国際キャリア学科

中島千春 教授(元キャセイパシフィック航空勤務)

専門領域紹介：異文化コミュニケーション分野

“So, who do I have to thank?”(「で、誰にお礼を言ったらいいのかしら?」)

映画『スチュアート・リトル2』の中で、スチュアートに危機を救ってもらったマーガロがこう尋ねます。すると、スチュアートは慌てて、 “Oh, forgive me. My name is….”(「あ、ごめんなさい。僕は…」)と謝ります。でもスチュアートはなぜ謝るのでしょう?

英語圏では紳士は自分から先に名乗ることがレディに対する礼儀正しい態度とされます。立派な紳士になりたいと思うスチュアート(まだ小学生ですが)は、自分から名乗らなかったことを詫びているのです。更にマーガロがスチュアートの名前を知りたかったのにも理由があります。英語を話す時には、「相手の名前をきちんと言う」ことが相手への敬意を表すことになり、従って、マーガロは、丁寧にお礼を言うためにスチュアートの名前が必要だと言っているのです。

たった数十秒のシーンですが、このように、映画の登場人物たちのやり取りは、英語圏でのコミュニケーションについて私たちに多くの事を教えてくれます。文化が異なると、それに伴い、望ましいコミュニケーションの方法や好まれる言い回しも異なってきます。私の授業では、Politeness(丁寧な言い方)、ジョーク、皮肉、説得の仕方その他を切り口に、映画のセリフを、英語と日本語のコミュニケーション方略の比較という観点から探求していきます。

陳齢 教授

担当授業：Asian Studies A/B（アジア地域研究）

アジア地域のなかでも中国に焦点を当て、その地政学的要素の把握と中華民族という集団的心性を探っていきながら、政治と文化に重点を置き、社会や歴史、経済、教育などの領域にも目を配りながら、多民族国家である中国をより幅広く視野に収めると同時に、目まぐるしく変貌している現状をリアルタイムで捉えていきます。

グレゴリー・オキーフ 准教授

担当授業：Communication Skills I/II、Analysis and Discussion I/II、Japan Studies A (Politics) /B (History)

Hello my name is Greg O’Keefe. I teach international cooperation and intercultural communication. These two topics become intertwined and weave together throughout my lectures. While international cooperation is a continuous discussion of how to give aid to underdeveloped countries, this cannot be done without understanding how that can be done without disrupting the local cultural norms of any specific area. Understanding a foreign language is a big step in communicating ideas, but you also need to know how to operate within the culture you are entering. I hope to meet you one day in the classroom.

大里 泰弘 教授

日本語教育

国際キャリア学部における日本語教育は、将来日本語を使って世界を舞台に幅広く活動をしたいという学生のためのコミュニケーション活動能力を育成することを大きな目標としています。無論、その活動能力の基盤となるコミュニケーション言語能力の養成を主眼とした日本語についての理解という側面にも力を注ぎます。 また、たとえば1年生を対象に「日本語ビジネス会話」「日本語読解」などが開講されますが、それらはすべて「モデル会話で学習する」「語彙と文法構造を理解する」という言語理解面の学習から出発し「自分で考える・自分の意見を述べる」という全人的学習を目指しています。グローバル言語としての英語のスキルに加え、広い視野で政治や文化、科学技術の発達など社会的諸事情にも通じた人材育成を目標にカリキュラムが編成されています。そうした学習環境において日本語能力試験などの資格取得にも配慮しています。 現在の日本語学習はグローバル化ということを意識してすすめることで大きな成果が得られると言えます。日本語で近所の道案内練習をする時にも世界の動きを（さらに高次なものをも）考えながら学習を進めていきましょう。

陳 齢 教授

中国語教育

情念と疎隔の交渉史を繰り返してきた隣国同士である日本と中国は嘗て互いへの知的関心を持たない時代はありませんでした。「彼を知り己を知れば百戦殆からず」はもはや戦事戦略の理屈にとどまらず、知的関心の重要性を示唆した言葉として現代社会にも息づいています。

本学国際キャリア学部における中国語教育は中国に関心を寄せ、中国へ眼差しを投じている姿勢に応じ、将来世界を舞台に幅広く応用し得る英語のスキルに加え、中国語によるコミュニケーション能力を擁し、中国の政治や文化を含めた中国事情にも通暁する人材の育成を目標にカリキュラムが編成されています。

中国への知的関心の第一歩は言語への認知、つまり中国語の学修との考えから、1年生を対象に「中国語基礎」と「中国語会話」を開講します。2年生向けには、専門に特化した「中国語ビジネス会話」、また、広汎に亘る中国社会の理解を深めるため中国の政治や文化に関する科目(「Asian Studies」)も順次開講していきます。尚、初年度の学習を終えた段階では中国語検定4級、HSK2級以上、2年間を学修した段階では中国語検定3級、HSK3級以上を挑戦してもらうなど資格の取得にも最大限配慮します。

英語と違い、大学から始まる中国語の学修は高効率、高密度の内容が求められます。4年間は瞬時に過ぎ去って行きますが、主幹科目の勉強から時間を絞り出して中国語の学修に臨みましょう。

グレゴリー・オキーフ 准教授

担当授業：Communication Skills I/II、Analysis and Discussion I/II、Japan Studies A (Politics) /B (History)

Communication I & II
Communication I & II are designed to help give students a chance to use English that they in many ways have already learned, but aren’t proficient in. While many students have the ability to recognize and translate many English words into Japanese, they still have difficulty using many simple phrases in real situations.
One of the first things taught in this course is study methods and techniques. I often teach students to recognize ineffective study habits and abandon them for ones geared towards speaking rather than test taking. While tests are an important part of student life, it isn’t always the fastest and most effective way to become fluent in the language. This course teaches them results come from true input and output learning and applying that to practical and useful English-only situations. The importance of understanding the balance of listening, speaking, reading and writing as a symbiotic system rather than in separate parts of a lesson is crucial to this method. Teaching this method in the early weeks of the course helps students understand why they are doing what they are doing in class every week.
One of the final steps of this class is to have the students team up and create their own conversation using a mixture of their imagination and phrases they have learned from the text. Their ability to understand the usage of the target language is shown in the ways they implement it into their writing. One example would be how far they venture away from the situations in the book, while still using the phrases correctly. They work in pairs which also allows me to help teach students on an individual basis targeting individual needs. This process is repeated several times in the semester. Students conversations get progressively better and display a better understanding of how to construct everyday English phrarses by the end of the course.

Analysis and Discussion
This course challenges students comfort zones. There is a combination of presentation skills and understanding ways to approach conflicting opinions through the debate process. These two skills that will be incredibly useful in future careers. A wide variety of current social discussions are used to practice these two skills. First, students begin the lesson by reading a short essay on the topic provided in the text. We discuss vocabulary meanings and then specific phrases used in the passage. Students then start to prepare debate points in small groups. This group preparation is vital. If students are left on their own, they tend to remain quiet. I also assure students that the opinions expressed aren't their own, they are only a part of the exercise. After they prepare their points, the teacher moderates their debate. The moderator provides talking points to motivate the conversation to develop and move forward if necessary, but also tries to remain passive if the students are talking on their own.
The next step after the students have debated the topic is to create a presentation on the subject. Students take a position on the topic at hand and then present it in front of the class. This is also a big challenge for them. They gather facts on their selected topic and try to set it up in an easy to understand format. Many are shy and have difficulty speaking in front of people, but after a few tries the majority of students progress.
Every student has a different level and needs to be shown how to progress from their current level rather than a universal one for all students. Also through observing the presentations of other students, they can evaluate themselves and learn new techniques from not only the teacher but from each other.

イアン・ケニオン 講師

担当授業：Reading and Writing Skills、Business Reading

These classes are practical classes in which students work together to produce good written English. This is often hard at first, as English writing conventions are rather different from those in their native language. However, with practice and persistence students generally make good progress.

ダーシー・デリント 非常勤講師

担当授業：Reading and Writing Skills、Business Reading

In my Business Reading Course I hope to provide a time and place where students can learn new English, learn something about the world of business, activate, use and develop English knowledge that they have, and share opinions and ideas with me and their classmates. We will be focusing on real world cases and stories that are close to us here in Fukuoka, along with cases that come from all over the world.

What is Business Reading? What makes “Business” English different is not any special grammar, it is mainly in the words and phrases that are commonly used. Business people need to communicate often and clearly through things like memos, emails, and reports. They also have to keep up with news in the business world. A lot of the wording used in these writings is specific to business and needs to be understood. Much writing for business purposes also follows standard patterns and learning these patterns helps both understanding and the ability to write for oneself.

What are we going to do learn it? We are going to study a number of different kinds of written texts relating to real world business, from current news to TOEIC samples. Students, alone, in pairs or in small groups, will be given the chance to explore the vocabulary in the writing samples, to work through the meaning of texts and to get ready to discuss the content of the material. I think a friendly shared learning environment is the best for developing language and team work skills for the students’ futures. I hope I can provide that kind of environment. I hope students put real effort into their studies and actively participate in their classes to make their learning, their classmates learning and their classroom time productive and positive experiences.

タイラー・モントゴメリー 講師

担当授業：First Year English

In the First-Year English ICD-い class, we focus mainly on speaking, listening, and interaction, with less emphasis on reading and writing exercises to improve basic communication skills. A key idea is that every student is an “Active Learner,” meaning students are not passive recipients of knowledge, but rather active participants in the learning process. This includes taking part in pair and group activities, initiating conversations, and solving problems by asking questions to peers or to me. Perhaps most importantly, making mistakes is seen as a normal part of the learning process and shows you are attempting to step out of your comfort zone as an Active Learner.

横尾 聡子 非常勤講師

担当授業：Test Taking Skills

Test Taking Skillsでは、TOEIC対策を中心に授業を行います。

TOEICはビジネス英語のテストと言われますが、ビジネスの場面では迅速に英文を処理することが重要です。そのため、TOEICの英文読解は実際のビジネスでよくあるような英文が大量に出題されます。授業では、速読を意識するために時間を計って問題を解くこともあります。

ビジネス英語のテストとはいえ、文法も重要です。特に、文の構造、品詞を理解していることが重要なのですが、高校までに学ぶ英文法や多くの人が受けたことのある英検では、それほど重点的に取り上げられません。そのため、文の構造を意識している人が少ないように思えます。しかし、品詞の問題を苦手にしていては、TOEICで高得点を取ることはできません。この授業では、TOEICで頻出する品詞の問題を重点的に練習します。

リスニング問題を練習する際は、問題を解くだけでなく、それを使って、ディクテーションやシャドーイングを行います。リスニング力を授業中の練習だけで上げることは難しいので、普段から英語を聞いてほしいと思います。授業外では、音楽でも映画でも何でもいいので、自分の好きなものを少しずつ継続して聞くのがお勧めです。

色々な英語の勉強法について、授業後であれば、個別にアドバイスもできますよ。

アーサー・ナカノ 講師

担当授業：First Year English

As the name implies, First Year English, is an introductory class in learning English. The class focus is on getting the students accustomed to being in an English speaking environment and having varied interactions in pairs or small groups. Having "FUN" is important on the road to your English goal.

アラン・ウィリアムズ 講師

担当授業：First Year English

The overall aim of the introductory classes to English is to foster an environment where students feel comfortable using English with their classmates. To help meet this end, they usually engage in a variety of pair-work tasks that, among other things, require them to gather information, pose questions, and quiz each other. Hopefully these activities stimulate their interest in English so that they will willingly learn on their own.

ロジャー・ソアレス 非常勤講師

担当授業：First Year English

This is an interesting class for first-year students. Although all students have varying abilities in English-speaking communication, they are giving their best effort.

I look forward to making this a fruitful and enjoyable learning experience this semester!

トロイ・ドーセット 非常勤講師

担当授業：Business Communicationh

In order to be ready to use English in the workplace, students need to be exposed to a variety of business workplace situations and build confidence in using English communicatively for work. This class introduces students to situations such as making and answering business telephone calls, introducing oneself, apologizing, describing products or services and more and allows them to develop their writing, speaking and listening skills in a progressive and connected manner. Topics and situations are linked to each other allowing students to practice their skills continuously over the semester. Key conversation strategies are also practiced allowing students to manage conversations in international business settings.

This class uses individual, pair and group work to introduce business English in an interesting and understandable manner to students who have little to no business experience. Practicing these skills and developing the confidence to use them can truly open up a world of opportunity !