研究者学術情報データベース

シモムラフユヒコ
下村冬彦
SHIMOMURA FUYUHIKO

所属経営学部経営学科

職名准教授

学会発表
1.	2018/08	Exploring the potential of visual shadowing as a L2 listening pedagogy at universities in Japan (The 9th Tutorial and Research Workshops (ExLing 2018))
2.	2018/01	Do overlapping and repeating practices help students develop better English listening skills?: Exploring the interview data and recorded shadowing data to explore the factors that best help students improve English listening skills. (The 16th Annual Hawaii International Conference on Education)
3.	2017/08	Can teachers help students cope with ‘Action plan for educating global citizens’ policy?: Exploring potentials of new listening pedagogy in EFL classrooms. (2017 Multidisciplinary Approaches in Language Policy & Planning Conference)
4.	2017/08	Can teachers help students cope with ‘Action plan for educating global citizens’ policy?: Exploring potentials of new listening pedagogy in EFL classrooms. (2017 Multidisciplinary Approaches in Language Policy & Planning Conference)
5.	2017/01	How motivation matters? Exploring student motivation in second language learning and its influence on their performance on the TOEIC test (The 15th Annual Hawaii International Conference on Education)
6.	2016/02	How to teach listening?: The impacts of rapid oral reading and repeating practices on listening skills (The 12th Annual CamTESOL Conference on English Language Teaching)
7.	2015/11	高速音読のTOEICリスニングスコアへの影響 (大学英語教育学会（JACET）関西支部 2015年秋季大会)
8.	2010/04	Community teachers and expansive learning in teacher education: Mediating learning from community-based fieldwork (American Educational Research Association (AERA) 2010 Annual Meeting)
9.	2010/02	Community-based field experiences in teacher education: A longitudinal study of partnership, participation, and implementation (American Association of College for Teacher Education (AACTE) 62nd Annual Meeting)
10.	2009/02	Innovation and impact in teacher education: Preparing teachers for high needs schools by engaging with community-based organizations as partners (American Association of College for Teacher Education (AACTE) 61st Annual Meeting)