67

沼津工業高等専門学校研究報告
第 52 号，2018 年 1 月㧗➼ᑓ㛛Ꮫᰯࡢࢡࣛࣈάືࢆ㏻ࡋࡓほග᱌ෆⱥㄒ࣮ࣜࣇࣞࢵࢺࡢ〇స⸨஭ᩘ㤿 
Producing a Tourist Guide Leaflet in English
through Club Activities at Kosen
Kazuma FUJII
Abstract: This paper serves three purposes: (1) to suggest the importance of encouraging
students at Kosen (National Institute of Technology) to study outside the class and lead them
to become an autonomous English learner in their lower-grade stage; (2) to report the project ofmaking a tourist guide leaflet in English by the ESS (English Speaking Society) members at
National Institute of Technology, Numazu College as an example of students’ autonomous
English learning outside the class; (3) to analyze the effects of the leaflet production in terms of
the MAP perspective by Tanaka (2017), i.e., whether the learners feel it meaningful, authentic
and personal. The first part of this paper deals with the importance of students’ autonomous
English learning outside the class in terms of the English learning environment at Kosen,
where the learners’ major subjects, i.e., engineering-related subjects, are put emphasis on andthe total number of English class is limited in comparison with those at a high school. The next
part of this paper focuses on the possibility of club activities to help students learn English
autonomously. Then the process of making a leaflet is reported, in which students chose
Numazu Port for their tourist guide spot, went there to take some photos, wrote theinformation of the spot from their viewpoint, and made a tourist guide leaflet in order to use it
to guide foreign students.
Key Words: club activity, tourist guide, leaflet, Kosen


㸯㸬⥴ゝ

31,500ศ㸧࡜ẚ㍑ࡋ࡚ࡶ࠿࡞ࡾᑡ࡞࠸ࡇ࡜ࡀศ࠿ࡿࠋࡲࡓࠊ ᕤᏛࢆ୺ᑓᨷ࡜ࡍࡿ㧗➼ᑓ㛛Ꮫᰯ㸦௨ୗࠊ
ࠕ㧗ᑓࠖ
㸧࡛ࡣࠊ

ࡇࡢ㝈ࡽࢀࡓⱥㄒᤵᴗ᫬㛫ࡀᏛᖺ㐍⾜࡛ᑡ࡞ࡃ࡞ࡗ࡚࠸

ึᖺḟ࠿ࡽᑓ㛛⛉┠ࡀᑟධࡉࢀࠊᑓ㛛⛉┠ࢆᏛࡪࡓࡵࡢᇶ

ࡃࡇ࡜ࡶ㧗ᑓࡢⱥㄒᩍ⫱⎔ቃࡢ≉ᚩ࡜ゝ࠼ࡿࡶࡢ࡛࠶ࡿࠋ

♏⛉┠࡜ࡋ࡚ᩘᏛࡸ≀⌮➼ࡢ⌮ᩘ⛉┠࡟ᤵᴗ᫬㛫ࡢẚ㔜ࡇࢀࡣࠊᏛᖺ㐍⾜࡛ᑓ㛛⛉┠ࡀቑ࠼࡚࠸ࡃࡇ࡜ࡢ༙㠃࡜ࡋࡀ⨨࠿ࢀ࡚࠸ࡿࠋࡑࡢ୍᪉ࠊⱥㄒࡸᅜㄒ࡜࠸ࡗࡓேᩥ⣔ࡢ࡚⌧ࢀࡿ≉ᚩ࡛࠶ࡿࠋ

⛉┠ࡢᤵᴗ᫬㛫ࡣࠊ୍⯡ⓗ࡞ᬑ㏻⛉ࡢ㧗➼Ꮫᰯࡼࡾࡶᑡ࡞
࠸㸦⸨஭࣭ᮧୖ࣭㟷⏣, 2015 [1]㸧ࠋ୍᪉࡛ࠊᅜ❧㧗➼ᑓ㛛Ꮫᰯᶵᵓࡢ➨㸱ᮇ୰ᮇィ⏬㸦2016:
2 [2]㸧ࡢ୰࡛ࠕⱥㄒ࡟ࡘ࠸࡚ࡣࠊTOEIC࡞࡝✚ᴟⓗ࡟ά⏝౛࠼ࡤࠊ἟ὠᕤᴗ㧗➼ᑓ㛛Ꮫᰯ㸦௨ୗࠊࠕ἟ὠ㧗ᑓࠖ
㸧ࡢࡋࠊᢏ⾡⪅࡜ࡋ࡚ᚲせ࡜ࡉࢀࡿⱥㄒຊࢆఙ㛗ࡉࡏࡿࠖ࡜᫂

ᩍ㣴⛉ࡀᢸᙜࡋ࡚࠸ࡿᚲಟࡢⱥㄒᤵᴗ᫬㛫ࡣࠊ㸯ᖺ⏕࡟ᑐグࡉࢀ࡚࠸ࡿࠋ
ࠕᢏ⾡⪅࡜ࡋ࡚ᚲせ࡜ࡉࢀࡿⱥㄒຊࠖ࡜ࡣ

ࡋ࡚7,245ศࠊ㸰ᖺ⏕࡟ᑐࡋ࡚6,750ศࠊ㸱ᖺ⏕࡟ᑐࡋ࡚5,400

ఱࢆᣦࡍࡢ࠿࡟ࡘ࠸࡚ࡣ᫂グࡉࢀ࡚࠸࡞࠸ࡀࠊ༞ᴗᚋ࡟ᢏ

ศࠊ㸲ᖺ⏕࡟ᑐࡋ࡚2,700ศ࡛࠶ࡾࠊ㸳ᖺ⏕࡟ᑐࡋ࡚ࡣᒚಟ

⾡⪅࡜ࡋ࡚௙஦ࢆ㐙⾜ࡍࡿࡢ࡟ᚲせ࡜࡞ࡿⱥㄒ࡟ࡼࡿࢥ

ᕼᮃ⪅࡟ⱥㄒࡲࡓࡣࢻ࢖ࢶㄒࡢ⛉┠⩌࠿ࡽ㸯⛉┠㑅ࡪ㑅࣑ࣗࢽࢣ࣮ࢩࣙࣥ⬟ຊࡢࡇ࡜࡜⪃࠼ࡽࢀࠊࡑࡢලయⓗ౑⏝ᢥ⛉┠࡜ࡋ࡚㐌࡟㸯ᅇ90ศࡢᤵᴗࡀ⏝ពࡉࢀ࡚࠸ࡿࡔࡅ

ሙ㠃ࡣ࠸ࡃࡘࡶ⪃࠼ࡽࢀࡿࡀࠊᑡ࡞ࡃ࡜ࡶࠊ࠸ࡎࢀࡢ౑⏝࡛ࠊᚲಟ࡜ࡋ࡚ࡢⱥㄒᤵᴗࡣ࡞࠸ࠋࡍ࡞ࢃࡕࠊ㸳ᖺ㛫࡛ྜሙ㠃࡟ࡶᛂ⏝࡛ࡁࡿࡓࡵࡢᇶ♏ⓗ࡞ⱥㄒ㐠⏝⬟ຊࡣᚲせࢃࡏ࡚22,095ศ㸦⣙368.3᫬㛫㸧ࡢᚲಟࡢⱥㄒᤵᴗ᫬㛫࡛࠶࡟࡞ࡿ࡜⪃࠼࡚࠸࠸ࡔࢁ࠺ࠋࡶ࠺ᑡࡋලయⓗ࡟ゝ࠼ࡤࠊᇶࡾࠊ㸯ᖺ᥮⟬࡛ᖹᆒࡍࡿ࡜⣙73.7᫬㛫࡟┦ᙜࡋࠊࡇࢀࢆ᪥

♏ⓗ࡞ゝㄒࣜࢯ࣮ࢫࢆᾰ㣴ࡍࡿ࡜࡜ࡶ࡟ࠊࡑࡢࣜࢯ࣮ࢫࢆ

ᩘ᥮⟬ࡍࢀࡤ㸯ᖺ㛫࡛⣙3.1᪥ศࡢᤵᴗ᫬㛫࡛࠶ࡿࡇ࡜ࢆ

౑ࡗ࡚௙஦ࢆ㐙⾜ࡍࡿࡓࡵࡢࢱࢫࢡ࣭ࣁࣥࢻࣜࣥࢢࡀ࡛ࡁ

ព࿡ࡍࡿࠋࡇࢀࡣࠊ἟ὠ㧗ᑓࡢ㏆㞄࡟࠶ࡿ㟼ᒸ┴❧A㧗➼ࡿ⬟ຊࢆ㣴ᡂࡍࡿࡇ࡜ࡀ㧗ᑓⱥㄒᩍဨ࡟ồࡵࡽࢀ࡚࠸ࡿ

Ꮫᰯࡢබᘧ࢚࢘ࣈࢧ࢖ࢺ࡛බ㛤ࡉࢀ࡚࠸ࡿ࣒࢝ࣜ࢟ࣗࣛ

࡜ゝ࠼ࡿࡔࢁ࠺ࠋ

ࢆཧ↷ࡋࠊᴫ⟬ࡋࡓⱥㄒᤵᴗ᫬㛫㸦ᩥ⣔33,250ศࠊ⌮⣔ࡇࡢࡼ࠺࡟ࠊ㧗ᑓࡢⱥㄒᩍ⫱⎔ቃ࡜ࡋ࡚ࠊᤵᴗ᫬㛫ࡀỴᩍ㣴⛉ࡋ࡚ከࡃ࡞࠸ࡇ࡜ࠊࡑࡋ࡚㝈ࡽࢀࡓⱥㄒࡢᤵᴗ᫬㛫ࡣᏛᖺ

Division of Liberal Arts㐍⾜࡛ᑡ࡞ࡃ࡞ࡗ࡚࠸ࡃࡇ࡜࡜࠸࠺኱ࡁࡃ஧ࡘࡢ⌧ᐇ࡟

68

沼津工業高等専門学校研究報告

第 52 号

༶ࡋࡓୖ࡛ࠊ
ࠕᢏ⾡⪅࡜ࡋ࡚ᚲせ࡜ࡉࢀࡿⱥㄒຊࢆఙ㛗ࡉḟ➨࡟ⱥㄒࡢᤵᴗ᫬㛫ࡀᑡ࡞ࡃ࡞ࡿ୰࡛ࠊᏛ⏕ࡀ⮬ࡽࡢពࡏࡿࠖᣦᑟࡀ㧗ᑓⱥㄒᩍဨ࡟ồࡵࡽࢀ࡚࠸ࡿ࡜࠸࠺ࡇ࡜࡟

ᛮ࡟ࡼࡗ࡚ⱥㄒᏛ⩦ࢆ㐍ࡵ࡚࠸ࡅࡿᣦᑟᣦ㔪ࢆⱥㄒᩍဨ

࡞ࡿࠋࡑࢀ࡛ࡣࠊ㧗ᑓࡢⱥㄒᩍ⫱⎔ቃ࡟༶ࡋࡓᣦᑟᣦ㔪ࢆ࡛㆟ㄽࠊඹ᭷ࡋࠊ⢓ࡾᙉࡃࠊ㛗ᮇⓗ࡟ᣦᑟࢆࡋ࡚࠸ࡃᚲせ❧᱌ࡍࡿࡓࡵ࡟ࡣࠊ࡝ࡢࡼ࠺࡞どᗙ࡟❧⬮ࡋ࡚㆟ㄽࢆ⾜࠼ࡀ࠶ࡿࠋࡑࡋ࡚ࡑࡢࡓࡵ࡟ࡣࠊࡇࡢᣦ㔪࡟ἢ࠺ලయⓗ࡞ᣦࡤࡼ࠸ࡢࡔࢁ࠺࠿1ࠋ➹⪅ࡣࠊᑡ࡞ࡃ࡜ࡶ௨ୗࡢ஧ࡘࡢどᗙᑟࡣࠊᏛ⏕ࡀ⮬୺ⓗ࡟ྲྀࡾ⤌ࡵࠊ⮬ᚊⓗ࡞ⱥㄒᏛ⩦⩦័ࢆࡀ㔜せ࡟࡞ࡗ࡚ࡃࡿ࡜⪃࠼࡚࠸ࡿࠋ

ᾰ㣴࡛ࡁࡿࡼ࠺࡟ࠊศ࠿ࡾࡸࡍࡃࠊࢩࣥࣉ࡛ࣝࠊ㛗ᮇⓗ࡟୍ࡘࡣࠊ᪥ࠎࡢⱥㄒᤵᴗࡢ㉁ࢆ㧗ࡵࡿ୙᩿ࡢດຊࢆࡍࡿ

ྲྀࡾ⤌ࡵࡿࡶࡢࡀᮃࡲࢀࡿࠋࡲࡓࠊ㧗Ꮫᖺḟ࡟⮬ศࡢຊ࡛ࡇ࡜ࡣ๓ᥦ࡜ࡋ࡚ࠊᏛ⏕ࡓࡕ࡟࠸࠿࡟ᤵᴗእ࡛ⱥㄒᏛ⩦ࢆⱥㄒᏛ⩦ࢆ㐍ࡵࡽࢀࡿࡔࡅࡢᇶ┙࡜࡞ࡿᇶ♏ⓗ࡞ⱥㄒຊࡉࡏࡿࡇ࡜ࡀ࡛ࡁࡿ࠿࡜࠸࠺どᗙ࡛࠶ࡿࠋࡇࢀࡣࠊ㧗ᑓࡢࢆపᏛᖺḟ࡟㌟࡟ࡘࡅࡉࡏࡿᣦᑟࡶేࡏ࡚㔜せ࡟࡞ࡗ࡚ⱥㄒᤵᴗ᫬㛫ࡀỴࡋ࡚ከ࠸ࢃࡅ࡛ࡣ࡞࠸࡜࠸࠺ඛࡢᣦ᦬

ࡃࡿࡔࢁ࠺ࠋ

࠿ࡽࡢᚲ↛ⓗ࡞ᖐ╔࡛࠶ࡿࠋ஦ᐇࠊⱥㄒヰ⪅ࡀ᪥ᮏㄒࢆ⩦ᚓࡍࡿࡢ࡟2,400᫬㛫㹼2,760᫬㛫࠿࠿ࡿ࡜࠸࠺ᣦ᦬㸦Brown

㸰㸬㧗ᑓࡢⱥㄒᩍ⫱⎔ቃࢆ⪃៖ࡋࡓඛ⾜ᩍ⫱ᐇ㊶

& Larson-Hall, 2012: 8 [3]㸧ࡀ♧ࡋ࡚࠸ࡿࡼ࠺࡟ࠊ㧗ᑓࡢⱥ ࡇ࠺࠸ࡗࡓ㧗ᑓⱥㄒᩍ⫱⎔ቃࢆ⪃៖ࡋࠊ㧗ᑓ⏕ࢆ୺ࡓࡿㄒᤵᴗෆࡢᏛ⩦ࡔࡅ࡛ࡣࠊᢏ⾡⪅࡟ᚲせ࡜ࡉࢀࡿⱥㄒ㐠⏝ᑐ㇟࡜ࡋࡓᩍᮦࡣࡇࢀࡲ࡛ከࡃ㛤Ⓨࡉࢀࠊ㧗ᑓࡢⱥㄒᩍဨ

⬟ຊࢆ⩦ᚓࡍࡿࡢࡣᅔ㞴࡛࠶ࢁ࠺ࠋࡲࡓࠊᩥ㒊⛉Ꮫ┬ࡀタෆ࡛ඹ᭷ࡉࢀ࡚ࡁࡓ㸦e.g., டᒣ௚, 2012 [5]; டᒣ௚, 2017⨨ࡋࡓⱥㄒᩍ⫱ᨵၿࡢࡓࡵࡢⱥㄒຊㄪᰝࡢศᯒ࣭ά⏝࡟㛵[6]; ዟᮧ௚, 2017 [7]㸧ࠋࡲࡓࠊ㧗ᑓࡢⱥㄒᤵᴗ᫬㛫ᩘࡢ⌧ᐇࡍࡿ᳨ウጤဨ఍ࡀ⾜ࡗࡓࠊ᪥ᮏ඲ᅜࡢᅜබ❧⣙500ᰯࡢ㧗࡟㚷ࡳࠊⱥᩥἲࡸㄒᙡᏛ⩦࡟࠾࠸࡚ࠊᩍ⛉᭩ࡢㄞࡳ㎸ࡳࡣᰯ⏕࠿ࡽ↓సⅭᢳฟ࡛⣙㸷୓ேࢆᑐ㇟࡟ᖹᡂ27ᖺ㸴᭶ᮎᤵᴗ๓ࡢẁ㝵࡛⤊࠼࡚࠾ࡁࠊᤵᴗ࡛ࡣศ࠿ࡽ࡞࠸࡜ࡇࢁࡢ

࠿ࡽ㸵᭶࡟࠿ࡅ࡚⾜ࡗࡓㄪᰝ࡛ࡣࠊCEFR㸦࣮ࣚࣟࢵࣃゝၥ㢟ゎỴࡸⓎᒎⓗᏛ⩦ෆᐜ࡬ࡢ༠ྠⓗ࡞ྲྀࡾ⤌ࡳࢆ⾜࠺

ㄒඹ㏻ཧ↷ᯟ㸧ࣞ࣋ࣝ࡟࠾࠸࡚A1࡜ุᐃࡉࢀࡓ㧗ᰯ㸱ᖺ⏕ࡇ࡜ࡣࠊ௒ᚋࡢ㧗ᑓⱥㄒᩍ⫱࡛᥎㐍ࡍ࡭ࡁ᪉ྥᛶ࡜ゝ࠼ࡿࡣࠊࠕㄞࡴࡇ࡜ࠖ࡟࠾࠸࡚68.0%ࠊࠕ⪺ࡃࡇ࡜ࠖ࡟࠾࠸࡚

ࡔࢁ࠺ࠋࡇࡢほⅬ࠿ࡽࠊࡍ࡛࡟௝ྎ㧗➼ᑓ㛛Ꮫᰯ࡛ᐇ㊶ࡉ

73.6%ࠊ
ࠕ᭩ࡃࡇ࡜ࠖ࡟ࡘ࠸࡚82.1%ࠊ
ࠕヰࡍࡇ࡜ࠖ࡟ࡘ࠸࡚

ࢀ࡚࠸ࡿ཯㌿ᤵᴗ㸦Ṋ⏣࣭டᒣ࣭㟷ᒣ, 2017 [8]㸧ࡣࠊᤵᴗ

ࡣ89.0%࡛࠶ࡾࠊࠕ౫↛࡜ࡋ࡚㸲ᢏ⬟඲࡚࡟࠾࠸࡚ㄢ㢟ࡀ࠶ෆᐜ࡜㛵㐃ࡋࡓᏛ⩦ࢆᤵᴗእ࡛⾜ࢃࡏࠊ⮬ᚊⓗ࡞ⱥㄒᏛ⩦ࡿࠖ࡜ሗ࿌ࡉࢀ࡚࠸ࡿ㸦ᩥ㒊⛉Ꮫ┬, 2016 [4]㸧ࠋⱥㄒຊ࡟࠾

⩦័ࢆᙧᡂࡉࡏࡿࡇ࡜ࢆ⤌ࡳ㎸ࢇࡔලయⓗ࡞ᣦᑟ౛࡛࠶

࠸࡚ࠕㄢ㢟ࡀ࠶ࡿࠖ࡜ࡉࢀࡿ㧗ᰯ⏕ࡼࡾࡶᑡ࡞࠸ⱥㄒᤵᴗ

ࡾࠊ኱ࡁ࡞♧၀ࢆ୚࠼ࡿὀ┠ࡍ࡭ࡁྲྀࡾ⤌ࡳ࡜ゝ࠼ࡿࡔࢁ᫬㛫ࡢ୰࡛ࠊᢏ⾡⪅࡟ᚲせ࡜ࡉࢀࡿⱥㄒ㐠⏝⬟ຊࢆ㌟࡟ࡘ

࠺ࠋࡅࡉࡏࡿࡓࡵ࡟ࡣࠊᤵᴗእ࡛ࡶⱥㄒᏛ⩦࡟ྥ࠿ࢃࡏࡿࡓࡵ 㧗ᑓ࡟࠾ࡅࡿࡇࢀࡽᵝࠎ࡞ⱥㄒᩍ⫱ࡢྲྀࡾ⤌ࡳࡀ࠶ࡿࡢ᪋⟇ࢆྵࡵ࡚⪃࠼࡚࠸࠿࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࠋࡑࡋ࡚ࡑࡢ

୰࡛ࠊᡂຌ஦౛ࡢ୍ࡘ࡜┠ࡉࢀ࡚࠸ࡿࡢࡀࠊ㇏⏣ᕤᴗ㧗➼᪋⟇ࡢࡓࡵ࡟ࡣࠊᏛ⏕࡟ఱ࡟ᣮࡲࡏࠊᤵᴗ࡛ࡣఱࢆᣢࡕ㎸ᑓ㛛Ꮫᰯ㸦௨ୗࠊ
ࠕ㇏⏣㧗ᑓࠖ
㸧࡟࠾ࡅࡿⱥㄒከㄞከ⫈࡛࠶ࡴࡢ࠿࡜࠸࠺ᩍ⫱ෆᐜࡢ㑅ᢥࡢ࡛ࣞ࣋ࣝࡢᑓ㛛ᛶࡸࠊᩍ⫱ࡿ㸦Nishizawa, Yoshioka, & Fukada, 2010 [9]; Nishizawa,ෆᐜࢆᒎ㛤ࡍࡿࡓࡵࡢᩍᮦ࡙ࡃࡾ࡜≧ἣタᐃࡢ࡛ࣞ࣋ࣝ

Yoshioka, & Ichikawa, 2017 [10]㸧
ࠋపᏛᖺࡢ࠺ࡕ࠿ࡽⱥㄒከ

ࡢᑓ㛛ᛶࡀồࡵࡽࢀࡿࡇ࡜࡟࡞ࡿࠋ

ㄞከ⫈ࢆᤵᴗෆ࡛ྲྀࡾධࢀࠊㄞㄒᩘࡸᮏࡢ㞴᫆ᗘࡢほⅬ࠿ 㧗ᑓࡢⱥㄒᣦᑟࢆ❧᱌ࡍࡿ㝿ࡢࡶ࠺୍ࡘ㔜せ࡞どᗙࡣࠊࡽ฿㐩┠ᶆࢆᏛᖺࡈ࡜࡟ྍど໬ࡋࠊᤵᴗእ࡛ࡶከㄞከ⫈ࢆᏛᖺ㐍⾜࡛ⱥㄒᤵᴗࡀᑡ࡞ࡃ࡞ࡗ࡚࠸ࡃ࡜࠸࠺⌧ᐇ࡟㚷⾜ࢃࡏࡿ௙⤌ࡳࢆᵓ⠏ࡋࠊ㛗ᮇ⥅⥆ⓗ࡟ᣦᑟࢆ⾜࠺ࡇ࡜࡛ࠊ

ࡳࠊⱥㄒࡢᤵᴗ᫬㛫ࡀẚ㍑ⓗከ࠸పᏛᖺḟ࡟ⱥㄒࡢᏛ⩦⩦ⱥㄒ㐠⏝⬟ຊࡢྥୖࡣTOEIC○R ࢫࢥ࢔࡟࠾࠸࡚㢧ⴭ࡟⾲ࢀ

័ࢆ㌟࡟ࡘࡅࡉࡏࠊⱥㄒࡢᤵᴗࡀᑡ࡞ࡃ࡞ࡿ㧗Ꮫᖺḟ࡟࡞࡚࠸ࡿࠋ㇏⏣㧗ᑓ࡟࠾ࡅࡿⱥㄒከㄞከ⫈ࡢྲྀࡾ⤌ࡳࡣࠊᤵࡗ࡚ࡶ⮬ᚊⓗ࡟ⱥㄒᏛ⩦࡟ྥ࠿ࢃࡏࡿࡓࡵࡢどᗙ࡛࠶ࡿࠋ

ᴗእࡢⱥㄒᏛ⩦ࢆಁ㐍ࡋࠊపᏛᖺḟ࠿ࡽ⮬ᚊⓗ࡞ⱥㄒᏛ⩦㧗ᑓ㸲ࠊ㸳ᖺḟࡢᑡ࡞࠸ⱥㄒᤵᴗ᫬㛫ෆࡢᣦᑟ࡛Ꮫ⩦⩦័⩦័ࢆ㌟࡟ࡘࡅࡉࡏࡿᣦᑟࡢලయ஦౛࡛࠶ࡾࠊඛ࡟ㄽࡌࡓ

ࢆ඲࡚ࡢᏛ⏕࡟㌟࡟ࡘࡅࡉࡏࡿࡢࡣ㞴ࡋ࠸ࠋ㧗ᑓࡢⱥㄒᩍ஧ࡘࡢどᗙࢆ‶ࡓࡋࡓࡶࡢ࡛࠶ࡿ࡜ゝ࠼ࡿࠋ⫱⎔ቃࢆ⪃࠼ࢀࡤࠊⱥㄒࡢᤵᴗ᫬㛫ࡀẚ㍑ⓗከࡃ࠶ࡾࠊ⣽ࡲࡓࠊ㇏⏣㧗ᑓ࡟࠾ࡅࡿⱥㄒከㄞከ⫈ࡣࠊ㧗࠸Ἴཬຠᯝ

ࡸ࠿࡞ᣦᑟࡀྍ⬟࡞㸯㸪㸰ᖺḟࡢ࠺ࡕ࡟ࠊ⮬ᚊⓗ࡞ⱥㄒᏛࢆࡶࡓࡽࡋࡓࡇ࡜ࡶ≉ᚩⓗ࡛࠶ࡿࠋࡍ࡞ࢃࡕࠊྲྀࡾ⤌ࡳࡢ⩦ࢆᾰ㣴ࡉࡏࡿᣦᑟࡀᴟࡵ࡚㔜せ࡛࠶ࡿࠋࡑࡢࡓࡵ࡟ࡣࠊ

ᡂᯝࡀఏࢃࡿࡇ࡜࡛ࠊ㇏⏣㧗ᑓෆ࡟࠾࠸࡚ࡣ᪂ࡋࡃከㄞከ
⫈ࢆጞࡵࡿపᏛᖺࡢᏛ⏕ࡢືᶵ࡙ࡅ࡜ࡋ࡚ᶵ⬟ࡋࠊᏛእ࡛

1 ᮏ✏࡟࠾ࡅࡿᣦᑟᣦ㔪࡜ࡣࠊᣦᑟࡢ኱ࡁ࡞᪉ྥᛶࢆព࿡

ࡍࡿࡶࡢ࡛࠶ࡿࠋࡇࡢᣦ㔪࡟ἢࡗ࡚ࠊලయⓗ࡞ᣦᑟෆᐜࡸ
ᣦᑟἲࢆ⪃࠼ࡿ࡜࡜ࡶ࡟ࠊᏛ⏕ࢆືᶵ࡙ࡅ࡚࠸࠿࡞ࡅࢀࡤ
࡞ࡽ࡞࠸ࠋࡣⱥㄒከㄞᣦᑟࢆపᏛᖺḟ࠿ࡽྲྀࡾධࢀࡿ㧗ᑓࢆከࡃ⏕ࡳฟࡍዎᶵ࡜࡞ࡗ࡚࠸ࡿ㸦e.g., ᪂ᕝ, 2012 [11]; ⸨஭, 2011[12]; ஂಖ⏣, 2014 [13]; 㧘ᶫ, 2014 [14]㸧ࠋ἟ὠ㧗ᑓ࡛ࡶᖹᡂ

高等専門学校のクラブ活動を通した観光案内英語リーフレットの製作

69

24ᖺᗘࡼࡾ୺࡟㸯㹼㸱ᖺ⏕ࢆᑐ㇟࡟ᐃᮇⓗ࡟ⱥㄒከㄞࢆ

ືࡢ࠶ࡾ᪉࡟ࡘ࠸࡚㆟ㄽࢆࡋ࡚࠸ࡃᚲせࡀྉࡤࢀ࡚࠸ࡿ

ྲྀࡾධࢀ࡚࠸ࡿࠋࡑࡋ࡚ࡑࡢᡂᯝࡣࠊ᝟ព㠃ࡢᨵၿ㸦⸨஭,୰࡛㸦e.g., ෆ⏣, 2017 [19]㸧
ࠊ඲ᅜࡢ㧗ᑓ࡛⾜ࢃࢀ࡚࠸ࡿⱥ

2013 [15]㸧ࡸࠊㄞゎ㏿ᗘࡢୖ᪼㸦⸨஭, 2017 [16]㸧➼࡛ぢࡽㄒᩍ⫱࡟㛵ࢃࡿㄢእάືࡢྲྀࡾ⤌ࡳ࡟ࡘ࠸࡚஦౛ࢆඹ᭷

ࢀ࡚࠸ࡿࠋࡉࡽ࡟ࠊᤵᴗእ࡛ࡢከㄞࢆಁ㐍ࡍࡿ┠ⓗ࡛ࠊ⮬ࡍࡿࡇ࡜࡛ྍど໬ࡋࠊάືࡢព⩏ࡸຠᯝࢆศᯒࡋࠊ㧗ᑓࡢศ࡟ྜࡗࡓከㄞᅗ᭩ࢆࠊ἟ὠ㧗ᑓᅗ᭩㤋࡟ᡤⶶࡉࢀ࡚࠸ࡿ

ⱥㄒᩍ⫱࡛ᗈࡃᐇ㊶ྍ⬟ୟࡘᣢ⥆ྍ⬟࡞࠿ࡓࡕ࡬࡜Ⓨᒎⱥㄒከㄞᅗ᭩ࡢ୰࠿ࡽ᳨⣴࡛ࡁࡿࡼ࠺࡟ࠊᮏࡢㄒᩘࡸࢩࣜ

ࡉࡏ࡚࠸ࡃᚲせࡀ࠶ࡿࡔࢁ࠺5ࠋㄢእάືࡣࠊᤵᴗእ࡛⮬ᚊ࣮ࢬࡸ࣮࣮࢟࣡ࢻࡸYL㸦Yomitasusa Level㸧2࠿ࡽ㑅᭩࡛ࡁⓗ࡞ⱥㄒᏛ⩦⩦័ࢆᙧᡂࡍࡿ࡜࠸࠺㧗ᑓࡢⱥㄒᩍ⫱⎔ቃ

3ࢆᵓ⠏ࡋࡓ

ࡿࡼ࠺࡟ࠊࠕ἟ὠ㧗ᑓከㄞᅗ᭩᳨⣴ࢩࢫࢸ࣒ࠖ

࡛⪃࠼࡞ࡅࢀࡤ࡞ࡽ࡞࠸せ⣲ࢆ‶ࡓࡋࠊࡺ࠼࡟㧗ᑓ⏕࡟ᢏ㸦⸨஭௚, 2015 [1]㸧ࠋࡲࡓࠊᖹᡂ28ᖺᗘ࠿ࡽࡣ㸱ᖺ⏕ࡢᤵᴗ⾡⪅࡜ࡋ࡚ᚲせ࡞ⱥㄒຊࢆ㌟࡟ࡘࡅࡿࡓࡵࡢάື࡜ࡋ࡚

࡟࠾࠸࡚ࠊከㄞ࡛࢖ࣥࣉࢵࢺࡋࡓⱥㄒࢆ࢔࢘ࢺࣉࢵࢺ࡟⧅

㧗࠸ྍ⬟ᛶࢆᏎࢇ࡛࠸ࡿࠋࡇࡢάືࢆࠊᩍ⫱ⓗ࡞ព⩏ࡀ࠶ࡆࡿࡓࡵࡢάື࡜ࡋ࡚ࠊⱥㄒ࡛࣑ࢽࣅࣈࣜ࢜ࣂࢺࣝ࡟ྲྀࡾ

ࡾࠊᣢ⥆ྍ⬟࡛ࠊ㧗࠸Ἴཬຠᯝࢆࡶࡓࡽࡍ࠿ࡓࡕ࡟Ⓨᒎࡉ⤌ࢇ࡛࠸ࡿ㸦Fujii, 2017 [18]㸧
ࠋࡇࡢࡼ࠺࡟ࠊ㧗ᑓࡢⱥㄒᩍ

ࡏ࡚࠸ࡃ࡜ࡇ࡜ࡣࠊ㧗ᑓⱥㄒᩍဨࡀᐇ㊶ࡢ୰࠿ࡽᚓࡽࢀࡓ

⫱⎔ቃ࡟࠾࠸࡚ࠊᤵᴗእ࡛ⱥㄒᏛ⩦ࢆࡉࡏࡿࡇ࡜ࠊపᏛᖺ

▱ぢࢆᇶ┙࡟῝ࡵ࡚࠸࠿࡞ࡅࢀࡤ࡞ࡽ࡞࠸ㄢ㢟࡛࠶ࢁ࠺ࠋ

ࡢ࠺ࡕ࡟ⱥㄒᏛ⩦⩦័ࢆ㌟࡟ࡘࡅࡉࡏࡿࡇ࡜ࢆ຺᱌ࡋ࡚

㧗➼ᩍ⫱ᶵ㛵࡟࠾ࡅࡿㄢእάືࡣࠊᏛ⏕఍άືࠊᑅ⏕఍タィࡉࢀࡓᣦᑟࡣࠊ௚ࡢ㧗ᑓ࡟ࡶἼཬࡋ࡞ࡀࡽࠊࡑࡢ㧗ᑓάືࠊᏛᰯ⾜஦ࠊᅜ㝿஺ὶάືࠊࢡࣛࣈάື➼ࢆゝཬࡍࡿ࡟ྜࡗࡓ࠿ࡓࡕ࡬࡜Ⓨᒎࡋࠊ᰿௜࠸࡚࠸ࡃἼཬຠᯝࡀᮇᚅ

ࡀࠊࡑࡢ୰࡛ⱥㄒᏛ⩦࡜≉࡟ᐦ᥋࡟⤖ࡧࡘࡃࡢࡣࠊᅜ㝿஺࡛ࡁࡿ࡜ゝ࠼ࡿࠋ

ὶάື࡜ⱥㄒ㒊ࡸESS㒊➼࡟௦⾲ࡉࢀࡿࢡࣛࣈάືࡔࢁ࠺ࠋ

௨ୖࡢ㆟ㄽ࡟ᇶ࡙ࡁࠊᮏ✏࡛╔┠ࡋࡓ࠸ࡢࡣࠊㄢእάື

ࡇࡢ࠺ࡕࠊᾏእ◊ಟࡸᾏእ࢖ࣥࢱ࣮ࣥࢩࢵࣉ࡟௦⾲ࡉࢀࡿࡀ㧗ᑓࡢⱥㄒᩍ⫱࡛ᯝࡓࡍྍ⬟ᛶ࡛࠶ࡿࠋࡍ࡞ࢃࡕࠊࢡࣛ

ྛ㧗ᑓࡢᅜ㝿஺ὶάືࡸࡑࡢᙳ㡪ࡸຠᯝ࡟㛵ࡋ࡚ࡣࡍ࡛

ࣈάືࡸᅜ㝿஺ὶ࡟㛵ࢃࡿάື➼ࠊṇつࡢᩍ⫱ㄢ⛬እ࡛⾜࡟୍ᐃᩘࡢሗ࿌ࡀ࡞ࡉࢀ࡚࠸ࡿ㸦e.g., 㜿㒊, 2013 [20]; ✝ᮏ,ࢃࢀࡿㄢእάື࡟ࡣࠊᏛ⏕ࢆᤵᴗእ࡛ⱥㄒᏛ⩦࡟ྥ࠿ࢃࡏࠊ

2017 [21]; ᒾୗ࣭Grumbine, 2013 [22]; ᶔᮧ, 2016 [23]; ᒸ⏣,⮬ᚊⓗ࡞Ꮫ⩦⩦័ࢆ㌟࡟ࡘࡅࡉࡏࡿࡇ࡜ࡢྍ⬟ᛶࢆㄆࡵ2017 [24]㸧
ࠋࡑࡢ୍᪉ࠊ㧗ᑓࡢࢡࣛࣈάື࡟㛵ࡍࡿሗ࿌ࡣ୍

ࡿࡇ࡜ࡀ࡛ࡁࡿ࠿ࡽ࡛࠶ࡿࠋࡘࡲࡾࠊᩥᏐ㏻ࡾࠊㄢእ㸦ᤵ㒊࠶ࡿࡶࡢࡢ㸦e.g., ᔢᓚཎ, 2016 [25]; ᒣᓮ, 2016 [26]㸧
ࠊỴᴗእ㸧࡛ࠊᏛ⏕ࡢពᚿ࡜⮬ᚊᛶࢆᇶ┙࡟ࡋ࡚㐍ࡵࡽࢀࡿࡇ

ࡋ࡚ከࡃࡣ࡞࠸ࠋ౛࠼ࡤࠊࣉࣞࢥࣥࡢᣦᑟࡣࢡࣛࣈάືࡢ

࡜ࡀከ࠸ㄢእάືࢆࠊ㧗ᑓ⏕࡟࡜ࡗ࡚ࠕᢏ⾡⪅࡜ࡋ࡚ᚲせ୰࡛⾜ࢃࢀ࡚࠸ࡿሙྜࡶከ࠸࡜⪃࠼ࡽࢀࡿࡀࠊ࡝ࡢࡼ࠺࡟

࡞ⱥㄒຊࠖࢆ㌟࡟ࡘࡅࡉࡏࡿሙ࡜ࡋ࡚ά⏝࡛ࡁࡿྍ⬟ᛶࡀᩍဨࡀᏛ⏕ࢆືᶵ࡙ࡅࠊ࡝ࡢࡼ࠺࡟ᣦᑟࡋࠊࢥࣥࢸࢫࢺ௨

࠶ࡿ࠿ࡽ࡛࠶ࡿࠋ஦ᐇࠊㄢእάືࡢ୍⎔࡜ࡋ࡚⾜ࢃࢀ࡚࠸㝆ࡢⱥㄒᏛ⩦࡟࡝ࡢࡼ࠺࡞ᙳ㡪ࢆ୚࠼ࡓࡢ࠿➼࡟ࡘ࠸࡚ࠊ

ࡿ඲ᅜ㧗➼ᑓ㛛Ꮫᰯⱥㄒࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࢥࣥࢸࢫࢺ

య⣔ⓗ࡟ศᯒࡉࢀࡓ◊✲ࡣ➹⪅ࡢ▱ࡿ㝈ࡾ࡞࠸ࠋࡲࡓࠊᖖ

㸦௨ୗࠊࠕࣉࣞࢥࣥࠖ
㸧ࡣᖹᡂ29ᖺᗘ࡛11ᅇ┠ࢆ㏄࠼ࡿࡀࠊ᫬άື࡜ࡋ࡚Ꮫ⏕ࡢពᛮ࡜⮬ᚊᛶࢆᇶ┙࡟ࡋ࡚࡝ࡢࡼ࠺

ẖᖺ㠀ᖖ࡟㧗࠸ࣞ࣋ࣝࡢࢫࣆ࣮ࢳࡸࣉࣞࢮࣥࢸ࣮ࢩࣙࣥ

࡞ྲྀࡾ⤌ࡳࡀ⾜ࢃࢀࠊࡑࡢάືࡢᩍ⫱ⓗࠊ࠶ࡿ࠸ࡣⱥㄒ⩦ࡀᢨ㟢ࡉࢀ4ࠊ㧗ᑓ⏕ࡢⱥㄒຊࢆ㧗ࡵࡿᶵ఍ࡢ୍ࡘ࡜࡞ࡗ࡚

ᚓୖࡢព⩏ࢆศᯒࡋࠊᣢ⥆ྍ⬟࡞ྲྀࡾ⤌ࡳ࡜ࡋ࡚ᥦゝࡋࡓ࠸ࡿࠋ◊✲ࡸሗ࿌ࡶ࡞࠸ࠋ

ࣉࣞࢥࣥ࡟௦⾲ࡉࢀࡿࡼ࠺࡟ࠊྛ㧗ᑓ࡟࠾࠸࡚ㄢእάື

ࡑࡇ࡛ᮏ✏࡛ࡣࠊ἟ὠ㧗ᑓESSྠዲ఍ࡢ㒊ဨࡀ἟ὠ㧗ᑓ࡟ࡼࡿྲྀࡾ⤌ࡳࡀ୍ᐃࡢᡂᯝࢆୖࡆ࡚࠸ࡿ⌧≧ࡀ࠶ࡿ࡜࡟᮶ࡿ▷ᮇ␃Ꮫ⏕࡟ほග᱌ෆࢆࡍࡿࡓࡵ࡟〇సࡋࡓࠊ἟ὠ

ᛮࢃࢀࡿࡀࠊලయⓗ࡟࡝ࡢࡼ࠺࡞άືࡀ⾜ࢃࢀ࡚࠾ࡾࠊࡑࡢほග⏝ⱥㄒ࣮ࣜࣇࣞࢵࢺࡢ〇సࡢάື࡟ࡘ࠸࡚ሗ࿌

ࡢຠᯝࡸᙳ㡪ࡣ࡝ࡢࡼ࠺࡞ࡶࡢ࡛ࠊ㝈ࡾ࠶ࡿᩍဨࡢேⓗ㈨ࡋࡓ࠸ࠋࡑࡋ࡚ࠊࡇࡢάືࡢព⩏࡟ࡘ࠸࡚ࠊ⏣୰㸦2017㸧※ࡢ୰࡛࡝ࡢࡼ࠺࡟㐠Ⴀࡉࢀ࡚࠸ࡿࡢ࠿➼࡟ࡘ࠸࡚ࡣࠊ༑

[27]࡟ࡼࡿⱥㄒᩍ⫱ࡢ㉁ࢆᢸಖࡍࡿ୕せ⣲㸦meaningful࡛࠶ศ࡟ඹ᭷ࠊ㆟ㄽࠊศᯒࡀ࡞ࡉࢀ࡚࠸࡞࠸ࠋ᫖௒ࠊࢡࣛࣈά

ࡿࡇ࡜ࠊauthentic࡛࠶ࡿࡇ࡜ࠊpersonal࡛࠶ࡿࡇ࡜㸧ࡢᯟ⤌ࡳ࠿ࡽศᯒࡋㄽࡌࡓ࠸ࠋࡉࡽ࡟ࠊࡇࡢάືࢆᣢ⥆ྍ⬟࡞ࡶ

2 YL ࡜ࡣࠊSSS㸦Start with Simple Stories㸧◊✲఍ࡀ⊂⮬࡟ࡢ࡜ࡍࡿࡓࡵࡢ௒ᚋࡢᒎᮃࢆࡲ࡜ࡵࡓ࠸ࠋㄢእ㸦ṇつᤵᴗᐃࡵࡓ᪥ᮏேⱥㄒᏛ⩦⪅࡟࡜ࡗ࡚ࡢㄞࡳࡸࡍࡉࡢᣦᶆ࡛
࠶ࡾ㸪YL 0.0 ࠿ࡽ YL 10.0 ࡲ࡛ 100 ẁ㝵࡛ࡑࡢᮏࡢㄞࡳࡸ
ࡍࡉࢆ♧ࡋ㸪ᩘ್ࡀᑠࡉ࠸࡯࡝୍⯡ⓗ࡟ㄞࡳࡸࡍ࠸࡜ࡉࢀ
࡚࠸ࡿ㸦Takase, 2012 [17]㸧
ࠋ
3 http://tadoku.numazu-ct.ac.jp/index.php
4 ౛࠼ࡤࠊᖹᡂ 28 ᖺᗘ࡟⾜ࢃࢀࡓ➨ 10 ᅇࡢࣉࣞࢥࣥฟሙ
⪅ࡢⓎ⾲ࡢᵝᏊࡣࠊ
http://cocet.org/precon/2016/index.html࡛ぢࡿࡇ࡜ࡀ࡛ࡁࡿࠋ

እ㸧࡛ࠊᏛ⏕ࡢពᛮ࡜⮬ᚊᛶࢆᇶ┙࡜ࡋ࡚㐍ࡵࡽࢀࡿࡇ࡜
ࡀ᝿ᐃࡉࢀ࡚࠸ࡿࢡࣛࣈάື࡟ࠊ㧗ᑓ⏕ࡢⱥㄒຊࢆ㧗ࡵࡿ
5 ᮏ✏ࡣࢡࣛࣈάືࡢᏑᅾࡢ᫝㠀ࢆၥ࠺ࡇ࡜ࢆ┠ⓗ࡜ࡋࡓࡶࡢ࡛ࡣ࡞࠸ࠋᩍဨࡢປാ⎔ቃᨵၿࡢࡓࡵ࡟ࡶࠊࢡࣛࣈά
ື࡛⾜ࢃࢀ࡚࠸ࡿ஦౛ࢆඹ᭷ࡋࠊࡑࢀࡽࡢᩍ⫱ຠᯝࢆศᯒ
ࡋࠊྛ㧗ᑓ࡛ᣢ⥆ྍ⬟࡞άື࡟ࡋ࡚࠸ࡃࡓࡵࡢሗ࿌࡛࠶ࡿࠋ

70

沼津工業高等専門学校研究報告

第 52 号ࡓࡵࡢྍ⬟ᛶࢆぢฟࡍࡇ࡜ࡀ࡛ࡁࡿࡢࡣඛ㏙ࡋࡓ࡜࠾ࡾ
࡛࠶ࡿࠋࡲࡓࠊᑡேᩘ࡛ྲྀࡾ⤌ࡴάື࡛࠶ࡿ࠿ࡽࡇࡑࠊṇ㸲㸬ほග᱌ෆࡢⱥㄒ࣮ࣜࣇࣞࢵࢺࡢసᡂつᤵᴗ࡛ࡣᐇ⌧࡛ࡁ࡞࠸ࣘࢽ࣮ࢡ࡞άືࢆ⾜࠺ࡇ࡜ࡶྍ

4.1. ἟ὠ㧗ᑓESSྠዲ఍ࡢ෌άື࡜㐠Ⴀᙧែࡢኚ᭦

⬟࡛࠶ࡿࠋᮏ✏ࡣࠊࢡࣛࣈάືࢆά⏝ࡋࡓ୍ࡘࡢᐇ㊶஦౛ ἟ὠ㧗ᑓESSྠዲ఍ࡣࠊᖹᡂ22ᖺᗘ࠿ࡽ25ᖺᗘࡲ࡛ࠊ㸲ࢆࡲ࡜ࡵࠊࡑࡢព⩏ࢆศᯒࡍࡿࡇ࡜࡛ࠊ௚ࡢ㧗ᑓ࡟࠾࠸࡚

ᖺ㛫ఇ㒊≧ែ࡛࠶ࡗࡓࠋࡋ࠿ࡋࠊᖹᡂ25ᖺᗘ࡟ࣉࣞࢥࣥ࡟

㑏ඖྍ⬟࡞ࠊᐇ㊶ྍ⬟ᛶࡢ㧗࠸▱ぢࢆᥦ౪ࡍࡿࡇ࡜ࢆ┠ⓗฟሙࡋࡓ㸱ேࡢᏛ⏕ࢆ୰ᚰ࡟ࠊྜࢃࡏ࡚㸵ேࡢᏛ⏕ࡀ࿧ࡧ࡜ࡋࡓࡶࡢ࡛࠶ࡿࠋ

࠿ࡅ࡟ᛂࡌࠊ➹⪅ࡀ㢳ၥ࡟ᑵࡃࡇ࡜࡛ᖹᡂ26ᖺ㸲᭶࠿ࡽ
ESSྠዲ఍ࢆ෌άືࡉࡏࡿࡇ࡜࡟࡞ࡗࡓࠋ෌άືࢆࡉࡏࡓ

㸱㸬㧗ᑓࡢࢡࣛࣈάື࡟㛵ࡍࡿඛ⾜ሗ࿌஦౛

┠ⓗࡣࠊᤵᴗ௨እ࡛⮬ᚊⓗ࡟ⱥㄒᏛ⩦࡟ྲྀࡾ⤌ࡴᶵ఍ࢆ๰ ⱥㄒ㒊ࡸESS㒊➼ࠊ㧗ᑓ࡟࠾ࡅࡿࢡࣛࣈάື࡛ࡢᐇ㊶ሗ

ฟࡍࡿࡇ࡜࡟࠶ࡗࡓࠋ෌άືࡍࡿ࡟ᙜࡓࡾࠊάືෆᐜࢆ㒊࿌࡜ࡋ࡚ࡣࠊᔢᓚཎ㸦2016㸧[25]࡜ᒣᓮ㸦2016㸧[26]ࡀ࠶ࡿࠋ

ဨ࡜㆟ㄽࡋࡓࡀࠊ㒊ဨࡶఇ㒊๓ࡢάືࡢᵝᏊࡀศ࠿ࡽࡎࠊ

ᔢᓚཎࡢ໅ົࡍࡿ㮵ඣᓥᕤᴗ㧗➼ᑓ㛛Ꮫᰯࡢⱥㄒ㒊ࡣ60ⱥㄒࡢㄢእάືࡢ࢖࣓࣮ࢪࡀ‪࠿࡞࠸ࡇ࡜ࡶ࠶ࡾࠊࡑࡢ኱

ྡࢆ㉸ࡍ኱ᡤᖏ࡛࠶ࡾࠊᣦᑟయไࡶ㢳ၥᩍဨ㸲ྡ࡟ຍ࠼ࠊ

㒊ศࢆᩍဨ୺ᑟ࡛㐠Ⴀࡏࡊࡿࢆᚓ࡞࠿ࡗࡓࠋලయⓗ࡟ࡣࠊࢿ࢖ࢸ࢕ࣈࢫࣆ࣮࣮࢝ࡢእ㒊ࢥ࣮ࢳࡀᥞࡗ࡚࠸ࡿࠋᏛ⏕ࡢᖖ᫬άື࡜ࡋ࡚ⱥㄒࡢ఍ヰ⦎⩦ࡸከㄞከ⫈ࢆ⾜࠸ࠊྛ㒊ဨ⮬୺ᛶࢆ㔜どࡋࡓࢡࣛࣈ㐠Ⴀ᪉㔪ࡀ࡜ࡽࢀ࡚࠾ࡾࠊάືෆ

࡟ࡣ㸯ᖺ㛫ࡢ┠ᶆࢆỴࡵࡉࡏࠊ㒊ဨࡢከࡃࡀࣉࣞࢥࣥࡢண

ᐜࡶⱥㄒ๻࡟௦⾲ࡉࢀࡿᏛෆάື࡟ຍ࠼ࠊ஑ᕞἈ⦖ᆅ༊㧗㑅࡜࡞ࡿᮾᾏ໭㝣ᆅ༊㧗➼ᑓ㛛Ꮫᰯⱥㄒࢫࣆ࣮ࢳࢥࣥࢸ

ᑓⱥㄒᘚㄽ኱఍➼࡟ࡶ✚ᴟⓗ࡟ཧຍࡋ࡚࠸ࡿࠋ㒊ဨࡓࡕࡣࢫࢺࡸࠊ඲ᅜⱥㄒᩍ⫱◊✲ᅋయ㐃ྜ఍ࡀ୺ദࡍࡿ඲ᅜ㧗➼㒊ෆࡢྛࢭࢡࢩࣙࣥ࡟ศ࠿ࢀࠊࡑࢀࡒࢀࡢ┠ᶆ࡟ྥ࠿ࡗ࡚

Ꮫᰯ⏕ᚐⱥసᩥࢥࣥࢸࢫࢺࡸࠊ㟼ᒸ┴୕ᓥᕷᅜ㝿஺ὶ༠఍᪥ࠎࡢάື࡟⮬ᚊⓗ࡟ྲྀࡾ⤌ࢇ࡛࠸ࡿࡇ࡜ࡀሗ࿌ࡉࢀ࡚

ࡀ୺ദࡍࡿጜጒ㒔ᕷぶၿⱥㄒࢫࣆ࣮ࢳࢥࣥࢸࢫࢺ➼ࡢྛ࠸ࡿࠋࡇࢀࡣࠊ㧗ᑓࡢᏛ⏕࡟ᑐࡋࠊᤵᴗእ࡛⮬ᚊⓗ࡟ⱥㄒ✀ࢥࣥࢸࢫࢺ࡟ᣮᡓࡍࡿࡇ࡜ࢆ┠ᶆ࡟ᤣ࠼ࡓࠋ

Ꮫ⩦ࡸⱥㄒάື࡟ྲྀࡾ⤌ࡴጼໃࢆᐇ⌧ࡉࡏࡓ஦౛࡛࠶ࡿࠋ

⤖ᯝ࡜ࡋ࡚ࡣࠊESSྠዲ఍࠿ࡽࡇࢀࡽࢥࣥࢸࢫࢺ࡟✚ᴟࡑࡢ⤖ᯝ࡜ࡋ࡚ࠊⱥㄒ㒊ဨࡓࡕࡣⱥㄒᘚㄽ኱఍ࡸࣉࣞࢥࣥ

ⓗ࡟ཧຍࡋࠊ෌άືࡋࡓᖹᡂ26ᖺᗘ࠿ࡽᖹᡂ28ᖺᗘࡢ㸱ᖺ࡛ࡶඃ⚽࡞ᡂ⦼ࢆ཰ࡵ࡚࠾ࡾࠊⱥㄒ㐠⏝⬟ຊࢆྥୖࡉࡏࡿ

㛫࡛ࠊᮾᾏ໭㝣ᆅ༊㧗➼ᑓ㛛Ꮫᰯⱥㄒࢫࣆ࣮ࢳࢥࣥࢸࢫࢺ

ᶵ఍࡜ࡋ࡚ᶵ⬟ࡋ࡚࠸ࡿࡇ࡜ࡀ❚࠼ࡿࠋ࡛ࡣᆅ༊኱఍ඃ຾㸯ྡ㸦ࣉࣞࢥࣥฟሙ㸧ࠊ㸱఩ධ㈹㸰ྡࠊ ᒣᓮ㸦2016㸧[26]ࡣࠊ2012ᖺ㸲᭶࡟๰タࡉࢀࡓࠊ㛗㔝ᕤ඲ᅜ㧗➼Ꮫᰯ⏕ᚐⱥసᩥࢥࣥࢸࢫࢺ࡛ࡣ㸯ᖺ⏕ࡢ㒊࡛ධᴗ㧗➼ᑓ㛛Ꮫᰯ࡟࠾ࡅࡿⱥㄒྠዲ఍࡛ྲྀࡾ⤌ࢇࡔ㸲ᖺ㛫㑅㸰ྡࠊ㸰࣭㸱ᖺ⏕ࡢ㒊࡛ධ㑅㸲ྡࠊጜጒ㒔ᕷぶၿⱥㄒࢫࡢάືෆᐜࢆሗ࿌ࡋ࡚࠸ࡿࠋᵝࠎ࡞ⱥ఍ヰάືࢆྲྀࡾධࢀࠊ

ࣆ࣮ࢳࢥࣥࢸࢫࢺ࡟ࡣ㸯ྡࡢᏛ⏕ࡀฟሙ࡜࠸࠺ᐇ⦼ࢆṧᏛ⏕ࡢ≧ἣࢆぢ࡞ࡀࡽヨ⾜㘒ㄗࢆ㔜ࡡ࡚ࢡࣛࣈάືࢆ㐠ࡋࡓࠋࡋ࠿ࡋ࡞ࡀࡽࠊࡇࢀࡽࢥࣥࢸࢫࢺࡣಶே࡟ࡼࡿάື

Ⴀࡋ࡚࠸ࡿࡇ࡜ࢆࠊࡑࡢ㌶㊧࡜࡜ࡶ࡟ሗ࿌ࡋ࡚࠸ࡿࠋ

࡜ດຊࢆᇶ┙࡜ࡍࡿࡓࡵࠊࢡࣛࣈ඲య࡜ࡋ࡚ࡢ⮬ᚊⓗ࡞ྲྀ ࡇࡇ࡛ᣦ᦬ࡋ࡚࠾ࡁࡓ࠸ࡇ࡜ࡣࠊࡓ࡜࠼ⱥㄒ㒊࡟ᡤᒓࡍࡾ⤌ࡳࡢ࠶ࡾ᪉࡜ࡋ࡚ࡣㄢ㢟ࢆឤࡌ࡚࠸ࡓࠋࡇࡢ⌧≧ࡢ୰ࡿࡼ࠺࡞ⱥㄒᏛ⩦ពḧࡢ㧗࠸Ꮫ⏕࡛࠶ࡗ࡚ࡶࠊᏛ⏕ࡢពᛮ࡛ࠊ௒ᚋࡢ᪉ྥᛶࢆ♧၀ࡍࡿάື࡜࡞ࡗࡓࡢࡀࠊⱥㄒ࡟ⱞ

࡜⮬ᚊᛶ࡟ࡼࡗ࡚㧗ᑓࡢࢡࣛࣈάືࢆ㐺ษ࡟㐠Ⴀࡍࡿࡇᡭព㆑ࢆᣢࡘ㸯ࠊ㸰ᖺ⏕ࢆᐃᮇヨ㦂๓࡟㞟ࡵ࡚ESSྠዲ఍࡜ࡣỴࡋ࡚ᐜ࡛᫆ࡣ࡞࠸࡜࠸࠺ࡇ࡜࡛࠶ࡿࠋᨺㄢᚋࡢ᫬㛫ࡢ㒊ဨࡀ⿵⩦ࢆ⾜࠺Ꮫ⩦ᨭ᥼㸦ᑎ๓࣭㕥ᮌ࣭㧗ᶫ࣭⸨஭, 2014ࡣᐇ㦂ᐇ⩦࡛ࢡࣛࣈάື࡟ཧຍ࡛ࡁ࡞࠸Ꮫ⏕ࡀᑡ࡞ࡃ࡞

[28]㸧࡛࠶ࡿࠋලయⓗ࡟ࡣࠊྛᐃᮇヨ㦂๓࡟ⱥㄒᩍဨࡀ⿵

ࡃࠊᑅ⏕άࢆ㏦ࡿᏛ⏕࡛࠶ࢀࡤᑅ⏕ά࡟ࡼࡿ᫬㛫ⓗไ⣙ࡶ⩦ᑐ㇟⪅ࢆ㑅ࡧࠊ㸱ᖺ⏕௨ୖࡢ㒊ဨ㸯ே࡟ᑐࡋ࡚㸲ே⛬ᗘ࠶ࡾࠊ㧗ᏛᖺࡢᏛ⏕࡛࠶ࢀࡤᑵ⫋άືࡸ⦅ධヨ㦂ࡢ‽ഛ࡛ࡢ㸯ࠊ㸰ᖺ⏕ࢆ๭ࡾᙜ࡚ࠊᐃᮇヨ㦂⠊ᅖࡢᏛ⩦ෆᐜ㸦୺࡟ࢡࣛࣈάືࡀཧຍ࡛ࡁ࡞ࡃ࡞ࡿࡇ࡜ࡀከ࠸ࠋࡇࡢ≧ἣࡔ࡜ࠊᩥἲ㸧ࡢၥ㢟₇⩦ࢆ⾜࠸࡞ࡀࡽࠊ㉁ၥ࡟⟅࠼ࡓࡾᚲせ࡟ᛂ㧗Ꮫᖺ࡛࣮ࣜࢲ࣮࡜࡞ࡿᏛ⏕ࡀཧຍ࡛ࡁ࡞࠸ሙྜࡸࠊᐃᮇ

ࡌ࡚ኌ࠿ࡅࢆࡋࡓࡾࡍࡿ࡜࠸࠺ᙧែࡢᏛ⩦ᨭ᥼࡛࠶ࡿࠋ㸯ࠊⓗ࡟Ꮫ⏕ࡀάື࡟ཧຍ࡛ࡁ࡞࠸ሙྜࡀከࡃ࡞ࡾࠊ⤖ᯝ࡜ࡋ㸰ᖺ⏕࡟࡜ࡗ࡚ࡣᩍဨࡼࡾࡶᖺ㱋ࡀ㏆ࡃࠊ⮬ศࡓࡕࡀ⌧ᅾ࡚ࢡࣛࣈ඲య࡜ࡋ࡚ࡣ⮬ᚊⓗ࡞άືࡀ㞴ࡋ࠸≧ἣࡀ⏕ࡌᏛ⩦ࡋ࡚࠸ࡿ⛉┠ࡢ༢఩ࢆಟᚓࡋ࡚ࡁࡓESS㒊ဨ࡟ࡣࡼࡾ

ࡿࠋࡋ࠿ࡋࠊࡔ࠿ࡽ࡜࠸ࡗ࡚ࠊ඲࡚ࢆᩍဨ୺ᑟ࡛㐠Ⴀࡋ࡚Ẽ㍍࡟㉁ၥࡀ࡛ࡁࠊ㒊ဨ࡟࡜ࡗ࡚ࡶ㸯ࠊ㸰ᖺࡢᏛ⩦ෆᐜࢆࡋࡲ࠺࡜ࠊవィ࡟Ꮫ⏕ࡢ⮬ᚊⓗ࡞άືࡀ㞴ࡋࡃ࡞ࡗ࡚ࡋࡲ

ୗ⣭⏕࡟ᩍ࠼ࡽࢀࡿࡼ࠺࡟᚟⩦ࡍࡿⰋ࠸ᶵ఍࡜࡞ࡗࡓࡔ

࠺ࠋ኱Ꮫࡸ㧗➼Ꮫᰯ࡜ࡣ␗࡞ࡿ㧗ᑓ࡜࠸࠺ᩍ⫱⎔ቃ࡟࠾࠸ࡅ࡛࡞ࡃࠊ㈐௵ࢆᣢࡗ࡚Ꮫ⩦ᨭ᥼࡟࠶ࡓࡾឤㅰࡉࢀࡓࡇ࡜

࡚ࠊㄢእ࡛⮬ᚊⓗ࡟⾜࠺ࢡࣛࣈάື஦౛ࢆඹ᭷ࡍࡿព⩏ࡀ࡛ࠊࡸࡾ⏥ᩫࢆឤࡌࡿάື࡜࡞ࡗࡓࠋ

࠶ࡿࡢࡣࠊࡲࡉ࡟ࡇࡢ㧗ᑓ࡟≉᭷࡞ᅔ㞴ࡉࢆ⫼ᬒ࡟ࡋ࡚࠸
ࡿ࠿ࡽ࡛࠶ࡿࠋ

ࡇࡢᏛ⩦ᨭ᥼άືࡣࠊࢡࣛࣈ඲య࡜ࡋ࡚ࡢྲྀࡾ⤌ࡳ࡜࡞ࡾࠊᏛ⏕ࢆࡼࡾ๓㠃࡟ฟࡍάື࡜࡞ࡗࡓࡀࠊ⿵⩦ᑐ㇟⪅ࢆ

高等専門学校のクラブ活動を通した観光案内英語リーフレットの製作

71㑅ࡪࡇ࡜ࡸເ㞟ࡍࡿࡇ࡜ࠊ⿵⩦ᑐ㇟⪅࡜ESS㒊ဨࡢ᪥⛬ࡀ࿘㎶ࡢ㣧㣗ᗑࡢ࠺ࡕ㸰ᗑ⯒ࢆྲྀࡾୖࡆࠊࡑࢀࡒࢀࡢᗑࡢே

ྜ࠺࠿⾜஦ணᐃࢆཧ↷ࡋ࡞ࡀࡽ᪥⛬ࢆỴࡵࡿࡇ࡜ࠊᙜ᪥ࡢ

Ẽᐃ␒࣓ࢽ࣮ࣗࡢ⤂௓ࡸ༳㇟ࢆࠊ෗┿࡜࡜ࡶ࡟ࡲ࡜ࡵࡓࠋ

ᐇ᪋ᙧែࡢỴᐃ➼ࠊᩍဨ୺ᑟ࡛㐠Ⴀࡏࡊࡿࢆᚓ࡞࠸せ⣲ࡶࡇࡢྲྀᮦࡢᚋࠊᖹᡂ29ᖺ㸲᭶࠿ࡽࡢࢡࣛࣈάືࡢ᫬㛫ࢆከ࠿ࡗࡓࠋࡲࡓࠊᖖ᫬άື࡜ࡋ࡚ࡣᶵ⬟ࡋ࡟ࡃ࠸ࡇ࡜࠿ࡽࠊ

฼⏝ࡋࠊྲྀᮦࡋࡓෆᐜࢆ࣮ࣜࣇࣞࢵࢺ࡜ࡋ࡚࡝ࡢࡼ࠺࡟ࡲ

ࡶࡗ࡜Ꮫ⏕࡟άືࢆ㡸ࡅ࡚ࠊᏛ⏕ࡀ⮬ศࡓࡕ࡛⾜࠼ࡿ⠊ᅖ࡜ࡵࡿࡢ࠿ࢆ㆟ㄽࡋࠊ㒊ဨ࡛ศᢸࡋ࡚ⱥㄒ࡟┤ࡋࠊ㒊ဨྠ࡛ࠊᙜึࡢ┠ⓗ࡛࠶ࡿᤵᴗእ࡛⮬ᚊⓗ࡟ⱥㄒ࡟㛵ࢃࡿᶵ఍ኈ࡛ⱥㄒ⾲⌧ࢆࢳ࢙ࢵࢡࡋ࡚ࠊ㸴᭶࡟࣮ࣜࣇࣞࢵࢺࡀ᏶ᡂ

ࡢ๰ฟࢆࡍࡿᚲせᛶࢆឤࡌ࡚࠸ࡓࠋ

ࡋࡓ㸦௜㘓ཧ↷㸧
ࠋA4ࢧ࢖ࢬ࡟୧㠃༳ๅࡋࠊ୕ࡘᢡࡾ࡟ࡋ

ࡇࡇࡲ࡛ࡢ㸰ᖺ㛫ࡢάືࢆෆ┬ࡋࡓ⤖ᯝࠊ෌άື㸱ᖺ┠ࡓࡢࡀ᏶ᡂ∧ࡢᙧ࡜࡞ࡿࠋ

࡟࠶ࡓࡿᖹᡂ28ᖺᗘ࠿ࡽάືෆᐜࡸάື᪥ࢆ඲㠃ⓗ࡟Ꮫࡇࡢ࣮ࣜࣇࣞࢵࢺ᏶ᡂᚋࠊ㸵᭶࡟἟ὠ㧗ᑓ࡟᮶ࡓࢱ࢖࠿

⏕࡟௵ࡏࡿ㐠Ⴀ᪉㔪࡟ኚ࠼ࡿࡇ࡜ࢆᥦ᱌ࡋࡓ࡜ࡇࢁࠊᙜ᫬

ࡽࡢ▷ᮇ␃Ꮫ⏕࡟㓄ᕸࡋࠊ⡆༢࡞ㄝ᫂ࢆⱥㄒ࡛⾜ࡗࡓࠋࡓࡢ㒊㛗ࢆ୰ᚰ࡟ࡇࡢ᪉㔪࡟⌮ゎࢆ♧ࡋ࡚ࡃࢀࡓࠋࡑࡋ࡚ࠊ

ࡔ㠀ᖖ࡟ṧᛕࡔࡗࡓࡢࡣࠊᖹᡂ29ᖺᗘࡣ᪥⛬ㄪᩚࢆࡍࡿ᫬

ᖹᡂ28ᖺᗘࡢάືෆᐜࢆఱ࡟ࡍࡿ࠿࡟ࡘ࠸࡚ヰࡋྜࡗ࡚ᮇࡀ㐜ࢀࠊ␃Ꮫ⏕࡜㒊ဨࡢ㒔ྜࡀྜࢃࡎࠊࡇࡢ࣮ࣜࣇࣞࢵ

࠸ࡓ࣑࣮ࢸ࢕ࣥࢢࡢ୰࡛ࠊάື᱌ࡢ୍ࡘ࡜ࡋ࡚ᣲࡆࡽࢀࡓ

ࢺࢆ౑ࡗ࡚ࡢ⌧ᆅ࡛ࡢほග᱌ෆࡀᐇ⌧ࡋ࡞࠿ࡗࡓࡇ࡜࡛

ࡢࡀࠊ἟ὠ㧗ᑓ࡟ẖᖺ㸯࢝᭶⛬ᗘ᮶ࡿ㡑ᅜ࡜ࢱ࢖࠿ࡽࡢ▷࠶ࡿࠋࡋ࠿ࡋࠊ〇సࡋࡓ࣮ࣜࣇࣞࢵࢺࢆࡉࡽ࡟඘ᐇࡉࡏࡿ

ᮇ␃Ꮫ⏕࡟ࠊ࿘㎶ࡢほග᱌ෆࢆⱥㄒ࡛ࡍࡿࡇ࡜࡛࠶ࡾࠊࡑ

ࡇ࡜ࠊࡑࡋ࡚἟ὠࡢⰋࡉࢆఏ࠼ࡽࢀࡿࡔࡅࡢ༑ศ࡞ⱥㄒ㐠ࡢほග᱌ෆࡢࡓࡵࡢⱥㄒ࣮ࣜࣇࣞࢵࢺࡢ〇స࡜࠸࠺ࣉࣟ

⏝⬟ຊࢆ㌟࡟ࡘࡅࡿࡇ࡜ࡀ᮶ᖺᗘ࡟ྥࡅ࡚᪂ࡓ࡞┠ᶆ࡜ࢪ࢙ࢡࢺ࡛࠶ࡗࡓࠋ␃Ꮫ⏕࡟἟ὠ࿘㎶ࡢࡇ࡜ࢆ▱ࡗ࡚ࡶࡽࡋ࡚㒊ဨࡢ㛫࡛ඹ᭷ࡉࢀࡓࡇ࡜ࡣࠊࡇࡢࣉࣟࢪ࢙ࢡࢺࢆ⾜࠼ࡿ࡜࡜ࡶ࡟ࠊ⮬ศࡓࡕࡢⱥㄒ㐠⏝⬟ຊࢆྥୖࡉࡏࡿࡇ࡜

ࡗࡓࡇ࡜ࡢᙳ㡪࡜ゝ࠼ࡿࡔࢁ࠺ࠋ

ࡀ࡛ࡁࡿ࡜⪃࠼࡚ࡢࣉࣟࢪ࢙ࢡࢺ࡛࠶ࡿࠋᖖ᫬άື࡜ࡋ࡚
ࡣࠊⱥㄒࡢ఍ヰ⦎⩦ࡸࣜࢫࢽࣥࢢ⦎⩦ࡸࢤ࣮࣒ࢆྲྀࡾධࢀࠊ

4.3. ᮏࣉࣟࢪ࢙ࢡࢺࡢⱥㄒᩍ⫱ୖࡢព⩏ⱥㄒ࣮ࣜࣇࣞࢵࢺࡢ〇సࢆᖺ㛫ࣉࣟࢪ࢙ࢡࢺ࡟タᐃࡋ࡚ ⏣୰㸦2017㸧[27]ࡣࠊⱥㄒᩍ⫱ࢆᡂຌ࡟ᑟࡃ᮲௳࡜ࡋ࡚ࠊ

άືࢆ⾜࠺᪉㔪ࡀỴࡵࡽࢀࡓࠋ

language exposureࡢ㉁࡜㔞ࠊlanguage useࡢ㉁࡜㔞ࠊurgent
needࡢᏑᅾࡢ୕Ⅼࢆᣲࡆ࡚࠸ࡿࠋࡇࡢ࠺ࡕࠊⱥㄒᩍ⫱࡟࠾

4.2. ࣮ࣜࣇࣞࢵࢺࡢ〇స

࠸࡚ࠕ㉁ࠖࢆ㧗ࡵࡿࡓࡵࡢ㆟ㄽࡀ༑ศ࡟࡞ࡉࢀ࡚࠸࡞࠸ࡇ ࣮ࣜࣇࣞࢵࢺࡢ〇స࡟ᙜࡓࡗ࡚ࡣࠊESSྠዲ఍㒊ဨ࡟ࡼ࡜ࢆᣦ᦬ࡋࡓୖ࡛ࠊⱥㄒᩍ⫱࡛ᢅ࠺ゝㄒᮦᩱࡸάືࡸࢱࢫ

ࡿ࣑࣮ࢸ࢕ࣥࢢ࡟ࡼࡾࠊᢅ࠺ᆅᇦ࡜ࡋ࡚἟ὠᕷ࡜୕ᓥᕷࢆ

ࢡࡢ㉁ࢆỴࡵࡿせ⣲࡜ࡋ࡚ࠊࡑࢀࡽࡀᏛ⩦⪅࡟࡜ࡗ࡚㑅ࡧࠊྛᕷෆ࡛⤂௓ࡋࡓ࠸࡜ᛮ࠺ᆅ༊ࡸほගྡᡤࢆ⮬ศࡓ

meaningful࡞ࡶࡢ࡛࠶ࡾࠊauthentic࡞ࡶࡢ࡛࠶ࡾࠊpersonal

ࡕࡢどⅬ࠿ࡽ㑅ࡧࠊ⮬ࡽ⌧ᆅ࡟⾜ࡗ࡚ྲྀᮦࢆ⾜࠸ࠊ⮬ศࡓ࡞ࡶࡢ࡛࠶ࡿ࠿࡝࠺࠿ࡀ㔜せ࡛࠶ࡿࡇ࡜ࢆᣦ᦬ࡋ࡚࠸ࡿࠋ

ࡕࡀࡇࢀࡲ࡛ࡢⱥㄒᏛ⩦࡛㌟࡟ࡘࡅ࡚ࡁࡓⱥㄒࢆ౑ࡗ࡚

ࡇࡢ࠺ࡕࠊmeaningful࡞ࡶࡢ࡜࠸࠺ࡢࡣࠊ
㸦ゝㄒ⾲⌧➼ࡀ㸧⤂௓ࡍࡿࡇ࡜࡛ࠊ
ࠕᏛ⏕ࢧ࢖ࢬࠖࡢほග᱌ෆⱥㄒ࣮ࣜࣇࣞ

ព࿡ࡀ࠶ࡿࠊព࿡ࡀศ࠿ࡿ࡜࠸࠺ព࿡࡜ࠊ
㸦ゝㄒάື➼ࡀ㸧ࢵࢺࢆ〇సࡋࠊほග༠఍➼࡟ࡼࡗ୍࡚⯡࡟㡺ᕸࡉࢀ࡚࠸ࡿ

ព⩏ࡢ࠶ࡿࠊ౯್ࡀ࠶ࡿ࡜࠸࠺ព࿡ࡢ஧ࡘࡀ࠶ࡿከ⩏ㄒ࡜ⱥㄒࡢほග᱌ෆ࡜ࡢᕪู໬ࢆᅗࡗࡓࠋ

ࡋ࡚౑ࢃࢀ࡚࠾ࡾࠊauthentic࡞ࡶࡢ࡜࠸࠺ࡢࡣࠊゝㄒᮦᩱ

ᖹᡂ28ᖺᗘ࡛ࡣࠊ␃Ꮫ⏕࡟ゼࢀ࡚ࡶࡽ࠸ࡓ࠸ሙᡤ࡜ࡋ࡚

ࡢ authenticity 㸦 i.e., language authenticity 㸧ࠊ ゝ ㄒ ά ື ࡢ㒊ဨࡀ㑅ᐃࡋࡓᴦᑑᅬࡸ※ර⾨ᕝ➼ࡢ୕ᓥᕷࡢほගࢫ࣏authenticity㸦i.e., task authenticity㸧ࠊᏛ⩦⪅ࡀᩍᮦࡸάືࢆ

ࢵࢺ࡬ྲྀᮦ࡟ฟ࠿ࡅࠊ෗┿᧜ᙳࡶ⾜ࡗࡓࡀࠊ㸴᭶ࡃࡽ࠸࡟

authentic ࡜ ឤ ࡌ ࡿ ࠿ ࡜ ࠸ ࠺ authenticity 㸦 i.e., learner࡞ࡗ࡚㸳ᖺ⏕㒊ဨࡀ⦅ධᏛヨ㦂ࡢࡓࡵάື࡟ཧຍ࡛ࡁ࡞

authenticity㸧࡟⣽ศ໬ࡉࢀ࡚࠸ࡿࠋࡑࡋ࡚ࠊpersonal࡞ࡶࡢࡃ࡞ࡿ࡜ࣉࣟࢪ࢙ࢡࢺࡢ㐍⾜ࡶ⁫ࡾࠊࡇࡢᖺᗘࡣ࣮ࣜࣇࣞ

࡜࠸࠺ࡢࡣࠊⱥㄒᏛ⩦ࢆ⮬ศ஦࡜ᤊ࠼ࠊᩍ⛉Ꮫ⩦࡜ࡋ࡚ࡢࢵࢺࡢ᏶ᡂ࡟ࡣ⮳ࡽ࡞࠿ࡗࡓࠋࡋ࠿ࡋࠊ᪂ᖺᗘ࡟ྥࡅ࡚ά

ⱥㄒࢆ㉸࠼࡚ࠊࣜࢯ࣮ࢫ໬ࡉࢀࡓⱥㄒࠊࡍ࡞ࢃࡕ㸺myືෆᐜࢆヰࡋྜ࠺࣑࣮ࢸ࢕ࣥࢢ࡟࠾࠸࡚ࠊᮏࣉࣟࢪ࢙ࢡࢺEnglish㸼㸦⏣୰, 2016 [29]㸧ࢆ⮬ศࡢ୰࡟సࡾୖࡆ࡚࠸ࡃࡶ

ࢆ⥅⥆ࡍࡿពᛮỴᐃࡀ࡞ࡉࢀࡓࡇ࡜࡛෌ࡧືࡁฟࡋࡓࠋ௙

ࡢ࡟࡞ࡗ࡚࠸ࡿ࠿࡝࠺࠿࡜࠸࠺どⅬ࡛࠶ࡿࠋࡇࢀࡽ୕せ⣲ษࡾ┤ࡋ࡜࡞ࡗࡓᖹᡂ29ᖺᗘࡣࠊ἟ὠᕷෆ࡛ほගᐈࡀከࡃ

ࡢ㛵ಀࡣࠊmeaningful࡛authentic࡞ࡶࡢ࡛࠶ࢀࡤpersonal࡞ゼࢀࡿ἟ὠ ࢆ㑅ࡧࠊ᫓Ꮨఇᴗᮇ㛫ࢆ฼⏝ࡋ࡚⌧ᆅ࡛ྲྀᮦࡶࡢ࡟࡞ࡾࠊauthentic࡛personal࡞ࡶࡢ࡛࠶ࢀࡤmeaningfulࡸ෗┿᧜ᙳࢆ⾜ࡗࡓࠋࡑࡋ࡚ࠊ἟ὠ ࿘㎶ࡢほගሙᡤ࡜ࡋ࡞ ࡶ ࡢ ࡟ ࡞ ࡾ ࠊ personal ࡛ meaningful ࡞ ࡶ ࡢ ࡛ ࠶ ࢀ ࡤ࡚Ꮫ⏕ࡓࡕࡀ㑅ࢇࡔࡢࡀ኱ᆺᒎᮃỈ㛛ࡢࠕࡧࡹ࠺࠾࡛ࠖ࠶

authentic࡞ࡶࡢ࡟࡞ࡿ࡜࠸࠺ࠊ┦⿵ⓗ࡞㛵ಀ࡜ࡋ࡚ᶵ⬟ࡍࡾࠊᾏ㩭ᩱ⌮ࢆᴦࡋࡵࡿᗑࡸᅵ⏘ᗑࡀ❧ࡕ୪ࡪ ඵ༑୕␒ࡿࡶࡢ࡛࠶ࡿࠋ

ᆅࢆ୰ᚰ࡜ࡋࡓࢢ࣓ࣝࢫࢺ࣮ࣜࢺ࡛࠶ࡿࠋࡑࡋ࡚ࠊ἟ὠࡇࡢ୕せ⣲ࡢほⅬ࠿ࡽࠊESSྠዲ఍ࡢ㒊ဨࡓࡕࡀྲྀࡾ⤌72

沼津工業高等専門学校研究報告

第 52 号ࢇࡔࠊほග᱌ෆⱥㄒ࣮ࣜࣇࣞࢵࢺࡢ〇సࣉࣟࢪ࢙ࢡࢺࡀࡶ

ⱥㄒᏛ⩦⩦័ࢆ㌟࡟ࡘࡅࡉࡏࡿࡇ࡜ࢆᣦᑟ࡟⤌ࡳ㎸ࡴࡇࡓࡽࡋࡓព⩏࡟ࡘ࠸࡚⪃ᐹࡋࡓ࠸ࠋࡲࡎࠊࡇࡢࣉࣟࢪ࢙ࢡ࡜ࡢ㔜せᛶ࡟ࡘ࠸࡚ᣦ᦬ࡋࡓࠋࡑࡋ࡚ࠊࡇࡢ஧ࡘࡢᣦᑟࢆ

ࢺࡣᏛ⏕ࡓࡕ⮬㌟ࡢពᛮ࡟ᇶ࡙ࡁྲྀࡾ⤌ࡴࡇ࡜ࢆỴࡵࡓ⤌ࡳ㎸ࢇࡔ㧗ᑓ⏕ࢆᑐ㇟࡟ࡋࡓⱥㄒᩍ⫱ᐇ㊶ࡢ஦౛࡜ࡋ

ࡶࡢ࡛࠶ࡾࠊ⮬ᚊᛶࢆᇶ┙࡟㐍ࡵࡽࢀࡓࡶࡢ࡛࠶ࡿࠋࡇࢀ

࡚ࠊNishizawa et al. (2017)[10]ࡽ࡟ࡼࡿⱥㄒከㄞከ⫈ᣦᑟࢆࡣࠊࡇࡢࣉࣟࢪ࢙ࢡࢺ࡟ྲྀࡾ⤌ࡴࡇ࡜࡛ࠊ␃Ꮫ⏕࡜ࡢ஺ὶᣲࡆࡿ࡜࡜ࡶ࡟ࠊᅜ㝿஺ὶάືࡸࢡࣛࣈάື࡟௦⾲ࡉࢀࡿࡸᨭ᥼࡟⧅ࡀࡾࠊ⮬ศࡓࡕࡢⱥㄒຊྥୖ࡟⧅ࡀࡿ࡜࠸࠺ࡇ

ㄢእάື࡟ࠊ㧗ᑓ⏕ࡢⱥㄒ㐠⏝⬟ຊྥୖࡢࡓࡵࡢྍ⬟ᛶࢆ࡜࡟ព⩏ࡸ౯್ࢆぢฟࡋࡓࡇ࡜ࡢドᕥ࡜ゝ࠼ࡿࡶࡢ࡛࠶

ぢฟࡍࡇ࡜ࡀ࡛ࡁࡿྍ⬟ᛶࢆᣦ᦬ࡋࡓࠋࡑࡋ࡚ࠊㄢእάື

ࡿࠋࡍ࡞ࢃࡕࠊࡇࡢࣉࣟࢪ࢙ࢡࢺࡣࠊάືࡢព⩏࡜ࡋ࡚ࡢ୰࡛ࡶⱥㄒ㒊ࡸESS㒊࡟௦⾲ࡉࢀࡿࢡࣛࣈάື࡟↔Ⅼࢆ

meaningful࡞ࡶࡢ࡛࠶ࡗࡓࡇ࡜ࢆㄆࡵࡿࡇ࡜ࡀ࡛ࡁࡿࠋࡲ

ᙜ࡚ࠊ㧗ᑓࡢࢡࣛࣈάື࡟㛵ࢃࡿ஦౛ሗ࿌ࡸ◊✲ࡀᑡ࡞࠸ࡓࠊ⮬ศࡓࡕࡢどⅬ࠿ࡽ࣮ࣜࣇࣞࢵࢺ࡟ᥖ㍕ࡍࡿሙᡤࡸ㣧ࡇ࡜ࢆᣦ᦬ࡋࡓୖ࡛ࠊ㧗ᑓⱥㄒᩍဨ㛫࡛άື஦౛ࢆඹ᭷ࡋࠊ

㣗ᗑࢆ㑅ᐃࡋࠊ⮬ศࡓࡕࡀࡇࢀࡲ࡛Ꮫࢇ࡛㌟࡟ࡘࡅ࡚ࡁࡓ

ࡑࡢᩍ⫱ⓗព⩏ࡸᏛ⩦ຠᯝࢆศᯒࡋࠊᐇ㊶ྍ⬟ᛶ࡜ᣢ⥆ྍⱥㄒࢆᇶ┙࡟ࡋ࡚࣮ࣜࣇࣞࢵࢺෆࡢⱥㄒ⾲⌧ࢆసᡂࡋࡓ

⬟ᛶࡀ㧗࠸࠿ࡓࡕ࡟Ⓨᒎࡉࡏ࡚࠸ࡃࡇ࡜ࡢᚲせᛶࢆᣦ᦬Ⅼ࡛ࠊ㠀ᖖ࡟personal࡞άື࡛࠶ࡗࡓ࡜ゝ࠼ࡿࠋ㐪࠺ほⅬ࠿ࡋࡓࠋࡽゝ࠼ࡤࠊ⮬ศࡓࡕ࡟࡜ࡗ࡚ព࿡ࡀศ࠿ࡿⱥㄒ⾲⌧ࢆ⏝࠸ࡑࡋ࡚ࠊࢡࣛࣈάືࡢ஦౛ࡢ୍ࡘ࡜ࡋ࡚἟ὠ㧗ᑓESSྠ࡚࣮ࣜࣇࣞࢵࢺෆࡢグ㏙ࢆࡋࡓ࡜࠸࠺ࡇ࡜࡛࠶ࡾࠊ
ࠕゝㄒዲ఍ࡢ㒊ဨࡀ୺యⓗ࡟ྲྀࡾ⤌ࢇࡔ἟ὠ ࿘㎶ࡢほග᱌ෆ⾲⌧ࡢព࿡ࡀศ࠿ࡿࠖ࡜࠸࠺Ⅼ࡛ࡶmeaningful࡞άື࡛࠶

ⱥㄒ࣮ࣜࣇࣞࢵࢺࡢ〇స࡜࠸࠺άື࡟ࡘ࠸࡚ሗ࿌ࡋࡓࠋࡑ

ࡗࡓ࡜࠸࠺ࡇ࡜࡟࡞ࡿࠋࡑࡋ࡚ࠊࡇࡢ࣮ࣜࣇࣞࢵࢺࢆ〇సࡢⱥㄒᩍ⫱ୖࡢព⩏࡟ࡘ࠸࡚ࡣࠊ⏣୰㸦2017㸧[27]ࡀ㏙࡭ࡍࡿ࡜࠸࠺ᮏࣉࣟࢪ࢙ࢡࢺࡀࠊⱥㄒࢆᡃࡀ஦࡜ᤊ࠼ࠊ㸺my

ࡿࠕMAPࠖࡢほⅬࠊࡍ࡞ࢃࡕmeaningful࡛࠶ࡿࡇ࡜ࠊauthentic

English㸼ࢆᵓ⠏ࡋ࡚࠸ࡃ㐣⛬࡟ᐤ୚ࡋࡓ࡜ศᯒࡍࡿࡇ࡜

࡛࠶ࡿࡇ࡜ࠊpersonal࡛࠶ࡿࡇ࡜ࡢ୕ࡘࡢほⅬ࠿ࡽศᯒࡋࠊ

ࡀ࡛ࡁࡿࠋゝㄒ౑⏝ࡢ㉁ྥୖ࡟⧅ࡀࡿάື࡛࠶ࡗࡓࡇ࡜ࢆᣦ᦬ࡋࡓࠋ

ᐇ⌧ࡣࡋ࡞࠿ࡗࡓࡀࠊ▷ᮇ␃Ꮫ⏕ࢆⱥㄒ࡛᱌ෆࡍࡿᶵ఍ ᮏ✏࡛ྲྀࡾୖࡆࡓሗ࿌ࡣࠊࢡࣛࣈάືࢆ㏻ࡋ࡚ࠊᏛ⏕ࡓࡀ࠶ࡗࡓሙྜࠊ⮬ศࡓࡕ࡛᭩࠸ࡓࡇࡢ࣮ࣜࣇࣞࢵࢺࢆ⏝࠸ࡕࡀ⮬ᚊⓗ࡟ⱥㄒ౑⏝ࡢᶵ఍ࢆ๰ฟࡋࡓ୍ࡘࡢ஦౛࡛࠶

ࡓ᪉ࡀࠊ୍⯡࡟㡺ᕸࡉࢀ࡚࠸ࡿⱥㄒࡢほග᱌ෆࣃࣥࣇࣞࢵ

ࡿࠋࡑࡋ࡚ࠊࡇࡢ⮬ᚊⓗ࡞⾜ືࡀࠊࡇࢀࡲ࡛Ꮫࢇ࡛ࡁࡓᩍ

ࢺࡢⱥㄒࢆ⏝࠸ࡿࡼࡾࡶࠊᏛ⏕ࡓࡕ࡟࡜ࡗ࡚ࡣ᱌ෆࡀࡋࡸ

⛉࡜ࡋ࡚ࡢⱥㄒࢆࠊmeaningful࡛ࠊauthentic࡛ࠊpersonal࡞ࡍ࠸࡜⪃࠼ࡽࢀࡿࠋ᥮ゝࡍࢀࡤࠊ⮬ศࡓࡕ࡛〇సࡋࡓ࣮ࣜ

ⱥㄒ࡟ࡍࡿࡇ࡜࡟⧅ࡀࡗࡓࠋ㧗ᑓࡢࢡࣛࣈ࡟ࡣࠊ㸯ᖺ⏕࠿ࣇࣞࢵࢺࡢⱥㄒࡀpersonal࡞ࡶࡢ࡛࠶ࡾࠊmeaningful࡞ࡶࡢࡽ㸳ᖺ⏕ࡲ࡛㸦࠶ࡿ࠸ࡣᑓᨷ⛉㸰ᖺ⏕ࡲ࡛㸧ᵝࠎ࡞Ꮫᖺࡢ

࡛࠶ࡿ࡜࠸࠺ࡇ࡜࡛࠶ࡿࠋ
ࠕ࠸ࡘ࠿࡝ࡇ࠿࡛ㄡ࠿ࡢࡓࡵࠖ

Ꮫ⏕ࡀ㞟ࡲࡗ࡚࠸ࡿࠋࡇࡢ୍ࡘࡢ஦౛ࢆᣢ⥆ྍ⬟࡞άື࡜࡟〇సࡋࡓࡶࡢ࡛ࡣ࡞ࡃࠊ
ࠕ␃Ꮫ⏕ࡀ᮶ࡓ᫬࡟ࠊ἟ὠ㧗ᑓࡋ࡚࠸ࡃࡓࡵ࡟ࡣࠊᏛ⏕ࡓࡕࡢ୺యᛶࢆ㔜どࡋ࡞ࡀࡽࠊࢡ

࿘㎶࡛ࠊᙼࡽ㸦ᙼዪࡽ㸧࡬ࡢほග᱌ෆࡢࡓࡵ࡟ࠖ࡜࠸࠺᫂

ࣛࣈෆ࡛ୖ⣭⏕࠿ࡽୗ⣭⏕࡟Ⓨᒎⓗ࡟ᘬࡁ⥅ࡀࢀࡿࡼ࠺

☜࡞┠ᶆࡢୗ࡟ࠊᡃࡀ஦࡜ࡋ࡚〇సࡋࡓࡇࡢ࣮ࣜࣇࣞࢵࢺ

࡟ᑟ࠸࡚࠸ࡃᚲせࡀ࠶ࡿࠋࡑࡋ࡚ࠊᘬࡁ⥅ࡂࡢ᪉ྥᛶ࡜ࡋ

ࡣࠊᏛ⏕ࡓࡕ࡟authentic࡞ࡶࡢ㸦i.e., learner authenticityࢆ‶࡚ࡣࠊ〇సࡋࡓ࣮ࣜࣇࣞࢵࢺࢆ౑ࡗ࡚ᖹᡂ30ᖺᗘ࡟ࡣᐇ㝿ࡓࡍࡶࡢ㸧࡜ࡋ࡚ᶵ⬟ࡋࡓάື࡜ゝ࠺ࡇ࡜ࡀ࡛ࡁࡿࡔࢁ࠺ࠋ

࡟▷ᮇ␃Ꮫ⏕ࢆ᱌ෆࡍࡿࡢ࠿ࠊ⏫࡟ฟ࡚㐨⾜ࡃእᅜேほග௨ୖࡢ㆟ㄽ࠿ࡽࠊᮏ✏࡛⤂௓ࡋࡓ▷ᮇ␃Ꮫ⏕ࡢࡓࡵࡢ἟

ᐈ࡟᱌ෆࢆ⏦ࡋฟ࡚ࡳࡿࡢ࠿ࠊ࠶ࡿ࠸ࡣ἟ὠᕷෆ࡛἟ὠ

ὠࡢⱥㄒほග᱌ෆ〇సࡣࠊᏛ⏕࡟࡜ࡗ࡚meaningful࡞ࡶࡢ௨እࡢほග᱌ෆ࣮ࣜࣇࣞࢵࢺࢆ〇సࡋ࡚඘ᐇࡉࡏ࡚࠸ࡃ

࡛࠶ࡾࠊauthentic࡞ࡶࡢ࡛࠶ࡾࠊpersonal࡞ࡶࡢ࡛࠶ࡾࠊゝࡢ࠿ࠊ἟ὠᕷ࠿ࡽ㞳ࢀ࡚୕ᓥᕷࡸ㛗Ἠ⏫࡞࡝㏆㞄ᕷ⏫ᮧࡢㄒ౑⏝㸦language use㸧ࡢ㉁ࡢྥୖ࡟㈉⊩ࡋࡓάື࡛࠶ࡗࡓほග᱌ෆ࣮ࣜࣇࣞࢵࢺࢆ〇సࡍࡿࡢ࠿ࠊ࠶ࡿ࠸ࡣ᪥ᮏ⁫ᅾ࡜ศᯒ࡛ࡁࡿࠋࡲࡓࠊṇつᤵᴗእ࡛ࠊᏛ⏕ࡢ⮬ᚊᛶࢆᇶ┙୰ࡢணᐃࡀワࡲࡗ࡚࠸ࡿ▷ᮇ␃Ꮫ⏕࡛࠶ࡗ࡚ࡶᖹ᪥ࡢᨺ

࡟ࡋ࡚㐍ࡵࡽࢀࡓάື࡜࠸࠺Ⅼ࠿ࡽࡣࠊ㧗ᑓ⏕ࡢⱥㄒ㐠⏝ㄢᚋ࡛᱌ෆࡀྍ⬟࡞ࠊ἟ὠ㧗ᑓ࠿ࡽᚐṌᅪෆ࡟࠶ࡿࠊ἟ὠ

⬟ຊྥୖࡢࡓࡵ࡟ព⩏ࡀ࠶ࡿάື࡜ゝ࠺ࡇ࡜ࡀ࡛ࡁࡿࠋ

㧗ᑓᏛ⏕ࡔ࠿ࡽ▱ࡗ࡚࠸ࡿࡼ࠺࡞⌋ࡋ࠸ࢫ࣏ࢵࢺࢆྲྀࡾ
ୖࡆࡓ࣮ࣜࣇࣞࢵࢺࢆ〇సࡍࡿࡢ࠿➼ࠊ࠸ࡃࡘࡶࡢ᪉ྥᛶ

㸳㸬ࡲ࡜ࡵ

ࡀண᝿ࡉࢀࡿࠋᏛ⏕ࡢ୺యᛶࢆ㔜どࡋ࡞ࡀࡽࡶࠊࡑࡢάື ᮏ✏࡛ࡣࠊ㧗ᑓࡢⱥㄒᩍ⫱⎔ቃࡢ≉ᚩ࡜ࡋ࡚ࠊᤵᴗ᫬㛫ࡀᏛ⏕࡟࡜ࡗ࡚meaningful࡛ࠊauthentic࡛ࠊpersonal࡞ࡶࡢࡀỴࡋ࡚ከ࠸ࢃࡅ࡛ࡣ࡞࠸ࡇ࡜ࠊࡑࡋ࡚ᤵᴗ᫬㛫ࡣᏛᖺࡀ࡜࡞ࡾᚓࡿࡢ࠿ࢆุ᩿ࡋࠊ㐺ษ࡟ᑟࡁࠊຓゝࢆ୚࠼࡚࠸ࡃ

ୖࡀࡿࡈ࡜࡟ᑡ࡞ࡃ࡞ࡗ࡚࠸ࡃഴྥࡀ࠶ࡿࡇ࡜ࢆᣦ᦬ࡋ

⯦ྲྀࡾࡣ㢳ၥᩍဨࡀࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠸㔜せ࡞௵ົ࡛࠶

ࡓୖ࡛ࠊࡇࡢ⎔ቃ࡟༶ࡋࡓⱥㄒᩍ⫱ᣦ㔪ࢆ㆟ㄽࡍࡿࡓࡵ࡟ࠊ

ࢁ࠺ࠋᏛ⏕࡟ᤵᴗእ࡛ⱥㄒᏛ⩦࡟ྥ࠿ࢃࡏࠊపᏛᖺḟ࡟⮬ᚊⓗ࡞㧗ᑓ⏕࡟ࠕᢏ⾡⪅࡜ࡋ࡚ᚲせ࡜ࡉࢀࡿⱥㄒຊࠖࢆ㌟࡟ࡘ

高等専門学校のクラブ活動を通した観光案内英語リーフレットの製作

73ࡅࡉࡏࡿࡓࡵ࡟ࡣࠊᤵᴗእ࡛ⱥㄒᏛ⩦࡟ྥ࠿ࢃࡏࠊపᏛᖺ

[10] Nishizawa, H., Yoshioka, T., & Ichikawa, Y.: Effect of aḟ࡟⮬ᚊⓗ࡞ⱥㄒᏛ⩦⩦័ࢆ㌟࡟ࡘࡅࡉࡏࡿᣦᑟᣦ㔪ࢆ

six-year long extensive reading program for reluctant learners⪃᱌ࡋࠊ⥅⥆ࡋ࡚⢓ࡾᙉࡃᣦᑟࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࠋࢡࣛ

of English, Modern Journal of Language Teaching Methods,ࣈάືࡣᤵᴗእ࡛Ꮫ⏕ࡢ⮬ᚊᛶ࡟ᇶ࡙ࡁ㐠Ⴀࡉࢀࡿࡇ࡜

7(8), (2017), pp. 116-123.

ࡀ᝿ᐃࡉࢀ࡚࠸ࡿࡇ࡜ࢆ⪃࠼ࡿ࡜ࠊྛ㧗ᑓ࡛ྲྀࡾ⤌ࡲࢀ࡚[11] ᪂ᕝᬛΎ㸸ከㄞ࣭ከ⫈ࢆᑟධࡋࡓἈ⦖㧗ᑓࡢⱥㄒᩍ

࠸ࡿ஦౛ࡀඹ᭷ࡉࢀࠊྛ㧗ᑓ࡟㐺ࡋࡓ࠿ࡓࡕ࡛ྲྀࡾධࢀࡽ

⫱㸸㸯ᮇ⏕࠿ࡽ㸵ᮇ⏕ࡲ࡛, Ἀ⦖ᕤᴗ㧗➼ᑓ㛛Ꮫᰯ⣖せ,ࢀࡿࡇ࡜࡛ࠊ㧗ᑓ⏕ࡢⱥㄒ㐠⏝⬟ຊࡢྥୖ࡟ᐤ୚ࡍࡿྍ⬟6, (2012), pp. 27-37.

ᛶࡀ༑ศ࠶ࡿࠋᮏ✏࡛⤂௓ࡋࡓྲྀࡾ⤌ࡳࢆ௒ᚋⓎᒎⓗ࡟ᣢ[12] ⸨஭ᩘ㤿㸸ル㛫࢟ࣕࣥࣃࢫ࡟࠾ࡅࡿⱥㄒከㄞ⎔ቃࡢᵓ⥆ྍ⬟࡞άື࡟ࡋ࡚࠸ࡃ࡜࡜ࡶ࡟ࠊ㧗ᑓࡢⱥㄒㄢእάືࡢ⠏, 㤶ᕝ㧗➼ᑓ㛛Ꮫᰯ◊✲⣖せ, 2, (2011), pp. 97-107.

஦౛ࢆ㞟ࡵࠊࡑࡢᙳ㡪ࡸຠᯝࠊ࠶ࡿ࠸ࡣⱥㄒᩍ⫱ୖࡢព⩏[13] ஂಖ⏣ెඞ㸸௝ྎ㧗ᑓᗈ℩࢟ࣕࣥࣃࢫ࡟࠾ࡅࡿⱥㄒከ

ࢆศᯒࡋ࡚࠸ࡁࡓ࠸6ࠋㄞ⎔ቃࡢᩚഛ࡜ࡑࡢ฼⏝, ௝ྎ㧗➼ᑓ㛛Ꮫᰯᗈ℩࢟ࣕࣥࣃࢫᩍ⫱◊✲⣖せ, 44, (2014), pp. 7-12.

ཧ⪃ᩥ⊩[1] ⸨஭ᩘ㤿࣭ᮧୖ┿⌮࣭㟷⏣ᗈྐ㸸἟ὠ㧗ᑓ࡟࠾ࡅࡿⱥ
ㄒከㄞᣦᑟ࡜⥅⥆ᨭ᥼ࡢࡓࡵࡢ࢚࢘ࣈࢧ࢖ࢺࡢ㛤Ⓨ, ᖹᡂ27ᖺᗘᮾᾏᕤᏛᩍ⫱༠఍㧗ᑓ㒊఍ࢩ࣏ࣥࢪ࣒࢘Ⓨ⾲㈨ᩱ, (2015).
[2] ᅜ❧㧗➼ᑓ㛛Ꮫᰯ㸸➨㸱ᮇ୰ᮇィ⏬, (2016)
http://www.kosen-k.go.jp/information/keikaku280328.pdf
㸦᭱⤊᳨⣴᪥2017ᖺ9᭶30᪥㸧.

[14] 㧘ᶫឡ㸸ⱥㄒከㄞࡢᐇ㊶ࡀⱥㄒ㐠⏝⬟ຊࡢྥୖ࡟ࡶࡓ
ࡽࡍලయⓗຠᯝ̿ࠕⱥ᳨Can-doࣜࢫࢺࠖࢆ㏻ࡋ࡚̿, ➨24ᅇࠕⱥ᳨ࠖ◊✲ຓᡂሗ࿌᭩, (2014), pp. 138-144.
[15] ⸨஭ᩘ㤿㸸Ꮫ⩦ᐇែ࡟ᇶ࡙ࡃ㸯ᖺ㛫ࡢከㄞᤵᴗࡀㄞゎ᝟ព㠃࡜እ㒊ヨ㦂⤖ᯝ࡟୚࠼ࡓᙳ㡪, ୰㒊ᆅ༊ⱥㄒᩍ⫱Ꮫ఍⣖せ, 42, (2013), pp. 197-202.
[16] ⸨஭ᩘ㤿㸸ᤵᴗෆከㄞ࡟ࡼࡿⱥᩥㄞゎ㏿ᗘࡢኚ໬࡟ࡘ
࠸࡚, ୰㒊ᆅ༊ⱥㄒᩍ⫱Ꮫ఍⣖せ, 46, (2017), pp. 247-252.

[3] Brown, S. & Larson-Hall, J.: Second language acquisition[17] Takase, A.: The impact of extensive reading on reluctant

myths: Applying second language research to classroom

Japanese EFL learners, The European Journal of Applied

teaching. The University of Michigan Press, (2012).
[4] ᩥ㒊⛉Ꮫ┬: ᖹᡂ27ᖺᗘⱥㄒຊㄪᰝ(㧗ᰯ㸱ᖺ⏕)ࡢ㏿

Linguistics and TEFL, 1, (2012), pp. 97-113.
[18] Fujii, K.: The Mini-Bibliobattle as an output activity of

ሗ(ᴫせ), (2016). .

extensive reading: The rationale and procedures, ඲ᅜ㧗➼ᑓ

http://www.mext.go.jp/b_menu/shingi/chousa/shotou/117/shir㛛Ꮫᰯⱥㄒᩍ⫱Ꮫ఍◊✲ㄽ㞟, 36, (2017), pp.77-86.

yo/__icsFiles/afieldfile/2016/05/24/1368985_7_1.pdf㸦᭱⤊᳨⣴᪥2017ᖺ9᭶29᪥㸧
[5] டᒣኴ୍௚: COCET2600̿⌮ᕤ⣔Ꮫ⏕ࡢࡓࡵࡢᚲಟⱥ
༢ㄒ2600, ᡂ⨾ᇽ, (2012).
[6] டᒣኴ୍௚: Fundamental Science in English, ᡂ⨾ᇽ,(2017).

[19] ෆ⏣Ⰻ㸸ࣈࣛࢵࢡ㒊άື̿Ꮚ࡝ࡶ࡜ඛ⏕ࡢⱞࡋࡳ࡟ྥ
ࡁྜ࠺, ᮾὒ㤋ฟ∧, (2017).
[20] 㜿㒊ᜨ㸸ࢢ࣮ࣟࣂࣝ♫఍࡛ඹ⏕࡛ࡁࡿᢏ⾡⪅⫱ᡂ̿ᮏ⛉⏕ࢆᑐ㇟࡜ࡋࡓᅜ㝿஺ὶࡢṌࡳ, ඵᡞᕤᴗ㧗➼ᑓ㛛Ꮫᰯ⣖せ, 48, (2013), pp. 23-30.
[21] ✝ᮏᾈ⨾㸸㧗ᑓ࡟࠾ࡅࡿᾏእ◊ಟࡢၥ㢟࡜ྍ⬟ᛶ̿ࣉ[7] ዟᮧಙᙪ௚: Exploring SciTech English, 㛤㝯ᇽ, (2017).

ࣟࢢ࣒ࣛᵓ⠏࡟࠾ࡅࡿほⅬ࠿ࡽ̿, ඲ᅜ㧗➼ᑓ㛛Ꮫᰯⱥ[8] Ṋ⏣῟࣭டᒣኴ୍࣭㟷ᒣᬗᏊ: 㧗ᑓపᏛᖺ࡟࠾ࡅࡿ཯

ㄒᩍ⫱Ꮫ఍◊✲ㄽ㞟, 36, (2017), pp. 29-37.

㌿ᤵᴗࡢᑟධ࡜ᒎ㛤̿᪂ࢥࣥࢭࣉࢺࡢᩍᮦ࡜ỗ⏝ࣔࢹ[22] ᒾୗຮ࣭Grumbine, R.㸸᭷᫂㧗ᑓ࡜ࢩ࣏࣮࣭࣏ࣥ࢞ࣝ

ࣝࡢ⤌ࡳྜࢃࡏ̿, ඲ᅜ㧗➼ᑓ㛛Ꮫᰯⱥㄒᩍ⫱Ꮫ఍◊✲ࣜࢸࢡࢽࢵࢡ࡜ࡢᅜ㝿஺ὶࣉࣟࢢ࣒ࣛ, ᭷᫂ᕤᴗ㧗➼ᑓㄽ㞟, 36, (2017), pp. 237-246.

㛛Ꮫᰯ⣖せ, 49, (2013), pp. 15-22.

[9] Nishizawa, H., Yoshioka, T., & Fukada, M.: The impact of a[23] ᶔᮧ┿⏤㸸ᾏእ࢖ࣥࢱ࣮ࣥࢩࢵࣉࡀ㧗➼ᑓ㛛Ꮫᰯᑓᨷ4-year extensive reading program. In M. Stoke (Ed.) JALT⛉⏕࡟୚࠼࠺ࡿᙳ㡪࡟ࡘ࠸࡚̿ⱥㄒ㐠⏝⬟ຊ⮬ᕫホ౯2009 Conference Proceeding, (2010), pp. 632-640.

࡜ᅜ㝿⌮ゎࡢほⅬ࠿ࡽ̿, ඲ᅜ㧗➼ᑓ㛛Ꮫᰯⱥㄒᩍ⫱Ꮫ఍◊✲ㄽ㞟, 35, (2016), pp. 127-236.

6 ESS ྠዲ఍ࡢ෌άື࠿ࡽ⌧ᅾࡲ࡛ࠊάື࡟㛵ࢃࡗ࡚ࡃࢀ

ࡓᏛ⏕ࡓࡕ࡟ㅰពࢆ⾲ࡋࡓ࠸ࠋࡲࡓࠊ௜㘓ࡢ࣮ࣜࣇࣞࢵࢺ
ࡣࠊ἟ὠ㧗ᑓ ESS ྠዲ఍ࡢ㕥ᮌྐᰤ⌰ྩࠊᡞ㒊Ὀభྩࠊ
ᯇᮏᾈ㍤ྩ㸦࠸ࡎࢀࡶ〇స᫬㸲ᖺ⏕㸧ࡀ୰ᚰ࡟ྲྀࡾ⤌ࢇ࡛᏶ᡂࡉࡏࡓࡶࡢ࡛࠶ࡿࠋESS ྠዲ఍࡟࠾ࡅࡿ⮬ᚊⓗ࡞άືࡢ᪉ྥᛶࢆ♧ࡋ࡚ࡃࢀࡓ㸱ྡ࡟ឤㅰࡢពࢆ⾲ࡋࡓ࠸ࠋ[24] ᒸ⏣᫭㸸ᑠᒣ㧗ᑓෆ࡟࠾ࡅࡿᅜ㝿஺ὶࡢྲྀࡾ⤌ࡳ࡟ࡘ࠸࡚㸸Ꮫ⏕ࡢⱥㄒᏛ⩦࡟࠾ࡅࡿືᶵ࡙ࡅ࡟ࡘ࠸࡚, ඲ᅜ㧗➼ᑓ㛛Ꮫᰯⱥㄒᩍ⫱Ꮫ఍◊✲ㄽ㞟, 36, (2017), pp.
107-114.
[25] ᔢᓚཎ᫛ḟ㸸Ꮫ⏕୺యࡢⱥㄒ㒊ࡢάື̿㮵ඣᓥ㧗ᑓㄢ

74

沼津工業高等専門学校研究報告

第 52 号እάືࡢ୍౛̿, ඲ᅜ㧗➼ᑓ㛛Ꮫᰯⱥㄒᩍ⫱Ꮫ఍◊✲ㄽ㞟, 35, (2016), pp. 69-75.
[26] ᒣᓮ೺୍㸸㛗㔝㧗ᑓⱥㄒྠዲ఍άື࡟࠾ࡅࡿᐇ㦂ⓗⱥ఍ヰᩍ⫱ἲ㸸ᐇ㊶ⓗⱥ఍ヰ⬟ຊࡢ㣴ᡂࢆ┠ᣦࡋ࡚, 㛗㔝ᕤᴗ㧗➼ᑓ㛛Ꮫᰯ⣖せ, 50, (2016), pp. 1-7.
[27] ⏣୰ⱱ⠊㸸ⱥㄒᩍ⫱ࡢㄽⅬ㸸ᩍ⫱ࡢ᮲௳ࠊCLTࠊ
CAN-DO, JACET㛵ᮾᨭ㒊᭶౛◊✲఍ㅮ₇㈨ᩱ, (2017).
[28] ᑎ๓㤶㔛࣭㕥ᮌభᏘ࣭㧗ᶫ୍ᑗ࣭⸨஭ᩘ㤿㸸Ꮫ⏕࡟ࡼࡿᏛ⏕ࡢࡓࡵࡢⱥㄒᏛ⩦ᨭ᥼άືࡢヨࡳ, ᐩኈᒣ㯄࢔࢝ࢹ࣑ࢵࢡ㸤ࢧ࢖࢚ࣥࢫࣇ࢙࢔2014࣏ࢫࢱ࣮Ⓨ⾲㈨ᩱ,(2014).
[29] ⏣୰ⱱ⠊㸸ⱥㄒࢆ౑࠸ࡇ࡞ࡍࡓࡵࡢᐇ㊶ⓗᏛ⩦ἲ―my Englishࡢࡍࡍࡵ, ኱ಟ㤋᭩ᗑ, (2016).

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