理解型インプットタスクを用いた授業実践/JABAET2015

田村祐（2015）「理解型インプットタスクを用いた授業実践」第21回日英・英語教育学会研究大会. 法政大学.

Transcript

1. ཧղܕΠϯϓοτλεΫ Λ༻͍ͨतۀ࣮ફ 2015೥9݄12೔ ୈ21ճ೔ɾӳӳޠڭҭֶձݚڀେձ ԙɹ๏੓େֶ
2. ֓ཁ • ͸͡Ίʹ • ࣮ફഎܠ • ݚڀഎܠ • ࣮ફ಺༰ • ݁Ռ • ߟ࡯ • ݁࿦ 2
3. ֓ཁ • ͸͡Ίʹ • ࣮ફഎܠ • ݚڀഎܠ • ࣮ફ಺༰ • ݁Ռ • ߟ࡯ • ݁࿦ 3
4. • ཧղܕΠϯϓοτλεΫΛ༻͍ͨतۀ࣮ફΛڞ ༗͢Δ͜ͱ • λεΫΛ༻͍ͨݴޠࢦಋʹΑΔֶੜͷ൓ԠΛ هड़͠ɼه࿥͠ɼڞ༗͢Δ͜ͱ • तۀΛΑΓΑ͍΋ͷʹ͍ͯͨ͘͠Ίͷώϯτ ΛಘΔ͜ͱ ͸͡Ίʹ 4 ຊൃදͷ໨త
5. • λεΫΛ༻͍ͨݴޠࢦಋͱͦΕҎ֎ͷࢦಋ๏ͷ ޮՌΛൺֱ͢Δ͜ͱʢ͍ΘΏΔࢦಋ๏ޮՌݚڀ Ͱ͸ͳ͍ʣ • λεΫΛ༻͍ͨݴޠࢦಋʹΑͬͯɼֶशऀͷݴޠ ೳྗ͕৳ͼͨͷ͔৳ͼͳ͔ͬͨͷ͔Λݕূ͢Δ ͜ͱʢͦ΋ͦ΋ɼଌఆ۩ͷબఆ͕ඇৗʹ೉͍͠ʣ ※ͨͩ͠ɼݴޠσʔλͷ෼ੳ͕ඞཁͰ͸ͳ͍ͱ͍͏ ҙຯͰ͸ͳ͍ʢࠓޙͷ՝୊ʣ ͸͡Ίʹ 5 ຊൃදͷ໨తͰ͸ͳ͍͜ͱ
6. ాଜ ༞ ໊ݹ԰େֶେֶӃ 6
7. ֓ཁ • ͸͡Ίʹ • ࣮ફഎܠ • ݚڀഎܠ • ࣮ફ಺༰ • ݁Ռ • ߟ࡯ • ݁࿦ 7
8. • ൃදऀͷܦྺ ʔ ୭͕ • ൃදऀͷतۀ؀ڥ ʔ ͲΜͳͱ͜ΖͰ • ֶੜ؍ɾӳޠख़ୡ౓ ʔ ୭Λର৅ʹ • ຊ࣮ફͷಈػ ࣮ફഎܠ 8 ࣮ફഎܠ
9. • ൃදऀͷܦྺ ʔ ୭͕ • ൃදऀͷतۀ؀ڥ ʔ ͲΜͳͱ͜ΖͰ • ֶੜ؍ɾӳޠख़ୡ౓ ʔ ୭Λର৅ʹ • ຊ࣮ફͷಈػ ࣮ફഎܠ 9 ࣮ફഎܠ
10. • 2011.3. ๭஍ํࠃཱେڭһཆ੒՝ఔଔʢখதߴ1 छ໔ڐऔಘʣ • 2013.6. ๺ถେֶӃʹͯӳޠڭत๏म࢜߸औಘ • 2013.8. ؼࠃޙɼྟ࣌త೚༻ڭһͱͯ͠ͷެཱத ֶߍͰ8ϲ݄ؒۈ຿ʢ୲౰͸2೥ੜʣ • 2014.4. ໊ݹ԰େֶେֶӃത࢜ޙظ՝ఔೖֶ ๏཯ܥઐ໳ֶߍʹͯӳޠͷඇৗۈߨࢣ ࣮ફഎܠ 10 ൃදऀͷܦྺ
11. • ൃදऀͷܦྺ ʔ ୭͕ • ൃදऀͷतۀ؀ڥ ʔ ͲΜͳͱ͜ΖͰ • ֶੜ؍ɾӳޠख़ୡ౓ ʔ ୭Λର৅ʹ • ຊ࣮ફͷಈػ ࣮ફഎܠ 11 ࣮ફഎܠ
12. • ๏཯ܥઐ໳ֶߍͷҰൠڭཆՊ໨ͱͯ͠ͷӳޠʢ௨ ೥ʣ • ӳޠAɼBɼCɼDͱ4Պ໨։ߨ͞Ε͍ͯΔதͷAͱBΛ ୲౰ʢAͱB͸ηοτͰͷཤमΛਪ঑ʣ • جຊతʹ͸ඞमͰ͸ͳ͍͕ɼఏܞେֶͱͷ୯Ґޓ׵ ੍౓Λར༻͢Δֶੜʢ8ׂ͘Β͍ʣʹͱͬͯ͸ࣄ্࣮ ͷඞम • ࢦఆڭՊॻ͸͋Δ΋ͷͷɼ࢖༻͸ٛ຿Ͱ͸ͳ͘ɼΧϦ ΩϡϥϜ΍γϥόε΋ͳ͍ʢߨࢣ࣍ୈʣ ࣮ફഎܠ 12 ൃදऀͷतۀ؀ڥ
13. • ڭՊॻ͸جຊతʹ࢖༻͓ͯ͠Βͣɼຖ࣌ؒͷ୯ޠςε τͷͨΊʹ୯ޠாͷΈࢦఆͯ͠ߪೖ͍ͤͯ͞Δ ʢTOEICܥʣ • 2ίϚ࿈ଓ90෼×2 • 1ίϚ໨ͷӳޠAͰ͸ɼϦʔσΟϯά΍Ϧεχϯ άΛத৺ͱͨ͠ΠϯϓοτλεΫʢޙड़ʣ • 2ίϚ໨ͷӳޠBͰ͸ɼAͰѻͬͨΠϯϓοτλεΫ Λݩʹͨ͠ΠϯλϥΫγϣϯλεΫʢ·ͨ͸ϥ ΠςΟϯάλεΫʣ ࣮ફഎܠ 13 ൃදऀͷतۀ؀ڥ
14. • ൃදऀͷܦྺ ʔ ୭͕ • ൃදऀͷतۀ؀ڥ ʔ ͲΜͳͱ͜ΖͰ • ֶੜ؍ɾӳޠख़ୡ౓ ʔ ୭Λର৅ʹ • ຊ࣮ફͷಈػ ࣮ફഎܠ 14 ࣮ફഎܠ
15. • શһ͕৽ೖੜʢ1೥ੜʣ※ࡢ೥౓͸࠶ཤमੜ΋ • 4݄ͷॳճतۀ࣌ɿ26໊ʢஉࢠ:14,ঁࢠ:12) -> 7݄ͷࢼ ݧ࣌ɿ19໊ • ೥ྸ͸΍΍͹Β͖ͭ͋ΓʢM = 19.42, SD = 2.50ʣ • ਅ໘໨Ͱ͓ͱͳֶ͍͠ੜ͕ଟ͍ • ӳޠख़ୡ౓ͷ͹Β͖ͭ͸େ͖͘ɼجຊతͳޠॱ౳Ͱͭ· ͍͍ͮͯΔֶੜ΋͍ΔҰํͰɼӳݕ४2ڃऔಘऀ΋͍Δ • ๏཯ܥઐ໳ֶߍͱ͍͑Ͳɼֶशऀͷر๬͢Δਐ࿏͸๏ ཯ܥʹݶΒΕΔΘ͚Ͱ͸ͳ͍-> χʔζ΋༷ʑ ࣮ફഎܠ 15 ֶੜ؍
16. ࣮ફഎܠ 16 ࣗݾਃࠂͷӳޠख़ୡ౓ʢ7 ஈ֊ʣ 1 2 3 4 5 6 7 0.00 0.15 0.30 reading 1 2 3 4 5 6 7 0.0 0.2 0.4 writing 1 2 3 4 5 6 7 0.0 0.2 0.4 listening 1 2 3 4 5 6 7 0.0 0.2 0.4 speaking 1 2 3 4 5 6 7 0.00 0.15 0.30 vocabulary 1 2 3 4 5 6 7 0.0 0.2 0.4 grammar Note. N = 26.
17. • ൃදऀͷܦྺ ʔ ୭͕ • ൃදऀͷतۀ؀ڥ ʔ ͲΜͳͱ͜ΖͰ • ֶੜ؍ɾӳޠख़ୡ౓ ʔ ୭Λର৅ʹ • ຊ࣮ફͷಈػ ࣮ફഎܠ 17 ࣮ફഎܠ
18. • ֶੜͷӳޠ࢖༻ͷػձ͕গͳ͍ͷͰ͸ͳ͍͔ ͱ͍͏ࡢ೥౓ͷ࣮ફʹର͢Δ൓ল • ڭࢣࣗ਎ͷӳޠ࢖༻ྔͷগͳ͞ʹର͢Δࣗݾݏ ѱʢͰ͖ͳ͍ͷͰ͸ͳ͘΍Ζ͏ͱ͍ͯ͠ͳ͍ͷ Ͱ͸ʣ ࣮ફഎܠ 18 ຊ࣮ફͷಈػ ཧղܕͷΠϯϓοτλεΫΛ༻͍Δ͜ͱʹΑͬͯɼ शख़౓ͷߴ͘ͳֶ͍ੜʹ΋ӳޠ࢖༻ͷػձΛ༩͑ ΒΕΔͷͰ͸ʁ·ͨɼڭࢣࣗ਎͕ӳޠΛੵۃతʹ ࢖͏͜ͱʹ΋ͭͳ͕ΔͷͰ͸ʁ
19. ֓ཁ • ͸͡Ίʹ • ࣮ફഎܠ • ݚڀഎܠ • ࣮ફ಺༰ • ݁Ռ • ߟ࡯ • ݁࿦ 19
20. • ΠϯϓοτΛॲཧ͢ΔػձΛͰ͖Δ͚ͩ૿΍͢ ͨΊͷࢼΈ • λεΫΛ༻͍ͨݴޠࢦಋʹ͍ͭͯ ݚڀഎܠ 20 ݚڀഎܠ
21. • ΠϯϓοτΛॲཧ͢ΔػձΛͰ͖Δ͚ͩ૿΍͢ ͨΊͷࢼΈ • λεΫΛ༻͍ͨݴޠࢦಋʹ͍ͭͯ ݚڀഎܠ 21 ݚڀഎܠ
22. • ݴޠशಘ͸·ͣେྔͷཧղՄೳͳΠϯϓοτ͕େલఏ ʢKrashen, 1982ʣ • ʮӳޠͷतۀ͸ӳޠͰʯͷ೾ʢจ෦Պֶল, 2011ʣ • Willingness To Communicate (WTC)͸ӳޠͷΠϯϓοτ͕๛ ෋ͳतۀΛ௨ͯ͠޲্ʢKoga & Sato, 2013; Sato & Koga, 2012ʣ • Total Physical Response (TPR)Λ༻͍ͨतۀͰӳޠεϐʔ Ωϯάʹର͢Δ఍߅ײ͕ܰݮʢAmano, 2014) • ڭࢣ͕·ͣ͸ӳޠΛ࢖༻͠ɼͰ͖Δ͔͗Γଟ͘ͷΠϯ ϓοτΛֶशऀʹ༩͑ΔΑ͏ʹͭͱΊΔ΂͖ʢSato, 2015ʣ ݚڀഎܠ 22 Πϯϓοτͷػձͷ֬อ
23. • ΠϯϓοτΛॲཧ͢ΔػձΛͰ͖Δ͚ͩ૿΍͢ ͨΊͷࢼΈ • λεΫΛ༻͍ͨݴޠࢦಋʹ͍ͭͯ ݚڀഎܠ 23 ݚڀഎܠ
24. • Ellis (2003); Ellis & Shintani (2013); দଜ (2012) 1. جຊతͳয఺͕ҙຯʹ͋Δ͜ͱʢଟ͘ͷ৔߹ ͦ͜ʹ͸Ϊϟοϓ͕൐͏ʣ 2. ֶशऀ͕ࣗ਎ͷݴޠతɾඇݴޠతϦιʔεʹཔ Δ͜ͱʢ࢖͏ϦιʔεΛࢦఆ͞Εͳ͍ʣ 3. ݴޠ࢖༻Ҏ֎ͷ໘ͰλεΫͷୡ੒͕ධՁ͞Ε Δ͜ͱ 4. ֶशऀ͕՝୊ʹରͯ͠ओମతʹؔ༩͍ͯ͠Δ ݚڀഎܠ 24 λεΫͱ͸
25. • Task-based Language Teaching (TBLT) • ҙຯަবʢnegotiation of meaningʣ͕ݴޠशಘͷΧΪʢe.g., Long, 1990ʣ • ֶशऀ͸ڭतͨ͠஌ࣝΛ͙͢ʹशಘ͢ΔΘ͚Ͱ͸ͳ͍ʢe.g., Pinemann, 1989ʣ • 1ͭϚελʔͨ͠Β࣍΁ɼͰ͸ͳ͘ɼͨ͘͞Μͷ͜ͱΛগͣ͠ ͭಉ࣌ʹϚελʔ͍ͯ͘͠ͷ͕ݴޠֶशʢNunan, 2004, p.114ʣ • ͦ΋ͦ΋ݴޠࢦಋͷΰʔϧ͸ʁ • ໨ඪݴޠΛ༻ֶ͍ͯशऀ͕௚໘͢Δ՝୊ΛղܾͰ͖ΔΑ ͏ʹ͢Δ͜ͱ ݚڀഎܠ 25 TBLTͷཧ࿦తج൫
26. • Ellis (2003); Ellis & Shintani (2013); দଜ (2012) 1. جຊతͳয఺͕ҙຯʹ͋Δ͜ͱʢଟ͘ͷ৔߹ ͦ͜ʹ͸Ϊϟοϓ͕൐͏ʣ 2. ֶशऀ͕ࣗ਎ͷݴޠతɾඇݴޠతϦιʔεʹཔ Δ͜ͱʢ࢖͏ϦιʔεΛࢦఆ͞Εͳ͍ʣ 3. ݴޠ࢖༻Ҏ֎ͷ໘ͰλεΫͷୡ੒͕ධՁ͞Ε Δ͜ͱ 4. ֶशऀ͕՝୊ʹରͯ͠ओମతʹؔ༩͍ͯ͠Δ ݚڀഎܠ 26 λεΫͱ͸ʢ࠶ܝʣ
27. • Ellis (2003); Ellis & Shintani (2013); দଜ (2012) 1. جຊతͳয఺͕ҙຯʹ͋Δ͜ͱʢଟ͘ͷ৔߹ ͦ͜ʹ͸Ϊϟοϓ͕൐͏ʣ 2. ֶशऀ͕ࣗ਎ͷݴޠతɾඇݴޠతϦιʔεʹཔ Δ͜ͱʢ࢖͏ϦιʔεΛࢦఆ͞Εͳ͍ʣ 3. ݴޠ࢖༻Ҏ֎ͷ໘ͰλεΫͷୡ੒͕ධՁ͞Ε Δ͜ͱ 4. ֶशऀ͕՝୊ʹରͯ͠ओମతʹؔ༩͍ͯ͠Δ ݚڀഎܠ 27 λεΫͱ͸ʢ࠶ܝʣ ϦʔσΟϯά·ͨ͸ϦεχϯάΛ௨ͯ͠Ͱ΋ ͜ΕΒͷఆٛΛҳ୤͠ͳ͍׆ಈ͸Մೳ
28. ֓ཁ • ͸͡Ίʹ • ࣮ફഎܠ • ݚڀഎܠ • ࣮ફ಺༰ • ݁Ռ • ߟ࡯ • ݁࿦ 28
29. ࣮ફ಺༰ 29 तۀͷ͓͓·͔ͳྲྀΕ 10 - 15෼ 5෼ 10 - 15෼ 20 - 30෼ 10෼ 5෼ ୯ޠςετ ׆ಈͷಋೖ ͱઆ໌ ϓϨλεΫ ϝΠϯλεΫ ϙετλεΫ ৼΓฦΓɾ ײ૝هೖ 1ίϚ໨ 2ίϚ໨ 10෼ 10 - 15෼ 30 - 40෼ 15෼ 5෼ ׆ಈͷಋೖͱ આ໌ ϓϨλεΫ ϝΠϯλεΫ ϙετλεΫ ৼΓฦΓɾײ૝ هೖ
30. ࣮ફ಺༰ 30 तۀͷ͓͓·͔ͳྲྀΕ 10 - 15෼ 5෼ 10 - 15෼ 20 - 30෼ 10෼ 5෼ ୯ޠςετ ׆ಈͷಋೖ ͱઆ໌ ϓϨλεΫ ϝΠϯλεΫ ϙετλε Ϋ ৼΓฦΓɾ ײ૝هೖ 1ίϚ໨ 2ίϚ໨ 10෼ 10 - 15෼ 30 - 40෼ 15෼ 5෼ ׆ಈͷಋೖͱ આ໌ ϓϨλεΫ ϝΠϯλε Ϋ ϙετλεΫ ৼΓฦΓɾײ૝ هೖ جຊతʹ͸”All in English”
31. • ʢྫʣཧ૝ͷӳޠͷઌੜ͸ͲΜͳਓʁ • શମͷ໨ඪʢ͜͜·ͰͰ͖Ε͹OKʣɿ3ਓͷ ӳޠͷઌੜͷ঺հจΛฉ͖ɼࣗ෼͕ӳޠΛ ڭ͑ͯ΄͍͠ͱࢥ͏ॱ൪Ͱ3ਓΛϥϯΫ ෇͚͢Δ • ͞ΒͳΔ໨ඪʢͰ͖Δਓ༻ʣɿ1Ґʹͳͥͦͷ ઌੜΛબΜͩͷ͔ͷཧ༝Λड़΂Δʢӳޠ͕ ೉͚͠Ε͹೔ຊޠ΋Մͱ͢Δʣ ࣮ફ಺༰ 31 ཧղܕΠϯϓοτλεΫ
32. • ʢྫʣཧ૝ͷӳޠͷઌੜ͸ͲΜͳਓʁ • ϓϨλεΫʢޠኮͷ֦ॆʣ • ਓͷಛ௃Λද͢୯ޠʢܗ༰ࢺʣΛͰ͖Δ͔͗ΓϦε τΞοϓ͢Δʢe.g., cute, kind, tall, etc.) • ϦετΞοϓ͞Εͨ୯ޠΛɼ֎ݟʢappearanceʣʹ ؔ͢Δ΋ͷͱɼ಺໘ʢcharacteristicsʣʹؔ͢Δ΋ͷ ʹ෼ྨ • ʮཧ૝ͷӳޠͷઌੜ͸ͲΜͳਓ͔ʯʹ͍ͭͯ࿩͠߹Θͤ ΔΑ͏ͳϓϨλεΫ΋Մೳʢͨͩ͠࢖༻ݴޠ͕ӳޠͩͱ ೉͘͠೔ຊޠʹͳͬͯ͠·͏ͱ…ʣ ࣮ફ಺༰ 32 ཧղܕΠϯϓοτλεΫ
33. • ʢྫʣཧ૝ͷӳޠͷઌੜ͸ͲΜͳਓʁ • ϝΠϯλεΫ • 3ਓͷӳޠͷઌੜͷ঺հจΛɼϝϞΛऔΓͳ͕ Βฉ͘ • ฉ͖औͬͨ಺༰Λ΋ͱʹɼࣗ෼͕ઌੜΛબ΂ Δͱͨ͠Β୭͕͍͍͔ͱ͍͏ࢹ఺ͰॱҐΛͭ ͚Δ • ධՁ͸ɼॱҐ͕͚ͭΒΕ͔ͨͲ͏͔ͱɼཧ༝͕ ݴ͔͑ͨͲ͏͔ʢ೔ຊޠͰOKʣ ࣮ફ಺༰ 33 ཧղܕΠϯϓοτλεΫ
34. • ఏࣔ͢ΔӳޠͷΠϯϓοτʢ͜ΕΛݩʹͯ͠ɼ܁Γฦͨ͠Γɼ దٓิ଍ɼݴ͍׵͑ͳͲ͠ͳ͕Βڭࢣࣗ਎͕࿩͢ʣ Teacher A: His name is Joe. He 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. ࣮ફ಺༰ 34 ཧղܕΠϯϓοτλεΫ
35. • ʢྫʣཧ૝ͷӳޠͷઌੜ͸ͲΜͳਓʁ • ϙετλεΫ • ࣗ෼͕͚ͭͨॱҐʹର͢Δཧ༝Λड़΂ͤ͞ΔʢϥΠ ςΟϯάʣ • ʮ͏·͘ݴ͑ͳ͔ͬͨࣄʯΛϝϞͤ͞ɼඞཁͰ͋Ε ͹ϦΞΫςΟϒͳϑΟʔυόοΫ • becauseͷ࢖༻ɹʢe.g., I like Jun because… • ൺֱڃɼ࠷্ڃͷ࢖༻ʢe.g., I like Jun the most….) • ؔ܎ࢺઅͷ࢖༻ʢe.g., I like teachers who….ʣ ࣮ફ಺༰ 35 ཧղܕΠϯϓοτλεΫ
36. • ʢྫʣֆͷબ୒λεΫʢদଜɼ2012ʣ • ໨ඪɿڭࢣͷൃ࿩Λฉ͖಺༰ʹ߹க͢ΔֆΛ બͿʢ2୒ʣ • ΠϯλϥΫγϣϯܕͷΠϯϑΥϝʔγϣϯΪϟο ϓλεΫͱͯ͠༻͍ΒΕΔ͜ͱͷଟ͍ؒҧ͍୳ ͠λεΫ΁ͷڮ౉͠ ࣮ફ಺༰ 36 ཧղܕΠϯϓοτλεΫ
37. • ʢྫʣֆͷબ୒λεΫʢদଜɼ2012ʣ • ϓϨλεΫ • ࣙॻͰӳ୯ޠΛௐ΂ͤ͞Δ • Ի੠ͷΠϯϓοτΛड͚ΔͷͰ֤ࣗͰൃԻͷ ֬ೝ΋ͯ͠ɼ͋ͱͰશମͰ࠶౓֬ೝ ࣮ફ಺༰ 37 ཧղܕΠϯϓοτλεΫ
38. • ʢྫʣֆͷબ୒λεΫʢদଜɼ2012ʣ • ϝΠϯλεΫ ࣮ફ಺༰ 38 ཧղܕΠϯϓοτλεΫ • ڭࢣͷൃ࿩Λฉ͖ɼA͔B Λબ୒ • ൃ࿩ΛϘΠεϨίʔμʔ Ͱ࿥Ի͓͖ͯ͠ɼͦΕΛ ࠶ੜͭͭ͠౴͑߹Θͤ ؒҧ͍୳͠ૉࡐɿʰ༮ࣇͷֶशૉࡐؗʱ http://happylilac.net/machigai-h.html ը૾͸࡟আ
39. • ʢྫʣֆͷબ୒λεΫͷྨࣅܕͱͯ͠ɼӅ͠ֆ Λ༻͍ͨλεΫ ࣮ફ಺༰ 39 ཧղܕΠϯϓοτλεΫ Ӆ͠ֆૉࡐɿʰ༮ࣇͷֶशૉࡐؗʱ http://happylilac.net/machigai-h.html ը૾͸࡟আ
40. • ʢྫʣંΓࢴλεΫʢAmanoɼ2014ʣ • ໨ඪɿڭࢣʹΑΔӳޠͷࢦࣔΛฉ͖ɼંΓࢴͰ ༷ʑͳ΋ͷΛ࡞ΔʢṟାͰṟஔ͖ͱ͔΋ʣ • ϓϨλεΫ • ද໘ (face)ɼཪ໘ (back), turn the paper face up (ද໘Λ্ʹΉ͚Δʣ, turn the paper face down (ཪ໘Λ্ʹ޲͚Δʣ, fold (ંΔ), unfold (ંͬͨ ͷΛͻΒ͘), make a triangle (ࡾ֯ܗΛ࡞Δ), corner (֯), ͳͲΛ࣮ࡍʹݟͤͳ͕Βಋೖ ࣮ફ಺༰ 40 ཧղܕΠϯϓοτλεΫ
41. • ʢྫʣંΓࢴλεΫʢAmanoɼ2014ʣ • ϝΠϯλεΫ • ڭࢣͷઆ໌Λฉ͖ɼࢴඈߦػΛ࡞Δ • iPadͷΧϝϥػೳΛॻըΧϝϥతʹ࢖༻͠ ͯɼεΫϦʔϯʹө͠ͳ͕Β • ڭࢣ͸ɼֶੜͷ༷ࢠΛ֬ೝͭͭ͠ख͕ࢭ·ͬ ͍ͯͨΓͨ͠ΒखॱΛ֬ೝͭͭ͠ਐΊΔ ࣮ફ಺༰ 41 ཧղܕΠϯϓοτλεΫ
42. • ʢྫʣંΓࢴλεΫʢAmanoɼ2014ʣ • ϙετλεΫ • खॱΛࢥ͍ग़͠ͳ͕ΒɼંΓࢴͷંΓํΛઆ ໌͢ΔจΛ࡞੒ʢ೔ຊޠͰ΋OKɼͰ͖Δਓ ͸ӳޠͰ΍ͬͯΈΔʣ ࣮ફ಺༰ 42 ཧղܕΠϯϓοτλεΫ
43. • ֶੜ͸ɼཧղܕΠϯϓοτλεΫத৺ͷतۀΛ ͲͷΑ͏ʹײ͍ͯ͡Δͷ͔ • ຖतۀ࣌ؒޙͷϦΞΫγϣϯϖʔύʔͷه ड़ • ࠓճ͸ɼ2ίϚͱ΋ผʑʹهೖ͍ͤͯ͞Δ͕ɼ ࠓճ͸1ίϚ໨ͷΠϯϓοτத৺ͷतۀͷޙ ʹॻ͍ͨ΋ͷͷΈ͕ର৅ ݁Ռ 43 σʔλऩू๏
44. ݁Ռ 44 ϦΞΫγϣϯϖʔύʔ तۀऴྃޙʹίϝϯτΛͭ ͚ͯ࣍ͷतۀ։࢝࣌ʹฦ٫ ෼ੳͷର৅͸͜͜
45. ֓ཁ • ͸͡Ίʹ • ࣮ફഎܠ • ݚڀഎܠ • ࣮ફ಺༰ • ݁Ռ • ߟ࡯ • ݁࿦ 45
46. • तۀ͸ͱͯ΋͓΋͠Ζ͔ͬͨ • ೉͔͚ͬͨ͠Ͳɺָ͔ͬͨ͠ • ͱͯ΋ֶָ͘͠΂ͦ͏ͩͬͨ ͷͰ͜Ε͔Β΋ָ͠Έ • ͋·Γ͔ͨ͘ͳ͍तۀͩͬͨ ͷͰࢲ΋͔͜͠·Γ͗ͣ͢ʹ तۀʹྟΊͦ͏ • ָ͍͠तۀͰ࣍ͷ࣌ؒͷӳޠ ָ͕͠Έʹͳͬͨ ݁Ռ 46 શൠతͳߠఆతҙݟ ୡ੒ײɾॆ࣮ײ तۀʹର͢Δ ظ଴ײɾߠఆత ଶ౓
47. • ࠓ·Ͱड͚͖ͯͨतۀͱ͸શ͘ ײ͕͡ҧͬͨͷͰͼͬ͘Γ • ӳޠ͸ۤ͘͢͝ख͕ͩɺগ͠Ͱ ΋ཧղग़དྷΔΑ͏ʹؤுΓ͍ͨ • ӳޠ͸ۤखͰ͕͢ؤு͍ͬͯͭ ͍ͯ͜͏ͱࢥ͏ • ࣗ෼Ͱ΋ӳޠΛ࿩ͤͨΒ֨޷͍ ͍ͱࢥ͏ͷͰؤுΓ͍ͨ • ӳޠͰ୔ࢁ࿩ͤΔΑ͏ʹؤுΓ ͍ͨ ݁Ռ 47 શൠతͳߠఆతҙݟ ڻ͖ ӳޠֶश΁ͷલ ޲͖ͳ࢟੎ ࿩͢͜ͱʹର͢ Δҙཉ ڭࢣ͕ྑ͍Ϟσϧ ʹͳͬͨʁ ൱ఆత͔΋͠Εͳ͍͕…
48. • ਖ਼௚Θ͔Βͳ͍͜ͱ͹͔Γ ͩͬͨͷͰɺࣗ෼ͷӳޠྗͷ ແ͞Λ௧ײ • ΍ͬͺΓ೉͍͠ • ΍͸Γӳޠ͸೉͍͠ • શવμϝͳͷͰɼগͣͭ͠ؤ ுΓ·͢ ݁Ռ 48 શൠతͳ൱ఆతҙݟ ۤखҙࣝͷ૿෯ ΍Δؾ͕׬શʹ࡟͕Εͯ͠·͏ͱ͍͏Θ͚Ͱ΋ͳ͍ʁ ʢ˞ݸਓͷτϨʔτʹґଘͯ͠Δͷ͸ؒҧ͍ͳ͍ʣ
49. • ͓Γ͕Έָ͔ͬͨ͠ʂࠓ౓͸΋ͬͱ೉͍͠ ΍ͭʹΈΜͳͰऔΓ૊ΜͰΈ͍ͨ • ંΓࢴͰࢴඈߦػͱശΛ্ख͘࡞ΕͯΑ ͔ͬͨ • ࣮༻తͳ͜ͱ΋ֶ΂ͨͷͰͱͯ΋໾ʹཱͪ ͦ͏ɻӳޠͰ঺հͰ͖ΔΑ͏ʹ͍ͨ͠ͱࢥ ͏ • Ή͔͔͚ͣͬͨ͠Ͳָ͔ͬͨ͠ • ͔ͬ͠ΓͱંΓࢴͷઆ໌Λฉ͍ͯંΔ͜ͱ ͕Ͱ͖ͨͷͰɼࣗ෼ͷதͰ͸Α͘Ͱ͖ͨ ͳɼͱࢥ͏ • ંΓࢴͰંͬͨΓ͢Δͷ͸ָ͔ͬͨ͠ɻ· ͨ͜͏͍͏ͷΛ΍Γ͍ͨ ݁Ռ 49 ંΓࢴλεΫʹؔͯ͠ ୡ੒ײɾॆ࣮ײ ޲্৺
50. • ӳޠͰ͓͍ͬͯ͘ͷ͸೉͔ͬͨ͠ • ંΓࢴ͕ͱͯ΋Ή͔͔ͣͬͨ͠ɻཁྖͷ ѱ͕͞໨ཱͬͨ • ંΓࢴ͕ͱͬͯ΋೉͔ͬͨ͠ • ӳޠͷҙຯΛཧղͯ͠΋ɼંΓࢴͰંΔ ͷ͕೉͘͠ɼۤઓͨ͠ • ંΓࢴ͕͖Ε͍ʹંΕͳ͔ͬͨ • ӳจΛಡΜͰંΔͷ͸೉͔ͬͨ͠ • ࠓ೔ͷંΓࢴ͸೉͔ͬͨ͠ɻෳࡶʹͳΕ ͹ͳΔ΄Ͳҙຯ͕Θ͔Βͳ͘ͳͬͨ • ંΓࢴ͔Μ΂Μ͍ͯͩ͘͠͞ ݁Ռ 50 ંΓࢴλεΫʹؔͯ͠ ࠳ં ڋ൱ɾ൱ఆ
51. • ࠷ॳͷ30෼ؒӳޠ͕ฉ͖औΒ Εͳ͔ͬͨ • ઌੜ͕ݴ͏ӳޠ͕શ෦ཧղͰ ͖ͳ͍ɻ1೥ޙʹ͸શ෦ཧղ Ͱ͖ΔΑ͏ʹ • ࠷ॳͷӳޠ͔͠࿩͞ͳ͍࣌ؒ ͕͠ΜͲ͔ͬͨ • ΋͏গ͠ઌੜͷӳޠΛฉ͖औ Δ࣌ؒΛ૿΍ͯ͠΋͍͍ ݁Ռ 51 ӳޠͷฉ͖औΓʹؔͯ͠ ࠳ં ڭࢣ΁ͷཁ๬ ۤ௧ ͜ΕҎ߱ฉ͘ճ਺Λ૿΍ͨ͠
52. • લճͷतۀΑΓ͸ӳޠ͕ฉ͖ औΕͨΑ͏ͳײ͕ͨ͡͠ • ॳΊΑΓɼগ͚ͩ͠ӳޠͰԿ Λ࿩͍ͯ͠Δ͔ཧղͰ͖ͨײ ͕ͨ͡͠ • ͩΜͩΜઌੜͷݴ͍ͬͯΔ͜ ͱ͕Θ͔͖ͬͯͨؾ͕͢Δ ݁Ռ 52 ӳޠͷฉ͖औΓʹؔͯ͠ ୡ੒ײɾॆ࣮ײ
53. ֓ཁ • ͸͡Ίʹ • ࣮ફഎܠ • ݚڀഎܠ • ࣮ફ಺༰ • ݁Ռ • ߟ࡯ • ݁࿦ 53
54. • ฉ͍ͯʢ·ͨ͸ಡΜͰʣཧղ͢Δ͚ͩʹͱͲ·Βͣɼओମతͳؔ ༩΍ධՁ͕ٻΊΒΕΔ • ݴޠֶ͕शͷ໨ඪͰ͸ͳ͘ɼݴޠΛ࢖ͬͯ՝୊Λୡ੒͢Δ͜ͱ͕ ໨ඪ • ӳޠΛ࢖ͬͨͱ͍͏ୡ੒ײ΍ॆ࣮ײΛຯΘ͑Δʁ → ӳޠֶश΁ͷલ޲͖ͳ࢟੎ɼ΋ͬͱ೉͍͜͠ͱʹνϟϨϯ δ͍ͨ͠ͱ͍͏޲্৺ʹͭͳ͕Δͷ͔΋ • ӳޠͰतۀΛߦ͏͜ͱʹΑΓɼڭࢣͷൃ࿩ྔ͕૿͑Δ • ࿩͢͜ͱʹର͢Δҙཉ͕ժੜ͑Δʁ • εϐʔΩϯάʹର͢Δ఍߅ײ͕ݮগʁʢผ్࣭໰ࢴͷ σʔλ͸͋Δ͕ࠓճ͸ׂѪʣ ߟ࡯ 54 ײ૝هड़ͷ·ͱΊ
55. • ӳޠ͕ۤखͳֶशऀʹରͯ͠͸ɼӳޠͷΠϯϓοτΛཋ ͼଓ͚Δ͜ͱ͕ͦ΋ͦ΋ۤ௧Λ༩͍͑ͯΔՄೳੑ • ݸผతͳϑΥϩʔͰͬͦ͜Γ೔ຊޠΛ࢖͏͜ͱͰɼ ՝୊ࣗମʹ͸औΓ૊ΊΔΑ͏ͳ഑ྀ͕ඞཁʢগਓ਺ͩ ͔ΒͰ͖Δ͜ͱͰ͸͋Δ…ʣ • ӳޠ͕ʮͰ͖ͳ͍ʯͱ͍͏ҹ৅Λ༩͑ͯ͠·͏ • ՝୊ͷ೉қ౓ઃఆʹ͸ಛʹ৻ॏʹ • ંΓࢴλεΫʹؔͯ͠͸ɼ2 ౓໨Ͱগ͠೉͍͠΋ͷʹ௅ ઓͨ͠ͱ͖ʹ൱ఆతͳίϝϯτ͕ଓग़͠ɼେ൓লͨ͠ ߟ࡯ 55 ײ૝هड़ͷ·ͱΊ
56. • ʮ՝୊͸Ͱ͖ͨʯʹʮ໨ඪΛୡ੒ͨ͠ʯֶशऀͰ΋ɼʮͰ͖ͳ͍ʯɼʮ೉͠ ͍ʯͱ͍͏ײ૝Λॻ͍͍ͯΔ • ໨ඪઃఆͱͦ͜ʹࢸΔϓϩηεͷ໰୊ʁ • ϖΞ΍άϧʔϓ׆ಈʹ͢Δͱɼʮਓʹཔͬͯ͠·ͬͨʯʮॿ͚͕ͳ͍ͱ Ͱ͖ͳ͍ʯͱ͍͏͜ͱʹ΋ʢͦΕͧΕͷߩݙ౓ʹ͕ࠩग़ͳ͍Α͏ͳ׆ಈ ͷ૊Έํͷ޻෉ʣ • ʮͰ͖ͨ͜ͱΛධՁ͢Δʯɼʮ100%ཧղͰ͖ͳ͔ͬͨʯͰ͸ͳ͘ɼʮཧ ղͰ͖ͨ෦෼ʹ໨Λ޲͚Δʯͱ͍ͬͨίϝϯτΛฦ͢Α͏ʹ͸͍ͯ͠Δ ͕… • ڭࢣࣗ਎ͷӳޠ࢖༻͸࣮֬ʹ૿͍͑ͯΔ࣮ײ͸͋Δɼͨͩ͠ • ڭࢣ-ֶशऀͷΠϯλϥΫγϣϯʹͲ͏΍ͬͯൃల͍͔ͤͯ͘͞ • ͍ΘΏΔʮߨٛܕʯʮࢼݧରࡦܕʯͷߨٛΛझ޲͢ΔֶੜͷχʔζʹͲ ͏ͯ͠΋߹ΘͤΒΕͳ͍ ߟ࡯ 56 ࣮ફऀͱͯ͠ײ͍ͯ͡Δ՝୊
57. ֓ཁ • ͸͡Ίʹ • ࣮ફഎܠ • ݚڀഎܠ • ࣮ફ಺༰ • ݁Ռ • ߟ࡯ • ݁࿦ 57
58. • σʔλͷऩूํ๏͸ద੾͔ͩͬͨ • ײ૝ͷهड़Λࡉ͔͘׆ಈ͝ͱʹͤ͞Δ΂͖ʁ • ޙظऴྃ࣌ʹ൒ߏ଄ԽΠϯλϏϡʔͳͲͰ௥ Ճσʔλऩू • ӳޠͰͷΠϯϓοτʢಛʹϦεχϯάʣ͕ଟ͍ ͷͰɼϦεχϯάʹର͢Δݴޠ໘ɾ৘ҙ໘Ͱͷ มԽ͸ͳ͍͔ • Ϧεχϯάෆ҆ɾετϥςδʔ౳ͷ࣭໰ࢴ ݁࿦ 58 ຊݚڀͷݶքͱࠓޙʹΉ͚ͯ
59. Amano, S. (2014). Reducing unwillingness to speak English by using 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) ʮߴ౳ֶߍֶशࢦಋཁྖʯRetrieved 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
60. ཧղܕΠϯϓοτλεΫ Λ༻͍ͨतۀ࣮ફ contact info ాଜ ༞ ໊ݹ԰େֶେֶӃੜ yutamura@nagoya-u.jp http://www.tamurayu.wordpress.com/ 60 ֶੜͷ൓Ԡ ୡ੒ײɾॆ࣮ײ तۀɾֶश΁ͷ લ޲͖ͳ࢟੎ ࿩͢͜ͱʹ ର͢Δҙཉ Θ͔Βͳ͍ ೉͍͠ ۤखҙࣝ ͷ૿෯ ࠳ં • λεΫͷద੾ͳ໨ඪઃఆ • ڞಉֶशͷதͰͷݸਓͷୡ੒ײ • Πϯϓοτ͔Βڭࢣ-ֶशऀؒͷ ΠϯλϥΫγϣϯ΁ ՝୊