CASELE Research Bulletin

Papers Read at the 42nd Annual Convention of the CASELE

A Cause-and-Effect Relationship Between Intrinsic Motivation and Three Psychological Needs in Learning English as a Foreign Language

Saori ITO

Article type: Article
2012 Volume 42 Pages 1-9
Published: April 23, 2012
Released on J-STAGE: March 01, 2017

DOIhttps://doi.org/10.18983/casele.42.0_1

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This study investigates how trait motivation such as intrinsic motivation is linked to three psychological needs (autonomy, competence, and relatedness), identified in Self-Determination Theory (Deci & Ryan, 1985), through a survey by questionnaire based on previous studies. More specifically, the survey was conducted to examine (1) the correlation between intrinsic motivation and the three psychological needs, and (2) which psychological need among the three should be focused upon in order to enhance learners' intrinsic motivation. Drawing upon the results of factor analysis and correlation coefficients, it was found that intrinsic motivation correlated strongly with competence. Furthermore, competence was found to be an influential factor that affects intrinsic motivation. Based upon these results, we may conclude that learners' motivation should be enhanced when their need for competence is fulfilled.

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On Large Grammar Activities for Enhancing Output Skills in the Second Language at the Junior High School Level : Theory and Practice(1)

Kazumi ADACHI

Article type: Article
2012 Volume 42 Pages 11-20
Published: April 23, 2012
Released on J-STAGE: March 01, 2017

DOIhttps://doi.org/10.18983/casele.42.0_11

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This paper presents the theoretical framework for large grammar activities, a type of output activity which employs Swain's output hypothesis and Widdowson's observation of the role played by chunks in the output process. The theoretical framework is shown to have three functions: fluency, hypothesis formation and testing, and approximation. The first function is barely touched on by Swain herself and will be more fully explored here. The second function expands Swain's hypothesis further. The third function particularly concerns large grammar activities and is based on the functions of chunks in output as well as language acquisition process. This paper is the first theoretical part of two interrelated studies.

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The Relationship Between Listening Ability and Scores of Photograph-Format Listening Questions : A Preliminary Exploration

Hidetoshi INOUE

Article type: Article
2012 Volume 42 Pages 21-30
Published: April 23, 2012
Released on J-STAGE: March 01, 2017

DOIhttps://doi.org/10.18983/casele.42.0_21

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The purpose of the present paper was to explore the traits of photograph-format listening questions with reference to listening ability. Participants were 810 third- and fourth-year students at the National Colleges of Technology, most of whom fell within Levels C and D on the TOEIC Proficiency Scale. The results of the study illustrated that their proportion of correct answers correlated with the number of words in each question. Lower grade students especially had a tendency to select the distractors with more and easier words.

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A Checklist to Make Comprehension Questions for the Teaching Materials Adapted From Literature : Focusing on "Narration"

Kana TAKEHISA

Article type: Article
2012 Volume 42 Pages 31-40
Published: April 23, 2012
Released on J-STAGE: March 01, 2017

DOIhttps://doi.org/10.18983/casele.42.0_31

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This study presents a checklist to make comprehension questions for teaching material adapted from literature. Using the items of "narrative" on the checklist, this study tries to show examples of comprehension questions for a teaching material in a high school English textbook. We can conclude that the checklist and the comprehension questions presented in this study will help English teachers use literature-based teaching materials in their classes.

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Papers Read at the 37th Annual Convention of the FELES

Source-Text Word Order and Target-Text Word Order in English-Japanese Translation

Tomoyuki YOKOYAMA

Article type: Article
2012 Volume 42 Pages 41-50
Published: April 23, 2012
Released on J-STAGE: March 01, 2017

DOIhttps://doi.org/10.18983/casele.42.0_41

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This article analyzes two nineteenth-century English readers. They were edited and published in Japan, but their original versions were published for American elementary school students. They have interlinear word-for-word Japanese translation with numbers indicating the order of translating English words into Japanese words. This type of self-study books, widely used in Japan in those days, is the prototype of the translation method in Japan. A simple computer program for the data analysis software called "R" was written to show how many times words in the readers are read and skipped over in the translation process. The results indicate that words are on the average read once and also skipped over once.

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Second-Order Observation/Description of Self-Observation/Description by Prospective Language Teachers

Yosuke YANASE

Article type: Article
2012 Volume 42 Pages 51-60
Published: April 23, 2012
Released on J-STAGE: March 01, 2017

DOIhttps://doi.org/10.18983/casele.42.0_51

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Studies on reflections and narratives by teachers still need theoretical development. Qualitative studies in applied linguistics have not yet incorporated the conceptual understandings of consciousness and self-reference in particular. This study bases itself on the theories of Luhmann's sociology and of neuroscience, and demonstrates its theoretical validity with empirical data obtained from 14 graduate students majoring in language education. The data confirmed autopoiesis in consciousness and in communication, respectively and that language is the medium that co-evolves with these two. The study also testifies the theoretical importance of self-reference as a theoretical principle in language use in general.

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Factors Involved in Senior High School Students' Recognition of a Text Structure : Implications From a Longitudinal Training

Tomoo ASAI

Article type: Article
2012 Volume 42 Pages 61-70
Published: April 23, 2012
Released on J-STAGE: March 01, 2017

DOIhttps://doi.org/10.18983/casele.42.0_61

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The aim of the present study was to clarify the factors contributing to the ability to grasp the text structure from the point of view of the long-term training. The ability to grasp the text structure was measured by analyzing the quality of summary. The results indicated that the long-term training focusing on grasping the text structure could give the possibility of making summary better in quality. In particular, identifying referential coherence and inferring the meaning of key word proved to be contributing factors to the summary production. These findings can promote our understanding of the relation between text structure instruction and reading strategy instruction.

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Initial Teacher Training Program for Elementary School Foreign Language Activities : Using a Check Sheet to Promote Interactive Teaching and Learning

Kazuaki NEKODA

Article type: Article
2012 Volume 42 Pages 71-80
Published: April 23, 2012
Released on J-STAGE: March 01, 2017

DOIhttps://doi.org/10.18983/casele.42.0_71

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This paper reports the development of initial teacher training program for elementary school foreign language activities. This program consists of 30 lessons which provide students with basic knowledge of foreign language teaching, material development and assessment followed by the practice of mock teaching. The author has developed a check sheet in order to promote interactive teaching and learning with which students reflect their own learning by the comments from the teacher and the discussion with peers. The results showed that the students spent more time for self-study and got more satisfaction in terms of their achievement. Many students responded positively to the use of check sheet interlinked with various activities in the program.

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