第14回ATEM東日本支部大会プログラム  14th ATEM Higashi Nihon Chapter


第14回 ATEM(映像メディア英語教育学会)


14th ATEM Higashi Nihon Chapter Hybrid Conference 12/17/2023

場所:麗澤大学新宿キャンパス 新宿アイランドタワー44104号室


Place: Reitaku University Shinjuku Satellite Campus

Shinjuku I-Land Tower 4F Room 4104


If you would like to present and/or join the meeting online, please indicate your name and ATEM chapter. If you are not an ATEM member, please indicate your name and affiliation.

Zoomミーティング ID: 835 0882 1568  パスコード: 364839

Zoom ID: 835 0882 1568 Pass code: 364839

参加 Zoom ミーティング



If you need to contact us on the day, please email atemhn20@gmail.com


 *12:30 ~ 12:50 Zoomのリハーサル(*希望者のみ)

  Zoom Rehearsal for Presenters (Voluntary)

    13:00~13:20 開会と支部総会(Opening & General Meeting)

113:30~13:50  三村仁彦(帝塚山大学 全学教育開発センター)




(1) If you don’t mind me asking, when does Your Highness think we’re going home?

『白雪姫と鏡の女王』(Mirror Mirror, 2012) <00:08:37>

この点について,多くの総合英語教材では,Would you mind my[me] …?に代表される人工的な例文と共に「目的格は話し言葉で見られる」といった趣旨の簡単な説明が付されるのみで,その具体的な比率や,典型的な生起パターンなど,その実情が判然としない部分も多い。そこで本発表では,英語会話コーパスの一種である「KUFS映画・ドラマ英語データベース」を利用して,動名詞の意味上の主語における所有格・目的格の交替についてより詳細な分析・記述をおこない,上記の問題をクリアした用例と解説を提示することで,今後の効率的な学習および指導に寄与することを目指す。 

                           Q&A: 13:50~13:55 

214:00~14:20  Sachiko NAKAMURATohoku University

Creation of Video Materials for Learning and Retaining Collocational Knowledge

  The importance of learning L2 collocations has been well-documented (e.g., González-Fernández & Schmitt, 2015). Despite the significance, mastering collocations poses a challenge for L2 learners, particularly due to the incongruence between L1 and L2 (e.g., Yamashita & Jiang, 2010). To facilitate L2 English learners to learn and retain collocation knowledge, ultimately making it productive knowledge, the development of effective materials is essential. This presentation explores: 1) why video materials are suitable for learning collocations, 2) considerations for creating the material, and 3) how we can create and share video materials with learners using free websites and applications. The text and audio in the material are provided according to the following procedure (the target collocation in this example is “bear a resemblance”):

1. Full sentence (text – English & Japanese, audio – English): “The ancient artifact bears a resemblance to those found in neighboring regions.”

2. Pause for learner repetition

3. Repetition of 1) & 2)

4. First chunk (text – English & Japanese, audio – English): “The ancient artifact”

5. Pause for learner repetition

6. Second chunk (text – English & Japanese, audio – English): “bears a resemblance”

7. Pause for learner repetition

8. Third chunk (text – English & Japanese, audio – English): “to those found in neighboring regions”

9. Pause for learner repetition

10. First chunk (no text information, audio – English)

11. Pause for learner repetition

12. Second chunk (no text information, audio – English)

13. Pause for learner repetition

14. Third chunk (no text information, audio – English)

15. Pause for learner repetition

16. Full sentence (no text information, audio – English)

17. Pause for learner repetition

18. Repetition of 16) & 17)

The learners’ reactions to the material are also introduced in the presentation.

                           Q&A: 14:20~14:25 

3.14:30-14:50   Christopher R. Cooper (Rikkyo University

Supporting an English through movies course with an IMDb review corpus

     When teaching a course without a textbook, a corpus can be a useful tool

to provide language support to L2 users. Recently, there are an increasing number

of open-source datasets available, providing access to large bodies of texts from

various registers. In the current study an open-source dataset of 25,000 positive

and 25,000 negative online movie reviews was used to provide language support

to university students on an ‘English through Movies’ elective course. AntConc

was used to extract keywords from the positive reviews, using the negative

reviews as a reference corpus, then the opposite was done for negative reviews.

Only giving students a list of words may not be the ideal kind of support, as no

indication about usage is given. Therefore, the ‘order by frequency’ setting was

used in AntConc’s KWIC tool to find frequently occurring phrases and patterns.

Documents were provided to students based on the corpus analysis to help them

write movie reviews, have discussions and give presentations. In addition, several

activities were constructed using the positive and negative language. In this

presentation the keyword extraction process will be explained, and example

materials and tasks will be shared, along with reflections on their use in the


      Q&A: 14:50~14:55 

 Coffee Break 15:0015:25

415:25~15:45   山本五郎(法政大学)



本発表では、2024年に出版予定の教材について、ユニットの構成、ユニット内の各セクションの内容と狙い、問題形式、ニュース動画・画像素材の選定、オンライン情報とのリンクなどについて概観し、その企画・開発や活用上の特性に関してMayer and Sims (1994)の評価基準に沿って説明する。


       Q&A: 15:45~15:50

516:00-16:20  塚田三千代(翻訳/映画アナリスト) 

 映画『CATS』(2018)の分析と英語教育への運用― Jellicle Cats の合成語

 物語は1930年代後半のロンドン・ソーホー地区のゴミ捨て場に、白い子猫が人間に捨てられた場面から始まる。そこは‘ジェリクルキャッツ’族が支配する場所である。ミルクバーの文化がある。手品師の奇跡技…鉄道猫のタップ…グリザベラ猫の徘徊…Heaviside Layer 旅への憧憬… 終盤は英国ロンドンのトラファルガー広場に集まって、白石のオベリスクを遠景にライオン像の傍で、仕事もゲームも楽しむ誇り高き猫たちと 「交際するルール」 を、歌唱して閉じる。発表ではミュージカル映画CATSの概要、‘ジェリクルキャッツ’の多様性、原作:T. S. Eliotの “The Naming of Cats”、‘ジェリクルキャッツ’歌唱コンテスト場面の名曲“Memory”を生成する。文化遺産と伝播、等を説明し、JellicleやHeaviside Layerの合成語やWイメージによる言葉遊びの社会風刺も言及する。

      Q&A: 16:20~16:25 


616:30~16:50  Yoshikazu NISHIATEM Hokkaido

 How to make lesson plans for new exam

The Hokkaido public high school entrance exam has already changed dramatically in 2022. Accordingly, the university entrance exam will change radically once again in 2025.

Because we need creative young people in Japan, the Japanese educational ministry wants to improve school lessons now. Therefore, schools must create new, more active lessons to foster a more adaptable workforce. Previously, the world needed young people who had enough knowledge. However, creative people who can think outside the box and adapt quickly are increasingly required.

As a result, school teachers have to change their lessons to encourage this different way of thinking. However, it is very challenging to change our teaching habits.

In this presentation, I would like to do two things.

First, I will show you a real example from high school entrance exams in Hokkaido from 2023. Then, I will explain what makes this a creative exam.

Second, teachers have to adapt their lesson plans for this new type of exam. Therefore, I will demonstrate some ways to encourage student adaptability with examples.

                                    Q&A: 16:50~16:55 

7 17:00-17:20  高橋亮太(兵庫県立大学4年) 



      Q&A: 17:20~17:25 

17:30~17:35  閉会 (Closing)

ATEM東日本支部 第2回 東北特別研究会のお知らせ

日時:      9月23日(土曜日)、13:00〜17:30

会場:      仙台協立第一ビル 4階(4E)

              仙台市青葉区国分町1丁目8-13 map


Date:     September 23rd (Sat.), 2023

Place:    Sendai Kyoritsu Daiichi Building 4th floor (4E)

              1-8-13 Kokubunsho, Aoba-ku, Sendai map

              7 minutes on foot from the Hirose-dori Station on the Subway Namboku Line




中村 佐知子(東北大学)

桜井 静(東北大学)


概要:2022年11月にOpenAI社が公開したChatGPTは、英語学習に革新的な変化をもたらすことが期待されている。それに伴い、関連研究が急ピッチで進んでおり(e.g., Mizumoto & Eguchi, 2023; Takenouchi, 2023)、英語ライティング添削の補助ツールとしても着目されている。当発表では、2種類のライティング(オピニオン・ライティング、サマリー・ライティング)の添削ツールとしてChatGPTを使用した授業実践例を紹介する。学生は、自分の書いたものをChatGPTで分析し、表示される「改善のためのコメント」や「改善されたライティング」を読み、「どうすればより良いものが書けるか」について自己分析を行った。この課題では、『英語教育の哲学的探求3』( https://yanase-yosuke.blogspot.com/ )で公開中の「学術英語ライティング添削・改訂プロンプト」を使用した。事後アンケートから、学習者が個別で具体的な校正ポイントを学び、語彙や文構造などへの洞察が深まったと感じていることが分かった。

<Q&A 13:30-13:40>


日影 尚之(麗澤大学)

映画 Notting Hillーロマンチック・コメディーの系譜と境界の攪乱

概要:このロマンチック・コメディーは、ハリウッド・スターAnna Scottのメディア映像で始まり、もう一人の主人公Williamも映画などを通してAnnaを知ってはいるが、別世界の女性、 “heavenly” =「天の」/「美しい」女性と見ているようだ。そのAnnaが、まるで天上界から降りてきた(?)、または世界を隔てる壁の向こうから飛び出してきたかのようにWilliamの生活圏に飛び込んでくることで物語が動き出す。

 Antony Johae (2009)も示唆するように、Anna がactress、Williamがとっさに別人のふり(演技)をしたり、劇中劇のようにWilliamやAnnaが映画を見たり、演じる者と見る者(舞台と観客)、フィクション(映画)と現実の境界が曖昧になるようなモチーフが見つかりそうである。 主にJohaeに依拠しながら様々な境界/壁の攪乱について考察できればと思う。 

<Q&A 14:05-14:15>


大月 敦子(専修大学)


概要:どのようにしたら自分の言葉で英語が話せるようになるのか?それは動詞をCue Word(キューワード)として利用することで可能になると本研究は考えている。Cueとは、映画や舞台等での台詞の出だしとなる言葉のことをいう。ではなぜ動詞なのか?なぜなら英語の文は、動詞を中心に組み立てられているからだ。つまり動詞が決まれば、主語、目的語、補語等が、さらに形容詞や副詞などの修飾語も決まってくるのである。動詞Cue wordを見ただけで、英文が頭の中で組み立てられるという訳だ。実に理に叶った学習法といえる。そして暗記に頼らず考えながら英語を自分の言葉で話す力をつけることによって、英会話の応用力・汎用力が期待できると考えている。本研究によって開発された「動詞キューワードで学ぶアクティヴラーニング英会話ワークブック」基礎編を紹介する。

*本研究はH25~H27年度科学研究費助成金基盤研究(C) 課題番号25370655による研究成果の一部である。

<Q&A 14:40-14:50>

<<Tea Break 14:50-15:10>>


Barry Kavanagh (Tohoku University)

Unlocking the Power of ChatGPT: Navigating the Promises and Perils for Teachers in Second Language Writing assessment

Abstract: The existing body of research within the field of English language education and Artificial Intelligence demonstrates the potential of AI to enhance students’ speaking skills, bolster reading comprehension, and boost motivation. Yet, little emphasis has been placed on the teacher’s viewpoint in the context of AI, and investigations into ChatGPT’s role as a writing assessment tool remain at an early stage of development. This study investigates the promises and perils of ChatGPT in assisting teachers with assessing student academic writing at a Japanese university.

Students were given an agree/disagree essay question based on the TOEFL Independent writing task’s principles that asks them to provide their opinion on a given topic. The teacher graded the student essays with reference to TOEFL’s Independent Writing Rubric. This was followed up with an experiment to assess how ChatGPT would evaluate the essays using the same rubric. 

Although ChatGPT followed the evaluation rubric well and showed significant improvement with relevant prompts, mistakes, and occasional disparities between the human rater and ChatGPT were made. Given these disparities, it remains essential to underscore the importance of maintaining a human-centered approach in AI-enhanced formative assessment. ChatGPT can offer valuable support but should not be seen as a complete substitute for the human rater.

<Q&A 15:30-15:40>


小泉 勇人(東京工業大学)

“How do civilized human beings participate in destructive, inhumane acts?”ー 映画Experimenter(2015)で学ぶミルグラム実験 ー

英語教育で用いる映画には娯楽性が期待されることも多いが、CLILの観点からは、社会の諸問題や歴史をヴァーチャルに体験する英語教育も可能であろう。例えばヴェトナム戦争(深津、2017)、アメリカ資本主義(横山、2020)、ジェンダーロール(吉村、2022)に注目した内容言語統合型学習の研究が進められてきている中、当発表では社会心理学を主題とする映画Experimenter(2015)に注目する。かつてハンナ・アーレントがナチズムに見た「悪の凡庸さ」を心理実験で実証しようとするStanley Milgram博士の半生を描く本作であるが、本発表の狙いは、これを「ホロコースト」を考える特異な英語テキストとして位置づけることにある。Milgram博士が「第四の壁」を破る場面を取り上げ、その背後を非現実的に徘徊する巨像の表象を論じつつ、慣用句“elephant in the room”の含意を読み解きたい。

<Q&A 16:05-16:15>


Ryan Spring (Tohoku University)

Sachiko Nakamura (Tohoku University)

Workshop: How to Make Better Videos for Your Classes Part 2: Camera Proximity

Using video materials in language classes is an effective way for students to learn practical English. We can use movies, dramas, and YouTube videos, but we always need to consider limitations based on copyrights or other legal concerns. And also, it is sometimes difficult to find appropriate videos which include particular points we want to teach in class. Making our own videos can be the solution to those concerns, and many teachers have begun making original videos to contextualize words and phrases for their students. By doing so, we can prepare materials that are specifically tailored to the points our students need to learn. However, if videos are not made well enough, students will lose interest and might become bored with them. In this series, you can learn how to make quality videos using simple tools that most teachers have; a cell phone, a computer, and other simple items. In Part 2, we are going to teach you about camera distance. This will be an active workshop; you are going to shoot a video with your smartphone, learn some tips about camera distance, and re-shoot the same video using what you have learned.



ATEM東日本支部 第2回東北特別研究会 研究発表募集



会場:仙台協立第一ビル 4階(4E)map


研究発表募集要項:以下の必要事項を電子メール本文に記載し,東北大学 中村佐知子 sachiko.nakamura.b6 @ tohoku.ac.jpにお送りください。

  1. 発表題目(日本語発表の場合は日本語,英語発表の場合は英語で)
  2. 発表者全員の氏名
  3. 発表者全員の所属
  4. 連絡先(代表者のメールアドレス,緊急時連絡先電話番号(携帯電話番号等))
  5. 発表概要(400字以内、英語での発表は200 words 以内)


Announcement of Call for Presentations for the 2nd Special Tohoku Area Study Session of ATEM (The Association of Teaching English through Multimedia)

The East Japan branch of ATEM will be holding its second Tohoku area study session at Sendai Kyoritsu Daiichi Building in September, and we are now starting the call for presentations at this meeting. Please check the details below and apply, or just come to the session if interested.

Time and Date: September 23rd (Sunday), from 1:00 PM (not fixed)

Place: Sendai Kyoritsu Daiichi Building, 4th floor map

Deadline for applying for presentation: August 30th (Thursday)

Acceptable applications: This study session does not have a specifically set theme, so we will be accepting as many applications as we can regarding the use of multimedia and visual media (from videos to movies to music to digital media) and how it can be used in the EFL or foreign language classroom. The three general areas of presentation are: practical classroom application, materials development, and language teaching theory. If you have any questions, please ask through the e-mail provided below. Presentations should be about 20 minutes long, allowing for about 10 minutes for questions and answers and 10 for changing speakers.

To apply to speak at this meeting, please e-mail the following information to Sachiko Nakamura at: sachiko.nakamura.b6 {at mark} tohoku {dot} ac {dot} jp.

  1. Presentation title (in the language that you will be presenting in)
  2. Name(s) of all presenters
  3. The affiliation(s) of all presenters
  4. Contact information (preferred e-mail address and phone number in case of emergency)
  5. Abstract (400 characters or less if in Japanese, or about 200 words in English)

ATEM東日本支部夏季例会     プログラム(対面&オンライン)ATEM Higashi Nihon Chapter Study Meeting  ( Hybrid)

日時:2023年7月1日(土) Date: July 1(Sat.), 2023

場所:麗澤大学新宿キャンパス(新宿アイランドタワー 4F)

Place: Shinjuku Campus, Reitaku University(4F, Shinjuku I-Land Tower)


You are kindly asked to register through the following Google Form by June 30 if you would like to join the meeting online. You will be informed of Zoom ID & Pass later.



13:00-13:15 発表者リハーサル(希望者のみ) Rehearsal for presenters (optional)

13:15  開会挨拶 (Opening)



AIと恋する物語ー映画 Ex Machina (2014) と Her (2013) を中心に

概要Ex Machina (2014) のアンドロイド Avaは、若いプログラマー Calebを誘惑し、研究施設からの脱出に協力させる「ファムファタール」であるが、「女性らしい」容姿やファッションを身につけた Ava自身が自分のことをどう意識しているのかは不明確である。Her (2013) のAI “Samantha” は、心のこもった手紙代筆のプロ Theodore(ら)の秘書兼相談相手そして「彼女」となるが、その驚異的な “恋愛能/脳力”(?)は「人間」を超えていく。「彼女」に振られたTheodoreは「人間」の女性との関係を再認識する可能性をも示唆して映画は終わる。

 筆者の基本的関心は「人間とはなにか」という「ヒューマニズム」にあるが、例えば Anneke Smelik (2016)も言うように、結局「ヒューマニズム」の重要性に気づくノスタルジックな方向性なのか、「ポストヒューマニズム」の可能性も見えるのか?映画や文化研究の授業でディスカッションのネタにできるのではないだろうか?

[An android Ava in Ex Machina  (2014) seduces a young programmer called Caleb into helping her escape from a research facility, but it is unclear how Ava perceives herself. Another AI named “Samantha” in Her (2013) becomes the secretary, advisor, and girlfriend of Theodore (et al.) but her amazing “romantic power” (?) exceeds that of “humans.” The latter ends with a suggestion that Theodore may rediscover his relationship with a “human” woman. Are these films nostalgic in that they suggest the importance of “human” relationships, as Anneke Smelik (2016) says, or is there a possibility of “posthumanism” in Her? This will be a topic for discussion in a class focusing on film studies or cultural studies.]

≪Q&A: 13:40~13:45≫



『ファンタスティック・ビースト 魔法使いの旅』の授業活用への提言

[“Fantastic Beasts and where to find them, 2016” for the classroom use]

概要: ニュート・スキャマンダーは魔法動物調査のために世界中を旅し、研究書を出版する前に1926年、ロンドンへの帰路NYへ立ち寄った。密売される直前にエジプトで救出したサンダーバードをアリゾナの自然生息地で野生に戻すためであった。ニュートの茶色い皮製トランクの中にはフラニーや他の魔法動物たちがいるが、それらが飛び出しニュートは予期せぬ事態に巻き込まれる。NYの街では地割れ、建物の倒壊、ガス状の現象などが次々に起こり、これは「魔女のせいだ」と騒ぎだしてノー・マジ(普通の人間)がビラ配りをはじめる。アメリカ合衆国魔法議会(MACUSA)では、オブキュラスという黒いモヤモヤした物体の到来を危惧して強いレベルの警戒態勢をしく。この映画は環境保護、復旧・復興、キャリアウーマン、人種の多様性、個人起業家への支援というメッセージを伝え、ダイバーシティ文化を象徴するゆえに、英語の4スキルや伝達能力アップのための授業に活用に適用する。

[Newt Scamander travels the world to investigate magical animals. Before publishing the research, he stopped in New York on his way back to London in 1926. He has the purpose of letting thunderbirds rescued in Egypt shortly before being trafficked, lease back into the wild in its natural habitat in Arizona. Inside Newt’s brown leather trunk are Franny and other magical animals, but they pop out and Newt gets involved in an unexpected situation. In the streets of New York, cracks in the ground and buildings collapse, gaseous phenomena occur one after another, and No-Maji (Normal humans) make a fuss saying “witches are to blame” and handing out leaflets. The United States Magical Parliament (MACUSA) is on alert for the arrival of a black hazy object called Obscurus. The film conveys the messages of environmental protection, recovery, career women, racial diversity, and support for individual entrepreneurs. Because it symbolizes a diverse culture, it is applied to the classroom use of the four skills and communication skills.]

≪Q&A: 14:10~14:15≫


関口 美緒 (名古屋大学・メリーランド大学(UMGC))


[A study on the language switch operation and language usage of English and other language speakers] 



[This study will present the results of a study on how language switching works in the brain of native speakers of foreign languages or multilingual speakers when they speak and understand Japanese. The impact on language use and acquisition will be considered in the result.]


[1] 学生の専門は工学部,化学部、農学部、法学部、文学部、経済学部。タイ,香港,韓国,マレーシア、ブラジル、アメリカ、パキスタン、フィリピン、フランス、ニュージーランド、ミャンマー。


≪Q&A: 14:40~14:45≫

4.14:55~15:15 [Online presentation]

NISHI Yoshikazu (former High School Teacher)

Significant Changes in the Hokkaido Public High School Entrance Examinations


In March 2022, the entrance examinations for Hokkaido public high schools changed radically. The entrance exams mainly aimed to check the applicants’ knowledge of school subjects. However, the current exams focus on their thinking process, judgment, and ability to express thoughts rather than just what they know. 

A geography exam may be a typical example to show you a new way of testing. The following is a Geography test regarding Senri New Town, built in the 1960s on the outskirts of Osaka. Seeing a lot of data, including graphs, applicants must answer the following questions: Why was Senri New Town built? How was Senri New Town 30 years later? They must read the documents and think and express their thoughts.  

The following is an example of an English exam. The applicants must understand information on how to go to the baseball stadium from the hotel. There are four ways: bus, train, taxi, and walking. They have to choose one and write the reasons. High schools want to examine their thinking, judgment, and expression abilities. 

I will also discuss the usefulness of smartphones (visual media) for entrance

examination preparation. They can be a good weapon for students to conquer

these kinds of significant changes. I will show you how to use them for the

entrance examinations.

≪Q&A: 15:15~15:20≫


MCAULAY Alexander Graduate School of International Social Sciences, Yokohama National University

Nurturing Creativity through the Use of Image-driven Short Films


Commentators note various benefits when using creative writing with English learners, such as raised critical consciousness (Stillar 2013), increased motivation (Smith 2013), and improved acquisition of grammatical structures (Pelcova 2015). This practice-based presentation will outline how image-driven short films can be successfully utilized in the Japanese university classroom to nurture creativity and introduce students to creative writing. The craft of screenwriting requires the writer to communicate on the page images and information that will be seen on screen. In this presentation, I will briefly explain the concept of visual storytelling.  I will then describe a course for university juniors and seniors that makes use of image-driven short films, film clips, and visual storytelling techniques to  unlock students’ creativity. I will introduce samples of work done by students on the course.

≪Q&A: 15:45~15:50≫


<Workshop: How to Make Better Videos for Your Classes Part 1: Framing>

SPRING Ryan (Tohoku University)

NAKAMURA Sachiko (Tohoku University)


Video materials are a great way for EFL students to learn practical usage of English. However, we often have particular points we want to teach, and we might (1) not know where to find an appropriate video clip that shows the word in use, or (2) have limitations based on copyrights or other legal concerns. For these reasons, many teachers have begun making their own videos to contextualize words and phrases for their students. Furthermore, creating original videos allows you to prepare teaching materials that are specifically tailored to the skills your students need, which can be extremely beneficial. These days, it is getting easier and easier to make videos as well, since advances in technology provide us with cheap cameras and editing software. However, many of us are not professional videographers, and so the videos we make may not seem as high quality or exciting as professionally made ones. If we don’t do a good job of making our videos, they lose the added visual cues that can help learners when learning words and phrases, and students might soon become bored with them. Therefore, it is in our best interest to make the highest quality videos that we can. In this series, we want to help you to improve your filming ability so that you can provide high quality videos to your students using simple tools that most teachers have; a cell phone, a computer, and other simple items.

In Part 1, we are going to teach you about framing and mise-en-scene. Rather than just talk about it, we are going to have everyone make a simple video with us, learn to plan for shots, make simple story boards, and then we are going to re-shoot the same video using what we’ve learned. We will then compile the examples with editing so that everyone can see the difference. Please join this workshop and get hands-on experience!

17:05  閉会挨拶 (Closing)