Ӝ໺ ݚʢ๺ւֶԂେֶʣ email: [email protected] ֎ࠃޠڭҭϝσΟΞֶձ(LET) 2017 ೥౓ ୈ 90 ճळقத෦ࢧ෦ݚڀେձ ˏذෞࢢཱঁࢠ୹ظେֶ 2018೥1݄20೔ χʔζʹԊͬͨγϥόεσβΠϯͱतۀ࣮ફɿ ܦӦֶ෦ͰֶͿֶੜΛର৅ʹͨ͠ࣄྫ

ຊ୊ʹೖΔલʹ…

ຊ୊ʹೖΔલʹ… ͢΂ͯͷतۀ͕TBLTͰߦΘΕΔ΂͖ͱ͸ߟ͍͑ͯ·ͤΜ TBLTҎ֎ͷࢦಋ๏Λશ൱ఆ͢Δͭ΋Γ΋͋Γ·ͤΜ

λεΫɾϕʔεͷֶश

λεΫɾϕʔεͷֶश

ݸʑͷ஌ࣝ΍ٕೳΛ਎ʹ͚ͭΔ͜ͱ ͦΕΛ౷߹ͯ͠࢖͑ΔΑ͏ʹͳΔ͜ͱ λεΫɾϕʔεͷֶश

ݸʑͷ஌ࣝ΍ٕೳΛ਎ʹ͚ͭΔ͜ͱ ͦΕΛ౷߹ͯ͠࢖͑ΔΑ͏ʹͳΔ͜ͱ Ϊϟοϓ λεΫɾϕʔεͷֶश

ݸʑͷ஌ࣝ΍ٕೳͷशಘʢ࿅शʣΑΓ΋ ͱΓ͋͑ͣʮ΍ͬͯΈΔʯ͜ͱΛ௨ͯ͠ ౷߹తͳεΩϧΛ਎ʹ͚ͭΔֶश λεΫɾϕʔεͷֶश ʢtask-based learningʣ λεΫɾϕʔεͷֶश

λεΫɾϕʔεͷֶश ʢtask-based learningʣ ҝ͢͜ͱʹΑֶͬͯͿʢlearning by doingʣ ೔ৗੜ׆ɾֶߍڭҭͰ΋Α͘ݟΒΕΔֶशɾࢦಋ๏ λεΫɾϕʔεͷֶश

λεΫɾϕʔεͷֶश ʢtask-based learningʣ λεΫɾϕʔεͷֶश

ݴޠڭҭʹ͓͚ΔλεΫ

ݴޠڭҭʹ͓͚ΔλεΫ A task is a workplan that requires learners to process language pragmatically in order to achieve an outcome that can be evaluated in terms of whether the correct or appropriate propositional content has been conveyed. (Ellis, 2003, p. 16)

ݴޠڭҭʹ͓͚ΔλεΫ λεΫͷ৚݅ 1. ҙຯͷ΍ΓऔΓ 2. Ϊϟοϓ 3. ݱ༗Ϧιʔεͷࣗ༝ͳ׆༻ 4. ੒Ռ (Ellis & Shintani, 2014)

λεΫɾϕʔεͷγϥόε

λεΫɾϕʔεͷγϥόε 1. χʔζ෼ੳʹΑΔ໨ඪλεΫͷܾఆ 2. ໨ඪλεΫͷ෼ྨͱ໨ඪλεΫλΠϓͷܾఆ 3. ೉қ౓ʢෳࡶ͞ʣΛௐ੔ͨ͠ڭҭ༻λεΫͷ࡞੒ 4. ڭҭ༻λεΫͷ഑ྻ (Long, 2005, 2015)

λεΫɾϕʔεͷγϥόε 1. χʔζ෼ੳʹΑΔ໨ඪλεΫͷܾఆ 2. ໨ඪλεΫͷ෼ྨͱ໨ඪλεΫλΠϓͷܾఆ 3. ೉қ౓ʢෳࡶ͞ʣΛௐ੔ͨ͠ڭҭ༻λεΫͷ࡞੒ 4. ڭҭ༻λεΫͷ഑ྻ (Long, 2005, 2015)

λεΫɾϕʔεͷγϥόε 1. χʔζ෼ੳʹΑΔ໨ඪλεΫͷܾఆ 2. ໨ඪλεΫͷ෼ྨͱ໨ඪλεΫλΠϓͷܾఆ 3. ೉қ౓ʢෳࡶ͞ʣΛௐ੔ͨ͠ڭҭ༻λεΫͷ࡞੒ 4. ڭҭ༻λεΫͷ഑ྻ (Long, 2005, 2015)

໨ඪλεΫʢTarget Tasksʣ • ࣮ࡍʹֶशऀ͕ૺ۰͢ΔʢͰ͋Ζ͏ʣݴޠ࢖༻ͷ࣮ྫ • χʔζ෼ੳʹΑͬͯΈ͚ͭΔ • ͦͷ··Ͱ͸೉ֶ͗ͯ͢͠शऀ͸औΓ૊Ίͳ͍

• ࣮ࡍͷ໨ඪλεΫΛந৅Խ͠෼ྨͨ͠΋ͷ ໨ඪλεΫλΠϓʢTarget Task Typesʣ

ڭҭ༻λεΫʢPedagogic Tasksʣ • ໨ඪλεΫλΠϓʹج͍ͮͯɿ • ࡉ෼Խͨ͠αϒλεΫʹͨ͠΋ͷ • ෳࡶ͞Λௐ੔ͨ͠΋ͷ • εΩʔϚΛܗ੒͢ΔͨΊͷϓϨλεΫΛؚΉ • ਫ਼៛Խ౳ͰΠϯϓοτΛௐ੔ͨ͠΋ͷ

λεΫͷ഑ྻʢTask Sequencingʣ • ෳ਺༻ҙͨ͠ڭҭ༻λεΫΛɺ୯७ͳ΋ͷ͔Βෳࡶ ͳ΋ͷ΁ͱ഑ྻ͢Δ

ࣄྫɿϏδωεӳޠʢӜ໺, 2017ʣ

• ࡳຈͰҰ൪ݹ͘େ͖͍ࢲཱେֶ • 5ͭͷֶ෦ɿܦࡁɺ޻ɺ๏ɺਓจɺܦӦ • ܦӦֶ෦ʹ͸ֶ෦ಠࣗͷӳޠڭҭϓϩάϥϜʢ૯߹࣮ ફӳޠɺϏδωεӳޠʣ͕͋Δ ࣄྫɿϏδωεӳޠʢӜ໺, 2017ʣ

• ࡳຈͰҰ൪ݹ͘େ͖͍ࢲཱେֶ • 5ͭͷֶ෦ɿܦࡁɺ޻ɺ๏ɺਓจɺܦӦ • ܦӦֶ෦ʹ͸ֶ෦ಠࣗͷӳޠڭҭϓϩάϥϜʢ૯߹࣮ ફӳޠɺϏδωεӳޠʣ͕͋Δ ࣄྫɿϏδωεӳޠʢӜ໺, 2017ʣ

χʔζ෼ੳ ब৬ઌʢ஍Ҭʣ 6% 32% 11% 52% ࡳຈ ࡳຈҎ֎ͷ๺ւಓ ؔ౦ ͦͷଞ

࢈ۀ 10.3 6.8 8.2 11 11.3 16.4 16.8 19.2 ۜߦɺۚ༥ αʔϏεۀ ӡ༌ɺ௨৴ ൢച Է ެ຿һ ੡଄ ͦͷଞ χʔζ෼ੳ

• ӳޠ࢖༻ʹؔ͢Δχʔζʢ಺౻ଞ, 2007ʣ • ๺ւಓ಺ͷࣾձਓΛର৅ʹͨ͠ωοτௐࠪ • 2005೥ͷσʔλ (N = 1,085) • ʮ࢓ࣄͰͲͷఔ౓ӳޠΛ࢖͍·͔͢ʁʯ ʮຖ೔ʯ 4.7% ʮिʹ਺ճʯ 4.6% ʮ݄ʹ਺ճʯ 4.4% χʔζ෼ੳ

• Α͘࢖ΘΕΔλεΫʢ಺౻ଞ, 2007ʣ Ϧεχϯά ސ٬ରԠ 30% ి࿩ 16% ΦϑΟεͰͷձ࿩ 13% εϐʔΩϯά ސ٬ରԠ 34% ి࿩ 16% ΦϑΟεͰͷձ࿩ 14% χʔζ෼ੳ

ϦʔσΟϯά ΢ΣϒαΠτ 43% ϚχϡΞϧ 38% ిࢠϝʔϧ 34% ϥΠςΟϯά ిࢠϝʔϧ 34% ใࠂॻ 12% ࿦จ 9% χʔζ෼ੳ • Α͘࢖ΘΕΔλεΫʢ಺౻ଞ, 2007ʣ

ϦʔσΟϯά ΢ΣϒαΠτ 43% ϚχϡΞϧ 38% ిࢠϝʔϧ 34% ϥΠςΟϯά ిࢠϝʔϧ 34% ใࠂॻ 12% ࿦จ 9% χʔζ෼ੳ • Α͘࢖ΘΕΔλεΫʢ಺౻ଞ, 2007ʣ

• ϏδωεϝʔϧΛςʔϚʹͨ͠Ϋϥε • ໨ඪλεΫɿ༷ʑͳঢ়گԼͰద੾ͳӳจϏδωε
 ϝʔϧΛॻ͘ • ࢢൢڭࡐͱΦϦδφϧͳλεΫͷ૊Έ߹Θͤ ࣄྫɿϏδωεӳޠʢӜ໺, 2017ʣ

• جຊతͳઃܭࢥ૝ • ̎ͭͷϨϕϧͷλεΫ഑ྻͱ܁Γฦ͠ • γϥόεશମͰͷʮେ͖ͳʯ഑ྻ • αϒλεΫ಺Ͱͷʮখ͞ͳʯ഑ྻ ࣄྫɿϏδωεӳޠʢӜ໺, 2017ʣ

ࣄྫɿϏδωεӳޠʢӜ໺, 2017ʣ ࢝ɹɹɹˠɹɹɹɹˠɹɹɹɹˠɹɹɹऴ γϥόε γϥόεΛ௨ͨ͠ ෳࡶ͞ͷ্ঢ

ࣄྫɿϏδωεӳޠʢӜ໺, 2017ʣ ࢝ɹɹɹˠɹɹɹɹˠɹɹɹɹˠɹɹɹऴ γϥόε αϒλεΫ಺Ͱͷ ෳࡶ͞ͷ্ঢ

Unit 01 Course introduction Unit 09 Responding to inquiries Unit 02 Basics of business email (1) Unit 10 Quotation Unit 03 Basics of business email (2) Unit 11 Order Unit 04 Thank you message Unit 12 Shipment Unit 05 Announcement Unit 13 Complaint Unit 06 Appointment Unit 14 Apology Unit 07 Request Unit 15 Course Summary Unit 08 Inquiry γϥόεΛ௨ͨ͠ෳࡶ͞ͷ্ঢ

Unit 01 Course introduction Unit 09 Responding to inquiries Unit 02 Basics of business email (1) Unit 10 Quotation Unit 03 Basics of business email (2) Unit 11 Order Unit 04 Thank you message Unit 12 Shipment Unit 05 Announcement Unit 13 Complaint Unit 06 Appointment Unit 14 Apology Unit 07 Request Unit 15 Course Summary Unit 08 Inquiry γϥόεΛ௨ͨ͠ෳࡶ͞ͷ্ঢ λεΫ

Unit 01 Course introduction Unit 09 Responding to inquiries Unit 02 Basics of business email (1) Unit 10 Quotation Unit 03 Basics of business email (2) Unit 11 Order Unit 04 Thank you message Unit 12 Shipment Unit 05 Announcement Unit 13 Complaint Unit 06 Appointment Unit 14 Apology Unit 07 Request Unit 15 Course Summary Unit 08 Inquiry γϥόεΛ௨ͨ͠ෳࡶ͞ͷ্ঢ ෳࡶ͞௿ ෳࡶ͞ߴ

Unit 01 Course introduction Unit 09 Responding to inquiries Unit 02 Basics of business email (1) Unit 10 Quotation Unit 03 Basics of business email (2) Unit 11 Order Unit 04 Thank you message Unit 12 Shipment Unit 05 Announcement Unit 13 Complaint Unit 06 Appointment Unit 14 Apology Unit 07 Request Unit 15 Course Summary Unit 08 Inquiry γϥόεΛ௨ͨ͠ෳࡶ͞ͷ্ঢ ෳࡶ͞௿ ෳࡶ͞ߴ

αϒλεΫ಺Ͱͷෳࡶ͞ͷ্ঢ Pre-task Authentic input (target discourse) Pre-task Modified input (from the textbook) Sub-task 1 Group writing assignment Instructor’s feedback Sub-task 2 Individual writing assignment (homework) Peer feedback + instructor’s feedback Sub-task 3 Revision (homework) Instructor’s feedback

αϒλεΫ಺Ͱͷෳࡶ͞ͷ্ঢ Pre-task Authentic input (target discourse) Pre-task Modified input (from the textbook) Sub-task 1 Group writing assignment Instructor’s feedback Sub-task 2 Individual writing assignment (homework) Peer feedback + instructor’s feedback sub-task 3 Revision (homework) Instructor’s feedback ෳࡶ্͞ঢ ಉ͡ෳࡶ͞

Authentic Input (target discourse) Not available online. Please contact [email protected] for further information.

Modified input (textbook) Dear Sales Manager: We import computer components in Japan. We are interested in your Product A, which was covered in an article in the April 2 issue of Business Week. If you ship your products abroad, please inform us of the formal order procedure. Thank you. ʢԘ઒, 2012, p. 35ʣ

Sub-task 1 (less complex) ͋ͳͨ͸೔ຊͷ໊ݹ԰Ͱখ͞ͳௐཧث۩ళΛܦӦ͍ͯ͠Δɻ΄͔ͱ͸ҧ͏΋ͷΛചͬͯ ͍ΔͷͰɺ஍ݩͰਓؾ͕ग़͖ͯͨɻ ૬खͷձࣾͷ2017೥Χλϩάͷ15ϖʔδʹ͋Δ৯ثηοτʹڵຯ͕͋ΔͷͰɺ࣍ͷ͜ ͱΛ໰͍߹Θ͍ͤͨɻ • ւ֎ൃૹΛ͍ͯ͠Δ͔ɻ • ೔ຊʹ୅ཧళ͕͋Δ͔ɻ ɹʢԘ઒, 2012, p. 39ʣΛվฤ

Sub-task 2 & 3 (more complex) લճʹҾ͖ଓ͖ɺ͋ͳͨ͸γϯΨϙʔϧʹ͋ΔOrchard Food TradingͷࣾһͰ͢ɻઌ೔ Tokyo LiquorʹΧλϩάૹ෇Λґཔͨ͠ͱ͜Ζɺ͙͢ʹPDF൛ͷΧλϩά͕ఴ෇͞Εͨ ϝʔϧ͕ฦ͖ͬͯ·ͨ͠ɻ ΧλϩάΛͻͱ௨Γ֬ೝͨ͠ͱ͜Ζɺळͷ෺࢈లͰൢചͯ͠΋Αͦ͞͏ͳ๺ւಓ࢈ͷ೔ ຊञͱ஍Ϗʔϧ΋͋Γͦ͏Ͱ͢ɻͦ͜Ͱ͋ͳͨ͸6݄ͷ঎ஊձͰ۩ମతʹ࿩ΛਐΊΑ͏ ͱߟ͍͑ͯ·͢ɻ঎ஊձͷલʹ͍͔ͭ֬͘ೝ͍ͨ͠఺͕͋ͬͨͷͰɺTokyo Liquorʹ໰ ͍߹ΘͤͷϝʔϧΛૹ͍ͬͯͩ͘͞ɻ໰͍߹Θͤ಺༰͸ҎԼͷͱ͓Γɿ • ೔ຊञʹ͍ͭͯ6݄21–22೔ͷ঎ஊձͰ࣮ࡍʹࢼҿ͢Δ͜ͱ͸Մೳ͔ɻ • খḺϏʔϧʢOtaru Beerʣͱొผَ఻આ஍ϏʔϧʢNoboribetsu Oni Densetsu Beerʣʹڵຯ͕͋Δ͕ɺ஫จ୯Ґ͸࠷খͰԿຊ͔ɻ·ͨ࠷େͰԿຊ·ͰԷͤΔ ͔ɻ • Χλϩάʹࡌ͍ͬͯΔϏʔϧ͸ළͷΈ͕ͩɺ؈Ϗʔϧ͸͋Δ͔ɻ

ֶੜͷॻ͍ͨϝʔϧʢमਖ਼൛ɺఴ࡟લʣ Not available online. Please contact [email protected] for further information.

ʮࢦಋʯʹ͍ͭͯ • λεΫલ͸ݪଇͱͯ͠ΠϯϓοτͷఏڙͷΈ • جຊతʹࣄޙతͳϑΟʔυόοΫʹΑΔࢦಋ • ޠኮɺจ๏ɺஊ࿩౳ɺϏδωεϝʔϧΛॻ͘ͱ͍͏λ εΫ਱ߦʹॏཁ౓ͷߴ͍ʢͱڭһ͕൑அͨ͠ʣ΋ͷΛ த৺ʹࢦಋ

ॏࢹ͍ͯ͠Δ͜ͱ

ॏࢹ͍ͯ͠Δ͜ͱ • ·ͣΰʔϧʢୡ੒໨ඪʣΛઃఆ͢Δ • ʢֶशऀʹʣମݧͤ͞Δʢ͜ͱΛ௨ֶͯ͠ΜͰ΋Β͏ʣ

·ͣΰʔϧΛઃఆ͢Δ • ʮʢӳޠΛ࢖ͬͯʣʙ͕Ͱ͖Δʯͱ͍͏ܗͷίϛϡχ ΧςΟϒͳΰʔϧઃఆ͕ෆՄܽɻ • ཧ૝తʹ͸ɺχʔζʹج͍ͮͨΰʔϧͰ͋Δ͜ͱ͕๬ ·͍͠ɻͦΕ͕೉͍͠৔߹Ͱ΋ɺֶशऀ͕औΓ૊Έͨ ͍ͱࢥ͑ΔΰʔϧΛɻ • ظ଴஋ϕʔεͷγϥόεߏ੒ʢদଜ, 2017, pp. 30– 33ʣ

ମݧͤ͞Δ • Learning by doing ͕ TBLT ͷࠜװɻ • ͱΓ͋͑ͣ΍ΒͤͯΈΔɻͨͩ͠Πϯϓοτ͸ॏཁɻ • ʮࢦಋʯ͸ࣄޙతʹɺϑΟʔυόοΫͷܗͰɻ

Summary ·ͱΊ • λεΫɾϕʔεͷγϥόε • ໨ඪλεΫͱڭҭ༻λεΫ • ̎ͭͷϨϕϧͷλεΫ഑ྻͱ܁Γฦ͠ • γϥόεશମΛ௨ͨ͠഑ྻ • αϒλεΫ಺Ͱͷ഑ྻ Ӝ໺ ݚ [email protected]

• Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press. • Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. London: Routledge. • Long, M. H. (2005). Methodological issues in learner needs analysis. In M. H. Long (ed.), Second language needs analysis (pp. 19–76). Cambridge University Press. • Long, M. (2015). Second language acquisition and task-based language teaching. Chichester, UK: Wiley-Blackwell. • দଜণل. (2012). ʰλεΫΛ׆༻ͨ͠ӳޠतۀͷσβΠϯʱ౦ژ: େमؗॻళ. • দଜণل. (2017). λεΫɾϕʔεͷൃ૝ͱݴޠڭҭͷํ๏࿦. দଜণل. (ฤ). ʰλεΫɾ ϕʔεͷӳޠࢦಋ: TBLTͷཧղͱ࣮ફʱ(pp. 5–36). ౦ژ: େमؗॻళ. • ಺౻Ӭଞ. (2007). ๺ւಓͷ࢈ۀքʹ͓͚Δӳޠͷχʔζ.ʢࡒʣ๺ւಓ։ൃڠձॿ੒ݚڀ ฏ੒17ʙ18೥ใࠂॻ. • Ԙ઒य़඙. (2012). ʰϏδωεӳจϝʔϧೖ໳: ղઆͱԋशʱ[Kindle] Retrieved from: https://www.amazon.co.jp/dp/B0155VGNKO/ • Ӝ໺ݚ. (2017). େֶͰͷӳޠࢦಋͷߟ͑ํͱ޻෉. দଜণل. (ฤ). ʰλεΫɾϕʔεͷӳ ޠࢦಋ: TBLTͷཧղͱ࣮ફʱ(pp. 201–223). ౦ژ: େमؗॻళ. Ҿ༻จݙ