全国英語教育学会紀要
Online ISSN : 2432-0412
Print ISSN : 1344-8560
ISSN-L : 1344-8560
20 巻
選択された号の論文の28件中1~28を表示しています
  • 川崎 眞理子
    原稿種別: 本文
    2009 年 20 巻 p. 1-10
    発行日: 2009年
    公開日: 2017/04/27
    ジャーナル フリー
    This study examined the relationship between phonological processing skills and comprehension in oral reading and listening among adult Japanese learners of English. Studies in L1 and the ESL environment have shown that the acquisition of efficient phonological processing skills is essential for reading comprehension and listening comprehension. Data collected from a pseudoword naming task, an oral sentence reading task, and a sentence repetition task confirmed that the decoding efficiency of pseudowords was correlated with reading and repetition speed. However, neither reading performance nor reading speed correlated with comprehension, while both repetition performance and repetition speed did. Therefore, it can be argued that efficient phonological processing plays an important role in listening comprehension but not in reading comprehension. Although participants may have formed their own phonological representation that is incorrect, they may nevertheless have managed to successfully form correct semantic representation. Such results may reflect the dissociation between listening ability and reading ability that is often argued in the case of Japanese learners of English.
  • 卯城 祐司, 甲斐 あかり, 中川 知佳子, 渡邊 芙裕美, 星野 由子, 清水 遥
    原稿種別: 本文
    2009 年 20 巻 p. 11-20
    発行日: 2009年
    公開日: 2017/04/27
    ジャーナル フリー
    The effects of reading perspective on summarization have not been investigated in previous studies even though many researchers have confirmed its influence on reading processes and comprehension. Through two experiments, the present study examined how EFL learners' perspective in reading affects their summary writing processes, including importance rating and application of macrorules. Experiment 1 showed that reading perspective influenced the reader's evaluation of information importance, whereas it had no significant effect on the selection of information to be included in summaries - a result which might have been caused by the lenient restriction on summary length. Hence, in Experiment 2, the effects of reading perspective were re-examined with a shorter summary task. Contrary to Experiment 1, the results revealed the significant influence of reading perspective on the selection of information as well as on the application of two other macrorules: generalization and construction. These findings suggest the importance of providing reading perspective in summary writing as well as the possibility that summary length influences the application of macrorules.
  • 藤田 賢, 野呂 忠司
    原稿種別: 本文
    2009 年 20 巻 p. 21-30
    発行日: 2009年
    公開日: 2017/04/27
    ジャーナル フリー
    This study attempts to investigate the effects of 10-minute extensive reading on the reading speed, comprehension and motivation of Japanese high school EFL learners, focusing on an early stage of implementation. A total of 76 high school first-graders participated in the study. Their reading ability was measured with the EPER test and their motivation was examined with a 30-item questionnaire at the beginning and the end of ten extensive reading sessions. They read graded readers extensively for ten minutes at the beginning of each class once a week. The study found that an early stage of 10-minute extensive reading improved students' reading speed significantly but not their reading comprehension. It was also found through the factor analysis of the questionnaire that the factor integrative intellectual motivation appeared after extensive reading sessions, and both intrinsic-oriented and extrinsic-oriented motivation was enhanced by extensive reading. From the with-in subject analysis, higher-ability students tended to enhance their intrinsic motivation, whereas lower-ability students read extensively with class-related extrinsic motivation. The number of words read was explained only by the pre-EPER test. These findings suggest teachers' intervention to guide students' extensive reading is necessary, especially for beginning learners.
  • 清水 遥
    原稿種別: 本文
    2009 年 20 巻 p. 31-40
    発行日: 2009年
    公開日: 2017/04/27
    ジャーナル フリー
    This study investigated how causal relatedness of a text influences EFL learners' reading comprehension and inference generation. In addition, whether the effects of causal relatedness vary according to learner's individual factors (i.e., L2 reading proficiency and WM capacity) was examined. Overall results showed that although the effect of causal relatedness of the text did not differ according to individual factors, the stronger the causal relatedness between two sentences, the faster learners read the sentences and the more information they recalled (i.e., the linear effect of causal relatedness). Interestingly, the effect of causal relatedness on learners' inference generation varied with their L2 reading proficiency. That is, proficient readers changed the bridging inference generation along with text causality, while less proficient readers did not. These results suggest that two proficiency groups are likely to use different reading processes.
  • 甲斐 あかり
    原稿種別: 本文
    2009 年 20 巻 p. 41-50
    発行日: 2009年
    公開日: 2017/04/27
    ジャーナル フリー
    Previously, retelling has been shown to improve readers' text understanding. This study extends that finding, showing that retelling contributes to Japanese EFL learners' reading comprehension by achieving global coherence. Thirty four Japanese EFL learners were asked to retell after reading a text. All of the participants took part in both the with- and without-retelling conditions, and were tested for their text comprehension. Regardless of learners' reading proficiency levels, the results demonstrate that readers in the with-retelling condition gained higher comprehension scores than those in the without-retelling condition. Moreover, the retelling effect was enormous when the given text had a weak global coherence. These results indicate that retelling promotes L2 reader's achieving global coherence. Furthermore, an investigation using questionnaire revealed that retelling prompted L2 learners to evaluate their own comprehension more strictly than the read-only condition. This strict evaluation by readers in the retelling condition is considered as reason for the gains in deeper understanding.
  • 小泉 利恵, 片桐 一彦
    原稿種別: 本文
    2009 年 20 巻 p. 51-60
    発行日: 2009年
    公開日: 2017/04/27
    ジャーナル フリー
    The current study uses longitudinal and cross-sectional research designs to explore how the speaking performance of senior high school students changes between the first and third years of an English Course at a Super English Language High School (SELHi). Thirty-nine students took a picture description speaking test three times, and their performance was analyzed longitudinally. In addition, 118 students across three school years took the test once, and three groups of students in each year were compared cross-sectionally. Analyses of their production indicate improvement in fluency first and in accuracy later. Comparisons with previous studies show that fluency development tends to be commonly seen, whereas changes in accuracy seem to depend on context. Implications and future studies are also discussed in this paper.
  • 藤森 千尋
    原稿種別: 本文
    2009 年 20 巻 p. 61-70
    発行日: 2009年
    公開日: 2017/04/27
    ジャーナル フリー
    The purpose of this study is to observe how dialogues are constructed in a foreign language classroom and to investigate the factors that affect the construction of dialogues. In the present study, transcribed data in a speech presentation class instructed by a Japanese teacher of English (JTE) and an assistant language teacher (ALT) at a senior high school were qualitatively analyzed using a classroom discourse analytic method. Each speech presentation made by the 21 students consisted of two parts: a "Show and Tell" speech and a question-and-answer session about the speech. In the present analysis, we focused on the question-and-answer sessions. Collaborative dialogues observed in the sessions were categorized into three types: collaborative dialogue for form construction, meaning construction, and content construction. In particular, the students were involved in meaning and content construction, while the teachers were involved in form construction. The construction of collaborative dialogues was found in the scenes of the question-and-answer sessions where the students initiated and actively asked authentic questions.
  • 鈴木 渉
    原稿種別: 本文
    2009 年 20 巻 p. 81-90
    発行日: 2009年
    公開日: 2017/04/27
    ジャーナル フリー
    When second language (L2) learners produce and comprehend their target language, they are engaged in languaging, "a dynamic, never-ending process of using language to make meaning" (Swain, 2006, p. 96). According to Swain (2006), languaging is a major source of L2 learning. This paper investigates whether individuals learn an L2 more effectively when they language in response to written feedback that they receive than when they do not. I report the data from 24 students who engaged in a three-stage writing task: (1) writing a draft, (2) languaging about specific linguistic errors corrected in the draft, and (3) revising the draft. The average number of linguistic errors significantly decreased from the draft to its revision. Similarly, if an error was explained, it was more likely to be changed, whereas if an error was not explained, it was less likely to be changed. These findings suggest that languaging may have improved L2 writing accuracy. I point out several limitations of this study and conclude this paper by suggesting the need for further studies to examine the role of languaging in L2 learning.
  • 広瀬 恵子
    原稿種別: 本文
    2009 年 20 巻 p. 91-100
    発行日: 2009年
    公開日: 2017/04/27
    ジャーナル フリー
    This paper examines student-student written interactions during peer feedback activities in a semester-long English writing instruction. Fifteen students with no prior peer feedback experience participated in the activities in pairs. In order to explore how they interacted with their partners and with their partners' compositions, their written feedback was analyzed in light of negotiation categories such as questions, explanations, restatements, suggestions, grammar corrections, and reactions. These categories, with the exception of grammar corrections, were further classified into seven aspects of compositions. The analysis found not only diverse interactions between peers but also individual variations in such interactions. The findings imply peer feedback provides students ample opportunities of reading and writing for communication and of learning from each other both academically and socially through interactive negotiations. The paper also suggests some directions for future studies.
  • 福島 知津子, 伊東 治己
    原稿種別: 本文
    2009 年 20 巻 p. 101-110
    発行日: 2009年
    公開日: 2017/04/27
    ジャーナル フリー
    The present paper focuses on concept mapping as a means to improve upper secondary school students' writing skills. First, the paper defines and specifies concept mapping and delineates its potential for Japanese upper secondary school students. Then the paper reports the results of the experiment in which concept mapping has been incorporated into the regular lessons of English writing at an upper secondary school. The effectiveness of concept mapping has been assessed by looking at the changes which have occurred in students' free compositions and the changes in the students' perceptions of writing. As far as the changes in the free compositions are concerned, the paper examines (1) the changes in the number of produced words and sentences, (2) the changes in the complexity of produced sentences, and (3) the changes in the contents of the free compositions. As for the changes in the students' perceptions of writing, the paper examines the results of the questionnaire administered at the end of the experiment.
  • 相澤 一美, 山崎 朝子, 藤井 哲郎, 飯野 厚
    原稿種別: 本文
    2009 年 20 巻 p. 111-120
    発行日: 2009年
    公開日: 2017/04/27
    ジャーナル フリー
    This paper is designed to address three research questions underlying the relationship between learners' vocabulary size and their reading comprehension. The first question investigated whether prospective test writers can agree on which reading skill was being tested by each question item. The second question explored which particular reading skill was difficult or easy for learners. The final question estimated the minimum vocabulary size needed to answer the reading questions on the National Center Test. The results of the first question showed that the judges had difficulty in reaching agreement on the skills purportedly being tested by particular items. For the second question item analyses were conducted on those test items with which judges had agreed on in the previous survey. The results revealed that a close relationship was not found between item difficulty and the type of reading skills tested by the question item. The results of the third question found that there was no clear-cut boundary for the threshold vocabulary knowledge to read the text reasonably well. However, the probable minimum vocabulary size was estimated at around 5000 words from the JACET 8000 word list.
  • 中川 知佳子
    原稿種別: 本文
    2009 年 20 巻 p. 121-130
    発行日: 2009年
    公開日: 2017/04/27
    ジャーナル フリー
    The relationship between a learner's first language (L1) and second language (L2) has been discussed by many researchers. Among them, Kroll and Steward (1994) proposed the Revised Hierarchical Model. According to this model, lexical entries in one's L1 lexicon are connected directly with relevant concepts whereas those in the L2 lexicon need to access L1 equivalents in order to activate concepts. Some researchers proposed the theory that links between the L2 lexicon and concepts are developed with the growth of learner's proficiency, etc, but results of the previous studies on this developmental hypothesis are not conclusive. The present study, focusing on word frequency and concreteness, investigated how L1 and L2 lexicons and concepts are interrelated. A total of 40 first year university students participated in the experiment. The results of reaction time and recall rate of the target words showed that words with concrete concepts constructed a direct link between the L2 lexicon and concepts as the word frequency became higher. That is, concrete words with high frequency were processed through a concept mediation process, whereas lower frequency L2 words first activated their L1 equivalents. On the other hand, words with abstract concepts used a word association process regardless of L2 word frequency. These results highlighted the importance of L1 in learning L2 words with abstract concepts.
  • 片桐 一彦
    原稿種別: 本文
    2009 年 20 巻 p. 131-140
    発行日: 2009年
    公開日: 2017/04/27
    ジャーナル フリー
    The purposes of this study are (1) to longitudinally measure the receptive vocabulary sizes of Japanese senior high school students (SHSs) for about three years and to show their descriptive statistics; (2) to investigate what percentage of the students made (a) progress, (b) little progress, and (c) negative progress in vocabulary learning during specific year(s); and (3) to describe the longitudinal developmental patterns of the vocabulary size of each student during approximately three years of high school. Two hundred and fifty-two Japanese SHS students took Mochizuki's (1998) VSTs four times during their three-year SHS careers. Various basic indices of descriptive statistics were calculated; then, longitudinal comparisons were conducted, using the data of the identical subjects. The author examined the progresses of each student in each year, person by person. The descriptive statistics and the line graphs of longitudinally-measured vocabulary sizes were shown. It was found that, in a regular course even at "shingakukou," 63.9% of the students made little or negative progress while they were in their second year and 42.2% of the students made little or negative progress while they were in their third year. As many as 14 longitudinal developmental patterns of vocabulary size were found and described in detail.
  • 磯 達夫, 相澤 一美
    原稿種別: 本文
    2009 年 20 巻 p. 141-150
    発行日: 2009年
    公開日: 2017/04/27
    ジャーナル フリー
    This study investigated the relationship among word frequency, learner performance, and teacher intuition about difficult words. It was expected that gaining deeper insights into such relationship would demonstrate the frequency of words reflected on the difficulty of them. Firstly, by employing a vocabulary size test that takes learner confidence into account, 180 university learners' vocabulary size was measured. The results of the test confirmed that the scores corrected by the degree of confidence were more sensitive to frequency levels than the raw scores. Secondly, when the distribution of difficult words judged by teachers were investigated across frequency levels, the number of difficult words were in accordance with the frequency levels. Lastly, the relationship between learner performance in vocabulary size test and teacher intuition about word difficulty was investigated. As a result, a strong correlation was revealed. The result is interpreted to show that the teachers were in fact capable of predicting difficult words. Combining all the results together, this study confirmed a close relationship between the frequency of words and their difficulty.
  • 星野 由子
    原稿種別: 本文
    2009 年 20 巻 p. 151-160
    発行日: 2009年
    公開日: 2017/04/27
    ジャーナル フリー
    The aim of this study was to explore whether the use of elimination strategies differed with the change of distractors in multiple-choice vocabulary tests in sentential context. The distractors were classified into two frequency levels and into three different types, and the participants thought aloud while answering the test. Participants' elimination strategies were coded into four types, and the results showed that frequency of elimination uses did not differ with any change of distractors. In other words, the uses of elimination strategies were constant across any types of items this study adopted. However, there was a critical difference between types of elimination (i.e., informed elimination and random elimination) regarding their roles on the test performance. When participants adopted random elimination, the results of the test were totally different from the overall test performance, but this was not the case in terms of informed elimination. The findings implied that random elimination has a strong influence on the construct of tests; hence, it is necessary to create tests that reduce the use of random elimination as far as possible.
  • 木村 哲夫
    原稿種別: 本文
    2009 年 20 巻 p. 161-169
    発行日: 2009年
    公開日: 2017/04/27
    ジャーナル フリー
    The present study adds another perspective from item response theory in data analysis to Hinkelman & Grose (2004) which showed the feasibility of using moodle for in-school placement testing, and shows the feasibility and the advantages of using moodle for in-school placement test. In addition, the possibility of the development of a moodle-based computer adaptive test (CAT) is discussed. First, a pilot test consisting of three subtests (vocabulary & grammar, listening comprehension with dialogue, and listening comprehension with monologue) was administered to 268 Japanese students in order to calibrate item difficulties. A Rasch model was utilized to eliminate inappropriate items from the test using fit indices. Each subtest was divided into four 10-minute testlets and administrated separately. After trimming the misfitting items, a 68-item tentative placement test was constructed, which was found to be reliable (KR-20=.90). Then, three item banks for each subtest were built for the future moodle-based CAT. Finally, item equating steps for the future, and the logic of the future moodle-based CAT were illustrated based on the previous studies in area.
  • 石原 知英
    原稿種別: 本文
    2009 年 20 巻 p. 171-180
    発行日: 2009年
    公開日: 2017/04/27
    ジャーナル フリー
    This study tries to establish an analytic evaluation scale for English-Japanese translation which can be adopted in the classroom. First, the scoring criteria (i.e., accuracy, readability and appropriateness) and subsequently nine items were described through the literature review of the issues in Translation Quality Assessment. Then the evaluation scale was tested using Generalizability theory. In the study, seven judges were employed to score the 23 translated products by university students. The results were discussed in terms of the consistency of the evaluation (G study) and the possibility of downsizing the scale (D study). As for the result, the evaluation scale was consistent enough and it seemed possible to reduce the numbers of items and judges with the reliability of the scoring sustained. Therefore the nine items were condensed into six and reanalysis was conducted employing two judges. The result showed that the scoring with the revised six items also seemed satisfactory reliable.
  • 清水 真紀
    原稿種別: 本文
    2009 年 20 巻 p. 181-190
    発行日: 2009年
    公開日: 2017/04/27
    ジャーナル フリー
    An oral reading test designed to assess EFL learners' reading ability or oral reading ability requires human raters, and therefore, the inter-rater reliability must be examined. The present study firstly investigated the relation between rater training and reliability. Two English teachers evaluated 26 students' oral reading performance and the ratings given by a trained rater were compared with those given by a non-trained rater. Results of correlation analyses and generalizability (G) theory showed that the oral reading test had high reliability, and the rater training, which did not change reliability, only made wide variations in ratings. Secondly, the present study attempted to find how many criteria should be included in a rating scale, and the ideal number of raters to ensure reliability. It was shown by G theory that two raters with three criteria would show the best performance in terms of cost effectiveness. Thirdly, we examined whether teacher-rated fluency could be replaced by an oral reading rate, which was an objective measurement. In regard to the latter, implications were drawn for future research in this area.
  • 笠原 究
    原稿種別: 本文
    2009 年 20 巻 p. 191-200
    発行日: 2009年
    公開日: 2017/04/27
    ジャーナル フリー
    The purpose of this paper is to investigate the effects of lexical richness on item difficulty (the percentage of correct answers) of the listening test of English proficiency administered by the National Center Test for University Admission or Daigaku Nyugakusha Senbatsu Daigaku Nyushi Center Shiken in 2008 (the 2008 Center Listening Test). The analyses were conducted based on data from 4,699 third-grade high school students in the report of Benesse Corporation (2008). Of the three aspects showing lexical richness (sophistication, diversity and density), only lexical density had a significant moderate negative correlation with item difficulty. The results suggest that some of the items taking the form of a short dialogue tend to show high lexical density and that high lexical density can hinder the listening comprehension of test-takers. Some suggestions for future test construction are drawn from these findings.
  • 山中 由香, 竹内 理
    原稿種別: 本文
    2009 年 20 巻 p. 201-210
    発行日: 2009年
    公開日: 2017/04/27
    ジャーナル フリー
    This research was conducted to examine the reasons why some Japanese students had trouble learning English. In order to identify the causes behind the issue, a questionnaire was developed and a total of 393 college-level students from three schools were surveyed. In Study 1, the data obtained from students' questionnaires was analyzed by using a factor analysis. As a result, six factors for the reasons causing difficulties in learning English were identified. In Study 2, the data of 116 students from the above population were used to examine the differences in difficulties between successful and unsuccessful learners. To confirm the result of the statistical analysis, two successful learners and two unsuccessful learners from each group were asked questions. The results show that poor knowledge in grammar and writing was found to be one of the significant reasons for unsuccessful learners. Based on the findings, some pedagogical and research implications were also presented.
  • 伊佐地 恒久
    原稿種別: 本文
    2009 年 20 巻 p. 211-220
    発行日: 2009年
    公開日: 2017/04/27
    ジャーナル フリー
    This study explored the effectiveness of teachers' instructions on homework given to Japanese high school students. The participants were 130 English teachers of 38 Gifu prefectural senior high schools and 4,299 students taught by them. Three types of questionnaires were provided for both teachers and students. The questionnaires asked the teachers about their instructions on homework to their students and inquired of the students about their homework activities. The main results showed that Japanese high school students generally did not put as much effort into homework as their teachers expected. However, the results indicated that in preparation for class, both teachers and students seemed to recognize the importance of "looking up unknown words and phrases" and "translating the text into Japanese." It was also found out that there was a middle level correlation between teachers' awareness of the importance of homework and students' homework activities in preparation for class. Some suggestions for future instructions by teachers on homework are presented.
  • 佐久間 康之
    原稿種別: 本文
    2009 年 20 巻 p. 221-230
    発行日: 2009年
    公開日: 2017/04/27
    ジャーナル フリー
    This study examined 3rd to 6th graders in 2006 for changes in listening ability and 3rd to 5th graders in 2006 for changes in psychological factors, both of which had been influenced by English activities in elementary school (ES) for about one year. Listening ability was measured by Jidoeiken, Junior STEP BRONZE Test (Bronze) and psychological factors were investigated by questionnaire. Specifically the study investigated (1) changes in listening ability, (2) changes in psychological factors, (3) the relation between listening ability and psychological factors, and (4) the ways in which variations in total hours of English activities might influence listening ability for the 7th graders from three ESs. Overall results were as follows: Listening ability of each grade was improved, while not all psychological factors were. Also, self-evaluation and the identification of ways to memorize English were found to be psychological factors which correlated with Bronze. There was significant difference in listening ability only between the school which had the most hours of English activities in ES and that with the fewest.
  • 大和 隆介, 木村 隆, 津田 ひろみ, カレイラ松崎 順子, 廣森 友人
    原稿種別: 本文
    2009 年 20 巻 p. 231-240
    発行日: 2009年
    公開日: 2017/04/27
    ジャーナル フリー
    Language learning strategy training has attracted the attention of many researchers as well as practitioners as a means to cultivate the ability of self-directed learning. Although many studies have been conducted to investigate how and how much this strategy training will improve the quality of language learning at secondary and tertiary schools, almost no research of this kind has been done for English activities at primary schools in Japan. Given this situation, this paper reports the results and challenge of the 10 pilot lessons conducted at a public primary school in Kyoto to examine what effects English activities with such elements integrated bring about. The analysis of pre and post questionnaires to measure students' motivation and strategy use suggested that the pilot lessons had some positive effect on the students' motivation toward English study and their awareness of strategy use. Another analysis conducted on a newly developed instrument: SOLT (Strategy Orientation of Language Teaching) showed that the pilot lesson definitely differed from a regular lesson both quantitatively and qualitatively in terms of strategy instruction.
  • 國本 和恵
    原稿種別: 本文
    2009 年 20 巻 p. 241-250
    発行日: 2009年
    公開日: 2017/04/27
    ジャーナル フリー
    The purpose of this study is to examine the speed of responses as a potential rating factor in English language speaking tests for children. The participants in this study were 34 young English learners (1-6 graders, 6-12 years old). Comparing two factors -- the physical and psychological development, and the length of studying English -- the influence of physical and psychological development on English speaking accuracy was found to be greater than the length of studying English on that accuracy, though both factors' effects on fluency were not different. Affective variables (enjoyment with a test, willingness to speak after taking a test, and negative experiences associated with a test) did not significantly affect accuracy and fluency. Participants enjoyed the speaking test, and some participants' eye contact problems improved temporarily after the test.
  • 森 博英
    原稿種別: 本文
    2009 年 20 巻 p. 251-260
    発行日: 2009年
    公開日: 2017/04/27
    ジャーナル フリー
    A number of studies have focused largely on whether learners with and without experience of English language instruction in elementary school or somewhere in early childhood are different in terms of a single factor such as English language proficiency and attitude/motivation. However, little empirical research has been conducted to clarify how multiple learner features are correlated with English proficiency and affective factors. This study investigates effects of multiple learner features, some of which are especially relevant to early English language learning, on English language proficiency and affective factors at junior high school level. The results show that English proficiency has a relatively strong relationship with the length of learning, attitude toward learning English, and motivation toward learning English for academic purposes, whereas the major affective factor, i.e., attitude toward learning English, shows a strong relationship with English proficiency, the age of onset, and English learning experience at cram school. Attitude toward learning Japanese, however, does not have any strong relationship with other target variables. These findings suggest that it should be important to take multiple relevant factors into consideration when implementing English language teaching at earlier ages.
  • 金岡 正夫
    原稿種別: 本文
    2009 年 20 巻 p. 261-270
    発行日: 2009年
    公開日: 2017/04/27
    ジャーナル フリー
    This study proposed a new pedagogical approach of teaching English writing processes and strategies to first-year Japanese college learners. The teaching method was designed to help the students acknowledge the importance of language use for the development of self-identity, including a spiritual sense of values and personal beliefs toward socially responsible adulthood and good citizenship. The pedagogical emphasis, therefore, was focused on how successfully the learners can develop their character forming through self-focused materials and tasks in both their mother tongue (i.e., Japanese) and a foreign language (i.e., English). Several unique materials, including a Japanese book which highlighted critical issues on contemporary Japanese college students, were used so that the students could identify their campus and future life-related problems then struggle to solve them by themselves. The learners were also encouraged to appreciate the possible changes in their ways of thinking, learning attitudes, and learning strategies through various writing assignments and the follow-up in-class presentations in both languages. Positive results were gained from a survey after the study. Many participants suggested that self-focused materials and tasks along with learner-centeredness can contribute to their good self-study habits, including self-regulated learning strategies and self-monitored learning practices.
  • 廣森 友人
    原稿種別: 本文
    2009 年 20 巻 p. 281-290
    発行日: 2009年
    公開日: 2017/04/27
    ジャーナル フリー
    The English Education Center at Ehime University has been carrying out a series of studies in order to establish achievement goals and standards for evaluating achievement in General Education English classes. Based on preliminary questionnaires given to instructors and students, we have created tentative "Can-Do Lists" (benchmarks for evaluating English language proficiency) for four language skills. This paper, focusing especially on the benchmark of the writing skill, reports the current attempt to elaborate and validate the "Can-Do Lists", and suggests some effective ways to make good use of them. Although there has conventionally been a strong need for learning support that is based on achievement goals, this paper takes a specific perspective that provides effective guidance for that purpose.
  • 斉田 智里
    原稿種別: 本文
    2009 年 20 巻 p. 271-280
    発行日: 2009年
    公開日: 2017/04/27
    ジャーナル フリー
    This paper reports the effects of renewal on the English curriculum at Ibaraki University. A survey on general education was conducted to examine student class evaluations in 2005. The data from 5,896 students in 191 general English classes existing before and after the curriculum renewal was examined with a view to verifying improvements in the English curriculum. Factors affecting the degree of satisfaction and grades of the English classes were investigated using a multiple regression model. Results indicated that the degree of comprehension strongly influenced satisfaction. However, it affected grades positively only in the classes under the new curriculum. Feeling about improvement of skills influenced the degree of satisfaction but did not affect grades. Smaller class size had positive effects on both grades and satisfaction especially under the new curriculum. The amount of time spent on homework did not affect either grades or satisfaction. The amount of time spent on homework was positively correlated to both comprehension and feeling of improvement under the new curriculum. Smaller class size was also positively correlated to the feeling of improvement. Bigger class size was related to less time spent on homework under the old curriculum. This research identifies the positive effects on the English curriculum renewal. The practical application of results is also given.
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