MACH Thomas Michael (マック トーマス マイケル)
MACH Thomas Michael
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職名 |
教授 |
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学位 |
MA in Teaching English as a 2nd Language(Norther Arizona University), BA in English Literature (ａ) |
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専門分野 |
言語教授法 |
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外部リンク |
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出身大学院 【 表示 ／ 非表示 】
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Northern Arizona University MA in Teaching English as a Second Language 修士課程 修了
1993年9月 - 1995年5月
留学歴 【 表示 ／ 非表示 】
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1989年8月-1990年1月
Florence, Italy University of Wisconsin's Italian Language and Culture Program
学内職務経歴 【 表示 ／ 非表示 】
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甲南大学 ■廃止組織■ 国際言語文化センター 教授
2015年4月 - 現在
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甲南大学 国際言語文化センター 准教授
2005年4月 - 2014年3月
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甲南大学 国際言語文化センター 講師
2002年4月 - 2005年3月
学外略歴 【 表示 ／ 非表示 】
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Kansai Gaidai University
2003年4月 - 2005年3月
国名：日本国
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Miyazaki International College
2001年1月 - 2002年3月
国名：日本国
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Kwansei Gakuin University
1996年9月 - 2000年8月
国名：日本国
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Technikon Northern Transvaal, Soshanguve, South Africa.
1995年9月 - 1996年8月
国名：南アフリカ共和国
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Northern Arizona University
1993年8月 - 1995年8月
国名：アメリカ合衆国
論文 【 表示 ／ 非表示 】
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Remote SALC practices in a pandemic: One university’s initial approach and subsequent revisions 査読あり
Yamamoto, S.; Mach, T.; Mertens, C.; Sholdt, G. & Stringer, T.
2 ( 1 ) 71 - 81 2021年6月
担当区分：責任著者
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Listen to the learners : Views on culture's role in language learning from exceptional learners of Japanese
Thomas Michael MACH
文化の継承と日本語教育~~甲南大学総合研究所叢書 143 2021年3月
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American shino: A case study of cultural borrowing in the world of traditional ceramics
MACH, Thomas
The Journal of the Institute for Language and Culture 25 79 - 100 2021年3月
担当区分：筆頭著者
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The cultivation of a sustainable lifestyle in Japan's peaceful Edo period
MACH, Thomas
Peace as a global language: Explorations of peace in practice. (pp. 27-66 2018年5月
単著
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Konan Language LOFT's first large-scale user survey: results and discussion
MACH, Thomas
The Journal of the Institute for Language and Culture, 22, 221-244 2018年3月
単著
講演・口頭発表等 【 表示 ／ 非表示 】
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Adapting a Self-Access Learning Program for Emergency Remote Education
YAMAMOTO, Shari, 他
JASAL 2020 Annual Conference (Online (due to pandemic)) JASAL
開催年月日： 2020年12月
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Task Variety for Self-Access Centers
Thomas MACH & Craig MERTENS
JALT PanSIG Conference (Konan CUBE, Nishinomiya, Japan)
開催年月日： 2019年5月
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Lessons Learned About Effective Organization and Promotion During a Large-Scale SAC’s First Year
Mach, Thomas
JASAL 2016 Annual Conference (Kobe, Japan) JASAL
開催年月日： 2016年12月
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Talking about technology in ELT: Attitudes in Japan
Mach, Thomas
Annual AZ-TESOL Conference (Flagstaff, AZ, USA) Arizona TESOL
開催年月日： 2014年10月
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Attitudes about technology among English educators in Japan: Enthusiasm and blind spots
Mach, Thomas
The 5th International Conference on Language and Communication (Bangkok, Thailand)
開催年月日： 2013年12月
学術関係受賞 【 表示 ／ 非表示 】
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AZ-TESOL Distance Assistance Grants (2)
1994年11月 ａ
マック・トーマス
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Vivian Mowry Scholarship for Academic Excellence
1991年11月 University of Wisconsin
マック・トーマス
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Election to Phi Beta Kappa (national academic honor society)
1991年11月 University of Wisconsin,
マック・トーマス
研究費にかかる研究（調査）活動報告書 【 表示 ／ 非表示 】
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2024年度 Language teaching methodology, learner autonomy and self-access, cross-cultural interaction
研究費の種類： 教員研究費
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2023年度 Language teaching methodology, learner autonomy and self-access, cross-cultural interaction
研究費の種類： 教員研究費
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2022年度 Language teaching methodology, learner autonomy and self-access, cross-cultural interaction
研究費の種類： 教員研究費
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2021年度 English Language Education, Cross Cultural Education
研究費の種類： 教員研究費
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2020年度 English Language Education, Cross Cultural Education
研究費の種類： 教員研究費
教育活動に関する受賞 【 表示 ／ 非表示 】
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Phi Beta Kappa
1991年5月 Phi Beta Kappa Academic Honor Society, Wisconsin Chapter
その他教育活動及び特記事項 【 表示 ／ 非表示 】
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2012年6月
Voices of caution along the road of shifting literacy
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2006年4月-現在
AWL Practice Pages Website
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2006年4月-現在
Course websites
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2004年4月-現在
Website for Konan English Teachers
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2002年1月-現在
Educational conference attendance
ティーチングポートフォリオ 【 表示 ／ 非表示 】
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2020年度
教育の責任（何をやっているか：主たる担当科目）：
College English Listening（１単位）、College English Speaking（１単位）、中級英語Presentation（４単位）、中級英語Speaking（４単位）、国際理解English（２単位）、Area Studiesタイコース（２単位）
教育の理念（なぜやっているか：教育目標）：
On a broad level, I’ve chosen to teach English to university students in order to help them gain access to the broader world of ideas and experiences that comes with becoming communicative in a global language. Because of this emphasis on becoming communicative and viewing English as a global tool, I tend to encourage students to focus less on “correctness” and more on mutual understanding and fluency when using English. This is evident in the way that I teach all of my skills-based courses (e.g., Speaking, Listening, Presentation). It is also noticeable in the ways that I teach more content-oriented courses (e.g., 国際理解English, Area Studies), but these courses additionally encourage students to develop more critical thinking skills through deeper and more sustained exposure to cultural content.
教育の方法（どのようにやっているか：教育の工夫）：
My courses tend to be centered on a textbook which I loosely follow. A textbook brings noticeable structure and patterns to a course, and moving through the text as the course progresses tends to help students feel a sense of accomplishment. However, whatever text I use, plenty of other original activities and tasks are woven into the course based on the learning needs and preferences of the students being taught. While unique to each course, these additional activities tend to include things like student-led discussion groups; paired tasks based on information gaps, songs for listening, vocabulary, and topic introductions; poster presentations; and group tasks with an element of fun competition in them such as quiz contests.
教育方法の評価・学習の成果（どうだったか：結果と評価）：
I feel like my courses are mostly successful since the activities and tasks that I do in them have been developed over years and years of observing what tends to work and not work well within this particular educational context. Japanese educational culture is not exactly monolithic, but its prevailing tendencies are more pervasive than in other regions that have greater cultural diversity. Thus, classes can be designed to at first take advantage of what students already tend to be familiar with and do well in order to more quickly get them to a point where meaningful challenges emerge. Watching students successfully make this transition to a deeper lever of learning beyond their previous comfort zone gives me great pleasure as a teacher, and I think I am able to structure my courses in ways that at least the majority of the students feel that they have successfully crossed a bridge or two by the time it is over.
改善点・今後の目標（これからどうするか）：
I aim to incorporate user-friendly IT elements to a greater degree in my classes. For example, last year in one of my courses I began each class with a 5-point online quiz that students accessed with smartphones via a QR code. Beyond serving as a reminder and review of materials for the students, the results came to me in real time and so I could quickly see how familiar they were with the concepts I planned to teach and I could make lesson adjustments as needed based on this incoming data. I plan to expand use of this system. I am also planning to team up with a professor of Japanese in the U.S. so that our students can participate in a video exchange system (via an educational tool called Flipgrid) to increase authentic language use opportunities while also deepening cross-cultural exposure and ties.
根拠資料（資料の種類などの名称）：
I design and manage a unique website for each class I teach. I also provide original learning materials, use online learning tools such as Google Classroom and Flipgrid, and invite student feedback through reaction papers and reaction videos.
社会貢献活動 【 表示 ／ 非表示 】
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ひょうご講座の講演：「リタラシーの発展に応じた思考の変化」
2008年10月
Lecture for the general public presented as part of the Hyogo Prefecture Academic Seminar Series (ひょうご講座) ,Kobe, Japan, October 2008
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社会人講座の発表：「アルファベットの発明がもたらしたもの」
2007年7月
Lecture for the general public presented at The Institute for Language and Culture's Annual Open Lectures (社会人講座), Konan University, July 2007.
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CALL教室での授業の有能性と可能性
2003年11月
Lecture for teachers and students presented at The Institute for Language and Culture's Biannual Methodology and Curriculum Development Workshop (言語教授法・カリキュラム開発研究会), Konan University, November 2003.
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私の外国語学習法
2003年7月
Panelist at The Institute for Language and Culture's Biannual Methodology and Curriculum Development Workshop (言語教授法・カリキュラム開発研究会), Konan University, July 2003.
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アメリカ人の行動の心理的背景
2003年7月
Lecture for the general public presented at The Institute for Language and Culture's Annual Open Lectures (社会人講座), Konan University, July 2003.