論文 - 東矢　光代

リーディングの授業とインターネット掲示板（BBS）の利用 －「特別英語演習」と「英語講読1」の実践を通じて－

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 )  ( 11 ) 37 - 56   2002年10月

掲載種別: 研究論文（大学，研究機関紀要）

　概要を見る

Reporting on the use of BBS (bulletin board system) woven into two English Reading courses, this paper addresses the issue of Japanese college-leveled students' lack of ability to learn from each other. The main purpose of setting up a BBS in these courses was to provide students with an opportunity to express themselves and share reading experiences with each other. The instructor, teaching one of such courses for five semesters, found that BBS communication of Japanese college students had been mostly between individual students and her, not among students themselves. Some modifications in teaching and homepage design helped students to feel more comfortable in expressing their feelings and opinions on the BBS; however, the students were still afraid of commenting on each other's comments. With the intention and hope of establishing ""learning community"" among Japanese readers of English, the instructor argues that BBS, used with some caution, can be useful and effective tool for language teachers.

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CALLが外国語教育に及ぼす影響 (2) －教師は何をすべきか－

東矢　光代

琉球大学欧米文化論集 ( 琉球大学法文学部 )  ( 46 ) 113 - 131   2002年03月

掲載種別: 研究論文（大学，研究機関紀要）

　概要を見る

In this paper, the teacher's role in CALL classrooms is examined with regard to four aspects: the teacher as ""decision maker,"" ""coordinator,"" ""facilitator,"" and ""language teacher."" With the current goal of education in Japan as achieving ""zest for living"" among students, teachers are challenged in planning their own curricula and designing teaching materials. The four aspects are considered to be indispensable in achieving this goal. The shift in teacher's role also indicates that existing evaluation systems need to be reexamined. As freedom in curriculum and materials to be learned increases, it will be irrelevant to evaluate only in terms of ""product"" or an achieving ratio. There is an emerging trend in which teachers try to evaluate ""process"" including ""creativity"" ""motivation."" ""attitude,"" and/or ""participation."" This new evaluation style may drastically change the education system in Japan. University education will be influenced by the trend as well because future students entering university will have new and different expectations. The paper concludes that CALL teachers should be flexible enough to adjust themselves to the new trend and technology. They need to be ""learners"" themselves so that, when they introduce CALL, they should be well aware of its pros and cons.

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CALLが外国語教育に及ぼす影響(1) －テクノロジーは教師を超えられるか－

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 )  ( 10 ) 63 - 86   2001年10月

掲載種別: 研究論文（大学，研究機関紀要）

　概要を見る

This paper addresses important issues in computer-assisted language learning (CALL) in Japan and examines what language teachers should take into consideration when introducing CALL in their classrooms. First, a summary of shifting trend in CALL is presented as a demonstration of how broad the concept of CALL is in terms of its forms and activities. Second, CALL is evaluated under such research areas as brain-imaging, motivation, self-achievement, and physical movement. Third, concerns of language teachers toward CALL are discussed briefly. This literature review concludes that CALL is not error-free and thus requires a great amount of attention and modification by language teachers, leaving a further discussion of teachers' roles in CALL to subsequent papers.

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アメリカ合衆国の文化的多様性とESL児童教育

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 )  ( 7 ) 61 - 78   1998年10月

掲載種別: 研究論文（大学，研究機関紀要）

　概要を見る

This paper attempts to prove that current U.S. bilingual education is reinforced by political and social pressure that no language but English should be used as a means of classroom communication. The fact that the U.S. government and the ""majority"" of the public support as similation rather than cultural pluralism makes it difficult to introduce more immersion programs which would facilitate minority children's first (non-English) and second (English) language ability as well as pride in their cultural identity. Many ESL teachers now try to understand minority children's problems in terms of their cognitive development and home and community environment, encouraging parents' involvement and the use of their home language outside school. However, the paper also sees the limitations of such an ESL framework since, in order to achieve real cultural enrichment in the U.S., it would be necessary for the majority to have opportunities to be educated in minority languages as well.

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言語情報教育に関する一考察

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 )  ( 6 ) 123 - 129   1997年10月

掲載種別: 研究論文（大学，研究機関紀要）

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But I don't want to be rude: On learning how to express anger in the L2

Toya.M , Kodis.M

JALT Journal ( 全国語学教育学会 )  18 ( 2 ) 279 - 295   1996年12月 [ 査読有り ]

掲載種別: 研究論文（学術雑誌）