Thematische Bibliographien / Japanese Teacher of English

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Japanese Teacher of English“

Autor: Grafiati
Veröffentlicht am 30. Juni 2021
Zuletzt aktualisiert am 6. Februar 2022

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Zeitschriftenartikel zum Thema "Japanese Teacher of English"

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Moritani, Hiroshi, und Chiaki Iwai. „Role Identities of Japanese Teachers of English at Japanese Universities“. JALT2018—Diversity and Inclusion 2018, Nr. 1 (01.08.2019): 50. http://dx.doi.org/10.37546/jaltpcp2018-07.

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As part of a larger study of university English teachers, this paper presents a hypothetical model of the critical influences on the construction of role identities (i.e., how teachers understand their teaching roles) using data generated from in-depth interviews with 12 Japanese teachers of English at Japanese universities. To inductively create a hypothetical model based on the actual voices of these participants, the analysis utilizes a modified grounded theory approach (Kinoshita, 2003). We report that five critical influences emerged: (a) classroom experiences as a learner, (b) professional development, (c) contextual factors, (d) classroom experiences as a teacher, and (e) teacher-internal factors. We present the findings with reference to previous studies in language teacher cognition research. 本稿では、大学英語教師に関する研究の一部として、日本の大学で教える12人の日本人英語教師との深層インタビューから得たデータをもとに、彼らの役割アイデンティティ(教師の役割の理解)の構築に関与する重要な影響要因を示す仮説モデルを提示する。研究協力者の実際の言葉をもとに帰納的に仮説モデルを構築するために、分析に修正版グラウンデッド・セオリー・アプローチ（木下, 2003）を用いた。本稿では、役割アイデンティティの構築に関与する5つの重要な影響要因（a. 学習者としての授業経験、b.専門能力開発 c. 文脈要因、d.教師としての授業経験、e.教師の内的要因）を報告する。本稿では、これらの要因を言語教師認知研究の先行研究に照らしながら提示する。
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Chindemi, Gregory Paul. „Untrained Foreign English Educators in Japan: A Discourse on Government Education Initiative and Perceptions from Japanese Teacher's on Efficacy in the Classroom“. International Journal of Learning, Teaching and Educational Research 20, Nr. 7 (30.07.2021): 118–34. http://dx.doi.org/10.26803/ijlter.20.7.7.

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Social scientists, teacher leaders, and academics, both Japanese and non-Japanese, have attempted to examine the phenomenon of unlicensed foreigners in the Japanese classroom environment. In an attempt to open a discourse on the intentions and subsequent failures of the JET programme, and to identify specific perceptions of Japanese teachers in relation to JET, a historical analysis of the JET programme coupled with a Likert Scale survey was utilized. In this ordinal scale survey, the opinions of both experienced Japanese teachers and inexperienced Japanese teachers on the challenges of working in conjunction with untrained foreign instructors during their career, were used to gauge teacher's attitudes and opinions. Results would suggest that teacher's with longer time in the field of education have stronger opinions towards untrained foreign educators in the classroom, while less experienced teachers are more apt to working with untrained foreign educators without expressing dissatisfaction.
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Ito, Yukiko. „The Effectiveness of a CLIL Basketball Lesson: A Case Study of Japanese Junior High School CLIL“. English Language Teaching 12, Nr. 11 (22.10.2019): 42. http://dx.doi.org/10.5539/elt.v12n11p42.

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This article outlines a junior high school physical education class which teaches basketball in English using the CLIL framework as a case study. The purpose of the article is to consider how and what students learned from the class through students’ class results, basketball skills test, post lesson questionnaire and pre and post lesson teacher interviews. It examines how the teacher’s attitude toward CLIL changes from pre and post lesson interviews. Through this CLIL class led not by English teachers but by a physical education teacher the qualities and abilities necessary for competent CLIL teaching are considered. Regarding students, this CLIL lesson was conducted for the acquisition of physical basketball skills, English expressions and situational English ability. It also aimed to teach 21st-century skills defined by global education. The lesson resulted in students being able to understand both the English target structures and the basketball terms and strategies taught. In addition, students not only learned the content of the lesson, but also co-operated well with the teacher and worked well in teams which made the lesson successful. Before the lesson, the teacher felt that the CLIL lesson would be difficult for the students. However, the lesson was well received and had a great effect on the students and the teacher herself gained confidence. The experience they gained will lead to skills that will help them succeed in a global society in the future.
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Balgoa, Nelia G. „Filipino English Teachers in Japan: “Nonnativeness” and the Teaching and Learning of English“. Journal of Language Teaching and Research 10, Nr. 2 (01.03.2019): 256. http://dx.doi.org/10.17507/jltr.1002.06.

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A feature of the Japan Exchange and Teaching (JET) Program, which aims to internationalize Japan and to improve the English-speaking ability of its students, is the hiring of Assistant Language Teachers (ALTs) who are described by the Japanese government as native-level speakers of English working in Japanese classrooms. By using critical applied linguistic which focuses on questions of power, difference, access and domination in the use of the English language (Pennycook, 2001), this paper examines the motivations of the Filipino teachers as ALTs, the processes of international teacher recruitment and how their 'nonnativeness' reconfigure their identity as nonnative English speaker teachers (NNESTs) and Filipino migrants. Data from in-depth interviews and focus group discussions of Filipino ALTs and Japanese teachers show that English is both motivation and vehicle for migration and settlement for the Filipino teachers. “Nonnativeness” requires from them reconfiguration of their identity which entails them to sound native, counteract perceived forms of discrimination and assess their roles in the spread and use of English. This “nonnativeness” is a repudiation of their skills and qualifications as English teachers thus, paving the way for an interrogation of language ideologies, and of linguistic and racial identities.
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Toya, Mitsuyo. „Exploring the process of teacher development toward teaching English by using the Trajectory Equifinality Modelling approach: Elementary, middle and high school comparison“. Impact 2020, Nr. 9 (30.12.2020): 35–37. http://dx.doi.org/10.21820/23987073.2020.9.35.

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Within the education system in Japan, English classes have historically been conducted in Japanese. While the reasons for this are obvious, there are potential pitfalls, including the fact that such classes depend on translating English to Japanese and explaining grammar principles in Japanese. In 2008 The Japanese Ministry of Education, Culture, Sports, Science, and Technology introduced a major reform to the teaching of English. The policy reform specifically related to high school English classes, but in 2019 it was updated to include junior high school classrooms. This policy placed increasing pressure on Japanese school teachers to teach English in English. Despite this increased pressure to speak English exclusively during class time, a 2019 survey found that many teachers choose to ignore the guidelines. Professor Mitsuyo Toya, who is an expert in applied linguistics and TEFL and is based at the University of the Ryukyus in Japan, is part of a team exploring the process of teacher development for teaching English in Japan. By using the Trajectory Equifinality Modelling approach, the team hopes to suggest improvements that the education sector can put in place to benefit students and teachers alike.
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Thompson, Gene, und Karen Woodman. „Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs“. Asia-Pacific Journal of Teacher Education 47, Nr. 1 (19.07.2018): 48–65. http://dx.doi.org/10.1080/1359866x.2018.1498062.

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Yamada, Mieko. „Evaluation of an EFL Teacher Training Program in Japan“. Journal of Applied Social Science 12, Nr. 1 (19.02.2018): 25–45. http://dx.doi.org/10.1177/1936724418755420.

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This article presents a study undertaken to evaluate how effectively an English as a Foreign Language (EFL) training program helps Japanese EFL teacher trainees prepare for their future positions. Data were collected via both interviews and surveys. Interviews were first conducted with Japanese teacher trainees enrolled in the program to identify concerns related to their EFL learning and teacher training. Since the interviews revealed potential areas for a new direction in the EFL curricula, surveys were later conducted to focus on the teacher trainees’ perceptions of Japan’s diversity. This article discusses the findings from interviews and surveys, and offers recommendations for further improvement to the Japanese EFL program.
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Omote, Akihiro. „Teacher Self-Efficacy and Instructional Speech: How Teachers Behave Efficaciously in the EFL Classroom“. JALT Journal 39, Nr. 2 (01.11.2017): 89. http://dx.doi.org/10.37546/jaltjj39.2-1.

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In this paper, I explore teachers’ self-efficacy and their instructional speech (in Japanese and English) in EFL classrooms in Japan. Mixed methods provided the framework for a questionnaire to 108 teachers followed by interviews with 6 teachers. The survey revealed a common perception that Japanese instructional speech is overused and a perceived conflict between the use of English and Japanese speech, but the interviews found that self-efficacy played a central role in a complex sociocognitive process to optimize efficacy due to distinct qualities of English and Japanese speech. Teacher self-efficacy (TSE) had two functions: an embarrassment buffer and a motivation keeper. Although both functions were conditional in English, they were cognitive and compensatory in Japanese. Along with the converging impact of English and Japanese on TSE, this discrepancy seems to lead to the overuse of Japanese in the process of efficacy optimization. Implications are provided for future instructional speech with an attempt to alleviate the conflict between the use of English and Japanese. 本研究は、教師の自己効力感（Teacher self-efficacy, TSE）を日本の英語教育におけるinstructional speech（授業言語、授業での日本語使用と英語使用）との関係から探ることを目的としている。研究は、質問紙（108名の日本人教師対象）と、その後行われた6名の教師へのインタビューを統合する混合法（mixed methods）で行われた。前者では英語と比較した日本語の過大使用、及び日英両言語の使用上の対立を、また後者では複雑で社会認知的な授業の最適化プロセスにおいてTSEが中心的役割を担っていることが判明した。TSEには問題回避と動機維持の2つの機能が見られる。しかし、英語は条件限定的、日本語は認知的または補償的にこれらの機能に関連しており、双方の関係性ははっきりと異なっていた。日本語の過大使用は、この日英言語のTSEへのそれぞれの対立的影響を元に生じていると考えられる。この対立を緩和するための授業言語のより良いあり方について考察し、いくつか提案を試みる。
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Sutherland, Sean. „'Real English' in Japan : team teachers' views on nativeness in language teaching“. Journal of English Studies 10 (29.05.2012): 175. http://dx.doi.org/10.18172/jes.186.

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In Japan, English is often taught by teams composed of a local Japanese teacher of English (JTE) and a native English speaking assistant English teacher (AET). This form of team teaching is typically assumed to be beneficial as it provides the students with exposure to models of native English which they would otherwise not encounter. Research has found that students and JTEs approve of team teaching as it provides students with motivation to study a language that would otherwise have little relevance to their daily lives. Less research has been done to explore how team teaching affects the JTEs with regards to their feelings about their own skills as English language users. In this paper, based on interview research with JTEs, I argue that team teaching reinforces the dichotomy between native and non-native speakers to the detriment of both Japanese teachers and their students.
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Gorsuch, Greta. „Japanese EFL Teachers' Perceptions of Communicative, Audiolingual and Yakudoku Activities“. education policy analysis archives 9 (27.03.2001): 10. http://dx.doi.org/10.14507/epaa.v9n10.2001.

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In recent years, the learning of English as a Foreign Language in Japanese high schools has become the focus of new educational policies applied at the national level. One of these is The Course of Study issue by the Ministry of Education, in which teachers are, for the first time in a long series of curriculum guidelines, adjured to develop students' "positive attitudes towards communicating in English." Another is the JET program, which has put thousands of native English speaking assistant language teachers (ALTs) into Japanese secondary classrooms for the purpose of team teaching with Japanese teachers. Data resulting from a survey project of 876 Japanese high school English teachers was used to provide empirical evidence of teachers' levels of approval of communicative, audiolingual and traditional (yakudoku) activities. Teachers were also asked to rate the strengths of a variety of influences on their instruction, including university entrance exams, and pre- and in-service teacher education programs. Teachers' perceptions of both activities and instructional influences were examined in light of teachers' length of career, type of school (private versus public, academic versus vocational), and level of contact with an ALT. The data revealed the complexities of imposing broad, national educational policies on a diverse group of teachers, and in an educational culture which likely precludes teachers' use of communicative activities.
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Dissertationen zum Thema "Japanese Teacher of English"

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Takayama, Hiromi. „Professional development in Japanese non-native English speaking teachers' identity and efficacy“. Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/5655.

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This mixed methods study investigates how Japanese non-native English speaking teachers’ (NNESTs) efficacy and identity are developed and differentiated from those of native English speaking teachers (NESTs). To explore NNESTs’ efficacy, this study focuses on the contributing factors, such as student engagement, classroom management, instructional strategies, self-perceived English proficiency, their teaching and teacher education backgrounds, culture related to teaching, and so on. For the portion of teacher identity, this study analyzes four perspectives: their role identity, professional identity, teacher education and professional development, English proficiency. After the data were collected from Japanese NNESTs, they were compared and contrasted with their NESTs’ counterparts. The primary goal of this study is to identify the characteristics of Japanese NNESTs’ efficacy and identity and investigate how their individual, educational, cultural, and other social factors influence their efficacy and identity development. Forty six (46) Japanese NNESTs and one hundred and two (102) NESTs who were teaching in the junior high, high school, and college levels in Japan participated in a survey. Five Japanese NNESTs and six NESTs from the three types of grade levels were interviewed. Data analysis procedures comprised a statistical analysis of the survey data and a theme analysis of the interview data, and both data sets were integrated to discover the mixed method findings. There were several major findings from this research. First, there was a positive correlation between Japanese NNESTs’ efficacy, particularly efficacy for instructional strategies, and self-perceived English proficiency. Therefore, higher English proficiency can be a predictor of a higher level of overall teacher efficacy and efficacy for instructional strategies. Second, although Japanese NNESTs’ efficacy for student engagement was lower than efficacy for classroom management and instructional strategies, they demonstrated various strategies for increasing their students’ motivation. Third, their Japanese use in instruction influenced their teacher identity, and being a language model and a behavioral role model was reflected on their Japanese NNESTs’ identity. Finally, college NESTs showed significantly higher teacher efficacy compared to different groups. Both Japanese NNESTs and NESTs’ efficacy and identity were formed by their previous teaching experiences, various roles as teachers, perceptions of Japanese educational system, culture, and students. The conclusion includes suggestions and implications for administrators, teacher educators, and Japanese NNESTs.
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Bonn, Suzanne. „Teacher use of personal narratives in the Japanese university English language classroom“. Thesis, Aston University, 2015. http://publications.aston.ac.uk/26749/.

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While storytelling in conversation has been extensively investigated, much less is known about storytelling in the English language classroom, particularly teachers telling their personal experience stories, termed teacher personal narratives in this study. Teacher personal narratives, a combination of the ancient art of human storytelling and the current practices of teaching, offer an innovative approach to language teaching and learning. This thesis examines teacher personal narrative use in Japanese university English language classrooms and is of relevance to both practicing classroom teachers and teacher educators because it explores the role, significance, and effectiveness of personal stories told by teachers. The pedagogical implications which the findings may have for language teaching and learning as well as for teacher education programs are also discussed. Four research questions were posed: 1. What are the characteristics of teacher personal narratives? 2. When, how, and why do language teachers use personal narratives in the classroom? 3. What is the reaction of learners to teacher personal narratives? 4. How do teacher personal narratives provide opportunities for student learning? A mixed methods approach using the tradition of multiple case studies provided an in-depth exploration of the personal narratives of four teachers. Data collection consisted of classroom observations and audio recordings, teacher and student semi-structured interviews, student diaries, and Japan-wide teacher questionnaires. Ninety-seven teacher personal narratives were analyzed for their structural and linguistic features. The findings showed that the narrative elements of orientation, complication, and evaluation are almost always present in these stories, and that discourse and tense markers may aid in student noticing of the input which can lead to eventual student output. The data also demonstrated that reasons for telling narratives mainly fall into two categories: affectiveoriented and pedagogical-oriented purposes. This study has shown that there are significant differences between conversational storytelling and educational storytelling.
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Kiernan, Patrick James. „Deconstructing narrative identity in English language teaching : an analysis of teacher interviews in Japanese and English“. Thesis, University of Birmingham, 2008. http://etheses.bham.ac.uk//id/eprint/164/.

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This thesis is the third of three modules, and explores narrative identity in interviews with English language teachers. It offers an analysis of how speakers used linguistic resources to construct identities for themselves during life story interviews. Both interviewer (the author) and interviewees (21 native English speakers and 21 native Japanese speakers) taught English in Japan. All interviews were conducted in the interviewee’s native language. The analysis therefore consists of a contextualised cross-linguistic description of the linguistic resources employed by speakers for expressing identity. I use this analysis to address the role of the ‘native speaker’ in English language teaching in Japan (introduced in Module 2) through a fresh analysis that includes the perspectives of ‘non-native’ teachers. In terms of theory, this module offers a response to the general question: ‘What differences are there between narratives told in Japanese and English?’ (posed in Module 1). In turn, my answers to this are used to inform pedagogic proposals (the principal focus of Module 1) on the development of a pedagogic model of narrative suitable for Japanese learners of English.
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Smith, Elliot. „Effectiveness of English teaching with JET Programme Assistant Language Teachers and Japanese Teachers of English : Team Teaching Perceptions through Team Interviews“. Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-194683.

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This research seeks to develop further understandings of effectiveness of the  Japan Exchange and Teaching (JET)  Programme. The JET programme is an internationalisation programme of which employs primarily native English language speakers into the role of Assistant Language Teachers of whom aid in teaching English within school settings across Japan. Inspiration to undertake the project arose through an observation that previous research into the JET programme displays an overwhelmingly negative perspective of the programme’s effectiveness, not least due to the consistent reduction in Japan’s perceived foreign language attainment rates in recent years. This study seeks to develop a new angle of understanding regarding the JET programme, namely through analysing its Assistant Language Teacher’s and Japanese Teachers of English’s perceptions of their own experiences within the programme, and what they each determine effectiveness to be within their own roles. These perceptions were elicited through joint interviews with pairs of Assistant Language Teachers and Japanese Teachers of English of whom work or worked together. Four interviews took place harbouring two participants in each, totalling eight participants. Through utilisation of thematic and multimodal analytical methodologies in tandem, participant pairs’ individual and collaboratively created perspectives were attained. Results displayed the importance of individual relationships towards effectiveness within participants’ working lives. Effectiveness was primarily displayed through empathetic understanding and supporting one another, alongside actions of which allowed participants to challenge the JET programme together and empower their own relationships in the process. Further, theoretical frameworks of language teacher effectiveness are utilised and display intriguing results pertaining to how participants fulfil their working roles, and how these roles act in empowering potentially problematic norms of what a native speaker is.
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Kurihara, Yuka. „Appropriating pedagogical tools a case study of Japanese secondary school EFL teachers returning from overseas in-service teacher education program /“. Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187097104.

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Sasajima, Shigeru. „Language teacher cognition in the case of Japanese teachers of English at secondary school in Japan : an exploratory study“. Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/12359.

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Japanese non-native English-speaking EFL (English as a foreign language) teachers in secondary education (JEFL teachers) work in a different educational context from language teachers in Europe. The purpose of this exploratory research is to identify the distinctive ways in which JEFL teachers think, know, believe and do. These concepts are subsumed under the general heading of JEFL teacher cognition, particularly as this applies to teaching and teacher education in Eigo Kyoiku (English education in Japan). The overall purpose of exploring JEFL teachers’ cognitions is reflected in four research guiding questions (RQs): 1) to identify the nature of JEFL teacher cognition; 2) to see any particular influences that might help shape JEFL teacher cognition; 3) to learn to what extent JEFL teachers’ cognitions are consistent with their actual practice of teaching; and 4) to discuss the ways in which the concept of language teacher cognition (LTC) may be understood and situated in the Japanese context. The research consisted of two studies: a) a quantitative Preliminary Study administered to 62 JEFL teachers and 81 modern foreign language (MFL) teachers in Scotland, in order to identify any areas regarding JEFL teacher cognition; and b) an in-depth Main Study based on a qualitative and ethnographic approach, featuring 10 JEFL teachers. This made use of qualitative data analysis and the applied KJ method, and also drew on complexity theory, through reflective and reflexive processes with particular reference to retrodictive qualitative modelling (RQM). The results of the Main Study are presented as 16 concept maps, each of which represents a featured aspect of JEFL teacher cognition (ATC). It represents the signature dynamics of each ATC and points to the variation and tension which JEFL teachers experienced in relation to each ATC. The research suggests that, although LTC have certain universal characteristics, it needs to be explored on the assumption that it is situated socially, culturally, locally and personally.
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Ainscough, Valerie J. „The interaction between teacher and student expectations : a case study of a Japanese college in Britain“. Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342152.

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Sutherland, William Sean. „Team teaching English in Japanese schools : an exploration of how Japanese teachers of English see themselves, their teaching, and their native English-speaking assistants“. Thesis, King's College London (University of London), 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558297.

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In Japan the team teaching of English language classes has been a growing phenomenon since the late 1980s. Team teaching typically involves two teachers: a Japanese teacher of English (JTE) who has a university degree in English or education and a teaching qualification, and an assistant English teacher (AET) who is usually an untrained recent university graduate from Britain, the United States or another country whose citizens are primarily thought to be native English speakers. The stated goal of team teaching is to improve Japanese students' English abilities by having a native English speaking AET in the class as a model of the target language. AETs are often popular with students, their parents and administrators, primarily because they are seen to provide motivation for language learning. JTEs may appreciate AETs, especially as co-workers to share the workload with, something any teacher would certainly appreciate. -- Less research has been done into asking JTEs how they feel about team teaching as it relates to their identities as teachers and as English speakers. For this thesis I used qualitative research interviews and classroom observation to investigate what it means to be a Japanese teacher of English who working with an AET. This data was related to the relevant literature. Several key findings were uncovered: JTEs receive no training on team teaching, leaving them feeling unable to manage their AET partners; JTEs feel that AETs speak 'real' English, leaving JTEs in the unenviable position of being expected to teach a language that they are not thought to have mastered; AETs provide students with little exposure to 'real' English; JTEs sometimes disparage AETs' teaching skills and distrust AETs' motives for working in Japan; and JTEs do not feel they themselves have the skills to teach English.
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Yoshihara, Reiko. „THE FEMINIST EFL CLASSROOM: FEMINIST TEACHERS' IDENTITIES, BELIEFS, AND PRACTICES IN JAPANESE UNIVERSITIES“. Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/309305.

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Teaching & Learning
Ed.D.
In this study, I explore how EFL teachers in Japan become feminists, what feminism means to them, and how their feminist identities affect their teaching beliefs and practices. In relation to their feminist identities, I also examine what teaching beliefs they hold, how their teaching beliefs are applied to their teaching practices, and how they teach in their actual language classrooms. This study enabled me to understand more deeply what is going on in feminist EFL classrooms. To explore the research questions posed above, I employed poststructural feminist pedagogical theory as my conceptual framework and narrative inquiry as my primary methodological tool. I recruited nine self-identified feminist EFL university teachers in Japan as participants (four Japanese, five non-Japanese). The in-depth interviews, classroom observations, and teaching journals comprised the primary data. I analyzed all of the data and described their feminist teacher identities, teaching beliefs, and teaching practices. I found that even though each participant took a different path in becoming a feminist EFL teacher in Japan, the concept of gender equality and justice was shared by my participants. They believed that it was important to teach about gender-related topics in the EFL classroom or incorporate gender issues into the lessons. Even though some did not teach about gender topics in a straightforward way, they taught English according to feminist principles. A question arises as to what distinguishes feminist teaching and good teaching. What distinguishes them is whether feminist teachers are consciously aware of what they are doing and why. I also found that among some of my participants, their stated beliefs and actual teaching practices were not in synchrony because personal and contextual factors. From a poststructural feminist view, I analyzed compatibility and incompatibility among feminist teacher identities, beliefs, and practices. Through this process, I realized the importance of redefining feminist pedagogy in TESOL and defining it in TEFL in Japan. I hope my dissertation helps expand the knowledge of feminist pedagogy in TESOL and encourages both ESL/EFL teachers and feminist ESL/EFL teachers to practice feminist teaching in their classes.
Temple University--Theses
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Mitsuo, Sadayuki. „A JAPANESE COLT: ANALYZING TEACHING PERFORMANCE IN A JUNIOR HIGH SCHOOL PRACTICUM“. Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/82910.

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CITE/Language Art
Ed.D.
The two main purposes of this study were to create a systematic observation instrument in order to obtain clearer and more specific feedback from junior high school teachers about student teachers' teaching performances during their practicum, and to provide a way for junior college, university teachers, student teachers, and practicum supervisors to observe student teachers' teaching and then to communicate their observations more effectively with one another. The participants were 57 student teachers, 19 college teachers, and 28 junior high school teachers. Four instruments were used: a written consent form, a questionnaire about 15 teaching skills (The Teaching Skill Questionnaire), a 60-minute videotape with a checklist (The Japanese COLT), and a 42-item questionnaire (The Student Teachers' Videotaped Instruction). The study produced four major findings. First, by using the Japanese COLT (Communicative Orientation of Language Teaching Observation scheme), the three groups of raters (student teachers, college teachers, practicum supervisor) identified four specific problems with individual student teacher's teaching. They (a) explained new sentence patterns without interacting with the students, (b) asked fewer questions than expected, (c) had the students practice reading for a shorter time than expected, and (d) provided few opportunities for the students to speak in Japanese or English, and spoke Japanese more than necessary. The second finding was that the student teachers differed from the older teacher groups in their views of specific teaching skills because of their limited teaching experience and lower English proficiency. The third finding was that the three groups of raters perceived the student teachers' teaching on the videotape similarly. The fourth finding indicated that there was no statistically significant difference in the three groups' views of the teaching techniques used by the student teachers; however, a statistically significant difference was found for the three groups' evaluations of the student teachers' teaching. The Japanese COLT was a useful instrument for assessing the student teachers' classroom performances, as it provided more specific feedback to the student teachers, and allowed the three groups to share their viewpoints more effectively.
Temple University--Theses
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Bücher zum Thema "Japanese Teacher of English"

1

Kiernan, Patrick. Narrative identity in English language teaching: Exploring teacher interviews in Japanese and English. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2010.

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Kiernan, Patrick. Narrative identity in English language teaching: Exploring teacher interviews in Japanese and English. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2010.

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Narrative identity in English language teaching: Exploring teacher interviews in Japanese and English. New York: Palgrave Macmillan, 2010.

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Exploring Japanese University English teachers' professional identity. Bristol: Multilingual Matters, 2012.

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Thornton, Patricia M. Contact Japanese: Communicating in Japanese : teacher's guide, including student activities. Saint Paul, Minn: EMC Pub., 1993.

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Galef, David. Turning Japanese. Sag Harbor, NY: Permanent Press, 1998.

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Peterson, Hiromi. Adventures in Japanese 4: Teacher's handbook = Adobenchā Nihongo 4. Boston: Cheng & Tsui Company, 2006.

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O'Sullivan, Jerry. Teaching English: Japan. 2. Aufl. Lincolnwood, Ill: Passport Books, 1996.

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Teaching English in Japan. Brighton, UK: In Print, 1992.

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Kitao, S. Kathleen. Understanding English paragraphs: Improving reading and writing skills : teachers' guide. Tokyo: Eichosha, 1990.

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Buchteile zum Thema "Japanese Teacher of English"

1

Butler, Chrystabel. „The ronin teacher“. In Teaching English at Japanese Universities, 25–31. London ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315147239-3.

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Takaesu, Asako, und Mikiko Sudo. „The Japanese university teacher of English“. In Teaching English at Japanese Universities, 165–73. London ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315147239-19.

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Fujimoto, Donna T. „The Japanese student and the university English teacher“. In Teaching English at Japanese Universities, 144–49. London ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315147239-16.

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Lamie, Judith M. „Evaluating Change with Japanese Teachers of English“. In Evaluating Change in English Language Teaching, 155–205. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230598638_7.

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Sakui, Keiko, und Stefen J. Gaies. „A Case Study: Beliefs and Metaphors of a Japanese Teacher of English“. In Educational Linguistics, 153–70. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-1-4020-4751-0_7.

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Candlin, Christopher N. „Foreword“. In Exploring Japanese University English Teachers' Professional Identity, xi—xiv. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847696489-002.

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Carreira, Junko Matsuzaki, und Tomoko Shigyo. „11. Developing and Evaluating a Syllabus for Pre-service Teacher Education for Japanese Primary English Teachers: Introducing Cross-Curricular Projects“. In Early Language Learning and Teacher Education, herausgegeben von Subhan Zein und Sue Garton, 197–214. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788922661-012.

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Ikeda, Maiko, Hiroyuki Imai und Osamu Takeuchi. „An Innovative Approach to In-Service Teacher Training for Teaching English at Japanese Public Elementary Schools“. In Innovation in Language Teaching and Learning, 257–82. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12567-7_13.

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Hélot, Christine, Masahito Yoshimura und Andrea Young. „Educating English Language Teachers to Critical Language Awareness: A Collaborative Franco-Japanese Project“. In International Perspectives on Critical Pedagogies in ELT, 197–217. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95621-3_10.

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Geluso, Joe. „6. Negotiating a Professional Identity: Non-Japanese Teachers of English in Pre-Tertiary Education in Japan“. In Native-Speakerism in Japan, herausgegeben von Stephanie Ann Houghton und Damian J. Rivers, 92–104. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781847698704-010.

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Konferenzberichte zum Thema "Japanese Teacher of English"

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Itagaki, Shizuka, und Kazunori Yoshiizumi. „The Challenges Faced by Teachers in English Activities at Japanese Elementary Schools“. In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l31246.

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Noguchi, Mary Goebel. „The Shifting Sub-Text of Japanese Gendered Language“. In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.12-2.

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Annotation:
Sociolinguists (Holmes 2008; Meyerhof 2006) assists to describe the Japanese language a having gender exclusive elements. Personal pronouns, sentence-ending particles and lexicon used exclusively by one gender have been cataloged in English by researchers such as Ide (1979), Shibamoto (1985) and McGloin (1991). While there has been some research showing that Japanese women’s language use today is much more diverse than these earlier descriptions suggested (e.g. studies in Okamoto and Smith 2004) and that some young Japanese girls use masculine pronouns to refer to themselves (Miyazaki 2010), prescriptive rules for Japanese use still maintain gender-exclusive elements. In addition, characters in movie and TV dramas not only adhere to but also popularize these norms (Nakamura 2012). Thus, Japanese etiquette and media ‘texts’ promote the perpetuation of gender-exclusive language use, particularly by females. However, in the past three decades, Japanese society has made significant shifts towards gender equality in legal code, the workplace and education. The researcher therefore decided to investigate how Japanese women use and view their language in the context of these changes. Data comes from three focus groups. The first was conducted in 2013 and was composed of older women members of a university human rights research group focused on gender issues. The other two were conducted in 2013 and 2019, and were composed of female university students who went through the Japanese school system after the Japan Teachers’ Union adopted a policy of gender equality, thus expressing interest in gender issues. The goal was to determine whether Japanese women’s language use is shifting over time. The participants’ feelings about these norms were also explored - especially whether or not they feel that the norms constrain their ability to express themselves fully. Although the new norms are not yet evident in most public contexts, the language use and views of the participants in this study represent the sub-text of this shift in Japanese usage.
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Uchida, Yoko, und Junko Sugimoto. „A Survey of Japanese English Teachers' Attitudes Towards Pronunciation Teaching and Knowledge on Phonetics: Confidence and Teaching“. In ISAPh 2016 International Symposium on Applied Phonetics. ISCA: ISCA, 2016. http://dx.doi.org/10.21437/isaph.2016-8.

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Takahashi, Kinuko, und Tomohiko Ooigawa. „Perception of American and Australian English “can” and “can’t” by Japanese Listeners:How to Teach “can” and “can’t”“. In ISAPh 2016 International Symposium on Applied Phonetics. ISCA: ISCA, 2016. http://dx.doi.org/10.21437/isaph.2016-15.

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Jelinek, J., G. Wilcock, O. Nishida, T. Yoshimi, M. J. W. Bos, N. Tamura und H. Murakami. „Japanese-to-English project“. In the 13th conference. Morristown, NJ, USA: Association for Computational Linguistics, 1990. http://dx.doi.org/10.3115/992507.992515.

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Kishi, Toshiyuki. „Japanese English Learners' Recognition of English Images“. In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2018. http://dx.doi.org/10.1109/tale.2018.8615135.

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Wayland, Ratree, und Takeshi Nozawa. „Calibrating rhythms in L1 Japanese and Japanese accented English“. In 178th Meeting of the Acoustical Society of America. ASA, 2019. http://dx.doi.org/10.1121/2.0001207.

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Hori, Tomoko, Michiko Toyama und Mari Akatsuka. „Perception of English Intonation by Japanese Learners of English“. In 10th International Conference on Speech Prosody 2020. ISCA: ISCA, 2020. http://dx.doi.org/10.21437/speechprosody.2020-171.

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Ogura, Kentaro, Francis Bond und Satoru Ikehara. „English adverb generation in Japanese to English machine translation“. In the fourth conference. Morristown, NJ, USA: Association for Computational Linguistics, 1994. http://dx.doi.org/10.3115/974358.974404.

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Minematsu, Nobuaki, Koji Okabe, Keisuke Ogaki und Keikichi Hirose. „Measurement of objective intelligibility of Japanese accented English using ERJ (English read by Japanese) database“. In Interspeech 2011. ISCA: ISCA, 2011. http://dx.doi.org/10.21437/interspeech.2011-310.

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Berichte der Organisationen zum Thema "Japanese Teacher of English"

1

Frew, Dorothy. An Improved English Article System for Japanese Speakers. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6896.

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Iwasaki, Noriko. Analysis of English articles used by Japanese students. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6057.

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Teller, Virginia, Michiko Kosaka und Ralph Grishman. A Comparative Study of Japanese and English Sublanguage Patterns. Fort Belvoir, VA: Defense Technical Information Center, Juni 1988. http://dx.doi.org/10.21236/ada203445.

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Levin, David. Japanese Intelligibility and Comprehensibility Assessments of Different English Accents. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.7185.

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Horikawa, Naoko. English Loan Words in Japanese: Exploring Comprehension and Register. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.913.

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Okubo, Misako. An Analysis of Japanese Learners' Comprehension of Intonation in English. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.7048.

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Armbrust, John. Perceptions of teacher and student roles : views of Japanese businessmen. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6157.

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Perea-Hernandez, Jose. Teacher Evaluation of Item Formats for an English Language Proficiency Assessment. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.436.

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Matsumura, Tomomi. The Use of Evidentials in Hearsay Contexts in Japanese and English. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6041.

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Waterbury, David. Educational, Sociocultural, and Phonological Obstacles for the Japanese Learner of English. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.2597.

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