初級日本語クラスにおいて、2016年秋学期から「日本語番付」という相撲をメタファーとしたゲーミフィケーションを導入し、学習者の教室外での日本語使用の活性化を図る試みを行っている。これは、日本語での会話やSNSへの投稿など、教室外で日本語を使用することによってポイントが獲得でき、獲得ポイント数に応じて番付が上昇するというものである。 　本研究では2018 年春学期までの4セメスターに渡りこのゲーミフィケーションを行い、その効果と課題を考察した。学期末に行った学習者へのアンケートと半構造化インタビューからは、ゲーミフィケーションに対する高い満足度とともに、教室外での日本語使用量の有意な増加や地域のイベントへの積極的な参加などが見られたケースもあったが、満足度や取り組み方は学習者やクラスによって差が大きく、ゲーミフィケーションにほとんど参加しない学習者や、そもそもゲーミフィケーションを必要としない学習者も見受けられ、課題を残す結果となった。

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「把」構文は中国語特有の構造のひとつである。数多くの研究の成果として「把」構文の教授法は、その難易度に応じ何段階かに分けたほうが効果的であることが証明されている。現在本学が使用している教材、中国国内外の第二言語習得の中国語教育現場で広く使用されている『新実用漢語課本』(1)（北京言語大学出版社）では「把」構文を5段階（5回目はまとめ）に分け、導入している。複雑な文法項目を段階的に導入し、学習者は前の段階で習った内容を復習しながら新しい内容を身につけていくことが人間の認知過程にも一致しているので提唱すべき教授法だが、導入の順序は他の文法項目や語彙、そして学習者が置かれている学習環境を考慮した上で決められなければならない。『新実用漢語課本』では「把」構文を段階別に導入することで学習者の習得度が高まるが、その導入順序の決め方をはじめ、「把」構文の構造式だけを習得できれば良いという構造シラバス中心の教授法に疑問を感じている。現行のままでは「把」構文のもっとも理解しやすいパターンはなかなか導入できないうえに、学習者は「把」構文の構造式を覚えても、どのような場面で「把」構文を使用するのかを理解することができない。本文はまず「把」構文の新しい分類法を提案し、その分類法を応用し、初・中級中国語教育における各パターンの「把」構文の導入順序を再考する。また、どのような場面で「把」構文を使うべきか、どのように使うか、そして「把」構文のベースにある主語の能動性を際立たせる特性に注目し、より効果的な教授法を探りたい。

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中国語の“是不是”疑問文に関する研究は数多くある。80年代以降、日本語のモダリティに関する研究の隆盛に伴い、日中モダリティ形式の対照研究も脚光を浴びてきた。日中対照研究分野において、“是不是”の対応形式は「ノデハナイカ」とされている。しかしながら、対訳コーパスや自然会話データを調査した結果、「ノデハナイカ」に訳せない“是不是”が数多く出てきた。本稿は、“是不是”の日本語訳から中日モダリティ形式の対応関係を捉えなおし、次のような結論を導き出す。プロミネンス、「文における位置」などの要素が“是不是”の多様な用法を生み出し、それに対して、文末にモダリティ形式が集中する日本語は多様な形式を以って用法をカバーする。その指摘と共に、自然会話においては形式上の対応より「表現機能」という視点から捉えた対応関係がより重要視されるべきだとも主張する。その成果は中国語教育と日本語教育の会話指導に役立つ。

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本研究の目的は英語で開講されている教養及び専門科目（English-medium instruction、以下EMI）における教育実践的介入調査を見据え、日本人大学生がEMIに期待している教育的アプローチや学習環境について動機づけの視点から自己決定理論（Self-determination theory, SDT, Deci & Ryan, 1985）を理論的枠組みとして用い明らかにすることである。この目的を達成するために6名の調査協力者に対して半構造化面接を行った。面接ではEMI履修中の動機づけの変化を中心に質問し、逐語録の分析はグラウンデッド・セオリーアプローチ（Strauss & Corbin, 1998）のオープンコーディングの手順の一部を参考に行なった。その結果、教育実践的介入によって応用が可能な7個の上位カテゴリと、EMI担当教員及び大学に対して期待される7個の上位カテゴリ合計14個の上位カテゴリが生成された。最後にこれらの結果をもとに学生の動機づけを向上させるためのEMI指導方法を提案する。

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Most approaches to designing tasks and assessments for developing spoken fluency in English are based on guesswork, that is, they are based on inadequate information and knowledge of the language or discourse patterns required to perform fluently in spoken English. As this paper will demonstrate with reference to examples of assessments used in one university language program, the methodology employed to design speaking assessments is not informed by studying real language use. As a consequence, the assessments and the materials used to prepare learners for them tend to be vague, artificial and limited in their description of the spoken language. This paper attempts to address this issue by proposing a methodology for designing tasks and assessments that cultivates learnersʼ spoken fluency by studying authentic examples of fluent English speakers engaged in various speaking tasks. In doing so, it responds to Sinclairʼs (2004, p. 23) call to “trust the text” or to base our conclusions about language on real examples of language in use and be open to what they tell us. The paper begins by exploring the principles of speaking-test design. Using examples from a university course, it demonstrates various issues with the design of speaking tests in that course. It then presents a methodology for designing speaking test rubrics that is based on samples of real language use. It concludes by providing recommendations on designing speaking tests and other types of language assessments.

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The collection of learnersʼ writings or speech for comprehensive analysis can serve as an indispensable resource for a language program and shed light on the areas in which students are excelling or struggling (Nesselhauf, 2004). Furthermore, when successfully implemented, a learnersʼ corpus can provide a source of insight for the content and sequencing of material being taught to students, or as a consciousness-raising tool for teachers, affording them a better grasp of the language use of their students (Kennedy, 1998, p. 281). A learnersʼ corpus can also highlight which features of the target language students tend to over or underuse (Leech, 1998). The aims of this article are threefold: to refer to relevant literature in regard to the designing and implementation of learner corpora, to detail how the benefits of this kind of inquiry can be applied to not only inform but also enhance current pedagogical practices for tertiary EFL programs such as that at Ritsumeikan Asia Pacific University (APU), and finally, to outline a corpus design that can be implemented to evaluate the writing of students studying in the APU English program.

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This research aims to identify studentsʼ needs for their perceived success in communication beyond their language classrooms in a private university in Japan. For this purpose, the study investigated studentsʼ interactions in a mandatory subject course, the Multicultural Cooperative Workshop (MCW), whose features closely resemble those of studentsʼ real-world English communication. The data was collected from eight past course-takers and 248 current course-takers through a mixed approach, including interviews, and pilot and main surveys over two semesters in 2017. The research results revealed predominant needs for studentsʼ favorable perception on their communication from the perspectives of objective needs, such as language proficiency level, and subjective needs, including their own perception of speaking fluency, relationships with group members and sense of task achievement. Finally, this research suggests approaches for English teachers to incorporate knowledge of studentsʼ needs for the real-world communication into their classes.

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Upon starting their English studies at university, Japanese students often have limited experience of English classes taught in English and unrealistic expectations of how they will perform. In order to support this, two surveys were conducted: one administered to 210 first-year elementary and pre-intermediate students within their first week of study at an international university in Japan, and one administered to their instructors two months afterwards. The first survey inquired about the amount of English-medium instruction received in high school and their expectations about an English class with a native English-speaking instructor. Findings showed that students received most of their high school English instruction in Japanese. Nonetheless, most students believed that they would be able use to English only in class with little or no Japanese support. The second survey, administered to five native English speaking teachers (NEST) of the students from the first survey revealed that the students used English much less than they had expected and relied on Japanese translation much more often than they had expected. It was found that students had a tendency to overestimate their ability to cope with an English Only class environment. The implications of these findings are discussed in regards to creating language use guidelines that more realistically reflect the language abilities of students.

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English is commonly regarded as an international lingua franca, yet international universities often teach the language as though it were still the preserve of native speakers (Jenkins, 2011). Coursebooks have a contribution to make in exposing learners to the reality of English as a Global Language. This research analyzes a selection of coursebooks in use at Ritsumeikan Asia Pacific University (APU) in Japan and identifies the extent to which they contain features relevant to the teaching of English as a Global Language. These features include linguistic varieties and accents beyond each coursebookʼs model of instruction, interactions involving non-native speakers, and features which are explicitly intended to introduce students to the current nature of Global English. The study found that non-US/UK varieties of native speaker English are underrepresented in the materials, as are Outer Circle varieties. Examples of English in use as a lingua franca between non-native speakers were also found to be rare. The paper concludes by sharing examples of features and pedagogic activities from the corpus which contain the potential to raise awareness of English as a Global Language. Possible ways in which higher education institutions could supplement teaching materials to increase studentsʼ understanding of English as an International Language are also discussed.

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