JALT 2020 The Chorus English Approach
| 11-2-2020-3 |  |
Abstract This article discusses the use of music in the classroom, followed by an exploration of the benefits of its principle subcategories: songs in the classroom and singing in the classroom. Possible objections to singing in the classroom is then addressed. Chorus English is firmly situated within the singing in the classroom subcategory. Chorus English is defined and its linguistic and affective benefits for teenagers and young adults in the English as a foreign language (EFL) context in Japan are summarized. |
| 5-2-2014-3 |  |
Abstract The 2013 Freshmen Off-Campus Orientation of the Department of Business Career was planned and implemented in cooperation with all the faculty members of the department for the purpose of (1) acquiring the basics of student life and (2) making friends. In 2013, we created a curriculum tailored to the characteristics of the freshmen of this department so that students act actively with responsibility and create opportunities to grow together with their peers. Including business games prepared by teachers and orientation games at the accommodation facilities, students who are not good at communicating with others can also participate naturally. As a result, there were fewer private words during the lesson than usual, as the number of students actively participating in the event with their friends increased. |
| 3-2-2012-3 |  |
Abstract This paper is based on the author’s research into teaching proficiency through reading and storytelling (TPRS) and the teaching tool of total physical response (TPR) and his experience of teaching English as a foreign language to non-English-major students in Japan.The author’s hypothesis was that teaching using TPRS and TPR in college English classes over two semesters as opposed to one, would increase the amount of words written by the college students.Two classes of Japanese college students studied English using TPRS and TPR techniques for one academic year. A component of their first and second semester exams was to write a story using as many English words as possible in response to seeing a cartoon strip of pictures.The data was statistically analyzed and the results showed the number of words-per-picture increased at the end of the second semester, compared with the first semester, so supporting the author’s hypothesis. The author discussed the limitations of this study and proposed further research. |
| 3-1-2011-9 |  |
Abstract How the language teaching tool of Total Physical Response (TPR) has evolved into a language teaching method known as TPR Storytelling (TPRS).In this paper TPR and TPRS English teaching techniques are linked to current language teaching theory, research into how the brains of language learners function and followed by suggestions for further research.This paper is based on a presentation by the author on TPRS in 2011 about the author’s research; teaching experience of Japanese college students; and reflections from Susan Gross’s workshop on TPR Storytelling in 2010. |
| 1-2-2010-5 |  |
Abstract Japanese college students often have difficulties in learning English as a foreign language (EFL), this paper examines whether the Total Physical Response (TPR) approach would help English language acquisition.First the TPR approach will be discussed in light of teaching theory and brain research. Followed by a discussion of how TPR could be used to teach English at a Japanese Junior College. |