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໨ඪݴޠΛ࢖ͬͨ֎ࠃޠͷतۀɿ ޮՌతͳΠϯϓοτɾ ΠϯλϥΫγϣϯɾϑΟʔυόοΫ Ӝ໺ ݚʢ๺ւֶԂେֶʣ urano@hgu.jp 2016/07/02 ϙʔΞΠ̐େֶ߹ಉ FD ߨԋձʙ֎ࠃޠʹΑΔڭत๏ͷཧ࿦ͱ࣮ફʙ @ ਆށֶӃେֶϙʔτΞΠϥϯυΩϟϯύε

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͸͡Ίʹ • ըҰతͳ౴͑Λఏࣔ͢ΔΑΓ બ୒ࢶΛ૿΍͢͜ͱΛ໨ࢦ͠ ·͢ɻ • ࣭໰΍ίϝϯτ͸͍ͭͰ΋׻ ܴ͠·͢ɻ

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ڭࢣͷ໾ׂɺݚڀऀͷ໾ׂ • ݚڀऀͷ໾ׂ • ΨΠυϥΠϯͷ੔උ • ڭࢣͷ໾ׂ • ΨΠυϥΠϯͷదԠ • ڭࢣͷ໾ׂ • ݚڀऀͷ໾ׂ

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• ݚڀऀͷ໾ׂ

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Second Language Acquisition ୈೋݴޠशಘ

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ୈೋݴޠशಘ • །Ұͷࢦඪͱ͍͏Θ͚Ͱ͸ͳ͍͕ • ࢀߟʹͳΔ஌ݟ΋ଟ͍ • ࠓ೔͸ࠜװ෦෼Λ঺հ

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ୈೋݴޠशಘݚڀͱ͸ • ୈҰݴޠʢ฼ޠʣҎ֎ͷݴޠΛ਎ʹ͚ͭΔ ϓϩηεΛղ໌͠Α͏ͱ͢Δ෼໺

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ୈೋݴޠशಘݚڀͱ͸ • ୈҰݴޠशಘͱൺ΂ୈೋݴޠͷशಘ͸
 ͱͯ΋೉͍͠ • ͳͥ೉͍͠ͷ͔Λղ͖໌͔͢͜ͱ͕໨ඪ

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ୈೋݴޠशಘͷࠜװ

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ୈೋݴޠशಘͷࠜװ ֶशऀ Πϯϓοτ Ξ΢τϓοτ ฉ͘ɾಡΉ ࿩͢ɾॻ͘

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ୈೋݴޠशಘͷࠜװ ֶशऀ Πϯϓοτ Ξ΢τϓοτ • ࿩͢ʢॻ͘ʣͱ͖ʹɺ஌Βͳ͍୯ޠɾจ๏ ౳͸࢖͑ͳ͍ • ஌ࣝͷ֫ಘ͸Πϯϓοτ͔Β • ͭ·ΓɺΠϯϓοτʼΞ΢τϓοτ

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• Πϯϓοτͳ͠Ͱ͸ݴޠशಘ͸ෆՄೳ Πϯϓοτͷॏཁੑ

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Πϯϓοτͷॏཁੑ • ݶΒΕͨΠϯϓοτ • ڭࣨ֎ • ڭՊॻ • Πϯϓοτݯͱͯ͠ͷڭࢣͷ໾ׂ

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Ξ΢τϓοτͷ໾ׂ • Πϯϓοτ͋ͬͯͷΞ΢τϓοτ Input (Listening/Reading) Output ʢSpeaking/Writing)

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Input (Listening/Reading) Output ʢSpeaking/Writing) X • Πϯϓοτ͋ͬͯͷΞ΢τϓοτ Ξ΢τϓοτͷ໾ׂ

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͔͠͠...

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࣮ྫ ͳΜͰ΋Πϯϓοτʹ
 ͳΔΘ͚Ͱ͸ͳ͍

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It’s Greek to me! http://www.flickr.com/photos/dnevill/2402430135/

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ཧղՄೳͳΠϯϓοτ

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ୈೋݴޠशಘͷࠜװ • ୈೋݴޠशಘ͸ɺฉ͍ͨʢಡΜͩʣҙຯ
 ಺༰Λཧղ͢Δ͜ͱʹΑͬͯੜ͡Δ • ཧղͰ͖ͳ͍΋ͷ͸ΠϯϓοτʹͳΒͳ͍ • ཧղΛॿ͚Δ޻෉Λ

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ୈೋݴޠशಘͷࠜװ • ࢹ֮৘ใ͸ཧղͷॿ͚ʹͳΔ • ͨͩͦ͠Ε͚ͩͰ͸ෆे෼ • ଞʹ΋༷ʑͳख͕ͩͯ͋Δ

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ͱ͜ΖͰ...

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ࢲʹ͸່͕;ͨΓ͍·͢

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࢞: ͜ΜͲύϑΣ৯΂ʹ͍ͬͯ͘ʂ We’re gonna eat some parfait! ຓ: ύϑΣʁ Parfait? ࢞: ͜ΜͲΞΠε৯΂ʹ͍ͬͯ͘ʂ We’re gonna eat some ice cream! ຓ: ΞΠεʂ Ice cream! ່ͨͪͷձ࿩

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̒ࡀࣇͰ΋ൃ࿩ௐ੔͕
 Ͱ͖Δ ൃ࿩ௐ੔

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ൃ࿩ௐ੔ • Caretaker speech • a.k.a. motherese, baby talk, etc. • Foreigner talk • Teacher talk Speech Adjustment

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Question

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Question How would you adjust your speech?

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͜Ε·Ͱͷݚڀ͔Β
 ݴ͑Δ͜ͱ

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• ֶशऀ͕ΠϯϓοτͷҙຯΛཧղ͠ɺ • ಉ࣌ʹ • ݴޠܗࣜʹ΋஫ҙ͕޲͘ͱ͖ʹى͜Δɻ ୈೋݴޠशಘ͸…

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Form-meaning mapping

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ࢹ֮৘ใʢ࠶ʣ

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ࢹ֮৘ใʢ࠶ʣ Statue of Liberty

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http://www.flickr.com/photos/philofphotos/249220155/ ࢹ֮৘ใʢ࠶ʣ

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• ҙຯཧղʹ༗ޮ͕ͩɺ • ࢖༻ʹ͸஫ҙ͕ඞཁɻ • ͳͥͳΒܗࣜʹҙ͕ࣝ޲͔ͳ͍͔Βɻ ࢹ֮৘ใʢ࠶ʣ

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ࢹ֮৘ใʢ࠶ʣ Statue of Liberty

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http://www.flickr.com/photos/philofphotos/249220155/ ࢹ֮৘ใʢ࠶ʣ

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ࢹ֮৘ใʢ࠶ʣ ʮࣗ༝ͷঁਆͩʂʯ ʮ͋Εʁӳޠ͸ͳΜ͚ͩͬͨͬʁʯ

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http://www.flickr.com/photos/zigazou76/3593523470/ Statue of Napoleon ࢹ֮৘ใʢ࠶ʣ

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http://www.flickr.com/photos/irenetong/2570306240/ Statue of King Kamehameha ࢹ֮৘ใʢ࠶ʣ

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Statue of Liberty ࢹ֮৘ใʢ࠶ʣ

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Statues ࢹ֮৘ใʢ࠶ʣ

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• ࢹ֮৘ใΛ༩͑Δࡍʹ͸ɺ • ҙຯͱܗࣜΛ݁ͼ͚ͭΔखͩͯΛɻ ࢹ֮৘ใʢ࠶ʣ

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ൃ࿩ௐ੔ʢ࠶ʣ To simplify or not to simplify...

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• Everybody knows that Mike is diligent. Suppose your students don’t know this word. To simplify or not to simplify...

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• Everybody knows that Mike is diligent. To simplify or not to simplify... hard-working

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Simplification • ೉͍͠ʢະ஌ͷʣݴޠ߲໨Λ • ؆୯ͳʢط஌ͷʣݴޠ߲໨ʹஔ͖׵͑Δɻ ؆ུԽ

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Simplification • The girl who is wearing blue jeans is my sister. There is a girl over there. She is wearing blue jeans. That’s my sister.

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Simplification • Πϯϓοτཧղͷॿ͚ʹͳΔ͕ɺ • ະ஌ͷݴޠ߲໨ʹग़ձ͏ػձΛୣ͏ɻ

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• ୈೋݴޠशಘ͸ɺΠϯϓοτதͷະ஌ͷ
 ݴޠ߲໨ʹग़ձͬͨͱ͖ɺ • ͦͷҙຯͱܗࣜͷ݁ͼ͖ͭʹؾͮ͘͜ͱ Ͱى͜Δɻ • Simplification ͸ͦͷػձΛୣ͏ɻ Simplification

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Instead of simplifying...

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Elaborate!

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Elaboration • ະ஌ͷݴޠ߲໨ΛऔΓআ͔ͣɺ • ৘ใΛ௥Ճ͢Δ͜ͱͰཧղΛॿ͚Δɻ ਫ਼៛Խ

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• Everybody knows that Mike is diligent, I mean, hard-working. improves comprehension kept in the input Elaboration

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Or...

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You can interact!

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• Everybody knows that Mike is diligent. Do you know what diligent means? (No.) It means hard-working. So, everyone knows Mike is hard-working. Interaction ΠϯλϥΫγϣϯ comprehension check

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͜Ε·Ͱͷݚڀ͔Β
 ݴ͑Δ͜ͱ

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͜Ε·Ͱͷݚڀ͔Β… • ؆ུԽ͸ΠϯϓοτཧղΛॿ͚Δ͕ɺ • ୈೋݴޠशಘʹ͸ߩݙ͠ͳ͍ɻ • ਫ਼៛Խ͸ཧղΛॿ͚Δͱಉ࣌ʹɺ • ୈೋݴޠशಘʹ΋ߩݙ͠͏Δɻ • ΠϯλϥΫγϣϯ΋ಉ༷Ͱ͋Δɻ

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Question 2

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Question 2 How would you adjust your speech?

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͜͜·Ͱͷ·ͱΊ ֶशऀ Πϯϓοτ Ξ΢τϓοτ • ୈೋݴޠशಘʹ͸Πϯϓοτ͕ෆՄܽ • Form-meaning mapping • ཧղΛॿ͚ΔͨΊͷखஈͱͯ͠ͷ • ؆ུԽɺਫ਼៛ԽɺΠϯλϥΫγϣϯ

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• Ξ΢τϓοτʹ΋Ұఆͷ໾ׂ͕͋Δ • ؾ͖ͮ • Ծઆݕূ • ϝλ஌ࣝ Ξ΢τϓοτ

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• ߠఆূڌʢpositive evidenceʣ • ໨ඪݴޠͰԿ͕ద੾͔Λࣔ͢৘ใ • Πϯϓοτͷ͜ͱ • ൱ఆূڌʢnegative evidenceʣ • ໨ඪݴޠͰԿ͕ద੾Ͱͳ͍͔Λࣔ͢৘ใ ߠఆূڌɺ൱ఆূڌ

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• ߠఆূڌ͚ͩͰ͸ୈೋݴޠशಘʹ͸
 ෆे෼ͱ͍͏ओு͕͋Δ • ൱ఆূڌͷ໾ׂ ߠఆূڌɺ൱ఆূڌ

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1. δϣϯ͸Ώͬ͘ΓίʔώʔΛҿΜͩɻ 2. δϣϯ͸ίʔώʔΛΏͬ͘ΓҿΜͩɻ 3. John slowly drank coffee. 4. *John drank slowly coffee. ߠఆূڌɺ൱ఆূڌ • ߠఆূڌʢ3ʣ͚ͩͰ͸4͕ޡΓͰ͋Δͱ ͸Θ͔Βͳ͍ɻ

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ߠఆূڌɺ൱ఆূڌ ൱ఆূڌΛࣔ͢खஈͱͯ͠ͷ గਖ਼ϑΟʔυόοΫ Corrective Feedback

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Corrective Feedback • ֶशऀ͸ҙຯ͚ͩͰͳ͘ܗࣜʹ΋஫ҙΛ ޲͚Δඞཁ͕͋Δɻ • గਖ਼ϑΟʔυόοΫ͸ܗࣜ΁ͷҙࣝΛ
 ͏ͳ͕͢໾ׂΛՌͨ͢ɻ • ൱ఆূڌͷఏڙ΋Մೳɻ గਖ਼ϑΟʔυόοΫ

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Feedback options • +/– Explicitʢ໌ࣔੑʣ • +/– Correctionʢਖ਼͍͠ܗͷఏࣔʣ

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Feedback options Feedback type Explicit–Implicit Correction Clarification request Implicit Explicit – Recast + Repetition – Elicitation – Metalinguistic clue – Explicit correction +

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Feedback options Feedback type Explicit–Implicit Correction Clarification request Implicit Explicit – Recast + Repetition – Elicitation – Metalinguistic clue – Explicit correction +

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Clarification request S: I go to the library yesterday. T: Pardon? ໌֬Խཁٻ

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Feedback options Feedback type Explicit–Implicit Correction Clarification request Implicit Explicit – Recast + Repetition – Elicitation – Metalinguistic clue – Explicit correction +

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Recast S: I go to the library yesterday. T: Oh, you went to the library
 yesterday. Did you borrow any 
 books? ϦΩϟετ

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Feedback options Feedback type Explicit–Implicit Correction Clarification request Implicit Explicit – Recast + Repetition – Elicitation – Metalinguistic clue – Explicit correction +

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Repetition S: I go to the library yesterday. T: “I go to the library yesterday”? S: Oh, I went to the library yesterday. ܁Γฦ͠

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Feedback options Feedback type Explicit–Implicit Correction Clarification request Implicit Explicit – Recast + Repetition – Elicitation – Metalinguistic clue – Explicit correction +

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Elicitation S: I go to the library yesterday. T: Yesterday, you ... S: ... went to the library. ༠ಋ

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Feedback options Feedback type Explicit–Implicit Correction Clarification request Implicit Explicit – Recast + Repetition – Elicitation – Metalinguistic clue – Explicit correction +

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Metalinguistic clue S: I go to the library yesterday. T: It’s about yesterday, so what tense 
 do you have to use? S: Past tense. I went to the library 
 yesterday. ϝλݴޠతख͕͔Γ

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Feedback options Feedback type Explicit–Implicit Correction Clarification request Implicit Explicit – Recast + Repetition – Elicitation – Metalinguistic clue – Explicit correction +

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Explicit correction S: I go to the library yesterday. T: It’s about yesterday, so you have to use the past tense went. S: OK. I went to the library 
 yesterday. ໌ࣔతగਖ਼

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Feedback options • ҉ࣔతʢimplicitʣϑΟʔυόοΫ • ίϛϡχέʔγϣϯͷྲྀΕΛ๦͛ͳ͍ • ؾ͍ͮͯ΋Β͑ͳ͍Մೳੑ • शख़౓ͷߴֶ͍शऀʹΑΓޮՌత

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Feedback options • ໌ࣔతʢexplicitʣϑΟʔυόοΫ • ؾ͍ͮͯ΋Β͍΍͍͢ • ίϛϡχέʔγϣϯΛதஅͯ͠͠·͏

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Feedback options ֶशऀ΍ޡΓͷछྨΛצҊ͠ɺ
 ڭࢣͻͱΓͻͱΓ͕ద੾ͱࢥ͏
 ϑΟʔυόοΫΛ༩͑Δ

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͜͜·Ͱͷ·ͱΊ ֶशऀ Πϯϓοτ Ξ΢τϓοτ • ߠఆূڌͱ൱ఆূڌ • ΠϯϓοτͷཧղΛॿ͚Δखཱͯ • గਖ਼ϑΟʔυόοΫͷ໾ׂ

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ڭࢣͷ໾ׂɺݚڀऀͷ໾ׂ • ݚڀऀͷ໾ׂ • ΨΠυϥΠϯͷ੔උ • ڭࢣͷ໾ׂ • ΨΠυϥΠϯͷదԠ • ڭࢣͷ໾ׂ • ݚڀऀͷ໾ׂ ΨΠυϥΠϯ

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ΨΠυϥΠϯ ͜Ε·ͰͷݚڀΛ·ͱΊɺ
 Θ͔Γ΍͘͢੔ཧͨ͠ࢦඪ

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ΨΠυϥΠϯ Methodological Principles

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Methodological Principles • Methodological Principles are universally desirable instructional design features, motivated by theory and research findings in SLA, educational psychology, general educational curriculum design, and elsewhere, which show them either to be necessary for SLA or facilitative of it. (Long, 2009, p. 376)

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Methodological Principles 1 Use task, not text, as the unit of analysis. 2 Promote learning by doing. 3 Elaborate input. 4 Provide rich (not impoverished) input. 5 Encourage inductive (“chunk”) learning. 6 Focus on form. 7 Provide negative feedback. 8 Respect “learner syllabuses.” 9 Promote cooperative/collaborative learning. 10 Individualize instruction.

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MP1 Use task, not text, as the unit of analysis. • Task-based language teaching (TBLT) • target tasks, pedagogical tasks, task sequencing MP2 Promote learning by doing.

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MP3 Elaborate input. • Do not simplify. • Do not rely solely on “authentic” texts.

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MP4 Provide rich (not impoverished) input. • Exposure to varied input sources

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MP5 Encourage inductive (“chunk”) learning. • Implicit instruction

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MP6 Focus on form. • During an otherwise meaning-focused classroom lessons, focus on form often consists of an occasional shift of attention to linguistic code features—by the teacher and/or one or more students—triggered by perceived problems with comprehension or production. (Long & Robinson, 1998, p. 23)

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MP6 Focus on form. ࢦಋͷछྨ ્֐͠ͳ͍ɹ㲗ɹ્֐͢Δ Πϯϓοτߑਫʢinput floodʣ λεΫඞਢݴޠʢtask-essential languageʣ Πϯϓοτิڧʢinput enhancementʣ ҙຯަবʢnegotiationʣ ϦΩϟετʢrecastʣ Ξ΢τϓοτิڧʢoutput enhancementʣ ΠϯλϥΫγϣϯิڧʢinteraction enhancementʣ σΟΫτάϩεʢdictoglossʣ ҙࣝߴ༲ʢconsciousness-raisingʣ Πϯϓοτॲཧʢinput processingʣ Ψʔσϯɾύεʢgarden pathʣ ɹ̭ ɹ̭ ɹɹ̭ ɹɹ̭ ɹɹɹɹ̭ ɹɹɹɹ̭ ɹɹɹɹɹɹ̭ ɹɹɹɹɹɹɹɹ̭ ɹɹɹɹɹɹɹɹ̭ ɹɹɹɹɹɹɹɹɹɹ̭ ɹɹɹɹɹɹɹɹɹɹɹɹ̭ FonF ͷࢦಋํ๏ʢDoughty & Williams, 1998; ଜ໺Ҫ, 2006, p. 106 ʹجͮ͘ʣ

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MP7 Provide negative feedback. • Feedback on error (e.g., recasts) • Error “correction”

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MP8 Respect “learner syllabuses.” • Timing of pedagogical intervention to developmental readiness • ʮڭ͑Δʯ≠ʮशಘ͢Δʯ • ͍ͭशಘ͢Δ͔͸ܾΊΒΕͳ͍ • ʮ㕒Λ·͘ʯʮංྉΛ༩͑Δʯ

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MP9 Promote cooperative/collaborative learning. • Negotiation of meaning • Interactional modification

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MP10 Individualize instruction. • Needs analysis • Consideration of individual differences (e.g., memory and aptitude) and learning strategies

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จݙ঺հ • Methodological Principles (MPs) • Doughty, C. J., & Long, M. H. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language Learning & Technology, 7, 50-80. Retrieved from http://llt.msu.edu/vol7num3/doughty/ • Long, M. H. (2009). Methodological principles for language teaching. In M. H. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp. 373-394). Oxford: Wiley-Blackwell.

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จݙ঺հ • Πϯϓοτ • Long, M. H. (1996). The role of the linguistics environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). New York: Academic Press. • Long, M. H. (2007). Problems in SLA. Mahwah, NJ: Lawrence Erlbaum.

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จݙ঺հ • ϑΟʔυόοΫ • େؔߒඒɾ໊෦Ҫහ୅ɾ৿തӳɾాதਅཧɾݪాࡾઍ୅. (2015). ʰϑΟʔυόοΫݚڀ΁ͷট଴: ୈೋݴޠशಘͱ ϑΟʔυόοΫʱ ౦ژ: ͘Ζ͓͠ग़൛.

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จݙ঺հ • ͦͷଞ • Doughty, C., & Williams, J. (Eds.) (1998). Focus on form in classroom second language acquisition. Cambridge University Press. • ࿨ઘ৳Ұ. (2009). ʰʮϑΥʔΧεɾΦϯɾϑΥʔϜʯΛऔΓೖ Εͨ৽͍͠ӳޠڭҭʱ. ౦ژ: େमؗॻళ. • Long, M. H., & Robinson, P. (1998). Focus on form: Theory, research, and practice. In C. Doughty & J. Williams (1998). • দଜণل. (2009). ʰӳޠڭҭΛ஌Δ58ͷ伴ʱ. ౦ژ: େमؗॻళ. • ଜ໺Ҫਔ. (2006). ʰୈೋݴޠशಘݚڀ͔ΒݟͨޮՌతͳӳޠֶ श๏ɾࢦಋ๏ʱ. ౦ژ: େमؗॻళ.

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·ͱΊ ֶशऀ Πϯϓοτ Ξ΢τϓοτ • ߠఆূڌͱ൱ఆূڌ • ΠϯϓοτͷཧղΛॿ͚Δखཱͯ • గਖ਼ϑΟʔυόοΫͷ໾ׂ • ΨΠυϥΠϯͱͯ͠ͷMPs Fin