授業評価：「英語セミナー（特別上級）」　２０１７年度春学期

回答者数：　6　有効回答数：5 （すべての設問に同じ選択肢を選んだ回答は無効）

  • ５０％以上（３名以上）が選んだ選択肢は赤色で表示されています。
  • 平均値は「わからない・無回答」を除いて計算されています。

英語セミナー（特別上級・春） 1（全然そう思わない） 2 3 4 5（とてもそう思う） 9（わからない・無回答） 平均
教員は熱意を持って教科の内容を提示した 0 0 1 1 3 0 4.40
教員の説明はわかりやすかった 0 0 1 2 2 0 4.20
教室内外で質問しやすかった 0 0 2 3 0 0 3.60
教員は授業に関わる悩みなど、学生の気持ちを理解しようとしていた 0 1 1 1 2 0 3.80
平均値（教員の教授態度） 4.00
授業は全体的にうまく構成されていた 0 0 2 2 1 0 3.80
教員の使った例や体験談は内容の理解に役立った 0 0 0 3 2 0 4.40
授業で扱おうとした内容の量は適切だった 0 1 1 2 1 0 3.60
教員の授業のペースは適切だった 0 1 0 3 1 0 3.80
課題など学生のやるべきことは明確だった 0 0 1 2 2 0 4.20
教員は毎回のクラスの準備を充分行っていた 0 0 0 2 3 0 4.60
教員は学生の授業への参加を奨励した 0 0 2 1 2 0 4.00
全般的に見て、教員はこの教科を効率よく教える能力を持っていると思えた 0 0 0 1 4 0 4.80
平均値（授業の構成・教授能力） 4.15
課題の量は授業の内容を考えると適切だった 0 0 1 4 0 0 3.80
予習文献のレベルは適切だった 0 0 0 4 1 0 4.20
あなたが書いたものに教員は有用なコメントや提案を返してくれた 1 0 2 2 0 0 3.00
ライティング課題（レポート、練習問題など）は内容の理解や新しい知識を応用する力の養成に役立った 0 1 1 2 1 0 3.60
試験・小テストは内容の理解や新しい知識を応用する力の養成に役立った 0 0 1 3 1 0 4.00
平均値（課題・評価） 3.96
６０％以下 約６０％ 約７０％ 約８０％ 90%以上 無回答
授業で扱われた内容の何パーセントぐらいを実際に「学んだ」と感じましたか？ 0 1 1 3 0 0
1（全然そう思わない） 2 3 4 5（とてもそう思う） 9（わからない・無回答）
この授業はリーディングの能力を伸ばすのに役立った 0 0 3 1 1 0 3.60
この授業はライティングの能力を伸ばすのに役立った 0 0 2 2 1 0 3.8
この授業はプレゼンテーションの能力を伸ばすのに役立った 0 2 2 0 1 0 3.00
この授業は会話能力を伸ばすのに役立った 0 2 2 0 1 0 3.00

Strength:
  • The instructor's explanation of the course material was easy to understand, even when I thought the textbook's explanation was difficult when I read it. She used the whiteboard to portray examples, which helped me understand the topic.
  • I think that our instructor has many knowledge and experience and when the students had a question, she was able to answer quickly and precisely.
  • The fact that there are only a few students in the class make it easier to focus and participate in the class, which allowed for two-way lessons rather than standard students-only-listening-to-the-teacher type of lesson.
  • Very appropriate examples with explaining the contents of reading.
  • Students had many opportunities to participate in discussion in class. Textbooks provided to students were very deep, and helped me a lot to understand the topic.
Suggestions for improvement:
  • I suggest reducing a small part of the Linguistics section, since the Bilingualism was done rather in a hurry (e.g. no problem sets like the Linguistics). I think that the chapters 3-4 in Linguistics can be reduced since it is not
  • directly connected to Bilinguals topics or other chapters (Syntax, Language variation, Acquisition) in Linguistics. The course material may be slightly too heavy to understand both sections well.
  • I felt that the 15-minute presentation is too long, and thought that it would be better to do it in shorter time. Also, the teacher's explanation is sometimes too long and repetitive, and I can understand that she is strongly try to tell us, but when it becomes too long, it may cause opposite effects. About the content, I felt that leaning so many jargons such as bilabial, alveopalatal, etc, was in a way unwanted in this class.
  • The fact that we went in depth into linguistics quite a bit made the bilingual section feel more like an extra, rather than a 50:50 relationship. Furthermore, I felt that things such as sounds and phonology were not very connected to the bilingualism section. I would have preferred more emphasis on aspects such as basic language learning, and more comparisons between monolinguals and bilinguals.
  • It would be better if students have more chances to talk in the class.
  • Reduce the number of topics covered in class a little bit and study each topic deeper. I particularly would like to learn Language and the Brain more.
Other comments:

Two quizzes and one essay was appropriate and well-balanced in my view, since the quizzes tested our understanding of the textbook, and the essay made us conduct research outside the textbook and analyze a topic that we had interest in.

Comments to other students:
  • It is a great course to learn how language works and issues surrounding language.
  • This course not only allows students to improve their English skills, especially reading and writing, but also is a course where students can simply learn linguistics and language learning of humans, similar to a regular 一般教養　class, only it is in English.
  • The content of the passage you will be reading is difficult.
  • There is considerable reading, thought the material is not very difficult.
  • May be good to bring PC to class to view the material, than printing out PDF.

教員からのコメント
It has been difficult to find the proper balance between linguistics and bilingual studies in a one-semester course, but most students made serious efforts to stay active and motivated in class. I might not offer a similar course until I find a better textbook (of bilingualism), but if I get to teach a similar course, I will surely consider giving equal weights to the two topics.