写真a

WANG Marian (ウァン マリアン)

WANG Marian

職名

准教授

学位

博士 (教育学)(リバプール大学 (グレートブリテン及び北アイルランド連合王国)), 修士 (英語教授法学)(モントレー国際大学院 (アメリカ合衆国)), 修士 (法律外交)(タフツ大学・フレッチャー法律外交大学院 (アメリカ合衆国)), 専門職学位、修士 (国際・開発研究)(国際・開発研究大学院 (スイス連邦)), 学位 (国際経済学)(カリフォルニア大学ロサンゼルス校 (アメリカ合衆国))

専門分野

Eラーニングプロジェクトでのディベートにおける論争的および説得的言説, グローバル人材育成

外部リンク

出身学校 【 表示 / 非表示

  • カリフォルニア大学ロサンゼルス校 (University of California, Los Angeles--UCLA)   経済学部   国際経済学科   卒業

    1992年1月 - 1995年12月

出身大学院 【 表示 / 非表示

  • リバプール大学大学院 (University of Liverpool)   高等教育学   高等教育学   博士課程   修了

    2012年9月 - 2017年6月

  • モントレー国際大学院 (Monterey Institute of International Studies)   第二言語習得   英語教授法専攻   修士課程   修了

    2002年1月 - 2003年5月

  • タフツ大学・フレッチャー法律外交大学院 (Tufts University, Fletcher School of Law and Diplomacy)   法律外交   法律外交   修士課程   修了

    1997年9月 - 1999年11月

  • 国際・開発研究大学院 (Graduate Institute of International Studies, Geneva)   国際経済   国際経済学   修士課程   修了

    1998年10月 - 1999年10月

留学歴 【 表示 / 非表示

  • 1994年1月
    -
    1994年6月

    パリ・カトリック学院 (L'institut Catholique de Paris)   社会学部・経済学部

  • 1993年9月
    -
    1994年1月

    パリ・ソルボンヌ大学 (L’université de Paris Sorbonne)   社会学部

  • 1993年9月
    -
    1994年8月

    全米大学加盟留学センター (IES Abroad Paris)   フランス語プログラム

学内職務経歴 【 表示 / 非表示

  • 甲南大学   国際言語文化センター・広域副専攻センター事務室   准教授

    2018年4月 - 現在

学外略歴 【 表示 / 非表示

  • 神戸大学   大学教育推進機構 国際コミュニケーションセンター

    2012年4月 - 2018年3月

      詳細を見る

    国名:日本国

  • 関西学院大学   言語教育研究センター

    2008年9月 - 2012年3月

      詳細を見る

    国名:日本国

  • 台湾国際企業人材育成センター

    2003年6月 - 2008年8月

      詳細を見る

    国名:台湾

  • モントレー国際大学院   カスタム語学サービス

    2002年4月 - 2003年5月

      詳細を見る

    国名:アメリカ合衆国

  • モントレー国際大学院   核・化学兵器拡散防止学センター

    2002年1月 - 2003年5月

      詳細を見る

    国名:アメリカ合衆国

全件表示 >>

所属学協会 【 表示 / 非表示

  • 全国語学教育学会

    2011年11月 - 現在

  • 教師による教師のための研究部会

    2009年2月 - 現在

 

研究経歴 【 表示 / 非表示

  • Eラーニングプロジェクトでのディベートにおける論争的および説得的言説

    科学研究費補助金(学術創成研究費)  

    研究期間: 2016年4月  -  2019年4月

論文 【 表示 / 非表示

  • Moving from discussions to debates in an EFL global topics course

    ウァン・マリアン

    The Journal of the Institute for Language and Culture   25   57 - 76   2022年

     詳細を見る

    担当区分:筆頭著者  

    Debating enhances critical thinking, teamwork, collaboration, open-mindedness, communication (Goodwin, 2003), soft skills (Aclan, Abd Aziz, & Valdez, 2016), and friendly competitive skills (Amiri, Othman, & Jahedi, 2017). To prepare Japanese English as a Foreign Language (EFL) university students to become critical debaters, they participated in discussions where they learned how to voice their opinions before having to defend their side and challenge their opponent’s perspectives in a debate. The aim of this study was to see how Japanese university students felt about developing their discussion and debating skills in a Global Topics course at a private university in Japan. Students reported feeling positive about the experience of learning how to discuss controversial topics before moving onto debating in English. Their success in this project could be attributed to the quantity and quality of preparation that they did. However, they faced various challenges such as when they had to anticipate, ask, and respond to questions when debating. Changes in the implementation of future projects will be made based on the feedback received from these students.

  • Fostering critical thinking skills through cross-border collaborative discussions

    ウァン・マリアン

    The Journal of the Institute for Language and Culture   ( 25 )   121 - 132   2021年

     詳細を見る

    担当区分:筆頭著者  

    Fostering critical thinking skills has become a necessity when teaching English as a Foreign Language (EFL) in higher education settings as university students are expected to possess problem-solving skills and think of issues from various perspectives as global citizens. However, Asian students are often criticized for lacking in critical thinking skills due to their group-oriented culture and learning environments that emphasize rote memorization. The aim of this study was to investigate how Asian students felt about engaging in a cross-border collaborative discussion project that was intended to build on their critical thinking skills. Japanese, Chinese, Thai, and Taiwanese students reflected on the project that began online in October of 2018 and culminated in a face-to-face project in Taiwan for two days in March of 2019. Their reflections demonstrate that critical thinking skills can be fostered among Asian students despite the underlying assumptions about their culture and educational values.

  • Fostering the development of global human resources through collaborative projects in higher education and business 査読あり

    ウァン・マリアン

    THT Journal   9   61 - 85   2021年

     詳細を見る

    単著

    担当区分:筆頭著者, 最終著者, 責任著者  

    Japanese university students often prioritize extracurricular activities over studying because Japanese companies tend to hire recent graduates based on the brand name of the university upon entry rather than academic performance over four years of undergraduate studies (Matsushita, 2018; Nae, 2020). In fact, Japanese companies are known for hiring young undergraduate students who are said to be white cloths that can be easily dyed to the unique colors of the company culture (Nagano, 2014). Some Japanese companies, namely those that are more globally-oriented, have come to realize that they will not survive unless they recruit university students who are equipped with skills to become global human resources (GHRs) (Conrad & Meyer-Ohle, 2017; Ito & Kawazoe, 2015). In this study, Japanese university students, international students residing in Japan, and Taiwanese university students collaborated on an online project that culminated in a business proposal presentation for a global Japanese company. Ten students filled out surveys about their learning experience after the project ended. A Japanese student, three international students, and a representative from the Japanese company participated in follow-up interviews. The surveys and interviews indicated that students were able develop their communication and research skills needed in the global marketplace. Their reflections showed that they would have benefited from guidance on time management and preparing business proposals.

  • Exploring the motivational journey of Japanese self-access center assistants in learning English as a second language

    Marian Wang

    言語と文化   ( 24 )   37 - 54   2020年

     詳細を見る

    単著

    Self-access centers (SACs) in the context of foreign language learning are commonly associated with learner autonomy (McMurry, Tanner, & Anderson, 2010). Autonomous language learners often complement formal classroom learning with informal learning that may include frequent visits to SACs that offer a wide variety of learning resources and materials (Hsieh, 2010). In this qualitative study, eight Japanese SAC assistants at a private university in the Kansai region of Japan were asked about their lifelong English learning process, resources for learning English, and their motivation for learning English. The purpose of the study was to identify how the Japanese SAC assistants were able to become autonomous language learners who could be positive role models for their Japanese peers who visited the SAC. The assistants reported that their journey of studying English evolved from learning for pleasure when they were in elementary school, studying to pass high-stakes exams in junior high and high school, and finally towards autonomous learning for pleasure, communication with Japanese students and students from other countries, and study abroad. As the Japanese SAC assistants worked closely and frequently with Japanese students who visited the SAC, they realized that they could play a vital role in motivating other Japanese students to become autonomous language learners who could pave their own paths towards studying English for various purposes.
    外国語学習のコンテクストにおいては、自律学習支援室(SACs)は学習者の自律性と関連付けられるのが一般的である(McMurry, Tanner, & Anderson, 2010)。自律的な語学学習者は、正式な授業での学習を補完するために、多様な資料や教材を提供するSACsを頻繁に利用するなど、授業外での学習を行う(Hsieh, 2010)。本定性的研究では、日本の関西地区の私立大学の8人の日本人SACアシスタントに対して、英語の生涯学習の過程、補助教材、および英語学習の動機付けに関する質問調査を実施した。本研究の目的は、調査で取り上げた日本人SACアシスタントたちが、SACを訪れる他の日本人学生たちにとって好ましいロールモデルとなりえるような自律した学習者にどのようにしてなることができたのかを検証することである。日本人SACアシスタントの回答によると、彼らの英語学習の過程は、小学校時代に楽しみながら学習することから始まり、中学校や高校では今後の進路を大きく左右する試験に合格するために学習し、そして自らの楽しみや、日本人学生あるいは他の国の学生とのコミュニケーション、海外への居住・留学のために学習する自律学習へと発展していった。日本人SACアシスタントがSACを利用する日本人学生と一緒に親密かつ頻繁に学習に取り組む中で、彼らは自分たちが、他の日本人学生が個々の目的のために自分の力で英語を学べる自律した学習者になっていくための動機づけをする重要な役割を担いうることを認識していった。

    DOI: http://doi.org/10.14990/00003602

  • The emergency remote learning process of Japanese university EFL students in a Global Topics Course

    Marian Wang

    THT Journal: The Journal of Teachers Helping Teachers   8   64 - 84   2020年

     詳細を見る

    単著

    When Prime Minister Shinzo Abe declared a state of emergency from April 7 to May 6, 2020 due to the rapid spread of the novel coronavirus COVID-19 in Japan, Japanese universities proceeded with moving courses online for the upcoming spring term. Administrative staff, teachers, and students found themselves preparing for a unique situation conceptualized by Hodges, Moore, Lockee, Trust and Bond (2020) as “Emergency Remote Teaching” or (ERT). ERT is a temporary, short-term fix of moving traditional courses to an online platform out of obligation; it is not intended to be a sustainable solution of creating online learning systems in higher education (Nae, 2020). Since April of 2020, ERT has become the norm for tertiary institutions in Japan, with university students on the receiving end, engaging in Emergency Remote Learning (ERL). In this study, 29 Japanese university students at a private university in the Kansai region reflected on their ERL experience after completing a Global Topics course in the spring semester of 2020. Students indicated that ERL posed many challenges, particularly when they had to work with peers on group projects. Group projects required communicating with peers who had different class schedules and priorities, which often made group work difficult. With respect to students’ overall ability to adapt to ERL, most students rated themselves as being adaptable because they felt that they had tried their best to complete all tasks on time and participated actively in all Zoom sessions. However, at times, they felt unmotivated. The reflections from these students illustrate how they found ERL difficult but generally rewarding because they could feel a sense of accomplishment when completing online tasks and learning new technological skills that they could use even after the end of COVID-19.
    日本における新型コロナウイルスの急拡大を受けて安倍晋三首相が2020年4月7日から5月6日にかけて緊急事態宣言を発出すると、日本の大学は来る春学期の授業をオンラインに移行し始めた。職員や教員、学生は、Hodges、Moore、Lockee、TrustおよびBondが「緊急遠隔授業(Emergency Remote Teaching)」またはERTという概念で呼ぶ特異な状況に置かれた。ERTとは必要に迫られて暫定的に短期間、伝統的な授業形態からオンラインをプラットフォームとした授業に移行することであり、それゆえ高等教育にオンライン学習システムを構築するという持続可能な解決策としては想定されていない(Nae, 2020)。2020年4月から、ERTは日本の大学教育の標準となり、その受け手である学生は緊急遠隔授業(ERL)に参加することになった。本研究では、関西地区の29人の日本の大学生が、2020年の春学期のGlobal Topicsの授業を終えてから、自らのERLの経験について振り返った。学生の回答から、ERLはグループ学習における他の受講者たちとの共同作業をはじめとして、多くの難題をもたらしていることが示された。グループ学習においては、異なる時間割や優先順位を持つ他の受講者とコミュニケーションをとることが求められるため、グループワークはしばしば困難を伴う。学生のERLへの総合的な適応能力に関しては、ほとんどの学生がすべての課題を時間内に終えられるよう最善を尽くし、すべてのZoomにおけるセッションに積極的に参加したと感じており、自分に適応力があると評価した。一方で学生は時折やる気が出ないとも感じていた。オンラインの課題をやり遂げたときや、COVID-19の終息後にも活用できるテクノロジー上のスキルを学ぶことに達成感を感じているため、ERLは困難であるがやりがいのあるものであると学生が捉えていることが、学生からの振り返りによって明示された。

    その他リンク: http://thtjalt.bravesites.com/journal

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書籍等出版物 【 表示 / 非表示

  • Internationalization within Higher Education Perspectives from Japan

    Elizabeth Stigger, Marian Wang, David Laurence, Anna Bordilovskaya( 担当: 共著 ,  範囲: Chapter 3: Contextualizing Internationalization in Higher Education: Study Abroad Programs for Global Human Resource Development)

    Springer  2018年4月  ( ISBN:978-981-10-8254-2

     詳細を見る

    Japanese higher education institutions (HEIs) are increasingly channeling resources to education, especially for students who need to hone skills such as critical thinking skills to compete in the global economy. Over the last few years, Japanese higher education policies formulated by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) have started to prioritize raising global human resources through study abroad programs to enhance Japan’s competitiveness in a global knowledge-based society. Study abroad program trends in Japan follow global trends in that Japanese HEIs are becoming more involved in enriching the overall learning experience of studying abroad through changes in home country policies and the management of study abroad programs, and participation of other stakeholders such as businesses. Changes in study abroad policies, program focus, and curriculum design at home country institutions have been targeted to help improve the quantity and quality of the students’ cross-cultural learning experience abroad while taking into consideration the overarching purpose of global human resource development. The actual study abroad experience, therefore, is but one small cog in the bigger wheel of the overall study abroad programs that begins prior to departure in the form of pre-study abroad courses and continues after studying abroad when students take reflective or post-study abroad courses.
    日本の高等教育機関は学生が国際社会での競争に勝ち抜ける批評的思考力などの能力向上を目指して、より多くの財源を充てるようになってきている。近年文部科学省は国際社会で日本の競争力を高めるために海外留学を通じたグローバル人材育成の知識集約型後援を始めた。日本の高等教育機関は、自国の諸政策、経済界からの要請を受け、海外留学の学習体験の充実化に傾注するようになり、日本の海外留学プログラムは国際的な時流に乗ったものと言える。自国の教育機関における海外留学方針や各種プログラムの目的、カリキュラム設計の転換は、大前提であるグローバル人材育成に主眼を置きつつも、学生の異文化学習体験のさらなる質的・量的な向上を狙ったものである。渡航先での学習は全プログラム中の一つのプロセスに過ぎず、渡航に先んじて行われる事前学習や留学後にも継続される省察的学習を含めた留学プログラムの実施によりグローバル人材に求められる能力を育むことができることを示した。

  • Little errors, big communication problems

    WANG MARIAN

    International Trade Institute  2006年8月 

     詳細を見る

    This is a book that introduces the common errors made by Chinese speakers of English. Each page introduces the error, explains the error, and has some dialogues to help the reader understand how to make the corrections necessary. There are CDs that accompany the textbook.

    researchmap

総説・解説記事(Misc) 【 表示 / 非表示

  • Dr. Krashen answers questions on The Comprehension Hypothesis Extended

    WANG MARIAN

    The Language Teacher   37 ( 1 )   25 - 28   2013年1月

     詳細を見る

    出版者・発行元:全国語学教育学会  

    This is an interview article where questions from The Japan Association for Language Teaching (JALT) members were compiled, analyzed, and organized. Dr. Stephen Krashen expanded on his lecture on The Comprehension Hypothesis Extended.

    researchmap

講演・口頭発表等 【 表示 / 非表示

  • Fostering global citizens with skills for the international marketplace

    Marian Wang

    JALT 2022 48th Annual Conference on Language Teaching and Learning & Educational Materials Exhibition  (Fukuoka International Congress Center)  2022年11月  The Japan Association for Language Teaching

     詳細を見る

    開催年月日: 2022年11月

    国名:日本国  

    Japanese university students often prioritize extracurricular activities over studying because Japanese companies tend to hire recent graduates based on the brand name of the university upon entry rather than academic performance over four years of undergraduate studies (Matsushita, 2018; Nae, 2020). In fact, Japanese companies are known for hiring young undergraduate students who are said to be white cloths that can be easily dyed to the unique colors of the company culture (Nagano, 2014). Some Japanese companies, namely those that are more globally-oriented, have come to realize that they will not survive unless they recruit university students who are equipped with skills to become global human resources (Conrad & Meyer-Ohle, 2017; Ito & Kawazoe, 2015). In this study, Japanese university students, international students residing in Japan, and Taiwanese university students worked in groups on an online project that culminated in a competition to present their business proposals to a global Japanese company. Ten students filled out surveys about their learning experience after the project ended. A Japanese student, three international students, and a representative from the Japanese company participated in follow-up interviews. The surveys and interviews indicated that students were able to develop their communication and research skills needed in the global marketplace. Their reflections showed that they would have benefited from more guidance on time management and preparing business proposals in English.

  • Engaging EFL students in research on global topics

    Marian Wang

    BELTA-THT-EWU 2022 16th Annual Teacher Development Conference, Language Pedagogy in New Contexts  (Zoom and East West University)  2022年10月  BELTA, THT, EWU

     詳細を見る

    開催年月日: 2022年10月

    国名:バングラデシュ人民共和国  

    The aim of this presentation is to demonstrate how students in an English as a Foreign Language Global Topics course worked together on a research project that included choosing a global topic, coming up with a research question, finding and summarizing articles on the global topic, creating a survey using Microsoft Forms to unearth the attitudes of their classmates on their global topic, and giving PowerPoint presentations on their findings from their primary and secondary research. The objective of this research project was for Japanese university students to think critically about global issues by analyzing and interpreting data from their primary and secondary research. Microsoft Teams was used to ensure that students could update their peers and teacher on the progress of their research.

  • Fostering critical thinking skills through cross-border collaborative discussion

    Marian Wang

    18th Annual CamTESOL Conference on English Language Teaching  (Zoom)  IDP Education (Cambodia) Ltd

     詳細を見る

    開催年月日: 2022年2月

    国名:カンボジア王国  

    The aim of this presentation is to illustrate how Asian students felt about engaging in a cross-border collaborative discussion project that was intended to build on their critical thinking skills. Japanese, Chinese, Thai, and Taiwanese students reflected on the project that began online in October of 2018 and culminated in a face-to-face project in Taiwan for two days in March of 2019. When they were given the opportunity to organize their own discussions, they chose suitable topics, participated actively, and reflected on their learning. They enjoyed the intellectually stimulating discussions that required research and synthesis of their ideas as well as others’ ideas. They found that the key to having good discussions was having prepared and researched topics beforehand, saying something regardless of the topic chosen, and being supportive of others’ opinions and ideas. The students felt that by participating in this project they were able to improve their communicative English skills, expand their Communities of Practice (Wenger, 2000) from local to global communities, and develop their ability to think in ways that reflect higher order reasoning skills in Bloom’s Taxonomy (1956).

  • The emergency remote learning process of students in a global course 招待あり

    Marian Wang

    JALT2021 第47回年次国際大会教材展示会   (Zoom)  全国語学教育学会

     詳細を見る

    開催年月日: 2021年11月

    When a state of emergency was declared in April of 2020 due to the spread of COVID-19, Japanese universities moved courses online. Staff, teachers, and students found themselves preparing for a situation conceptualized by Hodges, Moore, Lockee, Trust and Bond (2020) as “Emergency Remote Teaching” or (ERT). ERT is a temporary, short-term fix of moving traditional courses to an online platform out of obligation; it is not intended to be a sustainable solution of creating online learning systems (Nae, 2020). ERT has become the norm for tertiary institutions in Japan, with students on the receiving end, engaging in Emergency Remote Learning (ERL). In this study, 29 Japanese university students reflected on their ERL experience after completing a Global Topics course in the spring semester of 2020. Students indicated that ERL posed many challenges, particularly when they worked with peers on group projects. Group projects required communicating with peers who had different class schedules and priorities, which often made group work difficult. With respect to students’ overall ability to adapt to ERL, most students rated themselves as being adaptable because they felt that they had tried their best to complete all tasks on time and participated actively in all Zoom sessions. However, at times, they felt unmotivated. The reflections from these students illustrate how they found ERL difficult but generally rewarding because they could feel a sense of accomplishment when completing online tasks and learning new technological skills that they could use even after the end of COVID-19.
    日本における新型コロナウイルスの急拡大を受けて緊急事態宣言が発出されると、日本の大学は来る春学期の授業をオンラインに移行し始めた。職員や教員、学生は、Hodges、Moore、Lockee、TrustおよびBondが「緊急遠隔授業(Emergency Remote Teaching)」またはERTという概念で呼ぶ特異な状況に置かれた。ERTとは必要に迫られて暫定的に短期間、伝統的な授業形態からオンラインをプラットフォームとした授業に移行することであり、それゆえ高等教育にオンライン学習システムを構築するという持続可能な解決策としては想定されていない(Nae, 2020)。ERTは日本の大学教育の標準となり、その受け手である学生は緊急遠隔授業(ERL)に参加することになった。本研究では、29人の日本の大学生が、2020年の春学期のGlobal Topicsの授業を終えてから、自らのERLの経験について振り返った。学生の回答から、ERLはグループ学習における他の受講者たちとの共同作業をはじめとして、多くの難題をもたらしていることが示された。グループ学習は、異なる時間割や優先順位を持つ他の受講者とコミュニケーションをとることが求められるため、しばしば困難を伴う。学生のERLへの総合的な適応能力に関しては、ほとんどの学生がすべての課題を時間内に終えられるよう最善を尽くし、すべてのZoomにおけるセッションに積極的に参加したと感じており、自分に適応力があると評価した。一方で学生は時折やる気が出ないとも感じていた。振り返りの結果、オンラインの課題を完遂したときや、COVID-19の終息後にも活用できるテクノロジー上のスキルを学ぶことに達成感を覚えることができるため、ERLは困難であるがやりがいのあるものであると学生が捉えていることが明らかになった。

  • Fostering critical thinking skills in the EFL classroom

    Marian Wang

    BELTA-THT 2021 Virtual Teacher Development Seminar, Language Teaching in a Time of Change  (Zoom)  BELTA, THT

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    開催年月日: 2021年10月

    Fostering critical thinking skills has become a necessity when teaching English as a Foreign Language in higher education settings as university students are expected to possess problem-solving skills and think of issues from various perspectives as global citizens. However, Asian students are often criticized for lacking in critical thinking skills due to their group-oriented culture and learning environments that emphasize rote memorization. The aim of this presentation is to illustrate how Asian students felt about engaging in a cross-border collaborative discussion project that was intended to build on their critical thinking skills. Japanese, Chinese, Thai, and Taiwanese students reflected on the project that began online in October of 2018 and culminated in a face-to-face project in Taiwan for two days in March of 2019. When they were given the opportunity to organize their own discussions, they chose suitable topics, participated actively, and reflected on their learning. They enjoyed the intellectually stimulating discussions that required research and synthesis of their ideas as well as others’ ideas. With time, they found that the key to having good discussions was having prepared and researched topics beforehand, saying something regardless of the topic chosen, and being supportive of others’ opinions and ideas. The students felt that by participating in this project they were able to improve their communicative English skills, expand their Communities of Practice (Wenger, 2000) from local to global communities, and develop their ability to think in ways that reflect higher order reasoning skills in Bloom’s Taxonomy (1956).
    大学生が世界市民(global citizen)として多様な観点から問題を考察し、解 決する能力を持つことを求められるようになるにしたがって、高等教育に おいて外国語としての英語(EFL)を教えるうえで批判的思考力を養成する ことが必要になってきている。しかしながら、アジアの学生は集団志向の 文化や機械的な暗記を重んじる学習環境のために批評的思考力が欠如し ていると批判されることがしばしばある。本研究の目的は、批評的思考力 に基づいて進められることを意図した越境的共同ディスカッションプロ ジェクトに参加したことについて、アジア人学生がどのような感想を持っ たかを精査することである。日本人、中国人、タイ人、台湾人の学生が 2018 年の 10 月にオンライン上で始まり、2019 年の 3 月に台湾で二日間の対面 型のプロジェクトでもって終了したプロジェクトについての省察をおこ なった。自分たちでディスカッションを企画する機会を与えられた学生たちは適切なトピックを選択し、主体的に参加し、自らの学びについて振り返ることができた。学生たちは、リサーチや、自分や他者の考えをまとめ上げる作業が要求される知的刺激に満ちたディスカッションを楽しみ、時間の経過と共に、事前にトピックについて準備・調査を行い、どのトピックが選ばれても発言をし、他者の意見や考えを支持することが良質なディスカッションにつながることを認識した。本プロジェクトに参加することで、英語のコミュニケーション能力を向上させ、実践共同体(Communities of Practice)をローカルからグローバルなものへと拡張させ(Wenger, 2000) 、ブルームのタキソノミー(1956)における高次の論理的思考スキルを示す思考能力を涵養することができたと学生たちは実感することができた。

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学術関係受賞 【 表示 / 非表示

  • Best of JALT

    2011年11月   The Japan Association for Language Teaching  

    Marian Wang, Scott Bean

  • 6th Most Useful and 4th Most Enjoyable presentation (CamTESOL)

    2011年3月   CamTESOL  

    Marian Wang

 

教育活動に関する受賞 【 表示 / 非表示

  • 神戸大学全学共通教育ベストティーチャー賞

    2017年9月   神戸大学  

ティーチングポートフォリオ 【 表示 / 非表示

  • 2019年度

    教育の責任(何をやっているか:主たる担当科目):

    中級英語Global Topics(2単位)、English Regions(2単位)、国際理解C(2単位)、基礎英語College English Listening(1単位)、基礎英語College English Speaking(1単位)、中級英語Writing(4単位)、中級英語Presentation(4単位)

    教育の理念(なぜやっているか:教育目標):

    In the courses regarding global issues (中級英語Global Topics, English Regions, 国際理解C), my rationale is to teach about current global events to ensure that my students can become global citizens who can converse about worldly issues. In Global Topics and English Regions, students are encouraged to choose global topics, conduct research in English, debate about the topics, and present on the topics. In 国際理解C, lectures are given in Japanese about intercultural issues for students who may work with people from various backgrounds after they graduate and/or for students who are interested in becoming more globally minded. My rationale for teaching skills courses (Listening, Speaking, Writing, Presentation), is to have students get adequate input and output so that they can confidently demonstrate that they have acquired those skills in English.

    教育の方法(どのようにやっているか:教育の工夫):

    For most courses, there are textbooks that have been assigned or selected. The textbooks are used as a base for teaching skills and content. However, students are also encouraged to find online resources (e.g., academic articles, TED Talks or other YouTube videos, samples of paragraphs or essays). I also find up-to-date resources to use in my classes. I have students conduct research on topics and present what they have researched in class. It is important that students are able to have primary and secondary data to give a solid academic presentation or be able to write academic papers.

    教育方法の評価・学習の成果(どうだったか:結果と評価):

    The combination of using textbook materials and real materials has been effective. Moreover, having students choose their own topics, conduct their own research, and present on their own research tends to give them an opportunity to improve their critical thinking skills. Students also improve their communication skills by working in small groups and discussing difficult topics in English/Japanese.

    改善点・今後の目標(これからどうするか):

    I aim to research what materials are available for students so that they can continually update their skills and knowledge of global issues. For skills courses, students need to practice the skills as much as possible without being afraid of making mistakes. It is important for me to continue to create learning environments that motivate students to practice various skills and also improve their understanding of current events. In the end, my goal is to create global citizens who will not be afraid of leaving Japan. This has been a challenge, but I will continue to improve my students’ understanding of the world as I try to understanding their world and background.

    根拠資料(資料の種類などの名称):

    シラバス、講義資料、My KONAN(オンライン)による授業アンケート

 

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  • タフツ大学・フランス語(リーディング)・一般実務レベル 認定取得

  • タフツ大学・フランス語(オーラル)・ネイティブレベル 認定取得