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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

Yu Tamura
November 04, 2023

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。

Yu Tamura

November 04, 2023
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  1. 2023೥11݄4೔ ֎ࠃޠڭҭϝσΟΞֶձʢLETʣؔ੢ࢧ෦ 2023೥౓ळقࢧ෦ݚڀେձ γϯϙδ΢Ϝʮ୭ͷͨΊͷݚڀ͔ɼԿͷͨΊͷݚڀ͔ʯ
    ӳޠڭҭͱSLAݚڀͷڑ཭ײɿ
    ཧ࿦ͱ࣮ફ͸ԟ෮͢Δ΂͖͔
    ؔ੢େֶ֎ࠃޠֶ෦ɹాଜ༞

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  2. • SLAݚڀऀ͸Ͱ͖Δ͔͗Γ཈੍తͰ͋Εͱݴ͍͍ͨ


    • େࣄͳ͜ͱ͸͢΂ͯEBEEຊͱࢥߟ๏ຊʹॻ͍ͯ͋Δ


    • ͋ͱࣉ୔͞Μͷϒϩάʹ΋


    • ӳޠڭҭֶʹ͓͚Δ2ͭͷʮՊֶʯʢର࿩Ἣʣʯ


    • ʮSLA͸ٙࣅՊֶͩʯͱ͍͏൷൑ͱʮՊֶʯͷҙຯ
    ຊൃදͷഎܠͱ໨త

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  3. HTTPS://TAM07PB915.COM/2021/09/13/WHY-IS-SLA-MISUNDERSTOOD/
    Կ೥͔લʹ͜
    ͏͍͏ϒϩά
    هࣄ΋ॻ͍ͨ
    ͷͰͥͻ

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  4. • جૅՊֶͱ੓ࡦՊֶͷҧ͍


    • SLAݚڀͷ՝୊


    • SLAݚڀΛΑ͘͢ΔͨΊʹ͸


    • SLAͱӳޠڭҭͷؔ܎
    ͓͠ͳ͕͖

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  5. جૅՊֶͱ੓ࡦՊֶͷҧ͍

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  6. جૅՊֶͱ੓ࡦՊֶͷҧ͍
    • جૅՊֶɿϝΧχζϜɾݱ৅ͷղ໌


    • ݴޠ࢖༻ͷ࢓૊Έ


    • ݴޠֶशͷϝΧχζϜ


    • ݴޠ஌ࣝͷ༷૬


    • ੓ࡦՊֶɿҙࢥܾఆ


    • ࢦಋํ๏ͷબ୒


    • ڭࡐͷબ୒
    ʮՊֶੑʯͷҧ͍
    ໨ʹݟ͑ͳ͍΋ͷͷཧղ
    ݱ࣮ੈքͷ໰୊ղܾ

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  7. ͋ͳ͕͍ͨͨ͠ͷ͸ݱ৅ͷղ໌Ͱ
    ͔͢ʁҙࢥܾఆͰ͔͢ʁ
    ҙࢥܾఆ
    ݱ৅ͷղ໌
    ୈೋݴޠݚڀͷࢥߟ๏ຊ EBEEຊ

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  8. جૅՊֶͱ੓ࡦՊֶͷҧ͍
    • ࢦಋͷʮޮՌʯ͸ࢦಋͱͦͷ݁Ռʢͱͯ͠ͷֶशऀͷߦಈʣ͚ͩݟ͑Ε
    ͹ڀۃతʹ͸ྑ͍


    • ʮͦΕ΍ͬͨΒֶशऀͷଘࡏ͕ແࢹ͞Εͯ·͏΍Ζʯ͕ୈೋݴޠशಘݚ
    ڀऀͷελϯεͩͬͨͷͰ͸ʁ


    • ʮޮՌʯ͕Θ͔ͬͯ΋ɼֶशऀͷ͖᪴͸Θ͔Βͳ͍ͷͰ͸ʁ
    ಄ͷத͸Ͳ͏Ͱ΋͍͍ͷ͔

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  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.

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  10. ୈೋݴޠशಘͬͯɼֶशऀͷཱ
    ৔͔ΒݴޠΛֶͿ͜ͱΛߟ͑
    Α͏ͥͬͯ࿩ͩͬͨ͸ͣͰ͸

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  11. SLAݚڀ͸੓ࡦՊֶͰ͸ͳ͍ʢͱࢲ͸ࢥ͏ʣͷͰɼͪΐͬͱҧ࿨ײɻ
    ͨͩ͠ɼ޿͘ೝ஌Պֶͱͯ͠޿͍จ຺ʢਓྨͷ஌ʣʹߩݙ͢Δͱ͍
    ͏ҙຯͰ͸ڱٛͷSLA͸޿͍จ຺ʹؐݩ͢ΔͨΊͱ͍͑Δ
    ӳޠڭҭݚڀ
    ISLA
    ݴޠڭҭ੓ࡦݚڀ

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  12. SLAݚڀͷ՝୊

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  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

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  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

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  15. ݱ৅ͷ؍࡯

    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
    ٞ࿦

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  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

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  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

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  18. ※͜ͷ࿦จ͸ΦʔϓϯΞΫηεͰ͢
    CAF΋ಉ͡
    Ͱ͸ʁ
    ʮ͋ͷֶशऀ͕ྲྀெʹ࿩͢
    ͜ͱ͕Ͱ͖Δͷ͸ྲྀெੑΛ
    ͍࣋ͬͯΔ͔Βͩʯ

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  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

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  20. 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

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  21. • ڻ͘΂͖ࣄ࣮C͕؍࡯͞ΕΔ


    • ͔͠͠΋͠H͕ਅͰ͋Ε͹ɼC͸౰વͷࣄฑͰ͋Ζ͏


    • ΑͬͯɼH͕ਅͰ͋Δͱߟ͑Δ΂͖ཧ༝͕͋Δ
    ΞϒμΫγϣϯ
    ୳ٻΛҾ͖ى͜͢ҙ֎ͳࣄ࣮
    આ໌Ծઆ
    આ໌ԾઆʹԿ͕બ͹ΕΔ͔ͷج४


    • ΋ͬͱ΋Β͠͞


    • ݕূՄೳੑ


    • ୯७ੑ


    • ܦࡁੑ

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  22. • ؼೲతਪ࿦͸ྨࣅͷݱ৅ͷଘࡏΛਪ࿦͢Δ


    • ΞϒμΫγϣϯ͸௚઀؍࡯ෆՄೳͳݪҼΛԾఆͰ͖Δ -> ஌ࣝͷ֦ு


    • ؍࡯Ͱ͖ͳ͍ݪҼΛ୳ࡧ͠ɼରൺతͳઆ໌Λఏڙ͢Δඞཁ͕͋Δ
    ʢGregg, 1993ʣ
    ؼೲతਪ࿦ͱΞϒμΫγϣϯͷҧ͍

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  23. “Պֶతͳݚڀͱ͸ɼਖ਼͍͠ͱࢥΘΕΔԾઆΛࢧ࣋͢Δσʔλ
    Λऩू͢Δ͜ͱʹΑΓਐΉͷͰ͸ͳ͘ɼ΋ͬͱ΋Β͍͕͠
    ࣮ࡍ͸ਖ਼͘͠ͳ͍ԾઆΛͰ͖Δ͚ͩଟ͘൓ূ͠ɼͦΕΒΛ
    ഉআ͢Δ͜ͱʹΑͬͯɼͦͷ࣌఺Ͱ࠷΋ਖ਼͍͠ͱߟ͑ΒΕ
    ΔԾઆΛ࠾༻͠ɼͦΕΛ܁Γฦ͢͜ͱʹΑΓલਐ͢Δ΋ͷ
    Ͱ͋Δͱݴ͑Δɻ”ʢp. 46ʣ
    ෱ాଞʢ2023ʣʰୈೋݴޠݚڀͷࢥߟ๏ɿೝ஌γεςϜͷݚڀʹ͸Կ͕ඞཁ͔ʱ͘Ζ͓͠ग़൛

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  24. 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࿦

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  25. SLAͱӳޠڭҭͷؔ܎

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  26. 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

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  27. ཧ࿦ͱ࣮ફͷؔ܎
    આ໌Ծઆ
    ࣮ફ
    ͜͜Ͱҙ֎ͳࣄ࣮ͷ؍࡯͕
    ੜ·ΕΔՄೳੑ
    ΞϒμΫγϣϯ
    ཧ࿦ʮΛʯ࣮ફʹͬͯߟ͑Δ͔Βɼཧ࿦͸໾ʹཱͨͳ͍ͱ͔ݴΘΕΔͷͰ͸ʁ
    ϝΧχζϜͷ୳ٻ͸ҙࢥܾఆͷՊֶͰ͸ͳ͍ͷͰɼཧ࿦͕ߏங͞Εͯݴͬͯ΋
    ҙࢥܾఆͷΤϏσϯεʹ͸ͳΒͳ͍

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  28. • ཧ࿦Λ࡞ΔͨΊʹ࣮ફ͕ʮར༻͞ΕΔʯͷͰ͸ͳ͍


    • ֶशऀΛ࣮ݧͷͨΊͷϞϧϞοτѻ͍͢ΔͷͰ΋ͳ͍


    • ڭࢣͷ೔ʑͷ࣮ફͷதͰੜ·Εͨٙ໰΍؍࡯͕ཧ࿦ߏஙͷϓϩηεͷத
    ͷԾઆܗ੒ʹߩݙ͢ΔՄೳੑ
    ཧ࿦ͱ࣮ફ͸্Լؔ܎ʹͳ͍

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  29. • ੓ࡦతҙࢥܾఆʹ͸௚઀໾ʹཱͨͳ͍͕…


    • ڭࣨ಺Ͱى͜Δࣄ৅ʹରͯ͠ͷڭࢣͷબ୒ͷ൑அࡐྉΛఏࣔ͢Δ͜ͱ͘
    Β͍͸Ͱ͖Δʢͨͩ͠ɼԿ͕ਖ਼ղ͔͕֬ఆతʹΘ͔ΔΘ͚Ͱ͸ͳ͍ʣ


    • ԾʹԿΒ͔ͷ੓ࡦతҙࢥܾఆʹد༩͢ΔӳޠڭҭͷΤϏσϯε͕ಘΒΕ
    ͨͱͯ͠ɼͦΕʹର͢ΔݪҼ࿦తઆ໌Λ༩͑ΒΕΔ͔΋͠Εͳ͍
    SLAཧ࿦͸࣮ફʹʮ໾ʹཱͭʯʁ

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  30. • Պֶੑͷҧ͍Λೝ্ࣝͨ͠Ͱࣗ਎ͷݚڀ͕ͲͪΒΛ໨ࢦ͢ͷ͔


    • ݱ৅ͷ༧ଌྗΛ͋͛Δ͜ͱͱϝΧχζϜΛ໌Β͔ʹ͢Δ͜ͱ͸ผ໰୊


    • ܏ੑ֓೦ͱཧ࿦తߏ੒֓೦ͷ۠ผ


    • ࣮ફ͔Βੜ·ΕΔ؍࡯͸ཧ࿦ߏஙʹ໾ʹཱͭ


    • SLAཧ࿦͸બ୒ࢶͷఏ͕ࣔͰ͖Δ
    ·ͱΊ

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  31. • 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.


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    • ෱ా७໵ɾ໼໺խوɾాଜ༞ɾ໦ଜਸੋɾๆݟҰًʢ2023ʣʰୈೋݴޠݚڀͷࢥߟ๏ɿೝ஌γεςϜͷݚڀʹ͸Կ͕ඞཁ͔ʱ͘Ζ͓͠ग़൛


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    ϯεͱ͸?:খֶߍӳޠڭҭ੓ࡦΛࣄྫʹʯʰ֎ࠃޠڭҭϝ
    デ
    ΟΞֶձ(LET)த෦ࢧ෦֎ࠃޠڭҭجૅݚڀ෦ձ2014
    ೥౓ใࠂ࿦ूʱ15–30.


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    ϯε:͜Ε͔ΒͷӳޠڭҭͷͨΊʹʱݚڀࣾ.


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    • ౉ᬑ๕೭(2010)ʰੑ֨ͱ͸ͳΜ
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    ͬͨͷ͔:৺ཧֶͱ೔ৗ֓೦ʱ৽༵ࣾ


    • ถ੝༟ೋ(2007)ʰΞ
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    ダ
    Ϋγϣϯ:Ծઆͱൃݟͷ࿦ཧʱႻ૲ॻ๪.


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    ࢀߟจݙ

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