東日本支部　支部大会プログラム

2022年12月17日（土）

13th ATEM Higashinihon Chapter Hybrid Conference 12/17/2022

日時：2022年12月17日（土）13:00～16:30

場所：東京工業大学大岡山キャンパス 西３号館 W331教室

Place: Tokyo Institute of Technology, Ookayama Campus, West Bldg. 3, W331

オンラインで参加される方は以下のGoogle Formで12月15日（木）までにご登録ください。後日ZoomのURLをお知らせします。

You are kindly asked to register through the following Google Form by December 15 (Th.) if you would like to join the meeting online. You will be informed of Zoom ID & Pass later.

https://forms.gle/RebLpxFGRVPcDv3r8

対面で参加される方はマスクを着用の上、感染対策にご協力ください。 

If you join the meeting in person, please be sure to wear a mask and cooperate with other COVID-19 infection prevention

  ————————————————————

   13:00~13:15 開会挨拶と支部総会(Opening & General Meeting)

その後 発表者リハーサル（希望者のみ）

  1．13:30~13:55

NAKAMURA Sachiko（Tohoku University）

Title:

How can we make the best use of pattern practice in the digital era?

Abstract: Pattern practice is one part of the audiolingual method, which was once popular but now tends to be considered “obsolete.” Pattern practice in the audiolingual method, also called the Army Method or Michigan Method, was created based on the theory of Behaviorism (Skinner, 1957) and Structuralism, and reached its peak in the 1960s. It has received a lot of criticism, most famously by Norm Chomsky, namely that it has limited effects.

However, in the current digital era, the method seems to have an enormous potential via internet audio files to promote language acquisition when used for autonomous study. This is because it includes multiple aspects that could have positive effects on language learning when used effectively. Specifically, it could help with: 1) information retention, 2) changing declarative knowledge to procedural knowledge and promoting language automatization, 3) vocabulary and phrase acquisition, 4) understanding grammar, 5) segmentals and suprasegmentals in pronunciation, and 6) the acquisition of the ability of learners to monitor their own language in real communication. Based on this, using pattern practice for autonomous study and increasing opportunities to use English in communication could create a positive spiral.

In this presentation, I will explore what was wrong with the audiolingual method in the past and how we can improve it in the new, digital era.

　　　　　　　　≪Q&A: 13:55~14:00≫　

2.14:05-14:30  

SPRING, Ryan（Tohoku University）

Title:

Statistics for Linguistics and Language Education Made Easy

Abstract: Many language educators and theoretical linguists have an allergy to statistics. While I understand that statistics can be daunting and therefore sticking with theoretical, qualitative, and descriptive methods can be appealing, there are many studies that could benefit from one of a few simple statistical tests. For example, in the 2018 edition of the ATEM Journal, I identified 3 (out of 8) papers (37.5%) that took numerical data and could have bolstered their arguments or discovered new insights by including statistical testing but did not (2019 = 30%; 2020 = 20~30%). Furthermore, some papers choose the wrong test, or either fail to report or to make an interpretation of the effect size.

I am by no means suggesting that all studies have to be quantitative or include statistics, nor am I suggesting that my colleagues papers are not good. Conversely, I find that many of these papers were very commendable, but that with just a little bit of help, the papers could have been expanded even further. Therefore, I created a simple, free, online tool (webpage) that can help language educators and linguists, specifically, to perform simple statistics tests for their research or educational purposes. The webpage helps researchers to choose the proper statistical test and to interpret their results in several ways. First, it provides simple explanations for each choice with practical examples of experiments and research designs that are common in linguistics and language education, that will hopefully be familiar to the user. Furthermore, it provides several computerized checks to ensure that users have made the correct selection.

For example, if users choose that their data is paired, but the number of data points in the data sets are different, it alerts the user. Furthermore, if a user selects that their data is continuous, a Shapiro-Wilks test of normalcy is conducted before allowing the use of parametric tests. Finally, the tool provides the user with: (1) an explanation of which tool was used and why, which can be included in the “methodology: analysis” section of a paper, (2) the test statistic, p value, and an appropriate measurement of effect size, (3) an interpretation of the effect size based on Plonsky and Oswald (2014). By showing the tool and how easy it is to use, I hope I can convince others to add simple statistical tests to their research to help them find new insights and bolster their arguments.

　　　　　　≪Q&A: 14:30~14:35≫　

3．14:40~15:05 [Online presentation]　

Kavanagh, Barry（Tohoku University）

Title:

The potential of satire to introduce global issues and enhance critical thinking skills

Abstract: With the advancement of globalization, Japan’s Ministry of Education, Culture, Sport, Science and Technology (MEXT) has strived to reform English language education. One of its main aims is to nurture globally minded university graduates who excel in English communication, media literacy and critical thinking skills.

Satire within visual media can be described as the use of irony to mock and ridicule human vices within the context of contemporary politics and global issues. Satire also aims to criticize in order to evoke some sort of change and through traditional and social media outlets university students can be exposed to satire on a regular basis. 

This talk looks at the work of the illustrator and animator Steve Cutts who has created a body of work that satirizes human behavior on a broad range of issues from materialism, animal cruelty, environmental issues and the corporate lifestyle. His satirical commentary on the excesses of society can be used as a tool to develop students’ media literacy and analytical skills within the EFL classroom. This talk will give some examples of classroom practice on how the animations of Steve Cutts were used to introduce Japanese university students to global issues, develop their understanding of visual media as a tool for satire and promote critical thinking skills.

　　　　　　≪Q&A: 15:05~15:10≫　

4．15:15~15:40 　

高橋亮太（兵庫県立大学）

発表タイトル：

『ボス・ベイビー』(Boss Baby, 2017)にみる家族の絆を深める英語

発表概要：

2017年公開の『ボス・ベイビー』は、世代を超えて楽しめるコメディ映画であり、家族の在り方についても考えさせられる作品となっている。冒頭、ボス・ベイビー（弟）の登場によって、7歳の少年ティム（兄）が感じていた両親からの愛が薄れてしまう。ボス・ベイビーはビジネスのため、そしてティムは両親からの愛情を取り戻すため、一つの任務を遂行する二人。任務の中で立ちはだかる数々の選択は、立場の違う二人の関係に変化をもたらす。ボス・ベイビーとティムの使うフレーズや単語は、普段映画を見ない人にとっても明確なプロットの役割を果たすと同時に作品のメッセージを強調する要素にもなっている。そこで彼らの使う言葉に着目していき、絆をメッセージとした作品へどのように影響しているのか具体例を用いて考察する。また今後は、アカデミックな場での『ボス・ベイビー』のようなコメディ・ファミリー映画の活用の可能性についても考えていきたい。

[“Boss Baby”(2017) is a comedy film that can be enjoyed by all generations and makes one think about the nature of family. The phrases and words used by Boss Baby and Tim serve as a clear plot for those who do not usually watch movies, and at the same time, they are elements that emphasize the message of the film. Therefore, I will focus on the words they use and discuss how they influence the message of the bond in the film using specific examples. In the future, I would also like to consider the possibility of using comedy family films such as “Boss Baby” in academic settings.]

　　　 　　　≪Q&A: 15:40~15:45≫

 　

5．15:50-16:15

小泉勇人（ 東京工業大学リベラルアーツ研究教育院）

発表タイトル：

英語音読用教材としてのA.シュワルツェネッガー英語―ウクライナ侵攻から想起される父のトラウマと、陰謀論への抵抗

発表概要：

本発表は、発表者が初年次教育にて担当した「口語英語」での実践に基き、とりわけ音読テキストの有効性という観点から、アーノルド・シュワルツェネッガーの映像・音声素材を検証する。2022年2月、露プーチン大統領によるウクライナ侵攻の開始に伴い、各国首脳に限らず、多くの著名人がSNSを通じて世界に声明を発信してきた。この著名人には、元カリフォルニア州知事のアーノルド・シュワルツェネッガーも含まれる。ボディビルダーから俳優となり、政治家経験もある彼の声明からは複雑な背景が読み取れ、ロシアのボディビルダーへの憧憬、オーストリア兵士として第二次大戦を体験した父について、そして米議事堂事件とウクライナ侵攻の類似性を巡る議論を展開するものであった。本発表ではこの声明を取り上げ、その英語教材化の要点、授業への導入にあたり必要な背景知識、そして音読指導に基づく教育効果を論じる。

[Based on classroom practice in the first-year experience in higher education, this paper examines a speech by Arnold Schwarzenegger, who criticizes the Russian invasion of Ukraine as an English teaching material. It identifies what, to some extent, can be effective for shadowing English. The teaching process consists of reading comprehension of the text, the practice of reading the text aloud, and recitation in each class. In addition to some teaching methods for recitation training, this paper also focuses on Schwarzenegger’s father’s background and opinion about the 2021 United States Capitol attack revealed in the text.]

　　　　　≪Q&A: 16:15~16:20≫　

 6 ．16:25-16:30  閉会挨拶 (Closing)

日時：2022年12月17日（土）　　　　　　　　　　　　　　　　　　　　　　　　

会場：東京工業大学大岡山キャンパス

開催形態：ハイブリッドの予定ですが、状況によっては開催形態を変更する可能性がありますので、HP等でご確認ください。

発表募集期間：2022年11月１日～11月20日　　　　　　

内容：例会テーマは特に固定はしておりません。「映像メディア英語教育学会」という学会名が示す通り、各種映像/音声メディアと英語教育が関連していれば受け付けます。領域も授業実践、教材開発、英語教育論（異文化理解教育等を含む）と幅広く捉えていただければと思います。ご不明な点などあればご相談ください。

発表時間：発表20分＋質疑応答5〜10分を予定しておりますが、発表数によっては多少調整する場合があります。なお、発表のお願い（採否）については、応募締め切りから1週間程度でご連絡します。

応募方法：以下の必要事項を電子メール本文に掲載し、ＡＴＥＭ東日本支部宛（ej-seminar@atem.org）にお送りください。なお、送信後３日経っても返信がない場合は、再度ご連絡いただけますようお願いいたします。

１．メール表題に「ＡＴＥＭ東日本支部発表申し込み」と記載

２．発表タイトル

３．発表者の氏名（複数名で１つの発表の場合はそれぞれの氏名）　　　　　　　

４．発表者の所属（複数名で１つの発表の場合はそれぞれの所属）

５．連絡先（メールアドレス; 複数名で１つの発表の場合はその発表の代表者の連絡先）

６. 使用言語

７．発表概要（日本語の場合は400字程度、英語での発表は200-300 words）（日本語発表の場合は、簡潔な英語の説明文をお願いできれば幸いです。）

—————————————————————————–

Call for Presentations at the 13th ATEM Higashinihon Chapter Conference 

Dear ATEM Members:

ATEM Higashinihon Chapter will hold the 13th Chapter Conference at Tokyo Institute of Technology, Ookayama Campus, on December  17 (Sat.), 2022. We are planning on making the meeting hybrid, but this is subject to change depending on circumstances, so please check the website for details.

We are calling for presentations on English education (language education) that uses visual and/or audio multimedia including movies, TV dramas, 

Youtube, etc. Your presentation should focus on class activities, the 

development of language teaching materials, theoretical or empirical 

studies, or cross-cultural communication studies, etc. 

Each presentation will be 20 minutes with 5 to 10 minutes of Q and A. 

We will contact you about the details later. 

Application Period: November 1 to November 20, 2022

Acceptance notice will be sent by email around a week after the application deadline. 

When submitting a proposal, please provide the following information by an attached Word file to the ATEM Higashinihon Chapter Office 

(ej-seminar@atem.org). 

1 Please title your email as “ATEM Higashinihon Presentation Proposal.” 

2 Presentation title 

3 Name 

4 Affiliation 

5 Email address

6 Language of presentation

7 Abstract （400 letters in Japanese or 200 to 300 words in English; As for a presentation in Japanese, we would appreciate a very brief description in English.) 

以下のGoogle Formで３月12日までに登録ください。　　　　　　　　　　　後日ZoomのURLをお知らせします。

You are kindly asked to register through the following Google Form by March 12 in order to join the meeting. You will be informed of Zoom ID & Pass later.
URL   https://forms.gle/uLBen7BmyCdP7hKcA

  ————————————————————

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




   １．13:00~13:25 開会挨拶と支部総会(Opening & General Meeting)

２．13:30~13:50 

　　Ryan SPRING (Tohoku University), 

　　Shizuka SAKURAI (Tohoku University), 

Sachiko NAKAMURA (Tohoku University)

        Use of interactive videos in university EFL learning

　  Interaction in the target language is one of the key elements in improving speaking

proficiency. However, EFL classrooms sometimes provoke Foreign Language Anxiety

(FLA), which may make learners feel reluctant to communicate in the target language

and lead to lack of willingness to communicate. To lower students’ anxiety, we

attempted a pedagogical solution that would give them ample opportunities to practice

English communication by themselves in advance and prepare for the real use of

English in class. By doing so, we hoped their affective filter would be lowered, and they

could feel more confident, which would in turn encourage them to interact more with

other students in class. The pedagogical solution we implanted was interactive videos

for self-practice of communication.

　   We created interactive videos, with which students can practice English discussions by themselves. In the videos, two L1 English speakers talk to each other and the camera, making the students feel that they are a part of the conversation and must respond. Students speak their response to a speech recognition system, which types out what they say. Through this process, students can learn how they should respond properly in English and practice comprehensible pronunciation without any societal pressure. In this presentation, we demonstrate how each of us used the videos in and out of class. We also introduce students’ reactions to the use of interactive videos.　　

                          　≪Q&A: 13:50~14:00≫　

３.14:05-14:25  

Satomi YOSHIMUTA (Kwassui Women’s University）

The Color Purple (1985): A Woman’s Self-Realization and the American Women’s History around the early 20th Century      [SIG]

     The Color Purple (1985), a film based on a novel authored by Alice Walker, depicts a life of an African American woman and sisterhood in the South about 40 years spanning from the 1900s. The time was amid the very first wave of feminism in the United States. In 1920, the 19^th Amendment was ratified, and it has guaranteed all American women’s rights to vote. Celie, the main character of the story, connects with three women, who represent relationships with society and the changing women’s status and inspire her to change.

     One of them is described as an iconic flapper girl, who is a representative of a liberal woman in the 1920s. She can express herself as she likes and never gives herself to a man. As a flapper, she is engaged in a nightlife activity as a jazz singer in a glittering costume.

   Another woman whom Celie encounters represents the dilemma between an African American’s freedom and the harsh reality that surrounds an African American woman without backing. Sophia talks back on a street to a white lady, which puts her into lifelong persistent adversity. The paradox in creating interracial sisterhood is included in her episode.

     In this presentation, posterior to discussing the author’s point of view toward the setting and the era, I will illustrate a model of teaching how Celie experiences transformation through encountering three women based on the American women’s culture and history through this film.

　　　　　　≪Q&A: 14:25~14:30≫　

４．14:35~14:55 　塚田三千代（翻訳・映画アナリスト）

映画 『ラスト・クリスマス』（Last Christmas, 2019）に観る文化諸相 [SIG]




１９８０年代に世界中で大ヒットした“Last Christmas”のメッセージが、現在も人々の心の奥底まで響くWHAM!のGeorge Michael作詞作曲と同名の映画である。 “Heal the Pain” “Last Christmas” “Praying for Time”　などをBGMに流し、英国のEU離脱に直面する移民家族（旧ユーゴスラヴィアを脱出）、多様国籍のロンドン在住者が英語習得に苦労…、主役歌手オーディションに挑戦するケイトは心臓移植後に情緒不安定になるが、不思議なアジア系の青年トムとの出会いが鍵となって他者を認識するVR（Virtual Reality）などが描かれる。映画全体に明るいユーモアと痛恨の極みが漂う。

研究で考察した知見は語学教育現場の手引きとなり、授業で活用できて適切な教材になる。MCDBキーワード検索：　異文化理解、文化差異、英国の贈答文化、VR（Virtual Reality）

[The movie “Last Christmas” (2019) in view of Cultural Aspects

　The message of the film “Last Christmas” comes from the song of the same name written by George Michael of WHAM! It was a worldwide hit in the 1980s and still resonates deep in people’s hearts today. Many George Michael songs including “Heal the Pain,” “Praying for Time,” and a previously unreleased single, play as background music, and the title song is performed in the finale. The film is about an immigrant family who fled the breakup of Yugoslavia and now live in London as the UK faces the exit from the EU, focusing on an aspiring singer Kate, who is emotionally unstable after a heart transplant. Her encounter with a mysterious young British-Asian man, Tom, is the key to her growing self-maturity. We see as well life among diverse nationalities in London including struggles with learning English. The whole movie has a cheerful humor and a poignant reveal. ]

　　　　　　≪Q&A: 14:55~15:00≫　

５．15:05~15:25 　呉春美（神奈川大学）

　　映画『グラン・トリノ』に見る異文化理解と社会的背景

【授業実践例】

異文化理解の授業で、映画『グラン・トリノ』を副教材として導入しています。主人公は、元フォード車の組立工で、一人暮らしのイタリア系移民の白人男性です。隣家に引っ越してきたモン族との交流を通して、ノンバーバル・コミュニケーションなどの相違点が浮き彫りになり、その文化的背景について考察します。またこの映画は銃の所持、人種差別や貧困、退役軍人のトラウマなどの社会問題を提示しており、アメリカ文化の理解にも有効な教材であるとも言えます。最後に、映画を使った語学学習とコンテクストラーニングがいかに効果的であるか、マルチモーダリティの観点から検証します。

[In this presentation, I would like to discuss how the film, “Gran Torino,” is effective for cross-cultural understanding.  The film shows how the main character, a white Italian immigrant and retired Ford car assembler, came to accept the Hmong family living next door and made them a part of his life. Themes of racism, immigrants, poverty, war trauma and so forth are also broached, and students can learn about these social problems in American culture. Finally, the effectiveness of multilingualism and multimodality in film-based language learning is considered.]

　　　　　　　≪Q&A: 15:25~15:30≫

　

６．15:35-15:55 　山本五郎（法政大学　現代福祉学部） 

　辞書開発の観点から見たCOVID-19の語法分析

本発表では、2019年の年末から現在に至るまでニュースメディア等で高頻度に用いられているcoronavirus と COVID-19に注目する。COVID-19 (coronavirus disease 2019)と上位語であるcoronavirusは同様に用いられることが多いため，これらの語法分析を目的として，英語雑誌メディアの記事と医学系を中心とした学術論文に基づくコーパスを新たに構築した。

本発表では、 まずBiber(1995)等に触れながら、コロナウイルスに焦点をあてて開発された既存のコーパス(The Coronavirus Corpus)と本研究で構築したコーパスの違いについて述べる。その上で、使用頻度、コロケーション、それぞれの語が用いられる文脈などについて比較分析し、語彙特性を明らかにする。これらの語彙は，Wisdom４版(2019)のような比較的新しい英和辞典を含め，多くの辞書では見出し語項目としては扱われていないものであるため，辞書開発の観点から，今後出版される英和辞典で見出し語として収録する際の語義や用例，サインポスト等について考察し，提示法を提案する。

[This presentation focuses on the usage of “COVID-19” and “coronavirus.” These two synonymous vocabulary items have been frequently used in a variety of media since the end of 2019, but they have yet to be listed in many English dictionaries. To shed light on the common features and differences between these two items, the presenter developed a corpus based on English journal articles and academic research papers. This presentation first gives some insights about the existing corpus, the Coronavirus Corpus (Davies, 2021), and the corpus newly developed for the purpose of this research. Second, definitions, example phrases, and a signpost of these two vocabulary items for inclusion in a future dictionary will be proposed.]

　　　　　　≪Q&A: 15:55~16:00≫　

　　　

７．16:05~16:25 　日影尚之（麗澤大学）

　石油、家族、血ーPaul Thomas AndersonのThere Will Be Blood (2007)　を英語・リベラルアーツの授業で教える場合について     [SIG]

Paul Thomas Andersonの There Will Be Blood（2007）を英語・リベラルアーツ専攻の授業で教える場合について考えている。主人公Daniel Plainviewの掘削と埋葬のパターンに病理的内面を読むGeorge Toles（2015）のようなアプローチもあるが、Daniel Worden (2012）は、石油と家族の密接な関係およびその断絶として読む。主人公は “I’m a family man, and I run a family business. This is my son and my partner, H.W. Plainview.”というが、DanielとH.W.の関係は本当の血縁ではなく「石油縁」である。Danielとの血縁を騙る男が登場し、採掘中の事故で聴力を失うH.W.はやがてDanielの言うことを聞かなくなり、最終的には独自に石油ビジネスを始めると言って２人は縁を切る。アメリカの生命線（lifeblood）である石油と血（血縁/暴力）そして宗教の物語は、父、息子とも大統領として米軍主導で中東での戦争を指揮したGeorge Bush 親子およびその背景の大手石油資本の話になる。石油と家族と戦争を扱うGeorge Stevens監督のGiant （1956 ）と比較しながら扱うのも良いだろう。授業で教える場合を想定して気をつけるべき点などについて検討したい。

[Oil, Family, and Blood: Approaches to Teaching Paul Thomas Anderson’s There Will Be Blood (2007) in an English and Liberal Arts Major Class

　I’m thinking of teaching Paul Thomas Anderson’s There Will Be Blood (2007) in an English and Liberal Arts Major class. In this presentation I would like to focus on the narrative web of oil, family, and blood in this film based on Daniel Worden (2012) because this approach leads to another important subject of American studies—presidency, oil and religion (George W. Bush and George H. W. Bush). Another approach is to compare George Stevens’ Giant (1956) and TWBB. What and how do we need to teach TWBB in order to promote discussion in a class?]

                                   ≪Q&A: 16:25~16:30≫　

８．16:30~16:35  閉会挨拶 (Closing)

Informal Virtual Get-together (~17:00)ドキュメント設定を開く公開パネルを開く

• 文書

通知投稿を下書きに戻しました。

日時：2022年３月13日（日）
会場：オンライン（Zoom予定）
発表募集期間：2021年12月25日～2022年１月25日
内容：例会テーマは特に固定はしておりません。「映像メディア英語教育学会」と
いう学会名が示す通り、各種映像/音声メディアと英語教育が関連していれば受け付
けます。領域も授業実践、教材開発、英語教育論（異文化理解教育等を含む）と幅
広く捉えていただければと思います。ご不明な点などあればご相談ください。
発表時間：発表20分＋質疑応答5〜10分を予定しておりますが、発表数によっては
多少調整する場合があります。なお、発表のお願い（採否）については、応募締め
切りから1週間程度でご連絡します。
応募方法：以下の必要事項を電子メール本文に掲載し、ＡＴＥＭ東日本支部宛（ej-
seminar@atem.org）にお送りください。なお、送信後３日経っても返信がない場合
は、再度ご連絡いただけますようお願いいたします。
１．メール表題に「ＡＴＥＭ東日本支部発表申し込み」と記載
２．発表タイトル
３．発表者の氏名（複数名で１つの発表の場合はそれぞれの氏名）
４．発表者の所属（複数名で１つの発表の場合はそれぞれの所属）
５．連絡先（メールアドレス; 複数名で１つの発表の場合はその発表の代表者の連絡
先）
６. 使用言語
７．発表概要（日本語の場合は400字程度、英語での発表は200-300 words）（日本
語発表の場合は、簡潔な英語の説明文をお願いできれば幸いです。）
—————————————————————————–
Call for Presentations at the 12th ATEM Higashinihon Chapter Conference
Dear ATEM Members:
ATEM Higashinihon Chapter will hold the 12th Chapter Conference (via Zoom)
on March 13, 2022.
We are calling for presentations on English education (language education)
that uses visual and/or audio multimedia including movies, TV dramas,
Youtube, etc. Your presentation should focus on class activities, the
development of language teaching materials, theoretical or empirical
studies, or cross-cultural communication studies, etc.

Each presentation will be 20 minutes with 5 to 10 minutes of Q and A.
We will contact you about the details later.
Application Period: December 25, 2021 to January 25, 2022
Acceptance notice will be sent by email around a week after the application
deadline.
When submitting a proposal, please provide the following information by an
attached Word file to the ATEM Higashinihon Chapter Office
(ej-seminar@atem.org).
1 Please title your email as “ATEM Higashinihon Presentation Proposal.”
2 Presentation title
3 Name
4 Affiliation
5 Email address
6 Language of presentation
7 Abstract （400 letters in Japanese or 200 to 300 words in English; As for
a presentation in Japanese, we would apprecaite a very brief description
in English.)

Speakers

Dr Carmen Herrero (Manchester Metropolitan University, UK)

Dr Isabelle Vanderschelden (co-director of FILTA)

 

Date (日時): Sunday, October 3rd, 2021 / 2021 年10 月3日(日)

Time (時間)17:00-18:10 (Japan time) Starts at 9am UK time

Venue (会場) Online Zoom conference・オンライン形式 (ZOOM)

The webinar will be held in English / 使用言語：英語

Audience capacity: limited to 100 and based on registration order

定員：100名（先着順）

Registration deadline: September 30^th

参加申込締切り：2021年9月30日

Register here / 参加申込先 ↓

参加申し込みフォーム ・Registration form

【Program】

Opening Ceremony / remarks (開会式) 17:00-17:05

Professor Hisayuki Hikage (Reitaku University)

Chapter chair of ATEM Higashinihon (ATEM East Japan)

 

Chair / Host: Barry Kavanagh (Tohoku University)

17:05­­ -17:45  

 

The Film in Language Teaching Association (FILTA) and the research Group Film, Languages and Media in Education (FLAME). Presentation, networking and collaborative projects

 

Dr Carmen Herrero and Dr Isabelle Vanderschelden

 

This session will offer a brief overview of the Film in Language Teaching Association (FILTA) and will introduce some of the case studies and research carried out over the last five years by the Manchester Metropolitan research group Film, Languages and Media in Education (FLAME). Taking into account the growing significance of visual cultures in education, especially the increased popularity of streaming services and the video sharing site YouTube since the start of the pandemic, this session will pay particular attention to the project Transmedia in Education: New Approaches to Transmedia and Language Pedagogy. The final part of this talk will invite participants to discuss possible collaboration opportunities.

 

17:45-18:05

Q&A and discussion

質疑応答/ ディスカッション

 

Closing ceremony / remarks (閉会式) 18:05–18:10

Barry Kavanagh (Tohoku University)

 

 

Speakers biodata

 

Dr Carmen Herrero is Principal Lecturer in Spanish in the Department of Languages, Information and Communications at Manchester Metropolitan University, UK. She is director of the research group Film, Languages and Media Education [FLAME] (www2.mmu.ac.uk/languages/ flame/). Carmen is the co-founder and co-director of the Film in Language Teaching Association (www.filta.org.uk). Her research focuses on educational research, film pedagogy, and Screen studies.She has published widely on Spanish film and the use of film in language teaching, including the book Using Film and Media in the Language Classroom, eds. Herrero and Vanderschelden (Multilingual Matters, 2019).

 

 

Dr Isabelle Vanderschelden is an independent researcher. She has published widely on French cinema and use of film in language teaching, including Amelie (IB Tauris, 2007) and Studying French Cinema (Auteur, 2013). She is a co-founder of FILTA and a member of FLAME. With Dr Herrero, she has been involved in the AHRC Open World Research Initiative Cross-Language Dynamics: Reshaping Community with a project on Language Teaching Training and Transmedia Pedagogy (www.transmediaineducation.com)

 

 

 

Enquiries

Please contact Barry Kavanagh (ATEM East Japan committee member) at

kavanagh.barry.e7@tohoku.ac.jp

 

問い合わせ先

ご質問は以下にお願いします。

バリー・カヴァナ（ATEM東日本大会企画担当）kavanagh.barry.e7@tohoku.ac.jp

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