LET中部支部第87回支部研究大会シンポジウム投影資料（亘理）

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LETத෦ࢧ෦ୈ87ճࢧ෦ݚڀେձ 2016೥5݄28೔ 15:20-17:00 γϯϙδ΢Ϝʮֶशऀಉ࢜ͷֶͼ߹͍−−तۀͮ͘ΓͷϙΠϯτʯ ૬ޓධՁɾࣗݾධՁ͔Β ֶशऀ͸ԿΛֶͿ͔ ୯ݩͷσβΠϯͱΞηεϝϯτͷ؍఺͔Β ࿱ཧ ཅҰ [email protected] ੩Ԭେֶ Why me?

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ʮֶशऀಉ࢜ͷֶͼ߹͍ʯ ≒ڠಉֶशʁ • ʮίϥϜᶄ ӳޠڭҭݚڀ ʹ͓͚Δڠಉֶशͷݱঢ়ʯ • ʮ6.1. جૅ͔Βֶͼ௚͢ େֶӳޠतۀͷ͔͚͠ʯ

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• ෼໺ɾݚڀऀ͝ͱʹڠಉͷҙຯ΍য఺͕ҟͳΔ • Կ͕ɺͲͷΑ͏ʹʮڠಉతʯͳͷ͔ͱ͍͏͜ͱ ͷཧ࿦తࠜڌͷෆࡏ • ݸผڭՊͷಛੑʹԠͨ͡ݚڀͷ࿮૊Έ͕ඞཁ • ٕ๏ΑΓ΋ڭҭ಺༰ɾڭࡐͷ؍఺͔ΒͷݚڀΛ ʮڠಉֶशʯ ࢲ͕ײ͍ͯͨ͡ϞϠϞϠ

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• ڠௐ collaborationʢೝ஌ՊֶɾֶशՊֶʣ • Miyake (1986), ࡾ୐(2006), ২ాɾԬా(ฤ)(2000) • ڠಉ cooperationʢڭҭ৺ཧֶʣ • ؔాɾ҆Ӭ(2005), Sugie (1995), ਿߐ(2004), ҆Ӭ(2012) • ڠಉɾڞಉɾڠಇ collaborationʢڭҭֶʣ • ۚࢠ(2008), ࠤഢɾ౻ాɾࠤ౻(ฤ)(1996), ࠤ౻(2004) ෼໺ɾݚڀऀ͝ͱʹҟͳΔҙຯ

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• จԽతɾࣾձత࣮ફͱͯ͠ͷ… • ཁ͢Δʹɺ • 3೥ɺ6೥ɺੜ֔ʹΘͨΔ… • ֶߍɾ஍ҬશମͰͷऔΓ૊Έ… • ͱ͍ͬͨҙຯͰͷʮڠಉʯ͸ٞ࿦ͷର৅֎(Cf. ߐར઒ (ฤ), 2012; ࠤ౻, 2006; ࠤ౻ɾࠤ౻(ฤ), 2003; ਿߐ(ฤ), 2003) ͩ΋ΜͰ

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• άϧʔϓͷ໨ඪୡ੒⁶ݸʑͷߩݙɾݸਓతϝϦοτ • ࣮Λ͋͛Δ۩ମతͳ૬ޓ࡞༻ͷ͋Γํ͸ɺ૬ޓґଘߏ଄ ͕ຊ࣭తʹنఆ(ُా, 2000, p. 66) • ڠಉͷͨΊʹద੾ͳհೖ(Deiglmayr & Spada, 2011; Deiglmayr & Schalk, 2015; Loon, Ros, & Martens, 2012; Schellens, Van Keer, De Wever, & Valcke, 2007) • ʮޓܙతͳ૬ޓґଘؔ܎Λඞવͱ͢Δ໨ඪ͕͔֬ʹڞ༗ ͞Εͨάϧʔϓֶशʯ(ؔా, 2004, p. 58) ࢲ͕ؔ৺ͷ͋Δʮڠಉʯ

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ͦ͜ͰؾʹͳΔͷ͕ ૬ޓධՁɾࣗݾධՁ

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૬ޓධՁɾࣗݾධՁ LETத෦ࢧ෦ୈ87ճࢧ෦ݚڀେձ 2016೥5݄28೔ 15:20-17:00 γϯϙδ΢Ϝʮֶशऀಉ࢜ͷֶͼ߹͍−−तۀͮ͘ΓͷϙΠϯτʯ ૬ޓධՁɾࣗݾධՁ͔Β ֶशऀ͸ԿΛֶͿ͔ ୯ݩͷσβΠϯͱΞηεϝϯτͷ؍఺͔Β ↑ ࢲ͕ײ͍ͯ͡ΔϞϠϞϠ ∴౴͑Λ͓ࣔ͢࿩Ͱ͸͋Γ·ͤΜ

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• (Coelho, 1992; Johnson, Johnson, & Holubec 1994; Kollar & Fischer, 2010; Richards & Rodgers, 2001) • શͯͷֶशऀͷ౸ୡ౓ΛߴΊΔ • ڭࢣͱֶशऀͷؒʹྑ޷ͳؔ܎Λங͘ • ࣾձతɾ৺ཧతɾೝ஌తൃୡʹඞཁͳܦݧΛ༩͑Δ • ڝ૪తͳ૊৫ߏ଄ΛɺνʔϜΛத৺ͱ͢Δߴ͍ύ ϑΥʔϚϯεͷ૊৫ߏ଄ʹஔ͖׵͑Δ ڠಉֶशͷʮҰൠతར఺ʯ

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A synthesis of “eﬀects” (Hattie, 2008) Hattie’s table of eﬀect sizes (Hattie, 2009, p. 19)

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• Hattie (2008, pp. 104−105, 186−187) • Peer influences • d = 0.53 • Peer tutoring • d = 0.55 Eﬀects of “peer”

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Eﬀects of “self-” (Hattie, 2008, pp. 43−44, 192−193) • ReadingதͷݴޠԽ • d = 0.64 • Student expectations • d = 1.44 Cf. http://visible-learning.org/glossary/

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(Suñol, Arbat, Pujol, Feliu, Fraguell & Planas-Lladó, 2015, p. 628) Validation issues (7 subjects, n = 224)

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• ݚڀಈ޲ͱͯ͠… • ධՁͷ৴པੑɾଥ౰ੑ (Brown, Dewey, & Cox, 2014; Suñol, Arbat, Pujol, Feliu, Fraguell, & Planas-Lladó, 2015) • ධՁऀτϨʔχϯάͷํ๏ɾޮՌ (Chen, 2008; De Léger, 2009; Saito, 2008) • ڭࢣͷ໾ׂɾհೖͷ࢓ํ (Davin & Donato, 2013; Panadero, Brown, & Strijbos, 2015) • Peer response/Collaborative writing (Liu & Hansen, 2002; Storch, 2013) ʼ Oral ͩ΋ΜͰ

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• Ұൠ: d = .40ʙ.45 (k = 84, খʙߴ, Brown & Harris, 2013) • ҙٛ(Panadero, Brown, & Strijbos, 2015): • ֶश੒ՌΛߴΊΔ • ࣗݾௐ੔ֶशͷํུ࢖༻Λ૿΍͢ • औΓ૊Ή՝୊ʹର͢ΔࣗݾߠఆײΛߴΊΔ • ֶशʹର͢Δ੹೚ɾࣗ཯ײΛߴΊΔ Self-assessment

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Peer assessment (Liu & Hansen, 2002, p. 9) PeerͳΒͰ͸ʂ ͱ͸ݴ͑ͳ͍΋ͷ͕ ଟ͋͘Δؾ͸͢Δ΋ͷͷ

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• Ұൠ: g = .58 (writing, খத, Graham, Hebert, & Harris, 2015) • SLL: r2 = .506 [.416, .586] (k = 5, EFL contexts, Saito, 2008) • ҙٛ(Saito, 2008; େؔ(ฤ), 2015): • ଞऀͷύϑΥʔϚϯεΛ؍࡯͢Δ͜ͱʹΑΔল࡯ • ධՁن४ͷ֮ࣗ • ڞಉ੹೚ͱ͍͏ײ֮ Peer assessment

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• ֶशऀ͕޷Ή͔Ͳ͏͔͸݁Ռ·ͪ·ͪ (େؔ(ฤ), 2015) • จ๏తਖ਼֬͞ʹରͯ͠͸໾ཱͨͳ͍ͱࢥ͍ͬͯΔʂʁ(Storch, 2013) vs. จ๏తਖ਼֬͞ʹʢڭࢣͷϑΟʔυόοΫΑΓʣޮՌ ͋ͬͨͲʔʂ(Sippel & Jackson, 2015) • ࢈ग़ྔɾLREɾCAF౳Ͱͷྔత࣮ূͷݶք (Strijbos & Fischer, 2007; Weinberger et al., 2007) • ֶशऀؒͰى͍ͬͯ͜Δ͜ͱͱ֤ࢦඪͱͷؔ܎͸… • ϓϩηεɾϓϩμΫτɾҙࣝͷ3ϨϕϧͰ (ࢁ੢, 2014) Peer assessment

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͚ͩΜͲ ػցత ૑଄త ૬ޓධՁ ࣗݾධՁ ࢦఆ͞Εͨ ߲໨ɾن४Λ ֬ೝ ૬ޓ؂ࢹత νΣοΫ࡞ۀ ϓϨθϯ ੒Ռ෺ڞ༗ ;ΓฦΓ ՝୊෼ੳ ໨ඪઃఆ

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͚ͩΜͲɺ͚ͩΜͲ ػցత ૑଄త ૬ޓධՁ ࣗݾධՁ ࢦఆ͞Εͨ ߲໨ɾن४Λ ֬ೝ ૬ޓ؂ࢹత νΣοΫ࡞ۀ ϓϨθϯ ੒Ռ෺ڞ༗ ;ΓฦΓ ՝୊෼ੳ ໨ඪઃఆ

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Storch (2013)Ͱݴ͏ͱ͜Ζͷ 㲈ڭ͑߹͍ʁ 㲈ֶͼ߹͍ʁ

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ෟଐதֶߍͷ࣮ફ

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• ࣗݾߠఆײɾֶशʹର͢Δ੹೚ɾࣗ཯ײ‐ • هड़ྔͷ૿Ճ΋͋Δఔ౓֬ೝͰ͖Δ • ؍఺ͷઃఆ͸ཁࢧԉ; มԽΛ΋ͨΒ͢ʹ͸ཁ࣌ؒ • ಺༰ɾܗࣜΑΓdelivery΁ͷʢߠఆతʣίϝϯτ ʹدΓ͕ͪ ෟଐதֶߍͷ࣮ફ

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ͦΖͦΖϖΞϫʔΫ

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ධՁऀ/ඃධՁऀ΁ͷཁٻ ׆ಈྫ ඃධՁऀ ධՁऀ ೝ஌త ཁٻ ׆༻ ٕೳ ಈըղઆ ཁ໿ ಺༰ཧղ ਖ਼֬͞ɾΘ͔Γ ΍͢͞౳ͷධՁ ૑଄త (ෳࡶ) L ୯ޠ dictation ฉ͖औΓ ॻ͖औΓ ղ౴֬ೝ (ϞχλϦϯά) ػցత (୯७) L

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ධՁऀ/ඃධՁऀ΁ͷཁٻ ׆ಈྫ ඃධՁऀ ධՁऀ ೝ஌త ཁٻ ׆༻ ٕೳ ޷͖ͳຊ ಺༰঺հ εϐʔν ಺༰֬ೝൃ໰ ղઆ ಺༰ཧղɾղ౴ ύϑΥʔϚϯε ΁ͷॿݴ ૑଄త (ෳࡶ) S/L (S) ෺ޠͷ ڞಉ૑࡞ ΞΠσΞఏࣔ ӳ࡞จ ಺༰ཧղ จ๏ɾදݱɾߏ ੒౳ͷνΣοΫ ૑଄త (ෳࡶ) W/R

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• ର౳ɾର࿩ɾޓܙੑɾڠಇͷϓϩηεɾ૑଄ • →Ϧιʔεͷ૿େɾཧղਂԽɾࣾձతؔ܎ੑͷߏஙʁ (஑ాɾؘԬ, 2007) • →ೳྗతʹ͍ۙpeersಉ࢜ͩͱϑΟʔυόοΫΛ༩͑Δͷ ΋ड͚औΔͷ΋ۤ࿑(Storch, 2013) • ೝ஌తཁٻ͕ෳࡶա͗Δͱ • ೳྗతʹࣗ৴ͷͳ͍఺͸ආ͚Δ/ग़ͯ͜ͳ͍ͷͰ͸ ૬ޓධՁɾࣗݾධՁͷ՝୊

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ϖΞͰަΘ͞ΕͨΠϯλϥΫγϣϯ ֶ೥ͱλεΫɾλΠϓͰҧ͍ Butler Goto & Zeng (2014, p. 56) ※ϖΞ(HH/HL)ͷೳྗࠩʹΑΔҧ͍͸ͳ͔ͬͨ

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• →ೳྗతʹ͍ۙpeersಉ࢜ͩͱϑΟʔυόοΫΛ༩͑Δͷ΋ड ͚औΔͷ΋ۤ࿑(Storch, 2013) • ೝ஌తཁٻ͕ෳࡶա͗Δͱ • ೳྗతʹࣗ৴ͷͳ͍఺͸ආ͚Δ/ग़ͯ͜ͳ͍ͷͰ͸ • →൷൑తͳҙݟΛग़͢͜ͱ΁ͷݒ೦(Storch, 2013) • ݐઃత൷൑͕Ͱ͖Δ͙Β͍ͷ؍఺Λ͍࣋ͯͯΔ͔ • ૬ޓධՁɾࣗݾධՁͷܦݧʢˠֶशऀͷ৴೦ʣ͕Өڹ ૬ޓධՁɾࣗݾධՁͷ՝୊

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Ϧιʔεͷ૿େɾཧղਂԽ ࣾձతؔ܎ੑͷߏஙɾೳྗͷ޲্ ͕࣮ײͰ͖ΔΑ͏ͳ ૬ޓධՁɾࣗݾධՁ ͷͨΊʹ

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• For learning, rather than of learning • ֶश໨ඪʹ௚઀ʹؔ࿈ͨ͠ • ܧଓతɾසൟʹɺλΠϛϯάΑ͘ • ۩ମతʹɺతΛߜͬͯɺ౸ୡՄೳͳ • ਓͷδϟοδͰ͸ͳ͘ɺύϑΥʔϚϯεͷهड़ ޮՌతͳϑΟʔυόοΫͷಛ௃ (Green, 2014)

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ͩ΋ΜͰ ػցత ૑଄త ૬ޓධՁ ࣗݾධՁ ࢦఆ͞Εͨ ߲໨ɾن४Λ ֬ೝ ૬ޓ؂ࢹత νΣοΫ࡞ۀ ϓϨθϯ ੒Ռ෺ڞ༗ ;ΓฦΓ ՝୊෼ੳ ໨ඪઃఆ

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ͩ΋ΜͰ ػցత ૑଄త ૬ޓධՁ ࣗݾධՁ ࢦఆ͞Εͨ ߲໨ɾن४Λ ֬ೝ ૬ޓ؂ࢹత νΣοΫ࡞ۀ ϓϨθϯ ੒Ռ෺ڞ༗ ;ΓฦΓ ՝୊෼ੳ ໨ඪઃఆ ೝ஌తཁٻ ՄೳͳύϑΥʔϚϯε ධՁͷ࣭ ≒ධՁ͔Βͷֶͼ

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ͩ΋ΜͰ ػցత ૑଄త ૬ޓධՁ ࣗݾධՁ ࢦఆ͞Εͨ ߲໨ɾن४Λ ֬ೝ ૬ޓ؂ࢹత νΣοΫ࡞ۀ ϓϨθϯ ੒Ռ෺ڞ༗ ;ΓฦΓ ՝୊෼ੳ ໨ඪઃఆ ೝ஌తཁٻ ՄೳͳύϑΥʔϚϯε ධՁͷ࣭ ≒ධՁ͔Βͷֶͼ ೝ஌తཁٻ ՄೳͳύϑΥʔϚϯε ࣗݾධՁ ɾ ૬ޓධՁ ͷཧ૝తਂԽ ཧ૝త

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ͩ΋ΜͰ ػցత ૑଄త ૬ޓධՁ ࣗݾධՁ ࢦఆ͞Εͨ ߲໨ɾن४Λ ֬ೝ ૬ޓ؂ࢹత νΣοΫ࡞ۀ ϓϨθϯ ੒Ռ෺ڞ༗ ;ΓฦΓ ՝୊෼ੳ ໨ඪઃఆ ೝ஌తཁٻ ՄೳͳύϑΥʔϚϯε ධՁͷ࣭ ≒ධՁ͔Βͷֶͼ ೝ஌తཁٻ ՄೳͳύϑΥʔϚϯε ࣗݾධՁ ɾ ૬ޓධՁ ͷཧ૝తਂԽ ཧ૝త ୯ݩͷऴΘΓʹ Ͳ͏͍͏Ξηεϝϯτ͕ Ͱ͖ΔΑ͏ʹͳͬͯ ཉ͍͔͠ ʢ͕ڞ༗͞Ε͍ͯΔ͔ʣ ͦͷͨΊͷ४උͱͳΔ Ξηεϝϯτߦҝ͕ ୯ݩ಺ʹ ༻ҙ͞Ε͍ͯΔ͔

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• ධՁೳྗͷ৳ͼ͸௚ઢతͳ΋ͷͳͷ͔Ͳ͏͔ • Peer assessment = pair/group work? • Cf. ࣮ݧ࿦: ʮ࣮ݧͷຊ࣭͸ɺ۩ମతͳ༧૝ɾߟ͑Λݕূ͢Δ ͨΊʹ͓͜ͳ͏ɺࣗવք΁ͷ໰͍͔͚ʯ(൘૔ɾ্㕩, 1965, p. 281) • ×ʮࣗ෼ͷखΛಈ͔ͯ͠ɺ࣮ࡍʹ͔֬ΊΔ͜ͱʯ • Self-assessment = individual work? • ೳྗͷࣾձੑ… ऴΘΓʹ: ·ͩ·ͩϞϠϞϠ

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LETத෦ࢧ෦ୈ87ճࢧ෦ݚڀେձ 2016೥5݄28೔ 15:20-17:00 γϯϙδ΢Ϝʮֶशऀಉ࢜ͷֶͼ߹͍−−तۀͮ͘ΓͷϙΠϯτʯ ૬ޓධՁɾࣗݾධՁ͔Β ֶशऀ͸ԿΛֶͿ͔ ୯ݩͷσβΠϯͱΞηεϝϯτͷ؍఺͔Β ࠓ·͞ʹࣗݾධՁதͷ࿱ཧ ཅҰ [email protected] ੩Ԭେֶ ࢀߟจݙ: bit.ly/letchubu87wtr_ref