Upgrade to Pro — share decks privately, control downloads, hide ads and more …

タスク·ベースの英語授業:基本的な考え方とデザイン方法

Ken Urano
August 23, 2021

 タスク·ベースの英語授業:基本的な考え方とデザイン方法

大阪大学マルチリンガル教育センター公開講座
英語教育オンラインセミナー

Ken Urano

August 23, 2021
Tweet

More Decks by Ken Urano

Other Decks in Education

Transcript

  1. What Is a Task? I de fi ne it [task]

    as a piece of work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, fi nding a street destination and helping someone across a road. In other words, by "task" is meant the hundred and one things people do in everyday life, at work, at play, and in between. "Tasks" are the things people will tell you they do if you ask them and they are not applied linguists. (Long, 1985, p. 89)
  2. I de fi ne it [task] as a piece of

    work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, fi nding a street destination and helping someone across a road. In other words, by "task" is meant the hundred and one things people do in everyday life, at work, at play, and in between. "Tasks" are the things people will tell you they do if you ask them and they are not applied linguists. (Long, 1985, p. 89) What Is a Task?
  3. I de fi ne it [task] as a piece of

    work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, fi nding a street destination and helping someone across a road. In other words, by "task" is meant the hundred and one things people do in everyday life, at work, at play, and in between. "Tasks" are the things people will tell you they do if you ask them and they are not applied linguists. (Long, 1985, p. 89) What Is a Task?
  4. I de fi ne it [task] as a piece of

    work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, fi nding a street destination and helping someone across a road. In other words, by "task" is meant the hundred and one things people do in everyday life, at work, at play, and in between. "Tasks" are the things people will tell you they do if you ask them and they are not applied linguists. (Long, 1985, p. 89) What Is a Task?
  5. I de fi ne it [task] as a piece of

    work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, fi nding a street destination and helping someone across a road. In other words, by "task" is meant the hundred and one things people do in everyday life, at work, at play, and in between. "Tasks" are the things people will tell you they do if you ask them and they are not applied linguists. (Long, 1985, p. 89) What Is a Task?
  6. I de fi ne it [task] as a piece of

    work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, fi nding a street destination and helping someone across a road. In other words, by "task" is meant the hundred and one things people do in everyday life, at work, at play, and in between. "Tasks" are the things people will tell you they do if you ask them and they are not applied linguists. (Long, 1985, p. 89) What Is a Task?
  7. I de fi ne it [task] as a piece of

    work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, fi nding a street destination and helping someone across a road. In other words, by "task" is meant the hundred and one things people do in everyday life, at work, at play, and in between. "Tasks" are the things people will tell you they do if you ask them and they are not applied linguists. (Long, 1985, p. 89) What Is a Task?
  8. I de fi ne it [task] as a piece of

    work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, fi nding a street destination and helping someone across a road. In other words, by "task" is meant the hundred and one things people do in everyday life, at work, at play, and in between. "Tasks" are the things people will tell you they do if you ask them and they are not applied linguists. (Long, 1985, p. 89) What Is a Task?
  9. I de fi ne it [task] as a piece of

    work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, fi nding a street destination and helping someone across a road. In other words, by "task" is meant the hundred and one things people do in everyday life, at work, at play, and in between. "Tasks" are the things people will tell you they do if you ask them and they are not applied linguists. (Long, 1985, p. 89) What Is a Task?
  10. I de fi ne it [task] as a piece of

    work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, fi nding a street destination and helping someone across a road. In other words, by "task" is meant the hundred and one things people do in everyday life, at work, at play, and in between. "Tasks" are the things people will tell you they do if you ask them and they are not applied linguists. (Long, 1985, p. 89) What Is a Task?
  11. I de fi ne it [task] as a piece of

    work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence, dressing a child, borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, fi nding a street destination and helping someone across a road. In other words, by "task" is meant the hundred and one things people do in everyday life, at work, at play, and in between. "Tasks" are the things people will tell you they do if you ask them and they are not applied linguists. (Long, 1985, p. 89) What Is a Task?
  12. Tasks in Language Teaching A task is a workplan that

    requires learners to process language pragmatically in order to achieve an outcome that can be evaluated in terms of whether the correct or appropriate propositional content has been conveyed. (Ellis, 2003, p. 16)
  13. Task Complexity, Conditions, & Di ffi culty Task complexity (cognitive

    factors) Task conditions (interactional factors) Task di ff i culty (learner factors) (a) resource-directing e.g., +/– few elements +/– here-and-now +/– no reasoning demands (a) participation variables e.g., open/closed one-way/two-way convergent/divergent (a) a ff ective variables e.g., motivation anxiety con fi dence (b) resource-depleting e.g., +/– planning +/– single task +/– prior knowledge (b) participant variables e.g., gender familiarity power/solidarity (b) ability variables e.g., aptitude pro fi ciency Intelligence Sequencing criteria Prospective decisions 
 about task units Methodological in fl uences On-line decisions 
 about pairs and groups (Robinson, 2001, p. 30)
  14. Task Complexity (Cognitive) • λεΫ͕࣋ͭཁҼ • Resource-directing • e.g., ±

    few elements, ± here-and-now, 
 ± no reasoning demands • Resource-depleting • e.g., ± planning, ± single task, ± prior knowledge
  15. Task Conditions (Interactional) • λεΫͱ׆ಈܗଶ͓Αͼֶशऀͱͷ૬ޓ࡞༻ • Participation variables • e.g.,

    open/closed, one-way/two-way, 
 convergent/divergent • Participant variables • e.g., gender, familiarity, power/solidarity
  16. Task Di ff i culty (Learner) • ֶशऀཁҼ • A

    ff ective variables • e.g., motivation, anxiety, con fi dence • Ability variables • e.g., aptitude, pro fi ciency, intelligence
  17. ͜͜·Ͱͷ·ͱΊ • λεΫɾϕʔεͷֶशʢtask-based learningʣ • λεΫͱ͸ʢtasks in language teachingʣ •

    λεΫɾϕʔεͷݴޠࢦಋʢTBLTʣ • ໨ඪλεΫɺ໨ඪλεΫλΠϓɺڭҭ༻λεΫ • λεΫͷ഑ྻ
  18. Task Complexity, Conditions, & Di ffi culty Task complexity (cognitive

    factors) Task conditions (interactional factors) Task di ff i culty (learner factors) (a) resource-directing e.g., +/– few elements +/– here-and-now +/– no reasoning demands (a) participation variables e.g., open/closed one-way/two-way convergent/divergent (a) a ff ective variables e.g., motivation anxiety con fi dence (b) resource-depleting e.g., +/– planning +/– single task +/– prior knowledge (b) participant variables e.g., gender familiarity power/solidarity (b) ability variables e.g., aptitude pro fi ciency Intelligence Sequencing criteria Prospective decisions 
 about task units Methodological in fl uences On-line decisions 
 about pairs and groups (Robinson, 2001, p. 30)
  19. Feedback type Explicit—Implicit Correction Clari fi cation request Implicit Explicit

    – Recast + Repetition – Elicitation – Metalinguistic clue – Explicit correction + గਖ਼ϑΟʔυόοΫ
  20. Clari fi cation requestʢ໌֬Խཁٻʣ S: I go to the library

    yesterday. T: Pardon? గਖ਼ϑΟʔυόοΫ
  21. RecastʢϦΩϟετɾݴ͍௚͠ʣ S: I go to the library yesterday. T: Oh,

    you went to the library yesterday. 
 Did you borrow any books? గਖ਼ϑΟʔυόοΫ
  22. Repetitionʢ܁Γฦ͠ʣ S: I go to the library yesterday. T: “I

    go to the library yesterday”? S: Oh, I went to the library yesterday. గਖ਼ϑΟʔυόοΫ
  23. Elicitationʢ༠ಋʣ S: I go to the library yesterday. T: Yesterday,

    you … S: … went to the library. గਖ਼ϑΟʔυόοΫ
  24. Metalinguistic clueʢϝλݴޠతख͕͔Γʣ S: I go to the library yesterday. T:

    It’s about yesterday, so what tense do you have 
 to use? S: Past tense. I went to the library yesterday. గਖ਼ϑΟʔυόοΫ
  25. Explicit correctionʢ໌ࣔతగਖ਼ʣ S: I go to the library yesterday. T:

    It’s about yesterday, so you have to use the past 
 tense went. S: OK. I went to the library yesterday. గਖ਼ϑΟʔυόοΫ
  26. ಛఆ໨తͷͨΊͷӳޠʢESPʣ • English for Speci fi c Purposes • ಉ͡໨ඪΛֶ࣋ͬͨशऀΛର৅ʹͨ͠ӳޠڭҭ

    • English for Academic Purposes (EAP) • English for Occupational Purposes • English for Business Purposes • English for Medical Purposes • …
  27. ධՁ ଌఆ ίʔε σβΠϯ ڭत ֶश (Dudley-Evans & St. John,

    1998) χʔζ ෼ੳ ESP ΧϦΩϡϥϜ։ൃ
  28. ධՁ ଌఆ ίʔε σβΠϯ ڭत ֶश (Dudley-Evans & St. John,

    1998) χʔζ ෼ੳ ESP ΧϦΩϡϥϜ։ൃ
  29. ESP ͱχʔζ෼ੳ In an era of shrinking resources, there are

    growing demands for accountability in public life, with education a particularly urgent case and foreign language education a prime example within it…. There is an urgent need for courses of all kinds to be relevant… to the needs of speci fi c groups of learners and of society at large. (Long, 2005, p. 19)
  30. In an era of shrinking resources, there are growing demands

    for accountability in public life, with education a particularly urgent case and foreign language education a prime example within it…. There is an urgent need for courses of all kinds to be relevant… to the needs of speci fi c groups of learners and of society at large. (Long, 2005, p. 19) ESP ͱχʔζ෼ੳ
  31. χʔζ෼ੳͷ৘ใݯ • ֶशঢ়گ෼ੳɿLearning situation analysis (LSA) • ֶशऀͷҙݟɾཁ๬Λௐࠪ͢Δ • ໨ඪঢ়گ෼ੳɿTarget

    situation analysis (TSA) • ֶशऀ͕ݴޠ࢖༻Λߦ͏ʢ༧ఆͷʣ৔໘Λௐࠪ͢Δ • ݱঢ়෼ੳɿPresent situation analysis (PSA) • LSAɺTSA ͱൺֱͯ͠ݱঢ়Λ෼ੳ͢Δ
  32. χʔζ෼ੳͷ৘ใݯ • ֶशঢ়گ෼ੳɿLearning situation analysis (LSA) • ֶशऀͷҙݟɾཁ๬Λௐࠪ͢Δ • ໨ඪঢ়گ෼ੳɿTarget

    situation analysis (TSA) • ֶशऀ͕ݴޠ࢖༻Λߦ͏ʢ༧ఆͷʣ৔໘Λௐࠪ͢Δ • ݱঢ়෼ੳɿPresent situation analysis (PSA) • LSAɺTSA ͱൺֱͯ͠ݱঢ়Λ෼ੳ͢Δ
  33. ໨ඪσΟείʔε෼ੳ 1. ໨ඪσΟείʔεͷಛఆ • “Where will the students use English?”

    2. ໨ඪσΟείʔεͷऩू • “What do people actually do there?” 3. ऩूͨ͠໨ඪσΟείʔεͷ෼ੳ • “Are there any patterns?”
  34. Wait person Customer Are you ready to order? Yes. Could

    I have (choose an entreé)? What kind of potatoes would you like? Let me see. I’d like… And would you like peas or asparagus? May I have…? Would you like Italian or French dressing with your salad? Could I have…? What would you like for dessert? What do you have? … … ࢢൢڭࡐதͷσΟείʔεྫ (Bartlett, 2005, p. 331)
  35. 1 S: Hi. Can I help you? 2 C: Can

    I get a grande latte with vanilla? 3 S: Did you want that blended or on the rocks? 4 C: Blended, I guess. 5 S: 2% or skimmed? 6 C: Uhm 2%. 7 S: 2% OK. Any whipped cream? 8 C: Sorry? 9 S: Did you want whipped cream on that? 10 C: Yes. 11 S: Anything else? 12 C: No, that’s it. Oh no. Can I get—are those scones? 13 S: Yeah, we have cranberry and blueberry. 14 C: I think I’ll have one of those (pointing). … ऩूͨ͠యܕతσΟείʔε (Bartlett, 2005, p. 338)
  36. As witnessed during the researcher’s own language teaching experience and

    supported by previous target discourse analyses, many current textbook materials ill- equip learners to handle real-life discourse. The present analysis attempts to show that although natural interactions are somewhat complex and reveal variability, there is a predictable overall nature. (Bartlett, 2005, p. 338) ໨ඪσΟείʔε෼ੳͷॏཁੑ
  37. As witnessed during the researcher’s own language teaching experience and

    supported by previous target discourse analyses, many current textbook materials ill- equip learners to handle real-life discourse. The present analysis attempts to show that although natural interactions are somewhat complex and reveal variability, there is a predictable overall nature. (Bartlett, 2005, p. 338) ໨ඪσΟείʔε෼ੳͷॏཁੑ
  38. ஈ֊ λεΫ ڭࡐ 1A ௨ৗ࣌ͷ༗ࢹքඈߦ ௐ੔͞Εͨ࿥Ի 1B ௨ৗ࣌ͷܭثඈߦ ௐ੔͞Εͨ࿥Ի 2A

    ௨ৗ࣌ͷ༗ࢹքඈߦ ຊ෺ͷ࿥Ի 2B ௨ৗ࣌ͷܭثඈߦ ຊ෺ͷ࿥Ի 3A ඇৗ࣌ͷ༗ࢹքɾܭثඈߦ ௐ੔͞Εͨ࿥Ի 3B ඇৗ࣌ͷ༗ࢹքɾܭثඈߦ ຊ෺ͷ࿥Ի ࣄྫ̎ɿߤۭӳޠʢೄా, 2012ʣ
  39. Unit 01 Course introduction Unit 09 Responding to inquiries Unit

    02 Basics of business email (1) Unit 10 Quotation Unit 03 Basics of business email (2) Unit 11 Order Unit 04 Thank you message Unit 12 Shipment Unit 05 Announcement Unit 13 Complaint Unit 06 Appointment Unit 14 Apology Unit 07 Request Unit 15 Course Summary Unit 08 Inquiry શମΛ௨ͯ͠ͷෳࡶ͞ͷ૿Ճ
  40. Unit 01 Course introduction Unit 09 Responding to inquiries Unit

    02 Basics of business email (1) Unit 10 Quotation Unit 03 Basics of business email (2) Unit 11 Order Unit 04 Thank you message Unit 12 Shipment Unit 05 Announcement Unit 13 Complaint Unit 06 Appointment Unit 14 Apology Unit 07 Request Unit 15 Course Summary Unit 08 Inquiry શମΛ௨ͯ͠ͷෳࡶ͞ͷ૿Ճ
  41. Unit 01 Course introduction Unit 09 Responding to inquiries Unit

    02 Basics of business email (1) Unit 10 Quotation Unit 03 Basics of business email (2) Unit 11 Order Unit 04 Thank you message Unit 12 Shipment Unit 05 Announcement Unit 13 Complaint Unit 06 Appointment Unit 14 Apology Unit 07 Request Unit 15 Course Summary Unit 08 Inquiry ෳࡶ͞௿ ෳࡶ͞ߴ શମΛ௨ͯ͠ͷෳࡶ͞ͷ૿Ճ
  42. Unit 01 Course introduction Unit 09 Responding to inquiries Unit

    02 Basics of business email (1) Unit 10 Quotation Unit 03 Basics of business email (2) Unit 11 Order Unit 04 Thank you message Unit 12 Shipment Unit 05 Announcement Unit 13 Complaint Unit 06 Appointment Unit 14 Apology Unit 07 Request Unit 15 Course Summary Unit 08 Inquiry ෳࡶ͞௿ ෳࡶ͞ߴ શମΛ௨ͯ͠ͷෳࡶ͞ͷ૿Ճ
  43. ڭҭ༻λεΫͷ഑ྻ Pre-task Authentic input (target discourse) Pre-task Modi fi ed

    input (from the textbook) Sub-task 1 Group writing assignment Instructor’s feedback Sub-task 2 Individual writing assignment (homework) Peer feedback + instructor’s feedback Sub-task 3 Revision (homework) Instructor’s feedback
  44. ڭҭ༻λεΫͷ഑ྻ Pre-task Authentic input (target discourse) Pre-task Modi fi ed

    input (from the textbook) Sub-task 1 Group writing assignment Instructor’s feedback Sub-task 2 Individual writing assignment (homework) Peer feedback + instructor’s feedback sub-task 3 Revision (homework) Instructor’s feedback ෳࡶ্͞ঢ ಉ͡ෳࡶ͞
  45. Modi fi ed Input (Textbook) Dear Sales Manager: We import

    computer components in Japan. We are interested in your Product A, which was covered in an article in the April 2 issue of Business Week. If you ship your products abroad, please inform us of the formal order procedure. Thank you. Ԙ઒ʢ2012, p. 35ʣ
  46. Sub-task 1 (less complex) ͋ͳ໊ͨݹ԰Ͱখ͞ͳௐཧث۩ళ Owari Kitchen Utensils & Tableware

    Λ 
 ܦӦ͍ͯ͠·͢ɻ΄͔ͱ͸ҧ͏΋ͷΛച͍ͬͯΔͷͰ஍ݩͰਓؾ͕ 
 ग़͖ͯ·ͨ͠ɻ ε΢Σʔσϯʹ͋Δ૬खͷձࣾͷ2020೥Χλϩάͷ15ϖʔδʹܝࡌ͞Εͯ ͍Δ৯ثηοτʹڵຯ͕͋ΔͷͰɺ࣍ͷ͜ͱΛ໰͍߹Θ͍ͤͯͩ͘͞ɻ • ւ֎ൃૹΛ͍ͯ͠Δ͔ • ೔ຊʹ୅ཧళ͕͋Δ͔ Ԙ઒ʢ2012, p. 39 Λվมʣ
  47. Sub-tasks 2 & 3 (more complex) ͋ͳͨ͸γϯΨϙʔϧʹ͋ΔOrchard Food TradingͷࣾһͰ͢ɻઌ೔Tokyo LiquorʹΧλϩάૹ෇Λґཔͨ͠ͱ͜Ζɺ͙͢ʹPDF൛ͷΧλϩά͕ఴ෇͞

    Εͨϝʔϧ͕ฦ͖ͬͯ·ͨ͠ɻ ΧλϩάΛͻͱ௨Γ֬ೝͨ͠ͱ͜Ζɺळͷ෺࢈లͰൢചͯ͠΋Αͦ͞͏ͳ ๺ւಓ࢈ͷ೔ຊञͱ஍Ϗʔϧ΋͋Γͦ͏Ͱ͢ɻͦ͜Ͱ͋ͳͨ͸6݄ͷ঎ஊձ Ͱ۩ମతʹ࿩ΛਐΊΑ͏ͱߟ͍͑ͯ·͢ɻ঎ஊձͷલʹ͍͔ͭ֬͘ೝͨ͠ ͍఺͕͋ͬͨͷͰɺTokyo Liquorʹ໰͍߹ΘͤͷϝʔϧΛૹ͍ͬͯͩ͘͞ɻ ໰͍߹Θͤ಺༰͸ҎԼͷͱ͓Γɿ • ೔ຊञʹ͍ͭͯ6݄20–21೔ͷ঎ஊձͰ࣮ࡍʹࢼҿ͢Δ͜ͱ͸Մೳ͔ɻ • খḺϏʔϧʢOtaru Beerʣͱొผَ఻આ஍ϏʔϧʢNoboribetsu Oni Densetsu Beerʣʹڵຯ͕͋Δ͕ɺ஫จ୯Ґ͸࠷খͰԿຊ͔ɻ·ͨ࠷େ ͰԿຊ·ͰԷͤΔ͔ɻ • Χλϩάʹࡌ͍ͬͯΔϏʔϧ͸ළͷΈ͕ͩɺ؈Ϗʔϧ͸͋Δ͔ɻ
  48. Government plans 5% rebates for some cashless payments after 2019

    tax hike The government plans to give a 5 percent reward-point rebate to consumers on some payments made through credit cards and other cashless methods as a way of underpinning domestic demand after a planned tax increase next October, o ff i cials said Thursday. The special measure, expected to last for roughly nine months until the 2020 Tokyo Olympics, was expanded from an earlier plan to implement a 2 percent rebate program. Fumio Kishida, policy chief for the ruling Liberal Democratic Party, told reporters that Prime Minister Shinzo Abe had informed him of the plan. The rebate will be handed out in the form of reward points rather than cash, and it will not apply to payments made at large store chains, according to o ffi cials with knowledge of the plan. The move is part of a series of steps the government plans to take to ensure that raising the consumption tax from the current 8 percent to 10 percent will not put the brakes on economic activity. From the Japan Times, November 22, 2018 https://www.japantimes.co.jp/news/2018/11/22/business/government-plans-5-rebates-cashless-payments-2019-tax-hike/
  49. ·ͱΊ • λεΫɾϕʔεͷݴޠࢦಋʢTBLTʣ • ໨ඪλεΫɺ໨ඪλεΫλΠϓɺڭҭ༻λεΫ • λεΫͷ഑ྻɺ܁Γฦ͠ • ڭࢣͷ໾ׂ •

    గਖ਼ϑΟʔυόοΫ • ಛఆ໨తͷӳޠʢESPʣͱχʔζ෼ੳ • ໨ඪσΟείʔε෼ੳ • ࣄྫ঺հ • ϋΠϒϦουܕίʔεల։ͷՄೳੑ Ӝ໺ ݚʢ[email protected]ʣ
  50. • Anderson, N., & McCutcheon, N. (2019). Activities for task-based

    learning: Integrating a fl uency fi rst approach into the ELT classroom. Stuttgart, Germany: DELTA Publishing. • Bartlett, N. J. D. (2005). A double shot 2% mocha latte, please, with whip: Service encounters in two co ff ee shops and at a co ff ee cart. In M. H. Long (Ed.), Second language needs analysis (pp. 305–343). Cambridge University Press. • Dudley-Evans, T., & St John, M. J. (1998). Developments in English for speci fi c purposes: A multi-disciplinary approach. Cambridge University Press. • Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press. • Ellis, R. (2012). Language teaching research and language pedagogy. Chichester, UK: Wiley-Blackwell. • Fukuta, J. (2016). E ff ects of task repetition on learners’ attention orientation in L2 oral production. Language Teaching Research, 20, 321–340. http:// dx.doi.org/10.1177/1362168815570142 • Heaton, J. (1997). Beginning composition through pictures. Harlow, UK: Longman. • Ճ౻༝ਸɾদଜণلɾPaul Wicking. (ฤ). (2020).ʰίϛϡχέʔγϣϯɾλεΫͷΞΠσΞͱϚςϦΞϧ: ڭࣨͱੈքΛͭͳ͙ӳޠतۀͷͨΊʹʱ౦ژ: ࡾमࣾ. • Long, M. H. (1985). A role for instruction in second language acquisition: Task-based language teaching. In K. Hyltenstam & M. Pienemann (Eds.), Modeling and assessing second language development (pp. 77–99). Clevedon, Avon: Multilingual Matters. • Long, M. H. (2005). Methodological issues in learner needs analysis. In M. H. Long (ed.), Second language needs analysis (pp. 19–76). Cambridge University Press. • Long, M. (2015). Second language acquisition and task-based language teaching. Chichester, UK: Wiley-Blackwell. • দଜণل. (2012). ʰλεΫΛ׆༻ͨ͠ӳޠतۀͷσβΠϯʱ౦ژ: େमؗ. • দଜণل. (ฤ). (2017).ʰλεΫɾϕʔεͷӳޠࢦಋʔTBLTͷཧղͱ࣮ફʱ౦ژ: େमؗ. • দଜণل. (2020). λεΫͷجૅ஌ࣝ. Ճ౻༝ਸɾদଜণلɾPaul Wicking. (ฤ). ʰίϛϡχέʔγϣϯɾλεΫͷΞΠσΞͱϚςϦΞϧ: ڭࣨͱੈքΛͭ ͳ͙ӳޠतۀͷͨΊʹʱ౦ژ: ࡾमࣾ. • ೄాٛ௚. (2012). ESP ͷ؍఺͔Βͷߤۭӳޠڭҭ (1): ΧϦΩϡϥϜɾڭࡐ࡞੒ʹ͋ͨͬͯ. ʰߤۭେֶߍݚڀใࠂʱୈ65߸, 24–42. Retrieved from: http:// www.kouku-dai.ac.jp/kenkyu/R65_03.pdf • Robinson, P. (2001). Task complexity, task di ffi culty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22, 27– 57. https://doi.org/10.1093/applin/22.1.27 • Ԙ઒य़඙. (2012). Ϗδωεӳจϝʔϧೖ໳: ղઆͱԋश. [Kindle] Retrieved from: https://www.amazon.co.jp/dp/B0155VGNKO/ • Ӝ໺ݚ. (2017). େֶͰͷӳޠࢦಋͷߟ͑ํͱ޻෉. দଜণل. (ฤ). ʰλεΫɾϕʔεͷӳޠࢦಋʔTBLTͷཧղͱ࣮ફʱ౦ژ: େमؗ. • West, R. (1994). Needs analysis in language teaching. Language Teaching, 27, 1–19. https://doi.org/10.1017/S0261444800007527 Ҿ༻จݙ