2015 年度 冊子分類：国際センター 2015 年 03 月 09 日 12：45：32 7 (Part III-2) The case of Japanese: The use of sentence-final particles and gender 8 (Part III-3) The case of Japanese: ne 9 (Part III-4) The case of Japanese: yo 10 (Part III-5) The case of Japanese: nanka 11 (Part III-6) The case of Japanese: janai 12 (Part III-7) The case of Japanese: kedo 13 (Part III-8) The case of Japanese: datte 14 (Part III-9) The case of Japanese: maa SPOKEN JAPANESE, MARKERS, AND LANGUAGE BEYOND Other Summary of the course, discussion GRAMMAR 2credits（Spring） Lecturer's Comments to Students： 日本語における話しことばと言外の意味 2 単位（春学期） To be eligible to pass the course you must a) submit two pieces of SPOKEN JAPANESE, MARKERS, AND LANGUAGE BEYOND written work (a summary report on your presentation topic, and an essay) and b) do a class presentation on an article that will be discussed in class. GRAMMAR 2credits（Fall） Method of Evaluation： 日本語における話しことばと言外の意味 2 単位（秋学期） Attendance: throughout semester (30%); Class performance, discussion Expressing ‘something else’ beyond information— markers and participation: throughout semester (10%); Presentation: TBA*1 (15%); functions in spoken Japanese Summary Report on your presentation: The week following your Associate Professor,Center for Japanese Studies presentation*2 (15%); Essay: TBA*3 (30%) KIM, ANGELA A. 1. The arrangement of the presentations will be decided in Lecture 3. 日本語・日本文化教育センター准教授 キム， アンジェラ 2. Submit your report in class to me in person. Late submission rule Course Description： applies. Mastering the grammar of a particular language does not guarantee 3. Essay topics will be handed out in Lecture 10. successful communication with a native speaker of that language. This is because language does not only function as a conveyance of information, ENGLISH AND ENGLISH EDUCATION IN JAPAN IN THE AGE but also has other functions such as expressing the language user’s OF GLOBALIZATION 2credits（Spring） attitude/emotions. The objective of this course is to encourage a more グローバル化時代の日本の英語と英語教育 2 単位 profound understanding of the functions of language that exist beyond （春学期） referential meaning, with particular attention given to markers and their The role played by the English language in contemporary Japan uses in conversations. An understanding of this aspect of language, and Professor,Faculty of Letters NAKAMURA, YUJI the function of particular markers, will lead to a deeper understanding of 文学部教授 中村 優治 communication in general. This course comprises three main parts: (i) a general introduction to the Course Description： non-referential function of language; (ii) the case of English briefly This course examines the role played by the English language in reviewing markers such as you know & I mean, like, and just; and (iii) the contemporary Japan. Each class will examine this role from various case of Japanese including an overview of sentence-final particles, and perspectives and in various domains, and, taken together, they represent a markers such as ne, yo, janai, kedo, datte, maa, yappari etc. wide-range survey of the linguistic, social and cultural issues that arise Textbooks： from the use of English in Japan. A major focus for many of the classes is There is no prescribed textbook. Appropriate readings for every class the educational system, wherein the teaching and learning of English, as will be provided the week prior in class. well as policies and planning regarding English, operate as a primary Reference Books： means of mediation between the language and society. Jucker, A. H. and Y. Ziv (eds.) 1998. Discourse Markers: Descriptions The course has two main sections consisting of sub-classes. The and Theory. Amsterdam/ Philadelphia: John Benjamins. first main section, which focuses on the relationship between the English Maynard, S. K. 1997. Japanese Communication: Language and language and educational policy and practice, is categorized as English in Thought in Context. Honolulu: University of Hawaii Press. the Educational System. Sub-classes will look at the positioning of Maynard, S. K. 2005. Expressive Japanese: A Reference Giude to English within the curriculum, as well as debates over language pedagogy Sharing Emotion and Empathy. Honolulu: University of Hawaii Press. and different educational strategies. Also covered in this sub-class are the Schiffrin, D. 1987. Discourse Markers. Cambridge: Cambridge attitudes and expectations of students and educational professionals who University Press. have an investment in the language. Schourup, L. C. 1985. Common Discourse Particles in English The second main section investigates English in Society and Conversation. New York: Garland Publishing. Culture. This section primarily examines the uses and meanings English Tannen, D. 1992. That’s Not What I Meant!: How Conversational Style has in popular culture and the public sphere (the linguistic landscape). Makes or Breaks Your Relations with Others. London: Virago. The way culture constructs particular concepts of English and draws Tannen, D. 2001. You Just Don’t Understand: Women and Men in associations between the language and other cultural factors, and the Conversation. New York: Quill. relationship the language has to cultural and ethnic identity will be Östman, J-O. 1981. You know: A Discourse Functional Approach. examined. Amsterdam: John Benjamins B.V. Textbooks： Course Plan： Materials will be provided in class. 1 Orientation Reference Books： (Part I-1) General review of the non-referential function of language: Kirkpatrick, Andy and Sussex, Rolanda. (Eds.). (2012). English as an Expressing more than it says (Conversation styles, signals, and International Language in Asia: Implications for Language Education. devices) Springer.ISBN 978-94-007-4577-3 2 (Part I-2) Talking: A very risky business (Conversation styles, signals, and devices) Seargeant, Philip. (Ed.). (2011).English in Japan in the Era of 3 (Part I-3) Continuing from Part I-1 and 2; summing up of Part I, and Globalization. Palgrave Macmillan.ISBN 978-0-230-23766-7 Course Plan： discussions 1 Introduction 4 (Part II-1) The case of English: you know & I mean 2 Elite Discourse of Globalization 5 (Part II-2) The case of English: like 3 Students' and Teachers' Beliefs about English Teaching 6 (Part III-1) The case of Japanese: Various forms of address/reference 1 2015 年度 冊子分類：国際センター 2015 年 03 月 09 日 12：45：32 4 Globalization and Identity 8 Global vs. Glocal English: Attitudes and Conceptions among 5 The Native Speaker English Teacher Teachers in Eight Asian Countries 6 Immigration, Diversity and Language Education in Japan 9 Lingua Franca as Language Ideologies 7 Japanese English 10 Negotiating Indigenous Values with Anglo-American Cultures in ELT 8 The Position of English for a New Sector of Japanese Youths in Japan 9 The Ideal Speaker of Japanese English 11 Switching in International English 10 The Symbolic Meaning of Visual English 12 English in South Asia 11 The Use of CEFR and Can Do Statements in Second Language 13 Authenticity of English in Asian Popular Music Courses in Japan 14 Course Summary 12 Designing English Curricula and Courses in Japanese Higher Other Exam and Review Education Method of Evaluation： 13 Negotiating Indigenous Values with Anglo-American Cultures in ELT Students’ grades will be determined by their in-class presentations and in Japan the results of their final exam (oral presentation and submitted paper). 14 The 150-year history of English language assessment in Japanese education THE TRAIL OF GENJI 2credits（Spring） Other Exam and Review 源氏物語への道 2 単位（春学期） Method of Evaluation： The Trail of Genji Students’ grades will be determined by their in-class presentations and Professor,Faculty of Letters ARMOUR, ANDREW J. the results of their final exam (oral presentation and submitted paper). 文学部教授 アーマー， アンドルー Ｊ. ENGLISH AND ENGLISH LANGUAGE EDUCATION IN EAST Course Description： ASIA 2credits（Fall） Written a thousand years ago, The Tale of Genji has won international fame as "the world's first novel". Partly because of this distinction, it is apt 東アジア地域の英語と英語教育 2 単位（秋学期） to be viewed as an isolated phenomenon, almost an aberration. In an English and ELT in East Asia attempt to correct such a perspective, this course will trace the roots of Professor,Faculty of Letters NAKAMURA, YUJI this Heian masterpiece, introducing the major extant works that preceded 文学部教授 中村 優治 it. The focus is on literature, but political and cultural developments will Course Description： also be covered in order to throw light on the historical background and East Asia consists of a vast array of societies which are each at different mental atmosphere of the period. historical and economic conjunctures in their developmental trajectories. Textbooks： However, in all their encounters with the West, English has become an Instructions and materials are provided on the class website indispensable resource which they seek for themselves and their younger (www.armour.cc/genji.htm). generations; often infused with a desire for development, modernity, and Reference Books： human resource capital for successful participation in the global economy. Useful links and references are listed on the class website. Course Plan： The teaching of the English Language in schools and universities in East 1 Introduction Asia today adds value to the education of students. While some languages 2 Cultural background may atrophy, others grow and dominate. With the advent of the Internet, 3 The early chronicles English has enjoyed unprecedented growth. 4 The evolution of Japanese poetry