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JACET) 第３回 JAAL in JACET （日本応用言語学会） 2 0 2 0 学術交流集会

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JACET) 第３回 JAAL in JACET （日本応用言語学会） 2 0 2 0 学術交流集会 一般社団法人大学英語教育学会（JACET) 第３回 JAAL in JACET （日本応用言語学会） 2 0 2 0 学術交流集会 12 SAT 9 : 20～ 17: 30 / 5・6 SUN 9 : 20～ 16: 30 開催方式 | オンライン Zoomを利用します 参加費 会員・非会員ともに 5,000円（懇親会はありません） ※PayPalでの事前お支払いをお願いします 協賛 一般財団法人 国際ビジネスコミュニケーション協会（IIBC） 英語教育、応用言語学研究とその実践に携わる者の研究力を高め、会員や研究会、学 会を超えた研究促進を目的とした 「第３回 JAAL in JACET（日本応用言語学会）学術交 流集会（東京、2020）」 を２日間開催いたします。初日は国際大会研究発表、２日目は JAAL 研究発表を行います。 ２日目のJAAL 研究は論文集 『JAAL in JACET Proceedings, Vol. 3 』 （査読付き）を発行し、研究成果を国内外に発信します。 ■ プログラム 第1⽇⽬ 参加・ 研究発表申込み方法 9:20 国際⼤会研究発表・賛助会員ﾗｲﾄﾆﾝｸﾞﾄｰｸ 詳細はhttps://jaal.site/2020/ 11:45 昼 ⾷ ならびに、 JACET学会 サイトをご覧ください。 12:45 開会式 13:00 シンポジウム（遠隔元年） 14:40 国際⼤会研究発表・賛助会員ﾗｲﾄﾆﾝｸﾞﾄｰｸ 第2⽇⽬ 9:20 JAAL研究発表・賛助会員ﾗｲﾄﾆﾝｸﾞﾄｰｸ 10:40 研究会発表 11:45 昼 ⾷ お問い合わせ 13:00 シンポジウム（IIBC） 一般社団法人 大学英語教育学会 14:30 情報交換会 T E L : 03-3268-9686 16:00 総括 E-mail : [email protected] 目次 会長挨拶 ········································································································································ 1 全体プログラム ······························································································································· 2 JACET 第 59 回国際大会研究発表アブストラクト（12 月 5 日） ······························································ 4 第 3 回 JAAL in JACET 研究発表アブストラクト（12 月 5・6 日） ······················································· 36 賛助会員ライトニングトーク（12 月 5 日） ························································································ 50 賛助会員ライトニングトーク（12 月 6 日） ························································································ 53 研究促進委員会企画シンポジウム（12 月 5 日）·················································································· 55 IIBC 特別シンポジウム（12 月 6 日） ······························································································· 56 JACET SIG 発表（12 月 6 日） ······································································································· 58 JACET 教員と賛助会員との連携に向けた第 6 回情報交換会（12 月 6 日） ·············································· 61 JAAL in JACET Proceedings, Vol. 3 のご案内 ···················································································· 62 JACET 第 3 回ジョイントセミナーのご案内 ······················································································· 66 JACET 創立 60 周年記念ウィークのご案内 ························································································ 67 発表者バイオデータ ······················································································································· 77 「第 3 回 JAAL-in-JACET（日本応用言語学会）学術交流集会」の開催に際して 一般社団法人大学英語教育学会会長 寺内 一（高千穂大学） この度は「第 3 回 JAAL-in-JACET（日本応用言語学会）学術交流集会」にご参集いただきまして，ありがと うございます。 2020 年はコロナにより，オリンピックの延期をはじめ，大変な年となりました。今年 8 月に同 志社大学で開催されるはずだった第 59 回国際大会（京都、2020）も中止を余儀なくされました。本 JAAL-in- JACET（日本応用言語学会）学術交流集会の開催についても，様々な検討を経て，オンラインでの開催という形 になりました。対面での交流がいまだ難しい現状においても，英語教育，応用言語学研究の発展を止めないため に，会員や研究会，学会の壁を超えた交流の場は重要です。JACET は，来年 2021 年に第 60 回記念国際大会（広 島、2021）を控えております。この記念大会は JACET の伝統となっているサマーセミナーとジョイントした 「JACET 創立 60 周年記念ウィーク」として，その準備にとりかかっております。この大きなイベントの成功に 向けて，本学術交流集会は，その重要な第一歩という位置づけです。参加者のみなさまの健康を守ることはもち ろん，ウイズコロナ時代の新しい学会様式の在り方をともに形作っていければと考えております。 最後に，本「第 3 回 JAAL-in-JACET 学術交流集会」の運営委員をご紹介いたします。 －－－－－－－－－－－－－－－－－－－－－－－－－－ ・学術交流集会会長：小田眞幸（玉川大学） ・担当理事：田地野彰（名古屋外国語大学），内藤永（北海学園大学），渡辺敦子（文教大学），相川真佐夫（京都 外国語大学） ――――――――――――――――――――――――――――――――――――――― ・運営委員（会長指名）：飯島優雅（委員長・獨協大学），安達理恵（椙山女学園大学），藤田玲子（成蹊大学）， 畠山研（八戸工業大学），石川希美（札幌大谷大学），金丸敏幸（京都大学），金田拓（帝京科学大学），金子淳（山 形大学），加藤由崇（中部大学），森本俊（玉川大学），武藤克彦（東洋英和女学院大学），大和田和治（立命館大 学），大矢正徳（明治大学），高橋博（藤女子大学），渡寛法（日本大学），山田浩（高千穂大学），山田政樹（札幌 大谷大学），山口高嶺（秀明大学），山中司（立命館大学），吉田諭史（近畿大学），吉原学（山梨学院大学） ・研究促進委員会委員：マスワナ紗矢子（東京理科大学），中川勝吾（愛媛大学），笹尾洋介（京都大学），山崎敦 子（芝浦工業大学），木村友保（名古屋外国語大学），山西博之（中央大学），長崎睦子（愛媛大学），荒木瑞夫（宮 崎大学） ・学術交流委員会委員：中津川雅宣（札幌国際大学），浅岡千利世（獨協大学），Leah Gilner（愛知大学），堀部 秀雄（広島工業大学），柿元悦子（九州産業大学），石川友和（玉川大学）村上裕美（関西外国語大学短期大学部） ――――――――――――――――――――――――――――――――――――――― ・賛助会員：englishbooks.jp，クリエイド・ラーニング，ケンブリッジ大学英語検定機構，国際ビジネスコミ ュニケーション協会（IIBC），コスモピア，三修社，CIEE 国際教育交換協議会，成美堂，センゲージラーニン グ，DTP 出版，日本英語検定協会，ネットアドバンス，ひつじ書房，北辰映電，Pearson Japan，リアリーイ ングリッシュ，レアジョブ，Lexxica，ユサコ（五十音順） 1 第 3 回 JAAL in JACET 学術交流集会プログラム 2020 年 12 月 5 日（土） 時程 内容 Zoom URL JACET 第 59 回国際大会研究発表 Room 1～8 に割り当てられた URL 9:20-9:45 第 3 回 JAAL in JACET 研究発表 Room 9 に割り当てられた URL 9:50-9:55 賛助会員ライトニングトーク Room 1～9 に割り当てられた URL JACET 第 59 回国際大会研究発表 Room 1～8 に割り当てられた URL 10:00-10:25 第 3 回 JAAL in JACET 研究発表 Room 9 に割り当てられた URL 10:30-10:35 賛助会員ライトニングトーク Room 1～9 に割り当てられた URL JACET 第 59 回国際大会研究発表 Room 1～8 に割り当てられた URL 10:40-11:05 第 3 回 JAAL in JACET 研究発表 Room 9 に割り当てられた URL 11:10-11:15 賛助会員ライトニングトーク Room 1～9 に割り当てられた URL JACET 第 59 回国際大会研究発表 Room 1～8 に割り当てられた URL 11:20-11:45 第 3 回 JAAL in JACET 研究発表 Room 9 に割り当てられた URL 11:50-12:45 昼休み ウェビナー 12:45-13:00 開会式 https://us02web.zoom.us/j/84296087799 ウェビナー 13:00-14:30 研究促進委員会企画シンポジウム https://us02web.zoom.us/j/84296087799 15:00-15:25 JACET 第 59 回国際大会研究発表 Room 1～8 に割り当てられた URL 15:30-15:35 賛助会員ライトニングトーク Room 1～8 に割り当てられた URL 15:40-16:05 JACET 第 59 回国際大会研究発表 Room 1～8 に割り当てられた URL Room 1～4 に割り当てられた URL 16:10-16:15 賛助会員ライトニングトーク （Room 5～8 は予備枠） 16:20-16:45 JACET 第 59 回国際大会研究発表 Room 1～8 に割り当てられた URL 16:50-16:55 賛助会員ライトニングトーク（予備枠） Room 1～8 に割り当てられた URL 17:00-17:25 JACET 第 59 回国際大会研究発表 Room 1～5 に割り当てられた URL 2 第 3 回 JAAL in JACET 学術交流集会プログラム 2020 年 12 月 6 日（日） 時程 内容 Zoom URL 9:20-9:45 第 3 回 JAAL in JACET 研究発表 Room 1～12 に割り当てられた URL 9:50-9:55 賛助会員ライトニングトーク Room 1～12 に割り当てられた URL 10:00-10:25 第 3 回 JAAL in JACET 研究発表 Room 1～12 に割り当てられた URL 10:30-10:35 賛助会員ライトニングトーク（予備枠） Room 1～12 に割り当てられた URL 10:40-11:40 JACET SIG 発表 各 SIG が用意した Zoom の URL 11:45-13:00 昼休み ウェビナー 13:00-14:30 IIBC 特別シンポジウム https://us02web.zoom.us/j/85268331596 Room 1 JACET 教員と賛助会員との連携に向けた 14:30-16:00 https://us02web.zoom.us/j/6522149329?pwd= 第 6 回情報交換会 UUgreGRaTkRsVTVpM3BsbUlWd2crdz09 ウェビナー 16:00-16:30 総括・閉会式 https://us02web.zoom.us/j/82087289835 3 JACET 第 59 回国際大会研究発表アブストラクト（12 月 5 日） Room 1 [Zoom URL: https://us02web.zoom.us/j/6522149329?pwd=UUgreGRaTkRsVTVpM3BsbUlWd2crdz09] 9:20-9:45 Revisions Made in an Elective CLIL-based Course: Effects and Implications Hatakeyama, Yukako (Ochanomizu U.) This presentation reports how a presenter’s elective CLIL-based course in a university has been modified from the previous year in the academic year 2019. There were 15 lessons in this course, and the class consisted of 18 first-to-third-year students whose English proficiency ranged from intermediate to near-native. In this 15-week course, students did homework every week, wrote two short reaction papers, and gave two presentations (group and individual). Based on student feedback and the reflection from the academic year 2018, three main revisions were made. First, the number of umbrella themes has been reduced from two to one: Sustainable Development Goals (SDGs). This change allowed the class to go more in-depth on some topics and added more flexibility in lessons. Second, the efforts were made to reduce weekly homework. For example, the number and length of assigned texts and listening materials were reduced. Besides, ways to reduce the workload of students were sought. Third, more activities to stimulate students’ higher-order thinking skills (HOTS), described in the revision of Bloom’s Taxonomy of Educational Objectives (Krathwohl & Anderson, 2001), were introduced. Questions in the homework and in the class had been modified to include such skills as comparing, analyzing, evaluating, and creating. Moreover, a new project has been introduced to the course. In this project, student groups were supposed to not only share what they researched to the class but also facilitate the group and class discussions within a 60-minute time frame. The remaining 30 minutes were devoted to a feedback session. This change has provided more active-learning opportunities and given students autonomy and responsibility. Student work, as well as their reflections on group projects, will be shared to discuss the implications of this change. 10:00-10:25 Liven up the English Classroom With Academic Learning: Examples From Cognitive Psychology Ishikawa, Tomokazu (Tamagawa U.) Widely marketed university coursebooks of English for (general) Academic Purposes or EAP largely avoid proactive topics, commonly known as PARSNIP, which are politics, alcohol, religion, sex, narcotics, isms (e.g., communism), and pornography or pork (Gray, 2000; Galloway, 2018). Activities in these ‘uncontroversial’ textbooks can be too insipid to motivate students to learn. It is not the presenter’s intension to encourage fellow English instructors to discuss PARSNIP in their classrooms. Instead, he suggests introducing academic content beyond general topics. More specifically, he suggests moving from EAP (i.e., language) towards English Medium Instruction or EMI (i.e., academic content) in reference to Airey’s (2016) language-content continuum. Given that Japanese students educated in Japan tend to take EMI as the opportunity to learn language (Murata & Iino, 2018), EMI has the potential to promote more active and purposeful language use through stimulating and engaging content. To this effect, the presenter demonstrates how to incorporate academic learning into English language teaching at the university level by making links of textbook vocabulary and expressions with classical topics in cognitive psychology: the selective attention test (Simons & Chabris, 1999), representative and availability heuristics (Kahneman & Tversky, 1972; Tversky & Kahneman, 1973), Wason’s (1966) four card problem, the missionaries and cannibals problem (Simon & Reed, 1976), and change blindness (Simons & Levin, 1998). These topics highlight the human tendencies to pick up
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