教員情報ダイクス ロバート Robert Dykes

コミュニケーション学科
講師
M.A. Applied Linguistics and TESOL

専門分野

社会言語学

主な研究テーマ

Learner psychology

主な授業科目

オーラル・コミュニケーション

主な所属学会

全国語学教育学会(JALT)

主な著書・論文・作品等

in press. (Priotto, C, Dykes, R) “Quantitative Methods: Mistakes to Avoid” On Cue Journal
2019. (Jannuzi, C., Dykes, R.) "Getting Students to Do Systematic, Effective Independent Vocabulary Study" PELTA IELTCON 2019 proceedings. https://pellta.org/uploads/8/1/8/9/81899300/ieltcon2019_proceedings.pdf
2019. (Dykes, R, Pritoo) "FLCAS: A comparison of Three models Revisited." Research Journal of Jin-ai Universtiy Vol. 18 (2019)
2018. (Januzi,C Dykes, R, Dykes K ) “Implementing a Pronunciation Component into a Course Syllabus” The English Teacher December Vol 47, no 3. https://www.questia.com/library/journal/1P4-2211914667/implementing-a-pronunciation-component-into-a-course
2018. (Januzi,C Dykes, R, Dykes, K.) (August, 2018) METLA “Planning, Teaching, and Evaluating a Pronunciation Component for the Syllabus of an EFL Speaking Course” S. Sivapalan and S. E. Cheah (Eds.) Changing the Game: English Language in Education 4.0. Johor Bahru: MELTA
2018. (Dykes, R.) “Syllabus Design and Foreign Language Anxiety”. https://jalt-publications.org/sites/default/files/pdf-article/jalt2017-pcp-009.pdf
2018. (Dykes, R.) “A Common error among ESL Learners: Article Usage” International Education and Exchange Research. https://www.u-fukui.ac.jp/wp/wp-content/uploads/Robert-Dykes-1.pdf
2018. (Dykes, R.) "Code-switching Among Bilinguals.” International Education and Exchange Research, https://www.u-fukui.ac.jp/wp/wp-content/uploads/Robert-Dykes-2.pdf
2017. (Dykes, R.) (March, 2017) “The Effect of Communicative Based Teaching on Foreign Language Anxiety” International Education and Exchange Research, 1. 37-49. http://news2.ad.u-fukui.ac.jp/wp/wp-content/uploads/4_DYKES.pdf
2017. (Dykes, R.) “A Review of L2 Student Motivation” ELT in Japan. (non-peer reviewed) https://drive.google.com/file/d/0B8LogtWAF3y8cnduc281YkNvMnc/view

主な社会・地域活動

全国語学教育学会 (JALT)
KOTESOL

教育・研究に関する考え方

Learning a language is different from learning other core disciplines such as history, math, or science. Both the learning process involved in learning a language and the students’ emotional state and responses to learning a language are unique among other learning processes. The idea that a student's emotions play a far more integral part in language learning than in any other discipline has influenced the type of teacher I strive to be. This is the rationale I use every day to create the classroom and learning environment for my students.

その他

familiarity with SPSS and AMOS software packages

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