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On Caryl Phillips’ A View of the Empire at Sunset (2018)
Get PDFCaryl Phillips’ A View of the Empire at Sunset narrates the story of Jean Rhys, from her childhood in Dominica, her migration to England, and her long-waited journey back to the Caribbean. In this essay, I shall examine how Phillips construct A View of the Empire at Sunset (2 0 1 8) and explain why his attempt to understand her life is important in understanding the Caribbean identity. Phillips’s take on Jean Rhys as a Caribbean writer is interesting in a way since whether to include Jean Rhys in the tradition of Caribbean literature has been contested by several literal critics and writers for decades. Phillips re-tells the life of Jean Rhys and makes her return to the Caribbean imaginatively possible.departmental bulletin pape
発達性ディスレキシア児の視覚認知特性を活用した学習支援の試み
Get PDF発達性ディスレキシアは、音韻処理の問題（Snowling，2000）や、視知覚認知機能の問題（宇野他,2007）、呼称スピードが遅い自動化の問題（猪俣他，2016）により読み書きが困難になると考えられている。そこで本研究では、小学校の通常学級に在籍し、知能指数が平均範囲内の発達性ディスレキシア児を対象に、教科学習での困難な状況と、音韻処理、視覚認知機能、自動化処理の能力を評価した。その結果、音韻処理に困難が示されたが、自動化には問題はなく、視覚認知機能が優れていることが示された。そこで、これらの特性を生かした学習支援を実施し、漢字の書字と読字、時計の計算、正負の計算などで学習の促進が示された。これらから、発達性ディスレキシア児の認知機能評価に基づく学習支援は有効な方法であることが示唆された。departmental bulletin pape
Influence of Assessment Styles in English Classes on Japanese English Learners’ Beliefs and Attitudes
Get PDFThis paper examines the ways in which English language assessments at the secondary school level influence Japanese English-language learners’ beliefs about and attitudes toward learning English. This paper presents a qualitative analysis of experiences in learning process focusing on assessments of cognitive skills (academic achievement assessed mainly by conventional paper-pencil or language skill tests) and non-cognitive skills (including self-regulation, self-esteem, motivation, and diligence) through “learning” history interviews on English learning. The participants were seventeen Japanese university students who had primarily learned English in Japan. All of the participants stated that although their cognitive skills were assessed through standardized or language skill tests, their non-cognitive abilities were never assessed in their English classes. This suggests that their beliefs regarding English were formed according to when and how they started to learn English; their attitudes toward learning English may be a result of these beliefs. This may explain the gap between students’ self from belief about English learning and the reality of English education in formal schools.departmental bulletin pape
