シラバス Syllabus

授業名 TOEIC PREPARATION 1
Course Title TOEIC PREPARATION 1
担当教員 Instructor Name 室谷 章子(Akiko Muroya)
コード Couse Code NUC276_N20B
授業形態 Class Type 講義 Regular course
授業形式 Class Format
単位 Credits 2
言語 Language EN
科目区分 Course Category
学位 Degree BSc
開講情報 Terms / Location 2020 UG Nisshin Term3

授業の概要 Course Overview

Misson Statementとの関係性 / Connection to our Mission Statement

授業の目的(意義) / Importance of this course

1. Relation with NUCB Mission Statement
This course aims to enhance students' English proficiency, by tackling TOEIC Reading/Listening
questions. It is crucial for students to gain excellent command of English
in order to "succeed in the globalised business reality" because English has already become the global
language.
2. Objectives, Background, Contents, and Importance of the course
This course aims to lead students to improve their English proficiency, targeting TOEIC Score for 500.
This course concentrates on reinforcing basic, essential grammatical rules, vocabulary, and
phonological properties which must be critical for students to achieve 500+ score.
This course employs two main methods: (1) synchronised reading; (2) prosodic/contents shadowing.
The integrated-skill approach enables students to enhance both reading and listening skills in parallel.
The increase in TOEIC score would motivate students to keep studying English.
3. Relation with NUCB Diploma Policy
The Faculty of International Studies aims to help each student to become a more engaged and
global-minded person who could survive the competitive business world, by providing them with a wider
variety of options for cultural and linguistic experiences throughout the world. Therefore, the degree
conferral and graduation require students to achieve an international perspective, intercultural
awareness, and cross-cultural communication skills.
This course aims to motivate students to study English diligently and autonomously, which could serve
as a springboard to further international learning/working experiences.

[IMPORTANT NOTICE]
1.This is a TOEIC-Compulsory Subject where students are required to take a September OR December TOEIC for Terms 3/4. If they do not take either of them, the students will lose the credits for failing to complete the course (regarded as being "incomplete").
2. As clearly indicated above, this course is intended for students who aim for a TOEIC score of 500, not those with a score of 500 and over. Therefore, to ensure the fairness of evaluation, a different target score (their current score + 100) is set to evaluate students with a TOEIC score of over 500/600/700.


[NOTE]
1. Please be sure to bring a copy of the TOEIC score report, as well as the textbook below on Day1.
TOEIC part (20%) cannot be included in their evaluation unless the students submit their current TOEIC
score.
2. Students without a TOEIC score who belong to the faculties other than International Studies are exempt
from the above condition.
3. The course schedule is subject to change, depending on the needs/progress of the class.

到達目標 / Achievement Goal


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

受講後得られる具体的スキルや知識 Learning Outcomes


Intended Learning Outcomes

Upon successful completion of this course, students will be able:
(1) to gain both a practical knowledge of and an active vocabulary for Business English
(2) to read English without going back over the same parts
(3) to listen to English without translating into Japanese
(4) to develop confidence and motivation in English learning

SDGsとの関連性 Relevance to Sustainable Development Goals

教育手法 Teaching Method

教育手法 Teaching Method % of Course Time
インプット型 Traditional 40 %
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 60 %
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
At-home assignments: at least one hour per day to prepare for a vacabulary quiz and a dictation test
In-class tasks: slash reading, reading aloud, repeating, synchronised reading, and prosodic/contents
shadowing; explanation of grammatical rules to a partner
2. Feedback Methods
Interactive lectures allow students to receive individual feedback on both the results of at-home
assignments and in-class tasks during class.
3. Use of Information Centre for this course
Students are expected to expose themselves to as much English as possible, by reading/listening/
watching materials there, in order to practice using what they already learned in class.

授業スケジュール Course Schedule

第1日(Day1)

Course Overview and TOEIC introduction: what to prepare for and how to participate in/review each class
Basic Sentence Structures and parts of speech


第2日(Day2)

Basic Sentence Structures and parts of speech
Vocabulary Quiz/Dictation
Review of Day 1
Reading 5 and Reading 1

第3日(Day3)

Basic Sentence Structures and parts of speech
Vocabulary Quiz/Dictation
Review of Day 2
Reading 5 and Reading 1

第4日(Day4)

Basic Sentence Structures, parts of speech, and collocation
Vocabulary Quiz/Dictation
Review of Day 3
Reading 6 and Reading 2

第5日(Day5)

Basic Sentence Structures, parts of speech, and collocation
Vocabulary Quiz/Dictation
Review of Day 4
Reading 6 and Reading 2

第6日(Day6)

Review of Basic Sentence Structures, parts of speech, and collocation
Vocabulary Quiz/Dictation
Review of Day 5
Reading 6 and Reading 2

第7日(Day7)

Review for Term 3 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。
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 0 %
小テスト Quizzes / Tests 20 %
シミュレーション成績 Simulation 20 %
ケース試験 Case Exam 0 %
最終レポート Final Report 0 %
期末試験 Final Exam 40 %
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

Students' active participation in in-class tasks and diligent engagement in at-home assignments, which would enable them to take in what they learned, are both keys to success in this course.
In particular, tardiness is not allowed because it does disrupt attention and learning of both the late student and the other students.

使用ケース一覧 List of Cases

    ケースは使用しません。

教科書 Textbook

  • 小石裕子「はじめて受けるTOEIC(R) L& R テスト」アルク(2018)978-4757430587

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(R)テスト 中学英文法で600点!! 小石裕子 アルク 2016 978-4757428096
5.TOEIC L&R TEST 出る単特急 銀のフレーズ TEX加藤 朝日新聞出版社 2018 978-4023316843

授業調査に対するコメント Comment on Course Evaluation

I will make every effort to encourage students with all levels of proficiency to find English learning enjoyable and rewarding.

担当教員のプロフィール About the Instructor 

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

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
  • (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






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