本研究は、現在中学校で使用されている英語検定教科書に出現する連語について分析したものである。本研究は、教科書で取り扱われている連語はその「種別」がさまざまでありながら、相互を区別した体系的な提示がされていないという問題意識に基づいている。具体的には、“This is ~ speaking.”のような発話における頻度が比較的高いと思われる「口語表現」や、“stay up”のような「句動詞」、“make an effort”のような特定の単語と高頻度で共起する単語との組み合わせ(しばしば「コロケーション」として扱われる単語の組み合わせ)などが、教科書本課の新出語句の欄および巻末の語彙リストに列挙されている状態である。これらを体系的に区別した上で学習者に提示し、それが学習を効果的に支援するかを今後検証することを想定し、まずは特定の教科書に出現する連語全てについて分類を試みた。発表においては、対象となった388の連語をおよそ40のカテゴリーに振り分けた結果を報告する。
本研究は、現在中学校で使用されている英語検定教科書に出現する連語について分析したものである。本研究は、教科書で取り扱われている連語はその「種別」がさまざまでありながら、相互を区別した体系的な提示がされていないという問題意識に基づいている。具体的には、“This is ~ speaking.”のような発話における頻度が比較的高いと思われる「口語表現」や、“stay up”のような「句動詞」、“make an effort”のような特定の単語と高頻度で共起する単語との組み合わせ(しばしば「コロケーション」として扱われる単語の組み合わせ)などが、教科書本課の新出語句の欄および巻末の語彙リストに列挙されている状態である。これらを体系的に区別した上で学習者に提示し、それが学習を効果的に支援するかを今後検証することを想定し、まずは特定の教科書に出現する連語全てについて分類を試みた。発表においては、対象となった388の連語をおよそ40のカテゴリーに振り分けた結果を報告する。
本研究では、学習者が、小学校から中学校への移行においてどのような体験をし、適応までに至るのか明らかにするため、修正版グランデッド・セオリーアプローチ(M-GTA)に基づく、構造構成的質的研究法、Structure- Construction Qualitative Research Method(SCQRM)を用いて、中学入学後の生徒を対象にインタビューを行った。その上で、中学新入生が捉えた小学校と中学校の違いを明らかにし、学習者が感じている「段差」を捉えた。生徒の中学校への英語学習の移行に際して、「段差」から生まれる「不安」などが変化するさまを気持ちの変化の図から解明し、それを分析し、今後の小学生と中学校1年生への英語学習における支援に対して、どのような適応支援をすべきかについて示唆を得ることを目的とする。
Examining how program instructors perceive the overseas teacher training for ...KateConference
The overseas professional development for Japanese teachers of English (JTEs) has a relatively long history. For example, first the MEXT and then later the National Institute for School Teachers and Staff Development (NITS) provided JTEs with teacher training programs in English speaking countries from 1979 (MEXT, 2011). According to NITS (2022), they continue to exist as one of the JTEs’ professional development opportunities. In addition, recently not only at the national level, but also some local Boards of Education independently offer overseas training to JTEs.
Although overseas teacher training for JTEs have been provided for almost 4 decades, we do not have much knowledge about how hosts perceive these teacher education programs. In particular, little research has been conducted about how program instructors who closely work with JTEs view participant teachers as well as goals and roles of such programs. Given the fact that overseas teacher training has been one of the JTEs’ professional development opportunities for a long period of time, it is necessary to examine teachers’ experiences from insiders’ points of view (Kurihara, 2019)
To fill this gap, this study explored one of the overseas teacher training programs in Australia for EFL teachers and examined two training instructors’ perspectives on participant teachers and the program. The methodology employed in the study was a qualitative case study approach by triangulating classroom observations and interviews. Data were collected in the summer of 2016 during the three-week teacher training program in Australia.
The findings of the study reveal that the instructors expected that the participant teachers continue to reflect on their teaching and learning by using a network they created with other participants in the program. One of the instructors also emphasized teachers’ decision making based on their experiences as well as a principled approach.
L2 Writing Development of Japanese EFL Students at a Writing Center KateConference
The present study investigated the second language (L2) writing development of three Japanese undergraduate students of English as a Foreign Language (EFL) who have repeatedly utilized a university writing center. The student pre-compositions (the text written before attending the writing center) and the post-compositions (the text written after attending the writing center for a year) were compared for fluency, syntactic complexity, lexical diversity, and writing quality. In this study, Words/T (number of words per T-unit) was used to measure fluency, S-nodes/T (number of S-nodes per T-unit) was employed to capture syntactic complexity, and the Guiraud Index was used to determine lexical diversity. Regarding analytic rating, two evaluators with English teaching background evaluated the pre- and the post-compositions without knowing which were written before or after a year of lessons at the writing center, according to an adapted version of English as a Second Language (ESL) Composition Profile. Ten points were assigned for each of the five criteria: content, organization, language, vocabulary, and mechanics. In addition, semi-structured interviews were conducted with the students to obtain supplementary data for interpreting the primary data. The results revealed that the students' L2 writing development varied among individuals. Student A showed improvement in syntactic complexity, but deterioration in fluency and lexical diversity. Student B exhibited increased fluency and syntactic complexity but decreased lexical diversity. Meanwhile, Student C developed fluency and lexical diversity, but not syntactic complexity. The present findings also indicated that individual factors could affect the variation of changes in their L2 writing. Based on the analytic ratings, all three students showed improved post-composition scores. Through the interviews with the students, it was found that the students experienced great improvement in “organization," further indicating that the repeated use of a writing center can foster a positive attitude toward L2 writing.
本研究では、学習者が、小学校から中学校への移行においてどのような体験をし、適応までに至るのか明らかにするため、修正版グランデッド・セオリーアプローチ(M-GTA)に基づく、構造構成的質的研究法、Structure- Construction Qualitative Research Method(SCQRM)を用いて、中学入学後の生徒を対象にインタビューを行った。その上で、中学新入生が捉えた小学校と中学校の違いを明らかにし、学習者が感じている「段差」を捉えた。生徒の中学校への英語学習の移行に際して、「段差」から生まれる「不安」などが変化するさまを気持ちの変化の図から解明し、それを分析し、今後の小学生と中学校1年生への英語学習における支援に対して、どのような適応支援をすべきかについて示唆を得ることを目的とする。
Examining how program instructors perceive the overseas teacher training for ...KateConference
The overseas professional development for Japanese teachers of English (JTEs) has a relatively long history. For example, first the MEXT and then later the National Institute for School Teachers and Staff Development (NITS) provided JTEs with teacher training programs in English speaking countries from 1979 (MEXT, 2011). According to NITS (2022), they continue to exist as one of the JTEs’ professional development opportunities. In addition, recently not only at the national level, but also some local Boards of Education independently offer overseas training to JTEs.
Although overseas teacher training for JTEs have been provided for almost 4 decades, we do not have much knowledge about how hosts perceive these teacher education programs. In particular, little research has been conducted about how program instructors who closely work with JTEs view participant teachers as well as goals and roles of such programs. Given the fact that overseas teacher training has been one of the JTEs’ professional development opportunities for a long period of time, it is necessary to examine teachers’ experiences from insiders’ points of view (Kurihara, 2019)
To fill this gap, this study explored one of the overseas teacher training programs in Australia for EFL teachers and examined two training instructors’ perspectives on participant teachers and the program. The methodology employed in the study was a qualitative case study approach by triangulating classroom observations and interviews. Data were collected in the summer of 2016 during the three-week teacher training program in Australia.
The findings of the study reveal that the instructors expected that the participant teachers continue to reflect on their teaching and learning by using a network they created with other participants in the program. One of the instructors also emphasized teachers’ decision making based on their experiences as well as a principled approach.
L2 Writing Development of Japanese EFL Students at a Writing Center KateConference
The present study investigated the second language (L2) writing development of three Japanese undergraduate students of English as a Foreign Language (EFL) who have repeatedly utilized a university writing center. The student pre-compositions (the text written before attending the writing center) and the post-compositions (the text written after attending the writing center for a year) were compared for fluency, syntactic complexity, lexical diversity, and writing quality. In this study, Words/T (number of words per T-unit) was used to measure fluency, S-nodes/T (number of S-nodes per T-unit) was employed to capture syntactic complexity, and the Guiraud Index was used to determine lexical diversity. Regarding analytic rating, two evaluators with English teaching background evaluated the pre- and the post-compositions without knowing which were written before or after a year of lessons at the writing center, according to an adapted version of English as a Second Language (ESL) Composition Profile. Ten points were assigned for each of the five criteria: content, organization, language, vocabulary, and mechanics. In addition, semi-structured interviews were conducted with the students to obtain supplementary data for interpreting the primary data. The results revealed that the students' L2 writing development varied among individuals. Student A showed improvement in syntactic complexity, but deterioration in fluency and lexical diversity. Student B exhibited increased fluency and syntactic complexity but decreased lexical diversity. Meanwhile, Student C developed fluency and lexical diversity, but not syntactic complexity. The present findings also indicated that individual factors could affect the variation of changes in their L2 writing. Based on the analytic ratings, all three students showed improved post-composition scores. Through the interviews with the students, it was found that the students experienced great improvement in “organization," further indicating that the repeated use of a writing center can foster a positive attitude toward L2 writing.
5. 研究背景
新たに導入されるべき項目の例(髙松 2023)
The siren sounded, indicating that the air raid was over.
[‘… which indicated that …’] (Quirk et al. 1985: 1122)
indicatingの意味上の主語は “The siren sounded”
→ 主節の内容を意味上の主語とする現在分詞表現(SPC)
→ 主節の内容を補足する関係節(SRC; Quirk et al., 1985)
で書き換え可
30. 総合考察
引用文献
Kortmann, B. ( 1995 ) . Adverbial participial clauses in English. In M.
Haspelmath & E. König(Eds.), Converbs in cross-linguistic perspective:
Structure and meaning of adverbial verb forms (pp. 189-237). Mouton
de Gruyter.
Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J. ( 1985 ) . A
comprehensive grammar of the English language. Longman.
髙松龍. (2023). 「主節の内容を意味上の主語とする現在分詞表現の指導につ
いて―検定教科書及び文法書の分析を通して―」第48回全国英語教育学
会口頭発表資料(於香川大学、8月19日-20日発表予定).