Task-based and context-based language learning. Studying literature and culture through film. Techniques for academic writing and presentation in English. Extensive reading. E-learning as a tool for guided self-study.

1994

Emphasis on communicative activities and learning by doing. Evaluating communicative success in English, not just grammatical accuracy.　Producing film-based class materials and discussion worksheets to stimulate engagement with English literary works and cultural issues. Developing self-presentational and interpersonal skills via individual and group presentations, while encouraging familiarity with software packages such as Powerpoint.Promoting guided self-study using e-learning software. Providing opportunities for students to communicate ideas in writing, and giving detailed feedback to identify repeated errors and aid improvement. 授業評価：Student satisfaction rates for my academic English writing class, on a 5-point scale, were 4.5 and 4.8 for the two semesters of 2007; for my academic presentations class in 2009, the rate was 4.6; for my English literature seminar, rates were 4.7 and 4.6 in 2007, 4.6 in 2009, 4.82 in 2010, 4.88 in 2011; for my seminar on contemporary Britain, the rate was 4.75 in 2011; for my first year English class (Eibei students), overall satisfaction was 92.2% in 2009, 96.4% in 2010, 4.44 (5 point scale) in 2011 (偏差値：61.7).