シラバス参照／View Syllabus
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シラバス参照／View Syllabus
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| 科目一覧へ戻る／Return to the Course List | 2022/03/28 現在／As of 2022/03/28 |
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開講科目名 ／Course |
英語教育研究／STUDIES IN ENGLISH EDUCATION |
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開講所属 ／Course Offered by |
大学院／ |
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ターム?学期 ／Term?Semester |
2022年度／2022 Academic Year 春学期／SPRING SEMESTER |
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曜限 ／Day, Period |
火3／Tue 3 |
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開講区分 ／semester offered |
通年／Yearlong |
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単位数 ／Credits |
4.0 |
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主担当教員 ／Main Instructor |
浅岡 千利世 |
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科目区分 ／Course Group |
大学院科目 専攻科目 |
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教員名 ／Instructor |
教員所属名 ／Affiliation |
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| 浅岡 千利世 | 英語学科／ENGLISH |
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授業の目的?内容 ／Course Objectives |
The course presents theoretical and practical issues of language learning and teaching from a teacher researcher’s perspective. The main objectives of the course: - To survey different approaches, methods and techniques in L2/FL teaching - To examine your own beliefs about teaching and learning - To explore how you may put your knowledge and beliefs in to practice - To understand action research この授業は外国語学研究科博士前期課程の学位授与方針 (DP)並びに教育課程編成?実施方針(CP)が示す「実践的な言語運用能力と国際社会の多様性を理解する態度」を養い、「外国語教育分野において、適切な問題設定をおこない、必要な先行研究の成果やデータを収集?分析できる能力」を高めることを目的とする。 |
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授業の形式?方法と履修上の注意 ／Teaching method and Attention the course |
Students will engage in activities that will help them relate research and theory to their own teaching practice. All the coursework will be conducted in English. They will be encouraged to actively participate in the class activities. 課題へのフィードバックはManaba上で行います。 この授業は対面による演習形式を基本としManabaを利用します。また、感染拡大などの理由により一部遠隔授業またはzoomによる授業に変更することがあります。 授業は1年制の「英語教育学研究１（教授法研究）」クラスとの合併で行う予定です。 |
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事前?事後学修の内容 ／Before After Study |
Before class, students are expected to read the assigned sections and prepare for presentations and class discussion (2 hours). After class, students will write a critical response to the assigned readings (2 hours). |
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テキスト1 ／Textbooks1 |
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テキスト2 ／Textbooks2 |
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テキスト3 ／Textbooks3 |
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参考文献等1 ／References1 |
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参考文献等2 ／References2 |
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参考文献等3 ／References3 |
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評価方法 ／Evaluation |
Assessment will be based on presentations (40%), reading assignments (20%), a 1500-word critical review of a research article (each semester, 40%). | ||||||||||
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備考 ／Notes |
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関連科目 ／Related Subjects |
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到達目標 ／Learning Goal |
英語教育に関する文献を読み、高度な議論ができるようにする。 |
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授業計画（主題の設定） ／Class schedule |
授業の内容 ／Contents of class |
事前?事後学修の内容 ／Before After Study |
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| 1 | Introduction | Course introduction | |
| 2 | Chapter 1: What is CLIL? | The development of CLIL | |
| 3 | Chapter 2: Curricular variation in CLIL | Examples of curricular models | |
| 4 | Chapter 3: CLIL as a theoretical concept | Connecting content learning and language learning | |
| 5 | Chapter 4: Transforming theory into practice | Analysing and personalizing the CLIL context | |
| 6 | Discussion on Ch. 1 - 4 | Discussion on Ch. 1-4 | |
| 7 | Presentation 1 on Ch. 1-4 | Presentation 1 on Ch. 1-4 | |
| 8 | Chapter 5: Evaluating and creating materials | Tasks for CLIL classroom | |
| 9 | Chapter 6: Assessment issues in CLIL | What are the main issues for assessment in CLIL? | |
| 10 | Chapter 7: Evaluating the impact of CLIL programme | How far is immersion research applicable to CLIL? | |
| 11 | Chapter 8: Future directions | Globalization and change | |
| 12 | Discussion on Ch. 5-8 | Discussion on Ch. 5-8 | |
| 13 | Presentation 2 on Ch. 5-8 | Presentation 2 on Ch. 5-8 | |
| 14 | Expanding evidence-based research | Research methods and key research issues | |
| 15 | SLA perspectives: Learning and teaching language | SLA perspectives on learning and teaching language through content | |
| 16 | SLA perspectives : An interactionist perspective | CLIL and SLA: Insights from an interactionist perspective | |
| 17 | SLA perspectives: Motivation and CLIL | Motivation, second language teaching and CLIL | |
| 18 | SLA perspectives: Pragmatics in CLIL | Investigating pragmatics in CLIL through students' requests | |
| 19 | Discussion / Presentation 3 on SLA perspectives | Discussion / Presentation 3 on SLA perspectives | |
| 20 | Sociolinguistic perspectives: The target language |
The target language, the sociolinguistic and the educational context in CLIL Programs | |
| 21 | Sociolinguistic perspectives: The use of L1/L2 | Reflections on the use of the L1/L2 in English-medium instruction | |
| 22 | Sociolinguistic perspectives: Teachers | CLIL teachers' professionalization | |
| 23 | Sociolinguistic perspectives: The role of Engilsh | The multifaceted roles of Englislh in English-medium education in multilingual university settings | |
| 24 | Discussion / Presentation 4 on sociolinguistic per | Discussion / Presentation 4 on sociolinguistic perspectives | |
| 25 | Discourse analysis: Interactional competence |
Classroom interactional competence in CLIL | |
| 26 | Discourse analysis: Conversational analysis |
Multimodal conversation analysis and CLIL classroom practice | |
| 27 | Discourse analysis: Assessment | Assessment for learning in CLIL classroom discourse | |
| 28 | Discussion / Presentation 5 on DA perspectives | Discussion / Presentation 5 on DA perspectives |