Kanda University of International Studies or KUIS is a private university located in Makuhari, Mihama-ku, Chiba, Japan. The university was founded in 1987 as an extension of Kanda Institute of Foreign Languages in Tokyo. KUIS is a research university specializing in learner autonomy. It is one of the most prestigious universities in Japan for international studies. In the 2011 academic year 3,682 undergraduates were enrolled; As of the 2006 academic year, 30 postgraduates were enrolled. The university is selective. Wikipedia.
Geluso J.,Iowa State University |
Yamaguchi A.,Kanda University of International Studies
ReCALL | Year: 2014
Corpus linguistics has established that language is highly patterned. The use of patterned language has been linked to processing advantages with respect to listening and reading, which has implications for perceptions of fluency. The last twenty years has seen an increase in the integration of corpus-based language learning, or data-driven learning (DDL), as a supporting feature in teaching English as a foreign / second language (EFL/ESL). Most research has investigated student attitudes towards DDL as a tool to facilitate writing. Other studies, though notably fewer, have taken a quantitative perspective of the efficacy of DDL as a tool to facilitate the inductive learning of grammar rules. The purpose of this study is three-fold: (1) to present an EFL curriculum designed around DDL with the aim of improving spoken fluency; (2) to gauge how effective students were in employing newly discovered phrases in an appropriate manner; and (3) to investigate student attitudes toward such an approach to language learning. Student attitudes were investigated via a questionnaire and then triangulated through interviews and student logs. The findings indicate that students believe DDL to be a useful and effective tool in the classroom. However, students do note some difficulties related to DDL, such as encountering unfamiliar vocabulary and cut-off concordance lines. Finally, questions are raised as to the students' ability to embed learned phrases in a pragmatically appropriate way. Copyright © European Association for Computer Assisted Language Learning 2014.
Murphy P.,Kanda University of International Studies
ReCALL | Year: 2010
Despite the fact that the benefits of pair and group work for those espousing an interactionist view of second language learning are well documented (Lightbown & Spada, 1999; Long, 1981; Pica, 1994, 1996; Van Lier, 1996), learning environments exist in which students have no option but to study alone. Of particular interest for this research are learners who, despite studying in contexts supportive of collaborative interaction in the classroom, have little opportunity to interact with partners when trying to participate in collaborative reading comprehension exercises outside school. In an attempt to find a solution to this potentially inhibiting learning context, this research comprises an investigation into (a) whether the introduction of computer-mediated Elaborative feedback before Knowledge of Correct Response (KCR) feedback better promotes quality interaction and comprehension of a web-based reading text and (b) whether computer-mediated communication (CMC) offers a suitable means for generating quality interaction between peers in remote locations. While completing a web-based multiple-choice reading comprehension exercise, students worked in pairs and received either KCR feedback only, or Elaborative feedback before KCR feedback. In contrast to KCR feedback which simply comprises the correct answers, Elaborative feedback was produced in the form of hints to foster interaction and to support dyads in their attempts at self-correcting any incorrect answers. Using a multiple-try methodology, hints became increasingly specific for questions repeatedly answered incorrectly. Upon completing a follow-up comprehension exercise alone, all students were provided with KCR feedback only. Results from a quantitative analysis of the comprehension scores indicate that students who were provided with Elaborative feedback subsequently scored significantly higher on the follow-up exercise. Furthermore, results from a qualitative analysis of interactions suggest that CMC is a suitable way of generating quality interaction between students, particularly when Elaborative feedback is included. Copyright © European Association for Computer Assisted Language Learning 2010.
Renshaw S.L.,Kanda University of International Studies
Proceedings of the International Astronomical Union | Year: 2011
The way in which Japan adopted methods and practices related to celebrations of seasonally based holidays and festivals provides an interesting study in how one culture may incorporate and modify the astronomically related practices of another. This article explores this process by looking at: (1) astronomical bases of seasonal celebration in Japan, (2) Japanese values and adaptations of imported icons and practices, (3) changes in celebratory practice due to adoption of 'Western' methods, and (4) observation in modern Japan. © International Astronomical Union 2011.
Castellano J.,Kanda University of International Studies |
Mynard J.,Kanda University of International Studies |
Rubesch T.,Kanda University of International Studies
Language Learning and Technology | Year: 2011
Technology has played an increasingly vital role in self-access learning over the past twenty years or so, yet little research has been conducted into learners' actual use of the technology both for self-directed learning and as part of everyday life. This paper describes an ongoing action research project at a self-access learning center (SALC) at a university in Japan. Previous research has mainly looked at resource availability in a self-access setting (see for example Lázaro & Reinders, 2007) or has evaluated the strengths and weaknesses of various technology tools (for example Ruiz-Madrid, 2006; Mynard, 2009). This paper presents an expansive view of technology-based language learning tools that includes materials design, support, and purchasing decisions. The paper shares findings of a qualitative research study involving a questionnaire and interviews with self-access center users. Concrete, corrective actions to remedy issues and improve language-learning opportunities for SALC users are reported. These include: raising awareness of the materials, improving formal and informal support, developing materials based on students' patterns of use, and making more strategic purchasing decisions. Broader implications of the research are that technology deployment and support can be improved by focusing careful attention on the students served by a particular self-access center. © 2011.
Geluso J.,Kanda University of International Studies
Computer Assisted Language Learning | Year: 2013
Usage-based theories of language learning suggest that native speakers of a language are acutely aware of formulaic language due in large part to frequency effects. Corpora and data-driven learning can offer useful insights into frequent patterns of naturally occurring language to second/foreign language learners who, unlike native speakers, are not privy to a lifetime of input and fine-tuning. Recently, the use of the web in combination with the Google search engine as an accessible corpus and concordancer has received much attention. This article describes an experiment which tests the hypothesis that native speakers of English perceive learner-generated phrases to be more natural after learners have searched the phrases on Google and modified them in light of the frequency of search results. The findings indicate that native speakers perceive phrases that generated more results in Google searches to be more natural. © 2013 Copyright Taylor and Francis Group, LLC.
Barrs K.,Kanda University of International Studies
Language Learning and Technology | Year: 2012
In language learning contexts a primary concern is how to maximise target language interaction both inside and outside of the classroom. With the development of digital technologies, the proliferation of language learning applications, and an increased awareness of how technology can assist in language education, educators are being presented with new opportunities to engage learners in innovative ways. This article reports on how technology was used to deal with the issue of an identified lack of English language interactional opportunities outside of the classroom at the author's university in Japan. An Action Research (AR) project was initiated with a Computer-Mediated Communication (CMC) programme being implemented during an eight-week summer vacation period, in order to provide a platform for students to interact in the target language outside of class. The article reports on the action research methodology undertaken and the results of the CMC programme interactions. It shows that a CMC programme can offer students a convenient and useful platform on which to continue to communicate in the target language while outside of their classes, but that the construction of the platform needs input from both teachers and students. © 2012.