University of Niigata Prefecture Academic Repository
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Forestry in Changing Society
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Apple Lore in The English and Scottish Popular Ballads : through KWIC Concordance
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An ESP approach to the teaching of English Conversation classes : Possibilities, Methods and Outcomes: A Preliminary Report.
Get PDFapplication/pdfDepartmental Bulletin PaperEvidence from the conversations between foreigners and English-major students in English Day events, in which first-grade students talk with foreigners in small groups, on the campus of this college shows that students jump from topic to topic in a superficial question-and-answer format, with little sense of conversational flow or discourse coherence. The purpose, of this research was to assess the benefit to students of teaching the discourse pattern for a sub-genre of English interaction known as conversational storytelling. This was predicted to improve students' contributions to conversations held in English by encouraging them to raise the level of linguistic sophistication in their English conversation. It is argued that providing students with this training allows them to enhance their willingness to communicate (WTC).Students' performance was assessed between 2 English Day events held 5 months apart. Guests were requested to fill out a questionnaire on a battery of questions on students' abilities immediately after talking to them. Students filled out questionnaires on their own performance before and after the 2 English Day events. The results showed that there was a significant statistical change in guests' impressions of students abilities in the sessions where students intentionally used the conversational storytelling approach taught in classes. But students were less sure of change in their own development in conversational ability.departmental bulletin pape
Reflections on the Results of the Questionnaire Survey on the Traditional Noppei Dishes in Niigata by Students at Niigata Women's College
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Journey to New Mexco : Notes on Nuclear Disarmament
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Outsourcing in-service education in Japan : Challenges and issues
Get PDFapplication/pdfJournal ArticleThis paper examines a four-month program of pedagogical training for Japanese Teachers of English (JTEs) in Canada based on a yardstick provided for communicative language teaching (CLT) in-service education and training (INSET) programs for teachers who teach English as a foreign language (EFL). In particular, with the purpose of determining the overall effectiveness of the Canadian pedagogical program and offering recommendations for future ones, this study examines three dimensions of the four-month program: the program planning dimension, the program execution dimension, and the cultural dimension. Three paradigms are used to compare cultural and educational differences between Japan and Canada: the interpretation-based versus transmission-based culture paradigm (Wedell, 2003), the collectionist versus integrationist educational paradigm (Holliday, 1994a), and the routine/uncertain culture versus non-routine/certain culture paradigm (Sato, 2002). This qualitative study indicates that while the program meets almost all of the recommended criteria, especially in the execution dimension, a more thorough knowledge of Japanese educational culture and a re-examination of some assumptions on which the program is constructed may be useful to program planners and trainers in helping JTEs overcome barriers to incorporating CLT practices into their lessons.journal articl
The current situations and issues of temporary child care in A city
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Research on the Level of Understanding of Density of Materials for College Students and the Directionality of Learning Support on which it is Based
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