TALK(田辺英語教育学研究会)


2017年度第6回TALK例会のお知らせです
修士論文中間発表会

日 時: 2017年10月28日(土) 16:30~19:15
開始時間が通常と異なります。ご注意ください。
場 所: 早稲田大学 14号館 6階 610教室

「修士論文中間発表会」
発表者1:肥田 和樹 氏[早稲田大学大学院教育学研究科 修士課程1年]
発表者2:齋藤 浩一 氏[早稲田大学大学院教育学研究科 修士課程1年]
発表者3:杉田 歌織 氏[早稲田大学大学院教育学研究科 修士課程1年]
発表者4:神原 崚介 氏[早稲田大学大学院教育学研究科 修士課程1年]
発表者5:鈴木 茉里 氏[早稲田大学大学院教育学研究科 修士課程1年]
司 会:小林 潤子 氏[神奈川県立横浜南陵高等学校]

発表1:肥田 和樹 氏
題 目:The Effectiveness of Shadowing Tasks on Japanese Junior High School Students' English Production
概 要: The purpose of my study is to investigate the effectiveness of shadowing tasks on Japanese junior high school students' English pronunciation, especially the acquisition of vowel weakening and sentential stress. This study is considered significant because most shadowing studies have focused on the effectiveness of shadowing on listening ability (Hamada, 2016; Onaha, 2004; Nakayama 2011; Miyake, 2009; Kojima & Ohta, 2010; Miyake, 2009; Kojima & Ohta, 2010; Shiki, Hase & Kadota, 2017; Sumioka, 2015). Although some studies have investigated the effect of shadowing on production in second language learning, they have conducted word imitation tasks as shadowing (Davidson & Wilson, 2016; Rojczyk, 2013; Wilson, Davidson, & Martin, 2014; Zając, 2013). In addition, the majority of the shadowing studies focusing on production in a sentence have conducted subjective judgment for analyzing the shadowing effect (Nakayama, 2016; Okubo, Kamiyama, Konishi & Fukui, 2013; Okumura, 2015; Karasawa, 2010; Takahashi, Fukuda, Iwashita & Sakota, 2010; Guo, 2014). In my study, acoustic analysis is conducted to analyze the effect of 'shadowing' in addition to the judgment analysis method. By adapting both judgment and acoustic analysis, the effectiveness of shadowing is observed practically and objectively. The pilot study will be planned in November in 2017. 20 Japanese junior high school students will join the study, and they will be divided into an experimental group and a control group. The only difference in the classes will be that the experimental group will shadow the model sentence, while the control group will listen to the model sentence and repeat it. The duration of the experiment will be four weekly English classes and each training session will last 30 minutes. The participants are asked to read aloud test sentences in the pre- and post-tests. Furthermore, the delayed post-test is conducted after one month following the post-test to investigate the effect of shadowing on the participants’ pronunciation retention.

発表2:齋藤 浩一 氏
題 目:Exploring Japanese University Students' Language Attitudes From the Perspectives of English as a Lingua Franca and World Englishes
概 要: English is being used not only by ‘native’ speakers of English but also by ‘non-native’ speakers of English to communicate with each other. In those situation in which people communicating with those who do not share linguacultural background, English is now used as a lingua franca (e.g. Jenkins, 2009; Seidlhofer, 2011; Widdowson, 2013). Even in such a world where varieties of English coexist, however, Japanese people still tend to hold positive attitudes towards ‘native’ speakers of English (e.g. Matsuda, 2003; Matsuura, 1999;McKenzie, 2004; 2008). People using English need to be aware of the diversity of English and accept different varieties of English because they have a number of opportunities to communicate with others whom they do not share their first language and culture with. Understanding what is happening to English in the world right now can influence Japanese English users’ such language attitudes. In this study, therefore, the relationship between preference for ‘native’ speakers of English and awareness of English as a Lingua Franca (henceforth ELF) and World Englishes (henceforth WE) will be investigated. The research is conducted in the autumn semester in 2017 at a private university in the middle of Tokyo. The participants of this study are students in the university majoring English language and literature. The experimental group consists of the students attending an EMI lecture titled ‘World Englishes and English as a Lingua Franca’, and the control group consists of the students attending other EMI lecture which is not directly related to WE and ELF. Pre- and post-questionnaire are used in this study in order to understand how their language attitudes changes through these instructions and how these changes are different between the two groups. At the end of the semester, some of the participants will be asked to be interviewed to investigate how each instruction influences Japanese university students’ language attitudes more deeply.

発表3:杉田 歌織 氏
題 目:Teacher Cognition and Pronunciation Pedagogy in Japan
概 要: Teacher cognition, which refers to the unobservable cognitive dimension of teaching—what teachers know, believe, and think (Borg, 2003), has gained attention in language teaching research. Several studies have contributed to teacher professional training by giving a more detailed understanding of the issues (Borg, 2006; Kuzborska, 2011; Macdonald, 2002). However, compared to L2 grammar and literacy, fewer studies have examined teacher cognition concerning L2 pronunciation pedagogy (Baker, 2011; Baker & Murphy, 2011). Especially in EFL settings such as Japan, research is sparse (Borg, 2003). The purpose of the study, therefore, is to investigate (a) what cognition EFL teachers have concerning pronunciation teaching, and (b) how it will affect their actual teaching practice and challenges. Because pronunciation has been rarely taught in teacher training courses in university (Kochiyama, Arimoto & Nakanishi, 2013), they may find it challenging to plan, teach and assess pronunciation. This is a qualitative case study in which data were collected from a semi-structured interview. The participant was a Japanese-speaking English teacher, who had experience in teaching English for 20 years in junior high school. In the data collection, he responded mainly to the following three questions: 1. What beliefs and knowledge does the teacher have concerning pronunciation teaching? 2. How does he teach pronunciation in the classroom? 3. What challenges do Japanese EFL teachers face in teaching pronunciation? With the aim of integrating pronunciation teaching into teaching speaking and listening skills, the presenter will discuss how to bridge the gap between teacher cognition and their actual practice.

発表4:神原 崚介 氏
題 目:University Students' Demotivation and Remotivation Processes of English Learning in a Japanese Context
概 要: Motivation is essential for successful foreign language learning, especially in English as a Foreign Language (EFL) contexts, where exposure to English is quite limited in daily life. In Japan, students’ motivational conditions are not necessarily high and several studies reports students’ demotivation, decrease in interest/commitment they once had. (Agawa & Ueda, 2013; Kikuchi 2009; Kikuchi, 2015). In such situation, remotivation, the “process of recovering motivation after losing it” (Falout, 2012), have recently begun to attract attention to cope with demotivation. Although there are some studies identifying some de/remotivational factors, most of them are quantitative, pre-post design and provide little information about its processes, especially long-term motivational changes in spite of current motivational perspective that motivation is complex, dynamic and non-liner process. Therefore, the present study investigated the process of demotivation and remotivation of EFL students at a Japanese university. Using a mixed method, which compensates the lack of qualitative research, it aims to describe long-term fluctuations of students’ motivation in English learning. The study was conducted at a private university in central Tokyo, Japan. Sixty students in the school of education taking low intermediate English courses were asked to answer a questionnaire about their past English learning experiences. They were also asked to draw the graphs mapping their motivational trajectories from kindergarten to university. Based on the results of the questionnaire and the graph, five students were selected as the participants of following semi-structured interview reporting their long-term experiences about de/remotivation in detail. The data obtained from the interviews were transcribed and qualitatively analyzed. Each of the participants showed different trajectories of English learning motivation and factors related to that. Based on the results of the analysis, the presenter will discuss how each learner and motivational factors interact with each other and how they affect their process of long-term motivational changes.

発表5:鈴木 茉里 氏
題 目:What Japanese English as Foreign Language Learner's Willingness To Communicate Looks Like Before Study Abroad
概 要: The number of Japanese students who study abroad (SA; e.g. Kinginger, 2009) is rapidly increasing (Ministry of Education, Culture, Sports, Science and Technology, 2017). With this trend, studies which explore the benefits of SA have started to gain much attention in Japan (Sasaki, 2011; Yashima, 2013). Many of the studies investigating the effect of SA have focused solely on the linguistic outcomes. However, several studies have found that SA not only brings about a positive impact on learners’ linguistic aspects but also on their psychological aspects, especially that of their Willingness to Communicate (WTC; e.g., MacIntyre, Clément, Dörnyei & Noels, 1998; Yashima & Zenuk-Nishide, 2008; D’Amico, 2010). Though, it has been reported that learners with high WTC are assumed to use their L2 more than those with low WTC, there is not enough research done to truly understand why this so from both stative and dynamic perspectives. The present study aims to fill this gap by exploring the kind of WTC Japanese English as Foreign Language (EFL) learners experience before their SA. The participants of the pilot study are two Japanese undergraduate EFL learners who are studying abroad for one academic year and still in their sojourn country. They (a) completed a questionnaire of the WTC scale (McCroskey, 1992) and (b) participated in a semi-structured interview, which was analysed with the thematic analysis which helps us to identify and to describe “both implicit and explicit ideas within the data” (Guest, MacQueen & Namey, 2014, p. 9; Tsuchiya, 2016). The result will contribute to the development of better pre-departure SA programmes and to help future SA students. In this session, the presenter will explain the kind of WTC Japanese undergraduate students have before their study abroad using actual comments of the participants collected from the interview.
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2017年10月16日更新