著者

塩川 春彦 酒井 英樹 浦野 研

出版者

北海学園大学学術研究会

雑誌

学園論集 (ISSN:03857271)

巻号頁・発行日

no.123, pp.111-122, 2005-03

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The mein issues in this manuscript can be summarized as follows: 1. Exchange of information is crucial in communication, and therfore it is meaning-centered. 2. English language teachers serve as models of communicators in English therfore must develop th

著者

塩川 春彦 酒井 英樹 浦野 研

出版者

北海学園大学

雑誌

北海学園大学学園論集 (ISSN:03857271)

巻号頁・発行日

vol.123, pp.123-137, 2005-03-25

著者

水本 篤 浦野 研 前田 啓朗

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.25, pp.33-48, 2014-03-31

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This study reviewed three representative aspects (themes, methods, and outcomes) of the published articles in ARELE, volumes 1 to 24. The review of 450 ARELE articles revealed the following results: (a) the 24 ARELE volumes could be divided into two periods (the first 12 and the second 12); (b) articles in each period have characteristic words to represent the themes peculiar to the period; (c) research themes have shifted from teaching to learning, with reading, vocabulary, assessment/testing, and motivation coming to the forefront; (d) articles are predominantly empirical studies, targeting learners at secondary and tertiary levels, and hypothesis generating, with a quantitative approach, while intervention studies are not common; (e) medium strength of effect size was obtained with a meta-analytical approach; (f) the effect size decreases toward more recent volumes, which may be a sign of theoretical refinement; (g) the statistical power of most studies is lower than it should be. A number of suggestions are offered for improving the quality of future research practice.

著者

渡邉 時夫 酒井 英樹 浦野 研

出版者

全国英語教育学会

雑誌

全国英語教育学会紀要 (ISSN:13448560)

巻号頁・発行日

vol.7, pp.101-110, 1996

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The purpose of this paper is to investigate the relationship between the characteristics of teacher talk and the development of spontaneous production ability in the Japanese-speaking children learning English in a kindergarten immersion program. This was done by comparing the teacher talk of two different English-speaking teachers, L and R. These two classes were almost the same in terms of size, children's age, and curriculum. A comparison of the children's L2 development in the two classes revealed that the children in one class produced more creative English, whereas the children in the other used more set phrases. It was hypothesized that this difference may have been due to a difference in quality of L's and R's teacher talk. Analysis of their teacher talk confirmed this hypothesis.