人文科学研究科Graduate School of Humanities
LIN500B3（言語学 / Linguistics 500）英語教育学研究ＡTopics in TESOL A
印南 洋
授業コードなどClass code etc
| 学部・研究科Faculty/Graduate school | 人文科学研究科Graduate School of Humanities |
| 添付ファイル名Attached documents | |
| 年度Year | 2023 |
| 授業コードClass code | X0216 |
| 旧授業コードPrevious Class code | |
| 旧科目名Previous Class title | |
| 開講時期Term | 春学期授業/Spring |
| 曜日・時限Day/Period | 水3/Wed.3 |
| 科目種別Class Type | |
| キャンパスCampus | 市ヶ谷 |
| 教室名称Classroom name | 301 |
| 配当年次Grade | 院人英・修士課程・専門科目 |
| 単位数Credit(s) | 2 |
| 備考（履修条件等）Notes | |
| 実務経験のある教員による授業科目Class taught by instructors with practical experience | |
| カテゴリーCategory |
英文学専攻 （修士課程） |
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Outline (in English)
＜講義題目＞Second language acquisition and pedagogy
This course introduces some stimulating issues on second language acquisition and pedagogy. In particular, it focuses on the questions that people often have about language learning. As for the learning objectives, learning activities outside of classroom, and grading criteria and policy, see below.
授業で使用する言語Default language used in class
日本語・英語併用 / Japanese & English
授業の概要と目的（何を学ぶか）Outline and objectives
＜講義題目＞Second language acquisition and pedagogy
This course introduces some stimulating issues on second language acquisition and pedagogy. In particular, it focuses on the questions that people often have about language learning.
到達目標Goal
In this course, students will learn about (1) second language acquisition and (2) its role in English-as-a-foreign/second language context. Through discussions after reading the course textbook and handouts, students will acquire a deeper understanding of these two issues. Repeating this process throughout the semester will help students develop their understanding of second language education and its application to pedagogy better, based on empirical evidence.
By the end of this course, students will be able to better understand (1) second language acquisition and (2) its role in English-as-a-foreign/second language context.
この授業を履修することで学部等のディプロマポリシーに示されたどの能力を習得することができるか（該当授業科目と学位授与方針に明示された学習成果との関連）Which item of the diploma policy will be obtained by taking this class?
ディプロマポリシーのうち、「DP1」「DP2」に関連
授業で使用する言語Default language used in class
日本語・英語併用 / Japanese & English
授業の進め方と方法Method(s)（学期の途中で変更になる場合には、別途提示します。 /If the Method(s) is changed, we will announce the details of any changes. ）
Most classes consist of lectures, group discussions, and student presentations on topics in second language acquisition and pedagogy. Students are assigned readings from the textbook chapters. リアクションペーパー等における良いコメントは授業内で紹介し、さらなる議論に活かします。
アクティブラーニング（グループディスカッション、ディベート等）の実施Active learning in class (Group discussion, Debate.etc.)
あり / Yes
フィールドワーク（学外での実習等）の実施Fieldwork in class
なし / No
授業計画Schedule
授業形態/methods of teaching：オンライン/online
※各回の授業形態は予定です。教員の指示に従ってください。
第1回[オンライン/online]：Introduction
Overview of the course and presentation schedule
第2回[オンライン/online]：Literature search
Literature search using digital and library resources
第3回[オンライン/online]：Myth 1: Children learn languages quickly and easily while adults are ineffective in comparison.
Language learning and age; the Critical Period Hypothesis
第4回[オンライン/online]：Myth 2: A true bilingual is someone who speaks two languages perfectly.
Bilingualism
第5回[オンライン/online]：Interim report on in-class student presentations
Report and feedback
第6回[オンライン/online]：Myth 3: You can acquire a language simply through listening or reading.
Input, output, and interaction
第7回[オンライン/online]：Myth 4: Practice makes perfect.
Attention and noticing
第8回[オンライン/online]：Interim report on in-class student presentations
Report and feedback
第9回[オンライン/online]：Myth 5: Language students learn (and retain) what they are taught.
Explicit and implicit learning; developmental sequences; interaction
第10回[オンライン/online]：Myth 6: Language
learners always benefit from correction.
Correction and recasts
第11回[オンライン/online]：Myth 7: Individual differences are a major, perhaps the major, factor in SLA.
Individual differences
第12回[オンライン/online]：Myth 8: Language acquisition is the individual acquisition of grammar
Social approaches: Pragmatics, emergentism, sociocultural approaches, language socialization
第13回[オンライン/online]：Student presentation
Presentation and feedback
第14回[オンライン/online]：Student presentation
Presentation and feedback
授業時間外の学習（準備学習・復習・宿題等）Work to be done outside of class (preparation, etc.)
本授業の準備学習・復習時間は、各2時間を標準とします。
Before attending the class every week, students are required to read the assigned chapter of the textbook and write a reaction paper.
テキスト（教科書）Textbooks
Steven Brown and Jenifer Larson-Hall. (2012). Second language acquisition myths: Applying second language research to classroom teaching. University of Michigan Press. ISBN: 978-0-472-03498-7
参考書References
Joy Reid with Keith S. Folse, Cynthia M. Schuemann, Pat Byrd and John Bunting, Ken Hyland, Dana Ferris, Susan Conrad, Sharon Cavusgil, & Paul Kei Matsuda. (2008). Writing myths: Applying second language research to classroom teaching. ISBN 978-0-472-03257-0
Keith S. Folse. (2004). Vocabulary myths: Applying second language research to classroom teaching. ISBN 978-0-472-03029-3
望月昭彦、磐崎弘貞、卯城祐司、久保田章(著)．(2010)．『新学習指導要領にもとづく英語科教育法』. 大修館書店. ISBN: 978-4469245585
Patsy M. Lightbown & Nina Spada. (2013). How languages are learned (4th edition.). Oxford University Press.
Steven Brown. (2011). Listening myths: Applying second language research to classroom teaching. ISBN 978-0-472-03459-8
成績評価の方法と基準Grading criteria
Reaction paper (60%); Chapter presentation (10%); Student project (30%)
学生の意見等からの気づきChanges following student comments
アンケート対象外につき該当なし
Feel free to ask questions. I look forward to working with you.
担当教員の専門分野等
＜専門領域＞
Applied linguistics, language education, language testing, and program evaluation
＜研究テーマ＞
Test method effects on test performance
Construct validation study of a test/instrument/questionnaire
Meta-analytic inquiry into the variability of effects
Longitudinal measurement of change in language proficiency and program evaluation
Secondary analysis of survey and administrative datasets
Application of measurement models to language test data (especially, meta-analysis and structural equation modeling)
＜主要研究業績＞
In’nami, Y., & Koizumi, R. (2013). Statistics and software for test revisions. In A. Kunnan (ed.), Companion to language assessment (Vol. II: Approaches and Development, Part 7: Assessment Development (pp.925–943). New York: Wiley-Blackwell.
卯城祐司編著。『英語リーディングテストの考え方と作り方』。共著 (第5章 テスト得点解釈の留意点 [pp. 78-87]を担当)。平成24年9月。研究社。
竹内理・水本篤編著。『外国語教育研究ハンドブック：研究手法のより良い理解のために』。共著 (第14章SEM入門 [pp. 194-206]、第16章 メタ分析入門 [pp. 227-239]を担当)。平成24年5月。松柏社。