関東甲信越英語教育学会誌
Online ISSN : 2432-7409
Print ISSN : 2185-8993
ISSN-L : 2185-8993
最新号
選択された号の論文の13件中1~13を表示しています
  • Taeko KAMIMURA
    2022 年 36 巻 p. 1-14
    発行日: 2022年
    公開日: 2023/09/01
    ジャーナル オープンアクセス
    The present study attempted to design genre-based writing instruction to develop Japanese university EFL students’ skills in writing email requests and to examine the effects of the instruction on their actual production of emails where they asked for an appointment with an unknown professor. The instruction was devised based on Feez’s Teaching Learning Cycle (2002) consisting of different instructional stages. The students’ pre- and post-instructional emails were analyzed in terms of two kinds of move structures (i.e., framing moves and content moves) and two types of language choices (i.e., language forms to realize the request content moves and syntactic/lexical modifiers). The results of the analysis revealed that the instruction helped the students produce formal request emails equipped with the move structures and language features expected in this genre. The subsequent sample analysis demonstrated the actual positive changes detected between the students’ pre- and post-instructional emails.
  • Hiroko TAKIMURA
    2022 年 36 巻 p. 15-28
    発行日: 2022年
    公開日: 2023/09/01
    ジャーナル オープンアクセス
    As machine translation (MT) increases in accuracy, researchers and teachers of the English language have debated whether students can use it as a learning strategy in educational settings. Understanding the possibilities of MT from the perspective of learners’ learning strategies is crucial to determining whether it can be employed in this field. In this study, Google Translate (GT) was used because it is familiar among learners who use MT. This study aims to identify learners’ feelings and attitudes toward GT throughout the course of the class and determine the most important factors in selecting learning resources when students are free to use any, as well as the purposes and reasons for using GT as a learning resource. Qualitative analysis results revealed that students’ recognition of GT varied with respect to different tasks; however, students’ decision to consider a particular learning resource was influenced by the time and content of each task and their interest in the task. They had their own purposes and reasons to use GT as a learning resource. Further, students did not rely on it. Students in this experimental class learned to use GT in combination with other learning resources through their recognition of GT. The results suggest that introducing experimental lessons in regular classes provides learners with an opportunity to review the relationship between their learning resources and strategies for certain tasks, which can lead to self-regulated learning.
  • 小林 翔, 田淵 香奈子, 福田 スティーブ 利久, 茅野 潤一郎
    2022 年 36 巻 p. 29-42
    発行日: 2022年
    公開日: 2023/09/01
    ジャーナル オープンアクセス
    The purpose of this study was to explore the International Posture of EFL students after experiencing (1) videoconferencing and (2) an online social learning platform through a video recording after videoconferencing. Participants were divided into a Synchronous Computer-Mediated Communication (SCMC) group and a SCMC and Asynchronous Computer-Mediated Communication (ACMC) group. Data were collected using a pre-existing 28-item questionnaire developed for the Japanese context and was administered to 158 senior high school participants before and after lessons. Open-ended responses and participant reflections were analyzed using the co-occurrence network of words framework of a KH coder. Results showed no significant effect on International Posture when participants experienced a single use of videoconferencing technology (SCMC group). Conversely, the International Posture of the SCMC/ACMC group was enhanced significantly when an online video discussion platform was added after videoconferencing. In addition, positive communication experiences with cross-cultural partners led to a higher level of International Posture and learning motivation. These findings suggest that a combination of SCMC and ACMC may enhance International Posture.
  • Haruka SHINDO, Yuko HOSHINO
    2022 年 36 巻 p. 43-56
    発行日: 2022年
    公開日: 2023/09/01
    ジャーナル オープンアクセス
    In the process of learning L2 vocabulary intentionally, spaced retrieval is one of the most effective ways to achieve long-term retention. However, there is no scholarly consensus on the specific effects of the different spacing types, including the expanding, equally-spaced, and contracting retrieval practices. This study compared these three types of retrieval practices to investigate their effects on L2 vocabulary learning. Japanese university students were asked to learn 30 English-Japanese pairs eight times under each of three conditions at the following respective intervals: expanding condition (Days 1, 1, 8, and 22), equally-spaced condition (Days 1, 8, 15, and 22), and contracting condition (Days 1, 15, 22, and 22). These participants were subjected to immediate testing after each of the four study phases in each case. To further assess retention, another round of testing was implemented after a five-week delay period. The expanding condition resulted in higher scores than the contracting condition on the delayed test; hence, this study suggests using the expanding schedule for long-term vocabulary learning.
  • 名詞句把握能力と使用する力の関係性
    伊藤 泰子, 加藤 嘉津枝, 臼倉 美里, 砂田 緑, 冨水 美佳, 髙木 哲也
    2022 年 36 巻 p. 57-70
    発行日: 2022年
    公開日: 2023/09/01
    ジャーナル オープンアクセス
    This paper reports a longitudinal study investigating Japanese high school students’ development in the use of noun phrases in English writing and its relationship with their noun phrase grasp. With a one-year gap between two test administrations, 202 students took a writing test, and their responses were analyzed according to four types of noun phrases, namely “this + a noun” (Stage 1), “a noun with a prepositional phrase” (Stage 2), “a noun with a participle” (Stage 2), and “a noun with a relative clause” (Stage 3). They were also given a noun phrase test called Koukousei Billy’s Test, or KB Test, to examine their grasp of noun phrases. First, their use of noun phrases in their writing responses was analyzed according to the four types. It was then compared to the KB Test scores so that the relationship between their grasp and use of noun phrases could be studied. The results indicated that their use of noun phrases changed in one year, and this change was also reflected on the KB Test scores.
  • Kiwamu KASAHARA
    2022 年 36 巻 p. 71-84
    発行日: 2022年
    公開日: 2023/09/01
    ジャーナル オープンアクセス
    This study is a replication of Kasahara (2021), which concluded that using known-and-unknown twoword combinations for novice learners was effective to retrieve target words, but not effective to retain them. Considering the hierarchical nature of the data, the present study reexamined the same data with a generalized linear mixed model, which can deal with hierarchical data. This study used the same 79 first-year junior high school students and 17 new words and 17 known cue words. Group 1 memorized 17 known-and-unknown word combinations while Group 2 memorized 17 unknown target words. The generalized linear mixed model showed that Group 1 significantly outperformed Group 2 both in the retention and retrieval of the target items. Unlike the previous study, the results indicate the possibility for novice learners to take advantage of this two-word combination approach given some vocabulary knowledge through loanwords, implicit instructions at elementary school, and explicit instructions at junior high school.
  • Renri SATO
    2022 年 36 巻 p. 85-98
    発行日: 2022年
    公開日: 2023/09/01
    ジャーナル オープンアクセス
    This study focuses on reading-to-write tasks; these tasks require both reading and writing skills to complete. In such tasks, the written material is based on source information, which is a common activity as part of daily life. The uniqueness of integrated tasks is that learners use not only individual skills but also integration processes. In the case of reading-to-write tasks, this integration process is called discourse synthesis (Spivey, 1997). To investigate the effects of task instruction on reading-to-write tasks, this study classified specific tasks into four types based on previous research instructions and analyzed them statistically in terms of reading and writing processes with 36 EFL students. Participants read two source texts and were assigned to one reading-to-write tasks and their cognitive activities during the tasks were measured using the think-aloud method. The results revealed that task differences did not affect learners’ reading processes, while it affected writing processes. These results support previous studies that insisted on the significance of task instruction (Rouet & Britt, 2011; Weijen, 2009). This study concludes with a brief summary of the findings and presents some limitations and theoretical directions for future research, and implications for EFL practitioners.
  • 西垣 知佳子, 本多 君枝, 橋本 修, 安部 朋世, 神谷 昇
    2022 年 36 巻 p. 99-112
    発行日: 2022年
    公開日: 2023/09/01
    ジャーナル オープンアクセス
    Understanding the constituents of a sentence plays a crucial role in understanding the structure and meaning of a sentence. However, as Kanatani et al. (2015) point out, it is difficult for Japanese secondary school students to identify these parts in English, particularly what constitutes a noun phrase (NP). Thus, we wanted to start raising awareness of sentence constituents at elementary schools. We conducted two studies that nurtured students’ understanding of what constitutes an NP in both English and Japanese using DDL (data-driven learning). Pre- and post-tests and questionnaires measured the effects of the studies on participants (70 and 68 sixth graders, respectively). The test scores revealed that students found it was easier to identify constituents in English sentences containing general verbs than those containing be-verbs. It was also observed that while initially, it was more difficult for students to identify the constituents of English sentences compared to Japanese sentences, that gap gradually narrowed as lessons proceeded. An examination of students’ notes on the DDL worksheets confirmed that placing English and Japanese side by side was an effective awareness-raising strategy.
  • A Cross-sectional Study
    Hironobu TANAKA
    2022 年 36 巻 p. 113-126
    発行日: 2022年
    公開日: 2023/09/01
    ジャーナル オープンアクセス
    The acquisition of noun phrase (NP) structures is considered to underpin overall second language development. Researchers have investigated the developmental process of the ability to comprehend NP structures, with a particular focus on Japanese beginner-level English as a Foreign Language (EFL) learners. In order to provide a more comprehensive picture of the developmental process, the current study collected data from Japanese learners of English with different proficiency levels ranging from beginner, intermediate, to advanced. A total of 82 Japanese learners of English were asked to complete a test created to measure their ability to comprehend eight types of NP structures in the sentential subject position. The results indicate that (a) the acquisition rates of the target NPs increase with a rise in proficiency levels, and that (b) the target NPs are completely acquired by high-intermediate and advanced level participants. These findings suggest that the acquisition of NPs can be an index of overall second language development. Some pedagogical implications toward Japanese EFL classrooms are discussed.
  • 石川 亮太
    2022 年 36 巻 p. 127-140
    発行日: 2022年
    公開日: 2023/09/01
    ジャーナル オープンアクセス
    Education, Culture, Sports, Science and Technology (MEXT), evaluations and feedback are thought to play an important role to promote learners’ self-regulated learning. Rubrics can show them the levels of expected achievement in their performance; thus, it is plausible that rubrics can encourage them to look back on their learning in the past, notice points needing improvement, and continue learning autonomously. In this practice report, evaluations and feedback based on a rubric were given to Japanese high school English learners who worked on picture description using writing. Its effects on their motivation to learn, quality of their performance, and their learning methods were then validated. As a result of this practice report, short-term utilization ofrubrics in evaluations and feedback had less significant improvements on the learners’ motivation,performance, and learning strategy. Therefore, as a previous study shows, it is necessary to urgelearners’ metacognition in daily instructions.
  • 髙木 哲也
    2022 年 36 巻 p. 141-154
    発行日: 2022年
    公開日: 2023/09/01
    ジャーナル 認証あり
    This study explored the effects of indirect written corrective feedback (IWCF) followed by written languaging (WL) on students’ writing accuracy in Japanese high school classes. Two kinds of three-stage-writing tasks were conducted. Students engaged in the first essay. The next day, after receiving IWCF, students engaged in WL, in which they explained about the reasons for the errors in their writing. A few weeks later, students wrote the second essay on either the same topic or a similar one. Their writing explanations were coded as written languaging episodes (WLE) according to the level of noticing. The effects of IWCF + WL were assessed by comparing the first essay and the second one in terms of the average number of linguistic errors. Results revealed that their WLEs are likely to be the level of noticing with reasons and that they significantly improved accuracy on their writing. Similarly, if an error was explained with reasons, it was more likely to be revised correctly in the second essay. Moreover, even if students engaged in WL on ineffective feedback, their thoughts were deepened and they sometimes successfully revised the errors in revision. Based on the findings and discussion, this study suggests the beneficial effects of IWCF + WL activity on students’ writing accuracy in usual English classes.
  • 桐井 誠, 伊東 哲, 酒井 英樹
    2022 年 36 巻 p. 155-168
    発行日: 2022年
    公開日: 2023/09/01
    ジャーナル オープンアクセス
    This article reports a 12-week and 10-minute instruction of handwriting English letters and its effects. The participants were 43 sixth graders from two classes in a public elementary school. The instruction was designed on the basis of the analysis of students’ weaknesses in writing and was carried out mainly with language-use activities (not mechanical drills). It consisted of three stages: Stage 1 focused on sounds of letters, the alphabetical order, and letters in four lines; Stage 2 contained teaching capital letters with the emphasis on their differences from small letters; and Stage 3 focused on teaching small letters. The results showed that while one class improved in writing capital letters, the other did not; both classes performed better on the small letter post-test; most of the participants considered the instruction to be fun and stated that they had the feelings of accomplishment; and the teacher realized that the use of language activities and careful presentations of letters were important. These results suggest that the instruction was effective. Finally, several limitations were pointed out.
  • Tomoyuki KAWASHIMA
    2022 年 36 巻 p. 169-182
    発行日: 2022年
    公開日: 2023/09/01
    ジャーナル オープンアクセス
    When high school students write a long paragraph in English, teachers, who are often pressed for time, tend to provide a holistic evaluation as a whole or count on an analytic assessment based on specific components such as grammar and vocabulary offered by commercial standardized testing companies. This was the firsthand observation of the author as a high school teacher. To address such a situation, the author attempts to identify indicators that have a strong relationship with analytic scores and are quick for teachers to implement. This study re-evaluates Japanese senior high school students’ writing development suggested by analytic scoring using primary trait scoring. The two essays, written by 78 students on two separate occasions one year apart, were assessed in complexity, accuracy, and fluency. A significant increase was found between the first-and second-year writing in three fluency and two accuracy measures. Moreover, three fluency and one accuracy indices had a moderate to a strong correlation with the Global Test of English Communication (GTEC) writing scores. These results suggest that some fluency and accuracy measures can be used in place of analytic scoring to measure writing development.
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