(使用言語：日本語)

講演要旨

中学、高校の英語授業において検定教科書をどのように使うのが効果的な のか、第二言語習得理論に基づいて確認したいと思います。新出言語項目および 題材内容への導入、理解活動、音読練習および表現活動をどのように実践すべき なのか来年度から使用される高等学校コミュニケーション英語Iの教科書を使っ て具体的に考えてみます。英語だけを使った理解中心の授業と文法訳読中心の授 業が語彙・文法習得に与える効果についてのアクションリサーチの結果について も報告します。

(使用言語：英語)

講演要旨

Globalization is a much used and often loosely-defined term. This paper will begin by considering the various definitions of globalization and examining what these suggest for current language use and language teaching. The author will argue that while English often serves as a lingua franca in the present-day globalized world, this is not always the case. However, when it is used as a lingua franca, it is typically used in cross-cultural exchanges in which cultural frameworks are complex and negotiable.

Given globalization and the complex linguistic landscape it generates, the author explores what this means for English teaching today. What should be the cultural basis of English teaching? What grammatical, pragmatic, and discourse norms should apply? What should be the cultural basis of classroom materials and methodology? These questions will be fully explored in the presentation. In closing, the presenter will argue that the goal of culture learning in English as an international language pedagogy should be to promote a sphere of interculturality (Kramsch, 1998) and an awareness of the hybridity of cultural identity today.

(使用言語：英語)

講演要旨

Verbal communication involves a number of skills, including vocabulary, grammar and understandable pronunciation. Many studies have shown how miscommunication occurs because of mispronunciation of a consonant or vowel. However, spoken language is not merely consonants and vowels; it is a prosodic integration of these units into larger units of syllables, words, phrases and sentences. As we verbally produce sentences, the prosody of speech changes, that is, there are measurable changes in the acoustic characteristics (e.g., fundamental frequency, intensity, duration, vowel quality). As each language has its set of consonant and vowels, each language also has its distinctive prosody. Moreover, these attributes of the speaker’s first language can interfere with the native-like acquisition of the second language.

This talk will report results from my current research on articulation of English sentence rhythm, based on EMA (electromagnetic articulographic), video and MRI studies of jaw and tongue movement, as produced by native English speakers and Japanese learners of English.

The phonetic results are discussed within a phonological framework of English sentence stress (metrical grids). English sentence stress implementation is then compared with that of Japanese learners. Some suggestions for helping Japanese learners improve the rhythm of the spoken English will also be discussed.

(使用言語：英語＜通訳なし＞)

講演要旨

CLIL (クリル)とは、教科やトピック、言語知識と技能、批判的思考、共同学習、異文化理解を有機的に組み合わせる教育実践で、ヨーロッパで広く普及しています。今回は世界的に著名なCLIL教員養成者であるピーター・メヒスト博士を迎え、その原理と技法をワークショップ形式で学びます。教科や校種を問わず、世界基準で質の高い教育を行うための具体的方法が得られます。

(使用言語：英語)

講演要旨

Labial sounds have long been recognized as problematic for theories of speech production and phonology seeking motor-based primitives (Kelso et al. 1986: 35). This paper describes results of biomechanical simulations of the lips and face, showing previously unknown variation in muscle activation across labial sounds and evidence for biomechanical nonlinearities. Results necessitate substantial revision of motor-based theories of speech production that underlie phonological primitives. The resulting theory finds surprising efficiencies in feed-forward quantal mechanics, and accounts for known variation in degree, shape and aerodynamic factors, all absent from previous models. Additional simulations will show how this model extends to the whole vocal tract. Implications for phonology and sound change will be discussed.

(使用言語：英語)

講演要旨

Research interviews are the data collection method of choice for a range of topics and purposes in qualitative applied linguistics. However only recently have applied linguists begun to theorize the research interview and to make the interview interaction itself a topic of investigation. One important concern in the design of qualitative research interviews is how much or how little the interviewer and the interviewee should have in common. The commonalities and differences between the interview participants are assumed to shape the interview interaction and hence the potential for generating informative and rich data on the interview topic. This talk will first discuss different recommendations on interviewer ? interviewee relations made in the methodological literature on qualitative research interviews. It will then examine how the participants in a large qualitative interview study position themselves and each other in the ongoing interaction on such matters as cultural, linguistic, and historical knowledge, and how such knowledge claims and attributions invoke identities and community memberships.

(使用言語：英語)

講演要旨

What we may now consider as conventional or traditional approaches to modern languages education has taken several different forms: e.g. grammar-translation; audio-lingual; audio-visual; communicative; language awareness. None of these have disappeared completely from the present scene, and indeed some of them (or aspects of some of them) still have their articulate adherents and continue to be implemented on a fairly wide scale, often within approaches that are pragmatic and not based on one particular pure ideology. Nonetheless, in many countries policy-related thinking for good reason has led to large-scale, systematic attempts innovate and to move beyond these traditional formats, through new curricular models such as the early learning of an additional language, or ELL; content-based instruction, or CBI, sometimes called content & language integrated learning, or CLIL; bilingual education; immersion.

Despite such strong thrusts of policy-led innovation, there remain many uncertainties of different sorts. These are in part a reflection of a) the global financial crisis which may put a strain on resources, opportunities and aspirations, b) the unpredictability of complex societal systems which may engender realities and problematical issues which even the best policies cannot anticipate, and c) interesting new ideas on what it might mean to be a proficient language-user, involving notions such as multicompetence and translanguaging.

Nonetheless, despite such uncertainties, there are lessons which may be learned from research and evaluation and which can lead to a worthwhile understanding of certain key conditions which need to be met, if a major initiative in modern languages education is to stand a good chance of being successful. The talk will conclude by offering some provisional thoughts on what these key conditions might be.

(使用言語：日本語)

講演要旨

本発表では，英語とドイツ語・オランダ語の対照という観点から，結果構文およ び中間構文に対する独自の分析を提示する。英語には，結果句が目的語と主述関 係を結ぶ典型的な結果構文と別に，A bantam chick kicks free from its shell. / Willy pried free/loose of the ropes. のように結果句が主語と主述関係を 結ぶ結果構文があり，前者と後者を統一的に説明する上で，これまで後者に対し ては非対格性に基づく分析 (Levin & Rappaport Hovan 1995) や事象構造 ( event structure) に基づく分析 (Rappaport Hovav & Levin 2001) が提案され ている。これに対して，本発表ではドイツ語とオランダ語のデータから「身体に 対する行為」という意味概念に基づく分析を提案する。また，This book reads easily. に代表される中間構文については，その動詞句が出来事項を含まない個 体述語 (individual predicate) であるという分析 (Kageyama 2006) があるが， やはりドイツ語のデータから中間構文では（動作主を欠く）出来事が総称化され ていると提案する。あわせて，ドイツ語における中間構文の統語構造をもとに， 英語の中間構文の統語構造についても議論する。具体的な分析にあたっては，各 々の構文に関する英語とドイツ語・オランダ語の差が再帰代名詞の性質に関する 言語間の違いと密接に関わっていることを指摘する。さらには，そうした言語間 の違いに着目することによって，主に英語研究に基づく既存の一般化に対してど のような提言が可能となるかを示す。

(使用言語：英語)

共催
上智大学　国際言語情報研究所
科研：「大学院教育の国際化にむけて：
メンターシップによる院生育成」研究グループ

新課程直前　日本の中学英語を考える
―小中高をつなげる視点から―

プログラム

(使用言語：スペイン語) ※通訳なし

(使用言語：英語)

講演要旨

What characteristics do expert language teachers have? What do they do in the classroom that distinguishes them for non-experts? Why is it important to know? The workshop will stimulate discussion around questions like these. Participants will be invited to watch some portions of lessons taught to teachers of varying levels of experience, and will be asked to note differences between them. This will lead to discussion about important characteristics of language teaching expertise. We will also considered how knowledge about the behaviour of expert teachers can help us as teacher trainers. Presumably understanding good teachers will help us create good teachers. But if so, how exactly? In the course of the workshop, a number of small-scale language teaching expertise studies undertaken at Lancaster University will be briefly described.

18:00-18:15　Hirataka Fumiya
　 "Brief sketch of the project‘language behavior of Japanese living overseas'"

18:15-19:30 Jiří Nekvapil
"Language Use in Multilingual Companies in Europe"

主催　上智大学　国際言語情報研究所
〒102‐8554千代田区紀尾井町7-1
TEL/FAX 03-3238-3493
Email linstic[at]sophia.ac.jp

共催　
慶應義塾大学共同研究「海外日本人の言語行動」
　　　代表：平高史也（慶應義塾大学総合政策学部）
Email: anf[at]sfc.keio.ac.jp　　　

東京会場プログラム詳細(PDF)

大阪会場プログラム詳細(PDF)

(使用言語：日本語）

(使用言語：日本語)

講演要旨：「日本語の “non-local accenting morpheme” について」

日本語の特定のアクセント属性を有する形態素, 及び接辞は “local accenting” であると言われているが (e.g.真: まっさ・かさま (真っ逆様) / 家: ときわ・け (常盤家))、そうではないような振る舞いを見せる形態素も存在する。それが「寺/ji/」やチーム名・グループ名を形成する「ズ/zu/」である (e.g. と・うだいじ (東大寺), せ・んそうじ (浅草寺) / ラ・イオンズ, と・んねるず)。このような形態素のアクセントに関する振る舞いはどのように分析されるべきか、Kawahara and Wolf (2010) 等の先行研究との比較や独自に行った無意味語発話実験の結果を通して議論する。

(使用言語：英語)

講演要旨

In addition to in-class lessons, some language programs offer opportunities for conversation practice outside the classroom. “Conversation tables” provide foreign language students with an environment for target language use that may be difficult to procure with other means, as in the case of Chinese, German, or Japanese as foreign languages in the US. But ESL programs too may find that conversation tables give students access to L2 use that is typically different from the ESL classroom and that students may not be exposed to, or seek out, in the wider L2 setting.

As conversation tables are becoming increasingly available, questions arise as to their organization as interactional activities and sites for L2 learning and development. In this talk, I will examine how language learning contingently emerges as a social activity through the participants’ talk, and how L2 development is in evidence over successive sessions. The talk connects to the ongoing research program of developing conversation analysis as an approach to L2 interaction, learning, and development.

(A collaborative work with Angelika Kratzer)

(使用言語：英語)

講演要旨

The question of how linguistic theory should break down the dimension of "information structure" that includes contrastiveness, newness and givenness continues to be a subject of debate. This paper defends the three-way distinction between given, new, and focus of contrast originally proposed in Chafe 1976. This proposal echoes a recent proposal by F?ry and Samek-Lodovici 2006 and developed in Selkirk 2007.

Evidence from patterns of prosodic prominence in English is presented that supports the hypothesis that the theory of grammar makes a representational distinction between contrastive focus and discourse-newness in the syntax and in its interface with phonology/phonetics. The phonological/phonetic evidence comes from an experimental investigation (Katz and Selkirk, 2006, 2009) which compares the prosody of productions of all-new sentences with the prosody of sentences that combine putative contrastive focus constituents and constituents qualifying only as discourse-new. It turns out that while the distribution of pitch accents in these different sentence types is the same, the pattern of relative phonological/phonetic prominence in these sentences varies according to their composition in terms of contrastive and/or new constituents.

We will suggest in addition that a system which gives morphosyntactic representation to focus of contrast (FoC-marking) and to givenness (G-marking) but which leaves newness morphosyntactically unmarked has the right consequences for theories of the interfaces of syntax with sentence prosody on the one hand and with semantics on the other. On the phonology side, it is shown that all-new sentences receive a phonological interpretation that is based on general (default) phonological and interface constraints that make no appeal to the information structure feature make-up of the sentence. On the semantics side, renditions of the Rooth 1992 theory of alternatives focus and the Schwarzschild 1999 theory of givenness are combined with a set of syntax/semantics interface constraints to provide an account of the interpretation and distribution of constituents which are FoC-marked, G-marked, and/or unmarked for either.

講演要旨

In this presentation, I will focus on the role that oral electronic corpora can play in oral foreign language education - more specifically in the development of a new phonetico-phonological system in the case of French as a foreign language. The first question I will raise, from a psycholinguistic viewpoint? which input for oral learning? rests on the distinction between visual and aural modalities for (psycho)linguistically new verbal material processing, both in perception and production tasks. The second question I will address, from a sociolinguistic viewpoint? which norm for oral learning? will draw a distinction between authentic linguistic usage and pedagogical norms, and lead to an examination of the answers that oral corpora can help us come up with. These answers, in turn, highlight the potential importance of oral electronic corpora in foreign language education, which I will illustrate in the case of French by introducing the international PFC-EF project (Phonology of Contemporary French? French Teaching) and the resources - both online and offline - it aims at providing for French oral language education in a panfrancophone perspective.
(Internet site: www.projet-pfc.net)

講演要旨

This paper examines some articulatory and acoustic characteristics of American English. The results suggest that the jaw may be the articulatory organizer of phrasal rhythm, manifested acoustically through the F2-F1 pattern. Utterance prominence, such as contrastive emphasis, is additionally manifested by increased F0 along with increased duration on the prominent word. The rhythmical organization of the utterance, based on strong-weak jaw opening patterns, may be at times different from the intonational organization involving pitch notations. American English prosody might be best described using a parallel system involving both a rhythm system based on articulation, and an intonational system involving pitch notation.

講演要旨

This talk will first review past research in second language acquisition (SLA), and with its limitation in mind, possible directions for future research will be outlined. The following will be discussed: (1) re-examination of accepted findings in SLA, (2) going beyond the ESL (English as a Second Language) model, (3) going beyond the learning-by-doing model, and (4) the need for linguistic perspectives, in particular functional-cognitive linguistic perspectives.

講演要旨

In this talk, the results of an experiment conducted in the same way in six languages (English, German, French, Finnisch, German and Mandarin) will be presented (Fery, Skopeteas & Hornig 2009). The experiment elicited semi-spontaneous data from 16 to 30 native speakers per language. The participants had to describe verbally 11 localizations of toy animals relatively to each others. In each layout, one animal is new or displaced and functions as the locatum, that is the animal which is localized. The other animals were given, and played the role of the relatum. (1) illustrates a sentence with a locatum and a relatum. In the example, the word order is marked from the syntactic point of view, but unmarked from the information structure (the given animal is introduced before the new one):

(1) Now on the [gorilla’s]_Rel right is a [horse]_Loc

In a typological comparison, it is shown how word order, definiteness, and prosody are used to mark newness and givenness. From a syntactic point of view, the languages have more or less flexible word orders, and the serialization of constituents (SOV, SVO) differ. Changes in word order and prosody are motivated by information structure. From the point of view of prosody, an initial position in the sentence is better expresses a topic, and a late position expresses a focus better, but no correlate is obligatory. Clear tendencies arise from this experiment.

講演要旨

This presentation discusses how the well-known three-way laryngeal contrasts have evolved in the history of the Korean language, with respect to the motivations and the constraint interactions. To this end, I first treat the emergence of tense consonants as lengthening of duration as well as segmental loss. More specifically, I claim that the overall emergence has evolved from an alignment constraint to the effect that a fortified edge be aligned with a certain edge, signaling a loss of an extra consonant. Here I employ the so-called "geminate hypothesis" in providing various pieces of evidence to support this claim, i.e., diachronic and synchronic tonal characteristics, compound tensing, ideolectal/dialectal variations, and loanword adaptation, etc.

As for the emergence of the aspirated series, on the other hand, I examine various textual data showing the highly restricted distribution for velarity. As the data seem to show the markedness hierarchy by favoring coronal aspiration, we analyze the data more closely to see if there are certain phonetic or phonological constraints regarding this asymmetric restriction. I then demonstrate that the markedness hierarchy does not play any role in the restricted distribution of the velar aspirates as the emergence pattern can be better explained in terms of the functional overlap between the existing /h/ and a possible velar aspirate. I thus argue that the overall process of the emergence of aspiration can be effectively described within the framework of Dispersion Theory as the overall consequence is obtained by the pattern evaluation of the adjacent segments. Finally, I sum up the overall change by dividing it into (at least) three historical stages in which each stage requires a different constraint ranking accounting for its change more properly.

講演要旨

音韻論と音声学はどちらも音を扱う分野で深く関連があり、 同じ現象を研究の題材にしていることが多いにもかかわらず、 昔からどちらかといえば独立した学問分野としてそれぞれ個別 の理論を携えて研究がなされてきたことが多かった。

しかし、言語音声事象をどちらかの理論だけでは解明 しきれていないことが少なからずあり、 また解明すること自体容易でない場合がある。 また一現象を説明できても、他の現象を解明するには 理論に矛盾が生じることもある。 本発表では、日本語東日本方言の母音の無声化現象と 英語話者の日本語発話の韻律的特徴のデータを例に、 音韻論と音声学の双方からこれらの現象がどのように解明できるかを問いたい。

母音の無声化では、有声/無声という音韻上の二項対立による分類がいかに 実際の無声化現象の実態の大半を見過ごしているか、 また第二言語習得のデータでは、実際には必ずしも第一言語と第二言語の 音韻比較から推測される音韻構造が、学習者の発話に適用されているとは 限らないことを実例を見ながら検証したい。

さらに第二言語習得の例では、特定の言語話者共通の特徴と 話者一人一人の特徴の両方を考慮する必要があるが、 実際の個々の音声データを検証することで、 一見無秩序に見える第二言語の発話傾向を規則化することが可能かどうか、 そしてその規則は音韻論上大方予測が可能であるかどうかを具体例とともに検討し、 音声学と音韻論の双方からの研究の重要性を考えたい。

講演要旨

The UCL Phonetics department began in 1907 with the appointment of Daniel Jones (1881-1967). In the century since then, phonetics has been continuously researched, taught and examined at UCL. This has left not only the long record of publications known all over the world, but also a gradually-accumulated legacy of physical materials (books, papers, correspondence, photographs, films and recordings), either originated at UCL or acquired from elsewhere. The potential value and interest of such materials in charting the history of phonetics teaching and research is enormous.

In spring 2008, the department moved into new accommodation, leaving the premises it had occupied for most of its existence. Among items which came to light is a collection of 89 lantern slides which have prompted an investigation into early connections between UCL and Japan. They are double glass slides expertly bound with black paper tape, in an Imperial (British) size of three and one-quarter inches by four inches. They are photographically prepared reductions from superb outline drawings of the vocal tract made from X-ray tracings. One set, numbered 1-57, is essentially a complete Japanese syllabary; the second set, numbered 1-31, plus one unnumbered slide, is devoted to English (RP) sounds.

We believe it is likely that the drawings may have been made by Tsutomu Chiba (1883-1959). The outlines show a very strong resemblance to those published by Chiba and Kajiyama (1942). Specific similarities are (1) the drawing of the top of the vertebral column, (2) detailed attention to the positions of the epiglottis and the hyoid bone, especially the feature at the front of the hyoid.

When and where the slides were prepared, and how they came to be in London, is not yet established. They are possibly photographic reproductions of lost or very rare work by Chiba.

Chiba is known to have studied in England from 1913 to 1916. We have been able to confirm that this was indeed the case, by locating many of the details of Chiba's time at UCL, including his record card and details of the classes for which he was enrolled. Chiba also had a link with H. E. Palmer, with whom he may have worked on some of the English material.

プログラム

講演要旨

Dynamic Assessment is a pedagogical framework for integrating assessment and instruction into a seamless, unified activity that promotes learner development through appropriate forms of mediation which are responsive to the individual’s (or in some cases, a group’s) current abilities. DA promotes development through communicative interaction in a learner’s or learners’ Zone of Proximal Development, defined by L. S. Vygotsky as the difference between solo and mediated activity. DA, as called for in Vygotsky’s ZPD, assessment and instruction are dialectically integrated as the means to move toward an always emergent (i.e., dynamic) future. To paraphrase one of Vygotsky’s most influential colleagues, A. N. Leontiev, the goal of DA is not to discover what students are capable of (as in traditional testing) but to help them achieve what they are yet capable of. The lecture will present data from a number of studies recently completed on DA and L2 development and will address the following topics: Theoretical foundations of DA and the relevance of dialectics; Comparison of DA to traditional assessment; Different approaches to DA: intervention vs. interaction; Transcendence (moving to the future).