グローバルナビゲーションへ

本文へ

ローカルナビゲーションへ

フッターへ



ホーム > 大学案内 > 教員紹介

ドゥエイン・キントDuane KINDT


ドゥエイン・キント

教員の教育・研究活動報告

役職/職名 教授 所属 現代国際学部 現代英語学科
ふりがな どぅえいん・きんと 生年 1964年
学歴 イギリスバーミンガム大学博士課程
アメリカバーモント州SIT(スクールフォーインターナショナルトレーニング)
カナダアルバータ州レスブリッジ大学
学位 Ph.D. [バーミンガム大学] (2004年)、M.A.T. [スクールフォーインターナショナルトレーニング大学] (1996年)、B.A. [レスブリッジ大学] (1989年)
研究分野 Communication studies、Conversation Analysis, Classroom dynamics、Language learning pedagogy、Materials development、Research and innovative technology
研究テーマ Interpersonal communication skills、Student engagement dynamics、Student-invested materials、Collaborative dialogue、Interactional competence

主な研究業績

著書

題名 単・共 発行日 発行所名 備考
Tools for Increasing Proficiency in
Speaking (TIPS), Book 1
2019.3 WellOn ISBN: 4-902147-15-7
Tools for Increasing Proficiency in
Speaking (TIPS), Book 2
2019.8 WellOn ISBN: 4-902147-11-4

学術論文

題名 単・共 発行・発表日 発行雑誌又は発行学会等の名称 備考
Displays of analytical skills in sharing excerpts of learners’ own L2 interaction 2021.3 Proceedings of CAN-Asian2021
A working paper exploring the effects of recursive conversations on participants’ fluency development in a first-year EFL oral communication course 2018.3 名古屋外国語大学現代国際学部
A working paper on multiple resources for indicating change-of-state in novice-to-novice conversation for learning 2017.3 名古屋外国語大学現代国際学部
Interactional language and head-held camcorders 2014.5 PanSIG2013 Conference Proceedings
Improving collaborative dialogues with POV video 2013.9 JALT2012 Conference Proceedings
Employing POV video to develop interactional competence in oral communication courses 2013.5 ACTC2013 Conference Proceedings
A selection of point of view camcorders: Technical specifications, classroom trials, and potential applications 2012.3 名古屋外国語大学現代国際学部
Seeing through the eyes of the students: First impressions of recording in the classroom with a GoPro® head-mounted camcorder 2011.3 名古屋外国語大学現代国際学部

学会発表等

題名 単・共 発行・発表日 発行学会等の名称 備考
Displays of analytical skills in sharing excerpts of learners’ own L2 interaction 2021.3 CAN-Asia2021 Online
Peer roles in sharing analyses of learner’s own L2 2020.11 JALT2020 Online
20 years of conversation cards: Agency & efficacy 2019.11 JALT2019 Nagoya, Japan
Multimodal analysis of learners’ own L2 production 2018.11 JALT2018 Shizuoka, Japan
5. Effects of an Awareness-Raising Peer Video Activity on Participatory Patterns in EFL Recursive Practice 2018.3 AAAL2018 Chicago, US
6. Showing versus demonstrating understanding: Some pedagogical implications in teaching speaking 2017.3 AAAL2017 Portland, US
Ongoing alignment in learner-learner interaction 2015.11 JALT2015 Conference Shizuoka, Japan
An introduction to head-held camcorders: Practice- and research-orientations in the EFL classroom 2015.9 JALT•Nagoya Nagoya, Japan
Co-constructing sequences in multiple modes: Ongoing alignment in conversation-for-learning interaction 2015.8 IIEMCA2015 Conference Kolding, Denmark
Indicating a change-of-state in conversation-for-learning interaction 2015.7 IPrA2015 Conference Antwerp, Belgium
Interactional language and head-held camcorders 2013.5 PanSIG2013 Conference Nagoya, Japan
Employing POV video to develop interactional competence in oral communication courses 2013.4 ACTC2013 Conference Osaka, Japan
Improving collaborative dialogues with POV video 2012.10 JALT2012 Conference Hamamatsu, Japan

主な教育上の業績

大学教育の改善に関する活動

活動事項 年月 備考
Developing L2 learner analytical skills in multiple modes 2017~
Implementing software for multimodal analysis of communication skills 2015~
Developing communication skills through video analysis 2011~
Using POV camcorders for learner and teacher development 2010~
Feedback procedures for curriculum development in tutorials 2009~
Project-based activities for learner development 2004~
Internet support for university courses 1999~

作成した教科書

教科書名(対象講義名) 単・共 年月 備考
Contemporary Culture 2013.3 WellOn
Creative Writing 2013.3 WellOn
Students' Own Conversation Cards (SOCCs) 2004.3 WellOn
The SOCC Annex 2003.3 WellOn
Why Don’t You Find Out for Yourself? (Parts 1 & 2) 1996.3 Kawaijuku Press
In for a Penny, In for a Pound 1994.3 Kawaijuku Press

主な職務上の業績

社会的活動等

活動事項 期間(年月) 活動機関名
English Teacher Workshops 2007~ NUFS English Teacher Workshops

所属学会

所属学会名称

所属学会名称
Conversation Analysis Network (CAN) Asia
American Association of Applied Linguistics (AAAL)
Teachers of English as a Second Language (TESOL)
International Association of Teachers of English as a Foreign Language (IATEFL)
Japan Association of Language Teachers (JALT)
International Pragmatics Association (IPrA)
International Institute of Ethnomethodology and Conversation Analysis (IIEMCA)

所属学会役員歴等

所属学会及び役員名 期間(年月) 備考
JALT Book Reviews editor 1992~3

主な職歴

期間(年月) 事項 備考
1998~2000 Nanzan University Associate Instructor
1989~1997 Trident College Lecturer
1987~1989 University of Lethbridge, AB, Canada Teaching Assistant

受賞学術賞

受賞事項 年月 備考
University of Lethbridge Academic Scholarship 1986~1989
University of Lethbridge Athletic Scholarship 1987
Alberta Heritage Scholarship 1986

科学研究費等外部資金採択実績

名称 題名 機関名(採択時) 年度 備考
GIA (C) The use of model peer videos and recursive practice in language learning: A multimodal approach to the development of communicative and cultural awareness MEXT 2019~
GIA (C) Exploring the nature and development of L2 interactional competence MEXT 2013.4~2016.3

主な担当科目と授業の改善と工夫

主な担当科目名 対象学部・学科

担当科目名 対象学部・学科
(1) Culture and Communication WLA
(2) Oral Communication SCIS
(3) Communication Skills DECS
(4) Special Seminars 2nd, 3rd, 4th years DECS
(5) Action Research/Curriculum Design Graduate School • MA TESOL
(6) Qualitative Research Methods Graduate School • MA TESOL
(7) Materials Design & Classroom Dynamics Graduate School • MA TESOL

授業の改善と工夫

改善と工夫内容
(1) The Special Seminar has emphasizes advanced communication skills. I am now working with seminar students to find, develop, and adapt appropriate materials and activities related to topics—such as real listening, self-disclosure, and nonverbal communication—leading toward an undergraduate thesis.I am developing report-writing materials and activities to support this.
(2) I continue to use specialized transcription software and camcorders in OCS and communication skills classes to help research individual factors in student engagement and provide insights for teacher development. I am currently focusing on the development of students interactional competence in collaborative dialogues and the development of skills in 3 the communicative modes (vocal, nonvocal, and material).