(最終更新日:2018-05-17 22:26:12)
  バーズ キース   Barrs Keith
  Keith Barrs
   所属   広島修道大学  人文学部
   職種   准教授
■ 現在の専門分野
●専門分野
英語学 
●キーワード
外来語、借用語、英語外来語 
●主な研究テーマ
1. 英語外来語と英語の共通点 
●共同研究・研究相談が可能な内容
1. 日本語における外来語について 
■ 学歴
1. ~2007/10 ポーツマス大学 人文学部 言語科 卒業 応用言語英語教育修士
■ 資格・免許
1. 2011/12 日本語能力試験2級
■ 所属学会
1. 2012/04~ 全国語学教育学会
2. 2013/05~ 英国教育研究学会
■ 著書・論文歴
1. 論文  English in the Japanese Linguistic Landscape : An Awareness-Raising Activity Examining Place, Form, and Reason (単著) 2018/02
2. 論文  Expected Bilingualism in Monolingual Japanese Communicative Practices (単著) 2017/02
3. 論文  A Typology of English in Japanese Society: Learning from the Linguistic Landscape (単著) 2016/12
4. 論文  Using the Sketch Engine Corpus Query Tool for Language Teaching (単著) 2016/03
5. 論文  Comparing Japanese-English Dictionary Entries of English Loanwords with Corpus-Derived Lexical Profiles (共著) 2015/11
全件表示(16件)
■ 学会発表
1. 2018/01/14 An “Active English” Curriculum for First Year English Majors(HiJALT)
2. 2017/10/15 The Missing Virtue: Temperance Across Cultures(STOICONx)
3. 2017/07/18 Examining the Functions of Loanwords: The Case of English Loanwords in Japanese(IPrA 15th International Pragmatics Conference)
4. 2017/06/18 Corpus tools for research projects in the language classroom(JALT CALL 2017)
■ 授業科目
1. Active English Ⅱ
2. Active English Ⅳ
3. Active English Ⅵ
4. Active English Ⅷ
5. Discussion Ⅰ
全件表示(17件)
■ 教育に関する発表
1. 2018/01
The Planning and Development of an “Active English” Curriculum for First Year English Majors
全国語学教育学会広島
広島JALT
単著・共著の別:共同
Daniel Hougham, Hosam Elmetaher, Jim Ronald, Amir Feroze, Philip Head
2. 2017/01
From Pedagogy to Practice: The 5 Ps of a Post-JET Career Path in Academia in Japan
広島県教育委員会高校教育指導課
外国語指導助手の指導力等向上研修会
単著・共著の別:単独
3. 2016/10
Corpus Tools in Language Learning
Hiroshima JALT
Hiroshima JALT My Share
単著・共著の別:単独
4. 2016/01
Online Tools for Collaboration and Research
JALT
SUTLF 2016
単著・共著の別:単独
5. 2015/11
Is Japan Global?
広島修道大学
グローバル人材育成と地域企業: 日伊の食に関わる企業を通して学ぶ人材育成
単著・共著の別:単独
全件表示(13件)
■ 開発した教材、教科書、参考書
1. 2016/03
Using the Sketch Engine Corpus Query Tool for Language Teaching
JALT
単著・共著の別:単著
2. 2016/03
Using the Sketch Engine Corpus Query Tool for Language Teaching
JALT
単著・共著の別:単著
3. 2016/04
Context Clues Concordance Jigsaw Activity
JALT The Language Teacher
単著・共著の別:単著
■ 改善への取り組み
前年度の点検・評価項目
●1.授業の方針や授業計画と実際の授業の内容及び授業目標の達成度
My teaching policy is to encourage Active Participation from the students, which involves them asking questions every class, and offering answers to in-class activities. They also need to work with partners and groups on in-class projects such as presentations and debates. My other main teaching policy is to connect the inside and outside of the classroom, encouraging students to join international seminars and exchange programmes, and on-campus international events such as the National University of Singapore student visit, Fulbright IEA visit, and Mexico Student visit.
●2.(1)教育内容・方法の工夫
I continue to update my classes with more technology tools. I have students collaborate on presentations using a shared Google Slides presentation which students can access in and out of class. I attended the main FD/SD lectures on campus, and attended several education-related conferences.
●4.学生による本学の授業評価アンケートの実施、分析、結果の活用状況
I administered 期末授業アンケット in both semesters and used the results especially to strengthen the shared Active English programme.
●5.授業公開の実施及び授業公開の参観状況
I opened a class in both semesters in the 公開授業 system. I received useful feedback from a teacher who attended about encouraging student participation. I also attended the Open Class of another professor in my department.
●6.学生からの勉学(単位僅少学生への対応など)、生活、進路・就職などの相談への対応
In my position within the Department of English and as Deputy Director of the International Affairs Center, I encouraged students to participate in international programs and on-campus events, such as the group of students from Guanajuato in Mexico, the Fulbright IEA visit, and the Spring English Camp. I regularly advertised events in class, and especially encouraged Zemi students to join. I met with my tutor-group students to talk about their choices for classes in the 2nd year. I contacted 単位僅少 students and discussed how they can best improve their number of credits.
●8.学生の課外活動に対する支援(本学のサークルの部長・顧問としての活動)
I used the 後援会補助金制度 system and arranged out-of-class activities with my Zemi classes. The largest out-of-class event which I help to organise is the Spring English Camp.