Thesis Presentations

A study of Universal Design for Learning (Ito Rui) Rui argued that students have diversity and need to provide various methods to encourage students to learn.  Based on his background research, he shows various activities and methods to facilitate the learning of various students.  A study of Harry Potter (Onodera Minami) Minami compared the original English Novel of Harry Potter with the original English movie. She found that the movie and the novel added data and omitted it. This was influenced by the characteristics of each media. Comparing novels and movies, movies are suppressed by time pressure, but novels can be written in detail. She also found that Japanese to

Our presentations were held on February 2, 2022. Below are the titles of the presentations and simple notes on the content. Please note that these simple notes do not constitute a summary. Effectiveness of CLIL in Japanese Elementary School (Shinya Abe) Mr. Abe collected 34 lesson plans and analyzed them from the perspective of CLIL. He provided suggestions about the kinds of lessons in which CLIL can be applied. Positive Experiences for Enhancement of L2 Ideal Self (Saki Onodera) Ms. Onodera analyzed what kind of experiences helped students develop their L2 Ideal Self images. She found that influential inside-the class-experiences were meeting an ALT and influential out-of-class experiences were achieving

The Class of 2020-2021 Graduate Thesis Presentations were held on February 5th, 2021. There were a total of 26 speakers, which was likely one of the largest group of speakers we have had! This year, all the students handouts were given online. The title of the presentations and order of speakers is below. The original program has been removed. Listeners could also give comments and ask questions on this page. These comments can be seen below. Video of Presentations Program Yurina Chiba (13:05 – 13:12) Sarina Chiba (14:35 – 14:42) Kota Abe (16:05 – 16:12) BREAK Tsubasa Ito (13:15 – 13:22) BREAK Koga Suzuki (16:25 – 16:32) Tomoyuki Takahashi (13:25

A Study of Early English Education Ms. Sayane Ishikawa Early English education means English learning before junior high school. She researched the impact that English conversation schools had on children’s English learning. First she discussed the merits of English for young learners. Those who studied English as young learners had higher motivation, higher grades in reading and writing, as well as more confidence. She also researched whether or not people agreed with early English education. 77.5% of the people agreed with early English education. Sayane thought that early English education was effective because of exposure as well as the conducting of a TBLT. A Comparison of Elementary and Junior High

A Linguistic Study of “yabai” in Spoken Japanese(Yushi Kyono) My. Kyono found that there are three usages of Yabai: adjective, adverbial, to express emotion. He searched for the word “Yabai” on twitter. He found 1002 usages. He found that number one was adjectival. He introduced two fixed expressions: soro sore yabai and shizugite yabai. A study of achievement tests (Hiyori Kodama) She critiqued achievement tests at JHSs and HSs by conducting an experiment. She found that scores on achievement tests might not be the result of proficiency because students are being encouraged to memorize reading passages rather than process them for meaning. The stress of foreigners in Japan (Seika Otomo)

Below is a summary of each of the 2018 English Department undergraduate thesis presentations:     A Study of the Effective Way to Acquire English Vocabulary Based on Learners’ Perspective Chiaki Arakawa Her motivation for choosing this topic was based on her own experience of needing an effective method to learn words and her experience teaching at cram schools trying to recommend ways of vocabulary learning to students. Chiaki conducted an experiment on two groups. One group studied words the conventional way, Japanese and English word list, the other group studied words where parts were underlined to help learners become aware of a word feature. She found this kind of

On January 25, 2017, we had graduate and undergraduate thesis presentations from 13:00 – 17:30. Every single presenter made a great effort to present their research in a short period of time and in an engaging way. A summary of the presentations is below. Graduate School Presentations Ayano Tanaka, Are Communication Eigo I Textbooks Compatible with a Content and Language Integrated Approach? (In English) Summary: Education reform in Japan incorporates active learning which is compatible with CLIL. CLIL stands for Content and Language Integrated Learning. CLIL is based on the 4Cs, content, communication, community, and cognition. One issue with CLIL is that it requires a CEFR B1 level but most

On the afternoon of February 10, we enjoyed 5 hours of graduate and undergraduate thesis presentations. All the students put such a great effort into their presentations, that the day really did not feel long. Below, I have written to the best of my ability, a brief summary of each of the presentations. The variety of topics shows that range of interests of the English Department members. https://youtu.be/qlRgNzLimcw Graduate School Aurore Nesme, Content Based Language Teaching at Super Science High Schools (English) Aurore argues that Content Based Language Teaching is ideal for Super Science High Schools in Japan. She investigated whether or not CBLT is compatible with High School English