Upgrade to Pro
— share decks privately, control downloads, hide ads and more …
Speaker Deck
Features
Speaker Deck
PRO
Sign in
Sign up for free
Search
Search
英語教育の効果を検証するために何を測定すればよいのか
Search
Ken Urano
June 23, 2019
Education
840
1
Share
Embed
Copy iframe code
Copy JS code
Copy link
Start on current slide
英語教育の効果を検証するために何を測定すればよいのか
第49回中部地区英語教育学会石川大会 @北陸大学太陽が丘キャンパス
課題別研究プロジェクト
英語教育における「エビデンス」:評価と活用
2019.06.23
Ken Urano
June 23, 2019
More Decks by Ken Urano
See All by Ken Urano
学習者データを「見る」:外国語教師のためのデータの入力、分析、解釈方法
uranoken
0
300
AI-Based Speaking Assessment of a Short-Term Study Abroad Program
uranoken
0
470
Estimating Group × Time Interaction in Scale-Transformed CEFR-J Self-Assessment Scores: A Case in Study-Abroad Research
uranoken
1
220
Investigating Changes in Self-Assessed Spoken English Proficiency in a Three-Week Study-Abroad Program
uranoken
0
320
The Task is not the End: The Role of Task Repetition and Sequencing In Language Teaching
uranoken
0
850
学習者を対象にした英語教育研究における倫理的配慮
uranoken
0
1.3k
学習者データを「見る」:外国語教師のためのデータの入力、分析、解釈方法
uranoken
0
1.4k
英語教育研究でエビデンスを「つくる」:メタ分析、再現性、追試
uranoken
0
1.7k
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
uranoken
0
1.4k
Other Decks in Education
See All in Education
批判的応用言語学ワークショップ(2026-08-12 お茶の⽔⼥⼦⼤学)
terasawat
0
180
AIでアウトプットできる時代だからこそ、自分の言葉で考えることの大切さ / What's Left to Think, When AI Can Write?
masakiokuda
1
160
新しいJavaを学んで・使っていこう! / osd26do
gishi_yama
0
250
Center for Entrepreneurship Education | Science Tokyo (Institute of Science Tokyo)
sciencetokyo
PRO
0
340
Case Studies - Lecture 12 - Information Visualisation (4019538FNR)
signer
PRO
0
250
エビデンスベースト英語教育入門:エビデンスは科学的知見(だけ)ではない,制度だ!
terasawat
0
190
Tableau Public入門ハンズオン|Titanicデータで学ぶViz作成とMakeover
hayashi_ds017
0
120
チームの鏡になるー自分の癖を知ると、チームのパターンが見えてくる@スクフェス仙台
saorimurooka
0
170
Examen de Selectividad. Geografía junio 2026 (Convocatoria Ordinaria). UCLM
juanmartin2026
1
6.2k
Fundamentos, Caracteristicas y Aplicaciones de los Modulos NumPy , Matplotlib y Pandas
robintux
0
240
Enterprise UI, v2
stevekinney
0
210
Lectura 2 (PIT : Python Basico)
robintux
0
430
Featured
See All Featured
How To Speak Unicorn (iThemes Webinar)
marktimemedia
1
570
The Limits of Empathy - UXLibs8
cassininazir
1
630
Breaking role norms: Why Content Design is so much more than writing copy - Taylor Woolridge
uxyall
1
390
Code Reviewing Like a Champion
maltzj
528
40k
Making the Leap to Tech Lead
cromwellryan
135
10k
HTML-Aware ERB: The Path to Reactive Rendering @ RubyCon 2026, Rimini, Italy
marcoroth
4
550
Raft: Consensus for Rubyists
vanstee
141
7.7k
Abbi's Birthday
coloredviolet
3
9.7k
How Fast Is Fast Enough? [PerfNow 2025]
tammyeverts
3
860
Information Architects: The Missing Link in Design Systems
soysaucechin
1
1.1k
The B2B funnel & how to create a winning content strategy
katarinadahlin
PRO
1
500
Collaborative Software Design: How to facilitate domain modelling decisions
baasie
1
310
Transcript
ӜɹݚʢւֶԂେֶʣ
[email protected]
https://www.urano-ken.com/research/CELES2019 ୈ49ճத෦۠ӳޠڭҭֶձੴେձ ˏେֶଠཅٰ͕Ωϟϯύε ՝ผݚڀϓϩδΣΫτ ӳޠڭҭʹ͓͚ΔʮΤϏσϯεʯɿධՁͱ׆༻ 2019.06.23 ӳޠڭҭͷޮՌΛݕূ͢ΔͨΊʹ ԿΛଌఆ͢ΕΑ͍ͷ͔
PK-Test
PK-Test Mary ͱ Becky Kim ͱͪ߹ΘͤΛ͠·͢ɻ Mary: Hi, Kim!
Kim: Hi, Mary! Where is Becky? Mary: She is over there. She ____________________ on the phone. (talk) ʢࠜ؛ɾଜӽ, 2013, p. 25ʣ
PK-Test Mary ͱ Becky Kim ͱͪ߹ΘͤΛ͠·͢ɻ Mary: Hi, Kim!
Kim: Hi, Mary! Where is Becky? Mary: She is over there. She ____________________ on the phone. (talk) ʢࠜ؛ɾଜӽ, 2013, p. 25ʣ is talking
PK-Test ԿΛଌఆ͍ͯ͠Δͷ͔
PK-Test ֎ࠃޠͱͯ͠ͷӳޠͷशಘͷεςʔδ 1. ༻ʢʵʣ એݴతࣝʢʵʣ 2. ༻ʢʵʣ એݴతࣝʢʴʣ 3. ༻ʢʴʣ
ҙࣝత༻ʢʴʣ 4. ༻ʢʴʣ ҙࣝత༻ʢʵʣ ʢࠜ؛ɾଜӽ, 2013, pp. 23–24ʣ
PK-Test ֎ࠃޠͱͯ͠ͷӳޠͷशಘͷεςʔδ 1. ༻ʢʵʣ એݴతࣝʢʵʣ 2. ༻ʢʵʣ એݴతࣝʢʴʣ 3. ༻ʢʴʣ
ҙࣝత༻ʢʴʣ 4. ༻ʢʴʣ ҙࣝత༻ʢʵʣ ʢࠜ؛ɾଜӽ, 2013, pp. 23–24ʣ
PK-Test ͜ͷλΠϓͷ…จ๏ࣝͷ༗Γ༷ʹԠͯ͡ɺʮखଓ ͖తࣝςετʢprocedural knowledge testɺུͯ͠ PK- Testʣʯͱݺͼɺैདྷͷจ๏ςετʮએݴతࣝςετ ʢdeclarative knowledge testɺུͯ͠
DK-TestʣʯͱݺͿ ͜ͱʹ͢Δɻ ʢࠜ؛ɾଜӽ, 2013, p. 25ʣ
จ๏ࣝ
จ๏ࣝ • ౷ޠɾܗଶૉͷݸʑͷنଇʹ͍͍ͭͯͬͯΔ͜ͱ • ਖ਼͍͠ʢจ๏తͳʣܗͱޡͬͨʢඇจ๏తͳʣܗΛ ۠ผͰ͖Δ͜ͱ
จ๏ࣝ • ౷ޠɾܗଶૉͷݸʑͷنଇʹ͍͍ͭͯͬͯΔ͜ͱ • ਖ਼͍͠ʢจ๏తͳʣܗͱޡͬͨʢඇจ๏తͳʣܗΛ ۠ผͰ͖Δ͜ͱ
จ๏نଇΛʮ͍ͬͯΔʯͱ
จ๏نଇΛʮ͍ͬͯΔʯͱ • ࣝͷछྨɺ·ͨ֊ੑ • ໌ࣔతࣝͱ҉ࣔతࣝ • એݴతࣝͱखଓ͖తࣝ
จ๏نଇΛʮ͍ͬͯΔʯͱ • ࣝͷछྨɺ·ͨ֊ੑ • ໌ࣔతࣝͱ҉ࣔతࣝ • એݴతࣝͱखଓ͖తࣝ
એݴతࣝɾखଓ͖తࣝ
એݴతࣝɾखଓ͖తࣝ • εΩϧशಘཧʢskill acquisition theoryʣʹجͮ͘ • ୈೋݴޠशಘଞͷӡಈٕೳͱಉ༷ͷशಘϓϩηεΛ ͨͲΔͱ͢Δཱ
ंͷӡస એݴతࣝɾखଓ͖తࣝ
એݴతࣝɾखଓ͖తࣝ
એݴతࣝɾखଓ͖తࣝ
એݴతࣝɾखଓ͖తࣝ
એݴతࣝɾखଓ͖తࣝ
نଇͷઆ໌ ↓ એݴతࣝͷ֫ಘ ↓ खଓ͖తࣝͷ֫ಘ ↓ खଓ͖తࣝͷࣗಈԽ એݴతࣝɾखଓ͖తࣝ (DeKeyser, 2007)
نଇͷઆ໌ ↓ એݴతࣝͷ֫ಘ ↓ खଓ͖తࣝͷ֫ಘ ↓ खଓ͖తࣝͷࣗಈԽ એݴతࣝɾखଓ͖తࣝ (DeKeyser, 2007)
نଇͷઆ໌ ↓ એݴతࣝͷ֫ಘ ↓ खଓ͖తࣝͷ֫ಘ ↓ खଓ͖తࣝͷࣗಈԽ એݴతࣝɾखଓ͖తࣝ ࿅शʢͬͯΈΔʣ (DeKeyser,
2007)
نଇͷઆ໌ ↓ એݴతࣝͷ֫ಘ ↓ खଓ͖తࣝͷ֫ಘ ↓ खଓ͖తࣝͷࣗಈԽ એݴతࣝɾखଓ͖తࣝ ࿅शʢͬͯΈΔʣ ࿅शʢ܁Γฦ͢ʣ
(DeKeyser, 2007)
ࣝΛʮ͏ʯͱ
ࣝΛʮ͏ʯͱ • ӳޠڭҭʹ͓͚Δจ๏ࣝ • એݴత͚ࣝͩͰෆे • ӳޠڭҭʹ͓͚Δखଓ͖తࣝͱ • ίϛϡχέʔγϣϯͰจ๏ࣝΛ͑Δ͜ͱ •
จ๏ࣝΛͬͯӳޠΛॻ͚ΔɾͤΔ͜ͱ • จ๏ࣝΛͬͯӳޠΛಡΊΔɾௌ͚Δ͜ͱ
ࣝΛʮ͏ʯͱ • ӳޠڭҭʹ͓͚Δจ๏ࣝ • એݴత͚ࣝͩͰෆे • ӳޠڭҭʹ͓͚Δखଓ͖తࣝͱ • ίϛϡχέʔγϣϯͰจ๏ࣝΛ͑Δ͜ͱ •
จ๏ࣝΛͬͯӳޠΛॻ͚ΔɾͤΔ͜ͱ • จ๏ࣝΛͬͯӳޠΛಡΊΔɾௌ͚Δ͜ͱ
ࣝΛʮ͏ʯͱ • ӳޠڭҭʹ͓͚Δจ๏ࣝ • એݴత͚ࣝͩͰෆे • ӳޠڭҭʹ͓͚Δखଓ͖తࣝͱ • ίϛϡχέʔγϣϯͰจ๏ࣝΛ͑Δ͜ͱ •
จ๏ࣝΛͬͯӳޠΛॻ͚ΔɾͤΔ͜ͱ • จ๏ࣝΛͬͯӳޠΛಡΊΔɾௌ͚Δ͜ͱ
ࣝΛʮ͏ʯͱ • ӳޠڭҭʹ͓͚Δจ๏ࣝ • એݴత͚ࣝͩͰෆे • ӳޠڭҭʹ͓͚Δखଓ͖తࣝͱ • ίϛϡχέʔγϣϯͰจ๏ࣝΛ͑Δ͜ͱ •
จ๏ࣝΛͬͯӳޠΛॻ͚ΔɾͤΔ͜ͱ • จ๏ࣝΛͬͯӳޠΛಡΊΔɾௌ͚Δ͜ͱ
ࣝΛʮ͏ʯͱ • ӳޠڭҭʹ͓͚Δจ๏ࣝ • એݴత͚ࣝͩͰෆे • ӳޠڭҭʹ͓͚Δखଓ͖తࣝͱ • ίϛϡχέʔγϣϯͰจ๏ࣝΛ͑Δ͜ͱ •
จ๏ࣝΛͬͯӳޠΛॻ͚ΔɾͤΔ͜ͱ • จ๏ࣝΛͬͯӳޠΛಡΊΔɾௌ͚Δ͜ͱ
ࣝΛʮ͏ʯͱ • ӳޠڭҭʹ͓͚Δจ๏ࣝ • એݴత͚ࣝͩͰෆे • ӳޠڭҭʹ͓͚Δखଓ͖తࣝͱ • ίϛϡχέʔγϣϯͰจ๏ࣝΛ͑Δ͜ͱ •
จ๏ࣝΛͬͯӳޠΛॻ͚ΔɾͤΔ͜ͱ • จ๏ࣝΛͬͯӳޠΛಡΊΔɾௌ͚Δ͜ͱ
PK-Testʢ࠶ܝʣ
PK-Testʢ࠶ܝʣ Mary ͱ Becky Kim ͱͪ߹ΘͤΛ͠·͢ɻ Mary: Hi, Kim!
Kim: Hi, Mary! Where is Becky? Mary: She is over there. She ____________________ on the phone. (talk) ʢࠜ؛ɾଜӽ, 2013, p. 25ʣ is talking
PK-Testʢ࠶ܝʣ • PK-Test ɺӳޠΛ࢈ग़͢Δࡍʹಛఆͷจ๏نଇʹ ؔ͢ΔࣝΛਖ਼͍͑ͯ͘͠Δ͔Λଌఆ͍ͯ͠Δɻ • ͦͷʢखଓ͖తʣ͕ࣝࣗಈ͞Ε͍ͯΔ͔Ͳ͏͔ Θͳ͍ɻɹˡɹճʹ੍࣌ؒݶ͕ͳ͍ • ӳޠΛཧղ͢Δࡍͷࣝͷ༻ଌఆ͍ͯ͠ͳ͍ɻ
PK-Testʢ࠶ܝʣ • PK-Test ɺӳޠΛ࢈ग़͢Δࡍʹಛఆͷจ๏نଇʹ ؔ͢ΔࣝΛਖ਼͍͑ͯ͘͠Δ͔Λଌఆ͍ͯ͠Δɻ • ͦͷʢखଓ͖తʣ͕ࣝࣗಈ͞Ε͍ͯΔ͔Ͳ͏͔ Θͳ͍ɻɹˡɹճʹ੍࣌ؒݶ͕ͳ͍ • ӳޠΛཧղ͢Δࡍͷࣝͷ༻ଌఆ͍ͯ͠ͳ͍ɻ
PK-Testʢ࠶ܝʣ • PK-Test ɺӳޠΛ࢈ग़͢Δࡍʹಛఆͷจ๏نଇʹ ؔ͢ΔࣝΛਖ਼͍͑ͯ͘͠Δ͔Λଌఆ͍ͯ͠Δɻ • ͦͷʢखଓ͖తʣ͕ࣝࣗಈ͞Ε͍ͯΔ͔Ͳ͏͔ Θͳ͍ɻɹˡɹճʹ੍࣌ؒݶ͕ͳ͍ • ӳޠΛཧղ͢Δࡍͷࣝͷ༻ଌఆ͍ͯ͠ͳ͍ɻ
PK-Testʢ࠶ܝʣ • PK-Test ɺӳޠΛ࢈ग़͢Δࡍʹಛఆͷจ๏نଇʹ ؔ͢ΔࣝΛਖ਼͍͑ͯ͘͠Δ͔Λଌఆ͍ͯ͠Δɻ • ͦͷʢखଓ͖తʣ͕ࣝࣗಈ͞Ε͍ͯΔ͔Ͳ͏͔ Θͳ͍ɻɹˡɹճʹ੍࣌ؒݶ͕ͳ͍ • ӳޠΛཧղ͢Δࡍͷࣝͷ༻ଌఆ͍ͯ͠ͳ͍ɻ
PK-Testʢ࠶ܝʣ PK-Test ɺֶशऀͷӳޠίϛϡχέʔγϣϯೳྗͷҰ෦ͱ ͯ͠ͷจ๏ͷखଓ͖తࣝͷ͏ͪɺ࢈ग़ʹযΛͯͯଌ ఆ͢ΔςετͰ͋ΓɺࣝͷࣗಈԽͷ߹͍ʹ͍ͭͯ ఆ͠ͳ͍ɻΤϏσϯεੵͷͨΊڭҭޮՌͷଌఆखஈͱ͠ ͯར༻͢Δࡍʹɺ͜ͷΑ͏ͳಛੑΛཧղ͓ͯ͘͠ඞཁ͕ ͋Δɻ
ୠ͠ॻ͖
ୠ͠ॻ͖ • ʮએݴతࣝɹˠʢ࿅शʣˠɹखଓ͖తࣝʯͱ͍͏ ྲྀΕͰͳ͍จ๏ࣝଘࡏ͢Δɻ • ʮΒͳ͍ʯͷʹʮ͑Δʯࣝ
ୠ͠ॻ͖ Mr Brown dreamed that Mr Green shot him. Who
did Mr Green shoot (in Mr Brown’s dream)? Mr Green. / Mr Brown. (White, 1998, p. 431)
ୠ͠ॻ͖ Mr Brown dreamed that Mr Green shot him. Who
did Mr Green shoot (in Mr Brown’s dream)? Mr Green. / Mr Brown. (White, 1998, p. 431)
ୠ͠ॻ͖ Mr Brown dreamed that Mr Green shot him. Who
did Mr Green shoot (in Mr Brown’s dream)? Mr Green. / Mr Brown. (White, 1998, p. 431)
ୠ͠ॻ͖ Mr Brown dreamed that Mr Green shot him. Who
did Mr Green shoot (in Mr Brown’s dream)? Mr Green. / Mr Brown. (White, 1998, p. 431)
ୠ͠ॻ͖ (White, 1998, p. 431) • ຊͷதֶߍߴߍͰ͜ͷنଇΛڭ͍͑ͯͳ͍ɻ • ຊޠΛޠͱ͢Δதڃӳޠֶशऀ͜ͷنଇΛ ਖ਼͑͘͠Δɻ
ୠ͠ॻ͖ • εΩϧशಘཧͰͯ͢ͷจ๏نଇͷशಘΛઆ໌Ͱ͖ ͳ͍ɻ • ҉ࣔతʹशಘ͞ΕΔࣝͷଘࡏɻ • ͜ͷΑ͏ͳࣝௐࠪରͱ͠ͳͯ͘Α͍͔ɻ
ୠ͠ॻ͖ • εΩϧशಘཧͰͯ͢ͷจ๏نଇͷशಘΛઆ໌Ͱ͖ ͳ͍ɻ • ҉ࣔతʹशಘ͞ΕΔࣝͷଘࡏɻ • ͜ͷΑ͏ͳࣝௐࠪରͱ͠ͳͯ͘Α͍͔ɻ
ୠ͠ॻ͖ • εΩϧशಘཧͰͯ͢ͷจ๏نଇͷशಘΛઆ໌Ͱ͖ ͳ͍ɻ • ҉ࣔతʹशಘ͞ΕΔࣝͷଘࡏɻ • ͜ͷΑ͏ͳࣝௐࠪରͱ͠ͳͯ͘Α͍͔ɻ
Summary
Summary Summary • จ๏ࣝ • એݴతࣝɾखଓ͖తࣝɾࣗಈԽ • ӳޠڭҭʹ͓͚Δจ๏ࣝ • ίϛϡχέʔγϣϯͰ͑Δจ๏ࣝ
• ࢈ग़ͱཧղ • PK-Test ͷධՁ • ୠ͠ॻ͖ Ken Urano
[email protected]
https://www.urano-ken.com/research/CELES2019
• DeKeyser, R. M. (Ed.). (2007). Practice in a second
language: Perspective from applied linguistics and cognitive psychology. Cambridge University Press. • ࠜ؛խ࢙ɾଜӽ྄࣏. (2014). จ๏ͷखଓ͖తࣝΛͲ͏ଌ Δ͔. Arcle Review, 8, 22–33. Retrieved from: http:// www.arcle.jp/research/books/data/html/data/pdf/ vol8_3-2.pdf • White, L. (1998). Second language acquisition and Binding Principle B: Child/adult differences. Second Language Research, 14, 425–439. Retrieved from: https:// www.jstor.org/stable/43104577 References