I have already published two kinds of articles about Newspaper English in this bulletin. Their titles are 'Experimental Research on the Teaching of Current English through the Integration of Newspaper English and Broadcasting English' (1984) and 'A Study of English Language Teaching at Universities through Business English and Newspaper English' (1987). In these articles I looked at the positive learning results boosted through a combination of newspaper English and broadcasting English or business English. Newspaper English is the language read through the English news- papers. The articles in English newspapers range over a wide variety of subjects like politics, economics, education, sports, entertainments and so on. The content of the rticles is up-to-date and lively, and the language used there is actual and living English. In this article I refer to the various kinds of usages and expressions used in news- paper English. I am sure that by learning such kinds of expressions and usages as I showed in this articles, students can make remarkable progress not only in reading but also speaking and writing simple practical English.
The author has developed the Teacher's Mathematics Anxiety Rating Scale (TMARS) as a battery of test rating mathematics anxiety for preservise teachers. The TMARS consists of 16 Likert type items which has 3 dimensional factor structure. Validity and reliability of the TMARS are considerably high. The author has studied some researches with the TMARS and has found that a difference of mathematics anxiety scores in a sense of the TMARS between groups is not significant and that a score of female Ss is significantly higher than a score of male Ss, and the finding is consistent in results of some previous researches.
The way we learn and use English as a foreign language seems to be significantly influenced by the way we learn the use of Japanese as our native language. This study is an initial attempt to identify the differences between the ways the language use is learned in Japan and in an English speaking country so that the knowledge of such differences may help identify factors that could be incorporated into the English language education in Japan. This study investigated selected areas of the language learning background of Japanese students studying at four universities in the United States, and compared the results with those obtained from American students previously surveyed. The comparison shows that a significantly smaller number of Japanese students surveyed learned paragraph writing, library research paper, or argumentation in their Kokugo courses at high school or college in Japan, and many of those who learned these did not learn logical development in paragraph writing, documentation in library research paper, or the induction and deduction in argumentation. In part one of this study, the general implications as well as the survey results are presented, and potential problems Japanese students would experience in American universities are discussed. Part two of this study will interpret the results more in detail, discuss their implications from cross-cultural viewpoints, and will make a few suggestions for the language education in Japan.
There is a variety of ranks among the upper secondary school, and students in a school are homogeneous. In some schools, therefore, almost all students are under-achievers. But it has not author analyzed characteristics in logical thinking of the under-achievers in an upper secondary part-time technical school. As the result of this study, it was found out that over half of these students were still in the concrete stage. And the author interpreted the second component of principal component analysis as "producer strategy". This is pointed out as one of characteristic learning strategies of under-achievers. And the author inquired into the competence which students needed in learning chemistry area of Science I. On the basis of this inquiry, the author argued that more pheromenalistic approach was indispensable for teaching them, and showed one way of designing curriculum. Thus, the author claims that knowledge of logical thinking of under-achievers is very important to clarifying prerequisites and deciding teaching strategies in designing instruction.