英語教育とSLA研究の距離感： 理論と実践は往復するべきか / 2023-11-04_LET-Kansai-Symposium_Tamura

2023年11月4日開催の2023年度外国語教育メディア学会（LET）関西支部秋季研究大会におけるシンポジウム「誰のための研究か，何のための研究か」における田村の発表において使用した投影資料です。

1. 2023೥11݄4೔ ֎ࠃޠڭҭϝσΟΞֶձʢLETʣؔ੢ࢧ෦ 2023೥౓ळقࢧ෦ݚڀେձ γϯϙδ΢Ϝʮ୭ͷͨΊͷݚڀ͔ɼԿͷͨΊͷݚڀ͔ʯ ӳޠڭҭͱSLAݚڀͷڑ཭ײɿ ཧ࿦ͱ࣮ફ͸ԟ෮͢Δ΂͖͔ ؔ੢େֶ֎ࠃޠֶ෦ɹాଜ༞
2. • SLAݚڀऀ͸Ͱ͖Δ͔͗Γ཈੍తͰ͋Εͱݴ͍͍ͨ • େࣄͳ͜ͱ͸͢΂ͯEBEEຊͱࢥߟ๏ຊʹॻ͍ͯ͋Δ • ͋ͱࣉ୔͞Μͷϒϩάʹ΋ • ӳޠڭҭֶʹ͓͚Δ2ͭͷʮՊֶʯʢର࿩Ἣʣʯ • ʮSLA͸ٙࣅՊֶͩʯͱ͍͏൷൑ͱʮՊֶʯͷҙຯ ຊൃදͷഎܠͱ໨త
3. HTTPS://TAM07PB915.COM/2021/09/13/WHY-IS-SLA-MISUNDERSTOOD/ Կ೥͔લʹ͜ ͏͍͏ϒϩά هࣄ΋ॻ͍ͨ ͷͰͥͻ
4. • جૅՊֶͱ੓ࡦՊֶͷҧ͍ • SLAݚڀͷ՝୊ • SLAݚڀΛΑ͘͢ΔͨΊʹ͸ • SLAͱӳޠڭҭͷؔ܎ ͓͠ͳ͕͖
5. جૅՊֶͱ੓ࡦՊֶͷҧ͍
6. جૅՊֶͱ੓ࡦՊֶͷҧ͍ • جૅՊֶɿϝΧχζϜɾݱ৅ͷղ໌ • ݴޠ࢖༻ͷ࢓૊Έ • ݴޠֶशͷϝΧχζϜ • ݴޠ஌ࣝͷ༷૬ • ੓ࡦՊֶɿҙࢥܾఆ • ࢦಋํ๏ͷબ୒ • ڭࡐͷબ୒ ʮՊֶੑʯͷҧ͍ ໨ʹݟ͑ͳ͍΋ͷͷཧղ ݱ࣮ੈքͷ໰୊ղܾ
7. ͋ͳ͕͍ͨͨ͠ͷ͸ݱ৅ͷղ໌Ͱ ͔͢ʁҙࢥܾఆͰ͔͢ʁ ҙࢥܾఆ ݱ৅ͷղ໌ ୈೋݴޠݚڀͷࢥߟ๏ຊ EBEEຊ
8. جૅՊֶͱ੓ࡦՊֶͷҧ͍ • ࢦಋͷʮޮՌʯ͸ࢦಋͱͦͷ݁Ռʢͱͯ͠ͷֶशऀͷߦಈʣ͚ͩݟ͑Ε ͹ڀۃతʹ͸ྑ͍ • ʮͦΕ΍ͬͨΒֶशऀͷଘࡏ͕ແࢹ͞Εͯ·͏΍Ζʯ͕ୈೋݴޠशಘݚ ڀऀͷελϯεͩͬͨͷͰ͸ʁ • ʮޮՌʯ͕Θ͔ͬͯ΋ɼֶशऀͷ͖᪴͸Θ͔Βͳ͍ͷͰ͸ʁ ಄ͷத͸Ͳ͏Ͱ΋͍͍ͷ͔
9. “…claims about the internal structures and processes of the learning organism take on a very secondary character in the teaching perspective; such claims may not even be desirable here. But such claims do provide the raison d'etre for viewing second-language learning from the learning perspective.” (p. 210) Selinker, L. (1972). Interlanguage. IRAL - International Review of Applied Linguistics in Language Teaching, 10, 209–232.
10. ୈೋݴޠशಘͬͯɼֶशऀͷཱ ৔͔ΒݴޠΛֶͿ͜ͱΛߟ͑ Α͏ͥͬͯ࿩ͩͬͨ͸ͣͰ͸
11. SLAݚڀ͸੓ࡦՊֶͰ͸ͳ͍ʢͱࢲ͸ࢥ͏ʣͷͰɼͪΐͬͱҧ࿨ײɻ ͨͩ͠ɼ޿͘ೝ஌Պֶͱͯ͠޿͍จ຺ʢਓྨͷ஌ʣʹߩݙ͢Δͱ͍ ͏ҙຯͰ͸ڱٛͷSLA͸޿͍จ຺ʹؐݩ͢ΔͨΊͱ͍͑Δ ӳޠڭҭݚڀ ISLA ݴޠڭҭ੓ࡦݚڀ
12. SLAݚڀͷ՝୊
13. SLAݚڀͷ՝୊ • ݱ৅ͷ؍࡯ͱҰൠԽʹґڌ • ݱ৅Λ؍࡯ͯ͠෼ྨΛߟ͑Δ • ෼ྨ͞Εͨݱ৅ͷഎޙʹந৅తͳ֓೦ΛԾఆ • ֓೦͕ӨڹΛٴ΅͢ͱߟ͑ΒΕΔߦಈΛ਺஋తͳσʔλͱͯ͠ૢ࡞Խ • ؍࡯Λ૿΍ͯ͠༧ଌਫ਼౓Λ্͛Δ • ༧ଌͷਫ਼౓͕͕͋ͬͯڭҭతࣔࠦʹͳΔ͜ͱ͸͋ͬͯ΋ɼ͜ͷӦΈͰ͸ ϝΧχζϜ͸໌Β͔ʹͳΒͳ͍ ͜Ε·ͰͷSLAݚڀ
14. ELLIS (2005, P.151ʣ༁͸ൃදऀʹΑΔ ୅දྫɿ໌ࣔతɾ҉ࣔత஌ࣝݚڀ ಛੑ ҉ࣔత஌ࣝ ໌ࣔత஌ࣝ Ξ΢ΣΞωε ௚ײత ҙࣝత ஌ࣝͷλΠϓ खଓ͖త એݴత ମܥੑ Մมత͔ͭମܥత มଇతͰҰ؏ੑΛܽ͘ ஌ࣝ΁ͷΞΫηε ࣗಈతॲཧ ౷੍తॲཧ L2஌ࣝͷ࢖༻ ྲྀெͳύϑΥʔϚϯε࣌ʹ ΞΫηε ܭըࠔ೉࣌ͷ஌ࣝ΁ͷΞΫηε ࣗݾใࠂՄೳੑ ݴޠԽෆՄೳ ݴޠԽՄೳ ֶशՄೳੑ ྟքظ಺ͷΈ ԿࡀͰ΋शಘՄೳ
15. ݱ৅ͷ؍࡯ ಉ じ Α͏ͳݴޠܦݧΛ͍ͯ͠ Δʹ΋͔͔ΘΒ ず ɺݴޠशಘ ʹ੒ޭ͢Δֶशऀͱͦ͏ で ͳ ֶ͍शऀ が ͍Δͷ͸ͳͥʁ ֶशऀͷύϑΥʔϚϯε΍ͦ ͷൃୡΛͲͷΑ͏ʹଊ͑ΒΕ ΔͩΖ͏͔ ෼ྨͱந৅త ͳ֓೦ͷԾఆ ྲྀெͰແҙࣝతͳݴޠӡ༻͸ ҉ࣔత஌ࣝɼඇྲྀெͰҙࣝత ͳݴޠӡ༻Λ໌ࣔత஌͕ࣝओ ʹ༻͍ΒΕ͍ͯΔͷͰ͸ͳ͍ ͩΖ͏͔ ਖ਼֬͞ɼྲྀெ͞ɼෳࡶ͞ͱ͍ ͏3ͭͷଆ໘ʹ෼ྨͰ͖ΔͷͰ ͸ͳ͍ͩΖ͏͔ ଌఆ ਖ਼֬͞͸୯Ґ͋ͨΓͷޡΓͷ ਺ɼྲྀெ͞͸୯Ґ࣌ؒ͋ͨΓ ͷൃ࿩ޠ਺ɼෳࡶ͞͸୯Ґ͋ ͨΓͷޠ਺΍અ਺, ౳ จ๏ੑ൑அ՝୊ʹ੍࣌ؒݶΛ ͚ͭΔɼࣗݾϖʔεಡΈ΍ࢹ ઢܭଌ՝୊Λ༻͍ͯ҉ࣔత஌ ࣝΛଌఆ͢Δɼ౳ Bialystok (1978)ͳͲ Ellis (2005)ͳͲ Vafaee et al. (2017)ͳͲ Skehan (1998)ͳͲ Housen & Kuiken, 2009ͳͲ ૬ؔʹجͮ͘ ٞ࿦
16. ౉ᬑɾࠤ౻ʢ1991ʣ΄͔ ܏ੑ֓೦ͱཧ࿦తߏ੒֓೦ ܏ੑ֓೦ ཧ࿦తߏ੒֓೦ ؍࡯͞ΕΔنଇੑࣗମ͕ ઌߦ৚݅ʹґଘ ؍࡯͞Εͨ֎తͳཁҼͱಠཱͳ ཧ࿦త࣮ମͱରԠ ྫɿՄ೩ੑ ྫɿॏྗ ؍࡯ʹؐݩՄೳ ؍࡯ෆՄೳ نଇੑͷݪҼͷઆ໌ʹ͸ͳΒͳ͍ ʢ͕ɼݶఆ͞Εͨ༧ଌྗ͸࣋ͭʣ ؍࡯͞Εͨݱ৅ͷݪҼ ʹ͍ͭͯͷ৘ใΛؚΉ
17. ͦͷજࡏม਺͸܏ੑ֓೦Ͱ͸ ݱ৅ͷ؍࡯ ͋ͷਓɼ࠙਌ձͰ͍ΖΜͳਓ ʹ࿩͔͚ͯ͠Δ ͋ͷਓɼۀऀలࣔͷํʑʹ΋ ؾ͘͞ʹ࿩͔͚ͯ͠Δ ந৅తͳϥϕϧ͚ͮ ΋͔ͯ͠͠…ίϛϡྗ͓͹͚ʁ ʮઆ໌ʯ ͏Θʂೋ࣍ձʹ΋͍Δʂ͋ͷਓ ίϛϡྗ͓͹͚͔ͩΒઈରདྷΔ ͱࢥͬͨʂ ㅟ ㅟ ㅟ ͜Ε͸τʔτϩδʔ
18. ※͜ͷ࿦จ͸ΦʔϓϯΞΫηεͰ͢ CAF΋ಉ͡ Ͱ͸ʁ ʮ͋ͷֶशऀ͕ྲྀெʹ࿩͢ ͜ͱ͕Ͱ͖Δͷ͸ྲྀெੑΛ ͍࣋ͬͯΔ͔Βͩʯ
19. ৺త࣮ࡏͱ؍ଌม਺ͷؔ܎ ৺త࣮ࡏ ൓ԠA ʢςετ΍ࢦඪ஋ʣ ൓ԠB ʢςετ΍ࢦඪ஋ʣ (1) ҼՌతʹӨڹ (2) ߴ͍૬ؔ (3) ಉ͡΋ͷΛଌఆʁ ෱ాଞʢ2023, p. 51, ਤ3.3ʣ
20. ղܾ΁ͷಓ
21. HYPOTHESIS Ծઆ PREDICTION ༧ଌ CONFIRMED ੔߹͢Δ݁Ռ FALSIFIED ൓ূ͢Δ݁Ռ ࣮ݧ ΞϒμΫγϣϯʹΑͬͯ આ໌ԾઆΛܗ੒͢Δ ͜ͷԾઆ͕੒ΓཱͭͳΒ ͹ɼͲͷΑ͏ͳࣄ࣮͕༧ ଌ͞ΕΔ͔Λԋ៷ʹΑΓ ಋ͘ ؼೲʹΑΔҰൠԽΛߦ͍ɼԋ៷ʹ Αͬͯಋ͔Εͨ༧ଌ͕Ͳͷఔ౓ܦ ݧతʹਖ਼͍͔͠Λ൑அ͢Δ σʔλͷू߹ ʨ Ծઆͷଥ౰ੑΛߴΊΔ ༧ଌͨ͜͠ͱ͸ਖ਼͍͠ Ծઆͷमਖ਼ɾఫճ ୳ٻͷ࿦ཧֶ ෱ాଞʢ2023, p. 46, ਤ3.2ʣ
22. • ڻ͘΂͖ࣄ࣮C͕؍࡯͞ΕΔ • ͔͠͠΋͠H͕ਅͰ͋Ε͹ɼC͸౰વͷࣄฑͰ͋Ζ͏ • ΑͬͯɼH͕ਅͰ͋Δͱߟ͑Δ΂͖ཧ༝͕͋Δ ΞϒμΫγϣϯ ୳ٻΛҾ͖ى͜͢ҙ֎ͳࣄ࣮ આ໌Ծઆ આ໌ԾઆʹԿ͕બ͹ΕΔ͔ͷج४ • ΋ͬͱ΋Β͠͞ • ݕূՄೳੑ • ୯७ੑ • ܦࡁੑ
23. • ؼೲతਪ࿦͸ྨࣅͷݱ৅ͷଘࡏΛਪ࿦͢Δ • ΞϒμΫγϣϯ͸௚઀؍࡯ෆՄೳͳݪҼΛԾఆͰ͖Δ -> ஌ࣝͷ֦ு • ؍࡯Ͱ͖ͳ͍ݪҼΛ୳ࡧ͠ɼରൺతͳઆ໌Λఏڙ͢Δඞཁ͕͋Δ ʢGregg, 1993ʣ ؼೲతਪ࿦ͱΞϒμΫγϣϯͷҧ͍
24. “Պֶతͳݚڀͱ͸ɼਖ਼͍͠ͱࢥΘΕΔԾઆΛࢧ࣋͢Δσʔλ Λऩू͢Δ͜ͱʹΑΓਐΉͷͰ͸ͳ͘ɼ΋ͬͱ΋Β͍͕͠ ࣮ࡍ͸ਖ਼͘͠ͳ͍ԾઆΛͰ͖Δ͚ͩଟ͘൓ূ͠ɼͦΕΒΛ ഉআ͢Δ͜ͱʹΑͬͯɼͦͷ࣌఺Ͱ࠷΋ਖ਼͍͠ͱߟ͑ΒΕ ΔԾઆΛ࠾༻͠ɼͦΕΛ܁Γฦ͢͜ͱʹΑΓલਐ͢Δ΋ͷ Ͱ͋Δͱݴ͑Δɻ”ʢp. 46ʣ ෱ాଞʢ2023ʣʰୈೋݴޠݚڀͷࢥߟ๏ɿೝ஌γεςϜͷݚڀʹ͸Կ͕ඞཁ͔ʱ͘Ζ͓͠ग़൛
25. ୯ޠϞχλϦϯά՝୊ΛྫʹͱΔ Ծઆ֓೦ͷଘࡏ࿦తղऍՄೳੑ The book is being closely [*pick] by the large group of curious students. The book is being closely [picked] by the large group of curious students. ඇจ๏తͳཁૉͷӨڹ Ͱ൓Ԡ͕࣌ؒ஗ΕΔ ؍࡯ ൓Ԡ࣌ؒͷ஗ΕΛੜΉͳΜΒ͔ͷ஌ࣝද৅͕͋Δ ਪ࿦
26. SLAͱӳޠڭҭͷؔ܎
27. HYPOTHESIS Ծઆ PREDICTION ༧ଌ CONFIRMED ੔߹͢Δ݁Ռ FALSIFIED ൓ূ͢Δ݁Ռ ࣮ݧ ΞϒμΫγϣϯʹΑͬͯ આ໌ԾઆΛܗ੒͢Δ ͜ͷԾઆ͕੒ΓཱͭͳΒ ͹ɼͲͷΑ͏ͳࣄ࣮͕༧ ଌ͞ΕΔ͔Λԋ៷ʹΑΓ ಋ͘ ؼೲʹΑΔҰൠԽΛߦ͍ɼԋ៷ʹ Αͬͯಋ͔Εͨ༧ଌ͕Ͳͷఔ౓ܦ ݧతʹਖ਼͍͔͠Λ൑அ͢Δ σʔλͷू߹ ʨ Ծઆͷଥ౰ੑΛߴΊΔ ༧ଌͨ͜͠ͱ͸ਖ਼͍͠ Ծઆͷमਖ਼ɾఫճ ୳ٻͷ࿦ཧֶ ෱ాଞʢ2023, p. 46, ਤ3.2ʣ
28. ཧ࿦ͱ࣮ફͷؔ܎ આ໌Ծઆ ࣮ફ ͜͜Ͱҙ֎ͳࣄ࣮ͷ؍࡯͕ ੜ·ΕΔՄೳੑ ΞϒμΫγϣϯ ཧ࿦ʮΛʯ࣮ફʹͬͯߟ͑Δ͔Βɼཧ࿦͸໾ʹཱͨͳ͍ͱ͔ݴΘΕΔͷͰ͸ʁ ϝΧχζϜͷ୳ٻ͸ҙࢥܾఆͷՊֶͰ͸ͳ͍ͷͰɼཧ࿦͕ߏங͞Εͯݴͬͯ΋ ҙࢥܾఆͷΤϏσϯεʹ͸ͳΒͳ͍
29. • ཧ࿦Λ࡞ΔͨΊʹ࣮ફ͕ʮར༻͞ΕΔʯͷͰ͸ͳ͍ • ֶशऀΛ࣮ݧͷͨΊͷϞϧϞοτѻ͍͢ΔͷͰ΋ͳ͍ • ڭࢣͷ೔ʑͷ࣮ફͷதͰੜ·Εͨٙ໰΍؍࡯͕ཧ࿦ߏஙͷϓϩηεͷத ͷԾઆܗ੒ʹߩݙ͢ΔՄೳੑ ཧ࿦ͱ࣮ફ͸্Լؔ܎ʹͳ͍
30. • ੓ࡦతҙࢥܾఆʹ͸௚઀໾ʹཱͨͳ͍͕… • ڭࣨ಺Ͱى͜Δࣄ৅ʹରͯ͠ͷڭࢣͷબ୒ͷ൑அࡐྉΛఏࣔ͢Δ͜ͱ͘ Β͍͸Ͱ͖Δʢͨͩ͠ɼԿ͕ਖ਼ղ͔͕֬ఆతʹΘ͔ΔΘ͚Ͱ͸ͳ͍ʣ • ԾʹԿΒ͔ͷ੓ࡦతҙࢥܾఆʹد༩͢ΔӳޠڭҭͷΤϏσϯε͕ಘΒΕ ͨͱͯ͠ɼͦΕʹର͢ΔݪҼ࿦తઆ໌Λ༩͑ΒΕΔ͔΋͠Εͳ͍ SLAཧ࿦͸࣮ફʹʮ໾ʹཱͭʯʁ
31. ·ͱΊ
32. • Պֶੑͷҧ͍Λೝ্ࣝͨ͠Ͱࣗ਎ͷݚڀ͕ͲͪΒΛ໨ࢦ͢ͷ͔ • ݱ৅ͷ༧ଌྗΛ͋͛Δ͜ͱͱϝΧχζϜΛ໌Β͔ʹ͢Δ͜ͱ͸ผ໰୊ • ܏ੑ֓೦ͱཧ࿦తߏ੒֓೦ͷ۠ผ • ࣮ફ͔Βੜ·ΕΔ؍࡯͸ཧ࿦ߏஙʹ໾ʹཱͭ • SLAཧ࿦͸બ୒ࢶͷఏ͕ࣔͰ͖Δ ·ͱΊ
33. • Bialystok, E. (1978). A theoretical model of second language learning. Language learning, 28, 69–83. • Ellis, R. (2005). Measuring implicit and explicit knowledge of a second language: A psychometric study. Studies in Second Language Acquisition, 27, 141–172. • Fukuta, J., Nishimura, Y., & Tamura, Y. (2022). Pitfalls of production data analysis for investigating L2 cognitive mechanism: An ontological realism perspective. Journal of Second Language Studies, 6, 95–118. • Gregg, K. R. (1993). Talking explanation seriously; or, let a couple of flowers bloom. Applied Linguistics, 14, 276–294. • Housen, A. & Kuiken, F. (2009). Complexity, accuracy, and fluency in second language acquisition. Applied Linguistics, 30, 461–473. 
 • ෱ా७໵ɾ໼໺խوɾాଜ༞ɾ໦ଜਸੋɾๆݟҰًʢ2023ʣʰୈೋݴޠݚڀͷࢥߟ๏ɿೝ஌γεςϜͷݚڀʹ͸Կ͕ඞཁ͔ʱ͘Ζ͓͠ग़൛ • ࣉ୔୓ܟ(2015)ʮӳޠڭҭֶʹ͓͚ΔՊֶతΤ ビ デ ϯεͱ͸?:খֶߍӳޠڭҭ੓ࡦΛࣄྫʹʯʰ֎ࠃޠڭҭϝ デ ΟΞֶձ(LET)த෦ࢧ෦֎ࠃޠڭҭجૅݚڀ෦ձ2014 ೥౓ใࠂ࿦ूʱ15–30. • ࿱ཧཅҰɾ૲ಽ๜޿ɾࣉ୔୓ܟɾӜ໺ݚɾ޻౻༸࿏ɾञҪӳथʢ2021ʣʰӳޠڭҭͷΤ ビ デ ϯε:͜Ε͔ΒͷӳޠڭҭͷͨΊʹʱݚڀࣾ. • ౉ᬑ๕೭ɾࠤ౻ୡ࠸(1991)ʮ パ ʔιφϦςΟ֓೦Λ༻͍ͨߦಈઆ໌ʹΈΒΕΔํ๏࿦త໰୊఺ʯʰਓจՊֶ࿦ूʱ25, 19–31. • ౉ᬑ๕೭(2010)ʰੑ֨ͱ͸ͳΜ だ ͬͨͷ͔:৺ཧֶͱ೔ৗ֓೦ʱ৽༵ࣾ • ถ੝༟ೋ(2007)ʰΞ ブ ダ Ϋγϣϯ:Ծઆͱൃݟͷ࿦ཧʱႻ૲ॻ๪. • Selinker, L. (1972). Interlanguage. IRAL - International Review of Applied Linguistics in Language Teaching, 10, 209–232. • Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press. • Vafaee, P., Suzuki, Y., & Kachisnke, I. (2017). Validating grammaticality judgment tests: Evidence from two new psycholinguistic measures. Studies in Second Language Acquisition, 39(1), 59-95. • van Rooij, I. & Baggio, G. (2021). Theory before the test: How to build high-verisimilitude explanatory theories in psychological science. Perspectives on Psychological Science, 16( 682–697. ࢀߟจݙ