研究者詳細 - 東矢　光代

論文 - 東矢　光代

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Trajectory Equifinality Modeling Analysis of Critical Career Events Leading to Teaching English in English by High School Language Teachers in Japan

TOYA, Mitsuyo

言語学習と教育言語学：2024 年度版 ( 日本英語教育学会・日本教育言語学会合同編集委員会編集論文集 ) 34 - 47 2025年03月 [ 査読有り ]

掲載種別: 研究論文（学術雑誌）

This research aimed to identify critical variables for Japanese teachers of English to decide whether to use English as a medium of instruction (EMI) in senior high schools. Their use of English in class is far from the English-only policy established in the Course of Study (CS), irrespective of their high proficiency. Interviews of ten alumni teachers before the pandemic about their teaching English in English (TEE) journeys were mapped using the trajectory equifinality approach, highlighting the landmark events and the social/personal factors that either enhanced or suppressed the passages toward TEE. The impact of role model teachers, overseas experience before and after becoming tenured, and in-service training opportunities are discussed in trajectory equifinality modeling analyses. The additional influence of CS and school transfer is also addressed. The findings indicated that teachers’ experience envisioning themselves teaching the target students successfully in English was critical in implementing TEE. The study suggests future directions for effective first language use in class and more support for novice teachers toward EMI.

日本人非ネイティブ夫婦による児童期初期バイリンガル児のBICS・CALP両側面から見た英語スピーキング能力に関する縦断的研究 -ある日英バイリンガル女児の就学時6~7歳6ヵ月間のBICS及びCALPの伸長に関する一考察-

波平　貢司，東矢　光代

高度教職実践専攻(教職大学院)紀要 ( 琉球大学大学院教育学研究科高度教職実践専攻(教職大学院) ) 9 81 - 94 2025年03月 [ 査読有り ]

掲載種別: 研究論文（大学，研究機関紀要）

Background and Objectives: This article reports a method and its effectiveness on early childhood bilingual education in Japan implemented by a Japanese couple. Additionally, the study involves the development of English speaking skills from both the BICS perspective, which focuses on basic interpersonal communication skills, and the CALP perspective, which relates to cognitive academic language proficiency, through daily English oral reading activities and following the One Person; One Language principle. Research Design and Methods: A daughter raised by a Japanese couple in a Japanese environment with the father speaking English to her was examined based on the development in English speaking proficiency of both BICS and CALP. The daughter reads aloud an English passage every day, following the One Person; One Language principle with the father. To measure BICS, recordings of English interactions between the father and the target child were evaluated by two American ALTs. For the evaluation, we created a rubric, drawing inspiration from the OBC Conversation Ability Test. The rubric included five criteria: pronunciation; grammar and vocabulary; comprehension and appropriateness of responses; assertiveness; and fluency. Additionally, to verify evaluation details, we conducted an approximately 30-minute interview from the ALTs. To measure CALP, the target child was asked questions related to story comprehension and content learned in English and science class at her school. The child responded in English, and recordings of these interactions were evaluated by the same ALTs. Results: (1) Regarding English speaking ability, improvements in fluency in BICS and accuracy in CALP were observed. In contrast, accuracy in BICS and fluency in CALP were both rated at level 3 out of 4 in the evaluation, indicating good development in terms of language acquisition while expecting further growth in future. (2) Regarding accuracy in BICS, frequent errors in verb tenses were observed, and no significant improvement was confirmed even in the final month of the study. This phenomenon is known as the trade-off of attentional resources, where focusing on one task leads to decreased attention and achievement in another task, making it challenging to balance both. While fluency increased in BICS, accuracy decreased, and accuracy increased in CALP, and fluency decreased. In advanced cognitive activities, achieving fluent language processing and information processing will likely require some more time. Discussion and Implications: In order to confirm how accuracy develops in BICS and fluency develops in CALP, while complementing learning at an international school, further involvement based on the One Person; One Language principle and daily oral reading activities will be needed.

優秀な定年退職教員の経験分析に見る中学校英語科での英語による授業への道のり

東矢　光代

言語文化研究紀要 32 39 - 60 2024年10月

掲載種別: 研究論文（学術雑誌）

The newly issued and implemented course of study by the Japanese Ministry of Sports, Education, Science and Technology reinforces the use of English in English classrooms at the junior high and high school levels. However, teachers are reluctant to use English in their classes all the time, particularly in senior high schools. This study investigates veteran teachers' trajectory toward teaching English in English using the trajectory equifinality approach. The participant was in his sixties and retired from public school teaching with the distinguished achievement of being a leader among the junior high school English teachers in Okinawa. The online interview, which lasted for over 100 minutes revealed that his university teacher training was minimal because it was common for English-majoring students to learn literature and linguistics back then. However, his trajectory showed that he constantly upgraded his knowledge and skills in teaching English during his career, particularly by associating with native English-speaking teachers. Furthermore, the participant also took advantage of music as he played a guitar and sang an English song in class. His remarkable practice sheds light on how teachers, even in the considerably older generations, could transform themselves into professional, effective teachers.

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学術リポジトリ

日本人非ネイティブ夫婦による児童期初期バイリンガル児の母語の保持・伸長の観点から見た読解力に関する縦断的研究 -ある日英バイリンガル女児の就学時6歳から7歳間のCALP伸長を目指した音読の効果-

波平貢司, 比嘉俊, 東矢光代, 下地敏洋

琉球大学教育学部紀要 ( 105 ) 175 - 189 2024年08月

掲載種別: 研究論文（学術雑誌）

Background and Objectives: This article reports a method and the effectiveness of early childhood bilingual education in Japan implemented by a Japanese couple and presents oral reading as a method for developing CALP in proficiency of L1 (Japanese) and L2 (English). While summarizing the development of the target child's English proficiency, we examine the effects of reading aloud, especially in the retention of the mother tongue and the development of CALP. Research Design and Methods: A daughter raised by a Japanese couple in a Japanese context with the father speaking English to her was examined based on the development in reading comprehension. The daughter reads aloud a Japanese and English passage every day; furthermore, the topics of the reading materials were not only stories, but also expository texts that required more cognitive thinking. Japanese oral reading was implemented with the mother and English with the father, applying the “one person; one language" principle. Additional analyses involved the comparison of reading comprehension tests between the target child and another child of the same age who goes to a local Japanese school. Results:( 1)Even in an environment where English(L2) is the dominant language at school and students learn academic subjects in English, except for Japanese class, the development of CALP in Japanese (L1) was confirmed in the first grade of elementary school through daily five-minute oral reading activities, and reading comprehension proficiency in the target child reached the same level of ability compared to the native Japanese child attending a public school in Japan. However, simply reading aloud is not sufficient; it is effective for parents to intervene by confirming the content of the text and asking questions that serve as confirmation of the target language during oral reading. (2)Even for Japanese couples, if they interact with their children with the “one person; one language" principle and implement daily five-minute oral reading activities in English, that will promote the development of CALP in English and its interrelationship in both Japanese(L1) and English(L2) languages, leading to their development to a higher level. Discussion and Implications: The reading ability of the target child is still developing, so further research is needed to determine the effects of reading aloud at the early elementary school stage and how parents should intervene with their children during the oral reading activity.

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学術リポジトリ

「英語の授業を英語で教える」に至る経験の影響を考える－複線径路等至性アプローチによる分析－

東矢　光代

言語学習と教育言語学：2023 年度版 ( 早稲田大学情報教育研究所 ) 31 - 41 2024年03月 [ 査読有り ]

掲載種別: 研究論文（学術雑誌）

学習指導要領では、2008 年度の高等学校に続き、2020 年度施行の中学校においても、英語科の授業は基本的に英語で行うべきであることが示されている。外国語の習得においては、目標言語に触れる機会・時間を確保することが重要であり、「英語を英語で教える（Teaching English in English, TEE）」という方針は理にかなっている。しかし、文部科学省による英語教育実施状況調査（令和 4 年度）によると、英語担当教師の英語使用状況は、発話の半分以上を英語で行っているのは中学校で 74.4％、高等学校で 46.1％である。本稿では、英語教師が TEE に至る道筋を、インタビューを基に明らかにするプロジェクトの一部として、現職高校英語教師 K の TEE への道のりを複線径路等至性モデリング（TEM）で分析した結果を紹介し、特に教職課程で有効な英語科教育科目の内容と役割について考察する。

日本における帰国子女等英語力上位層の英語力伸長を目指した質的研究―CALPを基盤とした読解力育成を目指した要約活動及び要約に基づいたポストリーディングディスカッションの効果検証―

波平　貢司，下地　敏洋，東矢　光代

琉球大学教育学部紀要 ( 琉球大学教育学部 ) ( 104 ) 99 - 110 2024年03月

掲載種別: 研究論文（大学，研究機関紀要）

Background and Objectives: This research examined the effectiveness of reading instruction aimed at further improving the English reading proficiency of returnee students and other advanced English learners in Japan. Specifically, we conducted summary writing lessons and post-reading discussions in English to verify the extent to which CALP, or cognitive academic learning proficiency, is enhanced, and explored ways to improve their English reading proficiency. Research Design and Methods: The target students are Student A, B, and C, who are the first-year students at a prefectural high school in Okinawa. Student A’s father is American and her mother is Japanese, and A speaks English with her father and Japanese with her mother. A has been receiving education in Japan. Student B, who has a single parent and speaks with her mother in Japanese, attended an elementary school in America from the first to sixth grades in her childhood, and has been attending a Japanese school since junior high school. Student C’s parents are Filipinos, and he attended an elementary school in the Philippines, where all classes were taught in English. His home language is Tagalog, and he has been attending a Japanese school since junior high school. During the intervention, the students worked on reading comprehension, wrote up an English summary of the reading, and received fifty-minute tutoring per week from an ALT, during which they had a discussion about the reading assignment with the ALT. All discussions were conducted in English, and the contents of the discussions were to question the learners’ thinking based on the summary they wrote while checking academic vocabulary and expressions. We chose the academic texts that deal with social science and other science-related contents to enhance their CALP. Results: （1） The effectiveness of CALP-based summarization activities and post-reading discussions aimed at developing the English reading proficiency of returnees and other advanced students was mostly confirmed. This instructional method was found to be effective in teaching reading comprehension to returnees and other advanced English learners. This result also suggests that even among returnees, there are differences in understanding in academic English reading comprehension depending on whether or not they were taught to read and write in English during their elementary school years. （2） Through CALP-based summarization activities and post-reading discussions, the psychological filter against reading academic English texts in science-related contents was reduced and the cognitive mental load was resolved, which suggests the improvement of CALP in their English. Discussion and Implications: Further data should be collected in order to enhance the qualitative and quantitative research on the effectiveness of CALP-based summarization activities and post-reading discussions for fostering reading comprehension among students with a similar background.

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日本人非ネイティブ夫婦による就学前児のバイリンガル的言語発達におけるダイアリースタディ(2) -ある日本人女児の4歳8ヵ月~6歳間のバイリンガル的言語習得における縦断的研究-

波平　貢司，東矢　光代，下地　敏洋

高度教職実践専攻(教職大学院)紀要 ( 8 ) 41 - 56 2024年03月

掲載種別: 研究論文（大学，研究機関紀要）

Background and Objectives: This article reports a method and the effectiveness of early childhood bilingual education in Japan implemented by a Japanese couple. In order to clarify the process of language acquisition of the target child, characteristics of her language development were analyzed in comparison with that of bilingual children in the literature. Research Design and Methods: A daughter raised by a Japanese couple in a Japanese context with the father speaking English to her was examined based on the records and observation by the father with an intention to determine the process of bilingual language acquisition （i.e., Japanese and English） in her early childhood. This practice was based on the “one parent; one language” principle in bilingual education. Additional analyses involved the comparison between the target child and another child of the same age raised by a couple with one native English speaker and one native Japanese speaker as well as another child raised by a Japanese couple whose English proficiency was at the beginning level. Results: （1） Even for the Japanese couple, with the “one parent; one language” principle, the target child’s language acquisition process showed nearly the same development compared to Japanese-English bilingual children in the literature.（2） The level of English attained by the target child was almost equivalent to that of the Japanese- English bilingual child raised by a couple with one native English speaker and one native Japanese speaker, with the level of Japanese equivalent to a Japanese native speaker of her age. Particularly for reading comprehension, reaching a high level of reading does not happen just because parents are native speakers of English / Japanese, but it depends greatly on their teaching methods and how they relate to their children when reading books to them. Parents should become facilitators and give children scaffolding for them to become autonomous readers. Discussion and Implications: Bilingual language development and proficiency in preschool children are expected to vary among individuals, so further research is needed to completely assure the early childhood bilingual language development of Japanese children.

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日本人非ネイティブ夫婦による就学前児のバイリンガル的言語発達におけるダイアリースタディ(1) - ある日本人女児の0歳～4歳７ヵ月間のバイリンガル的言語習得における縦断的研究

波平　貢司，下地　敏洋，東矢　光代

琉球大学教育学部紀要 ( 103 ) 85 - 98 2023年08月

掲載種別: 研究論文（大学，研究機関紀要）

イマージョン教育校における地域文化教育 ―「しまくとぅば（沖縄方言・言語）」の観点より―

上運天　美都子, 東矢　光代

日本大学大学院総合社会情報研究科紀要 24 ( 1 ) 23 - 34 2023年07月

掲載種別: 研究論文（大学，研究機関紀要）

In this paper, an immersion school in Okinawa was investigated in relation to Shimakutuba, the dialects spoken in Okinawa. The dialect is viewed as an endangered language by UNESCO and the prefecture has been running promotional campaign to increase its use on the island. Still, the 2020 prefectural survey revealed that the use remained as only 43.2% among the locals The immersion school has the goal of attaining high English proficiency among its students, it also tries to develop “Glocal” mind by cooperating regional language awareness and cultures into their vision. The survey with a total of 78 students at 8th and 9th grades showed that only 12.8% use Shimakutuba, lower than the prefecture results the year before. On the other hand, the interviews of three teachers in the school illustrated their practices that enhanced the students’ learning of local cultures. One elementary teacher seemed particularly successful as he invited guests from local community, creating occasions where his students must use the language. With the students with backgrounds rather detached from the locals, such practices need to be shared among the school instructors and more research should be conducted to clarify the most effective ways to have students appreciate traditional Okinawan culture and language.

言語習得論科目におけるオンラインでのグループディスカッション：ハイラブル活用のふり返りを中心に

東矢　光代

言語学習と教育言語学：2022年度版, 日本英語教育学会・日本教育言語学会合同編集委員会編集 ( 早稲田大学情報教育研究所発行 ) 2022 33 - 44 2023年03月 [ 査読有り ]

掲載種別: 研究論文（学術雑誌）

Role of Study Abroad in the Path to Teaching English in English Among Japanese Teachers

Mitsuyo Toya

The Southeast Asian Conference on Education 2023: Official Conference Proceedings 2023 599 - 610 2023年03月 [ 査読有り ]

掲載種別: 研究論文（国際会議プロシーディングス）

Even with the newly issued and adopted Course of Study by the Japanese Ministry of Sports, Education, and Science, and Technology (MEXT), the use of English in junior high and high school English classrooms is far from 100 percent. The current project used individual interviews to investigate the professional development of English teachers at public schools in Okinawa, Japan, using the Trajectory Equifinality Approach (TEA, Valsiner & Sato, 2006). In this paper, the TEA charts of two junior high school teachers and six high school teachers are compared, with an emphasis on the effects of their study abroad experiences on attaining the Teaching English in English (TEE) stage (i.e., equifinality point). The findings revealed that the nature of their overseas experience caused the differences in the acquisition of practical means to pursue TEE. More specifically, majors other than TESL significantly improved the participating teachers’ English command. They did not, however, necessarily provide practical ideas for conducting TEE, whereas studying TESL served as a psychological foundation for not abandoning TEE even when the students’ proficiency levels were insufficient to understand the teachers’ English use. TEE is thought to be important in developing students’ classroom proficiency, and study abroad experience for teachers is often thought to be desirable. However, the impact of such experiences must be carefully examined during professional development.

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対話的な学びで深める国際理解・異文化理解教育の試み ―動画制作，サイレント・ディスカッションによるイマ―ジョン校中学部での授業実践―

上運天　美都子，東矢　光代

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報告論集 ( 14 ) 42 - 62 2023年03月

掲載種別: 研究論文（研究会，シンポジウム資料等）

本稿では，英語イマ―ジョン校の中学部における ICT による対話的学びを取り入れた国際理解教育・異文化理解教育の実践について報告する。現職教師対象のラオス実地研修に参加した際に得た工芸品・記録写真や，現地での取材インタビューレポートの展示により生徒の気付きを促した後，ポストイットのコメント共有を経て，上級生（中学3年生）はテーマに沿ったラオスを紹介するバイリンガル動画の制作を行う一方，下級生（中学1年生）は制作された動画を鑑賞した。最後に授業時間外にサイレントディスカッションとして，共有クラウド上でお互いにコメントをやり取りした。生徒同士のコメントをテキスト分析した結果，生徒たちのラオスに対する関心は深まったことがわかったが，不発弾に関することなどのラオスの課題について学びを深める場面においては，課題も残った。より効果的な授業を目指すには，担当する教員の資質向上や授業改善が今後の課題であることが示された。コロナ禍のZoom遠隔授業などで，共に学びを深めた他校の教師とお互いの専門性を活かした授業を行い合うなど，ここ数年で進化したICT活用が，今後の有効な方策のひとつとして期待される。

コロナ禍でTIMEを読む：完全オンライン授業の試みと課題

東矢　光代

言語学習と教育言語学：2021 年度版 ( 日本英語教育学会・日本教育言語学会合同編集委員会（編集）、早稲田大学情報教育研究所（発行） ) 2021 29 - 46 2022年03月 [ 査読有り ]

掲載種別: 研究論文（学術雑誌）

本論文は、TIME の記事を活用した英語 4 技能育成のための授業の試みを分析し、発見した課題について報告する。本科目は 2020 年 4 月の緊急事態宣言を受け、一度も受講生と直接対面することなしに、5 月～8 月にかけて 15 週間の講義をすべてオンラインで実施した。実践においては Webclass、Google Forms、Flipgrid、Teams、MS Stream を用い、基本的に対面授業を平行移動する形でタスクをデザインしたが、オンライン化により、想定していた対面授業との違いが見られた。なお COVID-19 の影響下で、TIME の記事もコロナ一色となった。それでも、TIME Online という教材は、日本語では知り得ない新しい知見を得るのに有効であり、オンラインのタスクにより英語を使うという実感を受講生に与えることができた。受講生アンケートの結果も踏まえ、本実践の効果とオーセンティック教材を使った教授デザインのメリットを検証する。

Insights Derived from Two Multinational COIL Exchange Contexts

MacLean, G., Toya, M., Nago, A., Tan, S.

International Virtual Exchange Conference (IVEC) 2021 Conference Proceedings ( International Virtual Exchange Conference 2021 ) 2021 58 - 64 2022年03月 [ 査読有り ]

掲載種別: 研究論文（国際会議プロシーディングス）

This report is based on a presentation at IVEC 2021 about two ninety-minute collaborative online international learning (COIL) exchanges between (1) the University of the Ryukyus in Japan and Universiti Malaysia Pahang and (2) the University of the Ryukyus in Japan and Asian-Pacific COIL partner institutions, notably the University of Hawaii. Such initiatives cannot be accomplished without the efforts of numerous parties: students especially, but also faculty and staff. Preparing our presentation and this report has been a heuristic process that helped us develop a more inclusive and organic approach toward future COIL exchanges. We hope our account will be of use to anyone who intends to develop and improve such efforts. Two faculty and two administrative staff have contributed to this report by providing descriptions of the exchanges as well as insights and interpretations of participant responses to questionnaires about their experiences. The report will briefly discuss an initial (2018) COIL exchange and how it informed future efforts. Thereafter, an online intensive study program (OISP) held in 2021 will be discussed in further detail. Results from participant responses to a pre- and post-exchange questionnaire using the Beliefs, Events, and Values Inventory (BEVI) will be used as a measure of the OISP exchange program implementation and results based on descriptive statistics will follow. Finally, we will discuss the OISP program from the perspective of the administrative support staff involved in coordinating and making such COIL exchanges possible.

コロナ禍の遠隔授業における3つの実践の比較分析

東矢光代

琉球大学欧米文化論集 ( 琉球大学国際地域創造学部国際言語文化プログラム ) 65 1 - 23 2021年03月

掲載種別: 研究論文（大学，研究機関紀要）

This paper reports three online teaching practices in Spring 2020, in the middle of the COVID-19 pandemic. By examining the designs, online platforms, and students’ reactions, the author made an attempt to evaluate the effects of such virtual teaching/leaning compared to face-to-face classes. The three courses included English teaching methodology B and Intermediate English Seminar at University of the Ryukyus as well as a corresponding university course which also dealt with the English teaching methodology. The results showed that a simple, familiar LMS such as the Webclass was found effective and that group work with the Zoom breakout-room function can lead to a fair microteaching demonstration online. Although the online courses were promoted as a byproduct of the pandemic, the author recognized her skill enhancement in learning about ICT and redesigning and conducting classes based on such knowledge gained while observing students’responses.

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学術リポジトリ

現実を映す鏡としてのYouTube教材と言語活動の可能性 : 認定講習コミュニケーション科目におけるセサミストリート

東矢光代

高度教職実践専攻（教職大学院）紀要 ( 琉球大学大学院教育学研究科 ) 5 189 - 200 2021年02月 [ 査読有り ]

掲載種別: 研究論文（大学，研究機関紀要）

This paper reports the use of Sesame Street videos on YouTube as a promising English teaching material for Japanese elementary school teachers as a part of the in-service certified course for junior high school English teaching license. Since the Course of Study released in 2018 states that English becomes a compulsory subject for 5th and 6 graders at the primary school level in 2020, it has been an urgent and critical mission for all concerned to secure a sufficient number of qualified teachers who are capable of conducting English class to elementary school children. Therefore, the author has been involved in the administration of the certified course that trains in-service teachers and this year, offered a class for English oral communication. Due to the severe influence of COVID-19 pandemic, only three teachers participated in the class; however, the class enjoyed authentic communicative activities even with facial masks and social distancing. The author designed the language activities based on two YouTube movies with the topics of “Heroes in Your Neighborhood” and “Meeting Julia”. The materials were found appropriate as they refer to the real-life situations, i.e., the COVID-19 pandemic and acceptance of various behaviors such as of autism. Under the circumstances, the needs for publicly available online materials, both for teaching and learning, will increase in the future. The current report shows a practical example of such ICT use for a teacher training classroom.

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学術リポジトリ

4技能統合型の英語多読授業デザイン：伝え合う活動の構築と目標達成のストラテジー

東矢　光代

言語学習と教育言語学 2019 年度版 ( 日本英語教育学会・日本教育言語学会合同編集委員会編集早稲田大学情報教育研究所発行 ) 59 - 71 2020年03月 [ 査読有り ]

掲載種別: 研究論文（学術雑誌）

新学習指導要領に対応する新教員免許法下での教職再課程認定において，英語は「コアカリキュラム」に基づいた科目の提供が求められ，シラバス，授業活動においても，将来の中高英語教員に資する内容が求められている．そのような状況を受け，筆者は「英語コミュニケーション」分野の「リーディング」で，英語多読を取り入れた授業を 2019 年前期に実施した．この中では，新学習指導要領に対応した 4 技能統合型の授業構成・活動を意識し，読む力の育成を主眼にしつつも，「伝え合う」活動を取り入れ，英語で「内容を伝え合う」と同時に「学び方を伝え合う」取り組みを，主に英語を専攻する大学生 32 名を対象に実施した．15 回の講義を通じてのタスクデザインの意図とその効果，授業時間外で最低 5 万語を読むという達成目標に向けての授業者と受講者の取り組みについて，授業者の観察と受講者のアンケート調査結果を基に検証する．

Identifying Variables in English as Medium of Instruction: A Trajectory Equifinality Modeling Analysis of Two English Teachers in Japan

Mitsuyo Toya

The Southeast Asian Conference on Education 2020: Official Conference Proceedings 315 - 323 2020年03月 [ 査読有り ]

掲載種別: 研究論文（学術雑誌）

The Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) has long tried to change the medium of instruction (MI) for secondary school English education. Released in March, 2018, a new course of study states that junior high school English should be taught in English. This reinforces an earlier announcement for MI in senior high schools in 2008, and now English teachers in Japanese public schools are under increasing pressure to speak English exclusively during class. However, call for an “All English” classroom has not been necessarily welcomed nor accepted by instructors. Indeed, fewer than 20% of teachers use English more than 75% in class for both junior and senior high schools (MEXT, 2019). Senior high school teachers are undoubtedly able to conduct English-only lessons, so why do they refuse to use more English in class? In order to qualitatively clarify variables that govern teachers’ decisions on the use of English, two female English teachers, each with approximately ten years of experience, were interviewed separately for one hour regarding their teaching career. The data was analyzed using Trajectory Equifinality Modeling (Valsiner & Sato, 2006). The results revealed that anticipated learning difficulties among students inhibits the teachers’ use of English because they had been assigned to schools with varied proficiency levels. It was also found that a coincidental encounter with a model teacher served as Obligatory Passage Point in achieving the Equifinality Point of English as MI.

世界の捉え方にみる学習者の特性とクラス・ダイナミクス : BEVIの結果に基づく分析

東矢　光代, 當間　千夏

言語文化研究紀要 ( 琉球大学国際地域創造学部国際言語文化プログラム ) ( 28 ) 23 - 45 2019年10月

掲載種別: 研究論文（大学，研究機関紀要）

This paper reports the results of Beliefs, Events and Values Inventory (BEVI) analyses for two groups of students at the University of the Ryukyus: those who began a course in a newly established minor, the Global Shinryo Program, and those who were studying Media English as part of their required coursework. The analyses produced three graphs generated by the BEVI administration system: an aggregate profile, a decile profile, and a profile contrast. The results revealed that both groups shared similar patterns: high in Self Awareness (Scale 11), Sociocultural Openness (Scale 15), and Global Resonance (Scale17). Both groups tended to be liberal in Religious and Gender Traditionalisms (Scales 13and 14). These altogether indicate that students in both groups are highly competent in dealing with cross-cultural experiences and carrying out intercultural collaboration. Conversely, the scales oriented toward inner self and core values, such as Scales 7 and 8, highlighted a difference existing in Scale 8 (Socioemotional Convergence). Their decile profiles and profile contrasts illustrated that there exists a considerable degree of variance within the same group of students. Understanding this variance and devising ways to support those who are unready for global experiences will be a critical task of instructors and administrators.

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DOI 学術リポジトリ

自己表現するオーラルコミュニケーション活動：教職課程におけるタスク設定と個別録画カメラ使用の効果

東矢　光代

言語学習と教育言語学：2018 年度版 41 - 50 2019年03月 [ 査読有り ]

掲載種別: 研究論文（学術雑誌）

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