TOEIC−based English Education - ASKA

愛知淑徳大学論集一文化創造学部・文化創造研究科篇一 第9号 2009
19
TOEIC−based English Education
and the AS MAP Program
at Aichi Shukutoku University★
Kay NAKAGO
Abstract
Founded in 1975， Aichi Shukutoku University is a co−educational private university， located in
Aichi Prefecture in central Japan． Its parent body， the Aichi Shukutoku Gakuen， was bom in 1905 as
Aichi Shukutoku School for Girls． Today， more than 7，800 students in six undergraduate faculties
and eight graduate schools study at this university・
One featUre of our campus・wide English program is that we make use of the TOEIC score
f（）r various purposes． Immediately after their entrance to Aichi ShukutokU University， all the
first−year students， roughly about l，900， take the TOEIC test． English classes are divided
according to the stUdents’ TOEIC scores． Moreover， all the students in our university are able to
take the TOEIC test up to tWice a year free of charge：the university covers the fee・ The
students’scores are stored in our database for periodic analysis of their progress and assessment．
Another feature of our English education is that we offer programs from the first year to the
fourth year， and from beginner level to advanced leveL’
hn August 2005，．Aichi Shukutoku
University，s across−the−campus English program， AS MAP （Aichi Shukutoku University
Multicultural and Cross・cultural Awareness Program）， was adopted as part of the Contemporary
Education Needs Support Proj ect by the Japanese Ministry of Education， Sports， Science， and
Technology（MEXT）．
The aim of this paper is to illustrate the English education system at Aichi Shukutoku
University−how we started， what we do， and how we do it． The paper will also cover our remedial
education（developmental education）in English and its outcomes．
1． Introduction
St。d，nts st。dy E。gli、h f。， va・i…’
o岬・・e・・many・f th・m・ay th・t th・y want t・・t・dy E・gli・h
because they simply want to‘‘communicate with people in the world”． But is that really enough？
Don’t they have to learn and know more than just train their English language skills？Do they really
have something to talk about？
Undoubtedly， there is a need to make the students confident in their English． They have to know
that no matter how their English may not be perfect， they can certainly make themselves understood
20 愛知淑徳大学論集一文化創造学部・文化創造研究科篇一 第9号 2009
in English， provided they really have something they want to talk about． But how can we make
them confident？
Those were some of the concerns that the Committee for Across the Campus English Education at
Aichi ShukUtoku University faced， when it de．s’igned the English education prograrn AS MAP． This
paper deals with the problem of what we should teach the students in our English classes， and What
we can do． Specifically， it illustrates the across−the−campus English program at Aichi Shukutoku
’ University−how we started， what we do， how we dO it， and what we are going to do in the future．
2． Facts and figures about Aichi Shukutoku University
Aichi Shukutoku University is a part of the Aichi Shukutoku Educational Institution， a
comprehensive educational system including junior high and senior high school． The university was
established in I975， but its． parent body the Aichi Shukutoku Educational Inst輌tutiOn （Aichi
Shukutoku Gakuen）was born in 1905 as Aichi Shukutoku School for Girls．
． When the university was founded in 1975， it had only one faculty， the Faculty of Letters， and l，000
． students． The university had a long history as a women’s institution， but， in keeping with its
． philosophy of living with diversity， since 1995 it has been co・educational， transforming itselfinto an
open university accepting both male and female students． T（）day， the university has earned a solid
reputation in the community． As of May 2008， there are six undergraduate faculties and seven
graduate schools， with more than 7，800 students』in two campuses．1．
Aichi Shukutoku University is located in the city of． Nagoya in central Japan． Nagoya is
conveniently positioned between Japan’s two largest cities， Tokyo and Osaka．
．3． A brief introduction to the TOEIC test and“s use in Japan2．
The Test ofEnglish for lnternational Communication−TOEIC， is an English language proficiency
test fbr people whose native language is not English．
English has expanded from a culture−specific or national language to a tool fbr communicating
across multiple cultures and countries， and the TOEIC test scores indicate how well people can
communicate in English in today’s globally diverse world．
rOEK．b836d Eng臨sh Educabon and曲￠AS鳥¶AP P向唇抽ロ瓠AiClti Shuk頃ob」Uni▼e隠飼y 21
刀D．・・㌘
一・．鷺
≡．逐．
＝、﹄羅一
｛
°．
鱗．
．．
逐雀．・．． ’”8． ’
ｾ．．・
吻，：：瀦．、灘懸萎．．，菱．㌘。霧膠湿．
ｾ
x ・』．．、：ひ．・：痴∠灘E：・・ ．1． 「 、言 ♂ ． r ．．’ ．
wnh自n hi5／her（vwrl 1鳩al罰ロof experience， d泌indivictual is cap6b6e
of suffTicient uoders富andin9 8脳」 C80 typke皿y respond w“h
Cati usually
A
aPP｛｛㎞s ev㎝a㎞tωpics㎝醐e hぷ鷺r飼d of
commumcatc
specialiZatioa．
adeqw鵬ly as a
Nthough speech is no唯equivalent to lhat of a native speaker」血
㎜イ辿ve sp剖㎞r．
釦ndividual has a sロ㎎grasp of voc輌， graπHnaば， a1冨1㎜
and tbe abil“y tO u3e口翼31禽nguage佗k由vely fiuently．
860
Uoder就四翼ls o“1綱 conve鵬ation well aod can 民spond
螂皿11yJhe㎞」ividual also bas由e ability⑩鵡pond m some
B
Is capable of
fashion． even when the topic爬la任sω聯岨i泌d 6elds． T』民a鵬
co㎜umca血9
typke皿y no 9噺 baπie鵬 to communica曲ng in usual bus泌ss
appropriatcly in most
S1翻田臼ons．
Sltu飢‘ons．
While gran，matical and蜘ctUral mistalces sometimes oocur and
some isolated dispar“ks eXist㎞1￡ms of◎om誕力腸ss and fiuency．
Ube are not so 730
uent that s his misunde「鯛幽．
Can understarKl the gist ofordinary conversation and has no tm心ble
fbmmg口spo㎜． H（vwcver， the individual shows some disparities
Has suthcient
600
C
knowledge for daily
in t』e ability to爬spond correctly and making himse囮herself
activities and
曲derstOod in more complicated siぬtions．
conducting business
The individual has acqui爬d a血mdamenta1㎞owledge of g㎜m町
witi血certain limits．
and ｛ and h畠s th6 vocabulary to comm凹nicate essentU」
information， even when 1ackin ex ressive wer．
470
3so
Can understand simple conversations when the other party speaks
D
Is capable of the
slowly孤d repe就s or佗phrases what is said． ls capable of
minimal
respon ling to fainiliar topics．
communlcatlon m
Knowledge of v㏄abul齪y， grarnmar， and strucn鵬is generally
ordinary
inadequ飢e． However， if the other pa“y is used to dealing w“h
conve「sation．
n㎝・n誕ive sp艶kers， the血divi伽l can m鯉ge to get a po加
ac「OSS．
220
Even simple conversati㎝at a slow I抱㏄is only p訂t塩lly
E
Is not able to
mderstood．
communlca砧
Is able to commmicate w“h isolated phrases but not in f姐，
adequately．
grammatically corπ戚sen』and does not effectively serve to
make himselfi「herself undeぷood．
Table 1
Proficiency scale ofTOEIC（revised May 1，1997）
The test avoids language that is specific to US or Bri山h English（e．g． vocabulary， grammatica1
◎onstructions， idioms）， chooses contexts that are not specific to one cultぴre， or that may be fbreign to
candidates f｝om some cultures， ensures the balanced use of names伽m different nationalities， refe怜
to l㏄ations， people， or events that would be recognized m many differ㎝t countries and avoids
situations that are too sp㏄ific to one occupational area・
The TOEIC test is used in about 90 countlies and about 5 million pθople took the test in 2007．
The TOEIC test is widely used fbr its high reliability， validity and oonsistency in more than 9，000
◎omp頷ies， government and public o伍ces and other org孤izations such as the French Navy， Thai
Airways lnternational， AccentUre， Nestle， Siemens， Kenw叫Hy皿《tai， Panasonic and Toyota etc・伽
hir㎞g， Englisいraining progress check， requirement fbr promotion etc．
Ac◎ording to a survey c皿ducted by IBC， the lnstitute of lnternational B蜘㏄s Co㎜皿ic劔ion，
22 愛知淑徳大学論集一文化創造学部・文化創造研究科篇一
第9号 2009
TOEIC Steering Committee in Japan， more than 50％of corporations and organizations answered
that they take TOEIC scores into consideration f（）r hiring． More than 50％of corporations and
organiZations expect TOEIC scores over 500 for new recruitS．
You may think that， the TOEIC test is for business society；however， the TOEIC test is also utilized
in schools and universities as well． For example， according to a survey conducted by IIBC about
60％of universities in Japan utilize the TOEIC test for its entrance examinations and／or its credit
accreditation． Also，70％of vocational schools（technical colleges） in Japan utilize the test similarly．
lf we compare the school utilization numbers in 2007 with 2003， you w川see it has more than
doubled−from 236 to 488．
am
500
400
滋Vocetional SehoOt
■Junbr Coll●8●
300
■Un｝u醐ほy
継Gr｛e SchooI
200
100
0
2003 20C4 2005 2006 2007
Figure 1
The number of schools using TOEIC as their entrance exarn
Accordingiy， the number of stUdent examinees increased by 46％（from 470，3 14 to 688，127）in five
years・ About 90％of all prefectures in Japan utiiize the TOEIC test for hiring teachers． The average
score by school in 2007 is as f（）llows；9raduate school：581， university：553， junior college 479，
vocational school：439．3
㎜ 姻 砲 ㎜ “刃 ⑰ ㎜ ⑰゜
㎜ 頑 ㎜ 顕 卿 m 加 ㎜
？（M）
蜘
500
■■■■■lNtha●r◎f Student E：鍋‘燥．・
硯
一一●一一G畑白庖t6 SChed
−■●■−univortity
一吋b−−JpmiOr eelk■●
300
−〉←・V民●し㎝■‘Sむhooi
200
1CO
0
0
1003
20CH
衡
㎜
2007
Figure 2 Growth in the number of students taking TOEIC and their average score
TOEIC−based English Education and the AS MAP Prog㎜at Aichi Shu㎞to㎞University 23
Hence， the TOEIC test is w輌dely used in both fields ofbusiness and education in Japan as a reliable
scale．
3． English Education at Aichi Shukiltoku University and the use ofTOEIC
Now， let us move on to explaining how our across−the−campus English education started， what we
do， and how it is operated．
ln 2005， the Japanese Ministry of Education， Sports， Science， and Technology（MEXT）adopted
our across−the−campus English program as part of the Contemporary Education Needs Support
Proj ect（or Contemporary Good Practices）． Our across・the・campus English program was named AS
MAP， which stands for Aichi Shukutoku University Multicultural and Cross・cultural Awareness
Program． What we do in the AS MAP program will be shown in Section 5．
It might be better to start explaining about our English brogram by telling here what happened in
2000，when the Faculty of Creativity and Culture opened． Here at the new faculty， alいhe
first．y。ar−、t・d・nt・t・・k・th・TOEIC t・・t imm・di・t・ly頭・・th・i・entr・nce t・th・ unive・sity．4 Th・
university covered the fee． The students were divided into different English classes according to
their TOEIC scores． The fbllowing year， befbre the second year started， all the students took another
TOEIC t，，t・and・bas，d・n・thi・・sc・・e， E・gli・h・las・e・f・・th・・ec・nd y・ar・E・gli・h das・e・w・・e dMd・d．5
The system at the Faculty of Creativity and Culture became campus−wide， and from 2001， all the
students were able to take the TOEIC test twice a year free of charge． Table 2 shows how TOEIC
and TOEFL tests are conducted ih our university． Dates in bold白ce are TOEIC and TOEFL tests
that the students can take free ofcharge：the university covers the fee；students have to pay the fee fbr
other dates shown in the table．6
2008
TOEIC
TOEFL
Apr
4／1
May
June
July
6／28
7／19
Aug．
Sep．
Oct．
NOV
ll／8
Dec．
Jan．
Feb．
March
1129
11／29
6／14
Table 2 Calendar of TOEIC and TOEFL tests at Aichi Shukutoku University in 2008
In 2004， new campus・wide English classes started． Up till then， each faculry had their own basic
English skil！ training program， but廿om 2004， eight kinds of classes named Engtish Communication l
to 8 were introduced to all the faculties at Aichi Shukutoku University． The table below shows a
model case．
lst ear
lst semester
2nd semester
2nd ear
．
dnglish Communication l（TOEIC I）
EC 5（TOEIC II）
dC 2 Listenin I
dC 60ral Comm．1
EC 3（Listening II）
EC 7（Oral Comm． II）
dC 4 Readin I
dC 8 Readin II
Table 3 English Communication（EC）classes at Aichi Shukutoku University
24 愛知淑徳大学論集一文化創造学部・文化創造研究科篇一 第9号 2009
1n the academic year of 2008， a total of 442 English Communicaiion classes are being provided to all
the undergraduate students． The average number of students in a class is l 7．8． Besides fUll・time
faculty members， we have 46 part−time lecturers， both native and non・native speakers ofEnglish， who
teach these classes．
class name
number of
average number
@classes
盾?唐狽浮р?獅狽刀^class
English Comm皿ication l （ToElc D
73
2L7
English Communication 2 （Listening D
76
18．8
・
dnglish Communication 3 （Listening II）
64
7
English Communicatbn 4 （Reading I）
81
17．6
English Communication 5 （TOEIC．II）
40
． 18．8
English Comm皿ication 6 （Oral Comm皿ication I），
34
． 15．0
English Communication 7 （Oral Communication II）
34
13．2
English Communication 8 （Reading II）
28
17．5
442
17．8
・ to白1
Table 4
P7．1
Details ofthe English Com．munication classes in the academic year 2008
The features of the English Commμnication（EC）classes are summarized as in（1）．
（1） q． EC classes are divided according to the students’TOEIC scores．
b．The e・learning system ALc NetAcademy is used as the standard learning material．7
Besides the e−leaming system， instructors can use whatever textbooks or teaching materials tiiey want
to use．
（2）
How we usg the e−leaming system within the English Communication clas．ses are as follows．
a． ALC NetAcademy is used in 50fall the 8 EC classes．
b． ＄tUdents can access to the e−learning system either from the univers ity or from home．
c． Seminars are held on a regular basis f（）r the EC class instructors．
d・ students’learning records are used fbr assessment and periodic analysis of their
P「09「ess・
4． The Electronic Chart System
In order to gather all the inf（）rmation on each student， for gxample， abOut their TOEIC score and
learning record， in one place， we haVe developed a database， which we call the electronic chart
system， using the software FileMaker Pro． This is what it looks like．
，
TOEIC−based English Mucation and the AS MAP Prog㎜at Aichi Shukulo㎞University 25
Figure 3 The electronic chart system（database）
By us ing this electronic chart system， we can easily grasp how a stUdent has made progress in his／her
TOEIC score． Here is a tist of studentS who have made remarkable progress． The student who has
made most progress scored only 255 when entering the university， but the stUdent’s score went up as
8
high as 630 and now has the score of 885．
Table s Students’ progress in their TOEIC score at Aichi ShukUtoku University（ASU）
（as of March 2008）
As was mentioned in the last section， we introduced the across−the・campus English
Communication classes and the e−learning system in 2004． You might wonder how effective this
introduction was． Here is a pOssible answer to the question． Figure 4 shows the average progress
of the students’TOEIC score in a year in the Department of English Language and Literature from
g
year 2001 to 2005． We can see a remarkable change bef（）re and after 2004．
26 愛知淑徳大学論集一文化創造学部・文化創造研究科篇一 第9号 2009
150
100
50
0
2001 2002 2003 2004 2005
Figure 4 Average progress ofthe students’TOEIC score in a year
in the Department ofEnglish Language and Literature
Other studies concerning the studentS’TOEIC score involve Nakago（2007）， where the correlation
between the TOEIC test， pronunciation test， and the cloze is investigated． It concludes that there is a
comparatively strong correlation between the TOEIC test and the pronunciation test． However， it
also shows that there is only a weak correlation between the TOEIC test and the cloze test．
5． AS MAP
NowJet’s move on to explaining what we do in AS MAP（Aichi Shukutoku University
Multicuhural and Cross−cultural Awareness Program）． The aims of our program are as fbllows：1）
to let the studentS know abOut themselves in English−about the town， regional society， co画ry in
which they live，2）to encourage the students to express their own ideas in English． However， in
such a volume as this， only a bare general sketch can be given of the AS MAP program． Therefbre，
1 will only be addressing some ofthe most characteristic aspectS of the program．
TOEIC−based Engllsh Education and dW AS MAP Prog㎜at Aichi Shukutoku University 27
増嵩Multicultural Awareness Module
閣■Basic SkillS MOdule
亀B［lepartment M・dule
〃ノ
・灘麟灘灘纒犠叢鑛 ゴ竈酷麟麓■ぴ
゜t・ ニ ク tt tt．t ttノ ド
’ ， ’ ！ ’
フφ〃レ㌘㌧．㌘鑑○〃〃「 ド
，シ，ノ ﾊ〃〃ク．＿・・ ド ，ド．
” mU CocvnoriCatめn
〃〃
Enghsh Co㎜にaOon l
Speaking L H
CT−OEIC t）
・WrtthgトN
Engiish Com…口㎞2
−esentatOn｜，周 8㏄
（List加mg l）
．℃噸瞳緯瞳●1
「ゴ tt 「”ノ ろ ／ F ド ゴ 「
Engiish C㎝㎜にatbn 3
Wr加gl』
（Usrening tl）
SpeeCti and Presefitatめn 、
輌励Ow「seas R°乎am l霧
Engttsh Com…1catゆn 4
F
・B㎜s【W由etC
Z
’轟㌘ノ”’沌
、麹崖顧自暫自膨
｛ReaCSin9 O
「 ， ノ” シ ”ノ ’ ”／ 「 」’ ド f
「 ㎜㈱＝＝醐
English Comr㎜K二abon 5
霧
，Eng蝕5h㎞缶racOon M
・C㎜unc∂㎞S∀a鞭ハ9胞s
（TOE｝C｜｜）
Wn伽9蜘ρre一は
／11Reeding加d dscussitm l、凹e忙
F ／／ ！ ノr ’ 「 劣！ ’ ノ”x 「 tt ’’ ” x
”，
English Com刷n醐on 6
z／γ’・㌘ろ⋮∠ノ／
（Oral CommuniCation｜，
ノ 「
」 「 ，t xttt ， 〃 M 「tX ”
Eng日sh Comr㎜にatめn 7
灘
〃耗ng㎏h Wr“而g｜、‖
（Or剖〔）ornrnunicatめn ll）
’ ， ／ノM ， ’ tt nt，毛 ’r’ 戸ウ る 〉 ソ ノ ’
Engtish CorTirnunrcati∞8
〃覇鑛 睡灘
｛Reading lり
’づ／「ノ
ASUTO日C l
〃形・：f・・』・』．・・z『『…ff，
ソ蔓■幽蹴薗薗麟
．， k｛ in ε綱
、Nゆtiat◎n1【崩8
tt、日一Manne「 e忙
’／’Z写
澤 ！、
毎’﹁解
鰯難
彩Z
簸％
ノ・’ノz’
r 〃
’彩彩
”
，ノ1 Z
葬焔忽
ち〃㌘
、﹁拷
〃
κXノ
〃’
ASU TO日C ll
∠z
鉱＝馴蹴硫。
” 一・ Wa Cornmunicative Skills MOdule
PawerPoint Fヤ白serrtabons
Fヤesen愉bns on the W白b
ノ
・「 ・ ． 「 「ノ ’” ，T． ソ 「り r ゴ
Booklet Pvbtishing
Figure 5 AS MAP curriculum
5．1 Traditio願I Arts in J8pao
One of the things many Japanese students realize when they go to fbreign countries is that they
㎞ow veIy l i“le about their own culture． This is one of the reasons that make them feel that也ey
don’thave anything to talk about when they meet someone fbm another country ofculture．
In the Traditional 4r’∫∫η」φαηclass， we have hands−on lectures by a va亘ety of traditional
Japanese arts experts． The lectures include Karakuri mechanical dolls，、4r’matsuぷhiborゴtie−dying，
and Oア∫gα〃1ゴpaper f（）lding．
4／23
Introduction
4／30
Classical Ja anese Dance ishikawa・ ）
5／7
イr∫〃7αrsμ品∫boア∫−tie−d ein
5／14
κゴomo∫o−t ofmusic fbr Kabuki
5／21
5／28
6／4
Table 6
secial lecture
Orゴα〃T∫− a er fbldin
ハbカ and Kyogeη 一 traditional Japanese musical
р≠獅モ?Edrama and comic d㎜a
6／11
κα〃z斥μrj mechanical dolls
6／18
κObμ貞ゴーtraditional Ja anese theater
6／25
Classical Ja anese Dance Nishikawa・
7／2
κo’o−traditional Ja anese h
7／9
κとzbμえゴーtraditional Ja anese theater
7／16
∫んαjtμ』c力匡一traditional Ja anese vertical bamboo nute
7／23
κα4b−nOWer aπen ement
7／31
Summa
Traditional Arts in Japan in the AS MAP program（first semester， 2008）
28 愛知淑徳大学論集一文化創造学部・文化創造研究科篇一 第9号 2009
5・2 Central Japan 』
In th．e Centra1／bpan class， we invite guest speakers from various industties in the central Japan 『
region， and the speakers will tell the students about what they do at their companies， the tips of
communicating using English in business， and their own lives． To hear stories from people wOrking
in the business world has been a great chance for the students to learn a lot of things．
4／17
Introduction
4／24
1為io．Ka akuCo．Ltd．
511
Pf立er Ja an lnc．
5／8
5／i5
5／22
no uest．s eaker available
no uest s eaker available
Harman／Becker Automotive S stem
5／29
Brother Industries， Ltd． ・
615
To ota Tsusho Co oration
6／12
IT create Inc．
6／19
Nikkei Media Marketin，1nc．
6／26
Seika aku Co oration
7／3
CHUKYO TV BROADCASTNG CO．， LrD
7／10
HiltonNaoa
7／24
CHUBU Electric Power Co．， Inc．
7／31
「
rumm
Tabte 7 Cen’ra〃bpan in the AS MAP program（first semester，2008） ・
5．3 Multiculturalism in Aichi
Near Nagoya is Toyota， the home of Toyota Motor Corporation． This makes the region to have
many・f・・eig・・w・・kers w・・ki・g i・・ar・・el・t・d fa・t・・i…1・fa・t・the cent・aり・p・n・・ea・h・・ th・1・・g・・t
number of foreign workers in Japan． Inル伽〃iculturalism in．4 ichi， students leam about the
multicultural perspectives and issues of the diverse society in our region from various gues’t speakers．
1
Ja an as a Multicultural Societ
2
Histo of Multiculturalism in Ja an and Aichi Pre飴cture
3
hntemational Center， especially in Consultation and Advisory
4
Helping Each Other For A Friendlier Community through
5
JICA’s Coo eration ActMties and Develo ment Education
6
Activities ofthe Phili ines Socie
Services and Activities ofNagoya City and Nagoya
q）rForei n Residents
ubluntar Activities
7
Li允ofaBrazilian in Aichi ・
8
Ja anese Tξachin in Communit
9
Activities ofForei n Students in Aichi
10
Activities in su ortin ofForei Residents
ll
Inlbrmation and Communication throu h En lish Ma azine
12
Report on the Society and Culture ofTramee’s Sending Asian
boun ／Re ort on the Multicultural Societ like Australia
Tabte 8 T（）pics of Multiculturalism in Aichi in the AS MAP program
（first semester，2008）
TOEIC−based E回glish Education and由e AS MAP Pmg㎜at Aichi Shu㎞⑩㎞University 29
5．4 Meet the Famous
In the Me■〃舵Famous class， we invite guest speakers from around the world Table g is a l ist of
guest speakers we have invited f「om 2005 to 2008：the list includes the secretaly−general of the Japan
Association R｝r the 2005 World Exposition， an aboriginal writer伽m Australi己poets and writers
倉om Ireland， a kか輌一e（paper−cutting）artist from the U．S．， a Canadian writer， and a Japanese film actoら
among others． The students have the oppo血mity to hear a lot of stories from guest speakers of
different backgrounds and specialties in English．
@ ．，、毒萎．．．．1｝・・／難・．．．：・濡．．；…1・卸i．難：1：…撫．1…：」／．：：〃i．：；；：霧：．…㌘．…．1・…：：・：罵．：○ ・：．壌1・1
．・〃：・：．1 護i．i．謎．、．ン、「．．難…i萎ii：薫灘…ii．．．：：憂．：． ．，㍗．．．」．．、．，、．．、．「三・1lz…．r’．．琴、：7
Theル勧cbε功PerR｝rmance
Inte㎜tional Theatre Com an London UK
Hints fbr Leammg English
Ms． wendy Ellis
Slovenia’s History and Culture， her Research WOrk
Pro偽ssor M（蓼ca Cepic
Thanet Colle e UK
and Childヰearin Ex riences
The Field Day Theatre Company and‘The Whole
PeoPle of Ireland，’
Josef Stefim Institute SLOVENIA
DL Bryan Colebome
Visiting fdlov鳩Australian Scholarly
Editions Centre， Australian Defbnse Force
Academ AUSTRALIA
Behind the Scenes ofPresident Bush’s Visit to Japan
Mr． Michael R． Tumer
US Business Manners and Customs
Mr． Ke㎜eth R． Cr㏄ke“
Differences in Culture and Value：廿om my own
Mr YUkiaki Hayashi
Presiden輪Global Asset
Director， Na o a American Center
State ofWest Vir ini亀USA． Ja an Omce
ex riences abroad
Interpreti皿g and Translat㎞9：fhscination and
challen e of co㎜unication
Let’s TaU（with Gemma！−The‘‘image”people have
of Britain and the typical Brit， and how this image can
be so f5r f㌃om the truth一
Society and Culture㎞Northem Thailand and nearby
Coun廿ies alon the Mekon River
Hana’s Suitcase
Ms． Atsuko Md
Universi ofNewcastle u on T e UK
Ms． Gemma McGoldrick
Education＆Examination Promotion
Mana er， Bhtish Council Na o a
DE Kosum Saichan
Chian Mai Universit THAILAND
Ms． Fumiko Ishioka
translator， director of the Holocaust
Education Resource CenterらTOk o
What the EXPO 2005 Brought us and How we are
Going to Cherish its Concepts
Mr． Ibshio Nakamura
Secretary−Genera1， Japan Association fbr
the 2005 Wbrld Ex osition
一 Cross Cultural Issues in Education／Working in
an Intemational Environment
P「o飴ssor James Banner
Hilderstone College（UK）
一 Exploiting Art and Design and Pop Culture㎞
the Classroom
Changes， Challenges， and You
Profヒssor Stephen Hesse
Poetry Reading：η6θ5切／orαη4’乃ε・∼br功5｝αr
Chuo Universi
Mr． Theo Dorgan＆Ms． Paula Meehan
Cutting Thru：Sharp New Art with Traditionalκぴf一θ
Ms． Beatrice Coron
Poets IRELAND
T＞chni ues
Our Truths：Aboriginal Literanlre and the Stolen
Generations
As三an Art in Brooklyn：Early Collectors
Kiri−e Artist USA
Dr． Anita Heiss
Abori inal Writer AUSTRAL［A
Ms． Amy Poster
Curator Emerit己Brook［yn Museum
USA
30 愛知淑徳大学論集一文化創造学部・文化創造研究科篇一 第9号 2009
How 7乃εG〃’iR〕ok Flight
Ms． Daphne Marlatt
poet， writer， playwrite（CANADA）
Mr． Richard J． Emme血
Kita School Noh instructoらcomposer，
P
高浮唐奄メ@director
Mr． Akira Matsui
master actor・teacher ofthe Kita school
聴aching and Doing Research m the U．S．A．：A
Joumey to Explore the Un㎞own and My Research on
Dr． Mei−Chen Lin
Kent State University（USA）
．
hnter enerational Communication
The Blues Progression ．
Mr Donny Schwekendiek
． ． ．
≠yZ lanlst
Eden：Images ofAmerica 『
Ms． Jeanne Hilary
My Life as an Actor and English
Mr脱tsuya Bessho
Irish Language Literature in Ireland and Why I Write
Dr． Nuala M Dhomhnaill
hoto ra her USA
actor 層
p㏄t（IRELAND）
m Poems in lrish
Multiculturalism and Re日nement
ML Tbshiyuki Tsuchitori
． ，
?窒bUSSlonlst
The Japanese Traditional Perfbmling Artsκソogeη㎞
Mr． Mansai Nomura
koenactor
the WOrld
Table 9 Speakers in」Meet the Famous in the AS MAP program
5．5 Get Together and Talk 1＆II
In Get Together and Talk 1， Japanese students Will go on a field trip， board together with fbreign
students， and share ideas with them． The activitie『of Get Together’ and Ta／k 1 include， fbr instance，
avisit to a bean paste factory・ Japanese students act as guides and interpreters to the fbreign
students． The studentS also enjoy cooking yarious kinds of national meals togetheL
The basic idea behind this class can be summ輌d as follows． Through explaining to foreign
students in English about our local community in the field．trip， Japanese students w川have a better
皿derstanding of the area they live in．，Most of the fbreign students are non−native speakers of
English・ Japanese students w川learn the importapce and joy of communicating with a lot of people
丘om around the world through real experience． For details of this program， see Ishibashi et aL
（2009）． 、 ” ． ’ −
In Gθ’Together and Talk II， our students have discussion and conversation with students in
Australian universities using the on−line video chat system． With Australian universities， there is no
problem with the time difference， and this class is beneficial fbr students ofboth sides sincC Japanese
students who wish to study English will talk to Austral輌an studentS in English， and Australian students
who wish to study Japan『se will talk to Japanese students in Japanese．
TOEIC−based English Mucation and de AS MAP Prog㎜at Aichj ShUlcutOku University 31
6． Decrease of‘he 1＆year−old PopulatiOn i臼」叩加龍d what mte do at ASU
Japanese universities are now白cing a vely big problem：the decrease of the 18−year−old population．
In』t， the population of l 8−year−《）1ds in 2008 is 60％ofthat in 1993・
The influence of dle d㏄rease both on examinees and on universities and junior colleges can be
summarized as fbllows． For exalnmees，㎝tering university beoomes easier because of less
competition． For universities， environment becomes tougher and tougher． Therefore， in order to
gather more students， universities in Japan are diversifシing the entrance examination system．
Enrollment by recommendation， enrollment by Admissions O缶ce， and reduction of su切ects are such
examples． In connection to this， it has been frequently pointed out that也e scholastic abnities of
high school students are deteriorating． Aichi ShukUtoku University is no exception． We are making
efforてs to de創with students of di脆rent levels and n㏄ds． Here is a brief outline of what we do．
FirsL as part of our regular English classes， we have ASU TOEIC and Advanced English SeminaL
ASU TOEIC classes are fbr students who want to improve their TOEIC score． Advanced English
Seminar classes are fbr students at the highest leveL
Second， as non−classes， we have a program called“ASU English．com”and English fbr Beginners
Course． Wha【we mean by non−classes is that students do not get credits fbr these courses． These
are English learning support prograrns．“ASU English．com”is a pro卿we constmcted輪tUdentS
who wish to improve their writing skills． Students can improve their writing ability either in person
or over the Intemet． For students at the begimer level， and who wish to learn English again from
the very bas ic level， we set up the English fbr Begimers Course．
6．1 ASU TOEIC
Figure 6 shows how successful our ASU TOEIC class， a class specially aimed at the TOEIC test，
has been． If you compare the progress of the stUdentS in the ASU TOEIC class with that of the
whole students， you can see that students in the ASU TOEIC class have made remarkable progress．
‘oo．8
100
境●V●nge pro8ア0550f
vvhOte stodents
50
■P「ogr●850f th●
studantS vvho toOtc the
ASU TOEIC cl●5島
e
Figure 6 Average TOEIC score progress ofthe students in the ASU TOEIC class
32 愛知淑徳大学論集一文化創造学部・文化創造研究科篇一
第9号 2009
6．2 English for Beginners Course and the need fbr remedial education
There are two courses in the English f（）r Beginners Course：correspondence course and the lnternet
course． In the correspondence course， the students leam English through printed materials and the
stUdents’papers are marked and corrected． We keep the studentS’leaming records in the database
’（the electronic chart system）． In the int’ ?窒獅?煤@course， students learn English on−line． The e−learning
system access is available either on campus or from home． Again， the students’learning records are
kept in the database． Details of the English for Beginners Course are discussed in Ohta et al．（2009）．
Look at Figure 7． If you plot the TOEIC score before each student took the English for Beginners
Course on the horizontal axis and the score after each stUdent completed the course on the vertical
axis， you can see that most students’scores went up． The solid 45−degree line indicates that the・
plots above this line are those students who made progress． In fact，83．1％of the students in the
correspondence course，．and 72．30f the students in the lnternet course made progress in their TOEIC
score．
了OHC scoro change（correspondence co鵬e） TOEIC seere change（intem6t course）
．w．（sfter｝ ’ ． 5。㎝〈tfter）
800 800 ．
700 700
◆
600 600
◆
◆
500 500
◆
8？・）
●
タ
400 400
y＝0，4137x＋
⇔
◆◆
@ 244，86
◆
◆
300 300
＝ ．
◆
◆⇔篤
㌻
8
y＝0．8382x÷
120．87
＝
◆◆◆
◆
200 200
100 100
◆
0 0
0 100 200 300 400 500 600 700 800 0 100 200 300 400 500 600 700 800
‘c㎝（b㎡留・） ． ‘。。陶（b㎡㎞）
Figu祀7 TOEIC score changes before and after the English｛for Beginners Course
The average TOEIC score progress of the students in the correspondence course is 78．O and that of
the students in the Internet course is．68．8． The student who has made the most progress in the
correspondence gained 255（from 310to 565）， and the student who has made the most progress in the
Internet course gained 340（from 255 to 595）．
When we examined the distribution of the freshmen’s TOEIC score in 2007． it tumed out that as
many as 43％of the students scored less than 300． This analysis made the Committee f（）r Across the
Campus English Education at our university to introduce rerbedial education（developmental
education）in English．
TOEIC−based English Education and the AS MAP Prog㎜at Aichi Shukuto㎞University 33
Therefbre， we intrOduced English Communication Foundation as a credited class， fbr students with
TOEIC score 300 and low鋲in the academic year of 2008． Note that the credit students get for
English Communication Foundation class will not be counted toward graduation requiremenし Now，
也e English education program at Aichi ShukutokU University◎overs from beginner level to advanced
level， f｝om regular class to non−regular classes． If we classifシour curriculum according to the year
to which the classes are opeza and the targeted TOEIC score， the English program at Aichi Shukutoku
University can be summarized as in Figure 8．Io
YEAR
Figure 8 The English program at Aichi Shukutoku University and the TOEIC score
7． Conclusion
At Aichi Shukutoku University， under the direction of the Director of the Language Education
Center， and the Chief of the English Education Division， we have 5 fU11・time facutty members，5
full・time lecturers， and 7 administration staff members． AS MAP has been operated by these
members， and we have had positive feedback from the students involved in the program． In this
paper， we have seen that the success of some of our programs can be measured by the progress of the
students’ TOEIC score． The problems that we now face can be pOinted out as follows：
第9号 2009
34 愛知淑徳大学論集一文化創造学部・文化創造研究科篇一
︶
1
How do we get more students involved in our English education program？
Although we have notices on our campus notice bOards and on our web pages，
it is difficult
to get our message across to students whom（we believe）our program is really needed．
2） What shall we do after the four・year budget support to our AS MAP program from the
・govemment（Contemporary Education Needs Support Pr（）j ect）is oVer？ It is practically
impossible to carry on the program as it is now．． ・ ．
︶
3
Very heavy workload and burden on the staff．
These are the problems that we have to solve in order to make bur across the camPus
English education program more successfu1 and sustainable．
Notes
●
This is a revised version of the paper read at the Seventeenth Intemational Symposmm and Book Fair on English
Teachin脇on November 15，2008 in Taipei， Taiwan． Iwould like to express my deepest gratitude to Chun Shin
Limited in Taiwan， and the Institute for Intemational Business CQmmunication（IIBC）in Japan f（）r gMng me the
opportunity to give my presentation in Taipei and fbr alhhe suppor“hey have given me． Thanks also go to
Gemma McGoldrick fbr helping me with the translation， and Yusaku Oteki and Yusuke Andow fc）r providing me
With the necessary data． The AS MAP program has been carried out by the cooperative work ofall the faculty
members in the Committee fbr Across the Campus Engl ish Education， and administration staff members at the
Language Education Center at Aichi Shukutoku University．
1
Six undergraduate faculties are as follows：Faculty of Letters， Faculty of Studies on Contemporary Society，
Faculty ofCommunication Studies， Faculty of Business， Faculty ofCreatMty and Culture， and Faculty ofMedical
Welgare． Sevep graduate schools are Graduate School of Letters， Graduate School of Global Culture and
Communication， Graduate School of Studies on Contemporary Society， Graduate School ofPsychology， Graduate
School of Business， Graduate School ofCreativity and Culture， and Graduate Schoo1 of Medical Welfare．
2
Contents and data in this section have been kindly provided by the Institute fbr International Business
Communication（IIBC）．
3
The nμmber ofexaminees in Figure 2 is a total ofexaminees in the TOEIC SP（Secured Program）test and TOEIC
IP（lnstitutional Program）test． The average score is that of the TOEIC SP（Secured Program）test only． The
average sco爬of university students』in TOEIC IP． in 2007 is 431（freshman 406， sophomore 428， junior 475， and
senior 499）． ， ．
4
5
All the TOEIC testS conducted at Aichi ShukUtoku University are TOEIC IP（lnstitutional Program）testS，
0・・p向ect w・・fe・t・・ed i・血・TOEIC・N・w・1・tt・・v・1・76（0・t・b・・2001）issued by・h・1・・tit・ゆ・1…m・ti6nal
Business Communication（IIBC）．
6
Academic year in Japan starts in ApriL TOEIC on April hs fbr first−year students only． The university start’ed
covering出e TOEFL fee in 2007．
7
The e−leaming system ALC NetAcademy is jointly developed by ALC Education Inc．， and Hitachi SoRware
Engineering Co．， Ltd．（HhachiSoftware）． 【t is adopted by 350 educational institutions nationwide， and is adopted
at 75％ofnational universities in Japan．
8
For details and voice of some ofthe remarkable students， visit our website：
http：〃www．aasa．ac．jp／fl＿education！english／score．html
，9
10
The data has been provided by Yusaku Oteki．
StUdents at our university can also access to the online wrjting evaluation system Criterion upon request． We
have also intrOduced the leaming management system Blackboard as part ofour AS MAP program．
TOEIC−based English Education and the AS MAP Program at Aichi Shu㎞to㎞University 35
Refe rences
Halada， K．， Ishikawa， Y， Watanabe， Y C．， Nakago， K．， Matsumoto， S．＆Oteki， Y（2∞8）， Four lnstances of GP in
College English Education Refonn and its Future．伽’rc〃φαηEカg∫’ぷh Studies，27，63・82．
Ishibashi， C，， Norris，」．， Norris， H．， FukUmoto， A．， Ota， A．， Nimura， S．，＆WOodman，」．（2009）．“Ge“ogether and Talk
r’（English Semmar Using Intemational Students）−English Education Required to Cope with the
Multi−cultural Times−． to appear in Stttdieぷin Contemporary Society，ノ4， Aichi ShukUtoku University．
Nakago， K．＆Ono， S．（2002）． English Education at the Faculty of Creativity and Culture， Aichi Shukutoku
University：usmg the TOEIC score as a scale．β”’etin of／1 ichi Shukutokuこルlive「sity・Faculty of Cneativity and
Cu〃ure，2，81−103．
Nakago， K．（2007）． Correlation between the TOEIC Test， Pronunciation T＞st， and the Cloze TesしBulletin ofA’chi
Shukutoku University， Facu∼ty ofCr‘刎ivity and Culture，（｝raduate＆：hool ofCneativity and Culture，7，77・93．
Ohta， N．，1shibashi， C．， Oteki， Y， Nakago， K．， Wakayama， M， Fukumoto， A．， Yamada， K．， Ota， A．， Mmura， S．，Ozawa，
S，＆McGoldhck， G（2009）． Across−the−campus Order Made English Education at Aichi Shukutoku
University：summary ofthe Bnglish f（）r Beginners Course． to appear in Bu〃etin ofAichi Shuktttoku University，
Facu’」プofLette「s， G「aduaごθ＆：hoo’ofLetters，34．