bluuebunny/crossref_metadata_2025 huggingface dataset:
Improving interpersonal competence in the communicative classroom
Authors: Schmidt-Fajlik Ronald
Published: March 2020

Current practice in language teaching based on the communicative approach emphasizes the development of language skills. Opportunities are given for students to develop their language skills through interaction based on pair and group work. Such social interaction requires the use of interpersonal skills. If students do not feel confident about their interpersonal skills, they may be reluctant to take part in communicative activities that require social interaction. Interpersonal skills are also important if students are to effectively and confidently use the language skills they have been studying in real life situations. This article describes the importance of introducing interpersonal skills in the language classroom and gives practical suggestions on how to develop such skills.

コミュニカティブ・アプローチに基づく現行の言語教育では、コミュニケーション能力を重要視している。そのため、学生はペアおよびグループワークを行い、対人関係を築きながら言語能力を育成している。対人関係はすべてのコミュニケーションの基礎となるからである。学習中の言語能力を実生活の中で、学生が自信を持って活用するためには、対人関係のスキルを学ぶ必要がある。本論では、語学の授業に対人関係のスキルを導入することの重要性を述べ、スキル向上の実際的な提案を行う。
Teaching collocations effectively with the aid of L1
Authors: Ozaki Shigeru
Published: March 2020

The acquisition of collocations is an essential part of native-like competency in English usage yet is not so easy for learners. The use of collocations by non-native English speakers tends to be negatively influenced by their L1. Interference from the learners’ L1 could be mitigated by showing them the differences between the collocations in the target language and the equivalents in their own language. This article discusses concrete methods of teaching collocations effectively with the aid of learners’ L1 after briefly reviewing literature on collocations, collocations and language acquisition, and the use of learners’ L1 in language teaching.

学習者にとって、コロケーションは母語話者のような言語能力を習得するのに不可欠だが、それほど容易ではない。非母語話者は、コロケーションの使用に第1言語のマイナスの影響を受けやすい。しかし、このような母語干渉は、学習者に目標言語のコロケーションと第1言語における同等のコロケーションとの違いを示すことによって、緩和することができる。本論では、コロケーション、コロケーションと言語習得、言語教育における学習者の第1言語使用に関する先行研究を概説し、さらに、第1言語を補助的に使ってコロケーションを効果的に教える具体的な方法を議論する。
Ken Wilson: Author, Teacher, and Teacher Trainer
Authors: Cornwell Steve
Published: March 2020

Ken Wilson is an author and trainer. He has written more than thirty ELT titles, including a dozen series of course books, including Smart Choice for Oxford University Press (OUP). He also writes lots of supplementary material, and in 2008, OUP published Drama and Improvisation, a collection of more than 60 of his ELT drama and motivational activities. His first publication was a collection of songs called Mister Monday, which was released when he was 23, making him at the time the youngest-ever published ELT author. Since then, he has written and recorded more than 150 ELT songs, published as albums or as integral parts of course material. He has also written more than a hundred ELT radio and television programs for the BBC and other broadcasters, including fifty radio scripts for the Follow Me series, thirty Look Ahead TV scripts and a series of plays called Drama First.Until 2002, Ken was artistic director of the English Teaching Theatre, a touring company which performed stage-shows for learners of English. The ETT made more than 250 tours to 55 countries, including three visits to Japan. Ken is an enthusiastic blogger, tweeter and social networker. He lives in London England with his wife Dede and two cats, and works in a shed at the end of his garden.
Moving Beyond Self Introductions to Sharing Self Exploration and Expression
Authors: Motohashi Ellen
Published: March 2020

Language teachers can easily get caught up in the mechanics and outcome-based instruction of language teaching. Too often, the pedagogic relationship between the language teacher and learner are defined according to the narrowly defined discourse and task-based nature of the learning task designed for language acquisition. Pushing back the boundaries on this relationship and opening up opportunities for self-expression and self exploration through an introductory task termed Self Maps helps teachers and students to move beyond formulaic introductory exchanges and express themselves more deeply in their unique and singular individuality.

語学教師は授業の際、文の構造や学習の成果についとらわれがちである。また多くの場合、語学教師と学習者の関係は、言語習得のためにデザインされた、狭義でのディスコースやタスクに基づく学習活動の性質によって決まってしまう。この両者の間の境界を押し広げ、セルフマップという自己紹介活動を通して自己表現と自己探求の機会を与えることにより、教師と学習者は紋切り型の自己紹介を超え、個々の唯一無二の個性をより深く表現できるようになる。
Initiation, preservation, and retrospection: The role of CLT in the L2 motivational process
Authors: Brown Jonathan
Published: March 2020

This paper examines the role Communicative Language Teaching (CLT), a popular language teaching approach, plays in second-language (L2) motivation by analyzing the characteristics of CLT in tandem with the motivational process. Using Dörnyei and Ottó’s (1998) model of L2 motivation as a framework, three major components of motivation are identified: (1) initiation, (2) preservation, and (3) retrospection. Based on these components, the role CLT plays at the various stages of the L2 motivational process, as identified by Dörnyei and Ottó (1998), through initiation, preservation, and retrospection is investigated. In doing so, this study presents evidence of the importance CLT plays in fostering students’ motivation, thereby advocating its effectiveness in ESL/EFL classrooms in Japan.

本論は、第2言語(L2)学習の一般的な語学教授法であるコミュニカティブ・ランゲージ・ティーチング(CLT)の役割を、動機づけの過程と並行してその特徴を説明することで検証した。Dörnyei & Ottó (1998)のL2学習における動機づけを枠組みとして使用し、動機づけの3つの主要な構成要素を（1）始まり、（2）維持、（3）回顧と識別した。これらの構成要素を基盤とし、L2学習の動機づけの様々な段階におけるCLTの役割を研究した。本論では、CLTが生徒のやる気を育てるのに重要な役割を担うことを例証し、日本のESL/EFLクラスに効果的であることを論じる。
Language teaching methodology and teacher education: Trends and issues—An interview with Alan Waters
Authors: Sung Chit Cheung Matthew
Published: March 2020

Adopting appropriate teaching methods and designing suitable teaching materials are among the major concerns of language teachers around the world. Although many teachers are eager to find the ‘best’ or most effective ways of teaching, there are no easy answers, given the wide range of sociopolitical contexts in which teaching takes place. In this interview, Alan Waters, a leading expert in English language teaching (ELT) from Lancaster University, talks about the trends and issues surrounding language teaching methodology, materials design, as well as teacher education in ELT. With extensive experience in the field, Alan has taught English as a foreign language and taken part in teacher training projects in various parts of the world, and has published several books and numerous journal articles. He is interested in all the main aspects of the theory and practice of ELT.
Dr. Stephen Krashen answers questions on The Comprehension Hypothesis Extended
Authors: Wang Marian
Published: March 2020

Stephen Krashen is Emeritus Professor of Education at the University of Southern California. He is best known for developing the first comprehensive theory of second language acquisition, introducing the concept of sheltered subject matter teaching, and as the co-inventor of the Natural Approach to foreign language teaching. He has also contributed to theory and application in the area of bilingual education, and has done important work in the area of reading. He was the 1977 Incline Bench Press champion of Venice Beach and holds a black belt in Tae Kwon Do. He is the author of The Power of Reading (2004) and Explorations in Language Acquisition and Use (2003). His recent papers can be found at < www.sdkrashen.com>.

JALT’s Extensive Reading SIG brought Dr. Stephen D. Krashen to the Fifth Annual Extensive Reading in Japan Seminar, and on July 3rd, he spoke to approximately 150 people at Kobe’s International House. Kobe JALT’s Membership Chair prepared a form for participants to write down questions for Dr. Krashen. The following questions received responses and have been modified for brevity and accuracy.
Task-based learning challenges in high schools: What makes students accept or reject tasks?
Authors: Stroud Robert
Published: March 2020

This paper takes an original approach to investigating why high school students in Japan may decide to undertake or reject tasks in task-based learning (TBL). Issues with non-participation, noise, and a lack of involvement are common experiences for high school teachers using tasks where students are left alone to work in pairs or groups. Such problems can be attributed to low motivation and discovering what it is about tasks that students find most motivating is very fruitful for task design purposes. A post-task motivation related survey was distributed to 196 junior and senior high school students twice after different tasks. Specifically, grabbing the attention of and creating a feeling of satisfaction for the students were found to be of the most significance for motivation to occur. Suggested directions for teachers of TBL with regards to motivational task design are offered in conclusion.

本論は、日本の高校生がtask-based learning (TBL)のタスクに取り組むか拒否するかをどのように決めているかを、独自の方法で検証した。ペアワークやグループワークなど生徒に任せるタスクを使用する場合、不参加や騒音や関与不足などの問題がしばしば見受けられる。タスクに対する動機づけの低さはその問題の原因となるので、タスクのどのような点が生徒の動機づけを最も高めるかを知ることは、タスクをデザインするうえで非常に有益である。動機づけに関するアンケート調査を、196名の中学・高校生に対して、異なるタスクの後で2度行った。調査結果の中で、生徒の関心を引くことと満足感を生み出すことが、動機づけを高めるために最も重要であることが分かった。結論として、TBLにおいて動機づけを高めるタスクデザインに関する提案を行う。
The Instruments for Research into Second Languages (IRIS) Digital Repository – Jim King interviews Emma Marsden about a new online research resource
Authors: King Jim
Published: March 2020

The Instruments for Research into Second Language Learning (IRIS)  is a new non-profit, independent, free online database of instruments for collecting data for research into foreign/second languages. Here Jim King talks to Emma Marsden, the IRIS Project’s joint director, about her ambitious plan to make peer-reviewed L2 research tools accessible to a much wider audience. Having started her career as a foreign language teacher in schools, Emma Marsden is now a senior lecturer in second language education at the University of York, with interests in second language learning theories, foreign language teaching, and research methods.
An evaluation of the use of student-generated materials
Authors: Brown Howard , Iyobe Bethany , Riley Paul
Published: March 2020

This study focuses on learner reactions to a discussion project based on student-generated materials (SGM). SGM are linked to authenticity, investment in learning, motivation, and positive learning outcomes. However, SGM may represent a new and daunting experience for students unaccustomed to participatory learning. This study examines the reaction of Japanese university students to an SGM project based on creating discussion and decision-making scenarios for others to use later. Results from questionnaire data indicate that students have positive feelings about using materials created by peers. They show interest and engagement, and request more opportunities to work with materials created by other students. However, they feel less positively about actually creating such materials. They cite difficulty in finding an appropriate topic and writing clear background information and instructions. The pattern is somewhat related to language level with lower proficiency students showing a stronger preference for using others' materials rather than creating them.

本論は、学生が作成した教材(SGM)を使用したディスカッションプロジェクトへの学習者の反応について検証する。SGMの使用は、学生のやる気を増し、学習成果を向上させ、学習内容や学習するという経験自体にもより強い結びつきを感じさせるという報告がある。しかし、積極的に授業に参加する環境に慣れていない学生にとっては、SGMの作成は、まったく新しい、とまどう経験でもある。本論では、他の学生が授業で使用するSGM作成プロジェクトに参加した、日本の大学生の反応を検証する。具体的には、ディスカッショントピックを決定し、その結果結論を導き出すまでのシナリオの作成を行った。そのSGMを使用した学生からは、自分と同じ立場の学生が作成した教材の使用に対し前向きな反応があった。興味や積極的な取り組みが示され、他の学生が作成した教材をもっと使用したいという意見もあった。一方、適切なトピックの選択や分かりやすい指示をするのは難しいという理由で、自分自身がそういった教材を作成することについては、あまり積極的な反応ではなかった。その傾向はレベルによるところもあり、レベルが低い学生ほど、教材作成よりもそれを使用する立場のほうが良いという意見だった。
A review of ETS's Criterion online writing program for student compositions
Authors: Long Robert
Published: March 2020

This study will report on the findings of first-year Japanese university students using ETS's Criterion© Online Writing Evaluation Service. The study focused on two research questions: (1) were there important differences in ETS's computerized feedback and teacher feedback, and (2) was there any improvement in student writing over the school year? For the 2012-2013 academic year, students wrote six compositions. Results indicate that teachers tended to focus on meaning, whereas computerized feedback centered on grammatical and stylistic issues. As for student progress, only four specific areas showed any marginal improvement: confused words, spelling, missing commas, and too many short sentences, indicating that students became slightly better at expressing meaning and in using punctuation more effectively. The data indicate there were some drawbacks with ETS's computerized feedback evaluating meaning and organization of ideas, but that it was helpful in evaluating some aspects of grammar, mechanics, usage, and style.

本論は日本の大学1年生を対象にETSのCriterionオンライン作文ソフトを使用した結果をまとめ、次の2つの問いについて論じたものである。すなわち、（1）ETSのコンピュータによるフィードバックと教員によるフィードバックに重大な差が存在するか、（2）1年を通して学生の作文に改善がみられたか、である。（1）については、2012年度に6回の作文を分析した結果、教員のフィードバックが意味に注目しがちなのに対して、コンピュータのフィードバックは文法的、文体的問題を主に扱っていることが判明した。（2）については、4つの領域（語の混同、スペリング、コンマの欠如、頻出する短文）においてのみ、わずかな改善がみられた。ここから考えられるのは、学生が意味表現でわずかながら改善し、句読点をより効果的に使用できるようになったということである。結論として、使用したデータによると、ＥＴＳのコンピュータによるフィードバックは、意味や概念の整理について評価する際に欠点を露呈している。ただ、文法、構造、用法、文体のいくつかの面を評価するのには役立つものであると言える。
Training Teachers
Authors: Hahn Aaron
Published: March 2020

Over the last several decades, the Japanese government, through the Course of Study guidelines promulgated by the Ministry of Education, Culture, Science and Technology, has directed schools to include more communicative language teaching (CLT) in their English programs. These top‑down directives have met with mixed results. One commonly cited problem is that English teachers are rarely provided with sufficient training in CLT, and thus are unable to implement the new guidelines effectively. However, since other objections also play a role in the rejection of CLT, one question is whether or not increased training increases compliance with the guidelines. This paper examines two local contexts to determine the role that proper training can play. Specifically, it considers informal training provided at a public high school by an Assistant Language Teacher, along with training conducted by a Board of Education to prepare elementary school teachers to begin teaching foreign language classes.

過去数十年にわたり、政府は文部科学省が公布する学習指導要領を通して、英語教育にコミュニカティブ・ランゲージ・ティーチング(CLT)をより多く導入するよう教育機関に指導してきた。このようなトップダウン指導は多様な結果を導いた。一般的によくあげられる問題として、英語講師は十分なCLT研修をほとんど受けていないので、新たな学習指導要領を効果的に活用できないと論じられる。しかし、CLTに対する異議はそれだけはなく、果たして研修が増えれば講師の学習指導要領の実践につながるかどうかが論点となる。本論では、公立高校においてALTが行う非公式の研修と、小学校教師が外国語のクラスで生徒に教えるための準備として教育委員会が実施する研修という2つの状況を通して、適した研修が果たす役割を考察する。
Communicating writing tasks effectively: Assignment sheets as pedagogical tools
Authors: Quinn Cynthia
Published: March 2020

The assignment stage of the writing process requires teachers to define the task and clarify expectations to students in concise, comprehensible terms to ensure that learners can write with direction and confidence. To help teachers achieve this goal, this article recommends the use of assignment sheets to enhance teacher-student communication and shows how these documents can be used in class for a variety of pedagogical purposes. Beyond the basic aim of clarifying task requirements, the author shows how they can be used as a heuristic for teachers, as a reference tool for students, as a means to advance learners’ composition metalanguage, and as a resource to bridge the gap between teacher and student expectations.

作文指導の課程において教師が宿題を出そうとする際には、学習者が自分の進むべき方向性を理解し、自信を持ってタスクを行えるようにするために、教師は学生に対してタスクの内容を明示し、期待する内容を簡潔かつ理解しやすいように伝えなければならない。これを達成するための一助として、本論では、宿題シートを使用して学生と教師間のコミュニケーションを促進し、授業でそれがどう使用されるかを示す。また、この宿題シートがタスクの明示化という基本的な目的を超えて、様々な用途に使用できることを示す。その用途とは、教師にとっての指導指針、学生にとっての参考ツール、学習者が作文をする際に使えるメタ言語を増やすための手段、そして教師と学生間の思惑のずれを正すためのリソース、等である。
Language Socialization and Language Teaching: An interview with Patricia (Patsy) Duff
Authors: Dunkley Daniel
Published: March 2020

Sociolinguistics has grown in importance in recent years, and we have become aware of the role of language not just as a means of communication, but also as a creator of social identity. Additionally, in our current globalized world, contact between users of different languages has increased, especially in countries with large immigrant populations. This interview with Dr. Patricia Duff explores the major issues in Language Socialization. Dr. Duff is currently Co-director of the Centre for Research in Chinese Language and Literacy Education at the University of British Columbia, Canada, where she is Professor of Language and Literacy Education. Her primary research activities concern the processes and outcomes of (second) language learning and language socialization in secondary school and university classroom contexts (foreign/second language, bilingual/immersion, mainstream content courses), as well as in workplaces and communities more generally.
JALT2013 Plenary Speaker article: A voyage of discovery
Authors: Ur Penny
Published: March 2020

Abstract

Learning is indeed a lifelong voyage: a voyage of discovery. As teachers, we learn as we travel on; and the main goal is not to reach a destination, but rather the experience of the voyage itself and the knowledge, insights and skills that we acquire on the way. This plenary talk provides an opportunity for me to share with the audience my own voyage of discovery as a teacher and teacher educator: some of the key events in my professional life and their learning outcomes. These events are things like turning-points in my own early teaching career, encounters with memorable personalities, exposure to key books and articles. The learning outcomes are sometimes theoretical–principles that have informed my teaching ever since–and sometimes practical: techniques and procedures that work. I hope these will resonate with the audience and perhaps trigger further discussion and personal learning.

学習は一生続く旅、発見に満ちた航海のようなものである。教師として、我々は旅をしながら学んでおり、主な目標は、目的地に到着することではなく、航海そのものの経験や途中で獲得する知識、洞察力やスキルである。この基調講演は、教師でありティーチャートレーナーでもある私自身の航海を聴衆と分かち合う機会とし、私の職業人生のいくつかの重要な出来事とその時々の学習の結果を紹介したい。それらの出来事とは、教師というキャリアの初期の頃のいくつかの岐路や転機であり、記憶に残る忘れられない人々であり、素晴らしい本、記事や論文との出会いである。学習の結果とは、時には、ずっと私の教育方針に情報を与えてくれる理論的原理であり、時には、うまく行く授業テクニックや手続きなど実用的なものだったりする。これらの話題が、聴衆と共感し、場合によっては、さらなる議論や個々人の学習のきっかけになることを望んでいる。
JALT2013 Plenary Speaker article: How many hats do you wear?
Authors: Linse Caroline
Published: March 2020

This article provides a broad analysis of the many different hats teachers of young learners wear. How many of the following roles can you identify with: public relations director, cheerleader, choirmaster, literacy coach, assessment specialist, parent educator, storyteller, housekeeping services supervisor, artist in residence, child psychologist, justice of the peace, or diplomat?

本論では、年少者に教える教師が果たすたくさんの異なった役割について幅広く分析する。その役割は、広報部長、チアリーダー、聖歌隊指揮者、読み書き指導員、評価専門家、保護者指導教員、ストーリーテラー、家事サービス監督者、おかかえ芸術家、児童心理学者、治安判事、そして外交官など様々だが、あなたはそのうちいくつ特定できるだろうか。
JALT2013 Plenary Speaker article: How social media changes our thinking and learning
Authors: Sherman Kristin
Published: March 2020

Social media are already having a drastic effect on the way we communicate and interact with each other; but how are they affecting our learning and thinking processes? Research suggests that the processes happening in our brains due to interaction with technology are rapidly changing. This plenary will discuss the ways in which social media, in particular, are transforming how we find and process information and the implications this has for the language learner. It will also review the ways in which using social media can facilitate the language learning process both for students and educators.
JALT2013 Plenary Speaker article: How My Teaching Has Changed over Time: My Lifelong Voyage
Authors: Folse Keith
Published: March 2020

You are a teacher today. Certainly you have contemplated why you became a teacher, but have you ever thought about why you became the kind of teacher you are? Perhaps you tell jokes in class. Perhaps you give frequent tests. Perhaps you emphasize grammar, but why do you do these things? Did you learn to do them? Or do you just naturally do these things? We develop our teacher identify over time. For most of us, the greatest influence has come from our own teachers. We are an accumulation of influences of all the teachers who have taught us. Some teacher behaviors we emulate; others we reject. In this talk, I will share my reflections from a lifelong voyage as language learner and teacher, both in ESL and EFL settings, and hope to nudge you into reflecting on the people who have shaped your current teacher identity.

今、あなたは教師である。あなたが教師になった理由を熟考したことはあっても、なぜ現在のあなたのような教師になったのかを考えたことはあるだろうか。たぶん、あなたは教室で冗談を言うだろう。しばしばテストをするだろう。文法を重視するだろう。しかし、なぜこれらのことをするのだろうか。そうすることを学んだのだろうか。または、自然とするのだろうか。長い時間をかけて、私たちは教師としてのアイデンティティを養う。私たちのほとんどが、自身の教師たちから一番大きな影響を受けている。私たちを教えてくれた教師たちの影響を蓄積している。その教師たちの態度を見習ったり、否定したりする。本講演では、ESL・EFL両方の場面で、語学学習者として、また教師としての生涯にわたる旅で得た私の考えを、皆さんと分かち合いたい。そしてあなたの現在の教師アイデンティティを形作った人々について考えてもらいたい。
Estimating the Reading Vocabulary-Size Goal Required for the Tokyo University Entrance Examination
Authors: Kaneko Masaya
Published: March 2020

The present study aims to estimate the reading vocabulary-size goal for the Tokyo University entrance examination. This study builds upon Chujo’s study (2004) with two differences in its methodology. First, the present study uses updated research findings on text coverage: 98% text coverage (Hu & Nation, 2000; Laufer & Ravenhorst-Kalovski, 2010; Schmitt, Jiang, & Grabe, 2011) rather than 95% text coverage. Second, Nation’s fourteen 1,000 word-family lists made from the British National Corpus (2006) and the 2,570 word items on the General Service List (West, 1953) and the Academic Word List (Coxhead, 2000) are used instead of Chujo’s BNC lemmatized high frequency word lists (Chujo, 2004). Assuming that proper nouns are easily understood from context, the results suggest that 4,000 to 5,000 word families should be the lexical size target.

本論の目的は、東京大学英語入学試験問題の読解に必要な語彙サイズを調査することである。本研究はChujo（2004）の研究を発展させたものだが、読解に必要な語彙のカバー率を95％ではなく98％とし、また、見出し語化された使用頻度が高い語彙リストではなく、NationのBNCリストやGeneral Service List, Academic Word List上にあるワードファミリーを用いた語彙リストを採択したという2つの相違点がある。読解問題の固有名詞が文脈から容易に理解できると仮定するならば、東京大学英語入学試験問題の読解には、4,000から5,000ワードファミリーが必要であるということを本研究の結果が示唆している。
Self-regulated learning: Goal setting and self-monitoring
Authors: Bloom Marc
Published: March 2020

The focus of this article is Self-Regulated Learning (SRL). Students who can effectively use strategies to regulate their own learning tend to show higher academic achievement, make greater effort to resolve problems, overcome obstacles in understanding and show greater motivation to learn (Zimmerman 1990). Although there are a wide variety of ways in which students self-regulate, this essay focuses on three specific types of SRL: goal setting, language learning strategy usage and self-monitoring. It examines research in each of the three categories and discusses some practical implications for teachers.

本論は、自己調整学習（SRL：Self-Regulated Learning）に焦点を当てたものである。自分の学習を調整するストラテジーを効果的に用いる学生は、より優れた学習成果を示し、問題解決により努力し、理解への障害を克服し、より明確な学習動機を持つ傾向がみられる（Zimmerman, 1990）。学生の自己調整の方法は幅広く多岐に富んでいるが、本論ではSRLの特定の3 つの型（目標設定、言語学習ストラテジーの用い方、セルフ・モニタリング）に焦点を当てた。この3種類についての各研究結果を調査し、更に教師に役立つ指導方法についても考察する。
Teacher burnout in Japanese higher education
Authors: Murray Adam
Published: March 2020

In this brief paper, teacher burnout in Japanese higher education is described. In particular, faculty burnout, work-related stressors, and career fit are described. A case of a typical full-time contract English teacher is used to illustrate burnout within the current Japanese higher education context. The paper concludes with a number of practical suggestions for both contract teachers and university leadership.

本論では、日本の高等教育における教員の燃え尽き（バーンアウト）について考察する。特に、大学教員のバーンアウト、仕事関連のストレスの要因、そして職業への適合について論じる。典型的な専任契約教員の例を用いて、高等教育の現場における教員のバーンアウトについて詳述する。結論では、契約教員及び大学首脳部に対していくつかの実践的な提案を行う。
Vocabulary acquisition, input, and extensive reading: A conversation
Authors:   John P. Racine; Marcos Benevides; Alastair Graham-Marr; David Coulson; Charles Browne; Joseph Poulshock, Tokyo Christian University; Rob Waring
Published: March 2020

JALT member Joseph Poulshock recently posted a video entitled “How do humans acquire language?” to the extensive reading (ER) website BeeOasis.com. In it, he describes his ALBUM Theory (acquire language by understanding messages), by which he means that the comprehension of input―for example, through ER―is the best way to acquire a second language.

The video prompted an online discussion in which a number of JALT members exchanged ideas about the acquisition of vocabulary, the role of ER in the acquisition of various aspects of word knowledge, and the relative importance of input to the language acquisition process. An abbreviated version of this conversation is presented here.
FLP SIG: Student ability, self-assessment, and teacher assessment on the CEFR-J’s can-do statements
Authors: Runnels Judith
Published: March 2020

The Common European Framework of Reference-Japan (CEFR-J), like its original counterpart, the CEFR, uses illustrative descriptors (can-do statements) that describe communicative competencies to measure learner proficiency and progress. Language learners are leveled in a CEFR-J category according to achievement on can-do statements gauged by self-assessment, an external rater (such as a teacher), or from external test scores. The CEFR-J, unlike the CEFR, currently lacks widely-available benchmarked performance samples for measuring student language proficiency, leaving administrations or teachers to estimate CEFR-J ability from test scores or from interactions with students. The current analysis measured ability scores from students and teachers on CEFR-J can-do statement achievement, comparing them to scores on an in-house designed placement test. Students’ self-assessment ratings did not correlate with their test scores, teachers varied in severity when making ability estimates for the same students, and no consistent response patterning between students and teachers was found. The results highlight that norming raters, controlling for severity, and training students on self-assessment are likely all required if the CEFR-J is to be used for measuring language learning progress, especially until established guidelines for estimating ability are available for the CEFR-J. The limitations of using the CEFR-J as an assessment tool and the assumption that teachers can accurately estimate student ability are discussed.

ヨーロッパ言語共通参照枠（CEFR）をベースに構築されたCEFR-Japan(CEFR-J)は、学習者の到達度と伸びを測ることを目的に日本の教育機関で最近採用されるようになったシステムである。CEFR-Jは、その基となった枠組みと同様に、段階的に上がる難易度を基にしたコミュニケーション能力を説明するdescriptor（can-doという能力記述文：can-do statements）により構成されている。言語学習者はこのdescriptorの到達度によってレベル分けされる。この評価は、学習者の自己評価、教師などの他の評価者による評価、外部試験の結果から導き出されるものである。これらの評価により、学習者のCEFR-Jにおけるレベルが分かり、標準的にできるであろうとされる能力が示されることになるが、それを使用する人や教師次第になっている部分もある。そこで、もしこのようなシステムを利用する目的が評価レベルの標準化ということであるなら、学習者、教師、そしてテスト評価の判断の間に高い一貫性が保たれなければならない。本論での分析は、CEFR-Jのdescriptorについての学生と教師の能力判断の一貫性、そしてその判断が学内作成のプレイスメントテストの点数と一致するかを検証することを目的としている。学生と教師の判断には顕著な関係はみられず、学生の自己評価の結果はテストの点数と相関性がなかった。この結果により、もしCEFR-J が評価の標準化を目的に使用されるのであれば、規範的な評価者と自己評価についての学生指導の必要性が重要になるといえる。評価のツールとしてCEFR-Jを使うことの限界、及び説明的なdescriptorのシステムに本来備わるcan-do熟達度という概念に関する問題を議論する。
A case for iterative practice: Learner voices
Authors: Kimura Harumi
Published: March 2020

The term “practice” has not been popular in language classrooms since behaviourism went out of fashion. In this paper, however, I examined learners’ feedback on task repetition in order to promote the idea as an aid while learning to communicate in another language. Sixty Japanese students of English reflected on their classroom practice of oral interaction and produced focused essays on it. In the subsequent main study, to investigate further one of the most common themes identified in the students’ essays, task repetition, I interviewed three students and asked them what they thought of the iterative, interactive tasks I regularly employed in class. Their interview data provided support for repeated practice with more enjoyment, higher involvement, higher self-esteem, and lower anxiety. Repeated practice was supported not just by learning gains, as past research had demonstrated, but also by affective gains as this group of learners made a case for it.

「練習」は行動主義の衰退に伴って語学の授業では人気を失ってしまったようだが、学習者は繰り返すことをどのように考えているだろうか。本論では、まず60人の学習者にオーラル・コミュニケーションの授業で行う「繰り返し練習」について意見を求め、その後3人にインタビューを行った。学習者は、繰り返して練習することの楽しさ、参加度・自尊心の向上、逆に不安感の軽減などを挙げ、気持ちの面でも繰り返しが効果を持つことを語った。
Obstacles to Japanese membership in the imagined global community of English users
Authors: Fifer Mark
Published: March 2020

Although Japanese English learners are well aware of the potential of English as a means to communicate with the world, this remains an abstract concept for most, who have limited English interaction outside the classroom and continue to associate the language primarily with the people and cultures of traditionally English-speaking countries. Japanese university students, furthermore, tend to have less experience with international online English communication than their counterparts in many other countries. In this article, the author discusses several factors that contribute to the difficulty many Japanese students have conceptualizing themselves as members of an imagined global community of English users: the Japanese discourses of Nihonjinron and kokusaika, the Japanese translation and publishing industries, and a preference for domestic social networking websites. He concludes by advocating increased employment of international Internet exchange projects in Japanese English as a foreign language (EFL) classrooms as the best hope for facilitating membership in the imagined global community of English users.

日本人の英語学習者たちは、世界中の人々とのコミュニケーションをとる手段としての英語の可能性をよく理解しているが、教室以外で英語を使用することがあまりなく、多くの人々は英語を主に伝統的な英語圏の国の人々や文化に連想づけ、英語は抽象的な概念にとどまっている。さらに、日本の大学生は他の多くの国の大学生より英語による国際的なオンラインコミュニケーションをした経験が少ない傾向にある。本論では、多くの日本人に英語ユーザーとして自分自身を仮想国際社会の一員と見ることを難しくしているいくつかの要因を述べる。（例えば、日本人論と国際化という日本語の言説、日本の翻訳、出版業界、日本国内のソーシャルネットワーキングサイトを好む傾向など。）国際的なインターネット交流プロジェクトは、日本のEFLクラスで使用することによって日本人の英語ユーザーが仮想国際社会の一員となりうる最善の希望的方法であると締めくくる。
Prospecting possible EFL selves
Authors: Falout Joseph
Published: March 2020

Many recent investigations in second language (L2) motivation are based on possible selves theory and the related L2 motivational self system. Classroom applications of these theories imply encouraging students of English as a foreign language (EFL) to envision themselves using English in the future. Imagining how one might feel in a future situation is known as prospection, as opposed to directing thinking toward the past in retrospection. Following research from experimental social psychology, this paper first describes some of the brain’s functions behind prospecting. Then it identifies four potential weaknesses of prospecting that may negatively influence motivation and learning related to the use of possible selves pedagogies. Implications are considered for avoiding these pitfalls in order to promote effective teaching methods based on possible selves theory by encouraging students to look deeply, honestly, and meaningfully into their future using English.

近年の第2言語（L2）学習の動機づけの研究の多くが、「可能自己理論(possible selves theory)」及びそれに関連する「L2動機づけ自己システム(L2 motivational self system)」に基づいている。これらの理論を教育現場で適用すると、外国語としての英語を学ぶ学生に、自身が将来英語を使用しているところを想像するように促すことになる。自分が未来のある状況でどのように感じるかを想像するのは「予測(prospection)」という言葉で知られており、これは「回顧(retrospection)」と対を成す概念である。本論はまず実験社会心理学の研究を概観し、続いて「予測」の背後にある脳の働きの解明を試みる。さらに「予測」の潜在的な4つの弱点を明らかにするが、これらは教育における可能自己の使用に関連する動機づけや学習にマイナスの影響を及ぼす可能性があるものである。学生が将来の英語使用に向けて深く、真摯で、意味深い眼差しを向けるように促すことによって、可能自己に基づいた効果的な指導法を促進するために、このような危険性を回避する可能性を考察する。
Conference Report: Interlanguage: 40 years and later
Authors: Kimura Harumi
Published: March 2020

Interlanguage: 40 Years and Later, which was held from October 5 to 7, 2012 at the Cowin Center of Teachers College, Columbia University, was organized by the Roundtable in Second Language Studies to celebrate the 40th anniversary of the Interlanguage Hypothesis. Ten renowned researchers shared their thoughts on the hypothesis, explored the issues, and updated the ideas. They included Elaine Tarone, Terence Odlin, ZhaoHong Han, Silvina Montrul, Lourdes Ortega, Kathleen Boadovi-Harlig, Susan Gass, Charlene Polio, Bill VanPatten, and Diane Larsen-Freeman. Speakers had 60 minutes to give their talks, which were followed by 30- to 45-minute question-and-answer sessions. At the end, Larry Selinker, who coined the term interlanguage, gave the concluding speech.
GALE SIG: Learning and teaching gender and sexuality issues in the EFL classroom: Where students and teachers stand
Authors: Yoshihara Reiko
Published: March 2020

This paper explores the gap between teachers and students’ attitudes toward learning about domestic violence and gay/lesbian issues in the EFL classrooms in a Japanese university. Results showed that students had positive feelings toward learning about domestic violence and gay/lesbian issues, whereas college instructors were sometimes hesitant or disliked teaching about these issues. Students had an intellectual curiosity toward these issues and indicated the connection between learning about these issues and personal growth. On the other hand, instructors showed a lack of confidence or anxiety about discussing these issues in their classrooms.

本論では、大学のEFL教室における、家庭内暴力と同性愛問題に対する学生と教師の意識の違いを研究した。結果として、学生はこれらのトピックを学ぶことに好意的であったのに対し、教師はその重要性を認識しながらも、あまり積極的には取り上げたくないという反応がみられた。学生はジェンダーやセクシュアリティの問題に対する知的好奇心を示し、学ぶことは自己成長につながると述べた。一方、教師はこれらの問題を教えることに対する不安や自信のなさを示した。
GILE SIG: Learning to create sustainable change
Authors: Manning Craig
Published: March 2020

This paper presents a seven-step framework to assist students to independently select real-world issues, learn about them, and teach each other using English. These steps have been designed and refined to greatly enhance the chances of success. Students select an issue, identify the sources, set SMART goals to change the source of the problem, recruit help, learn from more experienced groups, take action, and follow up.

本論では学生に役立つ７つのステップを紹介する。学生が実社会で直面する問題を自律的に選び、その課題に関して学び、お互いに英語を使って教え合う。このステップは、成功するためのチャンスをより高めるために考案されている。学生は課題を設定し、問題点を明確にし、SMARTゴールを設定し、周りの人々と積極的に関わり合い、自分達より豊富な経験を持つグループから学び、継続性を持って行動することで、問題を解決する。
LD SIG: Positive self-perception of Japanese language learners in groups
Authors: Ross Caroline
Published: March 2020

It is common to hear that Japanese students are not successful at learning English, but self-identification as part of a linguistically inept group negatively impacts language learning. The existing strength of the Japanese group can be used to increase self-directed learning, which can help to shift students’ perception to a more positive self-awareness. This paper describes how we can position students in a language-learning group with both individual and social obligations, in order to achieve this goal.

日本人学生は英語学習で良い結果を出せないとよく言われるが、自分が言語習得に不向きな集団に属すると考えることは、言語学習にマイナスの影響を及ぼす。しかし、日本人学生の自己認識を前向きに変えるのに役立つ自己管理学習(self-directed learning)を推進するために、日本人が集団として持つ本来の強みを利用できると考える。本論では、この目的を達成するため、学生に個人的・社会的責任を持たせる言語学習のグループを作る方法を述べる。
LiLT SIG: Literature in language teaching: What, why, and how
Authors: Bibby Simon , McIlroy Tara
Published: March 2020

This short article first offers a quick overview of both theory and practice and then presents some straightforward practical suggestions for how to use literature in language classrooms. Finally, summaries are provided of articles in the first two issues of our peer-reviewed journal.

本論では、まず表題のテーマの理論と実践をまとめる。次に、授業でどのように文学を使用するかについて、わかりやすく実践的な提案を示す。最後に、我々の論文審査付きの研究教育雑誌の創刊号と第2号の論文についてのまとめを掲載する。
TED SIG: Creating basic motivational conditions in the JHS classroom: self esteem, sense of place and purpose
Authors: Smith Guy
Published: March 2020

Why are some teachers able to construct unified and calm learning groups while other equally dedicated ones struggle to do so? In the context of the EFL Japanese Junior High School, this article looks at a case study of one successful teacher and her facility in rapidly creating unified learner groups. Her strategies create individuals who display strong situational self-regulation skills in willingly accepting class group needs, thus creating a classroom environment which offers all participants a fair, productive, and supportive foundation for learning progress.

なぜある教師が落ち着きのあるクラスを構成出来る一方で、他の教師はそこで苦しむ事になるのか？本稿では、まとまりのあるクラスを作る、ある中学校教諭のストラテジーを紹介する。そこでは、クラスが求めるニーズ、すなわち公平で生産的かつ効果的に学べる環境、を自ずと受け入れる自己抑制力のある個を生み出している。
Vocab SIG: A cognitive semantic approach to L2 learning of phrasal verbs
Authors: Strong Brian
Published: March 2020

This quasi-experimental study investigated the contributions of a paired-associate learning method and a semantic analysis method for enhancing Japanese EFL learners’ knowledge of phrasal verbs. In addition, since dual coding theory argues that basic image schemas of the orientation of particles create opportunities for deeper memory traces, a third treatment was included. It consisted of a semantic analysis along with basic pictures showing the direction of a trajectory in relation to a landmark. The results of the three treatments revealed participants who received the semantic analysis and those who received the semantic analysis plus basic pictures treatment outperformed the paired-associate group on the test. Based on the initial findings, it appears a semantic analysis approach is an effective teaching method that should be used to help learners overcome the confusion experienced when using phrasal verbs.

本論では準実験的研究法を使用し、日本人英語学習者の句動詞に関する語彙知識強化における、対連合学習法 (Paired-Associate Learning Method) と意味論的分析学習法 (Semantic Analysis Method) の貢献度を調査した。さらに、二重符号化理論 (Dual Coding Theory) に基づく主張、すなわち、方向性を示す副詞不変化詞の基本的イメージスキーマによってより深い記憶定着の機会が与えられるという論に基づき、第3の方法を設定した。これは、意味論的分析と共に、目標物と関係づけられた移動軌跡の方向性を示すイメージを与えるものである。以上3種類の方法を行った後、事後テストと遅延事後テストにおいて語彙記憶の保持を測定した結果、意味論的分析を受けた群および、意味論的分析に加えイメージを与えられた被験者群で、対連合学習法の被験者群を上回る結果が示された。この初期調査の結果、意味論的分析が、学習者が句動詞を使用する際に経験する混同を克服する助けとなる効果的な教授法であることが示唆された。
Ideal L2 self and university English learners: An interview study
Authors: Kojima Takahashi Chika
Published: March 2020

Although much research has focused on university students’ ideal second language (L2) selves (Dörnyei, 2005, 2009), many studies have employed a questionnaire method and have not captured the full range of participants’ ideal L2 selves. In order to gain a rich understanding of the development of ideal L2 selves, in this study six non-English major university students were interviewed. The results indicated that the interviewees’ ideal L2 selves varied in terms of their contents and specificity, and revealed some types of ideal L2 selves which were not included in many questionnaire studies. Although opportunities to communicate in English were not frequent among the interviewees, some had unique occasions in which they used English. These opportunities then had influences on the development of their ideal L2 selves. Finally, the study discusses the possible role of teachers as role models serving to help students develop their ideal L2 selves.

大学生の目標言語を駆使する理想的な自分像(ideal L2 self)についてはさまざまな研究 (Dörnyei, 2005, 2009) が行われてきたが、多くはアンケート調査であり、対象者のideal L2 self全体を捉えていたとは言い難い。本論では、6名の大学生（英語以外の専攻者）にインタビューを行い、ideal L2 selfを検証した。研究の結果からは、インタビュー対象者のideal L2 selfについて、その内容や具体性において幅があること、また、アンケート調査の多くには含まれていないideal L2 selfもあることが明らかになった。インタビュー対象者にとって、英語でコミュニケーションする機会はあまり多くなかったが、何人かは英語を使うユニークな機会があり、そのような機会が、ideal L2 selfを作り上げる際にも影響していた。最後に本論では、学生がideal L2 selfを作り上げる際に役立つような、ロールモデルとしての教師の役割を論ずる。
Beyond the rhetoric: Teachers’ and students’ perceptions of student learning in team-teaching classes
Authors: Hiratsuka Takaaki
Published: March 2020

Team teaching by local Japanese teachers of English (JTEs) and foreign assistant language teachers (ALTs) through the Japan Exchange and Teaching (JET) program has received high acclaim for its role in promoting foreign language education and enhancing cultural exchange. However, we need to critically examine the realities of team teaching beyond the prevailing rhetoric as team teaching affects hundreds of thousands of people and costs a considerable amount of money. I recruited two pairs of team teachers and their students from two public high schools in Japan to explore their perceptions of student learning in team-teaching classes. Data were collected from December 2011 to March 2012 using multiple qualitative methods. The participants had complex, idiosyncratic interpretations of the rationale behind team-teaching classes, the learning goals involved, and approaches taken. The article concludes with a discussion of practical implications arising from this study and of how acknowledging the particular contexts of individual teachers and students can improve team-teaching classrooms in Japan.

日本人英語教諭(JTE)とJETプログラムによって招聘された外国語指導助手(ALT)によるティームティーチングは、主に語学指導と国際交流の分野において各方面から高く評価されている。しかしながら、本論ではその常套句に捉われず、多くの人々に影響があり、多額の費用もかかることを考慮して、現場の教師と生徒達のティームティーチング授業における学習活動に関する認識の実態を深く追求した。データは様々な質的研究手法を利用し、2011年12月から2012年3月に渡って2つの公立高等学校の2組のティームティーチング教諭とその生徒達から収集された。その結果、教師、生徒が抱くティームティーチング授業の学習活動の認識は、複雑多岐に渡り、それぞれが特有の根拠、目的、学習様式を抱いていることが示唆された。本論では最後に、個々の教師、生徒の境遇に重きを置いた、実践的な提言を行う。
Challenges and possibilities in tutorials in a writing center in Japan
Authors: Nakatake Maiko
Published: March 2020

In recent years, interest in English writing centers as a support service for students’ writing beyond the regular curriculum has been growing in Japanese universities. Our writing center at the University of Tokyo was established under a first-year scientific English writing course in 2008. Our writing center offers tutorial sessions for students’ L2 (English) writing in L1 (Japanese) on a one-to-one basis. This article provides a brief introduction to our writing center and describes the challenges that tutors face, which are unique to writing centers in contexts where English is a foreign language. In this article, I would like to focus on three major points: the issue of grammar correction, tutors’ English proficiency, and tutees’ unfamiliarity with the writing center and tutoring style. This article also discusses the roles and possibilities of writing centers in Japan for both tutors and students.

近年、日本の大学において、正規課程外で学生の英語ライティングを支援する機関として、ライティング・センターへの関心が高まっている。東京大学のライティング・センターは、2008年に、理科系1年生のための英語アカデミック・ライティング・プログラムのもとに設立され、学生の科学英語論文に対するチュートリアルを１対１の形式で、日本語で提供している。本論では、本ライティング・センターの取り組みを紹介し、さらに現在直面している3つの問題点（文法の修正に関する問題、チューターの英語力に関する問題、学生のライティング・センター及びチュートリアルに対する認知度の低さの問題）に焦点をあてる。また、EFL環境下にある日本のライティング・センターが学生とチューターの両方に与える影響を明らかにし、日本の英語ライティング・センターが果たす今後の役割と可能性について検討する。
Short courses, impact, and follow up: A case study of a group of Japanese students visiting the UK
Authors: Nakayama Asami , Hah Sixian Joanne , Mann Steve
Published: March 2020

The Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) has made it a priority for universities to send students to foreign countries in order to encourage internationalisation and strengthen Japan’s position in the global marketplace. To respond to this push, most universities in Japan offer study abroad programmes. Existing research examines mainly predeparture preparations for such overseas short programmes (OSPs) and reports on a general positive gain in terms of language and cultural awareness. However, little research has been conducted into the follow-up or the impact of such programmes. We investigated Japanese students who attended a six-week OSP in the UK through qualitative interviews. We interviewed them during the course and after returning to Japan. The findings suggest that there is little post-course follow-up provided to the students. This article aims to establish the nature of the problem and suggest some ways to achieve greater OSP impact.

文科省は、国際競争力の強化を目指し、大学生に留学を勧めている。大学側も海外の大学と提携して様々な留学制度を提供している。しかし、今までは短期留学前と帰国後の学生の文化的意識や言語能力の変化などを調査する量的アプローチによる研究が多く、帰国後の学生に対するフォローアップの現状を分析したものは多くない。本論は、イギリスで６週間の短期留学をした学生を対象に、帰国後に質的アプローチとしてインタビューを実施し、短期留学制度が学生に与える影響やフォローアップ制度の実態を検証した。その結果、短期留学を経験した学生が帰国後も引き続き語学習得のフォローアップ制度を必要としているにも関わらず、大学側のフォローアップ制度が不十分である事が分かった。本論では、短期留学制度が抱えている問題を取り上げ、その改善点を提案する。
Interview: Talking with Scott Thornbury about blogging, writing, and the academic voice
Authors: O'Neill Ted
Published: March 2020

Scott Thornbury is a teacher and teacher educator, with over 30 years’ experience in English language teaching, and an MA from the University of Reading. He is Associate Professor of English Language Studies at the New School in New York. He has written several award-winning books for teachers on language and methodology. His most recent book is Big Questions in ELT, published by The Round. He is also the Academic Director of the International Teacher Development Institute and a frequent visitor to Japan.
PALE SIG: Peer observation helping professional development
Authors: Russell Peter
Published: March 2020

This paper sets out the author’s ideas of how peer observation can be a useful tool for teachers of English as a Second Language (ESL), especially when teaching as part of a large faculty. He will demonstrate how observing other teachers’ classes can stimulate and improve the professional development of the observing instructors. He will argue that the simple act of observing other methods of teaching need not be in any way a challenge to the teachers’ positions but rather, a helpful and encouraging element in the career of the instructor.

本論では、教師同士の授業を観察することが、特に大きな学部の中でESLを教える教師にとって役立つ手段となることを述べる。他の教師の授業を観察することで、観察している教師の専門的な成長が見られる。授業を観察することがその教師の負担になることはなく、むしろ教育者としてのキャリアにとって強みになることを論じる。
The Event as a Value Factor in the Development of Art-Market
Authors: Rusakov Serhii
Published: March 2020

The article explores the problems of the art market through the prism of philosophical and cultural consideration of the phenomenon of the event. The attending of art fairs and biennials has become an important part of the cultural life of modern people, so cultural study of these events make it possible to identify them as a factor in the development of contemporary art and a tool to expand the understanding of current art trends in the 21st century by visitors. The author of the article investigates the phenomenon of the events in the context of the art market as a value-semantic factor of the development of contemporary culture. Justifying and developing the thesis on the meaningful aspect of the art market event, the event is considered as a unit of cultural experience and the factor of cultural development.
The art has long been instrumental in imparting the meaning and the value to the group meetings of people, so the cultural study of the event as a value and semantic factor in the development of the art market will help to understand visitors’ values and meanings. The conceptualization of the events is possible thanks to cultural anthropology, which is the source of knowledge about the culture, including holidays, customs and rituals. The analysis of the biennials and the art fairs as the events will help to understand the essence of the art market, its gravitas for the development of modern society.