研究者詳細 - 東矢　光代

論文 - 東矢　光代

分割表示 >> ／全件表示46 件中 1 - 46 件目

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.

この論文にアクセスする

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.

この論文にアクセスする

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.

この論文にアクセスする

DOI

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.

この論文にアクセスする

DOI

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.

この論文にアクセスする

DOI

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.

この論文にアクセスする

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.

この論文にアクセスする

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.

この論文にアクセスする

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）

沖縄アミークスのイマージョン教育－９年生のふり返りを基にした考察－

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

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）

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.

この論文にアクセスする

DOI

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）

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.

この論文にアクセスする

DOI

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）

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.

この論文にアクセスする

DOI

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）

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.

この論文にアクセスする

DOI

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）

この論文にアクセスする

DOI

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）

　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