is 26 years-old. He is tall and thin. He is good at speaking English with good pronunciation. He is very kind. He used to play basketball and soccer. Teacher B: His name is Jun. He is 22 years-old. He is short, and he is very smart. He likes to have students communicate in English. He loves rock music and often goes to karaoke bar. Teacher C: His name is Jey. He is 36 years-old. He’s of average height. He is not tall but not short. He is a knowledgable person and many students like him. He likes to watch movies. His job is to have the students think the grammar is interesting. ࣮ફ༰ 34 ཧղܕΠϯϓοτλεΫ
(back), turn the paper face up (ද໘Λ্ʹΉ͚Δʣ, turn the paper face down (ཪ໘Λ্ʹ͚Δʣ, fold (ંΔ), unfold (ંͬͨ ͷΛͻΒ͘), make a triangle (ࡾ֯ܗΛ࡞Δ), corner (֯), ͳͲΛ࣮ࡍʹݟͤͳ͕Βಋೖ ࣮ફ༰ 40 ཧղܕΠϯϓοτλεΫ
total physical response activities in a Japanese university context. CELES Journal, 43, 153–160. Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press. Ellis, R., & Shintani, N. (2013). Exploring language pedagogy through second language acquisition research. Routledge. Koga, T., & Sato, R. (2013). Effects of a debate task on changes of communication variables. Annual Review of English Language Education in Japan, 24, 295–306. Krashen, S. D. (1982). Principle and practice in second language acquisition. Pergamon Press Inc. Long, M. H. (1990). The least a second language acquisition theory needs to explain. TESOL Quarterly, 24, 649–666. doi:org/10.2307/3587113 দଜণل. (2012). λεΫΛ׆༻ͨ͠ӳޠतۀͷσβΠϯ. ౦ژ: େमؗॻళ. จ෦Պֶলʢ2009) ʮߴֶߍֶशࢦಋཁྖʯRetrieved from http://www.mext.go.jp/component/ a_menu/education/micro_detail/__icsFiles/afieldfile/2011/03/30/1304427_002.pdf Nunan, D. (2004). Task-based language teaching. Cambridge University Press. Pienemann, M. (1989). Is language teachable? psycholinguistic experiments and hypotheses. Applied Linguistics, 10, 52–79. doi:org/10.1093/applin/10.1.52 Sato, R. (2015). The case against the case against holding English classes in English. The Language Teacher, 39, 15–18. Sato, R., & Koga, T. (2012). Examining the effects of all English class on learners’ affective aspects: variations of willingness to communicate, communication anxiety and perceived communication competence. CELES Journal, 41, 183–190. References 59