Educational/Research Objectives and Policies - Division of Foreign Languages

English Major

Educational and Research Objectives

The English Major aims to nurture individuals with a strong sense of ethics and conviction, who can continue contributing to the development of better societies and systems through English education practices, research in their underlying academic disciplines, and professional duties related to English education through the application of problem analysis and problem-solving skills supported by specialized knowledge and excellent communication skills in Japanese and English.

Policies

Diploma Policy

Based on the educational and research objectives of the English Major, the Division of Foreign Languages confers a “Master’s Degree (in Anglo-American Language)” on students who have completed the curriculum and fulfilled the completion requirements established by the Division of Foreign Languages to ensure that students acquire the following qualities:

1. Systematic knowledge of English education and its underlying academic disciplines.
2. Broad knowledge and accurate understanding of areas closely related to English education, including the culture, literature, and history of the English-speaking world.
3. Ability to accurately understand the content of specialized books and academic papers written in English and Japanese.
4. Sufficient comprehensive English proficiency for conducting English educational practices, research in their underlying academic disciplines, and specialized professional duties related to English education.
5. Ability to appropriately select a research topic, appropriately collect, organize, and analyze the necessary materials and data, and logically reach a conclusion.
6. Ability to present one’s own arguments and their grounds using situationally appropriate methods, while listening to the opinions of others.
7. Conviction supported by specialized knowledge and high ethical standards, and willingness to continue contributing to the development of better societies and systems.

Curriculum Policy

To achieve the aims set out in the Diploma Policy (for approving program completion and conferring degrees), we offer courses in the following five course areas:

1. English education
2. Linguistics and applied linguistics
3. Anglo-American culture and literature
4. Field research in English education
5. Research guidance

In the “English education” and “Linguistics and applied linguistics,” course areas, the core areas in which students develop specialized knowledge, we offer three courses for each class theme called “Research in X,” “Seminar in X,” and “Advanced Seminar in X” to provide a curriculum that enables students to gradually and systematically progress from basic to applied learning.

Details of the educational content, educational methods, and evaluation of learning outcomes are outlined below:

1. Educational Content

(1) English education and (2) linguistics and applied linguistics:
We provide instruction that progresses in stages, from basic to applied learning, with the aim of fostering systematic and applicable knowledge on methodologies of “English education” and “linguistics and applied linguistics,” ways of collecting, organizing, and analyzing materials and data that provide the basis for constructing hypotheses, and basic research achievements. (Diploma Policy 1. 3. 4. 5.)

(3) Anglo-American culture and literature:
We provide instruction designed to foster broad knowledge and accurate understanding of the culture, literature, and history of English-speaking countries. (Diploma Policy 2.)

(4) Field research in English education:
We provide instruction for selecting a research topic and research method, analyzing results, and writing research reports, designed to help students learn about the state of English education in Japan and overseas, and research and investigate methods of applying the theory learned in class. (Diploma Policy 3. 6.)

(5) Research guidance:
The “research guidance” course provides detailed individual guidance during every stage of thesis writing to help students complete a master’s thesis (or task-oriented research report) that is original and meaningful as a culmination of their learning. In addition, in the “Special Seminar” course, which is provided when students apply for it—for example if their research theme encompasses two separate fields—faculty members other than the research supervisor provide specialized guidance for conducting that research. (Diploma Policy 1. 3. 4. 6.)

2. Educational Methods

All courses feature interactive classes that require students to engage in independent learning. Students are required to read specialized books and academic papers, including English publications, in advance and then report their content in class, or collect, organize, and analyze materials and data on the basis of given methods, explain the results in a way that is easy to understand, and take an active part in discussions on their theoretical implications. Many of our class teachers conduct their classes in English, and students are required to use English as much as possible. In addition, we foster the “analysis skills” and “discussion skills” necessary for conducting research by requiring students to submit research and investigation reports and providing guidance during the writing process. (Diploma Policy 1. to 5.)

We have taken steps to optimize the “educational content provided to each student” by having our class teachers continuously monitor each student’s learning status while maintaining contact with one another, and by coordinating students’ research themes and topics as much as possible.

We have also taken steps to optimize our educational content and methods.

• In the fall semester of the first year, students are paired with a “research supervisor” based on the field of research that they wish to pursue and work together with that supervisor to prepare a “research guidance plan,” the content of which is discussed in the “Foreign Languages Committee.”
• In the fall semester of the second year, we hold a “Master’s Thesis Interim Presentation Meeting,” where students have the opportunity to receive advice from faculty members other than their research supervisor and the teacher in charge of their “special seminar” course.

3. Evaluation of Learning Outcomes

The learning outcomes of each course are evaluated according to the methods and standards for assessing grades stipulated in the syllabus of each course.

The master’s thesis is comprehensively evaluated on the basis of the following criteria:

1. Academic significance of the research theme
2. Originality of research content and results
3. Ethics
4. Accuracy of understanding and investigating previous research
5. Suitability of the research method selected
6. Quality and quantity of data and materials presented and suitability of the data analysis and interpretation
7. Logicality and validity of the arguments leading up to the conclusion
8. Suitability of the form, composition, and presentation of the thesis

The task-oriented research report is limited to practice-based reporting on English education and is comprehensively evaluated on the basis of the following criteria:

1. Clarity and significance of the problem statement
2. Suitability of the topic selected
3. Ethics
4. Understanding of the state of and problems with current education
5. Suitability of the study method selected
6. Suitability of the analysis and interpretation of the study results
7. Logicality and validity of the arguments leading up to the conclusion
8. Suitability of the form, composition, and presentation of the report

The final examination takes the form of an oral examination of the master’s thesis (or task-oriented research report), which is evaluated comprehensively on the basis of the following criteria:

1. Systematic knowledge of theory in the major field of study
2. Broad knowledge of related fields
3. Ability to select a topic, empirically and theoretically analyze data and materials, and present solutions
4. Advanced comprehensive English proficiency
5. Willingness to continue contributing to the development of better societies and systems

Admission Policy

To ensure that all students can reach the level specified in the Diploma Policy through the two-year educational program, the Division of Foreign Languages seeks students with the following qualities:

1. Strong spirit of inquiry based on a desire to conduct in-depth study and research on the theories of English education and its underlying academic disciplines.
2. Basic knowledge of theories of English education and its underlying academic disciplines
3. Basic ability to appropriately organize and analyze data, and synthesize the analyzed results to reach a logical conclusion
4. Reading comprehension ability for reading specialized literature written in Japanese and English and correctly understanding their content
5. English proficiency for understanding English lectures and explanations and participating in discussions
6. Strong desire to use the specialized knowledge acquired to contribute to society

Students are selected using a variety of methods that can evaluate the above requirements. a characteristic selection procedure is “entrance examinations for recommended working adults,” which targets in-service junior and senior high school English teachers.