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    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
    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

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

    城戸 真由美 講師

    担当科目:First-year English


    「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pp.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)
    「菓子類のネーミングにおける音象徴」福岡女学院大学紀要第20号pp.43-66 (2010/03)
    “A Study of Motivation Developed by Group Work” 福岡女学院大学紀要第22号pp.27-48 (2012/03)
    “Effect of Shadowing through CALL: For Polishing Up Japanese Learners’ Pronunciation Skills” The CSELT Journal 1, Fukuoka Jo Gakuin, pp. 21-39 (2013/03)
    『English Companion: 話すための大学英語入門』共著 南雲堂 (2013/03)

    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


    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
    担当科目:First-Year English


    TESOL(Teaching English to the Speakers of Other Languages)は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の研究です。CALL(Computer Assisted Language Learning)やESP(English for Specific Purposes)教育、児童英語教育、
    PBL(Project Based Learning)を取り入れた異文化交流活動など、学生達の持つ様々な興味を手掛かりに、英語力を伸ばし国際感覚を磨く方略を研究しています。

    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)
    A Project Based Training for International Communication in English. Fukuoka Jo Gakuin University Bulletin No.22.pp.173-190 (2012)
    University Students’ Perspective on English Learning. Fukuoka Jo Gakuin University Bulletin No.19 pp.69-79 (2009)
    Practice in Common English of Fukuoka Jo Gakuin University. Fukuoka Jo Gakuin University Education Forum No.11 pp.85-97(2009)
    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)
    Toward Self-directed Learning Through English CALL. LET Kyushu-Okinawa BULLETIN No.4 pp.61-70 (2004)

    J. Lake 講師

    学位:Bachelor of Science in Physical Science, Master of Education in Teaching English to Speakers of Other Languages
    出身大学:B.S. Physical Science California Polytechnic State University at San Luis Obispo,
    M.Ed. TESOL Temple University
    担当科目:First-Year English, Test Preparation, Speaking Skills A/B, Reading Skills A/B

    Motivation, Educational Psychology, Positive Psychology, Vocabulary, Language Assessment, Educational and Psychological Assessment, Reading

    I am interested in learner identities or selves and how they interact with second language learner selves and how this leads to learner motivation and achievement. More specifically, my recent work has been on creating a model of positive self-concept, positive second language self, language learning motivation and achievement. I am also interested in psychological and language assessment, for example, such things as measuring gains in vocabulary, reading fluency, and learner motivations.

    Academic Publications
    Holster, T. A., & Lake, J. (2012). Developing an academic English program placement test: A pilot study. (Bungei to Shisou: The Bulletin of Fukuoka Women’s University International College of Arts and Sciences), 76, 47-68.

    Holster, T. A., Pellowe, W. R., Lake, J., & Hahn, A. (2013). Learning by assessing in an EFL writing class. In Q. Zhang & H. Yang (Eds.). Pacific Rim Objective Measurement Symposium (PROMS) 2012 Conference Proceeding. (pp. 93-108). Berlin: Springer.

    Lake, J. (2013). Positive L2 self: Linking positive psychology with L2 motivation. In M. Apple, D. Da Silva, & T. Fellner (Eds.). Language Learning Motivation in Japan. (pp. 225-244). Bristol, UK: Multilingual Matters.

    Lake, J. (2014). Curious readers and interesting reads: Developing a positive L2 reading self and motivation through extensive reading. Journal of Extensive Reading, 2, 13-27.

    Other research activity
    Co-recipient of grant-in-aid for scientific research from the Japan Society for the Promotion of Science and the Japanese Ministry of Education, Culture, Sports, Science, and Technology with Trevor Holster and William Pellowe, Kakenhi grant #25370643 Mobile System to Monitor Extensive Reading

    Officer of the Fukuoka Chapter of the Japan Association of Language Teachers (JALT) (全国語学教育学会)

    Member of The Japan Association of College English Teachers (JACET) (大学英語教育学会)

    Member of the Japan Anthropological Linguistics Association (JALA) (日本人類言語学会)

    Member of the Japan Language Testing Association (JLTA) (日本言語テスト学会)

    Member of the International Language Testing Association (ILTA)

    Member of the Association for Teaching English through Movies (ATEM) (映画英語教育学会)

    Society for Testing English Proficiency (STEP) (Eiken) (日本英語検定協会) Examiner

    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


    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.

    Code switching in an EFL Japanese classroom. Leicester university 2011

    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.