駒場言葉研究会(KLA)のご案内
以下の日程にて、第14回研究発表会が行われます。
是非多くの方にご参加いただき、活発な議論が出来ればと存じます。
日にち： 2015年 11月 22日 (日)
時間： 14:00 - 17:00
場所：東京大学教養学部 駒場Iキャンパス 18号館４階コラボレーションルーム２
参加費： 無料, 事前申込不要
【発表者１】 岩崎永一 ( 早稲田大学非常勤講師・招聘研究員 )
【タイトル】英語定冠詞とリスト存在文のデータと意味について―辞書記述と英語教育への提案―
【発表言語】日本語
【概要】本発表では英語定冠詞の意味と定冠詞を伴うthere +
be構文（リスト存在文）について新しい提案を行い、それに基づき、辞書記述への提案を行うことを目的とする。岩崎(2014; 2015a;
近刊予定)の内容を紹介し、それに基づき、英語の定冠詞に関する新しい法則を提案する。特に、theの意味について、西山(2003;
2013)のvariableを内包する名詞句の概念を、英語に独自に応用・発展させ、斬新な法則を提示する。次に、there +
be構文において、定冠詞を伴う場合についての西山(ibid.)や岩崎(2015b)の分析を引用・紹介し、さらに新しい考察を加える。これらに基づいて、英語辞書記述や英語教育への提案も行う。（なお、本発表の性質上、上記で挙げた、私自身の既発表の論文・口頭発表や近刊著書等と重複する場合がある。特定の言語理論の知識は前提とせず、多数の興味深いデータを提示し、幅広い分野の研究者と関心を共有し議論できるように努める。）
【発表者２】 菅原喜一 ( 神奈川総合高等学校 )
【タイトル】Evolving English Education at Japanese high schools ～for the
promising future generations～
【発表言語】英語
【概要】Secondary English education in Japan has persistently wavered
between two conflicting approaches; the first being a conventional
method of deconstructing English sentences to develop rote language
skills for entrance examinations, and the other being a more
practical approach of developing strong communication skills.
Swayed by an administrative bureaucracy with insatiable
ideal-driven ambitions, the polemics from both sides has consequently
engendered the widening of a rift between strongly change-resistant
teachers and flexible learners of English. This pendulum will continue
to oscillate without reaching established educationally goals.
This presentation will cover 1) ideal teachers and teaching
environment, 2) student motivations for studying English, 3) the
status quo of Japanese high school English education, 4) teaching
English through English, 5) problems with English education in Japan,
and finally 6) English education and college entrance examinations. It
will further discuss how these six issues are being dealt with under
the tumultuous educational environment mentioned above.
Instead of providing solutions, the presentation will focus on
introducing concrete activities enhancing the four language skills in
a holistic and comprehensive manner in an authentic learning
environment within a Japanese high school. Simultaneously, this
presentation will aim to share the pedagogical methods to act as
motivational incentive for learners so inspiring educators can grow
more professionally savvy. Moreover, it will help create collaborative
environments between high school teachers and college professors to
not only enhance their teaching competency, but also to facilitate the
development of learners into becoming full-fledged independent
learners, who will contribute as promising leaders in their globalized
community.
＊発表はワークショップ形式で行います。
【発表者３】 Jason Hiram McEvoy ( 上智大学非常勤講師 )
【タイトル】 Creating effective materials for CLIL.
【発表言語】英語
【概要】With CLIL gaining increasing popularity in Japan and the scarcity
of CLIL materials available, this project aimed to highlight the
process of CLIL material development to provide a framework for future
language educators to implement when developing CLIL materials. Nation
and Macalister’s (2011) curriculum design model was used as the
framework for the materials along with Coyle’s (2007, 2010) 4Cs of
CLIL, situated within the principles component of the course. The
participants of this project consisted of two groups. Each group was
comprised of 4 adult learners and 4 university students. A needs
analysis was conducted into the needs of the learners and the
availability of content. The CLIL course was implemented to both
groups and students were given an end of course questionnaire and
interviews to evaluate the materials effectiveness. After the first
group’s implementation, the materials were revisited and adapted to
accordingly, based off of the students’ responses. Findings showed
that the students held positive perceptions to the CLIL course and
that through the methods of material adaptation based off of students’
responses, the overall ratings of the materials improved.
ご不明な点はkomabalanguage@gmail.comまでお問い合わせ頂くか、ホームページ(https://sites.google.com/site/komabalanguage/)をご参照ください。
みなさまのご参加を、心よりお待ちしております。
敬具
東京大学駒場言葉研究会 (KLA)
---
Dear All,
We are delighted to announce that the 14th Komaba Language Association
(KLA) Presentation Session will be held in November.
We hope many of you will join us and share your stimulating ideas from
various perspectives with us.
Date: Sunday, November 22th, 2015
Time: 14:00 - 17:00
Place: Collaboration Room 2, Fourth Floor Building 18, University of
Tokyo Komaba I Campus
-- Free admission, no reservation necessary --
【Presenter 1】 Eiichi Iwasaki , Part-time Lecturer & Adjunct
Researcher, Waseda University
【Title】 On the data and semantic nature of the English definite
article and the list sentence: A proposal on dictionary editing and
English teaching
【Language of presentation】Japanese
【Abstract】
This presentation aims to analyse the semantic properties of the
English definite article both in general and specifically in list
sentences. Firstly, I will succinctly review my recent work (i.e.,
Iwasaki 2014, 2015a, forthcoming) and present a novel generalisation
of the semantic nature of the definite article with a particular
emphasis on Nishiyama’s (2003; 2013) theoretical device. Next, I will
review Iwasaki’s (2015b) semantic analysis of the “there is *the* NP”
construction and present further new findings. Finally, based on the
arguments so far, I will make some proposals on dictionary editing and
English teaching. This presentation will include my past work
mentioned above (already published) but will not necessarily be
limited to it. I will endeavour to make this presentation easy and
accessible for all participants regardless of their theoretical
backgrounds and flavours; whoever is curious about the native
speaker’s knowledge of the English definite article and its correct
use will be welcomed!
【Presenter 2】 Kiichi Sugawara, Kanagawa Prefectural Kanagawa sohgoh high school
【Title】Evolving English Education at Japanese high schools ～for the
promising future generations～
【Language of presentation】English
【Abstract】Secondary English education in Japan has persistently
wavered between two conflicting approaches; the first being a
conventional method of deconstructing English sentences to develop
rote language skills for entrance examinations, and the other being
a more practical approach of developing strong communication skills.
Swayed by an administrative bureaucracy with insatiable
ideal-driven ambitions, the polemics from both sides has consequently
engendered the widening of a rift between strongly change-resistant
teachers and flexible learners of English. This pendulum will continue
to oscillate without reaching established educationally goals.
This presentation will cover 1) ideal teachers and teaching
environment, 2) student motivations for studying English, 3) the
status quo of Japanese high school English education, 4) teaching
English through English, 5) problems with English education in Japan,
and finally 6) English education and college entrance examinations. It
will further discuss how these six issues are being dealt with under
the tumultuous educational environment mentioned above.
Instead of providing solutions, the presentation will focus on
introducing concrete activities enhancing the four language skills in
a holistic and comprehensive manner in an authentic learning
environment within a Japanese high school. Simultaneously, this
presentation will aim to share the pedagogical methods to act as
motivational incentive for learners so inspiring educators can grow
more professionally savvy. Moreover, it will help create collaborative
environments between high school teachers and college professors to
not only enhance their teaching competency, but also to facilitate the
development of learners into becoming full-fledged independent
learners, who will contribute as promising leaders in their globalized
community.
【Presenter 3】 Jason Hiram McEvoy, Sophia University
【Title】 Creating effective materials for CLIL.
【Language of presentation】English
【Abstract】With CLIL gaining increasing popularity in Japan and the
scarcity of CLIL materials available, this project aimed to highlight
the process of CLIL material development to provide a framework for
future language educators to implement when developing CLIL materials.
Nation and Macalister’s (2011) curriculum design model was used as the
framework for the materials along with Coyle’s (2007, 2010) 4Cs of
CLIL, situated within the principles component of the course. The
participants of this project consisted of two groups. Each group was
comprised of 4 adult learners and 4 university students. A needs
analysis was conducted into the needs of the learners and the
availability of content. The CLIL course was implemented to both
groups and students were given an end of course questionnaire and
interviews to evaluate the materials effectiveness. After the first
group’s implementation, the materials were revisited and adapted to
accordingly, based off of the students’ responses. Findings showed
that the students held positive perceptions to the CLIL course and
that through the methods of material adaptation based off of students’
responses, the overall ratings of the materials improved.
If you have any questions, please contact us at
komabalanguage@gmail.com. For further information, please visit your
website at https://sites.google.com/site/komabalanguage/ .
Best regards,
Komaba Language Association, The University of Tokyo