題目: The effects of student camera usage in synchronous courses: Student views
発表者:
Ryan Spring (Tohoku University)
Sachiko Nakamura (Chuo Gakuin University)
使用言語：英語
発表概要:
Due to the COVID-19 coronavirus pandemic, many schools suddenly found themselves having to implement online courses. Some studies have shown that for foreign language learning, video synchronous education can be beneficial (e.g. Entzinger et al., 2013; Spring et al., 2019), and others have suggested students who turn on their video cameras during synchronous sessions of non-foreign language classes report better engagement (Park & Bonk, 2007; Giesbers et al., 2013). However, it is still unknown how L1 Japanese students in EFL courses during the COVID-19 crisis react to turning their cameras on during synchronous video online courses. This study conducted a post-course student survey on a class that included students who did and did not turn on their cameras, finding that though most students didn’t mind turning on their camera, some didn’t want to because of feelings of embarrassment or internet trouble. Furthermore, there did not seem to be a strong relation between whether or not students turned on their camera and how much they claimed to have participated in the class. It also revealed that while students don’t mind having some of their courses online, they prefer English classes take place in person.
Q & A 14:20-14:35
第二発表 14:40-15:00
題目: A Study of Be-Verbs Based on Movie and Picture Book Corpus: A Case-Study Research of Developing English Learning Method for Children
発表者: Atsuko Otsuki （Senshu University）
使用言語：英語
発表概要:
We have studied and explored an alternative English teaching method to the conventional rote learning method which may place a high load on English learners. Our study applies a verb-centered approach on teaching English from a linguistic point of view. In this study, we built up a theory that producing a be-verb sentence is difficult not only for small children of English native speaker, but also for English learners of Japan, especially for Japanese elementary school children. To support the theory, we gathered the be-verb data from several English movies and children’s picture books. Be-verbs are polysemous and have the most abstract meaning of all verbs. Logically speaking, this implies that producing a be-verb sentence is difficult for children of both native and non-native English children. Furthermore, Japanese language doesn’t have any words which are equivalent to be-verbs of English. In our presentation, we discuss the semantic and functional roles of be-verbs from the linguistic point of view, show our data of be-verbs from movies and children’s picture book corpus, and examine them. Finally, reconsideration how to teach be-verb sentences to children as a second language in our English classes is suggested.
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)
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.
Presentation title (in the language that you will be presenting in)
Name(s) of all presenters
The affiliation(s) of all presenters
Contact information (preferred e-mail address and phone number in case of emergency)
Abstract (400 characters or less if in Japanese, or about 200 words in English)
You are kindly asked to register through the following Google Form byJune 30 if you would like to join the meeting online. You will be informed of Zoom ID & Pass later.
https://forms.gle/HpisVbLn3JQiPXfX9
———————————————————–—————————————
13:00-13:15 発表者リハーサル（希望者のみ） Rehearsal for presenters (optional)
[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≫
2．13:50~14:10
塚田三千代（翻訳・映画アナリスト）
『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]
[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≫
3．14:20~14:40
関口 美緒 （名古屋大学・メリーランド大学（UMGC)）
英語・多言語話者の言語スイッチ稼働と言語使用における一考察
[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.]
Significant Changes in the Hokkaido Public High School Entrance Examinations
Abstract:
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≫
5．15:25~15:45
MCAULAY Alexander （Graduate School of International Social Sciences, Yokohama National University）
Nurturing Creativity through the Use of Image-driven Short Films
Abstract:
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≫
6．16:00~17:00
＜Workshop: How to Make Better Videos for Your Classes Part 1: Framing＞
SPRING Ryan (Tohoku University)
NAKAMURA Sachiko (Tohoku University)
Abstract:
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!
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.
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.
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。
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
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.
題目: The effects of student camera usage in synchronous courses: Student views
発表者:
Ryan Spring (Tohoku University)
Sachiko Nakamura (Chuo Gakuin University)
使用言語：英語
発表概要:
Due to the COVID-19 coronavirus pandemic, many schools suddenly found themselves having to implement online courses. Some studies have shown that for foreign language learning, video synchronous education can be beneficial (e.g. Entzinger et al., 2013; Spring et al., 2019), and others have suggested students who turn on their video cameras during synchronous sessions of non-foreign language classes report better engagement (Park & Bonk, 2007; Giesbers et al., 2013). However, it is still unknown how L1 Japanese students in EFL courses during the COVID-19 crisis react to turning their cameras on during synchronous video online courses. This study conducted a post-course student survey on a class that included students who did and did not turn on their cameras, finding that though most students didn’t mind turning on their camera, some didn’t want to because of feelings of embarrassment or internet trouble. Furthermore, there did not seem to be a strong relation between whether or not students turned on their camera and how much they claimed to have participated in the class. It also revealed that while students don’t mind having some of their courses online, they prefer English classes take place in person.
Q & A 14:20-14:35
第二発表14:40-15:00
題目: A Study of Be-Verbs Based on Movie and Picture Book Corpus: A Case-Study Research of Developing English Learning Method for Children
発表者: Atsuko Otsuki （Senshu University）
使用言語：英語
発表概要:
We have studied and explored an alternative English teaching method to the conventional rote learning method which may place a high load on English learners. Our study applies a verb-centered approach on teaching English from a linguistic point of view. In this study, we built up a theory that producing a be-verb sentence is difficult not only for small children of English native speaker, but also for English learners of Japan, especially for Japanese elementary school children. To support the theory, we gathered the be-verb data from several English movies and children’s picture books. Be-verbs are polysemous and have the most abstract meaning of all verbs. Logically speaking, this implies that producing a be-verb sentence is difficult for children of both native and non-native English children. Furthermore, Japanese language doesn’t have any words which are equivalent to be-verbs of English. In our presentation, we discuss the semantic and functional roles of be-verbs from the linguistic point of view, show our data of be-verbs from movies and children’s picture book corpus, and examine them. Finally, reconsideration how to teach be-verb sentences to children as a second language in our English classes is suggested.
Invitation to the 11th ATEM Higahinihon Chapter Conference (Zoom)
Date & Time: December 20 (Sun.), 2020 13:30-16:00 JST
(Presentations 14:00-16:00)
You are kindly asked to register through the form https://forms.gle/unHbE7vYDXUYsk5J8 by December 18 in order to join the meeting. You will be informed of the Zoom ID and Pass later.
Please enter a few minutes before the beginning of the presentation(s) you plan to attend and indicate your full name (and turn on your video camera if you don’t mind) for security reasons.
*Rehearsal（*Only presenters）13:00-13:20
Opening Remarks13:30
ATEM Higashinihon Chapter General Meeting 13:35-13:55
Presentations 14:00-16:00
（20 minutes for each presentation and 15 minutes for each Q & A）
First Presentation14:00-14:20
Title: The effects of student camera usage in synchronous courses: Student views
Presenters:
Ryan Spring (Tohoku University)
Sachiko Nakamura (Chuo Gakuin University)
Language: English
Abstract:
Due to the COVID-19 coronavirus pandemic, many schools suddenly found themselves having to implement online courses. Some studies have shown that for foreign language learning, video synchronous education can be beneficial (e.g. Entzinger et al., 2013; Spring et al., 2019), and others have suggested students who turn on their video cameras during synchronous sessions of non-foreign language classes report better engagement (Park & Bonk, 2007; Giesbers et al., 2013). However, it is still unknown how L1 Japanese students in EFL courses during the COVID-19 crisis react to turning their cameras on during synchronous video online courses. This study conducted a post-course student survey on a class that included students who did and did not turn on their cameras, finding that though most students didn’t mind turning on their camera, some didn’t want to because of feelings of embarrassment or internet trouble. Furthermore, there did not seem to be a strong relation between whether or not students turned on their camera and how much they claimed to have participated in the class. It also revealed that while students don’t mind having some of their courses online, they prefer English classes take place in person.
Q & A14:20-14:35
Second Presentation14:40-15:00
Title: A Study of Be-Verbs Based on Movie and Picture Book Corpus: A Case-Study Research of Developing English Learning Method for Children
Presenter: Atsuko Otsuki （Senshu University）
Language: English
Abstract:
We have studied and explored an alternative English teaching method to the conventional rote learning method which may place a high load on English learners. Our study applies a verb-centered approach on teaching English from a linguistic point of view. In this study, we built up a theory that producing a be-verb sentence is difficult not only for small children of English native speaker, but also for English learners of Japan, especially for Japanese elementary school children. To support the theory, we gathered the be-verb data from several English movies and children’s picture books. Be-verbs are polysemous and have the most abstract meaning of all verbs. Logically speaking, this implies that producing a be-verb sentence is difficult for children of both native and non-native English children. Furthermore, Japanese language doesn’t have any words which are equivalent to be-verbs of English. In our presentation, we discuss the semantic and functional roles of be-verbs from the linguistic point of view, show our data of be-verbs from movies and children’s picture book corpus, and examine them. Finally, reconsideration how to teach be-verb sentences to children as a second language in our English classes is suggested.
Q & A15:00-15:15
Third Presentation15:20-15:40
Title: A Corpus-Based Investigation of a Low-frequency Vocabulary Item from the Viewpoint of an EFL/ESL Dictionary Development
Presenter: Goro Yamamoto（Hosei University）
Language: Japanese
Brief description:
This presentation focuses on the semantic extension of a low-frequency vocabulary item for the purpose of EFL/ESL dictionary development. Giving an overview of the prominent features of Wisdom 4th, an English-Japanese dictionary published in 2019, a promising way to enrich the contents of a modern EFL/ESL dictionary will be discussed particularly focusing on the corpus-based investigation of the semantic extension of ‘snowflake’.
Beyond Presentations: PowerPoint for ESL Activities, Games and Review (13:10～13:40)
Eric Shewack (Tohoku University)
PowerPoint is widely known for its presentation abilities used in multitudes of environments such as business meetings, classrooms, conferences, etc. However, it is not as commonly known for its powerful ability to produce elaborate multi-media ESL review games such as TV-style trivia shows, card games for vocabulary drills, general knowledge quizzes, exam review games and so on. These activities not only offer enjoyable classes which maximize student motivation and reinforce class material in a fun, yet educational manner, but also make use of CALL technology that utilizes all aspects of multimedia from sounds to videos and visuals. Though some knowledge of photo editing software is beneficial in creating these kinds of activities, this presentation aims to introduce creative activities which every PowerPoint user can implement in the classroom.
2.『Ben is Back』『Beautiful Boy』に観る家族間コミュニケーションの英語 (13:50～14:20)
代表：塚田三千代（映画アナリスト・翻訳） 共同：田淵龍二（ミント音声教育研究所）
映画 『Ben is Back』と『Beautiful Boy』の２作品は、親の知らない場所でドラッグ依存症になっていた子供の更生に、不滅の愛で立ち向かった家族の物語を描いている。
映画は優れた語学教材である。人間性と文化の豊かさや複雑さが学べる一方、他方では場面や心情に適した表現が体験的に習える。しかし、この両面を同時に提示する授業は思うほど簡単ではない。そこで、文化面（塚田）と言語面（田淵）を区別しながら融合する共同研究をおこなった。本発表では映画における英語表現の側面に焦点を当て、特徴的フレーズを抽出した。抽出条件は、(1) 物語展開のカギとなるシーンのフレーズ、(2) 広い応用範囲の２つとした。条件(1)は人間性と文化に通じ、条件(2)は言語表現に通じる。条件(1)では予告編を活用し、条件(2)では映画映像コーパスで深掘りする。例えば『Ben is Back』ではセリフ”It’s on you. お前のせいだ” を取り上げる。そして空間的配置を示す on が人についた場合の語感を複数の映像シーンで探求する。また、「～のせいだ」の英語表現もコーパス検索しつつ、場面に応じて使い分けできる語学力の形成を目指した。
２．田淵龍二（ミント音声教育研究所） 15：40～16：05
「日英映像対訳コーパスによる May I? など機能語だけの文に
よる学習法」
簡易に運用できる言語表現の要望に応える学習法PCB-DDLを提案する。PCB-DDL(parallel-corpus-based data driven learning)は対訳コーパスによるデータ駆動型学習である。ある目的で集められた用例を連続して見聞きすることで文法や意味を自律的帰納的に発見し習得する。PCB-DDLは乳幼児の言語習得過程に似ており、人工知能(AI)の深層学習にも使われる。今回は、容易に記憶可能な短文のうち”May I?”や”Can You?”など機能語だけの文を対象とした。対訳コーパスはコーポラ(CORPORA)のSeleafを使った。Seleafは映画映像コーパスである。英語表現の場面（文脈）と発音（抑揚）を同時に確認できるので、/may i/が抑調の付加疑問なのか、揚調の疑問か、言い淀みの平調かを判別できる。助動詞にはcan, do, may, must, shall, will、人称代名詞には I, you, we, he, her, they のそれぞれ6種を用いた。その結果/may i↑/などは身振りと合わせると効果があることがわかった。
≪Q&A10分の後休憩5分≫
３．吉田雅之（早稲田大学） 16：20～16：45
「映像で考えるアイルランド系人名」
アイルランド系の人名の中で有名なのは Mac や O で始まる人名であるが、当事者にとっては当たり前のように見えても、英語学習者にとっては、たとえば「マッカーサー」という名前の中にアイルランド系文学の中で最も有名な人名のひとつと言える「アーサー王」の名前が埋め込まれていることに気づく人は少ないのではないだろうか。本発表では身近なアイルランド系人名の語源をたどりつつ、人名と歴史・文化との関係をさぐりたい。また英語史、特に綴り字と発音の変化に関する知識が人名の探求に寄与することを確認したい。アイルランド語（＝ゲール語）の文字体系と発音体系は英語のそれと異なる点が多く、アイルランド系人名が英語圏文化の中で使用されるうちに英語風の発音を独自に発達させて Anglicized pronunciation が成立する様子も探っていきたい。
≪Q&A 10分の後休憩5分≫
４．ライアン・スプリング（東北大学） 17：00～17：25
「Developing speaking skills through short film creation:
A preliminary analysis」
A number of studies have suggested that short film creation can be an effective task for students in a project-based language learning (PBLL) class (e.g. Dooly & Sadler, 2015; Hafner et al., 2015; Spring, 2019). However, no studies have been performed to verify the effects that short film creation in a foreign language can have on students’ oral abilities through objective measures. This study introduces a preliminary investigation of data taken from two short film creation PBLL classes of L1 Japanese EFL students. Pre and posttests of speaking were utilized to collect data, and then analyzed through objective measures of fluency, syntactic complexity, semantic complexity, syntactic accuracy and pronunciation accuracy (as per Lambert & Kormos, 2014). Initial results revealed that statistically significant differences were found in some measures of students’ fluency, syntactic complexity, syntactic accuracy and pronunciation accuracy, but not in their semantic complexity. These results suggest that accuracy and fluency are most likely to be improved through such a PBLL task.
人物名、すなわち First Names, Surnames に関する辞典はそれなりに存在し、本来の意味を調べることは可能となってはいるが、映画などフィクションに登場する人物名を、そのキャラクターを考慮しつつ解説した辞典は殆どないのではないだろうか。本発表では身近な映画を素材として、登場人物名の背景にあるイメージを原語までさかのぼりつつ考察し、「命名の妙」を感じ取っていきたい。
また日本人にとり身近な別の名前との意外な関係にも注目していきたい。たとえば『アナと雪の女王』 (Frozen) に出てくる Anna は英語圏で Ann, Anna, Anne, Annette, Annie, Nan, Nancy, Nanny などという variants を持っている。
イタリアやスペインなどにはアニータ（Anita）やアーニャ（A?a）というvariants もある。『赤毛のアン』 (Anne of Green Gables) で主人公が自分の名前はAnne であり、Ann は間違いであると主張する場面を想起すると、綴り字の -e １文字であっても当事者にとってはおろそかにしてもらいたくない気持ちが、日本人名「斉藤」や「渡辺」などの漢字表記（異体字）にこだわる方と同様なのだな、と理解できる。さて、このAnna をさかのぼると
ヘブライ語の Hannah に行き着く。元来はHe (=God) has favored me. という意味を持っているので、「神の恵み」を親が意識して命名している点で、日本人の女性名「めぐみ」「恵子」、そして男性名「恵介」なども同様と言えよう。
映画『アナ雪』ではその両親がアナの幼いうちに死んでしまうだけに、親の思いが切なく感じられる。一方「神の恵み」はラテン語で gr?tia なので、それに基づく英語名 Grace も源が同じである。日本人の中では細川忠興の妻となった後で高山右近の影響で洗礼名「ガラシャ」を授かった明智光秀の次女「玉」が、当事のポルトガル人宣教師の発音をカナの形ではあるが伝えている（現代ポルトガル語では gra?a）。その他、類例を挙げながら、人物名を考察していきたい。
無料ソフトAnkiと映画の場面を組み合わせたフラッシュカードの作り方
嘉来純一(早稲田大学本庄高等学院)
従来のフラッシュカードといえば、例えば紙のカードの表面に日本語、裏面に英単語を書き、それを使って暗記をしていくものであった。
ただしそれだけでは、単語の発音、使われる文脈などを網羅的に学習することは不可能である。それらの問題を解消するためには、電子フラッシュカードAnkiを用いることが有効だと思われる。Ankiでは文字情報に加え、音声・映像などの電子媒体を貼り付けることが可能である。そのため、さまざまな情報が詰まった映画の場面を貼り付けることにより、映像・音声を含むフラッシュカードを作成することができ、より効果的な単語・例文・リスニング学習が期待できる。
今回は理論的なことよりも、実際の教材の作り方に焦点を置きます。以下２点の無料ソフトをあらかじめダウンロードし、PCをご持参いただけると分かりやすいと思います。
Anki (http://ankisrs.net/)
Bandicam (https://www.bandicam.com/jp/downloads/)
懐古趣味的スペースオペラGuardians of the Galaxy (2014)
―ケビン・ベーコン主演作Footloose(1984)が引用される場面を中心に―
小泉勇人（早稲田大学文学研究科）
『ガーディアンズ・オブ・ギャラクシー』(Guardians of the Galaxy, 2014)が極めてユニークかつ巧みな映画たりえているのは、相反する二つの要素があらゆる場面を通じて鬩ぎ合っていながら、演出・脚本・演技において絶妙なドラマツルギーの調和を保っている点にある。ジャンル映画としては、数々のアメコミ原作映画を成功させてきたマーベル社がCG技術のノウハウをつぎ込んだ最新鋭のSF冒険活劇、いわゆる「スペース・オペラ」にひとまずは位置づけることができるであろう。一方で、所々で70年代ポップスをBGMとして流す懐古主義的な演出を施している点は注目に値する。つまり、2000年代最新のモードを表面にまとっていながら、実質的には過去への憧憬が随所に込められている妙こそがこの映画の実体であると考えられる。またこの相反性に呼応するように、勧善懲悪的で比較的シンプルなはずの話型でありながら、台詞と演出を通じて構築されるユーモアによって自己解体されていく独特の映画文体も見逃すわけにはいかない。さらに、台詞そのものに目を向けてみればやはり同様のスタイルが貫かれていることがわかり、英語教材として抽出・作成すれば学生の興味を強く引きだす可能性がうかがえる。本セミナーでは、この映画独特の文体を理解するのに最適な場面を例示しつつ議論を進める。具体的には、ヒロインであるGamoraに“I’m a warrior, an assassin. I don’t dance”と言われた主人公Peter Quillがケビン・ベーコン主演作Footloose(1984)を引き合いに出す場面を取り上げる。ユーモラスな台詞を通じて英語に親しむという観点から、教材としての有用性を探りたい。
多くのSF映画において、人間が科学の無機質な世界の中で葛藤する姿が描かれている。そしてその葛藤はヒューマニティ（人間性）を問い、科学と対照的に描かれる。SF映画の中で、この科学とヒューマニティの対照こそが、一番の盛り上がりとなって観客を魅了する。そこで本発表は、この感動場面の談話分析を行い、SF映画のヒューマニティを言語学的視点から考察する。考察に際し、田窪行則（1994）に従って、言い淀み、感動詞、接続詞を、話し手の心的処理状態を示すモニター標識として扱い分析する。
“I.Robot”(2004)、“Island”(2005)、“Matrix”(1999)、“Minorityort”(2002)、“Star Wards ? Return of the Jedi”(1983)、“Gattaca”(1997) の人気６作品を選び分析を試みる。
映画Children of Men (邦題『トゥモロー・ワールド』)(2006)が描くのは、新生児誕生のニュースが18年間も聞かれない、テロや紛争が蔓延し、多くの国・地域が荒廃し、イギリスに押し寄せる難民(“fugees”)が容赦なく強制収容されるような荒涼とした世界である。名のついた登場人物のほとんどが死ぬが、出産して新生児とTomorrow号に乗る黒人女性Keeに前途を見る読みも可能ではある。本発表では、スラヴォイ・ジジェクらが指摘するように、この映画で重要な、名もなき社会的弱者としての難民の描き方を中心に考察したい。
研究発表３（14:30~15:10）
「Lost in Translation (2003)の作品理解に欠かせない重要場面はどこか
― 映画英語教育における場面選定と、その基準に関する考察 ―」
小泉 勇人（早稲大学文学研究科博士後期課程）
「『腑に落ちること』、すなわち知的発見を得るところにある」英語の授業 (山田 2005)を目指すとき、映画英語教育における場面選定は一つの課題であると言える。選定する場面によっては、「英語学習」に加えて「物語研究」としての側面が立ち上がる場合もあり、知的発見が多層的に見出される余地が発生するからである。つまり、「英語学習」と「物語を理解する醍醐味」が連動することによって、学習者側の「腑に落ちる感覚」がより促進されるのではないだろうか。場面選定の基準については、例えば天沼(1996)、そして小林(2003)によって既に整備されているように思われる。それらを参考としながらも、その上で、本発表では「作品理解に欠かせない要素を備えていること」を新たな選定基準として提案してみたい。具体的にはLost in Translation (2003) における特定の場面を取り挙げ、その選定理由を検証する。加えて、その場面で交わされる英語の台詞を学習する際に注意を要する点についても論じたい。
研究発表４（15:10~15:50）
「映画を利用して分析するラグビー・ヘッドコーチ Eddie Jones 氏の英語」
吉田雅之（早稲田大学）
先般のＷ杯で活躍したラグビー日本代表のヘッドコーチを務めていた Eddie Jones 氏の英語には、かなりのクセがある。彼の英語は３種類に分類されるオーストラリア英語の中で最もなまりの強い broad Australian なので、慣れていない人の耳には時として英語に聞こえない程である。英語学習者がこのような英語をすらすらと理解する必要はないのだが、TOEIC 受験時にも様々な英語を聴く機会のある現在、この英語をある程度まで把握しておくことは有用であろう。英語史の観点からは、約２００年前にオーストラリアへ移民した英国人のうち、かなりの人数が囚人であったこと、また彼らの大部分が労働者階級であったために、Cockney accent が豪州英語の成立に大きな影響を与えたことを指摘することができる。本発表では映画を通してCockney accent, broad Australian の音韻面における類似性を確認した後、Jones 氏の英語と比較検討し、映画英語とニュース英語の併用が有効であることを指摘したい。
研究発表５（16:00~16:40）
「会話における平叙疑問文の機能」
原田知子（武蔵野音楽大学）
会話では、“You like it?”のように、平叙文の語順のまま上昇イントネーションで発音する「平叙疑問文」がよく使われる。yes-no疑問文を咄嗟に作れないレベルの英語学習者が会話で平叙疑問文を使うことがあるが、平叙疑問文はyes-no疑問文の代わりにいつでも使えるわけではなく、すでに話題になったことを確認する、驚きなど強い感情を表す、相手に依頼するなどの機能がある。また、二人称でよく使われる、応答にはyesが期待されることが多いなどの特徴を持つ。この発表では、映画のシナリオで実際の用例を分析し、特に教師の発話における平叙疑問文の様相を明らかにしたい。
研究発表６（16:40~17:20）
So you don’t read Runway?: How Declarative Questions Work
Carter, R., & McCarthy, M. (2006). Cambridge grammar of English. Cambridge University Press.
Huddleston, R., & Pullum, G. K. (2002). The Cambridge Grammar of the English Language. Cambridge: Cambridge University Press.
研究発表７（17:20~18:00）
映画で学ぶ「行為解説」の進行相
藤枝善之（京都外国語大学・短期大学）
本発表の目的は「行為解説」を表す進行形の基本概念、コア・イメージを考察し、既存の説に新たな選択肢を加えることである。毛利（1980）は、Austin（1975）の発話行為論で使われた定型式 “In saying x, I was doing y.”を利用して以下の結論を導き出している。すなわち、「英語では、行為AをBといいかえることによって＜Aの内容を解説＞するとき、Bの部分に進行形が用いられる」。例外扱いされることの多いこの用法は、進行形全体の枠組みの中でどう位置づけられるべきか。映画の用例を見ながら、「行為解説進行相」の本質に迫りたい。