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Journal articles on the topic '教唆'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Shimada, Kazunari. "Textbooks or E-learning? Learners’ Preferences and Motivations in a Japanese EFL Classroom." Language Teacher 41, no. 2 (2017): 3. http://dx.doi.org/10.37546/jalttlt41.2-1.

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This study investigates Japanese EFL learners’ attitudes and preferences towards textbooks and web-based materials in a blended learning context. Sixty-four undergraduate students of a two-semester English course were asked to complete a questionnaire, which was designed to measure their satisfaction with each type of learning material and their motivation and autonomy in learning English, especially in grammar practice. The results revealed that a greater number of students preferred web-based materials to paper-based ones. Additionally, the results of SEM analysis indicate that learner satis
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2

Suemori, Saki. "Research Forum: Motivators and Demotivators to Teach English in Japanese Secondary Schools." JALT Journal 42, no. 1 (2020): 51. http://dx.doi.org/10.37546/jaltjj42.1-3.

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This paper presents an investigation of motivators and demotivators for Japanese teachers of English (JTEs) working in secondary schools. A total of 8 JTEs participated by answering a questionnaire containing 3 open-ended questions (2 were subsequently interviewed). Questionnaire results indicated that participants were influenced by 4 factors (i.e., student attitudes, teacher autonomy, self-evaluation, and relationship with colleagues). The follow-up interviews with 2 of the participants provided additional information on some of these influencing factors. Future research should explore chang
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Shiobara, Frances, and Keiko Sakui. "Teachers’ Attitudes to Team Teaching in Japanese Elementary Schools." JALT2018—Diversity and Inclusion 2018, no. 1 (2019): 109. http://dx.doi.org/10.37546/jaltpcp2018-15.

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Team teaching (TT) has been playing an important role in Japanese English education, especially at the secondary school level, since it started over 30 years ago (Reed, 2016). With the expansion of English education at the elementary school level, the impact of TT on English teaching is going to be even greater. This paper explores the current practices in TT by interviewing teachers who have been participating in it in elementary schools. The interviews offer insights from the different perspectives of homeroom teachers (HRTs), Japanese teachers of English (JTEs), and assistant language teach
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4

Blaker, Andrew, and Timothy Ellsworth. "Extensive Reading with Authentic Materials." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (2021): 331. http://dx.doi.org/10.37546/jaltpcp2020-41.

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This paper describes an action research project on modifying an extensive reading (ER) program by replacing graded readers with authentic materials in its final semester. This was done in response to low student engagement with ER in previous semesters. Twenty-one second year university students were introduced to authentic materials via the instructor, then shown how to self-select for level-appropriate materials of interest. The paper details the environment in which this occurred. Student feedback responses suggest that the assignment improved student engagement and ultimately provided a me
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Mikami, Akihiro. "Validation of Scores From the Self-Evaluation Checklist for EFL Teachers in Japan." JALT Journal 40, no. 2 (2018): 77. http://dx.doi.org/10.37546/jaltjj40.2-1.

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The purpose of this study was to validate scores produced by a reflection tool called the Self-Evaluation Checklist for EFL Teachers (SECEFLT) in the Japanese context. A survey was conducted with 760 EFL teachers in 984 junior high and lower secondary schools throughout Japan. The collected data were divided into 2 datasets for exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The EFA results demonstrate that the original model with 32 items should be modified to a new 4-factor model with 18 items, including Content Knowledge and Skills, Pedagogical Knowledge and Skills
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Burden, Peter. "The mechanization of teaching: Teachers’ metaphors and evaluation in Japanese tertiary education." Language Teacher 35, no. 1 (2011): 3. http://dx.doi.org/10.37546/jalttlt35.1-1.

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Twelve ELT university teachers reflected, through using metaphors, in interviews about the use of Student Evaluation of Teaching surveys (SETs) in their respective universities. Studying teachers' metaphor reveals their first-hand experience of how they were affected in their teaching by SETs. Metaphors suggest that SETs do not match teachers’ conceptions of teaching as an art. Such evaluation has caused relations between teachers, administrators, and students to fracture due to competitive ranking. While participants accept formative evaluation as a necessary process to give insights to teach
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Okada, Yusuke. "Repairing "Failed" Questions in Foreign Language Classrooms." JALT Journal 32, no. 1 (2010): 55. http://dx.doi.org/10.37546/jaltjj32.1-3.

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While the pedagogical value of teachers’ questioning in classrooms has been well studied, what exactly teachers do if a question fails to obtain an adequate response has not yet been sufficiently addressed from an interactional perspective. This study examines how and why foreign language teachers deal with this problem and how they pursue a response. Conversation analysis of EFL classroom interactions demonstrated that teachers employed three strategies to repair a question: a modification of the failed question in the target language, codeswitching into L1 as a further step of the modificati
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Prichard, Caleb, and Jana Moore. "Coordination, Teacher Autonomy, and Collaboration in EFL Programs in Japanese Higher Education." JALT Journal 38, no. 2 (2016): 75. http://dx.doi.org/10.37546/jaltjj38.2-2.

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Both teacher autonomy and program coordination have potential benefits. Recent research on English for speakers of other languages (ESOL) programs in the United States has suggested that programs tend to have significant levels of coordination and collaboration while maintaining teacher autonomy. Although Japanese universities have long had a culture of teacher autonomy, EFL educators based in higher educational institutions have described efforts to coordinate their programs. However, researchers have not explicitly analyzed EFL programs in Japan to determine how widespread these coordination
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Benson, Phil. "What’s new in autonomy?" Language Teacher 35, no. 4 (2011): 15. http://dx.doi.org/10.37546/jalttlt35.4-4.

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This article describes the process Phil Benson went through when writing the second edition of his Teaching and researching autonomy, whichincludes three new areas: sociocultural implications of autonomy, teacher autonomy, and autonomy and new technologies. It will whet our appetites for his plenary at JALT2011 on Autonomy in language teaching and learning: How to do it “here”where he will present a framework that teachers can use to evaluate constraints on autonomy in their workplaces and suggest a number of techniques that they can use to work within and around these constraints. 本論では、自著Teac
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Yabukoshi, Tomoko, and Kazue Kato. "Facilitating Japanese College Students’ Autonomous Learning Outside the English Classroom." Language Teacher 41, no. 5 (2017): 3. http://dx.doi.org/10.37546/jalttlt41.5-1.

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This study explored the effectiveness of an autonomous learning support program implemented with 23 Japanese college students to promote self-instructed English learning outside the classroom. The program incorporated the following five learning activities: language learning strategies, setting goals, making plans, reflecting and self-evaluating, and receiving feedback from an English teacher, all of which have been considered significant elements of autonomous learning (Benson, 2011; Holec, 1981). At the end of the program, an original questionnaire was administered to the students. English p
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11

Kawashima, Chie. "Pragmatic Roles of Visuals in ELT Textbooks." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (2021): 290. http://dx.doi.org/10.37546/jaltpcp2020-36.

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This study explored how visual elements are used in textbooks to convey information about pragmatics. The data analysed was visual information collected from beginner level ELT textbooks. The outcome of the study revealed: (a) 4-5 percent of the visuals provide contextual information associated with speech acts, (b) the majority of these visuals represent speaker-hearer power relations and social distance in relation to language use, and (c) these visuals tend to be associated with the speech acts particular to the language use of the speaker-hearer relationship depicted in the visual. In addi
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12

Hiratsuka, Takeaki, and Gary Barkhuizen. "Effects of Exploratory Practice (EP) on Team Teachers’ Perceptions in Japanese High Schools." JALT Journal 37.1 37, no. 1 (2015): 5. http://dx.doi.org/10.37546/jaltjj37.1-1.

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A team-teaching scheme involving local Japanese teachers of English (JTEs) and foreign assistant language teachers (ALTs) has been in place in Japanese high schools since 1987. Team teaching, including teachers’ perspectives on their team-taught classes, has attracted research attention. However, how research in the form of Exploratory Practice (EP; Allwright & Hanks, 2009) affects team teachers’ perceptions over time has not been documented. Data were collected for 4 months from team teachers in two high schools using various qualitative methods. Content analysis (Bogdan & Biklen, 200
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Ogawa, Chie. "Examining the Effects of Types of Pretask Planning on Oral Performances." JALT Journal 38, no. 1 (2016): 97. http://dx.doi.org/10.37546/jaltjj3.2-2.

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In this study, I explored the effects of pretask planning on the oral performance in monologue tasks of Japanese university students. The participants in this study were 29 first-year Japanese university students. A Latin square design was employed. The participants did a monologue narrative task with four different types of planning: solo-written brainstorming, paired-interactive planning, teacher-led planning, and no planning. For each planning condition, 58 speech samples were analyzed totaling 232 speech samples in all. The speakers’ oral performances were audio recorded and analyzed based
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Ogawa, Chie. "Examining the Effects of Types of Pretask Planning on Oral Performances." JALT Journal 38, no. 2 (2016): 97. http://dx.doi.org/10.37546/jaltjj38.2-1.

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In this study, I explored the effects of pretask planning on the oral performance in monologue tasks of Japanese university students. The participants in this study were 29 first-year Japanese university students. A Latin square design was employed. The participants did a monologue narrative task with four different types of planning: solo-written brainstorming, paired-interactive planning, teacher-led planning, and no planning. For each planning condition, 58 speech samples were analyzed totaling 232 speech samples in all. The speakers’ oral performances were audio recorded and analyzed based
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15

Clements, Peter. "Constructing Identity through Practice: Preservice Teachers’ Narratives of Practicum." JALT Postconference Publication 2019, no. 1 (2020): 1. http://dx.doi.org/10.37546/jaltpcp2019-01.

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As a follow-up to a study of the published accounts of preservice teachers (PSTs) in Japan, I conducted interviews with three PSTs before and after their final teaching practicum. The narrative framework and themes generated in the previous study served as a guide to examining the settings, times, and people that the PSTs suggested were significant to their practicum experience. The results complicate and extend the previous findings, providing insight into how the PSTs dealt with stress and negative episodes as well as how their identities as teachers developed through practice. The PSTs’ rel
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Burden, Peter. "Do Japanese University Students Want to Study Abroad?" Language Teacher 44, no. 2 (2020): 3. http://dx.doi.org/10.37546/jalttlt44.2-1.

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Despite the global importance of English, whether Japanese university students want to study English abroad is unclear. Questionnaire responses from 559 students at a Global B university in Japan show some nuanced views on English related to studying overseas which were linked to perceived ability level, anxiety, and confidence issues. The findings suggest teachers need to decrease anxiety in classrooms, encourage positive images of overseas locations, and shape future expectations of success for learners’ English-learning selves to help them focus their learning. 昨今のグローバル化時代では、英語は当然もっているべきほぼ普
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Moriya, Ryota, Andrew Reimann, Shoko Moriya, and Ryoko Sato. "Improving Accessibility: Developing Learner Agency." JALT Postconference Publication 2019, no. 1 (2020): 84. http://dx.doi.org/10.37546/jaltpcp2019-11.

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As classrooms become more diverse, the understanding of learner needs has evolved to include both visible and invisible needs. Traditionally, reasonable accommodation has been limited to supporting students with physical or cognitive requirements. This has evolved to include support for social, psychological, emotional, and even economic difficulties. Resources and institutional support remain underfunded and underdeveloped; it is therefore paramount that teachers are able to diagnose, communicate, and empathize with students who are displaying a wider range of learning needs and difficulties
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18

Hiratsuka, Takaaki. "Beyond the rhetoric: Teachers’ and students’ perceptions of student learning in team-teaching classes." Language Teacher 37, no. 6 (2013): 9. http://dx.doi.org/10.37546/jalttlt37.6-2.

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Team teaching by local Japanese teachers of English (JTEs) and foreign assistant language teachers (ALTs) through the Japan Exchange and Teaching (JET) program has received high acclaim for its role in promoting foreign language education and enhancing cultural exchange. However, we need to critically examine the realities of team teaching beyond the prevailing rhetoric as team teaching affects hundreds of thousands of people and costs a considerable amount of money. I recruited two pairs of team teachers and their students from two public high schools in Japan to explore their perceptions of
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Visgatis, Brad, and Masao Tada. "Tracking and Influencing Learning Motivation." JALT Postconference Publication 2019, no. 1 (2020): 136. http://dx.doi.org/10.37546/jaltpcp2019-17.

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This paper reports on the incorporation of a motivational tracking system and regular interventions designed to address issues in motivation in an intensive English program at a Japanese university. Characteristics of the system are described and data are discussed. Ten intervention sessions focused participants’ (N = 40) attention on aspects of motivation, including goal-setting, habit formation, and imagery. The results indicate that motivational levels rose steadily during the term and suggest that motivation is not a static trait; rather, it is a state which can be influenced through appro
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20

Nakamura, Ian. "Yes/no questions as conversational expanders: Their effects on discourse and identity-in-interaction." Language Teacher 34.3 34, no. 3 (2010): 9. http://dx.doi.org/10.37546/jalttlt334.3-2.

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This paper explores how yes/no questions work as conversational expanders, and therefore impact on discourse and identity-in-interaction. Two interactional contexts are examined, a celebrity interview and a teacher-student conversation. Transcripts of these conversations reveal that the interviewer and teacher offer confirmation-seeking questions as a means of identifying worthwhile topics, while the interviewee and student use them to disclose new information. While it can be argued that their identities as teacher and student do not really change through these actions, what these participant
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21

Takada, Tomoko. "Learner Characteristics of Early Starters and Late Starters of English Language Learning: Anxiety, Motivation, and Aptitude." JALT Journal 25, no. 1 (2003): 5. http://dx.doi.org/10.37546/jaltjj25.1-1.

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Two groups of first-year Japanese students at a private junior high school (JHS) were compared in their foreign language (FL) anxiety, three constructs of motivation (interest in FL, instrumental motivation, need for achievement), and language learning aptitude. The first group experienced FLES (Foreign Language in Elementary School) and the second group had no FLES experience. The results revealed that the learners with no FLES experience felt a significantly stronger “need for achievement,” whereas the two groups did not differ in the other constructs of motivation and anxiety. These finding
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22

Miyazato, Kyoko. "Power-sharing between NS and NNS teachers: Linguistically powerful AETs vs. culturally powerful JTEs." JALT Journal 31, no. 1 (2009): 35. http://dx.doi.org/10.37546/jaltjj31.1-2.

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This study investigates team-teaching (TT) relationships between AETs (Assistant English Teachers) and JTEs (Japanese Teachers of English) focusing on power-sharing in Japanese high schools. From September 2003 to March 2004, a naturalistic case study was conducted with two TT pairs during bimonthly visits through class observation and individual interviews. Supplementary data were also collected by interviewing students. Research results revealed that the AETs were given full autonomy because of their language power, which caused the JTEs to become peripheral participants. This resulted in th
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Iwata, Akira. "Developing Contextually Sensitive Free Writing Pedagogy: Transitioning from a Product Approach to a Process Approach." Language Teacher 41, no. 5 (2017): 11. http://dx.doi.org/10.37546/jalttlt41.5-2.

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In an attempt to design a free writing course for less proficient EFL learners, models for process writing were used as a possible solution to the problems identified in a preliminary student needs analysis. The course included prewriting activities, different types of teacher feedback, and two revisions. The concluding questionnaire survey revealed that presenting models before writing can alleviate students’ mental pressure when writing and, with appropriate conditions, can help them save time. The currently proposed method may serve as an EFL writing model. 自由英作文指導法の構築に向けて、予備アンケートの結果をもとに、プロ
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Kobayakawa, Mayumi. "Analyzing Writing Tasks in Japanese High School English Textbooks: English I, II, and Writing." JALT Journal 33, no. 1 (2011): 27. http://dx.doi.org/10.37546/jaltjj33.1-2.

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A quantitative comparative analysis of writing tasks in English I, II, and Writing textbooks was conducted in this study. Writing tasks in the textbooks were classified into four categories: controlled writing, guided writing, translation, and free writing; and 14 subcategories. The results of the analysis show that both English I and II textbooks featured mostly controlled writing tasks and fill-in-the-blank with translation tasks, while Writing textbooks included various translation and controlled writing tasks. Overall, guided writing and free writing tasks rarely appeared in the textbooks
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Tada, Wendy. "Pre-service Teachers’ Perceptions About a Course Including Conversation Practice with Teacher Training Students from Abroad." Language Teacher 45, no. 2 (2021): 3. http://dx.doi.org/10.37546/jalttlt45.2-1.

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This study aimed to identify pre-service teachers’ views and experiences after participating in a compulsory communication course including impromptu conversation practice with exchange students as well as to make recommendations for future courses by understanding their views through their prior experiences. Their past experiences are extremely likely to influence their ability to communicate with assistant language teachers (ALTs) in Japanese schools especially in relation to impromptu conversations. Thus, in 2019, a communication course was developed for first-year pre-service teachers that
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Willey, Ian, Kimie Tanimoto, Gerardine McCrohan, and Katsumi Nishiya. "An English Needs Analysis of Medical Doctors in Western Japan." JALT Journal 42, no. 2 (2020): 143. http://dx.doi.org/10.37546/jaltjj42.2-3.

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Despite the importance of English to medical doctors (MDs), few studies have examined the English needs of MDs in EFL contexts. This paper describes an English needs analysis of MDs in western Japan, which aimed to identify how these MDs use English, which English skills were most important to their work, and what their views were on English education. Findings from a questionnaire survey of MDs at one university hospital and five nonuniversity hospitals showed that these MDs primarily used English to gather information, although they were dissatisfied with their university English education f
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Mine, Irene, and Chieko Mimura. "Raising Cultural Awareness in EFL Classes." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (2021): 233. http://dx.doi.org/10.37546/jaltpcp2020-29.

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Teaching culture is essential in a language class, as language is an inseparable part of culture. Yet incorporating culture into an EFL class can give rise to challenges, such as indefinable target cultures, the creation of possible stereotypes, unforeseeable results, difficulties in assessment, and the elusive concept of culture itself. Accepting those challenges, culture can be incorporated into a language classroom not by explicitly introducing a specific culture, but by attempting to raise the students’ cultural awareness. In this study we presented students with real-life stories of inter
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Okuda, Rieko, and Rika Otsu. "Peer assessment for speeches as an aid to teacher grading." Language Teacher 34, no. 4 (2010): 41. http://dx.doi.org/10.37546/jalttlt34.4-1.

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In this study, we examined the level of agreement between teacher assessment and peer assessment during a speech presentation in an EFL context. A total of 88 students assessed speeches delivered by their peers. After four practice rounds of evaluating each other in small groups, a final assessment, including teacher assessment was conducted on speeches delivered to the whole class. Before each assessment, specifics on how to conduct the evaluations were explained by an instructor through visual demonstrations. A strong correlation (r = .82) was found between teacher marking and peer marking w
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Bury, James. "The Effects of Different Discourse Moves on Students’ Oral Output." Language Teacher 43, no. 3 (2019): 3. http://dx.doi.org/10.37546/jalttlt43.3-1.

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This article investigates the effect of 10 different discourse moves on students’ oral output when used in English conversation classes in a Japanese university. The 10 moves consisted of four question types and six other moves. It was found that the type of move employed by the teacher influenced both the length and type of output that the students produced, with three distinct groups being identified. Consequently, it is suggested that teachers should utilize a range of discourse moves in order to encourage student output, and to increase awareness of the possible various moves that they mig
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Farrokhi, Farahman, Rajab Esfandiari, and Edward Schaefer. "A Many-Facet Rasch Measurement of Differential Rater Severity/Leniency in Three Types of Assessment." JALT Journal 34, no. 1 (2012): 79. http://dx.doi.org/10.37546/jaltjj34.1-3.

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Rater effects in performance testing is an area in which much new research is needed (Myford, personal communication, 23 February, 2010). While previous studies of bias or interaction effect as a component of rater effect have employed experienced teachers as raters (e.g., Schaefer, 2008), the present study uses many-facet Rasch measurement (MFRM) to investigate differential rater effect or rater severity or leniency among three rater types: self-assessor, peer-assessor, and teacher assessor. Essays written in English by 188 Iranian English majors at two state-run universities in Iran were rat
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Nakanishi, Takayuki. "Setting Restrictions on Extensive Reading: A Preliminary Short-Term Investigation." Language Teacher 42, no. 6 (2018): 3. http://dx.doi.org/10.37546/jalttlt42.6-1.

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Although empirical studies support extensive reading (ER) as a method of reading instruction, instructors often let students choose what they want to read. Thus, instructors do not exercise any control over the difficulty level of students’ reading materials. The present study attempts to address this issue by setting restrictions on students’ choice of reading materials. Forty-two third-year Japanese university students participated in this one-semester study. The first group (free-reading group) was permitted to read books of any length, whereas the second group (restricted-reading group) ha
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Takinami, Wakako. "An Exploratory Study: How Vocabulary Instruction Influences Writing Fluency." JALT Postconference Publication 2019, no. 1 (2020): 482. http://dx.doi.org/10.37546/jaltpcp2019-55.

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In this research I investigated how vocabulary presentation in explicit vocabulary instruction influenced EFL students’ writing fluency and controlled productive ability. Vocabulary instruction, 10-minute freewriting, and vocabulary pre- and post-tests were given to Japanese university students. ANOVA and Pearson’s product-moment correlation coefficient were used to analyze test scores as well as the number of words, including the number of target words in the students’ compositions. I found students wrote more fluently when target words were presented in sentences than when presented alone. I
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Aline, David, and Yuri Hosoda. "Team Teaching Participation Patterns of Homeroom Teachers in English Activities Classes in Japanese Public Elementary Schools." JALT Journal 28, no. 1 (2006): 5. http://dx.doi.org/10.37546/jaltjj28.1-1.

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Since Monbukagakusho (Ministry of Education, Culture, Sports, Science and Technology (MEXT)) introduced its new course of study guidelines, most public elementary schools now offer English Activities classes, mostly classes team-taught by the homeroom teacher (HRT) and an assistant language teacher (ALT). Although team teaching has received a lot of attention in Japan, there are few studies on team teaching at elementary schools. This observational study examines the interaction among HRT, ALT, and students, with a focus on HRTs’ participation patterns in the interaction. The data come from si
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Kanno, Masayo. "Apathy, Agency, and Sociocultural Mediation in a University English Course." JALT Postconference Publication 2019, no. 1 (2020): 144. http://dx.doi.org/10.37546/jaltpcp2019-18.

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This paper is a report of an exploratory case study with a learner who showed apathetic attitudes in a Japanese university English course. Previous research indicated the influence of self-perception, learner autonomy, and exam washback effects on Japanese learners’ attitudes towards language learning. This study takes a sociocultural approach to contribute to a deeper understanding of the constructive nature of learner agency. Semistructured interviews unexpectedly revealed the learner’s multilingual experiences and ongoing self-directed learning efforts outside the classroom. A thematic anal
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Schipper, Sara, Antonija Cavcic, and Sachi Komai. "Gender, Language, and Community: GALE SIG Forum." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (2021): 29. http://dx.doi.org/10.37546/jaltpcp2020-04.

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The JALT GALE SIG Forum examined the conference theme of community with a focus on gender. Sara Schipper highlighted some of the struggles female students face at an elite university in Japan and offered implications for educators. Antonija Cavcic examined linguistic discrepancies between male and female politicians’ use of gairaigo (loan words) during the early stages of the Covid-19 pandemic in Japan. Sachi Komai presented a literary approach to the theme focusing on the Japanese novel, Out (1997, translated 2003), written by Natsuo Kirino. JALT GALE部会では、今大会のテーマである「コミュニティ（共同体）」について、ジェンダーの観点か
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Fukasawa, Emi. "Changes in Speech Acts During Study Abroad Programs: Japanese Students Studying in the United States and Australia." JALT Journal 41, no. 2 (2019): 105. http://dx.doi.org/10.37546/jaltjj41.2-1.

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This paper details an exploration into changes in speech acts and interactions in English (i.e., requests and refusals) in nonclassroom interactions before and after study abroad programs. I transcribed role-plays of two Japanese students before and after they completed study abroad programs in the United States and Australia, carried out periodic online interviews during their stays overseas, and conducted follow-up interviews once they returned to Japan. The results show that changes in the use of expressions occurred for three reasons: 1) input-initiated changes from noticing form–meaning–f
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Deacon, Brad, and Kevin Ottoson. "Intercultural Impact From a Short-Term Study-Abroad Program in Thailand." JALT Postconference Publication 2019, no. 1 (2020): 219. http://dx.doi.org/10.37546/jaltpcp2019-26.

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Recent government initiatives have helped increase the number of Japanese students studying abroad. However, our understanding of study abroad and intercultural development is largely informed by research in Western contexts. The purpose of this study was to uncover the key areas that students attribute to their intercultural competence growth and development during a short-term study-abroad program in Thailand. This paper offers findings from open-ended questionnaires that were given to 15 Japanese 2nd-year female university students before and after they participated in a three-week study ab
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이은미. "会話に見られる日韓の 「中途終了型発話」の使用様相 -日本語教育への示唆も含めて-". Journal of japanese Language and Culture ll, № 18 (2011): 217–36. http://dx.doi.org/10.17314/jjlc.2011..18.012.

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Kaneko, Masaya. "Vocabulary Size Required for the TOEFL iBT Listening Section." Language Teacher 39, no. 1 (2015): 9. http://dx.doi.org/10.37546/jalttlt39.1-2.

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The aim of the present study is to estimate the vocabulary size target for the Listening Section of the TOEFL Internet-based Test (iBT). The lexical frequency levels of the listening passages from 5 real past tests were determined with the use of Nation’s (2006) word-family lists. It was found that the first 3,000 word families plus proper nouns and marginal words yielded 95% coverage of the texts, and that it took the most frequent 6,000 word families to reach 98% coverage. Comparing the results of the present study with those reported in Kaneko’s (2014) study, the Listening Section of the TO
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Shimada, Kazunari. "Contrastive Interlanguage Analysis of Discourse Markers Used by Nonnative and Native English Speakers." JALT Journal 36, no. 1 (2014): 47. http://dx.doi.org/10.37546/jaltjj36.1-3.

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In this study, the use of discourse markers (DMs) in the speech of Japanese learners of English was investigated. To explore the features of their DM use, corpora of nonnative and native English speakers’ speech were analysed using the methodology called Contrastive Interlanguage Analysis. A frequency analysis of DMs revealed significant differences between Japanese learners’ and native speakers’ speech, supporting earlier findings. Quantitative and qualitative analyses of the learner corpus data suggest that Japanese learners may use the marker so more frequently than other nonnative English
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Suzuki, Bunya. "Preparing Team-Taught Lessons Through a Model of ICC Development." JALT2018—Diversity and Inclusion 2018, no. 1 (2019): 24. http://dx.doi.org/10.37546/jaltpcp2018-04.

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In this paper I reflect on applying a model of ICC (intercultural communication competence) development (Brown, 2013) towards preparing team-taught classes and conducting lessons between assistant language teachers (ALTs) and Japanese teachers of English (JTEs) for 1st-year junior high school (JHS) students and discuss its implications for professional development. After summarizing the background and four levels of this model, I will clarify how and why this model was applied to create team-taught lessons. I will then describe the teachers’ reflections on their work from interviews, which ind
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Christopher, Adam. "Promoting Student Intercultural Communicative Competence in the Japanese Context." JALT Postconference Publication 2019, no. 1 (2020): 321. http://dx.doi.org/10.37546/jaltpcp2019-38.

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The impact of culture on language has been acknowledged for many years (Vygotsky, 1962) as well as how local culture may influence the communication strategies and interactions of EFL learners. Since intercultural communicative competence is the key to such communication, I investigated the perceptions of Japanese university students of integrating American and British cultural activities with language learning both in and outside of the EFL classroom. Data were collected through a questionnaire administered to 78 university students. The results suggest that students had positive attitudes an
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Lafleur, Louis. "Students’ Experiences of Emergency Remote Teaching." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (2021): 125. http://dx.doi.org/10.37546/jaltpcp2020-16.

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In this exploratory study, the authors aim to uncover the student experiences of Emergency Remote Teaching (ERT) involving livestream and on-demand lessons for English classes in one faculty of a large private Japanese university during the Covid-19 pandemic. Data were collected from 1178 responses on a mid-semester online survey and follow-up interviews. First- through fourth-year students rated teaching methods and a variety of online tools on their interest level, simplicity of use, and usefulness. The findings from the quantitative and qualitative data revealed that students tended to favo
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HIGO, Shoji. "Suggestions From the Ideas of Community-Based Rehabilitation for Education in Japan." Japanese Journal of Special Education 41, no. 3 (2003): 345–55. http://dx.doi.org/10.6033/tokkyou.41.345.

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WATANABE, Tatsuo. "S201031 The analysis of past information which becomes that it is indicated in "proposal of new robot education in the junior high school"." Proceedings of Mechanical Engineering Congress, Japan 2013 (2013): _S201031–1—_S201031–4. http://dx.doi.org/10.1299/jsmemecj.2013._s201031-1.

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Fukuta, Junya, Yu Tamura та Akari Kurita. "中学校教科書における口頭コミュニケーションを志向した活動の分析―第二言語習得研究におけるタスク基準からの逸脱に焦点をあてて― Analysis of Oral-Communication-Oriented Activities in Junior High School Textbooks: Focusing on Task Criteria Proposed by Second Language Research". JALT Journal 39, № 2 (2017): 165. http://dx.doi.org/10.37546/jaltjj39.2-4.

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言語教育研究においては、学習者と教師、および学習者間の口頭コミュニケーション活動についての重要性がこれまでも指摘されてきたが、日本の英語教育においても、授業に口頭コミュニケーションを取り入れる必要性が徐々に認識されつつある。本研究では、真正性の高い有意味な言語活動を促進するために作られたタスクの基準（e.g., Ellis, 2003; Ellis & Shintani, 2014）を用いて、中学校教科書に含まれる口頭コミュニケーションを志向する活動がどのような基準に合致しているかを分析した。そしてその結果をもとに、中学校教科書に含まれている活動をそのまま用いることによって、学習者の言語スキル向上に対してどのような結果が期待できるか、またはできないかについて、第二言語習得研究の研究結果を参照しながら考察した。そして教科書に掲載されている活動の多くは、そのまま用いると自発的に発話内容を言語化するプロセスを学習者が経験したり、言語習得上有意義な意味交渉が起こったりすることが期待できないことを示唆した。 In the field of language teaching research, the importance of meaningful interactions and oral communication activities has been pointed out
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Kubo, Hideya. "Suggestions which the Developed Chinese Insurance Education and Early Determination of Employment by Chinese Students give to the Insurance Education in Japan." Hokengakuzasshi (JOURNAL of INSURANCE SCIENCE) 2013, no. 623 (2013): 623_39–623_58. http://dx.doi.org/10.5609/jsis.2013.623_39.

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NAKYAMA, Hayashi, and Yuji SARUTA. "Trends in Questions Used in Japanese Primary School Science Textbooks and Suggestion for Science lessons." Journal of Research in Science Education 56, no. 1 (2015): 47–58. http://dx.doi.org/10.11639/sjst.sp14007.

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Lyddon, Paul, and Hiromu Okamura. "Japanese Junior High School English Textbook Input and Wh-Question Formulation." JALT Postconference Publication 2019, no. 1 (2020): 49. http://dx.doi.org/10.37546/jaltpcp2019-07.

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Second language acquisition of English wh-questions is complicated by asymmetries among different wh-question types. In a study of the wh-interrogative production of Japanese junior high school (JHS) learners, Hasebe and Maki (2014) found a disordinal interaction between wh-question type and English proficiency level. They also noted an unexplained tendency for more advanced learners to over-insert do. Connecting these findings, the present investigation hypothesized greater learner exposure to wh-questions with do at higher levels of study, which was evaluated by comparing the proportions of
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Igawa, Jennifer, and Douglas Forrester. "University in English? Questions of Confidence." Language Teacher 40, no. 6 (2016): 9. http://dx.doi.org/10.37546/jalttlt40.6-3.

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This paper reports on an investigation into the low application rates of students at a Japanese public high school with an international studies curriculum to English-medium university programs in Japan. The study examines one potential reason for low application rates among students who have expressed interest in such university programs. An examination of confidence in the four basic skill areas, and specifically in respect to participation in such programs, shows that these students had lower confidence in their speaking skills relative to their listening, reading, and writing skills. The q
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