• 文字サイズ
  • よくあるご質問
  • 交通アクセス
  • お問い合わせ
  • 資料請求
    1. HOME
    2. 施設情報
    3. 英語教育研究センター
    4. 教員紹介

    施設情報

    英語教育センター

    教員紹介

    Philippa Nugent 講師

    学位:Master of Arts (Applied Linguistics, TESOL)
    出身大学:Macquarie University, Sydney
    担当科目:First-Year English

    Non-verbal Communication; Neuro-Linguistic Programming; Positive Psychology and how it relates to teaching and learning.

    Helping students to use the non-verbal strategies that support the processes of communication. My hope is to narrow the gap between students’ knowledge of English and their ability to use it effectively to communicate.
    Additionally, how to mobilize talents and tendencies of both teachers and students to increase motivation and English abilities.

    “Using NLP in the Classroom” Fukuoka Jo Gakuin University Bulletin Vol.18.253-270(2008)
    “Discourse Analysis” Fukuoka Jo Gakuin University Bulletin Vol.19.177-199(2009)
    “Some Thoughts on Student Resistance” Fukuoka Jo Gakuin University Education Forum Vol.12. 49-58(2010)
    “Giving Praise: A Critical Reflection” Fukuoka Jo Gakuin University
    Education Forum. Vol. 13. 2011/3
    “A Notes Project with Low-level Language Learners: A Personal Account” Fukuoka Jo Gakuin Daigaku Kiyoo. No. 22 2012/3
    “Teacher De-Motivation” The Centre for the Study of English Language Teaching Journal. Vol. 1. 2013/3

    “Teacher Talk and the Language of Subliminal Suggestion” The Centre for the Study of English Language Teaching Journal. Vol. 2. 2014/3

    “Blogging as an English Course Activity” The Centre for the Study of English Language Teaching Journal. Vol. 3. 2015/3

    “A Tutor Blog Pop Song Listening Project” The Centre for the Study of English Language Teaching Journal. Vol. 4. 2016/3

    “A First Year English Reading Project” The Centre for the Study of English Language Teaching Journal. Vol. 5. 2017/3

    “A University E.S.S. Speech Contest” The Centre for the Study of English Language Teaching Journal. Vol. 6. 2018/3

    “Journaling with EFL Students - A Case Study” The Centre for the Study of English Language Teaching Journal. Vol. 7. 2019/3

    Current research includes investigations into using methods from the field of positive psychology to engender a positive attitude towards teaching, learning and speaking English.

    Alan Williams 講師

    学位:MA
    出身大学:University of Auckland
    担当科目:First-Year English

    Philosophy and Education

    Reflective teaching ; Teacher cognition ; Psychology of teaching; Critical thinking and pedagogy

    “Making Decisions in the Classroom” 福岡女学院大学人文学部紀要p83-107(2013/3)
    “Developing Effective Teaching Materials” The Centre for the Study of English Language Teaching Journal Vol.1 p55-72(2013/3)

    “Curiosity and Education” 福岡女学院大学紀要 人文学部編 p83-104 (2014/3)
    “Goals, Teaching, and Professional Development” The CSELT Journal p63-86 (2014/3)

    “Education and the Problem of Relevance” 福岡女学院大学紀要 人文学部編 p1-31 (2015/3)
    “A Critique of Interest—based Education” The CSELT Journal p47-67 (2015/3)

    “Education, Science, Knowledge, and Values” 福岡女学院大学紀要 人文学部編 p93-134 (2016/3)
    “The Educational Implications of Time” The CSELT Journal p23-43 (2016/3)

    “Why Science Matters to Theology” 福岡女学院大学紀要 人文学部編 p1-42 (2017/3)
    “Questions, Answers, and Learning” The CSELT Journal p41-68 (2017/3)

    “Promoting the Science-Theology Dialogue” 福岡女学院大学紀要 人文学部編p19-60 (2018/3)
    “Education and the Value of Knowledge” The CSELT Journal p39-69 (2018/3)

    “The Place of Faith in the Philosophy of Religion” 福岡女学院大学教育フォーラムp37-57 (2019/3)
    “A Study of School Knowledge” The CSELT Journal p13-42 (2019/3)

    Understanding the nature and function of pedagogical beliefs ; Ways to improve writing skills ; Understanding the teaching process.

    城戸 真由美 講師

    学位:修士(文学)
    出身大学:福岡女子大学
    担当科目:First-year English

    英語学、音声学

    音象徴(語の音と意味の関連性)について研究しています。日英での共通点も見受けられ、「ガブッ」とgobble、「コチョコチョ」とkitchy-koo、「チュンチュン」とchirpなど、言葉が違えども音の持つイメージがあるようです。

    「音象徴日英比較―日本語話者と英語オノマトペ」福岡女学院大学紀要第18号 151-172 (2008/02)
    『ドメスティック・バイオレンス―イギリスの反DV運動と社会政策』 翻訳8・9章担当 明石書店 (2009/03)
    『English Companion: 話すための大学英語入門』共著 南雲堂 (2013/03)
    『Slow & Steady: 大学生の総合基礎英語』共著 南雲堂 (2016/02)
    『Enjoyable Tourist Brochure for English Writing: 観光を愉しみながら学べる英文法を通してのライティング』共著 南雲堂 (2018/01)
    「ネーミングに見られる音象徴」日本英語音声学会機関誌『英語音声学』第21号385-394 (2017/01)
    「ネーミングに見られる音象徴(2)」日本英語音声学会機関誌『英語音声学』第22号153-161 (2018/01)
    『英語音声の応用研究:多様な研究分野からのアプローチ』共著 一粒書房 (2018/03)

    『英語音声研究の諸相:多様なアプローチによる研究と教育』共著 一粒書房 (2019/03)
    音声学と英語教育に関する研究を行っています。また授業ではSpeaking、Listening、Reading、Writingのバランスよく習得できるよう、語彙・文法、ペアワーク、パターンプラクティスの導入を心掛けています。日本英文学会、大学英語教育学会、日本実践英語音声学会会員。

    Arthur A. Nakano 講師

    学位:Master of Science in Education(M.S.Ed.)
    出身大学: Temple University Japan
    担当科目:First Year English

    TESOL

    My research interests include using video snippets to try and increase listening comprehension by forming integrated supplemental units that use advanced organizers, structured tasks, and cultural awareness.
    “Using a rubric for a video book.” Kyushu University: Comparative Study of Education and Culture, 7, 29-36. (2007)
    “Volume, pitch and rate.” Temple University Japan Studies in Applied Linguistics: Communicative Activities for Teaching Pronunciation. (2008)
    “A meta-cognitive learning strategy: Story maps as advance organizers.” Fukuoka Jo Gakuin University Bulletin, 19, 165-175 (2009)
    “A case for using myths in the ESL class.” Fukuoka Jo Gakuin University Education Forum, 12, 31-34 (2010)
    “The EFL peer observation DVD experience: Looking at one-minute intervals for signs of a deficient classroom state.” Fukuoka Jo Gakuin University Bulletin, 22, 191-203 (2012)
    As part of developing integrated supplemental units, I would like to research more about schema building and sociocultural theory in order to create a cohesive framework that would most likely have the greatest impact on increasing student’s listening comprehension.

    林 千晶 講師

    学位:教育修士 Master of Arts in TESOL
    出身大学:University of London, England
    担当科目:First-Year English

    TESOL(Teaching English to the Speakers of Other Languages)

    英語を第二言語として学ぶ学習者を対象とした英語教授法研究です。英語学習を生涯学習的視点で捉えると、社会参加への主体的な学びの資質育成の支援に繋がります。多種多様な知的・情動的・身体的経験などの、体験的な学びを通して、「できる」実感を持つことがモチベーションとなるPBL(Project Based Learning)の手法で、授業や異文化交流活動に取り組み、英語力と国際感覚を磨き上げる取り組みを実践しています。

    Toward Self-directed Learning Through English CALL. LET Kyushu-Okinawa BULLETIN No.4 pp.61-70 (2004)
    An Analysis of Students’ Needs: Towards a Formal Education of the TOEIC test. Bulletin of Faculty of Contemporary Social Studies, Nagasaki Wesleyan University No.6-1 pp.83-93 (2008)
    Practice in Common English of Fukuoka Jo Gakuin University. Fukuoka Jo Gakuin University Education Forum No.11 pp.85-97(2009)
    University Students’ Perspective on English Learning. Fukuoka Jo Gakuin University Bulletin No.19 pp.69-79 (2009)
    A Project Based Training for International Communication in English. Fukuoka Jo Gakuin University Bulletin No.22.pp.173-190 (2012)
    An Attempt at Challenging the Traditional and Negative Image of Reading Aloud through a Classroom Extension Activity. The Centre for the Study of English Language Teaching JOURNAL Vol.1.pp.3-19(2013)
    The Efficacy of International Volunteer Work Experience of University Students: A Japanese case study. The Centre for the Study of English Language Teaching JOURNAL Vol.2.pp.1-20(2014)
    Fostering Global Citizenship Awareness through an International Volunteer Project. The Centre for the Study of English Language Teaching JOURNAL Vol.5.pp.69-84(2017)
    ‘Quick Speech and Write` as an Effective Pedagogical Strategy for Developing Fluency. The Centre for the Study of English Language Teaching JOURNAL Vol.6.pp.71-92(2018)
    A Survey on the Perspectives of English Language Teachers following a Summer Course Experience. 英語学論説資料第50号.pp.589-601(2018).
    Quick Task Effect: focus on students’ perceptions. The Centre for the Study of English Language Teaching JOURNAL Vol.7.pp.131-144 (2019)
    2009年より、(公財)AFS日本協会福岡学生部の顧問として大学生リーダーを支援し、毎年夏期に福岡青少年国際交流キャンプを開催して、異文化交流活動に取り組んでいます。2019年度はNPO法人アジア太平洋こども会議・イン福岡(APCC)主催Bridge Challenge Trip 2019夏で、モルディブ団を引率し、体験的学習としての国際交流・ホームステイの在り方やその効果について研究しています。授業では、英語に対する苦手意識の克服と、継続的で自律的な学習者の育成を目標に、日本語との違いや国際的マナー、異文化などの様々なトピックを扱い、体験的な学びとなる授業実践に取り組んでいます。

    Robert Hulse 講師

    学位:MA (Applied Linguistics and TESOL)
    出身大学:University of Leicester, England
    担当科目:First–Year English

    TESOL

    My research has been based around the student-perceived benefits of code switching, and offering improvements to overcome the challenges of the bilingual classroom environment.

    Publications
    Code switching in an EFL Japanese classroom. Leicester university 2011

    “Code-switching in an EFL Japanese Tertiary level classroom” The CSELT Journal p85-103 (2017/3)
    “The Use of Smartphones as an educational tool in the EFL Classroom” The CSELT Journal p93-188 (2018/3)
    “The Use and Implementation of Google Classroom in a Japanese University” The CSELT Journal p71-105 (2019/3)

    Future research

    My future research will be built around my philosophy of having a positive and motivated classroom. Students have to overcome many difficulties learning English and motivation can be a key factor. I would like to discover more about assisting students to keep focused throughout their studies and what implications these may have have on the learning process.

    Kathleen Fukuhara 講師

    学位:MSc (Master of science)
    出身大学:Temple University, Japan
    担当科目:First–Year English

    TESOL

    I have two connected branches to my research interest. I am first interested in motivation. I have looked at ways to promote student motivation, through giving some autonomy in the class, using projects and topics designed specifically interest students and goal setting. I have written several papers related to this topic. In addition to this, and somewhat related to motivation, my second interest is in positive psychology and its implications for the second language classroom. Research has shown that a positive experience can increase willingness to participate or do something again. Even when the start was difficult, if the ending was good then the lasting impression of the activity is a positive one.

    Publications
    Fukuhara, K. Language learning without Literacy: How do Illiterate Societies Learn Languages?
    Temple University Studies in Applied linguistics. Vol 61 pp71-77 (2010).
    Fukuhara, K. Comparison of Two Articles for Native Speaking Audiences FULERC: Annual review of Language Learning and Teaching pp17-26 (2010)
    Fukuhara, K. Grammar Activities for the Classroom
    Temple University Studies in Applied Linguistics, Vol 70 pp 58-60 (2011)
    Fukuhara, K. Improving Student Motivation Through A Magazine Project FULERC: Annual Review of Language Learning and Teaching pp 17-27 (2013)
    Fukuhara, K. Cultural Issues in the L2 classroom
    FULERC: Annual Review of Language Learning and Teaching pp 39-46 (2014)
    Fukuhara, K. Words to the Wise: the search for effective and relevant vocabulary learning
    The Bulletin of Central Research Institute, Fukuoka University (福岡大学領域別研究部大学英語教育の諸相研究) Vol.15, No.3 pp55-60 (2016)
    Fukuhara, K. The use of L1 culture to Facilitate L2 Learning. Haiku Project
    The Bulletin of Central Research Institute, Fukuoka university. (2018)

    Research plan

    I am now looking at ways to measure the effect of positive psychology in the language classroom. I would like to find ways to compare students’ motivation and attitude before and after the implementation of positive psychology.

    copyright© FUKUOKA JO GAKUIN UNIVERSITY ・ FUKUOKA JO GAKUIN UNIVERSITY JUNIOR COLLEGE

    資料請求

    line@