Thèses : « English education in Japan »

1

Yamaoka, Ryoko. « Changes in English language education in Japan / ». Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5800.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

2

Shibata, Ayako. « English in Japan : conceptualisations of English and English education in Japanese education and social contexts ». Thesis, Goldsmiths College (University of London), 2009. http://eprints.gold.ac.uk/6661/.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

3

Kawai, Maho. « THE APPLICATION OF POLITENESS THEORY INTO ENGLISH EDUCATION IN JAPAN ». Thesis, Linköpings universitet, Avdelningen för språk och kultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-102766.

Texte intégral

Résumé :

In Japan, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) revised the Course of Study in English education twice in the last decade (in 2002 and in 2011), and the drastic changes have been made especially in the section of communicative skills: introduction of English study in elementary school, teaching English in English in high school, requirement of the subject ‘Oral Communication I’ in high school, etc. The aim of the revisions is to produce international individuals, who have high English proficiency not only in input-skills but also in output-skills, especially in speaking (MEXT 2004: 90, MEXT 2011). Despite the revisions of the Course of Study, Japan is still ranked low in English proficiency not only among the developed countries but also among the Asian countries (Sakamoto 2012: 409; Sullivan and Schatz 2009: 586; Educational Testing Service 2012). Inputs on different cultures and languages take an important role in language learning especially in the modern society where students have high chances to encounter cross-cultural communication. The politeness strategy is one of those factors that the social actors must learn for the sound relationships with others. Each culture has its own politeness strategy; therefore, miscommunication is observed more often in intercultural conversations due to the various conceptualization of politeness in different cultures (Sifianou 1992: 216). That is, comprehending the diversity in politeness strategy seems to be a clue of smooth communication and better apprehension of different cultures in cross-culture conversations. The Course of Study for foreign languages and English language also refers to the significance of comprehending various cultures and languages (MEXT 2009); however, as previous studies represent the Japanese students studying abroad or the Japanese businessman in intercultural communications seem to lack the understanding of the western politeness strategy (cf. Fujio 2004, Nakane 2006). Besides, it is vague what ‘different cultures’ refers to in the Course of Study for English. Based on the attitudes of the Japanese students towards cross-cultural communication and ambiguous explanation on ‘cultural learning’ by the Course of the Study, I assume that one of the reasons why Japan cannot achieve the communication-focused curriculum might be attributed to the lack of politeness theory perspective in English learning. Taking differences in politeness strategies between the western societies and the Japanese ones into consideration, it seems to be unfeasible and insufficient to only increase the number of communicative lessons and compel students into speaking English. The differences in politeness strategy should be applied into English learning in order to boost the English proficiency of Japanese students and produce globalized students. The present paper focuses on the following two aspects of English learning in Japan in order to test the hypothesis: The Course of Study in English learning in Japan does not specify what is ‘cultural learning’, which triggers the lack of politeness perspective The lack of politeness learning obstruct Japanese students to successful crosscultural communication In the present paper, in order to observe the application of the politeness theory in English learning, firstly English textbooks used in Japan are analyzed in terms of the politeness theory by focusing on the following four aspects: silence, speech style, ambiguity, and hierarchical relationship. Previous studies have shown that extinctive differences between the western politeness and the Japanese politeness in communication are obviously revealed in those four points (cf. Fujio 2004; Kameda 2001; Nakane 2006). In addition to the analysis of the English textbooks, an interview on the correlation between English learning and politeness theory is conducted on international Japanese in order to observe how they acquire the western politeness strategy, how English learning at school functioned to learn the western politeness strategy, etc. (cf. see 3. for details). To contextualize this paper, the politeness theory and the previous studies on the relation between the Japanese politeness and crossculture communication will be presented first, and a brief overview of English education in Japan and tendencies in Japanese schooling will follow.

Styles APA, Harvard, Vancouver, ISO, etc.

4

Maher, John Christopher. « The role of English in medicine and medical education in Japan ». Thesis, University of Edinburgh, 1985. http://hdl.handle.net/1842/19975.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

5

Bailey, Arthur Allan. « Misunderstanding Japan : language, education, and cultural identity ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0017/NQ46313.pdf.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

6

Kikuchi, Yoshiyuki. « The English model of chemical education in Meiji Japan : transfer and acculturation ». Thesis, Open University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434197.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

7

Friedman, Jeffrey. « 'Very excellent'| An historical approach to problems of state sponsored English education in Japan ». Thesis, New York University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3599870.

Texte intégral

Résumé :

This research traces the historical development and foreign policy objectives of English language instruction in Japan as a state sponsored initiative. The primary objective of this work is to examine the role of English foreign language education over the past one hundred and forty years by comparing Meiji policy formation with post World War II occupation reforms in relation to the social, political, and intellectual objectives of changing Japanese approaches to internationalization. The widely held conceit among EFL scholars and historians that classroom methodology (and the entrance exam system it subsumes) is at fault for the poor state of Japanese communicative English, ignores the internationalization objectives historically central to national language education policy in Japan. Universal English education for widespread international communication was never an objective of education policy, but was the fabricated assumption of a chauvinistic West, perpetuated by conservative elements in the Japanese government to improve Japan's international standing. The anti-democratic Japanese Ministry of Education embraced the 'western methods with eastern philosophy' approach to internationalization established during the nineteenth century, rejecting English education policy for widespread oral fluency. The liberal-democratic perspectives attendant to the culture of English speaking peoples threatened the Confucian hierarchical structure of Japanese society. In order to resist western homogenizing forces, but still advance domestic interests in an interdependent world, it was necessary to sustain English-speaking elites to negotiate foreign pressures. As a consequence English education has served as the gatekeeper of a strictly meritocratic national education system designed to proliferate a minority of talent for modernization, administering the organs of government, and preserving Japanese identity against foreign cultural contamination.

Styles APA, Harvard, Vancouver, ISO, etc.

8

Yamada, Hiroshi. « Developing 21st century skills in language teaching : A focus on English education in Japan ». Doctoral thesis, Kyoto University, 2021. http://hdl.handle.net/2433/263736.

Texte intégral

Résumé :

京都大学
新制・課程博士
博士(人間・環境学)
甲第23275号
人博第990号
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)准教授金丸敏幸, 教授桂山康司, 准教授笹尾洋介, 教授田地野彰
学位規則第4条第1項該当
Doctor of Human and Environmental Studies
Kyoto University
DGAM

Styles APA, Harvard, Vancouver, ISO, etc.

9

Seki, Taeko. « Attitudes to and motivation for learning English in Japan ». Thesis, University of Stirling, 2004. http://hdl.handle.net/1893/60.

Texte intégral

Résumé :

The aim of this research is to determine Japanese first-year university students’ attitudes to and motivation for learning English. A successful English-language education system is crucial for Japan, under great pressure to internationalise during her most prolonged recession ever. To help make the education system successful, knowledge of learners’ attitudes and motivation is essential. Chapter 1 discusses Japan as a stage for English-language education. Japan is identified as uniquely homogenous and insular. Internationalisation of industry and a drop in the college-age population forcing universities to compete for students are identified as recent phenomena driving reform in the English-language education system. Chapter 2 describes the roughly 130-year history of Japanese English-language education from first contact to the present day. Changes in the English-language education policies of successive Japanese governments are discussed through examination of the Ministry of Education ‘Course of Study’ guidelines. Chapter 3 surveys the theoretical literature on attitudes and motivation in foreign and second language learning. Significant and relevant empirical research from Japan and other countries is reviewed. Chapter 4 determines an approach to the main research question through a number of subsidiary questions, using the theoretical framework from Chapter 3. A detailed research design (methods, schedule, and data collection procedures) is drawn up and discussed. Chapter 5 presents and analyses the findings of the two questionnaires which form the main data collection method. The computer program SPSS is used in analysis. Chapter 6 presents and analyses the findings of the two group interviews and two individual interviews by categorising and descriptive explanation. Chapter 7, the final chapter, reviews the research process and answers the subsidiary and main research questions. Key themes are that Japanese students are highly motivated to learn English for communication, and that the English classes currently offered at universities do not meet the demands of Japanese students. These answers and themes are used as the basis for some recommendations for English-language education in Japan.

Styles APA, Harvard, Vancouver, ISO, etc.

10

Fujita, Kyoko. « Roles of native and non-native teachers in English education in Japan : teachers' and students' perceptions ». Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98923.

Texte intégral

Résumé :

This study explores issues related to native and non-native English speaking teachers in the context of Japanese English education, specifically in public junior high school settings in relatively rural areas of Japan. The study mainly asks Japanese teachers of English, assistant language teachers employed in the Japan Exchange and Teaching Programme, and students about their perceptions of the roles of native and non-native teachers in their English classrooms. These stakeholders seem to have preconceived assumptions about the roles of native and non-native teachers. These include native teachers as opportunity providers and motivators and non-native teachers as facilitators. These fixed roles in the stakeholders' perceptions of the roles of native and non-native teachers may prevent them from expanding their possibilities and may reinforce the existing distinction between native and non-native speakers. Implications for policy makers and stakeholders include the need to adopt a perspective of English as an international language into the goals of Japanese English education to value collaborative teaching and reconceptualize the roles of Japanese English teachers and assistant language teachers in classrooms.

Styles APA, Harvard, Vancouver, ISO, etc.

11

Wallitsch, Kristen N. « INTERNATIONALIZATION, ENGLISH MEDIUM PROGRAMS, AND THE INTERNATIONAL GRADUATE STUDENT EXPERIENCE IN JAPAN : A CASE STUDY ». UKnowledge, 2014. http://uknowledge.uky.edu/epe_etds/15.

Texte intégral

Résumé :

This research is a case study on the lived experience of international graduate students in the Graduate School of Asia Pacific Studies (GSAPS) at Waseda University in Tokyo, Japan. Using cultural globalization and internationalization as a lens, this research positions international graduate students as local actors in an abroad community and addresses, 1) how and why students decided on an English Medium degree in Japan, and 2) the lived academic and social experiences of this particular group of students while in Japan. In-depth interviews with 17 degree seeking international graduate students explore graduate students’ past educational and professional experiences and the purpose of seeking an advanced degree abroad. Graduate students also discussed the types of academic and social sodalities they chose to engage in while in Japan and the other actors involved (or not involved) in these communities. Through inductive analysis, conclusions were drawn on how these actors constructed their social and academic lives amidst the influences of internationalization and cultural globalization.

Styles APA, Harvard, Vancouver, ISO, etc.

12

Katayama, Akemi. « Correction of Classroom Oral Errors : Preferences among University Students of English in Japan ». PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5282.

Texte intégral

Résumé :

Correction of oral errors in foreign or second language classrooms has been an issue of great concern. Although the literature on error correction is abundant, the studies on student reaction to this pedagogical practice are few. This study investigated the preferences for correction of classroom oral errors among university students of English in Japan. Data were collected from anonymous questionnaires. The study examined the students' attitudes toward the views about correction of oral errors which have been controversial among foreign and second language educators. The study also investigated the students' preferences for correction of different types of oral errors (e.g., grammatical errors) and particular types of correction as well. The results showed that the students had a strong positive agreement regarding teacher correction of oral errors. They showed a tendency toward agreement concerning peer correction, and a slight tendency toward agreement regarding selective error correction. Concerning overcorrection of errors, they showed a tendency toward disagreement. There was no significant difference among the different levels of oral English proficiency. The students had positive attitudes toward the correction of all five types of errors listed in the questionnaire: grammatical errors, phonological errors, and errors regarding vocabulary, pragmatics, and discourse. Pragmatic errors received the strongest preference. A significant difference among the proficiency levels was observed in only preference for correction of discourse errors. Preferred methods of error correction were: 1) the teacher gives the student a hint which might enable the student to notice the error and selfcorrect, 2) the teacher explains why the response is incorrect, 3) the teacher points out the error, and provides the correct response, and 4) the teacher presents the correct response or part of the response. The methods disliked were: 1) the teacher ignores the student's errors and 2) the teacher repeats the original question asked of the student. A significant difference among the groups was observed in preference for only one error correction method: the teacher presents the correct response or part of the response.

Styles APA, Harvard, Vancouver, ISO, etc.

13

Suda, Kyoko. « Developing metaphoric competence through schemata-building for English learners in Japan ». CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2768.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

14

Ra, Ryuja. « Incorporating an affective ambiance and authentic language to improve English teaching in Japan ». CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1464.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

15

Kaminaka, Kunie. « Multiple strategies for vocabulary development in English as a foreign language in Japan ». CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1488.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

16

Hirata, Eri. « An investigation into the potential of a corpus-influenced syllabus for primary English literacy education in Japan ». Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3780/.

Texte intégral

Résumé :

The research presented in this thesis investigates the feasibility of a corpus-influenced syllabus for primary literacy education in Japan. It achieves this with reference to two aspects of the context within which such an initiative might be developed. One is the cultural context; that is,the demands of primary ELT in Japan. Therefore this research explores policy makers’ and teachers’views, the texts frequently used in primary ELT classrooms, and some aspects of teacher training. The other focus is from a linguistic viewpoint, concerned with the identification of linguistic features which pupils need to learn for the development of their English literacy. This thesis describes an innovative method for identifying such features. The cultural context was investigated by means of three surveys, the first of which was used to inform the choice of texts to include in the corpus. The surveys reveal a lack of attention to literacy teaching and teacher education in primary ELT in Japan, but also point to some potential for syllabus development. The research offers support for a corpus-influenced syllabus for teaching English literacy, while concluding that there is a need for incorporating it into teacher education and developing teaching methodologies which suit the pedagogic context of the Japanese primary school classroom.

Styles APA, Harvard, Vancouver, ISO, etc.

17

Hall, James M. « A linguistic ethnography of learning to teach English at Japanese junior high schools ». Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/26002.

Texte intégral

Résumé :

The study examined three Japanese junior high-school English teachers’ initial years of full-time employment. It investigated the type of pedagogical puzzles these teachers experienced, how their practice developed over 18 months, and my role as a Teacher of Teachers (TOT). Drawing on linguistic ethnography, this study took an ethnographic approach to understanding the teachers’ social context and used techniques from discourse analysis to consider how they interpreted their puzzles and constructed their practice. These techniques were also used to analyze my working relationship with the teachers. The purpose of this endeavor was to contribute to the understanding of novice teacher development in an ‘expanding circle’ country. Over the course of the study, I observed the teachers’ classes and interviewed them once or twice a month. Using the coding of interview transcripts and class fieldnotes, I identified Critical Incidents that represented the teachers’ pedagogical puzzles and typical practice, as well as my role as a TOT. Using Cultural Historical Activity Theory(CHAT), I analyzed how elements of the social context brought about the teachers’ pedagogical puzzles and affected their capacity to address them. Coding of the interviews and a microanalysis of the interactions showed my role as a TOT. Overall, the CIs gave an emic portrait of each teacher’s experience and my efforts to support them. The pedagogical puzzles the teachers faced were a result of their personal histories and school conditions. These puzzles did not change, which indicates that teachers will face complex issues that cannot be resolved. Understanding them, however, can promote teacher development. Applying CHAT, I could identify the conditions that helped determine the types of pedagogy in which teachers engaged. I tried to fulfill my role as a TOT by conducting a form of reflective practice (RP). An examination of the RP I conducted with the teachers challenged the notion that it involves the sequential steps of identifying issues, attempting to resolve them, and reflecting on one’s efforts. This dissertation concludes with a discussion about the contributions it has made toward the field of English teacher development: using CHAT to understand the English teaching experiences, the development of an understanding of RP as it can be carried out in the field, an understanding of novice teachers in expanding circle countries, and the value of linguistic ethnography for researching novice teachers.

Styles APA, Harvard, Vancouver, ISO, etc.

18

Gashi, Erelinda. « The English Language Syllabus in Sweden and Japan : A comparative study ». Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-54149.

Texte intégral

Résumé :

This independent paper compares the Swedish and the Japanese national syllabi for English. Making use of White’s (1988) Type A and Type B syllabus distinction, a number of dimensions are put forward to permit a comparison between the syllabus documents for the two countries. The methods used are hermeneutics and word counting. By counting content signal word frequencies and observing the context in which the words were found, the relative linguistic and pedagogical focuses of the two syllabi are illuminated. The results of the word counting procedures indicate that both countries are somewhat similar when the results were combined from all the Type A dimensions. When observing the word counting for the Type B on the other hand, Sweden has more than 70 % of a word frequency, while Japan has a bit below 30 %. One consequence of this could be the proficiency in the English language that each country has, and the attitude towards learning the language. The results put forward, suggest the basis for an automatized quantitative comparison between the national syllabi which could be implemented in the form of a computer application.

Styles APA, Harvard, Vancouver, ISO, etc.

19

Shintani, Emi. « Teaching film to enhance brain compatible-learning in English-as-a-foreign language instruction ». CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2403.

Texte intégral

Résumé :

These learning strategies have presented a theoretical framework for applying brain-based learning to EFL teaching. The model is based on the holistic principles of brain based learning rather than memorization of skills and knowledge as has been previously employed in EFL instruction.

Styles APA, Harvard, Vancouver, ISO, etc.

20

Kajiwara, Hajime. « Internationalizing the Japanese classroom with computer-mediated instruction ». CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2456.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

21

Clark, Phillip. « The Place That Was Promised : Japanese Returnees at a Foreign Language University in Japan ». Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/426462.

Texte intégral

Résumé :

Teaching & Learning
Ed.D.
Japanese who travel outside Japan in their childhood or adolescence, and then return to the Japanese educational system, are referred to in Japan as kikokushijo [帰国子女] or returnee students. In this year-long narrative analysis study I focus on three such students in their first year at a gaikokugo daigaku [(外国語大学) foreign language university] in Japan. My purpose is to explore their life stories, including their experiences abroad as children, their returns, and their choices and experiences in their university education. Data gathering includes multiple, in-depth, semi-structured interviews, field notes based on my own post-interview reflections, classroom experiences and interviews, and written texts in the form of participants’ emails and online social networking posts. Using sociologist Pierre Bourdieu’s (1992) primary thinking tools (p. 160) of field, capital, and habitus, I examine to what degree the participants’ perceptions of their lives and life trajectories fit into what they see as possible or appropriate. I consider participants’ views on the promise of realizing themselves as “global citizens” at the foreign language university, their attitudes toward Japan and Japaneseness, and the prospect of going abroad again. I attempt to help fill the gaps of the lack of studies of returnees at foreign language universities, the lack of studies focusing on emergent international studies programs in Japanese universities, as well as a lack of studies examining the perspectives of individual returnees. Employing narrative re-storying, I present the participants’ stories chronologically in consecutive chapters, covering their early youth through their first times abroad, then into their first year in university, following this with a thematic analysis of the stories using Bourdieu’s sociological lens. I found that the participants possessed different social, cultural, and economic capital at each stage, including in their host situations when abroad, and this affected both how they experienced their sojourns, and their re-acclimation after they returned. On enrollment to the foreign language university, they felt the institution served as a sanctuary of sorts from the wider social field of Japan, and a staging ground for a longed-for return to living overseas. The desire to exit the social and wider fields of Japan was common among the three participants.
Temple University--Theses

Styles APA, Harvard, Vancouver, ISO, etc.

22

Shibuya, Kazuro. « The development of L2 motivation of Japanese learners of English as a foreign language ». Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609133.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

23

Kusaka, Laura Lee. « Negotiating Identities : An Interview Study and Autoethnography of Six Japanese American TESOL Professionals in Japan ». Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/280935.

Texte intégral

Résumé :

Applied Linguistics
Ed.D
In this interview study involving the analysis of narratives collected from Japanese American professionals teaching English to speakers of other languages (TESOL) who have lived more than ten years in Japan, I focus on how the participants negotiated their often contested identities in the TESOL context in Japan. I use the notion of identity negotiation narrowly defined as "struggles which occur when certain identity options are imposed or devalued, and others are unavailable or misunderstood" (Pavlenko & Blackledge, 2004, p. 20). Most Japanese Americans share similar phenotypes with the majority of Japanese nationals, creating many misconceptions about our linguistic competence in Japanese and English and ability to act appropriately within Japanese cultural norms. Educational settings are also an arena contributing to a simplistic Japanese/non-Japanese, native speaker/non-native speaker (NS/NNS) framework within which such encounters are defined. I intend to illuminate the underlying assumptions responsible for the misconceptions that continue to challenge their authenticity. This is in line with inquiry into the role of race in TESOL (Curtis & Romney, 2006; Kubota & Lin, 2006). The six participants were two men and four women, including myself. I conducted multiple interviews individually and in groups over a period of four years. I transcribed the narrative data into numbered lines and reworked selected parts into stanza form (Gee, 2005) or used block quotes to analyze the identity negotiation processes. For the autoethnography, I used intensive reflective writings done throughout the course of this project in addition to interview data in which I am the interviewer who also shares stories. Through multi-layered analyses (Sorsoli, 2007), I hope to illuminate what the individuals' narratives reflect about the contested nature of values held about language, ethnicity, race, and identity in the context of English teaching, learning, and use in Japan today. I suggest that the findings and conclusions from this study can be applied to other contexts in the world as well. It is therefore important for the TESOL professional to become an actively critical observer of how her work is affecting all the stakeholders, including her own self.
Temple University--Theses

Styles APA, Harvard, Vancouver, ISO, etc.

24

Kitamura, Wakana. « Social cognition-based content instruction for communicative competence in Japanese middle school English ». CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/43.

Texte intégral

Résumé :

This project demonstrates how English teachers in Japan can conduct purposeful and meaningful lessons for middle school low-intermediate students. The teaching approach used for this project is based on Content-Based Instruction (CBI).

Styles APA, Harvard, Vancouver, ISO, etc.

25

Blanco, Diez Juan Carlos. « Learning contexts available for Japanese teachers in a top tier public high school : encompassing a demanding work environment with adult education needs ». Thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148929.

Texte intégral

Résumé :

Japanese high school teachers are extremely busy. They are covering a myriad of duties in exceedingly long shifts when compared to their colleagues from across the world. The tasks that teachers have to undergo on a daily basis could vary greatly every semester and so does their need for interaction with peers, superiors, society, parents and students. This puts them at the forefront of a wide array of ever changing learning contexts while perhaps also compromising their needs for personal and professional development. Nevertheless, the degree of sophistication and variety of learning settings available to teachers, quite often, mirrors their work commitment and obligations. Teachers are also aware of additional threats hampering their performance and aims for empowering their students with holistic education. The aim of this research is to identify the strategies that teachers use for satisfying their own adult learning interests and professional development while highlighting the biggest impediments to their learning goals. This study pretends to be a snapshot of the current state of affairs of high school English teachers in Japan as well as a reflection of the resilience of other English teachers across Japan. I have used a qualitative approach using theme analysis in the interpretation of semi-structured interviews.

Styles APA, Harvard, Vancouver, ISO, etc.

26

Horikawa, Naoko. « English Loan Words in Japanese : Exploring Comprehension and Register ». PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/913.

Texte intégral

Résumé :

English loan words (ELWs) have become a considerable part of the contemporary Japanese vocabulary. Meanwhile, it has been shown that there are individual differences in the rate of ELW comprehension. Among the factors for low comprehension is age; people over 60 years old have been shown to comprehend fewer ELWs than the overall age group. As Japan is expected to soon enter the era of an aging society, the issue of ELW comprehension is likely to present serious social and personal problems. The purpose of this study was to identify the current state of frequently used ELWs in contemporary written Japanese, with particular attention to their frequencies, linguistic features, and comprehension rates by people over 60 years old. In order to identify the mediums that are likely to be problematic, three registers were examined: government white papers, books, and internet texts. The study found that the three registers differ in their overall frequencies of ELWs and distributions of the semantic categories, while the distributions of the types of borrowing are similar. It also found that ELWs in certain semantic categories have lower comprehension rates than other categories. Registers that regularly contain low-comprehension ELWs are likely to pose problems for readers over 60 years old.

Styles APA, Harvard, Vancouver, ISO, etc.

27

Fujita, Masahiro. « Developing listening comprehension competence in Japanese English as a Foreign Language Learners ». CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2150.

Texte intégral

Résumé :

The purpose of this project is to investigate a model for developing listening comprehension competence on the part of Japanese learners of english as a foreign language, with a view toward promoting practical and communicative english competence.

Styles APA, Harvard, Vancouver, ISO, etc.

28

Brady, Alan. « The integration of English language education within mainstream university discipline-area study in Japan : a case study of Shimada University and the Sociology Department ». Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369660.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

29

Kumazawa, Masako. « Vulnerability and resilience : Working lives and motivation of four novice EFL secondary school teachers in Japan ». Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/156316.

Texte intégral

Résumé :

CITE/Language Arts
Ed.D.
This study is a longitudinal, qualitative, interpretive inquiry into the work motivation of four novice EFL teachers at public secondary schools in Japan. I employed constructivism as my philosophical framework and narrative inquiry as my primary methodological tool, and attempted to capture the four young teachers’ changing motivation as embedded in their life histories and teaching trajectories over their first two years of teaching. The narratives of the four participants, constructed mainly from the multiple interviews, revealed various kinds of tensions in their transitions from student to teacher. Such tensions included a chasm between classroom realities and their beliefs, conflicts between collegiality and individuality, and also tensions that derived from the inherent nature of teaching such as uncertainty, extensive range of duties, and reflection on the self. In varying degrees and frequencies, all these tensions damaged the participants’ occupational motivation, demonstrating the vulnerable side of novice teachers’ motivation. The same narratives, however, also displayed a completely opposite feature of young teachers’ motivation: resilience. In the midst of the adverse circumstances, the participants continued to engage in the profession, sometimes restoring their motivation through interactions with students and colleagues, and other times returning to their original goals and ambitions. Among various sources of the sturdiness of their motivation, what was unique to novice teachers was a sense of discovery (Huberman, 1993). The four teachers’ discoveries included not only learning about teaching techniques or social norms but also new understandings of themselves as a teacher, and as a person. Although the process of negotiating and reshaping their self-concepts (Dörnyei, 2005, 2009; Markus & Nurius, 1986) disturbed their emotions and damaged their motivation temporarily, all four participants exhibited robustness of their self-concepts and motivation when they rediscovered their motivational goals at a higher level of self-awareness. The four young teachers’ narratives invite authorities such as policy makers, teacher educators, school administrators, and researchers to seek ways to support the growth of young teachers more effectively. In my conclusion, I suggest several measures to reduce the amount of tension and pressure to ease novice teachers’ entry into secondary school teaching.
Temple University--Theses

Styles APA, Harvard, Vancouver, ISO, etc.

30

Araki-Metcalfe, Naoko. « The waterhole : using educational drama as a pedagogical tool in a foreign language class at a public primary school in Japan / ». Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/00003344.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

31

Koike, Yuko. « Communicative competence through music in EFL for Japanese middle school students ». CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/2564.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

32

Moen, Björn. « Worlds Apart ? : A comparative study of the Swedish and Japanese syllabus of English ». Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53358.

Texte intégral

Résumé :

This paper is a comparative syllabus study that looks into the differences and similarities between the Swedish syllabus for English education and the Japanese syllabus for English education. By using White’s theory of the Type A and the Type B syllabus, which states that syllabi can be divided into two major groups based on their inherent structure, the goal is to compare the two syllabi against one another. The Type A is more traditional whereas the Type B is more experimental. The method being used is a qualitative content analysis method which categorizes the content of the syllabi into different language skills and content. The comparison itself is hermeneutic at its core, and it interprets the data against the backdrop of White’s theory. The study shows that both syllabi are of the Type A nature, although the Swedish syllabus takes influences from the Type B syllabus in the form of less authoritarian teacher-role and increased student influence. As for content, the Japanese syllabus is more focused on grammar and pronunciation, as well as on fostering a positive attitude not only towards English but also towards other cultures and countries. The Swedish syllabus on the other hand is more topic-oriented and has very little that is directly referring to grammar. This difference in the two is likely due to the position of the English language in each country’s society as well as similarities between English and Swedish and the difference between English and Japanese, the latter which requires education to focus more on correct pronunciation and grammar. Some similarities that they share are that they are notionalfunctional in structure, i.e. that they focus on topics and functions of language. Some of the topics overlap for both countries, such as situations regarding students’ daily lives, but the Swedish syllabus has a more diverse arsenal of topics that the students are to be taught.

Styles APA, Harvard, Vancouver, ISO, etc.

33

Takagi, Kristy King. « Predicting Academic Success in a Japanese International University ». Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/127937.

Texte intégral

Résumé :

CITE/Language Arts
Ed.D.
The purpose of this study was to determine which types of student application information, as well as demographic information obtained through a questionnaire after matriculation, best predicted later academic performance in an international English-medium university in Japan, and to examine the "big picture" of how cognitive and non-cognitive variables interact over time in accounting for student success in an English for Academic Purposes (EAP) program and in the regular university program. The study was divided into three parts that separately examined student application information, university entrance examinations, and the larger picture of student success. In the first part of the study, a hierarchical multiple regression was employed to determine the extent to which a variety of variables derived from application information predicted grade point average (GPA) in the EAP program, as well as first-year GPA and final GPA in the regular university program. The independent variables examined in the main regression analysis were: high school grade point average (HSGPA); ITP TOEFL scores obtained in April of the students' first year at the university; and hensachi rankings of the students' high schools. Results indicated that HSGPA was a consistently significant predictor of all levels of university GPA. ITP TOEFL scores significantly predicted EAP GPA, and hensachi
Temple University--Theses

Styles APA, Harvard, Vancouver, ISO, etc.

34

Apple, Matthew Thomas. « The Big Five Personality Traits and Foreign Language Speaking Confidence among Japanese EFL Students ». Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/127286.

Texte intégral

Résumé :

CITE/Language Arts
Ed.D.
This research examined the relationships between the Big Five human personality traits, favorable social conditions, and foreign language classroom speaking confidence. Four research questions were investigated concerning the validity of the Big Five for a Japanese university sample, the composition of Foreign Language Classroom Speaking Confidence, the degree to which the Big Five influenced Foreign Language Classroom Speaking Confidence, and the degree to which perceptions of classroom climate affect Foreign Language Classroom Speaking Confidence. The first stage of the research involved three pilot studies that led to the revision of the Big Five Factor Marker questionnaire and the creation of a new instrument for measuring foreign language classroom speaking confidence that included both cognitive and social factors as theorized in mainstream social anxiety research. The second stage of the research involved the collection and analysis of data from 1,081 participants studying English in 12 universities throughout Japan. Data were analyzed using a triangulation of Rasch analysis, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA) in order to verify the construct validity of the eleven hypothesized constructs. Following validation of the measurement model, the latent variables were placed into a structural regression model, which was tested by using half of the data set as a calibration sample and confirmed by using the second half of the data set as a validation sample. The results of the study indicated the following: (a) four of the five hypothesized Big Five personality traits were valid for the Japanese sample; (b) Foreign Language Classroom Speaking Confidence comprised three measurement variables, Foreign Language Classroom Speaking Anxiety, Perceived Foreign Language Speaking Self-Competence, and Desire to Speak English; (c) Emotional Stability and Imagination directly influenced Foreign Language Classroom Speaking Confidence, and; (d) Current English Classroom Perception and Perceived Social Value of Speaking English directly influenced Foreign Language Classroom Speaking Confidence. The findings thus demonstrated a link between personality, positive classroom atmosphere, and foreign language classroom speaking confidence. The implications of the findings included the possibility that foreign language anxiety is not situation-specific as theorized, and that improved social relations within the foreign language classroom might help reduce speaking anxiety.
Temple University--Theses

Styles APA, Harvard, Vancouver, ISO, etc.

35

Ozawa, Michiyo. « Japanese Students' Perception of Their Language Learning Strategies ». PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5160.

Texte intégral

Résumé :

Students' use of language learning strategies (LLSs) is affected by their educational backgrounds and academic requirements, and so are their attitudes toward language learning. This study investigates Japanese students' perception of their English LLSs in different language environments: Japan and the United States. A group of 43 Japanese students from Otemae College participated in a cultural study program at Portland State University. The group consisted of 28 students who studied for two terms (ST Group) and 15 students who studied for three terms (LT Group). In this study, a combination of a self-assessment questionnaire, dialogue journals, and a card-ranking activity was employed. The self-assessment questionnaire, SILL (Rebecca Oxford's Strategy Inventory for Language Learning), was administered at different times during the learning period for identification of students' English LLSs in Japan (Ll) and in the United States (L2). The SILL provided this study with quantitative data; whereas, dialogue journals and the card ranking activity supplied qualitative data that more insightfully indicated students' perception of language learning, learning experiences, and insight into the students themselves. Dialogue journals allowed students to record their positive and negative experiences in the L2 related to language learning, emotions, concerns, problems, and questions. The students' LLSs increased in frequency and variety of use when the language environment changed from the Ll to the L2. The LLSs of the LT Group continued to improve during an additional term in the L2. Conversely, the LLS use by the ST Group regressed after only four months back in the Ll (except Affective and Social Strategies). The results of the SILL indicated direct strategies were adjusted according to English learning experience in a different learning environment. Three administrations of the SILL, dialogue journals, and the card ranking activity gave students opportunities to review the process of their English learning. This process functioned in raising students' awareness of language learning from cognitive, psychological, social, and cultural perspectives. Such conceptual development of metalinguistic awareness of the language and culture helped the students recognize their language learning experiences in the L2 as the process of human development.

Styles APA, Harvard, Vancouver, ISO, etc.

36

Kojima, Makiko. « Promoting listening strategies use in elementary English as a foreign language computer-assisted learning environment ». CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1904.

Texte intégral

Résumé :

In Japan, English education in elementary schools is still in the process of innovation. The purpose of this project is to seek the most appropriate and effective way for elementary-level students to acquire listening skills in a computer-assisted language learning (CALL) environment.

Styles APA, Harvard, Vancouver, ISO, etc.

37

Backman, Mayumi. « Teaching Methods in Japan with relation to English Syntax ». Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-17854.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

38

Mabuchi, Hitoshi 1955. « Discourses of intercultural education in Japan ». Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/9052.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

39

Wada, Ryoko. « The concept of multicultural education in western societies and its relevance to Japanese education / ». Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31146.

Texte intégral

Résumé :

The objectives of this study were (1) to examine the nature and extent of cultural diversity in Japan; (2) to ascertain the meaning of multicultural education in both the North American and Japanese contexts; and (3) to make judgements concerning the relevance of multicultural education to Japanese education.
It was determined that Japanese society is indeed a culturally diverse one, that the cultural minorities are relatively small in numbers and that the Japanese government has traditionally followed a policy of the cultural assimilation of minorities.
Using conceptual analysis to investigate the meanings of multicultural education, the study found that the concept as developed in North America includes such elements as intercultural education, multiethnic education, minority education, human rights education, anti-racist education, democratic education, political education, education for social justice and peace education. These supporting meanings were found to have both distinctiveness yet also overlapping value associations.
The study reached the conclusion that a qualified concept of multicultural education has relevance to Japanese society, but that the degree of relevance depends upon the extent to which the government follows policies that strengthen or moderate traditional cultural values, recognizes and supports the development of minority cultural communities and encourages openness in its immigration and refugee policies.

Styles APA, Harvard, Vancouver, ISO, etc.

40

Suzuki, Ayako. « English as an international language : a case study of student teachers' perceptions of English in Japan ». Thesis, King's College London (University of London), 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509926.

Texte intégral

Résumé :

Because of the global spread of English, many countries teach the language as a school subject with the rationale that it is an important international language, i.e. English as an International Language (EIL). Japan is one such country. In Japan, teaching EIL has another objective alongside improving students' ability to use EIL: this is to develop their 'international understanding'. However, what Japanese students learn in their English classes is not EIL but the English language and culture of two particular groups of English native speakers: American and British speakers of English. The same situation is true of pre-service English teacher education programmes. This partial representation of the international profile of English seems often to result in a biased understanding of EIL. To investigate what norms and values student teachers of English hold in relation to the English language, a case study was conducted investigating a one-semester university course in Tokyo that explored the pluralistic nature of English. The purpose of the case study was to gain insights into students' perceptions of English within a teacher education context, and to investigate whether receiving instruction in issues surrounding EIL, particularly the diversity of English and multilingualism in the world, would affect their perceptions of English. The students' initial and unfolding perceptions and the instructional effects were investigated through questionnaires, interviews, classroom observations, teaching materials and students' writing. The findings suggest that whilst the instruction broadened the students' understanding of the global role of English, it did not significantly affect their beliefs about appropriate norms of English for international communication. Based on these findings, I argue in favour of introducing the concept of diversity in English at earlier stages of English language learning in order to improve students' understanding of EIL and their ability to use English for international communication and international understanding.

Styles APA, Harvard, Vancouver, ISO, etc.

41

Jin, Siwon. « Learning, institutions and Korea's FDI policy compared with Japan ». Online version, 2000. http://bibpurl.oclc.org/web/25892.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

42

Gillis-Furutaka, Amanda. « The consumption of English-language music videos on YouTube in Japan ». Thesis, Goldsmiths College (University of London), 2017. http://research.gold.ac.uk/23507/.

Texte intégral

Résumé :

Euro-American (Western) popular music has been imported, performed and adapted to Japanese musical sensibilities since 1854. It influenced Japanese popular music throughout the 20th century and can be heard everywhere these days in shops, on university campuses, at school festivals, on the radio and television, and at the live shows of touring artists. Although record sales indicate the dominance of the domestic industry, especially the J-pop market, young Japanese people are actively consuming Western music through YouTube. This study demonstrates the eclectic musical tastes of young Japanese people today and the role of YouTube as a music platform. Using a mixed methods approach that combines a survey of over 500 university undergraduates with interviews and focus group work with 82 students, a rich description is presented of the ways in which music videos on YouTube are consumed mainly through mobile digital devices. The data show that the music videos themselves are watched with varying levels of engagement because music provides a background accompaniment to other activities much of the time. Nevertheless, certain types of music video, such as those with skilful dancing, great originality, or a dramatic storyline, tend to attract higher levels of engagement and repeated viewings. The role of English-language lyrics and the priority given to melody and rhythm are also explored. Although many of the YouTube viewing practices of young Japanese audiences resemble those of their Western counterparts, this study highlights attitudes, values and expectations of Japanese and non-Japanese artists that are unique to Japanese audiences. In doing so, it underscores the need for investigating global phenomena in local (non-Western) contexts and sharing those findings to build a more accurate understanding of music video consumption through YouTube worldwide.

Styles APA, Harvard, Vancouver, ISO, etc.

43

Kawano, Madoka. « An analysis of cultural contents of high school English textbooks in Japan ». Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26851.

Texte intégral

Résumé :

This study was conducted for the following two purposes: 1) to create and test a process by which cultural information in English textbooks in Japan can be analyzed, and 2) to examine what and how much information about foreign culture is taught in English classes in Japan. First, a process was developed from Joiner's evaluation form to gauge the cultural content of EFL textbooks. Action was taken to ensure that the process included both qualitative and quantitative steps. Second, the process entailed an analysis of the cultural content of 10 senior high school English textbooks published in Japan. The process was found to be functional and the analysis revealed that the textbooks were inadequate for the purpose of raising students' cultural awareness. The results of this study may be utilized not only for the improvement of textbooks, but also for future studies which might examine junior high school and college English textbooks.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

Styles APA, Harvard, Vancouver, ISO, etc.

44

White, Daniel. « English, and international cross-cultural attitudes in China, Japan and South Korea ». Thesis, Northumbria University, 2013. http://nrl.northumbria.ac.uk/18036/.

Texte intégral

Résumé :

The findings of language attitude studies amongst learners of English have consistently demonstrated that native speakers of English are accorded higher evaluations in terms of status/prestige, whereas non-native speakers of English are often rated high in terms of social attractiveness/solidarity. For the majority of language attitude studies, the inclusion of native speakers of English in speech evaluation experiments has served as useful for investigating the complex attitudes towards English speech among English language learners. However, over the past two decades there has been a growing argument that the unprecedented spread of English language learning has led to questions over the ownership of the English language and the functions for its study, with many arguing that English is no longer learned primarily to communicate with native speakers of English, but as a means to communicate between those that do not share the same first language. Despite this, few studies have focused solely on attitudes held by English language learners in the expanding circle towards one another. Moreover, informants in language attitudes studies amongst English language learners have often been limited to informants of homogenous national groups, thus making direct comparisons between the multitudes of language attitude studies across national groups difficult.

Styles APA, Harvard, Vancouver, ISO, etc.

45

土居, 峻., et Schun DOI. « Japanese Loanwords in the Oxford English Dictionary and in the English version of Kæmpfer's the History of Japan ». DTP出版, 2010. http://hdl.handle.net/2237/17698.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

46

Ishitoya, Ai. « Comparative linguistic analysis and its applications to language instruction : English instruction in Japan ». Thesis, Boston University, 2001. https://hdl.handle.net/2144/27680.

Texte intégral

Résumé :

Boston University. University Professors Program Senior theses.
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02

Styles APA, Harvard, Vancouver, ISO, etc.

47

Yukina, Kazuo. « Exploring relationships between English proficiency and individual factors during junior high school years in Japan / ». Electronic version of text Electronic version of summary Electronic version of examination, 2003. http://www.wul.waseda.ac.jp/gakui/honbun/3635/.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

48

Moore, Deborah Lynn. « The household division of labor in Hokkaido, Japan / ». The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu148793235105769.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

49

Kanekatsu, Nozomi. « Pragmatic performance of English immersion students in Japan : politeness in second language requests ». Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=97823.

Texte intégral

Résumé :

This study investigates L2 pragmatic performance of EFL learners in an English immersion program in Japan. More specifically, the study examines whether the leamers are able to express appropriate politeness when making a request in English. Participants were 28 Japanese-Ll English immersion students and 4 native speakers of English at high school level (Grades 10, 11 and 12). Data collection was completed using role-play tasks, entailing the use of polite requests to a person of higher status, to elicit speech samples from participant dyads. Classroom observations, interviews, and a written questionnaire, involving 10 teachers and 42 students, were also conducted in order to better understand the L2 oral production data.
Cette étude s'intéresse à la performance pragmatique en langue seconde (L2) d'étudiants en anglais langue étrangère (ALE) dans un programme d'immersion anglaise au Japon. Plus spécifiquement, l'étude examine si les étudiants sont capables d'exprimer la politesse appropriée en faisant une demande en anglais. Les participants étaient 28 étudiants japonais de l'immersion anglais et quatre étudiants de langue maternelle anglaise de niveau lycée (niveaux 10, 11 et 12). La collecte de données a été accomplie en utilisant des jeux de rôle, qui nécessitaient l'utilisation de demandes polies à une personne d'un statut plus élevé, pour obtenir des échantillons de discours des dyades de participants. Des observations en salle de classe, des entrevues, et un questionnaire écrit, faisant participer dix professeurs et 42 étudiants, ont également été menés afin de mieux comprendre les données de production orales de L2.

Styles APA, Harvard, Vancouver, ISO, etc.

50

Bradley, Nicholas. « Cultural beliefs and language teaching : the case of university English teachers in Japan ». Thesis, University of Leeds, 2018. http://etheses.whiterose.ac.uk/21714/.

Texte intégral

Résumé :

Culture is an evolving concept and a vast body of work exists that demonstrates its changing nature. The same can be said of the cultural dimension of language teaching yet despite a consensus emerging on its importance there is little work that indicates what actual practicing teachers believe and are doing regarding the cultural dimension of language teaching. This is particularly the case with the Japanese university context; an educational environment where the role of language teacher and research merge. The primary foci of this research project were to uncover the concepts of culture held by teachers, the degree to which essentialism may or may not be present in such concepts, and if these are manifest in their teaching. To aid consideration of teachers’ views on culture, two scales were hypothesized: Essentialism in the Concept of Culture (ECC) and Intercultural Inclination (ICI). A mixed method approach was followed that employed surveys, interviews and class observations. Previous work on the subject typically only used either a quantitative or qualitative approach. The results offer insight into teachers views on culture and identifies certain issues that may impact how teachers understand and incorporate culture in their classrooms. One major theme throughout these results is the need for a more sophisticated and systematic approach to teacher training regarding culture as a concept. This is especially important given that the results also suggest that teachers with high ICI can also have high ECC. In addition to the findings, the scales developed may be of future use to teacher trainers for the analysis of needs and/or the impact of training.

Styles APA, Harvard, Vancouver, ISO, etc.

Thèses sur le sujet « English education in Japan »

Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres