目次 1. はじめに 2. 留学環境の整備 2. 1 留学の現状 2. 2 高等学校における留学の現状--大学と比較して 2. 3 大学の留学に対する消極性の要因 2. 4 交換留学の利点 2. 5 大学秋入学案と留学 3. 留学改革がもたらすメリット 3. 1 実践的語学力の向上と論理性の涵養 3. 2 教育 ・研究の質 ・量的充実 4. おわりに

Due to the fact that Japan's secondary schools are required to follow the government guidelines for teaching (Gakushu Shido Yoryo), they have predominantly adopted a deductive approach to grammar instruction. Compared with inductive learning, deductive learning, which tends to involve mechanical learning or memorization, provides less opportunity for learners to spontaneously learn the essence of grammatical concepts. In this article, I will demonstrate how "functions" and "concepts" of a grammatical item are related to other grammatical items' functions and concepts, and it will be argued that reciprocal and spiral introduction of such grammatical items in the classroom can facilitate spontaneous learning and hence a better understanding of English grammar.

This paper (i) considers social and cultural factors of political correctness, a phenomenon in the United States in which "inappropriate" words or expressions are banned and replaced based on the standpoint of the protection of fundamental human rights, and (ii) points out that while this social movement has contributed to protection of human rights, it has ironically exhibited serious damage to the freedom of expression, one of the most fundamental rights in the country. The Japanese society exhibits a similar phenomenon known as kotoba-gari "word hunt"; however, the present study argues that it differs from political correctness due to its unique social and cultural backgrounds.

This article argues whether the "top-down" pedagogical approach is superior to the "bottom-up" approach is a language-specific issue. One must critically evaluate the methodologies on the basis of the presence or absence go linguistic proximity between the learners' native language and the target language. It is argued that in a Japanese classroom setting, English is better taught and learned under the "bottom-up" approach. Furthermore, it is argued that the "bottom-up" approach does not, by any means, deny implying situational or task-based exercises that are actively utilized by the "top-down" approach. Rather, appropriate use of situational exercises enhances students' analytical skills more effectively in the "bottom-up" approach.

This article explores how a psychological effect, namely "empathy" is grammatically expressed in Japanese. To show this, the so-called "recalling past" construction is examined in detail.

In this article, the particle "MO" is analyzed in comparison with the particle "WA". It is argued that both "MO" and "WA"are topic particles and their interpretation is determined by the concept called "juxtaposition" and "opposition".

大学生に必要なプレゼンテーション能力をつけるうえで必要な知識とスキルを書き込みながら身につけることができるテキスト。 思考力のほか論理を組み立てて的確に伝える論理力や表現力などの基礎力をペアワークやグループワークを通じて演習形式で学び、磨くことができるテキスト。

Contributed Article "Situation-Driven or Structure-Driven?: Japanese Teaching at the College-Level in the United States"