Fujita, Mariko

写真a

Affiliation

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

Position

Teacher
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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

    慶應義塾大学教職課程センター

  • 2015.09
    -
    2016.08

    University of Michigan, Ann Arbor, Michigan, School of Education, visiting scholar

  • 2006.04
    -
    2009.03

    慶応義塾女子高等学校

  • 1989.04
    -
    1996.03

    東京都立国際高校

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Academic Background 【 Display / hide 】

  • 2001.06

    Temple University, Education

    Graduate School, Completed, Doctoral course

  • 1994.08

    Columbia University Teachers College, TESOL

    Graduate School, Completed, Master's course

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Research Areas 【 Display / hide 】

  • Humanities & Social Sciences / Foreign language education

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Research Keywords 【 Display / hide 】

  • English education

  • 教職課程

  • Teaching writing

  • The Second Language Acquisition

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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, 大修館書店, 1997

  • The Fluency Workshop: Reading

    Gabriel Lee, Eric Franz, Mariko Fujita, Paul Nagasaka, Eishinsha, 1997,  Page： 82

    　View Summary

    中高生の英文速読テキスト

  • グローバル英語教育の手法

    グローバル英語教育研究会, 三友社出版, 1996.01,  Page： 213

    Scope: 世界を実感するアクティビティ,  Contact page： 110-133

    　View Summary

    シミュレーション、ロールプレイを取り入れた3つの授業例

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Papers 【 Display / hide 】

  • Cultivating Writing Strengths in Japanese High School Students

    Mariko Fujita

    The Bulletin of the Writing Research Group, JACET Kansai Chapter Vol. 15 (The Writing Research Group, JACET Kansai Chapter)   ( 15 ) 17 - 34 2023.03

    Research paper (conference, symposium, etc.), Single Work, Corresponding author, Accepted,  ISSN  1883-7840

    　View Summary

    This paper presents a report on the teaching of writing to 160 second-year high school
    students at a private high school in Kanagawa Prefecture during the 2022-2023 academic year.
    The objective of the study is to explore the strategies used by the teacher to motivate students
    to write in English and improve their writing skills throughout the year. The goal of the
    writing course was for students to be able to write a 300-word essay at the end. To assist
    students in achieving this goal, the teacher taught them the grammar and vocabulary
    necessary to produce paragraphs using the authorized textbook, and then had them write
    paragraphs on various topics, beginning with short paragraphs of around 50 words and
    gradually producing longer paragraphs. Students completed 14 writing assignments before
    they were ready to write the 300-word essay. This paper focuses on writing assignments,
    corrective feedback, tests, student input, and peer assessment, arguing that encouraging
    students to make consistent effort is the most effective method to enhance their writing skills.

  • Teacher Feedback in the Writing Class

    Mariko Fujita

    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 (conference, symposium, etc.), Single Work, Corresponding author, Accepted

    　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.

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

    Mariko Fujita

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

    Research paper (bulletin of university, research institution), Single Work, Corresponding author

    　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.

  • 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 (conference, symposium, etc.), Single Work, Corresponding author, Accepted

    　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 (conference, symposium, etc.), Joint Work, Accepted

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Papers, etc., Registered in KOARA 【 Display / hide 】

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Reviews, Commentaries, etc. 【 Display / hide 】

  • 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

    Internal/External technical report, 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.

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Presentations 【 Display / hide 】

  • How To Improve the Reflection Abilities and English-Speaking Skills of Pre-Service Teachers in Japan

    (Kuala Lumpur) , 

    2024.08
    , 

    Poster presentation, The International Association of Applied Linguistics

    　View Summary

    This study aims to develop a course at a Japanese university to enhance pre-service English teacher education in Japan. The primary focus of the course is to improve reflection abilities and enhance English-speaking skills.

  • The Writing Research Group, JACET Kansai Chapter

    第6回 JAAL in JACET (Ochanomizu University) , 

    2023.12
    , 

    Poster presentation

  • 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 presentation, 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

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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

    Japan Society for the Promotion of Science, 奨励研究(B), 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

    Japan Society for the Promotion of Science, 奨励研究(B), Research grant, Principal investigator

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Awards 【 Display / hide 】

  • 第17回金子賞　懸賞論文入選

    2001.02, 金子国際文化交流財団, 模擬国連(the Model United Nations)の授業を担当して

    Type of Award： Award from publisher, newspaper, foundation, etc.

    　View Description

    1年かけて教えた模擬国連の授業報告

  • 英語教材コンテスト　２位

    1993.03, アルク

    Type of Award： Award from publisher, newspaper, foundation, etc.

    　View Description

    Global issuesを学ぶ教材

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Courses Taught 【 Display / hide 】

  • ADVANCED LECTURE ON TEACHING METHOD OF ENGLISH LANGUAGE 2

    2024, Spring Semester, Other, Seminar, Within own ｆaculty

    Reflection on teaching

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Courses Previously Taught 【 Display / hide 】

  • ADVANCED LECTURE ON TEACHING METHOD OF ENGLISH LANGUAGE 2

    Center for Teacher Education

    2023.04
    -
    2024.03
    , 

    Other, Seminar, Within own ｆaculty

  • ADVANCED LECTURE ON TEACHING METHOD OF ENGLISH LANGUAGE 2

    Center for Teacher Education

    2022.04
    -
    2023.03
    , 

    Other, Seminar, Within own ｆaculty

  • ADVANCED LECTURE ON TEACHING METHOD OF ENGLISH LANGUAGE 2

    Center for Teacher Education

    2021.04
    -
    2022.03
    , 

    Other, Seminar, Within own ｆaculty

  • ADVANCED LECTURE ON TEACHING METHOD OF ENGLISH LANGUAGE 2

    Center for Teacher Education

    2020.04
    -
    2021.03
    , 

    Spring Semester, Other, Seminar, Within own ｆaculty

  • ADVANCED LECTURE ON TEACHING METHOD OF ENGLISH LANGUAGE 2

    Center for Teacher Education

    2019.04
    -
    2020.03
    , 

    Spring Semester, Other, Seminar, Within own ｆaculty

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Educational Activities and Special Notes 【 Display / hide 】

  • Power to Sway Parliamentary Debate Reference Book with Exercises

    2003.04
    -
    Present

    , Development of Textbook and Teaching Material

    　View Details

    The in-house debate textbook for Keio SFC High School

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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
    -
    2007
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Media Coverage 【 Display / hide 】

  • 英語爆発！SFC中高2024年3月の挑戦と成長

    慶應義塾, 『塾』 (p.18) , 2024.07

  • 英単語を定着させるには？

    慶應義塾『三田評論』8・9月号 (p. 67) , 2023.08

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Memberships in Academic Societies 【 Display / hide 】

  • TESOL, 

    2014.12
    -
    Present

  • JACET, 

    2014.04
    -
    Present
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