HARRIS Justin (ハリス ジャスティン)

  • 経済学部 教養・基礎教育部門 教授
Last Updated :2024/03/24

コミュニケーション情報 byコメンテータガイド

  • コメント

    “WorldEnglishes” (国際共通語としての英語)の持つ可能性と、タスクベースを用いた英語教育(TBLT)の有効性について研究しています。

研究者情報

学位

  • 修士号 (応用言語学)(2005年12月)
  • 博士号 (応用言語学)(2023年07月 グリフィス大学)

ホームページURL

J-Global ID

研究キーワード

  • Education   Intercultural Studies   Second Language Acquisition   

現在の研究分野(キーワード)

    “WorldEnglishes” (国際共通語としての英語)の持つ可能性と、タスクベースを用いた英語教育(TBLT)の有効性について研究しています。

研究分野

  • 人文・社会 / 英語学
  • 人文・社会 / 教育学

所属学協会

  • 社団法人大学英語教育学会   全国語学教育学会   

研究活動情報

論文

  • Justin Harris
    Asian Englishes 1 - 18 2024年01月 [査読有り]
  • Paul Leeming; Justin Harris
    TASK. Journal on Task-Based Language Teaching and Learning 2 2 164 - 183 2022年12月 [査読有り]
     
    Abstract Researchers investigating TBLT have used psycholinguistic and sociolinguistic theories in support of the approach, but there has been limited discussion of motivational frameworks. A framework for motivation within TBLT would enhance our understanding of learner motivation, and could be utilised in future studies. This paper argues that Self-Determination Theory is an appropriate framework. After briefly describing the key tenets of TBLT and SDT, the paper shows how SDT helps us understand the motivational benefits of tasks. It outlines the six mini-theories of SDT, and aligns them with existing studies to highlight how results may be explained by these theories. Some suggestions are then provided as to how these theories can be used for conducting future classroom-based research.
  • Paul Leeming; Justin Harris
    Language Teaching Research 2022年11月 [査読有り]
  • The many faces of English Medium Instruction in Japanese universities: Introducing ‘EMI-local’
    Harris, J; Strefford, P
    Ikoma Ronsou 20 2 31 - 52 2022年11月
  • Justin Harris; Paul Leeming
    International Review of Applied Linguistics in Language Teaching 2022年10月 [査読有り]
     
    Abstract This paper outlines a classroom-based study on the timing of explicit language instruction. It also provides an alternative to the CALF (Complexity Accuracy Lexis Fluency) framework for analyzing learner language, which may not always be appropriate for EFL contexts. Two groups of learners, assigned to either a TBLT or a PPP condition, completed a speaking task. A follow-up task was given three months later, but with no explicit language focus for either group. Data from these interactions were analyzed for use of target grammar structures and overall speaking proficiency. Results suggest that explicit introduction of language through PPP benefits immediate task performance, but that ultimately post-task focus on language through TBLT leads to greater language development. The framework for analysis was effective in showing differences in performance between the groups in this context.
  • Paul Leeming; Justin Harris
    Language Learning 72 3 646 - 694 2022年09月 [査読有り]
  • Justin Harris
    Language Teaching Research 2022年05月 [査読有り]
     
    This article outlines the development of a 16-item instrument for measuring language learner’s foreign language self-efficacy (SE) concerning their speaking and listening skills through repeated administrations to groups of Japanese tertiary students. Responses were analysed through the Rasch model, which allows researchers to investigate unidimensionality of each proposed component, as well as the functioning of individual items. Logit scores from Rasch were used for a regression analysis of listening SE with listening proficiency test data, and a correlation study with speaking SE and speaking proficiency scores of a subset of participants. The results suggest that the two proposed components in the instrument are unidimensional and are able to differentiate between different levels of SE among participants. Also, there are low to moderate correlations between learners’ aural/oral SE and their language proficiency.
  • TBLT. A brief introduction
    Leeming, P; Harris, J
    Mind Brain Ed Think Tank 8 2 8 - 13 2022年02月 [招待有り]
  • Justin Harris; Paul Leeming
    Journal of Second Language Studies 5 1 114 - 143 2022年01月 [査読有り]
  • Alternative Education: A brief overview
    Harris, J
    Ikoma Keizai Ronsou 19 2 21 - 38 2021年11月
  • Expanding on Willis’ TBL Framework: The Integrated Input Output Framework
    Leeming, P.; Harris, J
    The Journal of Asia TEFL 17 1 215 - 224 2020年03月 [査読有り]
  • Issues related to the presence of Japanese loanwords of English origin on vocabulary size tests
    ハリス ジャスティン
    The Asian Journal of Applied Linguistics 6 1 1 - 13 2019年03月 [査読有り]
  • Justin Harris
    Indonesian Journal of Applied Linguistics 8 1 139 - 148 2018年05月 [査読有り]
     
    This paper outlines a qualitative study of 10 in-service teachers in Japan who use a task-based language teaching (TBLT) approach in their language classrooms. The study investigates the reasons why these teachers began using TBLT, their beliefs about the advantages and disadvantages of implementing TBLT, and whether or not they agree with common criticisms levelled at TBLT for use in foreign language classrooms in Japan and Asia in general. Critics argue that TBLT is not suitable for many language learning situations, explaining that students are used to more 'traditional' teacher-centered language classes and that they prefer more 'passive' approaches. Such criticisms also hold that TBLT is not able to adequately prepare students for the high-stakes tests that are used for secondary school and university entrance purposes. The results from interviews with these 10 teachers suggest that they reject many of these criticisms, and are in fact successfully using TBLT to develop both language ability and motivation in their students. At the same time, the teachers noted that there may be a need to use a 'weaker' form of TBLT with beginner students, or with those used to more passive styles of learning. They also highlighted the importance of heavily scaffolding tasks in such cases. Finally, a number of the teachers discussed the need for the development of more TBLT related materials, both for students and teachers.
  • ハリス ジャスティン
    生駒経済論叢 14 1 1 - 22 近畿大学経済学会 2016年07月 [査読有り]
     
    [Abstract] The introduction of a task-based language teaching(TBLT)approach in the Asian context has been the subject of debate in foreign language education (Jeon, 2006; Thomas, 2015; Zhang, 2015). It has been argued that because this approach often carries with it the values and expectations of Western education professionals, it is ill-suited for certain socio-cultural and context-specific reasons(Meas, 2010; Sato, 2009). Also, as the approach has often been implemented from the government level in a top-down manner(Lai, 2015), this has meant that teachers are sometimes ill-prepared to successfully carry out TBLT in foreign language classrooms in Asia. This problem is often compounded by a lack of materials specifically tailored for TBLT classes(Lai, 2015). This paper outlines the results of a survey of practicing teachers' beliefs about the availability and adaptability of existing EFL textbooks for use in TBLT classes. An online survey was sent to 118 members of an academic group for language teachers in Japan focused on TBLT. The survey was completed by 78 of these people. Results show that while half of the respondents agree that there is a lack of materials for such a purpose, the vast majority(85%)believe that existing commercially available textbooks can be adapted successfully with TBLT. Given this result, the rest of the article focuses on ways that this might be done by using a well-known commercial textbook with a Presentation, Practice, Production (PPP) focus as an example. A practical example of how to reorder existing elements in the book is given, so as to provide a method to do so with other similar PPP-focused textbooks. Finally, other considerations and general principles for how to strengthen a TBLT focus in textbooks are outlined.
  • Justin Harris
    Journal of Asia TEFL 13 2 102 - 116 2016年06月 [査読有り]
     
    As task-based language teaching (TBLT) has grown in popularity in many Asian EFL countries, it has sometimes been the target of criticism from locally situated researchers and teachers, who question its appropriateness for such contexts (Burrows, 2008), often in contrast to more traditional methods, such as the “presentation, practice, production” (PPP) approach (Sato 2009). Partially in response to this criticism, the Task Based Language Learning Special Interest Group (TBLSIG) of the Japanese Association for Language Teachers was formed in 2010 in order to contribute to research into the implementation of TBLT in Japanese and Asian EFL classrooms. As the majority of TBLSIG members are teachers, presently interested in using TBLT in classrooms, they provide an ideal source of insight into how the approach can be implemented effectively in Japan, and by extension, in other similar EFL countries in Asia. This study investigated these teachers’ beliefs about TBLT in Japanese classrooms through an online survey. The aim of the study was to add to existing research on teacher beliefs by not only investigating teachers’ understanding of the principles of TBLT, but also by enquiring into what special considerations practicing teachers have made when implementing TBLT in Japanese classrooms.
  • Japanese Elementary Schools Teachers Adapting to Changes and Challenges: The Introduction of English Activities in Japanese Elementary Schools
    ハリス ジャスティン
    Proceeding of The Asian Conference on Second Language Acquisition and Teacher Education 168 - 172 2015年08月 [査読有り]
  • ハリス ジャスティン
    生駒経済路論叢論 13 1 99 - 114 近畿大学経済学会 2015年07月 [査読有り]
     
    [Abstract] This paper discusses the advantages that may be gained from employing an "English as a Lingua Franca" model in English Language Teaching in Japan. The current approach in many educational contexts in Japan could be described as an "English as a Foreign Language" model, which generally takes native-speaker norms as its basis for teaching. First, these two models are compared and contrasted. Then, after a discussion of the background and rationale for such a shift in focus, the article finally introduces practical suggestions for approaching the teaching of English in classrooms in Japan that takes into consideration the multi-cultural nature of English today. Areas where change might occur include the teaching of pronunciation, vocabulary and syntax, pragmatics and culture, as well as a reconsideration of the textbooks and methodologies used in classes.
  • ハリス ジャスティン
    近畿大学教養・外国語教育センター紀要. 外国語編 5 1 89 - 112 近畿大学全学共通教育機構教養・外国語教育センター 2014年11月 [査読有り]
     
    [Abstract] This paper investigates the effects of a short-term study abroad program for Japanese university students in an international relations department of a private university in Western Japan on student attitudes toward speaking and using English, as well as their cross-cultural understanding. The rationale for focusing on these two areas is due to interviews with a program administrator that revealed them to be the main goals of the program. Pre-departure and post-return surveys were administered to 131 students in the program over two different academic years. Follow-up interviews with a total of 14 students were held over both years. Paired sample t-tests revealed positive effects in student attitudes pertaining in particular to confidence using English, and the subsequent interviews confirmed this. From analysis of interview data, four thematic areas were discovered, three relating to student attitudes to speaking and using English. With regard to cross-cultural understanding, the results of the surveys showed no statistically significant changes in attitude. The results suggest that program administrators should not rely solely on formal language testing to evaluate positive effects of short-term study abroad.著者専攻: 応用言語学
  • ハリス ジャスティン
    京都産大学高等教育フォーラム 3 1 31 - 38 京都産業大学 2013年04月 [査読有り]
  • World Englishes (世界諸英語)とEnglish as a Lingua Franca (媒介言語としての英語):その概念を日本語の英語教育で
    ハリス ジャスティン
    京都産業大学高等教育フォラム 2 1 2012年04月 [査読有り]
  • Jason Moser; Justin Harris; John Carle
    ELT JOURNAL 66 1 81 - 88 2012年01月 [査読有り]
     
    This article reports on a teacher-talk training course for Japanese primary school teachers, who are preparing to teach 'communicative English' for the first time. The article argues that teacher-talk training is important for communicative classes with young students because most of the input and interaction is by default teacher centred. In our course, through a task-based approach including the use of digital recorders for self-transcribing, teachers were able to practise providing rich comprehensible input as well as scaffolding in English through role-playing classroom tasks. The before and after performances of two teachers doing a listen-and-draw task is analysed to demonstrate the importance of training in teacher talk. In concluding the article, we review the participants' survey feedback for the course. Our hope is that the article provides a convincing argument for teacher-talk training as well as offering a model for similar courses.
  • -
    ハリス ジャスティン
    - 3 2 2010年09月

書籍

  • Links: A communication course with extensive reading
    Harris, J; Leeming, P (担当:共著範囲:)XReading 2023年03月 ISBN: 9781960121219
  • Talking Point 2
    (担当:共著範囲:)2021年04月
  • Talking Point 1
    (担当:共著範囲:)2021年04月
  • The Accuracy of Teacher Predictions of Student Language Use in Tasks in a Japanese University
    Harris, J; Leeming, P (担当:共著範囲:)Multilingual Matters 2020年07月
  • Talking Point: Perfecting your presentations
    (担当:共著範囲:Author)Abax 2020年04月
  • OnTask 3
    ハリス ジャスティン (担当:共著範囲:English Language Teaching Textbook Upper Intermediate Level)Abax 2018年04月
  • OnTask 2
    ハリス ジャスティン (担当:共著範囲:English Language Teaching Textbook Lower Intermediate Level)Abax 2018年04月
  • OnTask 1
    ハリス ジャスティン (担当:共著範囲:English Language Teaching Textbook Beginner Level)ABAX 2018年04月
  • Teacher Agency and Policy Response in English Language Teaching
    ハリス ジャスティン (担当:分担執筆範囲:Acceptance and Adaption. Teacher Agency during the Introduction of English Activities in Japanese Elementary Schools)Routledge 2016年08月

講演・口頭発表等

  • The misunderstood principle: Exploring the non-linguistic outcome in TBLT
    Harris, J
    Pan-Pacific Association of Applied Linguistics Conference, Bunkyo University, Tokyo 2023年08月 口頭発表(一般)
  • Designing materials following principles of TBLT and EFL
    Harris, J
    OkiJALT Summer Symposium 2023, Naha, Okinawa 2023年08月 口頭発表(一般)
  • Harris, J
    Special Invited Talk, Victoria University, Wellington, New Zealand 2023年03月 口頭発表(招待・特別)
  • Developing language learners' self-efficacy with task-based language teaching  [通常講演]
    Harris, J
    English Australia PD Fest, Queensland University, Brisbane, Australia) 2023年03月 口頭発表(一般)
  • Justin Harris; Andrew Atkins
    38th Annual JALT Hokkaido 2023 Winter Language Teaching Conference 2023年02月 口頭発表(一般)
  • New Directions and New Techniques for English Medium Instruction: Introducing EMI-local  [通常講演]
    Justin Harris; Patrick Strefford
    38th Annual JALT Hokkaido 2023 Winter Language Teaching Conference 2023年02月 口頭発表(一般)
  • The Impossible Dream: Introducing a Coursebook for extensive Reading  [招待講演]
    Harris, J., Leeming, P.
    全国語学教育学会 第48回年次国際大会教材展示会 2022年11月 口頭発表(招待・特別)
  • Harris, J; Leeming, P; Atkins, A
    全国語学教育学会 第48回年次国際大会教材展示会 2022年11月 口頭発表(招待・特別)
  • Creating a textbook for Extensive Reading: An impossible dream?
    Harris, Justin: Goldberg, Paul; Leeming, Paul
    JALT 2021: 47th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition 2021年11月 口頭発表(招待・特別)
  • Self-Determination Theory: A motivational framework for analysis of TBLT  [通常講演]
    ハリス ジャスティン
    The Applied Linguistics Conference, Perth, Australia 2019年11月 口頭発表(一般)
  • TBLT in Japan: Learning from the teachers  [通常講演]
    ハリス ジャスティン
    The Japan Association of Language Teachers (JALT) International conference 2019 2019年11月 口頭発表(一般)
  • Task-based textbook design: Challenges and solutions  [通常講演]
    ハリス ジャスティン
    Eighth International Conference on Task-based Language Teaching, Ottawa, Canada 2019年08月 口頭発表(一般)
  • TBLT in Asia: Reflections from the classroom  [通常講演]
    ハリス ジャスティン
    Eighth International Conference on Task-based Language Teaching, Ottawa, Canada 2019年08月 口頭発表(一般)
  • Mastery in the foreign language classroom: Growth in self-efficacy  [通常講演]
    ハリス ジャスティン
    7th International Self-Determination Theory conference, Amsterdam, Holland 2019年05月 ポスター発表
  • The Native Speaker Model of English in Japan: Creating a survey instrument  [通常講演]
    ハリス ジャスティン
    Educating the Global Citizen: International perspectives on foreign language teaching in the digital age, Munich, Germany 2019年03月 口頭発表(一般)
  • TBLT: What is it? What is it not? What can it be?  [招待講演]
    ハリス ジャスティン
    The Japan Association for Language Teaching (JALT) International Conference 2018 2018年11月 口頭発表(招待・特別)
  • It's not just speaking: An input task output task integrated framework  [招待講演]
    ハリス ジャスティン
    The Japan Association for Language Teaching (JALT) International Conference 2018 2018年11月 口頭発表(招待・特別)
  • Developing effective tasks for the foreign language classroom: Overcoming challenges  [通常講演]
    ハリス ジャスティン
    The Applied Linguistics Conference 2017年11月 口頭発表(一般)
  • TBLT in Asia: A review of current issues  [通常講演]
    ハリス ジャスティン
    The Seventh International Conference on Task-Based Language Teaching 2017年04月 口頭発表(一般)
  • Teachers’ beliefs regarding the implementation of TBLT in Japan  [通常講演]
    ハリス ジャスティン
    The Seventh International Conference on Task-Based Language Teaching 2017年04月 口頭発表(一般)
  • Japanese Loanwords of English Origin  [通常講演]
    ハリス ジャスティン
    The 11th International Symposium on Teaching English at Tertiary Level 2016年12月 口頭発表(一般)
  • TBLT Approaches and Materials: Adapting the Existing and Creating the Rest  [通常講演]
    ハリス ジャスティン
    PANSIG 2016 2016年05月 口頭発表(招待・特別)
  • TBLT and textbooks: Adapting commercial textbooks for use in EFL classrooms in Japan  [通常講演]
    ハリス ジャスティン
    JALT 2015 The Annual International Conference of the Japan Association of Language Teaching 2015年11月 口頭発表(一般)
  • Japanese Elementary Schools Teachers Adapting to Changes and Challenges: The Introduction of English Activities in Japanese Elementary Schools  [通常講演]
    ハリス ジャスティン
    The Asian Conference on Second Language Acquisition and Teacher Education 2015年08月 口頭発表(一般)
  • -  [通常講演]
    ハリス ジャスティン
    JACET Convention 2012年08月 口頭発表(一般)
  • 小学校で英語を教える  [招待講演]
    ハリス ジャスティン
    豊中市教育委員会 2009年08月 口頭発表(招待・特別)
  • -  [通常講演]
    ハリス ジャスティン
    - 2009年06月 口頭発表(一般)
  • 小学校で英語を教える方法 何を なぜ どうやって  [招待講演]
    ハリス ジャスティン
    豊中神殿小学校 2009年02月 口頭発表(招待・特別)

MISC

共同研究・競争的資金等の研究課題

その他のリンク

researchmap



Copyright © MEDIA FUSION Co.,Ltd. All rights reserved.