タスク・ベースの言語指導とはなにか，どうやって実践するか / 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
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·͢
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 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