Fujita, Mariko

写真a

Affiliation

Affiliated Schools, Keio Shonan Fujisawa Junior and Senior High School (Shonan Fujisawa)

Position

Teacher

Career 【 Display / hide

  • 1996.04
    -
    Present

    慶應義塾教諭(湘南藤沢中等部・高等部)

  • 2008.04
    -
    Present

    教職課程センター

  • 2006.04
    -
    2009.03

    慶応義塾女子高等学校

 

Research Areas 【 Display / hide

  • Foreign language education

Research Keywords 【 Display / hide

  • Teacher education

  • Biligualism

 

Books 【 Display / hide

  • Pro-vision English Writing

    FUJITA MARIKO, 桐原書店, 2003

  • 英語発音クリニック

    FUJITA MARIKO, 大修館, 1997

Papers 【 Display / hide

  • Teacher Feedback in the Writing Class

    藤田眞理子

    外国語学習指導要領改訂と英語教育の現状と課題 (財団法人 言語教育振興財団 英語小委員会)     55 - 73 2020.05

    Research paper (research society, symposium materials, etc.), Joint Work, Except for reviews

     View Summary

    This paper reports on how Assessment for Learning (AFL) was implemented in a high school writing class in Japan where examination-oriented Assessment of Learning (AOL) is common. First, a checklist for 200-word essays was developed to help students notice and edit their errors. The results of the two tests and the questionnaire show that the checklist was beneficial for students to develop their summarizing and paraphrasing skills and to become aware of the academic writing style which requires clarity and conciseness. Second, students were asked to edit and revise their 500 to 700-word essays through five kinds of feedback: self-assessment, peer assessment, teacher commentary, implicit teacher feedback and explicit teacher feedback. The questionnaire reveals that students did not think they benefited from self-assessment nor peer assessment. It was found that students heavily depend on teacher feedback, which inhibits them from noticing their errors and correcting them on their own. The difficulties writing teachers face in the AOL context also discussed.

  • Speaking Tests based on CEFR--the Comparison of TEAP, Cambridge English Language Assessment, and Progress

    FUJITA MARIKO

    財団法人 言語教育振興財団 助成研究(平成26年〜28年度) 2017年度外国語学習指導要領改訂と教授・学習の到達目標の設定を巡って (英語小委員会)     94 - 101 2017.05

    Research paper (research society, symposium materials, etc.), Single Work

     View Summary

    CEFRの評価グリッドは日本の英語教育に根付きつつあるものの、そのスピーキングテストはまだ新しい。2014年に日本の高校生を対象として開発されたTEAP(Test of English for Academic Purposes), 英語検定試験としては最も長い100年以上の歴史をもつケンブリッジ英検、そして、ピアソンが開発したコンピューターでスピーキングスキルを評価するProgressを比較し、改善点を指摘した。

  • Reflective practices in the foreign language classroom

    FUJITA MARIKO

    JALT Conference Proceedings 2010 (JALT Publications)   2011.07

    Research paper (research society, symposium materials, etc.), Joint Work, Accepted

  • We Are Wednesday People

    FUJITA MARIKO

    実践事例アイディア集 Vol.17 中学校 高等学校 (日本教育工学振興会(JAPET))  17   116-117 2009.03

    Research paper (scientific journal), Single Work, Accepted

  • Creating Interactive Voice Community

    FUJITA MARIKO

    慶應義塾女子高等学校紀要第26号 (慶應義塾女子高等学校)   ( 26 ) 41-58 2009.03

    Research paper (bulletin of university, research institution), Single Work, Except for reviews

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Reviews, Commentaries, etc. 【 Display / hide

  • Japanese Immersion Programs in Four Public Elementary Schools in the U.S.

    FUJITA MARIKO

    ANNALS of the Teacher Training Center Keio University (The Teacher Training Center Keio University)   ( 25 ) 67 - 82 2017.08

    Prompt report, short report, and research note, etc. (bulletin of university, research institution), Single Work

     View Summary

    The purpose of this study is three-fold: the first is to describe how Japanese-English immersion programs were implemented in four public elementary schools in the U.S., the second is to find common challenges these schools faced, and the last one is to suggest pedagogical implications for English education in Japan.

  • The report on the workshop

    FUJITA MARIKO

    関東甲信越英語教育学会 KATE Newsletter No. 102 July 2015 (関東甲信越英語教育学会)   ( 102 ) 10 - 12 2015.07

    Institution technical report and pre-print, etc., Single Work

     View Summary

    Collaborative reflection with teachers facilitates conversatoin about teaching that gives them a chance to uncover their beliefs and improve their teaching practice.

Presentations 【 Display / hide

  • Oral introduction

    FUJITA MARIKO

    Yokohama Chapter, JALT (神奈川公会堂) , 2015.01, Oral Presentation(general), Yokohama Chapter, Japan Association of Language Teachers

     View Summary

    Oral Introduction, a teaching method which is widely used in Japan, will be the focus of my talk. First, I’ll briefly talk about how Oral Introduction got started in Japan. Then, I’ll talk about how it is usually used in junior and senior high schools in Japan and its advantage and disadvantages. Next, I’ll demonstrate how I use it in my class. I may ask the audience to participate in that activity. Finally, I’ll talk about how I used it in teacher training at university and the reaction of my students.

  • Reflective practices in the foreign language class

    FUJITA MARIKO

    JALT 2010 36th Annual International Conference (Nagoya, Aichi) , 2010.11, Poster (general), JALT

     View Summary

    Reflection is the practice of thinking analytically about one's experiences and activities. The presenters will describe how they incorporated reflective activities in their junior high school, high school, university, and pre-service English teacher education classes. As part of the goal of every learning activity, students critically reflect upon their performance. Three factors necessary for effective reflective practice will be discussed: opportunities for student choice and initiative, manageable yet challenging tasks, and supportive and sharing classroom relationships.

  • The role of metalinguistic awareness in language learning

    FUJITA MARIKO

    全国英語教育研究大会 神奈川大会 (産業貿易センターホール) , 2010.11, Oral Presentation(general), 全国英語教育研究団体連合会

     View Summary

    SDT (Self-Determination Theory)自己決定理論に基づき、メタ認知・自己調整を促す授業の実践報告

  • Interactive Voice Communityの導入(実践報告)

    FUJITA MARIKO

    日本英語教育学会(JELES)第39回年次大会 (早稲田大学) , 2009.03, Oral Presentation(guest/special), 日本英語教育学会(JELES)

  • Creating Interactive Voice Community

    FUJITA MARIKO

    AILA 2008 (Essen, Germany) , 2008.08, Poster (general), 国際応用言語学会

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Research Projects of Competitive Funds, etc. 【 Display / hide

  • 帰国子女の第二言語喪失のプロセスに関する研究

    1999.04
    -
    2000.03

    Research grant, Principal Investigator

  • 帰国子女の言語保持と言語喪失に関する研究

    1998.04
    -
    1999.03

    Research grant, Principal Investigator

 

Courses Taught 【 Display / hide

  • ADVANCED LECTURE ON TEACHING METHOD OF ENGLISH LANGUAGE 2

    2021, Spring Semester, Major subject, Seminar, Within own faculty, 18people

  • ADVANCED LECTURE ON TEACHING METHOD OF ENGLISH LANGUAGE 2

    2020, Spring Semester, Major subject, Within own faculty, 1h

    教職課程

Courses Previously Taught 【 Display / hide

  • 英語科教育方特殊II

    教職課程センター, 2018

  • 英語科教育法特殊II

    Keio University, 2017, Spring Semester, Other, Seminar, Within own faculty, 1h

    Oral Introduction

  • 英語科教育法特殊II

    Keio University, 2016, Autumn Semester, Other, Seminar, Within own faculty, 1h

    Oral Introduction

  • 英語科教育法特殊II

    Keio University, 2015, Spring Semester

  • 英語科教育法特殊II

    Keio University, 2014, Spring Semester, Other, Seminar, Outside own faculty (within Keio), 1h

    oral introduction

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Educational Activities and Special Notes 【 Display / hide

  • Power to sway

    2003.04

    , Development of Textbook and Teaching Material

     View Details

    The in-house debate textbook for Keio SFC High School

 

Social Activities 【 Display / hide

  • ESUJ全国大学ディベート大会における審査員   (AIDA certified debate adjudicatorの資格取得2002年)

    1998
    -
    Present

Memberships in Academic Societies 【 Display / hide

  • TESOL, 

    2014.12
    -
    Present
  • JACET, 

    2014.04
    -
    Present

Committee Experiences 【 Display / hide

  • 1998
    -
    Present

    Debate judge, ESUJ全国大学ディベート大会における審査員   (AIDA certified debate adjudicatorの資格取得2002年)