Yuko TAKESHITA（Toyo Eiwa University）
荒川 洋平（東京外国語大学）
Yohei ARAKAWA（Tokyo University of Foreign Studies）
齋藤 智恵（国際医療福祉大学）
Chie SAITO（International University of Health and Welfare）
加藤三保子（豊橋技術科学大学）
Mihoko KATO（Toyohashi University of Technology）
Hiroko MIYAKE（Showa Women’s University）
三宅ひろ子（昭和女子大学）― 22 ―

ポスター発表
第Poster Presentations

２日：８月５日（火）/Day 2: Tuesday, August 5
13：00−14：00

２号館地下１階 会議室１thRoom 1, Basement Floor, Building 2

P-1 Reading and Writing Activities in Two Languages Using Moodle … 164
Eri FUKUDA（Chugoku Junior College）
Mitsuko SUZUKI（Soka High School）
Haruhiko NITTA（ON THE TOP LTD.）
Hironobu OKAZAKI（Akita Prefectural University）

P-2 意図的語彙学習を促進するための e- ラーニングデバイスの研究と開発 … 166
Research and Development of an e-learning Device to Facilitate
Intentional Vocabulary Learning
岡崎
鈴木
木戸
江原

弘信（秋田県立大学）
光子（創価高等学校）
和彦（環太平洋大学）
智子（環太平洋大学）

Hironobu OKAZAKI（Akita Prefectural University）
Mitsuko SUZUKI（Soka High School）
Kazuhiko KIDO（International Paciﬁc University）
Satoko EBARA（International Paciﬁc University）

P-3 短期海外研修プログラムで活用するための「会話・表現集」の開発 … 168
On the Development of a Handbook on English Expressions for a
Short-Term Study Abroad Program
Satoshi HAGINO（Jissen Women’s Junior College）
萩野敏（実践女子短期大学）
三田
薫（実践女子大学短期大学部） Kaoru MITA（Jissen Women’s Junior College）
Samuel GILDART（フェリス女学院大学） Samuel GILDART（Ferris University）

賛助会員プレゼン
第Supporting Member Presentations

２日：８月５日（火）/Day 2: Tuesday, August 5th

11：40−17：15
２号館２階 22A……… 172

Room 22A, 2nd Floor, Building 2

１．11：40 〜11：55㈱内田洋行
２．11：55 〜12：10㈱成美堂
G-TELP 日本事務局
３．12：15 〜12：30
NPO 法人英語運用能力評価協会
４．12：30 〜12：45
５．14：30 〜14：45 （一財）国際ビジネスコミュニケーション協会
HOYA サービス㈱６．14：45 〜15：00
７．15：05 〜15：20㈱マクミラン ランゲージハウス
８．15：20 〜15：35
ピアソン・ジャパン㈱９．15：40 〜15：55
日本データパシフィック㈱NEC マネジメントパートナー㈱10．15：55 〜16：10
11．16：25 〜16：40
チエル㈱12．16：40 〜16：55
東通産業㈱13．17：00 〜17：15
オックスフォード大学出版局㈱― 23 ―

会場アクセスマップ

院

12※乗り場は③約45分
行先番号114 ※乗り場は④

約35分

約25分
神 社・三 越 前

天神警固

行先番号

約30分

114

福大薬学部前

乗り換え
徒歩約8分

西鉄バス

行先番号

福大正門前

地下鉄
七隈線
約16分

95

約11分

乗り換え
徒歩約8分

福大前駅

福大薬学部前

約25分
地下鉄
空港線

福大正門前

地下鉄
七隈線
約16分

七 隈 キャ ン パ ス

140

西鉄バス エコルライナー（急行）

西鉄バス

福大前

700

天神南駅

行先番号

約7分

行先番号

約50分

天神南駅

西鉄バス

福大前

地下鉄
空港線

天 神 駅

天 神 周 辺天神協和ビル前 ⑩

約30分

西鉄バス

天 神 駅

12

福岡空港駅

行先番号

地 下 鉄

福大前駅

約16分

福岡空港

地 下 鉄
天神南駅

地下鉄七隈線

福大正門前

七 隈 キャ ン パ ス

約35分

西鉄バス

16

西鉄バス エコルライナー（急行）脇山口

西鉄バス エコルライナー（急行）A

西 新 周 辺

約40分

福大前

地下鉄
西新駅

16

福大薬学部前

福 岡 大 学

博多駅前

行先番号

行先番号

約30分
約25分

約45分
西鉄バス

西鉄バス

大橋駅

西鉄バス

福大前

福大前駅

約13分

福 岡 大 学

行先番号

大橋駅周辺

博 多 駅 周 辺

博多バス
ターミナル１F③④

西鉄バス

地下鉄七隈線

薬院駅前

約16分

福大前駅

薬

徒歩約8分

地下鉄
七隈線

地下鉄
薬院駅

乗り換え

天神南駅

約6分

天 神 駅

地下鉄
博多駅

地下鉄
空港線

福大前駅

※時間帯によって交通混雑が予想されますので、所要時間は目安としてください。
※バスの行先番号が同じでも行先が異なることがありますので、バス正面の行先（経由地）をご確認ください。

●地下鉄に関する情報・・・福岡市交通局● バ ス に 関 す る 情 報・・・西鉄バス【高速道路】

唐津方面からの場合

福大正門前

福大薬学部前西九州自動車道（福岡前原道路）から都市高速道路環状線に入ります。野芥RP（ランプ）で降りた後、福大トンネル出入口の手前を右折し、梅林中学校入口を左折します。500mほど直進した後、福岡大学病院東口交差点を左折します。

北九州および福岡県外（大分・熊本方面など）からの場合

九州自動車道の太宰府IC（インターチェンジ）から都市高速道路に乗り、月隈JCT（ジャンクション）を左折します。堤RP（ランプ）で降り、国道202号線（福岡外環状道路）を2kmほど直進
して福大トンネル出入口手前から右折し、福岡大学病院東口を右に入ります。

― 24 ―

ール場

3F）

1F）

室（1F）

］
（1F）
ミ室（2〜7F）

南口

6

P

65

18

― 25 ―

62

20

32 片江研修館

31 体育寮

30 オリオンホール

19

17 第二記念会堂

駐車場

22

61 医学部研究棟本館

72

82

21

73

駐車場

ラグビー場

正門

駐車場

地下鉄
福大前駅

正門
案内所

福大病院東口

福大正門前バス停

仮設一般グラウンド

80

81

C校地

福大薬学部前バス停

五ケ村池

79 福岡大学病院新館

福大病院バス停

76

陸上競技場

74

病院本館

75

71 福岡大学

78

77

烏帽子池

59

25

駐車場

58

B校地

福大入口

8 8号館

11

駐輪場

26

4

29

28

至 南片江・堤至 都市高速
堤ランプ

西片江

30

27

福大前
バス停

2

5

44

45

43

46

A校地

52

東門
警備員室

東門

外来者用駐車場

東七隈バス停

51

応援指導部
練習場

●第三食堂（1・2F）

52 高電圧実験室（工学部）

51 空気力学実験室（工学部）

71 福岡大学病院本館

70 医学部愛好会室棟

69

至 野間

東七隈バス停

福岡大学キャンパスマップ

EnglishGarden（バラ園）

1 大学本館

35

50

49
34

47

至 七隈四ツ角

41 5号館（工学部）

ひょうたん池

40

42

駐輪場

WS会場 I

WS会場
II
6
7 A棟

通用門
弓道場

24

3

13

37

39

48
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受付・研究発表会場
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38 18号館（理学部）

12 中央図書館

福大トンネル出入口

16 第一記念会堂

アーチェリー 33 国際交流会館
練習場

31

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9 10号館
23 60周年記念館（ヘリオスプラザ）

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15

薬草園

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研究発表会場53

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研究発表会場

開会行事・基調講演

公募シンポ会場

研究発表会場

２階― 26 ―

賛助会員プレゼン会場

２号館

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１階

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ドリンク
コーナー

地下１階
― 27 ―

出展賛助会員一覧（50音順）（一財）国際ビジネスコミュニケーション協会
NEC マネジメントパートナー㈱NPO 法人英語運用能力評価協会
オックスフォード大学出版局㈱開隆堂出版㈱カシオ計算機㈱㈱アルク教育社㈱アンペール㈱内田洋行㈱エル・インターフェース㈱桐原書店㈱教育測定研究所㈱金星堂㈱ JVC ケンウッド
㈱松柏社
㈱成美堂
㈱南雲堂
㈱ニュートンプレス e ラーニング事業部㈱ VERSION2㈱マクミランランゲージハウス
国際教育交換協議会（CIEE）日本代表部
コンパスパブリッシングジャパン㈱G-TELP 日本事務局
正興 IT ソリューション㈱センゲージ

ラーニング㈱チエル㈱電子システム㈱東通産業㈱日本データパシフィック㈱パナソニックシステムネットワークス㈱ピアソン・ジャパン㈱BBC ワールド ジャパン㈱北辰映電㈱HOYA サービス㈱マグロウヒル・エデュケーション
リアル・イングリッシュ・ブロードバンド㈱― 28 ―

発表要項集Abstracts

基調講演
Keynote SpeechesKS-1

８月５日（火）10:00-11:30／２号館２階 221教室!

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外国語教育メディア学会 第54回全国研究大会

基 調 講 演

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― 31 ―

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― 34 ―

発表要項集Abstracts

全体シンポジウム
Plenary Symposium― 35 ―

PS-1

８月６日（水）14:45-16:15／２号館２階 221教室

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全体シンポジウム E698-10;8-発表要項集
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研究発表・実践報告
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― 40 ―

外国語教育メディア学会 第54回全国研究大会

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研究発表・実践報告（８月５日）

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― 42 ―

外国語教育メディア学会 第54回全国研究大会

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Ono# Y.# Ishihara# M. & Yamashiro# M. (2014). Construction of wireless tablet-PC classroom for
Computer-Assisted Language Learning in Japan. Proceedings of Human-Computer Interaction#
Part II# HCII 2014# CCIS# 435# 128-132.

― 43 ―

OP1-3 ８月５日（火）11:40-12:10／図書館１階 多目的１

Examining the Ideal L2 Self Scale for College English
Learners Using Item Response Theory Analysis
TAKAHASHI, ChikaMatsuyama University
Key Words

L2 motivation, ideal L2 self, graded response model, scale development

1. Introduction
A recent development in the field of second/foreign language (L2) motivation includes the L2
motivational self system (Dörnyei, 2009). It postulates that an important type of L2 motivation related toL2 learning effort is the ideal L2 self. It is ones idealized self-image regarding an L2, and this sense ofideal L2 self is proposed to lead to L2 learning effort. When measuring ideal L2 self, researchers havetypically utilized Likert-scale questionnaires, in which respondents are expected to rate the extent towhich they agree or disagree. As L2 motivation is highly context-dependent (Dörnyei & Ushioda, 2011, p.
214), there should be careful consideration of how relevant a questionnaire statement is to a given
population. This study aims at investigating questionnaire items designed to measure the ideal L2 self fora sample of L2 college students who might not be particularly motivated to learn English, and examining
what kinds of ideal L2 self are attainable for them. The graded response model (GRM) (Samejima, 1969),
a major model within the item response theory (IRT) framework, was applied in this study.

2. Method
The data collection consisted of a questionnaire that included 20 5-point Likert-scale items and an
open-ended question in which the participants were asked to freely describe their ideal L2 selves. The
participants were 208 Japanese college non-English majors in rural Japan. An exploratory factor analysis(EFA) was first performed, followed by the GRM analysis. In addition, answers to the open-ended
question were categorized according to whether respondents described the kinds of ideal L2 self in ones
own country or abroad, how specific they were, and what purposes for using English they had.

3. Results
First, an EFA with principal axis factoring was performed. Two factors had eigenvalues higher than 1.00,
and they accounted for 63.69% of the total variance. Factor 1 received heavy loadings from items
describing specific situations that require a relatively high competence of English. This factor can be― 44 ―

外国語教育メディア学会 第54回全国研究大会

named specific ideal L2 self. Factor 2 received heavy loadings from items that address rather general
ideal L2 selves, which emphasize the necessity and the importance of being a proficient English speakerin the future. This factor can be named general ideal L2 self.
Next, the items in the two factors were analyzed separately within the GRM because of theunidimensionality assumption of IRT. For both specific and general ideal L2 selves, some items weremore difficult to endorse than others, and were more informative than others. For example, the two items
focusing on situations abroad were very difficult to endorse for the sample, and offered little information.
In contrast, some items focusing on general ideal L2 selves were very easy to endorse. Furthermore, evenwhen an item was not too difficult to endorse it offered little information because the item did not wellcompany where the official language is English in the future).
Finally, the answers to the open-ended question revealed that 47.35% of the respondents wrote that they
did not have any ideal L2 self. Among the different ideal L2 selves described by the respondents, the onethat was listed most frequently (14.90%) was using English when traveling overseas, followed byusing English for business purposes (10.10%). Some of the ideal L2 selves included in the Likert-scale
items did not appear, such as writing English e-mails fluently. Furthermore, respondents answers
included references to rather general ideal L2 selves, such as using English for daily conversation. Thismight mean that some respondents had difficulty envisioning specific contexts in which to use English
and envisioning themselves as English users even in the future. Such descriptions might have lacked theimage component, which is considered crucial in the L2 motivational self system.

4. Discussion
This study revealed which questionnaire items might be more psychometrically sound than others, andwhat kinds of ideal L2 self were reported by the sample. Researchers need to think carefully about thecontexts in which learners use English and the competence required in such contexts. Also, theendorsibility of the items needs to vary enough so that the items capture the samples varying ideal L2
self levels. Future researchers should also explore the possibility of the scale of ideal L2 self having a
two-dimensional structure. The differences between the two types of ideal L2 self, general and specific,
might be important, for they are likely to exert different motivational power.

References
Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation,
language identity and the L2 self (pp. 9-42). Clevedon, England: Multilingual Matters.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow, England:
Longman.
Samejima, F. (1969). Estimation of latent ability using a response pattern of graded scores.
Psychometrika Monograph, No. 17.

― 45 ―

研究発表・実践報告（８月５日）

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― 46 ―

外国語教育メディア学会 第54回全国研究大会,&.2Ø&0)+įñ"BÞ3 KJ ĳFň+Ģì0Ĭ"ÓÚ
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Coyle, D. (2005). CLIL: Planning tools for teachers. Nottingham: University of Nottingham.
Dalton-Puffer, C. (2011). Content and Language Integrated Learning: From practice to principles?.
Annual review of applied linguistics, 31, 182-204.
Ellis,N.C.(2002). Frequency effects in language acquisition: A review with implications for theories of
implicit and explicit language acquisition. Studies in Second Language Acquisition, 24, 143-188.

― 47 ―

研究発表・実践報告（８月５日）

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― 48 ―

0*+é©&="-@čí-$+= 外国語教育メディア学会 第54回全国研究大会

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2.>*Kelle, U.& Kluge, S. (2010). Vom Einzelfall zum Typus. Fallvergleich und Fallkontrastierung in derqualitativen Sozialforschung. 2., überarbeitete Auflage. Wiesbaden: VS Verlag für Sozialwissenschaften.
Kuckartz, U. (2014). Qualitative Inhaltsanalyse. Methoden, Praxis, Computerunterstützung. 2.,
durchgesehene Auflage. Weinheim, Basel: Beltz Juventa.
æöĘ :<ě{¥ÂĊ@6+ {¥ÂÔ¿1Çü¾
Waragai, I., Ohta, T., Raindl, M., Kurabayashi, S. (2013). An Experience-Oriented Language Learning
Environment Supporting Informal Learning Abroad. Educational Technology Research, 36, 179-189.

― 49 ―

OP1-6 ８月５日（火）11:40-12:10／２号館３階 232教室

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Fountain, R. L., and Nation, I. S. P. (2000). A vocabulary-based graded dictation test. RELC

Journal: Guidelines, 1, 76-80.
Laufer, B. and Nation, P. (1999). A vocabulary-size test of controlled productive ability.

Language Testing, 16, 33-51.
Nation, P. (1990). Teaching and Learning Vocabulary, Massachusetts: Newbury House.
Uõã  (2010). ~ÿNGMA69@<JO@=B&Ýë®e¥)&Ò÷
JACET h·lø, 12, 56-67.
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Language Education & Technology, 48, 83-94.
Uõã  (2012). "Vocabulary Levels Dictation Test &­ù²&å¸". b~
qVIA65e^Ä 52 `»zoÃ^þæ¦, 52-53.

― 51 ―

研究発表・実践報告（８月５日）

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OP2-1 ８月５日（火）12:15-12:45／２号館２階 222教室

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― 52 ―

外国語教育メディア学会 第54回全国研究大会

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McGrath, I (2007). Learner training for Hong Kong teachers in training. Paper presented at the International
Symposium on Globalization and English Education in the 21st Century: International Collaboration in
English Education, Learner Autonomy, and the Development of ELT Professionals, Kumamoto University,
Kumamoto.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation,social development, and well-being. American Psychologist, 55, 6878.

― 53 ―

研究発表・実践報告（８月５日）

blended learning ċē0;>vÎÂ1¾ĹßÙB¢° >%8ÊÐ%C`I QP M1
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― 54 ―

外国語教育メディア学会 第54回全国研究大会

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Literacy Levels. Jalt call journal Vol. 7, No, 3 307-316.

― 55 ―

OP2-3 ８月５日（火）12:15-12:45／図書館１階 多目的１

A Case Study of Japanese College Students Attitudes
toward Foreign Residents in Japan and Learning
English What is a Global Mindset? ADACHI, RieAichi University of Technology
Key Words

Globalization, Study aboard, Intercultural competence

1. Introduction
It is said that the number of students who study abroad at a university has decreased gradually in Japan.
On the other hand, English has become more important, because both the number of people who use
English in many Asian countries and the number of Japanese companies which go to Asian countries are
increasing. The Japanese government also plans to increase the number of foreign students to 300,000
students by 2020, in order to keep stable economic growth. Therefore, Japanese students will need toacquire intercultural competence and to have a global mindset both inside and outside of Japan. However,most Japanese high schools and universities tend to emphasize only English communication skills.
Would English communication skills be really enough to cope with a globalized society? This study
focused on the attitudes of Japanese college students toward foreign residents in Japan and examinedJapanese students' attitudes.

2. The study
2.1 The participants, the items of the questionnaire, and the aim of the study
The study was conducted on Japanese college students at the end of 2011. The participants wereengineering students in a local private college. The students were majoring in robot engineering,mechanical engineering and information technology, and almost all of them were male. The items on thequestionnaire covered attitudes toward foreign residents in Japan, learning foreign languages, the future
possibilities of using foreign languages, and some other variables. These items were constructed based on
the presenters previous research into Japanese attitudes toward foreigners and different cultures. Each
item was rated on a six-point Likert scale, using a range from strongly disagree (0) to strongly agree (+5).
The main aim of this study was 1) to examine the differences in the students attitudes toward foreign
residents based on their attitudes toward learning English and toward Asian languages, and 2) to find therelationship between the attitudes toward foreign residents and some other intercultural attitudes.
― 56 ―

外国語教育メディア学会 第54回全国研究大会

3. Result
3.1 The differences in the students attitudes toward foreign residents
After conducting a maximum likelihood factor analysis, five factors were extracted. One of the factors,
Understanding of different people, which represents students attitudes toward foreign residents,
subsumed making friends with some Asian residents in Japan. Next, comparable analyses wereattitudes. The result showed that Understanding of different people is different depending on theirlearning attitudes toward both English and Asian languages. When they have a positive attitude towardlearning English, they tend to have positive attitudes toward foreign people in Japan. Also, when they
have a positive attitude toward learning in Korea or China or learning Hangul or Mandarin, they havepositive attitudes toward them again. Therefore, it seems that having a positive attitude toward otherlanguages would develop their understanding of and interest in people of other cultures.

3.2 The students attitudes toward foreign residents and their other intercultural
attitudes.
The result of regression analysis showed that Understanding of different people was affected bylearning Asian languages, positive attitude toward other cultures, and the international future. Thisimplies that the students who have positive attitudes to learn Asian languages and toward other cultures
will also try to build a good relationship with people from different cultures. Therefore, the subscale ofUnderstanding of different people is considered one of required intercultural skills in a globalized
world.

4. Conclusion
The study concludes that it will be necessary for university students not only to learn English, but also tolearn other languages and they need to cultivate a multicultural perspective and to develop intercultural
skills in order to have a positive attitude toward foreign residents in Japan. This attitude would benecessary to have a global mindset which makes them expand their relationship with other people. Moreand more Japanese students will have intercultural contact even within Japan in their future. They willneed to build a good relationship with various foreign people from Asian countries both inside andoutside of Japan.

Acknowledgements
This study was supported by Grant-in-Aid for Scientific Research (KAKENHI) (C), (No.26370717).
― 57 ―

研究発表・実践報告（８月５日）

performed to examine the differences of Understanding of different people based on their learningOP2-4 ８月５日（火）12:15-12:45／図書館１階 多目的２),0('

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$"0Cole, J., Mo, Y., & Baek, S. (2010). The role of syntactic structure in guiding prosody perception withordinary listeners and everyday speech. Language and Cognitive Processes, 25(7-9), 1141-1177.
Levelt, W. J. M. (1993). The architecture of normal spoken language use. In G. Blanken, E. Dittman, H.
Grimm, J. Marshall, & C. Wallesch (Eds.), Linguistic disorders and pathologies: An International
Handbook (pp. 1-15). Berlin: de Gruyter.
― 63 ―

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OP3-3 ８月５日（火）14:30-15:00／図書館１階 多目的１

Assessing the Validities of CELP-Sem and CELP-Lex forEnglish Lexical Fluency by Way of Shadowing
Performance for Japanese Learners of English
SHIKI, Osato (Kwansei Gakuin University)
KADOTA, Shuhei (Kwansei Gakuin University)
HASE, Naoya (Kwansei Gakuin University)
Key Words: CELP-tests, Lexical-processing, Shadowing, Fluency, Automaticity

1. Introduction:
In order to measure both lexical knowledge and lexical access speed among Japanese EFL learners, twotypes of CELP tests (Computer-based English Lexical Processing Tests) have been developed: CELP-Sem
and CELP-Lex (Kadota, et al, 2010; Hase, et al, 2013). They both put emphasis not only on the accuracy
but also on the speed and stability of lexical processing. The difference between the two is that CELP-Sem
employs semantic relatedness judgment of two words while CELP-Lex uses the lexical decision task inwhich a single word visually presented is real or not. Both CELP-Sem and CELP-Lex have two versions:
Test A and Test B. In shadowing task, learners track the heard speech and repeat it as exactly as possible
while listening attentively to incoming messages. Kadota (2007) argues that one of the potential effects of
the L2 shadowing training is to enhance the speed and efficiency of the subvocal rehearsals in thephonological working memory. Since the CELP-tests are expected to measure the degree of automaticity oflexical processing that shadowing is expected to improve, it is likely that the results of the two types of
CELP tests show relationships with shadowing performance.

2. Purpose
The research to be reported here was an attempt to investigate the correlations between the results of thetwo types of CELP tests (e.g., correct response rates, reaction times (RTs), CV (coefficient of variation))and shadowing performance (reproduction rates) in order to explore the validities of those two tests. A totalof 81 undergraduate students in Japan were given both types of CELP tests and shadowing tasks of 150word speech.

― 66 ―

外国語教育メディア学会 第54回全国研究大会

3. Results
The following is the correlation data obtained from this study.
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1) Overall, CELP-Sem tests produced significant correlations with shadowing performance data in reaction
time while CELP-Lex tests did not produce any significant correlations with shadowing performance inreaction time.
2) Regarding correct response rates, CELP-Sem yielded a higher correlation with shadowing performancein Test A but not in Test B.

4. Conclusion
To conclude, the present study suggests that CELP-Sem scores reflect L2 shadowing performance forJapanese learners of English. Since reaction time data of both versions of CELP-Sem tests had higher
correlation with shadowing performance scores than CELP-Lex tests, it can be pointed out that CELP-Sem
may indicate the efficiency of lexical processing that may also be involved in carrying out shadowing task.
The possible reasons for the correlation between CELP-Sem (semantic relatedness judgment task) andshadowing performance will be discussed in the presentation.

References
Hase, et al. (2013). Goiseihandan ni motozuku eigo goishyori tesuto no kaihatu (Developing the test tomeasure lexical processing by using the method of lexical decision task), Kokusaigaku Kenkyu, 2, 1-8.
Kadota et al. (2010). Dainigengo ni okeru goishyori to bunshyori no intafeisu: nihonjin gakushusha eno
jishoukenkyu (Interface between lexical processing and sentence processing in a second language:
experimental study on Japanese learners). Report of Grants-in-Aid for Scientific Research (c),NO.19520532
Kadota, S. (2007). Shadouing to ondoku no kagaku (Science of shadowing) Tokyo: Chikuma Shobo.
― 67 ―

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OP3-4 ８月５日（火）14:30-15:00／図書館１階 多目的２Parts of Speech and Argument Structures:
Characteristics of the Two Pieces of Knowledge ofJapanese EFL Learners with Several Vocabulary Sizes
SAKATA, Naoki (Kurume University)
Key Words：

syntactic knowledge, parts of speech, argument structures,vocabulary sizes, textbook corpus

1. Introduction
Communicating meanings in a second language requires syntactic knowledge. Without it, it is difficult to
exchange accurate intents. However, it has not been much known about what leads to its acquisition.
In foreign language teaching environments, it is common to inform learners of parts of speech ofwords to show them which role each word plays in making sentences. It is also common to teach students
each verb’s canonical argument structure. However, whether such explicit instructions lead to theacquisition of syntactic knowledge has not been explored thoroughly to my knowledge.
Zyzik and Azavedo (2009) showed that English­speaking learners of Spanish have difficulty
assigning parts of speech to Spanish words. Kim, Choi, and Yang (2013), investigating argument
structure knowledge of Korean EFL learners, suggested that some structures are more difficult to learn
than others and high proficiency learners have more of that knowledge.
Based on their discussions, this study investigated part of speech knowledge and argument
structure knowledge of Japanese EFL learners as a starting point.

2. Methods
2.1 Participants
A hundred and twenty­six university students (whose proficiencies are between beginners andintermediate) participated in this study.

2.2 Materials & Procedure
I created a sheet which asks parts of speech and argument structures of words selected from self­madecorpus compiled from high school textbooks which participants were likely to use by asking high schools― 68 ―

外国語教育メディア学会 第54回全国研究大会

they graduated from. The experiment was conducted in regular English classes, distributing the sheet toeach participant. Participants were told to finish the experiment in 15 minutes.

3. Results
A Linear Mixed Effects model analysis showed that parts of speech of nouns and verbs were easier toknow than those of adjectives (β = ­.25, t = ­6.4, p < .01) and adverbs (β = ­.17, t = ­4.4, p < .01).
Although there is little difference among participants with different vocabulary sizes overall, participants
p < .01). Concerning argument structures, participants with large vocabulary knew better than those withmedium (β = ­0.3, t = ­2.3999, p < 0.05) and small vocabulary (β = ­0.29, t = ­2.5, p < 0.05). It is also
shown that SVC (β = ­0.23, t = ­1.9, p = 0.06) and SVOC (β = ­0.2333, t = ­1.8666, p = 0.06) structures
tend to be more difficult to learn than SV, SVO, and SVOO structures.

4. Discussion
From those results above, it can be said that Japanese learners of English have certain amount of part ofspeech knowledge of nouns and verbs as far as they have appeared sufficiently frequently in the input.
However, they do not have much awareness for modifiers. It was also found that learners with larger
vocabulary seem to have more argument structure knowledge although it is yet to know the cause­effectrelationship between these two pieces of knowledge.

Acknowledgments
This study has been supported by JSPS KAKENHI Grant Number 25770214. I also would like to express
my deepest gratitude for high school teachers in Wakayama, Osaka, and Hyogo who kindly helped findthe names of textbooks participants used in their high school days.

References
Kim, H., Choi, H., & Yang, H. K. (2013). Developmental Patterns of Korean EFL Learners’ English
Argument Structure Constructions. Procedia­Social and Behavioral Sciences, 97, 397­404.
Zyzik, E., & Azevedo, C. (2009). Word class distinctions in second language acquisition. Studies inSecond Language Acquisition, 31(01), 1­29.

― 69 ―

研究発表・実践報告（８月５日）

with small vocabulary showed their slow attainment of syntactic awareness of adverbs (β = ­.23, t = ­4.1,

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外国語教育メディア学会 第54回全国研究大会

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Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence, Clevedon:
Multilingual Matters.
Dorfman, P. W., & Howell, J. P. (1988). Dimensions of National Culture and Effective Leadership
Patterns: Hofstede Revisited, In R. N. Farmer & E. G. McGoun (eds.), Advances in International
Comparative Management, 127-149. Greenwich, CT: JAI Press.
Gardner, G. (1962). Cross-cultural communication. Journal of Social Psychology, 58, 241-256.
Hofstede, G. (1980). Cultures consequences: International differences in work-related values. Newbury
Park, CA: Sage.
Hofstede, G. (1991). Cultures and organizations: Software of the mind. New York: McGraw- Hill.
Ruben, B.D. (1976). Assessing communication competence for intercultural adaptation. Group andOrganizational Studies, 1, 334-354.
Spitzberg, B. & Cupach, W. (1984). Interpersonal Communication Competence. Beverly Hills, CA:
Sage.
― 71 ―

研究発表・実践報告（８月５日）

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projektprodukter/assessmentofenglish.pdf (2012.9.29).
Cabau, B. (2009). Language-in-education issues: Sweden as a case study. Educational Studies, 35 (4),379-389. Retrieved from http://eprints.hkbu.edu.hk/256/1/10_1676.pdf (2012.10.11).
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*(8$
Frazel, M. (2010). Digital storytelling: Guide for educators. Washington, DC: International Society forTechnology in Education.
Hull, G. A., & Nelson, M. E. (2005). Locating the semiotic power of multimodality. Written
Communication, 22(2), 224-261.
Nelson, M. E. (2006). Mode, meaning, and synaesthesia in multimedia L2 writing. Language Learning &Technology, 10(2), 56-76.
Ohler, J. (2008). Digital storytelling in the classroom: New media pathways to literacy, learning, andcreativity. Thousand Oaks, CA: Corwin Press.

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研究発表・実践報告（８月５日）

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OP4-3 ８月５日（火）15:05-15:35／図書館１階 多目的１

Improving Listening and Speaking Abilities with theSpeak English Software Program         t  

1. Introduction                             
                               
    

1.1.1 Purpose of the study                        
               
1.1.2 Participants                       

2. Results
2.1. Results of the questionnaires about this software program                 
                                                                                                                                                                                                   


2.1.1 Results of the VELC test            
          t-   t t      p-  
                   

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外国語教育メディア学会 第54回全国研究大会

 Results for Paired Differences 

 


  
 










 




t






2.1.2 Results for the Cando levels

3. Conclusions                            
                 
                                 
                                

References           Journal of memory andlanguage  
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       
              
     
   An effective way to improve listening skills through shadowing. The language teacher,36 (1), .
            
      
             
   Speech Communication, 30, pp. 
    Méta, vol. 37, 2. .
                 Bulletin of Kiryu University, December, 
                                  http://ww.yuge.ac.jp    
                          
             
 Speech Communication 30, .
             Accents
Asia, 5(1), .
   Teaching listening comprehension.    
             
  Speech Communication 30, 

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研究発表・実践報告（８月５日）

                                                                                  

OP4-4 ８月５日（火）15:05-15:35／図書館１階 多目的２

Do Listening and Oral Reading Enhance Japanese EFL
L earners Formation of Incidental Lexical Recognition
Memory of Visually-Presented English Words?
KANAZAWA, Yu (Graduate student, Kwansei Gakuin University)
Key Words oral reading, listening, repetition, phonological encoding, levels of processing

1.

Introduction
One of the crucial factors determining whether visually presented L2 words remain inmemory is the quality of encoding (Hulstijn, 2013). It is reported that different mode of
encoding results in different fixity in memory (Craik & Lockhart, 1972). According to their
Levels of Processing model, the encoding is deeper and more effective in memory traceformation in the following order: structural, phonological, and semantic encoding. Despite theelaborate investigation of semantic level, differences in the shallower levels of processing
have not been investigated sufficiently. This research focused on the diversity of phonologicalencoding of visually presented words and tested whether different phonological encoding
tasks result in different strength of memory. This research also tested whether repetition of thesame lexical item is effective in phonological encoding setting.

2.

Purpose of the Study and Research Questions
The present study investigated the effect of oral reading (OR), simultaneous listening (SL)and repetition on incidental L2 word-level memory trace formation of Japanese EFL learners(Figure 1). The following Research Questions (RQs) were established:
RQ1: Does the difference in phonological processing affect incidental memory
performance?

Different 4 (2 x 2) conditions were established:(a) Oral reading of words presented visually and auditorily (OR + SL + condition)(b) Silent reading of simultaneously presented words (OR - SL + condition)(c) Oral reading of visually presented words (OR + SL - condition)(d) Silent reading of visually presented words (OR - SL - condition)
RQ2: Does the frequency of encoding affect incidental memory performance?
RQ3: Do the results found on RQ1 vary depending on the frequency of repetition?

Figure 1 Oral Reading, Simultaneous Listening and Phonological Encoding― 78 ―

外国語教育メディア学会 第54回全国研究大会

3.

Method

3.1 Participants
32 Japanese EFL learners with high proficiency in English participated in this experiment(14 males and 18 females; mean age = 33.34; SD=11.56; mean score of TOEIC test = 759.33;
SD = 184.35). They mostly consisted of graduate students who major in Linguistics.

3.2 Experimental Materials
The experimental words were selected from the familiarity list of Yokokawa (2006). The
96 target words were subdivided into eight groups to which different conditions were allocated.
Strict control was ensured so that there is no significant difference in the groups regarding
form (letter count), sound (syllable count), and meaning (BNC frequency and familiarity).

3.3 Procedure
Participants were tested individually. The experiment consisted of two sessions: study
session and test session. The rhyme decision task was utilized in the study session to ensure
phonological processing. The visual recognition test (96 target words and 96 distractors) was
implemented in the study session without previous notice (incidental learning paradigm).

4.

Results and Discussion
The following results were detected through the statistical analysis of the produced data:
RQ1: OR + items were significantly better remembered than OR - items (F (1, 31) = 70.82,
p < .01,  2 = .70). On the other hand, SL + items were less remembered than SL - items(F (1, 31) = 70.82, p < .01,  2 = .70), indicating SL worked negatively in memory.
RQ2: The items presented twice were significantly better remembered than those once(t (31) = 11.26, p < .01, r = .90), indicating the efficacy of repetition of presentation.
RQ3: The items encoded once and those twice had consistency in the tendency found.

5.

Conclusion
It was concluded (a) that oral reading enhances the formation of incidental lexical

recognition memory, (b) that presentation frequency increases the possibility of the item being
remembered without intentional effort. The negative result observed on simultaneous listening
could have been caused by different factors such as Transfer Appropriate Processing (Morris
et al., 1977) and needs further research for the satisfactory rationale.

6.

References

Craik, F. I. M. & Lockhart, R. (1972). Levels of processing: A framework for memory
research. Journal of Verbal Learning and Behavior, 11, 671-681.
Hulstijn, J. H. (2013). Incidental learning in second language acquisition. In C. A.Chapelle(Ed.), The encyclopedia of applied linguistics. Chichester: Wiley-Blackwell.
Morris, C. D., Bransford, J. D., & Franks, J. J. (1977). Levels of processing versus transfer
appropriate processing. Journal of Verbal Learning and Verbal Behavior, 16, 519-533.
Yokokawa, H. (2006). Nihonjin eigo gakushuusya no eitango shinmitsudo: Mojihen[English
familiarity of Japanese English learners: Written word version]. Tokyo: Kuroshioshuppan.
― 79 ―

研究発表・実践報告（８月５日）

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Daller, H., van Hout, R., & Treffers-Daller, J. (2003). Lexical richness in the spontaneous speech ofbilinguals. Applied Linguistics, 24, 197222. doi:10.1093/applin/24.2.197
Ishikawa, S. (2013). The ICNALE and sophisticated contrastive interlanguage analysis of Asian learnersof English. Learner corpus studies in Asia and the world, 1, 91118.
Laufer, B., & Nation, I. S. P. (1995). Vocabulary size and use: Lexical richness in L2 written production.
Applied Linguistics, 16, 307322. doi:10.1093/applin/16.3.307
Meara, P., & Bell, H. (2001). P_Lex: A simple and effective way of describing the lexical characteristics
of short L2 texts. Prospect, 16(3), 519. Retrieved from http://www.lognostics.co.uk/vlibrary/
Nation, I. S. P. (2007). Fundamental issues in modelling and assessing vocabulary knowledge. In H.
Daller, J. Milton, & J. Treffers-Daller (Eds.), Modelling and assessing vocabulary knowledge (pp.
3543). Cambridge University Press.
Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press.
Nation, I. S. P., & Beglar, D. (2007). A vocabulary size test. The Language Teacher, 31(7), 913.
Retrieved from http://jalt-publications.org/tlt/
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Cengage Learning.
Read, J. (2000). Assessing vocabulary. Cambridge University Press.
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Hampshire, UK: Palgrave
Macmillan.
Skehan, P. (2009). Modelling second language performance: Integrating complexity, accuracy, fluency,
and lexis. Applied Linguistics, 30, 510532. doi:10.1093/applin/amp0474― 83 ―

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System, 19 

― 85 ―

OP5-3 ８月５日（火）15:40-16:10／図書館１階 多目的１

Effects of Oral Repetition on the Acquisition of Word
Stresses by Japanese Learners of English:
An Experimental Study Utilizing Speak Everywhere
AOKI, Yukari (Chubu University)
Key Words: oral repetition, Speak Everywhere, word stress, online practice, online assessment
1. Introduction
English word stress is contrastive: e.g. póduce is a noun meaning fruit and vegetable, and prodúce is averb meaning ‘to manufacture.’ Research has shown that intelligible English word stress is vital tosuccessful communication. Gallego’s study (1990) reports that 64.6% of communication breakdowns
between non­native teaching assistants and native undergraduate students occurred due to pronunciation
errors, of which 35.8% were stress related. Despite the importance of English stress, Japanese learners
make frequent stress errors, especially when loanwords from English are accented differently in Japanesefrom the original English (e.g. English páttern vs. Japanese patáan). Because memorizing correct stressplacements by rote is burdensome, it would certainly be ideal for learners to learn them without explicit
instruction or conscious memorization. This study reports on a preliminary study that examined the effects
of a computer­based online word repetition exercise on the learning of English word stress. Previous
research demonstrated a significant beneficial effect of this type of exercise on the acquisition of Japaneseword accentuation (Yoshida 2010). The research question of this study is: Does online vocabulary
repetition practice have a positive effect on leaners’ acquisition of English word stress placements?

2. Methods
Participants
The participants were 73 Japanese students enrolled in a course titled “Advanced Freshman English”
during the 2014 spring semester at a Japanese university. The course mainly focuses on enhancing reading
skills and vocabulary building, as well as basic grammar. Based on the results of the placement test, thestudents were divided into three levels: beginning, intermediate, and advanced. Two groups which
participated in this experiment were chosen from the advanced level. Their ages ranged from 18 to 19. One
section of the course was designated as a control group and the other as an experimental group. The control
group consisted of 33 students, and their majors were business administration and information science (19)and management (14). There were 6 female students and 27 male students in this group. The experimentalgroup consisted of 41 students, and their majors were clinical engineering (9), architecture (16), physical― 86 ―

外国語教育メディア学会 第54回全国研究大会

therapy (7) and occupational therapy (9). There were 21 female students and 19 male students in this group.

Material and Procedure
For oral practice and all testing, a web­based system called Speak Everywhere was used. This systemallows foreign language instructors to give oral practice and tests to their students. Students’ oral
productions are saved on the server and are reviewed as well as graded at a later time. Thirty vocabulary
items used in this experiment were selected from past entrance exam word stress items from the National
Center Test for University administered by the National Center for University Entrance Examinations. A
and a delayed posttest. A word repetition exercise was also created in which students were to repeat after anative speaker model in the video. The procedure was as follows. First, both groups took the pretest. The
format of the pretest was simply to read a set of vocabulary words that appear on the computer screen one
word at a time. One week later, the experimental group worked on the repetition exercise followed by the
posttest, while the control group took only the posttest. Then the delayed posttest was given to both groups
after another week. The dependent variable of the study is the number of words correctly stressed. The
hypothesis to be tested was whether or not the experimental group significantly outperformed the control
group in terms of gains in the test score. Statistical analysis software R 3.2 was used for these statisticalanalyses.

3. Results and discussion
To test the hypothesis, the paired sample t­test (two­tailed) was used to detect the difference between
the pretest and the posttest score of the experimental group and those of the control group. While there wasno significant difference between the mean score of the pretest and posttest in the control group (pre=12.44,
post=12.72) a significant difference was detected in the experimental group (pre=14.19, post=21.77, t=­12.6203, p<0.01). The result provides an affirmative answer to the research question: online oral repetition
practice is effective in promoting correct English word stress placements. It is also worth noting that during
the repetition exercise, the students were able to correct their own stress errors by almost 100% without
explicit instruction and visual input enhancement.

4. References
Gallego.,J. C. (1990). The intelligibility of three nonnative English speaking teaching assistants: An
analysis of student­reported communication breakdowns. Issues in Applied Linguistics, 1(2), 219­237.
Yoshida, K. (2010). Effects of oral practice on pronunciation: Focusing on word accentuation(Master’s Thesis). Purdue University, West Lafayette, Indiana.

― 87 ―

研究発表・実践報告（８月５日）

word reading task was created on Speak Everywhere and administered three times as a pretest, a posttest,OP5-4 ８月５日（火）15:40-16:10／図書館１階 多目的２

Leveraging Technology in the GenEd EFL Classroom
VARDEN, J. KevinMeiji Gakuin University

Key WordsSynchronous Computer-Mediated Instruction, Skype, General Education EFL
1. Introduction
In Academic Year 2013 Meiji Gakuin University's English Education Reform Working Group,
under the direction of Professor Keiko Tanaka in the Faculty of International Studies, began
small-group Skype lessons in the classroom proper. This talk discusses the setup of theclasses, 2013 results, and preliminary 2014 results.
2. Curriculum Reform Pressures
Pressure for reform of Meiji Gakuin's current General Education (GenEd) EFL curriculum
has mounted. MEXT (2011) and the related Global 30 project provide a clear call for
curriculum reform, a call that Meiji Gakuin, despite having the longest English history of any
Japanese university, has just begun to answer. The withdrawal of two departments from theprogram provides sufficient internal pressure; reform sought by members of the Education
Reform Committee since 2011 adds to it. In addition, there is a call to find and implement a"MeiGaku method" of foreign language teaching to keep the university competitive.
3. 2013 General Education EFL Pilot Program
As a first step in investigating an alternative GenEd EFL paradigm, 18 International
Business freshman were selected to participate in a 2013 pilot course. Lessons were held
twice a week across two compulsory English Communication classes. Four concurrent
45-minute small-group Skype lessons were run by Waku Work English instructors using
Hitachi 24" PCs and external mic/speaker units; the other half of each class was reading or
writing with a Meigaku professor. See Grimes-MacLellan & Varden (2014) for further details.
Survey responses regarding the Skype portion of students' classes were very positive.
However, this positivity did not carry over to their Reading and Writing lessons, or their testscores. For the 16 students who took both the entry and exit TOEFL ITP, average
improvement was outside the Standard Error of Measurement only for the Reading section.
Those few who did significantly better in Reading are thought to have done so for
non-academic reasons. Since the number of students participating was limited, the program
was expanded in academic year 2014.
― 88 ―

外国語教育メディア学会 第54回全国研究大会

4. 2014 General Education EFL Pilot Program
In 2014 50 students from seven of ten academic departments remaining in the GenEd EFL
program participated. The majority chose not to opt out after orientation, resulting in classsizes of 43 to 50 (average size 46.2). The basic setup was the same as in 2013, with both Skypeand Literacy lessons meeting twice a week. However, the Waku Work English instructors are
running the four concurrent workstations in a separate classroom, two lessons per classperiod. In addition, the texts are Cambridge's new Unlock Listening and Speaking for the
instructors and Literacy instructors covered Units 1-3 during spring semester. Also, a Moodle
was used to facilitate communication between instructor and student populations.
Spring semester results confirm the positive experience of small-group lessons for students,
while at the same time affirming the administrative difficulties and challenges of the
45-minute format. Though some students have complained about the amount of homeworkand the difficulty of the text (B1 level of CEFR), they have by far and large responded
positively to the much more challenging academic English curriculum. The Moodle used was
helpful as an organizational and communicative took, but the intensive time and effort
required made its use questionable for the already understaffed program.
5. Conclusion
One thing is clear thus far: The program is implementable. Given a handful of positive,
motivated faculty, the budget to accommodate equipment purchases and Skype instructors,
and the support of university administrative and technology personnel, small-group academic
English lessons achieving many of MEXT's globalization goals can be conducted. Further, thecontribution of the Moodle could be significant if a dedicated Research Assistant were in
charge of its development. What is less clear is whether this curriculum addresses the needs
and goals of students and their departments, and whether the results of the students' scoresat the end of the first year will reflect true improvement.
References
Grimes-MacLellan, D.M. & J. Kevin Varden (2014). Exploring Synchronous Computer-MediatedInstruction in a Japanese University EFL Classroom. Karuchuru 8.1, 65-79.
MEXT. (2011). Five Proposals and Specific Measures for Developing Proficiency in English forInternational

Communication(Provisionaltranslation).

Retrieved

Dec.

9,

2013

http://www.mext.go.jp/component/english/__icsFiles/afieldfile/2012/07/09/1319707_1.pdf.
― 89 ―

from

研究発表・実践報告（８月５日）Skype lessons and Unlock Reading and Writing 3 for the Literacy lessons. Both SkypeOP5-5 ８月５日（火）15:40-16:10／２号館３階 231教室

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Koyama, T. & Takeuchi, O. (2003). Printed Dictionaries vs. Electronic Dictionaries: A Pilot Study on
How Japanese EFL Learners Differ in Using Dictionaries. Language Education & Technology 40,
61-79.
Koyama, T. & Takeuchi, O. (2004). Comparing electronic and printed dictionaries: How the difference
affected EFL learning. JACET Bulletin, 38, 33-46.
Koyama, T. & Takeuchi, O. (2007). Does look-up frequency lead to better comprehension of EFL
learners?: Two empirical studies on electronic dictionaries. Calico Journal. 25, 110-125.
Prensky, M. (2001). Digital Natives Digital Immigrants. On the Horizon, 9, MCB University Press.

― 93 ―

研究発表・実践報告（８月５日）

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外国語教育メディア学会 第54回全国研究大会

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OP6-3 ８月５日（火）16:25-16:55／図書館１階 多目的１

Screencast Feedback for Writing Assignments
in a Beginning Japanese Language ClassLANGTON, Nina (University of British Columbia Okanagan)
Key Words: oral feedback, screencasting; Mediasite; writing assignments

1. Introduction
Comprehensible, timely and personalized feedback from instructor to student is extremely important inforeign language teaching. Conventional written feedback on student assignments is particularly
problematic in terms of comprehensibility as the instructors comments can sometimes be misunderstoodor misinterpreted by the reader (Bailey, 2009), and can lead to student frustration. Oral feedback, on theother hand, may be more precise, and may be produced in a more timely manner than written feedback(Edwards, Dujardin & Williams, 2012). Screencasting, where a video is produced that captures the
instructors voice (and image if desired) and onscreen annotations on the writing assignment, shows great
potential for use in giving multi-media feedback to students on their writing assignments (Seror, 2012).
Through the use of screencasting technology, instructors can verbally walk the student through thewriting assignment, giving students the benefit of both visual and audio feedback. This paper will briefly
introduce the proprietary screencasting software called Mediasite that the author piloted for use in a
beginning-level Japanese language course at a Canadian university in 2013-14.

2. Using Mediasite screencasting software
Mediasite is produced by Sonicfoundry, and a license has been purchased for use by the instructorsuniversity. Videos produced by the instructor are stored on a password-protected personal site, but can beshared by means of a link to a URL that students can view on any internet browser without logging in.
The instructor downloads the Mediasite desktop recorder to her computer. Student writing assignments,
in Word document or pdf format, are downloaded from the course management system and opened on
the desktop. The instructor creates a video by naming and providing descriptions, launching the desktop
recorder, choosing the desired audio/video combination, selecting the part of the desktop to be recorded,
and then recording the video. The instructor can use the electronic editing, highlighting and insert
comment features of the word processing or pdf program to annotate the assignment, and at the sametime capture an audio narration of the editing process. The video is then uploaded to the instructors My
Mediasite page. From here, a URL can be generated that enables the instructor to share the video with thestudent, either by e-mail or through the course management system. Mediasite is typically purchased byan institution and personal accounts are created by an administrator, but similar free software, such as
Jing, can be used to the same effect, although the length of recording may be limited in some cases.

― 96 ―

外国語教育メディア学会 第54回全国研究大会

FigureThe instructors Mediasite page

From the instructors perspective, the system is very convenient as it can be used on a home or work
computer at any time. Video content is uploaded to a video-streaming server as the content is being
created and no local rendering is required. The video that is produced comes close to replicating a
one-on-one tutorial session, without the interactivity. However, unlike a one-time face-to-face feedback
session, students can revisit the screencast oral feedback multiple times via the website link. The oral
component also potentially provides an additional opportunity for the student to hear the language being
studied. The student can also experience how their assignment is read by someone for the first time,
which may help the student to identify areas of weakness where ideas are not expressed clearly orgrammatically correctly. While written feedback can run the risk of sounding more like curt directives forcorrections, oral feedback enables the instructor to use vocal tone and emphasis to provide a morenuanced explanation of how students can improve their work.

2.2. Disadvantages
The Mediasite interface may not be completely intuitive for instructors who are not technologically savvy,
and if mistakes are made in the Share stage of the procedure, students may end up unable to access their
video. While some studies claim that using screencast feedback results in much more feedback produced
in much less time, until the instructor masters the technological aspects and develops an efficient systemfor creating, annotating, and distributing the feedback, the time required to evaluate an assignment may
exceed that required for conventional feedback methods.

References
Bailey, R (2009). Undergraduate students perceptions of the role and utility of written assessment
feedback. Journal of Learning Development in Higher Education, 1, 1-14. Retrieved fromhttp://www.aldinhe.ac.uk.
Edwards, K., Dujardin, A., & Williams, N. (2012). Screencast feedback for essays on a distance learning
MA in professional communication: an action research project. Journal of Academic Writing,2(1), 95-126. Retrieved from http://e-learning.coventry.ac.uk/ojs/index.php/joaw.
Seror, J. (2012). Show me! Enhanced feedback through screencasting technology. TESL Canada Journal,30(1), 104-116. Retrieved from http://www.tesl.ca/publications/tesl-canada-journal/.
― 97 ―

研究発表・実践報告（８月５日）

2.1. Advantages

OP6-4 ８月５日（火）16:25-16:55／図書館１階 多目的２

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外国語教育メディア学会 第54回全国研究大会

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Dörnyei, Z. (2001). Motivational strategies in the foreign language classroom. Cambridge:
Cambridge University Press.
Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston,
MA: Heinle and Heinle.
Williams, M. & Burden, R. (1997). Psychology for Language Teachers. Cambridge: Cambridge
University Press.

― 99 ―

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外国語教育メディア学会 第54回全国研究大会

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TOEIC Newsletter, 108, 3-5.
ùüĹÉ (2010). 0Vocabulary Size Test =\ĺāN?^YS TOEIC®plrOSĀ¤1TOEIC
Newsletter, 108, 6-7.
êýŁµ (2010). 0TOEIC®plrR<A^6¦ĠSÊCSeoz+ èáSg,zOĺāĿ1TOEIC Newsletter, 108, 8-9.
ċĸĵ.  /0'  *(!*)+3%  %    #"&2,$ċĸĵ.  /.0lx,nå±SěļO TOEIC-SW TEST S¸RL9M1.2LET ³æ*ĜÙī¹¬ą¹¬ġħĿÅ3, 10.
ēČÂë (2010). 0wkuli}th,jR<A^ĞıòS¾ŅSĆO TOEIC®SW
plrS¡Ľ1TOEIC Newsletter, 109, 8-10.
Ñĉįò ÌÏwkuli}th,j® (2010). 0TOEIC lx,dgplr-bpagplrSĿ Ŀ-ÎĒĮį-plr¸RL9M1TOEIC Newsletter, 109,11-13.
Ñĉįò ÌÏwkuli}th,j® (2010). 0Proficiency Level Descriptors.ĠŅ{ĭĨ/ŀħ1TOEIC Newsletter, 109, 14-15.
Ñĉįò ÌÏwkuli}th,j® (2010). 0TOEIC plrO TOEIC SW plr
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Ñĉįò ÌÏwkuli}th,j® (2010). 0q,mRº^ TOEIC SW plr1
TOEIC Newsletter, 109, 17.
Trew, G. (2006). Tactics for TOEIC® Speaking and Writing Tests. Oxford University Press.

― 103 ―

研究発表・実践報告（８月５日）

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10(1), 17-25.
― 105 ―

研究発表・実践報告（８月５日）

IKQŁŅ8Ä%Ò*xĳ4fª~ÕÁi)3ŀŎ$~é¦*~-<JVOP7-3 ８月５日（火）17:00-17:30／図書館１階 多目的１

Listen More, Read Less: Partial and Synchronized
Captions to Train L2 Listening Using TED Talks
MIRZAEI, Maryam Sadat（Graduate Student, Kyoto University）

Key Words

CALL, listening skill, partial and synchronized caption, word frequency, speech rate

1. Introduction
Captioning is widely used by second language learners as an assistive tool for listening to authentic input.
The use of captions, however, may lead to word-by-word decoding and over-reliance on reading skill
rather than enhancing the learners listening skill (Vandergrift, 2004; Leveridge and Yang, 2013). With
the purpose of encouraging the learners to listen to the audio instead of merely reading the text, the study
introduces a novel technique of captioning, partial and synchronized, as an alternative listening tool for
L2 learners. Using TED Talks as appropriate authentic medium, our captioning method strives to provide
adequate support, decrease dependence on captions and prepare learners for real-world situations.

2. Partial and Synchronized Captioning (PSC)
In this method, synchronized captioning is to present caption text word-by-word aligned in precise
timing with the speech signal of the respective words, which effectively shows the correspondence
between the words and the audio channel. The term partial captioning pertains to selecting a subset ofwords from the original transcript and presenting them in caption while hiding the rest. Both components,
synchronization and partialization, are complementary and counteract demerits of one another (Table 1).

PSC

Synchronized

Proposed Partial

KeywordFull

Advantage - Caption TypeAid word boundary detection
Speech-to-text mapping
Avoid over-reliance on reading
Avoid being distractive
Automatic
Adjustable to learners Level
Adjustable to the content
Table 1. Comparison of Captioning Methods

Figure 1. Dataflow and Main Components of the System― 106 ―

外国語教育メディア学会 第54回全国研究大会

An automatic speech recognition system was trained using TED talks to precisely align the text to the
speech to aid text-to-speech mapping, present word-boundaries and avoid odd appearance of the words.
The outcome of this process is then used to generate partial captions by automatically selecting
words/phrases that are likely to hinder learners listening comprehension. The criteria for this selection
are bound to speech rate, word frequency, and word specificity. Thus, only the words beyond thelearners tolerable speech rate or his/her vocabulary size are presented in caption. Learners appropriate
rate of speech and vocabulary size forms the basis of PSC (Figure 1).

The experimental procedure was administered in two CALL classes at Kyoto University, with 28 and 30
Japanese students enrolled in each class. TED talks delivered by native American speakers were selected
as a material for this study. The students were grouped into three proficiency levels based on their TOEICor CASEC scores. To generate appropriate PSC caption for each group, the learners vocabulary size
(Nation and Beglar, 2007) and their tolerable rate of speech were evaluated. Although the percentage ofshown words varied among groups, this number never exceeded 30% of the original transcript. The
students watched the videos under three conditions: no caption (NC), full caption (FC) and PSC followed
by a comprehension test. The experiment had two parts: First, the students watched the first part of avideo (70%) under one of the above conditions and took a listening test. Next, the subjects watched therest of the same video (30%) without caption (presuming a real-world situation) and took another test.
The result of one-way ANOVA test on the first part (70%) revealed a significant difference between NC(M =35.7, SD =14.7) condition and PSC (M =52.9, SD =19.4) or FC condition (M =54.2, SD = 17.3) atthe p < .05. However, no significant difference was found between the score on PSC and FC condition inthis part [F (1, 57) = 25, p =.62]. The findings suggest that PSC leads to the same level of comprehension
as FC while providing less than 30% of the transcript. In the second part of the experiment (30% without
caption), the best performance is associated with the condition in which the learners first watched thevideo with PSC [F (2,118) = 20.5, p < .05] as compared to FC and NC. The results indicate theeffectiveness of PSC on preparing the learner for real-world situation as compared to NC and FC.
Although this is a short-term enhancement partly because of adaptation to the video, this finding is still
valuable. This method can be effectively incorporated into CALL systems to train L2 listening.

References
Leveridge, A. N. and Yang, J. C. (2013). Testing Learner Reliance on Caption Supports in Second
Language Listening Comprehension Multimedia Environments. ReCALL, 25(2), 199214.
Nation, I.S.P. and Beglar, D. (2007). A Vocabulary Size Test. The Language Teacher, 31(7), 913.
Vandergrift, L. (2004). 1. Listening to Learn or Learning to Listen?. Annual Review of Applied
Linguistics, 24, 3-25.
― 107 ―

研究発表・実践報告（８月５日）

3. Experimental Evaluation

OP7-4 ８月５日（火）17:00-17:30／図書館１階 多目的２

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"7)=.Tseng, Dörnyei, and Schmitt (2006) 8 Self-regulated capacity in vocabulary learning(SRCVoc) Hé2¥£8Çr1&HÉ$ËE½«Òî8çlHãC"7+E(* #'b9Æ³æj3×cä4)2]Hj+EZÑ­  á3E "6 8b8ñî8·À79Þ}PMR¶òÞ} 8  ÕH@47ª).ØuÕ]ñPMRHé.

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environment control 8["C6E Tseng, Dörnyei, and Schmitt (2006) 8 Self-regulated capacity
in vocabulary learning (SRCVoc)8ÎßÕMizumoto & Takeuchi, 2012Hé.VOLUÛ
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― 108 ―

外国語教育メディア学会 第54回全国研究大会

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7p+E[796%½«Òî4ñî48o79¾°Â6pz#6§ß ;Tseng & Schmitt, 2008)4²~w8|dH+E@846/.7Çr1&4
½«Òî8pz7p)29àÇrH±ã+EèY6Ü¨96#ÍÓÂÇr1&4 satiation
control 48¶p{À8Å8fÓÂÇr1&4 environment control 48¶p65#
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#!1¶òZÖÞ}¬ÊÝ ]ñÉ8´IKQJI ºq¤ÃDeci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New
York, NY: Plenum.
Deci, E. L., & Ryan, R. M. (2000). The "What" and "Why" of goal pursuits: Human needs and theself-determination of behavior. Psychological Inquiry, 11, 227-268.
Deci, E. L., & Ryan, R. M. (Eds.) (2002). Handbook of self-determination research. Rochester, NY:
University of Rochester Press.
§ßÌ ½«ñj7!&Eîm8\yp®ºjfjÙtê 

Mizumoto, A., & Takeuchi, O. (2012). Adaptation and validation of self-regulating capacity invocabulary learning scale. Applied Linguistics, 33, 83-91. doi:10.1093/applin/amr044.
Tanaka, M. (2013). Examining kanji learning motivation using self-determination theory. System, 41,804-816. doi: 10.1016/j.system.2013.08.004.
Tanaka, M. (2014). The effects of affective variables and kanji growth on L1 Chinese JSL learners' kanji
learning. [Doctoral dissertation]. Available from ProQuest Dissertations and Theses database. [UMINo 3611180]
Tseng, W.-T., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: Thecase of self-regulation in vocabulary acquisition. Applied Linguistics, 27, 78-102.
Tseng, W.-T., & Schmitt, N. (2008). Toward a model of motivated vocabulary learning: A structural
equation modeling approach. Language Learning, 58, 357-400.

― 109 ―

研究発表・実践報告（８月５日）

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外国語教育メディア学会 第54回全国研究大会

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New York: Holt, Rinehart and Winston
Antaki, C., Barnes, R., & Leudar, I. (2005). Self-disclosure as a situated interactional practice. British
Journal of Social Psychology, 44, 181-199
Salmon, G. (2000). E-moderating: The key to teaching and learning online. New York: Routledge.
― 111 ―

研究発表・実践報告（８月５日）



OP7-6 ８月５日（火）17:00-17:30／２号館３階 232教室

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外国語教育メディア学会 第54回全国研究大会

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John went home at six.
John went home at six .
John went home at six.
Mary saw Susan yesterday.
Mary saw Susan yesterday .
Mary saw Susan yesterday.
Mary saw Susan yesterday.
Mary bought a book yesterday.
Mary bought a book yesterday .
Mary bought a book yesterday.
Mary bought a book yesterday.
John thought Mary liked Susan .
John thought Mary liked Susan.
John thought that Mary liked Susan .
John thought that Mary liked Susan.

What did John do at six?
When (What time) did John go home?
Who went home at six?
What did Mary do yesterday?
When did Mary see Susan?
Who did Mary see yesterday?
Who saw Susan yesterday?
What did Mary do yesterday?
When did Mary buy a book?
What did Mary buy yesterday?
Who bought a book yesterday?
Who did John think (that) Mary likes?
Who did John think likes Susan?
Who did John think (that) Mary likes?
Who did John think likes Susan?

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×'&")á²ĕfĞ'«5iÐ§º'"*X=YE>T½Ġ'46Ýù;ā å'°8*Pienemann and Johnston (1987)&%)¸÷¼ÂUHY)á&%3¦'&5ęď;ã7)'Ćğ&ò½ĠÿĢ)¸÷Ç$oë&¨öĔ'"Úĝ&yî5æ¢$´;  96K2Morishita, M. (2014). Question forms produced by Japanese EFL learners in dialogue contexts: A pilot
study for a syntactic priming experiment. The Journal of Language and Literature, 33, 201218.
― 113 ―

研究発表・実践報告（８月５日）

1)

発表要項集
Abstracts

研究発表・実践報告
Oral Presentations (Aug. 6th)

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外国語教育メディア学会 第54回全国研究大会

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jfb"mCard, S., Moran, T. P., & Newell, A. (1983). The psychology of human-computer interaction. Hillsdale, NJ:
Lawrence Erlbaum Associates, Inc.
ĶŕŶŃ,Ĺý (2011). 3291 ŏXċŨ-- đz/u/qW¹QC Breath Group «Ē4+5®ßÒ¿
+pp.124 125.
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Ĺý,Ķŕ (2013). 3¨ đo/~qhűůHM Breath Group ĮXŖĒ4. Language Education &Technology, 50, 2341.
îŷ- Mingle8+2 Official Website-   ! ― 117 ―

研究発表・実践報告（８月６日）FKGL CLI FORC
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OP8-3 ８月６日（水）9:30-10:00／図書館１階 多目的１

Creating an Appropriate Assessment of Student
Satisfaction for Foreign Language Education
CARTER, Peter (Kyushu Sangyo University)
MIURA, Kaori (Kyushu Sangyo University)
KAKIMOTO, Etsuko (Kyushu Sangyo University)

Key words:

student satisfaction, foreign language education, qualitative enquiry, assessment standards,

educational evaluation.

1. Introduction
To help students compete on a global level it is imperative that the standards of education on offer are as high as can be.
This is only possible when educators understand the extent to which they are connecting with their learners in areas thatthe students themselves care about. However, student satisfaction is noted as one of the hardest educational constructs
to measure; furthermore, making sense of foreign language learner satisfaction is even more challenging, and yet is it
these students who arguably have the greatest potential to succeed on the global stage.
The present research summarizes the results of a qualitative study into foreign language students satisfaction with theireducation, conducted as they approached graduation and were preparing to enter the workforce. Participants were 12
graduating seniors from a course in English Communication, taught at a private university in Japan.
The long-term aim of the present study was to produce an appropriate measure effective for assessing foreign language
students satisfaction with the education they received. An appropriate assessment of educational outcomes is defined
as having four specific criteria: accuracy; feasibility; utility; and, propriety (Gareis & Grant, 2008). Using these criteria
as benchmarks, we aimed to create an emic assessment of the English Communication Course and its outcomes from a
student perspective, adapting attributes from the Joint Committee on Standards for Educational Evaluations Student
Assessment Standards (2003) as a starting point.
The shorter-term purposes of the study were to ascertain the extent to which students in the English Communication
Course were satisfied with their education, and to begin unpacking student satisfaction as a construct relevant to foreign― 118 ―

外国語教育メディア学会 第54回全国研究大会

language education. To achieve these aims, we conducted focus group discussions, formed a purposeful conceptual
sample representative of the course makeup, and then created and distributed a 10-item online survey. Results from thesurvey were collected and coded into categories, and finally collapsed into themes.
From a review of the literature on student satisfaction we anticipated three themes: teaching quality, student
participation, and perceptions of course value. Emergent themes not predicted by previous studies were expected tocontribute to our understanding of foreign language students degree of satisfaction with the education they received.
The four themes that emerged were the chances the course offered to students, the quality of relationships students
form during their education, how rich the course is as a whole, and a sense of continuity across subjects and gradelevels.
The findings thus suggest that the students are satisfied with the Course, and that this can be explained to a certain
extent by the expected and emergent themes. Furthermore, the survey appears to have potential as an appropriate
measure of student satisfaction as it pertains to students satisfaction as learners in a globally-focused foreign language
course.

Gareis, C.R., & Grant, L.W. (2013). Teacher-made assessments: How to connect curriculum, instruction, and student
learning. New York: Routledge.
Joint Committee on Standards for Educational Evaluation. (2003). The student evaluation standards. Thousand Oaks, CA:
Corwin.

― 119 ―

研究発表・実践報告（８月６日）

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OP8-5 ８月６日（水）9:30-10:00／２号館３階 231教室

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― 122 ―

外国語教育メディア学会 第54回全国研究大会

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1.D-
Harrington, M. (2007). The coefficient of variation as an index of L2 lexical processing skill. School ofEnglish, Media Studies and Art History, The University of Queensland.
Segalowitz, N.& Segalowitz, S. (1993). Skilled performance, practice, and the differentiation of speed-up
from automatization effects: Evidence from second language word recognition. Applied
Psycholinguistics, 14, 369-385.
Segalowitz, N., Segalowitz. S. & Wood, A. (1998). Assessing the development of automaticity in second
language word recognition. Applied Psycholinguistics, 13, 369-385.
ÊĚ Ĳ3įàåķ3ôüķĢ3îôň3ĔĐĻ3ĔØī. (2013) 8±cĬICĪę£ĕYļAd®Z½É4ë êVŃĊHYĈĹIT9:Ãº­vih¢§ĒÍħµ«ĀĠĤĿ¿;22<23.
Witt, S. & Young, S. (2000). Phone-level pronunciation scoring and assessment for interactive language
learning. Speech Communication 30, 95-108.
― 123 ―

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Dörnyei, Z. (1997). Psychological processes in cooperative language learning: Group dynamics andmotivation. The Modern Language Journal, 81, 482-493.
Hyland, F., & Hyland, K. (2001). Sugaring the pill: Praise and criticism in written feedback. Journal of
Second Language Writing, 10, 185-212.
Oxford, R. (1997). Cooperative learning, collaborative learning, and interaction: Three communicative
strands in the language classroom. The Modern Language Journal, 81, 443-456.
― 125 ―

OP9-2 ８月６日（水）10:05-10:35／２号館２階 PC 教室 B

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外国語教育メディア学会 第54回全国研究大会

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RP~LVĘÞ|íēŀēĴŐġ (2007). !CALL À>',JĶ^lsVďÑļ?z$)ğ
±Ŏ>ņ&J±". Language Education & Technology, 44, 215 229.
ĘÞ|íēŀēĴŐġ (2009). !CALL >GJ^lsVďÑļMŉ$4Ķāğ¢ŗ?Ý±". Language Education & Technology, 46, 247 262.
ĘÞ|ēĴŐġ (2013). !ôYf[MŌŉ/4 Breath Group č?ĵõ". Language
Education & Technology, 50, 2341.
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E-Teaching and Educational Technology
TAKEGAMI, Fumi (Ritsumeikan Keisho Junior & Senior High School)
LASKOWSKI, Terry (Kumamoto University)
Key Words: Pedagogy, Professional/personal theories of teaching, informed eclecticism

1. Introduction
E -Teaching (Engaging Teaching) leads to learners being highly motivated, focused andinteractive in their classroom activities. In e-teaching, teachers integrate professional theories ofteaching with their personal theories of teaching so that they are better informed of ways to engage
their students. We agree with Krista Moroder, an educational technology teacher developer, whowrites Think pedagogy first, technology second. In this study, the formula of pedagogy first,
technology second is linked by the concept of e-teaching and educational technology. Pedagogy isoften defined as the art and science of teaching existing within a continuum of theory to practice.
Theory represents professional assumptions and knowledge of teaching and learning principles
documented in the research literature and taught in teacher education programs. Practice is basedon the teachers personal theories for teaching that evolve from their knowledge of teaching andexperiences in the classroom. The two theories, professional and personal, are cyclical-- Theory
informs practice and practice informs theory. Educational technology then, represents the toolsthat are put in the hands of teachers to carry out their implementation within a professional
pedagogical framework, i.e., think pedagogy first, technology second.
Although presenting a pedagogical view of integrating professional and personal theories in onesteaching seems to be rather a commonplace idea, it is misleading because it may be an idealized
view. In most cases, teachers teach solely from their personal theories of teaching, andprofessional theories of teaching often do not enter into their daily instruction:
Professional(-)

Personal theories (+)

Edu. Tech.

Classroom

1.1 Post Method Era
Professional theories of teaching, at least when it comes to prescribed teaching approaches andmethods, have shown to be limited when teachers set out to make sense of them in the classroom.
This is largely due to the failures of research that attempted to prescribe the best teaching methods
or standardized teaching approaches. Teachers found that what researchers said ought to happen
in the classroom in theory did not happen in practice. Arguably, this gap between theory andpractice has put us in a post method era (Kumaravadivelu, 2006). There are no standardized― 128 ―

外国語教育メディア学会 第54回全国研究大会

methods that are adequate to account for the diversity of learning styles and strategies our learners
prefer, and the particular realities each teacher faces that are unique to his/her own situations inclassrooms. In this post method era without best methods, teachers have resorted to either
following the textbook or taking an eclectic approach, grabbing at what looks like interesting
activities and instructional techniques (including the use of educational technologies) andintegrating them into their instruction without knowing why they are doing what they are doing inpedagogic terms. However, the claim is made that this approach runs the risk of shallow
instruction because teachers are not linking what they do to features of existing pedagogic
professional teaching and learning principles (Stern, 1992). That is, without being informed byprofessional theories of teaching and learning (why), teachers organize their instruction (what)solely on their intuitive judgments or personal theories of teaching. Instead, what is required isinformed eclecticism. For informed or enlightened teachers, this means linking why they are doing
what they are doing in the classroom to formal teaching and learning principles.

2. The Studyteaching with professional knowledge of teaching, is better positioned to use the tools of
educational technology to meet his/her classroom needs. Data from the co-researcher, a secondary
school practitioner, will demonstrate how pedagogic principles and learning theories based on aview that learning is social (Vygotsky, 1978) helped inform her to be an e-teacher. Supported bya social constructivist learning theory, results depict the process the co-researcher goes through as
she designed and implemented a lesson to increase student interaction in her third year junior highschool classroom. In taking an e-teaching approach, the design of the lesson was informed byprofessional and personal theories of teaching that enabled her to form a collaborative learning
activity that was realized in a jigsaw activity, a cooperative learning technique. The teacher thendecided to integrate educational technology as a tool to help carry out her lesson aim. Although
the study does not claim to show innovative or sophisticated uses of educational technologies forlearning, it does present a simple use of technology in the classroom that is highly organized andsupported by contemporary pedagogic approaches by thinking pedagogy first, technology
second. The study aims to show implications for teacher development.

3. References
Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod.
Malwah, NJ: Lawrence Erlbaum.
Stern, H. H. (1992). Issues and options in language teaching. Oxford: Oxford University Press.
Te@chthought: Think Pedagogy First, Technology Second
http://www.teachthought.com/technology/think-pedagogy-first-technology-second/
Retrieved on May 16th, 2014
Vygotsky, L. S.(1978). Mind in society: The development of higher psychologicalprocesses. Cole, M., et al., LS Vygotsky. Harvard University Press, Cambridge― 129 ―

研究発表・実践報告（８月６日）The study aimed to learn whether an informed teacher, one who integrates personal theories ofOP9-4 ８月６日（水）10:05-10:35／図書館１階 多目的２78B@>';=9

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外国語教育メディア学会 第54回全国研究大会

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― 131 ―

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― 132 ―

外国語教育メディア学会 第54回全国研究大会

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Dehaene, S., Dupoux, E., Mehler, J., Cohen L., Paulesu E., Perani D., Van de Moortele P.F., Lehericy S.,& Le Bihan, D. (1997). Anatomical variability in the cortical representation of first and second
language. Neuroreport, 8, 3809-3815.
Friederici, A.D. (2002). Towards a neural basis of auditory sentence processing. TRENDS in Cognitive
Science, 6, 78-84.
McGettigan, C., Evans, S., Rosen, S., Agnew, Z. K., Shah, P., & Scott, S. K. (2012). An application of
univariate and multivariate approaches in fMRI to quantifying the hemispheric lateralization of
acoustic and linguistic processes. Journal of Cognitive Neuroscience, 24, 636-652.
Poldrack, R.A. Wagner, A. D. Prull, M. W. Desmond, J. E. Glover, G. H.

Gabrieli, J. D.

(1999).Functional specialization for semantic and phonological processing in the left inferior
prefrontal cortex. NeuroImage, 10, pp. 15-35
Sugiura, L., Ojima, S., Matsuba-Kurita, H., Dan, I., Tsuzuki, D., Katura, T., & Hagiwara, H. (2011).
Sound to language: different cortical processing for first and second languages in elementary school
children as revealed by a large-scale study using fNIRS. Cerebral Cortex, 21, 2374-2393.
― 133 ―

OP9-6 ８月６日（水）10:05-10:35／２号館３階 232教室

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Ohnishi, A., & Kawai, G. (2014) Case study of an online English language course that emphasizes
self-assessment of speaking and writing. Proceedings of EdMedia-2014, Tampere, Finland
Ohnishi, A., & Kawai, G. (2014) Online learning of introductory technical writing by using captions of
figures and tables for English as a foreign language. Proceedings of AAAL-2014, Portland, USA
Ohnishi, A., & Kawai, G. (2013) Visualizing pitch contours. Proceedings of WorldCALL-2013, Glasgow,
UK― 135 ―

OP10-2 ８月６日（水）10:40-11:10／２号館２階 PC 教室 B

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外国語教育メディア学会 第54回全国研究大会

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研究発表・実践報告（８月６日）

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OP10-3 ８月６日（水）10:40-11:10／図書館１階 多目的１

An Alternative View ofTask-based Language Teaching versus Cognitive PPPApproach at Secondary School Education in Japan
from a Complex Adaptive Systems Perspective
MIYASAKO, NobuyoshiFukuoka University of Education
Key WordsComplex adaptive systems, grammar, PPP, TBLT

1. Introduction
The present Courses of Study for foreign languages seem welcomed by advocates of task-based language
teaching (TBLT). The guidelines, strongly recommending increasing student English use in integrated
skills activities, may be interpreted as introducing TBLT into secondary education. However, this is not
the case. Theoretical examinations of TBLT (Miyasako, 2012a & b) show: (a) TBLT, which is primarily
based on the implicit learning of English, is ineffective in improving student English proficiency in thecontext of secondary schools in Japan; and (b) the cognitive Presentation-Practice-Production (C-PPP)
approach, which also recommends increasing student English use, matches the guidelines better. How
can this issue be accounted for from a complex adaptive systems (CAS) perspective (Ellis &Larsen-Freeman, 2006; Larsen-Freeman & Cameron, 2008)? This presentation revisits the issue of TBLT
versus the C-PPP approach with a focus on grammar, surveying teachers perceptions on grammar
teaching at secondary schools.

2. Revisiting TBLT versus PPP
The CAS perspective regards language teaching and learning as an open, non-linear, dynamic andadaptive process, where the language, learners and context interplay with one another. Admittedly, theseagents are composed of a variety of subagents, competing and interacting with each other, but this revisit
of TBLT versus the C-PPP approach looks into points relevant to the three agents: language learning
nature, formal learning context, and teachers recognition of grammar learning and teaching.
First, language here means grammar, which lies at the core of language learning. It is on how
grammar is learned that TBLT and the C-PPP approach disagree: mainly implicit and explicit learning
respectively, although they agree on the necessity of increasing learner English use. The CAS perspective― 138 ―

外国語教育メディア学会 第54回全国研究大会

considers grammar development emergent, in line with general cognitive development. The basic
mechanism of it is form-meaning association through analogy, where recency and frequency matter asshown in Ziphs law. This law applies not only to implicit learning in TBLT but to ACT-R (Anderson, etal., 2004), which supports the C-PPP approach, because analogy-based production is a requisite function
there. Consequently, the emergent view of CAPs does not contradict the C-PPP approach in this point.
Second, the formal nature of English language education (ELT) has been preserved in Japan,
although the roles that the language plays are changing. The CAS perspective does not ignore thiscontext where grammar instruction, usually in an explicit fashion, constitutes an indispensable part of it.
This perspective does not allow TBLT to dominantly impose meaning-focused activities, but seeks to
strike an optimal balance between form- and meaning-focused activities in each English teaching context,
which is supported by recent SLA research (Nassaji & Fotos, 2011), congruent with the C-PPP approach.
Third, since teachers and learners are important agents of ELT, their recognition and beliefs onteaching and learning cannot be ignored in the CAS perspective. Although both TBLT and the C-PPP
approach have to adapt themselves to the teachers and learners, the teacher recognition and beliefs havebeen fairly unknown. Therefore, we are conducting a survey of secondary school teachers recognitionon their grammar teaching and its integration with other skills. This questionnaire is based on Borg andBurns (2008), which investigated English language teachers beliefs and practice of grammar teachingfrom 18 countries.

3. Results and Discussion
At the presentation, results of the survey will be shown, and the issue of TBLT versus C-PPP
approach will be further discussed with implications to secondary school ELT.

References
Anderson, J. R., Bothell, D., Byrne, M. D., Douglass, S., Lebiere, C., & Qin, Y. (2004). An integrated
theory of the mind. Psychological Review 111, 10361060.
Borg, S., & Burns, A. (2008). Integrating Grammar in Adult TESOL classrooms. Applied Linguistics, 29,456-82.
Ellis, N., & Larsen-Freeman, D. (2006). Language as a complex adaptive system. Chichester: Blackwell.
Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics. Oxford: Oxford
University Press.
Miyasako, N. (2012a). How wide is the gulf between PPP and TBLT? JSS, 13, 1-13.
Miyasako, N. (2012b). Eigo no jugyo wo jissaino komyunikeshon no bamen tosuru ni kansur ichikousatsu: Komyunikeshon Eigo I/Eigo Hyogen I no baai [How can classes be transformed into realcommunication scenes?]. Journal of Curriculum Development and Practice, 35, 41-50.
Nassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms. NY: Routledge.

― 139 ―

研究発表・実践報告（８月６日）

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外国語教育メディア学会 第54回全国研究大会­Ė The hotel I stayed at last summer was wonderful.
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外国語教育メディア学会 第54回全国研究大会

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― 145 ―

OP11-3 ８月６日（水）11:15-11:45／図書館１階 多目的１

Differences to Be Noted between Male Students andFemale Students:
A case study of web-based training session
IBA, MidoriKonan University
Key Words

student autonomy, gender differences, incentive, motivation, web-based training

1. Introduction
In the literature of language learning, there is general agreement on how difficult it is to enhance student
autonomy, namely, to enhance student engagement in and out of the classroom (Toyoda & Harrison,
2002).

In this study I compared two groups of students who enrolled in English listening courses in2012 and 2013, I advised them to use web software which was created as a self-study tool to prepare for
the TOEIC. One of the research questions is whether there are any differences to be noted between malestudents and female students in relation to the training session.

2. Methods
2.1. Participants
A total of 107 university students (Year 2012, 54 students: Year 2013, 53 students) from an Intermediate
Listening Course (2 classes) were invited to take part in a computer self-study TOEIC preparation course
outside the classroom. Ninety four students out of 107 (Year 2012, 42 students: Year 2013, 52 students)
took the pretest. However, the number of students who both completed the training course and took the
posttest is relatively few. The students who enrolled in the course had taken a placement test called
GTEC. They were placed in one of the top level classes. Participants ages ranged from 19 to 21 years;
the mean age was 20 and there were no outliers. Forty-seven percent of participating students werefemale, which is more than the actual percentage in the population (35%). They belonged to different
faculties of the university. None had spent more than one month in an English speaking country. They
reported normal hearing and vision.

2.2. Procedures
Participants in the study accessed the website named ATR CALL BRIX. It is an e-learning system and its
extensive contents cover a wide range of educational levels. The TOEIC preparation course was adopted
in the study. The progress of each participant can be checked via the Learning Management System(LMS). Participants were explained that the software was designed to improve learners four skills ofEnglish and participation of the program was not mandatory. In the year of 2012, were still in the periodof a trial operation, the performance of the software was not stable. Considering the situation, I refrained― 146 ―

外国語教育メディア学会 第54回全国研究大会

from giving them an incentive that they would acquire three extra percentage points when graded if they
took pretest, participated and completed the training and took the posttest. Regarding 2013 participants,
since the operational problems of the software were already resolved, they were given the incentive for
their grade. The period of the training session was approximately three months. Before they started
training, they took a pretest on the web. They were encouraged to practice as much as possible in the
training period. At the end of the period, they took a posttest on the web which was different from thepretest. Two analyses were done for this study. In Analysis 1, the Multi-way analysis of valiance(ANOVA) was used to measure the difference between the pretest and the posttest. In Analysis 2, aregression analysis called the ordinary least square (OLS) with heteroscedasticity-robust standard error
was adopted to see the relation between study hours and scores.

3. Results
1) Regarding the average pretest score of 2013, the estimated coefficient score is 41.712 out of 100.
2) Regarding the increase in test score of 2013, the average score increased by 27.8 points after giving
incentive and statistically significant. The posttest average score is about 69.5 (41.7+27.8).

3)Regarding the average pretest score of 2012 against 2013, it is lower than that of 2013 by 3.81 points butthat of 2013 by 5.96 points but not statistically significant. 5) Regarding the female's post-test score of2013 against male, it is higher than male's 2013 by 0.17 points and statistically significant. 6) Regarding
the female's post-test score of 2012 against male, it is higher than male's 2012 by 0.18 points andstatistically significant at 6.5% level. 7) Regarding the posttest average score of 2013 (worked more than
20 hours), the Students who worked more than 20 hours are expected to get higher scores than otherstudents, but this hypothesis is not true for the case of 2013. 8) Regarding the posttest average score of2012 (worked more than 20 hours) against 2013, the students who worked more than 20 hours got higherscores than other students by 0.22 points (0.092+0.128) for the case of 2012 and this result is statisticallysignificant. 9) Regarding the female's post-test average score (worked more than 20 hours) against male,they hours got slightly lower score (-0.002) and this is statistically significant (for 2012 and13).

4. Discussion
As for the posttest, both male and female participants achieved higher scores than in the pretest. The
effect of the training would account for this. The total scores of female students were somewhat higher
than male students. This tendency can be seen in both years and statistically proved to be true. Regarding
the relation between study hours and scores, the longer male students worked, the better results they
achieved. It is too early to draw conclusions from this tendency, because relatively few males took part in
the sessions. Further research is needed for this question.

Reference
Toyoda, E., & Harrison, R. (2002). Categorization of text chat communication between learners andnative speakers of Japanese. Language Learning and Technology, 6(1), 82-99.

― 147 ―

研究発表・実践報告（８月６日）

not statistically significant.4) Regarding the average posttest score of 2012 against 2013, it is lower than

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Saito, C. (2009). A Study of Diversity in Japans Linguistic Environment: Focusing on the Langscape in
the Kanto Region, Asian Englishes, 12(2), 46-73.
Yoneoka, J & Saito, C. (2012). Use and Misuse of Automatic Translation Sites on Signage in Asia, Oral
Presentation at the 2012 International Conference Cultural and Linguistic Diversity in ASEAN,Bangkok, Thailand.

― 161 ―

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Abstracts

ポスター発表Poster Presentations

P-1

８月５日（火）13:00-14:00／２号館地下１階 会議室１

Reading and Writing Activities
in Two Languages Using Moodle
FUKUDA, Eri (Chugoku Junior College
SUZUKI, Mitsuko (Soka High School)
NITTA, Haruhiko (ON THE TOP LTD.)OKAZAKI, Hironobu (Akita Prefectural University)
Key Words: Reading, writing, Moodle, social networking websites, metacognitive knowledge

1. Introduction
Reading news articles and writing summaries in English are often challenging for Japanese learners ofEnglish. Language used in ungraded news articles and their contents are more advanced. Also, summary
writing requires a learner to extract minimal information to describe the gist, which is difficult for many
students due to the limited instruction on this skill (Ono, 2011). To support students to tackle thesedemanding tasks, online reading and writing activities were assigned through an e-learning platform,
Moodle. The activities and use of Moodle will be introduced along with the partial result of aquestionnaire survey.

2. L1 and L2 Reading and Writing Activities and Moodle
As a learning platform, Moodle was used in the study. At the beginning of the semester, an orientation
was held to instruct the students about the functions of Moodle and process of assignment submissions.
As assignments, students search online for two articles on the same topic; one in Japanese and one inEnglish. These articles were not a translation of one or the other, so the students were required to retrieve
information from different websites. In order to develop overall literacy skills, L1 reading wasincorporated. Also, another purpose of including L1 reading on the same topic as that of L2 reading wasthat the information from the L1 article could be used to help comprehend the L2 counterpart. Links of
the articles were posted to the classes Moodle page to share. The workshop feature was utilized for theparticular assignments because this function allows students to share their work with classmates.
Through this feature, students can post relevant pictures together with articles to highlight the contents
and make their posts more visually attractive to classmates. Furthermore, based on the information
gained from the news articles, students were asked to write a summary of the two articles to describing
similarities and differences between them. This summary was also shared among the students using theworkshop feature. They were allowed to use either language to write a summary as Mason and Krashen― 164 ―

外国語教育メディア学会 第54回全国研究大会(1997) reported that those who wrote summaries in the first language showed superior results than in L2;
at the same time, if a student was motivated to write in English, it should be encouraged as well.

FigureAn Example of Posting of Articles

3. Students Perception of Reading and Writing Activities
The overall reaction from the students toward the reading and writing assignments was positive. Sixteen
students responded to the questionnaire consisted of five-point Likert-scale type questions. Threequestions were asked related to the assignments. For the first question, all the respondents agreed orstrongly agreed that the bilingual reading increased their English reading skills; whereas, 86.67% thought
the same for Japanese reading skills. As for the second question, 75% of the respondents agreed orstrongly agreed that their English writing skills were improved by the assignments while approximately
half of the respondents felt their Japanese writing skills developed through the bilingual reading. Finally,
the result of the question 3 showed L1 reading was effective in supporting L2 reading comprehension.

4. Conclusion

Although the tasks were strenuous, students found them useful to improve L2 reading and writing skills.

5. References
Ono, M. (2011). Japanese and Taiwanese university students summaries: A comparison of perceptions ofsummary writing, Journal of Academic Writing, 1(1), 191-205.
Mason, B., & Krashen, S. (1997). Extensive reading in English as a foreign language, System, 25(1),91-102.
This study is partially supported by a research grant from Bunkyo-kyokai .

― 165 ―

ポスター発表Moodle provided a platform for the students to present visual aids and summaries to classmates.

P-2

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外国語教育メディア学会 第54回全国研究大会{RBH)
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87?4
Okamoto, M. (2007). Lexical attrition in Japanese University Students: A Case Study. JACET Journal, 44,
71-84.
Okazaki,H., Nitta, H., Hashimoto, S., Fukuda, E., and Kido,K.

(2013). Development of web-basede-learning programs for extensive reading. Journal of Japan e-Learning Association, 13, 40-48.
»*ĳÃ¼Tī(§¯Ã¼ħ¨ĈĦÙ+   Sóúeí=M×dbM6a)

― 167 ―

ポスター発表ÌT  SãLăĠ¯ðºĤĜeþZÜZQ:_(ĀÚęQ¯ðsu{eÕĎBM6<ĸP-3

８月５日（火）13:00-14:00／２号館地下１階 会議室１

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(VĆBQT<Ĵ&P― 168 ―

外国語教育メディア学会 第54回全国研究大会%>27>*O(AĠ3SèōC­å9VÂ$ņ27$>*@?AK4F>.>=NÂ
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ŁŠňÛį¶Gildart, Samuel  w}t}Ĥª½òmkqh^űÁöA;$<Jissen English Communication  
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ポスター発表áķŞ=CűņÁöCîR$A¨2<Dð³CĨ=PRæ§V(,÷+%.

賛助会員プレゼン
Supporting Member Presentations

賛助会員プレゼン

８月５日（火）11:40- ／２号館２階 22A

賛助会員プレゼン

Supporting Member Presentations

１．11：40 ～11：55㈱内田洋行
	新しい語学学習空間づくり～アクティブラーニング空間と ICT の活用～
２．11：55 ～12：10㈱成美堂
Linguabook―An Introduction to New Learning System

G-TELP 日本事務局
３．12：15 ～12：30
	英語テスト G-TELP が大学で活用されている理由と G-TELP の今後の展
開について
４．12：30 ～12：45

NPO 法人英語運用能力評価協会
インターネット（WEB）を利用した ELPA のテストシステム

５．14：30 ～14：45 （一財）国際ビジネスコミュニケーション協会
	伝える英語力を測る TOEIC（R）スピーキングテスト／ライティングテ
スト
HOYA サービス㈱６．14：45 ～15：00
	魔法の音声ソフトウェア Globalvoice シリーズ
『自由入力』の文章を読上げ／発音矯正！
７．15：05 ～15：20㈱マクミランランゲージハウス
Extensive Reading with E-Books

８．15：20 ～15：35
ピアソン・ジャパン㈱	スピーキング、ライティングを含む４技能＋文法・語彙の英語上達度
自動採点テスト、『Progress』のご紹介
９．15：40 ～15：55
日本データパシフィック㈱	スマートフォンから気軽に使える e-learning システム『WebClass』のご紹介
NEC マネジメントパートナー㈱10．15：55 ～16：10
	ACTFL 準拠！ 英語コミュニケーションテスト OPIc（Oral Proficiency
Interview-computer）のご紹介
11．16：25 ～16：40

チエル㈱アクティブラーニングを支援するチエルソリューションとは？

12．16：40 ～16：55
東通産業㈱	「新たな教育手法のご提案」アクティブラーニングを実現するインター
ネットにつながる紙「デジタルペーパー」のご紹介
13．17：00 ～17：15
オックスフォード大学出版局㈱	世界基準のコンテンツと先端技術で活気ある授業づくりを～アプリ教
材「Oxford Learner’s Bookshelf」のご紹介（体験版コード配付）― 172 ―

外国語教育メディア学会 第54回全国研究大会

ＭＥＭＯ賛助会員プレゼン― 173 ―

第54回 LET 全国研究大会
大会会長

島谷

浩（熊本大学）大会実行委員長

大津敦史（福岡大学）

大会事務局長田上優子（福岡女子大学）

大会顧問

木下

正義（LET 名誉会長）

実行委員会組織

プログラム・要項（企画・編集・出版）◎島谷浩（熊本大学）・大津敦史（福岡大学）・中野

田上優子（福岡女子大学）
・長荒木

瑞夫（宮崎大学）
・松崎

秀子（九州女子大学）・

加奈子（北九州市立大学）・古村徹（筑紫女学園大学）・大薗由美子（長崎大学）・

修一（九州産業大学）

プログラム（審査）◎石井

和仁（福岡大学）・山内

米岡

ひさ子（長崎県立大学）・中野ジュリ（熊本学園大学）
・林秀子（九州女子大学）・日出男（熊本学園大学）・樋口晶彦（鹿児島大学）

ワークショップ◎竹野茂（宮崎公立大学）
・奥田松崎

徹（筑紫女学園大学）
・大薗裕司（福岡大学）・田口

丸尾

加奈子（福岡大学）

純（筑紫女学園大学）・

修一（九州産業大学）・新田

よしみ（福岡大学）・

会場・機器
◎奥田

裕司（福岡大学）
・石井和仁（福岡大学）・林柏木

哲也（北九州市立大学）
・植田

丸尾

加奈子（福岡大学）

幸代（福岡大学）・

正暢（北九州市立大学）
・新田

よしみ（福岡大学）
・

広告・展示
◎田口

純（筑紫女学園大学）
・石井

大薗和仁（福岡大学）・松崎徹（筑紫女学園大学）・

修一（九州産業大学）

大会サイト運営◎竹野茂（宮崎公立大学）
・長荒木

加奈子（北九州市立大学）・米岡

ジュリ（熊本学園大学）
・

瑞夫（宮崎大学）

渉外・広報
◎田上

優子（福岡女子大学）
・川尻

與古光

徳（久留米工業大学非常勤）・

宏（九州産業大学）・仲山

雄二（荒尾高等学校）

接遇・懇親会◎柿元
林悦子（九州産業大学）
・大津敦史（福岡大学）・石井和仁（福岡大学）・幸代（福岡大学）

受付◎長加奈子（北九州市立大学）
・古村

冬野

由美子（長崎大学）・林幸代（福岡大学）・

美晴（九州大学）

アルバイト
◎大津

敦史（福岡大学）
・石井和仁（福岡大学）・奥田

備考：◎は責任者― 174 ―

裕司（福岡大学）

賛助会員広告
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