| 授業名 | TOEIC PROGRESS A-2 |
|---|---|
| Course Title | TOEIC PROGRESS A-2 |
| 担当教員 Instructor Name | Niculina Nae、室谷 章子（Akiko Muroya） |
| コード Couse Code | NUC217_N21A |
| 授業形態 Class Type | 講義 Regular course |
| 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200系 / Specialized Subject 200 |
| 学位 Degree | BSc |
| 開講情報 Terms / Location | 2021 UG Nisshin Term2 |
授業の概要 Course Overview
Misson Statementとの関係性 / Connection to our Mission Statement
Relevance to NUCB Mission Statement
This course aims to improve students' ability to use English effectively, by teaching students how to understand the underlying knowledge of English. It will lead them to "succeed in the globalised business reality" where English is used as a globalised linguistic tool.
This course aims to improve students' ability to use English effectively, by teaching students how to understand the underlying knowledge of English. It will lead them to "succeed in the globalised business reality" where English is used as a globalised linguistic tool.
授業の目的（意義） / Importance of this course
The Importance of this Course
This course aims to help students acquire basic grammatical rules and vocabulary necessary for the TOEIC score of 500: students will be able to gain fundamental grammatical and phonological knowledge, to increase active vocabulary size, and to study English actively in class and independently at home.
Across the classes, assignments and tasks typical to the junior high school and senior high school English classrooms are repeated and presented in individual and pair work formats. Homework and individual study components for active learning through online modules are also woven throughout the course.
This course aims to help students acquire basic grammatical rules and vocabulary necessary for the TOEIC score of 500: students will be able to gain fundamental grammatical and phonological knowledge, to increase active vocabulary size, and to study English actively in class and independently at home.
Across the classes, assignments and tasks typical to the junior high school and senior high school English classrooms are repeated and presented in individual and pair work formats. Homework and individual study components for active learning through online modules are also woven throughout the course.
到達目標 / Achievement Goal
Achievement Goals
This course aims to encourage students to discern the underlying syntactic, semantic, phonological differences between Japanese and English: Students will be aware of the different ways of expressing ideas in English. This course focuses on improving productive skills for the TOEIC test, by providing a lot of experiences to practise using English and make mistakes: Students will be able to enhance their communication skills.
This course aims to encourage students to discern the underlying syntactic, semantic, phonological differences between Japanese and English: Students will be aware of the different ways of expressing ideas in English. This course focuses on improving productive skills for the TOEIC test, by providing a lot of experiences to practise using English and make mistakes: Students will be able to enhance their communication skills.
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。
LG2 Diversity Awareness
LG4 Effective Communication
LG7 International Perspectives (BA)
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
Intended Learning Outcomes
1. TOEIC Skills: Students will be able to take the TOEIC by using the basic strategies.
2. Listening Skills: Students will be able to familiarize themselves with the speed/vocabulary of the TOEIC materials.
3. Reading Skills: Students will understand the structure of each passage/paragraph/sentence and expand their active vocabulary size.
4. Grammatical Skills: Students will acquire a solid understanding of sentence structures and grammatical categories.
1. TOEIC Skills: Students will be able to take the TOEIC by using the basic strategies.
2. Listening Skills: Students will be able to familiarize themselves with the speed/vocabulary of the TOEIC materials.
3. Reading Skills: Students will understand the structure of each passage/paragraph/sentence and expand their active vocabulary size.
4. Grammatical Skills: Students will acquire a solid understanding of sentence structures and grammatical categories.
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 | 85 % | |
| 参加者中心型 Participant-Centered Learning | ケースメソッド Case Method | 15 % |
| 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
1. Course Approach
In-class activities: Students are expected to be actively involved in individual/pair/group work to fully understand important grammatical/philological/vocabulary rules.
At-home assignments: Students are expected to take at least two hours per day to review what is learned and prepare for vocabulary/dictation quizzes.
2. Feedback Methods
Students will receive feedback on their results in the form of corrections /comments/points for the grades during class/office hour or anytime upon request.
3. Use of Information Centre for this course
Students are expected to review and practice what they've learned.
In-class activities: Students are expected to be actively involved in individual/pair/group work to fully understand important grammatical/philological/vocabulary rules.
At-home assignments: Students are expected to take at least two hours per day to review what is learned and prepare for vocabulary/dictation quizzes.
2. Feedback Methods
Students will receive feedback on their results in the form of corrections /comments/points for the grades during class/office hour or anytime upon request.
3. Use of Information Centre for this course
Students are expected to review and practice what they've learned.
授業スケジュール Course Schedule
第1日（Day1）
1. Vocabulary Quiz and the review2. Review of the relationship between sentence structures and grammatical categories (modifiers)
3. Review of word formation
4. Review of phonological rules (linking and elision)
5. Unit 3 Section A
5. Review (questions and answers)
第2日（Day2）
1. Vocabulary Quiz and the review2. Word Formation (antonyms)
3. Unit 3 Section A
4. Review (questions and answers)
第3日（Day3）
1. Vocabulary Quiz and the review2. Collocations
3. Review of Day 2
4. Unit 3 Section B
5. Review (questions and answers)
第4日（Day4）
1. Vocabulary Quiz and the review2. Review of Day 3
3. Unit 4 Section A
4. Review (questions and answers)
第5日（Day5）
1. Vocabulary Quiz and the review2. Review of Day 4
3. Unit 4 Section B
4. Review (questions and answers)
第6日（Day6）
1. Vocabulary Quiz and the review2. Unit 5 Section A
3. Review (questions and answers)
4. Case Study (Problem-solving) Vocabulary and Discussion
●使用するケース
How to Solve Problems with your Daily Life第7日（Day7）
1. Vocabulary Quiz and the review2. Review of Day 1-6 for the final exam
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。
at-home assignments.
2. Students are expected to take an autonomous attitude toward achieving their TOEIC target score.
*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 | 0 % |
| 小テスト Quizzes / Tests | 20 % |
| シミュレーション成績 Simulation | 15 % |
| ケース試験 Case Exam | 0 % |
| 最終レポート Final Report | 0 % |
| 期末試験 Final Exam | 35 % |
| 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
1. Students are expected to participate actively in in-class tasks and be committed diligently toat-home assignments.
2. Students are expected to take an autonomous attitude toward achieving their TOEIC target score.
教科書 Textbook
- Graham-Marr, Anderson, Howser & Sato「NEW TOEIC® Skills 1」Abax ELT Publishers（2018）978-1896942933
- TEX 加藤「TOEIC L&R TEST 出る単特急 銀のフレーズ」朝日新聞出版社 （2018）978-4023316843
参考文献・資料 Additional Readings and Resource
１．TOEIC TEST 英文法 出るとこだけ 小石裕子 アルク 2016 978-4757428454
２．TOEIC TEST リスニング 出るとこだけ 小石裕子 アルク 2017 978-4757428836
3. TOEICテスト公式プラクティスリーディング編 国際ビジネスコミュニケーション協会 2017 978-4906033454
4．頻度別１問１答TOEIC L&RTEST リーディング 野村知也 アスク 2018 978-4866392134
５. 頻度別１問１答TOEIC L&RTEST リスニング 早川幸治 アスク 2018 978-4866392127
２．TOEIC TEST リスニング 出るとこだけ 小石裕子 アルク 2017 978-4757428836
3. TOEICテスト公式プラクティスリーディング編 国際ビジネスコミュニケーション協会 2017 978-4906033454
4．頻度別１問１答TOEIC L&RTEST リーディング 野村知也 アスク 2018 978-4866392134
５. 頻度別１問１答TOEIC L&RTEST リスニング 早川幸治 アスク 2018 978-4866392127
授業調査に対するコメント Comment on Course Evaluation
I will continue to offer moral support to 1st-year students so that they will become more interested and confident in English learning.
担当教員のプロフィール About the Instructor Niculina Nae
Prof. Nae holds an MA in translation and a PhD with a dissertation in linguistics from Nagoya University. She has been teaching English to students of all ages and levels for over two decades. Besides an extensive teaching experience, Prof. Nae has been actively involved in research and translation/interpretation work. Her research interests are translation studies, internationalization in higher education, gender studies, and active learning in Japanese clasrooms.
Refereed Articles
- (2023) Can Japan Aspire to a Gender-Equal Society? Japanese Male and Female Students' Attitudes Regarding Marriage and Gender Roles in Family and Society. Forum of International Development Studies 54(1): 2189-9126
- (2022) The Post Pandemic "New Normal" in Japanese Education. Euromentor Journal - Studies about Education XIII(3): ISSN 2068-780X
- (2022) Study Abroad Programs at the Crossroads. Euromentor Journal, Studies about Education XIII(2): ISSN 2068-780X
- (2022) Gender diversity on corporate boards – still a distant dream?. Cogito 14(1): ISSN 2068-6706
- (2022) Acculturation in a hostile land: The plight of immigrant children in Japan. Euromentor Journal - Studies about Education 13(1): ISSN 2068-780X
Refereed Proceedings
- (2023). Enhancing English Vocabulary Learning through Listening to Vocal Music. Conference Proceedings. Innovation in Language Learning 2023 (e-book) .Innovation in Language Learning 2023, 16th Edition. 1. 2. Firenze, Italy
- (2023). Cultivating Effective Communication Skills in TOEIC Classes: Moving Beyond Drills. Conference Proceedings. Innovation in Language Learning 2023 (e-book) .Innovation in Language Learning 2023, 16th Edition. 1. 2. Firenze, Italy
- (2020). Conventional Education vs. Remote Education – “Just Put it Online?” A Report from Japan. Innovation in Language Learning 13th Edition Proceedings .Pixel Conferences. 1. 2. Florence, Italy
- (2017). Womenomics: Is the Workforce Ready?. 10th Annual Conference of the EuroMed Academy of Business (Book of Proceedings) .EuroMed Academy of Business. 1. 4. Rome, Italy
- (2017). From Home to Workplace: Is Womenomics Possible?. IAFFE 2017 Book of Abstracts .IAFFE. 1. 3. Sungshin University, Seoul, South Korea
担当教員のプロフィール About the Lecturers 室谷 章子（Akiko Muroya）
学位 修士（応用言語学）・ 博士（言語学）
取得大学 エセックス大学（英国）
研究分野 言語学
取得大学 エセックス大学（英国）
研究分野 言語学
Degrees M.A. in Applied Linguistics ・ Ph.D. in Linguistics
Conferred by the University of Essex (the United Kingdom)
Research Field Linguistics
Refereed Articles
- (2018) L1 Transfer in L2 Acquisition of English Verbal Morphology by Japanese Young Instructed Learners. Languages 2019/4 (1)2226-471X
- (2015) Testing theories of second language acquisition: evidence from Japanese learners' English / Ph.D. Thesis. University of Essex (1)
- (2014) Knowledge of syntax and verbal morphology in adolescent L2 English: a Feature Reassembly account. Kansas Working Paper in Linguistics 34 (1)
- (2014) Selective variability in verbal morphology production by adolescent Japanese learners of English: testing two current approaches. Current Research in Applied Linguistics: Issues on Language and Cognition. Cambridge: Cambridge Scholars Publishing. (1)978-1-4438-5354-5
- (2013) The form of English Wh-questions produced by Japanese adolescent learners: a Feature Reassembly account. Essex Graduate Student Papers in Language and Linguistics 14 (1)
Refereed Proceedings
- (2019) Why are Subject wh-Questions More Difficult than Object wh-Questions?: A Study of Japanese Young Learners of English The Selected Proceedings of the 2017 Second Language Research Forum (SLRF) 2017 Second Language Research Forum 1 2 the Ohio State University, Columbus, the United States