1. Relation with NUCB Mission Statement
This course aims to develop students' ability to present their ideas effectively. by guiding students in
understanding how to write a graduation thesis in English.
It is essential for students to acquire effective communication skills.
in order to "succeed in the globalised business reality" where cross-cultural communication is imperative.

2. Objectives, Background, Contents, and Importance of the course
This course aims to help students to write up a 4000-word graduation thesis.
This course centres on students' accomplishment of a challenging writing task.
This course adopts tutorials, which aim to provide individual feedback and additional support, depending
on the progress of individual students.
The approach could make students feel reassured, which encourages students to realise what they have
to do to finish writing the thesis.
This course enables students to enhance their decision-making/logical thinking skills.

3. Relation with NUCB Diploma Policy
The Faculty of International Studies aims to help each student to become a more committed and
global-oriented person who could survive the competitive business world, by providing them with a wide
variety of options for cultural and linguistic experiences throughout the world. Therefore, degree
conferral and graduation require you to achieve an international perspective, intercultural awareness,
and language skills.
This course aims to lead students to build written communication skills in English.
The success in this course drives students to achieve the demanding goals for degree conferral and
graduation.

[NOTE]
This course will conduct class discussions using case studies (field-method), in order to achieve the four learning goals below. The students attending this course are required to write a preparatory report and to participate actively in the class discussions.

*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。

Intended Learning Outcomes

Upon successful completion of this course, students will be able:
(1) to understand perfectly how to conduct experiments, analyse the results, discuss the findings, and draw conclusions, by reviewing the finalised version
(2) to enhance written communication skills in English
(3) to gain an ability to address challenging tasks
(4) to improve perseverance and confidence in accomplishing a long-term task

教育手法 Teaching Method		% of Course Time
インプット型 Traditional		30 %
参加者中心型 Participant-Centered Learning	ケースメソッド Case Method	0 %
	フィールドメソッド Field Method	70 %
合計 Total		100 %

1. Course Approach
At-home assignments: at least two hours per day to revise each of the sections as scheduled
Tutorials: to provide each student with instructions/suggestions/feedback on
their at-home revision assignments
2. Feedback Methods
Tutorials allow students to report their progress and receive corrective feedback on their revision
during class/office hour or anytime when it is necessary.
3. Use of Information Centre for this course
Students are expected to read the related books or articles to their thesis
to facilitate their revising process.

*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。

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	40 %
小テスト Quizzes / Tests	0 %
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	30 %
期末試験 Final Exam	0 %
参加者による相互評価 Peer Assessment	10 %
合計 Total	100 %

評価の留意事項　Notes on Evaluation Criteria

1. It is essential for students to participate actively in in-class tasks and to be committed diligently to
at-home assignments.
2. Autonomous attitude toward thesis-writing enables students to succeed in this course.
3. Please note that tardiness is not allowed because it has a negative impact on the learning attitude

• Hilary Glasman-Deal「Science Research Writing: A Guide for Non-Native Speakers of English」Imperial College Press（2009）978-1848163102

1. Academic Vocabulary in Use 2nd Edition with Answers Michael McCarthy & Felicity O'Dell Cambridge University Press 2016 978-1107591660
2. How Languages are Learned Patsy M. Lightbown & Nina Spada Oxford University Press 2013
978-0194541268
3. Key Topics in Second Language Acquisition Vivian Cook & David Singleton Multilingual Matters Ltd. 2014
978-1783091799
4. English for Presentations at International Conferences Adrian Wallwork Springer 2016
978-3319263281
5. English for Writing Research Papers Adrian Wallwork Springer 2016 978-3319260921
6.言語はどのように学ばれるか　パッツイ　M.　ライドバウン、ニーナ　スパダ　岩波書店　2014
978-4000053280

I will serve as an escort runner to help each of you to achieve your goal, by having faith in your efforts and providing moral support.

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
• (2014) Knowledge of syntax and verbal morphology in adolescent L2 English: a Feature Reassembly account. Kansas Working Paper in Linguistics 34
• (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. 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

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