このページは、JASELE2023 ＠香川大学の発表「学習者を対象にした英語教育研究における倫理的配慮 」（2023/08/19）に関する資料の保管・公開場所です。

この発表は中部地区英語教育学会の担当する課題研究フォーラム「日本の英語教育研究における研究倫理を考える」の一部として行います。

このページは、LET2023 ＠早稲田大学のワークショップ「学習者データを「見る」：外国語教師のためのデータの入力、分析、解釈方法」（2023/08/07）に関する資料の保管・公開場所です。

投影資料

ダウンロード

• 投影資料（PDF）
• jamovi
  • https://www.jamovi.org
• jamovi のハンズオンで使うcsvデータです。
  • urano1.csv
  • urano2.csv

参考文献

• 南風原朝和. (2002). 『心理統計学の基礎: 統合的理解のために』有斐閣.
• 前田啓朗・山森光陽 (編). (2004). 『英語教師のための教育データ分析入門: 授業が変わるテスト・評価・研究』大修館書店.
• Navarro, D. J., & Foxcroft, D. R. (2019). Learning statistics with jamovi: A tutorial for psychology students and other beginners. (Version 0.70). doi: 10.24384/hgc3-7p15（芝田征司訳. jamoviで学ぶ心理統計. https://bookdown.org/sbtseiji/lswjamoviJ/）
• 竹内理・水本篤 (編). (2023). 『外国語教育研究ハンドブック: 研究手法のより良い理解のために（増補版）』松柏社.
• 芝田征司. (2021/2022). jamovi 完全攻略ガイド. https://bookdown.org/sbtseiji/jamovi_complete_guide/
• 浦野研・亘理陽一・田中武夫・藤田卓郎・髙木亜希子・酒井英樹. (2016). 『はじめての英語教育研究: 押さえておきたいコツとポイント』研究社.
• 吉田寿夫. (1998). 『本当にわかりやすいすごく大切なことが書いてあるごく初歩の統計の本』北大路書房.

このページは、JACET北海道支部2021年度第2回支部研究会（2022/3/8）のワークショップ「英語教育研究でエビデンスを『つくる』：メタ分析、再現性、追試」に関する資料の保管・公開場所です。

投影資料（PDF）ダウンロード

引用文献

• Griesdale D. E., de Souza, R.J., van Dam, R. M., Heyland, D.K., Cook, D.J., Malhotra, A., Dhaliwal, R., Henderson, W. R., Chittock, D. R., Finfer, S., & Talmor, D. (2009). Intensive insulin therapy and mortality among critically ill patients: A meta-analysis including NICE-SUGAR study data. Canadian Medical Association Journal, 180(8), 821–827. https://doi.org/10.1503/cmaj.090206
• 竹内理・水本篤 (編) (2014) 『外国語教育研究ハンドブック：研究手法のより良い理解のために［改訂版］』松柏社
• 丹後俊郎 (2002) 『メタ・アナリシス入門：エビデンスの統合を目指す統計手法』朝倉書店
• 松村一志 (2021) 『エビデンスの社会学・証言の消滅と真理の現在』青土社
• 山田剛史・井上俊哉 (編) (2012) 『メタ分析入門：心理・教育研究の系統的レビューのために』東京大学出版会
• 亘理陽一・草薙邦広・寺沢拓敬・浦野研・工藤洋路・酒井英樹 (2021) 『英語教育のエビデンス：これからの英語教育研究のために』研究社

このページは、大阪大学マルチリンガル教育センター公開講座英語教育オンラインセミナー「タスク・ベースの英語授業：基本的な考え方とデザイン方法」（2021/08/23）に関する資料の保管・公開場所です。3月に広島修道大学で行ったワークショップとほぼ同内容です。

配布資料

• Osaka 2021 Handout (PDF)

投影資料

引用文献

• Anderson, N., & McCutcheon, N. (2019). Activities for task-based learning: Integrating a fluency first approach into the ELT classroom. Stuttgart, Germany: DELTA Publishing.
• Bartlett, N. J. D. (2005). A double shot 2% mocha latte, please, with whip: Service encounters in two coffee shops and at a coffee cart. In M. H. Long (Ed.), Second language needs analysis (pp. 305–343). Cambridge University Press.
• Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge University Press.
• Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
• Ellis, R. (2012). Language teaching research and language pedagogy. Chichester, UK: Wiley-Blackwell.
• Fukuta, J. (2016). Effects of task repetition on learners’ attention orientation in L2 oral production. Language Teaching Research, 20, 321–340. http://dx.doi.org/10.1177/1362168815570142
• Heaton, J. (1997). Beginning composition through pictures. Harlow, UK: Longman.
• 加藤由崇・松村昌紀・Paul Wicking. (編). (2020).『コミュニケーション・タスクのアイデアとマテリアル: 教室と世界をつなぐ英語授業のために』東京: 三修社.
• Long, M. H. (1985). A role for instruction in second language acquisition: Task-based language teaching. In K. Hyltenstam & M. Pienemann (Eds.), Modeling and assessing second language development (pp. 77–99). Clevedon, Avon: Multilingual Matters.
• Long, M. H. (2005). Methodological issues in learner needs analysis. In M. H. Long (ed.), Second language needs analysis (pp. 19–76). Cambridge University Press.
• Long, M. (2015).  Second language acquisition and task-based language teaching. Chichester, UK: Wiley-Blackwell.
• 松村昌紀. (2012). 『タスクを活用した英語授業のデザイン』東京: 大修館.
• 松村昌紀. (編). (2017).『タスク・ベースの英語指導ーTBLTの理解と実践』東京: 大修館.
• 松村昌紀. (2020). タスクの基礎知識. 加藤由崇・松村昌紀・Paul Wicking. (編). 『コミュニケーション・タスクのアイデアとマテリアル: 教室と世界をつなぐ英語授業のために』東京: 三修社.
• 縄田義直. (2012). ESP の観点からの航空英語教育 (1): カリキュラム・教材作成にあたって. 『航空大学校研究報告』第65号, 24–42. Retrieved from: http://www.kouku-dai.ac.jp/kenkyu/R65_03.pdf
• Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22, 27–57. https://doi.org/10.1093/applin/22.1.27
• 塩川春彦. (2012). ビジネス英文メール入門: 解説と演習. [Kindle] Retrieved from: https://www.amazon.co.jp/dp/B0155VGNKO/
• 浦野研. (2017). 大学での英語指導の考え方と工夫. 松村昌紀. (編). 『タスク・ベースの英語指導ーTBLTの理解と実践』東京: 大修館.
• West, R. (1994). Needs analysis in language teaching. Language Teaching, 27, 1–19. https://doi.org/10.1017/S0261444800007527

このページは、広島修道大学人文学部英語英文学科主催ワークショップ 「英語の授業をタスクで組み立てる」（2021/03/13）に関する資料の保管・公開場所です。

配布資料

• Shudo 2021 Handout (PDF)

投影資料

引用文献

• Anderson, N., & McCutcheon, N. (2019). Activities for task-based learning: Integrating a fluency first approach into the ELT classroom. Stuttgart, Germany: DELTA Publishing.
• Bartlett, N. J. D. (2005). A double shot 2% mocha latte, please, with whip: Service encounters in two coffee shops and at a coffee cart. In M. H. Long (Ed.), Second language needs analysis (pp. 305–343). Cambridge University Press.
• Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge University Press.
• Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
• Ellis, R. (2012). Language teaching research and language pedagogy. Chichester, UK: Wiley-Blackwell.
• Fukuta, J. (2016). Effects of task repetition on learners’ attention orientation in L2 oral production. Language Teaching Research, 20, 321–340. http://dx.doi.org/10.1177/1362168815570142
• Heaton, J. (1997). Beginning composition through pictures. Harlow, UK: Longman.
• 加藤由崇・松村昌紀・Paul Wicking. (編). (2020).『コミュニケーション・タスクのアイデアとマテリアル: 教室と世界をつなぐ英語授業のために』東京: 三修社. 
• Long, M. H. (1985). A role for instruction in second language acquisition: Task-based language teaching. In K. Hyltenstam & M. Pienemann (Eds.), Modeling and assessing second language development (pp. 77–99). Clevedon, Avon: Multilingual Matters.
• Long, M. H. (2005). Methodological issues in learner needs analysis. In M. H. Long (ed.), Second language needs analysis (pp. 19–76). Cambridge University Press.
• Long, M. (2015).  Second language acquisition and task-based language teaching. Chichester, UK: Wiley-Blackwell. 
• 松村昌紀. (2012). 『タスクを活用した英語授業のデザイン』東京: 大修館.
• 松村昌紀. (編). (2017).『タスク・ベースの英語指導ーTBLTの理解と実践』東京: 大修館.
• 松村昌紀. (2020). タスクの基礎知識. 加藤由崇・松村昌紀・Paul Wicking. (編). 『コミュニケーション・タスクのアイデアとマテリアル: 教室と世界をつなぐ英語授業のために』東京: 三修社. 
• 縄田義直. (2012). ESP の観点からの航空英語教育 (1): カリキュラム・教材作成にあたって. 『航空大学校研究報告』第65号, 24–42. Retrieved from: http://www.kouku-dai.ac.jp/kenkyu/R65_03.pdf
• Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22, 27–57. https://doi.org/10.1093/applin/22.1.27
• 塩川春彦. (2012). ビジネス英文メール入門: 解説と演習. [Kindle] Retrieved from: https://www.amazon.co.jp/dp/B0155VGNKO/
• 浦野研. (2017). 大学での英語指導の考え方と工夫. 松村昌紀. (編). 『タスク・ベースの英語指導ーTBLTの理解と実践』東京: 大修館.
• West, R. (1994). Needs analysis in language teaching. Language Teaching, 27, 1–19.

This page is for the presentation by Ken Urano at the online symposium titled English for Specific Purposes: Emerging Challenges and Possibilities in Higher Education on March 5, 2021, hosted by the Institute for Foreign Language Research and Education, Hiroshima University.

Title:

Designing task-based ESP syllabi: Two cases from an English for business purposes program

Abstract:

Even though the number of people who actually use English in their lives is rather small in Japan, there is a certain demand for training of English for Specific Purposes (ESP) in such fields as engineering, medicine, and business, where communication in English is sometimes unavoidable. An increasing number of universities are offering ESP courses to accommodate the future needs of their students. One way to design an ESP course is to adopt task-based language teaching (TBLT). TBLT is a goal-oriented approach to language teaching, and is therefore compatible with ESP, which is by definition goal-oriented.

In this talk, I will report on an ongoing attempt to design and implement task-based syllabi at my workplace, where students learn English for business purposes. I will first introduce theoretical and empirical bases for task-based syllabus design, and show the actual process of syllabus and material design for two of the business English courses I teach, one for business email writing and the other for business presentation.

Presentation Slides [PDF] (7.2MB)

References:

• Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
• Ellis, R. (2012). Language teaching research and language pedagogy. Chichester, UK: Wiley-Blackwell.
• Fukuta, J. (2016). Effects of task repetition on learners’ attention orientation in L2 oral production. Language Teaching Research, 20, 321–340. http://dx.doi.org/10.1177/1362168815570142
• Heaton, J. (1997). Beginning composition through pictures. Harlow, UK: Longman.
• Long, M. H. (1985). A role for instruction in second language acquisition: Task-based language teaching. In K. Hyltenstam & M. Pienemann (Eds.), Modeling and assessing second language development (pp. 77–99). Clevedon, Avon: Multilingual Matters.
• Long, M. H. (2005). Methodological issues in learner needs analysis. In M. H. Long (ed.), Second language needs analysis (pp. 19–76). Cambridge University Press.
• Long, M. (2015). Second language acquisition and task-based language teaching. Chichester, UK: Wiley-Blackwell. 
• Naito, H., Yoshida, M., Iida, M., Miura, H., Sakabe, T., Shibata, A., et al. (2007). Hokkaido-no sangyokai-niokeru Eigo-no niizu. [The needs of the English language in the industries in Hokkaido.] Kitahiroshima: JACET ESP Hokkaido.
• Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22, 27–57. https://doi.org/10.1093/applin/22.1.27
• Shiokawa, H. (2012). Bijinesu eibun meru nyumon: Kaisetsu toeEnshu. [Introduction to English business email: Explanation and practice. [Kindle] Retrieved from: https://www.amazon.co.jp/dp/B0155VGNKO/

このページは、外国語教育メディア学会（LET）関西支部メソドロジー研究部会の2019年度第3回研究会＠ビジネスセンター Keep Front の口頭発表「第二言語習得と外国語教育における『文法知識』の位置づけ」に関する資料の保管・公開場所です。

引用文献

• Bley-Vroman, R. (1989). What is the logical problem of foreign language learning? In S. M. Gass & J. Schachter (Eds.), Linguistic perspectives on second language acquisition (pp. 41–68). Cambridge University Press.
• Bowles, M. A. (2011). Measuring implicit and explicit linguistic knowledge: What can heritage language learners contribute? Studies in Second Language Acquisition, 33, 247–271. https://doi.org/10.1017/S0272263110000756
• Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1–47. https://doi.org/10.1093/applin/i.1.1
• DeKeyser, R. M. (Ed.). (2007). Practice in a second language: Perspective from applied linguistics and cognitive psychology. Cambridge University Press.
• DeKeyser, R. M. (2015). Skill Acquisition Theory. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (2nd ed.) (pp. 94–112). London: Routledge.
• Ellis, R. (2005). Measuring implicit and explicit knowledge of a second language: A psychometric study. Studies in Second Language Acquisition, 27, 141–172. https://doi.org/10.1017/S0272263105050096
• Ellis, R., Loewen, S., Elder, C., Erlam, R., Philp, J., & Reinders, H. (2009). Implicit and explicit knowledge in second language learning, testing and teaching. Bristol: Multilingual Matters.
• Hulstijn , J. H . (2002). Towards a unified account of the representation, processing, and acquisition of second language knowledge. Second Language Research, 18, 193–223. https://doi.org/10.1191/0267658302sr207oa
• Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford: Pergamon.
• Krashen, S. D. (1985). The input hypothesis: Issues and implications. New York: Longman.
• Long, M. H. (1983). Does second language instruction make a difference? A review of research. TESOL Quarterly, 17, 359–82. https://doi.org/10.2307/3586253
• VanPatten, B. (1996). Input processing and grammar instruction: Theory and research. Norwood, NJ: Ablex.
• Wakabayashi, S. (1997). The acquisition of functional categories by learners of English. Unpublished Ph.D. Dissertation, University of Cambridge.

このページは、名古屋学院大学大学院2019年度英語セミナーの講演「英語教育研究の始め方・進め方：目的に合致した手法選択の重要性」（2019/12/21）に関する資料の保管・公開場所です。

要旨

研究には様々な目的があります。英語教育分野でも、分野全体の発展への貢献を目指す研究もあれば、目の前の授業を改善するための研究や、個別の学習者や教師（の行動や想い）を深く理解するために行う研究もあります。そこで今回のセミナーでは、特に英語教育研究の入口と手法に焦点を当てて、研究と研究でないものの違い、研究と教育実践の関係、研究目的と研究手法の整合性について考えます。

配布資料

• NGU seminar handout (PDF)

投影資料

引用文献

This page is for the presentation by Ken Urano at the 45th Annual Convention of the Japan Society of English Language Education (JASELE 2019), held on August 17–18 at Hirosaki University, titled:

Japanese learners’ reliance on specificity when using the English articles: A forced-choice gap-filling study

Abstract:

Mastering the article system in a second language is challenging, especially when the learner’s first language does not have articles. Previous studies (e.g., Ionin, Ko, & Wexler, 2004) have demonstrated that speakers of article-less languages often fail to use the English articles correctly because they wrongly rely on specificity, rather than definiteness. The present study has attempted to examine (a) whether or not Japanese learners of English can use definiteness when choosing the English article, and (b) to what extent they are influenced by specificity. Fourteen adult Japanese learners of English were recruited to perform a forced-choice gap-filling task, in which they were asked to read dialogs in English and choose either the indefinite or definite article for target noun phrases. Four conditions were created, namely, DS [+definite, +specific], DN [+definite, –specific], IS [–definite, +specific], and IN [–definite, –specific], and eight dialogs were presented for each condition (taken from Ionin, Ko, & Wexler, 2004). Mean choices and standard deviations of the indefinite article were 2.00 (2.22), 3.14 (2.38), 4.43 (2.44), and 6.14 (1.61), respectively. The overall results indicate that the Japanese learners of English can use definiteness when choosing the English article, though not perfectly. At the same time, they are slightly influenced by specificity, even though it is not encoded in the English article system. A closer look at the individual data has revealed that eight of the 14 participants were influenced by specificity at least to some extent. These results will be discussed in comparison with relevant previous studies.

Presentation Slides [PDF]