Thematische Bibliographien / Japanese Teacher of English

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Dissertationen
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Konferenzberichte
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Auswahl der wissenschaftlichen Literatur zum Thema „Japanese Teacher of English“

Autor: Grafiati

Veröffentlicht am 30. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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Zeitschriftenartikel zum Thema "Japanese Teacher of English"

Moritani, Hiroshi, and Chiaki Iwai. "Role Identities of Japanese Teachers of English at Japanese Universities." JALT2018—Diversity and Inclusion 2018, no. 1 (2019): 50. http://dx.doi.org/10.37546/jaltpcp2018-07.

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As part of a larger study of university English teachers, this paper presents a hypothetical model of the critical influences on the construction of role identities (i.e., how teachers understand their teaching roles) using data generated from in-depth interviews with 12 Japanese teachers of English at Japanese universities. To inductively create a hypothetical model based on the actual voices of these participants, the analysis utilizes a modified grounded theory approach (Kinoshita, 2003). We report that five critical influences emerged: (a) classroom experiences as a learner, (b) profession

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Cripps, Tony, Takao Imai, and Sean Toland. "Constructing Effective Teacher-Training Workshops for Japanese Pre-Service English Teachers." Proceedings of The World Conference on Research in Teaching and Education 2, no. 1 (2023): 45–55. http://dx.doi.org/10.33422/worldte.v2i1.90.

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This paper elucidates a research project that aims to understand and support the practical needs of pre-service English teachers who intend to teach at junior and senior high schools in Japan. Each day, novice English teachers who work in the Japanese public school system are facing challenges for which their pre-service training has failed to prepare them. Regrettably, the support structure for English teachers in the public system is sadly lacking. As part of this research project pre-service teachers of English (n=20) were asked through an online questionnaire to identify what topics they w

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Toya, Mitsuyo. "Exploring the process of teacher development toward teaching English by using the Trajectory Equifinality Modelling approach: Elementary, middle and high school comparison." Impact 2020, no. 9 (2020): 35–37. http://dx.doi.org/10.21820/23987073.2020.9.35.

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Within the education system in Japan, English classes have historically been conducted in Japanese. While the reasons for this are obvious, there are potential pitfalls, including the fact that such classes depend on translating English to Japanese and explaining grammar principles in Japanese. In 2008 The Japanese Ministry of Education, Culture, Sports, Science, and Technology introduced a major reform to the teaching of English. The policy reform specifically related to high school English classes, but in 2019 it was updated to include junior high school classrooms. This policy placed increa

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Balgoa, Nelia G. "Filipino English Teachers in Japan: “Nonnativeness” and the Teaching and Learning of English." Journal of Language Teaching and Research 10, no. 2 (2019): 256. http://dx.doi.org/10.17507/jltr.1002.06.

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A feature of the Japan Exchange and Teaching (JET) Program, which aims to internationalize Japan and to improve the English-speaking ability of its students, is the hiring of Assistant Language Teachers (ALTs) who are described by the Japanese government as native-level speakers of English working in Japanese classrooms. By using critical applied linguistic which focuses on questions of power, difference, access and domination in the use of the English language (Pennycook, 2001), this paper examines the motivations of the Filipino teachers as ALTs, the processes of international teacher recrui

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Ito, Yukiko. "The Effectiveness of a CLIL Basketball Lesson: A Case Study of Japanese Junior High School CLIL." English Language Teaching 12, no. 11 (2019): 42. http://dx.doi.org/10.5539/elt.v12n11p42.

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This article outlines a junior high school physical education class which teaches basketball in English using the CLIL framework as a case study. The purpose of the article is to consider how and what students learned from the class through students&rsquo; class results, basketball skills test, post lesson questionnaire and pre and post lesson teacher interviews. It examines how the teacher&rsquo;s attitude toward CLIL changes from pre and post lesson interviews. Through this CLIL class led not by English teachers but by a physical education teacher the qualities and abilities necessar

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Omote, Akihiro. "Teacher Self-Efficacy and Instructional Speech: How Teachers Behave Efficaciously in the EFL Classroom." JALT Journal 39, no. 2 (2017): 89. http://dx.doi.org/10.37546/jaltjj39.2-1.

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In this paper, I explore teachers’ self-efficacy and their instructional speech (in Japanese and English) in EFL classrooms in Japan. Mixed methods provided the framework for a questionnaire to 108 teachers followed by interviews with 6 teachers. The survey revealed a common perception that Japanese instructional speech is overused and a perceived conflict between the use of English and Japanese speech, but the interviews found that self-efficacy played a central role in a complex sociocognitive process to optimize efficacy due to distinct qualities of English and Japanese speech. Teacher self

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Sutherland, Sean. "'Real English' in Japan : team teachers' views on nativeness in language teaching." Journal of English Studies 10 (May 29, 2012): 175. http://dx.doi.org/10.18172/jes.186.

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In Japan, English is often taught by teams composed of a local Japanese teacher of English (JTE) and a native English speaking assistant English teacher (AET). This form of team teaching is typically assumed to be beneficial as it provides the students with exposure to models of native English which they would otherwise not encounter. Research has found that students and JTEs approve of team teaching as it provides students with motivation to study a language that would otherwise have little relevance to their daily lives. Less research has been done to explore how team teaching affects the JT

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Thompson, Gene, and Karen Woodman. "Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs." Asia-Pacific Journal of Teacher Education 47, no. 1 (2018): 48–65. http://dx.doi.org/10.1080/1359866x.2018.1498062.

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White, Jeremy, Brett Morgan, and Bjorn Fuisting. "Peer review in EFL writing: Teacher attitudes." Perspectives 22, no. 2 (2014): 20–27. https://doi.org/10.5281/zenodo.583813.

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This mixed-method study investigates 41 instructors’ attitudes and experiences regarding peer review in English as a foreign language (EFL) writing at a Japanese university. Peer review is a strategy many writing teachers try to administer, believing students benefit from the process of becoming involved in their own and other students’ learning. For this research, 26 foreign and 15 Japanese English instructors completed a survey designed to discover teachers’ views towards peer review activities and their classroom experiences with them. Quantitative and qualitative results showed that instru

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Koizumi, Rie, Makoto Fukuzawa, and Chihiro Inoue. "Usability of a speaking assessment portal for Japanese teachers of English." TEVAL - Shiken: A Journal of Language Testing and Evaluation in Japan 28, no. 1 (2024): 19–37. http://dx.doi.org/10.37546/jaltsig.teval28.1-2.

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Against a backdrop of insufficient training for pre-service and in-service teachers, as well as limited access to materials and resources related to speaking assessment (SA), this study reports on the development and usability of an SA Portal, drawing upon the perceptions of teachers who used the website. The Portal is intended for Japanese senior high school teachers of English as a way to equip them with a wider range of relevant resources. It includes tips for conducting speaking tests; SA examples and explanations, including tasks, rubrics, and videos; and useful websites and resource. The

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Dissertationen zum Thema "Japanese Teacher of English"

Takayama, Hiromi. "Professional development in Japanese non-native English speaking teachers' identity and efficacy." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/5655.

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This mixed methods study investigates how Japanese non-native English speaking teachers’ (NNESTs) efficacy and identity are developed and differentiated from those of native English speaking teachers (NESTs). To explore NNESTs’ efficacy, this study focuses on the contributing factors, such as student engagement, classroom management, instructional strategies, self-perceived English proficiency, their teaching and teacher education backgrounds, culture related to teaching, and so on. For the portion of teacher identity, this study analyzes four perspectives: their role identity, professional id

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Thompson, Gene R. "Japanese high school English teachers' self-Efficacy beliefs about teaching English." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/99500/1/Gene_Thompson_Thesis.pdf.

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This study used a sequential mixed method design to investigate the self-efficacy for teaching beliefs of Japanese high school teachers of English (JTEs). It identified five dimensions of teacher efficacy beliefs related to student achievement, English capability, communicative teaching, collective collaboration, and workload regulation. Findings indicate that contextual and personal factors influence JTE self-efficacy for teaching beliefs, and suggest that social persuasion (i.e., a source of efficacy beliefs) may be a stronger influence on the development of teacher efficacy beliefs in the J

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Bonn, Suzanne. "Teacher use of personal narratives in the Japanese university English language classroom." Thesis, Aston University, 2015. http://publications.aston.ac.uk/26749/.

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While storytelling in conversation has been extensively investigated, much less is known about storytelling in the English language classroom, particularly teachers telling their personal experience stories, termed teacher personal narratives in this study. Teacher personal narratives, a combination of the ancient art of human storytelling and the current practices of teaching, offer an innovative approach to language teaching and learning. This thesis examines teacher personal narrative use in Japanese university English language classrooms and is of relevance to both practicing classroom tea

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Kiernan, Patrick James. "Deconstructing narrative identity in English language teaching : an analysis of teacher interviews in Japanese and English." Thesis, University of Birmingham, 2008. http://etheses.bham.ac.uk//id/eprint/164/.

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This thesis is the third of three modules, and explores narrative identity in interviews with English language teachers. It offers an analysis of how speakers used linguistic resources to construct identities for themselves during life story interviews. Both interviewer (the author) and interviewees (21 native English speakers and 21 native Japanese speakers) taught English in Japan. All interviews were conducted in the interviewee’s native language. The analysis therefore consists of a contextualised cross-linguistic description of the linguistic resources employed by speakers for expressing

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Smith, Elliot. "Effectiveness of English teaching with JET Programme Assistant Language Teachers and Japanese Teachers of English : Team Teaching Perceptions through Team Interviews." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-194683.

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This research seeks to develop further understandings of effectiveness of the Japan Exchange and Teaching (JET) Programme. The JET programme is an internationalisation programme of which employs primarily native English language speakers into the role of Assistant Language Teachers of whom aid in teaching English within school settings across Japan. Inspiration to undertake the project arose through an observation that previous research into the JET programme displays an overwhelmingly negative perspective of the programme’s effectiveness, not least due to the consistent reduction in Japan’s

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Kurihara, Yuka. "Appropriating pedagogical tools a case study of Japanese secondary school EFL teachers returning from overseas in-service teacher education program /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187097104.

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Sasajima, Shigeru. "Language teacher cognition in the case of Japanese teachers of English at secondary school in Japan : an exploratory study." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/12359.

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Japanese non-native English-speaking EFL (English as a foreign language) teachers in secondary education (JEFL teachers) work in a different educational context from language teachers in Europe. The purpose of this exploratory research is to identify the distinctive ways in which JEFL teachers think, know, believe and do. These concepts are subsumed under the general heading of JEFL teacher cognition, particularly as this applies to teaching and teacher education in Eigo Kyoiku (English education in Japan). The overall purpose of exploring JEFL teachers’ cognitions is reflected in four researc

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Ainscough, Valerie J. "The interaction between teacher and student expectations : a case study of a Japanese college in Britain." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342152.

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Sutherland, William Sean. "Team teaching English in Japanese schools : an exploration of how Japanese teachers of English see themselves, their teaching, and their native English-speaking assistants." Thesis, King's College London (University of London), 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558297.

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In Japan the team teaching of English language classes has been a growing phenomenon since the late 1980s. Team teaching typically involves two teachers: a Japanese teacher of English (JTE) who has a university degree in English or education and a teaching qualification, and an assistant English teacher (AET) who is usually an untrained recent university graduate from Britain, the United States or another country whose citizens are primarily thought to be native English speakers. The stated goal of team teaching is to improve Japanese students' English abilities by having a native English spea

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Yoshihara, Reiko. "THE FEMINIST EFL CLASSROOM: FEMINIST TEACHERS' IDENTITIES, BELIEFS, AND PRACTICES IN JAPANESE UNIVERSITIES." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/309305.

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Teaching & Learning<br>Ed.D.<br>In this study, I explore how EFL teachers in Japan become feminists, what feminism means to them, and how their feminist identities affect their teaching beliefs and practices. In relation to their feminist identities, I also examine what teaching beliefs they hold, how their teaching beliefs are applied to their teaching practices, and how they teach in their actual language classrooms. This study enabled me to understand more deeply what is going on in feminist EFL classrooms. To explore the research questions posed above, I employed poststructural feminist pe

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Bücher zum Thema "Japanese Teacher of English"

Kiernan, Patrick. Narrative identity in English language teaching: Exploring teacher interviews in Japanese and English. Palgrave Macmillan, 2010.

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Kiernan, Patrick. Narrative identity in English language teaching: Exploring teacher interviews in Japanese and English. Palgrave Macmillan, 2010.

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Thornton, Patricia M. Contact Japanese: Communicating in Japanese : teacher's guide, including student activities. EMC Pub., 1993.

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Lynn, Redmond Mary, Lorenz Eileen, and National Network for Early Language Learning., eds. Teacher to teacher: Model lessons for K-8 foreign language. National Textbook Co., 1999.

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Galef, David. Turning Japanese. Permanent Press, 1998.

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Peterson, Hiromi. Adventures in Japanese 4: Teacher's handbook = Adobenchā Nihongo 4. Cheng & Tsui Company, 2006.

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O'Sullivan, Jerry. Teaching English: Japan. 2nd ed. Passport Books, 1996.

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Paul, Wadden, ed. A handbook for teaching English at Japanese Colleges and Universities. Oxford University Press, 1993.

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Kitao, S. Kathleen. Understanding English paragraphs: Improving reading and writing skills : teachers' guide. Eichosha, 1990.

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Swanson, Kei. The words of the pitcher. Red Slipper, 2000.

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Buchteile zum Thema "Japanese Teacher of English"

Butler, Chrystabel. "The ronin teacher." In Teaching English at Japanese Universities. Routledge, 2018. http://dx.doi.org/10.4324/9781315147239-3.

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Takaesu, Asako, and Mikiko Sudo. "The Japanese university teacher of English." In Teaching English at Japanese Universities. Routledge, 2018. http://dx.doi.org/10.4324/9781315147239-19.

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Fujimoto, Donna T. "The Japanese student and the university English teacher." In Teaching English at Japanese Universities. Routledge, 2018. http://dx.doi.org/10.4324/9781315147239-16.

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Lamie, Judith M. "Evaluating Change with Japanese Teachers of English." In Evaluating Change in English Language Teaching. Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230598638_7.

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Sakui, Keiko, and Stefen J. Gaies. "A Case Study: Beliefs and Metaphors of a Japanese Teacher of English." In Educational Linguistics. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-1-4020-4751-0_7.

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Carreira, Junko Matsuzaki, and Tomoko Shigyo. "11. Developing and Evaluating a Syllabus for Pre-service Teacher Education for Japanese Primary English Teachers: Introducing Cross-Curricular Projects." In Early Language Learning and Teacher Education, edited by Subhan Zein and Sue Garton. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788922661-012.

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Candlin, Christopher N. "Foreword." In Exploring Japanese University English Teachers' Professional Identity. Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847696489-002.

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Ikeda, Maiko, Hiroyuki Imai, and Osamu Takeuchi. "An Innovative Approach to In-Service Teacher Training for Teaching English at Japanese Public Elementary Schools." In Innovation in Language Teaching and Learning. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12567-7_13.

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Lawrence, Luke. "Emotion and Identity: The Impact of English-Only Policies on Japanese English Teachers in Japan." In Discourses of Identity. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11988-0_17.

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Haye-Matsui, Avril. "Being a Black Woman in Japan: The Intersectionality of Race, Gender, and Nationality." In IMISCOE Research Series. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-81545-4_8.

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Abstract This chapter examines the narratives of six Black female English-language teachers from various parts of the African Diaspora who live and work in Japan. Using intersectionality as a theoretical framework the chapter reports on a qualitative study that uncovers the ways in which race, gender, and nationality combine to impact the workplace experiences and self-perceived identities of Black women in Japanese society. The data is taken from a longitudinal study comprising nine participants and was collected using semi-structured in-depth interviews. The ways in which race, gender, and n

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Konferenzberichte zum Thema "Japanese Teacher of English"

Maeda, Koji. "DEVELOPMENT OF A TRAINING PROGRAM FOR ENGLISH TEACHERS IN JAPANESE ELEMENTARY SCHOOLS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1393.

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Miura, Naoki, Hiroaki Funayama, Seiya Kikuchi, Yuichiroh Matsubayashi, Yuya Iwase, and Kentaro Inui. "Japanese-English Sentence Translation Exercises Dataset for Automatic Grading." In Proceedings of the 18th Conference of the European Chapter of the Association for Computational Linguistics: Student Research Workshop. Association for Computational Linguistics, 2024. https://doi.org/10.18653/v1/2024.eacl-srw.21.

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Barnes, Andrew J. "A Google Sheets-based approach to dynamic written corrective feedback: Learning outcomes and teacher time." In XXnd International CALL Research Conference. Castledown Publishers, 2024. http://dx.doi.org/10.29140/9780648184485-02.

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Using custom workbooks created in Google Sheets, dynamic written corrective feedback (WCF) was digitized in this study to streamline the workloads of both teachers and students. While previous attempts used Google Sheets for a one-to-one conversion, this study looked to further leverage web-based affordances. With these web-based tools, teachers could more easily take advantage of online resource sharing and consolidate class data using simple formulas. This allowed students’ data to be pulled into a master sheet as well as pushing out changes to workbooks. Moreover, Google Sheets’ status as a

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Toya, Mitsuyo. "Role of Study Abroad in the Path to Teaching English in English Among Japanese Teachers." In The Southeast Asian Conference on Education 2023. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2435-5240.2023.48.

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Itagaki, Shizuka, and Kazunori Yoshiizumi. "The Challenges Faced by Teachers in English Activities at Japanese Elementary Schools." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l31246.

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Song, Meishu, Emilia Parada-Cabaleiro, Zijiang Yang, et al. "Parallelising 2D-CNNs and Transformers: A Cognitive-based approach for Automatic Recognition of Learners’ English Proficiency." In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001000.

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Learning English as a foreign language requires an extensive use of cognitive capacity, memory, and motor skills in order to orally express one’s thoughts in a clear manner. Current speech recognition intelligence focuses on recognising learners’ oral proficiency from fluency, prosody, pronunciation, and grammar’s perspectives. However, the capacity of clearly and naturally expressing an idea is a high-level cognitive behaviour which can hardly be represented by these detailed and segmental dimensions, which indeed do not fulfil English learners and teachers’ requirements. This work aims to ut

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Cripps, Tony, Takao Imai, Sean H. Toland, and Hiroki Uchida. "“That Was a Masterpiece!”: Crafting Effective Workshops for Japanese Pre-Service Teachers of English." In The IAFOR International Conference on Education – Hawaii 2023. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2189-1036.2023.27.

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Shiota, Kazuko. "Effectiveness of Collaborative Learning for Improving False Beginners’ Grammar Skills and Self-efficacy." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.004.

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Abstract: Prior studies indicate that many Japanese college students remain at the beginner level even after studying English for six years. Also, their self-efficacy is low, which hinders their improvement. Generally, grammar classes are taught in a traditional way, that is, one-way teacher centered, and students are supposed to copy what is written on a blackboard while listening to teachers’ instruction and memorizing grammar rules. In such grammar classes, false beginners have had little successful experience. Traditional teaching methods are intended to provide remedial education in many

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Stroud, Robert. "Student-directed language learning with ChatGPT: Preferences from within Japanese university classrooms." In XXnd International CALL Research Conference. Castledown Publishers, 2024. http://dx.doi.org/10.29140/9780648184485-40.

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Little is still known about student preferences towards using ChatGPT in their learning journey. A classroom-based study was undertaken within a Japanese university to address this. Students worked in groups to create and teach short classes about using ChatGPT to learn English. After all the classes were finished, a survey about student opinions was administered. A thematic analysis of the responses highlighted ChatGPT’s usefulness for planning language learning strategies, scheduling, and practicing conversation, while drawbacks included problems with understanding and trusting the feedback

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Noguchi, Mary Goebel. "The Shifting Sub-Text of Japanese Gendered Language." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.12-2.

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Sociolinguists (Holmes 2008; Meyerhof 2006) assists to describe the Japanese language a having gender exclusive elements. Personal pronouns, sentence-ending particles and lexicon used exclusively by one gender have been cataloged in English by researchers such as Ide (1979), Shibamoto (1985) and McGloin (1991). While there has been some research showing that Japanese women’s language use today is much more diverse than these earlier descriptions suggested (e.g. studies in Okamoto and Smith 2004) and that some young Japanese girls use masculine pronouns to refer to themselves (Miyazaki 2010), p

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Berichte der Organisationen zum Thema "Japanese Teacher of English"

Iwasaki, Noriko. Analysis of English articles used by Japanese students. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6057.

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Frew, Dorothy. An Improved English Article System for Japanese Speakers. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6896.

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Horikawa, Naoko. English Loan Words in Japanese: Exploring Comprehension and Register. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.913.

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Teller, Virginia, Michiko Kosaka, and Ralph Grishman. A Comparative Study of Japanese and English Sublanguage Patterns. Defense Technical Information Center, 1988. http://dx.doi.org/10.21236/ada203445.

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Levin, David. Japanese Intelligibility and Comprehensibility Assessments of Different English Accents. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7185.

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Okubo, Misako. An Analysis of Japanese Learners' Comprehension of Intonation in English. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7048.

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Armbrust, John. Perceptions of teacher and student roles : views of Japanese businessmen. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6157.

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Waterbury, David. Educational, Sociocultural, and Phonological Obstacles for the Japanese Learner of English. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2597.

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Matsumura, Tomomi. The Use of Evidentials in Hearsay Contexts in Japanese and English. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6041.

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Perea-Hernandez, Jose. Teacher Evaluation of Item Formats for an English Language Proficiency Assessment. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.436.

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