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。

Transcript

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

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2. ·ͣ͜Ε͚ͩ͸ݴ͍͍ͨ
   

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3. • TBLT =ʮՊֶతʯʹ༏Ε͍ͯΔ͍͏ٞ࿦͸ʢࢲ͸ʣ͠·ͤΜ
   • ֶशऀͷਓݖΛ৵֐͢Δڭҭతࢦಋ͕࠷΋ӳޠྗΛ৳͹͢ͱ
   ͳͬͨΒʁ
   
   
   • ͜Ε͸ՊֶϦςϥγʔతʹ΋େࣄ
   
   
   • ཧ೦ʢࢥ૝΍఩ֶʣɼߟ͑ํʹڞײ͍ͯ͠Δ
   TBLT͸࣮ફऀͱͯ͠ͷ৴೦
   

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4. ୈ3ষ
   λεΫɾϕʔεͷݴ
   ޠࢦಋͱڭҭࢥ૝
   

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

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

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7. “…a language is best learned
   through the effort to use it
   communicatively”
   Ellis et al. (2020, p.23)
   

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8. λεΫͬͯͳΜͳͷ
   

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

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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࡞੒
    

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11. • ాଜ༞ʢͨΉΒΏ͏ʣ
    
    
    • ؔ੢େֶ֎ࠃޠֶ෦ʢ4೥໨ʣ
    
    
    • ઐ໳
    
    
    • ୈೋݴޠशಘʢओʹจ๏ʣ
    
    
    • ୈೋݴޠจॲཧ
    
    
    • ୈೋݴޠޠኮॲཧʢίϩέʔγϣϯ΋ؚΉʣ
    ࣗݾ঺հ
    https://tam07pb915.wordpress.com/
    https://tamurayu.wordpress.com/
    

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12. ۩ମྫ
    

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

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14. λεΫͬͯͳΜͳͷ
    άϥσʔγϣϯ͸͋Δͱ͍͏ݟํʢEllis et al., 2020ʣ΋
    ఆ͕ٛ͢΂ͯ౰ͯ
    ͸·Δ
    ఆ͕ٛ͢΂ͯ౰ͯ
    ͸·Βͳ͍
    λεΫΒ͠͞θϩ λεΫΒ͠͞ຬࡌ
    দଜʢ2012ʣ͸͜͏ͨ͠ߟ͑ʹ͸൱ఆత
    

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15. େࣄͳ͜ͱ͸ɼͳΜͷͨ
    Ίʹͦͷݴޠ׆ಈΛ͢Δ
    ͷ͔
    

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16. • λεΫΒ͍͠ͱԿ͕ྑ͍ͷ͔
    
    
    • λεΫΒ͘͠ͳ͍ͱԿ͕͍͚ͳ͍ͷ͔
    λεΫͬͯͳΜͳͷ
    λεΫͷఆ͕ٛͳͥॏཁ͔
    

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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
    

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18. situational authenticity
    
    
    vs.
    
    
    interactional authenticity
    

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19. • ΪϟοϓΛຒΊΑ͏ͱ͢Δ ->ίϛϡχέʔγϣϯ͕ඞཁ
    
    
    • ίϛϡχέʔγϣϯͷഁ୼Λ๷͙ඞཁ͕͋Δ
    
    
    • ࣗ෼ͷݴͬͯΔ͜ͱ͕૬खʹ఻Θ͍ͬͯΔ͔ʁ
    
    
    • ࣗ෼ͷཧղ͸͍͋ͬͯΔ͔ʁ
    
    
    • ૬खͷݴ͍ͬͯΔ͜ͱ͕Θ͔Βͳ͍
    2. Ϊϟοϓ͕͋Δ͜ͱ
    ίϛϡχέʔγϣϯͷඞཁੑΛੜΈग़͢
    ݴޠͷܗࣜ໘ʹ஫ҙΛ޲͚Δඞཁੑ͕ग़ͯ͘Δ&Πϯϓοτ͕ཧղՄೳͳ΋ͷʹͳΔ
    

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20. 3. ࣗ਎ͷϦιʔεʹཔΔ
    εϐʔΩϯάͷϓϩηεͷܦݧ
    ֓೦Խ
    ܗࣜԽ
    ௐԻԽ
    ͜ͷϓϩηε
    ͕΄ͱΜͲ࢖
    ΘΕͳ͍
    Levelt (1989)ͷϞσϧΛ؆ུԽͨ͠΋ͷ
    

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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·͏
    

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22. ෳࡶܥͰߟ͑Δ
    

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

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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
    

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25. ٸʹαοΧʔͷྫ͑Λग़ͯ͠Έ·͢
    

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28. ͲΜͳτϨʔχϯάͰ͋ͬͯ΋ɼͦ͜ʹݱ
    ࣮ͷݴޠ࢖༻ͱಉ͡ཁૉΛؚΊΑ͏ͱ͢
    Ε͹λεΫͷఆٛΛࢀর͢Δ͜ͱ͕ۙಓ
    

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

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30. TBLTʹؔΘΔڭҭࢥ૝
    

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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໾ׂ͕େ͖͍
    

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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
    

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33. ֶशऀΛҰਓͷਓؒ
    ͱͯ͠ϦεϖΫτ͢Δ
    

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34. • ֶशऀத৺ ≠ ֶशऀ೚ͤ
    
    
    • ֶशऀͷਓؒͱͯ͠ͷཱࣗΛॏࢹ
    
    
    • ڭࣨͷʮ֎ʯΛݟਾ͑ͨڭҭ
    
    
    • ڭࢣͷ໾ׂΛᛙখԽ͢ΔΘ͚Ͱ͸ͳ͍͠ɼࣦഊͷ੹೚Λֶश
    ऀʹԡ͚ͭ͠Δ΋ͷͰ΋ͳ͍
    ֶशऀத৺ओٛ
    

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35. ࣮ફฤ
    

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

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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
    

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38. ڭՊॻͷ׆ಈΛλεΫʹ
    ΞϨϯδ͢Δ
    

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39. • Crossroads English Communication Iʢେमؗॻళʣ
    
    
    • ผఴࢿྉ1͕Unit1ͷαϯϓϧͷPDF
    
    
    • ࠓճ͸PDF3ϖʔδ໨ʢp.16ʣͷ”Express yourself”ʹ஫໨
    
    
    • ઃఆͱͯ͠͸ʮੜెͷߟ͑Λදݱ͢Δ׆ಈʯ
    ڭՊॻͷ׆ಈΛλεΫʹΞϨϯδ͢Δ
    ڭࡐ
    

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

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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
    

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42. • ໾ׂ෼୲
    
    
    • ஀ੜ೔͕1൪ૣ͍ํʢ4݄1೔ج४ʣ-> Ϧʔμʔ
    
    
    • ஀ੜ೔͕2൪໨ʹૣ͍ํ-> ॻه
    
    
    • ஀ੜ೔͕Ұ൪஗͍ํ-> ใࠂ໾
    
    
    • ϙΠϯτ
    
    
    • λεΫج४ʹরΒͯ͠Ͳ͏ΞϨϯδ͔ͨ͠
    
    
    • λεΫΛߏ૝͢Δࡍͷ೰ΈͲ͜Ζɼ೉͠͞͸Ͳ͜ʹ͋Δ͔
    ڭՊॻͷ׆ಈΛλεΫʹΞϨϯδ͢Δ
    ਐΊํ
    

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43. ڭࢣʹٻΊΒΕΔεΩϧ
    

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

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45. ͜ͷڭՊॻΛ࢖ͬͯतۀΛ΍ΔͱͳͬͨΒɼ
    Ͳ͏͍͏εΩϧ͕ٻΊΒΕΔͰ͠ΐ͏ʁ
    ผఴࢿྉ2
    

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

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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
    

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48. • ڭࢣ޲͚ͷݚमϓϩάϥϜͰݴޠڭࢣʹλεΫΛ࡞ΒͤΔ
    ͱɼʮ3. ࣗ਎ͷݴޠϦιʔεʹཔΔʯ͕࠷΋ຬͨ͞ΕΔׂ߹
    ͕௿͔ͬͨʢErlam, 2016ʣ
    
    
    • தֶߍڭՊॻʹࡌ͍ͬͯΔίϛϡχέʔγϣϯ׆ಈʹ͓͍ͯ
    ΋ʮ3. ࣗ਎ͷݴޠϦιʔεʹཔΔʯΛຬͨ͢ͷ͸ߴͯ͘શମ
    ͷ3%ʢ෱ాଞ, 2017ʣ
    λεΫ࡞੒ͷ೉͠͞
    Ϧιʔε༩͑͗͢໰୊
    

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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
    

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50. ิ଍ࢿྉ
    

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51. • ڭՊॻΛϕʔεʹߟ͑Δͷ΋͍͍͚Ͳɼֆ΍ࣸਅΛ࢖͏λεΫͳ
    ΒPinterest͕݁ߏ࢖͑Δ
    
    
    • ඳࣸܥΛ΍ΔͳΒҎԼͷΑ͏ͳΩʔϫʔυͰݕࡧͯ͠ΈΔͱΑ͍
    • “comic strip"
    
    
    • “pictures to describe in English”
    
    
    • “picture description”
    
    
    • “spot the difference”
    ิ଍ࢿྉ
    λεΫͷૉࡐ୳͠
    

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52. ෳ਺ίϚϚϯΨͷඳࣸ
    

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53. ਓ෺ͷඳࣸͱಛఆ
    

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54. ؒҧ͍୳͠
    

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55. • Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370
    –
    380. https://doi.org/
    10.1016/j.system.2011.07.009
    
    
    • Ellis, R. (2020). Teacher-preparation for task-based language teaching. In Lambert, C., & Oliver, R. (Eds.). Using tasks in second
    language teaching: Practice in diverse contexts. (pp. 99
    –
    119) Multilingual Matters.
    
    
    • Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. Routledge.
    
    
    • Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2020). Task-based language teaching: Theory and practice. Cambridge University
    Press.
    
    
    • Erlam, R. (2016). ‘I’m still not sure what a task is’: Teachers designing language tasks. Language Teaching Research, 20(3), 279
    –
    299.
    https://doi.org/10.1177/1362168814566087
    
    
    • Fukuta, J., Nishimura, Y., & Tamura, Y. (under review). Toward better performance analysis: An ontological realism perspective.
    
    
    • Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
    
    
    • Levelt, W. J. M. (1989). Speaking: From intention to articulation. Cambridge University Press.
    
    
    • Long, M. H. (1996). The Role of the Linguistic Environment in Second Language Acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.),
    Handbook of Second Language Acquisition (pp. 413
    –
    468). Academic Press.
    
    
    • Meadows, D. H. (2008). Thinking in systems: A primer. Chelsea Green Pub. Edited by Wright, D.ʲ຋༁ʳ ࢬ޿३ࢠ. (2015). ʰੈք͸γε
    ςϜͰಈ͘: ͍·ى͖͍ͯΔ͜ͱͷຊ࣭Λ͔ͭΉߟ͑ํʱ ӳ࣏ग़൛.
    
    
    • Long, M. H. (2015). Second language acquisition and task-based language teaching. Wiley Blackwell.
    
    
    • Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press.
    
    
    • Swain, M. (1985). Communicative competence: Some roles of comprehensible input and output in its development. In S. Gass & C.
    Madden (Eds.), lnput in second language acquisition (pp. 235
    -
    253). Rowley, MA: Newbury House.
    
    
    • ෱ా७໵ɾాଜ༞ɾ܀ాगᣦʢ2017ʣʮதֶߍڭՊॻʹ͓͚Δޱ಄ίϛϡχέʔγϣϯΛࢤ޲ͨ͠׆ಈͷ෼ੳʕୈೋݴޠशಘݚڀʹ͓͚Δ
    λεΫج४͔Βͷҳ୤ʹয఺Λ͋ͯͯʕʯJALT Journal, 36, 165
    –
    182.
    
    
    • Ճ౻༝ਸ, দଜণل, Wicking, P., ԣࢁ༑ཬ, ాଜ༞, & খྛਅ࣮. (2020). ʰίϛϡχέʔγϣϯɾλεΫͷΞΠσΞͱϚςϦΞϧ: ڭࣨͱੈք
    Λͭͳ͙ӳޠतۀͷͨΊʹʱ ࡾमࣾ.
    
    
    • দଜণل. (2012). ʰλεΫΛ׆༻ͨ͠ӳޠतۀͷσβΠϯʱ େमؗॻళ.
    
    
    • দଜণل. (2017). ʰλεΫɾϕʔεͷӳޠࢦಋ: TBLTͷཧղͱ࣮ફʱ େमؗॻళ.
    
    
    • ࢁޱྒྷ. (2020). ʰʮઓज़೴ʯΛ஁͑Δ࠷ઌ୺τϨʔχϯάͷڭՊॻ: ԤभαοΧʔͷ৽ػ࣠ʮઓज़తϐϦΦμΠθʔγϣϯʯ࣮ફฤʱ ιϧɾ
    ϝσΟΞ.
    
    
    • Paul Wickingɾాଜ༞ɾՃ౻༝ਸɾখྛਅ࣮ɾদଜণلɾԣࢁ༑ཬʢto appearʣʰGetting Things Done Book 1: Tasks for Connecting the
    Classroom with the Real Worldʱ ࡾमࣾ.
    ࢀߟจݙ
    

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