Learners often make mistakes when using English expressions although they have already been taught them. In order to help students learn, it is necessary for teachers to figure out how to help their students with this problem. One of the reasons for this problem is that learners do not understand the expressions even in their mother tongues. The purpose of this research is to explore whether Japanese students can learn proper semantic usage in a class of Eiken Writing, which is designed based on Instructional Design (ID). This case study is focused on the usage of “too”, as it has been observed learners have problems understanding the meaning and usage of “too”. In this paper, learners’ problems with “too”, and the concept of ID will be described, and a case study using ID will be introduced. This research revealed that students can learn proper use of some vocabulary while learning its grammatical meaning in an ID class, even when they have problems understanding the meanings of the words.
CLIL (Content and Language Integrated Learning) refers to a teaching method in which subjects are taught through a foreign language. In the case of Japanese students, it is often difficult to teach subjects only in English because many students lack the English ability or have other barriers to success. CLIL is a flexible approach that allows variations in teaching according to the educational context. In this paper, the concept of CLIL will be described, and then a case study using CLIL will be introduced using “The Hound of the Baskervilles” by Conan Doyle. The purpose of this research is to explore whether Japanese students can learn content and vocabulary while increasing their cultural understanding in a bilingual CLIL class. This research revealed that CLIL was effective even in a short-term bilingual class.
Water pollution is a deep concern due to mid-summer drainage in the rice cultivation. In this study, the authors investigated the effect of underdrainage during the mid-summer drainage on the dissolved substance dynamics in paddy soil test columns. Control experiment was conducted with two types of soil test columns: one column with underdrainage, and the other without. Rice plants were individually planted in these columns. Dynamics of dissolved substances (NO3-N, NH4-N, PO4-P, K, Ca, Mg, Na, Fe, Mn) were observed in these columns. Experimental results revealed the following facts: (1) underdrainage impacted growth of rice plants in mid-summer drainage; (2) underdrainage caused downward infiltration; (3) the downward infiltration leached dissolved substances from the paddy soil; (4) the amount of drained dissolved substances through underdrainage was more than through surface.