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Kojima, Hideo
概要:
An educational reform in Japan is attempting to implement a new ELT (English Language Teaching)curriculum and syllabi in public institutions. This paper aims to consider recent large-scale changes inELT in elementary. secondary. and
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tertiary education. Research was conducted into new strategies forEFL education. such as a Period for Integrated Study in elementary schools. content-based languageinstruction in Super English Language High Schools. and new English programs in national universities.Examples of successful innovations revealed the facilitating effect of two factors for innovation uptake: a)good communication and regular flow of feedback during process of implementation and b)administrative and peer support for the innovation. Teachers should keep in sight the longer view andmove their students toward increasingly demanding challenges. so that no learning potential can bewasted.
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Kojima, Hideo ; Narita, Hiroyuki
概要:
Recently many learning theorists have advocated teaching students to use a variety of readingstrategies or skills in order to read better. The success of recent studies involving the explicittraining of children in the comprehension
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strategies in L1 reading suggests the feasibility ofimproving L2 students' reading comprehension. This study aims to explore the effects of wordguessing strategy instruction on reading comprehension. 76 Japanese high school students (29boys and 47 girls) in two groups engaged in different reading lessons for three months: onegroup took reading lessons planned by grammar translation method and the other got theexplicit word guessing strategy training. The results of the post-reading comprehension testand the post-word guessing test indicated that the word guessing strategy training had aninfluence on reading comprehension and that the ability of guessing the meaning of unfamiliarwords extended significantly at .01 level. This suggests that word guessing strategy trainingcan be a facilitative approach to improving Japanese students' reading comprehension.
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Kojima, Hideo ; Yoshikawa, Chieko
概要:
In the learner-centered classroom, teachers should be interested in helping students learn howto learn and develop learner autonomy. This study aims to investigate the tendencies oflanguage learning strategy use by Japanese high
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school students and to consider someimplications for learner strategy training. Oxford's (1990) Strategy Inventory for LanguageLearning (SILL) was administered to 198 first-year senior high school students. As a result, wefound various features of their strategy use. Findings indicate that metacognitive strategieswould be a key for them to be better learners and that language learning strategy training willhelp them become more autonomous in their EFL (English as a foreign language) learning.
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Kojima, Hideo
概要:
Today, communication-oriented language instruction is much more heavily stressed in Japan.Japanese teachers of English need to deal constructively with the issue of materials design. Thispaper aims to reconsider EFL (English as a Foreign
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Language) teaching materials in Japan. Idiscussed materials selection, coursebooks analysis, materials adaptation, and key principles ofteaching materials in the leamer-centered communicative EFL classroom. As a result, variousstructural or philosophical changes were proposed to adopt new materials for communicative andautonomous EFL learning and teaching not only in high schools but also in universities. We shouldexamine the relevance and effectiveness of our own teaching materials in relation to our personalteaching approach.
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Kojima, Hideo
概要:
In recent years, most universities in Japan have started implementing ELT (English LanguageTeaching) curriculum innovation. This paper aims to discuss the features of new approaches toEFL (English as a Foreign Language) learning and
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teaching that I have been applying to myELT in higher education. Following Ramsden's (2003) theories of university teaching, Ipresented four new approaches: reflective teaching, autonomous EFL learning, cooperative EFLlearning, and strategies-based EFL instruction. I found that the integration of these approachescould develop learner autonomy in language learning and communicative competence inEnglish. University teachers should help their students understand their own abilities andcapacities well and autonomously engage in systematic efforts within and beyond the classroomto reach self-determined goals of acquisition.
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Kojima, Hideo
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Today, the topic of grammar seems to be once again at the forefront of discussions in teachingand learning English as a foreign language (EFL) in Japan. This paper aims to reconsiderEnglish grammar instruction in the
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leamer-centered EFL classroom. I discussed deductive andinductive learning, task-supported/based teaching, grammar and authenticity, and grammaticalconsciousness-raising. Acquisition of language form may be better facilitated by the leamer'sworking through grammatical processes than by working at assembling grammatical constructs.Japanese teachers of English should teach grammar in a principled manner and pay moreattention to how they should set about doing so.
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Kojima, Hideo ; Kojima, Yuko
概要:
The recent interest shown in learner-centeredness in teaching English as a foreignlanguage (EFL) in Japan revolves around a redefinition of the roles of students and teachers.In the learner-centered EFL classroom students are seen as
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being able to assume a moreactive and participatory role than is usual in the traditional teacher-centered EFLclassroom. This paper is concerned with a parallel redefinition of teacher roles in learnercenteredcommunicative EFL instruction. Teachers need to welcome their new functionsas facilitators, information-gatherers, decision-makers, motivators, counselors and so on.Becoming an EFL teacher and teaching in a confident, competent, creative and ethicalmanner is a challenging and complex learning process, where teachers can learn from theirteaching experiences, question the educational values, evaluate their own practice anddevelop their teacher-learner autonomy.
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Kojima, Hideo ; Kojima, Yuko
概要:
In Japan teacher training practices for English language teaching (ELT) seem to havereceived relatively little attention. Today, however, Japanese teachers of English as aforeign language (EFL) are involved in a large scale of educational
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reform in a fashion thatfundamentally affects higher education. This paper aims to study some approaches toteacher preparation and development, and also the design process and key design issues ofan EFL teacher education course. The authors discussed three approaches to teachereducation, identified issues to be considered in the design of teacher education courses,considered the theoretical and practical content of teacher education courses, and referredto the methodology for delivering teacher education courses. As a result, an overview ofthe key issues of an EFL teacher education course was presented and some implicationsfor new approaches were considered. A teacher education course will be the product of thedesigners' and deliverers' training and educational philosophy, and a course design shouldbe based on coherent and valid principles.
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Kojima, Hideo
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In recent years, the importance of developing learner autonomy in language education hasbeen one of its more prominent themes in Japan as well as in the West. In spite of agreementconcerning its importance, there remains a good deal
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of uncertainty about its meaning inteaching and learning English as a foreign language (EFL). This paper aims to consider theconcept of learner autonomy amongst different cultures. Autonomy has a social as well as anindividual dimension. The promotion of learner autonomy has a political as well as psychologicaldimension. Autonomy is interpreted differently by different cultures. Japanese teachers of Englishshould playa variety of new roles and promote autonomous interdependence in the learnercenteredcommunicative classroom.
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| 10.
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Kojima, Hideo ; Sasaki, Hitomi
概要:
Today, Japanese teachers of English as a foreign language (EFL) are involved in a large scale ofeducational reform. They
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are expected to develop their professional competence and autonomy by theJapan Ministry of Education, Culture, Science, and Technology (MEXT), which encourages them toimplement Communicative Language Teaching (CLT) in their classes. This paper focuses on languagetraining for EFL teaching at the University Toronto, and aims to examine how an instructor of thecourse (Instructor X) implemented CLT and what roles she played in the course. Sasaki, one of theauthors, participated in the course as a student. We analyzed a variety of data, such as Sasaki’s observations/reflections, learning/teaching materials, Instructor X’s teaching methods, the syllabus of the course, andthe results of the questionnaires administered to the students and Instructor X. We recognized InstructorX’s teaching principles and her effective approaches to the course, and considered some pedagogicalimplications for EFL teacher education in Japan. A teacher education course will be the product of thedesigners' and deliverers' educational philosophy.
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