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English (Reading) 2
Toshiyuki TONOIKE Professor
Department: Institute of Liberal Arts & Sciences
|Class Time:||2005 Fall Tuesday|
|Recommended for:||Department of Agriculture
Medical Faculty Hygiene Department
Targeting people who have just entered university, we will study what are considered important ways of learning English at university. Not just translating English passages into Japanese, but by using an English-English dictionary, students will recognize that reading many English passages is a means of learning various things, not only English. They can overcome requirements to allow them to advance further by themselves in the future.
There is a concern that most new students at university believe that learning English is a subject of memorizing grammar and vocabulary. It's also a point of worry that there are many people who consider translating straight into Japanese all there is to it. There's also a worry that acquiring English ability is simply a matter of running through practice questions to earn points in something like a TOEIC exam.
In these lessons, we emphasize learning English through using an English-English dictionary that is not just translating into Japanese. These lessons encompass a wide range of English reading, encouraging students to prepare for further study in English which should be considered at and after 2nd year.
Following the point that it is considered important that students further study English while at university, in these lessons, divided in terms of priority into 15 parts, I will encourage students who have just entered university to learn from what they produce themselves trying to complete each self-study task. As a result, from things such as using purchased English-English dictionaries, making use of reference materials depending on their importance, and looking at what each individual has written in English, I aim for students to learn and come to terms with the foundation of being able to learn through English.
I have given underneath some concrete aims that students should have covered by the end of the module.
- This is not English practice that is focused on translating into Japanese, but a switch to English practice focused on giving cases of reading actual passages as examples and understanding their contents.
- As an important means for that, we have to learn how to use English-English dictionaries aimed at learners of English, and get used to the word descriptions/definitions in English.
- We will not only be reading English passages and understanding their contents, but also we will learn what we can do to make use of this skill in reading, writing and reciting English passages by yourself.
- By using Google to understand expressions and collocations that do not match the grammar (for example, whether some cases of noun usage and their adjectives, verbs taken as objects, or reverse-prepositions are grammatically correct or not), by entering what you want to check between quotation marks ("") you can find a fair amount of elementary mistakes, so in a short while, checking fairly thoroughly any English expressions they might have hit upon by themselves, students should have fostered a sense of language in regards to natural English expressions.
- Students should augment their knowledge of "Excuse me" and other such things often used as concluding phrases or clichés, since on top of their orientation towards students they will be encountered a fair number of times.
- Student-oriented English-English dictionaries are complete even with explanations of interjections often used in actual conversation. Interjections change depending on language, and it is not just about knowing a roughly equivocal phrase in Japanese from an English-Japanese dictionary, but students should understand such explanations of what you can use in what kind of circumstances.
- Our learning is only dependent on what we can produce. Making one sketch of a mountain is better than looking at it a hundred times. The same can be said for students of English. Recently, the now often heard "shadowing" (practices of pronouncing, reading or mimicking the model answer at the same time as much as possible) is already such, but producing a piece of work using your hands to write or actually talking to someone is important. Students should understand and realize this.
The lessons are loosely proposed as an orientation for learners of English, or for people who have just entered university. This is not simply translating in Japanese and being done, but understanding that it is important to use an English-English dictionary, reading many English passages, and learning in English as a means of learning English, and preparing to advance even further through self-study.
Course Requirements and Recommended Courses
There are no particular courses at this university that should have been completed as a prerequisite for this course.
Nagoya University, Information Technology Center,
Professor TONOIKE, Toshiyuki
Staff Room: The Graduate School of Languages and Cultures, #208.
How do you study English at university?
An explanation of the necessity of reading plenty of English passages and methods for this
How to use student-oriented English-English dictionaries
Points on English pronunciation and listening skills
I must do it.
Reference materials useful for Learning English
The importance of Collocation and the use of Google
Arranging Clichés and Interjections using a student-oriented English-English dictionary
Reading various English magazine articles
Collecting your own usable English phrases
Essays with awareness of paragraphs
Making friends with people living overseas and English tandem partners
Creating opportunities to speak in English around university
Creating opportunities to listen to English speeches and lectures
Reading books that you like
Thorough practice of listening
End of Term Exam: 50%
I will also evaluate students on their attendance.
Read Chon Chanyon's 2002 "Eigo wa zettai, benkyo suru na!" by Sunmark Bunko: Sunmark Publications and write a report. Please write a concise report, divided into three. Firstly, summarize and itemize what the author is saying. Secondly, summarize and itemize what you find important for your own study of English by reading this book. Lastly, conclude with your own thoughts.
Read Sakai Kunihide's 2000 "Kaidoku 100 man go! Pepabakku he no michi" by Chikuma Gakugei Bunko: Chikuma Shobo and write a report. Please write a concise report, divided into three. Firstly, summarize and itemize what the author is saying. Secondly, summarize and itemize what you find important for your own study of English by reading this book. Lastly, conclude with your own thoughts.
From the extensive English-learning materials in the library, choose an appropriate book and read it in a week, then write a report.
Writing a passage in English of around 4 paragraphs in length. For example, try using a Google search putting a part of the sentence including both the subject and verb in double quotes (""). Also, in order to confirm collocations, for example, what adjectives can you use with "population", have a think, create something, and then check on Google whether that combination is possible.
How to form compound words.- Writing a passage in English is a test of English ability, but when you consider approaching English native speakers, understanding the rules of forming compound words and being able to form them yourself is also important.
Exchanging English essays we have written and correcting each others. This will not happen in lessons, but as you find time with friends from the same class students should write essays in English of at the minimum 4 paragraphs, swap them, then exchange comments and ideas.
Essays written in English should not simply be translations of things written in Japanese. Students should instead think about reading passages written in English, picking out phrases and constructions they think they can use, then applying them writing an essay using English from the start. At the back of the dictionaries I will request students buy, there are sections dedicated to discussing "Essay Writing". Please reference these too. Students should at the very least check any problems of grammar (conformity etc) or with natural English constructions (collocation problems etc) using Google by themselves. Even just this will avoid some terrible English passages that you may have first thought of.
By yourself you cannot correct your own English, but with other people this becomes possible and even recommended. After several times of doing this, you can become able to take a small step back from your own work and see it much more clearly.
Reference Materials good for using as tools to learning English
Swan, Michael (1980, 1995) Practical English Usage. Oxford University Press.
This is useful for when you want to confirm important points of English grammar or vocabulary.
Sinclar, John et al. (eds. 2003) Collins COBUILD Advanced Learner's English Dictionary. Harper Collins Publishers.
There are at least three different student-oriented English-English dictionaries that I could recommend to students, but this is the one I will use in lessons.
Oxford Collocations Dictionary for Students of English (2002) Oxford University Press.
This is handy as a dictionary for English collocations.
Biber, Douglas, Susan Conrad and Geoffrey Leech (2002) Longman Student Grammar of Spoken and Written English. Longman.
Huddleston, Rodney and Geoffrey K. Pullum (2005) A Student's Introduction to English Grammar. Cambridge University Press.
Comparatively recently there have been two new books published that give systematic explanations of modern English grammar. Both are in student editions. For cases when you feel Swan's entries are insufficient, or for people who want to read a whole modern English grammar book, either of these two books will be more than sufficient.
Page last updated June 2, 2011
The class contents were most recently updated on the date indicated. Please be aware that there may be some changes between the most recent year and the current page.