| 授業名 | SEMINAR 2 |
|---|---|
| Course Title | SEMINAR 2 |
| 担当教員 Instructor Name | Jongbong Lee |
| コード Couse Code | NUC019_N21B |
| 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 | 共通専門教育科目300系 / Specialized Subject 300 |
| 学位 Degree | BSc |
| 開講情報 Terms / Location | 2021 UG Nisshin Fall |
授業の概要 Course Overview
Misson Statementとの関係性 / Connection to our Mission Statement
Following the NUCB's mission statement, this seminar facilitates students to become innovative and ethical leaders.
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.
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.
授業の目的（意義） / Importance of this course
This seminar will examine main issues and extant research in second language acquisition (SLA) and bilingualism from cognitive-interactionist, usage-based, and sociocultural theoretical perspectives.
到達目標 / Achievement Goal
1. Choose a topic for the research project that you find interesting and connected to your personal and professional experience, to your other courses, and/or to your future goals.
2. You will then asked to develop a bibliography (installment I; seminar 1) and write a proposal (installment II; seminar 2 and 3), to be executed and reworked/expanded into an interim draft (installment III; seminar 4 and 5), which will be further developed into a final draft reporting on the completed project (installment IV; seminar 6).
2. You will then asked to develop a bibliography (installment I; seminar 1) and write a proposal (installment II; seminar 2 and 3), to be executed and reworked/expanded into an interim draft (installment III; seminar 4 and 5), which will be further developed into a final draft reporting on the completed project (installment IV; seminar 6).
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
LG7 International Perspectives (BA)
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
LG7 International Perspectives (BA)
受講後得られる具体的スキルや知識 Learning Outcomes
1. To become familiar with theories, methods, and findings in the fields of SLA and bilingualism;
2. To develop your ability to read research reports about SLA and bilingualism topics meaningfully;
3. To support you through the process of deepening and transforming your understanding of the course materials into a research project product that is connected to your professional career goals;
4. To support you through the process of conducting and reporting on a research project that explores an SLA topic of your choice.
2. To develop your ability to read research reports about SLA and bilingualism topics meaningfully;
3. To support you through the process of deepening and transforming your understanding of the course materials into a research project product that is connected to your professional career goals;
4. To support you through the process of conducting and reporting on a research project that explores an SLA topic of your choice.
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
The course will be conducted via informal lectures by the instructor, individual student presentations of their work in progress and of readings, and via active group discussion of topics in pairs and groups. I expect from seminar participants that they make every effort to contribute meaningfully to planned and spontaneous discussions and that they consciously create and exploit opportunities for personally relevant learning. I will provide feedback on every task.
For communication as a class beyond class time, we will use Google classroom website.
For communication as a class beyond class time, we will use Google classroom website.
授業スケジュール Course Schedule
第1日（Day1）
Class 1: Introductions: syllabusClass 2: Presentation of research questions
第2日（Day2）
Class 3: Synopsis of 2 empirical studies of SLA/bilingualism (Come to class with 1 copy to be shared/used during class discussion and to be turned in at the end of class)Class 4: Synopsis of 2 empirical studies of SLA/bilingualism
第3日（Day3）
Class 5: Writing the introduction (APA 7th style)Class 6: Writing the introduction
第4日（Day4）
Class 7-8: Deciding on appropriate and feasible methods of answering research questions第5日（Day5）
Class 9-10: Presentation on their introduction and research design第6日（Day6）
Class 11-12: Revising the introduction chapter第7日（Day7）
Class 13-14: Outlining the literature review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 (participation): 30%
Quiz (oral presentation): 20%
Final Report (Introduction + literature review outline): 25%
*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 | 30 % |
| クラス貢献度合計 Class Contribution Total | 30 % |
| 予習レポート Preparation Report | 25 % |
| 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 | 25 % |
| 期末試験 Final Exam | 0 % |
| 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 (assignments): 25%Class contribution (participation): 30%
Quiz (oral presentation): 20%
Final Report (Introduction + literature review outline): 25%
教科書 Textbook
- Janine Carlock, Maeve Eberhardt, Jaime Horst, Peter Kolenich「The International Student's Guide to Writing a Research Paper」University of Michigan Press（2017）978-0-472-03643-1
- 「Concise Guide to APA Style: Seventh Edition」American Psychological Association（2019）978-1433832734
参考文献・資料 Additional Readings and Resource
All additional materials will be uploaded to Google classroom.
Some recent books and collections on SLA (optional):
Ellis, R. (2015). Understanding second language acquisition (2nd Edition). Oxford University Press.
Gass, S. M., Behney, J., & Plonsky, L. (2020). Second language acquisition: An introductory course (5th edition). Routledge.
Gass, S. M., & Mackey, A. (2013). The Routledge handbook of second language acquisition. Routledge.
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.
Ortega, L. (2014). Understanding second language acquisition. Routledge.
VanPatten, B., Keating, G. D., & Wulff, S. (2020). Theories in second language acquisition: An Introduction. Routledge.
Detailed compilation of APA info: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html
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
Studies in Second Language Acquisition
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
Some recent books and collections on SLA (optional):
Ellis, R. (2015). Understanding second language acquisition (2nd Edition). Oxford University Press.
Gass, S. M., Behney, J., & Plonsky, L. (2020). Second language acquisition: An introductory course (5th edition). Routledge.
Gass, S. M., & Mackey, A. (2013). The Routledge handbook of second language acquisition. Routledge.
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.
Ortega, L. (2014). Understanding second language acquisition. Routledge.
VanPatten, B., Keating, G. D., & Wulff, S. (2020). Theories in second language acquisition: An Introduction. Routledge.
Detailed compilation of APA info: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html
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
Studies in Second Language Acquisition
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
授業調査に対するコメント Comment on Course Evaluation
初年度担当科目
担当教員のプロフィール About the Instructor
Jongbong Lee is an assistant professor in the faculty of international studies at NUCB. Before coming to NUCB, he taught English and Korean in various locations in Korea and the U.S. His main area of research interest is second language writing, particularly the interface between the fields of second language writing and second language acquisition. Much of his current work focuses on the effects of genre and tasks on linguistic features in second language learners’ writing. He conducts research on other issues in eye-tracking, language socialization, interactional feedback, and language assessment. His publications have appeared in the journals such as Cognition as well as a variety of edited collections with top presses.
Refereed Articles
- (2021) Attention to form and meaning revisited: Insights from eye tracking. Studies in Second Language Acquisition 0272-2631
- (2021) Using corpus analysis to extend experimental research: Genre effects in L2 writing. System 0346-251X
- (2021) Methodological synthesis of cluster analysis in second language research. Language Learning 71(1): 0023-8333
- (2021) ESL learners’ writing as a window onto discourse competence. Porta Linguarum 35 1697-7467
- (2020) Second language users exhibit shallow morphological processing. Studies in Second Language Acquisition 42(5): 0272-2631
Refereed Proceedings
- (2018). The reality of hierarchical morphological structure in multimorphemic words. Proceedings of Architectures and Mechanisms for Language Processing 2018 .Architectures and Mechanisms for Language Processing 2018. 2. 3. Berlin, Germany