研究者詳細 - 東矢　光代

論文 - 東矢　光代

分割表示46 件中 21 - 40 件目／全件表示 >>

上運天　美都子、東矢　光代

言語学習と教育言語学 2017 年度版 11 - 25 2018年03月 [ 査読有り ]

掲載種別: 研究論文（学術雑誌）

公的認可を受けた「英語イマージョン教育校」として、幼小中一貫校の「沖縄アミークス国際学園（以下、沖縄アミークス）」が設立。この英語で教科を学ぶという環境において英語力向上への期待が高まる一方で、実際の使用言語選択にあたって母語－英語間での不安定な感情を抱える時期がある。本稿では 9 年生を対象に、（1）アミークス７年間のメリット・デメリット (2) 感じた不安 (3)自分の子供にイマージョン教育を受けさせたいか (4) 高校進学後の課題等の 4 点について調査し分析を行った。日本での導入例の少ない実験的ともいえるこの教育プログラムの事例において、生徒たちの７年間を、言語使用選択の過程をランドレイとアラードの「巨視的バイリンガル育成モデル」に沿って振り返り、日本の英語イマージョン教育についての一考察を行いたい。

平成28年度「英語教育実施状況調査」に見る沖縄県の英語力と新学習指導要領対応に関する考察

東矢　光代

言語文化研究紀要 ( 26 ) 39 - 59 2017年10月

掲載種別: 研究論文（大学，研究機関紀要）

The 2016 results for the National Survey of English Education Practice were released by the Ministry of Education. Science and Technologies (MEXT) on April 5, 2017. Teachers, education administrators, and practitioners in Okinawa examined the survey results with great anticipation since the 2015 results - especially for high school, had been received with great shock. To our relief. the number of high school students who achieved Eiken Grade Pre-2 Level improved significantly; however, junior high students did not meet expectations, and ranked 57 among 47 prefectures and 20 major cities. A reexamination of the survey results shows that there was a remarkable improvement from the previous year, with a lower percentage of unreasonably low Okinawan teacher estimates of student proficiency. This improvement contributed to a higher rank for this year's high school results. As for the junior high school situation, this paper argues that a higher rate of teachers who reach the expected English proficiency (i.e., CEFR B2) would improve the quality of English instruction, and therefore would lead to better student proficiency and thus higher scores. This paper concludes that 1) junior high school teachers' capacity to estimate their students• levels needs to be carefully examined; 2) the results of Eiken STEP tests administered annually by the Okinawa local government should be utilized more effective}y; and 3) teachers' English proficiency at the high school level is essential for implementing the New Course of Study, since it requires that English classes must be taught in English. In addition to the above points, important issues in current language teaching such as CLIL, active learning, and key competencies are introduced.

この論文にアクセスする

学術リポジトリ

主体的・対話的で深い学びを英語授業に取り入れるための思考ツールの活用：A Strange but True Superhero を題材に

東矢　光代

沖縄英語教育学会紀要 ( 沖縄英語教育学会 ) ( 15 ) 1 - 28 2017年10月 [ 査読有り ]

掲載種別: 研究論文（大学，研究機関紀要）

英語科教育法における授業ビデオ教材の活用 : アクティブラーニングを取り入れた繰り返し視聴の効果

東矢　光代

琉球大学欧米文化論集 ( 琉球大学法文学部国際言語文化学科（欧米系） ) ( 61 ) 67 - 89 2017年03月

掲載種別: 研究論文（大学，研究機関紀要）

This paper reports an attempt to investigate effects of an active learning based teaching (ALBT) approach to video viewing as a part of a qualifying curriculum course. Seventeen in-service elementary school teachers in Japan，with limited proficiency of English，watched a 15-minute teaching clip twice: with specific goals untold at first and the second，with viewpoints that the teachers agreed upon among themselves within groups. Although the participants' levels of English varied and mostly limited，they took the most out of the clip that showed a TEFL classroom in Turkey by means of active participation in their group discussion. They were also found to be influenced mostly by the facilitator's guidance when they viewed the video clip for the second time.

この論文にアクセスする

DOI

英語を話す態度を育成するペア・グループのスピーキング活動 : 反転授業を取り入れたコミュニケーション活動について

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 ) 1 201 - 211 2017年03月

掲載種別: 研究論文（大学，研究機関紀要）

Speaking is considered the most difficult skill area for many Japanese learners of English, including the students who participated in the activities discussed in this paper. This paper will report on the design of sequential communicative speaking activities in a university English as a foreign language （EFL） TOEFL preparation course. The author introduced three activities: Controlled conversational warm-up in pairs, guess-the-word pair interaction, and a guess-the-word task based on flipped materials derived from BrainPOP video-viewing and vocabulary sheets. Warm-up materials focused on expressing positive and negative emotions and on articulating reasons for such feelings. Guess-the-word materials with simple target words were modified to compensate for participants’ inability to connect written words to their sounds and, subsequently, varied levels of knowledge amongst participants about target vocabulary. Academic vocabulary for TOEFL was introduced through another guess-the-words activity where students prepared word explanations after studying materials from the Brain-POP website outside of class. This report argues that such sequential introduction of speaking activities is manageable for Japanese learners, even those who are generally reluctant to speak English.

この論文にアクセスする

DOI

テキスト分析に見る「教職実践演習」での学び ―現職若手教員の講話に対する中高英語教員志望学生の反応―

東矢　光代

日本大学大学院総合社会情報研究科紀要 ( 17 ) 281 - 292 2017年02月

掲載種別: 研究論文（大学，研究機関紀要）

The Teaching Practice Seminar is a required course for students who wish to obtain a teaching license.It was first conducted nationwide in 2013 for graduating students who planned to become teachers. This paper investigates the learning of such pre-service teachers in the final course of a Teaching English as a Foreign Language licensing program. Fourteen essays were submitted by participating students in reaction to an in-class lecture provided by a young in-service teacher. They are examined using KH Coder text analysis. The data were analyzed in terms of frequency word counts, co-occurrence network analysis, as well as correspondence analysis and KWIC concordance. Results indicate that participants’ reflections not only reacted to what the speaker had to say but also related his discussion to their own experiences during their teaching practicums. Moreover, the talk helped them to realize how they could better manage the busy life of school teachers and it reinforced their ideas of what it means to be an English teacher. Participants were deeply impressed by the fact that the lecturer was teaching on a remote island where the school and the class size were comparatively small. It is clear that the young lecturer was regarded as a role model by the pre-service teachers. A discussion of the implications of these findings and how to improve the use of such lectures will also be presented.

平成27年度「英語教育実施状況調査」の都道府県別結果の分析に見る沖縄県の課題と今後の指針

東矢　光代

言語文化研究紀要 ( 琉球大学法文学部国際言語文化学科欧米系 ) ( 25 ) 75 - 95 2016年10月

掲載種別: 研究論文（大学，研究機関紀要）

A public announcement of April 4, 2016, by Ministry of Education, Science and Technologies (MEXT) on the results of National Survey of English Education Practice in 2015 drew much attention of teachers, education administrators and practitioners nation-wide. In Okinawa. the survey results came as a great shock because Okinawan high school students were the worst in achieving Eiken Grade Pre-2 Level while junior high students ranked 41 among 47 prefectures. This paper attempts to reexamine the survey results to identify the weak and strong aspects. if any, of Okinawan students. When compared to the national means, Okinawan teachers' estimation of numbers of students who have reached the proficiency goals (i.e ., Pre-2 for high school and Grade 3 for junior high school level) was found to be remarkably smaller. The comparisons with statistics of prefectures whose population was considered equivalent as well as those with comparable rates of taking and passing Eiken Tests also revealed the same tendency. In conclusion. the author suggests that the modest figures in estimating students' ability be validated with the actual scores of appropriate Eiken results. If Okinawan results be still low after such validation, some drastic measures may have to be taken in order to improve the individual classroom teaching.

この論文にアクセスする

DOI

英語リスニングにおける高周波音声と教材の特徴

東矢　光代

琉球大学欧米文化論集 ( 琉球大学法文学部国際言語文化学科（欧米系） ) ( 60 ) 45 - 67 2016年03月

掲載種別: 研究論文（大学，研究機関紀要）

Japanese learners of English have been repeatedly reported to be unable to distinguish English /R/―/L (e.g., Miyawaki, Strange, Verbrugge, Liberman, Jenkins, and Fujimura, 1975). With ""communicative competence"" being a central focus of English education goals, language teachers may regard this phenomenon as a small issue like a matter of minimal-pair discrimination. Yet from a viewpoint of categorical perception ― which is fundamental to building proficient listening ability both in L1 and L2 ― development of such discriminatory ability should not be neglected. With this in mind, another way to look at the difficulty that Japanese learners generally have with /R/―/L/ sounds is that the issue can be attributed to their difficulties attending to the F3 component of English sounds acoustically. A series of experiments conducted at ATR International (e.g., Callan, Tajima, Callan, Kubo, Masaki, & Akahane-Yamada, 2003) investigated this notion by offering acoustic training to Japanese learners for difficult phonemes such as /R/-/L/ and this paper continues this line of inquiry. Other streams of research have used various methods, approaches, and learning materials to assert that, whereas Japanese listeners are accustomed to frequencies closer to the 1500Hz range (Tomatis, 1993), they need to be taught how to tune in to frequencies that are closer to the English language passband at around the 2000Hz range and above. This paper reports four examples of commercially available methods that incorporate the above notion, namely (1) the Thomatis Method, (2) the Denda Method (Listening Dr.), (3) Biolistening by Akamatsu, and (4) Miracle Sounds 8000Hz English Listening Therapy by Shinohara. The paper compares and discusses how each method described the ""high frequency effects"" in relation to expected learning results.

この論文にアクセスする

DOI

iPadで拓く英語教育1 : アルファベット文字の学習に資するアプリについての考察

東矢　光代, 知花　綾香

琉球大学欧米文化論集 ( 琉球大学法文学部国際言語文化学科（欧米系） ) ( 59 ) 47 - 65 2015年03月

掲載種別: 研究論文（大学，研究機関紀要）

This paper introduces five promising iPad apps for teaching young Japanese learners the English alphabet. Since English instruction has become compulsory at the primary school level, the issue of when, where, and how the English alphabet should be introduced and reinforced is an essential issue for the Japanese education system. Secondary school teachers' role of assuring their students learn the alphabet is more important than ever, though effective continuity of English education from primary to secondary school is yet elusive. Under such circumstances, we found out that iPad apps could offer effective solutions via a touch-screen that learners write on. iPads are ideal for presenting the alphabet in connection with each letters' corresponding sounds as well as visuals that represent key words. Moreover, the autonomy iPad interfaces enable for users is motivating; for example, learners can choose the color of a letter or the degree of neatness required when writing the alphabet.

この論文にアクセスする

DOI

インターネットで英語を学ぶ : English Central, iKnow!, Busuu.comに見るオンライン教材の可能性

東矢　光代, 植竹　亜紀子

琉球大学欧米文化論集 ( 琉球大学法文学部国際言語文化学科（欧米系） ) ( 58 ) 135 - 148 2014年03月

掲載種別: 研究論文（大学，研究機関紀要）

This paper provides a brief summary of three internet sites for English learning, i.e., English Central, iKnow!, and Busuu.com, as well as a tentative evaluation based on L2 acquisition theories and approaches. There are common features observed such as: combination of different modes such as visual and aural/oral, listening-speaking-reading-writing; self-determination of level and contents based on learner's interests; automatic recording of learning histories and individualized learning phase; utilization of gaming concept while learning; and online communication with native speakers. The activities which the three learning sites indicated can be supported with well-known L2 acquisition theories/approaches, for example, Input theory, Output theory, Interaction hypothesis and automatization. A quick in-class survey revealed that these sites have not been well known among English-majoring juniors; however, such e-learning materials should be effectively utilized in order for them to attain good level of English proficiency.

この論文にアクセスする

DOI

プロジェクト IRC：多読授業における社会文化的アプローチの効果

水野邦太郎, 川北直子, 東矢光代, 西納春雄

LET Kyushu-Okinawa Bulletin ( 外国語教育メディア学会（LET）九州・沖縄支部 ) ( 13 ) 41 - 69 2013年06月 [ 査読有り ]

掲載種別: 研究論文（学術雑誌）

行動分析学における効果検証パラダイム : 英語教育・言語習得研究への応用と課題

東矢　光代

言語文化研究紀要 ( 琉球大学法文学部国際言語文化学科欧米系 ) ( 15 ) 27 - 41 2006年10月

掲載種別: 研究論文（大学，研究機関紀要）

This paper compares two types of research designs: traditional group designs and the single case designs which are commonly employed in the field of behavioral analysis. Single case designs are still new in the filed of foreign language education; however, they have proven themselves to be a reliable and efficient method of empirically measuring the effects of certain treatments (or ""interventions""). By introducing a selection of studies utilizing this method, the author argues that the field of foreign language education can benefit from using this type of research design. However, some issues, such as multiple administrations of language proficiency tests, need to be addressed and dealt with practically in order to ensure appropriate usage of single case designs.

この論文にアクセスする

DOI

Role of Vocabulary Knowledge in Recognition of Words/Phrases for Japanese Listeners of English ― A Preliminary Study Based on Dictation Data ―

東矢光代

東京大学外国語教育学研究会（FLTA）紀要 ( その他の出版社 ) ( 10 ) 38 - 50 2006年04月 [ 査読有り ]

掲載種別: 研究論文（学術雑誌）

英文リスニングにおける日本人学習者の語彙認識

東矢光代

日本大学大学院総合社会情報研究科紀要 ( 日本大学大学院総合社会情報研究科 ) 6 ( 3 ) 495 - 506 2006年01月

掲載種別: 研究論文（大学，研究機関紀要）

英語学習におけるディクテーション研究の動向と実施の課題に基づく「診断的ディクテーションテスト」の提案

東矢光代

大学英語教育学会（JACET）九州・沖縄支部紀要 ( その他の出版社 ) ( 10 ) 59 - 73 2005年11月 [ 査読有り ]

掲載種別: 研究論文（学術雑誌）

琉球大学におけるFD（共通英語教育）とカリキュラム運営に関わる諸要因：効果的な英語カリキュラムを目指すための一考察

東矢光代

Southern Review ( 沖縄外国語文学会 ) ( 19 ) 2005年03月 [ 査読有り ]

掲載種別: 研究論文（学術雑誌）

「応用言語学演習」における専門知識・情報リテラシーの状況と英語中心の課題設定に対する評価

東矢　光代

言語文化研究紀要 ( 琉球大学法文学部国際言語文化学科欧米系 ) ( 13 ) 123 - 145 2004年10月

掲載種別: 研究論文（大学，研究機関紀要）

Following a report on teaching ""Seminar in Applied Linguistics,"" a content-based class for English majors at the University of the Ryukyus, this paper presents the results of a pre-semester questionnaire and student evaluation at the end of the term. Participants included 21 English majors, juniors and seniors, of which 19 students contributed to the pre-semester questionnaire and 16 gave evaluative feedback In the end. The pre-semester results showed that the students lacked the background knowledge and terminologies which were to be introduced in the class. Their knowledge about the text structure of academic journal articles was also found to be fragmentary and few of them had experience in online library search. The course required some English-Japanese translation of a journal article, an active search for an English article of students' individual interest, oral presentation, and a handout preparation on that article in English. In addition, the final assignment involved producing a Japanese manuscript of the article. The end-of-term student evaluation for the class showed that, despite the students' hard work and the teacher's efforts at making the content as comprehensible, organized, and interesting as possible, the main article introduced in class was still too difficult. It was also found that a majority of the students felt the class activities and requirements were useful for them; however, there were a few complaints that the level of the class and requirements were too demanding.

この論文にアクセスする

DOI

音声によるL2受動語彙習得の問題点－Form，Meaning，Inputの視点から－

東矢　光代

琉球大学欧米文化論集 ( 琉球大学法文学部 ) ( 48 ) 41 - 60 2004年03月

掲載種別: 研究論文（大学，研究機関紀要）

This paper intends to summarize critical issues discussed in the literature about incidental vocabulary learning through listening input, with a focus on the form of target items, their meaning, and the characteristics of aural input. As Vidal (2003) points out, research in this area is scarce on second/foreign language learning. This led us to summarize the findings in the areas of reading stories aloud to L1 children and of the effects of phonological short-term memory on vocabulary acquisition. Research findings show that L2 learners tend to have greater difficulty in acquiring bottom-up skills of processing and retaining phonological forms of target vocabulary. Unlike in the L1, abilities such as distinguishing language-specific phonological forms seem to take more time to be established, i.e., to become ""automatic."" Still, L2 learners often have the advantage of simply needing to learn vocabulary while already possessing knowledge from their L1 of the concepts behind the words, which is not the case for L1 learners. The Abovementioned learner characteristics should be taken into consideration when carrying out ""listening activities"" with an expectation of learners' incidental vocabulary acquisition. Features which will possibly enhance such learning in the L2 are also suggested in this paper.

この論文にアクセスする

DOI

オーダーメイドの英語学習指導法の構築を目指して－応用言語学からのアプローチ－

東矢　光代

言語文化研究紀要 ( 琉球大学法文学部国際言語文化学科欧米系 ) ( 12 ) 23 - 44 2003年10月

掲載種別: 研究論文（大学，研究機関紀要）

Teaching methodologies in English as a Second Language (ESL) have long sought ""the best method,"" though the results never seem to be conclusive. In English classrooms in Japan, teachers use the socalled ""eclectic method"" as a result. It is still true that methodological trends basically shift according to the most popular theories at the time of teaching. For example, English education in Japan recently has undertaken a major reform, introducing the teaching of English in public elementary schools and further encouraging teachers to use mainly English in classrooms. In this paper, I argue that teachers, school administrators, and policy makers must not underestimate the magnitude of changes in their language-teaching policies and methods. That argument leads us to realize the necessity of examining empirically the effects of learning activities such as ""reading-aloud,"" ""rapid-material listening,"" ""shadowing,"" and ""dictation,"" among others. At the end of the paper, I listed several keywords with which teachers can use to access resources from different learning/teaching perspectives, which would be useful for teachers when analyzing the learner and the environment.

この論文にアクセスする

DOI

日本における（超）早期英語教育の是非 : 英語学習の「入ロ」と「出ロ」、そして「中間」を考える

東矢　光代

琉球大学欧米文化論集 ( 琉球大学法文学部 ) ( 47 ) 73 - 93 2003年03月

掲載種別: 研究論文（大学，研究機関紀要）

The purpose of this review article is to argue that English education in Japan needs to be more systematic, based on the communicative and cognitive development of learners in their mother tongue, i.e. Japanese. Since a majority of Japanese learn English sometime after they start acquiring Japanese, we need to make decisions on WHEN and HOW our children begin their learning of English. Because of the recent introduction of English at the elementary school level, supported by ""critical period hypothesis,"" people tend to believe this ""starting point"" should be as early as possible. However, we must carefully examine and evaluate the effect of such early introduction of a foreign language in a homogeneous linguistic environment like Japan. In this paper, I argue that it is most important to guarantee our children access to more intimate and communicative input in their first language. Studies on bilingualism show that L2 development seldom exceeds that of L1. Therefore, we should have a systematic approach to the starting point and goal in the learning of English if we are to set our achievement goal of English education as ""communicatively and intellectually functional in all four skill areas: listening, speaking, reading, and writing."" We should not be too worried about the age at which children start learning but rather should have young learners accumulate appropriate and coherent learning experience at each grade level, taking a longitudinal viewpoint.

この論文にアクセスする

DOI

　前のページ - 次のページ　

<東矢 光代>

論文 - 東矢 光代

<東矢　光代>

論文 - 東矢　光代