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英語教育とSLA研究の距離感: 理論と実践は往復するべきか / 2023-11-04_LET-...

Yu Tamura
November 04, 2023

英語教育とSLA研究の距離感: 理論と実践は往復するべきか / 2023-11-04_LET-Kansai-Symposium_Tamura

2023年11月4日開催の2023年度外国語教育メディア学会(LET)関西支部秋季研究大会におけるシンポジウム「誰のための研究か,何のための研究か」における田村の発表において使用した投影資料です。

Yu Tamura

November 04, 2023
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  1. جૅՊֶͱ੓ࡦՊֶͷҧ͍ • جૅՊֶɿϝΧχζϜɾݱ৅ͷղ໌ • ݴޠ࢖༻ͷ࢓૊Έ • ݴޠֶशͷϝΧχζϜ • ݴޠ஌ࣝͷ༷૬ •

    ੓ࡦՊֶɿҙࢥܾఆ • ࢦಋํ๏ͷબ୒ • ڭࡐͷબ୒ ʮՊֶੑʯͷҧ͍ ໨ʹݟ͑ͳ͍΋ͷͷཧղ ݱ࣮ੈքͷ໰୊ղܾ
  2. “…claims about the internal structures and processes of the learning

    organism take on a very secondary character in the teaching perspective; such claims may not even be desirable here. But such claims do provide the raison d'etre for viewing second-language learning from the learning perspective.” (p. 210) Selinker, L. (1972). Interlanguage. IRAL - International Review of Applied Linguistics in Language Teaching, 10, 209–232.
  3. SLAݚڀͷ՝୊ • ݱ৅ͷ؍࡯ͱҰൠԽʹґڌ • ݱ৅Λ؍࡯ͯ͠෼ྨΛߟ͑Δ • ෼ྨ͞Εͨݱ৅ͷഎޙʹந৅తͳ֓೦ΛԾఆ • ֓೦͕ӨڹΛٴ΅͢ͱߟ͑ΒΕΔߦಈΛ਺஋తͳσʔλͱͯ͠ૢ࡞Խ •

    ؍࡯Λ૿΍ͯ͠༧ଌਫ਼౓Λ্͛Δ • ༧ଌͷਫ਼౓͕͕͋ͬͯڭҭతࣔࠦʹͳΔ͜ͱ͸͋ͬͯ΋ɼ͜ͷӦΈͰ͸ ϝΧχζϜ͸໌Β͔ʹͳΒͳ͍ ͜Ε·ͰͷSLAݚڀ
  4. ELLIS (2005, P.151ʣ༁͸ൃදऀʹΑΔ ୅දྫɿ໌ࣔతɾ҉ࣔత஌ࣝݚڀ ಛੑ ҉ࣔత஌ࣝ ໌ࣔత஌ࣝ Ξ΢ΣΞωε ௚ײత ҙࣝత

    ஌ࣝͷλΠϓ खଓ͖త એݴత ମܥੑ Մมత͔ͭମܥత มଇతͰҰ؏ੑΛܽ͘ ஌ࣝ΁ͷΞΫηε ࣗಈతॲཧ ౷੍తॲཧ L2஌ࣝͷ࢖༻ ྲྀெͳύϑΥʔϚϯε࣌ʹ ΞΫηε ܭըࠔ೉࣌ͷ஌ࣝ΁ͷΞΫηε ࣗݾใࠂՄೳੑ ݴޠԽෆՄೳ ݴޠԽՄೳ ֶशՄೳੑ ྟքظ಺ͷΈ ԿࡀͰ΋शಘՄೳ
  5. ݱ৅ͷ؍࡯ ಉ じ Α͏ͳݴޠܦݧΛ͍ͯ͠ Δʹ΋͔͔ΘΒ ず ɺݴޠशಘ ʹ੒ޭ͢Δֶशऀͱͦ͏ で ͳ

    ֶ͍शऀ が ͍Δͷ͸ͳͥʁ ֶशऀͷύϑΥʔϚϯε΍ͦ ͷൃୡΛͲͷΑ͏ʹଊ͑ΒΕ ΔͩΖ͏͔ ෼ྨͱந৅త ͳ֓೦ͷԾఆ ྲྀெͰແҙࣝతͳݴޠӡ༻͸ ҉ࣔత஌ࣝɼඇྲྀெͰҙࣝత ͳݴޠӡ༻Λ໌ࣔత஌͕ࣝओ ʹ༻͍ΒΕ͍ͯΔͷͰ͸ͳ͍ ͩΖ͏͔ ਖ਼֬͞ɼྲྀெ͞ɼෳࡶ͞ͱ͍ ͏3ͭͷଆ໘ʹ෼ྨͰ͖ΔͷͰ ͸ͳ͍ͩΖ͏͔ ଌఆ ਖ਼֬͞͸୯Ґ͋ͨΓͷޡΓͷ ਺ɼྲྀெ͞͸୯Ґ࣌ؒ͋ͨΓ ͷൃ࿩ޠ਺ɼෳࡶ͞͸୯Ґ͋ ͨΓͷޠ਺΍અ਺, ౳ จ๏ੑ൑அ՝୊ʹ੍࣌ؒݶΛ ͚ͭΔɼࣗݾϖʔεಡΈ΍ࢹ ઢܭଌ՝୊Λ༻͍ͯ҉ࣔత஌ ࣝΛଌఆ͢Δɼ౳ Bialystok (1978)ͳͲ Ellis (2005)ͳͲ Vafaee et al. (2017)ͳͲ Skehan (1998)ͳͲ Housen & Kuiken, 2009ͳͲ ૬ؔʹجͮ͘ ٞ࿦
  6. ౉ᬑɾࠤ౻ʢ1991ʣ΄͔ ܏ੑ֓೦ͱཧ࿦తߏ੒֓೦ ܏ੑ֓೦ ཧ࿦తߏ੒֓೦ ؍࡯͞ΕΔنଇੑࣗମ͕ ઌߦ৚݅ʹґଘ ؍࡯͞Εͨ֎తͳཁҼͱಠཱͳ ཧ࿦త࣮ମͱରԠ ྫɿՄ೩ੑ ྫɿॏྗ

    ؍࡯ʹؐݩՄೳ ؍࡯ෆՄೳ نଇੑͷݪҼͷઆ໌ʹ͸ͳΒͳ͍ ʢ͕ɼݶఆ͞Εͨ༧ଌྗ͸࣋ͭʣ ؍࡯͞Εͨݱ৅ͷݪҼ ʹ͍ͭͯͷ৘ใΛؚΉ
  7. HYPOTHESIS Ծઆ PREDICTION ༧ଌ CONFIRMED ੔߹͢Δ݁Ռ FALSIFIED ൓ূ͢Δ݁Ռ ࣮ݧ ΞϒμΫγϣϯʹΑͬͯ

    આ໌ԾઆΛܗ੒͢Δ ͜ͷԾઆ͕੒ΓཱͭͳΒ ͹ɼͲͷΑ͏ͳࣄ࣮͕༧ ଌ͞ΕΔ͔Λԋ៷ʹΑΓ ಋ͘ ؼೲʹΑΔҰൠԽΛߦ͍ɼԋ៷ʹ Αͬͯಋ͔Εͨ༧ଌ͕Ͳͷఔ౓ܦ ݧతʹਖ਼͍͔͠Λ൑அ͢Δ σʔλͷू߹ ʨ Ծઆͷଥ౰ੑΛߴΊΔ ༧ଌͨ͜͠ͱ͸ਖ਼͍͠ Ծઆͷमਖ਼ɾఫճ ୳ٻͷ࿦ཧֶ ෱ాଞʢ2023, p. 46, ਤ3.2ʣ
  8. ୯ޠϞχλϦϯά՝୊ΛྫʹͱΔ Ծઆ֓೦ͷଘࡏ࿦తղऍՄೳੑ The book is being closely [*pick] by the

    large group of curious students. The book is being closely [picked] by the large group of curious students. ඇจ๏తͳཁૉͷӨڹ Ͱ൓Ԡ͕࣌ؒ஗ΕΔ ؍࡯ ൓Ԡ࣌ؒͷ஗ΕΛੜΉͳΜΒ͔ͷ஌ࣝද৅͕͋Δ ਪ࿦
  9. HYPOTHESIS Ծઆ PREDICTION ༧ଌ CONFIRMED ੔߹͢Δ݁Ռ FALSIFIED ൓ূ͢Δ݁Ռ ࣮ݧ ΞϒμΫγϣϯʹΑͬͯ

    આ໌ԾઆΛܗ੒͢Δ ͜ͷԾઆ͕੒ΓཱͭͳΒ ͹ɼͲͷΑ͏ͳࣄ࣮͕༧ ଌ͞ΕΔ͔Λԋ៷ʹΑΓ ಋ͘ ؼೲʹΑΔҰൠԽΛߦ͍ɼԋ៷ʹ Αͬͯಋ͔Εͨ༧ଌ͕Ͳͷఔ౓ܦ ݧతʹਖ਼͍͔͠Λ൑அ͢Δ σʔλͷू߹ ʨ Ծઆͷଥ౰ੑΛߴΊΔ ༧ଌͨ͜͠ͱ͸ਖ਼͍͠ Ծઆͷमਖ਼ɾఫճ ୳ٻͷ࿦ཧֶ ෱ాଞʢ2023, p. 46, ਤ3.2ʣ
  10. • Bialystok, E. (1978). A theoretical model of second language

    learning. Language learning, 28, 69–83. • Ellis, R. (2005). Measuring implicit and explicit knowledge of a second language: A psychometric study. Studies in Second Language Acquisition, 27, 141–172. • Fukuta, J., Nishimura, Y., & Tamura, Y. (2022). Pitfalls of production data analysis for investigating L2 cognitive mechanism: An ontological realism perspective. Journal of Second Language Studies, 6, 95–118. • Gregg, K. R. (1993). Talking explanation seriously; or, let a couple of flowers bloom. Applied Linguistics, 14, 276–294. • Housen, A. & Kuiken, F. (2009). Complexity, accuracy, and fluency in second language acquisition. Applied Linguistics, 30, 461–473. 
 • ෱ా७໵ɾ໼໺խوɾాଜ༞ɾ໦ଜਸੋɾๆݟҰًʢ2023ʣʰୈೋݴޠݚڀͷࢥߟ๏ɿೝ஌γεςϜͷݚڀʹ͸Կ͕ඞཁ͔ʱ͘Ζ͓͠ग़൛ • ࣉ୔୓ܟ(2015)ʮӳޠڭҭֶʹ͓͚ΔՊֶతΤ ビ デ ϯεͱ͸?:খֶߍӳޠڭҭ੓ࡦΛࣄྫʹʯʰ֎ࠃޠڭҭϝ デ ΟΞֶձ(LET)த෦ࢧ෦֎ࠃޠڭҭجૅݚڀ෦ձ2014 ೥౓ใࠂ࿦ूʱ15–30. • ࿱ཧཅҰɾ૲ಽ๜޿ɾࣉ୔୓ܟɾӜ໺ݚɾ޻౻༸࿏ɾञҪӳथʢ2021ʣʰӳޠڭҭͷΤ ビ デ ϯε:͜Ε͔ΒͷӳޠڭҭͷͨΊʹʱݚڀࣾ. • ౉ᬑ๕೭ɾࠤ౻ୡ࠸(1991)ʮ パ ʔιφϦςΟ֓೦Λ༻͍ͨߦಈઆ໌ʹΈΒΕΔํ๏࿦త໰୊఺ʯʰਓจՊֶ࿦ूʱ25, 19–31. • ౉ᬑ๕೭(2010)ʰੑ֨ͱ͸ͳΜ だ ͬͨͷ͔:৺ཧֶͱ೔ৗ֓೦ʱ৽༵ࣾ • ถ੝༟ೋ(2007)ʰΞ ブ ダ Ϋγϣϯ:Ծઆͱൃݟͷ࿦ཧʱႻ૲ॻ๪. • Selinker, L. (1972). Interlanguage. IRAL - International Review of Applied Linguistics in Language Teaching, 10, 209–232. • Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press. • Vafaee, P., Suzuki, Y., & Kachisnke, I. (2017). Validating grammaticality judgment tests: Evidence from two new psycholinguistic measures. Studies in Second Language Acquisition, 39(1), 59-95. • van Rooij, I. & Baggio, G. (2021). Theory before the test: How to build high-verisimilitude explanatory theories in psychological science. Perspectives on Psychological Science, 16( 682–697. ࢀߟจݙ