(最終更新日:2017-11-02 12:22:40)
  ジェイムズ ダニエル   Daniel James
  Daniel James
   所属   広島修道大学  法学部
   職種   准教授
■ 現在の専門分野
●専門分野
●キーワード
●主な研究テーマ
1. 多読 
2. 多聴 
3. リンガフランカ(共通語) 
●共同研究・研究相談が可能な内容
■ 所属学会
1. 1998/04~ JALT
2. 2017/07~ JACET (Japan Association of College English Teachers)
■ 著書・論文歴
1. 論文  The Changing Roles of the "Native Speakers" at Suzugamine Women's College. (共著) 2015/12
2. 論文  Assessing changes in student attitudes, beliefs and motivation towards English and language learning: A case study of students in 1st year General English classes at Suzugamine Women’s College. (共著) 2014/12
3. 論文  Assessing student attitudes, beliefs and motivation towards English and language learning: A case study of students in 1st year General English classes at Suzugamine Women’s College. (共著) 2013/12
4. 論文  A Further Investigation into the Effects of Repeated Speed Reading Exercises over a Short Term Period. (単著) 2012/12
■ 学会発表
1. 2017/08/26 Combining CLIL and ELF in Multicultural Project Courses for Mixed L1 Students: Current Practice and Student Perceptions(JACET 44th Summer Seminar)
■ 授業科目
1. Multicultural Project (Images of Japan)
2. Progress in English Ⅲ
3. Progress in English Ⅲ
4. Progress in English Ⅳ
5. Progress in English Ⅳ
全件表示(12件)
■ 社会における活動
1. 2016/05~2016/11 (公開講座)'ACE II' (Adult Conversational English II)
■ 開発した教材、教科書、参考書
1. 2016/05
'Bedside Manner Beginner'
Perceptia Press
単著・共著の別:共著
2. 2016/05
Bedside Manner Basic
Perceptia Press
単著・共著の別:共著
■ メールアドレス
  kyoin_mail
■ 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
At Suzugamine Women’s College, the students showed more independence in their studying and also more responsibility for their own learning compared to their first year and also to the first semester in their second year. This was particularly noticeable in the ‘Graduation Seminar II (卒業ゼミII) when the students chose to go landmarks and historical sights in Hiroshima City Centre that had not been covered by other students in previous years. The differences in Individual Lesson Assessment Survey in the first and second semester would indicate that improvements were achieved. 鈴峯女子短期大学にての個別授業評価アンケートの平均的の点数が前期から後期に上がりました、4.7点数から4.8点数へ、(それぞれの全体平均は前期4.2点数、後期4.3点数)教育面目標が達成と授業工夫ができたと考えられます。 At Hiroshima Shudo University, all the syllabi have been completed online. In the academic year for 2016, the average mark for the Lesson Evaluation Survey went up from 4.8 in the first semester to 4.8 in the second semester. 広島修道大学の2016年度前期末と学年末の授業評価アンケート集計結果データを比較すると、授業評価の平均点数が4.8点数から4.9点数へ上がりました。 The use of screens and presentation software was complimented upon and praised highly by the students. Similarly the students commented that lessons were conducted in both English and Japanese which made them easier to understand. Finally, students’ interest in both the U.K. and the gaps between hidden and visible cultural differences were stimulated and enhanced.
●②A 教育内容・方法の工夫
In 2016 I did not take part in any faculty development activities nor did I develop any materials. Both of these areas I aim to work upon in 2017.
●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
At Suzugamine Women’s College the differences in Individual Lesson Assessment Survey in the first and second semester would indicate that improvements were achieved. 鈴峯女子短期大学にての個別授業評価アンケートの平均的の点数が前期から後期に上がりました、4.7点数から4.8点数へ、(それぞれの全体平均は前期4.2点数、後期4.3点数)教育面目標が達成と授業工夫ができたと考えられます。 At Hiroshima Shudo University, all the syllabi have been completed online. In the academic year for 2016, the average mark for the Lesson Evaluation Survey went up from 4.8 in the first semester to 4.8 in the second semester. 広島修道大学の2016年度前期末と学年末の授業評価アンケート集計結果データを比較すると、授業評価の平均点数が4.8点数から4.9点数へ上がりました。 The use of screens and presentation software was complimented upon and praised highly by the students. Similarly the students commented that lessons were conducted in both English and Japanese which made them easier to understand. Finally, students’ interest in both the U.K. and the gaps between hidden and visible cultural differences were stimulated and enhanced.
●⑤授業公開の実施及び授業公開の参観状況
In 2016 I did not open classes to colleagues or to attend the open classes of colleagues. Both of these areas I aim to work upon in 2017.
●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
At Suzugamine Women’s College I was the Head of the Department for Career and Self Development and the Tutor for 33 students. As such, I was responsible for the organization of sessions for study guidance and job hunting. I also personally talked to all the students about their job hunting prospects and results. This along with other factors helped the 29 out of 33 students find jobs. I am still in contact with many of the graduates and help with any questions and problem that they have in their new jobs.
●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 Suzugamine Women&s College, as the Head of the Department for Career and Self Development and the Tutor for the 33 students, I helped to oversee and organize the students at the final College Fair. I along with 5 other teaches (James Ronald, Keith Barrs, Paul Jensen, Jana Townsend and Keith Hoy) organised and led the Spring English Summer Camp from March 21st-24th 2017.