The purpose of this study was to examine the impact of an application of Computer-Mediated Communication (CMC) technologies on learning community emergence and students' identity construction in the EFL context. To this end, a web-based course management system called Moodle was used in a general English class at a college. Adopting a sociocultural approach, we had a qualitative examination of the data obtained from students' online discussions. Through the lens of Wenger's (1998) notion of Communities of Practice, we found that learners' online activities facilitated the formation of an online learning community, in which learners constructed their identities. Specifically, with the deepening of the online negotiation, the participants expanded their identities from "we" as students confined in an inconvenient town to "we" as members in the other overlapping communities of the broader context. Thus, they reached a new level of understanding and developed a new sense of self in the community.
en-copyright= kn-copyright= en-aut-name=ZengGang en-aut-sei=Zeng en-aut-mei=Gang kn-aut-name= kn-aut-sei= kn-aut-mei= aut-affil-num=1 ORCID= en-aut-name=TakatsukaShigenobu en-aut-sei=Takatsuka en-aut-mei=Shigenobu kn-aut-name= kn-aut-sei= kn-aut-mei= aut-affil-num=2 ORCID= affil-num=1 en-affil= kn-affil=The Joint Graduate School in Science of School Education, Hyogo University of Teacher Education affil-num=2 en-affil= kn-affil=Okayama University END start-ver=1.4 cd-journal=joma no-vol=15 cd-vols= no-issue= article-no= start-page=159 end-page=168 dt-received= dt-revised= dt-accepted= dt-pub-year=2004 dt-pub=200403 dt-online= en-article= kn-article= en-subject= kn-subject= en-title= kn-title=What relationships do the efficiencies of phonological coding and lexical access have with reading comprehension for Japanese learners of English? en-subtitle= kn-subtitle= en-abstract= kn-abstract=This study examined the relationships between the efficiencies of phonological coding and lexical access of written words and reading comprehension for Japanese senior high school students of English. The primary objective was to verify the speculations on how oral reading practice helps to develop reading comprehension skills: (a) it improves the efficiency of phonological coding; and (b) it enhances the efficiency of lexical access. The efficiencies of phonological coding and lexical access were measured as the articulating speed of written words and as Stroop interference (Stroop, 1935) respectively. The results showed that there was a significant relationship between the efficiency of phonological coding and reading comprehension, which supported speculation (a), but that there was no significant relationship between the efficiency of lexical access and reading comprehension, which refuted speculation (b). Some pedagogical implications were also suggested. en-copyright= kn-copyright= en-aut-name=MiyasakoNobuyoshi en-aut-sei=Miyasako en-aut-mei=Nobuyoshi kn-aut-name= kn-aut-sei= kn-aut-mei= aut-affil-num=1 ORCID= en-aut-name=TakatsukaShigenobu en-aut-sei=Takatsuka en-aut-mei=Shigenobu kn-aut-name= kn-aut-sei= kn-aut-mei= aut-affil-num=2 ORCID= affil-num=1 en-affil= kn-affil=Joint Graduate School, Hyogo University o/Teacher Education affil-num=2 en-affil= kn-affil=Okayama University END start-ver=1.4 cd-journal=joma no-vol=17 cd-vols= no-issue= article-no= start-page=21 end-page=30 dt-received= dt-revised= dt-accepted= dt-pub-year=2006 dt-pub=200603 dt-online= en-article= kn-article= en-subject= kn-subject= en-title= kn-title=Influences of Attention and Noticing on Second Language Acquisition en-subtitle= kn-subtitle= en-abstract= kn-abstract=This study aims to investigate how realizing problems during translation from Japanese to English and noticing fonns in written model sentences encoumge learners to internalize linguistic items. Thirty nine university students, classified into 3 proficiency levels, took part in an experiment, in which they wrote down problems they had realized while translating Japanese into English and also took notes of what fonns they had noticed in looking at model sentences. A post test was given in the following week to examine how the participants internalized target linguistic items. The results are: 1) realizing problems and noticing forms prompt the immediate internalization of linguistic items and play an important role in mapping already learned foons with the new meanings in all proficiency levels, and 2) realizing problems and noticing fonns make advanced learners internalize more linguistic items. en-copyright= kn-copyright= en-aut-name=IwanakaTakahiro en-aut-sei=Iwanaka en-aut-mei=Takahiro kn-aut-name= kn-aut-sei= kn-aut-mei= aut-affil-num=1 ORCID= en-aut-name=TakatsukaShigenobu en-aut-sei=Takatsuka en-aut-mei=Shigenobu kn-aut-name= kn-aut-sei= kn-aut-mei= aut-affil-num=2 ORCID= affil-num=1 en-affil= kn-affil=Hyogo University of Teacher Education affil-num=2 en-affil= kn-affil=Okayama University END start-ver=1.4 cd-journal=joma no-vol=18 cd-vols= no-issue= article-no= start-page=121 end-page=130 dt-received= dt-revised= dt-accepted= dt-pub-year=2007 dt-pub=20070301 dt-online= en-article= kn-article= en-subject= kn-subject= en-title= kn-title=Roles of Output and Noticing in SLA: Does Exposure to Relevant Input Immediately After Output Promote Vocabulary Learning? en-subtitle= kn-subtitle= en-abstract= kn-abstract=This study aims to investigate how noticing fonns in relevant input presented immediately after output encourages learners of English to take lexical items into their IL systems. Twenty nine university students, classified into 3 proficiency levels, took part in an experiment, in which they worked on guided composition, and then took notes of what fonns they had noticed in looking at relevant input presented immediately after output. The participants were asked to work on the same guided composition in the following week to examine how they retained lexical items from the relevant input. The results are: 1) The output-input process leads advanced learners to retain more lexical items;. 2) The uptake is promoted when: i) the participants analyze a fonn in the relevant input syntactically, and/or ii) the participants perceive a fonn in the model as being in contrast with its cOWlterpart in their own output and realize Wlgrammatical or less appropriate status ofthe latter; and 3) The output-input process helps learners gain lexical knowledge on use. en-copyright= kn-copyright= en-aut-name=IwanakaTakahiro en-aut-sei=Iwanaka en-aut-mei=Takahiro kn-aut-name= kn-aut-sei= kn-aut-mei= aut-affil-num=1 ORCID= en-aut-name=TakatsukaShigenobu en-aut-sei=Takatsuka en-aut-mei=Shigenobu kn-aut-name= kn-aut-sei= kn-aut-mei= aut-affil-num=2 ORCID= affil-num=1 en-affil= kn-affil=Graduate School, Hyogo University of Teacher Education affil-num=2 en-affil= kn-affil=Okayama University END start-ver=1.4 cd-journal=joma no-vol=11 cd-vols= no-issue= article-no= start-page=35 end-page=49 dt-received= dt-revised= dt-accepted= dt-pub-year=2009 dt-pub=20090101 dt-online= en-article= kn-article= en-subject= kn-subject= en-title= kn-title=Investigating the Nature of EFL Pair Interactions in a Computer-Mediated Communication Task en-subtitle= kn-subtitle= en-abstract= kn-abstract=In this article. we examined the patterns of pair interactions that emerged in a computermediated text-reconstruction task where 16 Chinese tertiary EFL learners worked in eight self-selected pairs in the chat rooms. This study drew on Storch's (2002) work on the nature of ESL pair work. Quantitative and qualitative data presented in this study suggested that six pairs fell under one of Storch's four patterns of interaction. The interactions of two pairs were more dynamic and did not match any of the four patterns. We did not find the significant relationship between thc pair patterns and the performance of their individualized posttests developed from language-related episodes during interaction. However, we did find that learning is more likely to occur when learners collaborate and jointly work out a successful solution in case of an emerging problem than when they have disagreements and cannot finally resolve them.
en-copyright= kn-copyright= en-aut-name=ZengGang en-aut-sei=Zeng en-aut-mei=Gang kn-aut-name= kn-aut-sei= kn-aut-mei= aut-affil-num=1 ORCID= en-aut-name=TakatsukaShigenobu en-aut-sei=Takatsuka en-aut-mei=Shigenobu kn-aut-name= kn-aut-sei= kn-aut-mei= aut-affil-num=2 ORCID= affil-num=1 en-affil= kn-affil=The joint Graduate School in Science of School Education, Hyogo University of Teacher Education affil-num=2 en-affil= kn-affil=Okayama University END start-ver=1.4 cd-journal=joma no-vol=30 cd-vols= no-issue= article-no= start-page=181 end-page=190 dt-received= dt-revised= dt-accepted= dt-pub-year=2000 dt-pub=2000 dt-online= en-article= kn-article= en-subject= kn-subject= en-title= kn-title=第2言語習得におけるコミュニケーション方略の役割 en-subtitle= kn-subtitle= en-abstract= kn-abstract= en-copyright= kn-copyright= en-aut-name=TakatsukaShigenobu en-aut-sei=Takatsuka en-aut-mei=Shigenobu kn-aut-name=高塚成信 kn-aut-sei=高塚 kn-aut-mei=成信 aut-affil-num=1 ORCID= affil-num=1 en-affil= kn-affil=岡山大学 END start-ver=1.4 cd-journal=joma no-vol=28 cd-vols= no-issue=3 article-no= start-page=63 end-page=71 dt-received= dt-revised= dt-accepted= dt-pub-year=2005 dt-pub=200512 dt-online= en-article= kn-article= en-subject= kn-subject= en-title=Do Oral Reading Fluency and Oral Reading Speed Index the Reading Comprehension of Japanese Learners of English? kn-title=英語読解力の指標としての音読の流暢さ及び音読速度 en-subtitle= kn-subtitle= en-abstract=This paper has two aims. The first aim is to explain the concepts of curriculum-based measurement (CBM) and oral reading fluency. CBM is considered reliable and valid with characteristics of both formative and summative assessments (Fuchs & Fuchs, 1999). Oral reading fluency is one of the most effective CBMs in reading instruction for L1 elementary and special-education students aenkins, Fuchs, van den Broek, Espin & Deno, 2003). The second aim is to report investigations, which were conducted on thirty-nine Japanese second-year senior high school students of English, concerning: (a) whether oral reading fluency could index the English reading cOlnprehension for Japanese learners of English; and (b) whether oral reading speed could take the place of oral reading fluency in indexing their English reading comprehension. In the experiments, reading comprehension, oral reading fluency and three types of oral reading speeds of the participants were measured, and the correlations between them were computed. The three types of oral reading speeds were speed-focused, content-focused and comprehension-adjusted. The main results were: (a) there was a significant correlation between their reading comprehension and oral reading fluency (r=.482, p<.01); (b) there were significant correlations between their reading comprehension and three types of oral reading speeds (rs=.375-.479, p<.05), with the conlprehension-adjusted one being the highest (r=.479, p<.01); and (c) there were significant correlations between their oral reading fluency and three types of oral reading speeds (rs=.690-.770, p<.01) Findings based on the results were: (a) oral reading fluency can be a rough indicator of learners' English reading comprehension; (b) oral reading speed, which is much more handily measured than oral reading fluency, can also be a rough indicator of their English reading cOlnprehension; and (c) comprehension-adjusted oral reading speed can be a better indicator of their reading comprehension than the other types of oral reading speed. Implications for reading pedagogy were: (a) we should introduce the nleasurement of speed-focused oral reading speed into our reading pedagogy so that we may understand learners' decoding skills and deal with their deficiencies; and (b) we should also introduce the measurement of comprehension-adjusted oral reading speed into our reading pedagogy so that we may understand learners' comprehension skills as well as decoding skills and deal with their deficiencies. kn-abstract=本論の目的は,集団規準準拠テスト的側面と形成的評価的側面を兼ね備えた評価法であるカリキュラムに基づく評価法（Curriculum-based measurement=CBM）（Fuchs & Fuchs, 1999）として,L1の初等教育及び特殊教育において読解力の指標とされている音読の流暢さ（oral reading fluency = 1分間に正しく音読する語数）（Jenkins, et al., 2003）及び音読速度（1分間に音読する総語数）が,日本人英語学習者の英語読解力を示す指標となり得るか調査することである｡高校2年生39名を対象に,読解力と音読の流暢さ及び速度重視（速く読む）,内容重視（内容理解に努めて読む）,理解度換算（内容重視の音読×正誤問越の正答率）の音読速度の関係を調査した結果,(a)音読の流暢さと読解力の基準関連妥当性は,音読の流暢さが読解力の指標となり得る程は高くないが,読解力を示す参考になり得る,(b)音読速度は音読の流暢さと同様に読解力を示す参考になり得る,(C)胡!解度換算の音読速度がこの用途に適している,等が示 された｡併せて,英語教育への示唆も示された｡ en-copyright= kn-copyright= en-aut-name=MiyasakoNobuyoshi en-aut-sei=Miyasako en-aut-mei=Nobuyoshi kn-aut-name=宮迫靖静 kn-aut-sei=宮迫 kn-aut-mei=靖静 aut-affil-num=1 ORCID= en-aut-name=TakatsukaShigenobu en-aut-sei=Takatsuka en-aut-mei=Shigenobu kn-aut-name=高塚成信 kn-aut-sei=高塚 kn-aut-mei=成信 aut-affil-num=2 ORCID= affil-num=1 en-affil= kn-affil=兵庫教育大学大学院連合学校教育学研究科 affil-num=2 en-affil= kn-affil=岡山大学 en-keyword=音読の流暢さ kn-keyword=音読の流暢さ en-keyword=音読速度 kn-keyword=音読速度 en-keyword=読解力 kn-keyword=読解力 END start-ver=1.4 cd-journal=joma no-vol=7 cd-vols= no-issue= article-no= start-page=41 end-page=50 dt-received= dt-revised= dt-accepted= dt-pub-year=2006 dt-pub=200603 dt-online= en-article= kn-article= en-subject= kn-subject= en-title=音韻符号化効率及び作動記憶容量と読解力の関係 ―日本人高校生の場合― kn-title=What Relationships Do the Efficiency of Phonological Coding and Working Memory Capacity Have with Reading Comprehension for Japanese Learners of English? en-subtitle= kn-subtitle= en-abstract=本論は,(a)音韻符号化効率と作動記憶容量,(b)この2要因と読解力の関係,に関して,高校1年生と3年生の違いを調査した｡また,作動記憶容量測定リーディングスパンテストにおける1年生の語維持方略にこの関係が反映されるか調査した｡その結果,(a)高校生は最初の2年間に,作動記憶容量が増大する可能性があるが,音韻符号化効率は高まらない可能性がある,(b)音韻符号化効率による読解力への影響は1年生の方が強いが,3年生では作動記憶容量による読解力への影響がある,(c)1年生の語維持方略に,2要因と読解力の関係が反映される,等が示された｡この結果をもたらした原因に関する考察及び,教育的示唆が示された｡ kn-abstract=This article investigated into differences between first- and third-year senior high school students concerning: (a) the efficiencies of phonological coding and working memory capacities; and (b) the relationships of these two variables with reading comprehension. Also explored was whether the relationships were reflected in word-retaining strategies of the first-year students in the reading span tests for measuring working melnory capacities. The findings were: (a) students may improve their working memory capacities but may not improve the efficiencies of phonological coding during the first two years of senior high school; (b) the efficiency of phonological coding contributes to reading cOlnprehension more greatly for first-year students, but working metllory capacity contributes to reading comprehension for third-year students; and (c) the word-retaining strategies of first-year students reflect the relationships between the two variables and reading comprehension. The reasons for these findings were discussed and pedagogical implications were shown. en-copyright= kn-copyright= en-aut-name=MiyasakoNobuyoshi en-aut-sei=Miyasako en-aut-mei=Nobuyoshi kn-aut-name=宮迫靖静 kn-aut-sei=宮迫 kn-aut-mei=靖静 aut-affil-num=1 ORCID= en-aut-name=TakatsukaShigenobu en-aut-sei=Takatsuka en-aut-mei=Shigenobu kn-aut-name= kn-aut-sei= kn-aut-mei= aut-affil-num=2 ORCID= affil-num=1 en-affil= kn-affil=兵庫教育大学大学院連合学校教育学研究科 affil-num=2 en-affil=Okayama University kn-affil= en-keyword=phonological coding (音韻符号化) kn-keyword=phonological coding (音韻符号化) en-keyword=working memory capacity (作動記憶容量) kn-keyword=working memory capacity (作動記憶容量) en-keyword=reading comprehension (読解力) kn-keyword=reading comprehension (読解力) END start-ver=1.4 cd-journal=joma no-vol=10 cd-vols= no-issue= article-no= start-page=103 end-page=112 dt-received= dt-revised= dt-accepted= dt-pub-year=2009 dt-pub=2009 dt-online= en-article= kn-article= en-subject= kn-subject= en-title=対話型ジャーナルから見たライティング初心者の日本人大学生が直面する困難とその支援 kn-title=How can we help with difficulties in English writing?: Japanese novice college writers' dilemmas observed from dialogue journals en-subtitle= kn-subtitle= en-abstract= kn-abstract=プロセスライティング法を使った2005年から2007年の日本の大学での英文ライティングの授業で,初級クラスの学生による, ライティング前/ ライティング/ ライティング後のそれぞれのプロセスにおけるトピックの選定, ブレインストーミング,アイデアの構成,初稿作成,ピアレビュー,書き直し,最終稿作成といった段階に関連して対話型ジャーナル(感想の記録)を書く課題の分析を通して, ライティング初心者の日本人大学生が直面する問超を考察した｡その結果, ライティング初心者はそれぞれの段階において様々な問題をかかえることが明らかになった｡これらの問題を軽減するために必要なライティング指導について論じる。 en-copyright= kn-copyright= en-aut-name=KondoYoshiko en-aut-sei=Kondo en-aut-mei=Yoshiko kn-aut-name= kn-aut-sei= kn-aut-mei= aut-affil-num=1 ORCID= en-aut-name=TakatsukaShigenobu en-aut-sei=Takatsuka en-aut-mei=Shigenobu kn-aut-name= kn-aut-sei= kn-aut-mei= aut-affil-num=2 ORCID= en-aut-name=GardnerScott en-aut-sei=Gardner en-aut-mei=Scott kn-aut-name= kn-aut-sei= kn-aut-mei= aut-affil-num=3 ORCID= affil-num=1 en-affil= kn-affil=兵庫教育大学大学院連合学校教育学研究科 affil-num=2 en-affil=Okayama University kn-affil= affil-num=3 en-affil= kn-affil=岡山大学 en-keyword=対話型ジャーナル kn-keyword=対話型ジャーナル en-keyword=ライティング初心者 kn-keyword=ライティング初心者 en-keyword=ライティングの困難点 kn-keyword=ライティングの困難点 en-keyword=EFLライティング指導 kn-keyword=EFLライティング指導 END start-ver=1.4 cd-journal=joma no-vol=9 cd-vols= no-issue= article-no= start-page=87 end-page=101 dt-received= dt-revised= dt-accepted= dt-pub-year=2008 dt-pub=200803 dt-online= en-article= kn-article= en-subject= kn-subject= en-title=オンライン学習共同体におけるEFL学習者のアイデンティティの変容―日本の大学における英語授業へのムードルの応用― kn-title=CHANGING IDENTITIES IN AN ONLINE LEARNING COMMUNITY IN THE EFL CONTEXT -A use of Moodie in a Japanese college English class- en-subtitle= kn-subtitle= en-abstract= kn-abstract=本研究は,CMC (コンピュータを媒介としたコミュニケーション)をEFL(外国語としての英語)学習環境へ応用し,学習者がどのようにコミュニティを構築し,自らのアイデンティティを変容させているかを探求することを目的としている。Moodleというコース管理システムを大学の一般教養科目の英語の授業の中で使用し,社会文化理論,特にWenger(1998)の実践共同体理論に基づいてオンライン上でのディスカッションを質的に分析した。オンライン活動によって,コミュニティを形成しながら,学習者が他のコミュニティへの帰属意識を持ち始めることによって,アイデンティティが変容するという結果を得た。 en-copyright= kn-copyright= en-aut-name=ZengGang en-aut-sei=Zeng en-aut-mei=Gang kn-aut-name=曽罡 kn-aut-sei=曽 kn-aut-mei=罡 aut-affil-num=1 ORCID= en-aut-name=YoshidaTatsuhiro en-aut-sei=Yoshida en-aut-mei=Tatsuhiro kn-aut-name=吉田達弘 kn-aut-sei=吉田 kn-aut-mei=達弘 aut-affil-num=2 ORCID= en-aut-name=TakatsukaShigenobu en-aut-sei=Takatsuka en-aut-mei=Shigenobu kn-aut-name=髙塚成信 kn-aut-sei=髙塚 kn-aut-mei=成信 aut-affil-num=3 ORCID= affil-num=1 en-affil= kn-affil=兵庫教育大学大学院連合学校教育学研究科 affil-num=2 en-affil= kn-affil=兵庫教育大学 affil-num=3 en-affil= kn-affil=岡山大学 en-keyword=オンライン学習共同体 kn-keyword=オンライン学習共同体 en-keyword=アイデンティティ kn-keyword=アイデンティティ en-keyword=社会文化理論 kn-keyword=社会文化理論 en-keyword=Moodle kn-keyword=Moodle END start-ver=1.4 cd-journal=joma no-vol=31 cd-vols= no-issue= article-no= start-page=41 end-page=50 dt-received= dt-revised= dt-accepted= dt-pub-year=2001 dt-pub=2001 dt-online= en-article= kn-article= en-subject= kn-subject= en-title= kn-title=語用論的問題を回避・解決するためのコミュニケーション方略 ―語用論的方略の分類法の提案― en-subtitle= kn-subtitle= en-abstract= kn-abstract= en-copyright= kn-copyright= en-aut-name=TakatsukaShigenobu en-aut-sei=Takatsuka en-aut-mei=Shigenobu kn-aut-name=髙塚成信 kn-aut-sei=髙塚 kn-aut-mei=成信 aut-affil-num=1 ORCID= affil-num=1 en-affil= kn-affil=岡山大学 END start-ver=1.4 cd-journal=joma no-vol=33 cd-vols= no-issue= article-no= start-page=41 end-page=50 dt-received= dt-revised= dt-accepted= dt-pub-year=2003 dt-pub=2003 dt-online= en-article= kn-article= en-subject= kn-subject= en-title= kn-title=英作文課題遂行における個人及びペアでの言語的問題の認識と解決のプロセスが言語習得に及ぼす影響について：パイロット・スタディ en-subtitle= kn-subtitle= en-abstract= kn-abstract= en-copyright= kn-copyright= en-aut-name=TakatsukaShigenobu en-aut-sei=Takatsuka en-aut-mei=Shigenobu kn-aut-name=髙塚成信 kn-aut-sei=髙塚 kn-aut-mei=成信 aut-affil-num=1 ORCID= affil-num=1 en-affil= kn-affil=岡山大学 END start-ver=1.4 cd-journal=joma no-vol=140 cd-vols= no-issue= article-no= start-page=13 end-page=18 dt-received= dt-revised= dt-accepted= dt-pub-year=2009 dt-pub=20090225 dt-online= en-article= kn-article= en-subject= kn-subject= en-title=Corrective feedback : Recent developments in recasts research and their pedagogical implications kn-title=訂正的フィードバック:最近のリキャスト研究が示唆するもの en-subtitle= kn-subtitle= en-abstract= kn-abstract=The effects of corrective feedback on second language(L2)development have recently been investigated extensively from the interactionist perspective. This paper attempts to review the literature on corrective feedback in general and recasts in particular and to deduce some implications for L2 pedagogy from the research, which indicates that types and characteristics of feedback, measures for L2 development, leaner responses to feedback, leaner L2 proficiency levels and instructional contexts, among others, have variable roles to play in determining how useful a particular type of feedback may be for L2 development. en-copyright= kn-copyright= en-aut-name=TakatsukaShigenobu en-aut-sei=Takatsuka en-aut-mei=Shigenobu kn-aut-name=髙塚成信 kn-aut-sei=髙塚 kn-aut-mei=成信 aut-affil-num=1 ORCID= affil-num=1 en-affil= kn-affil=岡山大学 en-keyword=corrective feedback kn-keyword=corrective feedback en-keyword=recasts kn-keyword=recasts en-keyword=prompts kn-keyword=prompts en-keyword=L2 development kn-keyword=L2 development END start-ver=1.4 cd-journal=joma no-vol=137 cd-vols= no-issue=1 article-no= start-page=79 end-page=90 dt-received= dt-revised= dt-accepted= dt-pub-year=2008 dt-pub=20080225 dt-online= en-article= kn-article= en-subject= kn-subject= en-title= kn-title=English as a Lingua Franca: Recent developments in ELF research and their pedagogical implications en-subtitle= kn-subtitle= en-abstract= kn-abstract=The current state of English as a Lingua Franca (ELF) used in communication between nonnative speakers of English seems to require a change in the way English is taught and learned. However, English has still been taught and learned as a foreign language as ifit were mainly used in communication with its NSs. This article attempts to review some ofthe recent advances in ELF research and then to draw their pedagogical implications. en-copyright= kn-copyright= en-aut-name=TakatsukaShigenobu en-aut-sei=Takatsuka en-aut-mei=Shigenobu kn-aut-name= kn-aut-sei= kn-aut-mei= aut-affil-num=1 ORCID= affil-num=1 en-affil=Okayama University kn-affil= en-keyword=English as a Lingua Franca (ELF) kn-keyword=English as a Lingua Franca (ELF) en-keyword=English as a Foreign Language (EFL) kn-keyword=English as a Foreign Language (EFL) en-keyword=interlanguage theory kn-keyword=interlanguage theory en-keyword=ELF core kn-keyword=ELF core en-keyword=accommodation skills kn-keyword=accommodation skills END start-ver=1.4 cd-journal=joma no-vol=77 cd-vols= no-issue=1 article-no= start-page=213 end-page=222 dt-received= dt-revised= dt-accepted= dt-pub-year=1988 dt-pub=1988 dt-online= en-article= kn-article= en-subject= kn-subject= en-title= kn-title=中学校英語教育における基本的指導事項の検討(1) 依頼機能を持つWill you～？ en-subtitle= kn-subtitle= en-abstract= kn-abstract=In this paper an attempt is made to investigate the way the linguistic form 'Will you- ?' is introduced as a request form in junior high school English textbooks and to point out some problems involved. This investigation then suggests that the forms 'Would you～ ?' or 'Could you～ ?' instead of 'Will you～ ?' should be introduced as a request form at the junior high school level. en-copyright= kn-copyright= en-aut-name=TakatsukaShigenobu en-aut-sei=Takatsuka en-aut-mei=Shigenobu kn-aut-name=髙塚成信 kn-aut-sei=髙塚 kn-aut-mei=成信 aut-affil-num=1 ORCID= affil-num=1 en-affil= kn-affil=岡山大学 en-keyword=中学校 kn-keyword=中学校 en-keyword=英語教育 kn-keyword=英語教育 END start-ver=1.4 cd-journal=joma no-vol=74 cd-vols= no-issue=1 article-no= start-page=57 end-page=75 dt-received= dt-revised= dt-accepted= dt-pub-year=1987 dt-pub=1987 dt-online= en-article= kn-article= en-subject= kn-subject= en-title= kn-title=Microcomputer Databases for English Language Teaching Research en-subtitle= kn-subtitle= en-abstract= kn-abstract=This paper is an introduction to the construction and the use of microcomputer databases for research into some aspects of English language teaching. It describes and analyzes how microcomputer databases are made using a database management system commercially available, and what roles they have to play in the research. It also identifies their advantages and limitations. en-copyright= kn-copyright= en-aut-name=TakatsukaShigenobu en-aut-sei=Takatsuka en-aut-mei=Shigenobu kn-aut-name= kn-aut-sei= kn-aut-mei= aut-affil-num=1 ORCID= affil-num=1 en-affil=Okayama University kn-affil= END start-ver=1.4 cd-journal=joma no-vol=110 cd-vols= no-issue=1 article-no= start-page=1 end-page=12 dt-received= dt-revised= dt-accepted= dt-pub-year=1999 dt-pub=1999 dt-online= en-article= kn-article= en-subject= kn-subject= en-title=Teaching paraphrase as a communication strategy: issues and a proposal kn-title=コミュニケーション方略としての「言い換え」 その指導内容と方法に関する基礎的研究 en-subtitle= kn-subtitle= en-abstract= kn-abstract=This paper reviews the literature on practical and empirical approaches to teaching paraphrase as a co㎜unication strategy and finds that the notion of paraphrase in the studies has been very limited. It then attempts to investigate what it means to paraphrase by analyzing paraphrastic expressions used in a monolingual dictionary and a pedagogical grammar book. This analysis is hoped to yield a list of some techniques or patterns of paraphrase, both at and beyond the lexical level, which second language learners may profitably exploit to avoid and solve communication problems they encounter in speech production. The paper makes a pedagogical proposal that paraphrase exercises should be integrated into English lessons, on a regular basis, in which learners are encouraged to paraphrase every single sentence in their textbook by using some of the paraphrastic techniques identified. The plausibility of this proposal has partly been tested by an attempt to paraphrase sentences in some textbook materials. en-copyright= kn-copyright= en-aut-name=TAKATSUKAShigenobu en-aut-sei=TAKATSUKA en-aut-mei=Shigenobu kn-aut-name=髙塚成信 kn-aut-sei=髙塚 kn-aut-mei=成信 aut-affil-num=1 ORCID= affil-num=1 en-affil= kn-affil=岡山大学 en-keyword=paraphrase kn-keyword=paraphrase en-keyword=communication strategy kn-keyword=communication strategy en-keyword=strategy training kn-keyword=strategy training END start-ver=1.4 cd-journal=joma no-vol=109 cd-vols= no-issue=1 article-no= start-page=11 end-page=18 dt-received= dt-revised= dt-accepted= dt-pub-year=1998 dt-pub=1998 dt-online= en-article= kn-article= en-subject= kn-subject= en-title=Global solutions to lexical and grammatical problems in L2 sentence production kn-title=文生成における語彙的・文法的問題のglobal solutions en-subtitle= kn-subtitle= en-abstract= kn-abstract=In this paper an attempt is made to identify and classify global solutions to lexical and grammatical problems encountered in sentence production in English as a second language, It starts with a review of the previous research into local, or lexical level, solutions to communication problems and proceeds to describe some global solutions, which exploit semantic and pragmatic meaning relations. en-copyright= kn-copyright= en-aut-name=TAKATSUKAShigenobu en-aut-sei=TAKATSUKA en-aut-mei=Shigenobu kn-aut-name=髙塚成信 kn-aut-sei=髙塚 kn-aut-mei=成信 aut-affil-num=1 ORCID= affil-num=1 en-affil= kn-affil=岡山大学 en-keyword=communication strategies kn-keyword=communication strategies en-keyword=paraphrase kn-keyword=paraphrase en-keyword=local solutions kn-keyword=local solutions en-keyword=global solutions kn-keyword=global solutions en-keyword=lexical kn-keyword=lexical END start-ver=1.4 cd-journal=joma no-vol=102 cd-vols= no-issue=1 article-no= start-page=165 end-page=184 dt-received= dt-revised= dt-accepted= dt-pub-year=1996 dt-pub=1996 dt-online= en-article= kn-article= en-subject= kn-subject= en-title=コミュニケーション方略の指導 ―パラフレイズのための後置修飾構造の指導を目指した授業― kn-title=Teaching Communication Strategies : A Lesson Aimed at Teaching Post-Modlfylng Structures for Paraphrase en-subtitle= kn-subtitle= en-abstract= kn-abstract= en-copyright= kn-copyright= en-aut-name=TakatsukaShigenobu en-aut-sei=Takatsuka en-aut-mei=Shigenobu kn-aut-name= kn-aut-sei= kn-aut-mei= aut-affil-num=1 ORCID= affil-num=1 en-affil= kn-affil=岡山大学 END start-ver=1.4 cd-journal=joma no-vol=114 cd-vols= no-issue=1 article-no= start-page=81 end-page=90 dt-received= dt-revised= dt-accepted= dt-pub-year=2000 dt-pub=2000 dt-online= en-article= kn-article= en-subject= kn-subject= en-title=Communication strategies research : the state of the art and the future direction kn-title=コミュニケーション方略研究の現状と課題 Kasper and Kellerman(eds.)(1997)が示唆するもの en-subtitle= kn-subtitle= en-abstract= kn-abstract=In this paper an attempt is made to describe the state of the art in communication strategies (CS) research and to identify some issues to be resolved through future research mainly by reviewing the papers collected in Kasper and Kellerman (eds.) (1997). Those issues include CS for solving non-lexical problems, developmental features of CS, roles of CS use in second language acquisition, classification of CS, CS use in various types of interaction, research methodology, factors in CS choice, and content/method of teaching CS. en-copyright= kn-copyright= en-aut-name=TakatsukaShigenobu en-aut-sei=Takatsuka en-aut-mei=Shigenobu kn-aut-name=髙塚成信 kn-aut-sei=髙塚 kn-aut-mei=成信 aut-affil-num=1 ORCID= affil-num=1 en-affil= kn-affil=岡山大学 en-keyword=communication strategies research kn-keyword=communication strategies research en-keyword=state of the art kn-keyword=state of the art en-keyword=future issues kn-keyword=future issues END start-ver=1.4 cd-journal=joma no-vol=98 cd-vols= no-issue=1 article-no= start-page=171 end-page=185 dt-received= dt-revised= dt-accepted= dt-pub-year=1995 dt-pub=1995 dt-online= en-article= kn-article= en-subject= kn-subject= en-title=Teaching communication strategies: a proposal of strategic syllabuses kn-title=コミュニケーション方略の指導 「方略シラバス」の構想 en-subtitle= kn-subtitle= en-abstract= kn-abstract=本論は、コミュニケーション方略のうち、比較的意思伝達上の効率が高いと思われる「言い換え（パラフレイズ）」について、通常名詞で表現される概念に限定して、パラフレイズにはどのようなプロセスが含まれるのか、また、それはどのように言語的に実現されるのかを明らかにすることを通して、パラフレイズというコミュニケーション方略の使用を指導する際のシラバスを作成すること、すなわち、コミュケーション方略の指導を英語を教えることの一つの教育内容領域として設定することの可能性と問題点とを検討することをその目的とするものである。 en-copyright= kn-copyright= en-aut-name=TakatsukaShigenobu en-aut-sei=Takatsuka en-aut-mei=Shigenobu kn-aut-name=髙塚成信 kn-aut-sei=髙塚 kn-aut-mei=成信 aut-affil-num=1 ORCID= affil-num=1 en-affil= kn-affil=岡山大学 en-keyword=パラフレイズ kn-keyword=パラフレイズ en-keyword=英語教育 kn-keyword=英語教育 en-keyword=方略シラバス kn-keyword=方略シラバス END start-ver=1.4 cd-journal=joma no-vol=112 cd-vols= no-issue=1 article-no= start-page=123 end-page=133 dt-received= dt-revised= dt-accepted= dt-pub-year=1999 dt-pub=1999 dt-online= en-article= kn-article= en-subject= kn-subject= en-title=英語教育と異文化理解 kn-title=Does teaching English contribute to greater cross-cultural understanding on the part of learners in Japan? en-subtitle= kn-subtitle= en-abstract= kn-abstract=In this paper an attempt is made to answer the question of whether teaching English contributes to greater cross-cultural understanding on the part of learners in Japan. It starts with questioning and exploring the mindsets of those involved in English language teaching and leaning, i.e., Japanese learners of English, Japanese teachers of English, native speakers of English, and native speaker researchers. It then argues that those mindsets have been interfering with the facilitation of cross-cultural understanding on the part of Japanese learners of English through teaching English as a foreign language. Finally, it concludes with a proposal that those involved in teaching and learning English should not conceive native speaker competence as their goal. en-copyright= kn-copyright= en-aut-name=TakatsukaShigenobu en-aut-sei=Takatsuka en-aut-mei=Shigenobu kn-aut-name=髙塚成信 kn-aut-sei=髙塚 kn-aut-mei=成信 aut-affil-num=1 ORCID= affil-num=1 en-affil= kn-affil=岡山大学 en-keyword=English language teaching kn-keyword=English language teaching en-keyword=cross-cultural understanding kn-keyword=cross-cultural understanding en-keyword=mindsets kn-keyword=mindsets en-keyword=native speakers of English kn-keyword=native speakers of English en-keyword=non-native speakers of English kn-keyword=non-native speakers of English en-keyword=native speaker competence kn-keyword=native speaker competence END start-ver=1.4 cd-journal=joma no-vol=111 cd-vols= no-issue=1 article-no= start-page=161 end-page=174 dt-received= dt-revised= dt-accepted= dt-pub-year=1999 dt-pub=1999 dt-online= en-article= kn-article= en-subject= kn-subject= en-title=Paraphrase beyond the lexical level : changing the grammatical subject kn-title=語彙を超えたレベルでの言い換え 「主語を換える」という操作による言い換えを中心として en-subtitle= kn-subtitle= en-abstract= kn-abstract=This study is motivated directly by the very limited scope of the traditional communication strategy research in that it places exclusive emphasis on lexis and indirectly by the inadequacy of some hasty attempts, which followed the seminal work by Domyei (1995), to investigate into the effectiveness of strategy instruction without paying due attention to the nature of strategic processes involved in speech production. It focuses on the process of changing the grammatical subject (i.e. paraphrase beyond the lexical level), as a means of avoiding and/or solving problems in speech production. The process is investigated by analyzing the relationships between the original sentences and their paraphrastic counterparts given in a monolingual dictionary. The investigation identifies various ways in which linguistic elements in the original sentence are manipulated to yield a new subject. en-copyright= kn-copyright= en-aut-name=TakatsukaShigenobu en-aut-sei=Takatsuka en-aut-mei=Shigenobu kn-aut-name=髙塚成信 kn-aut-sei=髙塚 kn-aut-mei=成信 aut-affil-num=1 ORCID= en-aut-name=KoshiroMitsue en-aut-sei=Koshiro en-aut-mei=Mitsue kn-aut-name=湖城光恵 kn-aut-sei=湖城 kn-aut-mei=光恵 aut-affil-num=2 ORCID= affil-num=1 en-affil= kn-affil=岡山大学 affil-num=2 en-affil= kn-affil=吉備高原学園高等学校 en-keyword=communication strategies kn-keyword=communication strategies en-keyword=paraphrase beyond the lexical level kn-keyword=paraphrase beyond the lexical level en-keyword=changing the grammatical subject kn-keyword=changing the grammatical subject END