2010 Fiscal Year Final Research Report
Nurturing young Japanese researchers through North American model of TESOL program : Possibilities and challenges
| Project/Area Number |
19520506
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Foreign language education
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| Research Institution | Sophia University |
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Principal Investigator |
SAKAMOTO Mitsuyo Sophia University, 外国語学部, 准教授 (30439335)
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| Co-Investigator(Kenkyū-buntansha) |
YOSHIDA Kensaku 上智大学, 外国語学部, 教授 (80053718)
WATANABE Yoshinori 上智大学, 外国語学部, 教授 (20167183)
IZUMI Shinichi 上智大学, 外国語学部, 准教授 (10327877)
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| Project Period (FY) |
2007 – 2010
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| Keywords | 英語教育 / 大学院教育 / アクションリサーチ / 応用言語学 / TESOL |
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| Research Abstract |
English is deemed important in Japanese society, but Japanese graduate students need more than language proficiency to perform on par with English-speaking students worldwide. For this reason, a mentorship program (Smith & Davidson, 1992) was introduced to provide Japanese graduate students majoring in TESOL to assist them with conference presentations, journal publishing, teaching, and most importantly with conducting research. This study documented and explored the effects such mentorship has on the development of prominent young Japanese scholars.
Thirteen Japanese students (8 males, 5 females) and four instructors have participated in the program since October 2007 to March 2011. This study used qualitative research methods such as narrative inquiry (Connelly & Clandinin, 1990 ; 2000), action research (Nunan,1990 ; 1992), self-study (Loughran et al., 2004), and ethnographic observation (Hammersley & Atkinson, 1995) to document the instructors' and the students' learning.
The students heightened their awareness from an early stage as to understanding and appreciating what it means to be a language teacher as well as an applied linguist. Similarly, the instructors were able to follow students' process in becoming academics, giving rise to new understandings and implications for guidance. The program may be costly and demands efforts on the part of both the instructors and students (Kira & Kitano, 2008), but its effects have far-reaching and long-lasting influences on those who will be making Japan a distinct and strong research nation within international academic arena.
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[Remarks] 和泉伸一(2009年11月17日). Focus on form in English language teaching in Japan日本の英語教育でのフォーカス・オン・フォームの役割(招待講演). 東京私立中学高等学校協会. アルカディア市ヶ谷(私学会館)
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[Remarks] 和泉伸一(2009年8月8日). Different Ways of Looking at SLA and their Impact on Language Teaching第二言語習得に対する異なる見方とその教育に対する影響(招待講演). 語学教育研究所. 東京
