{"title":"Japanese Junior High School English Textbook Input and Wh-Question Formulation","authors":"Paul A. Lyddon, H. Okamura","doi":"10.37546/jaltpcp2019-07","DOIUrl":"https://doi.org/10.37546/jaltpcp2019-07","url":null,"abstract":"Second language acquisition of English wh-questions is complicated by asymmetries among different wh-question types. In a study of the wh-interrogative production of Japanese junior high school (JHS) learners, Hasebe and Maki (2014) found a disordinal interaction between wh-question type and English proficiency level. They also noted an unexplained tendency for more advanced learners to over-insert do. Connecting these findings, the present investigation hypothesized greater learner exposure to wh-questions with do at higher levels of study, which was evaluated by comparing the proportions of relevant wh-question types across the three grade levels of three popular ministry-approved JHS English textbooks. Although failing to support the research hypothesis, the results revealed a scarcity of noncopular main verb wh-subject questions. Given retrograde development of this particular question type, these findings suggest a possible need to explicitly sensitize learners to the distinctions between various wh-question types as well as provide additional implicit exposure to them.\u0000第二言語習得研究では、英語のwh疑問文の種類によって習得速度に違いがあることが報告されている。Hasebe ＆ Maki（2014）による日本人中学生を対象にした調査では、wh疑問文の種類と英語の上達度の間に非順序的な交互作用があることに加えて、初級の学習者に比べ、中上級の学習者は主語疑問文でdo挿入を過剰に適用する傾向があることが分かった。この結果をもとに、中上級の学習者はdo挿入があるwh疑問文のインプットを、初級者よりも多く受けていると考え、日本の中学校で使用されている教科書に掲載されていた疑問文の例を調査した。その結果、インプットの量が影響しているという仮説は支持されなかったが、全体として主語疑問文の数が少ないことが分かった。Hasebeらで観察された学習者の主語疑問文の習得に対し、本研究の結果は、学校教育の場において主語疑問文のインプットを増やすことや、疑問文の種類の違いを明示的に指導する必要性があることを示唆している。","PeriodicalId":173380,"journal":{"name":"JALT Postconference Publication","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115032660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Variety, Volatility, Intensity: Understanding Key Characteristics of Individual Learner Differences","authors":"N. Ducker","doi":"10.37546/jaltpcp2019-10","DOIUrl":"https://doi.org/10.37546/jaltpcp2019-10","url":null,"abstract":"Individual Learner Differences (ILDs), such as motivation, anxiety, and willingness to communicate, account for varying rates and extents of successful L2 learning. Traditional quantitative approaches to studying ILDs render constructs to a one-size-fits-all explanation of factors and relationships that affect learning outcomes. A Complex Dynamic Systems Theory approach to studying ILDs rectifies this situation and supports teachers by investigating the interrelated, variable, and situated aspects of ILDs. In this study, students selected ILDs that most impacted their partner’s classroom participation. They then used idiodynamic methodology, a relatively new research method, to elicit factors that influenced changes to their partner’s ILDs in class. Unexpected constructs, such as concentration, happiness, and anger, were chosen. Within those ILDs, a wide range of volatility and intensity of change was reported. Internal-, linguistic-, topic-, social-, and stage-of-the task-factors initiated chains-of-events leading to variations in ILD constructs. Implications for pedagogy and further research are discussed.\u0000第二言語学習者の学習速度や到達レベルの違いは、モチベーション、不安感、話をしたいという意欲の様な「学習者の個人差」に起因する。従来の個人差を研究する定量的アプローチでは、学習結果に影響を与える要因や関連性について画一的な説明であったが「複雑ダイナミックシステム理論」の導入によって、複雑な相互関係や変動性、直面している要素等を複合的に調査できる様になった。本研究において、学生は、活動相手の従業参加に最も影響を与えた個人差の要素を自身で選択した後、その要因を導き出す為に、新しい研究法である「イディオダイナミック法」を使用した。その結果、集中力、幸福感、怒りの様な想定外の要素が選択され、変化の頻度や起伏の浮き沈みが広範囲に及ぶ事も判明した。内面的、言語的、トピックや社会的な要素、タスクの進度状況等の要素が一連の出来事に起因し、学習者の様々な個人差の構成に影響を与えた。本論文では教授法や更なる研究結果も述べる。","PeriodicalId":173380,"journal":{"name":"JALT Postconference Publication","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130899800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gregory Scholdt, K. Schmidt, A. Takaesu, R. Connolly, C. Cooper
{"title":"Reflections and Insights From Experiences Doing Quantitative Research","authors":"Gregory Scholdt, K. Schmidt, A. Takaesu, R. Connolly, C. Cooper","doi":"10.37546/jaltpcp2019-03","DOIUrl":"https://doi.org/10.37546/jaltpcp2019-03","url":null,"abstract":"The 2018 Quantitative Research Training Project offered language teachers based in Japan an opportunity to learn about quantitative research methods, get practical experience doing classroom-based research, and collaborate throughout the process with a group of their peers. Four teachers share their insight from their experience doing this research to inform and encourage other language teachers. Schmidt describes how he overcame doubts to team up with a colleague and move forward with a quantitative study. Takaesu emphasizes the importance of monitoring student response rates to questionnaires to avoid shrinking sample sizes. Connolly writes about the effort and dedication required to complete a study. Cooper highlights how meaningful research can still be done with a small class. Teachers interested in building skills in classroom-based research are encouraged to explore opportunities to get more involved with the JALT community.\u00002018年の量的研究研修プロジェクトは、日本に拠点を置く語学教師に、量的研究方法について学び、教室での研究を実践する経験を得て、仲間のグループとプロセスを通じて協力する機会を提供した。4人の教師がプロジェクトでの経験から得た洞察を共有し、他の語学教師に情報を提供し、奨励している。Schmidtは、同僚とチームを組み、定量的研究を進めることに対する疑問を克服した。 Takaesuは、サンプルサイズの縮小を避けるために、アンケートに対する学生の回答率を監視することの重要性を強調している。Connollyは、研究を完了するために必要な努力と献身について共有している。Cooperは、少人数のクラスで有意義な研究を行うことができる方法を強調している。教室ベースの研究でスキルを構築することに興味のある教師は、JALTコミュニティにもっと関与する機会を探ることを勧める。","PeriodicalId":173380,"journal":{"name":"JALT Postconference Publication","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114338570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Senpai: Learner Responses to a Near-Peer Role Modeling Intervention","authors":"Jason R. Walters","doi":"10.37546/jaltpcp2019-14","DOIUrl":"https://doi.org/10.37546/jaltpcp2019-14","url":null,"abstract":"Though Japanese learners often express a preference for so-called “native” English teachers, a growing body of research indicates that their development of multilingual identity is more positively influenced by those with whom they readily identify—other successful Japanese learners. This mixed methods study, conducted in tandem with an existing communication strategy curriculum, explored university students’ responses to a “near-peer role modeling” intervention combining prerecorded video with reflective practice. Participants included two groups, both majoring in Japanese, enrolled in a compulsory 1st-year English conversation tutorial course. Results indicate that less confident students may experience positive belief changes and increased classroom participation following exposure to near-peer role models. More confident learners did not exhibit these changes to a significant degree. Moreover, following this intervention, lower-performing students responded more positively to statements expressing self-efficacy. Participants’ use of Japanese respect language may illuminate to what extent near-peers are valued as role models.\u0000日本の学習者達は「英語母語話者」である英語教師から指導を受ける事が理想的だという意見をよく示すが、近年の研究調査では、学習者にとって最もお手本となる人物は自身の身近に存在する英語を使いこなす日本人英語学習者(NPRM)であると主張されている。本研究では、混合研究法を用い1学期間のNPRM活動を通して学習者の信念の変化を探究した。映像と反省的実践を用いた実験的手法は、既存の会話手法習得の為のカリキュラムと並行して導入された。結果として、英語能力に自信のない学習者達は模範的な日本人から受ける自己効力感について肯定的な変化を示し、学習活動への参加が増加した。一方で、英語能力に自信のある学習者達は明確な変化を示さなかった。量的な結果は面談調査と映像を見た後の学習者による感想文を用いた質的データにより解釈が可能となった。参加者たちが使用する日本語の尊敬語である先輩という表現はどの級友がロールモデルであると理解されているかの程度を示している。本研究は独特な教育環境によって行われた為、更なる詳細な研究調査が必要となるだろう。","PeriodicalId":173380,"journal":{"name":"JALT Postconference Publication","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115441994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Closer Look at Language Learning Strategies","authors":"J. Wood","doi":"10.37546/jaltpcp2019-13","DOIUrl":"https://doi.org/10.37546/jaltpcp2019-13","url":null,"abstract":"Language learning strategies (LLSs) are made up of the conscious and deliberate actions that language learners take in order to help them learn a language. It would be useful, however, to know which particular LLSs are the most effective so we can in turn focus on them in class and encourage our students to begin using them. To do this, we should ask ourselves, what kinds of LLSs do advanced-level students use in their own language learning? This study examined that question in hopes of learning the most effective strategies to teach our lower-level students to use. An advanced-level class of 18 second-year university students in Japan was surveyed on the effectiveness of LLSs based on a class-generated list. Following this, six students were selected for in-depth interviews. The survey and interview data found that students believed that speaking strategies are the most effective for learning English. \u0000言語学習におけるストラテジー（LLSs）とは、学習者が言語を学びやすくするために起こす意識的かつ計画的な行動により構成されるものである。しかしながら、最も効果的なLLSsは何なのかを知ることは有益である。さらに授業の中でそれらのLLSsに注目し、学生たちがそれらを使い始めるように促すことを可能にするためである。それを知るために、私達は自分自身に次のように問うべきである―上級レベルの学生たちが英語学習の際に使っているのはどんなLLSsだろうか？本研究では、その答えを出し、初級レベルの学生たちにも最も効果的なLLSsを使って学習させるべく調査を展開している。日本のある大学の2年生18人の英語上級者クラスでは、学生たちが自ら作ったリストをもとに、それぞれのLLSsの効果を調査した。また、6人の学生に詳細なインタビューを受けてもらった。これらの調査により、英語上級者の学生たちが考える最も効果的なLLSsはスピーキングであるということがわかった。","PeriodicalId":173380,"journal":{"name":"JALT Postconference Publication","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122940994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Using Quizlet to Enhance Learner Agency and Self-Efficacy in EFL","authors":"M. Carman","doi":"10.37546/jaltpcp2019-59","DOIUrl":"https://doi.org/10.37546/jaltpcp2019-59","url":null,"abstract":"To motivate independent study, students were introduced to Quizlet, an online flashcard application. Exploratory research provided insight into the extent that Quizlet affects the construction of learner agency and learner self-efficacy. A survey on motivation given to 180 second-year EFL students with an average Common European Framework of Reference level of A1 showed that more than 80% of the students believed studying English was important for their futures, yet less than 25% of the students routinely worked on English assignments. Surveys on Quizlet given after 12 quizzes in a 30-week course showed users responded more positively than nonusers to the statements “I think I’m improving” and “I can make my own sentences using the vocabulary I learned.” Students’ thoughts on using Quizlet were positive and included positive impressions, perceived usefulness, enjoyment of use, and the intent to use Quizlet again in the future.\u0000英語を学ぶ学生が自主的に学習できるという動機付けになるように学生に対してQuizlet（オンラインフラッシュカードアプリケーション）を導入した。 探索的研究によりQuizletが学習者主体と学習者の自己効力感の構築にどの程度影響を与えるかについて洞察を提供した。ヨーロッパ言語共通参照枠によるレベルが平均的なA１の2年生の学生180人に実施したモチベーションに関する調査では、学生の80％以上が英語学習は将来のために重要であると捉えているが、日常的に英語の課題に取り組んでいる学生は25％未満に留まった。また、30週間の科目で12回の語彙`テスト後に行った調査ではQuizlet使用者から「英語力が伸びていると思う」や「学習した語彙を使用して文章を作成できる」という前向きな感想が得られ、それには前向きな印象、有用性の認識、使用の楽しさ、及び将来Quizletを再び使用するという積極的な意図が含まれていた。","PeriodicalId":173380,"journal":{"name":"JALT Postconference Publication","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130933829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Discussion Leadership in the EFL Classroom","authors":"Matthew Ryczek","doi":"10.37546/jaltpcp2019-42","DOIUrl":"https://doi.org/10.37546/jaltpcp2019-42","url":null,"abstract":"In this paper I introduce a teaching approach with the aim to improve English language learners’ sense of agency by leading small group discussions. I attempt to demonstrate that by giving students a greater amount of freedom and control over the content of their discussions, their capacity to communicate can improve. This approach was implemented in two 2nd-year English classes at a public university in Japan during the 2018-2019 academic year. In these classes, students regularly presented news articles related to topics they wanted to discuss and led a group of classmates in a discussion of their topic using their own discussion questions. I address how this learning approach was implemented, including guidance for article selection, presentation, and discussion leadership. I conclude with a discussion of the efficacy of this approach based on feedback from a student survey.\u0000本論では、少人数で構成されたグループディスカッションを進めることにより、学習者の主体性の発達を目的とした指導方法を紹介する。学生自身が議論の内容、どのように議論を進めるかを自由に決めることにより、学生のコミュニケーション能力の改善を論証することを試みている。この指導方法は、2018年から2019年に日本の国立大学の2年生を対象とした2つの授業で実践され、これらの授業の中では、各学生が議論したいトピックに関連したニュース記事をグループ内で発表し、議論をしたい質問項目を選び、その質問をもとにディスカッションを進めた。本論では、学生が適切な記事の選択をするように導くための指導方法や、プレゼンテーションの方法、議論の進め方、評価方法など、この学習方法が実際の授業でどのように実践されたかを説明する。この方法の効果は、授業を受講した学生へのアンケート調査による評価をもとに結論づけている。","PeriodicalId":173380,"journal":{"name":"JALT Postconference Publication","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130608483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Phonemic Awareness: A Core Phonological Skill in Learning English","authors":"Pauline Bunce","doi":"10.37546/jaltpcp2019-37","DOIUrl":"https://doi.org/10.37546/jaltpcp2019-37","url":null,"abstract":"Well-developed phonological awareness skills are central to the ultimate achievement of fluent alphabet-scripted literacy. This workshop at JALT2019 was focused on the benefits that can flow from short bursts of phonemic awareness activities in daily English classes, revolving around a sequence of nonprint activities that have been designed to heighten learners’ auditory reception and oral production of the smallest units of sound in the English language. These sounds, or phonemes, may or may not be present in learners’ primary languages. A sharpened awareness of individual phonemes and the ability to isolate and manipulate them can have the potential to open up the sound elements of alphabetic written text to those biscriptal learners who may have previously relied on the visual memorisation of spelling patterns. Phonemic insights into the alphabetic written code are especially important for learners with established literacy in the Chinese or Japanese written script.\u0000発達した音韻認識スキルは、アルファベット表記テキストを読み書きする優れた能力を最大限習得するのに重要である。JALT2019のこのワークショップでは、日々の英語のクラスで音素認識活動を大量に行うことから生じる効果に焦点を当て，学習者による英語の最小単位の音の聴覚受容と口頭表現を高めるために設計された一連の非印字活動を提示した。これらの音や音素は、学習者の第一言語に存在する場合とそうでない場合があります。個々の音素に対する鋭敏な認識、およびそれらを区別し操作する能力は、これまでスペルパターンの視覚的記憶に頼っていたバイスクリプト（非アルファベット文字使用地域の）学習者に、アルファベット表記テキストの音声要素の理解への”道を切り開く”可能性がある。アルファベットの記述コードに対する音韻的洞察は、中国語や日本語の記述形式に慣れている学習者にとって特に重要である","PeriodicalId":173380,"journal":{"name":"JALT Postconference Publication","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133360180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Tell and Let Know: A Corpus-Based Study","authors":"Christian Misuro","doi":"10.37546/jaltpcp2019-31","DOIUrl":"https://doi.org/10.37546/jaltpcp2019-31","url":null,"abstract":"This paper is based on research into the usage of the terms tell and let know, using data from the British National Corpus of English and the Corpus of Contemporary American English. The differences between them, as well as the extent and character of their synonymy, are analyzed through corpus distribution and semantic preferences. The results indicate subtle differences between the terms. Though they are partially synonymous, tell is more often selected in reference to anecdotal and incidental transmission of information, such as when discussing past events, and thus has a wider idiomatic usage. Let know replaces tell in cases of direct requests, offers or demands. It is hypothesized that this may result from the inherent indirectness of the term when compared to tell, and thus its perceived politeness. The study also demonstrates the use of corpora to increase effectiveness of instructional explanations of differences in usage between similar terms.\u0000本論文は、 British National Corpus of English及びCorpus of Contemporary American Englishのデータから、現代英語にて「tell」及び「let know」の用語使用を調べた研究に基づいたものである。それぞれのコーパス内の分布や意味表現の考察を通し、相互の違いや類似の範囲や特性を分析する。研究の結果から用語の微妙な違いが示される。用語は部分的には同義であるが、「tell」は、比較的に、過去または偶発的事柄の伝達に使われることが多く、幅広く慣用句として使用されている。「let know」は、直接的依頼や、提案、要求の場合、「tell」の代わりに使用される。 「tell」と比較して、この用語が元々持つ間接的もしくは受動性が礼儀正しいものと認識されていることに起因するものと仮定される。また、本研究では、類似する言い回しの違いの説明を授業で効果的にするコーパスの使用例を示す。","PeriodicalId":173380,"journal":{"name":"JALT Postconference Publication","volume":"77 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132801221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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