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2021-10-30-TBLT

95d5cfc0ce395d0bfedeeb92d34261ce?s=47 Yu Tamura
October 30, 2021

 2021-10-30-TBLT

2021年10月30日に行われた「関西大学外国語教育学会秋季研究会 2021」における講演とワークショップで利用した投影資料です。著作権の関係で一部改変してあります。

95d5cfc0ce395d0bfedeeb92d34261ce?s=128

Yu Tamura

October 30, 2021
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  1. λεΫɾϕʔεͷ ݴޠࢦಋ ͱ͸ͳʹ͔, Ͳ͏΍࣮ͬͯફ͢Δ͔ 2021.10.30 ؔ੢େֶ֎ࠃޠڭҭֶձ ळقݚڀձ2021

  2. ·ͣ͜Ε͚ͩ͸ݴ͍͍ͨ

  3. • TBLT =ʮՊֶతʯʹ༏Ε͍ͯΔ͍͏ٞ࿦͸ʢࢲ͸ʣ͠·ͤΜ • ֶशऀͷਓݖΛ৵֐͢Δڭҭతࢦಋ͕࠷΋ӳޠྗΛ৳͹͢ͱ ͳͬͨΒʁ • ͜Ε͸ՊֶϦςϥγʔతʹ΋େࣄ • ཧ೦ʢࢥ૝΍఩ֶʣɼߟ͑ํʹڞײ͍ͯ͠Δ

    TBLT͸࣮ફऀͱͯ͠ͷ৴೦
  4. ୈ3ষ λεΫɾϕʔεͷݴ ޠࢦಋͱڭҭࢥ૝

  5. • ͸͡Ίʹ͜Ε͚ͩ͸ݴ͓͖͍ͬͯͨ͜ͱ • λεΫͱ͸ͳʹ͔ • λεΫͷྫ • ఆٛͷॏཁੑ • ෳࡶܥͷࢹ఺

    • TBLTͷཧ೦ɼࢥ૝ɼ఩ֶతଆ໘ ͓͠ͳ͕͖
  6. • ͸͡Ίʹ͜Ε͚ͩ͸ݴ͓͖͍ͬͯͨ͜ͱ • λεΫͱ͸ͳʹ͔ • λεΫͷྫ • ఆٛͷॏཁੑ • ෳࡶܥͷࢹ఺

    • TBLTͷཧ೦ɼࢥ૝ɼ఩ֶతଆ໘ ͓͠ͳ͕͖
  7. “…a language is best learned through the effort to use

    it communicatively” Ellis et al. (2020, p.23)
  8. λεΫͬͯͳΜͳͷ

  9. • task-as-workplan vs. task-as-process • ଟ͘ͷ৔߹ɼʮλεΫͷఆٛʯͱ͍͏ͷ͸લऀͷҙຯͰͷλ εΫͷఆٛ λεΫͬͯͳΜͳͷ λεΫͷఆٛ

  10. ج४ ΑΓৄ͍͘͠͏ͱ… 1. ҙຯத৺Ͱ͋Δ͜ͱ ͦͷλεΫֶ͕शऀʹҙຯͷཧղͱҙຯͷ࢈ग़ΛٻΊΔ ΋ͷͰ͋Δ͜ͱ 2. Ϊϟοϓ͕͋Δ͜ͱ ͳΜΒ͔ͷ৘ใΛ఻͑ͨΓɼཧ༝Λड़΂ͨΓɼҙݟΛද ໌͢ΔΑ͏ͳߦҝ͕ඞਢʹͳΔΑ͏ͳΪϟοϓΛੜΈग़͢

    ࢓૊Έ͕͋Δ͜ͱ 3. ֶशऀ͕ओͱͯࣗ͠਎ ͷݴޠతɾඇݴޠతϦ ιʔεʹཔΔ͜ͱ ֶशऀ͕ݱ༗ͷݴޠతϦιʔε΍ඇݴޠతϦιʔεʢδΣ ενϟʔ౳ʣΛ࢖ͬͯཧղ΍࢈ग़Λߦ͏࢓૊Έ͕͋Δ͜ ͱɻݴޠΛ࢖ͬͨ”explicit presentation”͸ͳͯ͘Α͍ 4. ໌֬ʹఆٛ͞Εͨί ϛϡχέʔγϣϯͷ੒Ռ ͕͋Δ͜ͱ ֶशऀ͕ਖ਼֬ʹݴޠΛ࢖༻Ͱ͖͔ͨͲ͏͔Ͱ͸ͳ͘ɼί ϛϡχέʔγϣϯͷ݁Ռͱͯ͠Կ͔͕ୡ੒͞Εͨͱ͍͏͜ ͱ͕Θ͔ΔΑ͏ͳΰʔϧ͕͋Δ͜ͱ Ellis et al. (2020, p.10ʣʹج͍ͮͯ࡞੒
  11. • ాଜ༞ʢͨΉΒΏ͏ʣ • ؔ੢େֶ֎ࠃޠֶ෦ʢ4೥໨ʣ • ઐ໳ • ୈೋݴޠशಘʢओʹจ๏ʣ • ୈೋݴޠจॲཧ

    • ୈೋݴޠޠኮॲཧʢίϩέʔγϣϯ΋ؚΉʣ ࣗݾ঺հ https://tam07pb915.wordpress.com/ https://tamurayu.wordpress.com/
  12. ۩ମྫ

  13. ஶ࡞ݖͷؔ܎Ͱ࡟আ͍ͯ͠·͢ɻ ʰίϛϡχέʔγϣϯɾλεΫͷΞΠσΞͱ ϚςϦΞϧʔڭࣨͱੈքΛͭͳ͙ӳޠतۀͷ ͨΊʹʱΛ͝ࢀর͍ͩ͘͞ɻ

  14. λεΫͬͯͳΜͳͷ άϥσʔγϣϯ͸͋Δͱ͍͏ݟํʢEllis et al., 2020ʣ΋ ఆ͕ٛ͢΂ͯ౰ͯ ͸·Δ ఆ͕ٛ͢΂ͯ౰ͯ ͸·Βͳ͍ λεΫΒ͠͞θϩ

    λεΫΒ͠͞ຬࡌ দଜʢ2012ʣ͸͜͏ͨ͠ߟ͑ʹ͸൱ఆత
  15. େࣄͳ͜ͱ͸ɼͳΜͷͨ Ίʹͦͷݴޠ׆ಈΛ͢Δ ͷ͔

  16. • λεΫΒ͍͠ͱԿ͕ྑ͍ͷ͔ • λεΫΒ͘͠ͳ͍ͱԿ͕͍͚ͳ͍ͷ͔ λεΫͬͯͳΜͳͷ λεΫͷఆ͕ٛͳͥॏཁ͔

  17. • Input Hypothesis (Stephan Krashen) • Interaction Hypothesis (Michael Long)

    • Focus-on-FormʢҙຯΛத৺ͱͭͭ͠ܗࣜ΁ͷ஫ҙ΋ʣ • ݴޠशಘ͸҉ࣔతͳϓϩηε͕ओͳ΋ͷͰ͋Δͱ͍͏ߟ͕͑ ϕʔε • ݱ࣮ͷݴޠ࢖༻ʹ͍ۙʢਅਖ਼ੑͷߴ͍ʣ͜ͱ͕ॏཁ 1. ҙຯத৺Ͱ͋Δ͜ͱ ݴޠशಘͷࠜװ͸ҙຯͷཧղ
  18. situational authenticity vs. interactional authenticity

  19. • ΪϟοϓΛຒΊΑ͏ͱ͢Δ ->ίϛϡχέʔγϣϯ͕ඞཁ • ίϛϡχέʔγϣϯͷഁ୼Λ๷͙ඞཁ͕͋Δ • ࣗ෼ͷݴͬͯΔ͜ͱ͕૬खʹ఻Θ͍ͬͯΔ͔ʁ • ࣗ෼ͷཧղ͸͍͋ͬͯΔ͔ʁ •

    ૬खͷݴ͍ͬͯΔ͜ͱ͕Θ͔Βͳ͍ 2. Ϊϟοϓ͕͋Δ͜ͱ ίϛϡχέʔγϣϯͷඞཁੑΛੜΈग़͢ ݴޠͷܗࣜ໘ʹ஫ҙΛ޲͚Δඞཁੑ͕ग़ͯ͘Δ&Πϯϓοτ͕ཧղՄೳͳ΋ͷʹͳΔ
  20. 3. ࣗ਎ͷϦιʔεʹཔΔ εϐʔΩϯάͷϓϩηεͷܦݧ ֓೦Խ ܗࣜԽ ௐԻԽ ͜ͷϓϩηε ͕΄ͱΜͲ࢖ ΘΕͳ͍ Levelt

    (1989)ͷϞσϧΛ؆ུԽͨ͠΋ͷ
  21. • ίϛϡχέʔγϣϯͷ໨త͕ʮܗࣜʯʹͳΔ->ܗࣜʹ͹͔Γ ஫ҙͤͯ͞͠·͏ • ਖ਼֬ੑͷա৒ͳॏࢹ->ճආߦಈΛ༠ൃ͢ΔՄೳੑʢࣗ৴͕ͳ ͍΋ͷ͸࢖Θͳ͍ʣ 4. ίϛϡχέʔγϣϯͷ੒Ռ ҙຯத৺ͷݪଇΛҡ࣋͢Δ Ξ΢τϓοτͷॏཁͳ໾ׂͷҰͭͰ͋Δ”Hypothesis

    Testing” ʢSkehan, 1998; Swain, 1985)ͷػձΛୣͬͯ͠·͏
  22. ෳࡶܥͰߟ͑Δ

  23. • ෳࡶͳγεςϜΛແཧ΍Γʢଟ͘ͷ৔߹ਓؒʹཧղ͠΍͍͢ ܗͰʣཁૉʹ෼͚Δ͜ͱͷฐ֐ • γεςϜࢥߟͷࢹ఺ʢMeadows, 2008) • ϨδϦΤϯε • ࣗݾ૊৫Խ

    • ώΤϥϧΩʔ ෳࡶܥͰߟ͑Δ ཁૉؐݩओ͔ٛΒͷ୤٫
  24. ෳࡶܥͰߟ͑Δ ෦෼࠷దԽͷ᠘ MLT MLC DC.C DC.T CP.T CN.T Type GI

    CTTR D verb noun per100 Error.Tunit words clauses T.unit Pause Repetition Filler ௿ख़ୡ౓܈ MLT MLC DC.C DC.T CP.T CN.T Type GI CTTR D verb noun per100 Error.Tunit words clauses T.unit Pause Repetition Filler ߴख़ୡ౓܈ Fukuta et al. (under review forever) ޠኮͷෳࡶ͞ɼ౷ޠతෳࡶ͞ɼਖ਼֬͞ɼྲྀெ͞
  25. ٸʹαοΧʔͷྫ͑Λग़ͯ͠Έ·͢

  26. None
  27. None
  28. ͲΜͳτϨʔχϯάͰ͋ͬͯ΋ɼͦ͜ʹݱ ࣮ͷݴޠ࢖༻ͱಉ͡ཁૉΛؚΊΑ͏ͱ͢ Ε͹λεΫͷఆٛΛࢀর͢Δ͜ͱ͕ۙಓ

  29. ৄ͘͠͸੿ϒϩάهࣄΛ͝ࢀর͍ͩ͘͞ • αοΧʔͱӳޠڭҭͷަࠩ఺ʢ1ʣ • αοΧʔͱӳޠڭҭͷަࠩ఺ʢ2ʣ • αοΧʔͱӳޠڭҭͷަࠩ఺ʢ3ʣ ήʔϜϞσϧɾϓϨʔݪଇ

  30. TBLTʹؔΘΔڭҭࢥ૝

  31. • l'éducation intégrale (౷߹తڭҭʣand learning by doing • ݸਓͷࣗ༝ •

    ߹ཧੑ • ղ์ • ֶशऀத৺ओٛ • ڭࢣͱֶशऀͷฏ౳ͳؔ܎ੑ • ࢀՃຽओओٛ • ૬ޓැॿͱڠಉ TBLTʹؔΘΔڭҭࢥ૝ Long (2015) Ch.4 reactiveͳfeedback ͷఏڙͱχʔζ෼ੳ ͕୲͏໾ׂ͕େ͖͍
  32. • ڭҭࢥ૝ͷଟ͘ͷ࿦఺Λ࣮ݱ͢Δखஈ͕χʔζ෼ੳ • ʮχʔζ෼ੳ͸ແཧ͔ͩΒʯͱ੾ΓࣺͯΔͷ͔؆୯͕ͩ… • ಛʹֶߍڭҭʹ͓͚Δ֎ࠃޠڭҭͰ͸ओ؍తχʔζʹجͮ͘ ڭҭϓϩάϥϜͷߏங͸ࠔ೉ • ʮ͙͢ʹ࢖͑ΔλεΫʯͱ͍͏ղ͸ݱ࣮తʹศརͰ͋Δ͕ɼ ͔ͦ͜Βൈ͚མͪΔࢹ఺͸๨Εͯ͸μϝʢࣗռ΋ࠐΊͯʣ

    TBLTʹؔΘΔڭҭࢥ૝ χʔζͷॏཁੑͱδϨϯϚ
  33. ֶशऀΛҰਓͷਓؒ ͱͯ͠ϦεϖΫτ͢Δ

  34. • ֶशऀத৺ ≠ ֶशऀ೚ͤ • ֶशऀͷਓؒͱͯ͠ͷཱࣗΛॏࢹ • ڭࣨͷʮ֎ʯΛݟਾ͑ͨڭҭ • ڭࢣͷ໾ׂΛᛙখԽ͢ΔΘ͚Ͱ͸ͳ͍͠ɼࣦഊͷ੹೚Λֶश

    ऀʹԡ͚ͭ͠Δ΋ͷͰ΋ͳ͍ ֶशऀத৺ओٛ
  35. ࣮ફฤ

  36. • WS1: ڭՊॻͷ׆ಈΛλεΫʹΞϨϯδ͢Δ • WS2: λεΫɾϕʔεͷࢦಋʹඞཁͳڭࢣͷεΩϧΛߟ͑Δ ࣮ફฤ

  37. • λεΫʹΞϨϯδ • 14:10 - 14:15 ಋೖ • 14:15 -

    14:40 άϧʔϓϫʔΫ • 14:40 - 15:00 ڞ༗ • ڭࢣʹٻΊΒΕΔεΩϧ • 15:00 - 15:05 ಋೖ • 15:05 - 15:15 άϧʔϓϫʔΫ • 15:15 - 15:30 ڞ༗ͱ·ͱΊ εέδϡʔϧʢײʣ
  38. ڭՊॻͷ׆ಈΛλεΫʹ ΞϨϯδ͢Δ

  39. • Crossroads English Communication Iʢେमؗॻళʣ • ผఴࢿྉ1͕Unit1ͷαϯϓϧͷPDF • ࠓճ͸PDF3ϖʔδ໨ʢp.16ʣͷ”Express yourself”ʹ஫໨

    • ઃఆͱͯ͠͸ʮੜెͷߟ͑Λදݱ͢Δ׆ಈʯ ڭՊॻͷ׆ಈΛλεΫʹΞϨϯδ͢Δ ڭࡐ
  40. • ͦͷલͷ෦෼͸ڭՊॻͲ͓Γʹ͜ͳͯ͋͠Δͱ͢Δ • ʮੜెͷߟ͑Λදݱ͢Δ׆ಈʯΛλεΫͷఆٛʹরΒͯ͢͠ ΂ͯͷج४͕ຬͨ͞ΕΔΑ͏ʹ͢Δʹ͸Ͳ͏͢Ε͹͍͍͔Λ ߟ͑Δ • “Express yourself”ͷ෦෼ΛλεΫʹ͢ΔͳΒલͷ෦෼Ͱ͸ ͜ΕΛ͓͖͍ͯͨ͠ͱ͍͏ͷ΋ग़ͯ͘Δ͔΋͠Εͳ͍ͷͰͦ

    ͏͍͏ٞ࿦΋େ׻ܴ ڭՊॻͷ׆ಈΛλεΫʹΞϨϯδ͢Δ ૝ఆ
  41. • ߴߍੜ1೥ੜ૝ఆ • ख़ୡ౓͸άϧʔϓͷதͰҰ൪ԼΛΠϝʔδͯ͠Δਓʹ߹ΘͤΔ • ʮ͍΍ʔͦΕ͸ࢲͷΠϝʔδ͢Δߴ1ੜʹ͸Ͱ͖ͳ͍ʯͱࢥΘΕͨ ΒɺͲΜͳ଍৔ֻ͚Λ༻ҙͨ͠Β͍͍͔ߟ͑Δʢe.g., ४උͷ࣌ؒɼ ઃఆΛΑΓৄࡉʹઃ͚ͯϩʔϧϓϨΠʣ •

    εϐʔΩϯάͳΜͯઈରʹແཧʂͱ͍͏͜ͱͳΒɺҎԼͰ΋OK • Πϯϓοτϕʔεͷ׆ಈʹ͢Δ • ϥΠςΟϯάʹͯ͠ΈΔ ڭՊॻͷ׆ಈΛλεΫʹΞϨϯδ͢Δ ૝ఆ
  42. • ໾ׂ෼୲ • ஀ੜ೔͕1൪ૣ͍ํʢ4݄1೔ج४ʣ-> Ϧʔμʔ • ஀ੜ೔͕2൪໨ʹૣ͍ํ-> ॻه • ஀ੜ೔͕Ұ൪஗͍ํ->

    ใࠂ໾ • ϙΠϯτ • λεΫج४ʹরΒͯ͠Ͳ͏ΞϨϯδ͔ͨ͠ • λεΫΛߏ૝͢Δࡍͷ೰ΈͲ͜Ζɼ೉͠͞͸Ͳ͜ʹ͋Δ͔ ڭՊॻͷ׆ಈΛλεΫʹΞϨϯδ͢Δ ਐΊํ
  43. ڭࢣʹٻΊΒΕΔεΩϧ

  44. ஶ࡞ݖͷؔ܎Ͱ࡟আ͍ͯ͠·͢ɻ ʰGetting Things Done Book 1: Tasks for Connecting the

    Classroom with the Real WorldʱΛ ͝ࢀর͍ͩ͘͞ɻ
  45. ͜ͷڭՊॻΛ࢖ͬͯतۀΛ΍ΔͱͳͬͨΒɼ Ͳ͏͍͏εΩϧ͕ٻΊΒΕΔͰ͠ΐ͏ʁ ผఴࢿྉ2

  46. ͦ͜Ͱඞཁͱ͞ΕΔεΩϧ͸ͦΕҎ֎ͷํ๏ ͰߦΘΕΔतۀͱൺֱͯ͠ಉ͡·ͨ͸ҟͳΔ Ͱ͠ΐ͏͔ʁ ผఴࢿྉ2

  47. • ໾ׂ෼୲ʢ͖͞΄Ͳͱಉ༷ʣ • ஀ੜ೔͕1൪ૣ͍ํʢ4݄1೔ج४ʣ-> Ϧʔμʔ • ஀ੜ೔͕2൪໨ʹૣ͍ํ-> ॻه • ஀ੜ೔͕Ұ൪஗͍ํ->

    ใࠂ໾ • ϙΠϯτ • तۀલͷ४උஈ֊ɼतۀதͳͲʹ෼͚ͯߟ͑ͯΈΔ • ʮڭࢣͷݴޠೳྗʢӳޠྗʣʯͷΑ͏ͳ΋ͷΛΑΓ۩ମతͳεΩϧ·Ͱམͱ͠ࠐΉ • λεΫɾϕʔεʹಛ௃తͳ΋ͷ͔ɼΞϓϩʔν͸ͱ΋͔͘ݴޠڭࢣͰ͋Ε͹ٻΊΒ ΕΔεΩϧͳͷ͔ ڭࢣʹٻΊΒΕΔεΩϧ ਐΊํ
  48. • ڭࢣ޲͚ͷݚमϓϩάϥϜͰݴޠڭࢣʹλεΫΛ࡞ΒͤΔ ͱɼʮ3. ࣗ਎ͷݴޠϦιʔεʹཔΔʯ͕࠷΋ຬͨ͞ΕΔׂ߹ ͕௿͔ͬͨʢErlam, 2016ʣ • தֶߍڭՊॻʹࡌ͍ͬͯΔίϛϡχέʔγϣϯ׆ಈʹ͓͍ͯ ΋ʮ3. ࣗ਎ͷݴޠϦιʔεʹཔΔʯΛຬͨ͢ͷ͸ߴͯ͘શମ

    ͷ3%ʢ෱ాଞ, 2017ʣ λεΫ࡞੒ͷ೉͠͞ Ϧιʔε༩͑͗͢໰୊
  49. • In-service teacherͷ৴೦͸؆୯ʹ͸มΘΒͳ͍͜ͱ΋ ʢBorg, 2011ʣ • ·ͣ͸ࣗ৴ͱ஌͕ࣝඞཁ->1ճλεΫͷतۀ΍ͬͯΈΔɼ15 ෼͚ͩ΍ͬͯΈΔͱ͔͔Β͸͡ΊͯΈΔ (Ellis, 2020,

    p.116) • “…, once teachers realize its potential, the seed can grow” (Ellis, 2020, p.116) ͪΐͬͱͣͭͰΑ͖ ΞδΞͷֶߍ͡ΌTBLT͸ແཧͳͷʁ
  50. ิ଍ࢿྉ

  51. • ڭՊॻΛϕʔεʹߟ͑Δͷ΋͍͍͚Ͳɼֆ΍ࣸਅΛ࢖͏λεΫͳ ΒPinterest͕݁ߏ࢖͑Δ • ඳࣸܥΛ΍ΔͳΒҎԼͷΑ͏ͳΩʔϫʔυͰݕࡧͯ͠ΈΔͱΑ͍ • “comic strip" • “pictures

    to describe in English” • “picture description” • “spot the difference” ิ଍ࢿྉ λεΫͷૉࡐ୳͠
  52. ෳ਺ίϚϚϯΨͷඳࣸ

  53. ਓ෺ͷඳࣸͱಛఆ

  54. ؒҧ͍୳͠

  55. • Borg, S. (2011). The impact of in-service teacher education

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