bluuebunny/crossref_metadata_2025 huggingface dataset:
Identifying factors associated with opioid cessation in a biracial sample using machine learning
Authors: Cox Jiayi W. , Sherva Richard M. , Lunetta Kathryn L. , Saitz Richard , Kon Mark , Kranzler Henry R. , Gelernter Joel , Farrer Lindsay A.
Published: February 2020

Aim: Racial disparities in opioid use disorder (OUD) management exist, however, and there is limited research on factors that influence opioid cessation in different population groups.

Methods: We employed multiple machine learning prediction algorithms least absolute shrinkage and selection operator, random forest, deep neural network, and support vector machine) to assess factors associated with ceasing opioid use in a sample of 1,192 African Americans (AAs) and 2,557 individuals of European ancestry (EAs) who met Diagnostic and Statistical Manual of Mental Disorders, 5th Edition criteria for OUD. Values for nearly 4,000 variables reflecting demographics, alcohol and other drug use, general health, non-drug use behaviors, and diagnoses for other psychiatric disorders, were obtained for each participant from the Semi-Structured Assessment for Drug Dependence and Alcoholism, a detailed semi-structured interview.

Results: Support vector machine models performed marginally better on average than other machine learning methods with maximum prediction accuracies of 75.4% in AAs and 79.4% in EAs. Subsequent stepwise regression considered the 83 most highly ranked variables across all methods and models and identified less recent cocaine use (AAs: odds ratio (OR) = 1.82 , P = 9.19 × 10-5; EAs: OR = 1.91, P = 3.30 × 10-15), shorter duration of opioid use (AAs: OR = 0.55, P = 5.78 × 10-6; EAs: OR = 0.69, P = 3.01 × 10-7), and older age (AAs: OR = 2.44, P = 1.41 × 10-12; EAs: OR = 2.00, P = 5.74 × 10-9) as the strongest independent predictors of opioid cessation in both AAs and EAs. Attending self-help groups for OUD was also an independent predictor (P < 0.05) in both population groups, while less gambling severity (OR = 0.80, P = 3.32 × 10-2) was specific to AAs and post-traumatic stress disorder recovery (OR = 1.93, P = 7.88 × 10-5), recent antisocial behaviors (OR = 0.64, P = 2.69 × 10-3), and atheism (OR = 1.45, P = 1.34 × 10-2) were specific to EAs. Factors related to drug use comprised about half of the significant independent predictors in both AAs and EAs, with other predictors related to non-drug use behaviors, psychiatric disorders, overall health, and demographics.

Conclusions: These proof-of-concept findings provide avenues for hypothesis-driven analysis, and will lead to further research on strategies to improve OUD management in EAs and AAs.
PNPLA3 gene and kidney disease
Authors: Mantovani Alessandro , Zusi Chiara
Published: February 2020

Chronic kidney disease (CKD) is a disease regularly seen in clinical practice. At present, CKD is described as a change of kidney structure and/or function and it is classified in relation to cause, values of glomerular filtration rate and albuminuria category. Seeing that CKD is closely linked to the development of end-stage renal disease and other comorbidities, the determination of additional independent predictors for CKD is clinically necessary. At present, there is evidence associating non-alcoholic fatty liver disease (NAFLD) with CKD, thereby suggesting that NAFLD patients may require intensive surveillance to reduce their risk of CKD. In 2008, genome-wide association studies documented an association between the variant rs738409 (C > G p.I148M) in the patatin-like phospholipase domain containing 3 (PNPLA3) gene (mainly implicated in the lipid regulation) and the entire spectrum of NAFLD (i.e., liver steatosis, non-alcoholic steatohepatitis, fibrosis, and hepatocellular carcinoma). In the last years, accumulating epidemiological evidence suggests the existence of a relationship between PNPLA3 rs738409 and risk of CKD, indicating that rs738409 may also contribute to the kidney injury. This is of particular scientific interest, as such association may explain, at least in part, the epidemiological association between liver and kidney disease. In this narrative review, we will discuss the accumulating evidence regarding the association between PNPLA3 rs738409 and risk of CKD, the putative biological mechanisms underpinning such relationship, and the possible future perspective.
Targeted inhibition of mRNA translation initiation factors as a novel therapeutic strategy for mature B-cell neoplasms
Authors: Taylor Joe , Yeomans Alison M , Packham Graham
Published: February 2020

Cancer development is frequently associated with dysregulation of mRNA translation to enhance both increased global protein synthesis and translation of specific mRNAs encoding oncoproteins. Thus, targeted inhibition of mRNA translation is viewed as a promising new approach for cancer therapy. In this article we review current progress in investigating dysregulation of mRNA translation initiation in mature B-cell neoplasms, focusing on chronic lymphocytic leukemia, follicular lymphoma and diffuse large B-cell lymphoma. We discuss mechanisms and regulation of mRNA translation, potential pathways by which genetic alterations and the tumor microenvironment alters mRNA translation in malignant B cells, preclinical evaluation of drugs targeted against specific eukaryotic initiation factors and current progress towards clinical development. Overall, inhibition of mRNA translation initiation factors is an exciting and promising area for development of novel targeted anti-tumor drugs.
Inhibitors of the Fanconi anaemia pathway as potential antitumour agents for ovarian cancer
Authors: Taylor Sarah J , Arends Mark J , Langdon Simon P
Published: February 2020

The Fanconi anaemia (FA) pathway is an important mechanism for cellular DNA damage repair, which functions to remove toxic DNA interstrand crosslinks. This is particularly relevant in the context of ovarian and other cancers which rely extensively on interstrand cross-link generating platinum chemotherapy as standard of care treatment. These cancers often respond well to initial treatment, but reoccur with resistant disease and upregulation of DNA damage repair pathways. The FA pathway is therefore of great interest as a target for therapies that aim to improve the efficacy of platinum chemotherapies, and reverse tumour resistance to these. In this review, we discuss recent advances in understanding the mechanism of interstrand cross-link repair by the FA pathway, and the potential of the component parts as targets for therapeutic agents. We then focus on the current state of play of inhibitor development, covering both the characterisation of broad spectrum inhibitors and high throughput screening approaches to identify novel small molecule inhibitors. We also consider synthetic lethality between the FA pathway and other DNA damage repair pathways as a therapeutic approach.
Colorectal cancer genomic biomarkers in the clinical management of patients with metastatic colorectal carcinoma
Authors: Rachiglio Anna Maria , Sacco Alessandra , Forgione Laura , Esposito Claudia , Chicchinelli Nicoletta , Normanno Nicola
Published: February 2020

Colorectal carcinoma (CRC) is an heterogeneous disease in which different genetic alterations play a role in its pathogenesis and progression and offer potential for therapeutic intervention. The research on predictive biomarkers in metastatic CRC (mCRC) mainly focused on the identification of biomarkers of response or resistance to anti-epidermal growth factor receptor monoclonal antibodies. In this respect, international guidelines suggest testing mCRC patients only for KRAS, NRAS and BRAF mutations and for microsatellite instability. However, the use of novel testing methods is raising relevant issue related to these biomarkers, such as the presence of sub-clonal RAS mutations or the clinical interpretation of rare no-V600 BRAF variants. In addition, a number of novel biomarkers is emerging from recent studies including amplification of ERBB2, mutations in ERBB2, MAP2K1 and NF1 and rearrangements of ALK, ROS1, NTRK and RET. Mutations in POLE and the levels of tumor mutation burden also appear as possible biomarkers of response to immunotherapy in CRC. Finally, the consensus molecular subtypes classification of CRC based on gene expression profiling has prognostic and predictive implications. Integration of all these information will be likely necessary in the next future in order to improve precision/personalized medicine in mCRC patients.
Analisis Kepuasan Pelanggan Pada Sekolah Tinggi Teknologi Muhammadiyah Cileungsi-Bogor
Authors: Awang surya
Published: February 2020

Persaingan antar perguruan tinggi meraih calon mahasiswa semakin lama semakin ketat. Oleh karena itu upaya pihak perguruan tinggi untuk memuaskan pelanggan yang dalam hal ini adalah mahasiswa menjadi semakin penting. Pelanggan yang puas adalah media promosi paling efektif, karena mereka akan mempromosikan kepada calon pelanggan yang lain. Demikian pula sebaliknya pelanggan yang kecewa akan menjadi media promosi buruk. Segala upaya merekrut calon pelanggan akan tidak berdayaguna manakala konsumen yang kecewa melakukan kampanye negatif.Maka menjadi penting untuk mengetahui tingkat kepuasan pelanggan yaitu para mahasiswa Sekolah Tinggi Teknologi Muhammadiyah Cileungsi, agar STTM Cileungsi bisa memenangkan persaingan merebut hati calon mahasiswa.Penelitian ini dilakukan dengan interview pada beberapa sampel pelanggan yaitu mahasiswa STT Muhammadiyah Cileungsisebanyak 82 orang dari ketiga Prodi yang ada di STT Muhammadiyah Cileungsi.Metoda analisis yang digunakan adalah menggunakan Importance Performance Analysis. Dari hasil penelitian didapat beberapa faktor yang perlu mendapat perhatian serius karena harapan pelanggan tinggi tetapi kinerja faktor tersebut rendah. Secara berurutan menurut tingkat kesesuaian faktor-faktor tersebut adalah: Fasilitas internet (55,76%), Kualitas ruang kuliah (60,27%), Status akreditasi (60,73%), Status kepemilikan gedung (62,50%), Bursa lapangan kerja (63,38%), Kelengkapan laboratorium (66,67%) dan Kelengkapan buku-buku referensi di perpustakaan kampus (69,86%). Luaran dari penelitian ini adalah karya tulis yang akan dipublikasikan di jurnal intern Sekolah Tinggi Muhammadiyah Cileungsi, Teknosains.
A Elemen Transmisi Lampu Belajar Tenaga Gravitasi Untuk Siswa di Daerah Tertinggal
Authors: Hilman Hilman Sholih
Published: February 2020

Kebutuhan lampu penerangan di tempat yang tidak terjangkau aliran listrik PLN sangat tinggi, terutama untuk kebutuhan belajar siswa sekolah. Keterbatasan jaringan PLN mendorong kita untuk mencari sumber tenaga listrik alternatif, misalnya menggunakan listrik tenaga surya, lampu minyak bumi, battery dan lain lain. Salah satu yang masih belum banyak digunakan adalah sumber listrik tenaga gravitasi. Pada prinsipnya, sumber energy listrik tenaga gravitasi ini adalah merubah energy gravitasi suatu beban menjadi energi listrik. Besar kecepatan (RPM) dan lama waktu putaran generator DC ditentukan oleh berat beban sumber energy gravitasi dan rasio putaran elemen transmisi. Penelitian ini bertujuan untuk merancang elemen transmisi yang effective untuk menggerakan generator DC dengan memanfaatkan energy gravitasi.
A Perancangan Pompa Hidram Pada Tabung Udara Dengan Metode VDI 2221
Authors: Ucok Ucok Sugeng
Published: February 2020

Saat ini teknologi untuk menyuplai air masih kebanyakan menggunakan pompa dengan penggerak motor listrik sebagian besar pompa tersebut memiliki ketergantungan akan energi listrik atau bahan bakar minyak sebagai energi penggerak pompa . Salah satu teknologi yang mulai dikembangkan adalah pompa hydraulic ram . Pompa hidram bekerja berdasarkan prinsip palu air. Ketika aliran fluida dihentikan secara tiba-tiba maka perubahan momentum massa fluida tersebut akan meningkatkan tekanan secara tiba-tiba. Peningkatan tekanan ini digunakan untuk mengangkat sebagian air ke tempat yang lebih tinggi. Maka dirancanglah pompa hidram yang menggunakan energi potensial air sebagai penggeraknya.Dalam perancangan pompa hidram yang penulis lakukan, menggunakan variasi tinggi tabung udara dengan tinggi 0,55 m dengan diameter  3 inch dan variasi panjang pipa pemasukan dengan panjang 1,64 m,Tinggi saluran suplai  0,3 m dan tinggi saluran output 1,55 m dapat kapasitas pompa maksimum sebesar 0,00041  Efesiensi maksimum pompa hidram 5,9 % .
A, Umar Tsani Jurnal Teknosains
Authors: Umar Umar Tsani A.
Published: February 2020

Dalam rangka mengoptimalkan operasional bus antar kota, Perusahaan Oto bus (PO) bus pada saat ini dapat memanfaatkan tersedianya sistem tracking kendaraan berbasis GPS yang dioperasikan operator GPS tracking. Akan tetapi ada kendala dimana sebahagian besar operator GPS tersebut tidak mengkhususkan operasi perusahaannya untuk armada bus penumpang. Salah satu hal utama yang perlu di pantau perusahaan selain dari pada posisi armadanya setiap saat yang sebahagian besar operator GPS tracking sediakan juga kemampuan untuk pemantauan jumlah penumpang bus. Hal ini sangat bermanfaat bagi PO bus agar terjadi transparansi jumlah pendapatan yang diperoleh dari tiap penumpang karena adanya feature tambahan pemantauan jumlah kursi penumpang yang diduduki setiap saat yang dapat terpantau dan terekam langsung dan dapat dimonitor dari kantor pusat manajemen PO bus. Kemampuan pemantauan jumlah penumpang ini adalah upgrade yang ditambahkan pada software GPS tracker open-source yang sudah tersedia dan dapat diunduh online. Rancangan upgrade untuk sistem GPS Tracking Open source menggunakan hardware open source Arduino dan dihubungkan dengan modem GSM 808 dari simcom yang sudah dilengkapi dengan gps receiver berchannel banyak.
FUZZY SOFT HERMITIAN OPERATORS
Authors: FARIED NASHAT , S.S. ALI MOHAMED , SAKR HANAN
Published: February 2020

In this paper, we define the fuzzy soft hermitian operator, which is a special type of fuzzy soft linear operators in fuzzy soft Hilbert spaces. Moreover, related theorems including fuzzy soft point spectrum theorem and more are introduced. Furthermore, an example in favor of the fuzzy soft hermitian operator and another one against it are investigated.
Review of Caryocolum (Lepidoptera: Gelechiidae) from the Russian Altai with description of two new species
Authors: Šumpich Jan , Huemer Peter , Bidzilya Oleksiy
Published: February 2020

In total, thirteen species of the genus Caryocolum Gregor & Povolný, 1954
(Lepidoptera: Gelechiidae) have been recorded from the Altai mountains in Russia so far. All available faunistic data are summarized and presented in detail. DNA barcodes of the mtCOI (cytochrome c oxidase I) gene of the majority of recorded species were studied. Molecular data and morphology support the following two species, which are described here as new to science: Caryocolum procurvella sp. nov. and C. atrum sp. nov. Caryocolum tetrameris (Meyrick, 1926) is recorded as a new species for Russia. Caryocolum blandella (Douglas, 1852) and C. viscariella (Stainton, 1855) are removed from the fauna of the Altai Republic due to misidentifications.
Discovery of termitophilous rove beetles associated with Formosan subterranean termite Coptotermes formosanus in Taiwan, with the first larval description for the tribe Termitohospitini (Coleoptera: Staphylinidae)
Authors: Liang Wei-Ren , Maruyama Minetoshi , Kanao Taisuke , Iwata Ryûtarô , Li Hou-Feng
Published: February 2020

The Formosan subterranean termite, Coptotermes formosanus Shiraki, 1909 (Blattodea: Rhinotermitidae), is a well-known pest of wood structures. Its native range has been widely investigated for potential implications for pest control strategies. Termitophilous staphylinid species of the genera Japanophilus Maruyama & Iwata, 2002 and Sinophilus Kistner, 1985 found in nests of C. formosanus have been used to infer the native range of their host termite. Herein, we extend the range of these two genera to include Taiwan, the type locality of C. formosanus. Taiwanese specimens were identified as J. hojoi Maruyama & Iwata, 2002 and S. yukoae Maruyama & Iwata, 2002 based on morphological and molecular data. The first-instar larva of J. hojoi is described, the first known immature stage of the tribe Termitohospitini (Coleoptera: Staphylinidae: Aleocharinae).
Using Mnemonics to Facilitate Learning of Japanese Script Characters
Authors: Manalo Emmanuel , Trafford Julie , Mizutani Satomi
Published: February 2020

Extra tutorial sessions on the use of pictorial mnemonics to facilitate memorization of Japanese hiragana and katakana script characters, as well as vocabulary words and kanji characters, were offered to university first year undergraduate students taking a beginners’ Japanese language course. 27 students, most of whom were experiencing some difficulties with the course, volunteered to attend. Although the improvement in actual marks that the students evidenced subsequent to attending the sessions did not prove to be statistically significant, a significant improvement in pass rate was found. Furthermore, the students rated the sessions highly in terms of their helpfulness, and the majority indicated that they believed the sessions helped their performance in the course assessments. It is concluded that mnemonic strategies can effectively be employed in facilitating retention of the script of a foreign, non-alphabetic language within a real educational setting.

初心者対象の日本語コースを取っている大学１年生に、日本語のひらがなとカタカナ、及び語彙と漢字の記憶を促進するため、絵を用いた連想法を使った追加授業が提出された。２７名（そのうちのほとんどは、コースにおいて何らかの困難に直面している）が自主的に追加授業に出席した。追加授業出席後、学生の実際の小テストの点の向上には有意差は認められなかったものの、合格率の向上においては有意差は確認された。さらに、追加授業に出席した学生は授業が役立ったと高く評価し、大多数が追加授業がコースの成績の成果に貢献したと思うと述べた。本論は、実際の教育現場で英語のアルファベットを用いない外国語の文字を教える際、連想法を効果的に使用することができると結論づけた。
Hand in Hand: A Comparison of Gestures Accompanying Japanese Native Speaker and JSL Learner Refusals
Authors: Jungheim Nicholas
Published: February 2020

The purpose of this study is to describe how native speakers of Japanese and Japanese as a second language learners use gestures as an integral part of Japanese refusals. Participants were 10 native speakers and 33 Japanese as a second language learners who performed a series of role plays that included refusals. This study focused on refusals of an offer and refusals of an invitation. Although learners tended to use manual gestures with refusals of an offer and head movements with refusals of an invitation as did native speakers, there were noticeable differences in the actual performance of these gestures. Implications are that in spite of experience living in the Japanese culture, learners could possibly benefit from additional instruction dealing with gestures as an integral part of Japanese refusals.

本研究は、日本人母語話者と第２言語としての日本語学習者が、日本語の断り表現における主要な表現手段としてのジェスチャーをどのように用いているかを明らかにしようとしたものである。被験者は１０人の母語話者と３３人の日本語学習者で、断りを含む一連のロールプレイを行った。特に焦点を当てたのは、何かの申し出に対する断りと招待に対する断りである。学習者は母語話者と同様に、申し出に対する断りには手の動きで、招待に対しては頭の動きでそれを示す傾向にあったが、実際のこれらのジェスチャーには顕著な違いが見られた。この結果は、日本の文化に触れる経験がすべてなのではなく、日本語の断り表現としてのジェスチャーを大切な要素として学習者に指導することによっても学習者がそれを学べる可能性があることを示唆している。
Journal Writing and the Question of Transfer of Skills to Other Types of Writing
Authors: Duppenthaler Peter
Published: February 2020

This report looks at the effect of journal feedback and the possible transfer of skills from journal writing to in-class compositions. Although no statistically significant justification for belief in a positive transfer-of-skills effect was found, only the meaning-focused feedback group was found to have made a steady increase in the number of error-free clauses over time, in both their journal entries and in their in-class writing samples.

本稿は英語日記に対するのフィードバックの効果、ならびに英語で日記をつけることで得たスキルが、授業の中でのライテイングへ転化されるかどうかを検証する。スキルの有効な転化がある、という見解を裏付ける統計的に有意な確証は得られなかったが、意味に中心をおいたフィードバックを受けたグループについては、誤りのない文節の数の着実な増加が、日記への書き込みにも、授業の中でのライテイングのサンプルにもみとめられた。
Perspectives: Toward the Development of Intercultural Communicative Competence: Theoretical and Pedagogical Implications for Japanese English Teachers
Authors: Komiya Samimy Keiko , Kobayashi Chiho
Published: February 2020

Although CLT (Communicative Language Teaching) was introduced into Japanese English education in the mid-1980s under the initiative of the Monbukagakusho (the National Ministry of Education, Science, and Culture of Japan), the implementation of CLT has been challenging for Japanese English teachers. This article explores possible sources for the difficulties that CLT has caused in Japan. It examines factors such as Japanese sociocultural, political, and educational contexts that have significant influence on curricular innovation. This article further argues that the underlying assumptions of CLT that are based on the native-speaker competence model are not compatible with the contexts of Japanese English education because these assumptions include native-speaker competence as a primary goal of second language acquisition. Recognizing the current status of English as an international language, the authors propose an alternative model based on the notion of intercultural communicative competence (Alptekin, 2002) and discuss how the model of intercultural communicative competence can be applied to Japanese English education.
１９８０年代半ばから、文部科学省の指導の下で日本の英語教育にコミュニカティブ・アプローチが導入されているが、コミニュカティブ・アプローチの実践は日本の英語教師にとって依然として困難な試みである。本論はコミュニカティブ・アプローチが日本にもたらしている問題の要因を探るために、カリキュラムの改変に影響を及ぼす日本の社会文化的、政治的、教育的状況を検討する。さらに、母国語話者のコミュニケーション能力を前提とするコミュニカティブ・アプローチは、ネイティブのコミュニケーション能力を第二外国語習得の主な目標とする点で日本の英語教育に適さないと論じる。最後に、現在英語が果たしている国際語としての役割を認識した上で、異文化コニュニケーション能力の概念に基づくモデルを新たに提案し、このモデルがどのように日本の英語教育に応用できるのかを検討する。
Directives and Assessments in Japanese Native and Nonnative Conversation
Authors: Hosoda Yuri
Published: February 2020

Various kinds of data and methodologies have been used to investigate nonnative speakers’ (NNSs’) pragmatic competence. In the past decade, attempts have been made to describe NNSs’ pragmatic abilities in naturally occurring interaction using the Conversation Analysis (CA) methodology. To date, there are an increasing number of CA studies that describe NNSs’ pragmatic competence in institutional settings, but only a few in noninstitutional settings. Using the framework of CA, this study examines NNSs’ pragmatic competence displayed in sequences of directives and assessments in casual native speaker (NS)-NNS conversation in Japanese. The analysis reveals that the pragmatic competence of the NNSs and NSs is constructed out of the detail of talk and other conduct in which the participants juxtapose multiple resources such as sequential organization, speech, body, and the surrounding environment to jointly shape the sequences of directives and assessments and establish mutual understanding in ongoing interaction.

今日まで非母語話者の語用的能力を検証するのに様々な研究法が試されてきた。過去10年の間に会話分析の手法を使って自然発生的な相互行為における非母語話者の語用的能力を描写する研究が見られるようになった。しかしながら、現在まで社会的組織の中での自然発生的な相互行為における非母語話者の語用的運用能力を描写する研究は多く見られるが、日常会話における非母語話者の語用的運用能力を描写する研究はあまり見られない。本研究では、会話分析の手法を用いて母語話者と非母語話者の日常会話を分析し、その中に見られる指示（directive）と評価（assessment）のシークエンスを検証した。分析の結果、会話参与者の語用的能力は、会話参与者が言語だけでなくシークエンスの文脈、ジェスチャー、周囲にある物など様々な資源を使って指示と評価のシークエンスを共に築き上げ相互理解を示す過程において顕著に見られることがわかった
Problems in Top-Down Goal Setting in Second Language Education: A Case Study of the “Action Plan to Cultivate ‘Japanese with English Abilities’”
Authors: Hato Yumi
Published: February 2020

This study critically examines the “Action Plan to Cultivate ‘Japanese with English Abilities,’” which the Japanese Ministry of Education has implemented as part of its reform of English education. Specifically, the paper appraises on the basis of up-to-date research findings on L2 learning the attainment goals the Ministry of Education through its Action Plan has set for junior and senior high school students. In this regard, it is shown that there is no empirical data to justify the Action Plan’s adoption of particular standardized tests into the definition of these goals, and that the goals defined in terms of English proficiency cannot be achieved within the available instructional time. This study thereby identifies flaws in the Action Plan which are caused mainly by the lack of input from those who are acquainted with the reality of L2 learning (i.e., teachers and researchers). The study also suggests possible ways for improving policy making and specifies the types of research that would be instrumental in formulating realistic and effective educational policies.

文部科学省が「『英語が使える日本人』の育成のための行動計画」の中で掲げる中学校・高等学校卒業段階での達成目標を、これまでの第２言語学習に関する研究成果と照らし合わせて批判的に検証した。その結果、この達成目標に関わる次のような問題点を指摘した: (1)目標設定に特定の検定試験が取り込まれたことを正当化できる客観データがない、(2)習熟度を基準に設定された目標は、中学校および高等学校で確保されている授業時間内には達成できない。また、これらの問題を解決すべく、教育実践の指針となる効果的な目標設定のあり方や、そのために必要な実証研究について考察した。
Perspectives: Short-Term Overseas Study Programs: A Survey of Private Junior High Schools in Tokyo
Authors: Brauer Herbert
Published: February 2020

This survey research is the first large-scale study to provide a description of short-term overseas study programs implemented by private junior high schools in Tokyo. In addition to fundamental quantitative parameters, this comprehensive survey returned descriptive data from 84% of the private junior high schools in the Tokyo region with programs in 2001 and 2002. This descriptive data included types and details of activities undertaken, program and activity objectives, integration between the overseas study programs and school curricula, follow-up activities, and program evaluation. The survey revealed several innovative programs and activities implemented by these schools and identified areas that might benefit from further research.

この調査研究は東京の私立中学校が行っている短期海外研修プログラムについて詳しく説明するものである。この広範囲に渡る調査は、２００１年及び２００２年における東京地域にある、プログラムを実施している私立中学校の８４％から得た、基本的な量的パラメーターの他に、実施された活動のタイプや詳細、プログラムや活動の目的、海外研修プログラムと学校のカリキュラムの調整、追跡活動、そしてプログラムの評価に関する質的なデータに依るものである。この調査により、幾つかの革新的なプログラムや活動が明らかとなり、更なる研究価値の在る分野が確認された。
The Effect of Interactional Adjustments on the Overall Comprehension of Spoken Texts: A Case Study
Authors: Peñate Marcos , Boylan Geraldine
Published: February 2020

One of the basic conditions required for pupils to learn a foreign language is that their teachers must speak to them in the target language—and always at a level which is understandable to them. The effectiveness of interactional adjustments such as repetitions, comprehension checks, and nonlinguistic aspects used by a teacher to help primary and secondary school pupils with their general understanding of spoken texts delivered in English is analysed in this article. Once the effectiveness of such adjustments is confirmed, a comparison is made between the teacher’s use of adjustments when teaching a group of 10-year-old primary school pupils and when teaching a group of 17-year-old secondary school pupils.

外国語指導の重要な要件の一つとして、当該外国語を指導言語とし、しかもそれを学習者が理解できるレベルで使わなければならないということが挙げられる。そのために教員は学習者とのやり取りの最中、理解の確認、繰り返し、あるいは非言語行動により絶えず調整を行わなければならない。このような調整がどのくらい効果があるのかを、小学校、中学校の授業を観察し分析した。さらに10歳の小学生対象の授業、17歳の中学生対象の授業でどのように違うかをあわせて考察した。
Nonparticipation in University Language Support
Authors: Reinders Hayo
Published: February 2020

Research has shown that many students studying abroad face great difficulties and run the risk of failing courses as a result of problems with the language (cf. Ballard & Clanchy, 1997). At a university in New Zealand it was found that over 70% of all resident second language speakers had a level of English that did not prepare them adequately for university study. In response, a free language support programme was offered to help students improve their English and develop their skills for independent learning. Students with identified language needs were strongly encouraged to take part in the programme. However, both the participation and completion rates were disappointing, especially among Japanese students. Several previous studies have reported similar findings, but little information is available on the reasons for this lack of participation (e.g. Voller, Martyn, & Pickard, 1999; Mak & Turnbull, 1999). The current study is an attempt to investigate why, in spite of strong encouragement, students chose to (not) make use of the available support and what determined their completion of the programme. It was found that while time constraints played an important role, so did students’ perceptions of the programme and the type of support it would offer. A number of practical recommendations for support staff working on such programmes are given.

先行研究では、留学中の学生の多くが、語学的な問題のために、学業の困難に直面し、落第の危機にさらされていることが示されている(cf. Ballard, & Clanchy 1997)。ニュージーランドの一大学では、英語を第２国語として話す学生全体の７０%以上が、大学での勉強に十分に対応できるだけの英語力が備わっていないことが判明した。それに対応する形で、学生の英語力と、自立的な学習スキルの向上を助けるために、無料の語学サポートプログラムが提供された。語学的必要が認められている学生には、強くこのプログラムへの参加が促された。しかしながら、参加率、終了率のどちらを見ても、期待はずれなもので、これは、特に日本人の学生の間で、顕著であった。多くの先行研究が、これに似た結果を報告しているが、このような非参加の理由に関しては、情報が非常に少ない。本研究では、なぜ学生達が利用できるサポートを利用した（あるいはしなかった）のか、そして、何がこのプログラムの終了の要因となったのか、を調査するひとつの試みである。時間的な制約のみではなく、学生のプログラムとこれが提供するだろうサポート内容の性格に対する印象も、重要な役割を果たしたことが判明した。最後に、このようなプログラムに従事するサポートスタッフのための、実用的な提案を示す。
Perspectives: Content-Based Instruction in EFL Contexts: Considerations for Effective Implementation
Authors: Goto Butler Yoko
Published: February 2020

Recently, there has been growing interest in content-based instruction (CBI) in foreign language education, particularly in English as a foreign language (EFL) education. However, there are a number of challenges for successful implementation of CBI in EFL contexts, and its implementation therefore needs to be carried out with careful consideration and preparation. Based on a review of previous studies as well as the author’s observation of various CBI classes in EFL contexts in East Asia, this paper identifies factors that influence the effectiveness of CBI including: (a) program setting and curriculum, (b) characteristics of teachers, (c) characteristics of learners, and (d) resource availability. The paper concludes with a series of suggestions for the successful implementation of CBI in EFL contexts, with particular emphasis on the implementation of CBI in East Asia.

近年、外国語としての英語教育環境下（EFL） で、コンテント・ベース教授法
（CBI）に対する関心が高まっている。しかし、EFLにCBIを導入するには解決すべき課題も多く、効果的な導入には、慎重な検討と周到な準備が不可欠である。本論文では、CBI に関する先行研究や、筆者自身の東アジア
諸国での多種にわたるCBI導入ケースの観察に基づき、以下の４点をCBIの効果を左右する要因として指摘する。すなわち、（a）プログラムの施行状況とカリキュラム、（b）教員の特徴、（c）学習者の特徴、（d）資源サポートのありかたである。これらを詳細に分析し、主に東アジア地域に焦点を絞りながら、CBIを効果的に導入するにはどうしたらよいかについて具体的な提案を行う。
Team Teaching Participation Patterns of Homeroom Teachers in English Activities Classes in Japanese Public Elementary Schools
Authors: Aline David , Hosoda Yuri
Published: February 2020

Since Monbukagakusho (Ministry of Education, Culture, Sports, Science and Technology (MEXT)) introduced its new course of study guidelines, most public elementary schools now offer English Activities classes, mostly classes team-taught by the homeroom teacher (HRT) and an assistant language teacher (ALT). Although team teaching has received a lot of attention in Japan, there are few studies on team teaching at elementary schools. This observational study examines the interaction among HRT, ALT, and students, with a focus on HRTs’ participation patterns in the interaction. The data come from six team-teaching English Activity classes in five randomly selected public elementary schools. The data revealed four observable ways HRTs participated: by being (a) a “bystander,” (b) a “translator,” (c) a “co-learner” of English, or (d) a “co-teacher.” The various participation patterns exhibited by the HRTs affected the classroom interaction in distinct ways. Teaching implications for both experienced and novice teachers are discussed.

「総合的な学習の時間」が本格的に開始されて以来多くの公立小学校で英語活動が導入されてきた。多くの学校では学級担任と外国人指導助手のティームティーチングによる授業を行っている。日本ではティームティーチングという言葉をよく耳にするが、小学校におけるティームティーチングの研究はまだ進んでいない。本稿では、学級担任、外国人指導助手、児童の英語活動授業における相互行為を検証し、学級担任の相互行為への参加パターンについて考察する。本研究では公立小学校５校６教室における英語活動を分析した。分析の結果、学級担任は(a) 傍観者、(b) 通訳、(c) 生徒 (d) 教師、として授業に
参加していたことがわかった。また、学級担任のそれぞれの授業参加パターンは教室内相互行為の軌道に様々な影響を与えていることがわかった。学級担任と外国人指導助手は今後どのようにティームティーチングを進めていくべきなのかについて示唆する。
What do sports, learning Japanese, and teaching English have in common? Sociocultural learning theories, that’s what
Authors: Cowie Neil
Published: February 2020

An analogy is drawn between how sports in Japan are practiced, and how Japanese as a second language is taught. These two areas are examined through the frameworks of sociocultural and cultural learning theories which have led the author to reflect on and adjust his own English language teaching beliefs. These theories are then linked with Bourdieu’s concept of “cultural capital” in which students are socialized into certain educational practices and perceptions in order to succeed in a society. It is argued that when students move from the familiar practices and perceptions of school to the different ones of a university foreign language classroom, both they and their teachers, need to be given time and the means to adapt to new forms of cultural capital.

本論文は日本におけるスポーツ・トレーニングと日本語を外国人に教える方法との間に類似性を指摘する。この二つの分野の教授法を社会文化学習理論及び文化学習理論の枠組みから考察し、これにより著者はこれまでの自己の英語教育への信条を反省し、調整する。さらに社会文化学習理論をBourdieuの提唱するcultural capital概念、つまり学習者は社会で成功するために特定の教育慣行や認識に順応していくという考え方と連動させる。本論文は学習者が従来慣れ親しんできた学習法や認識を脱して大学の外国語授業へと移行できるまでには、学習者が、そしてまた教師が、新しい形のcultural capitalに適合できるだけの時間と手段が必要であることを提唱する。
An Evaluation of English Textbooks in Japan from the Viewpoint of Nations in the Inner, Outer, and Expanding Circles
Authors: Yamanaka Nobuko
Published: February 2020

English is used as an international language in communicating with people across many cultures in the modern world. Kachru has investigated this phenomenon and created the “three concentric circles” model to portray the global diffusion of English. His findings show that the “cultural dimensions” of English usage have been expanding; as a result, it is important for Japanese English learners to understand as wide a variety of cultures as possible for effective intercultural interactions. In Japan, the Ministry of Education, Culture, Sports, Science and Technology maintains that “the understanding of cultures” should be regarded as one of the main objectives in teaching English at the secondary school level. However, as there are few specific instructions provided in terms of the teaching of culture, it is difficult to understand which nations should be included in the teaching of English. This paper, therefore, aims to help us understand which countries are currently included in junior high and senior high English textbooks based on Kachru’s three-concentric-circles model.

英語は現在、さまざまなコミュニケーションの場面で国際語として機能している。Kachru (1989)はそういう英語の様相を調査し、“Three Concentric Circles” モデルで英語の世界的な
広まりを説明している。彼の調査結果から、英語で効果的なコミュニケーションを行うために、英語学習者は英語圏の文化のみならず、異文化に関する幅広い知識を持つことが重要であることが読み取れる。異文化理解は日本の英語教育で、中学校、高等学校で主な目標の1つに挙げられている。しかしながら、英語指導の場面でどの国の内容が含まれるべきか、もしくは実際に含まれているのかを具体的に把握するのは難しいのが現状である。こうした現状をふまえ、本論では国の視点から中学校、高等学校の英語教科書を1つの枠組みで検証し、結果を “Three Concentric Circles” モデル　(Kachru, 1989) に基づいて、3つのカテゴリー「the Inner Circle」「the Outer Circle」「Expanding Circle」に分類し、これらのデータをもとに日本の英語教育における異文化理解を議論することを目的とする。
Motivation for Learning English as a Foreign Language in Japanese Elementary Schools
Authors: Matsuzaki Carreira Junko
Published: February 2020

This study investigated how 345 Japanese elementary school pupils’ intrinsic and extrinsic motivation for learning English changed with age (174 third– and 171 sixth–graders). Factor analysis identified five underlying factors: interest in foreign countries, intrinsic motivation, caregivers’ encouragement, instrumental motivation, and anxiety. The results of an ANOVA showed significant differences in intrinsic motivation, interest in foreign counties, and instrumental motivation between the third and sixth graders. The third graders' mean scores were higher than those of the sixth graders. This study revealed a rather steady developmental decline in intrinsic and extrinsic motivation for learning English, which might be attributed to general development trends in contemporary Japanese elementary school pupils. Within a consensus that there is considerable room for improvement in primary–school English education in Japan, results of the present study suggest that the area of motivation can shed light on how the teaching methods for elementary school students in the higher grades can be improved.
本研究は、日本の小学生英語学習者の英語学習に対する内発的・外発的動機が年齢によりどのように変化していくかを調べたものである。調査参加者は、3年生174名、6年生171名、合計345名である。質問紙で得たデータを因子分析した結果、外国に対する興味、内発的動機、道具的動機、親の励まし、不安の５つの因子が抽出された。さらに分散分析の結果、外国に対する興味、内発的動機、道具的動機に有意差がみられ、どれも３年生の平均値が６年生の平均値よりも高かった。ｋの結果から、学年があがるほど英語学習に対する内発的動機と外発的動機が低下していることがわかる。これは今の小学生の一般的な発達的傾向に原因があるという推測も成り立つが、特に、本論文では日本の初等英語教育においても改善すべき点があるとの立場から、高学年の指導法の改善の必要性を示唆した。
Differences in Reading Strategies Employed by Students Constructing Graphic Organizers and Students Producing Summaries in EFL Reading
Authors: Suzuki Akio
Published: February 2020

The big difference between summaries and graphic organizers (GOs) as adjunct aids for EFL reading is that GOs can reduce the cognitive burden on readers because of their two-dimensional spatial displays while summaries cannot. In this study, five Japanese high school students were required to construct GOs and another five were required to produce summaries while reading a passage written in English. They were required to report what they were thinking while reading the passage and producing adjunct aids so that their use of reading strategies could be examined. The results gained from think-aloud protocol analysis indicated that the GO group reported more general comprehension strategies than the summary group. The findings are discussed from the perspective that the task of constructing the GOs using visual argument allowed the students to employ more general comprehension strategies.

学習者の英文読解を補助するために、要約を書かせる方法と英文の構成を図式化させる方法（Graphic　Organizer；GO）がある。両者の最も大きな違いはGOの場合、二次元の空間配置を利用することによって読み手の認知的負荷を軽減できることにある。本研究では５名の被験者に構成図を、５名の被験者に要約を書かせる課題を与え、使用される読解方略の違いをプロトコル分析によって検討した。分散分析の結果、構成図を書いた群は、要約を書いた群よりも、テキスト全体の構成に関わる読解方略を多く使用し、言語的な情報に関わる読解方略を少なくすることが示された。図式化した読者は情報を視覚化することにより、より包括的な読解方略を使ったためであろうという解釈がなされた。
The Impact of a U.S. teacher training program on teaching beliefs and practices: A case study of secondary school level Japanese teachers of English
Authors: Kurihara Yuka , Samimy Keiko
Published: February 2020

This study examines the impact of a U. S. teacher training program on eight Japanese English professionals’ teaching beliefs and practices after the completion of the program. It also investigates the teachers’ perspectives on how they resolve tensions, if any, between their teaching beliefs, Japanese teaching contexts, and new knowledge learned in the program. The data were collected mainly through qualitative methods such as multiple interviews with teachers and through document analysis. The results suggest that while the teachers considered the training experiences to be positive, they faced difficulties in applying their new knowledge in their own teaching contexts due to school, social, and cross-cultural factors. Despite the challenges, the data also revealed that the teachers attempted to negotiate the gap between expectations in these contexts and their teaching beliefs. We conclude that in order to understand the impact of teacher education programs, it is important to explore teachers’ perspectives on their learning to teach.

本論文では、アメリカにおける英語教員研修が、研修後日本人英語教員の信念や授業にどのような効果をもたらすかについて８名の参加者を対象として考察する。さらに、帰国後、彼らが英語教員としての信念、日本の教育環境、研修で学んだ知識、これらの狭間で何らかの困難を経験しているかどうか、経験しているならばそれをどのように解決しようとしているかについてもあわせて調査する。本研究はインタビューと資料分析（content analysis）により主に質的データを収集分析した。その結果、教師は研修を肯定的に捉えているが、学校や社会環境、国境を越えた文化的な違いなどから、研修で得た知識を応用するのが困難であると感じていることが分かった。しかし一方では、多様な英語教育への期待と本人の英語教員としての信念とに折り合いをつけながら授業を進めていこうと努力していることも分かった。教員研修の効果を理解するには、参加者が指導技能習得のために学ぶということを、どのように捉えているのかを知ることが重要であると結論づけた。
Exploring the Dialectic: An Interview with James P. Lantolf
Authors: Verity Deryn
Published: February 2020

James Lantolf has become identified with the sociocultural approach to second language acquisition, as developed from the original ideas of Russian psychologist Lev Vygotsky (1896-1934) and others. His introductory essays in Lantolf and Appel (1994) and Lantolf (2000) are widely cited essential digests of the basic principles and concepts of this theoretical paradigm. Professor Lantolf is Greer Professor in Language Acquisition and Applied Linguistics; Director of the Center for Language Acquisition; and Co–Director of CALPER (Center for Advanced Language Proficiency Education and Research) at Pennsylvania State University. Dr. Lantolf is also the founder of the Sociocultural Theory and Second Language Learning Research Group, which began to meet in 1993. His dozens of publications include three seminal volumes on sociocultural theory: the two collections of articles mentioned above, and a new book, Sociocultural Theory and the Genesis of Second Language Development (2006, coauthor Steven L. Thorne) published by Oxford University Press.
Reflecting on different worlds: How experiential knowledge from learning Japanese has informed the teaching practice of ELT teachers
Authors: Burden Peter
Published: February 2020

Deliberating on and analyzing ideas about teaching can lead to an improvement in our teaching practice. By taking a reflexive stance, we can thoughtfully grapple with issues of theory-practice dichotomy. Cognitive “received knowledge” from books or teacher training, and emotional “experiential knowledge” which can come from participating in language learning often do not “gel” and this is manifested in tensions in practice. Classroom learning experience can feed back into received knowledge to develop classroom practice, so an interest in where one’s teaching knowledge comes from can lead to a better understanding of practice. Through interviews, six university English teachers who are studying or have formally studied Japanese reflected on their experiences as learners and how those experiences have informed their teaching practices. Results show that although situated in different contexts and settings, the participants are not fixed upon any one method and that self-understanding emerges through engagement and reconsidering received knowledge to gain new perspectives on classroom reality.

教育方法について振り返り、考えをさまざまな角度から分析してみるというのは指導実践を向上させるのに大変役に立つ。このような内省的なアプローチを取ることにより、理論と実践が乖離していることが理解できる。本や研修会などを通して得た認知レベルの知識と、自らが外国語を学んだ情意的な経験とが結びつかないことが多く、そのため教室で指導している際にどちらを優先すればよいのかについて悩むことにもなる。このような問題を解決するためには、自らの外国語の学習体験を振り返りかつ深く内省することが助けとなる。これが延いては学習者の指導にも役立つ。指導に関する知識はどこから得たものなのかを振り返ってみることにより現在の指導方法を向上させることができるであろう。本研究では現在大学で英語教育を行っている教員６名に面接調査を行い、過去の日本語学習の経験が現在の指導法にどのように影響しているかを探った。結果の示すところ、それぞれ教育活動を行っている環境や状況は異なっているが、だれも特定のひとつの教授法を使っているということはないという傾向がどの教員にも共通して見られた。また、自分が実際にどのような指導を行っているかを振り返り、すでにもっている知識を自分の指導に照らし合わせて内省することにより、はじめて確固たる知識がえられるということがわかった。
Social Relationships in Conversational Interaction: Comparison of Learner-Learner and Learner-NS Dyads
Authors: Sato Masatoshi
Published: February 2020

This study investigates interactional moves of Japanese EFL learners and how they modify their oral output differently depending on whether their interlocutor is a peer or a native speaker (NS). By employing retrospective stimulated recall methodology, this study also explores the participants’ perceptions which arguably determined their interaction patterns during a communicative task. Participants were eight Japanese first-year university students and four NSs of English. Conversations of eight learner-NS dyads and four learner-learner dyads (six hours in total) were audiotaped, transcribed, and then statistically analyzed. Learners were interviewed two days after task completion. Results revealed that learners interacted in significantly different ways depending on whom they interacted with. Integrating the introspection data from stimulated recall sessions, this study provides social and cultural perspectives to the research field of interaction; specifically, social relationships have significant influences on interaction patterns.

本稿は、日本人英語学習者が、英語での会話の中で相手に誤解を生じさせるような発言をした場合、また文法的な間違いを犯した場合に、その会話の相手が日本人英語学習者であるか、英語を母語とする者であるかによって、修正の方法を変えるのかどうか、また変えるとすればどのように変えるのかを探るものである。統計的分析に加えて、面接調査を行いやりとりの型を決定付けたと想定される話し手の会話中の心理を考察した。調査対象は日本人の大学１年生８名および英語の母語話者４名であった。日本人学習者と英語母語話者のペア８組、および学習者同士のペア４組（合計６時間分）の会話を録音し、文字化した。さらに２日後に各学習者に面接を行った。統計分析を行った結果、学習者は会話の相手によって、有意に異なる会話パターンを選択することが明らかにされた。統計分析、面接、リコール（stimulated recall）などによって得られた結果を統合することにより、本稿では会話における相互作用の文化的、社会的側面に焦点を当てた。特に社会的な人間関係が会話のパターンに大きく影響することを明らかにした。
Mastering the English formula: Fluency development of Japanese learners in a study abroad context
Authors: Wood David
Published: February 2020

A common perception in English language education in Japan is that studying English abroad is the way to improve speech proficiency. An important element of speech proficiency is fluency, commonly measured by temporal variables of speech such as speed, pauses, and length of runs of speech. Evidence exists that the use of formulaic sequences, strings, and frames of words with specialized functions, mentally stored and retrieved as single words, is key to fluency. The present study is an examination of the spontaneous speech of four Japanese learners in a study abroad context in Canada. The participants’ narrative retells were analyzed over six months for increased fluency and use of formulaic sequences. The results show that the participants did increase their level of fluency, and that formulaic sequences played an important part in that development. This has implications for English language programs in Japan and other EFL contexts.

海外で英語を学習することにより英語の会話力は向上する、という考えは日本の英語教育の共通認識であるといってよい。会話力における重要な要素の一つは流暢さ（fluency）である。流暢さは通例、速度、ポーズ、発話の長さ等、発話の時間的変異により測定される。これまで行われた研究により、定型表現（formulaic sequences）ー独立した語彙として記憶され使用する際に想起される特定の機能をもった言い回しや単語のまとまりーを使うことが流暢さを増すための鍵となることが明らかになっている。本研究は、カナダで英語を学ぶ４人の日本人学習者の発話を分析、考察したものである。学習者に物語を聞かせ、それを自分の言葉で語らせることによりデータを収集した。期間は６ヶ月間に亘った。データは流暢さと定型表現使用の量について分析した。その結果、確かに学習者は流暢さが増し、さらに定型表現の使用がその上達に重要な役割を果たしたことを示していることが明らかになった。この結果に基づき外国語としての英語教育にさまざまな示唆を行った。
Communicative Language Teaching: An Exploratory Survey
Authors: Nishino Takako
Published: February 2020

Since 1989, the Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) has attempted to promote higher achievement in English communicative skills among secondary school students by urging teachers to use communicative activities.MEXT has also undertaken to achieve this goal by executing a 5-year Action Plan.This exploratorystudy investigates Japanese teachers’ beliefs and practices regarding communicative language teaching (CLT) in their classrooms through a survey of 21 secondary school teachers. The results show that in order to employ CLT in their classrooms, teachers feel that a change in classroom conditions is a prerequisite. The results also show that CLT is beginning to be employed at the local level. In order to delineate ways to help this small local change lead to real English education reform in Japan, a comprehensive investigation of the beliefs of a larger number of language teachers is necessary.

1989年より、文部科学省（当時文部省）は、中学生・高校生の英語によるコミュニケーション能力を高めようと、外国語科授業でのコミュニケーション活動の採用を促してきた。さらに同省は、2003年から５年間の「英語が使える日本人」の育成のための行動計画の実施により、その方針の具体的な実現をねらっている。本探索的研究では、中学及び高等学校の英語教員２１人にアンケートを実施し、コミュニカティヴ･アプローチ（CLT）を授業に採用することについてどのような信条を持ち、どのように実践しているかについて調査した。その結果、被験者の多くはCLTを採用するために教室の教育環境を変えてほしいと願っていることが判明した。また、CLT は一部の学校で利用され始めていることがわかった。この傾向をさらに確かなものにするためにも、より多くの英語教員を対象にした包括的調査が必要である。
Foreign Language Listening Anxiety: Its Dimensionality and Group Differences
Authors: Kimura Harumi
Published: February 2020

This paper investigates foreign language listening anxiety (FLLA) in line with social and interpersonal anxiety studies. Language-learning anxiety has been conceptualized as a unique, situation-specific entity, and recent research in second language acquisition (SLA) has examined anxiety with respect to such skill domains as reading and writing as well as in terms of spoken interaction. Too much emphasis on specificity, however, might have led researchers and practitioners to miss common features of anxiety as affective processes under tension. A Japanese translation of the Foreign Language Listening Anxiety Scale (FLLAS), which was created for Korean learners of English by Kim (2000), was administered to 452 Japanese learners. Data reduction through factor analysis indicated that this construct, as measured by the FLLAS, has three factors which were labeled Emotionality, Worry, andAnticipatory Fear. University major and gender were chosen as independent variables, and only the levels of the former were found to be significantly different in terms of one of the factors, Emotionality. Math students experienced more arousal of fear than social science students in this dimension of the FLLAS.

本論では、日本人大学生の英語のリスニングに関する不安感を因子分析と分散分析を用いて研究する。韓国語を母国語とする学習者向けに開発されたスケールを基にして作成した日本語版尺度を用い、この心理的概念の適切なモデルの構築を目指し、三つの因子を仮定する。また、専攻分野によって学生の不安感の構成にも統計的有意差が見られることも報告する。