Toyohashi University of Technology,
Institute for Global Network Innovation inTechnology Education

News from QC（Vol.5 2014/11/4）

5Reports

Activity Report vol. 3–Intensive English Course in Summer Semester–Junji Sasano, Toyohashi University of Technology
ELI (English Language Institute) Intensive English Course in summer semester had
been conducted from Monday to Thursday every week for 6 weeks from July 7th.
According to the remarks in the placement exam held in July 3rd, all students wereclassified into 7 levels, and I was assigned to Level 7. Each class consists of about 15students (8 students only for Level 7). There were 2 classes of 3 hours each day, and 4teachers taught 4 classes, i.e., writing, reading, and two speaking and listening classes,respectively. So each class was conducted twice a week.
First of all, my impression of the first week was that I had listened to a lot of English
words which I had never experienced. Since two teachers among them spoke very fast, I
got worried if I could manage to keep up with the classes. Moreover, other students
apart from me and another teacher from KOSEN were young and all from Asian
countries; however, their proficiency in English was very high, so I was completelyoverwhelmed. I felt that one important advantage of communication in English wasthat I was able to establish a good friendship with my classmates without caring about
the difference in our ages; this was very pleasant experience for me.
The main purpose of the writing class was essays. Articles concerning the topics to be
discussed in the essays were handed out every week, and we discussed about the topics
in groups, then we wrote essays as assignments based on the ideas talked in the group
discussion. I felt that it was very different from Japan that there were topics such assame-sex marriages, which are not usually treated in Japanese schools.
The teacher of the reading class was very unique man, because his explanation wasbased on his unique grammatical theory which I had never heard. For example, “Pasttense expresses not only the events
happened in the past but also theseparation from reality,” “Native English
speakers

arealways

obsessedwithnumbers (singular/plural),” or, “Tenses andTime Flames are different concepts,” hesaid. Though they were very difficult tounderstand, a lot of ideas which I could
reallyappreciateandadmire

wereincluded in his words. The amounts of theA picture of myself giving
presentation about my watch.

aassignments of his class were huge. They
were not only the preview of the articles used in the class but also summarizing articles
of New York Times and writing my opinions about them, vocabulary learning, etc.
As for the speaking and listening classes, there were two classes taught by two6

different teachers. In one class, we trained practical communication skills through thestudies of idioms, listening comprehensions, and asking questions and answering totheminpairs

withotherclassmates.

Especially,I

think,

thisquestioning-and-answering practice helped us to know well each other and tostrengthen our friendship. The biggest event in this class was a presentation about ourcherished items. I talked about my watch which my aunt gave to me. Other students
also presented their cherished items and relevant episodes. So, this was a very fun
activity such that we could know the other students’ personalities.
In the other class, we mainly trained debating and listening skills. In the debating
practices, we were separated into two groups of the pros and cons of the given topics,and then we debated. It was very tough for me to find out reasonable ideas when I was
assigned to the group opposite to my own opinions. In the listening practice, weanswered to some questions after watching short movies. The movies used in thisactivity were picked mainly from “One in 8 million” in the web site of New York Times.
The main purpose of this practice was to listen to what general citizens were talkingwith their various accents and speaking paces; however, I could only understand lessthan half of the contents. We also gave presentations in this class. We were allowed tochoose any topics we wanted. So, I was talking about Yoko Ono, who is one of the most
famous Japanese. Though I was upset because a student didn’t even know The Beatles,
she seemed to get interested in them a bit after my presentation.
In addition to these regular classes, some special classes were held. One of which
was watching a movie, The Family Man, with English subtitles. Since the movie wassuch as to remind us the importance of family, I felt like wanting my own family. The
other activity was going to a jazz club in Greenwich Village. At that day, Sylvia Cuenca
Quartet was performing, which was attractive so much. Other classes went see Rocky
the Musical on Broadway. Every teacher in ELI often said that experiencing the cultureof New York is the shortest way for us to improve our English ability.
I felt that the 6 weeks had passed quickly though I worried if I could go through thisintensive course at first. In the last day, we obtained diplomas, and a party was held in
the courtyard where the students and teachers of all classes gathered with some foodsand drinks. All of my life in the 6 weeks brought me back to my old school days.

7

Student? Researcher? Mixed Emotion
Jun Sakamoto, National Institute of Technology, Gifu College
We, TUT and National Institute of Technology members, finished taking thesummer English training course in mid-August, and our lifestyle has changed
drastically as a result of taking new college courses and starting research works.
Presently, each member is taking two college courses: one course for credit and one
course for observation. For example, I am taking General Introduction to Sociology forcredit and Methods of Social Research for observation. As I expected, my first
impression of each course was negative because it was hard to follow what the teachers
were saying. This course is absolutely different from the summer English training
courses that I took in the ELI. In particular, teachers in the English courses spoke
clearly, in addition, sometimes, they asked us questions about whether we understoodthe English or not because the purpose of the class was to improve our English.
However, in the specialized courses, professors are not concerned about ourunderstanding the material. Since I don’t have much vocabulary, when I encounter an
unknown word, I cannot keep up with the class. Therefore, if I misunderstand what
they are saying, I’m having trouble keeping up with the material covered in the class,but if the discussion already finished, it is too late.
Each members are also doing research works with a professor in Queens College.
Fortunately, my professor gave me my own laboratory, I could be studying in a goodenvironment. However, I have only four months to do, I hope to achieve a good
relationship with the NY researchers.
The most important task is to improve English skills. Every day, I am watching dramawith no subtitle, doing free conversation, writing diary, reading newspaper in English.
This year is special and precious for me, then, I would like to spend every minute ofevery day.

Fig. 1 class in session

Fig.2 My laboratory

8

Salad bowl
Shinichiro Mito, National Institute of Technology, Tokyo College
The fall semester has been started from the end of August. I am taking LinerAlgebra and Principle of Physics. Despite same Topics, I am interested about differencesof teaching method. Because I take fundamental subjects, the classes are not student
centered. Teachers are making circle of review, problem presentation, solution, andexercise. Students should do a bunch of homework as a part of exercise. A text book isfill with many good exercises and very expensive (around $150), perhaps because aquality of exercises and textbook is significantly influential to achievement of thelearning. Of course, the price of textbook is problem. Students often use the leased
textbook or used textbook. In a review, teachers explain the solution of problems thathave been given as homework. Because a only fundamental knowledge was described inprevious class, review is important. However, a teacher explains the only problems thatare asked by students. In addition, I often hear “Good so far? ” than Japan. Subjects are
move on to next part if there are no questions. It seems that students are required
active attitude toward learning, and a class is designed for encouraging the student’s
participation.
I decided to take an ELI (English Language Institute) evening class twice a week. A
day class that I took in July and August was mostly occupied by college student. Incontrast, majority of evening class is salaried person. The students of evening class havevarious backgrounds; for instance, Korean Ukrainian barber, Colombian physicaltherapist, Chinese nail salon owner, novel writer, and Business manager. In this class, I
strongly realize a cultural and ethnic diversity of New York. Queens College is placed inQueens which is most ethnically diverse urban area in the world. Therefore, I can see
many cultural things and immigrants by just working around. The photo on the lower
right shows a nearby street lined with Mexican, Japanese, and Halal restaurants. Suchsituation was called as Melting
pot. But in recent years, it iscalled as Salad bowl, in which
different

cultures

mix,

but

remains distinct in some aspects.
I want learn the merit anddemerit of multicultural society.
Restaurants near the University
Toyohashi University of Technology
Institute for Global Network Innovation in Technology Education
Center for International Education
1-1, Hibarigaoka, Tempaku-cho, Toyohashi, Aichi, JapanTel:+81-532-81-5161
Mail:unireform@office.tut.ac.jp
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