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1
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.
2
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.
3
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.
4
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.
5
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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6
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.
7
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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8
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.
9
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 & LearningEd.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
10
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 ArtEd.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
11
Hall, James M. „A linguistic ethnography of learning to teach English at Japanese junior high schools“. Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/26002.
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The study examined three Japanese junior high-school English teachers’ initial years of full-time employment. It investigated the type of pedagogical puzzles these teachers experienced, how their practice developed over 18 months, and my role as a Teacher of Teachers (TOT). Drawing on linguistic ethnography, this study took an ethnographic approach to understanding the teachers’ social context and used techniques from discourse analysis to consider how they interpreted their puzzles and constructed their practice. These techniques were also used to analyze my working relationship with the teachers. The purpose of this endeavor was to contribute to the understanding of novice teacher development in an ‘expanding circle’ country. Over the course of the study, I observed the teachers’ classes and interviewed them once or twice a month. Using the coding of interview transcripts and class fieldnotes, I identified Critical Incidents that represented the teachers’ pedagogical puzzles and typical practice, as well as my role as a TOT. Using Cultural Historical Activity Theory(CHAT), I analyzed how elements of the social context brought about the teachers’ pedagogical puzzles and affected their capacity to address them. Coding of the interviews and a microanalysis of the interactions showed my role as a TOT. Overall, the CIs gave an emic portrait of each teacher’s experience and my efforts to support them. The pedagogical puzzles the teachers faced were a result of their personal histories and school conditions. These puzzles did not change, which indicates that teachers will face complex issues that cannot be resolved. Understanding them, however, can promote teacher development. Applying CHAT, I could identify the conditions that helped determine the types of pedagogy in which teachers engaged. I tried to fulfill my role as a TOT by conducting a form of reflective practice (RP). An examination of the RP I conducted with the teachers challenged the notion that it involves the sequential steps of identifying issues, attempting to resolve them, and reflecting on one’s efforts. This dissertation concludes with a discussion about the contributions it has made toward the field of English teacher development: using CHAT to understand the English teaching experiences, the development of an understanding of RP as it can be carried out in the field, an understanding of novice teachers in expanding circle countries, and the value of linguistic ethnography for researching novice teachers.
12
Leyland, Christopher Patrick. „The English 'native speaker' teacher as a language resource : conversation analytic examinations of backstage interactions in Japanese high schools“. Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/2423.
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Faced with fewer employment opportunities at home, more British and American university graduates are moving abroad to teach English as ‘native speakers’. In 2013 Japan’s JET Programme employed over 4000 ‘native speaker’ ‘Assistant Language Teachers’ (ALTs)1. While ALT’s primary professional responsibility is widely considered to be teaching English to elementary, junior high and high school students, this study reveals they frequently provide their Japanese co-workers with English language help. After collecting around 80 hours of audio-recordings from two Japanese high school staffrooms, this study underwent a Conversation Analytic examination of English language learning encounters between ALTs and their Japanese co-worker English teachers. There is a considerable body of Conversation Analytic research examining Second Language Acquisition processes in formal educational environments. However, with second language users engaged in formal learning constituting but a small fraction of the global L2-user community, “[w]hy, then, are the doors of classrooms still locked?” (Wagner, 2004: 615). This study considers English language learning processes occurring outside the classroom - in Japanese high school staffrooms. Analysis reveals these language learning encounters invariably consist of three distinct actions: the English L2 user requests help, the English L1 user provides help and the sequence is closed. Within this basic structure, however, various phenomena occur. Rather than considering learning in the teachers’ “frontstage” setting of a classroom, this study examines learning occurring in the “backstage” (Sarangi & Roberts, 1999) setting of school staffrooms. Staffrooms are considered an important site for identity construction (Richards, 2007). Indeed, this analysis of language learning processes reveals complex identity negotiations. ALTs and their co-workers show themselves to be particularly resourceful communicators - utilizing different multilingual competencies, and dealing with various interactional ‘troubles’ and ‘hesitancies’. This study adds to the body of SLA research using a ‘social’ approach - thus contributing to a redressing of an imbalance in the field (Firth & Wagner, 1997), and examines language learning in an under-researched site. Furthermore, the findings indicate that language learning is interwoven with identity work related to knowledge. This utilizes and informs Heritage’s recent influential work on ‘epistemics’ (2012a, 2012b), applying it to L2 interaction.
13
Clayton, John. „The Exchange of Power and Cultural Attitudes as Authentic Practice in Japanese EFL Pedagogical Spaces“. University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1305895854.
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14
Praver, Max. „JAPANESE UNIVERSITY ENGLISH LANGUAGE TEACHERS' SELF-EFFICACY BELIEFS: A MIXED-METHODS EXPLORATION“. Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/280496.
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Applied LinguisticsEd.D
This study is an investigation of Japanese university English language teachers' self-efficacy beliefs. Research has established that teachers' self-efficacy has considerable influence on a wide variety of teaching practices. However, in the English as a Foreign Language domain, and more specifically at the university level in Japan, self-efficacy beliefs have hardly ever been examined. The purpose of this study was to investigate teachers' self-efficacy beliefs based on the teachers' native language, teaching experience, contract and tenured status, and gender. Furthermore, the sources of these beliefs, how they are strengthened, and how they are challenged were also explored. In order to provide answers to these questions, the Japanese University Language Teachers' Efficacy Beliefs Scale (JULTEBS), a new instrument measuring language teacher self-efficacy was validated using the Rasch rating-scale model as well as a confirmatory factor analysis. A triangulation strategy mixed-method design was employed in which the collection and analysis of data from the quantitative survey was completed in addition to the collection and analysis of data from qualitative open-ended interviews. A profile analysis, a special application of a MANOVA, was conducted to check the hypotheses for parallelism, levelness, and flatness of the self-efficacy scores among the various groups of respondents. The four self-efficacy variables that were measured were Efficacy in Student Engagement, Efficacy in Instructional Strategies, Efficacy in Classroom Management, and Efficacy in Dealing with Superiors. Semi-structured interviews were also employed to help determine what potentially strengthens and weakens the self-efficacy beliefs of English language teachers. The results showed that native English language teachers perceived themselves to be more efficacious than Japanese English teachers across all four self-efficacy variables. Additionally, more experienced teachers exhibited higher self-efficacy beliefs than less experienced teachers. Tenured teachers and limited-term contract teachers showed similar levels of self-efficacy on all variables except for Efficacy in Dealing with Superiors, where tenured teachers rated themselves higher than contract teachers. Furthermore, male and female teachers showed no statistically significant differences across all four self-efficacy variables. Finally, four themes (Autonomy, Colleagues, Money, and Students) emerged as qualities that could support teachers' self-efficacy, whereas three themes (Administration, Students, and Limited-term Contracts) surfaced as qualities that could weaken teachers' self-efficacy. The findings of this study not only highlight the importance of teacher self-efficacy, but also provide valuable insights into the beliefs of English language teachers, as well as the current state of affairs for these teachers at Japanese universities.
Temple University--Theses
15
Hosack, Ian Trevelyan. „Japanese high-school English teachers' role as citizenship educators : an exploratory study“. Thesis, University of York, 2018. http://etheses.whiterose.ac.uk/21018/.
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The study discussed in this thesis addressed the question of how Japanese high-school English teachers (JTEs) may play a role in citizenship education. Similar to other countries, Japan faces challenges in preparing young people for citizenship in the context of globalization and increasing cultural diversity. Previous research from several countries has suggested that foreign language teachers (FLTs) can contribute to citizenship education by teaching intercultural communication skills and nurturing positive attitudes towards diversity. It suggests they can employ materials that promote reflection on contemporary issues, and help learners develop skills for dialogue. Notwithstanding the importance of English in Japan’s high schools, there has been little or no research on JTEs’ role in citizenship education, and an opportunity exists to contribute to knowledge in the field. The study discussed in this thesis explored JTEs’ role in citizenship teaching through the perceptions of JTEs who were purposively selected for their interest in this area. A questionnaire survey gathered views of 46 JTEs on citizenship and the possibility of incorporating citizenship education into English classes. Semi-structured interviews with 14 JTEs focused on ways they say they teach for citizenship and issues they say they confront in doing so. The study suggests participants tend towards a cosmopolitan view of citizenship, seeing the need for a strong Japanese identity combined with a sense of global citizenship. They believe JTEs can promote a cosmopolitan outlook by nurturing respect for human rights and cultural diversity and raising global awareness, and tend to emphasize the knowledge and values dimensions of citizenship rather than skills. The study highlights aspects of the local teaching environment that participants perceive as affecting their ability to pursue citizenship-related aims. It suggests JTEs’ role in citizenship education may be constrained by the extent to which schools prioritize entrance exam preparation and associated grammar-translation pedagogies.
16
Kusaka, Laura Lee. „Negotiating Identities: An Interview Study and Autoethnography of Six Japanese American TESOL Professionals in Japan“. Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/280935.
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Applied LinguisticsEd.D
In this interview study involving the analysis of narratives collected from Japanese American professionals teaching English to speakers of other languages (TESOL) who have lived more than ten years in Japan, I focus on how the participants negotiated their often contested identities in the TESOL context in Japan. I use the notion of identity negotiation narrowly defined as "struggles which occur when certain identity options are imposed or devalued, and others are unavailable or misunderstood" (Pavlenko & Blackledge, 2004, p. 20). Most Japanese Americans share similar phenotypes with the majority of Japanese nationals, creating many misconceptions about our linguistic competence in Japanese and English and ability to act appropriately within Japanese cultural norms. Educational settings are also an arena contributing to a simplistic Japanese/non-Japanese, native speaker/non-native speaker (NS/NNS) framework within which such encounters are defined. I intend to illuminate the underlying assumptions responsible for the misconceptions that continue to challenge their authenticity. This is in line with inquiry into the role of race in TESOL (Curtis & Romney, 2006; Kubota & Lin, 2006). The six participants were two men and four women, including myself. I conducted multiple interviews individually and in groups over a period of four years. I transcribed the narrative data into numbered lines and reworked selected parts into stanza form (Gee, 2005) or used block quotes to analyze the identity negotiation processes. For the autoethnography, I used intensive reflective writings done throughout the course of this project in addition to interview data in which I am the interviewer who also shares stories. Through multi-layered analyses (Sorsoli, 2007), I hope to illuminate what the individuals' narratives reflect about the contested nature of values held about language, ethnicity, race, and identity in the context of English teaching, learning, and use in Japan today. I suggest that the findings and conclusions from this study can be applied to other contexts in the world as well. It is therefore important for the TESOL professional to become an actively critical observer of how her work is affecting all the stakeholders, including her own self.
Temple University--Theses
17
McClung, Robert John. „Impact of English Language Teachers' Technology-Based Pedagogical Choices on Japanese University Students“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6922.
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Recent literature suggests that communicative language tasks widely used by English as a Foreign Language (EFL) teachers to try and improve Japanese students’ learning have had little effect on improving their language ability and their intrinsic motivation to improve. Consequently, a number of teachers are now using interactive technology in the classroom although it has not been systematically implemented or widely studied. Understanding the approaches of successful EFL teachers—specifically, how teachers using an andragogic approach through experiential learning might affect student engagement—was the purpose of this qualitative study. The conceptual framework focused on student-centered learning and included Knowles’s theory of andragogy and Kolb’s experiential learning. The perceptions of 10 EFL teachers chosen through purposeful sampling and who regularly used technology in the classroom were gauged through structured interviews, direct observations, and document analysis. Emergent themes were extracted from the data through interpretive analysis. Results supported the fact that andragogic-based tasks with technology increased student engagement in the Japanese EFL university classroom by directly improving interaction between students and by stimulating communication and autonomous learning. The outcome of the study was a professional development program that was designed to provide better teacher training on facilitating technology-based lessons that engage learners and improve their language skills. Positive social change will result from providing better teacher training that focuses on facilitating technology-based lessons that engage Japanese university learners’ full potential and improve their language skills in more meaningful ways.
18
Miyagi, Kazufumi. „Japanese EFL teachers' perceptions of nonnative varieties of English : are they ready to include other Englishes in their classrooms?“ Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98560.
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This study investigates Japanese EFL teachers' perceptions of regional varieties of English, which are designated as either the Outer Circle or the Expanding Circle by Kachru (1985), and their potential place in EFL teaching in Japan. Participants were 36 teachers at junior high and elementary schools and 28 undergraduates in a TEFL certificate program. Data collection was completed with the use of two Likert-scale questionnaires: one involving a task in listening to various English varieties, and the other asking about beliefs about the English language in general and perceptions of nonnative/nonstandard Englishes as opposed to the two major varieties in ELT in Japan: American and British English. In addition, oral interviews were conducted with several participants and their assistant language teachers (ALTs).The findings suggested that in-service teachers showed more ambivalent attitudes toward nonnative varieties than student-teachers did; although the teachers acknowledged potential benefits of nonnative Englishes for the future use of EIL, they showed hesitation in regarding different Englishes as instructional models to be exposed to students. However, the study also showed participants' interest in introducing other Englishes as awareness-raising models. The possibility of inclusion of nonnative varieties was further discussed.
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Takahashi, Reiko. „English as a lingua franca in a Japanese context : an analysis of ELF-oriented features in teaching materials and the attitudes of Japanese teachers and learners of English to ELF-oriented materials“. Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5269.
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As a result of the spread and growth of English as a global means of communication, a new approach to teaching and learning English has recently emerged: ELF – English as a lingua franca (ELF). Graddol (2006: 87) claims that "some of its [ELF] ideas are likely to influence mainstream teaching and assessment practices in the future". Indeed, a shift from traditional EFL goals to ELF has been observed in the documents of the Ministry of Education, Culture, Sports, Science and Technology (MEXT) of Japan. Jenkins (2004) suggests that applied linguists and publishers will need to find ways of promoting a more ELF perspective in teaching materials. However, to begin with, the reason why the ELF approach is necessary for Japanese learners of English should be adequately discussed. Also, how people are likely to respond to the new materials in the future should be investigated. The aim of this thesis is two-fold: (1) to examine current English language teaching practices in Japan from an ELF perspective, and (2) to examine the attitudes of Japanese people towards the new ELF-oriented practice. More specifically, the current study will focus on the teaching materials that are currently being used within the country. The research consists of three parts: (1) the identification of the characteristics of ELF; (2) an analysis of the EFL coursebooks and audiovisual materials according to those traits; and (3) an investigation of the attitudes of Japanese learners and teachers of English to ELForiented coursebooks and audiovisual materials by means of questionnaires and focusgroups. EFL coursebooks and audio materials employed in the state and private sectors were analysed. ELF-orientation was found in different forms and to different degrees according to the level and the objectives of individual materials: this was apparent in the nationalities and contexts represented, in the content of texts, and in English varieties in audio materials. There were some differences between publishers in the degree of ELF orientation. 717 students and 28 teachers were involved in the questionnaire survey. Sixteen students and nine teachers participated in the focus-group discussions. The survey data revealed that the informants showed strong reactions to certain ELF features in materials. They had little objection to ELF-features which were related to contextual factors of ELF (e.g. representation of characters in a dialogue). In contrast, they expressed more opinions regarding ELF-features which were closely related to the issues of a target model (e.g. written forms of non-standard English, and audio recordings which included NNS English). The findings are discussed with regard to the implementation of ELF-oriented materials. Pedagogical implications are proposed for the further development of ELF-oriented materials and for possible changes in English language teaching in the Japanese educational system.
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Itoi, Emi. „PRE-SERVICE EFL TEACHERS' POSSIBLE SELVES: A LONGITUDINAL STUDY OF THE SHIFTING DEVELOPMENT OF PROFESSIONAL IDENTITIES“. Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/302585.
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Teaching & LearningEd.D.
The purpose of this interpretive qualitative case study was to explore how possible selves of four pre-service EFL teachers changed during their last 10 months at university and what factors were involved in developing and changing their possible selves. The concept of possible selves is a future-oriented self-concept that involves one's motivation to move toward one's ideal future selves and move away from one's feared selves. Ought-to selves are also believed to work as motivators. The main data sources included two written possible selves stories from each participant, four sets of semi-structured interviews, short e-mail messages with emoticons, and official practicum reports. Through a narrative analysis of these data, I found that participants' rather general possible teacher selves changed to more realistic, elaborated ones after they had experienced practicums. These revised possible selves were not always in the direction of more positive, more ideal selves, but also toward feared and ought-to teacher selves. The data analysis also revealed that the participants found a large gap between their actual L2 selves and ought-to L2 selves, and consequently they developed feared L2 selves who would likely get embarrassed in front of others because of their poor English speaking ability. However, they took no action to prevent their feared L2 selves because becoming fluent in English was possibly seen as a temporally distant unreachable goal that did not merit an investment of time and energy. The study also found that interpersonal relationships with parents, teachers in the past, cooperating teachers during practicum, students at school, and peers were important factors contributing to participants' developing and changing possible selves. I end with suggestions that policy makers, universities, teacher educators, and supervising teachers of student teachers seriously consider issues that will help improve English education in Japan as well as lead to better teacher education programs to prepare EFL pre-service teachers for the rather harsh conditions in the teaching profession in Japan.
Temple University--Theses
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佐藤, 愛子, und A. SATO. „Report on the Training for "the Program for Japanese Teachers of English in America"“. 名古屋大学教育学部附属中・高等学校, 2013. http://hdl.handle.net/2237/19149.
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Stewart, Alison. „Teaching positions : a study of identity in English language teachers in Japanese higher education“. Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10007476/.
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In Applied Linguistics and English Language Teaching a growing emphasis on the social aspects of language teaching and learning has shifted research inquiry away from methodology to focus instead on the specific contexts in which these activities take place. Within these contexts, a prominent role is occupied by the teacher. Teacher identity is particularly significant in language teaching, where the teacher's Relationship and attitude to the target language could have important pedagogical implications. Nevertheless theoretical frameworks for understanding teacher identity have all too often been marred by cultural stereotyping or a reluctance to admit that identity matters at all. This thesis proposes a methodology for researching teacher identity which derives from a poststructuralist conceptualisation of identity as a form of 'strategic positioning'. According to this concept, identity is never fixed but people do signal temporary affiliation with particular social categories or groups from which insights can be inferred concerning the social world that they experience and their values and beliefs about that world. An analysis of strategic positioning in the transcripts of long interviews with eight English teachers in Japanese higher education permits a richer understanding of the multiple ways in which identity and practice are intertwined. The findings support a critique of current thinking about professionalism and expertise, and offer an original challenge to a number of critical linguistic arguments associated with English as an International Language such as linguistic imperialism, intercultural spaces and post method pedagogy.
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Fujita, Kyoko. „Roles of native and non-native teachers in English education in Japan : teachers' and students' perceptions“. Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98923.
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This study explores issues related to native and non-native English speaking teachers in the context of Japanese English education, specifically in public junior high school settings in relatively rural areas of Japan. The study mainly asks Japanese teachers of English, assistant language teachers employed in the Japan Exchange and Teaching Programme, and students about their perceptions of the roles of native and non-native teachers in their English classrooms. These stakeholders seem to have preconceived assumptions about the roles of native and non-native teachers. These include native teachers as opportunity providers and motivators and non-native teachers as facilitators. These fixed roles in the stakeholders' perceptions of the roles of native and non-native teachers may prevent them from expanding their possibilities and may reinforce the existing distinction between native and non-native speakers. Implications for policy makers and stakeholders include the need to adopt a perspective of English as an international language into the goals of Japanese English education to value collaborative teaching and reconceptualize the roles of Japanese English teachers and assistant language teachers in classrooms.
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Green, William Ralph. „The cognitions and practices of tertiary-levek japanese teachers of english as a foreign language“. Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536039.
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Kojima, Chizuyo. „An investigation of the beliefs of Japanese learners and teachers about learning English as a foreign language“. Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/104777.
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The aim of this study was to investigate Japanese learners’ and teachers’ beliefs about learning English and to explore related issues that are likely to impinge on the process of the learning of a language. The research was carried out using an interpretive paradigm and involved five multiple case studies to investigate the beliefs of five groups of Japanese language learners and teachers. The different groups were made up from seventeen secondary school students and twenty two university students located in Japan; four students studying in the UK; seven secondary school teachers of English who were also studying in the UK; and three university professors of English who taught in Japan. Data were collected from participants using open-ended questionnaires and semi-structured interviews. The content analysis was based around six pre-determined themes and four emerging themes. The findings revealed that certain beliefs, for example, optimistic beliefs and the commitment to a preferred model of learning English can negatively or positively impinge on the way individuals learn in different situations. The study also suggests that language learners need to have positive attitudes towards learning a language, but that each individual is motivated differently. Whether learners regard English as a subject at school or as a means of communication is likely to make a big difference to learners’ motivation to learn English. The role of aesthetic completeness in traditional Japanese arts might also negatively influence the attitudes of Japanese learners of English, in that their aspiration for precision can easily outrun their real linguistic ability, and in so doing make it more difficult for them to achieve proficiency in the use of language. With respect to teaching English, the study indicated the importance of understanding students’ beliefs in the educational context. It was also revealed that teachers’ beliefs have a great influence on learners’ progress or motivation for learning. The implications of this study suggest that, as well as the consideration of individual differences, in the process of learning close attention should also be given to the psychological aspects that impinge on acquiring English in the context of Japanese culture.
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Warrington, Stuart David. „Exploring the construal of membership in English language teachers' associations : a window into professional identity through Japanese voices“. Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16691.
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This doctoral dissertation aimed to explore English language teachers’ construal of membership in English language teachers’ (ELTs’) associations. The study initially examined teachers’ perceptions of membership via an examination of their experience of it – why they become or do not become a member, and/or why they continue or forfeit membership. Thereafter, teachers’ perceptions on what membership says about professionalism were probed as well as what the meanings of membership are to them. Data were obtained using face-to-face semi-structured interviews with eight Japanese English language teachers working at universities in the Kanto and Hokuriku regions of Japan. The findings showed that, experience-wise, teachers become members because they either perceive membership as an occupational norm, a means to gain employment or a way to access CPD. Conversely, teachers do not become members for reasons of being occupied with work, avoiding unwanted responsibility, being able to access the same benefits and/or lacking confidence. Teachers who continue their membership(s) do so because of CPD, feeling unable to leave, and/or because of the financial support provided by their universities. In contrast, teachers who forfeit membership do so because membership fees are too high and/or because they are too busy with work. In terms of what membership says about professionalism, teachers perceived it as not only a marker of professionalism but also, paradoxically, a counter-collegial practice. As for the meanings of membership to participants, it was seen as something giving rise to a fragmented professional self and the feeling of one being either ‘an insider’ and/or ‘outsider’ within an association. These findings, it is argued, point to membership being more for professionalization rather than professionalism purposes, seemingly as a result of the emerging forces of managerialism and neo-liberalism which appear to have created an atmosphere of accountability and competition rather than camaraderie in Japan-based ELTs’ associations. This, in turn, has led the Japanese ELT practitioner, at least at the university level, to become complicit in the creation of a fragmented/hybrid professional self composed of clashing multiple identities where one is rendered ambivalent and uncertain yet somehow able to adapt and cope. This professional self says much about the need for ELTs’ associations in Japan and perhaps elsewhere to engage in a critical discussion of what counts as ‘professionalism’ by raising and attending to the importance of member voice.
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Simmons, Nathaniel. „Negotiating Boundaries in a Globalized World: Communication Privacy Management between Foreign English Teachers and Japanese Co-workers in Japan“. Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1400259896.
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Kono, Nariyo. „American Students' Expectations of Teachers in the Japanese Language Classroom“. PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5261.
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The Japanese as a foreign language classroom in the United States is full of information about the target culture and cross-cultural interaction between American students and Japanese instructors. This cross-cultural interaction promotes culture learning but sometimes produces potential conflicts due to American students and Japanese instructors having different expectations of each other. The purpose of this study was to investigate student expectations of their Japanese teachers and to explore similarities and differences among Japanese and American expectations. The research questions addressed were 1) What do American students expect of their Japanese teachers in the Japanese language classroom? Do their expectations have any distinctive features?, and 2) What do Japanese teachers expect of themselves in the Japanese language classroom? Do their expectations have any distinctive features? The data was gathered in the two Japanese programs at universities in the Northwest. This exploratory study used both the quantitative and descriptive research methods. There were three primary data analysis procedures: multidimensional scaling analysis, hierarchical cluster analysis, and rank-order analysis. These multidimensional and hierarchical clustering analyses explored the underlying structure of the concept of what makes a good Japanese language teacher. The rank-order analysis revealed which beliefs were most important for different groups' judgments of who is a good teacher. In addition, the results of these analyses were discussed with the subjects through interviews. The results suggested a major similarity and also some culture differences. Both Americans and Japanese seemed to share a very basic framework about what makes a good teacher, which contained three domains: Classroom management, Interaction and Personality. However, some of the results seemed to reflect a difference between the role-specific aspects of Japanese society and the individualistic elements of American society. In addition, the rank-order analysis seemed to reveal a difference between the two schools.
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Blanco, Diez Juan Carlos. „Learning contexts available for Japanese teachers in a top tier public high school : encompassing a demanding work environment with adult education needs“. Thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148929.
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Japanese high school teachers are extremely busy. They are covering a myriad of duties in exceedingly long shifts when compared to their colleagues from across the world. The tasks that teachers have to undergo on a daily basis could vary greatly every semester and so does their need for interaction with peers, superiors, society, parents and students. This puts them at the forefront of a wide array of ever changing learning contexts while perhaps also compromising their needs for personal and professional development. Nevertheless, the degree of sophistication and variety of learning settings available to teachers, quite often, mirrors their work commitment and obligations. Teachers are also aware of additional threats hampering their performance and aims for empowering their students with holistic education. The aim of this research is to identify the strategies that teachers use for satisfying their own adult learning interests and professional development while highlighting the biggest impediments to their learning goals. This study pretends to be a snapshot of the current state of affairs of high school English teachers in Japan as well as a reflection of the resilience of other English teachers across Japan. I have used a qualitative approach using theme analysis in the interpretation of semi-structured interviews.
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Aoyama, Kazumasa. „Using A Diglot Reader to Teach Kanji: The Effects of Audio and Romaji on the Acquisition of Kanji Vocabulary“. Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd888.pdf.
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Fedderholdt, Karen. „Placing language learning strategies in a local context : an investigation into the language learning strategies which Japanese teachers of EFL use to improve their own English, and those they teach their students“. Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/30826.
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This thesis investigates an area which is not commonly examined: the language learning strategies which Japanese high school teachers of English as a Foreign Language report using to improve their own English and those they report teaching their students. Learning strategies are ways in which learners deal with aspects of learning. In the case of language learning strategies, these focus specifically on the learning of target languages. Revised versions on Oxford's (1990) Strategy Inventory for Language Learning 5.1 and 7.0 were combined and sent to 272 Japanese teachers of English. The data was examined to determine to what degree teachers use and teach various strategies and whether these varied according to gender, number of years teaching EFL, which subject their degree was in, and correlations between these. In addition, 24 teachers later took part in unstructured interviews which were subsequently analysed according to interpretative methodology (Erickson 1986). Oxford's (1990) Strategy Inventory of Language Learning (SILL) differentiates language learning strategies into various groups. The findings showed that teachers report using and teaching compensation strategies mostly. However, the findings from the semi-structured interviews are somewhat different in that this data showed that while teachers use compensation strategies themselves, they do not appear to teach these to students. Further, while questionnaire answers indicate that they report using social strategies as the second least used strategy group, in the interviews they report using social strategies extensively, but they do not appear to teach them to students. The fact that teachers often teach their students different strategies to the ones they use themselves is also examined, as well as the fact that some teachers tend to teach different strategies according to the academic level of the school. Again, these findings are examined in the light of social, educational contexts at different levels in Japan. Based on the findings in this thesis, suggestions are given for language learning strategy guidance for teachers and learners.
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Morita, Hisashi. „English and Japanese questions“. Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249864.
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Omar, Shalina. „Being Japanese in English: The Social and Functional Role of English Loanwords in Japanese“. Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/scripps_theses/620.
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This thesis investigates native speaker attitudes towards English loanwords in Japanese and the ways in which these loanwords are used. The imperialism and hegemony of English can often cause anger or worry for the preservation of the cultural identity of the borrowing language. However, the results from a 9-page sociolinguistic questionnaire suggest that English loanwords are overwhelmingly seen as useful and necessary and are generally associated with positive attitudes. Additionally, many native Japanese speakers feel that loanwords provide more options for expression, both functionally and as a possible pragmatic tool for performing Japaneseness. On the other hand, overuse of loanwords—especially less common ones—can also exemplify the power imbalance between Japanese and the powerful and hegemonic English. The study also revealed how powerful the Japanese linguistic systems are at assimilating English into the Japanese language. With established and institutionally supported phonological and orthographic conventions in place, foreign-derived vocabulary can easily become nativized, assimilated, and considered to be Japanese in the minds of speakers.
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Thurston, Joy Gwen. „Japanese university students concepts of reading English and Japanese“. Thesis, University of Bath, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493820.
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There are two aims of this research. The first is to gain an understanding of Japanese university students' concepts of reading English as a second language. This focuses on what they read, why they read and their attitudes towards reading a first and second language (LI and L2). The second is to develop and demonstrate the use of a culturally valid approach to research. Aspects relating to all dimensions of research are fully and transparently described to show how culturally valid research was accomplished. A study of 305 Japanese university students in Tokyo was conducted using questionnaires concerning the frequency of reading Japanese (L1) and English (L2), the students' purposes for reading English in the future and their ideas relating to reading English and Japanese. Supportive interviews with six of the students were also conducted to provide further perspectives. Quantitative data was statistically analysed to identify trends and relationships and qualitative data was coded using categories grounded in the students' responses. The findings of this study provide a better understanding of many aspects of Japanese university students' concepts of reading and reveal that reading Japanese and English is an integral part of their lives. They also demonstrate the interactive relationship between reading L1 and L2; they provide a possible model of the construct of reading in both L1 and L2; they expand the parameters of the context of reading; and they have potential application to teaching. Moreover, this study demonstrates the value of using a culturally valid approach and provides an illustrative example of guidelines for conducting research in a culturally valid way that can be applied to research in other contexts.
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Silva, Marimar da. „Teacher knowledge in english language teacher education“. reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/93004.
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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2009Made available in DSpace on 2012-10-24T15:06:42Z (GMT). No. of bitstreams: 1 270765.pdf: 607810 bytes, checksum: 81d4d6f61fd8f23bb6ba97d6ba9eee28 (MD5)
This study, qualitative in nature and grounded theory in approach, aims at investigating the concept of teacher knowledge in the area of English language teacher education in the writings of three Brazilian applied linguists with a view to conceptualizing it. Data collection and analysis, based on grounded theory strategies, consist of theoretical and empirical studies on English language teacher education produced between the beginning of 1990 and 2000 by José Carlos Paes de Almeida Filho, Luiz Paulo da Moita Lopes, and João Antonio Telles. The analysis of the ideas of these three Brazilian applied linguists on the education of the English language teacher unveiled that they suggest to adopt (1) the knowledge construction paradigm for professional education, (2) the applied-science reflective model or the craft-reflective model for teacher education, and (3) research of ethnographic nature to approach teachers# reflective practices. In addition, they view teacher knowledge (a) as a cognitive construction, (b) as a social-cognitive construction, and (c) as an experiential construction. As a cognitive construction, teacher knowledge focuses on the development of teachers# competences; as a social-cognitive construction, on teachers# awareness on how discourse works in the social construction of meanings; and as an experiential construction, on teachers# awareness on their personal practical knowledge. The present study suggests that the three applied linguists# views of paradigms of professional education, models of teacher education, approaches to reflective practices, and views of teacher knowledge are related to the way they view how the relation between the teacher and knowledge is constructed. Since that view varies, the present study suggests that teacher knowledge will tend to be a multi-nature concept. In addition, this study points out, on the one hand, a possible fragmented view of the concept of teacher knowledge and of the education of the English language teacher. On the other hand, it acknowledges that the paradigms, models, approaches and views of teacher knowledge suggested by the three applied linguists reflect the development of scientific investigation throughout the history of mankind. Finally, the present study suggests widening the theme studied here, including not only the ideas of other Brazilian applied linguists, but also their empirical studies to get a more precise view of the concept of teacher knowledge in the area of English language teacher education in Brazil.
Este estudo, de natureza qualitativa e embasado na teoria fundamentada, visa investigar o conceito the conhecimento docente nos escritos de três linguistas aplicados brasileiros, com o objetivo de conceituá-lo. Os dados, estudos teóricos e empíricos sobre a formação de professor de inglês, produzidos entre o início de 1990 e de 2000 por José Carlos Paes de Almeida Filho, Luiz Paulo da Moita Lopes e João Antonio Telles, foram coletados e analisados com base nas estratégias da teoria fundamentada. A análise das idéias dos três linguistas aplicados brasileiros sobre a formação de professor de língua inglesa revelou que eles sugerem adotar (1) o paradigma de construção de conhecimento para a formação profissional, (2) o modelo reflexivo de ciência aplicada ou o modelo reflexivo experencial para a formação de professores, e (3) a pesquisa de base etnográfica para a abordagem de práticas reflexivas. Adicionalmente, eles vêem o conhecimento docente como (a) uma construção cognitiva, (b) como uma construção cognitiva-social, e (c) como uma construção experencial. Como uma construção cognitiva, o conhecimento docente está centrado no desenvolvimento de competências; como uma construção cognitiva-social, nas práticas discursivas; e como uma construção experencial, no conhecimento prático pessoal do professor. O presente estudo sugere que as concepções dos linguistas aplicados sobre paradigmas de formação profissional, modelos de formação de professores, abordagens de práticas reflexivas e concepções de conhecimento docente estão relacionadas a sua visão de como a relação entre o professor e o conhecimento docente é construída. Tendo em vista que os três linguistas aplicados têm visões diferentes de como esta relação é construída, este estudo sugere que o conhecimento docente tenderá a ser um conceito de naturezas múltiplas. Este estudo também alerta para uma possível visão fragmentada do conceito de conhecimento docente e da formação de professor de língua inglesa. Entretanto, ele também reconhece que os paradigmas, modelos, abordagens e concepções de conhecimento docente refletem o desenvolvimento de investigações científicas ao longo da história da humanidade. Por fim, o presente estudo sugere ampliar o tema aqui investigado, incluindo não somente as idéias de outros linguistas aplicados brasileiros, mas também seus estudos empíricos a fim de que uma visão mais precisa do conhecimento docente na área de formação de professor de língua inglesa possa ser delineada no Brasil.
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Flowers, Candice April. „Backward Transfer of Apology Strategies from Japanese to English: Do English L1 Speakers Use Japanese-Style Apologies When Speaking English?“ BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6953.
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When learning a second language, there are elements of a learner's native language that can transfer and are exhibited during production in the second language. This can extend not only to the way things are said but even to gestures that are language- and speech-act-specific. However, there is evidence that the same can occur backwards, that is to say that elements of a second language can be exhibited during production of one's native language (Pavlenko and Jarvis, 2002). This study focuses on English L1 learners of Japanese who have spent significant time both in country and learning the language to see if they exhibit Japanese tendencies when performing apologies in their native English. Comparisons between those with no Japanese experience were made with those who had extensive Japanese experience. Through video recordings of 45 participants engaging in six apology-induced scenarios (non-Japanese, n=24; Japanese, n=21), the participants showed that backward transfer occurs with repetition of IFIDs and nonverbal cues. Further research through different methods can be more telling.
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Pettersson, Christopher. „Differences in Animal Metaphorsbetween English and Japanese : A CMT study of English and Japanese idiomatic expressions“. Thesis, Umeå universitet, Institutionen för språkstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-181617.
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Fujiwara, Yoshimichi. „Spatial expressions in English and Japanese“. Honors in the Major Thesis, University of Central Florida, 1992. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/97.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Arts and Sciences
English
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Hayashi, Chiyo. „JAPANESE LEARNERS’ MOTIVATION FOR READING ENGLISH“. Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/354603.
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Language ArtsEd.D.
The present study is an exploration of multiple dimensions of L2 learners’ reading motivation and its relationship with L2 reading achievement. Based on theories of motivation and L1 and L2 studies, nine dimensions of motivation (Curiosity, Involvement, Challenge, Importance of L2 Reading, L2 Reading Self- Confidence, Instrumental Orientation, Recognition, Compliance, and Intrinsic Motivation for L1 Reading) were hypothesized to influence L2 reading achievement, and their dimensionality was examined using an L2 reading motivation questionnaire and statistical procedures. The participants, 1,030 students from nine Japanese universities, completed a 69-item Reading Motivation Questionnaire and a reading comprehension test. The questionnaire and test scores were statistically analyzed using the Rasch rating scale and dichotomous models, descriptive statistics, factor analysis, and structural equation modeling. The findings indicated that L2 reading motivation was multidimensional, consisting of both intrinsic and extrinsic motivation. This result was consistent with previous studies conducted in L1 and L2 reading. Intrinsic motivation for L2 reading (Interest and Involvement in L2 Reading and Desire to Read L2 Materials) and one types of extrinsic motivation (Instrumental Orientation) exerted greater influence on L2 reading motivation than the other types of extrinsic motivation (Importance of L2 Reading, Recognition, and Compliance). That is, internally controlled motivation is more influential than externally controlled motivation with an exception of Instrumental Orientation. Another important finding was that L1 reading motivation and L2 reading motivations were similar to some extent because five of the eight factors (Intrinsic Interest and Involvement in L2 reading, Desire to Read L2 Materials, Importance of L2 Reading, Recognition, and Compliance) were found both in L1 and L2 reading motivation. However, three L2 specific factors (Instrumental Orientation, L2 Reading Self Confidence, and Intrinsic Interest in L1 Reading) were also identified. Thus, the study showed that there were some similarities as well as fundamental differences between L1 and L2 reading motivation. In terms of the relationship between L2 reading motivation and text comprehension, the L2 Reading Motivation and Comprehension Model demonstrated L2 reading motivation is significantly related to L2 text comprehension. Concerning individual differences between male and female students, the study showed that their profiles were similar although, on the average, the female students were more motivated to read as has been repeatedly found in L1 reading. Differences in the motivational profiles due to L2 proficiency showed that Recognition, the desire to be recognized by others by performing well, was a factor that differentiated the high and low groups. However, because the relationship between L2 Reading Motivation and L2 Reading Comprehension was not significant for both groups, it is possible that there was a problem with the reading test that was used to make the groups. In summary, the present study has demonstrated the vital role of L2 reading motivation in L2 reading, and pointed to the need to incorporate motivational support into L2 reading pedagogy as has been successfully practiced in L1 reading. This study is significant to the domain of L2 instruction and research for several reasons. First, it extends the knowledge base in L2 reading by identifying the influence of L2 reading motivation on L2 reading behavior. Second, the results of the study contribute to designing research-based reading instruction aimed at enhancing L2 reading motivation and performance. Finally, it is hoped that this study provides individual educators with practical suggestions on how to improve L2 reading instruction in their individual teaching contexts, focusing on both affective and cognitive aspects of L2 learners.
Temple University--Theses
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Iida, Eri. „Hedges in Japanese English and American English medical research articles“. Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99723.
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The present study analysed the use of hedges in English medical research articles written by Japanese and American researchers. The study also examined the relationship between Japanese medical professionals' employment of hedges and their writing process. Sixteen English medical articles: eight written by Japanese and eight by Americans were examined. Four of the Japanese authors discussed their writing process through questionnaires and telephone interviews.The overall ratio of hedges in articles written by the two groups differed only slightly; however, analyses revealed a number of specific differences in the use of hedges between the groups. For example, Japanese researchers used epistemic adverbs and adjectives less frequently than the American researchers. The results were discussed in relation to the problems of nonnative speakers' grammatical competence, cultural differences in rhetorical features, and the amount of experience in the use of medical English.
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Yasutake, Yuko. „English and Japanese word associations and syntagmatic-paradigmatic shift of Japanese children learning English as a second language“. Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25540.
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Research in word association studies found that children give predominantly syntagmatic responses (responses from different form classes from stimuli). English children were found to undergo a shift to paradigmatic (responses from the same form classes as stimuli) before age ten (referred to as S-P shift) which is the adult norm. On the other hand, Japanese children do not have S-P shift, and Japanese adults' responses are dominantly syntagmatic (Moran 1968).
Leicester (1981) collected English word association responses from Japanese beginner and advanced learners of English as a second language and found S-P shift like increase of paradigmatic responses as English ability improves. This study purports to replicate Leicester's study among children. It is because the existence of the S-P shift in English of second-language learners whose first language does not have the shift would mean that second language learning parallels first language acquisition.
Two main hypothesis were tested:
1. That Japanese children learning English as a second language will give dominantly syntagmatic responses in Japanese regardless of their grade level.
2. That Japanese children learning English as a second language of higher grade level will give more paradigmatic responses than those of lower grade level.
Three subsidiary hypotheses were tested:
3. That Japanese children learning English as a second language will give different proportion of paradigmatic responses in Japanese and English.
4. That Japanese children learning English as a second language will give different pattern of responses in each language.
5. That Japanese children learning English as a second language will give fewer paradigmatic responses in English than monolingual English children of the same grade.
Thirty students each of grades one, three, and five from two Japanese supplementary schools in Vancouver and Seattle were used as subjects. The subjects attend regular English classes at public schools, and therefore, their English ability was assumed to parallel their grade level. 27-item word association test was administered in English and Japanese. The ratio of paradigmatic responses was analyzed according to grade level.
In agreement with literature, no grade difference was found among Japanese paradigmatic responses. In English, however, grade one subjects performed most paradigmatically, and thereby, no linear correspondence between English ability and English paradigmatic responses was found. Although English responses were close to the English norm, and Japanese responses to the Japanese norm, a significant number of Japanese responses were given in English association by grade five students. Significant difference in paradigmaticity was also found when two schools were compared as well as between two languages. Grade one students outperformed equivalent English monolingual children in English.
It was speculated that young children develop L2 vocabulary
systems independently and directly from the start resulting in higher rate of paradigmatic responses, whereas older children initially construct a one to one association between LI and L2, resulting in translation responses and low paradigmaticity in the case of English. School difference suggests that there are some other variables affecting word association.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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MATSUBARA, Shigeki, und Yasuyoshi INAGAKI. „Incremental Transfer in English-Japanese Machine Translation“. The Institute of Electronics, Information and Communication Engineers, 1997. http://hdl.handle.net/2237/11131.
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Hirakawa, Makiko. „Unaccusativity in second language Japanese and English“. Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36771.
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This thesis investigates L2 acquisition of intransitive verb constructions in Japanese and English. Within the Generative framework, the Unaccusative Hypothesis has been proposed, which divides intransitive verbs into two syntactically distinct classes: unergatives and unaccusatives (Burzio 1986). The sole argument of unergative verbs is an Agent generated in subject position, whereas that of unaccusative verbs is a Theme or Patient base-generated in object position. While the unaccusative/unergative distinction at the level of Deep (D)-Structure holds universally, as derived by a universal principle called the Uniformity of Theta Assignment Hypothesis (UTAH, Baker 1988), languages differ as to where the underlying object of unaccusatives may be positioned at the level of Surface (S)-structure. In the case of English, it surfaces in the subject position where it receives Nominative Case. In the case of Japanese, on the other hand, it has been argued that the argument of unaccusative verbs remains in its base-generated object position and that Nominative Case is assigned within the Verb Phrase.Experimental studies are conducted to examine learners' knowledge of unaccusativity at the two levels, i.e. D-Structure and S-Structure. It is hypothesized that learners will show sensitivity to unaccusativity at D-Structure, but that they may not acquire the correct representation of unaccusativity in the L2 at S-Structure, at least in an earlier stage. The first two studies present the L2 acquisition of English by Japanese speakers. The next two studies are concerned with the L2 acquisition of Japanese by English speakers. Overall, results of the four studies confirm the hypotheses, and L2 learners appear to have problems where the L1 manifests a different representation from the L2. Nevertheless, it is observed that L2 learners behavior is not random even when difficulty arises, in that the L2 learners are often consistent with one class of verbs, but not with the other. Thus, it is suggested that the L2 acquisition of intransitive verb constructions is constrained by universal principles, such as the Unaccusative Hypothesis and the UTAH.
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Fogarasi, George. „Loanwor(l)ds, delineating English in Japanese“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0004/MQ40645.pdf.
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Tarui, Takeshi. „English speech rhythm and the Japanese learner“. Thesis, University of Reading, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436610.
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Gore, Martin. „English and Japanese dipthongs and vowel sequences“. Thesis, University of Reading, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433446.
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Hiroe, Nobuyuku. „Light verb constructions in Japanese and English“. Thesis, University of Essex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442512.
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Norton, Julie Elizabeth. „The English oral proficiency of Japanese learners“. Thesis, University of Cambridge, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.624461.
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Henser, Stephen John. „Natural language use in habitual propositional-type thought (support from Japanese-English and English-Japanese bilingual covert codeswitching data)“. Thesis, University of London, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392673.
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The question of whether we think in natural language or in non language-specific Â?MentaleseÂ? has been a subject of debate for some time in the psychology/philosophy-related disciplines. The answer to this question should bring us a step nearer to understanding the language/thought relationship. In this study, a tentative model of language/thought interaction is outlined in which natural language is assigned a key role in cognition as the format of habitual propositional thought. Three research paradigms were employed to test features of this model. In a preliminary survey, Japanese-English/English-Japanese bilinguals reported being conscious of making covert use of natural language in the form of inner speech, alternately using their languages (covertly codeswitching) in doing so. Two experiments were conducted to empirically verify these self-reports and extend observation beyond the realm of subjects' inner speech. In a word association test, SsÂ? Japanese semantic networks were equally primed by a task where they covertly organised their thoughts in preparation for delivering a short talk in Japanese as they were after periods of overt Japanese speech. In a second task subjectsÂ? reaction times in processing mixed language sentences where switches were occasioned by the act of accessing concepts unique to the non-base language were compared with those from mixed sentences without such a conceptual switch. SubjectsÂ? longer reaction times for Â?conceptual modeÂ? switches were seen as support for the natural language based propositional thought and dual semantic storage posited in the model. The results of both experiments argue against a view of language being merely a module used by central cognition for purposes of communication, and for the idea of natural language being an essential part of the format of habitual propositional thought. The implications of these findings for the Sapir-Whorf hypothesis and, more generally, for the future direction of psychological research are discussed. Keywords: bilingual, covert codeswitching, cognitive role of language, covert language use, Fodor/Carruthers debate, language/thought relationship, lingpack, linguistic relativity, Sapir-Whorf hypothesis.
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Shibata, Ayako. „English in Japan : conceptualisations of English and English education in Japanese education and social contexts“. Thesis, Goldsmiths College (University of London), 2009. http://eprints.gold.ac.uk/6661/.
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