秋季(9/12)開催予定だった支部例会については、10月３日の東日本支部特別企画Webinarオンラインセミナーで代替させていただきます。どうぞご了承ください。

 

以下のGoogle Formで３月19日までに登録ください。後日ZoomのURLをお知らせします。

https://forms.gle/1Vtm3zm7JDqzFxG66

 

You are kindly asked to register through the following Google Form by March 19 in order to join the meeting. You will be informed of Zoom ID & Pass later.

https://forms.gle/1Vtm3zm7JDqzFxG66

 

  ————————————————————

*12:30 ~ Zoomのリハーサル（*発表者のみ）
Zoom Rehearsal (*Presenters only)

 

１．13:00~13:05 開会挨拶 (Opening)

 

２．13:05~13:25 Mio Sekiguchi & Aaron Jasny

(University of Maryland Global Campus)

 

How to demonstrate culture gaps between Asia and America in East Asian language courses

 

University of Maryland Global Campus (UMGC) offers university classes on U.S. military bases around the world. Recently, UMGC Asia had a three-day faculty workshop by Zoom. The faculty members in East Asian Studies discussed the topic ‘formative/summative assessments for can-do statements’ in a break out room. In this process, all faculty members found culture gap difficulties between America and Asia when they teach languages. The faculty members discussed the importance of cultural behavior and non-verbal expressions in communication. This presentation focuses on Japanese and Korean as representative languages in the Asian community and reports the instructors’ opinions on the virtual classroom. It also reports the results of formative and summative assessments in Japanese and Korean languages.

　　　　　　≪Q&A: 13:25~13:35≫　

 

 

 

３．13:40~14:00 Thiri Soe¹, Chris Aiezza², & Ryan Spring¹

(Tohoku University¹, Miyagi-ken Tomiya-shi BoE²)

 

Using digital storytelling and project based learning with elementary school EFL learners

 

Speaking often doesn’t receive enough attention in Japanese EFL classrooms. One way suggested to overcome this in younger learners is the use of digital storytelling and related technology (e.g. Liu et al., 2018), which has been theorized to be engaging and cause students to become more active learners (Ohler, 2013), but has not been tied to specific gains in speaking ability. Another method of encouraging more active speaking is project-based learning (PBL) (e.g. Spring, 2020), although this is generally conducted with older students. This study looks at how a dual method (digital storytelling and PBL) approach to teaching elementary school L1 Japanese EFL students affects speaking ability, and how students react to each of these methodologies, using pre and post speaking tests and surveys. The results of the speaking tests indicate that the use of both digital storytelling and PBL is effective in training young learners’ speaking. Furthermore, the results of the survey show that learners were generally positive towards the digital storytelling, and that a short project can be used as an effective activity to help young students to practice their speaking. It also serves as a starting point for finding the factors that have the most impact on successful speaking acquisition for young Japanese EFL learners.

　　　　　　≪Q&A: 14:00~14:10≫　

 

 

 

４．14:15~14:35 Iwasaki Hirosada

(University of Tsukuba)

 

Retelling semi-academic talks in English classes

 

The purposes of the presentation are to show (a) how the 1st-year university students’ productive skills can be improved by retelling English semi-academic speeches, and (b) what kind of skills must be learned to cope with problems relating to the activities. This presentation focuses on what kind of collocations are overlooked as well as what measures can be taken to prevent it, and why paraphrasing low-frequency words is important as well as what kind of training is necessary to learn it to the practical level.

The materials used for retelling are TED talks and TED Ed videos both available on the Internet. The research first observed English wording used by student presenters, which showed failure to notice critical collocations and to paraphrase difficult words; this often led to the audience’s misunderstanding. It then shows a step-by-step technique for students to make wording much less difficult, while still keeping the message intact.

The findings are practically effective for those teachers wishing to promote learners’ productive skills in English classes for academic or semi-academic purposes.

 

Iwasaki, H. (2019). Putting CLIL into practice in a Japanese university context. Proceedings from the J-CLIL TE Seminar. 85-88.

磐崎弘貞(2019) 「リサーチ・ユニバーシティにおける語学教育改革：筑波大学における英語教育改革３つの柱」『IDE現代の高等教育』2019年6月号.

Willis, J. (1981). Teaching English through English: A course in classroom language and techniques.  Longman.

　　　　　　≪Q&A: 14:35~14:45≫　

 

 

 

５．14:50~15:10 野中辰也

(新潟青陵大学短期大学部)

映画および関連ネット・サイトを利用しての授業実践

[Introducing a Class Using a Movie and Related Web Pages]

 

大学を含む学校教育の目的の一つに、生涯学習につながる学習スキルを身につけさせるということがあげられる。この目的を目指し、発表者は短大生を対象に、映画『ファインディング・ニモ』とインターネット・サイトInternet Movie Database（IMDb）を利用して、英語を聞き、話し、読む力を養成する演習授業を過去15年ほどに渡って実践している。

授業内容は大きく２つに分けられる。１つは映画を利用してのリスニング、スピーキング活動、もう１つはIMDbを利用してのリーディング活動である。特にスピーキング活動では、グループワークとして英語による映画のアフレコ活動を行っている。

発表では、授業実践の具体的内容や工夫、学習者の反応について情報提供を行う。今回の発表内容は短期大学レベルの学生を対象としているが、高校生レベルからも十分実践可能と考えられるため、より多くの学習者の学習スキルの獲得へ結びつけられればなによりである。

This presentation introduces a college-level English class entitled “Learning English with Movies.” The class aims to foster lifelong learning skills for learners and focuses on activities that enhance three English skills such as reading, listening, and speaking. In order to fulfill the aims above, we use an animation film Finding Nemo and a website “Internet Movie Database” (IMDb) in class. The class mainly consists of two parts: reading activities using the website IMDb, and listening/speaking activities using the movie “Finding Nemo.” I would like to share with you the actual activities and their impact on the learners in the presentation.

　　　　　　≪Q&A: 15:10~15:20≫　

 

 

 

６．15:25~15:45 小泉勇人

(東京工業大学リベラルアーツ研究教育院)

 

コロナの時代の英語教育-007映画で学ぶアカデミックライティング

[English Education in The Time of COVID-19: Academic Writing for Film

Analysis of Skyfall (2012)]

 

本発表の狙いは、コロナ禍におけるオンライン英語教育を踏まえ、映画を用いた英語教育の有り様について、映画分析を行う英語アカデミックライティング教育に焦点を当てて検証することにある。対象となるのは、発表者が2020年度秋学期に担当した英語ライティング授業である。本授業では、映画について論じるという主題の下、学習者はパラグラフ・ライティング、序論・本論・結論の組み合わせによる構成、そしてブロック引用の技術を学び、最終的に800語以上の映画批評を合計3本書き上げる。本発表はこの授業の事例検証を行い、教場でのDVD鑑賞が封じられる遠隔授業の下、ネット上の資料を利用する重要性を主張する。具体的には007映画Skyfall(2012)の活用方法を取り上げつつ、学習者がネット上の映画批評、脚本、関連資料を英語原文で読みこなし、アカデミックライティングを実践するプロセスを提示したい。

With regards to online English courses due to the COVID-19 situation in Japan, this presentation focuses on my class in which I teach English academic writing for film analysis to first and second-year university level students. Students learned paragraph writing, structure (Introduction, body paragraphs, conclusion), and block quotation, writing three academic essays more than 800 words each. With the analysis of the students’ learning process in the course, this research argues the importance of using free and prosperous internet resources in distance learning due to the coronavirus. The presentation also discusses how “The National Gallery, London scene” in Skyfall (2012) works to encourage students to use film criticism, screenplay, and other related sources available on the Internet for learning academic writing skills.

　　　　　　≪Q&A: 15:45~15:55≫　

　

　　

７．15:55~16:00 閉会挨拶 (Closing)

 

16:00 ~ Informal Virtual Get-together