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タスク・ベースの言語指導とはなにか,どうやって実践するか / 2021-10-30-TBLT

Yu Tamura
October 30, 2021

タスク・ベースの言語指導とはなにか,どうやって実践するか / 2021-10-30-TBLT

2021年10月30日に行われた「関西大学外国語教育学会秋季研究会 2021」における講演とワークショップで利用した投影資料です。著作権の関係で一部改変してあります。

Yu Tamura

October 30, 2021
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  1. “…a language is best learned through the effort to use

    it communicatively” Ellis et al. (2020, p.23)
  2. ج४ ΑΓৄ͍͘͠͏ͱ… 1. ҙຯத৺Ͱ͋Δ͜ͱ ͦͷλεΫֶ͕शऀʹҙຯͷཧղͱҙຯͷ࢈ग़ΛٻΊΔ ΋ͷͰ͋Δ͜ͱ 2. Ϊϟοϓ͕͋Δ͜ͱ ͳΜΒ͔ͷ৘ใΛ఻͑ͨΓɼཧ༝Λड़΂ͨΓɼҙݟΛද ໌͢ΔΑ͏ͳߦҝ͕ඞਢʹͳΔΑ͏ͳΪϟοϓΛੜΈग़͢

    ࢓૊Έ͕͋Δ͜ͱ 3. ֶशऀ͕ओͱͯࣗ͠਎ ͷݴޠతɾඇݴޠతϦ ιʔεʹཔΔ͜ͱ ֶशऀ͕ݱ༗ͷݴޠతϦιʔε΍ඇݴޠతϦιʔεʢδΣ ενϟʔ౳ʣΛ࢖ͬͯཧղ΍࢈ग़Λߦ͏࢓૊Έ͕͋Δ͜ ͱɻݴޠΛ࢖ͬͨ”explicit presentation”͸ͳͯ͘Α͍ 4. ໌֬ʹఆٛ͞Εͨί ϛϡχέʔγϣϯͷ੒Ռ ͕͋Δ͜ͱ ֶशऀ͕ਖ਼֬ʹݴޠΛ࢖༻Ͱ͖͔ͨͲ͏͔Ͱ͸ͳ͘ɼί ϛϡχέʔγϣϯͷ݁Ռͱͯ͠Կ͔͕ୡ੒͞Εͨͱ͍͏͜ ͱ͕Θ͔ΔΑ͏ͳΰʔϧ͕͋Δ͜ͱ Ellis et al. (2020, p.10ʣʹج͍ͮͯ࡞੒
  3. • ాଜ༞ʢͨΉΒΏ͏ʣ • ؔ੢େֶ֎ࠃޠֶ෦ʢ4೥໨ʣ • ઐ໳ • ୈೋݴޠशಘʢओʹจ๏ʣ • ୈೋݴޠจॲཧ

    • ୈೋݴޠޠኮॲཧʢίϩέʔγϣϯ΋ؚΉʣ ࣗݾ঺հ https://tam07pb915.wordpress.com/ https://tamurayu.wordpress.com/
  4. • Input Hypothesis (Stephan Krashen) • Interaction Hypothesis (Michael Long)

    • Focus-on-FormʢҙຯΛத৺ͱͭͭ͠ܗࣜ΁ͷ஫ҙ΋ʣ • ݴޠशಘ͸҉ࣔతͳϓϩηε͕ओͳ΋ͷͰ͋Δͱ͍͏ߟ͕͑ ϕʔε • ݱ࣮ͷݴޠ࢖༻ʹ͍ۙʢਅਖ਼ੑͷߴ͍ʣ͜ͱ͕ॏཁ 1. ҙຯத৺Ͱ͋Δ͜ͱ ݴޠशಘͷࠜװ͸ҙຯͷཧղ
  5. • ΪϟοϓΛຒΊΑ͏ͱ͢Δ ->ίϛϡχέʔγϣϯ͕ඞཁ • ίϛϡχέʔγϣϯͷഁ୼Λ๷͙ඞཁ͕͋Δ • ࣗ෼ͷݴͬͯΔ͜ͱ͕૬खʹ఻Θ͍ͬͯΔ͔ʁ • ࣗ෼ͷཧղ͸͍͋ͬͯΔ͔ʁ •

    ૬खͷݴ͍ͬͯΔ͜ͱ͕Θ͔Βͳ͍ 2. Ϊϟοϓ͕͋Δ͜ͱ ίϛϡχέʔγϣϯͷඞཁੑΛੜΈग़͢ ݴޠͷܗࣜ໘ʹ஫ҙΛ޲͚Δඞཁੑ͕ग़ͯ͘Δ&Πϯϓοτ͕ཧղՄೳͳ΋ͷʹͳΔ
  6. ෳࡶܥͰߟ͑Δ ෦෼࠷దԽͷ᠘ MLT MLC DC.C DC.T CP.T CN.T Type GI

    CTTR D verb noun per100 Error.Tunit words clauses T.unit Pause Repetition Filler ௿ख़ୡ౓܈ MLT MLC DC.C DC.T CP.T CN.T Type GI CTTR D verb noun per100 Error.Tunit words clauses T.unit Pause Repetition Filler ߴख़ୡ౓܈ Fukuta et al. (under review forever) ޠኮͷෳࡶ͞ɼ౷ޠతෳࡶ͞ɼਖ਼֬͞ɼྲྀெ͞
  7. • l'éducation intégrale (౷߹తڭҭʣand learning by doing • ݸਓͷࣗ༝ •

    ߹ཧੑ • ղ์ • ֶशऀத৺ओٛ • ڭࢣͱֶशऀͷฏ౳ͳؔ܎ੑ • ࢀՃຽओओٛ • ૬ޓැॿͱڠಉ TBLTʹؔΘΔڭҭࢥ૝ Long (2015) Ch.4 reactiveͳfeedback ͷఏڙͱχʔζ෼ੳ ͕୲͏໾ׂ͕େ͖͍
  8. • λεΫʹΞϨϯδ • 14:10 - 14:15 ಋೖ • 14:15 -

    14:40 άϧʔϓϫʔΫ • 14:40 - 15:00 ڞ༗ • ڭࢣʹٻΊΒΕΔεΩϧ • 15:00 - 15:05 ಋೖ • 15:05 - 15:15 άϧʔϓϫʔΫ • 15:15 - 15:30 ڞ༗ͱ·ͱΊ εέδϡʔϧʢײʣ
  9. • ໾ׂ෼୲ • ஀ੜ೔͕1൪ૣ͍ํʢ4݄1೔ج४ʣ-> Ϧʔμʔ • ஀ੜ೔͕2൪໨ʹૣ͍ํ-> ॻه • ஀ੜ೔͕Ұ൪஗͍ํ->

    ใࠂ໾ • ϙΠϯτ • λεΫج४ʹরΒͯ͠Ͳ͏ΞϨϯδ͔ͨ͠ • λεΫΛߏ૝͢Δࡍͷ೰ΈͲ͜Ζɼ೉͠͞͸Ͳ͜ʹ͋Δ͔ ڭՊॻͷ׆ಈΛλεΫʹΞϨϯδ͢Δ ਐΊํ
  10. • ໾ׂ෼୲ʢ͖͞΄Ͳͱಉ༷ʣ • ஀ੜ೔͕1൪ૣ͍ํʢ4݄1೔ج४ʣ-> Ϧʔμʔ • ஀ੜ೔͕2൪໨ʹૣ͍ํ-> ॻه • ஀ੜ೔͕Ұ൪஗͍ํ->

    ใࠂ໾ • ϙΠϯτ • तۀલͷ४උஈ֊ɼतۀதͳͲʹ෼͚ͯߟ͑ͯΈΔ • ʮڭࢣͷݴޠೳྗʢӳޠྗʣʯͷΑ͏ͳ΋ͷΛΑΓ۩ମతͳεΩϧ·Ͱམͱ͠ࠐΉ • λεΫɾϕʔεʹಛ௃తͳ΋ͷ͔ɼΞϓϩʔν͸ͱ΋͔͘ݴޠڭࢣͰ͋Ε͹ٻΊΒ ΕΔεΩϧͳͷ͔ ڭࢣʹٻΊΒΕΔεΩϧ ਐΊํ
  11. • In-service teacherͷ৴೦͸؆୯ʹ͸มΘΒͳ͍͜ͱ΋ ʢBorg, 2011ʣ • ·ͣ͸ࣗ৴ͱ஌͕ࣝඞཁ->1ճλεΫͷतۀ΍ͬͯΈΔɼ15 ෼͚ͩ΍ͬͯΈΔͱ͔͔Β͸͡ΊͯΈΔ (Ellis, 2020,

    p.116) • “…, once teachers realize its potential, the seed can grow” (Ellis, 2020, p.116) ͪΐͬͱͣͭͰΑ͖ ΞδΞͷֶߍ͡ΌTBLT͸ແཧͳͷʁ
  12. • Borg, S. (2011). The impact of in-service teacher education

    on language teachers’ beliefs. System, 39(3), 370 – 380. https://doi.org/ 10.1016/j.system.2011.07.009 • Ellis, R. (2020). Teacher-preparation for task-based language teaching. In Lambert, C., & Oliver, R. (Eds.). Using tasks in second language teaching: Practice in diverse contexts. (pp. 99 – 119) Multilingual Matters. • Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. Routledge. • Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2020). Task-based language teaching: Theory and practice. Cambridge University Press. • Erlam, R. (2016). ‘I’m still not sure what a task is’: Teachers designing language tasks. Language Teaching Research, 20(3), 279 – 299. https://doi.org/10.1177/1362168814566087 • Fukuta, J., Nishimura, Y., & Tamura, Y. (under review). Toward better performance analysis: An ontological realism perspective. • Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press. • Levelt, W. J. M. (1989). Speaking: From intention to articulation. Cambridge University Press. • Long, M. H. (1996). The Role of the Linguistic Environment in Second Language Acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of Second Language Acquisition (pp. 413 – 468). Academic Press. • Meadows, D. H. (2008). Thinking in systems: A primer. Chelsea Green Pub. Edited by Wright, D.ʲ຋༁ʳ ࢬ޿३ࢠ. (2015). ʰੈք͸γε ςϜͰಈ͘: ͍·ى͖͍ͯΔ͜ͱͷຊ࣭Λ͔ͭΉߟ͑ํʱ ӳ࣏ग़൛. • Long, M. H. (2015). Second language acquisition and task-based language teaching. Wiley Blackwell. • Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press. • Swain, M. (1985). Communicative competence: Some roles of comprehensible input and output in its development. In S. Gass & C. Madden (Eds.), lnput in second language acquisition (pp. 235 - 253). Rowley, MA: Newbury House. • ෱ా७໵ɾాଜ༞ɾ܀ాगᣦʢ2017ʣʮதֶߍڭՊॻʹ͓͚Δޱ಄ίϛϡχέʔγϣϯΛࢤ޲ͨ͠׆ಈͷ෼ੳʕୈೋݴޠशಘݚڀʹ͓͚Δ λεΫج४͔Βͷҳ୤ʹয఺Λ͋ͯͯʕʯJALT Journal, 36, 165 – 182. • Ճ౻༝ਸ, দଜণل, Wicking, P., ԣࢁ༑ཬ, ాଜ༞, & খྛਅ࣮. (2020). ʰίϛϡχέʔγϣϯɾλεΫͷΞΠσΞͱϚςϦΞϧ: ڭࣨͱੈք Λͭͳ͙ӳޠतۀͷͨΊʹʱ ࡾमࣾ. • দଜণل. (2012). ʰλεΫΛ׆༻ͨ͠ӳޠतۀͷσβΠϯʱ େमؗॻళ. • দଜণل. (2017). ʰλεΫɾϕʔεͷӳޠࢦಋ: TBLTͷཧղͱ࣮ફʱ େमؗॻళ. • ࢁޱྒྷ. (2020). ʰʮઓज़೴ʯΛ஁͑Δ࠷ઌ୺τϨʔχϯάͷڭՊॻ: ԤभαοΧʔͷ৽ػ࣠ʮઓज़తϐϦΦμΠθʔγϣϯʯ࣮ફฤʱ ιϧɾ ϝσΟΞ. • Paul Wickingɾాଜ༞ɾՃ౻༝ਸɾখྛਅ࣮ɾদଜণلɾԣࢁ༑ཬʢto appearʣʰGetting Things Done Book 1: Tasks for Connecting the Classroom with the Real Worldʱ ࡾमࣾ. ࢀߟจݙ