This study examined the effect of shadowing training on the processing of congruent and incongruent collocations in two groups of Japanese college EFL learners. In shadowing training, experimental participants shadowed sentences including the test collocations, whereas participants in a control group silently read the sentences instead. Before and after the treatment, the participants evaluated the acceptability of each test phrase, for which reaction time and accuracy rate were measured in each collocation condition. The reaction time and accuracy rate for both types of collocation were significantly improved after shadowing, thereby showing that the collocations were semantically processed in shadowing. A larger effect of shadowing on accuracy rate for incongruent collocations was found, which suggested that learners processed such collocations at the semantic level.
In order to develop the performance of English verbs, it is said to be important for learners to understand semantic usage of verbs. Our main goal is to identify what kind of semantic categories may affect learners' performance of verbs. Our research, based on four types of corpora including exchange students' corpus, has shown that there are four points to instruct explicitly: (1) polysemy and collocation of activity verbs, (2) the usage of causative 'allow,' (3) three types of aspect, and (4) the variation of mental verbs. These findings would be beneficial to many learners who have difficulty in producing English verbs.
This paper is an attempt to explore an integrated approach, having Content and Language Integrated Learning with Education for Sustainable Development as a specified field of learning, in order to support the Japanese EFL learners to improve their cognitive/academic language proficiency (CALP)-type speaking ability more effectively. This ability, which was found to be explained by highly cognitively demanding reading comprehension, is central for communication in an academic and professional community. Within a theoretical framework, 80 lesson reports with some learning materials were assessed and classified. The finding from quantitative and qualitative analyses suggests that this eclectic approach should be applied, answering the learners' needs, and testified to its positive impact through empirical evidence.
We argue that the recent reform proposals of English language education are driven by the logic of economy, industry and politics combined. The logic is justified by the modern foundation of capitalism and nation-states and intensified by neo-liberalism and neo-conservatism coupled together. Counter to this trend, it is necessary to recall the logic of education, and thus to pay more attention to the mind and the body of children and teachers. The real crisis of English language education, we contend, is our neglect of the mind and the body. We also argue that academic associations as the 'regime of truth' must be aware of their power (ab)use in epistemological decision of what counts as an 'academic paper' for English education in Japan.
This study aimed to explore the relations between dislike, hard-working, change of academic achievement, difficulty, confidence (self-efficacy, competence, and self-esteem), and task values. A questionnaire was administered to 112 senior high school freshmen (male : 52, and female : 60). The data were analyzed by means of multi-dimensional-analysis, such as canonical correlation analysis, and cluster analysis). In conclusion, it is unraveled that the patterns in dislike, hard-working, and change of academic achievement are related to those in task values rather than to those in difficulty and confidence (self-efficacy, competence, and self-esteem) in learning English. Therefore, it is assumed that we, high school teachers, should put more emphasis on value education in teaching English.
This study compares repeating and consecutive interpreting during pauses. Participants in the repeating group and in the consecutive interpreting group practiced their respective skills. A listening test, a written test of English knowledge, a repeating test and a consecutive interpreting test were given to all participants in a pre- / post-treatment design. The study explored how the two practice methods affected the improvement of test scores and also examined the correlations between the test scores. The results showed that the repeating group improved repeating skill, while the consecutive interpreting group didn't enhance repeating skill. They also showed that consecutive interpreting could positively affect listening comprehension. Repeating had a weaker correlation with written test scores than consecutive interpreting, both pre- and post-treatment.
While CLIL (content and language integrated learning) has been proved to be an effective foreign language teaching method in many European countries, few studies on CLIL have been done in Japan. First, this paper intends to clarify some theoretical frameworks of CLIL compared with content-based instruction and immersion. Next, a CLIL practice of science, which was given mainly to upper grades pupils in a public lecture of Kure City, is reported in consideration of content, communication, cognition and community. Finally, this paper aims to suggest that this practice will become an important guideline for elementary school English as a future formal subject.