研究分野

ベルギー蘭語圏フランダース地方を中心とする多言語社会と日本の英語学習者の比較

ベルギー蘭語圏フランダース地方に代表される多言語社会と日本の英語学習者の比較：外国語学習に対する意識・生活環境などを中心として

日本の中学校における英語スピーチ指導

都内中学校の課外授業の枠組みの中での、スピーチ指導の取り組み。英語弁論大会出場者の、スピーチ原稿作成から実際のスピーチ・パフォーマンスに至るまでの、英語の、ロジック・作文力・発音を中心とする音声表現等々に関する、ホリスティックな指導・教授法について

阿蘭陀通詞の外国語学習法

幕末期の阿蘭陀通詞がどのようにしてオランダ語を、さらには英語を習得し、開国時の日本に貢献したか

パブリケーション

Academic Publications

How the Japanese Intelligentsia of the 19th Century Got Educated Based on Books in the Dutch Language (Rangaku) The Asian Conference on Education & International Development 2022年 5月

The Influence of Online/Hybrid Education on EFL Classrooms 国際政経論集 (28),pp.1-15 2022年3月

Rangaku : More than Medical Studies 国際政経 (27),pp.1-15 （単著）2021年9月

Business English as a ‘Lingua Franca’ (BELF): Focusing on Cross-Cultural E-mail Communication The Asian Conference on Language 2021 - iafor （単著）

BELF, or “Business English as a Lingua Franca”: focusing on TESOL in Japan
国際政経論集第27号 2021年3月

Motivational and Environmental Backgrounds of the EFL Learners in Japan and Europe (mainly Flanders, Belgium) 国際政経 第26号 2020年9月

Rangaku, 蘭学 “Dutch Studies” and Oranda-tsuji 阿蘭陀通詞 “Dutch Translators” – from the perspective of English Education in Japan（Revised Version 修正版） 採録　英語学論説資料　（第3分冊　語法・文体論・英学・言語文化） 第52号 2020年6月

Comparison of the EFL Learning Contexts of Japanese Junior High School and University Students (Revised Version 修正版) 採録　英語学論説資料　（第6分冊　英語教育） 第52号　2020年6月

Comparative Review of the Foreign Language Learning History of a Japanese and a Flemish-Dutch Speaker The Asian Conference on Language 2020 - iafor 2020年6月

近年のオランダ児童文学に見るLGBTに対する意識 ―児童図書「モルモット一匹とママが二人」を中心に - LGBT Awareness in Current Dutch Juvenile Literature - "Een Cavia en Twee Moeders"("One Guinea Pig and Two Mothers"), 国際政経論集第26号 2020年3月

Teaching Elementary Japanese to Foreign Businesspeople, 国際政経第25号 2019年9月

The History of English Education in Japan: Focusing on Its Dawn, The Asian Conference on Education & International Development 2019 - iafor　2019年5月

How the Dutch Language Got Disseminated into the World　二松学舎大学『国際政経論集』第25号. 2019年3月

Learning a Rare Language: a Case of a Japanese Learner of the Thai Language 二松学舎大学『国際政経論集』第25号. 2018年9月

“Rangaku, 蘭学 'Dutch Studies' and Oranda-tsuji 阿蘭陀通詞 'Dutch Translators' – from the perspective of English Education in Japan" 二松学舎大学『国際政経論集』第24号. 2018年3月
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Teaching Public Speaking to Japanese Junior High School Students. 二松学舎大学『国際政経』第23号. 2018年3月. pp. 19-45.
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Rangaku, 蘭学 “Dutch Studies” and Oranda-tsuji 阿蘭陀通詞 “Dutch Translators” – from the perspective of English Education in Japan. pp. 227 – 269.　二松學舍創立百四十周年記念論文集 平成29（2017）年10月10日
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“Code-Switching: Focusing on Multilingual Contexts”. 二松学舎大学『国際政経論集』第23号. 2017年3月
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“Linguistic Distance” and Its Influence on TESOL (Teaching English to Speakers of Other Languages)”. 二松学舎大学『国際政経』第22号. 2016年9月. pp. 21-32
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“Language Learning in Flanders (Belgium) and Japan: Our Personal Experience”.（共著）2016年3月.『異文化研究 (The Cross-Cultural Review) 12』国際異文化学会 (The International Society for Cross-Cultural Studies).
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“‘Ran-gaku’ (Dutch Learning) and ‘Oranda-Tsuji’ (Dutch Interpreters/Translators) in the Japanese History of Foreign Language Education”. 2014年3月.『異文化研究10』国際異文化学会
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『アルク通信講座 教科書　理系英語マラソン基礎コース』: Science and Engineering English Marathon – Basic Course Input Lab シリーズおよび論文集（英文和訳　模範例）（共著（教材開発・英文和訳担当）、アルク、2011年）
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“Teaching Public Speaking in Japanese Junior High School” 2010年2月. Temple University Japan Campus, Proceedings of the 2009 Applied Linguistics Colloquium.
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「日本の中学校における英語スピーチ指導の実践」2012年11月.異文化研究9』国際異文化学会
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Nishikawa – Van Eester, M. (2009). Teaching Public Speaking in Japanese Junior High School. K.Fushina and J.-P.J. Richard (Ed.) Proceedings of the 2009 Applied Linguistics Colloquium, 83 – 88. Tokyo: Temple University Japan
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『英語でつくる本格カレー』（共著（和文英訳担当）、ナツメ社、共著、2008年）
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Nishikawa – Van Eester, M. (2008). Differences in Second Language Acquisition in Flanders and Japan. M. Hood (Ed.) Proceedings of the 2008 Applied Linguistics Colloquium, 85 – 92. Tokyo: Temple University Japan
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General Publications

『日本語への翻訳者が足りない言語』"Translator Perspectives 2019". JAT Antology.　Japan Association of Translators. September 2019

『ボードワン国王財団基金支援によるジャパン・プロジェクト―「世界最古のホテル」を訪ねて―』「翻訳者の目線 2018」.JATアンソロジー.　日本翻訳者協会. 2018年9月

『ダブリン（アイルランド）で考えたこと – 英語公用化について』「翻訳者の目線 2017」.JATアンソロジー.　日本翻訳者協会. 2017年9月

『ライデン大学にて - 蘭学・阿蘭陀通詞・外国語教育のことなど』「翻訳者の目線 2016」.JATアンソロジー.　日本翻訳者協会. 2016年9月

『皇后陛下との会話』「翻訳者の目線」.JATアンソロジー.　日本翻訳者協会. 2015年9月

『私と英語と英検と』「STEP英語情報 – The Latest on English – 2005. 7/8」. 日本英語検定協会. 2005年7月

研究発表

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Comparative Review of the Foreign Language Learning History of a Japanese and a Flemish-Dutch Native Speaker

The Asian Conference on Language 2020 - iafor
（新型コロナウイルス拡大防止対策としてオンライン発表）

(Dis)like of English by University Students Related to Proficiency and Background

Temple University Japan, 22nd Applied Linguistics Colloquium (2020)

The History of English Education in Japan: Focusing on Its Dawn and the Latest Period

Temple University Japan, 21th Applied Linguistics Colloquium (2019)

Japanese Students' Demotivating Factors in Learning English and Their Individual Background

Temple University Japan, 20th Applied Linguistics Colloquium (2018)

Many Japanese high school graduates state that they disliked their English classes. This is often attributed to the teaching style in junior and senior high school in Japan. This study investigates if there is also a personal (individual) background component to the phenomenon.

Japanese University Students’ Demotivating Factors in Learning English

Temple University Japan, 19th Applied Linguistics Colloquium (2017)

The results of a questionnaire among university students regarding demotivation and its correlation with the TOEIC score

The Pedagogical Significance of Japanese University Students’ Short-Term Overseas English Programs

42nd Annual International Conference on Language Teaching and Learning (JALT 2016), Nagoya 2016/11/27

Update and further elaboration on the presentation given at Temple University Japan, 18th Applied Linguistics Colloquium (2016)

The Pedagogical Significance of Japanese University Students’ Short-Term Overseas English Programs

Temple University Japan, 18th Applied Linguistics Colloquium (2016)

Many Japanese universities organize short-time overseas English programs for their students during vacation periods often accompanied by their instructor(s). What is the pedagogical significance and effect of this kind of programs: The participants increase their motivation to learn/use English by and large and decide to continue studying English.

“Difference in Socio-Cultural Background of English Learners in Japan and Flanders, Belgium”

The 48th Annual Meeting of the Societas Linguistica Europaea　欧州言語学学会　　2 – 5 September 2015 Leiden University Centre for Linguistics (LUCL), Leiden

A Literature review regarding LINGUISTIC DISTANCE and its influence on TESOL

The 17th Temple University Japan Campus Applied Linguistics Colloquium (2015)

In Japan, teachers have always experienced enormous difficulties in teaching English. This becomes distinctly particular when students in Japan are compared with students in Flanders (Belgium), native speakers of Dutch. Although many point out that this phenomenon is mainly caused by what we call "linguistic distance", very little research has been done focusing on what linguistic distance really means. The presentation gave an overview of literature regarding the influence of the linguistic difference (distance) on the difficulties of the process of teaching English, mainly dealing with four articles and their research results - what they have and have not found out.

日本における英語学習者の意識調査　- 中学生と大学生の比較

国際異文化学会　於　立正大学品川キャンパス（2014年5月10日）

日本における一般的EFL（English as a Foreign Language – 外国語としての英語）の学習者の置かれた環境を含めた、若い学習者の英語学習に対する意識を探り、その結果から現状を把握、分析するのが本研究の目的である。さらに、その分析結果を今後の英語教育の実践に活かすことをその上の目標とする。 　英語は現在、現代世界における「Lingua Franca - リンガ・フランカ」として確固たる地位を築いており、その認識の下、平成14(2002)年に「『英語が使える日本人』の育成のための戦略構想」が我が国の文部科学省により発表された。この中で文科省は「経済・社会等のグローバル化が進展する中、子ども達が２１世紀を生き抜くためには、国際的共通語となっている「英語」のコミュニケーション能力を身に付け ることが必要であり、このことは、子ども達の将来のためにも、我が国の一層の発展のためにも非常に重要な課題となっている。」と述べ、「 その一方、現状では、日本人の多くが、英語力が十分でないために、外国人との交流において制限を受けたり、適切な評価が得られないといった事態も生じている。同時に、しっかりした国語力に基づき、自らの意見を表現する能力も十分とは言えない。」故に、「国際社会に活躍する人材等に求められる英語力」を得ることをこの構想の達成目標の一つに挙げている。　 　この発表から十年以上が経過した現在、それでは、実際の教育現場において、何よりもまず、当の英語学習者の状態はどうなっているのだろうか。本研究はその点に注目したものである。 　本研究の対象者は東京都内の中学一年生（136名）および大学生二・三年生（英語を専攻としない55名 ）である。英語学習のごく初期の段階と、思春期を通過し青年期に達した段階で、その学習に対する意識に違いは出るのだろうか。また、彼らを取り巻く環境に差異はあるだろうか。これらを探るため、対象者にはこちらの提示した項目ごとの質問に答えてもらう形の、アンケート調査を行った。質問には例えば、「英語が使えることは良い仕事に就くために重要である（英語の重要性の認識）」「少なくとも私の両親のうち一人は英語が話せる（学習者の置かれた環境）」「いつか私は英語が上手く話せるようになると思う（自己効力感、自己に対する信頼感・有能感）」「ことばを習うのに特別な才能がある人たちがいる（信条）」「私はクラスで、英語で先生と話すとき緊張する（不安感）」のようなものが含まれており、これを4段階のリッカート尺度で答えてもらうように工夫した。 　アンケート調査の結果わかったことは、わずかながらも統計学的に有意な差が見られたのは、中学生群がより強く「自身の置かれた英語学習の環境は良い」と感じていることと、大学生群がより強く「英語を話すことに対する不安感がある」と感じていることであった。 　本研究の限界としては、中学生群が公立校でありながらも地域でも優秀な生徒が集まる学校として知られ、その均一性が顕著であることに対し、都内大学は私立小規模大学でありながら、全国のさまざまな地域から学生がを集めた集団であり、また今回は両群の比較した数の面においてもややバランスを欠いたため、結果の分析が完全とは言えなかったかもしれない、ということが挙げられる。これらは今後さらなる研究を行う際の課題として残されている。

How the Oranda-tsuji (Dutch interpreters/translators) learned English from R. MacDonald

Temple University Japan, 2014 Applied Linguistics Colloquium

Who was Ranald MacDonald and how did the Oranda-tsuji learn English from him.

Comparison of Two Age Groups (Junior High & University) in Japan on EFL Contexts

2013 JALT, Kobe

Statistical comparison of 2 ages groups regarding their EFL context

SLA in Flanders (Belgium) and Japan: BALLI-reponses

2011 JALT, Tokyo

Report on and statistical analysis of the results of a BALLI-like (Beliefs about Language Learning) questionnaire conducted in Flanders and Japan

The Language Teaching Policies and the Realities in Japan and Other Asian Countries

Temple University Japan, 2010 Applied Linguistics Colloquium

Situation in various Asian countries regarding the teaching of English

Teaching Public Speaking in Japanese Junior High School

Temple University Japan, 2009 Applied Linguistics Colloquium

This is a partial report of an ongoing attempt in classroom design of an intramural, extracurricular, non-compulsory public speaking course in a Japanese junior high school. One of the goals of this program is that the students enter important speech contests both within the district and on the national level. The report focuses on (a) observations and analyses of the panicipants, (b) basic concepts and skills they learn in writing, speaking and presenting speeches, and (c) a practical proposal of lesson plans in the framework of their timetable. Further research is required.

Differences in Second Language Acquisition in Flanders and Japan

Temple University Japan, 2008 Applied Linguistics Colloquium

This is a preliminary report of a study investigating the TESOL situation in Flanders, Belgium, with the aim of exploring the potential for solving present problems Japan has in this field. Learning English is a burden for the Japanese, while Flemish people often handle several languages including English with relative ease. Even taking the broader linguistic differences of Japanese and English into consideration, the contrast is very sharp. Through an examination of the differences in sociolinguistic backgrounds of learning foreign languages in Flanders and Japan, several points and strategies for learning English have emerged. This report mainly focuses on the analysis of the results of a questionnaire that was administrated in two junior high schools, one in Tokyo and the other in Flanders targeting 150 students who had just started learning English. The goal was to observe the actual learning/teaching styles in two societies. The data revealed that the Flemish children are inevitably exposed to much more natural and frequent occasions to use English.
Click here for the presentation handouts

学会・研究会・勉強会（出席したもの）

Dr.M.Harrington @ Showa Women's University - June 2018

Current Issues in Second Language Acquisition

#1 Saturday, 2 June: Quantitative second language research and the JASP program
#2 Sunday, 3 June: Statistical tests (I) T-tests and ANOVA
#3 Saturday, 9 June: Statistical tests (II) Correlation and regression
#4 Sunday, 10 June: Introduction to Bayesian Analysisn-j

Temple University: Distinguished Lecturer Series - July 8, 2017

Oral Corrective Feedback in Language Pedagogy and SLA Dr. Rod Ellis (Curtin University, Australia)

Dr.M.Harrington @ Showa Women's University - June 2017

Current Issues in SLA

DAY #1 Explicit instruction and learning
DAY #2 Fluency and performance
DAY #3 The cultural and the social
DAY #4 Teaching and learning English in Japan

Dr.M.Harrington @ Showa Women's University - June 2016

Current Issues in SLA

DAY #1 Explicit instruction and learning
DAY #2 Fluency and performance
DAY #3 The cultural and the social
DAY #4 Teaching and learning English in Japan

Temple University: Distinguished Lecturer Series - May 21-22, 2016

Using Rasch Measurement in Language / Educational Research (Dr. Trevor BOND, James Cook University, Australia)

The primary purpose of this seminar was to introduce the Rasch model for measurement, which is revolutionizing testing and research in the social sciences, including the fields of second language and educational research. The seminar began with an introduction to the theory and practice of Rasch measurement and included an explanation of the advantages of Rasch analysis over classical approaches to test and questionnaire scores. Subsequent topics included how Rasch analysis can be applied to dichotomous data (the basic Rasch model), and Likert-style questionnaire data (the Rasch rating scale model).

Temple University: Distinguished Lecturer Series - February 20, 2016

The Practice of Teaching Speaking (Dr.Jonathan NEWTON, Victoria University of Wellington, New Zealand)

For language learners the world over the ability to communicate fluently and confidently in the language they are learning is in equal measures a compelling dream, a daunting prospect and an elusive target. For teachers, it can be no less daunting to teach speaking because of the complex array of social, environmental, cognitive, psychological and neuro-muscular factors at play. Indeed I would argue that the knowledge and skills required to teach speaking effectively are undervalued in the profession. In response to this issue, this course explores the practice of teaching speaking with particular reference to the challenges faced by native and non-native speaker teachers in EFL classrooms and how teachers can meet these challenges.

The course will address three main themes. The first, theoretical foundations, reviews cognitive, sociocultural and skill-based theoretical accounts of the role of spoken language production in language learning. The second theme focuses on classroom practice and critically evaluates the range of approaches to teaching speaking and providing speaking opportunities in the classroom, from tightly controlled choral repetition and pattern drills to communication tasks and free discussion. Research evidence will be bought to bear on assessing the value of these different approaches. The third theme considers learner, teacher and environmental factors that impact on the provision, implementation and uptake of speaking opportunities in the classroom. Learner factors include communicative anxiety, willingness to communicate, motivation and cultural preferences. Teacher factors include abilities, self-efficacy, beliefs, and experiences. Environmental factors include the immediate school context and the wider sociocultural environment.

Nation, I.S.P. & Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York, NY: Routledge

ロッド・エリス教授　特別講演　昭和女子大にて 2015年6月27日

「動機付けを高める英語教育」

Temple University: Distinguished Lecturer Series - May 24-25, 2014

Dr. James Brown (University of Hawaii at Manoa, U.S.A.)
Mixed Methods

The lecture defined the notion of research in TESOL, then moved on to discuss the various characteristics of qualitative and quantitative research, especially within the framework of a qual/quant continuum, wherein qualitative and quantitative research characteristics interact. The students learned about the most salient features of MMR and learned to distinguish among three main varieties of MMR: qualitative mixed, pure mixed, and quantitative mixed methods research. The lecture was organized as follows:

Part I: Getting Research Started
Introduction to Research
Starting Research Projects
Gathering, Compiling, and Coding Data

Part II: Analyzing Research Data
Analyzing Quantitative Data
Analyzing Qualitative Data
Analyzing MMR Data

Part III: Presenting Research Studies
Presenting Research Results
Writing Research Reports
Disseminating Research

Examples of these MMR techniques were drawn from large-scale second-language MMR projects recently conducted around the world, where MMR did indeed provide interesting answers.

Dr.R.Ellis @ Showa Women's University - April 2014

Individual Differences

Dr.R.Ellis @ Showa Women's University - June 2013

Rod Ellis Seminar at Showa Women's University

This seminar dealt with the material from the forthcoming book called Language Teaching Research and Language Pedagogy (Wiley/ Blackwell).

Linguapolis Summer School, September 2012

Statistical Methods

A one-week course at the University of Antwerp, Flanders (Belgium) on quantitative research and related statistical methods
https://www.uantwerp.be/en/faculties/faculty-of-arts/research-innovation/research-groups-and-institutes/linguapolis/
Click here for the presentation handouts

日本語 Interesting Literature

社会的環境の及ぼす動機づけおよび影響

Crystal, D. (2003). English as A global language (2nd ed.). New York, NY: Cambridge University Press.

Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Erlbaum.

Gottlieb, N. (2005). Language and society in Japan. New York, NY: Cambridge University Press.

Hawley-Nagatomo, D. (2012). Exploring Japanese university English teachers’ professional identity. New York, NY: Multilingual Matters.

Horwitz, E. (1999). Cultural and situational influence on foreign language learners’ beliefs about language learning: A review of BALLI studies. System, 27(4) , 557 ? 576.

Kaplan,R. B. (1966). Cultural Thought Patterns in Inter-Cultural Education. Language Learning. 16(1 and 3), 1 – 20.1 and 3), 1 – 20.

Knipprath, H. (2004). The role of parents and community in the education of the Japanese child. Educational Research for Policy and Practice, 3, 95 -107.

McKay, S. L. (2002). Teaching English as an international language. New York, NY: Cambridge University Press.

Ministry of Education, Culture, Sports, Science & Technology (MEXT). (2002). Developing a strategic plan to cultivate “Japanese with English abilities,” retrieved October 12, 2012, from http://www.mext.go.jp/english/news/2002/07/020901.htm

Ministry of Education, Culture, Sports, Science & Technology (MEXT). (2012). Notice on the development of “Hi, friends”－New Materials for introducing Foreign Language Activities in Elementary Schools, retrieved January, 2012, from http://www.mext.go.jp/english/topics/1315411.htm

Nikitina, L & Furuoka, F. (2006). Re-examining Horwitz’s Beliefs about Language Learning Inventory (BALLI) in the Malaysian Context. Electronic Journal of Foreign Language Teaching, 3, 2, 209 - 219.

The Japanese Association of College English teachers SLA Kenkyukai. (2013). Daini gengo shutoku to eigoka kyoikuho [SLA and TESOL]. Tokyo. Kaitakusha.

阿蘭陀通詞の外国語学習法

Katagiri, K. (2004). Heisei ran-gaku koto hajime [the beginning of Dutch learning in the Heisei Era]. Tokyo: Tomo Shobo.

Kimura, N. (2012). Tsuyaku tachi no bakumatsu ishin [the last days of the Tokugawa shogunate and the Imperial restoration to the interpreters]. Tokyo: Yoshikawa Kobunkan.

Morioka, K. (1999). Ou-bun kun-doku no kenkyu [Study of kun-doku method for reading the sentences of the European languages]. Tokyo: Meiji Shoin.

General

Field, A. (2005). Discovering statistics using SPSS (2nd ed.). London: Sage.