研究者情報

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学歴

• 1979/08　1984/08　ネブラスカ州立大学オマハ校　地理地質学科　地質学　Bachelor of Science　卒業
• 1984/08　1991/08　ワイオミング州立大学大学院　地質・地球物理学科　Geology　Master of Science　卒業
• 1991/08　1994/05　南イリノイ州立大学大学院　言語学科　外国語としての英語教育　芸術修士　卒業

学位

• 修士（英語教授法）修了

学会及び社会における活動等

• 全国語学教育学会/Japan Association for Language Teaching (JALT) - Sendai Chapter, English Teachers in Japan (ETJ)

研究分野

• その他　外国語教育、英語学、言語学　その他　English as a foreign language: acquisition ＆ pedagogy (外国語教育), Extensive reading ＆ listening (多読/聞), Self-access learning (実習勉強), Learner experiences (学習者史)

著書

• 「Teacher's Manual - Global Links 1: English for International Business」　単著　Pearson Education　2001/08
• 「Extensive Reading Activities for Teaching Language」　共著　Cambridge: Cambridge University Press　2004/08

論文

• 「Adapting classroom activities for multiple needs and purposes: “Find someone who …”」　単著　Language Teaching: The Korea TESOL Journal, 2(1)　1994/04
• 「Optimizing picture activities for the language classroom: Picture line-up activities」　単著　Language Teaching: The Korea TESOL Journal, 2(4)　1995/01
• 「Incorporating realia into a picture-based preposition activity」　単著　The Language Teacher, 19(10)　1995/10
• 「Use of Japanese in the EFL classroom: Which way to go?」　単著　ETAPS: Journal of the English Teachers' Association of Private Schools in Miyagi Prefecture, 1995 Edition　1996/01
• 「Extensive reading in English: Rationale and possibilities for a program at Shirayuri Gakuen」　単著　仙台白百合学園中学・高等学校研究紀要、24（The Shirayuri Journal of General Research, 24）　1996/02

その他

• 「“Find someone who…” Variations on an old favorite」　単著　1991/11　Presentation at Illinois TESOL/BE 1991 Graduate Student Conference, Springfield, Illinois
• 「“Find someone who…”: Adapting classroom activities for multiple needs and purposes」　単著　1992/03　Presentation at Illinois TESOL/BE 19th Annual State Convention, Chicago
• 「”Anyone got a map?”: Using maps in the EFL classroom」　単著　1993/03　Presentation at Illinois TESOL/BE 20th Annual State Convention, Chicago
• 「Picture line-up activities」　単著　1993/04　Presentation at TESOL93, 27th Annual Convention of Teachers of English to Speakers of Other Langauges, Atlanta
• 「Approaching topics in the content-based writing class」　単著　1993/11　Presentation at Illinois TESOL/BE 1993 Graduate Student Conference, Carbondale, Illinois

教育活動

• 学生の積極的姿勢を醸成する外国語学習 — Engagement in Language Learning —　Strength of impression and depth of processing are critically important in establishing lasting memories supporting language acquisition. If learners are interested and involved (engaged) in language activities, the language and positive associations involved have a better chance of being constructively retained for linguistic development. Maximizing opportunities for engagement is a driving concept in my choice and design of materials, lessons and activities in all of my courses.
• トピックベースの外国語学習 — Content/Topic-based Language Study —　Even though their language level may be low, many university students in language courses want to learn about and discuss the world around them in an adult way. In a number of my courses at TFU (e.g., 英語Ⅲ、実用英語、グロバルコミューニケーション), I start with current topics in society and the news, and develop lessons and activities that allow students to explore these as adults, but within their language abilities.
• コミュニカティブ／協同外国語学習 — Communicative/Cooperative Language Learning —　Most of us share a desire to know and be known, to share our ideas and experiences and hear from others, and to explore ideas and enjoy learning experiences together. In all of my courses, I try to create opportunities for students to work together—sharing ideas and experiences, teaching each other, supporting each other as they learn together. A key aspect of this is allowing students time and opportunity to think and prepare, so they can express themselves more coherently and fully, and learn from each other in the process.
• 多読と多聞による外国語学習 — Extensive/Graded Reading ＆ Listening for Language Learning —　Massive comprehended input is necessary for any language learner hoping to make significant progress. Graded readers (novels, short stories, nonfiction) at appropriate levels are ideal for getting the engaging, extensive reading and listening practice required. Students in all my courses choose and read many interesting books at their own level to build their English knowledge and fluency while also building their understanding of our world. In 2016, I created and currently manage the 英語多読ライブラリー in our Language and Cultural Studies Support Room and offer training workshops and support to other interested faculty at TFU.
• 自立学習による外国語学習 — Self-Access Language Learning —　Communicative, cooperative language learning and use is important, but learners also need time to work on a variety of language skills (reading, listening, vocabulary, grammar) at appropriate levels with materials they find engaging. My involvement with self-access learning has evolved from large, multi-instructor systems, in which over a hundred students might be working on different skills in several different rooms, to a single teacher scheme in which classes of 20-30 students spend one of their two weekly class sessions in a self-access (incl. CALL) setting.

研究活動

• 多読／多聞による外国語学習 — Extensive Reading and Listening —　Activities include... 1) development of graded reader databases for educators and learners; 2) development of extensive reading support materials; 3) studying the effects of extensive reading and approaches to extensive reading on learner attitudes and reading performance; 4) studying the effects of differing 多読 related activities on student engagement.
• 外国語教育についての学生の経験 — Learner Experiences in Language Education —　I am interested in how learners experience language education—what they find helpful, what they find inspiring, what they find demotivating. Student questionnaires and interviews have been very helpful in identifying useful and counterproductive aspects of my courses and in finding examples from others to emulate. Another branch of this inquiry involves identifying student preference and response in regard to self-access learning opportunities.