(最終更新日:2016-11-10 14:09:07)
  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 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  Expected Bilingualism in Monolingual Japanese Communicative Practices (単著) 2017/02
2. 論文  A Typology of English in Japanese Society: Learning from the Linguistic Landscape (単著) 2016/12
3. 論文  Using the Sketch Engine Corpus Query Tool for Language Teaching (単著) 2016/03
4. 論文  Comparing Japanese-English Dictionary Entries of English Loanwords with Corpus-Derived Lexical Profiles (共著) 2015/11
5. 論文  Errors in the use of English in the Japanese linguistic landscape (単著) 2015/11
全件表示(21件)
■ 学会発表
1. 2017/01/19 From Pedagogy to Practice: The 5 Ps of a Post-JET Career Path in Academia in Japan(外国語指導助手の指導力等向上研修会)
2. 2016/12/01 The Typology of English in Japanese Society: Learning from the Linguistic Landscape(The Seventh CLS International Conference CLaSIC 2016)
3. 2016/10/16 Using the Sketch Engine Corpus Query Tool for Language Teaching(HiJALT My Share and Book Review)
4. 2016/06/25 A Grammatical Analysis of English Loanword Behaviour in Contemporary Japanese(University of Leicester Postgraduate Researchers Conference)
5. 2016/05/20 Visualising the Grammatical Behaviour of English Loanwords in Japanese(JALTPANSIG International Conference)
■ 授業科目
1. Active English II
2. Active English IV
3. Active English VI
4. Active English VIII
5. Presentation and Discussion Ⅰ
全件表示(15件)
■ 社会における活動
1. 2017/01~2017/01 From Pedagogy to Practice: The 5 Ps of a Post-JET Career Path in Academia in Japan
2. 2017/01~2017/01 From Pedagogy to Practice: The 5 Ps of a Post-JET Career Path in Academia in Japan
3. 2017/01~2017/01 (講演会)From Pedagogy to Practice: The 5 Ps of a Post-JET Career Path in Academia in Japan
■ 教育に関する発表
1. 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
2. 2016/10
Corpus Tools in Language Learning
Hiroshima JALT
Hiroshima JALT My Share
単著・共著の別:単独
3. 2016/01
Online Tools for Collaboration and Research
JALT
SUTLF 2016
単著・共著の別:単独
4. 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
5. 2015/06
Comparing Japanese-English Dictionary Entries of English Loanwords with Corpus-Derived Lexical Profiles
ASIALEX
ASIALEX 2015
単著・共著の別:単独
全件表示(15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 a strong connection between the inside and outside of the classroom. I do this by encouraging students to involve themselves in international opportunities, such as studying abroad or joining a campus-based international event. This helps the students to see a reason for studying English, such as needing a specific TOEIC or TOEFL score to become an exchange student. I plan my classes so that they are based around the concept of Active Learning, where students are responsible for participating in activities using discussion questions, feedback sessions, and peer collaboration. Last year I focused on better organising my classes so students knew what would be studied each week. This allowed students to preview the class, and to catch up if they were absent.
●②A 教育内容・方法の工夫
I have attended several training workshops, such as the 電子黒板操作説明会and GLS説明会in order to learn how to better use classroom facilities. I attended three of the four FD.SD meetings, and found the 「大規模教室における授業方法に関する工夫と取り組み」meeting in January 2017 especially useful. I was able to take several of the ideas which were presented and use them in my classes (for example, where students sit), even though I only have small classes. I also opened up 2 of my classes as 公開授業 which helped me get feedback on my activities and teaching style. I also administered 期末授業アンケット in both semesters and used the results to make several improvements. Furthermore, I developed my own materials for my Zemi classes, which I then presented on at an international conference.
●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 to make several improvements in my classes. I changed the way in which students were able to contact with me, and I also started sharing class materials online for students to review.
●⑤授業公開の実施及び授業公開の参観状況
I opened up 2 of my classes as 公開授業 (Project Work and Reading and Writing) which helped me get feedback on my activities and teaching style. From the feedback of one attendee, I changed the way I group students (made smaller groups) and also started providing them with more examples before asking them to complete an activity. I also attended another teacher’s open class (with some of the same students who were in my class) and provided the teacher with feedback.
●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
Because of my position as both a teacher and deputy director of the International Affairs Centre, I encouraged students to join study abroad programs, become an exchange student, or become involved in one of the many campus-based international events, such as the visit by the group of students from Guanajuato in Mexico, the Fulbright IEA visit, and the Spring English Camp. I helped several students to apply for programs, and practice interview techniques for programs such as the Valencia College/Disney program. I also promoted events run by Seikyo and several of the students in my classes joined the Sydney study abroad program. In terms of job hunting, I helped several students to practice for job interviews. I also helped students to prepare for English tests, such as IELTS and TOEFL iBT. I helped the group of students going to Portland University as part of the 地域イノベーションコース to prepare for studying in English.
●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)
At several times in the year, I organised off-campus events with my zemi students, using the 後援会補助金制度. I also organised a full-day of events for my zemi class involving study in the morning, and activities in the afternoon. The Spring English Camp is the largest event where I help students to enjoy playing games and communicating with each other.