20２０年度英語教授法コース科目概要一覧＜Core Courses＞
科目名

担当者

講義概要
A general introduction to linguistics. We will first look at the traditional classification of the branches of language study such as

Introduction to
Linguistics

Phonetics, Phonology, Morphology, Syntax, Semantics and Pragmatics. We will also take a glance at some related areas such as

藤田 保

Sociolinguistics, and Psycholinguistics. The emphasis will be placed on understanding the fundamental key concepts of each topic.
In each class, a pair group of students gives a brief presentation on the contents of the assigned chapter(s), followed by the wholeclass discussion on the topic(s) of the week.
The course is intended to help students develop the versatility in employing a range of teaching skills for various purposes for

Introduction to TEFL in
Japan

渡部 良典

different levels of students learning English as a foreign language in Japan and other countries where English is taught and learnt
as a foreign language. To achieve the goal, students are expected to critically review those ideas and methods that are put f orwardin the variety of textbooks published in the field of ESL/EFL.
This is a survey course in second language acquisition (SLA) in which we will consider and discuss important SLA theories and empirical

Second Language
Acquisition（English）

research findings. In this course, we will focus mainly on adult second language acquisition, including both naturalistic and和泉 伸一

instructed SLA. We will also cover various issues and important research findings pertaining to child SLA and child first lan guage
acquisition throughout the semester whenever they are deemed relevant.

There will be lecture and many discussions on various topics

in SLA throughout the course.
In this course, you will learn the English pronunciation to be acquired by learners for mutual understanding in the globalized society
and practice teaching it in your educational context. You are expected to read textbooks, give presentations, actively partic ipate indiscussions, give a teaching demonstration, and write a final paper.
Currently, English is used to communicate with non-native English speakers (NNESs) who have different first languages, not only tocommunicate with native English speakers (NESs). This suggests that English is used as a lingua franca, and thus learners nee d toacquire the skills required in communication with NESs and NNESs. With regard to pronunciation, the fact that English is used as a
lingua franca makes language teachers revisit the goal of teaching. They need to consider the following questions: What is th e

Teaching Pronunciation

佐藤 敬典

pronunciation goal? What pronunciation features should be taught? What pronunciation features should be treated as“errors”andcorrected? In this course, you will have opportunities to consider and discuss these fundamental questions.
In addition, in this course, you will also learn the basic English sound system (e.g., consonants, vowels, stress, prosody). You are
not expected to become a phonetician, but a good teacher has basic knowledge of how English is pronounced. Then, you will pra cticeteaching pronunciation and learn various techniques from your classmates. I welcome your unique ideas about teaching pronunciation.
In each class, one student is asked to give a presentation on a chapter he or she is in charge of. He or she needs to summari ze themain points of the chapter and lead discussions. After the presentation, I will introduce a research article related to the chapter
and give discussion questions.
In this course, you will learn principles of teaching oral communication skills and practice teaching them. You are expected to read
textbooks, give presentations, actively participate in discussions, give a teaching demonstration, and write a final paper.
It is possible to teach oral communication skills by imitating the approach that your teacher employed. It is also possible to conduct

Listening and Speaking

佐藤 敬典

a good oral communication lesson by using ready-made activities that you can find in how-to books. However, such teaching practices
are not always effective because the pedagogical approach itself may be problematic or what you are teaching may not be what students
need to acquire. This course will provide opportunities to learn principles underlying teaching oral communication so that yo u canidentify the specific skills your students need to improve and consider the pedagogical approaches suitable to them. This course will
also provide an opportunity to practice some teaching techniques and exchange feedback to each other.

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In each class, one student is asked to give a presentation on a chapter he or she is in charge of. He or she needs to summarize themain points of the chapter and lead discussions. After the presentation, I will introduce a research article related to the c hapter
and give discussion questions.
The course is designed to provide a theoretical framework and practical strategies for teaching reading and writing to EFL students .
Meanwhile, participants will have the chance to learn the mechanism of the process of reading and writing based on the insight from

Reading and Writing

渡部 良典

psycholinguistics and other relevant academic disciplines. The course is also intended to offer the opportunity for participants toshare their own experiences of teaching (and learning) literacy skills. By doing this type of consciousness -raising exercises, it isexpected that they will become aware of their own instructional philosophy, which in turn will help them to adapt their own t eachingeffectively with any material and textbook.
It's not uncommon to hear the criticism (or almost a complaint) that the results of research projects rarely have direct practicalrelevance. One response to such a criticism is to try to focus directly on issues that are obviously important to teachers and learners
as well who are actually involved in learning teaching and learning in the classroom.
With the practical issues in mind, this course is intended: 1) to bring the importance of researching classroom language teac hing to
the awareness of in-service and pre-service teachers as well as the students who are interested in second/foreign language learningand teaching; 2) to encourage these participants to become explorers themselves so they may deepen their understanding about theirClassroom Research

渡部 良典

own teaching in the classroom; and 3) to explore the way of rendering the research findings in their own classrooms.
In doing so, a number of practical questions will be raised, discussed and empirically explored. The following are some of su chquestions: 1）Does teaching in the classroom help learners learn EFL (English as a Foreign Language)? 2)Why don’t learners learn
what teachers teach? 3) Is error correction helpful? 4)Who creates classroom atmosphere? 5)Is it possible to assess student’s
performance in the classroom? 6)Is the process of learning a language in the classroom the same as the process of learning a language
outside the classroom?
In an effort to find the ways of finding answers to these problems, the course will also offer the chance to practice writing a
research report so it may carry an impact to the field exploring the issue of classroom teaching and learning.
This course explores aspects of anxiety, identity and motivation in connection to learning in the classroom and in the natural learning
environment. Firstly we will examine key theories referring to recent literature on the three topics. These sessions will be taught
using a Content and Language Integrated Approach employing critical thinking. You will be asked to write summaries of around 500 words
on the reading of the first 5 sessions.
Secondly, you will make a research project on an aspect of anxiety, identity or motivation. You are required to demonstrate y our

Affective Factors in
TESOL

understanding of the context, the literature review, methodology and findings of the research, using effective visual or audio-visual

逸見 シャンタール

materials or texts to illustrate your point.
The last

sessions will be dedicated to the planning and writing up of a term-paper following the format suggested in the APA

Publication Manual. Each participant will present his/her outline of the essay and the content will be critically examined to makethe finished piece presented at masters level of an international standard. (The criteria for assessment will be presented to you inclass, so that you can become autonomous in reviewing your own work, and format your paper based on the APA Publication Manual.) Inclass small group tutorials will be conducted in preparation for the finalization of the essay. You will be asked to submit y our term
paper on the last day of term on Turn-it-in on Moodle.
Designing a syllabus and a curriculum is an activity smilar to drawing a map. We prepare a journey by drawing up an itinerary and ourCurriculum andSyllabus Design

own map as well. With this metaphor in mind, the purpose of this course is twofold: 1) to help the student to develop a syllabus and渡部 良典

a curriculum that are appropriate for the context of teaching a foreign language which is familiar to him/her, and 2) to help thestudent to tailor an existing syllabus and a curriculum so they may be more suitable for his/her own teaching conte xt. Each session
will proceed on the basis of presentation and discussion mainly done by the students in turn. The student is also expected to gradually2build up their own syllabus for their own students as the course progresses.
The materials development module is a practical and hands-on course for teachers wishing to learn more about how to select, adapt anddesign materials to use in the language learning class. Materials are the practical and day-to-day resources that we use to facilitate

Materials Development

PINNER Richardlearning, and yet there are many hidden political issues behind materials-choices too. In this course, we will look at the‘hidden
curriculum' behind the materials we choose for our learners, as well as looking at more immediate issues such as materials evaluationand key principles for creating our own materials.

Principles and Practiceof CLIL

CLIL (Content and Language Integrated Learning) is a rapidly spreading dual-focused learning/teaching approach in Europe. This course

池田 真

provides its basic principles and practical techniques to help participants give quality language teaching. A large part of class time
will be used for workshos in which participants are expected to take part actively, discussing, designing and practicing CLIL lessons.
This course looks at the different aspects of writing a thesis. On the macro level we discuss the traditional IMRD (Introduct ion/

Thesis Writing

MＡCINTYRE Robert

Methodology/ Results/ Discussion) structure of a thesis and on the micro, we look at the different language writers use to express
their identity and to signal their membership of their respective disciplinary communities.

＜Ｉｎｔｅｇｒａｔｉｖｅ Ｓｅｍｉｎａｒ ｉｎ ＴＥＳＯＬ １（Ｃｏｒｅ Ｔｏｐｉｃｓ）＞
科目名

担当者

講義概要
We will focus on innovative language teaching approaches known as content-based language teaching (CBLT), task-based language teaching(TBLT), and focus on form (FonF). Class discussion will center on theoretical, empirical, and practical issues. As such, ideas andFocus on Form：
Theory, Research, and和泉 伸一

Practice

insights from various perspectives including that of researchers, teachers, and learners, will all be useful. My hope is that throughdiscussion and demonstration in class, you will refine your understanding of the complexity of the issues at hand and develop skills
and attitude to explore TEFL from both theoretical and pedagogical perspectives. Students are expected to have basic knowledg e of SLA
before taking this course.
Action research is usually defined as "a form of investigation designed for use by teachers to attempt to solve problems and improve
professional practices in their own classrooms" (Parsons & Brown, 2002). In this course, we take it to include even a broad er set ofissues concerning any aspect of language learning and teaching outside as well as inside the classroom, which have immediate practicalrelevance to one's own context.
With the broad scope of the field of Action Research in mind, this course is intended to help students develop the research competence

Action Research

渡部 良典

that any language teacher would usefully possess to improve his/her own learning as well as teaching of a foreign language. T hestudents will be asked to gather and analyze the type of data that are relevant to their own interest in their own unique teaching
and learning settings. In so doing, they will have a chance to try out a range of research techniques and methods to solve the problems
they have identified.
The students are asked to write a final paper that reports on the process and the results of their own micro-research project. It is
expected that the students will learn how to write a professional academic paper as well during the process of producing a fi nal
paper.
We will first look at the the concepts of Approach, Design, and Procedure, and look at various TEFL methodologies as well as basic

TEFL Methodology

吉田 研作

concepts in TEFL. We will next look at the Japanese Study Guidelines as well as the way English is being taught at different levels
in Japan.

Students will then be asked to conduct micro-teaching showing how English might be taught better. Final paper will also

be required.

言語テスティング１／
言語テスティング２

渡部 良典

The purpose of the course is two-fold: the first purpose is to help you acquire the basic notions of language assessment, and thesecond is to help you become able to employ them in your language classroom at school. By so doing, it is expected that the k nowledge3and skills that you acquire will help your learners learn in better ways than otherwise. The basic tenet that runs through the courseis that the teacher's assessment practice should serve as an instrument for enhancing learning and teaching rather than just formeasuring students' achievement and proficiency. The ultimate goal of the course is to render abstract ideas about the quality ofgood language assessment into practical terms, so the participants may put into practice in their daily teaching.
The course will proceed stage by stage, following the entire assessment construction process.
Studies on classroom discourse can lead to major improvements in the classroom such as improving student achievement, reducing

Classroom Discourse

FURUKAWA Gavindiscrimination in schools and society, and has helped teachers and students to have greater appreciation and understanding of eachother. In this class we will cover how the analysis of language used in the classroom can be used to enhance our understandin g ofteaching, learning and help to improve our individual practices as well as the practices of larger educational institutions.

＜Ｉｎｔｅｇｒａｔｉｖｅ Ｓｅｍｉｎａｒ ｉｎ ＴＥＳＯＬ ２（Ｒｅｌａｔｅｄ Ｔｏｐｉｃｓ）＞
科目名

担当者

講義概要
In this course we will look at bilingualism as both a personal as well as a social phenomenon We will deal especially with individual
bilingual phenomena as well as different bilingual policies in different countries and discuss their implications for bilingu al and

Bilingual Education

吉田 研作

foreign language education in Japan.
Students will be required to give presentations of chapter of the textbook as well as of reading of their choice.
Students will also be required to write summaries of five chapters (papers) during the term.
In this class, we will investigate the relationship between intercultural interaction and foreign /second language learning andteaching, and examine ways in which intercultural awareness can be raised in the classroom.Readings and class discussions wil l coverIntercultural Interaction

FAIRBROTHER Lisa

issues and problems relating to intercultural interaction, teachers and learners, course design and classroom practices. Students
will be expected to collect and analyse a small sample of intercultural interaction data, preferably relating to their own re search
topics, or prepare a lesson plan and present their findings to the group.
In this course, we will examine the different qualitative methodologies relating to the analysis of spoken data. Students wil l be

Analyzing Spoken Data

FAIRBROTHER Lisa

expected to collect a small sample of their own data, analyse it in a number of different ways and present their findings to theclass.
In this course we will be looking at recent research in the area of psycholinguistics, in both first language and second language

Psycholinguistics

吉田 研作

acquisition.
Students will choose chapters and topics from the sources below and present summaries.
In this course, we explore some of the key themes in sociolinguistics and how they relate to TESOL. Specifically we will examine

Sociolinguistics

FAIRBROTHER Lisa

'which' English and 'whose' English we are aiming to teach, how 'culture' and society affect language use and attitudes, how powerissues and ideologies affect language learning and teaching, and how policies are made and impl emented to deal with language andeducational issues. Students will be required to research a related topic of their choice and present their findings to the g roup.
This is an introductory course in sociocultural theory, specifically looking at connections between sociocultural theory (henceforth
SCT) and second language acquisition (SLA). Basic terminologies (e.g., ZPD, scaffolding, activity theory, etc.) in SCT will b e taken

Sociocultural Theory &SLA

up and their roles in SLA will be explored.

坂本 光代

The course will be heavily discussion-based, each session beginning with the summary and responses to the weekly assigned reading.
Presenter of the week will be responsible to 1) provide 10 keywords that are taken up in the chapter, explain those keywords andinitiate discussions; 2) do an additional, related reading and present a summary to class, in addition to proposing two discu ssion
questions on the topic that tie (1), (2) and the Japanese EFL context.

4

Lectures will be conducted entirely in English and presentations are to be done in English as well. In addition, students will be
expected to write their final course paper in English using the APA format.
This introductory course concentrates on surveying some major qualitative research approaches used in applied linguistics. These
include: narrative inquiry, case study, and ethnography (NB: action research is not taken up in this course as there is a sep arate
course on AR). This course also provides some basic ways of collecting qualitative data, including observations, interviews andQualitative Research
Methods

坂本 光代

questionnaires (however, qualitative data analysis is not dealt with in this course). Some philosophical underpinnings in qualitative
research are also discussed.
The course will be largely discussion-based. For this reason, your active class participation is indispensable.
Lectures and discussions will be conducted entirely in English, and students are to do their presentation and write their pap ers in
English as well.
“...the majority of those working in the ELT field tend to confine themselves, by choice and training, to linguistic, literary , orpedagogical matters. ELT is however an international activity with political, economic, military, and cultural implications andramifications.”(Phillipson, 1992, p. 8)

Language and Power

坂本 光代

As English teachers, we are doing more than simply“teach”a foreign language. This introductory course will take up some issues
defined by Phillipson (1992), exploring some of the possible repercussions in English language teaching.
The course will be largely discussion-based. For this reason, your active class participation is indispensable and expected.
Lectures and discussions will be conducted entirely in English, and students are to do their prese ntation and write their papers in
English as well.
The purpose of the course is to provide students with the basic knowledge and skills to carry out the research involving quan titative
data collection and analyses. In so doing, they will develop the skills of using statistical software, such as EXCEL and SPSS among
others. Assuming no prior knowledge in mathematics or statistics, students are introduced to various quantitative research me thods bydesigning, analyzing and interpreting data. Statistical analyses are explained and illustrated with examples from published research

実験統計法１／２

渡部 良典

with which students will already be familiar.
The course provides students with guidance on using, analyzing and interpreting statistics and methodologies in empirical work. The
course explores different types of research and explains how to choose a methodology, provides clear explanations of statisti cal andmathematical terms, builds confidence and skills through hand-on exercises and examples. Assuming little previous knowledge about
methodology and statistics, the course will help students to acquire and strengthen their understanding by practicing what th ey havelearnt and feel comfortable with applying the expertise to their own work.
Ce cours a pour but de réfléchir sur quelques thèmes en didactique du Français Langue Etrangère (FLE) et de montrer concrètement lepassage de la théorie à la pratique, surtout dans le contexte de l’enseignement du FLE au Japon. La réflexion portera notamment surフランス語教授法１

原田 早苗

l’enseignement de la pragmatique et les difficultés qui y sont impliquées: comment expliquer le comportement pragmatique des locuteursfrançais et japonais? Quels sont les problèmes liés au niveau des apprenants? Enseigner la pragmatique en contexte naturel o u
institutionnel? Telles sont les questions qui seront soulevées dans le cours mais d’autres sujets pourront être proposés en fonction
du projet d’étude des étudiants.
En nous appuyant sur les résultats des réflexions théoriques et méthodologiques du premier semestre, nous continuerons au second

フランス語教授法２原田 早苗

semestre à réfléchir aux thèmes suivants: l’importance accordée à la pragmatique dans les manuels de FLE, les problèmes renco ntréschez les enseignants natifs et non-natifs, la question de l'identité de l'apprenant. Telles sont les questions qui seront soulevées
dans le cours mais d’autres sujets pourront être proposés en fonction du projet d’étude des étudiants.

Theories of Teaching English
to Young Children

The course tries to cover the both theoretical and practical aspects in teaching English as a foreign language to young learners with藤田 保

particular attention to primary school age children.
topic, followed by the discussion of the whole class.

5

A group of students is expected to give brief presentation of the assig ned

This course is for students who want to learn the general basics of teaching English to children. The courses will cover thecharacteristics of preschool to elementary school children's Language learning and compare them with of middle school or adult language
leaning.

The current situation of English education in Japanese will be over-viewed in comparison with situations in other countries.

Students will learn, practice, and demonstrate activities and tasks particularly used in children's English classes. Students will

Practicum in Teaching
English to Children １

狩野 晶子

discuss why and how such activities/tasks are necessary and effective to children in different ages and stages of development . Students
will learn how to create a model lesson plan and will demonstrate parts of the lesson as demo-teaching. Half of each class will beof students' research project, the other half will be of exploring, practicing and demonstrating activities and tasks.This co urse
together with

"PRACTICUM IN TEACHING ENGLISH TO CHILDREN 2,” held in fall semester consist a two-semester practicum mastery schemeon teaching English to young learners. Students are encouraged to take both 1 and 2 regardless of the order. (i.e., One can t ake 2
and then take 1. )This course is for students who want to learn the general basics of teaching English to children. The courses will cover thecharacteristics of preschool to elementary school children's Language learning and compare them with of middle school or adultlanguage leaning. The current situation of English education in Japanese will be over-viewed in comparison with situations in othercountries. Students will learn, practice, and demonstrate activities and tasks particularly used in children's English classes.

Practicum in Teaching
English to Children ２

狩野 晶子

Students will discuss why and how such activities/tasks are necessary and effective to children in different ages and stages ofdevelopment. Students will learn how to create a model lesson plan and will demonstrate parts of the lesson as demo-teaching. Halfof each class will be of students' research project, the other half will be of exploring, practicing and demonstrating activi ties andtasks.This course together with "PRACTICUM IN TEACHING ENGLISH TO CHILDREN 1,” held in spring semester consist a two semester
practicum mastery scheme on teaching English to young learners. Students are encouraged to take both 1 and 2 regardlessof the order. (i.e., One can take 2 and then take 1. )この授業では、外国語／第二言語として日本語を学ぶ学習者に、どのように日本語の文法を教えたら良いかについて考えます。

日本語教育文法Ⅰ

峯 布由紀

日本語教育文法Ⅰでは、日本語の基本的な構造について学びます。日本語の文の構造に見られる法則性や特徴について学び、私たちが普段何気なく話している会話の中で、各文型をどのように使用しているのか、また、学習者にはどのような学習困難点が見られるのかを、先行研究をもとに理解を深めます。
この授業では、外国語／第二言語として日本語を学ぶ学習者に、どのように日本語の文法を教えたら良いかについて考えます。

日本語教育文法Ⅱ

峯 布由紀

日本語教育文法 II では日本語教育文法 I で学んだことを踏まえながら、主に複文と敬語を中心に扱い、日本語の構造的な特徴についてみていきます。そして、私たちが普段何気なく話している会話の中で、各文型をどのように使用しているのか、また、学習者にはどのような学習困難点が見られるのかを、先行研究をもとに理解を深めていきます。
教室習得（Classroom/Instructed Second Language Acquisition）の基盤となる SLA の理論を学び、その枠組みの中で日本語学習者の問題をとらえる。
1) 第二言語習得に関わる言語間の転移や言語的環境、認知的側面を理解する。

第二言語習得Ⅰ

小柳 かおる2) 第二言語習得における教室指導の役割を理解する。
3) 教室習得における学習者の認知的プロセスやメカニズムを理解する。
4) 教室指導の効果を探る実証研究の論文の読み方や実験の手法を学ぶ。

第二言語習得Ⅱ

小柳 かおる

言語・文化・社会清水 崇文

教室指導の効果に相互作用をもたらす学習者の個人差要因にどのようなものがあるかを理解する。また、教師は学習者の個人差にどのように配慮すればいいかを考える。
本講座は、社会言語学、語用論、談話分析、異文化コミュニケーションなどの分野を学びたいと考えている大学院生のための入門講座です。言語はそれだけで自立したものではなく、人が特定の文化や社会において使用することによって存在するものです。本講座では、そのような観点から、社会や文化や人というレンズを通して言語とは何かを探っていきます。

日本語教授法概論

峯 布由紀

日本語教育文法演習

峯 布由紀

この授業では、模擬授業を通して、効果的な初級向けの教授法、中級向けの教授法について、みんなで検討する。
この講義では、日本語コーパス（学習者コーパスを含む）を用いた文法研究について学ぶ。
各自、テーマを決めて、先行研究を読み、RQ を立て、分析方法を決める。次に、日本語のコーパスデータ（学習者コーパスも含む）を用いて、実際6

に自分でもテーマを設定してデータを分析する。最後は、分析結果を発表する。
第二言語習得（SLA）研究の成果を外国語教育の現場にどのように生かせるかを考える。SLA 研究からは、特に学習者の習得の認知過程を考慮したタ
スク中心の教授法（Task-Based Language Teaching: TBLT）が提唱されているが、関連文献を読みながら TBLT のあり方を探る。そして、タスクの教日本語教授法特講

小柳 かおる

材を検討したり、タスクに関する教材ユニットをデザインしたりすることにより、TBLT への理解を深める。また、早くからタスク的な要素を取り入れていたのが English for Specific Purposes（Academic English など）だと言われていたが、現在はヨーロッパを中心に内容言語統合型学習（Contentand Language Integrated Learning: CLIL）も提案されている。よって、本コースでは、CLIL の理論的な枠組みや実践についても学ぶ。
第二言語習得研究の概論から、実際にデータを収集して研究を行う段階へ進む足がかりとして、認知的アプローチの枠組みで行われた教室習得研究

第二言語習得演習

小柳 かおるに関する理解をさらに深めることを目的とする。実証研究の論文を読み、研究の最新動向に触れる。また、論文を読むと同時に、研究課題の導き方、
仮説の立て方や研究計画のデザイン方法などを読み取り、今度の研究計画立案に役立てられるようにする。
中間言語語用論は、非母語話者（第二言語学習者）の第二言語における語用論的知識の使用と習得を研究対象とする、応用言語学の新しい学際的領中間言語語用論概論

清水 崇文

域です。
本講座「中間言語語用論概論」では、この分野の研究論文を読んで理解するために必要な SLA と語用論の基礎知識を学ぶことから始め、関連領域である異文化間語用論と中間言語語用論（語用論的知識の使用）に関する代表的な論文を読み込んでいきます。
本講座「中間言語語用論演習」では、「中間言語語用論概論」で学んだ SLA と語用論の基礎知識、異文化間語用論と中間言語語用論（語用論的知識の中間言語語用論演習

清水 崇文使用）の研究の知見を活かしながら、「習得研究」としての中間言語語用論に関する代表的な論文を読み込んでいきます。講義では、中間言語語用論の研究成果と今後の課題を整理し、これらの研究で得られた知見を日本語教育、英語教育などに応用する術を考えていく予定です。
本講座では、「談話分析」の定義を広く捉え、言語学、哲学、社会学、文化人類学などの異なる学問分野を起源とする、談話を記述・分析するための様々な方法論を学びます。

談話分析

清水 崇文

講義では、これらの主要な方法論の基本的概念や理論を概観し、それぞれの分析方法がどのように談話の研究に貢献できるのかを検討していきます。
また、それらの思考法の要諦を学ぶことによって、ことばとコミュニケーションのあり様に対する基礎的な分析力を身につけるとともに、談話分析の知見を言語教育に応用する力を養うことを目的とします。

日本語評価法小柳 かおる日本語教授法（初級）和氣 圭子

言語テスティングの基本的理論を学び、日本語教育におけるテストの役割、テストのあり方を考える。また、テスト作成の実習を行い、「よいテス
ト」とは何か理解を深める。コースの中で行うテストに加え、日本語の大規模試験についても紹介する。
第二言語としての日本語は、どのように教えたら効果的なのか。何が学習を支え促進するのか、第二言語習得研究に基づいて考えながら、それを実践に結びつけるために模擬授業を行ってもらう。
日本語教育において中級とはどのようなレベルを指し、上級では何が最終目標とされるのでしょう。また、それぞれのレベルはどのようなシラバス

日本語教授法（中上級）

ペレラ柴田奈津子

で教えられるべきでしょう。従来、中上級では初級で習った基本文型／文法の運用と、待遇表現および読み書きの習熟に焦点が置かれてきました。
このコースでは、最近のスタンダード重視に沿って日本語教育をプロフィシェンシーの育成とみなし、その促進のために目標設定、シラバス、そして教室活動がどうあるべきか、社会文化理論（SCT) の視点から考えてみます。
大学院、日本語教育学コースの１科目としての位置づけで、他科目と共に日本語教育（外国語教育）の向上をめざす。このコースでは指導・習得の上

日本語音声学

大久保 雅子で必要不可欠な音声教育について考察していく。外国語としての日本語教育の観点から日本語の音韻体系を概観し、学習者が日本語を学習する際どのような点が問題となり、どういったことを考慮していくべきなのか、音声習得の理論的背景、実証データおよび教室活動としての音声教育への応用について考察する。クラスは主にディスカッション形式で進めるため、クラス内での意見交換や発表など個々の積極的な授業への参加が求められる。
日本語教育において、コミュニケーション能力をどのように育てるかは大きな課題です。現在の主流は CLT(Communicative Language Teaching) 理論に基づいた教授法ですが、言語の形式と意味を結びつけるために、従来のドリルをいかに普通のコミュニケーションに近づけるかということに焦点が当てられがちです。このコースでは、CLT を超えて最近注目され始めている SCT (Sociocultural Theory) にも注目します。言語は社会の中で日本語教材・教具論

ペレラ柴田奈津子

育まれることを意識し、日本語教室自体をコミュニティとして考え、テキストは実際の言語活動の中にあるとするカリキュラムの可能性について考えます。CLT および SCT 理論について学びながら、これらの理論に基づいた実践のためにテーマベースのシラバスを組み、タスク先行型の TTT(Task-Teach-Task) 方式を採用したレッスンプランを立てるワークショップを行います。また、テクノロジーの使用にも積極的に取り組みます。すべてのワークショップでグループによるプロジェクトを提出し、学期の最後には発表とレポートが課せられます。

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本講座では、日本語教育を行う上で特に重要だと考えられる社会言語学(語用論も含む)の項目を取り上げ、理解を深めていきます。基本的な概念や日本語社会言語学

齋藤 純子

理論を学ぶとともに、実際に話者がどのように日本語を使用しているのか、日本語の授業ではどのようなやりとりが行われているのかなどを概観し、日本語バリエーションの実態とその重要性を考えていきます。また、本講座は自己の日本語使用を見つめ直すいい機会にもなるでしょう。授業はディスカッションを中心に行う為、学生の積極的な参加が求められます。
在日外国籍の子どもの言語習得やアイデンティティ形成に関して、主に応用言語学的見地からバイリンガル教育と多文化共生について考察する。ペバイリンガル教育と多文化共生

坂本 光代

ルーやベトナム、ブラジル人のケーススタディなども介し、彼らにとって日本語を学ぶ事、そして母語を保持するとはどういうことを示唆するのかを教科書を元に問題提起し、ディスカッションする。
大学院生として必要な基礎的な知識・技能を身につけるために、次の 3 点に関して講義、実習を行う。

研究法入門

西川 朋美

①大学院での「研究テーマ」の選び方・育て方②研究調査の進め方③大学院の授業・学会などでの発表方法
多様な文化的背景の学習者たちと向き合う日本語教師にとっては、毎回の授業が（海外で教える場合には日々の生活そのものも）「異文化コミュニケーション」の連続です。そうした日本語教師に必須の資質の一つが、異文化コミュニケーション能力です。また、日本語の授業では「日本語」だけ

異文化コミュニケーション

清水 崇文

を教えればよいわけではなく、学習者にとっては「異文化」である日本人と真に理解し合えるコミュニケーション能力も育てていかなければなりません。そのためには、日本語の授業に異文化理解や異文化コミュニケーションスキルも取り入れていく必要があるでしょう。
本講座では、外国人学習者に日本語を教えるために必要な異文化コミュニケーション論の体系的な知識を学ぶとともに、自己気づきのための様々なアクティビティーを通して、自分自身の異文化理解・異文化コミュニケーションスキルを向上させていくことを目指します。
この授業では、受講者が各自、自分の研究テーマを設定し、受講者中心に授業を進めます。

日本語研究Ⅰ

峯 布由紀

授業前半は受講者が自分の研究テーマに関連する日本語に関する研究論文を用意し、授業日までにそれを受講者全員が読んで来て、授業ではそれについてのディスカッションを行います。各自、自分の研究テーマでの調査・研究を進めていき、学期後半にその成果をプレゼンしてもらいます。そして、期末の課題はそれをレポートにして提出することが求められます。

日本語研究Ⅱ

峯 布由紀

この授業では、日本語に関する文献・研究論文を読み、ディスカッションを行う。期末のレポートでは各自、テーマを設定して研究、調査を行い、その結果について発表する。
日本語教育学コースの２年生で、担当講師（清水崇文）を主査として、中間言語語用論、談話分析などの分野で修士論文を執筆する学生のための特別講義です。

社会言語学特講

清水 崇文

受講生自身の修士論文の研究テーマに関連した文献を読み、先行研究の成果と課題をまとめます。
また、前半では、修士論文の研究計画を発表し、他の受講生とのディスカッションを通して、再考・修正した計画を再度発表します。後半では、研究計画に基づいたパイロット・スタディーの実施・報告を行い、本実験への準備を整えます。
第二言語習得（SLA）研究から、その知見を生かした教授法としてタスク中心の教授法（TBLT）が提唱されている。実践面での応用が試みられている

日本語教授法演習

小柳 かおる

一方で、なおも SLA の重要な課題として実証研究が続行中である。よって、本コースでは、TBLT の理論的枠組みを理解し、今も議論の絶えない SLA
および TBLT の課題を整理し、実証研究の論文を読む。
読む行為には、記憶のシステムや問題解決などの情報処理のメカニズムが関わっている。その仕組みを理解することで、文章を読んで「分かる」と

応用心理言語学小柳 かおるはどういうことかを考える。そして、学習者がより良く理解するための読解活動として、先行オーガナイザーや図表などの視覚情報、学習ストラテ
ジーの使用、さらに、音読や推論、再話や翻訳、要約などをどう組み込むべきかを検討する。

＜Special Topics in Linguistics＞
科目名
World Englishes

担当者
FURUKAWA Gavin

講義概要
This course will look at the current state of English in the world around us particularly within the framework of Kachru's (1 988)
Circles of English. The course will also examine the social, cultural, and historical factors that have led to the rise of se veral

8varieties of English around the world. These World Englishes, the attitudes towards them, and the implications for society ingeneral and education specifically will be explored through detailed reading, discussion and individual research on this topi c.
言語学の研究を行う上で必須となる音声学・音韻論のコアの知識を確実に身につけるため、基礎から丁寧に説明してあるテキストを読み、必要に音声学・音韻論基礎

北原 真冬

応じて実習を行う。また、音声学・音韻論が一般言語学の理論や応用にどのように関わるかについても学習する。学生による分担発表と教員による解説を交互に行い進めていく。
現代言語学における syntax（統辞法研究、統辞論）の基礎を学びます。言語研究の歴史を概観したあと、現代統辞論の端緒をきった古典である Noam

統辞論基礎

福井 直樹

Chomsky の Syntactic Structures (1957) を正確に理解することを通して人間言語の形式的特性を科学的に研究することの意義を考えます。この授業で取り上げる事柄は、人間が持つ言語能力の中核的部分に関するものであり、言語の脳科学的研究から応用言語学に到るまでの全ての言語研
究の基礎になる内容です。
本科目では意味論および統辞法と意味のインターフェイスの研究における重要な概念、現象について学びます。取り上げるトピックは、動詞の分

意味論基礎

加藤 孝臣

類、主題関係、修飾、時制と相、否定と作用域、数量詞と作用域、束縛変項としての代名詞、焦点と前提、エンパシー、集合論の基本的概念、などです。授業は受講生によるテキストの分担発表を中心に進めます。

コーパス言語学２

担当者未定

コーパス言語学とは何か。どのようなコーパスの種類があるか。どういうふうに作成するか。何に役立つか。オンラインコーパスを利用することもあるが、小型コーパスを作成することも予定している。

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