SEC 英会話アカデミーでは、話せるようになることが一番大切だと考えます。
そして、次のステップへ。 それが、SEC英会話アカデミーの目指す英会話スクールです。

一人ひとりに、それぞれのレッスン。

  • 講師は、あなたの目標を理解した上でレッスンを進めていきます。
  • 受講希望の方すべてに無料体験レッスンを受けていただき、担当した講師の判断で初級コースと中級コースのいずれかに割り当てられます。
  • レッスンは集中力が高まるマン・ツー・マン形式です。
  • あなたに合わせたレッスン・スタイルでレッスンを受けられます。
Educational Blogs
User Profile   May 23, 2018

Never Satisfied with Your Language Skills?

Ever since I started learning another language, I’ve always had a feeling of never being ‘good enough’ at it.

I’m sure I’m not alone.

It’s a feeling of never being satisfied with my skills or abilities to communicate exactly the way want to. As learners, we are hard on ourselves. We are our own biggest critics. Always, focusing on all of our mistakes.

The focus is on trying to fill the gap between where you are now and this dream of speaking perfectly… A time and a place where you know exactly what to say at the right time. With no hesitation, no doubt.

Or rather, we won’t be satisfied until we speak this new language the way we speak in our native language.

Focusing on the Wrong Things

When I listen to native speakers talking, I think… “Wow, I have a lot to learn. I cannot speak like that.”

Why am I comparing myself to a native speaker?

I realized that this doubt that I have in my own skills comes from this: Native speakers know who to say things 1000 different ways. I only know how to say it a few different ways.

Think about that for a minute. It makes a lot of sense about where this feeling of ‘doubt’ comes from…

When I say something. I feel like I am not very good because I haven’t mastered every possible way I could say the sentence in the language yet. I feel restricted to the 2 or 3 ways I can express the thought.

My ‘version’ of the sentence feels like a translation from my native language more than a way a native speaker would say the same thing. My version is 100% correct and a native speaker will tell me that I don’t have any errors. The native speaker could have chosen to say the sentence in the same way I did…

Why am I doubting my skills??

The REAL purpose of learning a language, is to be able to communicate. Connecting and talking with other people. I am certainly able to do that. Right now, I am living in a country that speaks the language I am learning.

Frequently, I hear native speakers complimenting me by saying, “Your Spanish is really good!” My answer, “Thanks, but I still have a lot to learn.”

What a way to respond to a compliment! That’s horrible.

This could have been a positive thing for my confidence AND the person giving the compliment if I said the truth: “Thanks. I’ve actually been working at it pretty hard for a long time.”

Focusing on the Progress You’ve Made

I know my skills aren’t that bad, really. Especially when I think about how far I’ve come in the language.

Looking back at the first conversation I ever had… what a disaster. I felt like I couldn’t use the words and grammar I had learned. It also felt like I had to test every word to see if it made sense to the native speaker.

My listening skills used to be horrible! It was so frustrating not being able to understand a person speaking. I hated getting caught when I didn’t understand someone because I didn’t hear what they said. It was really embarrassing.

After applying some techniques and working to improve my listening, I can now enjoy watching movies without subtitles and I understand people when they are talking to me almost perfectly.

Source: https://realenglishconversations.com/building-confidence-in-english-never-good-enough/

User Profile   May 16, 2018

The impact of teacher beliefs on lesson planning

In the article The Apprenticeship of Observation, Michaela Borg talks about teacher cognition – the ideas and beliefs that teachers hold about education – and explains that educators tend to teach the same way that they were taught as students.

The problem is that not all beliefs about teaching are validated by theory. If teacher beliefs are not explored or challenged, the repertoire of activities and materials selected at the lesson planning stage will be limited to those familiar to (although not necessarily effective for) the teacher.

Given that the majority of preparatory EFL teaching qualifications and training focus on adults, many VYL teachers base their curriculums, lesson plans and classroom practice on their own early experiences at school.

Different VYL teachers therefore provide very different classroom experiences for their learners, because their beliefs influence the activities they select and plan for – regardless of individual learner needs or other contexts that they may be faced with.

Teacher cognition has an impact on all facets of the teaching process and the success of any curriculum is at least partly determined by the beliefs of the teachers who plan to implement it. This makes understanding teacher cognition vital for policy makers, as it serves as a filter, determining the learning experience teachers will ultimately plan for.

I believe the topic of VYL teacher cognition in an EFL context is important for three reasons:

  1. With the advent of globalization, many newly-qualified teachers find themselves teaching VYL classes for which they have not been prepared. Without specialized training, I believe the EFL programs these VYL teachers are involved in are less efficacious and the students are therefore at a great disadvantage.
  2. My role as a teacher trainer has afforded me insight into how little support VYL teachers are given, and oftentimes how negative their first VYL classroom experiences can be.
  3. I also feel that VYL education is misunderstood in terms of complexity and the unique demands it places on its teachers.

Using the Global Scale of English to support research-backed teaching practice

When I became a freelance teacher, I no longer had a director of studies to give me a textbook or syllabus, so I was responsible for creating this myself. Despite the fact that I had specialized in curriculum and syllabus design during my MA, I felt unprepared to create a curriculum that was based on theory and research.

Consequently, I started looking online for learning objectives and outcomes. The Common European Framework of Reference (CEFR) focuses on adult students, which was not always relevant to the contexts of our VYL learners. That is when I came across the Global Scale of English (GSE).

What stood out for me was the fact that the learning objectives were age-appropriate and took the VYL context into account. Using the GSE as my base, I have been able to create individualized study plans that place my learners at the center of their learning.

Furthermore, this research-backed curriculum has allowed me to be flexible, responding to what is happening in class. I can easily assess with the GSE during and after the class, whether my learners need more input and practice, or whether they are able to use the language independently. This is the core of teaching VYLs: we want to prepare our students to move confidently in a multilingual and multicultural globalized world.

Source: https://www.english.com/blog/teacher-cognition-very-young-learners

User Profile   May 15, 2018

The way you order your words when you speak or write is important. You want everyone to understand you. When Yoda, of Star Wars fame, speaks it isn’t always easy to instantly comprehend his meaning because his syntax is a bit odd. Or, as he might say, “Odd his syntax is.”

The word syntax comes to us from the Ancient Greek word syntaxis, which means to put in order. The people who study syntax are called syntacticians. Although syntacticians used to be called grammarians, because syntax is a form of grammar study, don’t think that syntacticians are like the grammar police, always correcting syntax. While they may correct syntax when asked, the syntactician is more concerned with why words are ordered in a particular way.

English, like many languages, has a sentence structure which commonly places the subject before the verb, and the verb before the object. I am typing on my keyboard. I (subject), typing (verb), keyboard (object). For all the thousands of words in the English language, there is always a grammatically proper way to arrange them to form a sentence. If you rearrange that order, thereby altering the conventional sentence structure, there needs to be a reason. That is syntax.

But, hold on. Grammar rules, such as never end a sentence with a preposition, may also lead to problems. Suppose I said, “With whom did you share your lunch?” That is a grammatically correct sentence, but it most certainly isn’t how people talk in the real world. Almost everybody would instead say, “Who did you share your lunch with?”  A playwright or novelist would almost certainly use the more natural sounding word order over the linguistically preferred one. Syntax is about finding the right word order for the sentence, not necessarily the grammatically perfect order.

In literature, an author must choose a voice for each character, including the narrator. This is even true of poetry. If you’ve ever heard the term poetic license, it means that a poet has used unconventional syntax to achieve the desired result. Poets often rearrange word order to give their work added meaning and color. Shakespeare scrambled the common word order of subject, verb, object to adhere to his preferred rhyming method, iambic pentameter, but also to add emphasis to certain words within the phrase he was writing. When he sees Juliet in her window, Romeo says:

But, soft. What light through yonder window breaks?

Tis the east, and Juliet the sun.

Arise, fair sun, and kill the envious moon,

Who is already sick and pale with grief,

That thou, her maid, art far more fair than she.

There is nothing conventional about that word order, but we wouldn’t want it any other way, would we?

A syntactician would explore why the syntax has been altered to accommodate the structure of the text. What does Star Wars creator George Lucas gain from having Yoda speak the way he does? In fact, Yoda’s syntax adds much to his character.

Yoda is a 900-year-old Jedi Master, a mystic. To have him speak in what sound like riddles, we are constantly reminded of his place in the universe. He comes from another time and place. And, to younger audiences, he also sounds as amusing as he looks. It is disarming, and easy to fool you into taking him less seriously than he should. So, when he leaps over a log brandishing his lightsaber, he surprises you. Which is exactly what he wants.

So, syntax is less about word order and more about the significance of the way a sentence has been assembled.

Understand better, you now do?

Source: https://blogs.transparent.com/english/what-is-syntax/

User Profile   May 09, 2018

No matter how good your written English, it is often when speaking English that people make mistakes that cause them to lose confidence. Speaking English is a key skill when it comes to work, travel or even entertainment and joining in with English conversations can really help you improve your vocabulary and understanding. Most people won’t mind helping out with your spoken English if you get a little bit confused but it can be tricky to practice speaking English when you are still too nervous to strike up a conversation. We have five tips to help you improve your spoken English when there is nobody around to listen.

1. Reflect on your skills – talk to the mirror

When you speak in front of a mirror you can see the way your mouth and face move as well as your other body language. Talking to your reflection can make you feel like you are having a conversation and will encourage you to experiment with expansive vocabulary and new topics. If you don’t know what to talk about, pick a topic from a magazine or newspaper and stick to it. You should also give yourself a time goal and make sure you talk for the full time allowance. Increase this time goal as you gain confidence and remember that you might not want to do this where other people can see you.

2. Tell yourself a story

We all like a bedtime story so how about transporting yourself back to your childhood and reading yourself a fairy tale each night. Fairy tales can be a great choice for improving spoken English because they are often familiar or have plots that are easy to understand. Once you have read a story through out loud, try retelling it to yourself in English. Use the pictures to help you experiment with tricky, descriptive vocabulary and don’t be afraid to use a dictionary, online or paper, to help you form the sentences you require.

3. Sell some sea shells on the seashore with a tongue twister

If anyone has ever taught you a tongue twister in a language that is not your own, you will know that the effort taken to learn them means that you do not quickly forget them. These slippery little rhymes and sayings will make you focus really hard on what you are saying and can help with tricky pronunciation differences. Have a go at the suggestions below.

Seth’s shop sells thick socks

(Take care with the ‘s’ and ‘th’ phonemes)

Eleven benevolent elephants

(Trickier to say than you might imagine)

How many cookies could a good cook cook if a good cook could cook cookies?

(Don’t mix up your nouns and your verbs)

4. Get your brain working and think in English

Thinking in English sounds like a tall order and it takes a bit of getting used to but it is a really valuable skill if you can master it. If you think in one language, then have to translate into another; your speech will seem less than natural. The great thing about thinking in English is that you can do it anywhere, on the bus, at your desk or even relaxing in a hot bath. To start with, choose times to think in English when you are not feeling busy or stressed but, as you improve, try a bit of English thought when your brain is already working hard. You might be surprised at what you can achieve.

5. Let the poets do the work for you

Poetry is the perfect tool for practising spoken English because it has built in rhythm and intonation as well as more sophisticated vocabulary. Poetry always sounds better if you read it standing up, as though you are doing a performance. You might feel silly but if you can use hand and other body gestures at the same time as your recitation, you will find that you put more effort into your pronunciation. As you read, let the rhythm of the poem take you and try to keep pace with its rises and falls. If you find the vocabulary in your chosen poem tricky take time to look up translations and mark them onto your page before you start.

Source: https://www.englishtrackers.com/english-blog/six-tips-improve-spoken-english-gain-confidence-join-co...

User Profile   April 16, 2018

English can be a real pest, and even native speakers find themselves stumbling over some stubbornly tricky words. Sometimes they’re difficult to understand, other times they’ve been misused so often that their original meaning has gotten lost. Pronunciation can also be a problem. As a follow up to our article on confusing words, here are ten of the most difficult words in English.

1. Literally

If you know a language purist, watch out. Misuse of this word has been known to raise people’s blood pressure. ‘Literally’ means, “in a literal sense”, or “what I’m saying is not imagined, but truly happened as I’m saying it.” Therefore, popular uses like “I literally died laughing,” or “He was so embarrassed his cheeks literally burned up,” are not correct. (Interestingly, because of the sheer reach of its incorrect use, the Oxford English Dictionary has included an informal use for ‘literally’ allowing it as a tool to give emphasis, like in the above examples. Just don’t tell the Grammar Police!)

2. Ironic

Here is a word that has confused almost all English speakers – native or otherwise. (No, really – we could write a whole course on using irony correctly!) While irony is often understood to mean a coincidence or strange turn of events, that in itself doesn’t cover its full meaning. (In fact, as Alanis Morissette’s famous song, Ironic – with around 10 poor examples of irony – shows us, coincidences and unfortunate events aren’t enough.) While the concept of irony is extremely multi-layered, at its most simple it’s a way to use words to express the opposite of their literal meaning. However, unlike sarcasm (which also does this), irony is not intended to hurt. But wait! There’s also dramatic irony, situational irony, historical irony and others. Oh man! So what should you do in the face of such confusion? One option is to…let it go. Truthfully, irony is not an essential ingredient to a regular day and no one will think badly of you if you don’t use the word at all!

3. Irregardless (instead of regardless)

You might have heard people use ‘irregardless’ when they mean to say ‘regardless’. ‘Regardless’ means “without regard” or “despite something” (“He maxed out his credit card regardless of the consequences,”) and is perfectly acceptable. But despite what you might think, ‘irregardless’ isn’t a synonym! Because of it’s double negative (the prefix -ir means “not” and suffix -less means “without”) it means “not without regard”, which is actually the opposite of what its users intend. What a headache! So remember: While ‘irregardless’ appears in dictionaries, it’s listed as a nonstandard word. This means that although it technically exists, it shouldn’t be thrown about by people who’d like to learn and use English well.

4. Whom

Who knew such a little word could be so confusing! In English, we use ‘who’ to refer to a sentence’s subject and ‘whom’ to its object. But how can you tell which one you need? Try answering your own question with ‘him’ or ‘he’. If ‘him’ could be the answer, ‘whom’ is your word. (Handy trick: both words end in m.) For example: “Who/whom are you going to Brazil with?” Would you answer “With him,” or “With he”? You’d choose him – so whom is correct!

5. Colonel

This is a pronunciation bungle for many students! When you look at this word, you might think it’s pronounced co-lo-nel. And who could blame you? It’s not so simple, however, as it’s pronounced kernel (like a corn kernel!). But how did ‘colonel’ end up being spelled like that? Well, it’s an old tale of word-borrowing across history. ‘Colonel’ came from the French, who had originally borrowed it from Italian, after which they changed a letter (coronel). Then, English pinched the word for itself, before finally both the French and the English switched back to its original borrowed spelling (and the English to a whole new pronunciation). *Whew!*

Source: https://www.ef.com/blog/language/10-most-difficult-words-in-english/

User Profile   April 09, 2018

One of the most frustrating grammar mistakes that people can make is mixing up your and you’re.

This includes native speakers of English making this mistake as well! Just because someone grows up speaking the language does not mean they always know or pay attention to the difference between these words.

Don’t make the same errors! If you can write free of mixing these words, you are already ahead.

Your

Your is a possessive pronoun. This means that you use it when you are talking about someone owning something. In this case, the owner is you.

Any time that you are describing something that you own, you can use your. Note that the object form of the possessive pronoun is yours. This means that instead of saying your ball, you can replace the phrase with yours.

  • Julie was telling me all about your achievements! Congratulations!
  • I had no idea that these were your views on your role in the workplace.
  • Is this your book?
  • Is this book yours?

You’re

As with any other word, the apostrophe (’) symbol indicates that there are letters missing. For most contractions (words with apostrophes), it is some letters from the beginning of the second word that are deleted when the two are combined.

For you’re, the letter missing is “a”. You’re can be split into you and are.

Every instance that you use you’re, you should be able to replace the you’re with you are without changing the meaning at all. If the meaning is different or weird, chances are you mean to use your.

  • John said that you’re coming to the party on Wednesday night.
  • You claim that you’re Sherlock’s best friend, and yet you never know what he has been up to the last week?

Note that for both of these examples above, you’re can be switched with you are without changing the meaning at all.

Source: https://www.myenglishteacher.eu/blog/your-vs-youre/


User Profile   March 29, 2018

A good hook is a key to a successful essay. The hook should catch the reader’s attention and stimulate further reading.  If you can write a good hook sentence or small paragraph, consider half of the job done. A hook should be smart, concise, catchy, and unique. Sounds impossible? Not if you are prepared for the job. You can find a huge variety of sample hooks on the Internet. Usually, they fall into one of the below categories.

  • Quotes – This is the best bet if you are out of time. You can find a suitable quote (preferably from someone respectable) and stick it on top of your essay. Did you notice how we did it in this article?
  • Anecdotes – If you know a great anecdote related to the essay topic, you are in luck. Funny stories catch the reader’s attention and hold it better than any other hooks. But be careful, bad humor is a major turn off.
  • Questions – People enjoy when you are paying personal attention to them. That’s what you can do by using questions as hooks. See how we’ve done it at the beginning of the essay.
  • Scenes – You can describe a certain scene or an incident to help a person visualize it. Some people get attracted by visualization. This is a great hook for a descriptive essay.
  • Facts – Another easy hook is a fact, which can surprise the reader. Interesting facts are always appealing. For example, it takes not 24 hours but 23 hours, 56 minutes and 4 seconds for the Earth to rotate once completely on its axis. Or.. beer is considered as a food in Bavaria on the official level. Think which fact will surprise your readers.
  • Stats – This is a great hook for expository and persuasive essay types, in which you want the reader to believe in your competence.
Source: https://www.myenglishteacher.eu/blog/how-to-start-an-essay/

User Profile   March 05, 2018

Awesome (adj) is such a popular slang word in English all over the world and you’ll hear everyone from the young to old saying it. When you use the word awesome, you’re expressing that you think something is wonderful or amazing. It can be used in a sentence or it could be used in a one word reply.

Example 1)

“What did you think of Wolf on Wall Street?”

“It was awesome! I loved it!” (They thought it was a great movie).

Example 2)

“I’ll pick you up at 1 pm, okay?”

Awesome.” (Here it shows you’re cool with the idea and you agree).

Example 3)

“My friend Dave is an awesome single guy. You guys would be perfect for each other!”

“Really? I’d love to meet him.”

Cool (adj) like awesome means ‘great’ or ‘fantastic’. It also shows that you’re okay with an idea. Be careful the normal meaning of cool means a little cold so you have to listen to it in context to understand what’s being said.      

Example 1)

“How’s the weather in Canada these days?”

“It’s getting cooler. Winter’s coming!” (This is the literal meaning a little cold)

Example 2)

“What did you think of my new boyfriend?”

“I liked him. He seemed like a cool guy!” (He seemed like a nice guy). 

Example 3)

“I’m throwing a party next week for my birthday. Do you want to come?”

Cool! Sure, I’d love to!”

Source: https://www.fluentu.com/blog/english/american-english-slang-words-esl/

User Profile   February 28, 2018

Who has time to study a list of 100’s of words!

How big is your list of words that you ‘should’ be studying regularly? Does it have 500, 600 or even 1000 words?

It is easy to build a big list of words very quickly, but it can be difficult to find the time to study them as often as you need to remember them. Let’s talk about the best way to get better at vocabulary building, and this is to stop reviewing ‘old’ vocabulary in your list.

Context is the Key to Quick Vocabulary Building

It is much easier to understand the meaning of a word when you see it or hear it being used in real life, in context. You can understand what the word means because of the situation it is being used in.

For this reason, I always recommend that you study interesting videos, articles, books or audio tracks so that you can connect the new word to the situation where you first seen it. If possible, use the original sentence where you saw the word being used as an example sentence with the new word. This process helps you connect an ‘unknown’ word to an idea that you remember where the word is being used.

Faster Vocabulary Building

In my experience, it is easier to remember new words when I review them for the first time within 1 day of learning them. When I review the new words 2 or 3 times within 1 week, I usually know them well enough to feel I have learned them successfully.

15 minutes per week should be all the time you need to spend studying to remember the words that are really going to stick in your mind long-term. The key, is to see or hear the words 3 or 4 times within that first week.

The best way to review the new words and successfully do vocabulary building is to watch the video or read the article again where you originally seen the new words. You are getting a review of context and seeing the words at the same time.

Why You Should Stop Studying ‘Old’ Wordsold vs new words for vocabulary building

If a word is used often, you will see it shortly after learning it. Therefore, if you forget a new word, it is probably not used very often. Why should you try to remember a word you are never going to use? The idea of vocabulary building is to find words that will be used often.

Also, once you have learned new words (after reviewing them for a week or so), you will probably recognize it if you hear it in audio or see it in writing for several weeks. At this point, you will either remember it when you need it for speaking or you won’t. Keep studying and exposing yourself to the language, to have the best chance of hearing, reading or experiencing the language and vocabulary as much as possible.

When Your Brain is Ready, You will Remember it.

Sometimes you find words that are difficult to remember because you haven’t learned other words that are similar to it. As your English vocabulary grows, it will become easier to remember more advanced vocabulary and strange words because you will be able to connect them to other words that seem similar in English.

If you can’t remember a word, no matter how hard you try… Stop studying it. You are not ready to learn that new word or phrase yet. If it is an important phrase or word, you will see it used often and it will become more familiar each time.

Source: https://realenglishconversations.com/vocabulary-building/

User Profile   February 26, 2018

Before you disappear
into your misty mountains
and impenetrable forests,
teach us to bear the weight
of our children on our backs
until they grow strong enough
to walk beside us.
Teach us to weave nets
of dreams instead of vines
to cradle our children
and ourselves while we rest
from the dangers and toils
of modern life that threaten
to overwhelm us
with nightmares
of extinction.

Source: http://kaymcgriff.edublogs.org/

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講師陣は、フィリピンの一流大学を卒業し、 教師の資格を持った講師や、英会話スクールの講師経験者です。

講師の予約や、講師からのレッスンレポートは、入会と同時に設定される“マイページ”で管理できます。

名前:カレン先生 Karren

専攻:心理学

学校:サントトーマス大学

私はすでに6年間ESL(英語語学学校)の教師として働いています。非常にクールな教師ですが、英語を教えるだけでなく、生徒と良い関係を築くことを大切にしています。

スケジュール

名前:ティナ先生 Tina

専攻:英語

学校:フィリピン大学

私が外国人に英語を教え始めてから2年が経ちます。色々な年齢、英語レベルの生徒を教えてきました。異なる文化について学ぶことに大きな関心を持っています。また、私は漫画が大好きで、余暇にアニメを見ることをいつも楽しみにしています。

スケジュール

名前: パメラ先生 Pamela

専攻: キリスト教教育学

学校: マウンテン・ビュー・バイブル・バプティスト大学

私は教えることに情熱を持ち、何年も前から教師をしています。豊富な教授経験を通し、多くの人々と学ぶことの大切さを分かち合ってきました。学ぶことは生涯のプロセスであると信じています。 私の余暇の過ごし方は、面白い本を読んだり、映画を見たり、歌ったりすることです。

スケジュール

サポート体制も充実。

名前: レイナルド・シー Reynaldo

専門: 電子情報通信エンジニアリング

大学: マプア工業大学(マニラ)

私は東京で米国企業に技術者として20年間勤務しました。その間、仕事や観光で色々な国を訪問しました。 タガログ語、英語、日本語 と福建語を話します。 温和な性格です。

最初の一歩が大切です。

カリキュラムのアドバイスは、担当した講師が無料体験レッスン時に行います。

必要に応じ日本語の話せるスタッフが対応します。