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近年多くの高等教育機関で学生の学力の低下が問題となっている．英語力においても例外ではなく，中学・高校で学習したはずの内容が身についていない学生がいることはめずらしくない．本稿ではある大学における英語の授業の様子を紹介し，学生の学力に合わせてどのような授業を行っているかを記述した．この授業の例からも多くの学生が語彙力，第5文型や依頼文などの基本的な文法・表現力を身につけていないことが示され，そのため中学・高校，ひいては小学校からの英語教育を見直すこと，併せて国語の力をつけることも重要であることを示した．, Many higher education institutions are having issues with the decline of the academic performance of universitystudents. Their English proficiency has gotten worse as well, and it is now common to find many students whodo not understand the basic rules of English, which they had learned in junior high school or high school. In thisstudy, an English class for university students was described through observation. It was observed that many of thestudents had not acquired basic knowledge of English from the description of the class. Therefore, it is suggestedthat we reconsider the English-language education in elementary school, junior high school, and high school. It isalso proposed that we should enrich the Japanese-language education of students.

In this paper, we apply uncertainty management theory (UMT) to hypothesize that host country national (HCN) employees in foreign subsidiaries use the information of expatriates' procedural and distributive justice in their performance evaluations to reduce uncertainty about whether they trust these expatriates, which subsequently influence HCNs' job satisfaction and turnover intention. We also integrate UMT with research on language in MNCs to hypothesize that the level of HCN's English proficiency creates the context in which the aforementioned relationships are stronger when HCNs' English proficiency is high. Data collected from 501 HCNs in foreign subsidiaries in Japan provided support for these hypotheses. This study contributes to research on international management by focusing on HCNs' fairness perceptions, uncertainty, and English language proficiency in performance evaluations conducted by expatriates in foreign subsidiaries.

Efficient programs for short-term English Language training programs are needed in our society for not only students but adults to gain speaking competence. Recently, language institutes in Cebu Island in the Philippines provide much more practical training programs, compared to the conventional institutes in native speakers’ countries. There are several reasons: 1) high quality of teachers’ English ability, 2) the inexpensive cost, 3) one-on-one style of teaching and customizing programs, 4) teachers’ experience of being active learners of the target language, 5) relatively safe area, 6) attractive tourism spots and facilities. The following data was taken to investigate how much the participants’ English skills improved. In Mach 2016, 21 senior high school students in Nagano Prefecture stayed in a language institute in Cebu Island for two weeks. Before going there, they had also taken an online English conversation preparation course using ICT. The data shows how much their English skills improved by what type of learning. Their TOEIC scores indicate that listening and total integrated skills progressed but that there was no significant change in their reading skill. Besides English, weekend activities gave them some opportunities to think about the children’s situation of the Philippines and the differences from their own circumstances.

本学国際言語学科のカリキュラムを改変すべきであるという喫緊の課題に応えるべく，2016年4 月より新カリキュラムが導入された．このカリキュラム改編と並行して学生の留学を促進するための取り組みと，学生が日常的に外国語によるコミュニケーションを経験できるための場の創設が進められた．特に二点目の取り組みに関連し，本稿では日本語禁止の部屋，“Global Community Centre” 開設の効果について報告する．今年度は学生自らの発案によるプロジェクトが数多く展開された．それらのプロジェクトにおいては，学生が英語を活用する機会が生み出されたことに加え，地域社会や同じ学科に学ぶ他の学生のために自らができることは何か，という視点を持てたこと，また，プロジェクト遂行のために適切な支援を学内外に求める経験を積んだことなど，大きな学びが学生にもたらされた．

本研究では，英語を専攻する大学生175 名を対象に，40 項目から成る質問項目を「英語学習で得られた成果」，「英語学習の計画・目標・行動」，「英語学習に対する肯定的態度」，「英語学習における国際的志向性」， 「英語学習に対する消極的態度」，「英語学習における動機づけ」の6 つのカテゴリーに分類し，英語の学習成果，学習行動，学習態度について，性差，英語学習開始時期の遅速，英語熟達度の高低，留学経験の有無を指標として2 変数間の平均の差を分析した。その結果，学習言語の文化に対する興味・関心・理解の高まりが，性差や英語熟達度の違いによって異なること，また英語学習開始時期や英語熟達度の違いによっ て，英語学習に対する肯定的態度や消極的態度といった情意的側面に違いが見られることが分かった。さ らに，英語熟達度の違いによって，思考態度の質的特性や使用する学習方略が異なることや，留学経験の 有無によって動機づけに違いが見られることも明らかになった。 The present study investigated whether there were any significant differences in English learning outcome, behavior and attitudes based on gender differences, the starting time of learning English, English proficiency and student experiences in studying abroad. The questionnaire was administered to 175 English major university students in Japan regarding the following six categories : the outcomes of learning English, the target setting and English learning behavior, the positive attitudes toward learning English, the international posture, the negative attitudes toward learning English, and English learning motivation. The data were subjected a to t-test, a chi-square test, and correlation analysis. The results showed that an increase in students' interests in and understanding the target-language culture varied according to gender differences and English proficiency, and that the starting time of learning English and English proficiency determined the attitudes toward learning English. Data also indicated that a manner of thinking and uses of learning strategies varied according to English proficiency, and that the experiences of studying abroad caused an alteration in learning motivation.

本稿では、T大学看護栄養学部に在籍する学生の入学形態と英語力の関係について報告する。T大学の入学者選抜方法は、指定校推薦入試、公募制推薦入試、社会人入試、一般入試、センター試験利用入試の５つである。このうち、英語科目の受験が求められるのは、一般入試とセンター試験利用入試のみである。本研究では、2012年度入学の１年生にG-TELP Level 4（300点満点）を実施し、英語科目受験群（一般入試入学者、センター試験利用入試入学者）と英語科目非受験群（指定校推薦入試入学者、公募制推薦入試入学者、社会人入試入学者）のスコアーの平均値に統計的な有意差があるかどうかを調査した。調査の結果、英語科目受験群のほうが英語科目非受験群よりも平均点が約34点高く、統計的な有意差も見られた。, This paper discusses the relationship between the types of entrance examinations and Japanese students’ English proficiency in T University. There are five entrance examinations for T University: examination and entrance by recommendation from specific schools; examination and entrance by recommendation from any schools; examination and entrance for working people; examination and entrance by the school; examination and entrance by using scores from the National Center Test for University Admissions. The examination and entrance by the school and the examination and entrance by using scores from the National Center Test for University Admissions require examinees to take an English test while others do not. In this study, G-TELP (Level 4) was given to first-year students who entered T University in 2012. The students were divided into a non-English test group and an English test group depending on whether they needed to take the English test to enter the university. Mean scores of both groups’ G-TELP (Level 4) results were calculated and analyzed by t-test. Findings show the mean score of the English test group was about 34 points higher than that of the non-English test group and statistically there was a significant difference between the mean scores.

This article examines the scores of TOEFL-ITP and Oba RLG-test taken by 144 freshmen in English classes at Yokohama National University in the 2011 academic year. The examination of the two test scores implies that keys for better English proficiency will be their reading skill and vocabulary size. The examination also suggests that freshmen need a campus-support system that can help them to enhance their English skills by either self-learning or Remedial learning depending on their level of English proficiency.

This article reports the results of two English tests administered tothe students of Economics in Nagasaki University: (1) Objective PlacementTest by Cambridge University Press and (2) G-TELP Level 3．The first test was taken by students in their second to fourth year ofstudy enrolled in“International Communication”class in 2010．Thesecond test examined English proficiency of all freshman students ofNagasaki University in the general education English class“ComprehensiveEnglish II”in the second semester of 2010．Both tests consistedof three parts of listening, reading (and vocabulary)，and grammar(or language use)．The two test scores were then examined in terms ofcorresponding TOEIC scores．As far as the two tests administered inthis study is concerned, the average TOEIC score of the students is between420 and 440．The scores in the two tests indicate that students'English proficiency levels range diversely from very elementary/introductoryto pre-intermediate levels (approximately corresponding to300 through 550 in TOEIC)．, 田口信夫、高倉泰夫、森永春乃先生 定年退職記念号

This is part one of the serial reports on long-term efects of learning English prior to entering junior highschool. In this study using a 2004 data set collected from 510 Japanese students at a SELHi in Osaka, the relationship between (1) the duration and intensiveness of pre-junior-high English learning and (2) the high-school-days proficiency of the language and motivation to further improve it was investigated. Data concerning their English learning in early years and their current motivation were gathered using a survey, While their current proficiency was measured by an ACE battery of listening, reading, grammar, and vocabulary components. Both with respect to proficiency and motivation, the means of those who had learned English prior to entering junior high school were somewhat higher than those who had not. However, multiple regression analyses revealed that after sex, department, and grade factors are partialed out, pre-junior-high English learning was no longer a significant predictor of high-school-days proficiency or motivation.

3週間の英語圏滞在が学生の英語力にいかなる影響を与えるものか、あるいは与えないものかを統計学的に検証した。このプログラムは3週間にわたり午前中は毎日、国際クラスで英語の授業をうけ、午後はさまざまなアクティビティー、滞在先はニュージーランドの一般家庭に日本人は1人ずつ、という形式で行われた。この研究では、ニュージーランド短期語学研修参加者19名を実験群、統計学的にみて実験群と同レベルの英語力をもつ48名の学生を統制群とし、両群に対して研修の前後に文法、作文、リーディング、リスニングの4部門で構成される英語の実力試験を行い、英語力の比較研究を行った。その結果、文法パート、作文パート、リーディングパートには実験群内においても研修前後で有意差が現れず、また統制群との比較の上でも有意差は現れなかったが、全体の総合点とリスニングパートにおいては、研修後、両群間に有意差が認められ、また実験群内での研修前後の比較においても、英語力の伸びに有意差が見られた。3週間という短期間であっても学生の総合英語力、特にリスニング力に違いが現れることが検証された。, This study was conducted to see whether participation in a three-week language study program in an English-speaking country results in any differences among Japanese university students in their English language proficiencies. For this purpose, 19 students, who participated in a language program in New Zealand for approximately three weeks, and 48 students, who stayed in Japan over the same period of time, were divided respectively into an experimental group and a control group. The same English test was given to both groups twice as a pretest and a post-test before and after the implementation of the program. The equivalence of the two groups' English proficiency was established through the pretest. In the results of the post-test, no significant differences were observed in the sections of grammar, writing, or reading between two groups, but a significant difference was noted in the listening section. Within the experimental group, a significant difference was observed between the results of the pretest and the post-test. Also, the comparison of the total scores of all three sections between two groups in the post-test showed a significant difference. At the same time, in the experimental group, a significant difference was shown in the comparison of the total scores between the pretest and post-test. As a result, it was verified that students' general English proficiency, especially in their listening proficiency, changed through the three-week stay in an English speaking country.

学生の客観的英語力を把握することは英語講義をよりよいものにしていくのに必要な活動であると考えられる｡平成16年5月､本学において初の試みとなるTOEIC IPを実施した｡本研究の目的は､その実施状況を報告しながら､受験生のスコアを分析することにより受験生の英語コミュニケーション能力の現状を把握するとともに､受験生の感想を分析することにより今後のIPや英語講義のあり方を検討することであった｡受験生24名のうち研究への活用に同意が得られた1～4年生22名を対象にスコア分析をおこなった｡また､全受験生を対象に受験直後にアンケート調査､スコア受領後に個人面接をおこなった｡スコア分析からは次の3点が得られた｡1)本学のIP受験生全体のスコアは､トータル､リスニング､リーディングのいずれをとっても全国の大学IP受験生の平均レベルに達していた｡2)学年別のスコアを全国と比較したところ､本学1年生のトータルおよびリスニングが全国より有意に高かった｡特にリスニングは､一部の海外経験のある高得点者を除いても有意に高かった｡3)唯一､本学受験生のうち非海外経験者のリーディングスコアが全国平均より有意に低かったが､これは初めての受験で時間配分がうまくできなかったことによるところが大きいと思われる｡受験生の感想からは､特に今後の講義のあり方にとって参考となるさまざまな洞察が得られた｡TOEICの出題形式は現実場面で求められる速聴力や速読力を反映しており､講義においても､訓練形態をその形式に近づけそれに慣れさせるようにすれば､TOEIC受験に役立つだけでなく実践的英語力の養成にもつながるであろう｡, Assessment of students' English proficiency may be an effective tool to improve English courses. In May 2004, the TOEIC Institutional Program was conducted as an assessment tool for the first time at Okinawa Prefectural College of Nursing (OPCN). The purpose of this study was: 1) analyze examinees' scores in order to grasp their English communication skills; 2) analyze students' ideas regarding improvement of the testing procedures; 3) explore ways in which the OPCN English courses may be improved. Twenty four freshman to senior students participated as volunteers in the testing program. The scores of the 22 students were analyzed. To collect their feedback, all the test-takers were given an open-ended questionnaire right after the exam, and also interviewed individually when their scores were reported to them. The score analysis revealed the following three findings: 1) The average scores of the total OPCN group were as high as the national averages of college students in the total score and the sub-scores of listening and reading. 2) The OPCN freshman group marked significantly higher scores in total and listening than their national counterparts. The listening scores remained significantly higher even after excluding several outliers of the students that had experienced living abroad. 3) The reading average of the OPCN group without overseas experience was the only score that was significantly lower than their national counterparts. The main reason may be spurious in that as first-time test-takers they seem to have failed to properly manage time allocation for the 200 item assessment. The participants' comments provided various useful insights, especially for the future OPCN English courses. One of the major inferred recommendations was to incorporate the TOEIC question styles into future OPCN courses for training and testing purposes. The benefits are that students would not only become better prepared. to take TOEIC or a similar type exam, but more importantly, that they would gain opportunity to develop practical skills of speedy comprehension in listening and reading, which are often required in real settings and are reflected on the TOElC question styles.

学生の客観的英語力を把握することは英語講義をよりよいものにしていくのに必要な活動であると考えられる｡平成16年5月､本学において初の試みとなるTOEIC IPを実施した｡本研究の目的は､その実施状況を報告しながら､受験生のスコアを分析することにより受験生の英語コミュニケーション能力の現状を把握するとともに､受験生の感想を分析することにより今後のIPや英語講義のあり方を検討することであった｡受験生24名のうち研究への活用に同意が得られた1～4年生22名を対象にスコア分析をおこなった｡また､全受験生を対象に受験直後にアンケート調査､スコア受領後に個人面接をおこなった｡スコア分析からは次の3点が得られた｡1)本学のIP受験生全体のスコアは､トータル､リスニング､リーディングのいずれをとっても全国の大学IP受験生の平均レベルに達していた｡2)学年別のスコアを全国と比較したところ､本学1年生のトータルおよびリスニングが全国より有意に高かった｡特にリスニングは､一部の海外経験のある高得点者を除いても有意に高かった｡3)唯一､本学受験生のうち非海外経験者のリーディングスコアが全国平均より有意に低かったが､これは初めての受験で時間配分がうまくできなかったことによるところが大きいと思われる｡受験生の感想からは､特に今後の講義のあり方にとって参考となるさまざまな洞察が得られた｡TOEICの出題形式は現実場面で求められる速聴力や速読力を反映しており､講義においても､訓練形態をその形式に近づけそれに慣れさせるようにすれば､TOEIC受験に役立つだけでなく実践的英語力の養成にもつながるであろう｡|Assessment of students' English proficiency may be an effective tool to improve English courses. In May 2004, the TOEIC Institutional Program was conducted as an assessment tool for the first time at Okinawa Prefectural College of Nursing (OPCN). The purpose of this study was: 1) analyze examinees' scores in order to grasp their English communication skills; 2) analyze students' ideas regarding improvement of the testing procedures; 3) explore ways in which the OPCN English courses may be improved. Twenty four freshman to senior students participated as volunteers in the testing program. The scores of the 22 students were analyzed. To collect their feedback, all the test-takers were given an open-ended questionnaire right after the exam, and also interviewed individually when their scores were reported to them. The score analysis revealed the following three findings: 1) The average scores of the total OPCN group were as high as the national averages of college students in the total score and the sub-scores of listening and reading. 2) The OPCN freshman group marked significantly higher scores in total and listening than their national counterparts. The listening scores remained significantly higher even after excluding several outliers of the students that had experienced living abroad. 3) The reading average of the OPCN group without overseas experience was the only score that was significantly lower than their national counterparts. The main reason may be spurious in that as first-time test-takers they seem to have failed to properly manage time allocation for the 200 item assessment. The participants' comments provided various useful insights, especially for the future OPCN English courses. One of the major inferred recommendations was to incorporate the TOEIC question styles into future OPCN courses for training and testing purposes. The benefits are that students would not only become better prepared. to take TOEIC or a similar type exam, but more importantly, that they would gain opportunity to develop practical skills of speedy comprehension in listening and reading, which are often required in real settings and are reflected on the TOElC question styles.

This paper explores empirical factors that explain the English proficiency of senior high school students studying English at a high school in Hiroshima Prefecture, Japan. Two studies are reported. Study 1 comprised a factor analysis and a multiple regression analysis, addressing students' reading strategy. A factor analysis revealed 9 factors : (1) understanding of main points, (2) ample input/output, (3) focus on key information, (4) reading with questions in mind, (5) top-down strategy, (6) bottom-up strategy, (7) confidence in Japanese reading ability, (8) word-by-word reading and (9) basic study. A multiple regression analysis revealed three factors to explain reading comprehension ability. These factors were : (1) understanding of main points, (2) reading with questions in mind, and (3) top-down strategy. Study 2 comprised a multiple regression analysis, exploring factors to explain the students' comprehensive English ability. This study afforded an explanation by three factors : (1) English lexico-syntactic ability, (2) modern Japanese ability and (3) motivational intensity.

Uda and Dela-Cruz carried out a joint research about how to acquire English proficiency during the academic year 2007, which brought out findings as follows: (1)4-step learning method is effective. (2)Class attendance influences big for development. (3)Students should be motivated by teachers, classmates and also from the social environment. (4)English script writing enhances English skills inclusive of speaking. (5)Cooperation between an English conversation school and a university offered different approaches to the learners; as a result learners could cultivate varieties of abilities.

This paper aims to investigate the potential of speech practice to foster university students' English proficiency who want to become elementary teachers. Insufficient English proficiency is one of the biggest concerns and issues among in-service teachers to teach Foreign Language Activities and the same anxiety about English proficiency is felt by future teachers, too. As an attempt to ease pre-service teachers' anxiety, speech practice was introduced. Students were asked to make a speech which is comprehensible for novice young learners. The questionnaire was conducted after experiencing weekly speech practice for eight times. And the result revealed that many of the participants felt the practice enjoyable and effective. However, many of them are still anxious about their English and if their English proficiency really improved or not is yet to be tested.

1980 年代以降の急激な円高傾向を受け、我が国の海外渡航者数は急激な伸びを示した。海外が単なる憧れだった時代から、誰もが身近に感じることのできる時代へと移行した。学生の留学という視点でも、フルブライト奨学生(1)に代表される、米国の有名大学への奨学金取得による留学から、能力の向上や生活体験、資格の取得を目的とした留学に多くの一般学生が参加できるようになった。また、インターネット等の情報技術の飛躍的な発達により、世界中の出来事を瞬時に知ることができる高度情報化時代に突入している。溢れる情報をどのように加工し、自分のものとして定着することができるかということが大きな課題となっている。本稿では、このような世界情勢のなか、短期大学生の海外での「生活体験」ともいうべき、カナダやオーストラリアにおける通常の授業の枠組みを超えた3 ヶ月留学の学修が、英語能力や、帰国後の学生生活、その後の進路や考え方にどのような影響を与えたのかということについて考察するものである。, In consequence of the rapid strengthening of the yen after the 1980's, Japan's number of overseas travelers showed a rapid increase. The stage has changed from going overseas as something to long for to something to experience. Formerly, study abroad was confined to a select few under programs such as the Fulbright scholarships. Now it is possible for everyone to enhance English proficiency, experience life in foreign countries,or to obtain qualifications. Also the tremendous progress of information technology in the age of IT enables students to know things happening around the world in an instant. What matters is how to manage this abundance of information and to make it part of oneself.In such a global context, Shohoku College offers junior college students what might be called "an experience in living overseas," that is, a three-month study abroad program in Canada or Australia. This paper attempts to examine the effectiveness of the program on students' English proficiency, their student lives after returning to Japan, their future and way of thinking., 8, KJ00007972659