(最終更新日:2017-05-19 02:40:36)
  ロナルド ジェームス マーチン   James Ronald
  J. M. Ronald
   所属   広島修道大学  人文学部
   職種   教授
■ オフィスアワー
Contact me to arrange to meet.
■ 現在の専門分野
●専門分野
言語学 
●キーワード
vocabulary、vocabulary acquisition、dictionaries、lexicography、pragmatics、語彙習得、語用論、学習者独立、辞書学、多読 
●主な研究テーマ
1. 第二言語語彙習得における辞書の役割 
●共同研究・研究相談が可能な内容
1. 今やっている研究分野は語彙習得と辞書学と言語の教室で使うできる語用論。 最近の研究は電子辞書の使い方と語彙習得にある影響です。 
■ 学歴
1. 1997/10~2007/03 ウエールズ大学 応用言語学 博士課程修了 PhD Vocabulary Studies
■ 所属学会
1. JALT
■ 著書・論文歴
1. 著書  Chapter 11: Confidence in word knowledge (共著) 2014/04
2. 著書  Pragtivities: Bringing pragmatics to second language classrooms (共著) 2012/12
3. 著書  Collins COBUILD English Dictionary (Learner´s Dictionary) (共著) 1995/03
4. 論文  Meeting Student Needs : Steps towards Curriculum Renewal (共著) 2014/02
5. その他 (博士課程論文)Second Language Vocabulary Acquisition through Dictionary Use (単著) 2007/03
■ 授業科目
1. Active English Ⅰ
2. Active English Ⅲ
3. Active English Ⅴ
4. Active English Ⅶ
5. Progress in English Ⅲ
全件表示(17件)
■ 委員会・協会等
1. 2009/04~2016/09 For the past eight years I have acted as coordinator responsible for Japanese groups of junior high school and high school students joining a peace camp held in China. Coordinator
■ 教育に関する発表
1. 2016/11
Pragmatics can transform the language classroom
JALT
JALT 2016
単著・共著の別:単独
2. 2016/11
When learners become teachers: Pragmatics instruction by students
JALT
JALT 2016
単著・共著の別:単独
3. 2016/09
The effect of instruction on giving advice to peers
Pacific Second Language Research Forum
PacSLRF2016
単著・共著の別:単独
4. 2016/08
Pragmatics in the language classroom: The effect of instruction on advice-giving
EUROSLA
EUROSLA 2016
単著・共著の別:単独
5. 2016/03
Project work and social learning development space
IATEFL
LASIG conference Antwerp 2016
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. 2012/12
Pragtivities: Bringing pragmatics to second language classrooms
JALT
単著・共著の別:単著
2. 2014/03
Confidence in Vocabulary Knowledge
Palgrave Macmillan
単著・共著の別:共著
3. 2016/01
Dare to Correct Sensei
JALT The Language Teacher
単著・共著の別:共著
■ 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
There are three levels of learning targeted through my teaching: realization/comprehension of the topic focused on, actual practice of that topic, and the development of ability to use what was introduced in the future, whether in or beyond the classroom. In other words, deep active learning. These goals have been achieved to some extent, and will continue to be pursued.
●②A 教育内容・方法の工夫
Regular meetings with other teachers as we plan and report our classes, create and share materials and activities has been the main source of teacher development and materials development.
●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
Formal and informal class surveys have been conducted, with responses noted and responded to as appropriate.
●⑤授業公開の実施及び授業公開の参観状況
I joined a colleague's class, and have also invited part-time teachers to attend my classes.
●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
We focus on "communication noryoku" in class. In addition, advice and encouragement are offered to students on an individual basis as requested.
●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)
Every week, I run "English Dreamers Club" in the iCafe, with both a focus on providing a place for students to use English, to learn from each other, to get nearer to making their dreams come true.