著者

水本 篤

出版者

外国語教育メディア学会(LET)

雑誌

外国語教育メディア学会機関誌 (ISSN:21857792)

巻号頁・発行日

vol.46, pp.1-19, 2009

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This paper aims to highlight the problem of multiple significance testing with several dependent variables (i.e., items or tests). In many research. papers, researchers report the results of multiple significance testing without realizing they are committing Type I error, in which it can be erroneously concluded that there is a statistically significant difference, when in fact there is no statistical difference. In order to address this problem, a series of Monte Carlo simulation studies were carried out. Five artificial sets of dependent variables for two groups of subjects were generated in the simulation. Three types of data sets which varied in their degrees of intercorrelations (r=.00, r=.50, r=.95, respectively) were then compared. The results indicate that multiple significance testing, with several dependent variables, inflate Type I error, and thus caution should be exercised to control the experimentwise error rate. Implications for the strategies for controlling Type I error rate are then discussed.

著者

八島 智子

出版者

外国語教育メディア学会(LET)

雑誌

Language Laboratory (ISSN:04587332)

巻号頁・発行日

vol.34, pp.93-105, 1997 (Released:2017-07-28)

被引用文献数

1

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Extroversion has long been regarded as a quality that facilitates language learning because extroverted individuals tend to have willingness to speak out and interact. This, however, has not been confirmed by empirical research conducted in the past which mainly investigated the relationship between extroversion and English proficiency. In this study Japanese high school students' English proficiency as assessed by a standard English test and in interviews was correlated with extroversion scores assessed through a personality indicator. The result supported the past research, indicating no correlation between the two. In a study of the same high school students' intercultural adjustment in the U.S., extroversion was found to play an important role: extroversion was a strong indicator of the students' satisfaction in the interpersonal relationships with American friends and host families as well as self-assessed English communication effectiveness. It was also found that extroverted students used social skills more frequently and created opportunities to interact with Americans more than introverted students. Although no direct correlation between personality and language acquisition was examined, the above results imply the role of extroversion in determining quality and quantity of intercultural interpersonal contact which could affect the language learning process. An implication of these findings to oral communication teaching is discussed.

著者

松井 かおり 今井 裕之

出版者

外国語教育メディア学会(LET)

雑誌

外国語教育メディア学会機関誌 (ISSN:21857792)

巻号頁・発行日

vol.44, pp.117-133, 2007

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It is well known that the expert teachers have practical thinking style presented by impromptu, multi-viewed and contextualized thinking in teaching. However previous studies have not clarified what makes the characteristics of such an expert teacher's practical thinking style. In this paper, foundation of an expert teacher's thinking style was examined through the regulated class observation and the interview. The English classes subjected to video observation were the first graders in junior high school which were taught by a teacher who has 26 year teaching experience. The interview to the teacher was conducted and transcribed into protocol in order to investigate his teaching / learning beliefs and career history. As a result, it was revealed that this teacher had two characteristics; 1) multiple educational goals and 2) clear teaching syllabus for all three years as well as each grade and daily teaching.

著者

八島 智子 山本 誠子 ビスワット リンダ

出版者

外国語教育メディア学会(LET)

雑誌

Language Laboratory (ISSN:04587332)

巻号頁・発行日

vol.31, pp.31-43, 1994 (Released:2017-07-28)

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日本の経済力の高まりと国際化へのかけ声を背景に,海外に留学する大学生や高校生の数は年々増加している。学位やディプロマ取得を目的とした正規留学以外にも,語学研修を主目的とした短期,長期留学共にプログラムは多様化しているが,それらの参加者への影響については系統だった調査が少ないのが現状である。著者は,アメリカに一年間留学した日本の高校生の異文化体験の実態と意義を明らかにすることを目的に,1987年度より,主に面接,質問紙,英語能力テスト等を用い多面的調査を実施している。本論では総合的な調査の一環として行った英語伝達能力の習得に関する予備的研究の報告をする。

著者

山本 大貴 戸井永 貴宏 陣野 俊彦

出版者

外国語教育メディア学会(LET)

雑誌

外国語教育メディア学会機関誌 (ISSN:21857792)

巻号頁・発行日

vol.59, pp.107-136, 2022 (Released:2022-08-31)

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The present study developed a training program that intended to improve Japanese high school students’ English oral interaction skills, as well as devised methods to evaluate their achievement in the program. The main characteristics of the training are that: 1) the speaking activities can be implemented for a short time, 2) the curriculum was designed referring to previous studies on communication strategy training, 3) the goal was clearly set, and functions of language that can help achieve the goal were chosen from the list in the Course of Study, and 4) the same tasks were repeatedly used. As for the development of the evaluation methods, it was prudently deliberated how to assess the three evaluation points of the Course of Study. As a result of conducting the training at a high school, the participants’ speaking performance significantly improved. In addition, the results of survey research demonstrated that the participants generally enjoyed the training and recognized improvement in their speaking skills. The validity, reliability, and practicality of the evaluation methods were basically high, though further modification is needed.

著者

落合 二郎

出版者

外国語教育メディア学会(LET)

雑誌

Language Laboratory (ISSN:04587332)

巻号頁・発行日

vol.17, pp.71-83, 1980 (Released:2017-07-28)

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このたび,語学ラボラトリー学会(The Language Laboratory Association of Japan 略称 LLA)の陳情の趣旨が生かされ,文部省の中学校英語教育機器整備費・高等学校教育近代化設備費として,外国語教育のためのLanguage Laboratory(いわゆるLL)設置費の補助予算が設けられたことは,まことに喜ばしいことです。今回の予算額は,満足のゆくものと呼ぶには程遠いものですが,これが契機となって,LLによる教育の必要についての認識が深まり,LL設置の気運が,国および各地方自治体レべル,各教育現場において高まることを期待いたします。しかし,LLについては英語教育界内部においてもいくつかの誤解があり,また,せっかくLLが設置されても,それが真に有効な結果を生み出すことを妨げるような要因が存在していることも事実です。公立高等学校現場のLL研究者,LL教育実践者の一人として,ここに,LL設置にともなって留意すべき点を,いくつか,あげてみたいと思います。

著者

廣森 友人

出版者

外国語教育メディア学会(LET)

雑誌

外国語教育メディア学会機関誌 (ISSN:21857792)

巻号頁・発行日

vol.43, pp.111-126, 2006 (Released:2017-07-28)

被引用文献数

2

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This study investigates whether or not it is possible to motivate English learners by introducing an instructional intervention based on the theoretical perspective of Self-Determination Theory (henceforth, SDT). SDT postulates three psychological needs that enhance human motivation, namely, the need for autonomy, the need for competence, and the need for relatedness. We designed a task-based activity called Group Presentation Activity (henceforth, GP Activity) that has the potential to stimulate the three needs simultaneously, and we gave it to 113 second-year university students (81 males and 32 females) for five weeks. Prior to the beginning of the intervention, students were given questionnaires about intrinsic motivation toward English learning and the three psychological needs. The same questionnaires were administered at the end of the intervention. Changes in scores, i.e., the difference between pre-test and post-test scores, served as the measures of development in students' intrinsic motivation. In addition, to investigate in detail the manner in which the three psychological needs act in terms of enhancing motivation among students, a questionnaire using a free description formula was also administered after the intervention. The results showed that: (1) GP Activity did enhance students' intrinsic motivation; and (2) the need for autonomy and competence played the most significant role in students' motivational development. Finally, some educational implications and suggestions forfuture research are provided.

著者

水本 篤

出版者

外国語教育メディア学会(LET)

雑誌

外国語教育メディア学会機関誌 (ISSN:21857792)

巻号頁・発行日

vol.46, pp.1-19, 2009 (Released:2017-07-28)

---

This paper aims to highlight the problem of multiple significance testing with several dependent variables (i.e., items or tests). In many research. papers, researchers report the results of multiple significance testing without realizing they are committing Type I error, in which it can be erroneously concluded that there is a statistically significant difference, when in fact there is no statistical difference. In order to address this problem, a series of Monte Carlo simulation studies were carried out. Five artificial sets of dependent variables for two groups of subjects were generated in the simulation. Three types of data sets which varied in their degrees of intercorrelations (r=.00, r=.50, r=.95, respectively) were then compared. The results indicate that multiple significance testing, with several dependent variables, inflate Type I error, and thus caution should be exercised to control the experimentwise error rate. Implications for the strategies for controlling Type I error rate are then discussed.

著者

河内山 真理 有本 純 中西 のりこ

出版者

外国語教育メディア学会(LET)

雑誌

外国語教育メディア学会機関誌 (ISSN:21857792)

巻号頁・発行日

vol.50, pp.119-130, 2013 (Released:2017-07-28)

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The purpose of this paper is two-fold. One is to investigate how many courses on pronunciation teaching are taught in teacher's license course in order to be an English teacher in junior or high school in Japan. Two is to examine how many of these courses treat pronunciation teaching. To teach pronunciation properly with confidence, teachers should acquire three elements of pronunciation teaching, i.e., knowledge on phonetics, pronunciation ability, and skills on teaching pronunciation. The data were gathered examining the courses and their syllabi. The findings show that 40% of the courses do not offer the pre-service teachers any opportunities to acquire knowledge, ability, or teaching skills on pronunciation. Moreover, further investigation of the syllabi that do provide pronunciation-related topics shows that the courses that focus on the teaching skills are very limited. This can be one of the reasons why English teachers do not have much confidence in teaching pronunciation. As far as pronunciation is concerned, some changes are necessary in teacher's license courses, that is, to focus on the three elements of pronunciation teaching.

著者

柳原 由美子

出版者

外国語教育メディア学会(LET)

雑誌

Language Laboratory (ISSN:04587332)

巻号頁・発行日

vol.32, pp.73-89, 1995 (Released:2017-07-28)

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In teaching listening comprehension of English as a foreign language, the following were examined: 1) the effects of teaching methods utilizing shadowing and dictation, 2) the interaction between the shadowing method and learners' listening comprehension ability, 3) the interaction between the dictation method and learners' listening comprehension ability. On the basis of this experiment it was found that: 1) The shadowing method was more effective than the dictation method. 2) The use of the shadowing method or the dictation method was more effective than listening alone. 3) The shadowing method was more effective with learners of low listening comprehension ability than those with high comprehension ability. 4) The dictation method was less effective with learners of low listening comprehension ability than those with high comprehension ability.

著者

中條 清美 竹蓋 順子 高橋 秀夫 竹蓋 幸生

出版者

外国語教育メディア学会(LET)

雑誌

外国語教育メディア学会機関誌 (ISSN:21857792)

巻号頁・発行日

vol.39, pp.105-115, 2002 (Released:2017-07-28)

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The objective of this paper was to observe and examine the dynamic relationship between learners'"vocabulary size" and "communicative proficiency", as measured by the TOEIC test. First, we defined three levels of vocabulary size based on "The System 5,000 Word List", a word frequency list: 1,000 word list, 3,000 word list, and 5,000 word list. Then, the TOEIC tests were modified to make three tests comparable to the three defined levels of vocabulary size. Modifications to the TOEIC tests were made by deleting words from the tests that were not found on each level's defined list. The tests were administered to a group of native speakers of English. The vocabulary coverage coefficient of each participant was calculated and then compared with each participant's TOEIC score. There appears to be a relationship between the vocabulary coverage coefficient and the TOEIC scores in this study. This relationship may indicate that this coefficient may act as a predictor of TOEIC scores with a negligible margin of error. In other words, vocabulary size provides an objective measure of a learner's communicative proficiency, when all factors are held constant with the exception of vocabulary knowledge. It was also found that native speakers, who utilized top-down processing of information on the TOEIC tests, scored higher than 700 with the test of 1,000 words, and higher than 900 with the test of 3,000 words.

著者

武谷 容章

出版者

外国語教育メディア学会(LET)

雑誌

外国語教育メディア学会機関誌 (ISSN:21857792)

巻号頁・発行日

vol.50, pp.131-153, 2013

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The objective of this study is to improve communicative English skills of Japanese high school EFL learners utilizing computer-assisted learning materials. In order to survey the effects of long-term instruction, a whole-year experimental teaching was conducted with a group of high school students over the course of a year. During the experiment, the participants learned English in a CALL room after school as their club activities in addition to regular classes-primarily with computer-assisted learning material for listening English based on the Three-step Auditory Comprehension Approach. For the purpose of evaluating its effectiveness, the scores of GTEC for STUDENTS before and after the additional instruction were compared. Significant differences were observed between the rise of the average scores of the students who attended the instruction and those who did not. Although the study was not conducted under laboratory conditions, it can be considered that learners' communicative skills can be successfully improved by providing appropriate materials in an effective way.

著者

姜 英徹

出版者

外国語教育メディア学会(LET)

雑誌

外国語教育メディア学会機関誌 (ISSN:21857792)

巻号頁・発行日

vol.45, pp.73-94, 2008 (Released:2017-07-28)

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Although it is said that acquiring 4,000-5,000 words are required before entering university, learning vocabulary through textbooks in daily classes is not enough. Most teachers agree that intentional learning of vocabulary is necessary for students. However, there seems to have been no concrete methods about it and it has been thought that vocabulary building depends on students' enthusiasm; so they leave it to their students. In part, it's due to the problem of forgetting. According to the previous researchers, without any revision, most of the words learned are lost from learners' memories. So learners should review new words soon after the initial exposure and then at gradually increasing intervals. It is called expanding rehearsal. Teachers cannot possibly control the intervals for each word, so CALL system is critical on this matter. I have developed an e-Leaming Vocabulary Building System and put it into practice since 2003. The points primarily concerned are that: first, the intake of lexical chunks is significant for functional language use; second, remembering their forms with phonetic aspects is indispensable. Watching my students learn through the system, it has come to light that the system has been working very effectively but some minor changes and a certain syllabus using it are required for its use. I hope this report gives teachers some suggestion towards building students' vocabulary.

著者

今村 一博

出版者

外国語教育メディア学会(LET)

雑誌

外国語教育メディア学会機関誌 (ISSN:21857792)

巻号頁・発行日

vol.48, pp.185-214, 2011

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Certain researchers in Japan and abroad argue the ability to quickly recognize words and phrases is necessary for fluent reading. They recommend increasing the frequency of encounters with words and phrases through extensive reading (ER) in order to expedite their recognition. Some previous studies demonstrated that frequently processing words and phrases increased their recognition speed. However, the question of whether ER increases the recognition speed of words and phrases has not yet been addressed. Therefore, the present study aims to investigate whether ER for Japanese EFL learners increases the recognition speed of words, collocations, formulaic sequences, and antonyms. The participants chose and read English graded readers outside the class freely for approximately four months and attempted the lexical, collocational, phrasal, and antonym decision tasks before and after the reading. The results revealed that ER of about 30,000 words significantly increased the recognition speed of words and collocations, but not that of formulaic sequences and antonyms. This implies that processing a high number of words and collocations through ER increases their recognition speed. Furthermore, our results suggest that ER does not particularly expedite the assimilation of formulaic sequences and antonyms, which should be learned mainly through explicit instruction and intentional learning.

著者

阿部 真 山西 博之

出版者

外国語教育メディア学会(LET)

雑誌

外国語教育メディア学会機関誌 (ISSN:21857792)

巻号頁・発行日

vol.50, pp.93-117, 2013

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In the field of language learning, a number of studies have revealed the positive effects of implementing collaborative learning in L2 writing classrooms. However, an in-depth analysis of the collaborative writing process has rarely been researched in English as a foreign language (EFL) settings. The current study investigates the nature of Japanese EFL learners' collaborative writing using three staged tasks of (1) writing, (2) reviewing, and (3) revising. Six pairs of 12 learners were asked to collaboratively (1) describe the four-frame picture discussing what to write, (2) review their own text discussing what they noticed by comparing it with the model text, and (3) revise their text. The students' verbal protocol was analyzed using the Grounded Theory Approach, and the participants' collaborative writing behavior was grouped into several categories such as organizing a text, problem-solving, interpreting a model text, referring to a model text, and revising. The result further reveals that both the learners' problem-solving in the writing stage and their references to the model text were categorized into three sub-categories: lexis, form, and content. The results suggest that the learners can solve more lexical problems by themselves than problems in form (e.g., grammar).