DSpace コミュニティ:http://hdl.handle.net/11470/7352023-10-31T17:45:25Z2023-10-31T17:45:25ZDyslexia in the L2 Classroom: Recognizing and Supporting Undiagnosed Students in JapanMontgomery, Tyler A.http://hdl.handle.net/11470/10152023-05-19T16:30:05Z2023-02-28T15:00:00Zタイトル: Dyslexia in the L2 Classroom: Recognizing and Supporting Undiagnosed Students in Japan
著者: Montgomery, Tyler A.
抄録: Although dyslexia is the most common learning disorder worldwide, official diagnosis and support from educational institutions for learners with dyslexia remains rare in Japan. Consequently, the understanding, identification, and accommodation of dyslexia remains elusive in the foreign language (L2) classroom. In many cases, even if a student with dyslexia has developed compensation techniques to overcome difficulties in
reading, writing, and other academic areas in Japanese, these techniques do not transfer to learning a second language, especially orthographically deep and opaque languages such as English. Further, there is a growing
movement in Japan for inclusive education, meaning accommodating students with learning disabilities such as dyslexia will be necessary in the L2 classroom.
In this paper, I will define dyslexia, how it can affect L2 learning, how to recognize if a student has dyslexia, and what L2 teachers in Japan can do to support students who may have dyslexia. Based on previous literature I will give general suggestions on how to design classroom activities and materials to accommodate L2 students with dyslexia, as well as more targeted advice based on studentsʼ preferred learning style.2023-02-28T15:00:00ZA Comparison of Phonetics Courses between before and after the COVID-19 PandemicKido, Mayumihttp://hdl.handle.net/11470/10142023-05-19T06:39:56Z2023-02-28T15:00:00Zタイトル: A Comparison of Phonetics Courses between before and after the COVID-19 Pandemic
著者: Kido, Mayumi
抄録: This paper describes a challenge in an elective course of English
Phonetics which has been conducted for eight years at a womenʼs university in Japan. Studentsʼ strengths and weaknesses in learning phonetics will be discussed, particularly focusing on phonemes such as
vowels and consonants in listening to minimal pairs and discriminating phonetic symbols in reading. Nowadays people wear masks including the teacher and students. Teaching strategies should be paid attention to and renewed with some ingenious devices. It is possible to teach face-to-face with CALL (computer-assisted language learning) on campus in
combination with some online tools which were developed as an outcome of remote teaching. Consequently, there must be tendencies before and after the pandemic. Some previous studies including Kido (2019) could be compared with this investigation. Similarities and differences between before and after the pandemic will be discovered. This paper would be profitable as research on actual conditions and an aid to improve studentsʼ
proficiency for the future.2023-02-28T15:00:00ZHappy Students are Motivated Students: Psychology for Language TeachersFukuhara, Kathleenhttp://hdl.handle.net/11470/10132023-05-19T06:45:21Z2023-02-28T15:00:00Zタイトル: Happy Students are Motivated Students: Psychology for Language Teachers
著者: Fukuhara, Kathleen
抄録: Students face many problems in the second language classroom. Some of these may be personal but many are caused by cultural differences between the teacher and students or students and students in the multicultural classroom. Cultural issues will always be with us but this paper considers how we can help students, through the use of positive
psychology, to achieve their best. First, we consider the concepts of positive psychology and well-being. We then look at how positive
psychology can affect studentsʼ sense of well-being, creating a better learning situation. Finally, we consider some practical applications which can be put into practice in the classroom.2023-02-28T15:00:00ZPronunciation of Regular Past Tense Verb Endings: Knowledge and ApplicationSuenaga, Claire V.http://hdl.handle.net/11470/10122023-05-19T06:47:14Z2023-02-28T15:00:00Zタイトル: Pronunciation of Regular Past Tense Verb Endings: Knowledge and Application
著者: Suenaga, Claire V.
抄録: The aim of this study was to investigate the knowledge and application of regular past tense ed verb endings, namely the correct pronunciation capabilities Japanese university students have of this inflectional morpheme.
Students attending a Japanese university, studying English as a Foreign Language (EFL), were invited to participate in the study. After signing consent forms, students orally recorded their individual readings of 30 short sentences in a CALL (computer assisted language learning) classroom.
Subsequently, the same past tense verbs were sorted by writing them into three phonetic columns. The sample included 41 students. Self-reported English language proficiency ranges from Test of English for International
Communication (TOEIC) scores were between 415-665, the average score was 511. The longest stay in an English-speaking country reported was one year. In total, across all ability groups, the students were able to pronounce the regular past tense verb endings correctly more often when reading them aloud than they could sort the same verbs correctly by writing them into the three labelled columns. The correlation coefficient between the total score for the correct pronunciation and the total score for the correct
written sorting under phonetic symbols for the word have values of less than 5%. The correlation coefficients were: /d/ 0.3425, /t/ 0.3371, and /Id/0.2210. There was no link between being able to understand the correct
pronunciation of each word (phonetic symbols) and being able to pronounce it correctly. That is to say, there was no connection between the two variables. Japanese university students have pronunciation challenges, including a lack of tools for -ed morpheme endings. The students had the
ability to pronounce the inflectional morphemes correctly more often when reading a short five-word sentence aloud than they had the knowledge of the rule of how to form the pronunciation of the ed endings. Future
research should focus on innovative ways to engage language students in activities to apply regular tense ed verb endings. A short but effective way to teach the phonetic rules is also recommended.2023-02-28T15:00:00Z