中部大学教育研究18

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―51―JournalofChubuUniversityEducationNo.18（2018）TheEffectsofATRCALLBRIXImplementation:AnAttempttoReduceEnglishPronunciationAnxietyOGURISeiko＊1,TAKAMARUHisanori＊2,ALLENDavidP.＊3andKATOTetsuo＊4＊1Professor,GlobalEducationCenter,LanguageProgram（EnglishⅡ）,ChubuUniversity＊2Professor,DepartmentofRoboticScienceandTechnology,CollegeofEngineering,ChubuUniversity＊3SeniorAssistantProfessor,GlobalEducationCenter,LanguageProgram（EnglishⅡ）ChubuUniversity＊4ResearchAssociate,GlobalEducationCenter,LanguageProgram（EnglishⅡ）,ChubuUniversityAbstractTowardacquiringabilitytocommunicateinEnglish,studentsmustfirstlearntobeabletounderstandthecontentofthemessageeitherspokenorwritten.Thenextcomestheabilitytobeabletorespondtothemessagereceived.Theauthorshavebeeninvolvedinanewlydevelopedtwo-yearblended-learningEnglishcurriculumforengineeringmajors,whoaretypicallyfalsebeginnerswithlowaptitude.WithafocusonreducinganxietytowardcommunicatinginEnglish,theauthorshavebeenimplementingATRCALLBRIX,ane-Learningmaterialthataimstostrengthenpronunciationandlisteningskills,tomaximizeopportunitiesforstudentstoarticulatethetargetlanguage.Thispaperattemptstosummarizehowtheauthorsseeastheobjectivesofpronunciationandlisteningtrainings,themethodsofthetrainingsintherestrictiononce-a-week90-minuteclasstime,andtheoutcomesofthetrainingsasindicatedinaquestionnairecarriedoutattheendofthe2017schoolyear.KeywordsEnglishlanguageacquisition,motivation,blendedlearning,pronunciation,rolesofteachers