著者

藤森 千尋

出版者

関東甲信越英語教育学会

雑誌

関東甲信越英語教育学会研究紀要 (ISSN:09112502)

巻号頁・発行日

vol.18, pp.41-52, 2004-03-01 (Released:2017-07-14)

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In recent years, three indicators of language proficiency accuracy, fluency and complexity have been receiving great attention in analyzing speech production. However, there are a number of different statistical procedures used in examining each indicator. What methods should be used is an important issue especially when we have cross-sectional research. This paper addresses several problems of the measures for accuracy, fluency and complexity used in previous studies on planning and task type and in a past study held in 2002. In addition, it offers possible measures that we could employ in future research and in classroom language observation.

著者

斎藤 兆史 濱田 秀行 柾木 貴之 秋田 喜代美 藤江 康彦 藤森 千尋 三瓶 ゆき 王 林鋒

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.52, pp.467-478, 2013-03-10

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This paper describes the theoretical basis of the research grant project which is designed to provide a set of methodologies to develop high school students’ meta-grammatical abilities. The paper begins by explaining the purpose of the project and the key concept ‘meta-grammatical abilities’, which are supposed to enable students to analyze any language in a structural way. It then goes on to make historical surveys, respectively from the viewpoints of Japanese education and English language teaching, of grammatical approaches to language teaching, and finally suggests the possibility of combining some of those different approaches into a methodology of interlanguage grammar teaching.

著者

藤森 千尋 小泉 利恵

出版者

関東甲信越英語教育学会

雑誌

関東甲信越英語教育学会誌 (ISSN:21858993)

巻号頁・発行日

vol.25, pp.21-31, 2011-03-01 (Released:2017-07-14)

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The purpose of this study is to examine how English teachers evaluate students' speech presentation and whether their holistic ratings have some correlations with linguistic features by objective measures of accuracy, fluency, and complexity, and with students' peer evaluation. The present data employed are (a) transcribed utterances in speech presentation by 21 senior high school students, (b) an ALT's and a JTE's holistic rating scores, and (c) peer evaluation data from the classmates. The results of the study show that the holistic rating scores are significantly in correlation with measures of accuracy (i.e., the number of error-free clauses per clause), and other linguistic features (i.e., the number of words, the number of clauses, and the number of types). The results also indicate that the average of the two teachers' holistic ratings correlate to students' evaluation in attitude and manner of speaking and in accuracy and concision, and that the JTE's ratings correlate to students' evaluation in fluency.

著者

秋田 喜代美 斎藤 兆史 藤江 康彦 藤森 千尋 柾木 貴之 王 林鋒 三瓶 ゆき 大井 和彦

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.54, pp.355-388, 2014

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This paper is a brief review of our meta-grammar project with special emphasis on the meta-grammatical activities conducted in Japanese classrooms. The first section describes the research questions and research procedures of the project; the second section reviews the recent history of language education in China with reference to grammar teaching; the third section is an analysis of secondary-school Japanese students' response to the meta-grammar classes as seen in the questionnaire survey; the fourth section considers how teachers found the project by analyzing their answers to the questionnaire and discussions at teachers' meetings; the fifth section presents the teaching materials we actually used in the experimental classes and describes how they were used; and the sixth and final section, based on the discussion up to this point, suggests the way this project can make a great contribution to the curriculum development of language teaching at the level of secondary education in Japan.

著者

藤森 千尋

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.52, pp.455-466, 2013-03-10

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The present study aims to examine how students repair their utterances in question-answer dialogues of English classes at secondary schools. The notion of repair in language learning is reconceptualized based on the “functional dualism of texts (univocal and dialogic functions) ” discussed by Wertsch and Lotman. A set of data was collected in classes for speaking skills being team-taught by an ALT and a JTE. The students’ repairs in terms of each function were analyzed and discussed in association with the dual goals of language-learning classrooms: the needs for explicit form-focused interaction and authentic meaningfocused interaction. The results of the study show that in the scenes of form-focused interaction, students may judge the extent to which teachers demand immediate linguistic corrections from them, with their primary attention focused on the meaning of the interactions. On the other hand, in the scenes of meaning-focused interaction, students can attempt to produce modified utterances for the sharing of meanings among their peers if the interaction demonstrates a gap in meaning sharing. That is to say, diverse dialogic scenes are necessary to improve speaking proficiency. The pedagogical implication is that teachers must make conscious choices of classroom interactions to achieve balanced learning.

著者

藤森 千尋 山岸 久一 水黒 知行 弘中 武 柴田 純祐 能見 伸八郎 田中 承男 橋本 勇

出版者

一般社団法人日本消化器外科学会

雑誌

日本消化器外科学会雑誌 (ISSN:03869768)

巻号頁・発行日

vol.14, no.6, 1981-06-01