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Evaluation of Various Cryoablation Protocols in Multiple Cell 1ines using Quantitative Biomarkers of Bioluminescence Imaging: An in vitro Study
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Self-Management Behaviors Regarding the Role of Cooking Among Female Cancer Survivors with Taste Alterations
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イントネーションの日英比較 ― まだAI にできないこと ―
No full textDepartmental Bulletin PaperIntonation distinguishes different meanings of a single sentence both in English and Japanese. It contains linguistic, psychological, and attitudinal functions, some of which the artificial intelligence seems to have not yet acquired. This paper aims at analyzing Japanese intonation in comparison with English intonation, the latter of which is well documented especially by J.C. Wells. In doing so, it attempts to identify which function of intonation can be fulfilled only by human beings, not by the AI, at the present phase.departmental bulletin pape
高等学校「英語コミュニケーションII」の教科書の比較分析 ― 単元構成および領域統合型言語活動に焦点を当てて ―
No full textDepartmental Bulletin PaperThis study conducts a comparative analysis of authorized English Communication II textbooks for Japanese high schools based on the research of Tsukui (2023), which analyzed authorized English Communication I textbooks. The main objective is to examine meticulously lesson design and language activities, with an emphasis on their integration across five key skill areas: listening, reading, speaking (interaction), speaking (production), and writing. This research is firmly grounded in the 2018 revision of the Course of Study, which reguires that high school teachers teach language skills and foster the students? ability to think, to judge, to express themselves. The primary findings are as follows: (1) Within the textbook?s structural framework, language activities are the central element of lessons. (2) Integrated language activities are associated with spoken interaction; however, they are not as intricately aligned with spoken interaction, primarily due to the absence of explicit links between the activities and specific situational contexts or conditions required to complete language tasks. (3) Post-reading activities comprise retelling and spoken interaction, fostering thoughtful discussions of the text. (4) Variations exist in presenting main texts and structuring lessons among different textbooks. These findings have implications for class design and instructional skills for high school English teachers, particularly regarding teacher talk and oral interaction. Such interactions serve as fundamental elements for English teachers to enhance the effectiveness of language activities within the textbooks and promote greater communicative efficacy in their classrooms.departmental bulletin pape
