著者

森田 光宏

出版者

広島大学外国語教育研究センター

雑誌

広島外国語教育研究 = Hiroshima studies in language and language education (ISSN:13470892)

巻号頁・発行日

no.21, pp.153-167, 2018

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This paper reports a classroom practice in which an online English learning course, the ALC NetAcademy NEXT intermediate course, was used for blended learning with regular English speaking classes. Students were required to study one unit from listening, speaking, and grammar sub-courses before coming to the class. In the class, the students' learning was checked using a variety of activities, including quizzes. For grammar, a grammar quiz was administered. For listening, students took a dictation with blanks to fill in. For speaking, an instructor individually checked students' pronunciation of English sentences by using the "Grugru method." This blended learning lasted for 15 weeks. The speaking classes and online English learning course were evaluated by students' responses to a questionnaire and an online learning log. The results showed that the students considered the combined speaking classes and online learning course to be a useful and effective way of improving their English skills. The learning log indicated that the listening sub-course was the one most accessed and learned by the students. The students accessed every unit of the grammar sub-course, but the time they spent on it gradually decreased towards the end of the semester. The speaking sub-course was not accessed or learned by the students as much as expected. The final section of the paper discusses some issues impeding students' online learning and suggests some improvements for future practice.

著者

森田 光宏 内田 諭 高橋 有加

出版者

The Japan Society of English Language Education

雑誌

全国英語教育学会紀要 (ISSN:13448560)

巻号頁・発行日

vol.30, pp.129-143, 2019-03-31 (Released:2020-04-01)

参考文献数

35

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Morphological knowledge is essential for expanding vocabulary. Considering that textbooks are the main source of English-language exposure for leamers in Japan, it is important to know to what degree these leamers are exposed to affixes and affixed words therein. This study aims to show the number of types of affixes and affixed words contained in Japanese junior high school textbooks. By adding more affixes and allophones than previous studies, the results of this study indicated that both the types and tokens of prefixes and suffixes in the textbooks are limited, thus suggesting that textbooks alone may not be sufficient, and that other materials and/or explicit instructions are needed to improve learners' morphological knowledge. Junior high school English teachers may utilize the information provided by this study to decide which affixes should be used for explicit instruction. Some implications for teaching affixes are discussed.

著者

上西 幸治 阪上 辰也 FRASER Simon DAVIES Walter LAUER Joe SELWOOD Jaime SONG Katherine 森田 光宏 鬼田 崇作

出版者

広島大学外国語教育研究センター

雑誌

広島外国語教育研究 = Hiroshima studies in language and language education (ISSN:13470892)

巻号頁・発行日

no.21, pp.1-12, 2018

著者

森田 光宏

出版者

関西英語教育学会

雑誌

KELESジャーナル (ISSN:24238732)

巻号頁・発行日

vol.2, pp.50-54, 2017 (Released:2018-03-16)

参考文献数

6

著者

森田 光宏

出版者

全国英語教育学会

雑誌

ARELE : annual review of English language education in Japan (ISSN:13448560)

巻号頁・発行日

vol.21, pp.1-10, 2010-03

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The purpose of the present study is to investigate how Japanese learners of English store and process derived words in their mental lexicon. L1 research in word recognition has given rise to three hypotheses. The affix stripping hypothesis claims that derived words are accessed by their component morphemes, while the full listing hypothesis claims that they are accessed as full forms. Hybrid hypotheses such as the Meta Model claim that the lexical properties of suffixes determine how derived words are processed. Our data show that Japanese learners of English with larger vocabulary sizes tend to decompose highly productive, semantically and phonologically transparent Level 2 suffixes, but not less productive, semantically and phonologically opaque Level 1 suffixes. On the other hand, the learners with smaller vocabulary sizes tend to process both kinds of suffixes by the Decompose Route. It is argued that the learners may have not acquired the meanings and phonology of the derived words with the less semantically and phonologically transparent suffixes. These results support hybrid hypotheses, even for L2 learners.