著者

林 日出男

出版者

The Japan Association of College English Teachers

雑誌

大学英語教育学会紀要 (ISSN:02858673)

巻号頁・発行日

vol.64, pp.39-55, 2020 (Released:2021-04-01)

参考文献数

43

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Drawing on the distinction between societal and educational motivations in L2 learning suggested by Gardner (2010) and extending this duality to learners’ perceived needs for English (PNE), this study explores the causal relationship involving dual motivation types and dual senses of need for English with EFL learners. Data collection from Japanese and Korean college English learners followed by SEM analyses (with 310 Japanese and 330 Korean participants) found that intrinsic reasons for learning English and societal PNE impact both societal and educational motivations significantly across the two groups. Educational PNE, in contrast, showed only negligible impact on either type of motivation, casting doubt on the motivational effectiveness of classroom-generated need for English. A subsequent multi-group SEM analysis found that intrinsic reasons play a significantly greater motivational role with the Japanese than with the Korean participants. The Korean participants, on the other hand, demonstrated a greater role of societal PNE than the Japanese counterparts. These are discussed to reflect the enjoyment-based English learning and teaching in the Japanese university and the relatively large social demand for English competence in Korean culture.

著者

UENO Shotaro TAKEUCHI Osamu

出版者

The Japan Association of College English Teachers

雑誌

大学英語教育学会紀要 (ISSN:02858673)

巻号頁・発行日

vol.66, pp.97-111, 2022 (Released:2023-04-04)

参考文献数

34

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The current research targeted Japanese high school EFL students (N = 296) to examine the causal relationships among vocabulary learning strategies (VLSs), self-efficacy, self-regulating capacity in vocabulary learning (SRCvoc), and vocabulary size gains. To this end, we used structural equation modeling (SEM) and formulated three hypotheses for the structural model: (1) SRCvoc promotes VLS use and subsequent vocabulary size gains; (2) self-efficacy fostered by SRCvoc reinforces further VLS use; and (3) success in vocabulary size acquisition is associated with self-efficacy increase. The results of the SEM support the structural model and its three hypotheses for the students in this study. However, the weak relationships found among the four variables were in contrast to those of prior studies targeting students in contexts other than Japanese high schools. By comparing the results of previous and current research, we consider the possibility of influences of different variables on vocabulary learning in different learning environments.

著者

Peichang (Emily) He Angel M. Y. Lin

出版者

The Japan Association of College English Teachers

雑誌

JACET International Convention Selected Papers (ISSN:21888612)

巻号頁・発行日

vol.1, pp.55, 2021 (Released:2021-10-01)

参考文献数

40

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This research explores how translanguaging (Garcí & Li, 2014) and trans-semiotizing, approaches can facilitate students' expansion of their communicative repertoires to gradually make new ways of speaking, writing, and unfamiliar registers their own (Lin, 2012, 2017, 2019; He, Lai & Lin, 2017). Drawing on the sociocultural and social-semiotic perspectives, the study investigates meaning making in a multilingual CLIL classroom through fine-grained analysis of a series of lesson observation videos, teaching materials and sample student works collected during a school-university collaborative project on building up the CLIL capacity of teachers and South Asian minoritized students in Hong Kong. The results of this study shed light on how teachers design spaces for translanguaging and trans-semiotizing (Lin, 2019; Lin, Wu & Lemke, 2020) and spaces for target language and register use in the different stages of a curriculum genre (Rothery, 1996). The Multimodalities-Extextualization Cycle (MEC) is proposed and discussed as a heuristic curriculum genre for CLIL education (Lin 2015b, 2016). The study concludes by discussing theoretical and pedagogical implications and providing implementation suggestions for CLIL curriculum and teacher professional development (He & Lin, 2018; Lo, 2020).

著者

ODA Masaki

出版者

The Japan Association of College English Teachers

雑誌

大学英語教育学会紀要 (ISSN:02858673)

巻号頁・発行日

vol.65, pp.1-10, 2021 (Released:2022-04-01)

参考文献数

19

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This paper discusses how the developments of applied linguistics have affected the developments of English language teaching (ELT) materials. After giving a brief review of the history of applied linguistics and ELT in Japan, I will critically examine the discourses of ‘good’ and/or ‘politically correct’ ELT materials at different periods of time in relation to the following issues. 1. ELT materials as a window to the world. 2. Moral and cultural values represented in ELT materials 3. The issue of ‘authenticity’. Materials play an important role in learning a foreign language in classrooms. In secondary schools, authorized textbooks are the major source of information for the learners, whereas in universities, a wider range of materials, including but not limited to commercially available textbooks, are selected by each institution, or sometimes by each instructor. In either case, moral and cultural values represented in ELT materials play significant roles in learners’ beliefs about English. Therefore, teachers have to continuously assess what the learners can learn from the materials in the specific contexts of learning they are in, and more importantly how the teachers can optimize the effectiveness of the materials in their classrooms.