記述言語：英語   掲載種別：研究論文（学術雑誌）

This study examines the grammatical errors in Japanese university students’ dialogues over an academic year. The L2 interactions of 15 Japanese speakers were taken from the JUSFC2018 corpus (April/May 2018) and the JUSFC2019 corpus (January/February 2019). The corpora were based on a self-introduction monologue and a three-question dialogue; however, this study examines the grammatical accuracy found in the dialogues. Research questions focused on a possible significant difference in grammatical accuracy from the first interview session in 2018 and the second one the following year, specifically regarding errors in clauses per 100 words, the frequency of global errors and local errors, and the five most frequent kinds of errors. Results showed that error-free clauses/100 words decreased slightly from 8.78 clauses to 7.89, while clauses with errors/100 words increased by nearly one clause, from 3.16 to 4.05 clauses. Global errors showed a remarkable decline from 22 to 15, but local errors increased from 76 to 112. A t-test confirmed there was not significant difference between the two speech corpora in regard to global and local errors. The five most frequent errors were (a) lexical phrasing (71), (b) article omissions (41), (c) plural errors (19), (d) preposition omissions (19), and (e) verb usage (9). This data highlights the difficulty in having students self-edit themselves.

DOI： 10.37546/JALTTLT45.2-2

その他リンク： https://jalt-publications.org/articles/26374-mirage-progress-longitudinal-study-japanese-students%E2%80%99-l2-oral-grammar

担当区分：筆頭著者   記述言語：英語   掲載種別：研究論文（学術雑誌）

Oral fluency is one of the more difficult variables to track and to measure in L2 speech. This paper reports onan empirical study to identify how fluency in both monologues and dialogues changes over three ranges of proficiencyas marked by the TOEIC standardized test. Twenty-seven Japanese students were asked to give a self-introductionmonologue, which was then followed by a three-question dialogue. Based on the TOEIC scores of these participants,three groups were formed, with the first group having scores that ranged from 150 to 370, the second from 371 to 570,and the third from 571 to 770. The interactions were videotaped and transcribed with the transcriptions making up theJapanese University Student Fluency Corpus (JUSFC2018), which has 23,539 words. Research questions focused onsignificant differences among the three groups concerning the variables of monologue speaking time, dialogue speakingtime, total speaking time, articulation rate, speaking rate, and the number of words spoken, and mean length runs.Results showed that for the first two proficiency groups monologue speaking time, speaking rates, and the number ofwords spoken showed significant differences, whereas in comparing the second and third proficiency groups, no signifi-cant differences were found. Furthermore, fluency showed a decrease on all variables with the highest proficiency group.

DOI： 10.20469/ijhss.5.20001-6

Kyutacar

その他リンク： https://kkgpublications.com/wp-content/uploads/2020/05/ijhss.5.20001-6.pdf

記述言語：英語   掲載種別：研究論文（国際会議プロシーディングス）

Hong Kong   2019年11月08日  -  2019年11月10日

It is assumed that our educational lectures and materials are having some impact on students’ knowledge and skills. This longitudinal study examined the reality of how Japanese L2 students’ accuracy in English changed over an academic year. In April and May 2018, 23 Japanese students gave a self-introduction monologue, which was repeated again in early 2019. These L2 interactions by Japanese speakers formed the JUSFC2018 corpus and the JUSFC2019 corpus. Research questions related to whether or not there was a significant difference between in grammatical accuracy from the first interview session to the second year (regarding errors in clauses per 100 words, global errors and local errors, and in specific errors related to parts of speech) and what were the most frequently occurring errors in both corpora. Descriptive statistics showed marginal differences in error-free clauses per 100 words and with clauses with errors per 100 words. Similarly, while global errors did decline, local errors did increase; there was a 27.3 percent increase in local errors though the overall percentage in total words spoken decreased by half. For errors related to parts of speech, a t-test confirmed there was a significant difference between the two speech corpora. As for error reoccurrence, four types of errors were noted: incorrect phrasing, article omission, preposition omission, and errors related to plurals. No improvement in oral grammatical accuracy was noted, with some errors doubling or worsening significantly. This data highlights the difficulty of L2 teachers of having students self-edit themselves and paying more attention to being more accurate with their speech.

Kyutacar

記述言語：英語   掲載種別：研究論文（国際会議プロシーディングス）

Hungary   Budapest   2018年07月24日  -  2018年07月27日

Researchers in Japan now recognize that shyness and hesitation phenomenon is a sociolinguistic pandemic, especially where Japanese males and females avoid conversations, interactions, and relationships. This trend has led to a demographic crisis in which fewer Japanese marry and have children. This study will report on the results of a gender attitude survey (and its development) and the results of a questionnaire. The survey and questionnaire were implemented in 2016. Research questions focused on positive and negatives viewpoints that participants had of the opposite sex. Results showed that both genders felt that it was easy to relate to and understand the opposite sex; likewise, they felt that they showed interest in having discussions with the opposite sex. However, negative attitudes included issues relating to having to give long and informative replies, difficulty in understanding and making points or achieving goals with the opposite sex. Student replies on a questionnaire further indicated that a majority of students viewed themselves as open to experience. All of the comments, however, from both genders, showed that during their gendered interactions that the participants were tense and uneasy. The high percentage of comments from females, 78 percent, indicated that most were antisocial as they found it difficult to interact with males. A gender disparity was found in the percentage of comments from males who thought that the opposite sex understood and appreciated what they had to say and those from females: 75 percent and 46 percent respectively. In short, student morale in both genders is timid, insecure and interactions are often unsatisfying and demoralizing.

Keywords: Gendered interactions, Attitudes, Japanese youth, Hesitation phenomenon, Shyness

Kyutacar

その他リンク： http://universitypublications.net/proceedings/1102/pdf/B8T107.pdf

記述言語：英語   掲載種別：研究論文（学術雑誌）

担当区分：筆頭著者   記述言語：英語   掲載種別：研究論文（学術雑誌）

Kyutacar

記述言語：英語   掲載種別：研究論文（学術雑誌）

担当区分：筆頭著者   記述言語：英語   掲載種別：研究論文（大学，研究機関等紀要）

Kyutacar

担当区分：筆頭著者   記述言語：英語   掲載種別：研究論文（学術雑誌）

Kyutacar

担当区分：筆頭著者   記述言語：英語   掲載種別：研究論文（大学，研究機関等紀要）

Kyutacar

担当区分：筆頭著者   記述言語：英語   掲載種別：研究論文（学術雑誌）

Kyutacar

記述言語：英語   掲載種別：研究論文（学術雑誌）

担当区分：筆頭著者   記述言語：日本語   掲載種別：研究論文（その他学術会議資料等）

Kyutacar

記述言語：英語   掲載種別：研究論文（学術雑誌）

担当区分：筆頭著者   記述言語：英語   掲載種別：研究論文（学術雑誌）

Kyutacar

担当区分：筆頭著者   記述言語：英語   掲載種別：研究論文（大学，研究機関等紀要）

Kyutacar

担当区分：筆頭著者   記述言語：英語   掲載種別：研究論文（学術雑誌）

Kyutacar

担当区分：筆頭著者   記述言語：英語   掲載種別：研究論文（学術雑誌）

Kyutacar

担当区分：筆頭著者   記述言語：英語   掲載種別：研究論文（学術雑誌）

Kyutacar

担当区分：筆頭著者   記述言語：英語   掲載種別：研究論文（学術雑誌）

Kyutacar

担当区分：筆頭著者   記述言語：日本語   掲載種別：研究論文（大学，研究機関等紀要）

Kyutacar

担当区分：筆頭著者   記述言語：英語   掲載種別：研究論文（学術雑誌）

Kyutacar

記述言語：日本語   掲載種別：研究論文（その他学術会議資料等）

記述言語：日本語   掲載種別：研究論文（学術雑誌）

開催期間： 2019年10月   記述言語：英語   開催地：Prague, The Czech Republic  

As teachers we often assume that our students are making progress, if not tremendous progress from our instruction and materials; this longitudinal study examines the reality of how students’ L2 fluency changes over an academic year. In
April and May 2018, 23 Japanese students gave a self-introduction monologue that was followed with a three-question dialogue, which was repeated again in early 2019. L2 interactions by Japanese speakers were based on the JUSFC2018 corpus and the JUSFC2019 corpus. Fluency variables involved monologue and dialogue speaking time, total speaking time, articulation rate, and speaking rates. Acoustic dysfluency variables were micropauses, crosstalk pausing, monologue silence, dialogue silence, percentage of silence, and the length of pauses. Lexical fluency had three variables: mispronounced words, word fragments, and use of L1. Syntactical dysfluency had 6 variables: abandoned sentences, retracing, repetition, mean length runs, number of words, and meaningless syllables. Research questions related to significant differences in fluency and dsyfluency variables, and which variable showed the most and least progress. Descriptive statistics showed mixed results showed with fluency variables showing more cases of increased dysfluency (52 over 49). Acoustic dysfluency also worsened over the year with (61 cases over 40) while lexical and syntactical dysfluency showed marginal improvements. T-tests showed no significance for all variables except for the length of pausing. This data highlights the difficulty of L2 teachers of bringing about significant progress in conversational competency and fluency.

開催期間： 2019年02月23日 - 2019年02月24日   記述言語：英語   開催地：Athens, Greece  

開催期間： 2018年07月24日 - 2018年07月27日   記述言語：英語   開催地：Budapest, Hungary  

TOEIC対策講座を3キャンパスにて開講。

プロジェクト名【グローバル・エンジニア養成に向けた英語教育の強化体制の構築（目標TOEIC 600点）】

ランゲージ・ラウンジ（LL）に駐在し、英語による会話やディベートなどのプログラムを実施した。

対象： 社会人・一般

種別：セミナー・ワークショップ

対象： 社会人・一般

種別：セミナー・ワークショップ