| Project/Area Number |
25770215
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Multi-year Fund |
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| Research Field |
Foreign language education
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| Research Institution | Kinki University |
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Principal Investigator |
SHIMO Etsuko 近畿大学, 総合社会学部, 准教授 (90364190)
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| Project Period (FY) |
2013-04-01 – 2016-03-31
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| Project Status |
Completed (Fiscal Year 2015)
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| Budget Amount *help |
¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2015: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2014: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2013: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
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| Keywords | 教師ビリーフ / ネイティブスピーカー / 第一言語話者 / 母語話者 / 日本の大学英語教師 / 質問紙調査 / インタビュー調査 / 英語教育 |
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| Outline of Final Research Achievements |
This research project investigated Japanese university English teachers’ beliefs about their students and compared English L1 teachers (ETs) and Japanese L1 teachers (JTs). Questionnaire surveys (pilot and final) and interviews were conducted to explore their beliefs. The data indicated that there were differences in the perceptions of ETs and JTs about their students’ attitudes, abilities, motivations, and other areas. The research suggested that different targeted skills and class contents, and different roles that ETs and JTs take in their teaching contexts contributed to such differences. The role assignments in the dichotomous framework have a risk of reinforcing stereotypes. It is important to utilize individual teachers’ expert knowledge, abilities, and experiences, in order to provide effective learning programs.
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