出版者

京都

雑誌

Asphodel (ISSN:02857715)

巻号頁・発行日

vol.50, pp.97-114, 2015-07-26

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The purpose of this study was to extract key words in English physical therapy articles using Random Forests. For the data analysis, the author compiled a corpus of English physical therapy articles (PT). The Corpus of Contemporary American English (COCA) Full-Text version, especially its sub-corpus "Academic Medicine" (CM), was used as a reference. Random Forests (RF), an ensemble classifier originally developed by Breiman (2001), was used to extract key words. Tabata (2012-a) utilized RF to spotlight lexical items that Charles Dickens consistently used. In the study, Tabata pointed out that measures used for key word analysis in previous studies, such as Log likelihood and Chi square tests, extract words that frequently appear in a single text as the key words in a whole corpus and proposed Random Forests as an alternative measure. The author hypothesized that using RF as a measure would extract the key words more consistently since previous studies on physical therapy English have not use RF for key word analysis and corpuses from other medical fields have not been used as references. In the results, words such as rehabilitation, motor, and mobility which are important in the field of physical therapy were extracted and the validity of the key words was demonstrated by an experienced physical therapist. These results confirmed that Random Forests can extract the key words which are consistently used in a corpus.

著者

今村 梨沙 IMAMURA Risa

出版者

京都

雑誌

Asphodel (ISSN:02857715)

巻号頁・発行日

vol.56, pp.184-205, 2021-07-24

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This study explores students’ preferences of class styles under the COVID-19 situation. It also examines whether an English course which utilizes the topic of a specialized field motivates students or not.Research questions of this study were two-fold: (1) How do the students whose majors are Japanese culture and literature feel about the English class which makes use of Japanese culture? (2) Which class style do students prefer, distance learning or face-to-face classes?The participants were 33 first-year university students who majored in Japanese culture and literature. They took distance learning classes including “flipped classroom”, meaning that students watched videos or materials outside class and discussed or worked on a project together with classmates via live-streaming classes in the spring semester; on the other hand, they had face-to-face classes in the fall semester.The result of the questionnaire showed that students felt the contents of the classes which treated Japanese culture were meaningful and fun for them. It was also clarified that studentspreferred face-to face classes over distance learning. This study implied that using materials which were related to their majors would motivate students and face-to-face classes acceleratecooperative learning. It is also suggested that teachers would be required to blend the advantages of distance learning and face-toface classes.

出版者

京都

雑誌

Asphodel (ISSN:02857715)

巻号頁・発行日

no.55, pp.206-227, 2020-07-27

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翻訳