| 授業名 | SEMINAR 1 |
|---|---|
| Course Title | SEMINAR 1 |
| 担当教員 Instructor Name | Naheen Madarbakus-Ring |
| コード Couse Code | NUC015_N22A |
| 授業形態 Class Type | 演習 Practicum |
| 授業形式 Class Format | On Campus |
| 単位 Credits | 2 |
| 言語 Language | EN |
| 科目区分 Course Category | 専門教育科目300系 / Specialized Subject 300 |
| 学位 Degree | BSc |
| 開講情報 Terms / Location | 2022 UG Nisshin Spring |
授業の概要 Course Overview
Misson Statementとの関係性 / Connection to our Mission Statement
This course directly aligns with NUCB's mission statement to “educate innovative and ethical leaders who possess a ‘Frontier Spiritʼ and to create knowledge that advances business and society." In this course, students will gain the skills, knowledge, and confidence to communicate about global issues and "bridge the gap between New Asia and the rest of the world.”
授業の目的（意義） / Importance of this course
Throughout the seminar courses (seminar 1-6), students will be able to develop research skills necessary to conduct a research project. The aim of this seminar is to help students to find an appropriate research topic, do a small research experiment, and write a 4,000 word thesis step by step.
到達目標 / Achievement Goal
SEMINAR 1 is the first course in the seminar sequence. In SEMINAR 1-6, students will:
This seminar will examine main issues and extant research in applied linguistics and theoretical perspectives.
-Deepen their understanding of the English language
-Enhance their ability to express themselves and make advanced argumentation in English
-Develop the necessary skills to conduct a research project
-Produce a thesis in English
This seminar will examine main issues and extant research in applied linguistics and theoretical perspectives.
-Deepen their understanding of the English language
-Enhance their ability to express themselves and make advanced argumentation in English
-Develop the necessary skills to conduct a research project
-Produce a thesis in English
本授業の該当ラーニングゴール Learning Goals
*本学の教育ミッションを具現化する形で設定されています。
LG1 Critical Thinking
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
受講後得られる具体的スキルや知識 Learning Outcomes
The aim of SEMINAR 1 is to:
-Help students identify their interests and academic strengths and weaknesses
-Guide students to focus their ideas and choose an appropriate research topic for their thesis
-Learn foundational writing and research skills
-Acquire academic vocabulary for use in the thesis
-Help students identify their interests and academic strengths and weaknesses
-Guide students to focus their ideas and choose an appropriate research topic for their thesis
-Learn foundational writing and research skills
-Acquire academic vocabulary for use in the thesis
SDGsとの関連性 Relevance to Sustainable Development Goals
Goal 4 質の高い教育をみんなに（Quality Education）
教育手法 Teaching Method
| 教育手法 Teaching Method | % of Course Time | |
|---|---|---|
| インプット型 Traditional | 80 % | |
| 参加者中心型 Participant-Centered Learning | ケースメソッド Case Method | 20 % |
| フィールドメソッド Field Method | 0 % | 合計 Total | 100 % |
事前学修と事後学修の内容、レポート、課題に対するフィードバック方法 Pre- and Post-Course Learning, Report, Feedback methods
This course will be taught using lectures, small and large group discussion, peer review, and presentations.
Students should be prepared to spend approximately 1-2 hours preparing and completing homework BEFORE each weekly class meeting.
Students should be prepared to utilize the Central Information Center (library) to aide them in conducting their research.
To be successful in class, students must complete the required weekly assignments, come to class prepared, and be ACTIVE participants in class.
The teacher will provide oral and written feedback on all assignments, either online (Google classroom) or in class.
Students should be prepared to spend approximately 1-2 hours preparing and completing homework BEFORE each weekly class meeting.
Students should be prepared to utilize the Central Information Center (library) to aide them in conducting their research.
To be successful in class, students must complete the required weekly assignments, come to class prepared, and be ACTIVE participants in class.
The teacher will provide oral and written feedback on all assignments, either online (Google classroom) or in class.
授業スケジュール Course Schedule
第1日（Day1）
Week 1:Course overview and introductory student presentations
Overview: What is a graduation thesis?
Joining the applied linguistics community
Week 2:
Brainstorming Activity: Interests/Passions/Career Options
Building academic vocabulary
Making a progress schedule
第2日（Day2）
Week 3:Brainstorming activity: strengths and weaknesses
Peer review activity
Practice using academic vocabulary
Week 4:
The role of curiosity: creating research questions
Generating keywords for research
Research topic possibilities
第3日（Day3）
Week 5:Narrowing your focus
How to conduct research: Finding 1 reliable source
Week 6:
Peer activity
Editing activity: incorporating academic vocabulary
第4日（Day4）
Week 7:Student presentations on intended research topic
Week 8:
Plagiarism and how to avoid it
Practice quoting, paraphrasing, and summarizing
第5日（Day5）
Week 9:More practice quoting, paraphrasing, and summarizing
Finding another reliable source
Week 10:
Continuing research: show and tell
第6日（Day6）
Week 11:Presentation Draft Submission
Peer activity
Week 12:
Compiling a working bibliography
Draft revision activity
第7日（Day7）
Week 13:Student Topic Presentations: Who/What/Where/When/Why/How
Week 14:
Student Topic Presentations: Who/What/Where/When/Why/How
Submission of edited draft materials
Summer planning
成績評価方法 Evaluation Criteria
*成績は下記該当項目を基に決定されます。
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
Class contribution = Class participation (volunteering in class, completing in-class work, peer activities, asking questions, etc.)
Quizzes = Abstract (draft); References project 1
Final Report = Abstract (final)
Final Exam = Presentations in Week 7, 13/14
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
| 講師用内規準拠 Method of Assessment | Weights |
|---|---|
| コールドコール Cold Call | 0 % |
| 授業内での挙手発言 Class Contribution | 20 % |
| クラス貢献度合計 Class Contribution Total | 20 % |
| 予習レポート Preparation Report | 20 % |
| 小テスト Quizzes / Tests | 20 % |
| シミュレーション成績 Simulation | 0 % |
| ケース試験 Case Exam | 0 % |
| 最終レポート Final Report | 20 % |
| 期末試験 Final Exam | 20 % |
| 参加者による相互評価 Peer Assessment | 0 % |
| 合計 Total | 100 % |
評価の留意事項 Notes on Evaluation Criteria
Preparation Report = Weekly Homework Assignments submitted on Google ClassroomClass contribution = Class participation (volunteering in class, completing in-class work, peer activities, asking questions, etc.)
Quizzes = Abstract (draft); References project 1
Final Report = Abstract (final)
Final Exam = Presentations in Week 7, 13/14
教科書 Textbook
- American Psychological Association「 Concise Guide to APA Style: Seventh Edition」American Psychological Association（2019）978-1433832734
参考文献・資料 Additional Readings and Resource
Suggested reading:
Bitchener, J. (2010). Writing an applied linguistics thesis or dissertation: A guide to presenting empirical research. Palgrave
Ellis, R. (2015). Understanding second language acquisition (2nd Edition). Oxford University Press.
Lightbown, P., & Spada, N. (2013). How languages are learned (4th Edition). Oxford University Press.
Mackey, A., & Gass, S. M. (2011). Research methods in second language acquisition: A practical guide. Wiley-Blackwell.
Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and design (2nd edition). Routledge.
Nunan, D. (2005). Research methods in language learning. Ernst Klett Sprachen.
Oxford, R. L. (Ed.). (1996). Language learning strategies around the world: Cross-cultural perspectives (No. 13). Natl Foreign Lg Resource Ctr.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press.
Detailed compilation of APA info: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html
Bitchener, J. (2010). Writing an applied linguistics thesis or dissertation: A guide to presenting empirical research. Palgrave
Ellis, R. (2015). Understanding second language acquisition (2nd Edition). Oxford University Press.
Lightbown, P., & Spada, N. (2013). How languages are learned (4th Edition). Oxford University Press.
Mackey, A., & Gass, S. M. (2011). Research methods in second language acquisition: A practical guide. Wiley-Blackwell.
Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and design (2nd edition). Routledge.
Nunan, D. (2005). Research methods in language learning. Ernst Klett Sprachen.
Oxford, R. L. (Ed.). (1996). Language learning strategies around the world: Cross-cultural perspectives (No. 13). Natl Foreign Lg Resource Ctr.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press.
Detailed compilation of APA info: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html
授業調査に対するコメント Comment on Course Evaluation
You should consult specialized research journals and bilingualism and SLA references early in the process of developing your thesis. Main journals that publish SLA research, in alphabetical order:
Language Learning
Modern Language Journal
Second Language Research
And also:
Applied Linguistics
Canadian Modern Language Review
International Journal of Applied Linguistics
International Review of Applied Linguistics
Language Learning & Technology
Language Teaching Research
System
TESOL Quarterly
You can also find research articles published in Japanese context: https://jalt-publications.org/jj/archive
You can also use the library for any additional materials.
This is the first time I am teaching this course.
Language Learning
Modern Language Journal
Second Language Research
And also:
Applied Linguistics
Canadian Modern Language Review
International Journal of Applied Linguistics
International Review of Applied Linguistics
Language Learning & Technology
Language Teaching Research
System
TESOL Quarterly
You can also find research articles published in Japanese context: https://jalt-publications.org/jj/archive
You can also use the library for any additional materials.
This is the first time I am teaching this course.
担当教員のプロフィール About the Instructor
VICTORIA UNIVERSITY, WELLINGTON, NEW ZEALAND
Ph.D. - Applied Linguistics
Areas of focus: Listening Strategies / Teacher Cognition / Curriculum Design
SHEFFIELD HALLAM UNIVERSITY, SHEFFIELD
MA TESOL
UNIVERSITY OF LEEDS, LEEDS
MA Communication Studies
Research interests:
- Second Language (L2) Listening,
- Language Learning Strategies,
- Curriculum Development.
（実務経験 Work experience）
2018-2020
ENGLISH LANGUAGE INSTITUTE, VICTORIA UNIVERSITY, WELLINGTON
English Preparation Programme (EPP) – Teacher
English Language Training For Officials (ELTO) Programme – Tutor
Language Teaching: Principles to Practice (TESL 301) – Tutor/Examiner
2012-2017
KOREA UNIVERSITY, SEOUL, SOUTH KOREA
English For Academic Purposes - Assistant Professor
Electives Program – Head Teacher
2010-2012
UK TEFL, LONDON
TEFL Trainer
EUROCENTRES, VICTORIA, LONDON
OISE, LONDON
Teacher
Teacher Trainer
2009-2010
E-THAMES GRADUATE SCHOOL, ILFORD, LONDON
Lecturer
2007-2009
KOREA UNIVERSITY, SEOUL, SOUTH KOREA
University Instructor,
Program Co-Ordinator
Project Supervisor
2003-2007
NOVA ENGLISH CORPORATION, OSAKA, JAPAN
NOVA ENGLISH CORPORATION, FUKUOKA, JAPAN
Instructor
Assistant Trainer
Block Trainer
Assistant Area Manager
Refereed Articles
- (2022) Applying the Research (4). Modern English Teacher 31(3): 0308-0587
- (2022) SIG Focus: Listening SIG. The Language teacher 46(3): 0289-7938
- (2022) Using TED Talks in the listening classroom. Modern English Teacher 31(2):
- (2022) Applying the Research (3). Modern English Teacher 31(2):
- (2022) Applying the Research (2). Modern English Teacher 31(1):