SHIMO Etsuko
General Education Division | Professor |
Last Updated :2024/09/14
■Researcher basic information
Degree
J-Global ID
Research Keyword
- teacher beliefs, learner autonomy, collaborative learning activities, foreign language education policy.
■Career
Career
- 2020/04 - Today Kindai UniversityFaculty of Applied Sociology Faculty of Applied Sociology教授
- 2010/04 - 2020/03 Kinki University Factulty of Applied SociologyAssociate Professor
- 2009/04 - 2010/03 Kinki University Department of Language EducationAssociate Professor
- 2007/04 - 2009/03 Kinki University Department of Language EducationLecturer
- 2003 - 2007 Miyazaki Municipal UniversityFaculty of Humanities, Department of Intercultural Studies
Educational Background
- - 2020/03 Kyoto University, Graduate School of Human and Environmental Studies
- - 2001 State University of New York, University at Buffalo School of Education, Department of Learning and Instruction Teaching English to Speakers of Other Languages
- - 1996 Tokyo University of Foreign Studies Faculty of Foreign Studies 英米語学科
- - 1996 Tokyo University of Foreign Studies Department of Foreign Studies Anglo-American Studies
■Research activity information
Paper
- 小学校・中学校の学習指導要領にみる英語教育強化の変遷下 絵津子石井隆之教授退任記念論集 5 - 16 2023/03
- A historical analysis of modern Japan’s exclusively English-focused foreign language education policiesEtsuko ShimoEuropean Journal of Language Policy 14 (1) 109 - 129 2022/04 [Refereed]
- 「日本の外国語教育史における「一外国語主義」の採用と結果」下 絵津子『英語教育の歴史に学び・現在を問い・未来を拓く―江利川春雄教授退職記念論集―』 3 - 26 2021/03 [Refereed]
- Teaching English as a Foreign Language in Japan: To Divide or Not to DivideEtsuko Shimo近畿大学教育総論 32 (1) 207 - 228 2020/09
- 「教育調査会における学制改革案と外国語教育の方針」下 絵津子『外国語教育研究』 22 199 - 214 2019/12 [Refereed]
- Higher School Entrance Exams and Middle School Foreign Language Education in Meiji- and Taisho-Era Japan: The Case of Daiichi Koto GakkoEtsuko ShimoJALT Journal 41 (1) 27 - 48 2019/05 [Refereed]
- The 1898 Japan Middle School Principals National Convention: Teaching English or German?SHIMO EtsukoLanguage Policy 15 31 - 56 2019/03 [Refereed]
- Teachers’ perceptions of their students’ English abilities and attitudes towards learning English: A comparison of English L1 and Japanese L1 teachers.Etsuko ShimoKindai University Applied Sociology Review 7 (1) 15 - 30 2018
- The Purposes of Foreign Language Education: Koto Kyoiku Kaigi and Foreign Language Education in Meiji Era Middle SchoolsSHIMO EtsukoLanguage Policy 14 29 - 54 2018 [Refereed]
- 下 絵津子近畿大学総合社会学部紀要 = Applied sociology research review Kinki University 近畿大学総合社会学部 4 (2) 35 - 55 2186-6260 2016/03日本の大学で1・2 年生の英語科目を教える教師を対象に、学生に関する教師ビリーフを探求するアンケート調査を2014 年に実施した。本稿では、アンケート調査結果をもとに、学生の性格や英語学習に対する態度、教室内での英語使用についての態度、授業の形態に関する好みに関して、教師がどのように認識しているかを、英語第一言語教師(ETs:154 名)と日本語第一言語教師(JTs:170 名)の間で比較分析した。その結果、「受身的」「素直」「恥ずかしがりや」といった認識に類似点が見られた一方、いくつかの相違点も観察された。「明るい」「英語でコミュニケーションを取りたがる」「どうしたら英語力が上がるかに関心がある」との認識のETs が多かったのに対して、JTs は「学習に真面目に取り組む」との回答が多かった。また、学生が学習者中心を好むのか、教師中心の教室を好むのかなどについても両グループで認識に差が見られた。これらの相違点を生み出した背景要因には、 (1)授業における目標スキルが異なっていること、(2)学生の教師に対する期待とその期待への教師の対応の間に存在する相互関係的状況要因、そして(3)授業における教師と学生、あるいは学生と学生同士の実際のやり取りの内容と量が関係している可能性が指摘される。majour: English Education
- 下 絵津子近畿大学総合社会学部紀要 = Applied sociology research review Kinki University 近畿大学総合社会学部 3 (2) 31 - 48 2186-6260 2014/07(Abstract) The purposes of this paper are twofold: a) to discuss how previous researchers have explored teachers' beliefs in the field of second language education and b) to report the findings of a pilot survey conducted among Japanese university English teachers about their beliefs regarding Japanese learners of English at universities. First, I will review the definitions of teachers' beliefs and their roles in teaching practices. Teachers' beliefs can be a critical factor that makes a difference in the outcome of curriculum goals because of the potentially strong influences on individual teachers' instructional practices. Second, I will examine teachers' beliefs collected through a pilot questionnaire survey. Data were collected from six native English-speaking teachers (ETs) and eleven native Japanese-speaking teachers (JTs). The main purpose of the pilot study was to examine the questionnaire items for use in a larger-scale survey, and therefore a small group of teachers was selected. Despite its small scale, the survey revealed potential differences and similarities between ETs' and JT's beliefs about Japanese learners of English at universities in Japan: The findings indicated the possibility that the teachers share similar impressions of their students, but that their judgments and interpretations of the students' skills and attitudes toward learning English (i.e., motivations and preferences for class formats and activities) could be very different.専攻: 英語教育学, 修正箇所: 39ページ右欄30~33行目
- Shimo Etsuko; Nitta Kaori近畿大学教養・外国語教育センター紀要. 外国語編 近畿大学教養・外国語教育センター 2 (1) 225 - 245 2185-6982 2011著者専攻(下): 英語教育学, 著者専攻(新田): 英語教育学
- Learner autonomy and English language proficiency: An exploration among non-English majors at a Japanese university語学教育部紀要 8 (2) 153 - 178 2008
- Shimo EtsukoKinki University Department of Language Education Bulletin 近畿大学語学教育部 8 (2) 153 - 178 1346-9134 2008[Abstract] This study explored the following research questions: Are there any differences in the level of self-perceived learner autonomy depending on the students' proficiency level? If so, what differences are there? A self-reportquestionnaire was developed in order to gather data about students' learner autonomy levels. The questionnaire responses were collected from 106 non-English majors at a Japanese university in the 2007 fall semester. In addition to the questionnaire results, proficiency-test scores of the students were used for the analysis in the study. The analysis suggests the following points: 1) There are two factors in learner autonomy measured by the questionnaire: "orientation towards improving learning environment" and "orientation towards reflective learning." 2)The "orientation towards reflective learning" seems to be a better prediction of learners' higher proficiency. 3) In addition to proficiency level, a number of variables appear to explain differences in the students' learner autonomy level, including students' motivation, learning objectives, interest in language learning, and class atmosphere.
- Etsuko SHIMO宮崎公立大学人文学部紀要 = Bulletin of Miyazaki Municipal University Faculty of Humanities 14 (1) 149 - 167 2007/03ポートフォリオとは基本的には「ある目的のもとに学習者の作品などを収集したもの」であるが、それを有効に活用するためには、「収集・選択・内省」(Hamp-Lyons & Condon,2000)などの特徴を考慮しなければならない。本稿では、まず、語学教室においてポートフォリオを効果的に活用するためのこのような特徴を整理し、ヨーロッパ各国の第二言語教育において組織的なポートフォリオの導入を試みるヨーロッパ言語ポートフォリオ(ELP)を紹介する。さらに、「評価用ポートフォリオ」を利用した筆者の授業におけるその使用を考察し、日本の語学教室におけるポートフォリオの活用・普及にむけての課題を整理する。ポートフォリオは、学習者と教師の「協働評価」であり、その活用によって、両者が自らの活動に対して互いからフィードバックを受け取るという構図が実現できる。また、それは、学習者オートノミー、教師オートノミーを促進することにつながる。ELPプロジェクトがそうであるように、ポートフォリオ活用は語学教育にプラスの効果をもたらす可能性は非常に高い。そのようなポートフォリオ活用への理解を促進するために、また、日本の語学教室での効果的な活用方法をさらに吟味するために、日本の中学、高校、大学の語学教育の現場でのポートフォリオ活用例を集めることが必要だろう。普及にあたっては、その機能を明確化し、ポートフォリオの特徴の整理や、その活用の流れ、具体的な方法の提示が必須だと考える。
- Etsuko SHIMO宮崎公立大学人文学部紀要 = Bulletin of Miyazaki Municipal University Faculty of Humanities 13 (1) 85 - 99 2006/03This paper first introduces sample collaborative shadowing activities used in university-level English courses, discusses concepts to support these activities, and then explores their benefits and drawbacks based on instructor observations and student responses from an end-of-the-semester questionnaire survey and reflection essays on course activities. In a collaborative shadowing activity, a student shares his or her written work orally and the partner repeats his or her words in the form of a dialogue. This activity, termed dialogue-formed shadowing, provides ample opportunities for students to expose themselves to input, to produce output, and to have interaction with each other and receive more feedback on their output, helping to create a cooperative and autonomous learning space. Such practice with nonnative speaker classmates allows students to become aware of the benefits of practicing with non-native speakers. This study shows that a large number of students identified benefits of collaborative shadowing activities. Students found it fun to speak with classmates and to know more about their fellow classmates. They enjoyed communicating with classmates in English, sharing personal stories, and learning from each other. Collaborative shadowing was a new way of practicing the language for them; they reported that shadowing activities provided good listening and speaking practice. However, a few problems were pointed out such as a) repetition of classmates' errors and mistakes, b) uncertainty of correct pronunciation, and c) negative emotions about their own writing. This paper will suggest a few teaching tools and techniques to deal with problems. In the end, this study has raised two issues to be explored in the future. One is whether collaborative shadowing works for a certain type of student group or not, and the other is how the teacher's instructions in shadowing activities change students' performances and their consequent effects upon language learning.
- SHIMO EtsukoBulletin of Miyazaki Municipal University Faculty of Humanities 宮崎公立大学 13 (1) 85 - 99 1340-3613 2006/03This paper first introduces sample collaborative shadowing activities used in university-level English courses, discusses concepts to support these activities, and then explores their benefits and drawbacks based on instructor observations and student responses from an end-of-the-semester questionnaire survey and reflection essays on course activities. In a collaborative shadowing activity, a student shares his or her written work orally and the partner repeats his or her words in the form of a dialogue. This activity, termed dialogue-formed shadowing, provides ample opportunities for students to expose themselves to input, to produce output, and to have interaction with each other and receive more feedback on their output, helping to create a cooperative and autonomous learning space. Such practice with nonnative speaker classmates allows students to become aware of the benefits of practicing with non-native speakers. This study shows that a large number of students identified benefits of collaborative shadowing activities. Students found it fun to speak with classmates and to know more about their fellow classmates. They enjoyed communicating with classmates in English, sharing personal stories, and learning from each other. Collaborative shadowing was a new way of practicing the language for them; they reported that shadowing activities provided good listening and speaking practice. However, a few problems were pointed out such as a) repetition of classmates' errors and mistakes, b) uncertainty of correct pronunciation, and c) negative emotions about their own writing. This paper will suggest a few teaching tools and techniques to deal with problems. In the end, this study has raised two issues to be explored in the future. One is whether collaborative shadowing works for a certain type of student group or not, and the other is how the teacher's instructions in shadowing activities change students' performances and their consequent effects upon language learning.
MISC
- Shimo Etsuko JACET全国大会要綱 53- 69 -70 2014
- 下 絵津子 語学教育部ジャーナル = Kinki University Department of Language Education journal (6) 177 -184 2010/03
- 下 絵津子 Kinki University Center for Liberal Arts and Foreign Language Education journal Foreign language edition 1- (1) 133 -149 2010
- 学習者オートのミート協力的学習をキーワードとした授業実践報告下 絵津子 『語学教育部ジャーナル』 (6) 177 -184 2010
- 中学入学以前の英語学習経験が高校生の情意面に及ぼす影響樋口 忠彦; 田邉 義隆; 大村 吉弘; 下 絵津子; 加賀田 哲也 英語授業研究学会紀要 Journal of Teaching English (18) 47 -79 2009/07
- Koch Thomas 語学教育部ジャーナル = Kinki University Department of Language Education journal (5) 129 -139 2009/03
- 九州産業大学の特色ある大学教育支援プログラムについての視察報告新田香織; Tom Koch; 下 絵津子 語学教育部ジャーナル (5) 129 -139 2009
- 下 絵津子 Kinki University Department of Language Education bulletin 9- (1) 1 -19 2009
- Shimo Etsuko JACET Kansai journal 11- (11) 33 -49 2009
- 樋口忠彦; 田邉 義隆; 大村 吉弘; 下 絵津子; 加賀田 哲也 Kinki University Department of Language Education bulletin 8- (2) 179 -234 2008/12
- 小学校英語学習経験者の追跡調査と小・中学校英語教育への示唆大村 吉弘; 下 絵津子; 田邉 義隆 近畿大学語学教育部紀要 8- (2) 179 -234 2008/12
- 中学校入学以前の英語学習経験が大学生の情意面に及ぼす影響大村 吉弘; 下 絵津子; 田邉 義隆 JASEC 研究紀要 (27) 25 -51 2008/09
- 樋口忠彦; 国方太司; 大村吉弘; 田邉義隆; 下 絵津子; 泉惠美子; 衣笠知子; 加賀田哲也; 箱崎雄子 英語教育増刊号 57- (8) 58 -69 2008
- Student empowerment through portfolio and cooperative learning activitiesKinki University, Department of Language Education Journal (4) 2008
- Student empowerment through portfolio and cooperative learning activitiesKinki University, Department of Language Education Journal (4) 91 -103 2008
- 小学校英語学習経験者の追跡調査と小・中英語教育への示唆樋口忠彦; 国方太司; 大村吉弘; 田邉義隆; 下 絵津子; 泉惠美子; 衣笠知子; 加賀田哲也; 箱崎雄子 英語教育増刊号 58 -69 2008
- Student empowerment through portfolio and cooperative learning activities近畿大学語学教育部ジャーナル (4) 91 -103 2008
- 宮崎と異文化理解:摩擦と融和倉 真一; 下 絵津子 14 -24 2007/03
- 第二言語教育におけるポートフォリオの活用宮崎公立大学人文学部紀要 14- (1) 149 -167 2006
- SHIMO Etsuko Bulletin of Miyazaki Municipal University Faculty of Humanities 14- (1) 149 -167 2006
- The effective use of collaborative shadowing activities in second language classrooms宮崎公立大学人文学部紀要 13- (1) 85 -99 2005
- Let's learn to write better through collaboration!JALT 2004 Proceedings 1147 -1157 2005
- Learners to teacher: “Portfolios, please!”: Students’ perceptions of portfolio assessment in EFL classroomsM. Apple; E. Shimo JALT PAN-SIG2004 Proceedings on line 2005
- The effective use of collaborative shadowing activities in second language classrooms宮崎公立大学人文学部紀要 13- (1) 85 -99 2005
- Learners to teacher: "Portfolios, please!": Students’ perceptions of portfolio assessment in EFL classroomsM. Apple; E. Shimo JALT PAN-SIG2004 Proceedings On line 2005
- Cooperative learning in an EFL writing course: A step toward motivation and autonomyLearner Development: Context, Curricula, Connections, Proceedings of the Kobe Conference 25 -33 2005
- 英語リーディングへのアプローチ-ある授業の考察から-宮崎公立大学開学10周年記念論文集 宮崎~九州~アジア:地域に根ざして 249 -264 2004
- 英語リーディングへのアプローチ-ある授業の考察から-宮崎公立大学開学10周年記念論文集 宮崎~九州~アジア:地域に根ざして 249 -264 2004
- Learners' affect and learning of listening comprehension skillsThe Proceedings of JALT 2002 29 -35 2003
- Learners' affect and learning of listening comprehension skillsThe Proceedings of JALT 2002 29 -35 2003
- Learning listening comprehension skills in English: the analysis of Japanese learners' beliefs and its implicationsThe Language Teacher 26- (10) 15 -18 2002
- Learning listening comprehension skills in English: the analysis of Japanese learners' beliefs and its implicationsThe Language Teacher 26- (10) 15 -18 2002
- Japanese learners of English: their beliefs about listening skills and their use of listening strategiesUnpublishied master's Thesis 2001
- Japanese learners of English: their beliefs about listening skills and their use of listening strategiesUnpublishied master's Thesis 2001
- Cooperative learning in an EFL writing course: A step toward motivation and autonomyLearner Development: Context, Curricula, Connections, Proceedings of the Kobe Conference 25 -33
- Let's learn to write better through collaboration!JALT 2004 Proceedings 1147 -1157
Books and other publications
- 下, 絵津子 東信堂 2022/02 9784798917405 10,248p
- A Can-Do framework based curriculum in a university-level English language learning program: Course goals, activities, and assessment.SHIMO Etsuko; RAMIRES Carlos; NITTA Kaori (Joint workIn F. O'Dwyer, M. Hunke, A. Imig, N. Nagai, N. Naganuma, M. Schmidt (Eds.). (2017). Critical, constructive assessment of CEFR-informed language teaching in Japan and beyond, English Profile Studies, volume 6 (pp. 118-154).)Cambridge (UK): Cambridge University Press. 2017
- Teacher and learner autonomy in Japan, Vol. 2: More of autonomy you ask![E. Skier and M. Kohyama (Eds.)] (pp.49-60)JALT Learner Development SIG 2006 4931424163
- Teacher and learner autonomy in Japan, Vol. 1: Autonomy you ask! [A. Barfield & M. Nix (Eds.)] (pp. 175-186)JALT Learner Development SIG 2006 4931424295
- Teacher and learner autonomy in Japan, Vol. 2: More autonomy you ask!JALT Learner Development SIG 2006 4931424295
- 『多文化の時代 衝突と対応』 (pp.12-32)宮崎公立大学・鉱脈社 2004
- 『多文化の時代 衝突と対応』宮崎公立大学・鉱脈社 2004
- Teacher and learner autonomy in Japan, Vol. 1: Autonomy you ask!JALT Learner Development SIG 2003 4931424163
Lectures, oral presentations, etc.
- 複数言語学習の視点から分析する嘉納治五郎の言語教育観日本英語教育史学会 全国大会 2024/05
- 【自著を語る】『多言語教育に揺れる近代日本:「一外国語主義」浸透の歴史』指定討論者:孫工 季也 氏(京都大学大学院)日本英語教育史学会例会 2022/07
- “Teaching EFL in Japan: To Divide or Not to Divide”Belonging, Identity, Language, Diversity, Research Group Meeting (McGill University, Montreal) 2019/03
- 第一高等学校入学試業の外国語科目:1880年代から1910年代の変遷 [Not invited]下 絵津子日本英語教育史学会例会 2018/07
- 1898年全国中学校長会議:英語かドイツ語か [Not invited]下 絵津子日本英語教育史学会(第34回全国大会) 2018/05
- Teachers’ Perceptions of Their Students’ English Abilities and Attitudes Towards Learning English: A Comparison of English L1 and Japanese L1 Teachers [Not invited]SHIMO EtsukoThe Fifth International Language in Focus Conference 2018/05
- 中学・高校学習指導要領に見る日本の外国語教育政策 [Not invited]下 絵津子日本言語政策学会第18回大会 2016/06
- How do Japanese-university English learners look to you? [Not invited]SHIMO EtsukoJALT Nara Chapter Meeting 2015/10
- Exploring Japanese university English teachers’ beliefs about their students’ characteristics [Not invited]SHIMO EtsukoJACET 54th International Conference 2015/08
- Can-Doフレームワークを基盤とした大学英語学習カリキュラム:運営の振り返りと改善に向けて [Not invited]下 絵津子英語授業研究会関西支部例会 2015/02
- Exploring Japanese university English teachers’ beliefs about their students [Not invited]SHIMO EtsukoClaSIC 2014/12
- English Teachers’ Beliefs: A Review of Previous Research and Findings from a Pilot Study [Not invited]SHIMO EtsukoJACET 53rd International Conference 2014/08
- Exploration into language teachers’ beliefs in the field of second language teaching [Not invited]SHIMO EtsukoJALT PanSIG 2014 2014/05
- Review of a can-do-framework-based curriculum in a university-level English language learning program: course goals, activities and assessment [Not invited]SHIMO EtsukoJALT PLF SIG Symposium 2014/05
- Collaborative Learning Activities and Motivation for Learning English [Not invited]SHIMO Etsuko全国語学教育学会学習者ディベロプメント特別研究部会20周年記念大会 2013/11
- Collaborating with science students about their EFL motivation [Not invited]Matthew Apple; Glen Hill; Joseph Falout; Etsuko ShimoJACET 52nd International Conference 2013/08
- Implementation of Writing Tests for First-year University Students by Use of “Criterion” [Not invited]西村 香奈絵; 石井 隆之; 下 絵津子大学英語教育学会 2010/11 関西学院大学 大学英語教育学会
- The Role of Cooperative Learning in Promoting Learner Autonomy [Not invited]下 絵津子自立学習学会(Independent Learning Association) 2007/10 神田外語大学(千葉) 自立学習学会(Independent Learning Association)
中級の上から上級レベルの英語学習者に対する日本の大学でのライティングの授業において使用した協力的活動を、学習者がどのように選択活動・内省活動に従事したかという観点から考察した。グループ・ダイナミックスをうまく活用する方法についても議論した。 - ポートフォリオ:英語教室における利用とその意義 [Not invited]下 絵津子英語授業研究学会 2007/08 近畿大学(東大阪) 英語授業研究学会
この発表では、まず、語学教室で使用されるポートフォリオの特徴を整理した。さらに、発表者の授業でのポートフォリオ使用例と学習者の反応を紹介し、ポートフォリオの特徴を生かした効果的な活用方法を提案した。 - Student power: Portfolio assessment in an EFL writing class [Not invited]下 絵津子Asia TEFL 2007/06 Kuala Lumpur, Malaysia Asia TEFL
ポートフォリオ使用と協働活動の使用が、学習者オートノミーの促進、学習過程の重視、多重知性の利用といった点で共通する効果を持つことを指摘し、双方を利用することで、相乗効果を持って学生の力が引き出されるということを提案した。(英文)