(最終更新日:2018-05-30 21:05:12)
  タウンゼント ジャナ マリ   Jana Mari Townsend
  Jana Mari Townsend
   所属   広島修道大学  国際コミュニティ学部
   職種   教授
■ 現在の専門分野
●専門分野
Japan Studies, Foreign Language Education, Intercultural Communication 
●キーワード
●主な研究テーマ
1. Mixed L1 Communication Strategies Utilizing ELF and JLF in International Co-Learning 
●共同研究・研究相談が可能な内容
■ 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  The ACE Program (2003-2014) in Review (単著) 2014/12
4. 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
■ 学会発表
1. 2018/03/12 Meaning Negotiation: Mixed L1 Lingua Franca strategies in Japanese University Co-learning(53rd RELC International Conference on 50 Years of English Language Teaching and Assessment)
2. 2017/11/20 Finding Common Purpose in a Community of Practice(JALT 43rd National Conference)
3. 2017/08/26 Combining CLIL and ELF in Multicultural Project Courses for Mixed L1 Students: Current Practice and Student Perceptions(The 44th JACET Summer Seminar)
■ 授業科目
1. Cross-Cultural Communication
2. Japan Studies
3. Multicultural Project (Hospitality and Service)
4. Multicultural Project (Popular MusicⅠ)
5. Multicultural Project (Popular MusicⅡ)
全件表示(9件)
■ 教育に関する発表
1. 2017/11
Communities of Practice and Lingua Franca Communication in Multicultural Project Courses at Hiroshima Shudo University
Faculty of Law, Hiroshima Shudo University
広島修道大学 法学部研究会
単著・共著の別:共同
Jana Townsend, Keith Hoy, Daniel James
■ 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
I was able to follow my general scope and sequence, and evaluation criteria, as stated in my syllabi for all my courses in academic year 2017. It must be mentioned, however, that minor adjustments were made (with students' approval) to better suit the actual numbers of students as well as their English proficiency levels, and in the case of international co-learning courses (i.e. MCP), students' cultural and linguistic backgrounds as well.
●2.(1)教育内容・方法の工夫
1. In MCP classes, students were asked to be seated and work in multilingual teams in all sessions (i.e. not just for their final project) starting in academic year 2017. This change clearly lowered the comfort level in some students (especially at first), but challenged them to think of communicating in ways that were understood by all members of their respective teams. (We have been conducting a studies in the uses of English and Japanese as lingua francas based on these classes.) 2. In a higher-level English Speaking course (for English majors), a project was included to plan, conduct, and record an interview with non-Japanese professionals working in Hiroshima. Students in teams were asked (and instructed step by step)to find and get interview permission from their perspective interviewee, get an appointment and conduct their recorded interviews. They later reported their findings to the class in both oral and written forms. This proved to be a very satisfying and enjoyable learning experience for these students, as expressed by all of them at the end of the course.
●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
In academic year 2017, I conducted formal students course evaluations over two semesters for Listening III/IV (two sections for English level 2 non-English majors). Further, in studying the results, I found that many students felt most satisfied practicing listening and pronunciation through music and learning vocabulary, especially before final exams, through online games such as Quizlet Live. Such activities are being continued in my present courses to complement their regular textbook work.
●5.授業公開の実施及び授業公開の参観状況
In Term Two, I opened my class "Multicultural Project: Popular Music in Modern Japanese Society II" for observation and received valuable feedback from a senior professor in the Faculty of Law. Based on his comments and advice, I worked on increasing occasions whereby Japanese students could practice voicing their comments and opinions in front of the whole group (and not only in smaller discussion groups.) I have also observed a Multicultural Project (in Japanese) class to compare the nature of multicultural student interactions in Japanese and English and to respond to the observation points as requested by the instructor.
●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
1. Although I taught very few students in my own faculty in academic year 2017, I received many requests of consultations from international exchange students regarding both academic and non-academic matters, as well as from Japanese students in my English and international co-learning classes regarding their studies and ways of improving their communication with international students. 2. As part of my International Affairs Center and Global Education Group assignments, I was in charge of responding to questions and consultation requests by students preparing for (and returning from) their New Zealand and Arizona, USA study abroad programs. As most of them had not known me in classes or from precious years, it must have not been very comfortable for many of them to approach me with questions. Nevertheless, they gradually came to get used to my repeated participation in orientation sessions, and as a result, I was able to help a number of students, especially female students, with personal concerns regarding their first experience overseas.