ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ(LET)
The Japan Association for Language Education and Technology╙ 52 ࿁㧔2012 ᐕᐲ㧕ో࿖⎇ⓥᄢળ
The 52nd Annual Conferenceᄖ࿖⺆ᢎ⢒ߦ߅ߌࠆቇ⠌࡮ᜰዉ࡮⹏ଔߩᦨ೨✢
Foreign Language Education at the Cutting Edge: Learning, Teaching and Testingਥ௅ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ (LET)ᓟេᢥㇱ⑼ቇ⋭࡮౓ᐶ⋵ᢎ⢒ᆔຬળ࡮␹ᚭᏒᢎ⢒ᆔຬળᦼᣣ

2012 ᐕ 8 ᦬ 7 ᣣ㧔Ἣ㧕㨪 9 ᣣ㧔ᧁ㧕ળ႐↲ධᄢቇ ጟᧄࠠࡖࡦࡄࠬ
‫ޥ‬658-8501 ౓ᐶ⋵␹ᚭᏒ᧲ἥ඙ጟᧄ 8-9-1

ᄢળ੐ോዪTEL: 078-431-4341

ᵹㅢ⑼ቇᄢቇ ጊᧄൎᏈ⎇ⓥቶౝ
‫ޥ‬651-2188 ౓ᐶ⋵␹ᚭᏒ⷏඙ቇ࿦⷏↸ 3-1

TEL: 078-794-3555

E-mail: let2012kobe@gmail.com

http://www.let-kansai.org/2012/Ɲਮਠ (QTGYQTFU┻ౝℂ㧔ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ LET ળ㐳‫ޔ‬㑐⷏ᄢቇ㧕ᥤ޿ᄐ߇‫ోߡߒߘޔ‬࿖ᄢળߩቄ▵߇ౣ߮Ꮌߞߡ߈߹ߒߚ‫੹ޕ‬ᐕߩో࿖ᄢળ߇㐿௅ߐࠇࠆ㑐⷏࿾ᣇߢߪ‫ޔ‬ේ⊒ߩⒿ௛ౣ㐿໧㗴ߣ⛊ߺ‫ޔ‬㔚ജߩㅼㄼ߇વ߃ࠄࠇߡ޿߹ߔ‫੹ޕ‬ᐕ߽߹ߚ‫␠ߥࠈ޿ࠈ޿ޔ‬ળᖱ൓߇ቇળߩ㐿௅ߦᓇ㗀ࠍਈ߃ࠆᄐߣߥࠅ߹ߒߚ‫ޕ‬ߒ߆ߒ‫ߥࠎߎޔ‬ਛߛ߆ࠄߎߘ‫ޟߪ⑳ޔ‬ቇળߪᭉળߥࠅ‫ࠍࡦࠟ࡯ࡠࠬߩޠ‬㜞ߊឝߍߡߺߚ޿ߣᕁ޿߹ߔ‫ޕ‬ෳടߔࠆੱߚߜ߽‫ޔ‬ㆇ༡ߔࠆੱߚߜ߽‫⧯ޔ߽ߜߚੱࠆߔ⴫⊒ޔ‬ᚻ߽ਛၷ߽ࡌ࠹࡜ࡦ߽‫ޔ޽ߐޟ߇⊝ޔ‬ᭉߒ޿ቇળ
߇ᆎ߹ࠅ߹ߒߚࠃ‫ޔߡߒߘޔߦ߁ࠃࠆ߃⸒ߣޠ‬ᄢળ߇⚳ࠊߞߚᓟߦ‫ޔ‬‫޽޽ޟ‬ᭉߒ޿ᤨ㑆ߛߞߚ‫ޔޠ‬‫ߺߡ᧪ߚ߹ޟ‬ߚ޿‫ޠ‬‫ޔ‬‫ߥࠎߘޔߦ߁ࠃࠆ߃ࠄ߽ߡߞ⸒ߣޠ޿ߚߺߡߒ⴫⊒ߚ߹ޟ‬ሽ࿷ߦ LET ߩో࿖ᄢળ߇ዋߒߢ߽ㄭߠ޿ߡ
޿ߌࠇ߫‫ࠆߐ߹ߦࠇߎޔ‬༑߮ߪ޽ࠅ߹ߖࠎ‫ޔ޽ߐޕ‬ᭉߒ޿ቇળ߇ߪߓ߹ࠅ߹ߔࠃ‫ߊߒ⿧߅߭ߗޔࠎߐߥߺޕ‬ߛߐ޿‫ޕ‬
ᦨᓟߦߥࠅ߹ߒߚ߇‫␠ߥ߹ߑ߹ߐޔ‬ળᖱ൓߇ቇળߩㆇ༡ࠍ㔍ߒߊߒߡ޿ࠆਛߢ‫ోޔ‬ജࠍ޽ߍߡ‫଀ޔ‬ᐕㅢࠅߩ‫ޔ‬޿߿଀ᐕߦ߽Ⴧߒߡߩߔ߫ࠄߒ޿ᄢળࠍḰ஻ߒߡ޿ߚߛ޿ߚ‫ᧄ⧯ޔ‬ᄐ⟤వ↢㧔㑐⷏ᡰㇱ㐳㧕‫␹ޔ‬ፒ๺↵వ↢㧔೨㑐⷏ᡰㇱ㐳㧕
‫ޔ‬ጊᧄൎᏈవ↢㧔ᄢળ੐ോዪ㐳㧕ࠍߪߓ߼ߣߒߚ㑐⷏ᡰㇱߩㆇ༡ᆔຬ‫ޔ‬ᄢળታⴕᆔຬ‫ޔ‬ળຬߩ⊝ߐࠎ‫ޔߡߒߘޔ‬ળ႐ࠍឭଏ޿ߚߛ߈߹ߒߚદᐸ✛వ↢ࠍߪߓ߼ߣߒߚ↲ධᄢቇߩ⊝ߐࠎߦ‫ⴲޔ‬ᔃࠃࠅᗵ⻢ߩᗧࠍ⴫ߒߚ޿ߣᕁ޿߹ߔ‫ޕߚߒ߹޿ߑߏ߁ߣ߇ࠅ޽ޕ‬Osamu TAKEUCHI
President of LET, Kansai University
A scorching summer has come to Japan once again. And, with the arrival of summer, of course, comes the holdingof the LET Annual National Conference. Welcome! On behalf of LET, I cordially greet all the participants in theconference.
For this year’s conference, we have invited Dr. Norman Segalowitz, a renowned researcher in the field of second
language fluency from Concordia University, as a keynote speaker. In addition, Prof. Koyo Yamamori of the
National Institute of Educational Policy Research and Dr. Kojiro Shojima of the National Center for University
Entrance Examination have kindly agreed to be keynote speakers at the conference. Several workshops, offered byleading researchers and teacher-trainers in Japan, are to be provided to the participants of the conference. About
70 papers are to be read and 11 posters will be on display for your perusal. We also have some 29 commercial
displays of cutting-edge educational technology and teaching materials, so there is something for everyone!
I invite you all to have a wonderful time during this national conference and I am certain that every one of you
will be able to take something stimulating back with you to your classrooms and schools.
Lastly, on this occasion, I would like to express my sincere thanks to the National Conference Steering Committee
members for their relentless efforts. Without their efforts and contribution, the holding of this conference will not
be possible. I also would like to extend my heart-felt appreciation to Konan University for its generosity inallowing us to use Okamoto Campus for the conference venue, even under the ominous warnings of possible
shortages of electric power supply due to the shutdown of the various nuclear power plants in the aftermath of theGreat Tohoku Earthquake. Thank you so much, everybody!

⧯ᧄᄐ⟤㧔ో࿖ᄢળታⴕᆔຬ㐳‫ޔ‬LET 㑐⷏ᡰㇱ㐳‫ޔ‬หᔒ␠ᅚሶᄢቇ㧕ᢎຬߣߒߡ⎇ⓥ⠪ߣߒߡᄖ࿖⺆ቇ⠌⠪ߦኻጺߔࠆᤨ‫ޔ‬‫ޟ‬ቇ⠌ߪߤߩࠃ߁ߦߥߐࠇߡ޿ࠆߩ߆㧫ߤߩࠃ߁ߥࠗࡦ
ࠬ࠻࡜࡚ࠢࠪࡦ߇ࠃࠅലᨐ⊛ߥߩ߆㧫‫⇼ߚߞ޿ߣޠ‬໧߿ᖠߺ߿ᅢᄸᔃ߇ዧ߈ࠆߎߣߪ޽ࠅ߹ߖࠎ‫ޕ‬ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળߪᏱᄐߩ㗃‫ޔ‬ඨ਎♿એ਄ߦࠊߚࠅᐕߦ 1 ࿁ߩో࿖ᄢળࠍ㐿௅ߒߡ޿߹ߔ߇‫⎇ޔ‬ⓥߣ᝼ᬺߩᦨ
వ┵ࠍᜬߜነࠅ‫ޔ‬ᄙߊߩ⇼໧߿⎇ⓥࠍ⊒ዷߐߖࠆࡅࡦ࠻ࠍ੤ᵹߔࠆߩ߇ߘߩᗧ⟵ߢ޽ࠈ߁ߣ⠨߃߹ߔ‫ޕ‬᛬ߒ߽‫ޔ‬ᣣᧄߩ⧷⺆ᢎ⢒ߪᄢ߈ߥォ឵ὐߩᦨਛߦ޽ࠅ߹ߔ‫ޕ‬ዊቇᩞߢߪᤓᐕᐲ߆ࠄᄖ࿖⺆ᵴേ߇㐿ᆎߐࠇ‫ޔ‬ਛቇᩞߢߪᧄᐕᐲ߆ࠄᣂቇ⠌ᜰዉⷐ㗔ߩ߽ߣቇ⠌⺆ᒵᢙ߿᝼ᬺᤨ㑆ᢙ߇Ⴧടߒߡ޿߹ߔ‫ޕ‬㜞╬ቇᩞߢߪ᧪ᐕᐲ߆
ࠄ⧷⺆ߦࠃࠆ᝼ᬺ߇ࠃࠅ৻ጀផᅑߐࠇ߹ߔ‫ޕ‬㑐⷏ᡰㇱߢߪ‫ޔ‬1 ᐕඨߩᐕ᦬ࠍ߆ߌ‫ޔ‬೨ᡰㇱ㐳ߩ␹ፒవ↢ߩ࡝࡯࠳࡯ࠪ࠶ࡊߩ߽ߣ‫ޔ‬ታⴕᆔຬߩ⧷⍮ࠍ௑ߌ‫ޔ‬ో૕᭴ᗐߣࡊࡠࠣ࡜ࡓࠍ✵ߞߡ߹޿ࠅ߹ߒߚ‫ޕ‬52 ࿁⋡ࠍㄫ߃ࠆᧄᐕᐲߩో࿖⎇ⓥᄢળߪ‫ޟ‬ᄖ࿖⺆ᢎ⢒ߦ߅ߌࠆቇ⠌࡮ᜰዉ࡮⹏ଔߩᦨ೨✢‫⸳ߦࡑ࡯࠹ࠍޠ‬ቯ޿ߚߒ߹ߒߚ‫ᧄޕ‬ᄢળߩၮゲߣߥࠆၮ⺞⻠Ṷߦߪࠦࡦࠦ࡯࠺
ࠖࠕᄢቇ㧔ࠞ࠽࠳㧕ߩ Norman Segalowitz వ↢‫ޔ‬࿖┙ᢎ⢒᡽╷⎇ⓥᚲߩጊ᫪శ㓁వ↢‫ޔ‬ᄢቇ౉⹜࠮ࡦ࠲࡯ߩ
⨿ፉብੑ㇢వ↢ࠍ߅ㄫ߃ߒ‫ࠇߙࠇߘޔ‬ቇ⠌‫ޔ‬ᜰዉ‫⹏ޔ‬ଔߩᦨవ┵ߩ㘑᥊ߦߟ޿ߡ߅⹤޿ߚߛ߈߹ߔ‫✚ߚ߹ޕ‬⸘ 135 ઙߦߩ߷ࠆࠪࡦࡐࠫ࠙ࡓ‫⎇ޔ‬ⓥ⊒⴫‫ޔࡊ࠶࡚ࠪࠢ࡯ࡢޔ‬ዷ␜࡮࠺ࡕࡦࠬ࠻࡟࡯࡚ࠪࡦ߇ዷ㐿ߐࠇ߹ߔ‫ޕ‬‫ޟ‬ቇ⠌⠪ߪߤߩࠃ߁ߦቇࠎߢ޿ࠆߩ߆㧫ᖱႎᯏེࠍᵴ↪ߔࠆ᝼ᬺࠍߤ߁࠺ࠩࠗࡦߔࠆ߆㧫ᜰዉߦᵴ߆ߔ⹏ଔ
ߩ޽ࠅ߆ߚߣߪ㧫‫ߤߥޠ‬ෳട⠪߇ߘࠇߙࠇ޿ߛߊ⇼໧ߦኻߔࠆࡅࡦ࠻߇޿ߊߟ߽⷗ߟ߆ࠆߎߣߢߒࠂ߁‫ޕ‬ෳട⠪ߩ⊝ߐࠎห჻‫ޔ‬ෳട⠪ߩߺߥߐࠎߣߎߩࡊࡠࠣ࡜ࡓߩ⼾߆ߥ❬߇ࠅ߇▽߆ࠇࠆߎߣࠍᦼᓙߒߡ߿ߺ߹ߖ
ࠎ‫⚛ޕ‬᥍ࠄߒ޿ 3 ᣣ㑆ߦߥࠄࠎߎߣࠍ␨ᔨߒߡ޿߹ߔ‫ޕ‬Natsumi WAKAMOTO
Conference Chair, President of LET Kansai Chapter, Doshisha Women’s College of Liberal Arts
“What’s going on in learners’ minds? What kinds of instruction will help my students the most?” We, as teachers
and researchers, are always full of questions about the process of foreign language learning. LET, our academic
association, has held a national conference once a year for over half a century. The significance of the conference
lies in sharing “cutting edge” research and innovative foreign language lessons. Especially, in Japan, dramaticchanges have been occurring in schools of all levels.
The LET Kansai chapter started discussions on the theme and programs of this conference one and half years ago
under the leadership of former chapter president Prof. Kazuo Kanzaki, and the steering committee members haveparticipated in earnest discussions to make this conference fruitful and enjoyable for all. We are proud of setting
the conference theme as “Foreign Language Education at the Cutting Edge: Learning, Teaching and Testing,” andof welcoming distinguished researchers as our keynote speakers from overseas and Japan: Dr. Norman Segalowitz
of Concordia University in Canada, Prof. Koyo Yamamori of the National Institute for Educational Policy
Research, and Dr. Kojiro Shojima of National Center for University Entrance Examination. It is our sincere hopethat these three days will provide opportunities for participants to interact with each other and to find answers totheir questions on foreign language teaching and research. Let’s enjoy the conference!

⋡ᰴContents………………………………………………………………………………………………………………………...

ో૕ࠬࠤࠫࡘ࡯࡞

Overall Schedule

2

ࡊࡠࠣ࡜ࡓ

Program4(1) 8 ᦬ 7 ᣣ㧔Ἣ㧕(1) Tuesday, August 7th4(2) 8 ᦬ 8 ᣣ㧔᳓㧕(2) Wednesday, August 8th6(3) 8 ᦬ 9 ᣣ㧔ᧁ㧕(3) Thursday, August 9th

18

ળ႐ᐔ㕙࿑

Campus Map

32

಴ዷ⾥ഥળຬ৻ⷩ

Supporting Member Exhibits

34

⊒⴫ⷐ㗄㓸

Abstracts

35(1) ၮ⺞⻠Ṷ(1) Keynote Speeches35(2) ⎇ⓥ⊒⴫࡮ታ〣ႎ๔(2) Oral Presentations

43(3) ౏൐ࠪࡦࡐࠫ࠙ࡓ

(3) Symposia

185(4) ࡐࠬ࠲࡯⊒⴫(4) Poster Presentations

195

⾥ഥળຬ࠺ࡕࡦࠬ࠻࡟࡯࡚ࠪࡦ

Supporting Member Demonstrations219⊒⴫⠪೎⚝ᒁ

Presenter Index

227ታⴕᆔຬ৻ⷩ

Committee Members

232

⾥ഥળຬᐢ๔

Advertisements

233………………………………………………………………………………………………………………………...

−1−μ˳ǹǱǸȥȸȫ 1XGTCNN5EJGFWNG
8 ᦬ 7 ᣣ㧔Ἣ㧕Tuesday, August 7th
9:00-14:15

ࡢ࡯࡚ࠢࠪ࠶ࡊ Workshops
ฃઃ㧔8:30-12:45㧦13 ภ㙚ࡇࡠ࠹ࠖ㧕 Registration (8:30-12:45: Piloti, Building 13)
101 CALL ⻠⟵ቶ

9:00-10:30

102 CALL ⻠⟵ቶ103 ᥉ㅢ⻠⟵ቶ

WS-3 Aaron Campbell

WS-6 ᐔፉ ᥏ሶ

10:45-12:15

WS-1 ␹⼱ ஜ৻

WS-4 ೨↰ ໪ᦶ

WS-7 ࠪࡖࡦ࠲࡯࡞ ࡋࡦࡒ

12:45-14:15

WS-2 ᧲ ᷕ৻

WS-5 㒋਄ ㄖ਽

WS-8 ਛ᎑ ᵗ৻

10:00-

ฦ⒳ᆔຬળ࡮ᡰㇱ㐳ㅪ⛊ળ⼏ Committee Meetings and Chapter Presidents’ Meeting331-336㧔3 ภ㙚 3 㓏㧕
ℂ੐ળ National Directors’ Meeting

12:30-

337㧔3 ภ㙚 3 㓏㧕8 ᦬ 8 ᣣ㧔᳓㧕Wednesday, August 8th
ฃઃ Registration

9:00-

3 ภ㙚 1 㓏ࠦࡦࠦ࡯ࠬ Concourse, 1st floor, Building 3
㐿ળⴕ੐ Opening Ceremony

9:40-10:00

142㧔1 ภ㙚 4 㓏㧕ၮ⺞⻠Ṷ 1 Keynote Speech 1

10:00-11:30

142㧔1 ภ㙚 4 㓏㧕 / Norman Segalowitz
⾥ഥળຬዷ␜ Supporting Member Exhibits

11:00-17:00

1 ภ㙚 3 㓏࡜࠙ࡦࠫ Lounge, 3rd floor, Building 1✚ળ࡮ቇળ⾨⴫ᓆ General Meeting࡮LET Awards

11:30-12:15

142㧔1 ภ㙚 4 㓏㧕⎇ⓥ⊒⴫࡮ታ〣ႎ๔࡮౏൐ࠪࡦࡐࠫ࠙ࡓ Oral Presentations࡮Symposium

13:00-16:05

⾥ഥળຬ࠺ࡕࡦࠬ࠻࡟࡯࡚ࠪࡦ Supporting Member Demonstrations
131

13:00-13:30

132

OP-01
S-1

133

331

332

333

OP-08

OP-13

OP-17

OP-09

OP-14

OP-10

13:35-14:05

OP-02

14:10-14:40

OP-03

15:00-15:30

OP-04

OP-06

OP-11

15:35-16:05

OP-05

OP-07

OP-12

335

336

337

OP-21

OP-26

OP-30

D-01

OP-18

OP-22

OP-27

OP-31

D-02

OP-15

OP-19

OP-23

OP-28

OP-32

D-03

OP-16

OP-20

OP-24

OP-29

OP-33

D-04

OP-25

−2−

334

D-05

ࡐࠬ࠲࡯⊒⴫ Poster Presentations
1 ภ㙚 3 㓏࡜࠙ࡦࠫ Lounge, 3rd floor, Building 1

13:30-15:30

P-01 - P-05㧔ࠦࠕ࠲ࠗࡓ / Core Time㧦14:40-15:30㧕
ၮ⺞⻠Ṷ 2 Keynote Speech 2

16:20-17:50

142㧔1 ภ㙚 4 㓏㧕 / ጊ᫪ శ㓁ᙣⷫળ Conference Reception

18:10-20:00

5 ภ㙚 1 㓏࡜࠙ࡦࠫ Lounge, 1st floor, Building 5

8 ᦬ 9 ᣣ㧔ᧁ㧕Thursday, August 9th
ฃઃ Registration

9:00-

3 ภ㙚 1 㓏ࠦࡦࠦ࡯ࠬ Concourse, 1st floor, Building 3⎇ⓥ⊒⴫࡮ታ〣ႎ๔࡮౏൐ࠪࡦࡐࠫ࠙ࡓ Oral Presentations࡮Symposium

9:30-12:00

⾥ഥળຬ࠺ࡕࡦࠬ࠻࡟࡯࡚ࠪࡦ Supporting Member Demonstrations
131

132

9:30-10:00

OP-34

10:05-10:35

OP-35

OP-37

10:55-11:25

OP-36

OP-38

11:30-12:00

D-06

OP-39

133

331

332

OP-40

OP-41

OP-45

OP-42

OP-46

S-2

333

334

336

337

OP-49

OP-53

D-07

OP-50

OP-54

D-08

OP-55

D-09

OP-43

OP-47

OP-51

OP-44

OP-48

OP-52

335

D-10

ࡐࠬ࠲࡯⊒⴫ Poster Presentations
9:30-11:30

1 ภ㙚 3 㓏࡜࠙ࡦࠫ Lounge, 3rd floor, Building 1
P-06 - P-11㧔ࠦࠕ࠲ࠗࡓ / Core Time㧦10:40-11:30㧕
⾥ഥળຬዷ␜ Supporting Member Exhibits

11:00-15:00

1 ภ㙚 3 㓏࡜࠙ࡦࠫ Lounge, 3rd floor, Building 1⎇ⓥ⊒⴫࡮ታ〣ႎ๔࡮౏൐ࠪࡦࡐࠫ࠙ࡓ Oral Presentations࡮Symposium

13:00-14:40

⾥ഥળຬ࠺ࡕࡦࠬ࠻࡟࡯࡚ࠪࡦ Supporting Member Demonstrations
131

13:00-13:30
13:35-14:05
14:10-14:40
15:00-16:30

16:35-16:50

S-3

132

133

331

332

333

OP-56

OP-59

OP-62

OP-64

OP-57

OP-60

OP-63

OP-65

OP-58

OP-61

334

336

337

OP-66

OP-68

D-12

OP-67

OP-69

D-13

D-11

OP-70

D-14

ၮ⺞⻠Ṷ 3 Keynote Speech 3
142㧔1 ภ㙚 4 㓏㧕 / ⨿ፉ ብੑ㇢㐽ળⴕ੐ Closing Ceremony
142㧔1 ภ㙚 4 㓏㧕

−3−

335

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9:00Ǧ14:15

ࡢ࡯࡚ࠢࠪ࠶ࡊ
Workshops↳ㄟᣇᴺࡢ࡯࡚ࠢࠪ࠶ࡊߦෳടࠍᏗᦸߐࠇࠆᣇߪ‫ోޔ‬࿖ᄢળߩ࠙ࠚࡉࠨࠗ࠻
㧔http://www.let-kansai.org/2012/㧕ࠃࠅ߅↳ߒㄟߺߊߛߐ޿‫ޕ‬ૉߒ‫ޔ‬ቯຬߦߥࠅᰴ╙✦߼ಾࠄߖߡ޿ߚߛ߈߹ߔߩߢ‫߅ޔ‬ᣧ߼ߦ߅↳ߒㄟߺߊߛߐ޿‫ޕ‬ᒰᣣߪ‫↳ޔ‬ㄟ⏕⹺ࡔ࡯࡞ߦ⸥タߐࠇߡ޿ࠆฃઃ ID ࠍߏᜬෳߊߛߐ޿‫ޕ‬ฃ⻠ᢱ

LET ળຬ㧦ήᢱ㕖ળຬ㧦1 ⻠ᐳߦߟ߈ 1,000 ౞㧔ᒰᣣ‫ޔ‬ฃઃ㧔13 ภ㙚ࡇࡠ࠹ࠖ㧕ߦߡ߅ᡰᛄ޿ߊߛߐ޿㧕Registration

To sign up for a workshop, please visit the conference website (http://www.let-kansai.org/2012/)
and send the necessary information. Application for attendance will be accepted on afirst-come, first-served basis. In the confirmation e-mail, you will receive a digit ID number.
You will need to show this ID number at the reception desk.

Fee

LET members: Free
Non-members: 1,000 yen per workshop
Please pay at the reception desk (Piloti, Building 13) on the day of the workshop.


10:00Ǧ

ฦ⒳ᆔຬળ࡮ᡰㇱ㐳ㅪ⛊ળ⼏CommitteeMeetingsandChapterPresidents’Meeting
12:30Ǧℂ੐ળ
NationalDirectors’Meeting−4−ࡢ࡯࡚ࠢࠪ࠶ࡊࡊࡠࠣ࡜ࡓ㧛WorkshopsProgramԘ9:00-10:30

ԙ10:45-12:15

Ԛ12:45-14:15



13 ภ㙚 101 CALL ⻠⟵ቶ㧔CALL Room 101, Building 13㧕ԙ WS-1 ࠺࡯࠲ࡌ࡯ࠬࠍᵴ↪ߒߚ‫ޡ‬ᢎ᧚࠺࡯࠲ߩౣ೑↪‫ޢ‬‫ޡ‬ᢎ᧚ឭ␜ߩ౞Ṗൻ‫ޢ‬‫ޡ‬᝼ᬺߩᵴ
ᕈൻ‫ޢ‬Language Instruction Using Database Software␹⼱ ஜ৻㧔ᄢ㒋Ꮏᬺᄢቇ㧕

Kenichi KAMIYA (Osaka Institute of Technology)

Ԛ WS-2 Ustream ߢᢎ⢒ᵴേ߿⎇ⓥᵴേࠍ࡜ࠗࡉ㈩ାߒࠃ߁
Live Broadcasting of Educational and Academic Events Using Ustream᧲ ᷕ৻㧔㗅ᄤၴᄢቇ㧕

Junichi AZUMA (Juntendo University)

13 ภ㙚 102 CALL ⻠⟵ቶ㧔CALL Room 102, Building 13㧕Ԙ WS-3 Using Moodle Reader to Support Extensive Reading
Aaron Campbell㧔੩ㇺᄖ࿖⺆ᄢቇ㧕 Aaron CAMPBELL (Kyoto University of Foreign Studies)ԙ WS-4 ᄖ࿖⺆ᢎ⢒ߩᚑᨐߦ㑐ߔࠆ࠺࡯࠲ߩಽᨆ࡮⸃㉼࡮⴫⃻
Data Analysis for Foreign Language Teaching೨↰ ໪ᦶ㧔ᐢፉᄢቇ㧕

Hiroaki MAEDA (Hiroshima University)Ԛ WS-5 R ߦࠃࠆᢎ⢒࡮⸒⺆࠺࡯࠲ಣℂߩࠬࠬࡔUsing R to Analyze Data in Language Teaching Research㒋਄ ㄖ਽㧔ᐢፉᄢቇ㧕

Tatsuya SAKAUE (Hiroshima University)

13 ภ㙚 103 ᥉ㅢ⻠⟵ቶ㧔Lecture Room 103, Building 13㧕Ԙ WS-6 หᤨㅢ⸶࠹ࠢ࠾࠶ࠢ᝼ᬺᵴ↪ᴺ
Simultaneous Interpreters in Your Classroomᐔፉ ᥏ሶ㧔ᩣᑼળ␠ PAN㧕

Akiko HIRASHIMA (PAN Inc.)ԙ WS-7 ⷞⷡᢎ᧚ࠍᵴ߆ߒߚዊቇᩞᄖ࿖⺆ᵴേߩㅴ߼ᣇ
Communicative Activities Based on Hi, Friendsࠪࡖࡦ࠲࡯࡞ ࡋࡦࡒ㧔਄ᥓᄢቇ㧕

Chantal HEMMI (Sophia University)Ԛ WS-8 ࿑߿ᤋ௝ߣ࡝ࡦࠢߐߖߚᜰዉߩ޽ࠅᣇ
Providing Learners with Clear Messages through Picturesਛ᎑ ᵗ৻㧔㑐⷏ᄖ࿖⺆ᄢቇ㧕Yoichi NAKASHIMA (Kansai Gaidai University)

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 உ  ଐᲢ൦Უ 9GFPGUFC[#WIWUVVJ
0

9:00Ǧ

ฃઃ㧔3 ภ㙚 1 㓏㧕Registration(1stFloor,Building3)
9:40Ǧ10:00

㐿ળⴕ੐㧔142 ᢎቶ㧕OpeningCeremony(Room142)
มળጊᧄൎᏈ㧔ᵹㅢ⑼ቇᄢቇ㧕᜿ᜦ᧖᧛⧐⟤㧔↲ධᄢቇቇ㐳㧕







┻ౝℂ㧔LET ળ㐳‫ޔ‬㑐⷏ᄢቇ㧕







⧯ᧄᄐ⟤㧔ᄢળታⴕᆔຬ㐳‫ޔ‬LET 㑐⷏ᡰㇱ㐳‫ޔ‬หᔒ␠ᅚሶᄢቇ㧕

Coordinator Katsumi YAMAMOTO (University of Marketing and Distribution Sciences)
Greetings

Yoshimi SUGIMURA (President of Konan University)
Osamu TAKEUCHI (President of LET, Kansai University)
Natsumi WAKAMOTO (Conference Chair, President of LET Kansai Chapter, Doshisha
Women’s University)

10:00Ǧ11:30

ၮ⺞⻠Ṷ 1㧔142 ᢎቶ㧕KeynoteSpeech1(Room142)
มળ᳁ᧁ㆏ੱ㧔㑐⷏ቇ㒮ᄢቇ㧕Coordinator Osato SHIKI (Kwansei Gakuin University)

Second Language Fluency:
Challenges for Researchers and Educators ······ 36
Norman SEGALOWITZ (Concordia University)−6−

11:00Ǧ17:00

⾥ഥળຬዷ␜㧔1 ภ㙚 3 㓏࡜࠙ࡦࠫ㧕SupportingMemberExhibits(Lounge,3rdfloor,Building1)
಴ዷ⾥ഥળຬ৻ⷩߦߟ޿ߡߪ p.34 ࠍߏⷩߊߛߐ޿‫ޕ‬

11:30Ǧ12:15

✚ળ࡮ቇળ⾨⴫ᓆ㧔142 ᢎቶ㧕GeneralMeetingandLETAwards(Room142)
✚ળGeneral Meetingมળዊጊᢅሶ㧔LET ੐ോዪ㐳‫ޔ‬ᄢ㒋ᄢ⼱ᄢቇ㧕᜿ᜦ┻ౝℂ㧔LET ળ㐳‫ޔ‬㑐⷏ᄢቇ㧕

Coordinator Toshiko KOYAMA (Secretary of LET, Osaka Ohtani University)
Greetings

Osamu TAKEUCHI (President of LET, Kansai University)

ቇળ⾨⴫ᓆLET Awardsክᩏႎ๔ਭ଻↰┨㧔LET ቇળ⾨ㆬ⠨ᆔຬ㐳‫╳ޔ‬ᵄᄢቇ㧕

ቇળ⾨᝼ਈ ┻ౝℂ㧔LET ળ㐳‫ޔ‬㑐⷏ᄢቇ㧕
Announcement Akira KUBOTA (LET Awards Committee Chair, University of Tsukuba)
PresenterOsamu TAKEUCHI (President of LET, Kansai University)



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╙2ᣣ䋺8᦬8ᣣ ඦᓟ

Day 2: August 8th Afternoon

⾥ഥળຬ䊂䊝䊮䉴䊃䊧䊷䉲䊢䊮䇭䇭㪪㫌㫇㫇㫆㫉㫋㫀㫅㪾㩷㪤㪼㫄㪹㪼㫉㩷㪛㪼㫄㫆㫅㫊㫋㫉㪸㫋㫀㫆㫅㫊㽲13:00-13:30 㽳13:35-14:05 㽴14:10-14:40 㽵15:00-15:30 㽶15:35-16:05

337 ᢎቶ㧔Room 337㧕Ԙ D-01 ࿖㓙ᢎ⢒੤឵ද⼏ળ㧔CIEE㧕ᣣᧄઍ⴫ㇱ↲ධᄢቇ⧷⺆㓸ਛࠦ࡯ࠬߦ߅ߌࠆ Criterion㧔⥄േណὐ࡮ಽᨆ࠰ࡈ࠻㧕ߩലᨐ⊛ߥᵴ↪ᣇᴺ ·220
 Effectively Using TOEFL Criterion at an English Intensive Courseᵤ↰ ା↵㧔↲ධᄢቇ㧕Nobuo TSUDA (Konan University)

ԙ D-02 ᢎ⢒᷹ቯ⎇ⓥᚲ⥄ਥ⊛ߦቇ⠌ߢ߈ࠆᰴ਎ઍߩ⧷⺆࡜ࠗ࠹ࠖࡦࠣቇ⠌ࠪࠬ࠹ࡓ CASEC㧙WT㧔Writing
Tutor㧕···························································································································220
CASEC-WT: An Online Tutoring System for English Essay Compositionࡧࠖ࡟࠾࠙ࠬ ࡒ࠶ࠦ

Mikko VILENIUS

ዊᨋ ᄐሶ

Natsuko KOBAYASHIԚ D-03 ᩣᑼળ␠ࡑࠢࡒ࡜ࡦ ࡜ࡦࠥ࡯ࠫࡂ࠙ࠬ
Blended Learning made easy with Digital e-Books ·······················································221࠺ࠫ࠲࡞ e-Books ߢࡉ࡟ࡦ࠺࠶࠼࡜࡯࠾ࡦࠣࠍ㧍࠳࡯࡟ࡦ ࡂࠗ࠺ࠖ

Darren HALLIDAYԛ D-04 㔚ሶࠪࠬ࠹ࡓᩣᑼળ␠
 Mac-CALL ߣ iPad ߢߩ᝼ᬺᡰេ ··················································································221
Class support by Mac-CALL and iPadട⮮ᄢᖗ

Daigo KATOԜ D-05 ࠮ࡦࠥ࡯ࠫ ࡜࡯࠾ࡦࠣᩣᑼળ␠
Extending your reach with Moodle materials ·································································222
 Moodle ࠍ૶↪ߒߚലᨐ⊛ߥ᝼ᬺ᭴ᚑ㧙World Link ࠍ೑↪ߒߡ࡯࠻࡯ࡑࠬ ࠥ࠶࠷

Thomas H. GOETZ−8−╙2ᣣ䋺8᦬8ᣣ ඦᓟ

Day 2: August 8th Afternoon⎇ⓥ⊒⴫䊶ታ〣ႎ๔䊶౏൐䉲䊮䊘䉳䉡䊛䇭䇭㪦㫉㪸㫃㩷㪧㫉㪼㫊㪼㫅㫋㪸㫋㫀㫆㫅㫊䊶㪪㫐㫄㫇㫆㫊㫀㫌㫄㽲13:00-13:30 㽳13:35-14:05 㽴14:10-14:40 㽵15:00-15:30 㽶15:35-16:05

131 ᢎቶ㧔Room 131㧦ᢎ᝼ᴺ㧛Teaching Methodology㧕มળ㧦᳁ᧁ ㆏ੱ㧔㑐⷏ቇ㒮ᄢቇ㧕࡮ਛ⷏ ᱜ᮸㧔៨ධᄢቇ㧕
Chair㧦Osato SHIKI (Kwansei Gakuin University)࡮Masaki NAKANISHI (Setsunan University)Ԙ OP-01 ‫ޟ‬േ⹖ᄌൻᒻឭ␜࠷࡯࡞‫⺆⸒ߩޠ‬ᮮᢿ⊛ታ⸽⎇ⓥ··········································· 44
 An Empirical Study on Using the Inflection Presenter↰ේ ᙗ๺㧔┙๮㙚ᄢቇ㧕

Norikazu TAHARA (Ritsumeikan University)ᩑේ ᱞผ㧔ධጊᄢቇ㧕

Takeshi KAKIHARA (Nanzan University)ᳰ⼱ ዏ⟤㧔㚂ㇺᄢቇ᧲੩㧔㕖㧕㧕Naomi IKEYA (Tokyo Metropolitan University)␹⼱ ஜ৻㧔ᄢ㒋Ꮏᬺᄢቇ㧕

Kenichi KAMIYA (Osaka Institute of Technology)ԙ OP-02 IME ߩ㖸ჿ⹺⼂ᯏ⢻ࠍ೑↪ߒߚਛ࿖⺆⊒㖸ᜰዉߩ⺖㗴ߣዷᦸ ························· 46
Challenges and Perspectives of Chinese pronunciation guidance using the speech recognition feature ofIMEਛ⷏ ᱜ᮸㧔៨ධᄢቇ㧕

Masaki NAKANISHI (Setsunan University)Ԛ OP-03 Web ࡌ࡯ࠬߢߩ⹤ߔ✵⠌㧦ᄢ㒋ᄢቇߦࠃࠆᴺᖱႎߩ⊒ା㧔⧷⺆, ਛ࿖⺆, ࡐ࡞࠻ࠟ࡞⺆, ࡠࠪࠕ⺆㧕 ········································································································ 48
Web-based speaking training: Dissemination of Legal Information by Osaka University (English, Chinese,
Portuguese, Russian)ട⮮ ⚐ሶ㧔ᄢ㒋ᄢቇ㧔㕖㧕㧕Junko KATO (Osaka University)ԛ OP-04 ⺆ᒵᕈ್ᢿ⺖㗴ࠍ೑↪ߒߚ⺆ᒵ࠹ࠬ࠻(CELP-Lex)ߩ㐿⊒ ······························· 50
Introducing a newly developed vocabulary test (CELP-Lex): exploring the measurement of lexical accessspeed᳁ᧁ ㆏ੱ㧔㑐⷏ቇ㒮ᄢቇ㧕

Osato SHIKI (Kwansei Gakuin University)㐳⼱ ዏᒎ㧔㑐⷏ቇ㒮ᄢቇ㧕

Naoya HASE (Kwansei Gakuin University)㐷↰ ୃᐔ㧔㑐⷏ቇ㒮ᄢቇ㧕

Shuhei KADOTA (Kwansei Gakuin University)Ԝ OP-05 Vocabulary Levels Dictation Test ߩା㗬ᕈߩౣಽᨆ ········································· 52
Reanalysis of the Reliability of the Vocabulary Levels Dictation Test੹੗ ↱⟤ሶ㧔หᔒ␠ᅚሶᄢቇ㧕

Yumiko IMAI (Doshisha Women's College of Liberal Arts)ਃᩮ ᶈ㧔หᔒ␠ᅚሶᄢቇ㧕

Hiroshi MINE (Doshisha Women's College of Liberal Arts)

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Ԙ13:00-13:30 ԙ13:35-14:05 Ԛ14:10-14:40 ԛ15:00-15:30 Ԝ15:35-16:05

132 ᢎቶ㧔Room 132㧦࠹ࠢࡁࡠࠫ࡯㧛Technology㧕౏൐ࠪࡦࡐࠫ࠙ࡓ㧝㧛Symposium 1㧦13:00-14:40
S-1 ᤋ௝࠺࡯࠲ࡌ࡯ࠬᢎ⢒೑↪ߩ⃻⁁ߣᧂ᧪̆㐿߆ࠇߚᬌ⚝ࠨࠗ࠻ࠍ⋡ᜰߒߡ ·········186
 Educational Uses of Video Database System: Present Roles and Future Prospectsጊญ 㜞㗔㧔ᣧⒷ↰ᄢቇ㧕

Takane YAMAGUCHI (Waseda University)␹↰ ᣿ᑧ㧔㚂ㇺᄢቇ᧲੩㧕

Akinobu KANDA (Tokyo Metropolitan University)↰ᷗ 㦖ੑ㧔ࡒࡦ࠻㖸ჿᢎ⢒⎇ⓥᚲ㧕 Ryuji TABUCHI (Mint Sound Education Group)ḡ⥱ ⧷৻㧔᧲ᵗᄢቇ㧕

Eiichi YUBUNE (Toyo University)มળ㧦⨹㊄ ᚱሶ㧔ᬀ⨲ቇ࿦ᄢቇ㧕
Chair㧦Fusako ARAKANE (Uekusa Gakuen University)ԛ OP-06 ࠰࡯ࠪࡖ࡞ࡔ࠺ࠖࠕࠍᵴ↪ߒߚ⧷⺆ቇ⠌⠪ߩ⥄Ꮖ⺞ᢛቇ⠌ⅣႺߩ᭴▽ ·········· 54
Establishing an active learning environment via social media to support Japanese EFL students'
self-regulated study㑐ญ ᐘઍ㧔ᢥᢎᄢቇ㧕

Sachiyo SEKIGUCHI (Bunkyo University)Ԝ OP-07 ࡕࡃࠗ࡞࠺ࡃࠗࠬߢࠬࡇ࡯ࠠࡦࠣᵴേࠍ⸥㍳෸߮⥄Ꮖ࡮⋧੕⹏ଔࠍน⢻ߦߔࠆ
LMS ࡕࠫࡘ࡯࡞ߩ㐿⊒ߣߘߩᵴ↪ ················································································ 56
Audio/Video Recording Modules for Self- and Peer-evaluation of Speaking Skills in Moodle Environmentᾢ੗ ାᒄ㧔ቇ⠌㒮ᄢቇ㧕Nobuhiro KUMAI (Gakushuin University)

133 ᢎቶ㧔Room 133㧦CALL࡮e-Learning㧛CALL࡮e-Learning㧕มળ㧦᷆〝 ૫᣽㧔᧲੩ቇ⧓ᄢቇ㒝ዻ਎↰⼱ਛቇᩞ㧕࡮᫪↰ ᓆ㧔ᣧⒷ↰ᄢቇ㧕
Chair㧦Yoshimasa AWAJI (Tokyo Gakugei University Setagaya Junior High School)࡮Akira MORITA (Waseda University)Ԙ OP-08 CALL ቇ⠌⠪ߦᓇ㗀ࠍ෸߷ߔⷐ࿃ߩ․ቯߦะߌߡ㧦CALL ቇ⠌⠪ߩࠦࡦࡇࡘ࡯࠲
ࠬࠠ࡞෸߮⧷⺆ജߦ㑐ߔࠆ⾰໧⚕㐿⊒ ·········································································· 58
 English learners’ barriers to the use of CALL: Constructing a questionnaire for assessing computer skills
and English proficiency of learners in a CALL classroomጤ↰ ⡛ሶ㧔ㅊᚻ㐷ቇ㒮ᄢቇ㧔㕖㧕㧕 Shoko IWATA (Otemon Gakuin University)ේ↰ ┨㧔ㅊᚻ㐷ቇ㒮ᄢቇ㧕

Akira HARADA (Otemon Gakuin University)ԙ OP-09 CALL ᝼ᬺౝᄖߢߩ⧷⺆ኾ᡹ቇ⠌⠪ߩቇ⠌௑ะ㧦ਥߣߒߡ TOEIC ᒻᑼߩ Part 7
ߣ Part 5 ࠍᲧセߒߡ ······································································································ 60
 How do English major students learn Part 5 of TOEIC in and out of the CALL class?
ධ ♿ሶ㧔ഃଔᅚሶ⍴ᦼᄢቇ㧕

Noriko MINAMI (Soka Women's College)ਅፉ ⟵ኈ㧔ᜏᱺᄢቇ㧔㕖㧕㧕

Yoshikata SHIMOJIMA (Takushoku University)−10−Ԙ13:00-13:30 ԙ13:35-14:05 Ԛ14:10-14:40 ԛ15:00-15:30 Ԝ15:35-16:05

Ԛ OP-10 ࠝ࡯࠮ࡦ࠹ࠖ࠶ࠢߥ⚛᧚ࠍ૶↪ߒߚࠦ࡯ࠬ࠙ࠚࠕߦࠃࠆᄢቇ⧷⺆ᢎ⢒ߩน⢻ᕈߩតⓥ̆ࠦ࡯ࠬ࠙ࠚࠕߩ᭴ᚑ⺆ᒵߩಽᨆ߆ࠄ⷗߃ߡ߈ߚߎߣ̆ ··································· 62
 Inquiry into the potential of university English language education through courseware using authentic
materials: Results of courseware vocabulary analysis┻⬄ 㗅ሶ㧔ᄢ㒋ᄢቇ㧕Junko TAKEFUTA (Osaka University)ԛ OP-11 ⡬ⷡ㓚߇޿⠪ߩ⧷⺆ࡊࡠ࠰࠺ࠖቇ⠌ߦ߅ߌࠆ૕ᗵ㖸㗀ᝄേߩᵴ↪̆⧷⺆ߩ⊒⹤ᡷༀߩขࠅ⚵ߺ̆ ·········································································································· 64
 The Application of Somatic Vibrations to English Prosodic Acquisition by the Auditory-Impaired Learners —the Improvement of Oral Output㋈ᧁ ⮍Kaoru SUZUKI

㧔ฬฎደቇ⧓ᄢቇ⍴ᦼᄢቇㇱ㧕

(Nagoya University of Arts and Sciences Junior College)Ԝ OP-12 TOEIC Ṷ⠌ߢ㖸ჿᄌൻࠍ⠌ᓧߢ߈ࠆ Web ᢎ᧚ߩቇ⠌ലᨐ ······························ 66
 Effects of TOEIC Web Material for English Phonetic Changesḡ⥱ ⧷৻㧔᧲ᵗᄢቇ㧕

Eiichi YUBUNE (Toyo University)ፃ ᘕ৻㧔᣿ᴦᄢቇ㧕

Shinichi MINE (Meiji University)

331 ᢎቶ㧔Room 331㧦࡝ࠬ࠾ࡦࠣ࡮ࠬࡇ࡯ࠠࡦࠣ㧛Listening࡮Speaking㧕มળ㧦᧖᫪ ⋥᮸㧔┙๮㙚ᄢቇ㧕࡮㜞ᯅ ⟤↱♿㧔ᗲ⍮ᢎ⢒ᄢቇ㧕
Chair㧦Naoki SUGIMORI (Ritsumeikan University)࡮Miyuki TAKAHASHI (Aichi University of Education)

Ԙ OP-13 ⛗ឬ౮⊒⹤ߦ߅ߌࠆ➅ࠅ㄰ߒߩലᨐ㧦ᣣᧄੱ⧷⺆ቇ⠌⠪ߦኻߔࠆታ⸽⎇ⓥ ··· 68
 The effect of repetition on oral picture description: An empirical study for Japanese EFL learners↢㚍 ⵨ሶ㧔ᄢ㒋ᢎ⢒ᄢቇ㧕Yuko IKUMA (Osaka Kyoiku University)㐷↰ ୃᐔ㧔㑐⷏ቇ㒮ᄢቇ㧕

Shuhei KADOTA (Kwansei Gakuin University)ᐔ੗ ᗲ㧔੩ㇺ♖⪇ᄢቇ㧕

Ai HIRAI (Kyoto Seika University)᫪ਅ ⟤๺㧔␹ᚭቇ㒮ᄢቇ㧕

Miwa MORISHITA (Kobe Gakuin University)☑ౝ ᥓ㧔੩ㇺ♖⪇ᄢቇ㧕

Satoshi YABUUCHI (Kyoto Seika University)ԙ OP-14 ࠬࠢ࡝ࡊ࠻ߩ᦭ήߦࠃࠆ࡝ࠬ࠾ࡦࠣ࠹ࠠࠬ࠻ߩᲧセಽᨆ ································ 70
 A Comparative Analysis of Text Characteristics of Scripted and Unscripted Listening Materials⨆㊁ Ả৻㇢㧔ᣂẟ⋵┙ᄢቇ㧕

Junichiro CHINO (University of Niigata Prefecture)ፃፉ ㆏ᄦ㧔ᣂẟᎿ⑼ᄢቇ㧕Michio MINESHIMA (Niigata Institute of Technology)ᄢḊ ૫ብ㧔㐳ጟᎿᬺ㜞╬ኾ㐷ቇᩞ㧕 Yoshihiro OMINATO (Nagaoka National College of Technology)Ԛ OP-15 L2 ⧷⺆ߩᲣ㖸ᝌ౉₸ߣ᱌໒߇෸߷ߔ⊒㖸ะ਄߳ߩലᨐ ··································· 72
 Acoustic analyses of the effect of singing on improving pronunciationਛ↰ ߭ߣߺ㧔₡දᄢቇ㧔㕖㧕㧕

Hitomi NAKATA (Dokkyo University)

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ԛ OP-16 ⛔⺆ಣℂߩ࠻࡟࡯࠾ࡦࠣ߇ᣣᧄੱೋ⚖⧷⺆ቇ⠌⠪ߩࠬࡇ࡯ࠠࡦࠣߦ෸߷ߔᓇ㗀㧦CALL ᢎቶࠍᵴ↪ߒߚ᝼ᬺታ〣ߦၮߠߊ⠨ኤ ························································· 74
 How syntactic processing training facilitates the oral production of elementary level Japanese EFL learners:
A study based on classroom research using CALL᫪ਅ ⟤๺㧔␹ᚭቇ㒮ᄢቇ㧕

Miwa MORISHITA (Kobe Gakuin University)ጊᧄ ⺈ሶ㧔␹ᚭቇ㒮ᄢቇ㧕

Tomoko YAMAMOTO (Kobe Gakuin University)

332 ᢎቶ㧔Room 332㧦࡝࡯࠺ࠖࡦࠣ࡮࡜ࠗ࠹ࠖࡦࠣ㧛Reading࡮Writing㧕มળ㧦ጟፒ ᒄା㧔⑺↰⋵┙ᄢቇ㧕࡮ੑች ᱜ↵㧔ᣂኋ඙┙⪭วਛቇᩞ㧕
Chair㧦Hironobu OKAZAKI (Akita Prefectural University)࡮Masao NINOMIYA (Ochiai Junior High School)Ԙ OP-17 ࠪࡖ࠼࡯ࠗࡦࠣߦᔅⷐߥਅ૏⢻ജߩ⎇ⓥ㧦න⺆⹺⼂⢻ജߣࠪࡖ࠼࡯ࠗࡦࠣߩ㑐ଥ 76
 A Study on the Relationship between Shadowing Performances and Lexical Processing Skills of Japanese
EFL Learners
ጊౝ ⼾㧔᧲੩࿖㓙ᄢቇ㧕Yutaka YAMAUCHI (Tokyo International University)ፃ᧻ ା᣿㧔᧲੩ᄢቇ㧕Nobuaki MINEMATSU (The University of Tokyo)ട⮮ 㓸ᐔ㧔᧲੩ᄢቇᄢቇ㒮↢㧕

Shuhei KATO (Graduate Student, The University of Tokyo)Ꮉ᧛ ᣿⟤㧔᧲੩࿖㓙ᄢቇ㧕

Akemi KAWAMURA (Tokyo International University)⷏Ꮉ ᗆ㧔᧲ᶏᄢቇ㧕

Megumi NISHIKAWA (Tokai University)ԙ OP-18 ➅ࠅ㄰ߒ㤩⺒ߢჇߔㅦᐲ෸߮ౝኈℂ⸃ߣ⺆ᒵ࡟ࡌ࡞ߩ㑐ଥ ···························· 78
 Relations Between Reading Rate/Comprehension Enhanced by Silent Repeated Reading and Learner’s
Vocabulary Levelᳰጊ ๺ሶ㧔ᕺᴰᅚቇ࿦ᄢቇ㧔㕖㧕㧕 Kazuko IKEYAMA (Keisen University)Ԛ OP-19 ⷞ✢⸘᷹ⵝ⟎ࠍ↪޿ߚᥧ␜⊛ᢥᴺ⍮⼂ߩ⠌ᓧ࿎㔍ᕈߩ᷹ቯ̆ಣℂߩ‫ޟ‬හᤨᕈ‫ޠ‬ߦ⌕⋡ߒߡ̆ ·················································································································· 80
 Measuring Learning Difficulty of Implicit Grammatical Knowledge Using Eye-tracking: with focus on
real-time processingဈ᧲ ⾆ᄦ㧔ฬฎደᄢቇᄢቇ㒮㧕

Takao BANDO (Nagoya University)᪞ ᔒ㍈㧔ฬฎደᄢቇᄢቇ㒮㧕

Chi Yui LEUNG (Nagoya University)⨲⭿ ㇌ᐢ㧔ฬฎደᄢቇᄢቇ㒮㧕

Kunihiro KUSANAGI (Nagoya University)⑔↰ ⚐਽㧔ฬฎደᄢቇᄢቇ㒮㧕Junya FUKUTA (Nagoya University)᧖ᶆ ᱜ೑㧔ฬฎደᄢቇ㧕

Masatoshi SUGIURA (Nagoya University)−12−Ԙ13:00-13:30 ԙ13:35-14:05 Ԛ14:10-14:40 ԛ15:00-15:30 Ԝ15:35-16:05

ԛ OP-20 ࠴ࡖࡦࠢන૏ߩ㖸⺒⸠✵߇⺒⸃ല₸ߦਈ߃ࠆᓇ㗀··········································· 82
 The effect of read-aloud training by chunk on reading efficiency␹↰ ᣿ᑧ㧔㚂ㇺᄢቇ᧲੩㧕

Akinobu KANDA (Tokyo Metropolitan University)ḡ⥱ ⧷৻㧔᧲ᵗᄢቇ㧕

Eiichi YUBUNE (Toyo University)↰ᷗ 㦖ੑ㧔ࡒࡦ࠻㖸ჿᢎ⢒⎇ⓥᚲ㧕 Ryuji TABUCHI (Mint Sound Education Group)ጊญ 㜞㗔㧔ᣧⒷ↰ᄢቇ㧕

Takane YAMAGUCHI (Waseda University)ᳰጊ ๺ሶ㧔ᕺᴰᅚቇ࿦ᄢቇ㧔㕖㧕㧕 Kazuko IKEYAMA (Keisen University)㋈ᧁ ᡽ᶈ㧔⷏ᱞᢥℂᄢቇ㧕

Masahiro SUZUKI (Bunri University)

333 ᢎቶ㧔Room 333㧦ቇ⠌⠪ⷐ࿃㧛Learner Variables㧕มળ㧦ᄢᵤ ᢕผ㧔⑔ጟᄢቇ㧕࡮ฎ᧛ ↱⟤ሶ㧔਻Ꮊᄢቇ㧕
Chair㧦Atsushi OTSU (Fukuoka University)࡮Yumiko FURUMURA (Kyushu University)Ԙ OP-21 L2 ℂᗐ⥄Ꮖ, ࿖㓙⊛ᔒะᕈ, ౝ⊒⊛േᯏߠߌ, ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ߳ߩⓍᭂᕈߦ㑐ߔࠆᄢቇ⧷⺆ቇ⠌⠪ࠍኻ⽎ߣߒߚታ⸽⎇ⓥ ···························································· 84
 Intrinsic Motivation, International Posture, Willingness to Communicate and the L2 Self among Japanese
University Learners of English
⷏↰ ℂᕺሶ㧔ᄢ㒋ᄢቇ㧕

Rieko NISHIDA (Osaka University)ԙ OP-22 ⇐ቇࡊࡠࠣ࡜ࡓ೨࡮ᓟߦ߅ߌࠆേᯏߠߌࡕ࠺࡞ߩᲧセᬌ⸛̆ᄙᲣ㓸࿅ࡄࠬ⸃ᨆ
ࠍ߽ߜ޿ߡ ····················································································································· 86
 Comparing the factor structures of the L2 Motivational Self System before and after “studying abroad”
program: A multi-population path analysisᬀᧁ ⟤ජሶ㧔㑐⷏ᄢቇᄢቇ㒮↢㧕Michiko UEKI (Graduate Student, Kansai University)┻ౝ ℂ㧔㑐⷏ᄢቇ㧕

Osamu TAKEUCHI (Kansai University)Ԛ OP-23 ೋ⚖⧷⺆ቇ⠌⠪ߦ߅ߌࠆዮ᛬ᒻᘒ⚛ߩ Attention Shift Cost ····························· 88 Attention Shift Cost of Inflectional Morphology among Beginning Japanese Learners of English
ၔ㊁ ඳᔒ

Hiroshi SHIRONO㧔ਃ㊀⋵┙྾ᣣᏒධ㜞╬ቇᩞ㧕

(Yokkaichiminami High School)ԛ OP-24 ലᨐ⊛ߥ⧷⺆ቇ⠌ᡰេࡊࡠࠣ࡜ࡓߩ㐿⊒ࠍ⋡ᜰߒߡ㧦⧷⺆ೋ⚖࡟ࡌ࡞ߩᄢቇ↢ߩ႐ว ···························································································································· 90
 Toward the Development of a New Effective English Learning Support Program: For university students atthe English language beginner class level᧻⮮ ⮍ሶ

Shigeko MATSUFUJI㧔ᣣᧄ₞ක↢๮⑼ቇᄢቇ㧕(Nippon Veterinary and Life Science University)

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Ԝ OP-25 EFL ߩᢎቶߦ߅ߌࠆᄢቇ↢ߩ⥄Ꮖ⺞ᢛቇ⠌ࠍ᷹ࠆ̆⾰໧⚕૞ᚑߣߘߩା㗬ᕈ㧘෸߮ᅷᒰᕈߩᬌ⸽̆ ······································································································· 92
 Assessing Self-Regulated Learning in University Students in EFL Classrooms: The Self-Regulated
Learning Questionnaire Development and Validation㚅ᨋ ✍ሶ㧔㑐⷏ᄢቇᄢቇ㒮↢㧕

Ayako KOBAYASHI (Graduate Student, Kansai University)┻ౝ ℂ㧔㑐⷏ᄢቇ㧕

Osamu TAKEUCHI (Kansai University)

334 ᢎቶ㧔Room 334㧕⊒⴫ߥߒ

335 ᢎቶ㧔Room 335㧦ࠦ࡯ࡄࠬ࡮ᢎ⢒ᩰᏅ࡮CEFR㧛Corpus࡮Education Gap࡮CEFR㧕มળ㧦દᐸ ✛㧔↲ධᄢቇ㧕࡮㚅ข ਭሶ㧔᧲੩㔚ᯏᄢቇ㧕
Chair㧦Midori IBA (Konan University)࡮Hisako KATORI (Tokyo Denki University)Ԙ OP-26 ᣣ⧷ࡄ࡜࡟࡞ࠦ࡯ࡄࠬᬌ⚝ࠨࠗ࠻ߩ౏㐿̆㐿⊒ߣታ〣೑↪̆ ························· 94
 A Novel, Web-based, Parallel Concordancer: Development and EFL Classroom Applicationsਛ᪯ ᷡ⟤㧔ᣣᧄᄢቇ㧕

Kiyomi CHUJO (Nihon University)ࠕࡦ࠻࠾ࡠ࡯࡟ࡦࠬ㧔ᣧⒷ↰ᄢቇ㧕 Laurence ANTHONY (Waseda University)⷏၂ ⍮૫ሶ㧔ජ⪲ᄢቇ㧕

Chikako NISHIGAKI (Chiba University)ԙ OP-27 ૶ᓎേ⹖ߩലᨐ⊛ᜰዉᴺߩᬌ⸛ ······································································· 96 Examination of the effective instruction about causative verbs
੗਄ ⡡㧔␹ᚭᄢቇᄢቇ㒮↢㧕

Satoshi INOUE (Graduate Student, Kobe University)Ԛ OP-28 㖧࿖ߩ⧷⺆ᢎ⢒ߦ߅ߌࠆᢎ⢒ᩰᏅ ̆᡼ㅍ⇟⚵߇ᨐߚߔᓎഀ̆ ····················· 98
 Education Gap in Korea: The Role of Broadcasting in English Educationࠞ࡟ࠗ࡜᧻ፒ 㗅ሶ㧔᧲੩⚻ᷣᄢቇ㧕 Junko CARREIRA MATSUZAKI (Tokyo Keizai University)ԛ OP-29 ࡛࡯ࡠ࠶ࡄ⸒⺆౒ㅢෳᾖᨒ(CEFR)ߦၮߠߊਥⷰ⹏ଔߣ⧷⺆⢻ജ⹜㛎ߩ⋧㑐ᕈ·100
 The Correlation between Subjective Evaluation Based on the Common European Framework of Reference(CEFR) and an English Proficiency Test: Connecting student evaluation to university accreditationદᐸ ✛㧔↲ධᄢቇ㧕

Midori IBA (Konan University)−14−Ԙ13:00-13:30 ԙ13:35-14:05 Ԛ14:10-14:40 ԛ15:00-15:30 Ԝ15:35-16:05

336 ᢎቶ㧔Room 336㧦࠹ࠢࡁࡠࠫ࡯࡮ቇ⠌⠪ⷐ࿃㧛Technology࡮Learner Variables㧕*336 ᢎቶߩ⊒⴫ߪ⧷⺆ߢⴕࠊࠇ߹ߔ‫ޕ‬㧛The presentations in Room 336 will be made in English.
มળ㧦┻㊁ ⨃㧔ችፒ౏┙ᄢቇ㧕࡮☨ጟ ࠫࡘ࡝㧔ᾢᧄቇ࿦ᄢቇ㧕
Chair㧦Shigeru TAKENO (Miyazaki Municipal University)࡮Judy YONEOKA (Kumamoto Gakuen University)Ԙ OP-30 The Effect of Blogging on Language Learners’ Improvement in English
Proficiency ·····················································································································102 ⧷⺆ജะ਄ߩߚ߼ߩࡉࡠࠣᵴേߩᢎ⢒ലᨐዊᒛ ᢘਯ㧔㕍ጊቇ㒮ᄢቇ㧕

Hiroyuki OBARI (Aoyama Gakuin University)ԙ OP-31 Learning how to give presentations in online and in-person blended
environments ·················································································································104 ࠝࡦ࡜ࠗࡦߣኻੱߩᷙวⅣႺߦ߅ߌࠆࡊ࡟࠯ࡦ࠹࡯࡚ࠪࡦቇ⠌ᴡว ೰㧔ർᶏ㆏ᄢቇ㧕

Goh KAWAI (Hokkaido University)

ᄢ⷏ ᤘᄦ

Akio OHNISHI㧔ᩣ㧕VERSION2㧔⾥ഥળຬ㧕(VERSION2 Inc. (Supporting Member))Ԛ OP-32 Students’ E-portfolio project with Google Sites and various Web2.0 tools ·······106
 Google ࠨࠗ࠻ߣ Web2.0 ࠷࡯࡞ࠍ೑↪ߒߚቇ↢ߦࠃࠆ E-portfolio ߩ૞ᚑޯߘߩ․ᓽߣታ〣ႎ๔ޯ㐷⣁ ↱ᳯ

Yoshie KADOWAKI

㧔University of Nevada, Reno㧕(University of Nevada, Reno)᧻ᯅ ↱૫Yuka MATSUHASHI

㧔University of Nevada, Reno㧕(University of Neavda, Reno)ԛ OP-33 Teaching English with a Dash of Humor ···························································108 ⧷⺆ߩ᝼ᬺߦ࡙࡯ࡕࠕࠍᨴ⍫ ᱜ৻

Masakazu SOMEYA㧔ᄢಽ⋵┙⧓ⴚᢥൻ⍴ᦼᄢቇ㧕

(Oita Prefectural College of Arts and Culture)

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Day 2: August 8th Afternoon䊘䉴䉺䊷⊒⴫䇭䇭㪧㫆㫊㫋㪼㫉㩷㪧㫉㪼㫊㪼㫅㫋㪸㫋㫀㫆㫅㫊
13:30-15:30 䋨䉮䉝䉺䉟䊛 / Core Time䋺14:40-15:30䋩

1 ภ㙚 3 㓏࡜࠙ࡦࠫ㧔Lounge, 3rd Floor, Building 1㧕
P-01 ࡈ࡟࡯࠭⺒ߺࠍ↪޿ߚ⧷ᢥ⺒⸃ߩ࿎㔍ὐ㧦⺆ᒵ߆᭴ㅧ߆ ····································196
 Difficulties in Reading Comprehension through Phrase Readingᩉ↰ ᕺ⟤ሶ㧔Ᏹ⏥ᄢቇ㧕

Emiko YANAGIDA (Tokiwa University)

P-02 ᄖ࿖⺆ߣߒߡߩ⧷ᢥ࡝࡯࠺ࠖࡦࠣߦ߅ߌࠆ⣖ᵄǩᵄⓍಽ୯ߩᄌൻ ·····················198
 Changes in integrated alpha waves while reading English as a foreign languageጟፒ ᒄା㧔⑺↰⋵┙ᄢቇ㧕

Hironobu OKAZAKI (Akita Prefectural University)ᧁᚭ ๺ᒾ㧔Ⅳᄥᐔᵗᄢቇ㧕

Kazuhiko KIDO (International Pacific university)⑔↰ ⴩㉿㧔ഃଔᄢቇ㧕

Eri FUKUDA (Soka University)ᳯේ ᥓሶ㧔Ⅳᄥᐔᵗᄢቇ㧕

Satoko EBARA (International Pacific university)᳓㊁ ⚐ᰴ㧔ୖᢝᏒ┙♖ᕁ㜞╬ቇᩞ㧕 Junji MIZUNO (Seishi High School)

P-03 ᢥᴺജߩ㊀ⷐᕈߣၮ␆ᢥᴺജ㙃ᚑߩߚ߼ߩᢎ᧚㐿⊒ߩ⹜ߺߣߘߩᬌ⸽ ··············200
 The Importance of Grammar Education and the Attempt of Online-Distribution of Basic English Grammar
Textbookᧁ᧛ ୃᐔ㧔┙๮㙚ᄢቇ㧕

Shuhei KIMURA (Ritsumeikan University)᫪᳗ ᒄม㧔หᔒ␠ᄢቇ㧕

Kouji MORINAGA (Doshisha University)

P-04 ᳢↪⴫⸘▚࠰ࡈ࠻ࠍ↪޿ߚ࡜ࡦ࠳ࡓ಴㗴ဳ࠹ࠬ࠻ߩ㐿⊒ߣㆇ↪ ·························202
 Development and Practice of Randomized Test Item Generation System Using Spreadsheet Software೨↰ ໪ᦶ㧔ᐢፉᄢቇ㧕

Hiroaki MAEDA (Hiroshima University)

P-05 㖸ჿ⹺⼂ࠨ࡯ࡆࠬࠍᵴ↪ߒߚ࠼ࠗ࠷⺆⊒㖸✵⠌ߩน⢻ᕈߦߟ޿ߡ ······················204
 A Trial of German Pronunciation Learning through Speech Recognition Serviceጤዬ ᒄ᮸㧔ᄢ㒋ᄢቇ㧕

Hiroki IWAI (Osaka University)−16−16:20Ǧ17:50

ၮ⺞⻠Ṷ 2㧔142 ᢎቶ㧕KeynoteSpeech2(Room142)
มળጊ⷏ඳਯ㧔㑐⷏ᄢቇ㧕

Coordinator Hiroyuki YAMANISHI (Kansai University)୘ੱᏅߣᢎ⢒᧦ઙߩ❱ࠅߥߔേ⊛⁁ᴫߦ߅ߌࠆቇ⠌ᜰዉߩ૏⟎ߠߌ ····· 38ጊ᫪ శ㓁㧔࿖┙ᢎ⢒᡽╷⎇ⓥᚲ ೋ╬ਛ╬ᢎ⢒⎇ⓥㇱ㧕
Improving Educational Conditions and Refining Classroom Instruction
Koyo YAMAMORI (National Institute for Educational Policy Research)
18:10Ǧ20:00

ᙣⷫળ㧔5 ภ㙚 1 㓏࡜࠙ࡦࠫ㧕ConferenceReception(Lounge,1stfloor,Building5)
มળ࡮ㅴⴕ ᐔ੗ᗲ㧔੩ㇺ♖⪇ᄢቇ㧕ੇ᧰␹ፒ๺↵㧔ᄢ㒋㔚᳇ㅢାᄢቇ㧕

Coordinator Ai HIRAI (Kyoto Seika University)
Toastmaster Kazuo KANZAKI (Osaka Electro-Communication University)



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 உ  ଐᲢஙᲣ 6JWTUFC[#WIWUVVJ
9:00Ǧ

ฃઃ㧔3 ภ㙚 1 㓏㧕Registration(1stFloor,Building3)
11:00Ǧ15:00

⾥ഥળຬዷ␜㧔1 ภ㙚 3 㓏࡜࠙ࡦࠫ㧕SupportingMemberExhibits(Lounge,3rdfloor,Building1)
಴ዷ⾥ഥળຬ৻ⷩߦߟ޿ߡߪ p.34 ࠍߏⷩߊߛߐ޿‫ޕ‬

−18−╙3ᣣ䋺8᦬9ᣣ ඦ೨

Day 3: August 9th Morning

⾥ഥળຬ䊂䊝䊮䉴䊃䊧䊷䉲䊢䊮䇭䇭㪪㫌㫇㫇㫆㫉㫋㫀㫅㪾㩷㪤㪼㫄㪹㪼㫉㩷㪛㪼㫄㫆㫅㫊㫋㫉㪸㫋㫀㫆㫅㫊㽲9:30-10:00 㽳10:05-10:35 㽴10:55-11:25 㽵11:30-12:00

131 ᢎቶ㧔Room 131㧕*Ԙ㨪Ԛߩᤨ㑆Ꮺߪ⎇ⓥ⊒⴫࡮ታ〣ႎ๔߇ⴕࠊࠇ߹ߔ‫ ߪ⚦⹦ޕ‬p.22 ࠍߏⷩߊߛߐ޿‫ޕ‬

ԛ D-06

ᩣᑼળ␠ࡇࠕ࠰ࡦ᩿ේ

ࡇࠕ࠰ࡦߩᣂߒ޿ࠝࡦ࡜ࠗࡦᢥᴺᢎ᧚‫ޡ‬MyGrammarLab‫ߩޢ‬᭎ⷐߣᄢቇߢߩታ〣ႎ๔ 222
An Overview of Pearson's New Online Grammar Coursebook - MyGrammarLab - & University
Implementation਄᧛ ᱞม㧔ࡇࠕ࠰ࡦ᩿ේ㧕

Takeshi KAMIMURA (Pearson Kirihara K.K.)ᐔ੗ ᗲ㧔੩ㇺ♖⪇ᄢቇ㧕

Ai HIRAI (Kyoto Seika University)

337 ᢎቶ㧔Room 337㧕Ԙ D-07 G-TELP ᣣᧄ੐ോዪ
G-TELP ࠬࡇ࡯ࠠࡦࠣ࠹ࠬ࠻࡮࡜ࠗ࠹ࠖࡦࠣ࠹ࠬ࠻ߩ࡝࡝࡯ࠬߣᣣᧄߦ߅ߌࠆవⴕታᣉ
੐଀ߩႎ๔ ·····················································································································223
The Release of Speaking Test and Writing Test of G-TELP in Japan, and the Report of Japan's Precedent
Cases
ᴧ↰ ೰ผ

Tsuyoshi NUMATA

ԙ D-08 HOYA ᩣᑼળ␠㝷ᴺߩ⧷⺆ᢎ⢒࠰ࡈ࠻ Globalvoice ࠪ࡝࡯࠭ ·······························································223
Magical English training software "Globalvoice" series⮮↰ 㓷਽

Masaya FUJITA

Ԛ D-09 ᧲ㅢ↥ᬺᩣᑼળ␠
ࠬࡑࡎߢ⥄Ꮖቇ⠌ ·········································································································224
Self learning by smart phone▽㊁ ↱♿ᄦ

Yukio TSUNO

ԛ D-10 ᩣᑼળ␠ VERSION2
Web ࡑ࡞࠴ࡔ࠺ࠖࠕ LMS ‫ޟ‬Glexa‫ߚ޿↪ࠍޠ‬᝼ᬺ଀·················································224
Introducing the lecture examples of web multimedia LMS, Glexaᄢ⷏ ᤘᄦ

Akio OHNISHI

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╙3ᣣ䋺8᦬9ᣣ ඦᓟ

Day 3: August 9th Afternoon

⾥ഥળຬ䊂䊝䊮䉴䊃䊧䊷䉲䊢䊮䇭䇭㪪㫌㫇㫇㫆㫉㫋㫀㫅㪾㩷㪤㪼㫄㪹㪼㫉㩷㪛㪼㫄㫆㫅㫊㫋㫉㪸㫋㫀㫆㫅㫊㽲13:00-13:30 㽳13:35-14:05 㽴14:10-14:40

333 ᢎቶ㧔Room 333㧕*Ԙ࡮ԙߩᤨ㑆Ꮺߪ⎇ⓥ⊒⴫࡮ታ〣ႎ๔߇ⴕࠊࠇ߹ߔ‫ ߪ⚦⹦ޕ‬p.30 ࠍߏⷩߊߛߐ޿‫ޕ‬Ԛ D-11 ᩣᑼળ␠ࠕ࡞ࠢᢎ⢒␠ᄢቇߦ߅ߌࠆᄖ࿖⺆ࠬ࠲ࡦ࠳࡯࠼ߩ⋡ᮡ⸳ቯߣ e-࡜࡯࠾ࡦࠣߩ᦭ലᵴ↪ߦߟ޿ߡ ·····225
Goal-setting of Language Proficiency and Effective Use of e-learning in University᧲ ஜ৻㧔ᢥᢎ༡ᬺᧄㇱ㧕

Kenichi HIGASHI (Education industry Marketing)337 ᢎቶ㧔Room 337㧕Ԙ D-12 ࡄ࠽࠰࠾࠶ࠢ ࠪࠬ࠹ࡓ࠰࡝ࡘ࡯࡚ࠪࡦ࠭ ࠫࡖࡄࡦᩣᑼળ␠
㔚ሶㄉᦠㅪ៤ᯏ⢻ઃᣂ VSS ߩߏ⚫੺ ···········································································225
 The Introduction of the latest VSS (Voice & Script Synchronizer) with an electronic E-J dictionary⨲㊁ ෘ↢Atsuo KUSANOႦᧄ ᦭৻

Yuichi TSUKAMOTO

ԙ D-13 ቇᩞᴺੱ ᢥൻቇ࿦ࠕࠞ࠺ࡒ࠶ࠢࠕ࡯ࠞࠗࡉ࠮ࡦ࠲࡯
⧷⺆ᢎ⢒㧒ᢎ᧚ߦᦨㆡߩࠝࡦ࡜ࠗࡦ࠺࡯࠲ࡌ࡯ࠬ ·······················································226
AFPWAA for English teaching and materialsⱅሶ ౖ㇢

Norio EBIKOԚ D-14 ᩣᑼળ␠ౝ↰ᵗⴕ ⧷⺆ቇ⠌ߩߚ߼ߩലᨐ⊛ߥⅣႺߠߊࠅ ·········································································226
Strategies for making an effective classroom environment for language learning㗇⮮ ✍ሶ

Ayako SUTO

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╙3ᣣ䋺8᦬9ᣣ ඦ೨

Day 3: August 9th Morning⎇ⓥ⊒⴫䊶ታ〣ႎ๔䊶౏൐䉲䊮䊘䉳䉡䊛䇭䇭㪦㫉㪸㫃㩷㪧㫉㪼㫊㪼㫅㫋㪸㫋㫀㫆㫅㫊䊶㪪㫐㫄㫇㫆㫊㫀㫌㫄㽲9:30-10:00 㽳10:05-10:35 㽴10:55-11:25 㽵11:30-12:00

131 ᢎቶ㧔Room 131㧦ᢎ᝼ᴺ㧛Teaching Methodology㧕มળ㧦૒‫ ᧁޘ‬㗼ᒾ㧔㑐⷏ቇ㒮ਛቇㇱ㧕
Chair㧦Akihiko SASAKI (Kwansei Gakuin Junior High School)Ԙ OP-34 ᣣᧄੱਛቇ↢ߩ࡝ࠬ࠾ࡦࠣ‫ࠣࡦࠖ࠹ࠗ࡜ޔࠣࡦࠖ࠺࡯࡝ޔ‬ജ⢒ᚑߦኻߔࠆ TPR
ߣ TPR Storytelling ߩ᦭ലᕈߦ㑐ߔࠆታ⸽⊛⎇ⓥ̆ਛቇ 3 ᐕ↢Ბ㓏ߢߩᵴ↪̆ ······ 110
 An Empirical Study on the Effects of TPR and TPR Storytelling on Japanese Junior High School Students’Abilities in Listening, Reading and Writing: In the case of 9th graders㤥Ꮉ ᗲሶAiko KUROKAWA㧔ਭᓮጊ↸┙ਭᓮጊਛቇᩞ㧕(Kumiyama Junior High School)ԙ OP-35 ᥉ㅢ㜞ᩞ 1 ᐕᰴߦ߅ߌࠆ‫ ·································· ޢ࠻ࠢࠚࠫࡠࡊ⺆⧷ࠆ߃૶ޡ‬112
English Frontier High Schools ProjectḴ⇌ ଻ਯ㧔ᄢ㒋ᐭ┙㡅㜞╬ቇᩞ㧕Yasuyuki MIZOHATA (Ohtori High School)Ԛ OP-36 ␠ળੱߣᄢቇ↢߇⠨߃ࠆ⥄Ꮖߩ⧷⺆⢻ജߣ␠ળߢᔅⷐߥ⧷⺆⢻ജߣߪ̆␠ળੱ
ߣᄢቇ↢ߩᗧ⼂⺞ᩏ߆ࠄ̆ ··························································································· 114
What English skills are useful in Japanese Society? -Perceptions of workers and college students about
English skills቟Ꮉ ૫ሶ㧔␹ᚭᄘᎹቇ㒮ᄢቇ㧕Keiko YASUKAWA (Kobe Shukugawa Gakuin University)⊕ᧁ ᥓ჻㧔↲ධᄢቇ㧔㕖㧕㧕

Satoshi SHIRAKI (Konan University)ศ↰ ᩵ሶ㧔↲ධᄢቇ㧕

Keiko YOSHIDA (Konan University)૒‫✛ ᧁޘ‬㧔㑐⷏࿖㓙ᄢቇ㧕

Midori SASAKI (Kansai University of International Studies)

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Ԙ9:30-10:00 ԙ10:05-10:35 Ԛ10:55-11:25 ԛ11:30-12:00

132 ᢎቶ㧔Room 132㧦࠹ࠢࡁࡠࠫ࡯㧛Technology㧕มળ㧦੹੗ ⵨ਯ㧔౓ᐶᢎ⢒ᄢቇ㧕࡮᳓ᧄ ◊㧔㑐⷏ᄢቇ㧕
Chair㧦Hiroyuki IMAI (Hyogo University of Teacher Education)࡮Atsushi MIZUMOTO (Kansai University)ԙ OP-37 TTS ᛛⴚࠍᵴ↪ߒߚ Classroom English ߩᢎቶౝ㖸⺒ቇ⠌ߣᢎቶᄖ⥄ਥቇ⠌㧦㜞ᩞ↢ߩ⸥ᙘ଻ᜬߦ㑐ߔࠆᬌ⸽ ···················································································· 116
 A Study on the Retention of Classroom English: Comparing Reading Aloud in the Classroom Using TTS
Synthesized Technology and Autonomous Learning of High School Studentsጟ ᥍⟤㧔㑐⷏ᄢቇᄢቇ㒮↢㧕Harumi KATAOKA (Graduate Student, Kansai University)દ⮮ ਁ♿ሶ

Makiko ITOU㧔ᄢ㒋ᐭ┙ᨰේ᧲㜞╬ቇᩞ㧕(Kashiwara Higashi High School)ጊᩮ ❥㧔㑐⷏ᄢቇ㧕

Shigeru YAMANE (Kansai University)Ԛ OP-38 ᥉ㅢᢎቶߦ߅޿ߡ iPod Touch ࠍᵴ↪ߒߚ Blended Instruction ······················· 118
 Blended Instruction Using iPod Touch in Ordinary Classroomsዊ㊁ 㓶৻㧔╳ᵄᄢቇ㧕Yuichi ONO (Tsukuba University)ԛ OP-39 ᤋ௝ࠍઃടߒߚࠝ࡝ࠫ࠽࡞⧷⺆ቇ⠌↪ࡐ࠶࠼ࠠࡖࠬ࠻ߩ㈩ାߣᵴ↪ ·············120
 Delivering and Utilizing Original English Learning Podcasts with Visual Information᭑↰ ৻〝㧔ᐢፉᄢቇ㧕

Kazumichi ENOKIDA (Hiroshima University)

133 ᢎቶ㧔Room 133㧦CALL࡮e-Learning㧛CALL࡮e-Learning㧕มળ㧦੹੗ ⵨ਯ㧔౓ᐶᢎ⢒ᄢቇ㧕࡮᳓ᧄ ◊㧔㑐⷏ᄢቇ㧕
Chair㧦Hiroyuki IMAI (Hyogo University of Teacher Education)࡮Atsushi MIZUMOTO (Kansai University)Ԙ OP-40 CALL ቇ⠌ߦ߅ߌࠆቇ⠌ⴕേߩታ⸽⊛⎇ⓥ ······················································122
 An empirical study of learners’ behavior in CALLᮭ ⍓㧔ࡊ࡯࡞ቇ㒮ᄢቇ㧕

Hitomi KWON (Poole Gakuin University)૒⮮ ᕶሶ㧔ㅊᚻ㐷ቇ㒮ᄢቇ㧕Yasuko SATO (Otemon Gakuin University)౏൐ࠪࡦࡐࠫ࠙ࡓ㧞㧛Symposium 2㧦10:05-11:45
S-2 ᄙ᭽ߥᄢቇⅣႺߦ߅ߌࠆ⧷⺆ e ࡜࡯࠾ࡦࠣ㧦࡜࡯࠾ࡦࠣࡑࡀࠫࡔࡦ࠻ߩ㆑޿߇߽ߚ
ࠄߔ߽ߩ ························································································································190
 English e-learning in various university settings㕍ᧁ ାਯ㧔ᐢፉᏒ┙ᄢቇ㧕Nobuyuki AOKI (Hiroshima City University)㋈ᧁ ❥ᄦ㧔ฬฎደᄢቇ㧕

Shigeo SUZUKI (Nagoya University)ᔒ᳓ ବᐢ㧔਻Ꮊᄢቇ㧕

Toshihiro SHIMIZU (Kyushu University)ᷰㄝ ᥓᕺ㧔ᐢፉᏒ┙ᄢቇ㧕

Tomoe WATANABE (Hiroshima City University)ኹ᎑ ஜผ㧔᧻ጊᄢቇ㧕

Takeshi TERASHIMA (Matsuyama University)−22−Ԙ9:30-10:00 ԙ10:05-10:35 Ԛ10:55-11:25 ԛ11:30-12:00

331 ᢎቶ㧔Room 331㧦࡝ࠬ࠾ࡦࠣ࡮ࠬࡇ࡯ࠠࡦࠣ㧛Listening࡮Speaking㧕มળ㧦⍹Ꮉ ᦭㚅㧔ฬฎደᎿᬺᄢቇ㧕࡮ᴡౝጊ ⌀ℂ㧔㑐⷏࿖㓙ᄢቇ㧕
Chair㧦Yuka ISHIKAWA (Nagoya Institute of Technology)࡮Mari KOUCHIYAMA (Kansai University of International Studies)Ԙ OP-41 ⧷⺆ߩ࡝࠭ࡓ᭴ㅧ̆Უ⺆⹤⠪ߣᣣᧄੱ⧷⺆ቇ⠌⠪ߩ⋧㆑ὐߣ౒ㅢὐ ·············124
 Rhythmic structures of English sentences produced by Japanese EFL learners vs. native speakers ofAmerican English᫪ ᐾሶ㧔หᔒ␠ᄢቇ㧕

Yoko MORI (Doshisha University)ၳ ᥓሶ㧔᧲੩Ꮏᬺ㜞╬ኾ㐷ቇᩞ㧕

Tomoko HORI (Tokyo National College of Technology)ԙ OP-42 Beat 㖸ߩ޽ࠆ⧷⺆࡝࠭ࡓᢎ᧚ߦࠃࠆ⧷⺆࡝࠭ࡓ⠌ᓧߣ⣖ᵄᄌൻ ····················126
 English rhythm acquisition and EEG
ਛ㊁ ⑲ሶ㧔਻Ꮊᅚሶᄢቇ㧕

Hideko NAKANO (Kyushu Women's University)ᄐ⋡ ቄઍਭ㧔਻ᎺᎿᬺᄢቇᄢቇ㒮㧕 Kiyohisa NATSUME (Kyushu Institute of Technology)Ԛ OP-43 ᣣᧄੱቇ⠌⠪ߩ࡝ࠬ࠾ࡦࠣߣࠬࡇ࡯ࠠࡦࠣߦ߅ߌࠆ⧷⺆ߩ࡝࠭ࡓ·················128
 English listening and speaking rhythm of Japanese learnersᮻ੗ ᱞ㧔㔚᳇ㅢାᄢቇ㧕

Takeshi TARUI (The University of Electro-Communications)ԛ OP-44 ᢎ⡯⺖⒟ߦ߅ߌࠆ⧷⺆⊒㖸ᜰዉߩ૏⟎ߠߌ ····················································130
 How English Pronunciation Teaching is Characterized in Teacher’s License Courses᦭ᧄ ⚐㧔㑐⷏࿖㓙ᄢቇ㧕

Jun ARIMOTO (Kansai University of International Studies)ᴡౝጊ ⌀ℂ㧔㑐⷏࿖㓙ᄢቇ㧕

Mari KOUCHIYAMA (Kansai University of International Studies)ਛ⷏ ߩࠅߎ㧔␹ᚭቇ㒮ᄢቇ㧕

Noriko NAKANISHI (Kobe Gakuin University)ጊᧄ ⺈ሶ㧔␹ᚭቇ㒮ᄢቇ㧕

Tomoko YAMAMOTO (Kobe Gakuin University)

332 ᢎቶ㧔Room 332㧦࡝࡯࠺ࠖࡦࠣ࡮࡜ࠗ࠹ࠖࡦࠣ㧛Reading࡮Writing㧕มળ㧦ጊญ 㜞㗔㧔ᣧⒷ↰ᄢቇ㧕
Chair㧦Takane YAMAGUCHI (Waseda University)Ԙ OP-45 ⧷⺆⛔৻ࠞ࡝ࠠࡘ࡜ࡓߩ৻ㇱߣߒߡዉ౉ߒߚᄙ⺒ᜰዉߩታ〣ႎ๔̆ਛ࡮਄⚖⠪ࠍਛᔃߦ ························································································································132
 An Extensive Reading Course in a Unified Curriculum – for Intermediate to Advanced Learners of English
ࡂ࡯ࡃ࡯࠻ ਭઍ㧔㑐⷏ቇ㒮ᄢቇ㧕

Hisayo HERBERT (Kwansei Gakuin University)

ጊ⑼ ⟤๺ሶ㧔㑐⷏ቇ㒮ᄢቇ㧕

Miwako YAMASHINA (Kwansei Gakuin University)㊒੗ ජᕺ㧔㑐⷏ቇ㒮ᄢቇ㧕

Chie TSURII (Kwansei Gakuin University)

−23−

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Ԙ9:30-10:00 ԙ10:05-10:35 Ԛ10:55-11:25 ԛ11:30-12:00

ԙ OP-46 REX ࠍᵴ↪ߒߚࡄ࡯࠰࠽࡜ࠗ࠯࡯࡚ࠪࡦᣇ⇛̆ቇ⠌⠪ߩ࡟ࡌ࡞ߦㆡวߒߚ࠹ࠠ
ࠬ࠻᛽಴ ························································································································134
 Strategy toward Personalization with REX - Extracting Articles Suitable for Individual Learners
ችፒ ૫ౖ㧔㕒ጟᄢቇ㧕

Yoshinori MIYAZAKI (Shizuoka University)ᄢၔ ᢘੱ㧔㕒ጟᄢቇ㧕

Takato OSHIRO (Shizuoka University)㐳⼱Ꮉ ↱⟤㧔ṑ⾐⋵┙ᄢቇ㧕

Yumi HASEGAWA (The University of Shiga Prefecture)

333 ᢎቶ㧔Room 333㧦ቇ⠌⠪ⷐ࿃㧛Learner Variables㧕มળ㧦ḡ⥱ ⧷৻㧔᧲ᵗᄢቇ㧕
Chair㧦Eiichi YUBUNE (Toyo University)Ԛ OP-47 㔚ሶㄉᦠᣇ⇛ᜰዉ㧦ቯ⌕ࠍߤ߁᷹ࠆ߆ ···························································136
 How do we assess the outcome of E-dictionary strategy training?
ዊጊ ᢅሶ㧔ᄢ㒋ᄢ⼱ᄢቇ㧕Toshiko KOYAMA (Osaka Ohtani University)ԛ OP-48 ⧷⺆ᢎ⢒ߦ߅ߌࠆ e ࡜࡯࠾ࡦࠣࠪࠬ࠹ࡓ COOLL ࠍ೑↪ߒߚ⥄ᓞ෸߮ද⺞ቇ⠌ ·138
 Autonomous and Collaborative Learning Using of the E-learning System “COOLL” in English Educationਭፉ ᥓᵤሶ㧔ᵤ↰Ⴖᄢቇ㧕

Chizuko KUSHIMA (Tsuda College)

334 ᢎቶ㧔Room 334㧦ᣧᦼ⧷⺆ᢎ⢒㧛Early English Education㧕มળ㧦ዊේ ᐔ㧔᧲੩ᘏᕺળක⑼ᄢቇ㧕࡮଻ፒ ೣ㓶㧔ᣧⒷ↰ᄢቇ㧕
Chair㧦Osamu OHARA (Jikei University School of Medicine)࡮Norio HOZAKI (Waseda University)Ԙ OP-49 ዊቇᩞᄖ࿖⺆ᵴേߦ߅ߌࠆࠕ࠴࡯ࡉࡔࡦ࠻࠹ࠬ࠻↪ࠕࡊ࡝ࠤ࡯࡚ࠪࡦ㧦⧷⺆㖸ჿ⹺⼂ࠍ೑↪ߒߡ ·········································································································140
 Application for a learning achievement test in primary school English education in Japan: Utilizing an
English speech recognition system⍹Ꮉ ଻⨃㧔੩ㇺᄖ࿖⺆ᄢቇ㧕Yasushige ISHIKAWA (Kyoto University of Foreign Studies)ㄭ⮮ ⌬⟤㧔ᏢႦጊቇ㒮ᄢቇ㧕

Mutsumi KONDO (Tezukayama Gakuin University)㥲⮮ ᩕੑ㧔੩ㇺᄖ࿖⺆ᄢቇ㧕

Eiji SAITO (Kyoto University of Foreign Studies)ԙ OP-50 ዊቇᩞᄖ࿖⺆ᵴേ ᣣ⧷ߩ㖸ჿߩ᳇ߠ߈ࠍਈ߃ࠆ᝼ᬺ ··································142
 How to have students phonetic awareness in elementary school classroomsᳰ੉ ⪲ሶ

Yoko IKEGAME

㧔ߎߤ߽⧷⺆⪭⺆දળ㧕

(English Education through Rakugo Art for Children)Ԛ OP-51 ዊቇᩞߦ߅ߌࠆቇᐕ೎㧔1 ᐕ↢㨪6 ᐕ↢㧕ߩ⧷⺆㖸ჿߩᲧセ ·························144
 A Survey of Elementary School Students' English Pronunciation by Years⌀ፒ సᒾ

Katsuhiko MASAKI㧔౓ᐶᢎ⢒ᄢቇ㒝ዻዊቇᩞ㧕(Attached Elementary School to Hyogo University of Teacher Education)−24−Ԙ9:30-10:00 ԙ10:05-10:35 Ԛ10:55-11:25 ԛ11:30-12:00

ԛ OP-52 ญໃേ૞ᤋ௝߇⧷⺆ቇ⠌⠪ߩ⊒㖸⠌ᓧߦᦼᓙߐࠇࠆലᨐ ·······························146
 Effects of lip movement visuals onto acquisition of English pronunciation㐳ự Ẵ㧔ᣧⒷ↰ᄢቇ㧕

Toru NAGAHAMA (Waseda University)଻ፒ ೣ㓶㧔ᣧⒷ↰ᄢቇ㧕

Norio HOZAKI (Waseda University)ർ᧛ ผ㧔ᣧⒷ↰ᄢቇ㧕

Fumito KITAMURA (Waseda University)

335 ᢎቶ㧔Room 335㧕⊒⴫ߥߒ

336 ᢎቶ㧔Room 336㧦ᔃℂ⸒⺆ቇ࡮ᢎ᝼ᴺ㧛Psycholinguistics࡮Teaching Methodology㧕
*336 ᢎቶߩ⊒⴫ߪ⧷⺆ߢⴕࠊࠇ߹ߔ‫ޕ‬㧛The presentations in Room 336 will be made in English.
มળ㧦ฬㇱ੗ ᢅઍ㧔㑐⷏ᄢቇ㧕
Chair㧦Toshiyo NABEI (Kansai University)Ԙ OP-53 The Role of L1 and L2 Working Memory in Literal and Inferential Comprehension
in L2 Listening ···············································································································148
 ࡢ࡯ࠠࡦࠣࡔࡕ࡝࡯߇╙ 2 ⸒⺆࡝ࠬ࠾ࡦࠣߩ⡬⸃ࠨࡉࠬࠠ࡞ߦਈ߃ࠆᓇ㗀૒ข ⟤♿㧔ᾢᧄᄢቇᄢቇ㒮㧕Miki SATORI (Kumamoto University)ԙ OP-54 The Challenges and Suitability of Task-based Language Teaching in AsianContexts ························································································································150
 ࠕࠫࠕߦ߅ߌࠆ࠲ࠬࠢࠍ㊀ⷞߒߚ⸒⺆ᢎ⢒ߩ⺖㗴෸߮ㆡวᕈᯅ⷏ ᓀᬤ

Ayaka HASHINISHI

㧔␹ᚭᏒᄖ࿖⺆ᄢቇᄢቇ㒮↢㧕(Graduate Student, Kobe City University of Foreign Studies)Ԛ OP-55 A Comparison of the Decoding Skills of Grades 5 & 6 and Grades 8 & 9Students: An Examination of Automaticity and Error Types ···········································152
 ዊቇ 5,6 ᐕ↢ߣਛቇ 2,3 ᐕ↢ߩ࠺ࠖࠦ࡯࠺ࠖࡦࠣ⢻ജߩᲧセ㧦⥄േᕈߣ⺋⺒ߩᬌ⸽Ꮉፒ ⋿ℂሶ㧔㑐⷏ቇ㒮ᄢቇ㧕

Mariko KAWASAKI (Kwansei Gakuin University)

−25−

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╙3ᣣ䋺8᦬9ᣣ ඦ೨

Day 3: August 9th Morning䊘䉴䉺䊷⊒⴫䇭䇭㪧㫆㫊㫋㪼㫉㩷㪧㫉㪼㫊㪼㫅㫋㪸㫋㫀㫆㫅㫊
9:30-11:30 䋨䉮䉝䉺䉟䊛 / Core Time䋺10:40-11:30䋩

1 ภ㙚 3 㓏࡜࠙ࡦࠫ㧔Lounge, 3rd Floor, Building 1㧕
P-06 Some Conflicts in Pair Work in the L2 Learning of Nursing Students: Good or Bad? 206
 ࡍࠕ࡮ࡢ࡯ࠢਛߦ⿠ߎࠆࠦࡦࡈ࡝ࠢ࠻ߦߟ޿ߡ: ⋴⼔ᄢቇ↢ߩ႐ว᧻ᧄ ᕶઍ㧔᩿↢ᄢቇ㧕Yasuyo MATSUMOTO (Kiryu University)

P-07 A Progress Report on Classroom Activity regarding Participation in The Extremely
Short Story Competition: Tokyo Keizai University Students’ Responses to the ESSC ···208 ‫ޡ‬ᭂ߼ߡ⍴޿ࠬ࠻࡯࡝࡯ࠦࡦ࠹ࠬ࠻(Extremely Short Story Competition)‫ࠍޢ‬ዉ౉ߒߚᢎቶᵴേߦ㑐ߔࠆႎ๔̅᧲੩⚻ᷣᄢቇߢߩታ〣଀ਃቛ ߭ࠈሶ㧔᧲੩⚻ᷣᄢቇ㧕

Hiroko MIYAKE (Tokyo Keizai University)

P-08 ੐೨࡮੐ᓟᜰዉ⑼⋡ࠍㅢߓߡ⧷⺆ജߣ⇣ᢥൻℂ⸃ࠍᷓ߼ࠆ⍴ᦼ⧷⺆⎇ୃ ···········210
 A Junior College Study Abroad Program: Pre- and Post-Program Courses which Enhance English Skills
and Cultural Understandingਃ↰ ⮍㧔ታ〣ᅚሶ⍴ᦼᄢቇ㧕

Kaoru MITA (Jissen Women's Junior College)

Samuel Gildart㧔ታ〣ᅚሶ⍴ᦼᄢቇ㧕 Samuel GILDART (Jissen Women's Junior College)⪤㊁ ᢅ㧔ታ〣ᅚሶ⍴ᦼᄢቇ㧕

Satoshi HAGINO (Jissen Women's Junior College)

P-09 Learning, teaching, and evaluation as achievements of discursive practice in theclassroom ······················································································································212 ᢎቶౝ⺣⹤ታ〣ߩᚑᨐߣߒߡߩቇ⠌‫ޔ‬ᜰዉ‫⹏ޔ‬ଔ
Mark Taylor㧔౓ᐶ⋵┙ᄢቇ㧕

Mark TAYLOR (Hyogo Prefecture University)

P-10 ࡔ࠲⹺⍮ജߣ⧷⺆ቇ⠌ ·························································································214
 Effect of Metacognition on Learning English
㘵ፉ ⌬⟤Mutsumi IIJIMA㧔࿖┙᧻ᳯᎿᬺ㜞╬ኾ㐷ቇᩞ㧕

(Matsue National College of Technology)

P-11 ⧷⺆㖸ჿᢎ⢒ߦ߅ߌࠆ⡞߈߿ߔߐߩ⎇ⓥ̆e-࡜࡯࠾ࡦࠣߢߩቇ⠌ጁᱧ⸃ᨆ ········216
 Listenability in language learning on cloud computing↰ᷗ 㦖ੑ㧔ࡒࡦ࠻㖸ჿᢎ⢒⎇ⓥᚲ㧕Ryuji TABUCHI (Mint Sound Education Group)−26−╙3ᣣ䋺8᦬9ᣣ ඦᓟ

Day 3: August 9th Afternoon⎇ⓥ⊒⴫䊶ታ〣ႎ๔䊶౏൐䉲䊮䊘䉳䉡䊛䇭䇭㪦㫉㪸㫃㩷㪧㫉㪼㫊㪼㫅㫋㪸㫋㫀㫆㫅㫊䊶㪪㫐㫄㫇㫆㫊㫀㫌㫄㽲13:00-13:30 㽳13:35-14:05 㽴14:10-14:40

131 ᢎቶ㧔Room 131㧦ᢎ᝼ᴺ㧛Teaching Methodology㧕౏൐ࠪࡦࡐࠫ࠙ࡓ㧟㧛Symposium 3㧦13:00-14:40
S-3 ᄖ࿖⺆ᵴേߦ㑐ߔࠆᗧ⼂⺞ᩏ߆ࠄ⷗߃ߡߊࠆߎߣ ················································192
 What is seen from the questionnaire concerning "Foreign Language Activities"?
੗⁚ ᐘ↵㧔ᄢ㒋Ꮢ┙ᄢቇ㧕Yukio IKARI (Osaka City University)ศ↰ ᥍਎㧔ᄢ㒋ᢎ⢒ᄢቇ㧕Haruyo YOSHIDA (Osaka Kyoiku University)㜞ᯅ ᐘሶ

Sachiko TAKAHASHI

㧔ࡁ࡯࠻࡞࠳ࡓᷡᔃᅚሶᄢቇ㧕(Notre Dame Seishin University)⑔ේ ผሶ

Fumiko FUKUHARA㧔ࡁ࡯࠻࡞࠳ࡓᷡᔃᅚሶᄢቇ㧕(Notre Dame Seishin University)ᴰ ᗆ⟤ሶ㧔੩ㇺᢎ⢒ᄢቇ㧕

Emiko IZUMI (Kyoto University of Education)ᴡౝጊ ⌀ℂ㧔㑐⷏࿖㓙ᄢቇ㧕

Mari KOUCHIYAMA (Kansai University of International Studies)ട⾐↰ ື਽㧔ᄢ㒋ᢎ⢒ᄢቇ㧕

Tetsuya KAGATA (Osaka Kyoiku University)

132 ᢎቶ㧔Room 132㧦࠹ࠢࡁࡠࠫ࡯㧛Technology㧕มળ㧦੹੗ ↱⟤ሶ㧔หᔒ␠ᅚሶᄢቇ㧕
Chair㧦Yumiko IMAI (Doshisha Women's College of Liberal Arts)Ԙ OP-56 ࠬࡑ࡯࠻ࡈࠜࡦࠍ೑↪ߒߚ⧷⺆⡬⸃ജ㙃ᚑߩߚ߼ߩ CALL ࠪࠬ࠹ࡓߩ㐿⊒ ··154
 Smartphone-Based CALL System for Improving Japanese College Students' English Listening Skills㜞ᯅ ⑲ᄦ㧔ජ⪲ᄢቇ㧕

Hideo TAKAHASHI (Chiba University)ԙ OP-57 3 ᰴర઒ᗐⓨ㑆ߦ߅ߌࠆᄖ࿖⺆ቇ⠌࠲ࠬࠢⓨ㑆ߩ᭴▽ ····································156
 Construction of Communication Task Space in 3D MUVE⍹Ⴆ ඳⷙ㧔ർᶏ㆏ᢎ⢒ᄢቇ㧕

Hiroki ISHIZUKA (Hokkaido University of Education)

Ԛ OP-58 ⛮⛯⊛⥄ᓞ⧷⺆ቇ⠌ࠍᡰេߔࠆ࠮࡞ࡈࠦ࡯࠴ࡦࠣ࡮ࡢ࡯ࠢࠪ࡯࠻‫ޟ‬Learning How
to Learn‫ߩޠ‬㐿⊒ߦߟ޿ߡ ····························································································158
 On the Development of Self-coaching Worksheet (Learning How to Learn) for Fostering Students’
Sustainable Autonomous English Learningဈ↰ ᶈ㧔ᓼፉᄢቇ㧕

Hiroshi SAKATA (The University of Tokushima)

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Ԙ13:00-13:30 ԙ13:35-14:05 Ԛ14:10-14:40

133 ᢎቶ㧔Room 133㧦CALL࡮e-Learning㧛CALL࡮e-Learning㧕มળ㧦દ⮮ 㓉㧔ฬฎደቇ㒮ᄢቇ㧕
Chair㧦Ryu ITO (Nagoya Gakuin University)Ԙ OP-59 Moodle ࠍ೑↪ߒߚᢎቶᄖࠬࡇ࡯ࠠࡦࠣᵴേ ···················································160
 Speaking activities outside the classroom using Moodleᶆ㊁ ⎇㧔ർᶏቇ࿦ᄢቇ㧕

Ken URANO (Hokkai-Gakuen University)ԙ OP-60 ࠮ࡒ࠳ࠗ࡟ࠢ࠻ᷝ೥ᚻᴺࠍ↪޿ߚ⧷૞ᢥࠝࡦ࡜ࠗࡦᜰዉ ·······························162
 Online writing learning through a semi-direct methodዊᩙ ᚑሶ㧔ਛㇱᄢቇ㧕

Seiko OGURI (Chubu University)ᩉ ᦮ብ㧔ਛㇱᄢቇ㧕

Tomohiro YANAGI (Chubu University)Ԛ OP-61 ࠺ࠫ࠲࡞᜛ᒛဳ⧷⺆࠹ࠠࠬ࠻ߩ㐿⊒̆᝼ᬺౝⅣႺߩ⺞๺᭴▽ࠍ⋡ᜰߒߡ̆ ··164
 The Development of an English Textbook with the Function of Digital Extensionsᅏ↰ ⵨ม㧔⑔ጟᄢቇ㧕

Yuji OKUDA (Fukuoka University)⧃Ꮉ ᱜብ

Masahiro ASHIKAWA

ᩣᑼળ␠㊄ᤊၴ㧔⾥ഥળຬ㧕

Kinseido Publishing Co., Ltd. (Supporting Member)⪤የ ᕡ੫

Tsuneaki HAGIO

ᱜ⥝ IT ࠰࡝ࡘ࡯࡚ࠪࡦᩣᑼળ␠SEIKO-ITsolution Ltd.

㧔⾥ഥળຬ㧕

(Supporting Member)

331 ᢎቶ㧔Room 331㧦࡝ࠬ࠾ࡦࠣ࡮ࠬࡇ࡯ࠠࡦࠣ㧛Listening࡮Speaking㧕มળ㧦੹㊁ ൎᐘ㧔㕒ጟℂᎿ⑼ᄢቇ㧕
Chair㧦Katsuyuki KONNO (Shizuoka Institute of Science and Technology)Ԙ OP-62 ⊒ዷ⊛⊒㖸ᜰዉ߳ߩ᝼ᬺ࠺ࠩࠗࡦ㧦Oral Interpretation ߣ޿߁᝼ᬺߩ૏⟎ߠߌ·166
 Design of Advanced Pronunciation Instruction for an Oral Interpretation ClassᄢႦ ᦺ⟤㧔ᄢ㒋ᅚቇ㒮ᄢቇ㧕

Tomomi OTSUKA (Osaka Jogakuin University)਄↰ ᵗሶ㧔ᄢ㒋ᅚቇ㒮ᄢቇ㧕

Hiroko UEDA (Osaka Jogakuin University)੗਄ ⃿⟤ሶ㧔ᄢ㒋ᅚቇ㒮ᄢቇ㧕

Kumiko INOUE (Osaka Jogakuin University)ԙ OP-63 L1 ߅ࠃ߮ L2 ⊒⹤ߩᵹᥰᕈߩ㑐ଥ̆ೋ⚖ L2 ቇ⠌⠪ߦ߅ߌࠆᬌ⸛ ···················168
 Individual differences on L1 and L2 speech fluency: Analysis of introductory EFL leanersᐔ੗ ᗲ㧔੩ㇺ♖⪇ᄢቇ㧕

Ai HIRAI (Kyoto Seika University)↢㚍 ⵨ሶ㧔ᄢ㒋ᢎ⢒ᄢቇ㧕Yuko IKUMA (Osaka Kyoiku University)☑ౝ ᥓ㧔੩ㇺ♖⪇ᄢቇ㧕

Satoshi YABUUCHI (Kyoto Seika University)−28−Ԙ13:00-13:30 ԙ13:35-14:05 Ԛ14:10-14:40

332 ᢎቶ㧔Room 332㧦࡝࡯࠺ࠖࡦࠣ࡮࡜ࠗ࠹ࠖࡦࠣ㧛Reading࡮Writing㧕มળ㧦ਅጊ ᐘᚑ㧔᧲ᵗቇ࿦ᄢቇ㧕
Chair㧦Yukinari SHIMOYAMA (Toyo Gakuen University)Ԙ OP-64 ද௛⊛ L2 ࡜ࠗ࠹ࠖࡦࠣߦ߅ߌࠆࡊࡠ࠮ࠬߣࡊࡠ࠳ࠢ࠻ߩಽᨆ······················170
 An Analysis of Processes and Products in Collaborative L2 Writing㒙ㇱ ⌀㧔₡දᄢቇ㧕

Makoto ABE (Dokkyo University)ጊ⷏ ඳਯ㧔㑐⷏ᄢቇ㧕

Hiroyuki YAMANISHI (Kansai University)ԙ OP-65 ࠠ࡯౉ജ⸥㍳ࠪࠬ࠹ࡓࠍ↪޿ߚ⧷⺆ቇ⠌⠪ߩ࡜ࠗ࠹ࠖࡦࠣࡊࡠ࠮ࠬಽᨆ̆⺆ᢙ࡮ផᢚ࿁ᢙ࡮ᱜ⏕ߐߩᤨ♽೉ផ⒖̆ ·········································································172
 A Writing Process Analysis of English Learners Using Key Logging System: Focused on ChronologicalTransition of Word Number, Revision Frequency and Accuracy⨲⭿ ㇌ᐢ㧔ฬฎደᄢቇᄢቇ㒮㧕

Kunihiro KUSANAGI (Nagoya University)㜞ᯅ ᡷᄥ㧔రฬฎደᄢቇᄢቇ㒮㧕

Arata TAKAHASHI (Nagoya University (former))⩵ᳰ ఝᏗ㧔ฬฎደᄢቇᄢቇ㒮㧕

Yuki KIKUCHI (Nagoya University)

333 ᢎቶ㧔Room 333㧦ቇ⠌⠪ⷐ࿃㧛Learner Variables㧕มળ㧦↰਄ ఝሶ㧔⑔ጟᅚሶᄢቇ㧕
Chair㧦Yuko TANOUE (Fukuoka Women's University)Ԙ OP-66 CALP ࠍ⢒߻⺒⸃ᜰዉߦ߅ߌࠆ⊒໧ߣߪ㧫̆ࡉ࡞࡯ࡓߩ࠲ࠠ࠰ࡁࡒ࡯‫ޔ‬PISA ⺒⸃ജ⺞ᩏ‫ޔ‬CALLA ߣ CLIL ߩᜰዉᴺߩᨒ⚵ߺ߆ࠄ̆ ····················································174
 What reading comprehension question types can best foster CALP?: Framework perspectives from
Broom’s Taxonomy, PISA, CALLA and CLILᐔ੗ ᷡሶ㧔ർ㉿ᄢቇ㧕

Seiko HIRAI (Kitasato University)ᴡ㊁ ౞㧔ᤊ⮎⑼ᄢቇ㧕

Madoka KAWANO (Hoshi University)⫱ේ 㗅ሶ㧔᣿ᶏᄢቇ㧕

Junko KAMBARA (Meikai University)ԙ OP-67 Test-taking strategy ߩ᭴ㅧ㧦ᣣᧄੱ⧷⺆ቇ⠌⠪ߪߤߩࠃ߁ߥ Test-taking strategyࠍ૶ߞߡ޿ࠆߩ߆?········································································································176
 Research on Test-taking Strategies in the TOEIC TestṚỈ દㇺሶ

Itsuko TAKIZAWA

㧔หᔒ␠ᅚሶᄢቇᄢቇ㒮㧕(Doshisha Women's College of Liberal Arts)ᳰ਄ ਭ⟤ሶ㧔หᔒ␠ᅚሶᄢቇ㧕

Kumiko IKEGAMI (Doshisha Women's College of Liberal Arts)૒⮮ ෹㚅㧔หᔒ␠ᅚሶᄢቇᄢቇ㒮㧕 Yuka SATO (Doshisha Women's College of Liberal Arts)⧯ᧄ ᄐ⟤

Natsumi WAKAMOTO

㧔หᔒ␠ᅚሶᄢቇ㧕(Doshisha Women's College of Liberal Arts)

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Ԙ13:00-13:30 ԙ13:35-14:05 Ԛ14:10-14:40

334 ᢎቶ㧔Room 334㧕⊒⴫ߥߒ

335 ᢎቶ㧔Room 335㧕⊒⴫ߥߒ

336 ᢎቶ㧔Room 336㧦࠹ࠢࡁࡠࠫ࡯࡮ቇ⠌⠪ⷐ࿃㧛Technology࡮Learner Variables㧕*336 ᢎቶߩ⊒⴫ߪ⧷⺆ߢⴕࠊࠇ߹ߔ‫ޕ‬㧛The presentations in Room 336 will be made in English.
มળ㧦㊁᧛ ๺ብ㧔␹ᚭᏒᄖ࿖⺆ᄢቇ㧕
Chair㧦Kazuhiro NOMURA (Kobe City University of Foreign Studies)Ԙ OP-68 Developing Intercultural Communicative Competence Through Film Clips ······178
Mark KAISER(UC Berkeley)

Chika SHIBAHARA(UC Berkeley)ԙ OP-69 Hispanidades/Hispanicities: Modeling Micro-collaboration across institutions in
support of student learning and research ······································································180
Andrew ROSS

(Arizona State University)

Stéphane CHARITOS(Columbia University)Ԛ OP-70 Learner Training Based on Critical Thinking Theory: Developing Autonomous
Learners ························································································································182
 ࠢ࡝࠹ࠖࠞ࡞࡮ࠪࡦࠠࡦࠣℂ⺰ߦၮߠߊቇ⠌⠪⸠✵:⥄ᓞߒߚቇ⠌⠪ߩ⢒ᚑࡍ࠾ࡦ࠻ࡦ ๺㓷ሶ㧔⷏ධቇ㒮ᄢቇ㧕Wakako PENNINGTON (Seinan Gakuin University)−30−

15:00Ǧ16:30

ၮ⺞⻠Ṷ 3㧔142 ᢎቶ㧕KeynoteSpeech3(Room142)
มળ↰ਛඳᤩ㧔ᐢፉ࿖㓙ᄢቇ㧕Coordinator Hiroaki TANAKA (Hiroshima International University)࠺࡯࠲߆ࠄ࠹ࠬ࠻ߣੱࠍ⹏ଔߔࠆ㧦ẜ࿷࡜ࡦࠢℂ⺰ߣ㕖ኻ⒓ᄙᰴరዤᐲᴺ ····· 40⨿ፉ ብੑ㇢㧔ᄢቇ౉⹜࠮ࡦ࠲࡯ ⎇ⓥ㐿⊒ㇱ᧲੩Ꮏᬺᄢቇ ᄢቇ㒮 ␠ળℂᎿቇ⎇ⓥ⑼㧕
Improving Educational Conditions and Refining Classroom Instruction
Kojiro SHOJIMA (The National Center for University Entrance Examinations
Tokyo Institute of Technology)
16:35Ǧ16:50

㐽ળⴕ੐㧔142 ᢎቶ㧕ClosingCeremony(Room142)
มળદᐸ✛㧔↲ධᄢቇ㧕᜿ᜦ᫪↰ᓆ㧔LET 㑐᧲ᡰㇱ㐳‫ޔ‬ᣧⒷ↰ᄢቇ㧕Coordinator Midori IBA (Konan University)
Greetings

Akira MORITA (President of LET Kanto Chapter, Waseda University)

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ળ႐ᐔ㕙࿑  CampusMap
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1 ภ㙚࡮3 ภ㙚㧦3 㓏 ⎇ⓥ⊒⴫࡮ታ〣ႎ๔࡮ࡐࠬ࠲࡯࠮࠶࡚ࠪࡦ࡮ᬺ⠪ዷ␜

㐿ળᑼ࡮
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142 ᢎቶ߳ߪ
EV࡮㓏Ბߢ
4 㓏߳‫ ڎ‬1 ภ㙚ߣ 3 ภ㙚ߪ‫ޔ‬1 㓏ߣ 3 㓏ߩߺ‫ޔ‬ᷰࠅᑈਅߢߟߥ߇ߞߡ޿߹ߔ‫ޕ‬−33−

಴ዷ⾥ഥળຬ৻ⷩ㧔↳ߒㄟߺ㗅࡮7 ᦬ 25 ᣣ⃻࿷㧕GǦTELP ᣣᧄ੐ോዪ
ᩣᑼળ␠ౝ↰ᵗⴕᩣᑼળ␠ ᚑ⟤ၴࡄ࠽࠰࠾࠶ࠢ ࠪࠬ࠹ࡓ࠰࡝ࡘ࡯࡚ࠪࡦ࠭ ࠫࡖࡄࡦᩣᑼળ␠
ᩣᑼળ␠ ㊄ᤊၴᩣᑼળ␠ධ㔕ၴ
HOYA ࠨ࡯ࡆࠬᩣᑼળ␠
࠴ࠛ࡞ ᩣᑼળ␠
ቇᩞᴺੱ ᢥൻቇ࿦ࠕࠞ࠺ࡒ࠶ࠢࠕ࡯ࠞࠗࡉ࠮ࡦ࠲࡯
ᩣᑼળ␠ࠕ࡞ࠢᢎ⢒␠㧔ᩣ㧕ࠕࡦࡍ࡯࡞
ᩣᑼળ␠ࠛ࡞࡮ࠗࡦ࠲࡯ࡈࠚ࡯ࠬ
ᩣᑼળ␠㧶㨂㧯ࠤࡦ࠙࠶࠼
㔚ሶࠪࠬ࠹ࡓᩣᑼળ␠
ᩣᑼળ␠ VERSION2
࠮ࡦࠥ࡯ࠫ ࡜࡯࠾ࡦࠣ㧔ᩣ㧕ᩣᑼળ␠ࡑࠢࡒ࡜ࡦ ࡜ࡦࠥ࡯ࠫࡂ࠙ࠬ
࿖㓙ᢎ⢒੤឵ද⼏ળ㧔CIEE㧕ᣣᧄઍ⴫ㇱᣣᧄ࠺࡯࠲ࡄࠪࡈࠖ࠶ࠢᩣᑼળ␠
BBC ࡢ࡯࡞࠼ ࠫࡖࡄࡦᩣᑼળ␠
ᩣᑼળ␠ᢎ⢒᷹ቯ⎇ⓥᚲ
࡝ࠕ࡞࡮ࠗࡦࠣ࡝࠶ࠪࡘ࡮ࡉࡠ࡯࠼ࡃࡦ࠼ᩣᑼળ␠
㧔৻⽷㧕࿖㓙ࡆࠫࡀࠬࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦදળ
ᩣᑼળ␠ࡇࠕ࠰ࡦ᩿ේ
ࠣࡠ࡯ࡃ࡞࡮ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ㧒࠹ࠬ࠹ࠖࡦࠣ
ᩣᑼળ␠ ࠾ࡘ࡯࠻ࡦ
᧻ᨰ␠ࠞࠪࠝ⸘▚ᯏ㧔ᩣ㧕᧲ㅢ↥ᬺᩣᑼળ␠
ᱜ⥝ IT ࠰࡝ࡘ࡯࡚ࠪࡦᩣᑼળ␠

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Abstractsၮ⺞⻠ṶKeynote SpeechesKS-1

8 ᦬ 8 ᣣ (10:00-11:30) / 142 ᢎቶ

Second language fluency: Challenges for researchers and educators
Segalowitz, Norman
Department of Psychology, Concordia University, Montreal, Canada& Centre for the Study of Learning and Performance
1. Introduction
Achieving a high level of fluency in a second language (L2) is one of the most difficult tasks facing L2 learners.
Fluency attainment poses challenges for teachers, for designers of technology-assisted learning, as well as forresearchers interested in L2 acquisition. In this talk I discuss barriers to L2 fluency, some of the ways one can study
these barriers in the laboratory, and the implications such research might have for L2 instruction and for overcoming
fluency barriers. The presentation focuses mainly on research concerning ways of measuring the cognitive efficiency
that develops with experience in using an L2 and that may be necessary for fluent speaking. The presentation also
describes a framework for linking cognitive and social factors for a better understanding of L2 fluency issues.
2. Fluency as a challenge for learners, researchers and teachers
L2 fluency is not simply about articulatory fluidity. Several different aspects of fluency need to be distinguished.
First, there is utterance fluency, which is the oral manifestation of how well a person can speak (e.g., measured interms of speech rate, lack of unnecessary pauses, etc.; Kormos, 2006). Underlying utterance fluency is cognitive
fluency, which refers to how well a speaker's cognitive system is able to operate in order to produce fluent utterances(e. g., measured in terms of efficiency of making meaning-word links; flexibility of grammatically driven attention
focusing, etc.; Segalowitz, 2010). There is also perceived fluency, the subjective judgment made by listeners about aspeaker's cognitive fluency based on the evidence they have from hearing the speaker's speech. Most important here,
however, are the relationships between utterance and cognitive fluency. These relationships are crucial forunderstanding how learning progresses, for assessing teaching effectiveness, and for identifying barriers to fluency.
3. Measuring fluency
Researchers face many challenges when assessing utterance fluency and cognitive fluency. These include how tobest elicit speech samples, how to determine which speech characteristics are the most important to focus on, how tomeasure a person's cognitive ability to process language, and how to control for individual differences that may
affect these measures but that are not related to L2 fluency as such. This section includes examples of ways to obtain
the desired measures (e.g., L2 speech elicitation that involves genuine, spontaneous communication). This section
also discusses criteria useful for deciding which of the many potential measures of utterance and cognitive fluency toretain for a proper account of L2 fluency.
4. A dynamic systems framework for understanding second language fluency
A person needs strong cognitive fluency to develop strong utterance fluency. This cognitive fluency reflects
modification of the cognitive system responsible for speech production. Here it is important to take into account a
number of factors frequently overlooked in fluency research: the social aspects of communication; a speaker's
motivation for speaking; general considerations of memory, attention and cognitive heuristics; and how all thesefactors interact to determine the experiences learners have (their exposure to the target language and opportunities to−36−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

use the language) that shape the acquisition of fluency skills (Figure 1).

FLUENCY-RELEVANT PERCEPTUAL & COGNITIVE EXPERIENCES

L2 SPEECH PRODUCTION

INTERACTIVE

COGNITIVE

characterized by

COMMUNICATIVE-PERCEPTUAL

utterance fluency(SOCIAL) CONTEXTPROCESSINGSYSTEMScharacterizedby cognitive
MOTIVATION TO COMMUNICATE

fluency

Figure 1. Framework for thinking about the dynamic relationships among sources influencing
second language fluency (adapted from Segalowitz, 2010, Figure 7.1, p. 164).
5. Discussion
This way of thinking about L2 fluency has important implications for understanding barriers to fluency and how to
overcome them and, therefore, for teaching that aims to improve fluency and for using technology to promote
fluency. This section includes a look at a usage-based approach to first language acquisition (Lieven & Tomasello,2008) and at principles of general cognition that are particularly useful for thinking about fluency, and at theirimplications for L2 pedagogy (Gatbonton & Segalowitz, 1988, 2005), as well as for technology-based interventions
in language instruction (Segalowitz & Gatbonton, 1995).
References
Gatbonton, E., & Segalowitz, N. (1988). Creative Automatization: Principles for promoting fluency within acommunicative framework. TESOL Quarterly, 22, 473-492.
Gatbonton, E., & Segalowitz, N. (2005). Rethinking communicative language teaching: A focus on access to fluency.
Canadian Modern Language Review, 61, 325-353.
Kormos, J. (2006). Speech production and second language acquisition. New York: Routledge.
Lieven, E., & Tomasello, M. (2008). Children's first language acquisition from a usage-based perspective. In P.
Robinson & N.C. Ellis (Eds.), Handbook of cognitive linguistics and second language acquisition (pp. 168-196).
New York: Routledge.
Segalowitz, N. (2010). The cognitive bases of second language fluency. New York: Routledge.
Segalowitz, N., & Gatbonton, E. (1995). Automaticity and lexical skills in second language fluency: Implications forcomputer assisted language learning. Computer Assisted Language Learning, 8, 129-149.

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KS-2

8 ᦬ 8 ᣣ (16:20-17:50) / 142 ᢎቶ୘ੱᏅߣᢎ⢒᧦ઙߩ❱ࠅߥߔേ⊛⁁ᴫߦ߅ߌࠆቇ⠌ᜰዉߩ૏⟎ߠߌጊ᫪ శ㓁㧔࿖┙ᢎ⢒᡽╷⎇ⓥᚲ㧕
1. ᢎ⢒᧦ઙߣߪ ᢎ⢒᧦ઙߣ޿߁⸒⪲߇ᜰߒ␜ߔ▸࿐ߪᐢߊ㧘⚻⾌⽶ᜂ㧘ቇ⚖✬೙㧘ᢎ⡯ຬቯᢙ㧘ᢎຬ⛎ਈ೙ᐲߣ޿ߞ
ߚ᡽╷⊛᧦ઙ㧘ቇᩞᣉ⸳㧘ᢎቶⅣႺ㧘ᢎౕᢎ᧚ߣ޿ߞߚ‛⊛᧦ઙ㧘ᢎຬߩ⾗⾰⢻ജ㧘ൕോⅣႺߣ޿ߞߚ
ੱ⊛᧦ઙߣ޿ߞߚ߽ߩࠍ൮฽ߔࠆ‫⻠ߩߎޕ‬Ṷߢߪ㧘ߎࠇࠄߩ߁ߜ᡽╷⊛ߥᢎ⢒᧦ઙ㧘ߣࠅࠊߌቇ⚖✬೙߅ࠃ߮ᢎ⡯ຬቯᢙ߇ቇ⠌ⅣႺ߿ቇ⠌⠪ߦਈ߃ࠆᓇ㗀ࠍᬌ⸛ߒߚ߁߃ߢ㧘ߎࠇࠄࠍ⠨ᘦߒߚቇ⠌ᜰዉߩ޽ࠅ߆ߚࠍ⼏⺰ߒߚ޿‫ޕ‬
2. ᢎ⢒᧦ઙ߇ቇ⠌ⅣႺߣቇ⠌⠪ߦਈ߃ࠆᓇ㗀
2.1 ቇ⚖✬೙ߣᢎ⡯ຬቯᢙ߇ቇ⠌ⅣႺߦਈ߃ࠆᓇ㗀 ቇ⚖✬೙ߣᢎ⡯ຬቯᢙߪኒធߥ㑐ଥߦ޽ࠆ‫ޕ‬ᣣᧄߩ⟵ോᢎ⢒⻉ቇᩞ߅ࠃ߮㜞╬ቇᩞߦ߅޿ߡߪ㧘หᐕ㦂ߩఽ┬↢ᓤߢ✬೙ߔࠆߎߣࠍၮᧄߣߒ㧘ቇ⚖✬೙ 㧟ᐕ㑆㧘߹ߚߪ╙㧠㨪㧡ቇᐕߩ㧞ᐕ㑆⃻ⴕࠍਅ࿁ࠆၮḰߦࠃࠆቇ⚖✬೙ࠍታᣉߒߚቇᩞ

ၮḰ㧔ዊ㧝࡮㧞ᐕߪ 35 ੱ㧘ߘࠇએᄖߪ 40 ੱ߇਄㒢㧕ߦࠃߞߡ᳞߼ࠄࠇߚቇᩞߏߣߩቇ⚖ᢙࠍഀࠅ಴ߒߚ
߁߃ߢ㧘ቇᩞߏߣߦᔅⷐߥᢎຬᢙࠍቇ⚖ᢙߦᔕߓߡ
ഀࠅ಴ߒ㧘ᢎຬࠍ㈩⟎ߔࠆ‫߼ߚߩߘޕ‬ቇ⚖✬೙ߪ㧘ఽ┬↢ᓤߩ↢ᵴ㓸࿅ߢ߽޽ࠅቇ⠌㓸࿅ߢ߽޽ࠆቇ⚖ 㧟ᐕ㑆⃻ⴕߩၮḰߦࠃࠆቇ⚖✬೙ࠍታᣉߒ㧘㧝ᐲએ਄ᐔဋቇ⚖ⷙᮨ߇ੱࠍ⿥߃ߚቇᩞ

ߩⷙᮨࠍⷙቯߔࠆߣหᤨߦ㧘ᢎຬᢙࠍ߽ⷙቯߔࠆ‫ޕ‬ߥ߅㧘ቇ⚖✬೙ၮḰߦࠃߞߡ▚ቯߐࠇߚᢎຬᢙࠍ਄
࿁ࠆᒻߢ㈩⟎ߐࠇࠆᢎຬࠍട㈩ߣ޿߁߇㧘ߘߩߥ߆ߢ߽ᜰዉᣇᴺᎿᄦᡷༀട㈩ߣ๭߫ࠇࠆߎߩട㈩ᢎຬ 㧟ᐕ㑆㧘߹ߚߪ╙㧠㨪㧡ቇᐕߩ㧞ᐕ㑆⃻ⴕࠍਅ࿁ࠆၮḰߦࠃࠆቇ⚖✬೙ࠍታᣉߒߚቇᩞ

ߩ㈩⟎߇ቇ⚖એᄖߩቇ⠌㓸࿅ࠍ✬೙ߒߚቇ⠌ᜰዉ㧔ዋੱᢙᜰዉ㧕ࠍน⢻ߣߔࠆ‫ߦ߁ࠃߩߎޕ‬㧘ቇ⚖✬೙ߣᢎ⡯ຬቯᢙߩ઀⚵ߺ߇㧘ఽ┬↢ᓤ߇ታ㓙ߦቇ⠌ᵴേࠍⴕ߁㓸࿅ߩⷙᮨ߿㧘ఽ┬↢ᓤ㧙ᢎᏧᲧ㧔PT
ratio㧕ࠍⷙቯߔࠆ‫ޕ‬
2.2 ቇ⚖ⷙᮨ߇ቇ⠌⠪ߦਈ߃ࠆᓇ㗀 ਄⸥ߩࠃ߁ߦⷙቯߐࠇߚᢎ⢒᧦ઙߢ޽ࠆቇ⚖ⷙᮨ 㧟ᐕ㑆⃻ⴕߩၮḰߦࠃࠆቇ⚖✬೙ࠍታᣉߒ㧘ᐔဋቇ⚖ⷙᮨ߇ੱએਅߩቇᩞ 㧟ᐕ㑆㧘߹ߚߪ╙㧠㨪㧡ቇᐕߩ㧞ᐕ㑆⃻ⴕࠍਅ࿁ࠆၮḰߦࠃࠆቇ⚖✬೙ࠍታᣉߒߚቇᩞ

ߪ㧘ቇ⠌⠪ߦኻߒߡ᭽‫ߥޘ‬ᓇ㗀ࠍਈ߃ࠆߎߣ߇ಽ߆
ߞߡ߈ߡ޿ࠆ‫ޕ‬ᣣᧄߦ߅ߌࠆ⎇ⓥ଀ߪዋߥߊ㧘ࠬ࠽࠶ࡊ࡚ࠪ࠶࠻ࠬ࠲࠺ࠖߢߪቇ⚖ⷙᮨ߇ቇജ࠹ࠬ࠻ᓧ
ὐ╬ߩᜰᮡߦ㆑޿ࠍ߽ߚࠄߔߎߣࠍ᣿ࠄ߆ߦߒߚ଀
ߪዋߥ޿߽ߩߩ㧘╩⠪ࠄߩࠣ࡞࡯ࡊߦࠃࠆ⎇ⓥߢߪ㧘 㧟ᐕ㑆⃻ⴕߩၮḰߦࠃࠆቇ⚖✬೙ࠍታᣉߒ㧘ᐔဋቇ⚖ⷙᮨ߇ੱએਅߩቇᩞ

ቇ⚖✬೙ߩߒ߆ߚ߇ቇ⠌⠪ߩ⊒㆐⊛ᄌൻߦ㆑޿ࠍ߽
ߚࠄߔߎߣ߇᣿ࠄ߆ߦߥࠅߟߟ޽ࠆ‫ޕ‬࿑ቇ⚖✬೙߇ዊቇᩞ╙㧠ቇᐕᤨߣ╙㧢ቇᐕᤨߩቇജ
ߣߩ㑐ଥߦਈ߃ࠆᓇ㗀−38−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ ଀߃߫㧘੩ㇺᐭౝ㧔੩ㇺᏒࠍ㒰ߊ㧕ߩዊቇᩞߩ߁ߜ㧘ᐔᚑ 23 ᐕᐲߩ╙㧢ቇᐕߦ߅޿ߡනᑼቇ⚖߇㧞એ਄޽ߞߚ 110 ᩞࠍኻ⽎ߦ㧘ቇ⚖✬೙߇࿖⺆㧘▚ᢙߘࠇߙࠇߩᢎ⑼ߩ㧘ዊቇᩞ╙㧠ቇᐕᤨߣ╙㧢ቇᐕᤨߩቇജߣߩ㑐ଥߦਈ߃ࠆᓇ㗀ࠍ᣿ࠄ߆ߦߔࠆߎߣࠍ⋡⊛ߦⴕߞߚ⺞ᩏߢߪ㧘࿑㧝ߩࠃ߁ߥ⚿ᨐ߇ᓧࠄࠇߡ
޿ࠆ‫ߜࠊߥߔޕ‬㧘࿖⺆ߦ߅޿ߡߪ㧘(1)ᓥ೨ߩቇജ߇ห⒟ᐲߩఽ┬ߢߺࠆߣ㧘⃻ⴕߩၮḰߦࠃߞߡ✬೙ߐ
ࠇߚ 30 ੱࠍ⿥߃ࠆቇ⚖ⷙᮨߩቇᩞߩఽ┬ࠃࠅ㧘⃻ⴕࠍਅ࿁ࠆၮḰߦࠃࠆቇ⚖✬೙ࠍ⛮⛯⊛ߦታᣉߒߚቇ
ᩞߩఽ┬ߩᣇ߇㧘ߘߩᓟߩቇജ߇㜞޿ߎߣ㧘(2)⃻ⴕࠍਅ࿁ࠆၮḰߦࠃࠆቇ⚖✬೙ࠍ⛮⛯⊛ߦታᣉߒߚቇ
ᩞߦ࿷☋ߔࠆߎߣ߇㧘ᓥ೨ߩቇജ߇ૐ޿ఽ┬ߦኻߒߡ⵬ఘ⊛ߢ޽ࠆߎߣ߇␜ߐࠇߚ‫▚ޕ‬ᢙߦ߅޿ߡߪ㧘ᓥ೨ߩቇജ߇ห⒟ᐲߩఽ┬ߢߺࠆߣ㧘⃻ⴕߩၮḰߦࠃߞߡ✬೙ߐࠇߚ 30 ੱએਅߩቇ⚖ⷙᮨߩቇᩞߩఽ┬ࠃࠅ㧘⃻ⴕࠍਅ࿁ࠆၮḰߦࠃࠆቇ⚖✬೙ࠍ⛮⛯⊛ߦታᣉߒߚቇᩞߩఽ┬ߩᣇ߇㧘ߘߩᓟߩቇജ߇㜞޿ߎߣ߇␜ߐࠇߚ‫߽ߦઁߩߎޕ‬㧘ਛቇ㧞ᐕ↢ߩኅᐸቇ⠌ߩขࠅ⚵ߺ⁁ᴫߩඨᐕ㑆ߩᄌൻࠍᬌ⸛ߒߚ⎇ⓥߢߪ㧘ዊⷙᮨቇ⚖ߦ࿷☋ߒߚ↢ᓤߦ߅޿ߡ㧘ኋ㗴߿ኋ㗴એᄖߩኅᐸቇ⠌ߩขࠅ⚵ߺ⁁ᴫ߇਄᣹ߔࠆߎߣ߇␜ໂ
ߐࠇߚ‫ޕ‬
2.3 ᢎ⡯ຬቯᢙ߇ቇ⠌⠪ߦਈ߃ࠆᓇ㗀 వㅀߒߚࠃ߁ߦട㈩ᢎຬߩ㈩⟎ߦࠃߞߡ㧘ቇ⚖ߩੱᢙࠍਅ࿁ࠆੱᢙߦࠃࠆቇ⠌㓸࿅ࠍ✬೙ߒߚቇ⠌ᜰዉ㧘ߔߥࠊߜዋੱᢙᜰዉ߇น⢻ߣߥࠆ‫ޕ‬ዋੱᢙᜰዉߩ႐วߦߪ․ቯߩᢎ⑼ߦ߅ߌࠆ㧼㨀Ყߩᒁ߈ਅߍߦ
ߟߥ߇ࠅ㧘߭޿ߡߪቇ⠌⠪ߦ૗ࠄ߆ߩᓇ㗀ࠍਈ߃ࠆߣ৻⥸⊛ߦߪ⠨߃ࠄࠇߡ߅ࠅ㧘ฦ࿾ߩቇᩞߢ᭽‫ߥޘ‬ታ〣߇ዷ㐿ߐࠇߡ޿ࠆ‫ߒ߆ߒޕ‬㧘╩⠪ࠄߩ⎇ⓥࠣ࡞࡯ࡊ߇ታᣉߒߚ⎇ⓥߩ৻Ⅳߣߒߡታᣉߐࠇߚቇ⠌㓸࿅ⷙᮨߣᜰዉᣇᴺᎿᄦᡷༀߩขࠅ⚵ߺ⁁ᴫߣߩ㑐ଥߦ㑐ߔࠆ⺞ᩏߩ⚿ᨐߢߪ㧘ቇ⠌㓸࿅ⷙᮨ߇ዊߐ޿߶
ߤᜰዉᣇᴺߩᎿᄦᡷༀ߇ߥߐࠇߡ޿ࠆߣ޿ߞߚ㑐ଥߪ⹺߼ࠄࠇߥ߆ߞߚ‫ޕ‬ ߹ߚ㧘వߦ⚫੺ߒߚ੩ㇺᐭౝߢታᣉߒߚ⺞ᩏߩಽᨆߦ߅޿ߡߪ㧘ዋੱᢙᜰዉߩታᣉᒻᘒ߽⁛┙ᄌᢙߣߒߡᛩ౉ߒߚࡕ࠺࡞ࠍᬌ⸛ߒߚ߇㧘࿖⺆㧘▚ᢙߩ޿ߕࠇߦ߅޿ߡ߽㧘ዊቇᩞ╙㧠ቇᐕᤨߣ╙㧢ቇᐕᤨߩቇജߣߩ㑐ଥߩ㆑޿ߪ㧘ዋੱᢙᜰዉታᣉᒻᘒߩ㆑޿ߢߪ⺑᣿ߐࠇߥ߆ߞߚ‫ߒߛߚޕ‬㧘ฦᩞ೎ߩ࿁Ꮻ⋥✢ࠍᬌ⸛ߒߚߣߎࠈ㧘ዋੱᢙᜰዉߩታᣉ₸߇㜞޿▚ᢙߦ߅޿ߡ㧘࿁Ꮻ⋥✢ߩᄢ߈ߥ㐿߈߇⷗ࠄࠇߚߎߣ߆
ࠄ㧘ዋੱᢙᜰዉߩਛߢ߽․ߦᎿᄦߒᚑᨐࠍ޽ߍߡ޿ࠆታ〣߇ߥߐࠇߡ޿ࠆน⢻ᕈ߇޽ࠆߎߣ߇␜ໂߐࠇߚ‫ޕ‬
3. ᢎ⢒᧦ઙߣቇ⠌ᜰዉ ߎߎ߹ߢᬌ⸛ߒߚ㧘ᢎ⢒᧦ઙ߇ቇ⠌ⅣႺߣቇ⠌⠪ߦਈ߃ࠆᓇ㗀ߦ㑐ߔࠆ⎇ⓥ଀ࠍ߹ߣ߼ࠆߣ㧘ᢎ⢒᧦ઙߪቇ⠌ⅣႺߦᓇ㗀ࠍਈ߃㧘ᢎᏧߩቇ⠌ᜰዉߩᎿᄦߩ૛࿾ࠍ㜞߼ࠆߣ⠨߃ࠄࠇࠆ‫ߦࠄߐޕ‬ᢎ⢒᧦ઙߦࠃߞߡᄌൻߒߚቇ⠌ⅣႺߘߩ߽ߩ߇ቇ⠌⠪ߩ⊒㆐ߩ޽ࠅࠃ߁ߦᓇ㗀ࠍਈ߃ࠆߣ⠨߃ࠄࠇࠆ‫ޕ‬ቇ⠌ᜰዉߣߪ㧘ᚲਈߩᢎ⢒ⅣႺߣቇ⠌⠪ߩ୘ੱᏅࠍ⠨ᘦߒߥ߇ࠄ⸘↹㧘ታᣉߐࠇࠆ߽ߩߢ޽ࠆ‫ޕ‬ ቇ⠌ᜰዉߩ⸘↹㧘ታᣉߪ㧘Ᏹߦᢎ⢒᧦ઙߩ㆑޿߇ᢎ⢒ⅣႺߦ㧘ᢎ⢒ⅣႺ߇ቇ⠌⠪ߩ୘ੱᏅߦᓇ㗀ߔࠆߣ޿߁േ⊛ߥ⁁ᴫߦ⋥㕙ߒߡ޿ࠆߣ޿߃ࠆ‫ᧄޕ‬ቇળߩਥߚࠆ㑐ᔃ੐ߢ޽ࠆᢎ⢒ᯏེ߿ᇦ૕ߩᵴ↪߽฽߼ߡ㧘੹ᓟߩቇ⠌ᜰዉߩ޽ࠅ߆ߚࠍ⼏⺰ߔࠆ㓙ߦߪ㧘ߎߩࠃ߁ߥേ⊛⁁ᴫࠍචಽ⠨ᘦߒࠇߥߌࠇ߫ߥࠄߥ
޿ߛࠈ߁‫ޕ‬ᵈ⸥ᧄⓂߢ⚫੺ߒߚ⎇ⓥᚑᨐߩ⹦⚦ߪ㧘એਅߩ URL ࠃࠅෳᾖน⢻ߢ޽ࠆ‫ޕ‬
http://www.nier.go.jp/shochu/seika/pdf/ResearchReport_201203.pdf
http://www.nier.go.jp/shochu/seika/kyoseibi/houkokusho.pdf

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KS-3

8 ᦬ 9 ᣣ (15:00-16:30) / 142 ᢎቶ࠺࡯࠲߆ࠄ࠹ࠬ࠻ߣੱࠍ⹏ଔߔࠆ㧦ẜ࿷࡜ࡦࠢℂ⺰ߣ㕖ኻ⒓ᄙᰴరዤᐲᴺ⨿ፉ ብੑ㇢㧔ᄢቇ౉⹜࠮ࡦ࠲࡯㧕
1. ߪߓ߼ߦ
࠹ࠬ࠻ߢੱࠍ⹏ଔߔࠆߚ߼ߦߪ‫ߊࠃߡ޿ߟߦߣߎߩ࠻ࠬ࠹ߩߘޔ‬⍮ࠄߥߊߡߪ޿ߌߥ޿‫ޕ‬૕㊀⸘ߢ᷹ቯߐࠇߚ⚿ᨐ߇‫ޔ‬ᚒ‫ߊࠃ߇ޘ‬ℂ⸃ߔࠆߎߣ߇ߢ߈ࠆߩߪ‫ޔ‬૕㊀⸘ߩ⋡⊛߿ᯏ⢻ࠍᚒ‫ߊࠃ߇ޘ‬ℂ⸃ߒߡ޿ࠆ߆ࠄߢ޽ࠆ‫ࠍ࠻ࠬ࠹ޔࠄ߇ߥߒ߆ߒޕ‬૞ᚑߒߚߛߌߢ‫ߊࠃߡ޿ߟߦߣߎߩ࠻ࠬ࠹ߩߘޔ‬⍮ࠆߎߣߪ㔍ߒ޿‫⸃࠲࡯࠺ޕ‬ᨆࠍ೑↪ߒߡ࠹ࠬ࠻ߩߎߣࠍࠃߊ⍮ࠅ‫⺑ߊࠃߦࠄߐޔ‬᣿ߐࠇߚ࠹ࠬ࠻ࠍ↪޿ߡੱࠍ⹏ଔ
ߔࠆߎߣ߇㊀ⷐߢ޽ࠆ‫⎇ᧄޕ‬ⓥߢߪ‫ޔ‬ẜ࿷࡜ࡦࠢℂ⺰㧔latent rank theory, LRT; Shojima, 2009, 2011a㧕ߣ㕖ኻ⒓ᄙᰴరዤᐲᴺ㧔Shojima, 2011b, 2012㧕ࠍ↪޿ߡ‫ߊࠃࠍߣߎߩ࠻ࠬ࠹ޔ‬⍮ࠆߚ߼ߩᣇᴺࠍ⺑᣿ߔࠆ‫ޕ‬
2. ẜ࿷࡜ࡦࠢℂ⺰ẜ࿷࡜ࡦࠢℂ⺰(LRT)ߪ‫ޔ‬ቇജࠍᲑ㓏⹏ଔߔࠆߚ߼ߩ࠹ࠬ࠻ᮡḰൻℂ⺰ߢ޽ࠆ‫ޔߪ࠻ࠬ࠹ޕ‬ቇജࠍㅪ⛯ዤᐲ਄ߢ⹏ଔߔࠆ߶ߤߩಽ⸃⢻ߪߥߊ‫ ߆ߛ߆ߚޔ‬5㨪20 ࡟ࡌ࡞ߢᲑ㓏⹏ଔߔࠆߎߣ߇ߢ߈ࠆߊࠄ޿ߩ♖ᐲߒ߆ߥ޿‫ޕ‬LRT ߪ‫ߩ࠻ࠬ࠹ޔ‬ಽ⸃⢻ߩ㜞ߐ㧔૗Ბ㓏ߢಽ㘃ߢ߈ࠆߩ߆㧕ߦߟ޿ߡ‫ߦ࠲࡯࠺ޔ‬ኻߔࠆㆡวᐲߥߤࠍෳ⠨ߦ᳿߼ࠆߎߣ߇ߢ߈ࠆ‫ޔߚ߹ޕ‬Ბ㓏⹏ଔࠍⴕ߁ߎߣߢฦᲑ㓏߇ߤߩࠃ߁ߥ⢻ജߦኻᔕߒ
ߡ޿ࠆߩ߆ߣ޿߁ Can-Do Chart ߩ૞ᚑ߇ኈᤃߢ޽ࠆ‫ޕ‬
ᦨ߽㊀ⷐߥ಴ജߪ‫ޔ‬㗄⋡ߏߣߦᓧࠄࠇࠆ㗄⋡ෳᾖࡊࡠࡈࠔࠗ࡞(item reference profile, IRP)ߣฃᬌ⠪ߏߣߦᓧࠄࠇࠆ࡜ࡦࠢ࡮ࡔࡦࡃ࡯ࠪ࠶ࡊ࡮ࡊࡠࡈࠔࠗ࡞(rank membership profile, RMP)ߢ޽ࠆ‫ޕ‬

࿑ 1. Item Reference Profiles ࿑ 1 ߪ‫ޔ‬㗄⋡ෳᾖࡊࡠࡈࠔࠗ࡞ߩ଀ߢ޽ࠆ‫ޕ‬Ꮐ 2 ߟߪ‫ޔ‬Sugino et al. (2012)ߦࠃࠆ࡜ࡦࠢᢙ߇ 10 ߩߣ߈ߩ⚿ᨐߢ޽ࠆ‫ޕ‬IRP ߪ‫ޔ‬ฦ࡜ࡦࠢߦ߅ߌࠆᒰ⹥㗄⋡ߩᱜ╵₸ࠍ⴫ߒߡ޿ࠆ‫⇟৻ޔߡߞ߇ߚߒޕ‬Ꮐߩ IRPߢߪ‫ ࠢࡦ࡜ޔ‬1 ߦᚲዻߔࠆฃᬌ⠪ߦߣߞߡߪ 3 ഀ⒟ᐲߒ߆⸃ߌߥ޿ߣ޿߁ߎߣ߇ࠊ߆ࠆ‫ޔߚ߹ޕ‬࿑ 1 ߦ߅ߌࠆฝ 2 ߟߩ IRP ߪ‫ޔ‬ᄙ୯࠺࡯࠲ߩ⸃ᨆߩ⚿ᨐߢ޽ࠆ㧔ᄢ႐, 2012㧕‫ߩߎޕ‬႐ว߽࡜ࡦࠢᢙ߇ 10 ߩߣ߈ߩ⚿ᨐߢ޽ࠆ߇‫ࠢࡦ࡜ޔ‬ᢙߪ⁁ᴫߦࠃߞߡᄌࠊࠅ߁ࠆ‫ޕ‬
࿑ 2 ߪ‫ޔ‬ฃᬌ⠪ߏߣߦᓧࠄࠇࠆ RMP ߢ޽ࠆ‫ޕ‬RMP ߪ‫ޔ‬ฦฃᬌ⠪ߩฦ࡜ࡦࠢߦኻߔࠆᚲዻ⏕₸ࠍ⴫ߒߡ޿ࠆ‫⇟৻ޔ߫߃ߣߚޕ‬Ꮐߩฃᬌ⠪ߪ‫ ࠢࡦ࡜ޔ‬6 ߦᚲዻߔࠆ⏕₸߇ᦨ߽㜞޿ߣផቯߐࠇߡ޿ࠆ‫ޕ‬Ꮐ߆ࠄ
2 ⇟⋡ߣ 3 ⇟⋡ߩฃᬌ⠪ߪ‫ ࠢࡦ࡜ߦ౒ޔ‬10 ߣផቯߐࠇߡ޿ࠆ߇‫ޔ‬2 ⇟⋡ߩฃᬌ⠪ߩ߶߁߇࡜ࡦࠢ 10 ߦᚲዻߔࠆ⏕₸߇㜞޿‫ޔߡߞ߇ߚߒޕ‬2 ⇟⋡ߩฃᬌ⠪ߩ࡜ࡦࠢ 10 ߩ߶߁߇‫ޔ‬3 ⇟⋡ߩฃᬌ⠪ߩ࡜ࡦࠢ 10ࠃࠅ߽቟ቯ⊛ߢ޽ࠅ‫ޔ‬ਔ⠪ߦኻߔࠆࡈࠖ࡯࠼ࡃ࠶ࠢߪ⇣ߥߞߡߊࠆ‫ޕ‬−40−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

࿑ 2. Rank Membership Profiles
3. 㕖ኻ⒓ᄙᰴరዤᐲᴺ
㕖ኻ⒓ᄙᰴరዤᐲᴺ(asymmetric multidimensional scaling, AMDS)ߪ‫ޔ‬㗄⋡㑆ߩᓥዻ㑐ଥ᭴ㅧࠍⷞⷡൻߔ
ࠆߩߦఝࠇߡ޿ࠆ‫ߩ࠻ࠬ࠹ޕ‬㗄⋡㑆ߦߪ‫ޔ‬㗄⋡ A ࠍᱜ╵ߢ߈ߚࠄ㗄⋡ B ߦᱜ╵ߒ߿ߔ޿‫ߚߞ޿ߣޔ‬ᓥዻ㑐ଥ߇޽ࠆ‫ߩߎޔߒ߆ߒޕ‬ᓥዻ㑐ଥ᭴ㅧߪ㕖Ᏹߦⶄ㔀ߢ޽ࠆ‫ޔߡߞ߇ߚߒޕ‬᭴ㅧࠍⷞⷡൻߒߡℂ⸃ߔࠆ
ߎߣ߇㊀ⷐߢ޽ࠆ‫ޕ‬ᧄ⊒⴫ߢߪ‫ޔ‬㕖ኻ⒓ਃⷺዤᐲᴺ(asymmetric triangulation scaling, ATRISCAL; Shojima, 2012)ߣ㕖ኻ⒓ࡈࠜ
ࡦ࡮ࡒ࡯࠯ࠬዤᐲᴺ(asymmetric von Mises scaling, AMISESCAL; Shojima, 2011)ߦߟ޿ߡ⺑᣿ߔࠆ‫ޕ‬
࿑ 3 ߪ‫ޔ‬ATRISCAL ߣ AMISESCAL ߦࠃߞߡⷞⷡൻߐࠇߚ㗄⋡㑆ᓥዻ㑐ଥ᭴ㅧߢ޽ࠆ‫ޕ‬

࿑ 3. ATRISCAL ߦࠃࠆಽᨆ⚿ᨐ㧔Ꮐ 3 ߟ㧕ߣ AMISESCAL ߦࠃࠆಽᨆ⚿ᨐ㧔ฝ㧝ߟ㧕ෳ⠨ᢥ₂ᄢ႐ᶈᱜ 㧔2012㧕ᣣᧄੱ⧷⺆ቇ⠌⠪ߩ㑐ଥ▵⠌ᓧౣ⠨㧦‫ޟ‬ẜ࿷࡜ࡦࠢℂ⺰‫ࠍޠ‬ᔕ↪ߒߡ ╙ 12 ࿁ ᣣᧄ╙ੑ⸒⺆⠌ᓧቇળ, p.25.
Shojima, K. (2009) Neural test theory K. Shigemasu et al. (Eds.) New Trends in Psychometrics. Universal Academy
Press, Inc., pp.407-416.
Shojima, K. (2011a) Local dependence model in latent rank theory. Japanese Journal of Applied Statistics, 40,
141-156.
Shojima, K. (2011b) Asymmetric von Mises scaling. ╙ 39 ࿁ ᣣᧄⴕേ⸘㊂ቇળ, pp.261-262.
Shojima, K. (2012) Asymmetric triangulation scaling: Asymmetric multidimensional scaling for visualizing inter-item dependency structure. Behaviormetrika, 39, 27-48.
Sugino, N., Yamakawa, K., Ohba, H., Shojima, K., Shimizu, Y., & Nakano, M. (in press) Characterizing individual
learners on an empirically-developed can-do system: An application of latent rank theory. In Chan, W. M. et al.
(Eds.) Perspectives on Individual Characteristics in Foreign Language Education. Mouton De Gruyter

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Abstracts⎇ⓥ⊒⴫࡮ታ〣ႎ๔
Oral Presentations

OP-018 ᦬ 8 ᣣ (13:00-13:30) / 131 ᢎቶ‫ޟ‬േ⹖ᄌൻᒻឭ␜࠷࡯࡞‫⺆⸒ߩޠ‬ᮮᢿ⊛ታ⸽⎇ⓥ↰ේ ᙗ๺㧔┙๮㙚ᄢቇ㧕ᩑේ ᱞผ㧔ධጊᄢቇ㧕ᳰ⼱ ዏ⟤㧔㚂ㇺᄢቇ᧲੩ 㕖Ᏹൕ⻠Ꮷ㧕␹⼱ ஜ৻㧔ᄢ㒋Ꮏᬺᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 ೋୃᄖ࿖⺆㧘࠺࡯࠲ࡌ࡯ࠬ࠰ࡈ࠻㧘ᢎ᧚૞ᚑ㧘േ⹖ੱ⒓ᄌൻᒻ㧘᝼ᬺታ〣
1. ⢛᥊ߣ⋡⊛ㄭᐕ‫ޔ‬ᄖ࿖⺆ቇ⠌ߩ႐ߦ߅޿ߡ ICT ߩᵴ↪߇߹ߔ߹ߔ⋓ࠎߦߥߞߡ߈ߡ޿ࠆ‫ޕ‬CALL ᢎቶࠍ೑↪ߒߚ෺ᣇะ⊛ߥࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ᝼ᬺ߿‫ޔ‬iPad ߥߤߩ៤Ꮺဳᖱႎ┵ᧃࠍᵴ↪ߒߚ⺆ቇቇ⠌ߥߤ‫ޔ‬ICT ߩᵴ↪ᣇᴺߪ㕖Ᏹߦᄙጘߦࠊߚߞߡ޿ࠆ‫ޕ‬ߒ߆ߒߥ߇ࠄ‫ޔ‬ICT ߩᵴ↪ߩᣇะᕈߣߒߡߪ‫ޔ‬ਥߣߒߡࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ⢻ജߩะ਄߿⥄ᓞቇ⠌ߩଦㅴߥߤࠍ⋡ᮡߣߒߡ߅ࠅ‫ޔ‬વ⛔⊛ߥᢥᴺቇ⠌ߩ႐ߦ߅޿ߡߪ ICT ߩᵴ↪߇ㅴࠎߢ޿ߥ޿‫ޔߚ߹ޕ‬ᄢቇߩ⸳஻߿஻ຠߩ⁁ᴫߦࠃߞߡߪ‫ޔ‬CALL ᢎቶ߿៤Ꮺဳᖱႎ┵ᧃߩ೑↪߇㒢ቯ⊛ߦߥࠄߑࠆࠍᓧߥ޿⁁ᴫߦ㒱ࠆߎߣ߽ᄙ޿‫⸳ޔ߼ߚߩߘޕ‬஻⊛೙㒢߇ዊߐߊ‫ޔ‬᥉ㅢᢎቶߢታᣉߐࠇࠆᓥ᧪ဳߩ⻠⟵ᒻᑼߩ᝼ᬺߢᵴ
↪ߔࠆߎߣߩߢ߈ࠆ ICT ᢎ᧚ߩᔅⷐᕈߪ㜞޿߽ߩߩ‫ࠅ߹޽ߢ߹੹ޔ‬㘈ߺࠄࠇߡ޿ߥ޿‫ޕ‬ᧄ⎇ⓥߢߪ‫ࠍ࠻ࡈ࠰ࠬ࡯ࡌ࠲࡯࠺ޔ‬೑↪ߒߚࠬ࡜ࠗ࠼ᢎ᧚ߢ޽ࠆ‫ޟ‬േ⹖ᄌൻᒻឭ␜࠷࡯࡞‫ޠ‬
㧔એਅ㧦
‫ᧄޟ‬
࠷࡯࡞‫ޠ‬
㧕ࠍ↪޿ࠆ‫ޕ‬ᧄ࠷࡯࡞ߪࡄ࠰ࠦࡦ‫ޔ‬ࡊࡠࠫࠚࠢ࠲߅ࠃ߮ࠬࠢ࡝࡯ࡦ߇޽ࠇ߫೑↪น⢻ߢ޽ࠆߚ߼‫ޔ‬ዉ౉߇ኈᤃߢ޽ࠆߣ޿߁೑ὐ߇޽ࠆ‫ޔߚ߹ޕ‬ᢎຬ⥄ࠄ߇ Excel ᒻᑼߢ૞ᚑߒߚേ⹖ᄌൻᒻߩ࠺࡯࠲ࠍߘ
ߩ߹߹೑↪ߔࠆߎߣ߇ߢ߈ࠆߚ߼‫ߩࠇߙࠇߘޔ‬᝼ᬺߦวࠊߖߡᔅⷐߥ߽ߩߛߌࠍ⏕ታߦࡇ࠶ࠢࠕ࠶ࡊߒ
ߡឭ␜ߔࠆߎߣ߇น⢻ߢ޽ࠆ‫ޕ‬
 LET2011 ߢߪ‫ࠍ࡞࡯࠷ᧄޔ‬฽߻ⶄᢙߩࠬ࡜ࠗ࠼ᢎ᧚ߩታ〣ႎ๔߇ⴕࠊࠇߡ޿ࠆ㧔#182‫ޟ‬ೋୃᄖ࿖⺆᝼ᬺߦ߅ߌࠆࠬ࡜ࠗ࠼ᢎ᧚ឭ␜ߩ౞Ṗൻߣᄙ⋡⊛೑↪‫ޠ‬㧕‫ޔߪߢ⴫⊒ᧄޕ‬ೋୃᄖ࿖⺆ߩ᝼ᬺߦ߅޿ߡᧄ࠷࡯
࡞ࠍ⛮⛯⊛ߦ೑↪ߒ‫ޔ‬ᬌ⸽ߒߚ⚿ᨐࠍႎ๔ߔࠆ‫ޕ‬ᧄ࠷࡯࡞ߪേ⹖ᄌൻᒻߩቇ⠌ߦ․ൻߒߚ߽ߩߢ޽ࠅ‫ߪ↪૶ߩߘޔ‬㒢ቯ⊛ߥ߽ߩߦߣߤ߹ࠆ‫ޔߒ߆ߒޕ‬߶ߣࠎߤߩቇ↢ߪ‫ޔ‬ᄢቇߢೋ߼ߡ⧷⺆એᄖߩᄖ࿖⺆ቇ⠌ࠍ㐿ᆎߔࠆߩߢ޽ࠅ‫ࡈ߿⺆࠷ࠗ࠼ޔ߽ߢ߆ߥޔ‬࡜ࡦࠬ⺆‫ߪ⺆⸒♽ࡄ࠶ࡠ࡯࡛ߩߤߥ⺆ࡦࠗࡍࠬޔ‬േ⹖߿౰⹖߇ⶄ㔀ߦᄌൻߔࠆὐ߇⧷⺆ߣᄢ߈ߊ⇣ߥߞߡ޿ࠆ‫ޕ‬േ⹖ߩੱ⒓ᄌൻߥߤߪᒰ⹥⸒⺆ߩቇ⠌ࠍㅴዷߐߖߡ޿ߊߦ޽ߚߞߡߪㆱߌߡߪㅢࠆߎߣߩߢ߈
ߥ޿㗄⋡ߢ޽ࠅ‫ޔ‬෻ᓳ✵⠌߇ᰳ߆ߖߥ޿‫ߚߞ޿߁ߎޕ‬ὐ߇‫ޔ‬ቇ↢ߩቇ⠌ᗧ᰼ࠍ೥ߋේ࿃ߦ߽ߥࠅ߆ߨߥ
޿‫ޔߚ߹ޕ‬ᢎ⑼ᦠߦឝタߐࠇߡ޿ࠆേ⹖ᄌൻ⴫ߪ㒢ࠄࠇߡ޿ࠆߚ߼‫ޔ‬ㅊടቇ⠌ࠍⴕ߁႐วߪᢎຬ߇᧼ᦠ
߽ߒߊߪࡊ࡝ࡦ࠻૞ᚑ࡮㈩Ꮣߥߤࠍߔࠆᔅⷐ߇޽ࠅ‫ޔ‬ᢎຬߦߣߞߡ߽ዋߥ߆ࠄߕ⽶ᜂߣߥࠆ‫ޕ‬ߘߎߢ‫ޔ‬ቇ⠌⠪ߦኻߒߡߪⷞⷡ⊛ೝỗࠍਈ߃‫ޔ‬නߥࠆ෻ᓳ✵⠌ߦߣߤ߹ࠄߥ޿ቇ⠌ᣇᴺࠍឭଏߔࠆߣ
หᤨߦ‫ޔ‬ᢎຬߩ⽶ᜂࠍシᷫߒ‫ߟ߆ޔ‬ലᨐ⊛ߦቇ⠌ߢ߈ࠆᣇᴺߣߒߡᧄ࠷࡯࡞ߩ㐿⊒࡮೑↪ߦ⥋ߞߚߩߢ޽ࠆ‫ޕ‬
2. ዉ౉ᣇᴺ
ᧄ࠷࡯࡞ߪ‫ޔ‬ᄢቇ㧝ᐕ↢ߩ᝼ᬺߢᣂߚߦേ⹖ੱ⒓ᄌൻࠍቇ⠌ߔࠆዉ౉ᦼ‫߮ࠃ߅ޔ‬ዋߒ೨ߦቇ⠌ߒߚേ
⹖ੱ⒓ᄌൻࠍᓳ⠌ߔࠆቯ⌕ᦼߩ⵬ഥ࠷࡯࡞ߣߒߡ᦭↪ߢ޽ࠆ‫ޔߚ߹ޕ‬ᒰ⹥ᄖ࿖⺆ࠍߔߢߦ㧝ᐕ㑆એ਄ቇࠎߛᄢቇ㧞ᐕ↢એ਄ߩ᝼ᬺߦ߅޿ߡ߽‫ޔ‬േ⹖ੱ⒓ᄌൻࠍᓳ⠌߅ࠃ߮ౣ⏕⹺ߔࠆ⋡⊛ߢᧄ࠷࡯࡞ࠍ↪޿ࠆ−44−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

ߎߣ߇ߢ߈ࠆ‫⎇ᧄޕ‬ⓥߢߪ‫ߪߡ޿ߟߦ⺆࠷ࠗ࠼ޔ‬㧟ᄢቇ㧢ࠢ࡜ࠬ㧔㧝ᐕ↢㧟ࠢ࡜ࠬ‫ޔ‬㧞ᐕ↢એ਄㧝ࠢ࡜ࠬ‫␠ޔ‬ળੱะߌ⻠ᐳ㧝ࠢ࡜ࠬ㧕‫ߪߡ޿ߟߦ⺆ࡦࠗࡍࠬޔ‬㧝ᄢቇ㧞ࠢ࡜ࠬ㧔㧝ᐕ↢㧝ࠢ࡜ࠬ‫ޔ‬㧞ᐕ↢એ਄㧝ࠢ࡜ࠬ㧕ߢᧄ࠷࡯࡞ࠍ↪޿ߚ᝼ᬺࠍታ〣ߒߚ‫ޕ‬ ᧄ࠷࡯࡞ߪᢎຬ߇޽ࠄ߆ߓ߼ Excel ᒻᑼߢ૞ᚑߒߚ࠺࡯࠲㧔࿑㧝㧕ࠍ೑↪ߢ߈ࠆߚ߼‫↪૶ޔ‬ᢎ⑼ᦠߦ
૬ߖߡᔅⷐߥേ⹖ߩߺࠍ✵⠌ߔࠆߎߣ߇ߢ߈ࠆ‫ߡߒߘޕ‬૞ᚑ࠺࡯࠲ࠍ߽ߣߦേ⹖ੱ⒓ᄌൻ⴫ࠍࠬࠢ࡝࡯
ࡦߦᛩ኿ߔࠆߎߣ߇ߢ߈ࠆ㧔࿑㧞㧕‫↹ޔߚ߹ޕ‬㕙ฝ஥ߦ⸳⟎ߐࠇߚࡏ࠲ࡦࠍࠢ࡝࠶ࠢߔࠆߎߣߢ‫ޔ‬ឭ␜ߔࠆᄌൻᒻࠍᢎຬ߇⥄↱ߦᠲ૞ߔࠆߎߣ߇ߢ߈ࠆ‫৻ޕ‬ᐲ⋡ߪߔߴߡឭ␜ߒߚ⁁ᘒߢࠦ࡯࡜ࠬ࡝࡯࠺ࠖࡦࠣ‫ޔ‬ੑᐲ⋡ߪ㧝ߟߩേ⹖ᄌൻᒻࠍ㕖⴫␜ߦߒߡࠦ࡯࡜ࠬ࡝࡯࠺ࠖࡦࠣ‫ޔ‬ਃᐲ⋡ߪ㧞ߟߩേ⹖ᄌൻᒻࠍ㕖⴫␜ߦߒߡࠦ࡯࡜ࠬ࡝࡯࠺ࠖࡦࠣߣ޿߁߰߁ߦ‫ޔ‬േ⹖ᄌൻᒻࠍ㗅ᰴ㕖⴫␜ߦߒߟߟ෻ᓳ✵⠌ߔࠆߎߣߢ‫ࠦޔ‬࡯࡜ࠬ࡝࡯࠺ࠖࡦࠣਛߩ㓸ਛജ߽਄߇ࠅ‫ޔ‬ലᨐ⊛ߥቇ⠌߇น⢻ߣߥࠆ‫ޔߚ߹ޕ‬ᢎຬ߇േ⹖ੱ⒓ᄌൻࠍߘ
ࠇߙࠇ᧼ᦠߔࠆᔅⷐ߽ߥ޿ߚ߼‫ޔ‬⍴ᤨ㑆ߩ߁ߜߦࠃࠅᄙߊߩേ⹖ߩ✵⠌߇น⢻ߣߥࠆ‫ޕ‬

࿑ 1
3. ᬌ⸽ߣ⚿ᨐಽᨆߩ⚿ᨐ㧘

࿑ 2

࿑ 3

3. ⺞ᩏߣ㓸⸘ ᧄ࠷࡯࡞ࠍዉ౉ߒߡ޿ࠆ᝼ᬺߦෳടߒߡ޿ࠆቇ↢ߦኻߒ‫⊛ⷡⷞޔ‬ലᨐ߿෻ᓳ✵⠌ߩㆡಾߐߥߤߦߟ޿
ߡࠕࡦࠤ࡯࠻⺞ᩏࠍⴕߞߚ‫ోޕ‬૕⊛ߦᅢᗧ⊛ߥ࿁╵ࠍᄙߊᓧࠆߎߣ߇ߢ߈ߚ߽ߩߩ‫⺖ߩ߆ߟߊ޿ޔ‬㗴߽ᶋ߈ᓂࠅߦߥߞߚ‫ޔߚ߹ޕ‬ᢎຬߩⷞὐ߆ࠄ߽ᧄ࠷࡯࡞ዉ౉ߩ㓙ߩ೑ὐ߿㒢⇇ߦߟ޿ߡ߽⠨ኤࠍⴕߞߚ‫ޕ‬ߎࠇࠄࠍ߽ߣߦ‫ޔ‬ቇ↢ߦߣߞߡ߽ᢎຬߦߣߞߡ߽ࠃࠅታ↪⊛ߢലᨐ⊛ߥ࠷࡯࡞ߦߥࠆࠃ߁‫ߦࠄߐޔ‬ᡷ⦟
ࠍ㊀ߨߡ޿ߊᔅⷐ߇޽ࠈ߁‫ޕ‬

−45−

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OP-028 ᦬ 8 ᣣ (13:35-14:05) / 131 ᢎቶ

IME ߩ㖸ჿ⹺⼂ᯏ⢻ࠍ೑↪ߒߚਛ࿖⺆⊒㖸ᜰዉߩ⺖㗴ߣዷᦸਛ⷏ ᱜ᮸㧔៨ධᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦㖸ჿ⹺⼂㧘㖸ჿ౉ജ㧘⊒㖸ᜰዉ㧘IME㧘CALL
1⎇ⓥߩ⋡⊛ 㖸ჿ⹺⼂ᛛⴚߪ㧘ᓥ᧪ࠃࠅ‫ޟ‬㖸ჿ⹏ቯ‫ޠ‬ᯏ⢻ߣߒߡ CALL ߦዉ౉ߐࠇ㧘ᄖ࿖⺆ᢎ⢒ߦ߅ߌࠆ⊒㖸ᜰዉߦ೑↪ߔࠆ⹜ߺ߽ዋߥߊߥ޿‫ߩߎޕ‬ᛛⴚߦࠃߞߡ㖸ჿࠍ࠹ࠠࠬ࠻࠺࡯࠲ߦᄌ
឵ߔࠆ‫ޟ‬㖸ჿ౉ജ‫߽ޠ‬ᄖ࿖⺆ᢎ⢒߳ߩ೑↪߇ᦼᓙߐࠇߥ߇ࠄ㧘2009 ᐕ߹ߢߪታ↪ߦ⠴߃ࠆ߽ߩ߇⷗ᒰߚࠄߥ߆ߞߚ‫ ߇ࠈߎߣޕ‬Google ߇ࡕࡃࠗ࡞ᯏེะߌߦ㖸ჿ౉ജᯏ⢻ࠍឭଏߒᆎ
߼ߡ߆ࠄ⁁ᴫߪ৻ᄌߒ㧘⃻࿷ߢߪ PC ਄ߢ߽㜞޿♖ᐲߩ߽ߩࠍ೑↪ߢ߈ࠆࠃ߁ߦߥߞߚ‫ޕ‬ᧄ⎇ⓥ߇ PC ะߌ㖸ჿ⹺⼂ IME ߦᵈ⋡ߔࠆߩߪ㧘CALL ߦዉ౉ߒ߿ߔ޿ߎߣ㧘ߘߒߡ․ቯ
ߩࠕࡊ࡝ࠤ࡯࡚ࠪࡦ࠰ࡈ࠻ߦ❈ࠄࠇࠆߣ޿ߞߚ೙⚂߇ߥ޿߆ࠄߢ޽ࠆ‫ࠅࠃߦࠇߎޕ‬㧘᭽‫ޘ‬ߥᄖ࿖⺆ᢎ⢒ߦ߅޿ߡ⊒㖸ߩ⹏ଔ߿ᜰዉߩ᏷߇ᐢ߇ࠆߩߢߪߥ޿߆ߣᦼᓙߐࠇࠆ‫ޕ‬
2⹺⼂♖ᐲߩᬌ⸽
21㖸ჿ⹺⼂ߪା↪ߢ߈ࠆߩ߆ 㖸ჿ౉ജࠍᄖ࿖⺆ߩ⊒㖸ߦኻߔࠆ⹏ଔ߿ᜰዉߦ೑↪ߔࠆߦߪ㧘ࡀࠗ࠹ࠖࡉࠬࡇ࡯ࠞ࡯ߩ
⊒㖸ࠍᏱߦᱜߒߊ⹺⼂ߢ߈ࠆߎߣ߇ᬌ⸽ߐࠇߥߌࠇ߫ߥࠄߥ޿‫ޕ‬ਛ࿖⺆ IME ߩ႐ว㧘㖸ჿ౉ജࠍน⢻ߣߔࠆ߽ߩ߇ⶄᢙ޽ࠆߎߣ߆ࠄ㧘ߘߩᕈ⢻ࠍቴⷰ⊛ߦ್ቯߒ⊒㖸ᜰዉߦㆡߒߚ
IME ࠍㆬቯߔࠆߚ߼ߦ߽⹺⼂♖ᐲࠍ⹏ଔߔࠆߎߣ߇ᔅⷐߣߥࠆ‫ޕ‬22⹏ଔᣇᴺ
Microsoft㧘Google㧘iFlyTEC ߇ឭଏߔࠆ PC ะߌਛ࿖⺆㖸ჿ౉ജ IME ߩ㑆ߢ⹺⼂♖ᐲࠍ᷹ቯߔࠆߣߣ߽ߦߎࠇࠄࠍᲧセߒߚ‫ޕ‬ਛ࿖⺆ߩᢎ᧚ CD ߆ࠄ 2 ಽᒙ㧔182 ሼ㧕ߩ㒸ㅀᢥ⺒ߺ਄ߍߣ㧘2㨪4 㖸▵න⺆ 60 ⺆㧔139 ሼ㧘⚂ 2 ⑽㑆㓒㧕ߩ⺒ߺ਄ߍࠍߘࠇߙࠇ PC ਄ߢౣ↢ߒ㧘ᱜߒߊ౉ജߢ߈ߚሼᢙ߇භ߼ࠆഀวࠍ▚಴ߒߚ‫ޕ‬

Microsoft 㖸ჿ⹺⼂㩷

Google ਛ࿖⺆ IME

iFlyTEC IME

23⹺⼂⚿ᨐ⴫ 1㒸ㅀᢥ⺒ߺ਄ߍ
1 ࿁⋡න⺆⺒ߺ਄ߍ

2 ࿁⋡

3 ࿁⋡

1 ࿁⋡

2 ࿁⋡

3 ࿁⋡

Microsoft

39㧑

4.3㧑

1.1㧑

29㧑

43㧑

14㧑

Google692㧑

731㧑

742㧑

871㧑

871㧑

856㧑

iFlyTEC

857㧑

857㧑

873㧑

799㧑

763㧑

813㧑

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ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

Microsoft 㖸ჿ⹺⼂ߪ㧘࡙࡯ࠩ࡯⥄り߇⹺⼂ࡊࡠࠣ࡜ࡓࠍ࠻࡟࡯࠾ࡦࠣߔࠆߎߣߢ⹺⼂♖ᐲࠍะ਄ߐߖࠆߣߒߡ߅ࠅ㧘ߎߩὐߢᄖ࿖⺆ቇ⠌ߩ↪ㅜߦะ߆ߥ޿ߣ޿߃ࠆ‫৻ ޕ‬ᣇ㧘Googleߣ iFlytek ߩ㑆ߢߪ 6 ࿁ታᣉߒߚታ㛎ߩᐔဋߪ޿ߕࠇ߽ 80㧑೨ᓟߢᄢ߈ߥᏅߪߥ޿‫ߎߘޕ‬ߢ㧘ჿ⺞㧔㜞ૐࠕࠢ࠮ࡦ࠻㧕ࡄ࠲ࡦߩߺ⇣ߥࠆ 5 ⚵ߩ⺆ࠍ඙೎ߒߡ⹺⼂ߢ߈ࠆ߆ߤ߁߆ࠍ
ᬌ⸽ߒߡߺߚ‫ޕ‬1 ⺆޽ߚࠅ 3 ࿁ታ㛎ߒߡ 1 ᐲߢ߽⺋ࠆߣ‫ߡߒߣޠޟ‬ᛒߞߚ‫ޕ‬
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⴫ 1 ߦ⷗ࠆ iFlyTEC ߩ⹺⼂♖ᐲ߇㒸ㅀᢥߣන⺆⺒ߺ਄ߍߩ㑆ߢ⇣ߥࠆࠃ߁ߦ⷗߃ࠆߩߪ㧘⚛᧚㖸ჿߩ㆑޿ߦࠃࠆ߽ߩߥߩ߆㧘ߘࠇߣ߽᭴ᢥ⸃ᨆࠍ⹺⼂ߦᓎ┙ߡߡ޿ࠆߩ߆⃻⁁ߢߪ್ὼߣߒߥ޿‫ࠅࠃޕ‬ᱜ⏕ߦ♖ᐲࠍ⹏ଔߔࠆߦߪታ㛎ߩ㊂߿㗄⋡ࠍჇ߿ߔᔅⷐ߇޽ࠈ߁‫߭ޕ‬ߣ߹ߕߎࠇ߹ߢߩ⚿ᨐࠍ⷗ࠆ㒢ࠅ㧘iFlytek ߇Ᏹߦ 7㨪8 ഀߩ⹺⼂♖ᐲࠍ⊒ើߔࠆ቟ቯߒߚ
㖸ჿ⹺⼂ IME ߣ޿߃ߘ߁ߢ޽ࠆ‫ޕ‬3᝼ᬺ߳ߩዉ౉ߣߘߩ⚿ᨐ ਄ߩታ㛎⚿ᨐࠍ߰߹߃ߡ㧘⊒⴫⠪ߪ 2012 ᐕᐲ 4
᦬ࠃࠅ iFlyTEC IME ࠍਛ࿖⺆౉㐷ࠢ࡜ࠬ㧔24 ੱ㧘
CALL ᢎቶ㧕ߩ᝼ᬺߦขࠅ౉ࠇ㧘ᣂ಴ߩන⺆߿ࡈ࡟࡯࠭ࠍ⺒ߺ਄ߍߡ⹺⼂⚿ᨐࠍ࠴ࡖ࠶࠻࠷࡯࡞ߦ
಴ജߒߡ޿ࠆ‫  ޕ‬ߎߩIME ߪ․ቯߩ⺆ߢૐ޿⹺⼂₸ࠍ␜ߔߎߣ
߇޽ࠆߩߢ㧘੐೨ߦ࠴ࠚ࠶ࠢߒߚ߁߃⺒ߺ਄ߍࠆ⺆ࠍㆬቯߒߡ߅ߊ‫ޕ‬ ๟࿐ߩᏨߢ⊒ߔࠆ㖸ჿ߇಴ജ⚿ᨐߦᓇ㗀ߒߚࠅ㧘ࠨ࡯ࡃ߳ߩ㓸ਛߢಣℂᤨ㑆߇ㆃߊߥࠆ╬ߩ࠻࡜ࡉ࡞ߪߎࠇ߹ߢⷰኤߐࠇߡ޿ߥ޿‫ޕ‬ᢎᏧ߇ᜰ␜ߒߚ⺖㗴ߦട߃㧘⥄ࠄ┙ߡߚ⺖㗴ߦ᜸ᚢߔࠆቇ↢߽⋡┙ߟ‫ޕ‬ 4੹ᓟߩ⺖㗴ߣዷᦸ ⊒㖸߳ߩ್ቯ߇‫ޟ‬ᢥሼ‫߁޿ߣޠ‬᣿⍎ߥᒻߢቇ⠌⠪ߦࡈࠖ࡯࠼ࡃ࠶ࠢߐࠇࠆߎߣ߳ߩᦼᓙ
ߪᄢ߈޿‫ߒߛߚޕ‬㧘ᧄ⎇ⓥߢᬌ⸛ߒߚ IME ߩ⃻⁁ߦߟ޿ߡߪ㧘ᢎᏧ߇੍߼ㆬቯߒߚ․ቯߩ
⺆߿ࡈ࡟࡯࠭ߦߟ޿ߡߩߺ೑↪ߢ߈ࠆ㧘ߣ޿߁࡟ࡌ࡞ߦߣߤ߹ࠆ‫৻ޕ‬ᣇߢ㧘⴫ 2 ߢߪ⺋ߞߚ⚿ᨐ߆ࠄߘߩේ࿃ࠍ⷗ߟߌࠆ㧔ߎߎߢߪჿ⺞㧕น⢻ᕈ߽␜ߐࠇߡ޿ࠆ‫♖⼂⹺ޕ‬ᐲߪ੹ᓟ߽ᒁ߈⛯߈ะ਄ߔࠆߣ੍ᗐߐࠇ㧘ߘ߁ߥࠇ߫⊒㖸್ቯ࠷࡯࡞ߣߒߡߩା㗬ᕈ߽ะ਄ߒ೑↪
ߩ▸࿐߽ᐢ߇ࠆߛࠈ߁‫ߒ߆ߒޕ‬㧘ߎࠇࠍ᦭ലߦ೑↪ߔࠆߚ߼ߦߪ㧘ߘߩᕈ⢻߿㒢⇇ࠍߢ߈ࠆߛߌᱜ⏕ߦᛠីߒߡ߅ߊߎߣ߇ᔅⷐߢ޽ࠅ㧘ߘࠇ߇੹ᓟߩ⎇ⓥ⺖㗴ߢ޽ࠆ‫ޕ‬ෳ⠨ᢥ₂
Schwartz Alan ઁ (2009). ࡆ࠺ࠝ㈩ାߣ㖸ჿ⹺⼂ࠍᵴ↪ߒߚ⧷⺆ቇ⠌ࠪࠬ࠹ࡓ‫ ޡ‬ାቇᛛႎ‫ޢ‬1092934.

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OP-038 ᦬ 8 ᣣ (14:10-14:40) / 131 ᢎቶ

Web ࡌ࡯ࠬߢߩ⹤ߔ✵⠌㧦ᄢ㒋ᄢቇߦࠃࠆᴺᖱႎߩ⊒ା⧷⺆ਛ࿖⺆ࡐ࡞࠻ࠟ࡞⺆ࡠࠪࠕ⺆ ട⮮ ⚐ሶ㧔ᄢ㒋ᄢቇ 㕖Ᏹൕ⻠Ꮷ㧕ࠠ࡯ࡢ࡯࠼㧦 ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ㧘⹤ߔജ㧘ࡠ࡯࡞࡮ࡊ࡟ࠗ㧘↥ᬺ࡮ⴕ᡽␠ળ㧘ᴺᖱႎ
1. ߪߓ߼ߦ
ㄭᐕ㧘ᄢቇࠍ฽߼㜞╬ᢎ⢒ߢᔅⷐߢ޽ࠆߣߒߡ㊀ⷐⷞߐࠇߡ߈ߚߎߣߦએਅߩὐ߇޽ࠆ‫ޕ‬1) ࿖㓙⊛ߥ↥ᬺ࡮ⴕ᡽␠ળߢㅢ↪ߔࠆജࠍ㙃߁ߎߣ㧔⨲ේ㧘2010㧘pp.105-106㧕‫ޕ‬2) ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ⢻ജࠍ㜞߼ࠆߎߣ㧔┻⬄㧘1997㧕‫ߒ߆ߒޕ‬㧘ౕ૕⊛ᡷༀ╷ߣ⋡⊛ߩታ⃻ߦߟ޿ߡߪ߹ߛචಽߦ␜ߐࠇߡ޿ࠆߣߪ⸒޿
㔍޿‫ߢߎߘޕ‬㧘ᧄ⎇ⓥߢߪ⧷⺆㧘ਛ࿖⺆㧘ࡐ࡞࠻ࠟ࡞⺆㧘ࡠࠪࠕ⺆ᢎ⢒ߦ៤ࠊࠆᢎຬߣᄢ㒋ᄢቇᄢቇ㒮ᴺቇ⎇ⓥ⑼ߩኾ㐷ኅߣߩදജߦࠃࠅ⵾૞ߒߚมᴺㅢ⸶㙃ᚑᢎ᧚㧔2011-2012 ᐕ㧕ߦߟ޿ߡ⠨ኤߒߚ‫ޕ‬
2. ᚻ㗅
2.1‫ߩߡ޿ߟߦࡦ࡚ࠪ࡯ࠤ࠾ࡘࡒࠦޠߔ⹤ޟ‬ℂ⺰ࠍ⏕⹺‫ߔ⹤ޟ‬ജ‫ࠍޠ‬㙃߁ᣇᴺࠍ⠨߃ࠆߚ߼ߦ㧘ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦߩ߁ߜ‫ߟߦࡦ࡚ࠪ࡯ࠤ࠾ࡘࡒࠦޠߔ⹤ޟ‬޿ߡߎࠇ߹ߢߦߪߤߩࠃ߁ߦ⺰ߓࠄࠇߡ߈ߚ߆ࠍ⏕⹺ߒߚ‫⺆⧷ߦ․ޕ‬ᢎ⢒ߩ┙႐߆ࠄߩᢎ⢒⺰㧔ㄭᳯ㧘
1996㧘pp. 39, 65㧕
㧘␠ળᔃℂቇ⊛ⷰὐ߆ࠄߩࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ⺰㧔⦁ᵤ㧘2006㧕╬ࠍෳᾖߒߚ‫ߚ߹ޕ‬㧘‫✵ޠߔ⹤ޟ‬⠌ߩ⁁ᴫ⸳ቯࠍ⠨߃ࠆ㓙ߩෳ⠨ߣߔࠆߚ߼ߦ㧘M. M. ࡃࡈ࠴ࡦߩࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ⺰߆ࠄ‫ޠ࡞ࡦࡖࠫޟ‬㧔⊒⹤ߩౖဳ⊛ߥᒻᑼ㧕ߦᵈ⋡ߒߚ㧔Ȼɚɯɬɢɧ, Ɇ. Ɇ., 1986, pp. 271- 272㧕‫ߦࠄߐޕ‬㧘Web ਄ߢ‫✵ޠߔ⹤ޟ‬⠌ࠍߔࠆᣇᴺߩෳ⠨ߣߔࠆߚ߼ߦ㧘ࡠ࡯࡞࡮ࡊ࡟ࠗߩℂ⺰ߣታ〣ߦߟ޿ߡߩ⎇ⓥᦠࠍෳᾖߒ
ߚ㧔ࡗ࡞࠼࡟ࠗ=ࡑ࠻ࡧࠚࠗ࠴ࡘࠢ, 2011㧕‫ޕ‬
2.2 ታോߩ਎⇇ߦ⹦ߒ޿ᢎຬߣߩදജ㧘ቇ໧ಽ㊁㑆ߩㅪ៤߹ߕ㧘2011 ᐕߦᄢ㒋ᄢቇᄢቇ㒮ᴺቇ⎇ⓥ⑼ߩදജࠍᓧߡ㧘‫⑼ޟ‬ቇ⎇ⓥ⾌⵬ഥ㊄࡮ၮ⋚⎇ⓥ A‫ޠ‬㧔ᐔᚑ 22- 25 ᐕᐲ㧕ߩࡊࡠࠫࠚࠢ࠻‫ޟ‬㜞ᐲᴺᖱႎ⊒ାߩߚ߼ߩᄙ⸒⺆ᖱႎߩᦨㆡ⚵ߺวࠊߖߦ㑐ߔࠆ⎇ⓥ‫৻ߩޠ‬Ⅳߣߒߡมᴺㅢ⸶ᢎ᧚ࠍ⵾૞ߒ㧘ࠗࡦ࠲࡯ࡀ࠶࠻਄ߢ౏㐿ߔࠆߎߣ߇น⢻ߦߥߞߚ‫ౕޕ‬૕⊛ߦߪ㧘ታോߩኾ㐷ኅߣߒߡมᴺㅢ⸶ߢ߽޽ࠆᢎຬߩදജࠍᓧߡᮨᡆ዆໧ߩኻ⹤଀㧔ࡠࠪࠕ⺆ߣᣣᧄ⺆ߩኻ⸶࠹ࠠࠬ
࠻㧕ࠍ૞ᚑߒߡ޿ߚߛ޿ߚ‫ޕ‬2012 ᐕߦߪ⧷⺆㧘ਛ࿖⺆㧘ࡐ࡞࠻ࠟ࡞⺆ߩมᴺㅢ⸶߹ߚߪᢎ⢒ߦ៤ࠊࠆᢎ
ຬߩදജࠍᓧߡ㧘ࡠࠪࠕ⺆ ࠍၮߦߒߚฦ࿖⺆ ߩᮨᡆ዆໧ߩኻ⹤଀ࠍ૞ᚑߒߡ޿ߚߛ޿ߚ‫ߩߘޕ‬㓙㧘ߘࠇߙࠇߩ⸒⺆ߏߣߦⵍ⇼⠪ߩ⡯ᬺ߿ⵍ⇼੐ታߩౝኈࠍᄌ߃ࠆࠃ߁ߦ⠨ᘦߒߡ޿ߚߛ޿ߚ‫ޕ‬
2.3 มᴺㅢ⸶㙃ᚑᢎ᧚ߩ㐿⊒㧘Web ਄ߢߩ౏㐿‫ߔ⹤ޟ‬ജ‫ࠍޠ‬㙃߁✵⠌ߩߚ߼ߦ⁛⥄ߦ㐿⊒ߒߚߩߪ࿑ 1 ߩࠃ߁ߥมᴺㅢ⸶㙃ᚑᢎ᧚ߢ޽ࠆ㧚Უ⺆⹤⠪ߦࠃࠆ㖸ჿࠍ㍳㖸ߒ㧘Flash ࠍ↪޿ߡ✵⠌↹㕙ߣߒߡߩࠦࡦ࠹ࡦ࠷ࠍ⵾૞ߒߚ‫ޕ‬ᚑᨐ‛ߪ DVD ╬ߩ⸥ᙘ
ᇦ૕ߢ㈩Ꮣߢ߈ࠆࠃ߁ߦߒߚ㧔ࠗࡦ࠲࡯ࡀ࠶࠻ធ⛯ߢ߈ߥ޿ᢎቶߢ✵⠌ߔࠆ႐วߩߎߣࠍ⠨ᘦߒߚߚ߼㧕‫ޕ‬หᤨߦ㧘Web ਄ߦࠨࠗ࠻ࠍ⵾૞ߒ㧘ࠗࡦ࠲࡯ࡀ࠶࠻⚻↱ߢ߽✵⠌ߢ߈ࠆࠃ߁ߦߒߚ‫ߩߎޕ‬ᢎ᧚ߩ․ᓽߪ

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ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

ਥߦએਅߩὐߣߥߞߡ޿ࠆ‫ޕ‬1) ᮨᡆ዆໧㧔ᬌ੐൨⇐዆໧㧘ⵙ್ቭ൨⇐዆໧㧕ߩ⁁ᴫ⸳ቯߢࡠ࡯࡞࡮ࡊ࡟ࠗߩᣇᴺߢቇ⠌ࠍㅴ߼ࠆ‫ޕ‬2) ࡠࠪࠕ⺆ 㧔2011 ᐕ㧕㧘⧷⺆ 㧘ਛ࿖⺆ 㧘ࡐ࡞࠻ࠟ࡞⺆ 㧔2012 ᐕ㧕߇↪ᗧߐࠇߡ޿ࠆ‫ޕ‬3) ࠗࡦ࠲࡯ࡀ࠶࠻ߦធ⛯ߔࠇ߫ࡄ࠰ࠦࡦ߿ࠬࡑ࡯࠻ࡈࠜࡦߢ↹㕙ࠍ⴫␜ߒ㧘㖸ჿࠍ⡬ߊߎߣ߇ߢ߈ࠆ‫ޕ‬4) 㖸ჿࠍ⡬޿ߚࠄ㧘ᄖ࿖⺆߆ࠄᣣᧄ⺆㧘ᣣᧄ⺆߆ࠄᄖ࿖⺆ߦ⸶ߒߡჿࠍ಴ߔ✵⠌߇޽ࠆ‫ޕ‬5) ࡑࠗࠢࠍធ⛯ߒߡჿࠍ಴ߔߣ㧘⥄ಽߩჿ߇ࡋ࠶࠼ࡎࡦ߆ࠄౣ↢ߐࠇࠆ‫ޕ‬ᔅⷐߢ޽ࠇ߫㧘ㅢ⸶଀ߩ㖸ჿߣ⡬߈Ყߴ㧘⴫⃻߿ࠗࡦ࠻ࡀ࡯࡚ࠪࡦߩෳ⠨ߦߒߥ߇ࠄ✵⠌ߔࠆߎߣ߇ߢ߈ࠆ‫ޕ‬

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࿑ 1. มᴺㅢ⸶㙃ᚑᢎ᧚㧔⧷⺆ 㧕ߩ଀
3. ⚿ᨐએ਄ߩ⚿ᨐ㧘มᴺㅢ⸶㙃ᚑ↪ߩ Web ࠨࠗ࠻ߢߩ‫✵ޠߔ⹤ޟ‬⠌ࠍⴕ߁ߎߣ߇ታ⃻ߒߚ‫ߪࠇߎޕ‬㧘↥ᬺ࡮ⴕ᡽␠ળߢㅢ↪ߔࠆജࠍ㙃߁ߎߣ㧘ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ⢻ജࠍ㜞߼ࠆߎߣࠍ⋡⊛ߣߒߡ㧘ᄢቇ߇ᨐߚߔ
ߴ߈ᓎഀࠍ᣿⏕ߦߒ㧘⋡⊛ߦᴪߞߡᢎ⢒ߩᡷༀ╷ࠍ⻠ߓࠆ㓙ߩࡕ࠺࡞ߣ⠨߃ࠆߎߣ߇ߢ߈ࠆ‫ߪߦࠄߐޕ‬㧘ᣣᧄੱߛߌߢߥߊ㧘ᄖ࿖ੱߦߣߞߡ߽ᓎ┙ߟᴺᖱႎࠍឭଏߔࠆߣߔࠇ߫‫⺖ߥ߁ࠃߩߤޔ‬㗴߇޽ࠆ߆㧘੹ᓟߩㅊ⸽߇ᓙߚࠇࠆ‫ޕ‬ෳ⠨ᢥ₂⨲ේస⽕ (2010).‫ޡ‬ᄢቇߩෂᯏʊᣣᧄߪ 21 ਎♿ߩੱ᧚ࠍ㙃ᚑߒߡ޿ࠆ߆‫᧲ޢ‬੩㧦ᒄᢥၴ.
┻⬄ᐘ↢ (1997).‫⺆⧷ޡ‬ᢎ⢒ߩ⑼ቇʊࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ⢻ജߩ㙃ᚑࠍ⋡ᜰߒߡ‫᧲ޢ‬੩㧦ࠕ࡞ࠢ.
ㄭᳯ⺈ (1996).‫ߩࡦ࡚ࠪ࡯ࠤ࠾ࡘࡒࠦ⺆⧷ޡ‬ℂ⺰ߣታ〣̆ࠬࡇ࡯࠴ቇ߆ࠄߩឭ⸒‫᧲ޢ‬੩㧦⎇ⓥ␠.
⦁ᵤⴡ (2006).‫␠ߣࡦ࡚ࠪ࡯ࠤ࠾ࡘࡒࠦޡ‬ળᔃℂ‫ޢ‬㧔ࠪ࡝࡯࠭࡮ᖱႎ␠ળߣ␠ળᔃℂ 8㧕᧲੩㧦ർ᮸಴ .
ࡃࡈ࠴ࡦ, ࡒࡂࠗ࡞ (1988). ᣂ⼱ᢘਃ㇢, દ᧲৻㇢, ૒‫ᧁޘ‬ኡ⸶‫ ߫ߣߎޡ‬ኻ⹤ ࠹ࠠࠬ࠻‫ޢ‬㧔ࡒࡂࠗ࡞࡮
ࡃࡈ࠴ࡦ⪺૞㓸ԟ㧕᧲੩㧦ᣂᤨઍ␠.
ࡗ࡞࠼࡟ࠗ=ࡑ࠻ࡧࠚࠗ࠴ࡘࠢ, ࠢ࡝ࠪࡗ. M. (2011). ๺ᴰᶈ⋙⸶‫ ࠗ࡟ࡊ࡮࡞࡯ࡠޡ‬ℂ⺰ߣታ〣‫᧲ޢ‬੩㧦⃻ઍੱᢥ␠.
Ȼɚɯɬɢɧ, Ɇ. Ɇ. (1986). ɗɫɬɟɬɢɤɚ ɫɥɨɜɟɫɧɨɝɨ ɬɜɨɪɱɟɫɬɜɨ. ɂɡɞ 2-ɟ. Ɇ.: ɂɫɤɭɫɫɬɜɨ.
┻ౝℂ✬⪺, ศ↰ᒄሶ, 㝼ፒౖሶ, ૑᡽ੑ㇢, ᳰ↰⌀↢ሶ⪺ (2008). ‫ޡ‬CALL ᝼ᬺߩዷ㐿̆ߘߩน⢻ᕈࠍ᜛ߍࠆߚ߼ߦ‫᧲ޢ‬੩㧦᧻ᨰ␠.

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OP-048 ᦬ 8 ᣣ (15:00-15:30) / 131 ᢎቶ⺆ᒵᕈ್ᢿ⺖㗴ࠍ೑↪ߒߚ⺆ᒵ࠹ࠬ࠻(CELP-Lex)ߩ㐿⊒᳁ᧁ ㆏ੱ㧔㑐⷏ቇ㒮ᄢቇ㧕㐳⼱ ዏᒎ㧔㑐⷏ቇ㒮ᄢቇ㧕㐷↰ ୃᐔ㧔㑐⷏ቇ㒮ᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 ૶߃ࠆ⺆ᒵജ㧘⺆ᒵജ᷹ቯ࠹ࠬ࠻㧘⺆ᒵಣℂ⢻ജ㧘⺆ᒵᕈ್ᢿ㧘CELP-Lex
1. ߪߓ߼ߦ
⧷⺆ቇ⠌ߦ߅޿ߡ⺆ᒵജࠍჇᒝߐߖࠆߎߣ߇㊀ⷐߢ޽ࠆ߇‫ޔ‬ᓥ᧪ߩ⺆ᒵᜰዉߢߪ㨬૶߃ࠆ⺆ᒵജ‫ࠍޠ‬⠌ᓧߔࠆ߹ߢߦ⥋ߞߡ޿ߥ޿‫ߢࡦ࡚ࠪ࡯ࠤ࠾ࡘࡒࠦޕ‬ᵴ߆ߖࠆ⺆ᒵജࠍりߦߟߌࠆߦߪ‫ޔ‬ᄙߊߩන⺆ࠍ⹦ߒߊ⍮ߞߡ޿ࠆߛߌߢߪߥߊ‫ޔ‬ቇ⠌⠪ߪන⺆ߩᗧ๧ࠍ⍍ᤨߦ㐳ᦼ⸥ᙘ߆ࠄᒁ߈಴ߖࠆᗧ๧ಣℂ߇⥄േൻߒߚ⁁ᘒߦߥࠆߎߣ߇ਇนᰳߢ޽ࠆ‫ᧄޕ‬ታ〣ႎ๔ߢߪ‫ߥ߁ࠃߩߎޔ‬ᗧ๧ಣℂ⢻ജࠍ᷹ቯߔࠆߚ߼㐿⊒ߒߚ‫⺆⺆⧷ ࡯࠲࡯ࡘࡇࡦࠦޟ‬ᒵಣℂ࠹ࠬ࠻ LEX‫(ޠ‬CELP-Lex)ߦߟ޿ߡ‫ߩߘޔ‬㐿⊒ߩࠦࡦ࠮ࡊ࠻෸߮ᚻ

㗅ߦߟ޿ߡႎ๔ߔࠆ‫ޕ‬
2. CELP-Lex 㐿⊒ߦ⥋ࠆ⢛᥊
2.1 CELP-Sem ߩ㐿⊒ߎࠇ߹ߢ᳢↪ߐࠇߡ߈ߚ⺆ᒵജ᷹ቯ࠹ࠬ࠻ߪ‫ޔ‬‫⺆ޟ‬ᒵ⍮⼂ߩᐢߐ(⺆ᒵࠨࠗ࠭)‫ࠍޠ‬᷹ቯߔࠆ Nation &Beglar (2007)ߩ Vocabulary Size Test (VST)‫ߦ⚦⹦ߌߛࠇߤߚ߹ޔ‬න⺆ࠍ⍮ߞߡ޿ࠆ߆ߣ޿߁ Read (2000)ߩ
Word Association Test ߥߤ߇ਥߢ޽ࠆ‫ޔߒ߆ߒޕ‬㐳ᦼ⸥ᙘ߆ࠄ‫⚛ߌߛࠇߤޟ‬ᣧߊන⺆ߩᗧ๧߇ᬌ⚝ߢ߈ࠆ߆‫ߚߞ޿ߣޠ‬⢻ജ㧔න⺆ߩᗧ๧ಣℂㅦᐲ㧕ࠍ᷹ቯߒ‫⺆ޔ‬ᒵಣℂߩᵹᥰߐࠍ⹏ଔߔࠆߣ޿߁࠹ࠬ࠻ߪ㐿⊒ߐࠇߡ޿ߥ޿ߩ߇⃻⁁ߢ޽ࠆ‫⎇ᧄߢߎߘޕ‬ⓥࡊࡠࠫࠚࠢ࠻ߢߪ‫࡯࠲࡯ࡘࡇࡦࠦޔ‬਄ߢ⺆ᒵಣℂㅦᐲࠍ᷹ቯߔࠆࠦࡦࡇࡘ࡯࠲࡯ ⧷⺆⺆ᒵಣℂ࠹ࠬ࠻(CELP Sem)ࠍ㐿⊒ߒߚ (㐷↰߶߆, 2010)‫ ߩߎޕ‬CELP-Semߪ‫⧷ޔ‬න⺆ⷫኒᐲ࡝ࠬ࠻(ᮮᎹઁ‫ޔ‬2006)߆ࠄㆬቯߐࠇߚ⺆ᒵߦߟ޿ߡ‫ࠣࡦࡒࠗ࡜ࡊޔ‬ᴺߦࠃࠆ㘃⟵ᕈ್ᢿࠍ⺖ߒ‫್ߩߘޔ‬ᢿߦⷐߒߚᤨ㑆ߣᱜ╵₸ࠍᜰᮡߣߒߚ⺆ᒵಣℂ⢻ജࠍ᷹ቯߒࠃ߁ߣߔࠆ߽ߩߢ޽ߞߚ‫ޕ‬଀߃߫‫ޔ‬㘃⟵⺆ࡍࠕ(଀㧦house-home)ࠍ↪ᗧߒ‫ޔ‬వߦࡊ࡜ࠗࡓ⺆(house)ࠍࠦࡦࡇࡘ࡯࠲࡯↹㕙਄ߦឭ␜ߒ‫ޔ‬ࡉ࡜ࡦࠢ↹㕙ߩᓟ‫(⺆࠻࠶ࠥ࡯࠲ޔ‬home)ࠍឭ␜ߒ‫ޔ‬ਔᣇߩ⺆ߩᗧ๧߇㘃ૃߒߡ޿ࠆ߆ุ߆ࠍ್ᢿߒߡ߽
ࠄ޿㧔㘃⟵ᕈ್ᢿ㧕‫್ߩߘޔ‬ᢿߦⷐߒߚᤨ㑆ࠍ‫ޔ‬ᱜߒߊ್ᢿߒߚഀว(ᱜ╵₸)ߣߣ߽ߦ⸘᷹ߔࠆߎߣߢ‫ޔ‬⧷න⺆ߩ⺆ᒵㆇ↪⢻ജࠍ⹏ଔߒࠃ߁ߣߔࠆ߽ߩߢ޽ߞߚ‫ޕ‬
2.2 CELP-Lex ߩ㐿⊒ߦ⥋ࠆ⚻✲ࡔࡦ࠲࡞࡟ࠠࠪࠦࡦߩ⎇ⓥߢߪ‫ޔ‬㘃⟵ᕈߩ್ᢿએᄖߦ⺆ᒵᕈ್ᢿ⺖㗴(lexical decision task)߇ᦨ߽ᄙߊߩ
⎇ⓥߢ೑↪ߐࠇߡ߈ߚ‫ޔߪࠇߎޕ‬ឭ␜ߐࠇߚන⺆߇ታ㓙ߦሽ࿷ߔࠆታන⺆߆‫ޔ‬㕖න⺆(⇼ૃන⺆)߆ߩ್
ᢿࠍ⺖ߔ߽ߩߢ޽ࠆ‫ޕ‬Harrington (2006)ߪ‫╙ޔ‬ੑ⸒⺆ߣߒߡߩ⧷⺆⺆ᒵㆇ↪ജ࠹ࠬ࠻ߦ߅޿ߡߪ‫⺆ޔ‬ᒵᕈ್ᢿ⺖㗴ࠍណ↪ߒߚᣇ߇ࠃࠅᅷᒰᕈ߇㜞޿ߣᜰ៰ߒߡ޿ࠆ‫⺆ޔߒ߆ߒޕ‬ᒵᕈ್ᢿ⺖㗴ߪ‫ޔ‬නߦឭ␜ߐࠇ
ߚන⺆߇ታ࿷ߔࠆ߆ุ߆ࠍ໧߁߽ߩߢ޽ࠅ‫ޔ‬ᔅߕߒ߽න⺆ߩᗧ๧ࠍࡔࡦ࠲࡞࡟ࠠࠪࠦࡦ߆ࠄᬌ⚝ߔࠆߎߣࠍᗧ๧ߒߥ޿‫ޕ‬ᓥߞߡ‫ޔ‬ᗧ๧ߩᬌ⚝࡮ಣℂ⢻ജࠍ᷹ቯߒߡ޿ࠆߩ߆ߤ߁߆⇼໧߇ᱷࠆ‫⺆ޔߒ߆ߒޕ‬ᒵᕈ್ᢿߢߪ‫ޟ‬ታ࿷ߔࠆ࡮ߒߥ޿‫್ߩߺߩޠ‬ቯࠍ᳞߼ࠆߚ߼‫ޔ‬㘃⟵ᕈ್ᢿߩࠃ߁ߥᗧ๧್೎ߦ㑐ࠊࠆᦌᤒߐ߇ߥ޿ߣ޿߃ࠆ‫“ޔ߫߃଀ޕ‬student – pupil” ߥߤߩࡍࠕߩ㘃⟵ᕈࠍ್ᢿߔࠆߎߣߪ‫ޔ‬୘ੱᏅ߽޽ࠅ᣿⍎ߥ್ᢿࠍᓧࠆߎߣ߇ᭂ߼ߡ࿎㔍ߣߥࠆ‫ᦌߥ߁ࠃߩߎޕ‬ᤒᕈߪ⺆ᒵᕈ್ᢿߢߪ໧㗴ߣߥࠄߥ޿‫ޕ‬એ਄ߩὐ−50−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ߆ࠄ‫ޔ‬㘃‶†್ᢿߦട߃ߡ‫⺆ޔ‬ᒵᕈ್ᢿ⺖㗴ࠍ↪޿ߚࠦࡦࡇࡘ࡯࠲࡯ ⧷න⺆ㆇ↪⢻ജ࠹ࠬ࠻(CELP-Lex)ߩ㐿⊒ߦ⌕ᚻߒߚ‫ޕ‬CELP-Lex ߪ‫ޔ‬CELP-Sem ߣߪ⇣ߥࠅ‫ⷡⷞޔ‬ឭ␜ߐࠇߚන⺆߇ታ㓙ߦሽ࿷ߔࠆ߆ุ߆
ࠍ್ᢿߔࠆ⺆ᒵᕈ್ᢿ⺖㗴ࠍㆀⴕߔࠆ㓙ߩ෻ᔕᤨ㑆ߣᱜ╵₸ࠍᜰᮡߣߒߡ޿ࠆ‫ޕ‬
3. CELP-Lex ߩ⺆ᒵㆬቯߦߟ޿ߡ
1) CELP-Sem ૞ᚑᤨߦ೑↪ߒߥ߆ߞߚ⺆ᒵࠍ᛽಴ߒ‫ࠍࠇߘޔ‬ၮߦ⧷න⺆ⷫኒᐲ࡝ࠬ࠻ߦ߅ߌࠆ㗅૏ߦၮߠߊ⺆ᒵ࡝ࠬ࠻ࠍ૞ᚑߒߚ‫ޕ‬2) ቢᚑߒߚታන⺆ List ࠍၮߦ‫⃻ޔ‬࿷ WEB ਄ߢήᢱ౏㐿ߐࠇߡ޿ࠆ㕖න⺆ 40,481 ⺆‫ޔ‬ታන⺆ 40,481
⺆߆ࠄߥࠆ “The English lexical project”(http://elexicon.wustl.edu/)߆ࠄ 985 ⺆ߩ㕖න⺆࡝ࠬ࠻ࠍએਅߩ
࠺࡯࠲ઃ߈ߢขᓧߒߚ (⺆㐳, 㓞ធ⺆ᢙ, 2 ᢥሼㅪ㎮ߩᐔဋ㗫ᐲ, 㖸⺒⺖㗴ߩᐔဋ෻ᔕᤨ㑆/ᮡḰ஍
Ꮕ/ᱜ╵₸, ⺆ᒵᕈ್ᢿ⺖㗴ߩᐔဋ෻ᔕᤨ㑆/ᮡḰ஍Ꮕ/ᱜ╵₸)‫ޕ‬3) 㕖න⺆࡝ࠬ࠻ߩRT(෻ᔕᤨ㑆)‫ޔ‬
Accuracy(ᱜ╵₸)ᐔဋ୯߇ဋ⾰ߣߥࠆࠃ߁100 ⺆ߩ࡝ࠬ࠻ߦಽߌߚ‫ޕ‬4) ታන⺆ߦߟ޿ߡ߽㕖න⺆ߩ႐วߣห᭽ߩᚻ㗅ߢ RT ߣ Accuracy ߇ဋ⾰ߩ 100 ⺆ߩ࡝ࠬ࠻ࠍ૞ᚑߒߚ‫ޕ‬5) ታන⺆ 100 ⺆‫ޔ‬㕖න⺆ 100 ⺆ߩ㑆ߢએਅߩฦ㗄⋡ߦ߅޿ߡ᦭ᗧᏅ߇ߥ޿߆ࠍᬌቯߒߚ‫ޕ‬(㓞ធ⺆ᢙ‫ޔ‬㖸⺒⺖㗴ߩᐔဋ෻ᔕᤨ㑆/ᱜ╵₸‫⺆ޔ‬ᒵᕈ್ᢿߩᐔဋ෻ᔕᤨ㑆/ᱜ╵₸)6) 5)ߩ⚿ᨐ‫ޔ‬㕖න⺆‫ޔ‬ታන⺆ߩᏅߪฦ㗄⋡(⺆㐳, ෻ᔕᤨ㑆, ᱜ╵₸)ߦ߅޿ߡ᦭ᗧߢ޽ߞߚ‫ޔߪࠇߎޕ‬㕖න⺆ߩ߶߁߇‫ޔ‬ታ㓙ߦߪߘߩන⺆߇ሽ࿷ߒߥ޿ߎߣ߆ࠄ್ᢿߦⷐߔࠆᤨ㑆߇㐳ߊߥࠆ߆ࠄߢ޽ࠅ‫ޔ‬᦭ᗧᏅ߇޽ࠆߎߣߪ‫ߢ࠻ࠬ࠹ᧄޔ‬ታන⺆ߣ㕖න⺆߇߁߹ߊᑯ೎ߢ߈ߡ޿ࠆߎߣࠍᗧ๧ߔࠆ‫ޕ‬7) ᦨ⚳⊛ߦ Test A (ታන⺆ 50 ⺆‫ޔ‬㕖න⺆ 50 ⺆), Test B (ታන⺆ 50 ⺆‫ޔ‬㕖න⺆ 50 ⺆) ߦಽߌߚ‫ޕ‬A ߣ Bߩ㑆ߢ਄⸥ߩห᭽ߩ㗄⋡ߢ᦭ᗧᏅ߇ߥ޿߆ࠍᬌቯߒߚ‫ޕ‬4 㗄⋡ߦ߅޿ߡ Test A ߣ Test B ߩ㑆ߦ᦭ᗧᏅߪߥ߆ߞߚ‫ߦࠄߐޕ‬㓞ធ⺆ᢙ, 2 ᢥሼㅪ㎮ߩᐔဋ㗫ᐲߦ߅ߌࠆ CELP-Lex A ߣ B ߩᏅߩᬌ⸽ࠍⴕ
ߥߞߚ‫ޕ‬A, B ߪߎࠇࠄߦ߅޿ߡ߽╬⾰ߢ޽ࠆߎߣ߇⏕⹺ߐࠇߚ‫ޕ‬
4. CELP-Lex ታᣉᚻ㗅1) ⇟ภ࡮ฬ೨ࠍ౉ജߔࠆ↹㕙ߢ࠹ࠬ࠻ A ߆ B ࠍㆬ߱‫ޕ‬2) ᵈⷞὐ(+++)߇⚂ 3 ⑽ឭ␜ߐࠇ‫࡯ࠠࠬ࡯ࡍࠬޔ‬ࠍ᛼ߔߣන⺆߇⴫␜ߐࠇࠆ‫ޕ‬‫ޟ‬ታන⺆ߥࠄ B‫ޠ‬‫ޟ‬㕖න⺆ߥࠄ N‫ࠍޠ‬᛼ߒ‫ޔ‬ᱜ╵෻ᔕᤨ㑆߇᷹ቯߐࠇࠆ‫ޕ‬

 



5. ⚿ᨐ
ᡷༀὐߪ޽ࠆ߇⺆ᒵᗧ๧ಣℂㅦᐲ᷹ቯ࠷࡯࡞ߩ㐿⊒ߩน⢻ᕈ߇␜ໂߐࠇߚ‫ޕ‬‫⺆ޟ‬ᒵಣℂߩ⥄േᕈ‫ޔࠍޠ‬⺆ᒵᕈ್ᢿ⺖㗴ߢ᷹ቯߔࠆߎߣߦࠃࠅ‫ޔ‬㨬૶߃ࠆ⺆ᒵജ㨭ߩ⹏ଔߩታ⃻ߦะߌߡ㊀ⷐߥ╙৻ᱠࠍ〯ߺ಴ߒߚߎߣߪ‫ߩߟ৻ޔ‬ᚑᨐߣ⠨߃ࠆ‫੹ޕ‬ᓟ‫ޔ‬CELP-Lex ߩᅷᒰᕈࠍ CELP-Sem ߣᲧセߔࠆߥ߆ߢⴕ޿‫⺆⧷ޔ‬ߩࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦജ⢒ᚑߦᔅⷐߥ⺆ᒵಣℂ⢻ജߣߪ૗߆ࠍᬌ⸛ߒ‫ߩߘޔ‬ಣℂࡕ࠺࡞ࠍ᭴▽ߒߡ޿ߊ‫ޕ‬ਥⷐෳ⠨ᢥ₂Harrington, M. (2006). The lexical decision task as a measure of L2 lexical proficiency. EUROSLA
Yearbook , 6, 147-168.
㐷↰ୃᐔ࡮㊁ํᔘม࡮㐳⼱ዏᒎ࡮ፉᧄߚ޿ሶ࡮⿧ᥓ ᔀ࡮ᳰ᧛ᄢ৻㇢࡮ୖᧄలሶ࡮ਛ⷏ ᒄ࡮᳁ᧁ㆏ੱ࡮᧖ᶆ㚅❱࡮㊒੗ජᕺ࡮ጊ⑼⟤๺ሶ (2010).‫╙ޡ‬ੑ⸒⺆ߦ߅ߌࠆ⺆ᒵಣℂߣᢥಣℂߩࠗࡦ࠲࡯ࡈࠚࠗࠬ㧦ᣣᧄੱ⧷⺆ቇ⠌⠪߳ߩታ⸽⎇ⓥ‫ޢ‬ᐔᚑ 19 ᐕᐲ㨪ᐔᚑ 21 ᐕᐲ⑼ቇ⎇ⓥ⾌⵬ഥ㊄‫ޛ‬ၮ⋚⎇ⓥ㧔C㧕‫⎇ޜ‬ⓥᚑᨐႎ๔ᦠ
ᮮᎹඳ৻✬ (2006).‫ޡ‬ᣣᧄੱ⧷⺆ቇ⠌⠪ߩ⧷න⺆ⷫኒᐲ㧨ᢥሼ✬㧪‫᧲ޢ‬੩㧦ߊࠈߒ߅಴

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OP-058 ᦬ 8 ᣣ (15:35-16:05) / 131 ᢎቶ

Vocabulary Levels Dictation Test ߩା㗬ᕈߩౣಽᨆ੹੗ ↱⟤ሶ (หᔒ␠ᅚሶᄢቇ)ਃᩮ ᶈ (หᔒ␠ᅚሶᄢቇ)ࠠ࡯ࡢ࡯࠼㧦EFL㧘⺆ᒵ㧘࠺ࠖࠢ࠹࡯࡚ࠪࡦ㧘ା㗬ᕈ㧘㗄⋡ಽᨆ
1. ߪߓ߼ߦ
⺆ᒵ࡟ࡌ࡞࠺ࠖࠢ࠹࡯࡚ࠪࡦ࠹ࠬ࠻(VLDT, Fountain & Nation, 2000)ߩᅷᒰᕈߦߟ޿ߡᬌ
⸽ߒߚ੹੗࡮ਃᩮ(2011)ߪ㧘VLDT ߩ✚ᓧὐ߇⺆ᒵ࠹ࠬ࠻ߣߒߡචಽߥା㗬ᕈࠍ᦭ߔࠆߣ
ႎ๔ߒߚ‫ߚ߹ޕ‬㧘VLDT ߦࠃࠅ᷹ቯߐࠇࠆ⊒⴫⊛⺆ᒵࠨࠗ࠭ߪ⺆ᒵ࡟ࡌ࡞࠹ࠬ࠻(VLT)ߩฃ
ኈ⊛⺆ᒵࠨࠗ࠭ߩ⚂ 50%ߢ޽ࠆߎߣߣ㧘⧷⺆ജߩ㜞޿ቇ⠌⠪ߪ㧘VLT ߢ᷹ቯߐࠇߚฃኈ⊛⺆ᒵࠨࠗ࠭߆ࠄᦼᓙߐࠇࠆࠃࠅ߽㜞޿⊒⴫⊛⺆ᒵࠨࠗ࠭ࠍᜬߟน⢻ᕈࠍᜰ៰ߒߚ‫৻ޕ‬ᣇߢ㧘
VLDT Test-C ߩ㔍ᤃᐲ߇Ყセ⊛ߦ㜞ߊ㧘⚿ᨐߩᅷᒰᕈߦ⇼໧߇޽ࠆߎߣࠍ␜ໂߒߚ‫ޕ‬2. ⋡⊛ ᧄ⎇ⓥߩ⋡⊛ߪ㧘EFL ᄢቇ↢ࠍኻ⽎ߣߒߡ㧘VLDT ߩ 4 ߟߩਗⴕ࠹ࠬ࠻ߩ߁ߜ Test-C ߩ㔍ᤃᐲࠍୃᱜߔࠆߎߣߦࠃࠅ㧘ਗⴕ࠹ࠬ࠻㑆ߣ⺆ᒵ㗄⋡㑆ߢߩ࠹ࠬ࠻ߩା㗬ᕈߦߟ޿ߡౣ
ᬌ⸽ࠍ⹜ߺࠆߎߣߢ޽ࠆ‫ޕ‬
3. ᣇᴺ
 ᄢቇ㧞ᐕ↢࡝ࠬ࠾ࡦࠣߩ᝼ᬺߩਛߢ㧘ᤐቇᦼߣ⑺ቇᦼߦ CELT ߅ࠃ߮ VLT ߣ VLDT ࠍቇᦼߪߓ߼ߣቇᦼᧃߩ 2 ࿁ታᣉߒ㧘4 ࿁ߩ࠹ࠬ࠻ࠍోߡฃ㛎ߒߚ߽ߩࠍ⺞ᩏදജ⠪ߣߒߚ(n =99)‫ޕ‬4. ⚿ᨐ Table 1 ߦ␜ߒߚࠃ߁ߦ㧘VLDT ✚ᓧὐߪ 1 ࿁⋡߇৻⇟ૐߊ㧘ᰴ޿ߢ 3 ࿁⋡߇ 2 ࿁⋡ࠃࠅૐߊߥࠅ 4 ࿁⋡߇৻⇟㜞ߊߥࠆߣ޿߁ὐߢ㧘CELT, VLT2000, VLT3000 ߣ߶߷ห᭽ߩᓧὐᄌ
ൻࠍ␜ߒߚ‫ߚ߹ޕ‬㧘ฦ᷹ቯ࿁ߩ⋧੕⋧㑐ଥᢙߪ 0.41㨪0.68 ߣ޿߁୯ߢ޽ࠅ⛔⸘⊛ߦ᦭ᗧߥ୯ࠍ␜ߒߚ‫ޕ‬ Table 2 ߦߪ VLDT ߩࡄ࡜ࠣ࡜ࡈ೎ߣ✚ᓧὐߩ Į ଥᢙࠍ␜ߒߚ‫⚿ߩߘޕ‬ᨐ㧘ࡄ࡜ࠣ࡜ࡈߏߣߩ Į ୯ߪ 0.51㨪0.74 ߢ޽ࠅలಽߥା㗬ᕈࠍ␜ߔᢙ୯ߦ⥋ࠄߥ߆ߞߚ‫৻ޕ‬ᣇ㧘VLDT ߩ✚ᓧὐߪ 0.85㨪0.89 ߣ޿߁㜞޿ Į ୯ࠍ␜ߒలಽߥା㗬ᕈࠍ␜ߒߚ‫ޕ‬VLDT ߪ⺆ᒵ࡟ࡌ࡞೎ߢ
᷹ቯߔࠆࠃࠅ߽࠲࡯ࠥ࠶࠻⺆ో૕ߩᓧὐߦ߅޿ߡᅷᒰᕈ߇㜞޿ߣ޿߁੹੗࡮ਃᩮ(2011)ߩ
⚿⺰ࠍᡰᜬߒߚߣ޿߃ࠃ߁‫ޕ‬−52−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

 VLDT ߩ⺆ᒵ࡟ࡌ࡞ߩ໧㗴ὐࠍ᣿ࠄ߆ߦߔࠆߚ߼ߦ㧘JACET8000 ߩ⺆ᒵ࡜ࡦࠢߦၮߠ޿
ߡฦ࠲࡯ࠥ࠶࠻⺆ࠍಽ㘃ߔࠆߎߣߢ࠹ࠬ࠻ߩ᭴ᚑ᭎ᔨߦߟ޿ߡౣᬌ⸛ࠍⴕߞߚ㨇એਅ㧘( )ౝߪ JACET8000 ߩ⺆ᒵ࡟ࡌ࡞ࠍ␜ߔ㨉‫ޕ‬ JACET8000 ࠍᜰᮡߣߔࠆߎߣߢ᣿ࠄ߆ߦߥߞߚὐߪ࡟ࡌ࡞ 4 ࠍ⿥߃ࠆߣ⡞߈ขࠅ߇࿎㔍ߦߥࠆߎߣߢ޽ࠆ‫ޕ‬Test-C ߣ D ߦ߅޿ߡߪ㧘⸃╵₸ 0%߇ exceed (4), 2%߇ approximately (4),distribution (4), rural (4), providing (5),striving (5), 3%߇ inevitable (4), compel (5), acquaintance(6)ߢ޽ߞߚ‫ߚ߹ޕ‬㧘࡟ࡌ࡞߇ૐ޿න⺆ߢ߽ࠬࡍ࡝ࡦࠣ߇㔍ߒ޿߽ߩ occurred (1) 2%, occurs(1) 9%, debts (2) 9%, obvious (2) 1%, threaten (2) 2%ߣⶄᢙᒻߩ߽ߩ costs (1) 0%, cities (1)9%, experts (2) 3%, institutions (2) 3%ߥߤߪ⸃╵₸߇ૐ߆ߞߚ‫৻ޕ‬ᣇߢ㧘㜞޿࡟ࡌ࡞ߩන⺆ߢ߽㧘reduction (4) 62%, quest (6) 52%, slender (6) 34%ߥߤߪ⸃╵₸߇㜞߆ߞߚ‫ޕ‬

 Table 3 ߪ㧘ฦ࠹ࠬ࠻ᒻᑼߦ߅ߌࠆ JACET8000 ߩ࡟ࡌ࡞ 1 ߣ 2 ߩ⺆ᒵᢙࠍᲑ⪭ߏߣߦ␜ߒߚ߽ߩߢ޽ࠆ‫᧪ᧄޕ‬㧘࠲࡯ࠥ࠶࠻⺆߇ 4000 ⺆࡟ࡌ࡞એ਄ߩ╙ 4 Ბ⪭ߦ߅޿ߡ߽࡟ࡌ࡞ 1ߩ⺆ᒵ߇ᄙᢙ฽߹ࠇߡ޿ࠆ‫߇ߣߎߩߎޕ‬㧘ฦᲑ⪭ߩା㗬ᕈଥᢙ(ǩ)ࠍਅߍߡ޿ࠆේ࿃ߣផ
᷹ߐࠇࠆ‫ߚ߹ޕ‬㧘╙ 1 Ბ⪭ߦ߅޿ߡ㧘࡟ࡌ࡞ 1-2 ߩ⺆ᒵߩⷙೣᄌൻⶄᢙᒻߪ Test-A ߣ C ߢ
6 ୘㧘Test-B ߢ 2 ୘㧘Test-D ߢ 0 ୘ߢ޽ࠅ㧘Test-A ߣ C ߢᐔဋὐ߇ૐ߆ߞߚේ࿃ߩ৻ߟߦ
ߥߞߡ޿ࠆ‫࠻ࠬ࠹ߟ৻߁߽ޕ‬ᒻᑼߏߣߩᐔဋὐߦᓇ㗀ࠍ෸߷ߒߚⷐ࿃ߣߒߡ 4 㖸▵એ਄ߩ⺆ᒵߩሽ࿷߇᜼ߍࠄࠇࠆ‫⇟৻ޕ‬ᢙ߇ᄙ߆ߞߚ Test-C ߩ 19 ୘ߦኻߒ৻⇟ዋߥ߆ߞߚߩߪ
Test-D ߩ 10 ୘ߢ޽ߞߚ‫ޕ‬
5. ⠨ኤ
 EFL ቇ⠌⠪ߦ߅޿ߡ㧘࠺ࠖࠢ࠹࡯࡚ࠪࡦᒻᑼߩ⺆ᒵ࠹ࠬ࠻ߢߪ㧘1)㜞࡟ࡌ࡞ߩ⺆ᒵߩࡅࠕ࡝ࡦࠣ㧘2)㔍ߒ޿ࠬࡍ࡝ࡦࠣ㧘3)ⶄᢙᒻߩಣℂ㧘4)㐳޿㖸▵ᢙߩ⺆ᒵߩࡅࠕ࡝ࡦࠣ߇࿎
㔍ߢ޽ࠆߎߣ߇᣿ࠄ߆ߦߐࠇߚ‫ߦߊߣޕ‬㧘ⶄᢙᒻߩ࿎㔍ᕈߪ㧘EFL ቇ⠌⠪߇࠺ࠖࠢ࠹࡯ࠪ
࡚ࡦߦ߅޿ߡᢥ⣂⊛࡮ᢥᴺ⊛ಣℂࠍⴕࠊߕ㧘න⺆ࠍㅙ⺆⊛ߦಣℂߒߡ޿ࠆߎߣࠍ␜ໂߒߡ
޿ࠆ‫ޕ‬

−53−

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OP-068 ᦬ 8 ᣣ (15:00-15:30) / 132 ᢎቶ࠰࡯ࠪࡖ࡞ࡔ࠺ࠖࠕࠍᵴ↪ߒߚ⧷⺆ቇ⠌⠪ߩ⥄Ꮖ⺞ᢛቇ⠌ⅣႺߩ᭴▽㑐ญ ᐘઍ㧔ᢥᢎᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦࠰࡯ࠪࡖ࡞ࡔ࠺ࠖࠕ㧘࠰࡯ࠪࡖ࡞࡜࡯࠾ࡦࠣ㧘ࡕࡃࠗ࡞࡜࡯࠾ࡦࠣ㧘ቇ⠌ⅣႺ࠺ࠩࠗࡦ㧘⥄Ꮖ⺞ᢛቇ⠌
1. ߪߓ߼ߦ
ቇㇱ↢߇␠ળ߆ࠄ᳞߼ࠄࠇࠆ‫ߩޢ⺆⧷ࠆ߃૶ޡ‬⠌ᓧࠍน⢻ߦߔࠆߚ߼ߦᔅⷐߥቇ⠌ᤨ㑆ߩ⏕଻ߪ‫ޔ‬ᄢቇ⧷⺆ᢎ⢒ࠞ࡝ࠠࡘ࡜ࡓߩ⺖㗴ߢ߽޽ࠆ‫ޕ‬ኾ㐷⑼⋡ߣߩ౗ߨว޿߆ࠄߘߩࠞ࡝ࠠࡘ࡜ࡓౝߩᤨ㑆Ⴧߪኈᤃߢߪߥ޿߇‫⸃ߩߘޔ‬᳿╷ߩ৻ߟߣߒߡ‫ޔ‬ᢎቶᄖߢߩቇ⠌ⅣႺᡰេⅣႺࠍ᭴▽ߔࠆᔅⷐ߇޽ࠆ‫ᧄޕ‬ታ〣ႎ๔ߢߪ‫ࠍࠕࠖ࠺ࡔ࡞ࡖࠪ࡯࠰ޔ‬ᵴ↪ߒߚ࠰࡯ࠪࡖ࡞࡜࡯࠾ࡦࠣࠍቇ⠌ࠣ࡞࡯ࡊߦଦߒ‫ࡔ࡞ࡖࠪ࡯࠰ޔ‬࠺ࠖࠕ߇ߤߩࠃ߁ߦቇ⠌ࠦࡒࡘ࠾࠹ࠖߩ⊒ዷࠍᡰេߒ‫⺆⧷ޔ‬ቇ⠌⠪ߩ⥄Ꮖ⺞ᢛቇ⠌ⅣႺ᭴▽ࠍࠨࡐ࡯࠻
ߔࠆ߆ࠍᬌ⸽ߔࠆ‫ޕ‬
2. ⢛᥊
ੱ‫ߦ౒ߦ߁ࠃߩߤ߇ޘ‬ቇ߱ߩ߆໧߁ߎߣࠍቯ⟵ߒߚ␠ળ᭴ᚑਥ⟵ߪ‫ࠣࡦ࠾࡯࡜࡞ࡖࠪ࡯࠰ޔ‬ℂ⺰ߩၮ␆ߣߥࠅ‫ߩࠣࡦ࠾࡯࡜࡞ࡖࠪ࡯࠰ߡߒߘޔ‬႐ߪ‫⊒ߩࠕࠖ࠺ࡔ࡞ࡖࠪ࡯࠰ޔ‬ዷߦࠃࠅࡈࠜ࡯ࡑ࡞࡜࡯࠾ࡦ
ࠣᄖߦ᜛ᄢߐࠇߚ‫ޕ‬Facebook࡮Twitter ࠍߪߓ߼ߣߔࠆ࠰࡯ࠪࡖ࡞ࡔ࠺ࠖࠕߩ೑↪ߩᐢ߇ࠅ߿ࠬࡑ࡯࠻ࡈࠜࡦ࡮iPad ߩ᥉෸ߦࠃߞߡ‫߇߽⺕ߪࠕࠖ࠺ࡔ࡞ࡖࠪ࡯࠰ޔ‬ෳടߢ߈ࠆ᜛ᒛᕈߩ޽ࠆᖱႎ⊒ାᛛⴚ(ICT)ࠍ↪޿ߡ‫ޔ‬୘ੱ㑆ߩߟߥ߇ࠅߛߌߢߥߊ‫␠ޔ‬ળ⊛ࠗࡦ࠲࡜࡚ࠢࠪࡦࠍㅢߓߡࠦࡒࡘ࠾࠹ࠖߩ᭴▽ࠍଦߔߣ⠨߃ࠄࠇ‫ߩߘޔ‬ᢎ⢒೑↪߳ߩ㑐ᔃ߽㜞޿‫ ߥ߁ࠃߩߎޕ‬ICT ߩ⊒ዷߣߣ߽ߦࠃࠅࠃ޿⸒⺆ᢎ⢒ࠞ࡝ࠠࡘ࡜ࡓ࡮ቇ⠌ⅣႺ࠺ࠩࠗࡦߩ㐿⊒ࠍ⷗ᝪ߃‫ޔ‬e-learning ߩዉ౉‫ޔ‬CALL ቶߩ⸳⟎‫࡯ࠫࡠࡁࠢ࠹࠻࠶࡟ࡉ࠲ޔ‬ߩ೑↪ࠍ฽߼ߚ᭽‫⛔ߩߣ࡯ࠫࡠࡁࠢ࠹ߥޘ‬ว߇ᄢቇ⧷⺆ᢎ⢒ߦ߅޿ߡ߽ㅴ߼ࠄࠇߡ޿ࠆ߇‫⛔ߩߘޔ‬วߪ૗ࠃࠅ߽ᢎ⢒ቇ⊛㊀ⷐᕈߦၮߠ߈ㅴ߼ࠆᔅⷐ߇޽ࠆ‫ޕ‬
Gruba & Hinkelman (2012) ߪ⸒⺆ᢎ⢒ࠞ࡝ࠠࡘ࡜ࡓ
߳ߩ࠹ࠢࡁࠫ࡯ߩ⛔วߦ㑐ߒߡ‫ޠ⊛⋡ޟߩߘޔ‬‫ޟ‬ᅷᒰᕈ‫ޠ‬‫ޟ‬ㆡᔕᕈ‫ޠ‬‫ޟ‬ᜬ⛯ᕈ‫ ߩޠ‬4 ߟߩ㗄⋡ࠍ‫⛔ޔ‬วߦ޽ߚࠅᬌ⸛ߔߴ߈ὐߣߒߡ਄ߍߡ޿ࠆ‫੹ޕ‬࿁ߩ࠰࡯ࠪࡖ࡞ࡔ࠺ࠖࠕߩᵴ↪ߪߘߩℂ⺰ߦၮߠ߈ዉ౉ߒߚ‫ޕ‬߹ߚ‫ޔ‬Chambers,& Bax (2006)߇ਥᒛߔࠆࠃ߁ߦ‫ߩ࡯ࠫࡠࡁࠢ࠹ޔ‬ᵴ↪߇‫ޔ‬CALL ቶߩਛߢⴕࠊࠇࠆࠃ߁
ߥ૗߆․೎ߥ߽ߩߢߪߥߊ‫ޔ‬ᣣᏱ⊛࡮ᣣᏱ⊛ߦ޽ࠆਛߢᵴ↪ߐࠇࠆࠃ߁‫ߩ࠻ࠢࠚࠫࡠࡊᧄޔ‬ቇ⠌ⅣႺࠍ⸳⟎ߒߚ‫ޕ‬3. ࡊࡠࠫࠚࠢ࠻ߩ᭎ⷐ
ᧄታ〣ႎ๔ߪ2011 ᐕ11 ᦬߆ࠄ2012 ᐕ5 ᦬߹ߢߩ6 ࠞ᦬㑆ታᣉߒߚ⧷⺆⥄ᓞቇ⠌ᡰេࡊࡠࠫࠚࠢ࠻ߢ‫ޔ‬ෳട⠪ߪ‫⥄⺆⧷ޔ‬ᓞቇ⠌ᡰេߩߚ߼ߦ iPad (Wi-Fi ࡕ࠺࡞)ࠍ⚂ 6 ࠞ᦬㑆‫ޔ‬ฦ⥄ 1 บ⾉ਈߐࠇ‫⺆⧷ޔ‬ቇ⠌ߦᵴ↪ߔࠆࠃ߁ଦߐࠇߚ‫ߩ࠻ࠢࠚࠫࡠࡊޕ‬ෳട⠪✚ᢙߪቇ↢ 2 ᐕ↢߆ࠄ 4 ᐕ↢ߩ↵ᅚ 20 ੱߢ‫ోޔ‬ຬ⥄ਥ⊛ߦෳടࠍᏗᦸߒߚ⧷⺆ኾ᡹ߢߥ޿ቇㇱ↢ߢ޽ߞߚ‫ᦼ࠻ࠢࠚࠫࡠࡊޕ‬㑆ਛߩෳട⠪ߩ࠰࡯ࠪࡖ࡞ࡔ࠺
ࠖࠕߩᵴ↪ࠍᬌ⸽ߒ‫ޔ‬ቇ⠌ᵴേ‫ޔ‬ቇ⠌ലᨐߦߤߩࠃ߁ߥᓇ㗀ࠍਈ߃ߚ߆ࠍႎ๔ߔࠆ‫ޕ‬−54−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

3.1 ᵴേౝኈ
ᱜⷙࠢ࡜ࠬጁୃߣ޿߁ࠬ࠲ࠗ࡞ߢߪߥߊ‫ޔ‬୘ੱߢ⧷⺆ቇ⠌ࠍㅴ߼ࠆߣ޿߁ᒻߢ‫․ޔ‬೎ߥ⺖㗴࡮ᤨ㑆ߩ೙⚂╬ߪߥߊ‫ޔ‬ฦ⥄ቇ⠌ࠍ⸳⸘ߒᵴേࠍⴕߞߚ‫ޕ‬iPad ೑↪ᣇᴺߦ㑐ߒߡߪೋᦼ⸳ቯ‫ޔ‬iTunes ࠕࠞ࠙ࡦ࠻
⸳ቯ‫ߩ࡝ࡊࠕޔ‬ᬌ⚝ᣇᴺ╬ߦ㑐ߔࠆዋੱᢙࠝ࡝ࠛࡦ࠹࡯࡚ࠪࡦࠍታᣉߒ‫ੱޔ‬᳇ߩ޽ࠆࠕࡊ࡝ߩ⚫੺߿ၮᧄ⊛ߥ iPad ߩ૶↪ᣇᴺ࡮ቇ⠌೑↪ᣇᴺࠍ⺑᣿ߒߚ‫ޕ‬ฦ⥄ߩቇ⠌ᵴേߪ‫ޔ‬Twitter ߆ࠄ࡝ࠕ࡞࠲ࠗࡓߢ ‫ߟޟ‬߱߿ߊ‫⸥ߢߣߎޠ‬㍳ߐߖࠆߎߣࠍ⺖ߒ‫ޔ‬ෳട⠪ోຬ߇”follow”ߒ޽߁ߎߣߢ‫ࠣࡦ࠾࡯࡜࡞ࡖࠪ࡯࠰ޔ‬ᵴേߩၮ⋚ࠍ⸳⟎ߒߚ‫ޕ‬ኻᄖะ߈ߩ⊒ାဳߩ ࠰࡯ࠪࡖ࡞ࡔ࠺ࠖࠕࠍෳട⠪㑆ߢߩ੤ᵹߩ႐ߣߔࠆߛߌߢߥߊ‫ޔ‬ෳട⠪ᧄੱ߇‫ޔߟ޿ޟ‬૗ࠍ‫ޔ‬ቇ⠌ߒ‫ߦ߁߰ߥࠎߤޔ‬⠨߃ߡ޿ߚ߆‫⸥ࠍޠ‬㍳ߔࠆ‫ޔ‬‫⥄ޟ‬ಽߩቇ⠌ᵴേࠍᝄࠅ
㄰ࠆ࠷࡯࡞‫⥄ޔߡߒߣޠ‬Ꮖ▤ℂߦࠃࠅㅴ߼ࠆ⥄Ꮖ⺞ᢛቇ⠌ߦᵴ↪ߒߚ‫ޕ‬

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ᬌ⸽ᣇᴺ
ෳട⠪ߩቇ⠌ᵴേ࡮ቇ⠌ലᨐߩᬌ⸽ߪ ALC ࡀ࠶࠻ࠕࠞ࠺ࡒ࡯2㧦TOEIC (R)࠹ࠬ࠻Ṷ⠌ 2000 ࠦ࡯ࠬࠍpretest-posttest ߣߒߡ೑↪ߒߚ‫ޔߚ߹ޕ‬ቇ⠌ᗧ᰼࡮ቇ⠌⠌ᘠߩะ਄ߪࠝࡦ࡜ࠗࡦࠕࡦࠤ࡯࠻ߣ୘೎ࠗࡦ࠲
ࡆࡘ࡯ߩ⚿ᨐ߆ࠄᬌ⸽ߒߚ‫ޕ‬ቇ⠌ᵴേߪቇ⠌⠪ߩ tweets ߩ⸥㍳ࠍ Nvivo9 ߢ⾰⊛࠺࡯࠲ࠍᬌ⸽ߒ‫࡯࠰ޔ‬ࠪࡖ࡞ࡔ࠺ࠖࠕ߇ߤߩࠃ߁ߦ⥄Ꮖ⺞ᢛቇ⠌ⅣႺߩ᭴▽ࠍࠨࡐ࡯࠻ߒߚ߆ࠍᬌ⸽ߒߚ‫ޕ‬
5. ⚿ᨐಽᨆߩ⚿ᨐ㧘⠌ᾫᐲ߇ะ਄ߒߚቇ⠌⠪ߩ․ᓽߪ‫࡯࠲࠶ࠗ࠷ޔ‬਄ߢ‫⥄ࠍߣߎޠߊ߿߱ߟޟ‬Ꮖߩቇ⠌⸥㍳
ߣߒߡ↪޿‫ޔ‬Ⓧᭂ⊛ߦᛩⓂߒ‫ޔ‬ቇ⠌㗫ᐲࠍࡕ࠾࠲࡯ߒ‫ߥ⊛⛯⛮ޔ‬ቇ⠌ࠍㅴ߼ࠄࠇࠆࠃ߁ߦߥߞߚቇ↢ߢ޽ࠆ‫ߩઁޔߚ߹ޕ‬ෳട⠪ߩ‫ࠍޠ߈߿߱ߟޟ‬ෳᾖߔࠆߎߣߦࠃࠅ⥄ࠄߩቇ⠌ࠍ㥏⥰ߒ‫ޔ‬ቇ⠌ᗧ᰼ߩ⛽ᜬߦᵴ↪ߒߡ޿ߚߎߣ߽ࠊ߆ߞߚ‫ޕ‬ቇ⠌ࠕࡊ࡝ߩឭ᩺࡮౒᦭‫ޔ‬ቇ⠌ᣇᴺߦߟ޿ߡ⋧⺣ߒ޽߁ߎߣߢࠦࡒࡘ࠾
࠹ࠖߩ᭴▽߇ଦߐࠇ‫ޔ‬iPad ਄ߢቇ⠌ߒ‫߁޿ߣߊ߿߱ߟޔ‬ቇ⠌⠌ᘠߩࠨࠗࠢ࡞߇⏕┙ߒ‫ޔ‬ᄙߊߩቇ⠌⠪ߩ⠌ᾫᐲࠕ࠶ࡊߦߟߥ߇ࠆ⚿ᨐߣߥߞߚ‫੹ޕ‬ᓟߪߎߩ࠺࡯࠲ࠍ࠰࡯ࠪࡖ࡞ࡔ࠺ࠖࠕߩᢎ⢒೑↪ߩߚ߼ߦ⎇ⓥႎ๔ߣߒߡ߹ߣ߼ߚ޿‫ޕ‬ෳ⠨ᢥ₂
Chambers, A. & Bax, S. (2006). Making CALL work: Towards Normalization. System, 34(4), 465-479.
Gruba, P. & Hinkelman, D. (2012). Action research in blended classrooms (Chapter 5). In P. Gruba & D.
Hinkelman, Blending technologies in second language classrooms (pp. 70-97). Basingstoke, UK: Palgrave
Mcmillan.

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OP-078 ᦬ 8 ᣣ (15:35-16:05) / 132 ᢎቶࡕࡃࠗ࡞࠺ࡃࠗࠬߢࠬࡇ࡯ࠠࡦࠣᵴേࠍ⸥㍳෸߮⥄Ꮖ࡮⋧੕⹏ଔࠍน⢻ߦߔࠆ LMS ࡕࠫࡘ࡯࡞ߩ㐿⊒ߣߘߩᵴ↪
ᾢ੗ ାᒄ㧔ቇ⠌㒮ᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 Mobile Devices, Moodle, Shadowing, Speaking, Evaluation
1. ߪߓ߼ߦ
ߎࠇ߹ߢߩߣߎࠈ‫ޔ‬ᢎቶౝߢࠪࡖ࠼࡯ࠗࡦࠣߩ✵⠌߿ࠬࡇ࡯࠴‫⴫⊒ߩߤߥࡦ࡚ࠪ࡯࠹ࡦ࠯࡟ࡊޔ‬ᵴേ߇એ೨ߦ߽Ⴧߒߡⴕࠊࠇߡ߈ߡߪ޿ࠆ߇‫ޔ‬ᄙߊߩ႐ว‫ߚߒ߁ߘޔ‬ᵴേߪߘߩ႐ߢ৻ቯߩ⹏ଔᵴേ߇޽ߞ
ߚߣߒߡ߽‫ޔ‬㍳㖸߿㍳↹ߦࠃߞߡߎࠇࠍ࠺࡯࠲ߣߒߡ⸥㍳ߒ‫ࠍࠇߘޔ‬ᓟߢࡈࠖ࡯࠼ࡃ࠶ࠢ߿⹏ଔᵴേ╬ߦᵴ↪ߔࠆߎߣ߇޽߹ࠅⴕࠊࠇߡߎߥ߆ߞߚࠃ߁ߦᕁࠊࠇࠆ‫ߪࠇߎޕ‬ቇ⠌⠪߇ⴕߞߚᵴേࠍߔߋᓟߢቴ
ⷰ⊛ߦ⷗ߚࠅ⡞޿ߚࠅߢ߈ࠆࠃ߁ߦ‫ޔߚ߹ޔ‬ᢎᏧ߇ߘࠇߙࠇߩᵴേౝኈߦߟ޿ߡㆡಾߥࡈࠖ࡯࠼ࡃ࠶ࠢ
ࠍᓟߦਈ߃ࠆߎߣ߇ߢ߈ࠆࠃ߁ߦ‫ޔ‬‫ޟ‬ᚻシߦ‫ޠ‬ᵴേࠍ⸥㍳ߒߘࠇࠍⷞ⡬ߔࠆᘒ൓߇චಽߦ↪ᗧߐࠇߡ޿ߥ
߆ߞߚߚ߼ߢ޽ࠆߣᕁࠊࠇࠆ‫ߩ࠻࠶ࡊ࠻࠙ࠕߚߒ߁ߎߢߎߘޕ‬ᵴേߩ⸥㍳ࠍ iPhone ߥߤߩࡕࡃࠗ࡞࠺ࡃ
ࠗࠬߢᚻシߦⴕ޿‫ߦ࡯ࡃ࡯ࠨࠍࠇߘޔ‬ォㅍߒ৻ⷩ⴫␜ߔࠆߎߣߢ‫ࠬࠗࡃ࠺࡞ࠗࡃࡕޔ‬਄ߢ߽ PC ਄ߢ߽⸥㍳ߒߚᵴേࠍⷞ⡬ߒߚࠅ⥄Ꮖ⹏ଔ࡮⋧੕⹏ଔߒߚࠅߢ߈ࠆ LMS (Moodle)↪ࡕࠫࡘ࡯࡞ࠍ㐿⊒ߒߚ‫ᧄޕ‬⊒⴫ߢߪߘߩࡕࠫࡘ࡯࡞ߣߎࠇࠍᵴ↪ߒߚታ〣ߦߟ޿ߡ⚫੺ߔࠆ‫ޕ‬
2. ࡕࡃࠗ࡞࠺ࡃࠗࠬะߌࠪࡖ࠼࡯ࠗࡦࠣ✵⠌↪ࡕࠫࡘ࡯࡞ (VoiceShadow) ߩ㐿⊒ߎࠇ߹ߢቇ⠌▤ℂࠪࠬ࠹ࡓߩ Moodle ਄ߢ㖸ჿߩౣ↢෸߮㍳㖸߇น⢻ߣߥࠆࡕࠫࡘ࡯࡞(VoiceShadow෸߮ VoiceBoard)ࠍ㐿⊒ߒ‫ ࠍࠇߘޔ‬PC ਄ߢࠪࡖ࠼࡯ࠗࡦࠣ✵⠌߿㖸ჿឝ␜᧼ߣߒߡᵴ↪ߒߡ߈ߚ‫ߦ․ޕ‬ࠪࡖ࠼࡯ࠗࡦࠣ↪ߩࡕࠫࡘ࡯࡞ߢ޽ࠆ VoiceShadow ࠍ CALL ᢎቶߢߩ᝼ᬺߢ 1 ᐕ㑆૶↪ߒߚ⚿ᨐ‫ࠬ࡝ޔ‬࠾ࡦࠣജߣ⧷⺆ജߦ߅޿ߡ᦭ᗧߥિ߮߇⹺߼ࠄࠇߚ‫ޕ‬ߘߎߢߎ߁ߒߚᵴേࠍᢎቶౝߩ PC ਄ߛߌߢߥߊ‫ޔ‬ࡕࡃࠗ࡞࠺ࡃࠗࠬ਄ߢ߽㖸ჿߩ㍳㖸ౣ↢߇ⴕ߃ࠆࡕࠫࡘ࡯࡞ࠍ㐿⊒ߒߚ‫࠻࠶ࡀ࡯࠲ࡦࠗߡߞࠃߦࠇߎޕ‬߇ߟߥ߇ߞߡ޿ࠇ߫‫✵ߩࠣࡦࠗ࡯࠼ࡖ߽ࠪߢࠄ߆ߎߤ߽ߢߟ޿ޔ‬⠌߿⥄Ꮖ⹏ଔ෸߮⋧੕⹏ଔࠍ฽߻㖸ჿౣ↢Ყセ✵⠌߇น⢻ߣߥߞߚ‫ޕ‬                         −56−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

3. ࡕࡃࠗ࡞࠺ࡃࠗࠬะߌࠬࡇ࡯ࠠࡦࠣᵴേ⸥㍳߅ࠃ߮⹏ଔ↪ࡕࠫࡘ࡯࡞ (VideoBoard) ߩ㐿⊒ࠬࡇ࡯࠴߿ࡊ࡟࠯ࡦ࠹࡯࡚ࠪࡦߥߤߩ᭽ሶࠍ‫ޔ‬ᢎຬ߿ቇ⠌⠪ห჻߇ࡕࡃࠗ࡞࠺ࡃࠗࠬߢ㍳↹ߒ‫ࠇߘޔ‬ࠍ Moodle ࠨ࡯ࡃ࡯ߩ᝼ᬺࡍ࡯ࠫߦ⋥ធࠕ࠶ࡊࡠ࡯࠼ߔࠆߎߣߦࠃߞߡ‫ޔ‬㍳↹ߒߚേ↹ࡈࠔࠗ࡞ࠍ PC ਄߿ࡕࡃࠗ࡞࠺ࡃࠗࠬ਄ߢ౏㐿࡮㑛ⷩߢ߈ࠆࠃ߁ߦߥߞߚ‫ ߩߎޕ‬VideoBoard ࡕࠫࡘ࡯࡞ߦࠃࠅ‫ޔ‬᠟ᓇߒߚേ↹߇ YouTube ߥߤߩࠃ߁ߥ౏㐿േ↹ࠨࠗ࠻ߢߪߥߊ‫ޔ‬Moodle ࠦ࡯ࠬౝߩࡊ࡜ࠗࡌ࡯࠻ߥⓨ㑆ߢߩߺ౏㐿ߔࠆߎߣ߇ߢ߈‫ޔ‬᝼ᬺߢⴕߞߚࠬࡇ࡯ࠠࡦࠣᵴേࠍߔߋߦᚻ߽ߣߩࡕࡃࠗ࡞࠺ࡃࠗࠬ߿ PC ߢ⷗ࠆߎߣߦࠃߞߡ‫⥄ޔ‬Ꮖ⹏ଔ߿⋧੕⹏ଔ߇น⢻ߣߥࠅ‫ࠅࠃޔ‬ቴⷰ⊛ߥⷞὐ߆ࠄߘ߁ߒߚᵴേࠍ⹏ଔߔࠆߎߣ߇
ߢ߈ࠆࠃ߁ߦߥߞߚ‫ޕ‬

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4. ⚿ᨐ
VoiceShadow ࡕࠫࡘ࡯࡞ࠍ೑↪ߒߚࠪࡖ࠼࡯ࠗࡦࠣߩ᝼ᬺߢߪ‫ޔ‬೨ㅀߩࠃ߁ߦ⧷⺆ജ߅ࠃ߮࡝ࠬ࠾ࡦ
ࠣജߦ߅޿ߡ᦭ᗧߥિ߮߇⷗ࠄࠇߚ‫ޕ‬VideoBoard ߦߟ޿ߡߪ⃻࿷᝼ᬺߢ೑↪ߒߥ߇ࠄ࠺࡯࠲ࠍ෼㓸ਛߢ޽ࠆ‫ࠄࠇߎޔ߅ߥޕ‬㧞ߟߩࡕࠫࡘ࡯࡞ߦߟ޿ߡߪ Moodle 1.9.x ↪ߣߒߡ㐿⊒ߐࠇ೑↪ߐࠇߡ޿ࠆ߇‫ޔ‬
Moodle 2.x ߢ߽೑↪ߢ߈ࠆࠃ߁ߦ㐿⊒߇⛯ߌࠄࠇߡ޿ࠆ‫⃻ޔߚ߹ޕ‬࿷ߩߣߎࠈࡕࡃࠗ࡞࠺ࡃࠗࠬߦߟ޿
ߡߪ iOS ࠺ࡃࠗࠬߩߺߩኻᔕߣߥߞߡ޿ࠆ߇‫ޔ‬android ┵ᧃߢ߽೑↪น⢻ߣߥࠆࠃ߁ߦ‫߽ࠄߜߎޔ‬㐿⊒߇ㅴ߼ࠄࠇߡ޿ࠆ‫ޕ‬ෳ⠨ᢥ₂
Kumai, N., & Urick, S. (2012). Shadowing Starter. Macmillan LanguageHouse.
ᾢ੗ାᒄ & Daniels, P. (2010). LMS㧔Moodle㧕ߦ߅ߌࠆ㖸ჿ㍳㖸࡮ౣ↢ࡕࠫࡘ࡯࡞ߩ㐿⊒߅ࠃ߮ߘߩࠪࡖ
࠼࡯ࠗࡦࠣ✵⠌߳ߩᔕ↪ ‫ޡ‬ቇ⠌㒮ᄢቇ⸘▚ᯏ࠮ࡦ࠲࡯ᐕႎ‫ޢ‬31, 100-108.
ᾢ੗ାᒄ࡮ᄢ㊁⚐ሶ (2010). ࠪࡖ࠼࡯ࠗࡦࠣ✵⠌෸߮ߘߩ⋧੕⹏ଔࠍน⢻ߣߔࠆࠝࡦ࡜ࠗࡦࠪࠬ࠹ࡓߩ
᭴▽ߣㆇ↪‫࡮⺆⸒ޡ‬ᢥൻ࡮␠ળ‫ ╙ ޢ‬8 ภ.
iPhone, iPodTouch ߹ߚߪ iPad ߦࠗࡦࠬ࠻࡯࡞ߔࠆᔅⷐ߇޽ࠆࠕࡊ࡝ࠤ࡯࡚ࠪࡦ㧦VoiceShadow App ߅ࠃ߮ VideoBoard App ߪ iTunes App Store ߆ࠄ࠳࠙ࡦࡠ࡯࠼น⢻㧔ήᢱ㧕
‫ޕ‬

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OP-088 ᦬ 8 ᣣ (13:00-13:30) / 133 ᢎቶ

CALL ቇ⠌⠪ߦᓇ㗀ࠍ෸߷ߔⷐ࿃ߩ․ቯߦะߌߡ㧦
CALL ቇ⠌⠪ߩࠦࡦࡇࡘ࡯࠲ࠬࠠ࡞෸߮⧷⺆ജߦ㑐ߔࠆ⾰໧⚕㐿⊒ጤ↰ ⡛ሶ㧔ㅊᚻ㐷ቇ㒮ᄢቇ 㕖Ᏹൕ⻠Ꮷ㧕ේ↰ ┨㧔ㅊᚻ㐷ቇ㒮ᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 CALL ⧷⺆ቇ⠌㧘ࠦࡦࡇࡘ࡯࠲࡝࠹࡜ࠪ࡯㧘⾰໧⚕⺞ᩏ㧘ត⚝⊛࿃ሶಽᨆ㧘ࡒ࠶ࠢࠬᴺ
1. ߪߓ߼ߦCALL ߪ‫ߩߘޔ‬ᢎ⢒ᯏེߩ᦭⢻ᕈ߇ᢎ᧚ߩ㐿⊒ߣߣ߽ߦ‫ߥ߹ߑ߹ߐޔ‬ታ〣ႎ๔ࠍㅢߒߡታ⸽㧔㜞ᯅ‫ޔ‬㋈ᧁ‫ ⬄┻ޔ‬2003 ߥߤ㧕ߐࠇߡ߈ߚ‫ޕ‬ߒ߆ߒ‫ޔ‬CALL ࠪࠬ࠹ࡓߩਁ⢻␹⹤‫৻ޟ‬૕ߘߎߢ‫ߢࠇߘޔ‬૗ࠍߔߴ߈߆‫߁޿ߣޠ‬ᯏ⢻ࠍᦨᄢ㒢ߦ⊒ើߔࠆߚ߼ߩᡰេ‫ߩࠕࠚ࠙࠻ࡈ࠰ޔ‬㐿⊒‫᧚ੱޔ‬ᢎ⢒‫ޔ‬ᢎ᝼ᴺ‫ޔ‬CALL ฃ⻠⠪ߩࠦࡦࡇࡘ࡯࠲࡝࠹࡜ࠪ࡯⢻ജ╬߹ߛ߹ߛᬌ⸛ߒߥߌࠇ߫ߥࠄߥ޿⺖㗴߇޽ࠆ‫ޔߚ߹ޕ‬LL ᢎቶߩᡷୃ߇ CALL ᢎቶዉ౉ਥ࿃ߣߥࠆ
ࠃ߁ߥᢎ⢒ᣉ⸳ߢߪ‫ޔ‬CALL ࠪࠬ࠹ࡓߩലᨐ⊛ᵴ↪ߪ CALL ࠪࠬ࠹ࡓߩ೑↪⠪ߢ޽ࠆᢎຬ߹߆ߖߣߥߞ
ߡ޿ࠆ႐ว߽޽ࠆ‫ߚߞ޿߁ߘޕ‬႐ว‫ޔ‬CALL ᠲ૞ߩࠊߕࠄࠊߒߐ߆ࠄ CALL ࠪࠬ࠹ࡓዉ౉೨ߩኻ㕙᝼ᬺߦᚯߞߚࠅ‫ޔ‬LL ᯏ⢻ߩߺߩ೑↪ߢ CALL ߩ೑ὐࠍ↢߆ߒ߈ࠇߕߦ޿ߚࠅߒߡ޿ࠆ㧔ጤ↰, 2009, 2012㧕‫ޕ‬ߘߎߢ‫⎇ᧄޔ‬ⓥߢߪ‫ޔ‬CALL ฃ⻠⠪ߩ⧷⺆ജિᒛᐲߩᏅ⇣ߣߥࠆਥⷐ࿃ࠍ․ቯߔࠆ⾰໧⚕ߩ㐿⊒ߦะߌ‫ޔ‬CALL ฃ⻠⠪ࠍኻ⽎ߦࠕࡦࠤ࡯࠻⺞ᩏࠍታᣉߒ‫⚿ߩߘޔ‬ᨐࠍ߽ߣߦౝኈߏߣߦ CALL ᝼ᬺߦᓇ㗀ࠍ෸߷ߔ᭴ᚑਥⷐ࿃ࠍ․ቯߔࠆߚ߼ߦ⾰໧㗄⋡ߩត⚝⊛࿃ሶಽᨆࠍⴕ޿‫⊛⋡ޔ‬ᄌᢙ㧔ᓥዻᄌᢙ㧕ࠍวᚑߒߚ‫ߩߘޕ‬㓙‫ޔ‬㗄⋡ߩㆬᛯߦߪ SEFA(Kano, Y., & Harada, A., 2000)ߩᣇᴺࠍ↪޿ߚ‫ߚ߹ޕ‬ෳട⠪ࠍ 2 ⟲ߦಽߌࠆ㓙‫ޔ‬ቴⷰ⊛ᜰᮡߛߌߢߥߊਥⷰ⊛ᜰᮡࠍ↪޿ߡ⧷⺆⢻ജߩ᷹ቯࠍⴕߞߚ‫ޕ‬
2. ᚻ㗅
2.1 ෳട⠪ෳട⠪ߪ㧘ᄢ㒋ᐭ⨙ᧁᏒߩᄢቇ↢ 111 ฬߢ޽ߞߚ‫ ߜ߁ޕ‬1 ᐕ↢ߪ 71 ฬ‫ޔ‬2 ᐕ↢એ਄߇ 40 ฬߢ‫ޔ‬ᓐࠄߩ⧷⺆⢻ജߦࠃࠅ㧘ૐ⟲ߣ᥉ㅢ⟲ߦಽഀߒߡ⺞ᩏࠍⴕߞߚ‫ޕ‬1 ᐕ↢ߪㅢᏱ⧷⺆ࠢ࡜ࠬฃ⻠ߒߚቇ↢ߢ‫ޔ‬2ᐕ↢એ਄ߩቇ↢ߪౣጁୃࠢ࡜ࠬࠍฃ⻠ߒߚቇ↢ߢ޽ࠆ‫੹ޕ‬࿁ߪߎߩ⺞ᩏෳട⠪ߩਛߢ‫ޔ‬1 ᐕ↢ߩ᦭ല⠪ᢙ 51 ฬ㧔᥉ㅢ⟲ 31 ฬ‫ޔ‬ૐ⟲ 20 ฬ㧕ࠍಽᨆߒߚ‫ޕ‬
2.2 ᚻ㗅
⎇ⓥߩᣇᴺ ߹ߕ‫ޔ‬ෳട⠪ߩ⧷⺆⢻ജࠍ⴫ߔᜰᮡߣߒߡ‫ޔ‬᝼ᬺ㐿ᆎ೨ߦᢥᴺ⺆ᒵ࡝࡯࠺ࠖࡦࠣ߆ࠄߥࠆࡊ࡟࡯ࠬࡔ
ࡦ࠻࠹ࠬ࠻ࠍⴕߞߚ‫৻ޕ‬ᐕ㑆 CALL ࠍฃ⻠ߒߚᓟ‫ޔ‬หߓౝኈߩࡊ࡟࡯ࠬࡔࡦ࠻࠹ࠬ࠻ࠍౣᐲታᣉߒቴⷰ
⊛ߥᜰᮡߣߒߡቇ↢ߩ⧷⺆ജߩિ㐳ࠍ᷹ߞߚ‫ߩߘߚ߹ޕ‬㓙‫⸥ޔ‬ㅀᑼࡄࡈࠜ࡯ࡑࡦࠬ࠹ࠬ࠻߽ታᣉߒⶄᢙ
ߩ⧷⺆ᢎ⢒ᓥ੐⠪ߦ 5 Ბ㓏⹏ଔߦࠃࠆਥⷰ⊛⹏ଔࠍߒߡ߽ࠄߞߚ‫ޕ‬PC ࠬࠠ࡞ߦኻߔࠆ⥄Ꮖ⹏ଔ㧘᝼ᬺౝ
ኈߩℂ⸃ᐲ㧘CALL ᢎቶߢߩ᝼ᬺߦኻߔࠆ⹏ଔߥߤߦߟ޿ߡ⾰໧⚕ߦࠃࠆ⺞ᩏࠍⴕߞߚ‫ޕ‬ฦౝኈߦߟ޿
ߡ 10㨪20 㗄⋡⒟ᐲߩਅ૏㗄⋡ࠍ↪ᗧߒߚ‫ޕ‬ฦ㗄⋡ߪ 6 ઙᴺߩ࡝࠶ࠞ࡯࠻ዤᐲߢ޽ߞߚ‫⾰ޕ‬໧⚕⺞ᩏߩ⚿ᨐߦߟ޿ߡ‫⥄ޔ‬Ꮖ⹏ଔ߿ℂ⸃ᐲߩ㗄⋡ߪត⚝⊛࿃ሶಽᨆࠍⴕߞߚ‫ߩߘޕ‬㓙‫ޔ‬㗄⋡㑆ߩ⋧㑐᭴ㅧߦߟ޿ߡ‫ޔ‬࿃ሶಽᨆࡕ࠺࡞ߩㆡวߣ⸃㉼ᕈࠍ⠨ᘦߒߟߟ㗄⋡ߩㆬᛯࠍⴕߞߚ‫ޕ‬−58−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

2.2.1 ಽᨆ⚿ᨐ
 ⴫ 1ฦวᚑᄌᢙߩ⋧㑐ⴕ೉᝼ᬺℂ⸃ᐲ ᝼ᬺ⹏ଔᓧὐ

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.345

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.147

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.222

.192

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.222

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.362**

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CALL⹏ଔ

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1*.⋧㑐ଥᢙߪ 5%᳓Ḱߢ᦭ᗧ ਔ஥ **. ⋧㑐ଥᢙߪ 1% ᳓Ḱߢ᦭ᗧ ਔ஥ 



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3. ⚿ᨐ
⾰໧⚕⺞ᩏ⚿ᨐ߆ࠄ‫⥄ޔ‬Ꮖ⹏ଔᓧὐ߿ℂ⸃ᐲᓧὐ‫ޔ‬CALL ⹏ଔᓧὐߣ޿ߞߚวᚑᓧὐࠍ૞ᚑߒߚ‫߹ޕ‬ߚࠦࡦࡇࡘ࡯࠲ࠬࠠ࡞ߦ㑐ߔࠆ⺞ᩏߢߪ‫ޔ‬ේ↰ࠄ(2007) ߩၮᧄᠲ૞‫࡞ࠗࠔࡈޔ‬ᠲ૞‫ޔ‬ਛ⚖ᠲ૞ߣ޿ߞ
ߚวᚑᓧὐࠍ↪޿ߚ‫ޕ‬ಽᨆߩ⚿ᨐ㧘᝼ᬺℂ⸃ᐲ⥄Ꮖ⹏ଔ‫ޔ‬᝼ᬺ⹏ଔ‫ޔ‬CALL ⹏ଔ‫ޔ‬PC ၮ␆ᠲ૞⥄Ꮖ⹏ଔ‫ޔ‬ࡈࠔࠗ࡞ᠲ૞⥄Ꮖ⹏ଔ‫ޔ‬ਛ⚖ᠲ૞⥄Ꮖ⹏ଔߩ࿃ሶ߇․ቯߐࠇߚ‫ޕ‬᝼ᬺℂ⸃ᐲ⥄Ꮖ⹏ଔ‫ޔ‬᝼ᬺ⹏ଔߣ߽߅
੕޿ߩ⋧㑐ߦ᦭ᗧᕈ߇޽ࠅ‫ ߽ࠄߜߤޔ‬PC ၮ␆ᠲ૞⥄Ꮖ⹏ଔߣߩ⋧㑐ߢ᦭ᗧᕈ߇␜ໂߐࠇߚ‫৻ޕ‬ᣇ CALL
⹏ଔߣ PC ᠲ૞ߣߩ⋧㑐ߢߪ᦭ᗧᕈ߇␜ߐࠇߥ߆ߞߚ‫ߪࠇߎޕ‬㧘⌀㊁࡮ᄢ㗇⾐ (2005) ߢߩ⚿ᨐࠍᡰᜬߔ
ࠆ߽ߩߢ޽ࠅ㧘੹ᓟߩㅊ⸽߇ᓙߚࠇࠆ‫ޕ‬ෳ⠨ᢥ₂Kano, Y., & Harada, A., (2000). Stepwise variable selection in factor analysis. Psychometrika, 65, 7-22ጤ↰⡛ሶ(2009)ㅊᚻ㐷ቇ㒮ᄢቇߦ߅ߌࠆ CALL ᝼ᬺߩ⃻⁁ߣ੹ᓟߩዷᦸ㧚ㅊᚻ㐷ቇ㒮ᄢቇᢎ⢒⎇ⓥ
ᚲ♿ⷐ㧚82-90㧚ጤ↰⡛ሶ㧘ਛ᧦⾆ᄦ㧚(2012)㧚CALL ᢎ⢒ߩ਄ߦ߽ 3 ᐕ㧚Ყセᢥൻ⎇ⓥ㧘101㧘177-186㧚㜞ᯅ⑲ᄦ㧘㋈ᧁ⧷ᄦ㧘┻⬄ᐘ↢㧚(2003㧕
㧚CALL ᢎ᧚ߦࠃࠆ⥄Ꮖቇ⠌ߣ᝼ᬺᵴേࠍ᦭ലߐߖߚᄢቇ↢       ⧷⺆⡬⸃ജߩ㙃ᚑ㧚ᣣᧄᢎ⢒Ꮏቇ㔀⹹㧘27 (3)㧘305-314㧚ේ↰┨㧘⩲Ỉᜏ↢㧚(2007)㧚৻⥸ᖱႎᢎ⢒ߦ߅ߌࠆ⠌ᾫᐲ⥄Ꮖ⹏ଔߣࠦࡦࡇࡘ࡯࠲ਇ቟ߩᤨ♽೉⸃ᨆ㧚
ᐔᚑ 19 ᐕᐲᖱႎᢎ⢒⎇ⓥ㓸ળ⊒⴫⺰ᢥ㓸㧘595-597㧚
⌀㊁ජ૫ሶ㧘ᄢ㗇⾐⋥ሶ㧚(2005)㧚ᄢቇ↢ߩ CALL ߦኻߔࠆᘒᐲ࡮᝼ᬺ⹏ଔߦᓇ㗀ࠍ෸߷ߔ୘ੱᏅⷐ࿃㧚ᢥᢎᄢቇ࿖㓙ቇㇱ♿ⷐ㧘16 (1)㧚

−59−

OP-098 ᦬ 8 ᣣ (13:35-14:05) / 133 ᢎቶ

CALL ᝼ᬺౝᄖߢߩ⧷⺆ኾ᡹ቇ⠌⠪ߩቇ⠌௑ะ㧦ਥߣߒߡ
TOEIC ᒻᑼߩ Part 7 ߣ Part 5 ࠍᲧセߒߡධ ♿ሶ㧔ഃଔᅚሶ⍴ᦼᄢቇ㧕ਅፉ ⟵ኈ㧔ᜏᱺᄢቇ 㕖Ᏹൕ⻠Ꮷ㧕ࠠ࡯ࡢ࡯࠼㧦 CALL㧘ቇ⠌௑ะ㧘TOEIC㧘Part 7㧘Part 51㧚 ߪߓ߼ߦ
ᚒ‫⺆⧷ߪޘ‬ኾ᡹ቇ⠌⠪ࠍኻ⽎ߦ Writing㧘 Derivative㧘 Dictation㧘 TOEIC ᒻᑼߩ Part5㧘Part6㧘Part7
ߦኻᔕߢ߈ࠆ㧢⒳㘃ߩ CALL ᢎ᧚ࠍ㐿⊒ߒߡ߈ߚ㧚ߘߩᢎ᧚ߦߟ޿ߡ㧘2010 ᐕᐲ೨ᦼ࡮ᓟᦼฃ⻠↢ࠍኻ⽎ߦᢎ᧚ቇ⠌ߩᅢߺߩ௑ะࠍ⺞ᩏߒߚ⚿ᨐ㧘೨ᦼ߽ᓟᦼ߽౒ߦTOEIC ᒻᑼߩReading ᢎ᧚ߩᅢߺߪPart5㧘
Part6㧘Part7 ߩ㗅ߦਅ㒠ߒ㧘⧷⺆ߩ㊂߇Ⴧ߃ࠆߣ⧰ᚻᗧ⼂߇⷗ࠄࠇߚ㧔ਅፉ࡮ධ 2011㧕㧚
ߒ߆ߒ㧘ቇ⠌⠪߇ߘࠇࠄߩ⧰ᚻߥᢎ᧚ࠍోቇᦼਛߦ㧘ㅳන૏ߢߤߩࠃ߁ߦቇ⠌ࠍㅴ߼ߡ޿ߚߩ߆ߦߟ
޿ߡߪ㧘߹ߛචಽߦಽ߆ߞߡ޿ߥ޿㧚ߘߎߢ㧘ᧄ⎇ⓥߢߪ㧘ቇ⠌⠪ߦ⧰ᚻᗧ⼂ߩ޽ࠆ TOEIC ᒻᑼߩ Part7
ߣ Part5 ߦ㑐ߔࠆቇ⠌⸥㍳ߩಽᨆࠍⴕ޿㧘ᚑ❣਄૏⟲ߣਅ૏⟲ߩ㑆ߦ㧘ߤߩࠃ߁ߥቇ⠌ߩ㆑޿߿௑ะ߇޽
ࠆߩ߆ࠍ᣿ࠄ߆ߦߒߡ޿߈ߚ޿㧚2㧚 ᚻ㗅
2.1 ෳട⠪ෳട⠪ߪ㧘᧲੩ㇺ౎₺ሶᏒߩ⧷⺆ኾ᡹ߩ⍴ᄢ㧝ᐕ↢ߢ 2010 ᐕᐲᓟᦼߩ‫ޟ‬CALL㧝‫ࠍޠ‬ฃ⻠ߒߚ 68 ฬߢ޽ࠆ㧚ቇ⠌⠪ߪ CALL ᢎ᧚ࠍ᝼ᬺౝᄖߢ୘೎ቇ⠌ࠍ 15 ㅳ㑆߅ߎߥߞߚ㧚
2.2 ᚻ㗅
߹ߕ㧘ෳട⠪ߦߪ CALL ᢎ᧚ߩ㧢⒳㘃ߩቇ⠌ߦ㑐ߔࠆࠟࠗ࠳ࡦࠬࠍ߅ߎߥ޿㧘᝼ᬺౝᄖߢቇ⠌ᓟ㧘ࠦࡔࡦ࠻ࠍ⸥㍳ߔࠆࠃ߁ߦᜰዉߒߚ㧚ߘߩ⸥㍳ࠍᦼᧃ⹜㛎ታᣉᣣߦឭ಴ߐߖ㧘ߘߩ⸥㍳߆ࠄ㧘Ԙ㧢⒳㘃ߩቇ⠌✚ᢙ㧘ԙ㧢⒳㘃ߩቇ⠌ᐔဋὐ㧘Ԛో 15 ࿁ߩ᝼ᬺߩਛߢ㧘㧢࿁⋡ߣ 11 ࿁⋡ߩ᝼ᬺߢታᣉߒߚ㧞ߟߩਛ㑆⹜㛎ߣᦼᧃ⹜㛎ߩว⸘㧟ߟߩ⹜㛎ߩᐔဋὐࠍ▚಴ߒߚ㧚એ਄㧘ԘԙԚߩ㧟ߟߩᢙ୯ࠍ಴ߒߡ㧘ߘࠇߙࠇߩ࡜ࡦࠢ⴫ࠍ૞ᚑߒ㧘ߘߩ࡜ࡦࠢ⴫ߦᐔဋὐ±ᮡḰ஍Ꮕ×0.5 ߦࠃࠅࡏ࡯࠳࡯࡜ࠗࡦࠍᒁ޿ߡ㧘਄૏⟲㧘ਛ૏⟲㧘ਅ૏⟲ߩ 3 ⟲ߦಽߌߚ㧚ߘߒߡԘԙԚߩ࡜ࡦࠢ⴫ߩ޿ߕࠇ߆ߦ਄૏⟲߹ߚߪਅ૏⟲ߣߒߡฬ೨ߩ᜼߇ߞߚቇ⠌⠪ߩ࠺࡯࠲ࠍోߡ෼㓸ߒ㧘ቇ⠌ᓟߦᱷߔࠦࡔࡦ࠻ࠍಽᨆߒߚ㧚
3. ⚿ᨐ
1) Part5 ߩቇ⠌ߦ߅޿ߡ㧘਄૏⟲㧔n=23㧕ߪ৻ੱ޽ߚࠅᐔဋ 34.0 ߩࠦࡔࡦ࠻㧔ᮡḰ஍Ꮕ 9.7㧕ࠍᱷߒ㧘ᐔဋ 438.5 ᢥሼߩࠦࡔࡦ࠻ᢥሼᢙ㧔ᮡḰ஍Ꮕ 22.1㧕ࠍᱷߒߡ޿ߚ㧚ਅ૏⟲(n=17)ߪ৻ੱ޽ߚࠅᐔ
ဋ 7.5 ߩࠦࡔࡦ࠻㧔ᮡḰ஍Ꮕ 4.2㧕ࠍᱷߒ㧘ᐔဋ 90.2 ᢥሼߩࠦࡔࡦ࠻ᢥሼᢙ㧔ᮡḰ஍Ꮕ 7.8㧕ࠍᱷߒߡ޿ߚ㧚Part5 ߩቇ⠌ߦ߅޿ߡ㧘ਔ⟲౒ߦ㧘⧰ᚻߥ Part7 ߩቇ⠌ࠃࠅ߽ᄙߊߩࠦࡔࡦ࠻ᢥሼᢙࠍᱷߒߡ޿ߚ
㧔࿑㧝㧕㧚㧝࿁ߩࠦࡔࡦ࠻ߦ⸥㍳ߐࠇߡ޿ߚᢥሼᢙߩᐔဋ୯ߪ਄૏⟲߇ 12.4 ᢥሼ㧔ᮡḰ஍Ꮕ 12.4㧕㧘−60−

ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળਅ૏⟲߇ 13.8 ᢥሼ㧔ᮡḰ஍Ꮕ 7.8㧕ߢ޽ࠅ᦭ᗧ
ߥᏅߪߥ߆ߞߚ㧚ਅ૏⟲ߦߪ‫ޟ‬㔍ߒ߆ߞߚ‫ޠ‬
‫ޟ‬⍮

㪋㪇㪇

ࠄߥ޿න⺆߇ߚߊߐࠎ޽ߞߚ‫߁޿ߣޠ‬ᗵᗐ߇ᄙ

਄૏⟲
ਅ૏⟲

޿ਛ㧘਄૏⟲ߦߪ‫ޟ‬extend, expand into ߢ㑆㆑

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߃ߚ‫ޠ‬
‫ᤨޟ‬೙߇ࠊ߆ߞߡ޿ߥ޿‫ౕߩߤߥޠ‬૕⊛㪉㪇㪇ߥቇ⠌⺖㗴ߦߟ޿ߡ⸥ㅀ߇޽ߞߚ㧚㪈㪇㪇2) ਄૏⟲ߪਅ૏⟲ࠃࠅᲤㅳ㧘ਔ Part ߩቇ⠌✚ᢙ߇ᄙߊ㧘ቇ⠌ᓟߩࠦࡔࡦ࠻߽ᄙߊᱷߒߚ

㪇

㪧㪸㫉㫋㪌

㪧㪸㫉㫋㩷㪎

㧔࿑㧞㧕㧚Part7 ߩቇ⠌ߦ߅޿ߡ㧘਄૏⟲ߪ㧝࿁࿑㪈䋺਄૏⟲䈫ਅ૏⟲䈱৻ੱ䈅䈢䉍䈱䉮䊜䊮䊃ᢥሼᢙ䈱Ყセ⋡ߩਛ㑆⹜㛎߇ⴕࠊࠇࠆ߹ߢߩ㧠ㅳ㑆ࠃࠅ㧘2࿁⋡ߩਛ㑆⹜㛎߇ⴕࠊࠇࠆ߹ߢߩ㧠ㅳ㑆ߢࠦࡔࡦ࠻✚ᢙ߇ᄙߊߥࠅ㧘ᦼᧃ⹜㛎೨ߩ㧠ㅳ㑆ߦᦨ߽ᄙߊߩ
ࠦࡔࡦ࠻ࠍᦠ޿ߚ㧔࿑ 2㧕㧚⧰ᚻᗧ⼂ߩ޽ࠆ Part7 ߦኻߒߡ㧘ᗧ᰼⊛ߦขࠅ⚵ࠎߢ޿ࠆ௑ะ߇߁߆߇߃ߚ㧚

㪌㪅㪇
㪋㪅㪌

਄૏⟲㪧㪸㫉㫋㪌৻ੱ䈅䈢䉍䈱䉮䊜䊮䊃ᢙਅ૏⟲㪧㪸㫉㫋㪌৻ੱ䈅䈢䉍䈱䉮䊜䊮䊃ᢙ਄૏⟲㪧㪸㫉㫋㪎৻ੱ䈅䈢䉍䈱䉮䊜䊮䊃ᢙਅ૏⟲㪧㪸㫉㫋㪎৻ੱ䈅䈢䉍䈱䉮䊜䊮䊃ᢙ

㪋㪅㪇
㪊㪅㪌
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㪇㪅㪌
㪇㪅㪇
╙㪈࿁

╙㪉࿁

╙㪊࿁

╙㪋࿁

╙㪌࿁

╙㪍࿁

╙㪎࿁

╙㪏࿁

╙㪐࿁ ╙㪈㪇࿁ ╙㪈㪈࿁ ╙㪈㪉࿁࿑㪉䋺Part5䈫Part7ቇ⠌ᓟ䈱৻ੱ䈅䈢䉍䈱ᐔဋ䉮䊜䊮䊃ᢙ䈱Ყセᵈ1਄⸥࿑㧞ߩฦ࿁ᢙߪో 15 ࿁߆ࠄೋ࿁ߩࠟࠗ࠳ࡦࠬ෸߮ਛ㑆⹜㛎ߩ࿁ࠍ㒰޿ߚታ㓙ߦࡊࡠࠣ࡜ࡓࠍ૶↪

ߒߚ᝼ᬺߩ࿁ᢙࠍㅢߒ⇟ภߦߡ⴫␜ߒߚ
⻢ㄉᧄ⊒⴫ߪ 2011 ᐕᐲࠃࠅ LET 㑐᧲ᡰㇱ౏൐ࡊࡠࠫࠚࠢ࠻‫ޟ‬CALL ߩ᝼ᬺౝᄖߩቇ⠌⺞ᩏ෸߮⧷⺆ജࠍિ߫ߔߚ߼ߩᢎ᧚㐿⊒‫ߩޠ‬ᡰេࠍฃߌߡ޿ࠆ㧚ෳ⠨ᢥ₂ਅፉ⟵ኈ㧘ධ♿ሶ (2011)㧚⧷⺆ኾ᡹ᅚሶቇ↢߇ᅢࠎߛ CALL ᢎ᧚ߣߘߩ㐿⊒ᣇᴺ㧚 ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ㑐᧲ᡰㇱ 127 ࿁⎇ⓥᄢળ⊒⴫ⷐ㗄㧘18-19㧚

−61−

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OP-108 ᦬ 8 ᣣ (14:10-14:40) / 133 ᢎቶࠝ࡯࠮ࡦ࠹ࠖ࠶ࠢߥ⚛᧚ࠍ૶↪ߒߚࠦ࡯ࠬ࠙ࠚࠕߦࠃࠆ
ᄢቇ⧷⺆ᢎ⢒ߩน⢻ᕈߩតⓥʊࠦ࡯ࠬ࠙ࠚࠕߩ᭴ᚑ⺆ᒵߩಽᨆ߆ࠄ⷗߃ߡ߈ߚߎߣʊ┻⬄ 㗅ሶ㧔ᄢ㒋ᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 e-Learning㧘ࠦ࡯ࠬ࠙ࠚࠕ㧘⺆ᒵജ㧘EGAP㧘᦭ലᐲ
1. ߪߓ߼ߦ
࿖ౝߩᄢቇߢ㧘ㅢᏱߩ᝼ᬺߦട߃ߡࠝ࡯࠮ࡦ࠹ࠖ࠶ࠢߥ㖸ჿ⧷⺆⚛᧚ࠍ૶↪ߒߚ Listening Coursewareߦ Vocabulary Courseware ࠍ⚵ߺวࠊߖߚ Unified System ߢ⥄ᓞቇ⠌ߒ㧘࿖㓙⺆ߣߒߡߩ⧷⺆ߦࠃࠆࠦࡒ
ࡘ࠾ࠤ࡯࡚ࠪࡦ⢻ജߩ⠌ᓧߦᚑഞߒߚቇ⠌⠪⟲߇޿ࠆ㧔┻⬄ᐘ࡮ਈ㇊ⷓ, 2009㧕‫ࠕࠚ࠙ࠬ࡯ࠦߩࠄࠇߎޕ‬ߪ The Three-step Auditory Comprehension Approach㧔⇛⒓㧟㧾㧧┻⬄ᐘ, 1997㧕ߩℂ⺰ߦၮߠ޿ߡ೙૞ߐࠇ
ߚ߽ߩߢ㧘ᧄ⎇ⓥߩ⋡⊛ߪߎߩቇ↢⟲߇૶↪ߒߚ Listening Courseware ߩ᭴ᚑ⺆ᒵࠍቴⷰ⊛ߦಽᨆߔࠆߎ
ߣߦࠃࠅ㧘ᚒ߇࿖ߦ߅ߌࠆᄢቇ⧷⺆ᢎ⢒ߩน⢻ᕈߣ⺖㗴ࠍ᣿ࠄ߆ߦߔࠆߎߣߢ޽ߞߚ‫ޕ‬
2. ⸒⺆᧚ᢱߩ෼㓸ᧄ⎇ⓥߢߪ㧘߹ߕ㧘ᄢቇ↢߇౉ቇએ೨ߦਛ╬ᢎ⢒ߢቇ⠌ߒߡߊࠆน⢻ᕈߩ޽ࠆᢎ⑼ᦠߣߒߡභ᦭₸ߩ㜞ߐࠍၮḰߦ৻⒳ߕߟ㧘⸘ 8 ౠࠍㆬቯߒ㧘ߘߩ᭴ᚑ⺆ᒵߩ⇣⺆ᢙߣᑧߴ⺆ᢙࠍ▚಴ߒߚ‫ߚ߹ޕ‬㧘㜞ᩞ↢ߩᄙߊ߇⡬⸃ജࠍ㙃ᚑߔࠆߚ߼ߩ᝼ᬺࠍฃߌߡ޿ߥ޿น⢻ᕈ߇޽ࠆߎߣࠍ⠨ᘦߒ㧘㧟㧾ߦၮߠ޿ߚ࡝ࡔ
࠺ࠖࠕ࡞ᢎ᧚㧔2 ࠮࠶࠻㧕ߢቇ⠌ߔࠆߎߣ߽઒ቯߒ㧘ߘࠇࠄߩᢎ᧚ߩ૶↪⺆ᒵ߽ಽᨆߒߚ‫ޕ‬ᰴߦ㧘ᧄ⎇ⓥߦෳടߒߚᄢቇ↢߇ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ⢻ജ㙃ᚑߩߚ߼ߦ㧘ߘߩ৻ㇱࠍ᝼ᬺߣ⥄ᓞቇ⠌ߢ૶↪ߒߚ
CALL ᢎ᧚㧔21 ࠮࠶࠻㧕ߩ⺆ᒵࠍಽᨆߒߚ‫ ߩߎޕ‬21 ⒳ߩᢎ᧚ߪ㧘EGAP㧔EGAP7㧕㧘ᣣᏱળ⹤ߣ⇣ᢥൻࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ㧔ICC7㧕㧘ႎ㆏ߣᤋ↹ߩ⧷⺆㧔N&M7㧕ߩࠞ࠹ࠧ࡝࡯ߦಽ㘃ߢ߈ࠆ‫ߦࠄߐޕ‬㧘ߎࠇࠄߩᢎ᧚ࠍㅢߒߚ࿖ౝߢߩቇ⠌ߦࠃࠅ㧘⧷⺆࿤ߩᄢቇߩ⻠⟵ߦߤߩ⒟ᐲኻᔕߢ߈ࠆࠃ߁ߦߥࠆ߆ࠍⷰኤ
ߔࠆߚ߼㧘ࠨࡦࡊ࡞ߣߒߡࡂ࡯ࡃ࡯࠼ᄢቇߩ⻠⟵ Justice㧔ESAP1㧕ߣࡑࠨ࠴ࡘ࡯࠮࠶࠷Ꮏ⑼ᄢቇߩ⻠⟵
Introduction to Algorithm㧔ESAP2㧕ߣ޿߁ోߊ⇣ߥࠆ 2 ⒳㘃ߩ⻠⟵ߩ᭴ᚑ⺆ᒵࠍಽᨆߒߚ‫ޕ‬
3. ⚿ᨐ
ಽᨆߩ⚿ᨐ㧘ESAP1 ߣ ESAP2 ߢ૶↪ߐࠇߡ޿ࠆ⇣⺆ᢙߪߘࠇߙࠇ 3,827 ⺆㧘3,394 ⺆ߢ㧘㊂⊛ߦߪਛቇᩞߣ㜞╬ቇᩞߩᢎ⑼ᦠߢ૶↪ߐࠇߡ޿ࠆߣផቯߐࠇߚ⇣⺆ᢙ㧔ਛ╬ᢎ⢒⺆ᒵ㧦3,543 ⺆㧕ߣᄢᏅߥ޿ߎ
ߣ߇ࠊ߆ߞߚ‫ߒ߆ߒޕ‬㧘ਔ⺆ᒵࠍᲧセߒߚᏅ㓸วߦߪ 2,118 ⺆㧔55.3㧑㧕1,904 ⺆㧔56.1㧑㧕߇ᱷࠆߎߣ
߇ࠊ߆ࠅ㧘ᒰὼߩߎߣߥ߇ࠄ⾰⊛ߦߪᄢ߈ߊ⇣ߥࠅ㧘࿖ౝߩ㜞ᩞතᬺ⋥ᓟߦᄢቇቇㇱ࡟ࡌ࡞ߩ⻠⟵ࠍ⧷⺆ߢฃ⻠ߔࠆߎߣߪᭂ߼ߡ࿎㔍ߢ޽ࠆߎߣ߇ផቯߐࠇߚ‫ޕ‬ᄢቇߩࠞ࡝ࠠࡘ࡜ࡓౝߢߩቇ⠌ߪ࿎㔍ߣߒߡ߽㧘ࠞ࡝ࠠࡘ࡜ࡓᄖ㧘޽ࠆ޿ߪᄢቇතᬺᓟߦ㧘ቇ⠌ᗧ᰼ࠍᜬ⛯ߒᤨ㑆ࠍ૞ࠆߎߣ߇ߢ߈ࠇ߫⥄ᓞቇ⠌ࠍ⛮⛯ߔࠆߎߣߪน⢻ߣߥࠆߣ઒ቯߒ㧘ᧄ⎇ⓥߢಽᨆߒߚ
ߔߴߡߩᢎ᧚
㧔ਛ╬ᢎ⢒ᢎ⑼ᦠ 8 ౠ㧘࡝ࡔ࠺ࠖࠕ࡞ᢎ᧚ 2 ࠮࠶࠻㧘ᄢቇߢߩ⥄ᓞቇ⠌↪ Listening Courseware
21 ࠮࠶࠻㧕ߩ⺆ᒵߩ⚥⸘㧔EALL21㧕ࠍ᳞߼ߚߣߎࠈ㧘7,357 ⺆ߢ޽ߞߚ‫ߪࠇߎޕ‬㧘ᄙߊߩ⎇ⓥ⠪߇⧷⺆ߦࠃࠆታ↪ߩࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ⢻ജߦᔅⷐߥ⺆ᒵജߣߒߡ᜼ߍߡ޿ࠆᢙ୯㧔7,000㨪8,000 ⺆㧕ߦㄭ޿‫ޕ‬−62−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

ߐࠄߦ㧘EALL21 ߩ⺆ᒵജ㧔7,357 ⺆㧕߇޽ࠇ߫㧘ߘࠇߩߺߢ⧷⺆ߦࠃࠆ⻠⟵㧔ESAP1, ESAP2㧕ߩ᭴ᚑ⺆ᒵߩ 93.7%㧘95.4%ߪࠞࡃ࡯ߢ߈ࠆߎߣ߇್᣿ߒ㧘ኾ㐷ಽ㊁ߩ⍮⼂ࠍ㚟૶ߔࠆߎߣߢ޽ࠆ⒟ᐲߩᢙߩᧂ
⍮⺆ࠍᱜ⏕ߦផ᷹ߢ߈ࠇ߫㧘ߎࠇࠄߩ⻠⟵ߦ߽ኻᔕ߇น⢻ߣផቯߐࠇࠆ‫ߒߛߚޕ‬㧘ਛ╬ᢎ⢒⺆ᒵߦߪᢎ⑼ᦠਛߦ 1㨪2 ࿁ߒ߆૶↪ߐࠇߡ޿ߥ޿⺆߇ 3,543 ⺆ਛ 1,877 ⺆㧔53%㧕߽޽ࠅ㧘߹ߚᢥㇱ⑼ቇ⋭ᬌቯߩ㜞ᩞ↪ᢎ⑼ᦠߣߒߡ 5 ౠࠍಽᨆߒߡ޿ࠆ߇㧘ߎߩ߁ߜᔅጁୃᢎ⑼࡮⑼⋡ߪ⧷⺆Σ߹ߚߪࠝ࡯࡜࡞࡮ࠦࡒ
ࡘ࠾ࠤ࡯࡚ࠪࡦ I ߩߺߢ޽ࠆ‫ࠍߣߎߩࠄࠇߎޕ‬⠨ᘦߔࠇ߫㧘ᧄ⎇ⓥߢណ↪ߒߚ⸒⺆᧚ᢱߩో᭴ᚑ⺆ᒵ߇ቢోߦ⠌ᓧߐࠇ㧘ߒ߆߽ᄢቇ౉ቇᤨߦ࡝ࡔ࠺ࠖࠕ࡞ᢎ᧚ࠍ 2 ࠮࠶࠻㧘ߐࠄߦᄢቇߩᢎ㙃⺖⒟ߢ 21 ࠮࠶࠻ߩ Listening Courseware ࠍቇ⠌ߔࠆߣ઒ቯߔࠆߩߪ㕖⃻ታ⊛ߣ⸒߃ࠆߛࠈ߁‫ޕ‬ᰴߦ㧘ቇ⠌⺆ᒵߣ⹏ଔኻ⽎ߣߥࠆ⸒⺆᧚ᢱߩ⺆ᒵߩ౒ㅢㇱಽࠍ᳞߼ࠆߎߣߢቇ⠌⺆ᒵߩ᦭ലᐲࠍ▚಴ߒߚ‫ߕ߹ޕ‬㧘21 ࠮࠶࠻ߩᢎ᧚ࠍ 3 ⒳㧔EGAP7, ICC7, N&M7㧕ߦಽ㘃ߒ㧘ߘߩฦ⒳ߦਛ╬ᢎ⢒ߩ⺆ᒵߣ⵬లቇ⠌ᢎ᧚ߩ⺆ᒵࠍട߃ߚ๺㓸วࠍ㧘୘೎ߦ ESAP1 ߘߒߡ ESAP2 ߣᲧセߒߚ‫⚿ߩߎޕ‬ᨐ㧘ߘࠇߙࠇߩ
᦭ലᐲߪ ESAP1 ߦኻߒߡ 90.9%㧘90.4%㧘91.9%㧘ESAP2 ߦኻߒߡߪ 94.3%㧘92.9%㧘93.5%ߢ޽ߞߚ‫ޕ‬᦭ലᐲߢ⷗ࠆߣ㧘ో 21 ࠮࠶࠻ߩ⺆ᒵߩ᦭ലᐲߣಽ㊁೎ߩᢎ᧚ߩ⺆ᒵߩ᦭ലᐲߦߪᄢᏅߥ޿ࠃ߁ߦ⷗߃ࠆ
߇㧘ߎࠇࠄߩᢙ୯߆ࠄ㧘ᧂ⍮⺆ߦ಴ળ߁ഀวࠍ᳞߼ࠆߣ㧘ESAP1 ߢߪ 1㧛11㧘1㧛10㧘1㧛12㧘ESAP2 ߢߪ 1㧛18㧘1㧛14㧘1㧛15 ߣ߆ߥࠅ㜞޿ߎߣ߇ಽ߆ࠆ‫߽߆ߒޕ‬ฦಽ㊁ߩ⺆ᒵ㑆ߦᄢᏅߪߥ޿‫ߡߞ߇ߚߒޕ‬㧘ᧂ⍮⺆߇ 20 ⺆ߦ 1 ⺆એਅߩഀวߢ޽ࠇ߫㧘ߘߩᧂ⍮⺆ߪ޽ࠆ⒟ᐲᱜߒߊផ᷹ߒߥ߇ࠄࠦࡒࡘ࠾ࠤ࡯࡚ࠪ
ࡦࠍߣࠇࠆߣផቯߐࠇߡ޿ࠆ㧔Nation, 2001㧕ߎߣࠍ⠨ᘦߔࠇ߫㧘ಽ㊁೎ߩᢎ᧚ߩቇ⠌ߩߺߢ⠌ᓧߢ߈ࠆ⺆ᒵߢߪ ESAP ߩ⻠⟵ߩฃ⻠߇น⢻ߦߥࠆߣߪ⸒߃ߥ޿㧘ߣផቯߐࠇߚ‫ޕ‬
4. ߹ߣ߼ ᧄ⎇ⓥߩ⚿ᨐ㧘ᶏᄖߩᄢቇߩ⻠⟵ߢ૶↪ߐࠇߡ޿ࠆ⺆ᒵߪ࿖ౝߩਛ╬ᢎ⢒ߢ૶↪ߐࠇߡ޿ࠆ⧷⺆ߩᢎ⑼ᦠߩ⺆ᒵߣᲧセߔࠆߣ㧘㊂⊛ߦߪᄢᏅߥ޿߇㧘⾰⊛ߦߪᄢ߈ߊ⇣ߥࠆߎߣ߇᣿ࠄ߆ߦߥߞߚ‫ߦࠄߐޕ‬㧘‫ޟ‬ਛ╬ᢎ⢒ߢቇߴࠆ⺆ᒵ‫ޟߣޠ‬ᄢቇߢቇߴࠆࠃ߁ߦ㐿⊒ߐࠇ㧘ߘߩ৻ㇱࠍ⥄ᓞ⊛ߦ૶↪ߒߡᄢቇ↢߇⧷⺆ߦࠃࠆࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦߩ⢻ജࠍ⠌ᓧߢ߈ߚ 3 ಽ㊁㧘
21 ࠮࠶࠻ߩ CALL ᢎ᧚ߢ૶↪ߐࠇߡ޿ࠆ⺆ᒵ‫ޠ‬ߪ⚥⸘ߢ 7,366 ⺆ߢ޽ࠅ㧘ᶏᄖߩ⧷⺆⻠⟵ߢ૶↪ߐࠇߡ޿ࠆ⺆ᒵߦኻߔࠆ᦭ലᐲߪ 93.7%㧘95.4%ߢ޽ࠆ
ߎߣ߇ಽ߆ߞߚ‫ߩߎޕ‬୯ߪᧂ⍮⺆ߦ಴ળ߁ഀว߇ᐔဋߢ 16 ⺆ߦ㧝⺆㧘22 ⺆ߦ㧝⺆ߢ޽ࠆߎߣࠍ␜ߒ㧘ߣߊߦᓟ⠪ߩ႐ว㧘ᢙ୯਄ߪ⧷⺆ߦࠃࠆࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ⢻ജ߇޽ࠆߣ್ቯߢ߈ࠆ୯ߦㄭ޿ߣ⸒߃ࠆ‫ޕ‬ߒ߆ߒߥ߇ࠄ㧘㜞ᩞ↢߿ᄢቇ↢߇⧷⺆ቇ⠌ߦ⾌߿ߔߎߣߩߢ߈ࠆᤨ㑆ᢙߥߤࠍ⠨ᘦߔࠆߣ㧘ߎߩቇ⠌㊂ߪ⃻ታ⊛ߢߪߥ޿‫ߦࠇߘޕ‬ኻߒߡ㧘ᐔဋ 6.5 ࠮࠶࠻ߩ Listening Courseware ࠍㅢᏱߩ᝼ᬺߦട߃ߡ⥄ᓞ⊛ߦቇ⠌ߒߚᄢቇ↢ߩ৻⟲߇㧘ᄖㇱ࠹ࠬ࠻ኻ╷ߣߪή✼ߩ CALL ᢎ᧚ߣ Vocabulary Courseware ߢߩቇ⠌ࠍ૬↪㧔Unified System㧕ߔࠆߎߣߦࠃࠅ㧘⧷⺆ߦࠃࠆࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ⢻ജߩ㙃ᚑߦᚑഞߒߚߎߣߪ
ߔߢߦታ⸽ߐࠇߡ޿ࠆ‫߼ߚߩߎޕ‬㧘EGAP ߦಽ㘃ߐࠇࠆ Listening Courseware㧔7 ࠮࠶࠻㧕ߢߩቇ⠌ߦ㧘
Vocabulary Courseware ߦࠃࠆ㒢ቯᢙߩኾ㐷⺆ᒵߩቇ⠌ࠍㅊടߔࠇ߫㧘࿖ౝߢߩⅣႺߢᶏᄖ⇐ቇߦኻᔕߢ
߈ࠆ⧷⺆ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ⢻ജߩ⠌ᓧ߇⃻ታ⊛ߦน⢻ߦߥࠆߎߣ߇ផቯߢ߈ࠆ㧘ߣ⠨߃ࠄࠇࠆ‫⎇ᧄޕ‬ⓥߢߪ㧘੹ᓟᬌ⸽ࠍⷐߔࠆ઒⺑ߣߒߡ㧘ߎߩផቯࠍឭ໒ߔࠆ‫ޕ‬ෳ⠨ᢥ₂
Nation. I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
┻⬄ᐘ↢.㧔1997㧕.‫⺆⧷ޡ‬ᢎ⢒ߩ⑼ቇ‫᧲ޢ‬੩㧦ࠕ࡞ࠢ㧚┻⬄ᐘ↢㧘ਈ㇊ⷓାᕺ.㧔2009㧕.‫ޡ‬ᢥ੩⺆ቇᢎ⢒⎇ⓥ࠮ࡦ࠲࡯ᵴേႎ๔㧔2008 ᐕᐲ㧕‫ޢ‬ᢥ੩ቇ㒮ᄢቇᢥ੩⺆ቇᢎ⢒⎇ⓥ࠮ࡦ࠲࡯㧚

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OP-118 ᦬ 8 ᣣ (15:00-15:30) / 133 ᢎቶ⡬ⷡ㓚߇޿⠪ߩ⧷⺆ࡊࡠ࠰࠺ࠖቇ⠌ߦ߅ߌࠆ૕ᗵ㖸㗀ᝄേߩᵴ↪̆⧷⺆ߩ⊒⹤ᡷༀߩขࠅ⚵ߺ̆
㋈ᧁ ⮍㧔ฬฎደቇ⧓ᄢቇ⍴ᦼᄢቇㇱ㧕ࠠ࡯ࡢ࡯࠼㧦 CALL㧘૕ᗵ㖸㗀ࠪࠬ࠹ࡓ㧘⧷⺆ࡊࡠ࠰࠺ࠖ㧘⊒⹤ಽᨆ㧘⡬ⷡ㓚߇޿
1. ߪߓ߼ߦ
ᧄ⎇ⓥߪ㧘⡬ⷡ㓚߇޿ቇ⠌⠪ࠍኻ⽎ߦ㧘૕ᗵ㖸㗀ࠪࠬ࠹ࡓߣ CALL ࠍ⚵ߺวࠊߖߡ૶↪ߔࠆߎߣߢ㧘⥄⊒⊛ߥ⊒⹤✵⠌ࠍⴕ߁ߎߣߦࠃࠅ㧘⧷⺆ࡊࡠ࠰࠺ࠖߩ⠌ᓧࠍଦߔߎߣࠍ⹜ߺߚ‫⸃ߩ࠲࡯࠺ޕ‬ᨆ⚿ᨐࠍవⴕ⎇ⓥ߿⛔೙ࠣ࡞࡯ࡊߩ⸃ᨆ⚿ᨐߣᲧセߒ㧘⡬ⷡ߇޿⠪ߩ⧷⺆ࡊࡠ࠰࠺ࠖ⠌ᓧߩ․ᓽࠍ⷗಴ߔߣߣ߽
ߦ㧘ᖱႎ଻㓚ߦࠃࠆቇ⠌ᡰេߩᣇᴺ߿㧘ᡰេឭଏߦᦨ߽ㆡಾߥቇ⠌Ბ㓏ߦߟ޿ߡឭ᩺ߔࠆ‫ޕ‬
2. ᚻ㗅
2.1 ⺞ᩏදജ⠪⺞ᩏදജ⠪ߪ㧘ᗲ⍮⋵ౝߩ⡲ቇᩞ㜞╬ㇱߩ↢ᓤߢ㧘ᢥߩ⊒⹤ߣฏ࡮ⶄว⺆㧔2 ⺆㧕ߩ⊒⹤ߦߟ޿ߡ㧘ߘࠇߙࠇታ㛎ࠣ࡞࡯ࡊ 10 ฬߣ⛔೙ࠣ࡞࡯ࡊ 5 ฬߦߟ޿ߡಽᨆߒߚ‫ޕ‬
2.2 ᚻ㗅
ᢎ⑼ᦠ㧔VISTAΣ࡮VISTAΤᩣᑼળ␠ਃ⋭ၴ㧕ߩ㖸ჿᢎ᧚ࠍ㧘㖸ჿቇ⠌࠰ࡈ࠻ߩ࠰ࡈ࠻࠹࡟ࠦ㧔࠴ࠛ࡞ᩣᑼળ␠㧕ߢౣ↢ߒ㧘૕ᗵ㖸㗀ࠪࠬ࠹ࡓ㧔FUTEK FM-112‫․␠ࠢ࠶࠾࠰ࠖ࠺ࡏߪߚ߹ޔ‬ᵈ઀᭽㧕ߣ CALLࠍ⚵ߺวࠊߖߚࠪࠬ࠹ࡓࠍ೑↪ߒߡ಴ജߐࠇࠆ㖸ჿࠍᝄേߦᄌ឵ߒ㧘ᝄേߢ⏕⹺ߒߥ߇ࠄ㖸⺒✵⠌ࠍߔࠆታ㛎᝼ᬺࠍታᣉߒߚ‫ޕ‬ታ㛎ᦼ㑆㧔5 ᦬㨪12 ᦬㧕ߩ੐೨੐ᓟߦ߅޿ߡ⺞ᩏදജ⠪ߩ⊒⹤ࠍ⸥㍳ߒ㧘SUGI
Speech Analyzer (ANMSW-SSA0101 ᩣᑼળ␠ࠕ࠾ࡕ ࠍ೑↪ߒߡ㧘ฏ࡮ⶄว⺆࡮ᢥߩ㐳ߐ߿㖸⺞ᩭࠍਛᔃߦ㖸㗀ಽᨆࠍⴕ޿㧘੐೨੐ᓟߩᄌൻ߿ࡀࠗ࠹ࠖࡉࠬࡇ࡯ࠞ࡯ߩ⊒⹤ߣߩ⋧㑐ᕈߩᄌൻࠍⷰኤߒߚ‫ޕ‬⛔೙ࠣ࡞࡯ࡊߪ㧘ታ㛎ࠣ࡞࡯ࡊߣหߓᤨᦼߦᒰ⹥ࠪࠬ࠹ࡓߪ೑↪ߒߥ޿ߢ㖸⺒✵⠌ࠍታᣉߒ㧘੐೨੐ᓟߢ⊒⹤࠺࡯࠲ࠍ෼㓸ߒߚ‫ޕ‬
3. ⚿ᨐᢥߩࠕ࠙࠻ࡊ࠶࠻ߦ㑐ߔࠆലᨐ᷹ቯߢߪ㧘ᢥߩ㐳ߐ࡮㖸⺞ᩭߩ㐳ߐ࡮ᢥߦ߅ߌࠆ㖸⺞ᩭߩഀวߩᄌൻ
ߦ߅޿ߡ㗼⪺ߥ㆑޿߇⴫ࠇߡ޿ߚ‫ޕ‬ታ㛎ࠣ࡞࡯ࡊߩ߶ߣࠎߤ߇㧘⊒⹤ㅦᐲ߇ᡷༀߐࠇ㧘ᤨ㑆㐳ߦ߅ߌࠆ㖸⺞ᩭߩ㓙┙ߚߖᣇߦᡷༀ߇ߺࠄࠇߚ߇㧘⛔೙ࠣ࡞࡯ࡊߦ߅޿ߡߪࡀࠗ࠹ࠖࡉߩ⊒⹤ߦㄭઃߊ௑ะߪ⷗
ࠄࠇߥ߆ߞߚ‫ߦࠄߐޕ‬㧘㖸ჿಽᨆߦࠃࠅ㧘ࡐ࡯࠭ߩขࠅᣇ࡮㖸ߩㅪ⚿࡮ࠗࡦ࠻ࡀ࡯࡚ࠪࡦߦ߅޿ߡᡷༀ
߇ⷰኤߐࠇࠆࠤ࡯ࠬ߇㧘ታ㛎ࠣ࡞࡯ࡊߢߪᄙߊߺࠄࠇߚ߇㧘⛔೙ࠣ࡞࡯ࡊߢߪᡷༀ߇⹺߼ࠄࠇߥ޿଀߇
߶ߣࠎߤࠍභ߼ߡ޿ߚ‫ޕ‬
2 ⺆ߩࠕ࠙࠻ࡊ࠶࠻ߦ㑐ߔࠆലᨐ᷹ቯߢߪ㧘2 ⺆ߩ㐳ߐ࡮㖸⺞ᩭߩ㐳ߐ࡮㖸⺞ᩭߩ㖸࿶ߦ߅޿ߡ㗼⪺ߥ㆑޿߇ⷰኤߐࠇߡ޿ߚ‫ޕ‬ᢥߩ႐วߣห᭽ߦ㧘ታ㛎ࠣ࡞࡯ࡊߢߪ⊒⹤ㅦᐲߩᡷༀߣᤨ㑆㐳ߦ߅ߌࠆ㖸⺞ᩭߩ㓙┙ߚߖᣇߩᡷༀ߇⷗಴ߐࠇߚ‫ޕ‬㖸ჿಽᨆߦࠃߞߡ㧘ᧄ᧪ߪߥ޿૛ಽߥᧃየߩᲣ㖸ߩᶖᄬ࡮ᒝᒙࠕࠢ
࠮ࡦ࠻ߩᡷༀ߇ⷰኤߐࠇߚ‫ߦࠇߘޕ‬Ყߴߡ㧘⛔೙ࠣ࡞࡯ࡊߢߪ㧘ᢥߩ႐วߣห᭽ߦ㧘․ߦ㓙┙ߞߚᡷༀࠍⷰኤߔࠆߎߣ߇ߢ߈ࠆࠤ࡯ࠬ߇㕖Ᏹߦዋߥ߆ߞߚ‫ޕ‬−64−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ⛔⸘⊛⸃ᨆߢߪ㧘ࡀࠗ࠹ࠖࡉࠬࡇ࡯ࠞ࡯㧔NS㧕ߩ࠺࡯࠲ߣߩࡇࠕ࠰ࡦ⋧㑐ଥᢙࠍ᳞߼㧘੐೨㧙੐ᓟߩᲧセࠍⴕߞߚ‫ޕ‬ᢥߣ 2 ⺆ߩਔᣇߢో૕ߩ㐳ߐߩ⋧㑐ᕈ߇㜞ߊ㧘․ߦ࿑㧝ߦ޽ࠆࠃ߁ߦ㧘2 ⺆ߢߪታ㛎ࠣ࡞࡯ࡊߣ⛔೙ࠣ࡞࡯ࡊߢߩ㆑޿߇㗼⪺ߦᬌ಴ߐࠇߚ‫ޕ‬ታ㛎ࠣ࡞࡯ࡊ               ⛔೙ࠣ࡞࡯ࡊ
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࿑ 1. 2 ⺆ߩ⊒⹤ߩ㐳ߐߦ߅ߌࠆ NS ߣߩ⋧㑐ᕈߩᄌൻ
4. ⠨ኤߣ߹ߣ߼
ࠕ࠙࠻ࡊ࠶࠻ߩ㖸㗀⊛⸃ᨆ߇␜ߒߡ޿ࠆߩߪ㧘࠹ࡦࡐߩᡷༀߢ޽ࠆ‫ޕ‬ㆃ޿⊒⹤߇ㅦߊߥࠆߣ޿߁ߎߣ
ߪ㧘࠹ࡦࡐ߇ㅦߊߥߞߚߎߣࠍᗧ๧ߔࠆ㧚ࠁ߃ߦ㧘૕ᗵ㖸㗀ࠪࠬ࠹ࡓߩᝄേ߇ᓇ㗀ࠍ෸߷ߒߚߩߪ㧘࠹ࡦࡐߢ޽ࠆ‫ޕ‬ᢥߩ႐วߪ㧘㐳޿ᢥߣ⍴޿ᢥߢ⺆ᢙߦ㆑޿߇޽ࠆߩߢ㧘⺒߻ㅦᐲߦ߫ࠄߟ߈߇޽ߞߡ߽㧘ᢥߏߣߩᤨ
㑆㐳ߩ⋧㑐ᕈ߇㜞ߊߥࠆ௑ะ߇޽ࠆߣ⠨߃ࠄࠇࠆ߇㧘2 ⺆ߩ႐วߪ㧘⍴޿㖸ߩㅪ⛯ߩಣℂߢ޽ࠆߚ߼㧘⋧㑐ଥᢙ߇ะ਄ߔࠆߣ޿߁ߎߣߪ㧘ߘࠇߙࠇߩ⊒⹤ߩᡷༀࠍ߆ߥࠅᔘታߦ෻ᤋߒߡ޿ࠆߣ⸃㉼ߢ߈ࠆ‫ޕ‬
2 ⺆ߪ⍴޿ㅪ㎮ߢ޽ࠆߩߢࠃࠅ⍴ߊߔࠆߎߣߪ㔍ߒ޿߇㧘ᒝᒙ࡝࠭ࡓࠍߟߌࠆߎߣߢో૕ߩ㐳ߐࠍ⍴❗ߐߖߡ⊒㖸ߔࠆߎߣ߇น⢻ߣߥࠆ‫ࠍࡓ࠭࡝ޕ‬ઃߌߡ⊒⹤ߔࠆߎߣࠍ૕ᗵ㖸㗀ࠪࠬ࠹ࡓߩᝄേߦࠃߞߡ
ቇ⠌ߔࠆߎߣ߇ߢ߈ߚߣ઒ቯߔࠆߣ㧘ታ㛎ࠣ࡞࡯ࡊߣ⛔೙ࠣ࡞࡯ࡊߣߩ⚿ᨐߩ㆑޿ࠍ⺑᣿ߢ߈ࠆ‫ޕ‬
ᢥߣ 2 ⺆ߩࠕ࠙࠻ࡊ࠶࠻ߩಽᨆߢ౒ㅢߒߡ޿ࠆߎߣߪ㧘ᤨ㑆㐳ߦ߅ߌࠆᡷༀߢ޽ࠆ‫৻ޕ‬ቯߩ▸࿐㧘ߟ߹ࠅ৻ቯߩᤨ㑆ౝߢ⊒⹤ߔࠆࠃ߁ߦߥࠆ‫ޕ‬ᢥ߿ 2 ⺆ࠍ৻ߟߩ㖸ߩ႙ߣߒߡᝒ߃㧘৻ቯߩᤨ㑆㐳ߩਛߦ෼߼ࠃ߁ߣߔࠆ௑ะ߇޽ࠆ‫ߩߎޕ‬ᄌൻߪ㧘ᝄേߦࠃࠆ࡝࠭ࡓߩ₪ᓧߦࠃࠆ߽ߩߢ޽ࠆ‫ޕ‬એ਄ߩߎߣ߆ࠄ㧘⡬ⷡ㓚߇޿⠪ߩ⧷⺆ࡊࡠ࠰࠺ࠖ⠌ᓧߦ߅ߌࠆ૕㛎㖸㗀ᝄേߩᵴ↪ߩ᦭ലᕈ߇᣿ࠄ߆
ߣߥߞߚ‫ޕ‬ෳ⠨ᢥ₂
Iba, M. (2010). Experimental Studies on Prosodic Features in Second Language Acquisition: Training Japaneselearners to produce natural English. Yokohama: Shumpusha Publishing.
㐷↰ୃᐔ (2006).‫╙ޡ‬ੑ⸒⺆ℂ⸃ߩ⹺⍮ࡔࠞ࠾࠭ࡓ̆⧷⺆ߩᦠ߈ߎߣ߫ߩಣℂߣ㖸㖿ߩᓎഀ̆‫᧲ޢ‬੩㧦ߊࠈߒ߅಴ .
ᴡ㊁቞ᄦ (2001).‫ޡ‬㖸ჿ⸒⺆ߩ⹺⼂ߣ↢ᚑߩࡔࠞ࠾࠭ࡓ㧦ߎߣ߫ߩᤨ㑆೙ᓮᯏ᭴ߣߘߩᓎഀ‫᧲ޢ‬੩㧦㊄ᤊၴ.
᧛የ⃍⟤(2006).ࠥ࡯࠹ࠖࡦࠣᴺࠍᔕ↪ߒߚ⧷⺆࡝ࠬ࠾ࡦࠣ⢻ജߩⷐ࿃ಽᨆ‫ޡ‬STEP BULLETIN‫ޢ‬18,
61-76. 㧖ᧄ⎇ⓥߪ㧘⑼ቇ⎇ⓥ⾌⵬ഥ㊄㧔ᐔᚑ 16-17 ᐕᐲၮ⋚⎇ⓥ C 16520370࡮ᐔᚑ 18-20 ᐕᐲၮ⋚⎇ⓥ C 18520474࡮ᐔᚑ 22-24
ᐕᐲၮ⋚⎇ⓥ C 22520606)ࠍ೑↪ߒߚ⎇ⓥߢ޽ࠆ

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OP-128 ᦬ 8 ᣣ (15:35-16:05) / 133 ᢎቶ

TOEIC Ṷ⠌ߢ㖸ჿᄌൻࠍ⠌ᓧߢ߈ࠆ Web ᢎ᧚ߩቇ⠌ലᨐḡ⥱ ⧷৻㧔᧲ᵗᄢቇ㧕ፃ ᘕ৻㧔᣿ᴦᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 TOEIC㧘㖸ჿᄌൻ㧘e-learning㧘FLASH㧘㖸⺒
1. ᢎ᧚㐿⊒ߩ⢛᥊
TOEIC ࠹ࠬ࠻ߩ Part 1 ߿ Part 2 ߩ໧㗴ߩࠃ߁ߦ‫ޔ‬ᢙ⑽⒟ᐲߩ⍴޿⊒⹤߆ࠄ⍍ᤨߦ⸃╵ࠍᓧߥߊߡߪ
ߥࠄߥ޿⁁ᴫߢߪ‫ࠆࠃߦࡊ࠶ࠕࡓ࠻ࡏޔ‬⡞߈ขࠅ⢻ജ߇ਇนᰳߢ޽ࠆ‫ޔ߽ߘ߽ߘޕ‬⢛᥊⍮⼂߿ᢥ⣂ߥߤ࠻࠶ࡊ࠳࠙ࡦ⊛ᗧ๧ℂ⸃߽‫ޔ‬ၮᧄ⊛ߥࡏ࠻ࡓࠕ࠶ࡊℂ⸃߇⥄േ⊛ߦ಴᧪ߡೋ߼ߡน⢻ߣߥࠆ‫ޔߜࠊߥߔޕ‬⍴޿㖸ߩ႙߇⥄േ⊛ߦᗧ๧ߦᄌ឵ߐࠇࠆࠃ߁ߦߔࠆߎߣ߇ TOEIC ࡝ࠬ࠾ࡦࠣ᡹⇛ߩ╙৻ᱠߣߥࠆ‫ޕ‬਄⸥ߩ⸠✵ᣇᴺߣߒߡ‫⴫⊒ޔ‬⠪ߪ‫ࠍࠢࡦࡖ࠴ޔ‬න૏ߣߔࠆ‫ࠢࡦࡖ࠴ޟ‬㖸⺒‫࠼ࡖࠪ࡮ࠢࡦࡖ࠴ޟߪ޿ࠆ޽ޠ‬࡯ࠗࡦࠣ‫ࡊ࠶ࠕࡓ࠻ࡏࠝࡀࠆࠃߦޠ‬ℂ⸃㧔㐷↰, 2006㧕ࠍଦߔ⸠✵ࠍᅑബߔࠆ‫ޔߪߣࠢࡦࡖ࠴ޕ‬㖸ߣᗧ๧߇৻૕ߦߥߞߚන૏ߢ‫ޔ‬ᄙߊߪ 2 ⑽೨ᓟߩ㖸ߣᗧ๧ߩㅪߥࠅߢ޽ࠅ‫ߟ৻ޔ‬એ਄ߩ㖿ᓞࠍ൮฽ߔࠆ⹺⍮න૏ߢ޽ࠆ (↰ᷗ, ḡ⥱, 2010; 2011)‫ߩࠢࡦࡖ࠴ޔߡߒߘޕ‬ਛߢߪ‫ޔ‬ᢥሼߦߪ⃻ࠇߡߎߥ޿᭽‫ߥޘ‬㖸ჿᄌൻ߇⿠ߎࠅ‫ߩߎޔ‬ᄌൻߒߚ㖸ࠍߘߩ߹߹ⷡ߃ࠆߎߣ߇ࡀࠝࡏ࠻ࡓࠕ࠶ࡊℂ⸃ߩၮ⋚ߣߥࠅ‫ోޔ‬૕⊛࡝ࠬ࠾ࡦࠣ⢻ജߩ਄㆐ߦߟߥ߇ࠆߣ⠨߃ࠄࠇࠆ‫ޕ‬
2. ࠹ࠠࠬ࠻ࡉ࠶ࠢߩ㐿⊒⊒⴫⠪ࠄߪ 2012 ᐕ‫ޔ‬TOEIC ໧㗴Ṷ⠌ࠍㅢߒߡ⧷⺆㖸ჿᄌൻߩ⡞߈ขࠅ✵⠌߇ߢ߈ࠆ Bottom Up
Listening for the TOEIC Test‫ޡ‬㖸ჿᄌൻߢቇ߱ TOEIC ࠹ࠬ࠻࡝ࠬ࠾ࡦࠣ‫߁޿ߣޢ‬ᄢቇ↢ะߌ࡝ࠬ࠾ࡦࠣᢎ᧚ࠍ (ᩣ) ᚑ⟤ၴࠃࠅೀⴕߒߚ‫ߩߎޕ‬ೋ⚖⠪↪ᢎ᧚ߪ‫ߩ⺆⧷ޔ‬㖸ჿᄌൻߩਛߢ߽ᣣᧄੱቇ⠌⠪ߦߣߞߡℂ⸃ߩᅹߍߣߥߞߡ޿ࠆ‫ޔ‬⍴❗ᒻ‫ޔ‬㖸ߩㅪ⚿‫ޔ‬ή㐿᡼⎕ⵚ㖸‫ޔ‬หൻ‫ޔ‬ᒙൻ‫ߦޔ‬ട߃‫☨⧷ޔ‬ട⽕ߩ 4 ߟߩ⧷⺆ᣇ⸒ߦ․ᓽ⊛ߥ㖸ߩ⡞߈ขࠅࠍ࡙࠾࠶࠻Ფߦ㓸ਛߒߡቇ⠌ߢ߈ࠆࠃ߁㈩ᘦߐࠇߡ޿ࠆ‫ߩߡోޕ‬໧㗴ߪ Focus on form ߩࠗࡦࡊ࠶࠻ᵩ᳓ࠍታ⃻ߒ‫ࠆߥߣ࠻࠶ࠥ࡯࠲ޔ‬㖸ჿᄌൻ߇ᱜߒߊ⡞߈ขࠇߥ޿ߣᱜ⸃ߢ
߈ߥ޿ࠃ߁ߦߥߞߡ޿ࠆ‫ޕ‬หᤨߦ‫ޔ‬24 ߩ Unit ߩߘࠇߙࠇ߇ࡆࠫࡀࠬ߿৻⥸ߩ࠻ࡇ࠶ࠢ೎✬ᚑߦ߽ߥߞߡ
޿ࠆ‫ޕ‬
3. Web ᢎ᧚ߩ㐿⊒⪺⠪ࠄߪߎߩᢎ᧚ࠍၮߦ‫ޔ‬Adobe ␠ߩ Flash ࠍ↪޿ߡ‫ޔ‬e-learning ᢎ᧚ࠍ૞ᚑߒߚ‫࠹ࠢ࡜࠲ࡦࠗߩߎޕ‬ࠖࡉߥ Web ᢎ᧚ߪ Adobe ␠ߩ Flash CS5 ࠍ↪޿ߡ૞ᚑߐࠇߡ߅ࠅ‫ޔ‬Android ♽ߩࡕࡃࠗ࡞ᖱႎ┵ᧃߢ߽೑↪ߢ߈ࠆ‫ޕ‬ฦ࡙࠾࠶࠻ߦߪ‫ ߩ⺖ߩߘޔ‬TOEIC Ṷ⠌໧㗴ߩࠬࠢ࡝ࡊ࠻ߩߥ߆ߢ໧㗴ߣߥࠆ㖸ჿᄌൻߩㇱಽࠍ੐೨ߦ࠺ࠖࠢ࠹࡯࡚ࠪࡦߒߥ߇ࠄ࠲ࠗࡇࡦࠣ౉ജߒߡ⸃╵ࠍ⏕⹺ߒߚࠅ㖸⺒✵⠌߇ߢ߈ࠆ
Warming Up ࠦ࡯࠽࡯ࠍ⸳ߌ‫ ߩ⇟ᧄޔ‬TOEIC Ṷ⠌ߦขࠅ⚵߻೨ߦචಽߥ㖸ჿ✵⠌߇ߢ߈ࠆࠃ߁㈩ᘦߒߚ‫ޕ‬ߥ߆ߢ߽‫ޔ‬Part 4 Short Talk ߩ໧㗴ࠬࠢ࡝ࡊ࠻ࠍ↪޿ߚ⍴޿࠴ࡖࡦࠢන૏ߢߩࠪࡖ࠼࡯ࠗࡦࠣ↹㕙ߢߪ‫ޔ‬150 wpm ߢ㖸⺒ߢ߈ࠆߣ GOLD ࡔ࠳࡞߇᝼ਈߐࠇࠆ╬ߩᎿᄦ߇ᣉߐࠇ‫ޔ‬ᭉߒߊ⥄┙ቇ⠌߇ߢ߈ࠆߣหᤨ
ߦ‫ޔ‬᝼ᬺߢߩᢎ᧚㖸ჿឭ␜ߦଢ೑ߥ࠷࡯࡞ߦ߽ߥߞߡ޿ࠆ‫ޕ‬
4. Web ᢎ᧚↹㕙ߩ৻଀

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ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ   ࿑ 1 Warming Up ↹㕙  ࿑ 2 Part 4 Short Talk ↹㕙

5. ߎࠇ߹ߢߩ⚿ᨐߎߩࡔ࠳࡞᝼ਈᯏ⢻ߪ‫ޔ‬ḡ⥱, ፃ (2010) ߢ㐿⊒ߒߚᯏ⢻ࠍ〯ⷅߒߡ߅ࠅ‫ߩߘޔ‬ㅦ⺒ߣ࡝ࠬ࠾ࡦࠣ⢻ജߦ߅ߌࠆቇ⠌ലᨐߪ‫ޔ‬ḡ⥱ (2012)‫ޔ‬ḡ⥱, ፃ (2011) ߢႎ๔ߐࠇߡ޿ࠆ‫ౕޕ‬૕⊛ߦߪ‫ޔ‬Web ᢎ᧚ࠍ೑↪ߒߚ᝼ᬺౝߢߩᢎᏧߦࠃࠆ୘೎ᜰዉ߅ࠃ߮⥄ቛቇ⠌ߩ⚿ᨐ㧔N=56㧕‫ࠕࠦࠬ⸃⺒ޔ‬㧔p<0.001, r=0.56㧕‫⸃⺒ޔ‬ㅦᐲ㧔p<0.05, r=0.33㧕‫⸃⺒ޔ‬ല₸㧔p<0.001, r=0.58‫ޔ‬࿑ 3 ෳᾖ㧕‫࠾ࠬ࡝ޔ‬
ࡦࠣ࡮ࠬࠦࠕ㧔p<0.01, r=0.43‫ޔ‬࿑ 4 ෳᾖ㧕ߦ߅޿ߡ᦭ᗧߥቇ⠌ലᨐ߇⹺߼ࠄࠇߚ㧔ߥ߅‫ޔ‬ᢥਛߩr ୯ߪᬌቯᲤߩലᨐ㊂ࠍ⴫ߒ‫ޔ‬0.50 એ਄ߢᄢലᨐ‫ޔ‬0.30 એ਄ߢਛലᨐߩ⋡቟ߣߐࠇࠆ㧕‫ޔߦࠄߐޕ‬੹࿁ߩ⊒⴫ߢߪ‫ޔ‬2012 ᐕᐲ೨ᦼߦ߅޿ߡߎߩ Web ᢎ᧚ߣ⚕ᇦ૕ߩ࠹ࠠࠬ࠻ࠍ↪޿ߚࡂࠗࡉ࡝࠶
࠼᝼ᬺߩቇ⠌ലᨐ᷹ቯ߅ࠃ߮᝼ᬺࠕࡦࠤ࡯࠻⚿ᨐߦߟ޿ߡ߽ႎ๔ߔࠆ‫ޕ‬

90

Reading Efficiency

Listening
16

80

14

70

12

60

***

50

**

10

40

8

30
Pre-RE6

post-RE࿑ 3 ⺒⸃ല₸㧔RE㧕

Pre-Listening

Post-Listening࿑ 4 ࡝ࠬ࠾ࡦࠣ࡮ࠬࠦࠕ   ෳ⠨ᢥ₂㐷↰ୃᐔ㧔2006㧕‫╙ޡ‬ੑ⸒⺆ℂ⸃ߩ⹺⍮ࡔࠞ࠾࠭ࡓ‫߅ߒࠈߊޢ‬಴ .
↰ᷗ㦖ੑ‫ޔ‬ḡ⥱⧷৻㧔2010㧕‫⹤⊒ޟ‬න૏ߣߒߡߩ๭᳇Ბ⪭↢ᚑߦ㑐ࠊࠆ㖸㖿ᕈ૞േ⸥ᙘߩᓎഀ--㖸ჿ࠺࡯࠲ࡌ࡯ࠬߦၮߠߊ࠴ࡖࡦࠢ㐳ߩ⸃ᨆ‫ޠ‬ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ(LET)㑐᧲ᡰㇱ╙ 125 ࿁⎇ⓥᄢળ⊒⴫ⷐ✁. pp.28-29.
↰ᷗ㦖ੑ‫ޔ‬ḡ⥱⧷৻㧔2011㧕‫ޟ‬2±1 ⑽ߩ೙⚂--㖸ჿ࠺࡯࠲ࡌ࡯ࠬߦၮߠߊ Breath Group ⸃ᨆ‫ޠ‬ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ㧔LET㧕╙ 51 ࿁ో࿖⎇ⓥᄢળ⊒⴫ⷐ✁. pp.124-125.
ḡ⥱⧷৻㧔2012㧕‫ࠢࡦࡖ࠴ޟ‬㖸⺒ߣࠪࡖ࠼࡯ࠗࡦࠣߩߚ߼ߩ Web ᢎ᧚ߩ㐿⊒‫᧲ޡޠ‬ᵗᄢቇੱ㑆⑼ቇ✚ว⎇ⓥᚲ♿ⷐ‫(ޢ‬14) 83-94.
ḡ⥱⧷৻‫ޔ‬ፃᘕ৻㧔2010㧕‫ࡉࠚ࠙ߩ߼ߚߩ✵⸠ࠣࡦࠗ࡯࠼ࡖࠪߺ⺒ࠢࡦࡖ࠴ޟ‬ᢎ᧚㐿⊒‫ޠ‬ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ(LET)㑐᧲ᡰㇱ╙ 125 ࿁⎇ⓥᄢળ⊒⴫ⷐ✁. pp.26-27.
ḡ⥱⧷৻‫ޔ‬ፃᘕ৻㧔2011㧕‫ޟ‬Web ਄ߩ Flash ᢎ᧚ߦࠃࠆ࠴ࡖࡦࠢ⺒ߺࠪࡖ࠼࡯ࠗࡦࠣ⸠✵ߩቇ⠌ലᨐ‫ޠ‬ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ㧔LET㧕╙ 51 ࿁ో࿖⎇ⓥᄢળ⊒⴫ⷐ✁. pp.26-27.

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OP-138 ᦬ 8 ᣣ (13:00-13:30) / 331 ᢎቶ⛗ឬ౮⊒⹤ߦ߅ߌࠆ➅ࠅ㄰ߒߩലᨐ㧦ᣣᧄੱ⧷⺆ቇ⠌⠪ߦኻߔࠆታ⸽⎇ⓥ↢㚍 ⵨ሶ㧔ᄢ㒋ᢎ⢒ᄢቇ㧕㐷↰ ୃᐔ㧔㑐⷏ቇ㒮ᄢቇ㧕ᐔ੗  ᗲ㧔੩ㇺ♖⪇ᄢቇ㧕᫪ਅ ⟤๺㧔␹ᚭቇ㒮ᄢቇ㧕☑ౝ  ᥓ㧔੩ㇺ♖⪇ᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 ⛗ឬ౮⺖㗴㧘⊒⹤ಽᨆ㧘↥಴⺆ᒵ㧘⺆ᒵ⊛ᄙ᭽ᕈ㧘⠌ᾫᐲ
1. ߪߓ߼ߦ
╙ੑ⸒⺆⠌ᓧ⎇ⓥߦ߅޿ߡ㧘ᄙߊߩ⎇ⓥ߇⊒⹤↥಴ߦ෸߷ߔ࠲ࠬࠢ․ᓽߩᓇ㗀ࠍ᣿ࠄ߆ߦߒࠃ߁ߣߒ
ߡ߈ߚ㧔Kormos & Denes, 2004; Tavakoli & Foster, 2008, etc.㧕‫ߪߢ⴫⊒ᧄޕ‬㧘ᣣᧄੱᄢቇ↢ࠍኻ⽎ߣߒ㧘6ࠦࡑẂ↹ࠍ૶↪ߒߚ⧷⺆ߦࠃࠆ⛗ឬ౮⺖㗴ࠍ⺃಴࠲ࠬࠢߣߒߡ㧘࠲ࠬࠢߦ➅ࠅ㄰ߒขࠅ⚵߻㑆ߦ⺆ᒵߩ૶↪௑ะߦߤߩࠃ߁ߥᄌൻ߇޽ࠆߩ߆ߦߟ޿ߡታ⸽⊛ߦᬌ⸛ߒߚ‫ޕ‬
2. ᚻ㗅
2.1 ෳട⠪㑐⷏ߩ⑳┙ᄢቇߩᄢቇ↢ 40 ฬ㧔↵ᕈ 23 ฬ㧘ᅚᕈ 17 ฬ㧕߇ෳടߒߚ‫⺆⧷ޕ‬ᾫ㆐ᐲ࡟ࡌ࡞ߪ Oxford Quick
Placement Test㧔Oxford University Press㧘2004㧘એਅ OQPT㧕ߢ 17㨪42 ὐ㧔ᐔဋ 29.0 ὐ㧕ߢ޽ߞߚ‫ޕ‬OQPTߩࠬࠦࠕߦၮߠ߈ CEFR㧔࡛࡯ࡠ࠶ࡄ⸒⺆౒ㅢෳᾖᨒ㧕࡟ࡌ࡞ߦಽߌߚੱᢙౝ⸶ࠍ㧘⴫ 1 ߦ␜ߔ‫ޕ‬⴫ 1.
ෳട⠪ߩౝ⸶
CEFR ࡟ࡌ࡞

↵ᕈ

ᅚᕈ

⸘

A1, A2㧔ၮ␆Ბ㓏ߩ⸒⺆૶↪⠪㧕

11

10

21

B1, B2 㧔⥄┙ߒߚ⸒⺆૶↪⠪㧕

12

7

19

C1, C2 㧔ᾫ✵ߒߚ⸒⺆૶↪⠪㧕

0

0

0

⸘

23

17

40

2.2 ⚛᧚ߣታ㛎ᚻ⛯߈ታ㛎ߪએਅߩᚻ㗅ߦᓥߞߡታᣉߒߚ㧦Ԙ⧷⺆ജ᷹ቯ㧔OQPT㧕㧘ԙ⛗ឬ౮⺖㗴㧘Ԛ੐ᓟࠕࡦࠤ࡯࠻‫ޕ‬ԙߢߪ Heaton㧔1966㧘1975㧕ߦឝタߩ 6 ࠦࡑẂ↹ 2 ⒳㘃‫ޟ‬25 Story (1966)‫ޠ‬‫ޟ‬Waiting for a bus (1975)‫᧚⚛ࠍޠ‬ߣߒߡ↪޿ߚ‫ޕ‬1 ੱߩෳട⠪ߪ㧘 ᣇߩẂ↹ߦߟ޿ߡ 3 ಽ㑆ߩḰ஻ߩᓟ㧘ᣣᧄ⺆ߢ 3 ಽ⒟ᐲߢญ㗡⺑᣿ߒ㧘⛯޿ߡઁᣇߩẂ↹ߦߟ޿ߡ 3 ಽ㑆ߩḰ஻ߩᓟ㧘⧷⺆ߢ 3 ಽ⒟ᐲߢ⛯ߌߡ 3 ࿁ญ㗡⺑᣿ߔࠆࠃ߁᳞߼
ࠄࠇߚ‫ޕ‬㖸ჿߩ෼㍳ߪ㧘CALL ቶߦ߅޿ߡ୘‫↢ߩޘ‬ᓤᯏߩࡑࠗࠢࠍ↪޿ߡෳട⠪߇୘೎ߦⴕ޿㧘㖸ჿࡈࠔࠗ࡞ߣߒߡ଻ሽߐࠇߚ‫ޕ‬Ԛߪ㧘⛗ឬ౮⺖㗴ߩౝኈ߿ᗵᗐ㧘ߎࠇ߹ߢߩᶏᄖṛ࿷⚻㛎߿⥄ಽߩ⧷⺆ജߦ㑐ߔࠆ⾰໧㗄⋡ࠍ฽ࠎߢ޿ߚ‫ޕ‬㖸ჿࡈࠔࠗ࡞ߪ 1 ⊒⹤ߦኻߒߡ 1 ฬ߇ᦠ߈⿠ߎߒ㧘೎ߩ 1 ฬ߇࠴ࠚ࠶ࠢ

−68−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળߒߚ‫⚿ߚࠇߐߎ⿠߈ᦠޕ‬ᨐߩ߁ߜ㧘⧷⺆ߢߩ⊒⹤ߩ 1 ࿁⋡ߣ 3 ࿁⋡ߦߟ޿ߡ㧘Nation ߇㐿⊒ߒߚ࠰ࡈ࠻
࠙ࠚࠕ Range ࠍ↪޿ߡ⺆ᒵߩ⒳㘃࡮㗫ᐲࠍ⸃ᨆߒߚ‫ޕ‬
3. ⚿ᨐߣ⠨ኤ
࿑ 1 ߦ␜ߔࠃ߁ߦ㧘࠲ࠬࠢࠍ➅ࠅ㄰ߒⴕ߁ߎߣߦࠃࠅ 1 ࿁⋡߆ࠄ 3 ࿁⋡ߦ߆ߌߡ✚⺆ᢙ㧔token㧕࡮⇣ߥࠅ⺆ᢙ㧔type㧕ߣ߽ߦ᦭ᗧߦჇടߒߚߎߣ߇ࠊ߆ߞߚ㧔✚⺆ᢙߪ 1 ࿁⋡ᐔဋ 81.5 ⺆߆ࠄ 3 ࿁⋡ᐔဋ 102.2
⺆߳㧘⇣ߥࠅ⺆ᢙߪ 1 ࿁⋡ᐔဋ 37.7 ⺆߆ࠄ 3 ࿁⋡ᐔဋ 48.9 ⺆߳ߣߘࠇߙࠇჇടߒߚ㧕‫⺆⧷ޕ‬⠌ᾫᐲߩ㜞޿ቇ⠌⠪߶ߤߘߩ௑ะ߇㗼⪺ߢ޽ߞߚ‫ߚ߹ޕ‬㧘੹࿁ߩ࠲ࠬࠢߢߪ࠲ࠬࠢߩ⒳㘃㧔‛⺆ዷ㐿ߩⶄ㔀ߐ㧕ߩ⊒⹤⺆ᒵߦ෸߷ߔᓇ㗀ߪ⏕⹺ߐࠇߥ߆ߞߚ‫ޕ‬એ਄ߩ⚿ᨐ߆ࠄ㧘࠲ࠬࠢߦ➅ࠅ㄰ߒขࠅ⚵߻㑆ߦ⺆ᒵ⊛ᄙ᭽ᕈ߇㜞߹ࠆߎߣ߆ࠄ㧘➅ࠅ㄰ߒߩലᨐ߇
૶↪⺆ᒵߦ߅޿ߡ⹺߼ࠄࠇࠆߎߣ߇᣿ࠄ߆ߦߥߞߚ‫ࠅ߹ߟޕ‬㧘࠲ࠬࠢߩ➅ࠅ㄰ߒലᨐߦߟ޿ߡߪ㧘⹺⍮⽶⩄߇ਅ߇ࠆߎߣߦࠃߞߡᵹᥰᕈࠍ㜞߼ࠆߣหᤨߦ㧘⺆ᒵ⊛ᄙ᭽ᕈ߽ᐢߍ㧘ᾫ㆐ᐲߩ㜞޿ੱ߶ߤߘߩല
ᨐ߇㜞޿ߎߣ߇⸒߃ࠆ‫ޕ‬

࿑ 1. ⛗ឬ౮⺖㗴 1 ࿁⋡߆ࠄ 3 ࿁⋡ߦ߆ߌߡߩ⊒⹤⺆ᢙߩᄌൻ  Note. * p < .05, N = 39㧔ೋ⚖⠪ n = 21, ਛ⚖⠪ n = 18㧕ෳ⠨ᢥ₂
Kormos, J., & Denes, M. (2004). Exploring measures and perceptions of fluency in the speech of second language
learners. System, 32, 145-164.
Oxford University Press. (2004). Oxford Quick Placement Test Version 1. Oxford: Oxford University Press.
Tavakoli, P., & Foster, P. (2008). Task design and second language performance: The effect of narrative type on
learner output. Language Learning, 58 (2), 439-473.
⚛᧚Heaton, J. B. (1966). Composition through pictures. Essex: Longman. ̌25 Story̍ (pp. 37-38).
Heaton, J. B. (1975). Beginning composition through pictures. Essex: Longman. ̌Waiting for a bus̍ (p. 54).
૶↪࠰ࡈ࠻࠙ࠚࠕ
Range: http://www.victoria.ac.nz/lals/resources/range 㧔2012 ᐕ 3 ᦬ 4 ᣣᬌ⚝㧕⻢ㄉᧄ⎇ⓥߪᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ㧔LET㧕㑐⷏ᡰㇱၮ␆ℂ⺰⎇ⓥㇱળߩࡊࡠࠫࠚࠢ࠻⎇ⓥᚑᨐߩ৻ㇱߢ޽ࠆ‫⎇ߩઁޕ‬ⓥࡔࡦࡃ࡯ߪએਅߩㅢࠅ㧔੖ච㖸㗅㧕㧦ᴰ ᗆ⟤ሶ㧔੩ㇺᢎ⢒ᄢ㧕㧘ᢧ⮮୶ሶ㧔㑐⷏ቇ㒮ᄢቇᄢቇ㒮⎇ⓥຬ㧕㧘㉿੗ਭノ㧔㦖⼱ᄢ㧕㧘᧖ᶆ㚅❱㧔㕒ጟᢥൻ⧓ⴚᄢ㧕㧘ၳ ᥓሶ㧔᧲੩Ꮏᬺ㜞╬ኾ㐷ቇᩞ㧕
‫ޕ‬

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OP-148 ᦬ 8 ᣣ (13:35-14:05) / 331 ᢎቶࠬࠢ࡝ࡊ࠻ߩ᦭ήߦࠃࠆ࡝ࠬ࠾ࡦࠣ࠹ࠠࠬ࠻ߩᲧセಽᨆ⨆㊁ Ả৻㇢㧔ᣂẟ⋵┙ᄢቇ㧕ፃፉ ㆏ᄦ㧔ᣂẟᎿ⑼ᄢቇ㧕ᄢḊ ૫ብ㧔㐳ጟᎿᬺ㜞╬ኾ㐷ቇᩞ㧕ࠠ࡯ࡢ࡯࠼㧦 ࡝ࠬ࠾ࡦࠣ㧘↢߈ߚ⧷⺆㧘හ⥝ߢߩ⊒⹤㧘ߟߥ߉⺆㧘ࡐ࡯࠭
1. ߪߓ߼ߦ
⧷⺆ᢎ⢒ߦ߅޿ߡ㖸ჿ㕙߇㊀ⷞߐࠇࠆࠃ߁ߦߥࠅ‫ߩ⺆⧷ߚ߈↢ޔ‬㊀ⷐᕈ߇ᢙᄙߊᜰ៰ߐࠇߡ߈ߚ‫ޕ‬㧔৻଀ߣߒߡ‫ޔ‬ዊᨋ, 2006; Field, 2008㧕ਛቇ࡮㜞ᩞߢ૶↪ߐࠇߡ޿ࠆ࡝ࠬ࠾ࡦࠣᢎ᧚ߦߪ‫⥃ޔ‬႐ᗵࠍ಴ߔߚ߼
ߦ⢛᥊㖸߿ലᨐ㖸߇౉ߞߡ޿ࠆ߽ߩ߇Ⴧ߃ߚ߽ߩߩ‫ޔ‬ၮᧄ⊛ߦߘߩ㖸ჿ⥄૕ߪ੐೨ߦ౉ᔨߦḰ஻ߐࠇߚ
ේⓂࠍ㍳㖸ቶߢ⺒ߺ਄ߍߡ૞ᚑߐࠇߚ߽ߩߢ޽ࠆ‫ޕ‬Flowerdew and Miller (2005)ߪ‫ޔ‬㖸ჿ⸒⺆ߦߪᦠ⸥⸒
⺆ߦ⷗ࠄࠇߥ޿⸒⺆⊛․ᓽ߇޽ࠅ‫ޔ‬ᢎ߃ᣇ߽ᄌ߃ࠆᔅⷐ߇޽ࠆߣㅀߴߡ޿ࠆ‫ޔߚ߹ޕ‬Field (2008)߿ Lam(1997)ߩࠃ߁ߦ‫ߪߦ⺆⧷ߚ߈↢ޔ‬⡬⸃ࠍଦㅴߐߖࠆⷐ⚛߇޽ࠆߣਥᒛߔࠆ߽ߩ߽⷗ࠄࠇࠆ‫ޕ‬╩⠪ࠄߩ৻ㅪߩ⎇ⓥߢߪ‫߇⺆⧷ߚ߈↢ޔ‬ቇ⠌⠪ߩ࡝ࠬ࠾ࡦࠣߦߤߩࠃ߁ߥᓇ㗀ࠍਈ߃ࠆߩ߆‫ޔ‬ᓇ㗀߇޽ࠆߣߔࠇ߫ߘࠇߪ⡬⸃ߦᱜ⽶ߤߜࠄߩᓇ㗀ࠍਈ߃ࠆߩ߆‫ߚߞ޿ߣޔ‬ὐߦߟ޿ߡ⺞ᩏߒߡ޿ࠆ‫ߩߘޕ‬ਛߢᧄ⎇ⓥߢߪ‫ޟ‬ේⓂ⺒ߺ਄ߍᑼ‫ޔߣ⹤⊒ߩޠ‬හ⥝ߩ⊒⹤ߦ฽߹ࠇࠆ⻉ⷐ⚛ߩᏅߦߟ޿ߡ⺞ߴߚ޿‫ޕ‬వⴕ⎇ⓥߢߪ‫࡮⬄┻ޔ‬ᓟ⮮࡮᫪ (2009)߇㜞ᩞ OC I ߩᢎ⑼ᦠߣ↢߈ߚ⧷⺆㖸ჿᢎ᧚ࠍᲧセߒ‫ޔ‬᭽‫ߥޘ‬ὐߦ߅޿ߡ㆑޿߇⷗ࠄࠇࠆߎߣࠍ᣿ࠄ߆ߦߒߚ‫⎇ᧄޕ‬ⓥߢߪߐࠄߦ‫ޔ‬ਛቇᩞᢎ⑼ᦠߣ‫ޔ‬ᣣᧄੱቇ⠌⠪ߣߩળ⹤ߦᘠࠇߚᲣ⺆⹤⠪ߦࠃࠆᢎ᧚ࠍ฽߼‫ޔ‬ಽᨆߒߚ޿‫ޕ‬
2. ⎇ⓥߩ⋡⊛ ᧄ⎇ⓥߩ⋡⊛ߪ‫᦭ߩ࠻ࡊ࡝ࠢࠬޔ‬ή߇࡝ࠬ࠾ࡦࠣ࠹ࠠࠬ࠻ߦߤߩࠃ߁ߥᓇ㗀ࠍਈ߃ࠆ߆⺞ᩏߔࠆߎߣ
ߢ޽ࠅ‫ޔ‬ᰴߩ㧡ὐߦߟ޿ߡ‫ޔ‬ᢙ⒳ߩᢎ᧚ࠍᲧセಽᨆߔࠆߎߣߦࠃߞߡ᣿ࠄ߆ߦߔࠆ㧦(1) 㖸ჿ⚛᧚ో૕ߩ⊒⹤ㅦᐲ߅ࠃ߮࠹ࠠࠬ࠻‫ߩ࠭࡯ࡐ࠻ࡦ࡟ࠗࠨޔ࡯࡜ࠖࡈޔ‬Ყ₸‫(ޔ‬2) ࠹ࠠࠬ࠻඙㑆ߩ⺆ᢙ࡮⊒⹤ㅦᐲ‫ޔ‬(3) ࡐ࡯࠭ᤨ㑆㐳‫(ޔ‬4) ࡈࠖ࡜࡯ߩౝኈ‫(ޔ‬5) ⹤ߒ⸒⪲ߦ⷗ࠄࠇࠆ⸒⺆⊛․ᓽ‫ޕ‬
3. ᚻ㗅
3.1 ⺞ᩏኻ⽎ᧄ⎇ⓥߢߪ⺞ᩏኻ⽎ߣߥࠆ࡝ࠬ࠾ࡦࠣᢎ᧚ߣߒߡ‫ࠆ޽ߩ࠻ࡊ࡝ࠢࠬޔ‬ᢎ᧚ࠃࠅ㧞ߟ㧔એਅߩ㧭࡮㧮㧕㧘ࠬࠢ࡝ࡊ࠻ߩή޿ᢎ᧚ࠃࠅ㧞ߟ㧔એਅߩ㧯࡮㧰㧕ࠍㆬቯߒ‫ߦࠇߙࠇߘޔ‬฽߹ࠇࠆ࡝ࠬ࠾ࡦࠣ↪ߩ㖸ჿࠍ⺞ᩏߒߚ‫ޕ‬ᢎ᧚㧭ߪ㧭␠ਛቇᩞ⧷⺆ᬌቯᢎ⑼ᦠ(2006)ߩ㧟ቇᐕಽߢ޽ࠆ‫ޕ‬ᢎ᧚㧮ߪ‫ࠆࠁࠊ޿ޔ‬ㅴቇᩞߢߩណ↪ᢙ߇Ყセ⊛ᄙ޿㜞╬ቇᩞ OC I ᬌቯᢎ⑼ᦠ㧮ߢ޽ࠆ‫ޕ‬ᢎ᧚㧯ߪో㧠࡟ࡌ࡞ߢ᭴ᚑߐࠇࠆᶏᄖ಴
␠ EFL/ESL ↪ࠦ࡯ࠬࡉ࠶ࠢ㧯ߢ޽ࠅ‫ⶄޔߜ߁ߩߘޔ‬ᢙߩᏒ᳃ߦኻߒߡ߅ߎߥߞߚහ⥝ߩ(unrehearsed)ࠗ
ࡦ࠲ࡆࡘ࡯ࠍขࠅᛒߞߚ‫ޕ‬ᢎ᧚㧰ߪ‫╩ޔ‬⠪ࠄߦࠃࠆ 2009-2011 ᐕᐲߩ⑼⎇ߩ৻Ⅳߣߒߡ‫ޔ‬ᣣᧄੱ⧷⺆ቇ⠌⠪߳ߩ⧷⺆ᜰዉᱧߩ޽ࠆⶄᢙߩ⧷⺆Უ⺆⹤⠪ߦኻߔࠆහ⥝ߩࠗࡦ࠲ࡆࡘ࡯ࠍ෼㍳ߒߚ߽ߩߢ޽ࠆ‫ޕ‬ᢎ᧚㧭࡮㧮ߪ‫ߩߡోޔ‬㖸ჿ߇੐೨ߦ↪ᗧߐࠇߚේⓂࠍ⺒ߺ਄ߍߡ㍳㖸ߔࠆߣ޿߁ᣇᴺߢ෼㍳ߐࠇߚ߽ߩߢ޽ࠆߣផኤߐࠇࠆ‫⎇ᧄߢߎߘޕ‬ⓥߢߪ‫ࠅࠃޔ‬ᅷᒰᕈߩ޽ࠆᲧセࠍߔࠆߚ߼‫ޔ‬ᢎ᧚㧭࡮㧮ߩ⺞ᩏኻ⽎ࠍߐࠄߦ⛉ࠅㄟߺ‫ޔ‬ታ↢ᵴߩ႐㕙ߢ޽ࠇ߫ේⓂࠍ⷗ߕߦ⊒⹤ߐࠇࠆߎߣ߇⥄ὼߢ޽ࠆߣផቯߢ߈ࠆ߽ߩ
ࠍขࠅ਄ߍ‫ޔߦࠄߐޔ‬ᢎ᧚㧯࡮㧰ߩౝኈߦวࠊߖ‫৻ޔ߿࠴࡯ࡇࠬޔ‬ᣇ߇⾰໧ߒઁᣇ߇࿁╵ߔࠆળ⹤ᒻᑼ

−70−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

ߩ߽ߩߦ㒢ቯߒߚ‫߫߃଀ޔ߼ߚߩߘޕ‬⡞߈ᚻߣ⹤ߒᚻ߇੤੕ߦ౉ࠇᦧࠊࠆ߽ߩ߿‫ࠃߩࠬ࡯ࡘ࠾ࡆ࡟࠹ޔ‬߁ߦ᣿ࠄ߆ߦේⓂࠍ⺒ߺ਄ߍࠆߎߣ߇⥄ὼߢ޽ࠆߣᗐቯߐࠇࠆ߽ߩߪ㒰ᄖߒߚ‫ޔߚ߹ޕ‬㧝ߟߩ㖸ჿ⚛᧚ߦⶄᢙߩ⊒⹤ㅦᐲ߇↪ᗧߐࠇߡ޿ࠆ႐วߪ‫ޟ‬ᮡḰㅦᐲ↪‫ࠍޠ‬ㆬᛯߒߚ‫ޕ‬ߐࠄߦ‫ߩߡోޔ‬ᢎ᧚ߦߟ޿ߡ‫⾰ޔ‬໧⠪ߣ࿁╵⠪ߩ⊒⹤ߩ߁ߜ‫ޔ‬࿁╵⠪ߩ⊒⹤ߩߺࠍಽᨆߒ‫⾰ޔ‬໧⠪஥ߩ⊒⹤ߦߟ޿ߡߪ㒰ᄖߒߚ‫ߩ࡯ࡘࡆ࠲ࡦࠗޔߪࠇߎޕ‬ਛߦߪ‫⾰ޔ‬໧⠪߇੐೨ߦ↪ᗧߒߚ⾰໧ౝኈࠍ⺒ߺ਄ߍߥ߇ࠄࠗࡦ࠲ࡆࡘ࡯ࠍㅴⴕߔࠆ႐ว߇޽ࠅ‫⾰ޔ‬໧⠪஥ߩේⓂߩ᦭ήߦߟ޿ߡ್ᢿߢ߈ߥ޿ߚ߼ߢ޽
ࠆ‫ޕ‬
3.2 ⺞ᩏᣇᴺ
೨㗄ߩ⺞ᩏኻ⽎ߣߥࠆ㖸ჿ⚛᧚ߟ޿ߡ‫(ޔ‬1) ࠹ࠠࠬ࠻(text), (2) ࡈࠖ࡜࡯ (filled pause), (3) ࠨࠗ࡟ࡦ࠻
ࡐ࡯࠭(silent pause)ߩ㧟ߟߩ࡙࠾࠶࠻ߦಽߌߚ‫⎇ᧄޕ‬ⓥߢߪ‫ޔ‬Butterworth (1980)‫ޔ‬ን↰ (1993)╬ߩవⴕ⎇ⓥߦ୮޿‫ޔ‬200msec એ਄ߩή㖸඙㑆ࠍࡐ࡯࠭ߣߒߡᛒ޿‫ޔ‬ฦ඙㑆ߩᤨ㑆߅ࠃ߮ฦ⊒⹤࡙࠾࠶࠻ߩ⊒⹤⺆ᢙࠍ᷹ቯߒߚ‫᦭ޕ‬㖸඙㑆ߦߟ޿ߡߪ‫ޔ‬uh, well ߣ޿ߞߚࡈࠖ࡜࡯඙㑆ߣ‫ࠇߘޔ‬એᄖߩ඙㑆ߦಽ㘃ߒߚ‫ޕ‬
4. ⚿ᨐߣ⠨ኤ⚕㕙ߩㇺว਄⹦⚦ߥ࠺࡯࠲ߪഀᗲߔࠆ߇‫ޔ‬೨ㅀߩ⎇ⓥ⋡⊛ߩ⚿ᨐࠍએਅߦ◲ẖߦ␜ߔ‫(ޕ‬1) ⊒⹤ㅦᐲߪᢎ᧚㧭߇ᦨ߽ㆃߊ‫ޔ‬㧮‫ޔ‬㧯ߩ㗅ߦㅦߊߥࠆ㧔㧰ߦߟ޿ߡߪᓟㅀߔࠆ㧕‫ޔߚ߹ޕ‬వⴕ⎇ⓥߣห᭽ߦ‫ޔ᧪ᧄޔ‬හ⥝ߢ⹤ߔߎߣ߇⥄ὼߢ޽ࠆߣ⠨߃ࠄࠇࠆ㗴᧚ߢ޽ࠆߦ߽߆߆ࠊࠄߕ‫ߚ޿ᦠޔ‬ේⓂࠍ⺒ߺ਄ߍࠆ႐ว‫ޔ‬⹤ߒ⸒⪲ߦ⷗ࠄࠇࠆࡈࠖ࡜࡯߇ᭂ┵ߦᷫࠆ‫( ޕ‬2)࠹ࠠࠬ࠻඙㑆ߩᐔဋ⺆ᢙ߿ᐔဋ⊒⹤ㅦᐲߦߪ㧞⟲ߩ⚵ߺวࠊߖߦࠃߞߡߪ᦭ᗧᏅ߇⷗ࠄࠇࠆ߽ߩߩ‫ߩߘޔ‬Ꮕߪᄢ߈ߊߪߥߊ‫৻ޔ‬ᣇ‫ߪߡ޿ߟߦ߈ߟࠄ߫ޔ‬හ⥝ߩ⊒⹤ߩᣇ߇ᄢ߈޿‫(ޕ‬3) ή㖸඙㑆ߩᐔဋᤨ㑆㐳߿߫ࠄߟ߈ߦߪᄢ߈ߥᏅ߇⷗ࠄࠇߥ޿‫( ޕ‬4) ਛ㜞ᢎ⑼ᦠߩ႐ว‫ߩ࡯࡜ࠖࡈޔ‬⒳㘃ߪ㒢ቯ⊛ߢ޽ࠆ‫( ޕ‬5) వⴕ⎇ⓥߢᜰ៰ߐࠇߚࠃ߁ߦ‫ߺ⺒ࠍ࠻ࡊ࡝ࠢࠬޔ‬਄ߍࠆ႐ว‫․ࠆࠇࠄ⷗ߦ⪲⸒ߒ⹤ޔ‬ᓽ߇ᰳ⪭ߔࠆ‫ޕ‬ߣߎࠈߢ‫ޔ‬ᢎ᧚㧰ߩ⊒⹤ㅦᐲߪਛቇᩞ↪ࠃࠅ߽ㆃ޿‫⹤⊒ޔߪࠇߎޕ‬⠪ߩ foreigner talk / teacher talk ߦࠃࠆ߽ߩߢ޽ࠆߣផኤߐࠇࠆ‫ޕ‬authenticity ߣ޿߁᭎ᔨߪᲑ㓏⊛ߥ߽ߩߢ޽ࠅ‫↢ࠍ⺆⧷ߚ߈↢ޔ‬ᓤߦ⡬߆ߖߚ޿߽ߩߩ‫⹤⊒ޔ‬ㅦᐲ߇↢ᓤߦߣߞߡㅦߔ߉ࠆߚ߼᝼ᬺߢᛒ޿ߦߊ޿ߣ⠨߃ߡ޿ࠆ⧷⺆ᢎᏧߪ‫ߣ଀৻ޔ‬ߒߡ‫ޔ‬ALT ╬߇හ⥝ߢ⹤ߔ⧷⺆ࠍ෼㍳ߒ‫ޔ‬㖸ჿ⧷⺆ߩ․ᓽࠍ⼾ንߦ฽ࠎߛ㖸ჿ⚛᧚ࠍᵴ↪ߔࠆߣ޿߁ᣇ
ᴺ߇ขࠇࠆߛࠈ߁‫ޕ‬ᵈ㧦ᧄ⎇ⓥߪ⑼ቇ⎇ⓥ⾌⵬ഥ㊄㧔⺖㗴⇟ภ 23520684㧕ߩഥᚑࠍฃߌߚ߽ߩߢ޽ࠆ‫ޕ‬ෳ⠨ᢥ₂
Butterworth, B. (1980). Evidence from pauses in speech. In B. Butterworth (Ed.), Language Production. Vol. 1. (pp.
155-176). London: Academic Press.
Field, J. (2008). Listening in the Language Classroom. New York: Cambridge University Press.
Flowerdew, J. and Miller, L. (2005). Second Language Listening: Theory and Practice.
Lam, W. Raising Students' Awareness of the Features of Real-World Listening Input. Guidelines: A periodical forClassroom Language Teachers, 19(1), 74-86.
┻⬄㗅ሶ࡮ᓟ⮮৻┨࡮᫪⌀ᐘ (2009).‫ࠣࡦ࠾ࠬ࡝ޟ‬ᢎ᧚ߩⷰὐ߆ࠄ⷗ߚ㜞ᩞᬌቯᢎ⑼ᦠߩ⧷⺆ߣ↢ߩ⧷⺆ߩᲧセ⎇ⓥ‫ޠ‬
㧘ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ ╙ 47 ࿁ో࿖⎇ⓥᄢળญ㗡⊒⴫.
Tomita, K. (1993). Temporal variables in English speech. Bulletin of Yamagata University. Humanities. 12(4), 138-148.

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OP-158 ᦬ 8 ᣣ (14:10-14:40) / 331 ᢎቶ

L2 ⧷⺆ߩᲣ㖸ᝌ౉₸ߣ᱌໒߇෸߷ߔ⊒㖸ะ਄߳ߩലᨐ
ਛ↰ ߭ߣߺ㧔⁛දᄢቇ 㕖Ᏹൕ⻠Ꮷ㧕ࠠ࡯ࡢ࡯࠼㧦 ⊒㖸ᢎ⢒㧘ሶ㖸ㅪ⛯㧘Უ㖸ᝌ౉㧘᱌໒㧘㖸㗀ಽᨆ
1. ߪߓ߼ߦ
ᣣᧄ⺆⹤⠪ߦߣߞߡߩ⧷⺆⊒㖸ߩ໧㗴ߪ‫࡞ࡉ࡜ࠪߩ⺆⧷ߪߦߟ৻ޔ‬᭴ㅧߦ޽ࠆߣ⸒ࠊࠇ㧔Mazuka, et al.
2011㧕‫ޔߡߒߣ଀৻ޔ‬ሶ㖸߇ㅪ⛯ߒߚ▎ᚲߦᲣ㖸ᝌ౉ࠍߔࠆߎߣߦࠃߞߡ‫ߺ↢ࠍޠ⺆⧷࠽ࠞ࠲ࠞޟ‬಴ߒߡ޿ࠆߣ޿߁⃻⽎߇⷗ࠄࠇࠆ‫৻ޕ‬ᣇ‫⊒ޔ‬㖸ߩะ਄ߦߪ᱌ᦛߩዉ౉߇ലᨐ⊛ߢ޽ࠆߣߩႎ๔߽޽ࠆ߇㧔Graham,
1979㧕‫ߩߘޔ‬ലᨐߦߟ޿ߡߪ⋥ᗵ⊛࡮ශ⽎⊛ߢᏗᦸ⊛᷹ⷰߩၞࠍ಴ߥ޿߽ߩ߇ᄙ޿ࠃ߁ߦ⷗ฃߌࠄࠇࠆ‫ޕ‬ߘߎߢᧄ⎇ⓥߢߪ‫ޔ‬㧔㧝㧕ᣣᧄ⺆ቇ⠌⠪ߦࠃࠆ⧷⺆⊒⹤ߦߪᲣ㖸ᝌ౉⃻⽎߇㗫❥ߦ⷗ࠄࠇࠆ‫ޔ‬㧔㧞㧕᱌໒ࠍขࠅ౉ࠇߚ࠲ࠬࠢߩዉ౉ߢሶ㖸ߩㅪ⛯⊒㖸ࠍ㆐ᚑߒᓧࠆ‫߁޿ߣޔ‬ੑߟߩ઒⺑ࠍ┙ߡ‫ࠍࠇߙࠇߘޔ‬ሶ㖸࡮Უ㖸ߩ․ᕈ߇ⷞⷡ⊛ߦᓧࠄࠇࠆ㖸㗀ಽᨆࠍ࠷࡯࡞ߣߒߚᢙ୯ൻߦࠃࠅᬌ⸽ࠍ⹜ߺߚ‫ޕ‬
2. ᣇᴺ
2.1 ෳട⠪ߣᚻ㗅 ታ㛎⟲ߩෳട⠪ߪၯ₹⋵ߩᄢቇ 1 ᐕ↢ߩ⧷⺆ኾ᡹࡮⊒㖸ࠢ࡜ࠬߩጁୃ⠪ 16 ฬ‫⛔ޔ‬೙⟲ߣߒߡߩෳട⠪ߪ␹ᄹᎹ⋵ߩ࡝ࠬ࠾ࡦࠣೋ⚖ࠍㆬᛯߔࠆᄢቇ㧝㨪㧠ᐕ↢ 11 ฬߢ޽ߞߚ‫ߕ߹ߢࡊ࡯࡞ࠣߩࠇߙࠇߘޕ‬ቇᦼߩೋ߼ߦ⋡ᮡ⺆㧤୘ࠍ฽߻ᢥ┨㧡ߟࠍ㖸⺒࡮㍳㖸ߒ‫ߩߘޔ‬ᓟታ㛎⟲ߢߪㅳߦ৻ᐲߩ᝼ᬺߢᲧセ⊛࠹ࡦࡐߩㅦ޿⧷⺆ߩࡐ࠶ࡊ࠰ࡦࠣࠍ✵⠌‫ޔ‬ᚻᴺߪ࡝࠭ࡓ㊀ⷞߩࡌ࡞ࡏ࡮࠻࠽࡞ᣇᑼ (Geberina, 1990) ࠍណ↪ߒߚ‫ޕ‬㧟ࡩ᦬ᓟߦหߓ㧡ߟߩᢥ┨ࠍ㖸⺒࡮㍳㖸ߒ‫ޔ‬᱌໒೨࡮᱌໒ᓟߩ࠺࡯࠲߆ࠄ㧞⒳㘃ߩࠬࡍࠢ࠻ࡠࠣ࡜
ࡓ (AVS Audio Editor ෸߮ Praat) ࠍ૶ߞߡᲣ㖸▎ᚲߩ᦭ήࠍ್ቯߒߚ‫ޕ‬
2.1 ታ㛎᧚ᢱ⴫ 1. 㖸⺒ኻ⽎ߣߒߚ⸒⺆᧚ᢱ㧔ᄥሼߩ( )ߪᝌ౉ߩน⢻ᕈ߇㜞޿Უ㖸ࠍ␜ߔ㧕㖸⺒ߒߚᢥ┨⋡ᮡ⺆

Spring is here.
My sister is very strong.
I have a friend in Australia.
Our children always help me with the dishes after dinner.
The host introduced me to the other guests.

sp(u)ring / is(u)is(u) / st(o)rong
f(u)riend / Aust(o)ralia
child(o)ren /int(o)roduced

2.2 ᭉᦛߩ✵⠌ᣇᴺ
ෳട⠪ߪ߹ߕᭉᦛࠍ⡬߈ో૕ߩ࠹ࡦࡐ߿࡝࠭ࡓࠍᛠីߔࠆ‫ޕ‬ᰴߦ㧝㨪㧞ዊ▵ߏߣߦ඙ಾࠅ‫ࠖ࠺ࡠࡔޔ‬ߩ⿠ફࠍ᛼ߐ߃ߚ࡝࠭ࡓ㊀ⷞߩ᱌޿ᣇߢࠗࡦࠬ࠻࡜ࠢ࠲࡯㧔╩⠪㧕ߩᓟߦ⛯޿ߡ᱌߁‫ࠍࠇߎޕ‬㧞㨪㧟࿁➅ࠅ㄰ߔ‫ᦨޕ‬ᓟߦࠝ࡝ࠫ࠽࡞ߩᭉᦛߦวࠊߖߡ᱌໒㧔ߚߛߒ㖸⒟ߦߪ෩ኒߐࠍ᳞߼ߥ޿㧕
‫ޕ‬

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ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

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࿑ 1. ✵⠌↪ߦណ↪ߒߚᭉᦛߩ৻଀㧦 ”So what?” by P!nk
2.3 㖸㗀ಽᨆߩᣇᴺ ୘೎㖸ߩว⸘ߪታ㛎⟲ߢߪ 256 ୘‫⛔ޔ‬೙⟲ߢߪ 176 ୘ߣߥࠅ‫⚻ߩߡߴߔߩߘޔ‬ㆊᤨ㑆ࠍ⸘᷹ߒߚ‫ޕ‬㖸ᵄ਄ߢႺ⇇߇޽޿߹޿ߥ▎ᚲߦߟ޿ߡߪ Ladefoged (2003)╬ߩಽ▵ၮḰࠍෳ⠨ߣߒߚ‫ޕ‬એਅ‫ޔ‬ታ㛎⟲ߩਛ߆ࠄᲣ㖸ⷐ⚛߇ᶖ߃ߚ߽ߩࠍ৻଀ߣ␜ߔ‫ޕ‬

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0.1351Time (s) ࿑㧞㧚✵⠌೨ߩෳട⠪㧭ߩ⊒㖸 ‘is’(pause)࿑㧟㧚✵⠌ᓟߩෳട⠪㧭ߩ⊒㖸 ‘is’


3. ⚿ᨐ ⸘᷹࡮ಽᨆߩ⚿ᨐ‫ޔ‬᱌໒೨ߢ޽ߞߡ߽Უ㖸ߩᝌ౉₸ߪߘࠇ߶ߤ㜞ߊߪߥߊ(27%)‫ޟ‬ᣣᧄੱߪሶ㖸ㅪ⛯ߩ⊒㖸߇⧰ᚻߢ޽ࠆ‫߁޿ߣޠ‬઒⺑ߪᡰᜬߐࠇߥ߆ߞߚ‫ ߒ߆ߒޕ‬3 ࡩ᦬ߩ᱌໒⸠✵ߩᓟߘߩᢙሼߪߐࠄߦᷫ
ࠅ(13%)‫⛔ޔ‬೙⟲ߣߩᲧセߢߎߩᷫዋ₸ߪ⛔⸘⊛ߦ᦭ᗧߢ޽ࠆ(p = .002 < .05)ߣߩ⚿ᨐࠍᓧߚ‫⛔ޕ‬೙⟲ߩᄌൻߦ᦭ᗧᏅߪߥ߆ߞߚ(p = .14 > .05)‫ޕ‬ ߎࠇࠄߩቴⷰ࠺࡯࠲߆ࠄ‫ޔ‬ዋߥߊߣ߽⧯ᐕጀߩᣣᧄ⺆⹤⠪ߦߣߞߡߪሶ㖸ㅪ⛯ߩ⊒㖸ߪᔅߕߒ߽࿎㔍ߢߪߥߊ‫ߩ⺆⧷ߡߒߘޔ‬᱌໒⸠✵ߦࠃߞߡߐࠄߦਇᔅⷐߥᲣ㖸ᝌ౉ࠍឃ㒰ߢ߈ࠆน⢻ᕈ߇޽ࠆߣߩ⍮⷗߇ᓧࠄࠇߚ‫⎇ᧄޕ‬ⓥߪߏߊ⍴ᦼ㑆ߢ㒢ࠄࠇߚੱᢙࠍ߽ߣߦᓧࠄࠇߚ⚿ᨐߢ޽ࠆ߇‫ᦼߦࠄߐޔ‬㑆࡮ታ㛎ኻ⽎ࠍᐢߍߡ‫ޟ‬᱌໒ߩዉ౉ߪ╙ੑ⸒⺆ߩ⊒㖸ะ਄ߦ⽸₂ߔࠆ‫⎇߁޿ߣޠ‬ⓥ߳❬ߍࠄࠇࠆน⢻ᕈࠍ߽␜ໂߔ
ࠆ߽ߩߣߥߞߚ‫ޕ‬ෳ⠨ᢥ₂
Geberina, P. (1990). ࡌ࡞ࡏ࡮࠻࠽࡞ᴺ‫ޡ‬ᣣᧄ⺆ߩ⊒㖸ᜰዉ㧙VT ᴺߩℂ⺰ߣታ㓙‫⪺✬╬ࠚࠫ࡞ࡌࡠޢ‬㧚᧲੩㧦ಠੱ␠
Graham, C. (1979). Jazz chants for Children. New York: Oxford University Press
Ladefoged, P. (2003). Phonetic Data Analysis – An Introduction to Fieldwork and Instrumental Techniques.
Blackwell Publishing.
Mazuka, R., Cao, Y., Dupoux, E., & Christophe A. (2011). The development of a phonological illusion: a crosslinguistic study with Japanese and French infants. Developmental Science. 14(4). 693-699.

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OP-168 ᦬ 8 ᣣ (15:00-15:30) / 331 ᢎቶ⛔⺆ಣℂߩ࠻࡟࡯࠾ࡦࠣ߇ᣣᧄੱೋ⚖⧷⺆ቇ⠌⠪ߩࠬࡇ࡯ࠠࡦࠣ
ߦ෸߷ߔᓇ㗀㧦CALL ᢎቶࠍᵴ↪ߒߚ᝼ᬺታ〣ߦၮߠߊ⠨ኤ᫪ਅ ⟤๺㧔␹ᚭቇ㒮ᄢቇ㧕ጊᧄ ⺈ሶ㧔␹ᚭቇ㒮ᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 ࠬࡇ࡯ࠠࡦࠣ㧘⛔⺆ಣℂ㧘⺆㗅ᢛᐨ໧㗴㧘e-learning㧘CALL
1. ߪߓ߼ߦ
㕖⧷⺆ኾ᡹ߩਛߢ߽␠ળ⑼ቇ♽ߩቇ↢ߪ㧘⧷⺆ࠍ EAP ߿ ESP ߣߒߡቇ߱ߎߣ߇ዋߥߊ㧘ቇ⠌⋡ᮡ⸳ቯ߇㔍ߒ޿‫⚻ޕ‬༡ቇㇱߩᄢቇ↢⚂ 200 ฬߦኻߒߡ⧷⺆ቇ⠌ߦ㑐ߔࠆᗧ⼂⺞ᩏࠍⴕߞߚߣߎࠈ㧘‫ߎޠߔ⹤ޟ‬ߣߪ㧘ቇ↢߇ᦨ߽⧰ᚻߛߣ⠨߃ߡ޿ࠆߣหᤨߦᦨ߽િ߫ߒߚ޿㗄⋡ߢ޽ࠆߎߣ߇ಽ߆ߞߚ‫ߦࠄߐޕ‬㧘ห৻ߩቇ↢ߦኻߒ⺆㗅ᢛᐨ࠹ࠬ࠻ࠍⴕ޿㧘⛔⺆⍮⼂ࠍ᷹ቯߒߚߣߎࠈ㧘⧷ᬌ 3 ⚖࡟ࡌ࡞ߩ໧㗴ߦ߅޿ߡ߽
⺋╵߇ᢔ⷗ߐࠇߚ㧔ਛ⷏࡮᫪ਅ࡮ጊᧄ㧘2011㧕
‫ޕ‬
Levelt(1993)ߩ㖸ჿ⸒⺆ࡕ࠺࡞ߦࠃ
ࠆߣ㧘ࠬࡇ࡯ࠠࡦࠣߩࡊࡠ࠮ࠬߦ߅޿
ߡ㧘᭎ᔨൻⵝ⟎(Conceptualizer)ߢ૞ࠄࠇ
ߚࡔ࠶࠮࡯ࠫߪ㧘ᒻᑼൻⵝ⟎(Formulator)ߢࡔࡦ࠲࡞࡟ࠠࠪࠦࡦ㧔ᔃ⊛ㄉᦠ㧕ࠍ૶ߞߡᢥᴺࠦ࡯࠼ൻ߅ࠃ߮
㖸㖿ࠦ࡯࠼ൻߐࠇ㧘⺞㖸ⵝ⟎(Articulator)ࠍ⚻ߡࠕ࠙࠻ࡊ࠶࠻ߐࠇࠆ
㧔࿑ 1㧕
‫ޕ‬
Უ⺆⹤⠪ߩ႐ว㧘ߎߩࡊࡠ࠮ࠬߪ߶
߷⥄േൻߐࠇߡ޿ࠆ߇㧘ೋ⚖࡟ࡌ࡞ߩ⧷⺆ቇ⠌⠪ߩ႐ว㧘ࡔࡦ࠲࡞࡟ࠠࠪࠦ
ࡦౝߦ⺆ᒵ࡮⛔⺆⴫⽎߇චಽߦᒻᚑߐ
ࠇߡ޿ߥ޿ߚ߼㧘⺆ᒵࠍහᐳߦᱜߒߊ
⚵ߺวࠊߖߡᢥࠍ૞ࠆߎߣ㧘ߟ߹ࠅૐ࿑ 1㧚⸒⺆ߩℂ⸃ߣ↢ᚑߦ߅ߌࠆ⺆ᒵ઒⺑ࡕ࠺࡞(Levelt, 1993)ᰴߩ⛔⺆ಣℂ߇࿎㔍ߢ޽ࠆߣ⠨߃ࠄࠇߡ޿ࠆ(Morishita, Satoi, & Yokokawa, 2010 ઁ)‫߼ߚߩߘޕ‬㧘ࠬࡇ࡯ࠠࡦࠣߦ߅ߌࠆ⛔⺆ಣℂ⢻ജࠍિ߫ߔߚ
߼ߦߪ㧘ᢥᴺ⊛࡮㖸㖿⊛ࠦ࡯࠼ൻߩ࠻࡟࡯࠾ࡦࠣߦࠃߞߡ⥄േൻࠍଦㅴߔࠆߎߣ߇ਇนᰳߢ޽ࠆ‫ߎߘޕ‬ߢ㧘ᧄ⎇ⓥߢߪ㧘⛔⺆⍮⼂ࠍߟߌߥ߇ࠄ‫ޠߔ⹤ޟ‬⢻ജࠍિ߫ߔߎߣࠍ⋡⊛ߣߒߚ᝼ᬺታ〣ࠍⴕߞߚ‫ޕ‬
2. ᚻ㗅
ห৻ߩ⧷⺆⑼⋡ࠍጁୃߔࠆᄢቇ 1 ᐕ↢ 143 ฬ㧔5 ࠢ࡜ࠬಽ㧕ࠍኻ⽎ߣߒ㧘᝼ᬺ㧔10 ࿁ಽ㧕ߩᦨೋߩ⚂15 ಽ㑆㧘⺆㗅ᢛᐨ໧㗴ࠍ૶↪ߒߚ 2 ⒳㘃ߩ࠻࡟࡯࠾ࡦࠣࠍⴕߞߚ‫ߩࠣࡦ࠾࡯࡟࠻ޕ‬೨ඨߩ໧㗴ߪ㧘ቇౝߩ e-learning ࠪࠬ࠹ࡓ਄ߢ૞ᚑߒߚ‫ޕ‬ᢥሼ๒␜ߐࠇߚ 4㨪5 ߟߩ⺆⟲ࠍᱜߒ޿㗅ᐨߦਗߴᦧ߃㧘ฦ⺆⟲ߩਅߦ⸳ߌߚⓨᰣߦᱜ⸃ߩᢙሼࠍ౉ജߔࠆߣ޿߁߽ߩߢ޽ߞߚ‫ޕ‬ᓟඨߩ໧㗴ߪ㧘VersantͿ English
Test(Pearson Kirihara K.K.)ߩࡄ࡯࠻ D㧔ᢥߩ᭴▽㧕ࠍෳ⠨ߦ㧘ࡄࡢ࡯ࡐࠗࡦ࠻ߢ૞ᚑߒߚ㧔࿑ 2㧘3㧕
‫ޕ‬

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ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ࿑ 2㧚࠻࡟࡯࠾ࡦࠣᓟඨ 1 ᨎ⋡ߩࠬ࡜ࠗ࠼

࿑ 3㧚࠻࡟࡯࠾ࡦࠣᓟඨ 2 ᨎ⋡ߩࠬ࡜ࠗ࠼

೨ඨߩ໧㗴߇⚳ੌߒߚࠄ㧘ቇ↢ߪฦ⥄ SoundEngine Free ver. 4.59 ࠍ┙ߜ਄ߍߡ㍳㖸ࠍ㐿ᆎߒ㧘޽ࠄ߆ߓ
߼㈩Ꮣߐࠇߚࡄࡢ࡯ࡐࠗࡦ࠻ࠍ㐿޿ߡ㧘ᓟඨߩ໧㗴ߦ⸃╵ߒߚ‫ޕ‬ฦ໧㗴ߪ 2 ᨎߩࠬ࡜ࠗ࠼߆ࠄᚑࠅ㧘޿ߕࠇߦ߽ᣣᧄ⺆⸶ߣ㖸ჿౣ↢ࡏ࠲ࡦ߇๒␜ߐࠇߚ‫ޕ‬1 ᨎ⋡ߩࠬ࡜ࠗ࠼㧔࿑ 2㧕ߢߪ㧘㖸ჿౣ↢ࡏ࠲ࡦࠍࠢ
࡝࠶ࠢߔࠆߣ㧘3 ߟߩ⺆⟲߇ࡐ࡯࠭ࠍ᜽ࠎߢ⡞ߎ߃ࠆߩߢ㧔ߎߎߢߪ gives us / history / the answer㧕㧘ᱜߒ޿㗅ᐨߦญ㗡ߢਗߴᦧ߃ߐߖߚ‫ޕ‬2 ᨎ⋡ߩࠬ࡜ࠗ࠼㧔࿑ 3㧕ߢߪ㧘㖸ჿౣ↢ࡏ࠲ࡦࠍࠢ࡝࠶ࠢߒߡ㧘ᱜ⸃ߩ㖸ჿ㧔ߎߎߢߪ History gives us the answer.㧕ࠍ⏕⹺࡮ᓳ໒ߐߖߚ‫ޕ‬໧㗴ߩ㖸ჿߪ㧘
GlobalvoiceEnglish (HOYAࠨ࡯ࡆࠬᩣᑼળ␠)ߢ૞ᚑߒߚ‫ޕ‬ቇ↢ߦࠃߞߡ㍳㖸ߐࠇߚ㖸ჿߪ㧘WAVE ࡈࠔࠗ࡞ߢ଻ሽᓟ㧘࿁෼ߒߚ‫ޕ‬
1 ࿁ಽߩ࠻࡟࡯࠾ࡦࠣߩ໧㗴ᢙߪ㧘೨ඨ 10 ໧㧘ᓟඨ 5 ໧ߢ޽ߞߚ߇㧘1 ࿁⋡ߣ 10 ࿁⋡ߩ໧㗴ߪ 1 ߟߦ߹ߣ߼㧘੐೨࡮੐ᓟ࠹ࠬ࠻ߩᒻߢห৻ߩ໧㗴㧔೨ඨ 20 ໧㧘ᓟඨ 10 ໧㧕ࠍਈ߃㧘࠻࡟࡯࠾ࡦࠣߩᚑᨐࠍ⺞ᩏߒߚ‫ޕ‬3. ⚿ᨐ੐೨࡮੐ᓟ࠹ࠬ࠻ࠍਔᣇฃߌߚቇ↢ (n = 88) ߩ࠺࡯࠲ߦߟ޿ߡ t ᬌቯࠍⴕߞߚ⚿ᨐ㧘೨ඨ (t(87) = 2.34,
p < .05)㧘ᓟඨ (t(87) = 6.37, p < .01) ߣ߽㧘੐೨࠹ࠬ࠻ߣᲧセߒߡ੐ᓟ࠹ࠬ࠻ߩᚑ❣ߩᣇ߇᦭ᗧߦ㜞ߊߥߞߡ޿ࠆߎߣ߇ಽ߆ߞߚ‫ޕ‬⺆㗅ᢛᐨ໧㗴ߪ㧘৻⥸ߦᢥᴺ⍮⼂ߩ࠴ࠚ࠶ࠢߩߚ߼ߦ૶↪ߐࠇࠆߎߣ߇ᄙ޿‫ࠄ߇ߥߒ߆ߒޕ‬㧘ᧄ⎇ⓥߩ࠻࡟࡯࠾ࡦࠣߩࠃ߁ߦญ㗡ߢߩਗ߮ᦧ߃✵⠌ࠍⴕ߁ߎߣߪ㧘⛔⺆ಣℂߩ⥄േൻࠍଦߒ㧘ࠬࡇ࡯ࠠࡦࠣ
ߩၮ␆ജࠍ㜞߼ࠆน⢻ᕈ߇޽ࠆߎߣ߇␜ໂߐࠇߚ‫⎇ߩࠄࠇߎޕ‬ⓥ⚿ᨐࠍ〯߹߃㧘੹ᓟߪߐࠄߦ᳢↪ᕈߩ޽ࠆ e-learning ᢎ᧚ߩ㐿⊒ߦขࠅ⚵ߺߚ޿‫ޕ‬ෳ⠨ᢥ₂
Levelt, W. J. M. (1993). The architecture of normal spoken language use. In G. Blanken, J. Dittmann, H. Grimm, J.
C. Marshall & C-W. Wallesch (Eds.), Linguistic disorders and pathologies: An international handbook (pp.1-15).
Berlin: Walter de Gruyter.
Morishita, M., Satoi, H., & Yokokawa, H. (2010). Verb lexical representation of Japanese EFL learners: Syntactic
priming during language production. Journal of the Japan Society for Speech Sciences, 11, 29-43.
ਛ⷏ߩࠅߎ࡮᫪ਅ⟤๺࡮ጊᧄ⺈ሶ. (2011).‫ޟ‬㕖⧷⺆ኾ᡹ߩᄢቇ↢ࠍኻ⽎ߣߒߚ⧷⺆ቇ⠌ߦ㑐ߔࠆᗧ⼂⺞ᩏ‫ޠ‬㑐⷏⧷⺆ᢎ⢒ቇળᤐቄ⎇ⓥᄢળ.

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OP-178 ᦬ 8 ᣣ (13:00-13:30) / 332 ᢎቶࠪࡖ࠼࡯ࠗࡦࠣߦᔅⷐߥਅ૏⢻ജߩ⎇ⓥ㧦න⺆⹺⼂⢻ജߣࠪࡖ࠼࡯ࠗࡦࠣߩ㑐ଥጊౝ ⼾㧔᧲੩࿖㓙ᄢቇ㧕ፃ᧻ ା᣿㧔᧲੩ᄢቇ㧕ട⮮ 㓸ᐔ㧔᧲੩ᄢቇ ᄢቇ㒮↢㧕Ꮉ᧛ ᣿⟤㧔᧲੩࿖㓙ᄢቇ㧕⷏Ꮉ ᗆ㧔᧲ᶏᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 ࠪࡖ࠼࡯ࠗࡦࠣ㧘⥄േ⹏ଔ㧘න⺆⹺⼂㧘෻ᔕㅦᐲ㧘✚ว⊛ᾫ㆐ᐲ
1. ⢛᥊
ࠪࡖ࠼࡯ࠗࡦࠣߪ㧘⡞ߎ߃ߡߊࠆࠬࡇ࡯࠴ߦኻߒߡ㧘߶߷หᤨߦߢ߈ࠆߛߌහᤨ⊛ߦ‫࠴࡯ࡇࠬߩߘޔ‬ߣหߓ⊒⹤ࠍญ㗡ߢౣ↢ߔࠆ✵⠌ᴺߢ޽ࠆ㧔₹੗ 2005)‫ߪࠣࡦࠗ࡯࠼ࡖࠪޕ‬㧘ࡕ࠺࡞ߩ⊒⹤ࠍ߶߷หᤨߦ
ߊࠅ㄰ߔߩߢ㧘⋡ᮡ⸒⺆ߩ⊒㖸߿࡝࠭ࡓ࡮ࠗࡦ࠻ࡀ࡯࡚ࠪࡦߥߤߩ㖿ᓞ⊛․ᓽࠍ⠌ᓧߒ߿ߊߐߖࠆߎߣ
߇ߢ߈ࠆ‫ߦࠄߐޕ‬㧘හᤨ⊛ߥಣℂ⢻ജ߇㜞߹ߞߡ㜞ㅦൻ࡮⥄േൻ߇ଦㅴߐࠇ㧘࡝ࠬ࠾ࡦࠣᛛ⢻ߣࠬࡇ࡯ࠠࡦࠣᛛ⢻߽િ߫ߖࠆലᨐ⊛ߥ✵⠌ᴺߣߒߡᵈ⋡ߐࠇߡ޿ࠆ㧔ᨴ⼱ 1998; 㐷↰ 2007㧕‫ޕ‬㖸㖿ࠍਛᔃߣߒߚ prosodic shadowing ߦኻߒߡ㧘ࠪࡖ࠼࡯ࠗࡦࠣߔࠆᢥ┨ౝኈߩᗧ๧ℂ⸃߽หᤨߦⷐ᳞
ߔࠆ content shadowing ߢߪ㧘౉ജ㖸ჿࠍಣℂߒߡᗧ๧ℂ⸃ߒߥ߇ࠄหᤨߦญ㗡ౣ↢߽ⴕ߁ߚ߼ߦ㧘ಣℂߣ଻ᜬࠍല₸⊛ߦᛒ߁૞േ⸥ᙘ.߇㊀ⷐߥᓎഀࠍᨐߚߒ㧘ⶄ㔀ߢ⽶⩄ߩ㜞޿⸒⺆ᵴേߦߥࠆ‫߼ߚߩߎޕ‬㧘
ᗧ๧ℂ⸃߽઻߁ content shadowing ߩ⸠✵ࠍⴕ߁ߎߣߦࠃࠅ㧘ቇ⠌⠪ߩ⛔ว⊛ߥ⸒⺆⢻ജ߽િ߫ߖࠆน⢻ᕈ߇޽ࠆߣᦼᓙߐࠇࠆ㧔ጊౝ ⼾㧘ፃ᧻ା᣿㧘⟜ᓼ቟㧘Ꮉ᧛᣿⟤ 2009a㧕‫ޕ‬એ਄ߩࠃ߁ߦ㧘ࠪࡖ࠼࡯ࠗࡦࠣߪ㧘࡝ࠬ࠾ࡦࠣᛛ⢻㧘⊒㖸ࠍિ߫ߔߛߌߢߥߊ㧘ቇ⠌⠪ߩᄖ࿖⺆⢻ജࠍ⛔ว⊛ߦિ߫ߖࠆ✵⠌ᴺߣߒߡ㧘ㄭᐕߩᄖ࿖⺆ቇ⠌ߩਛߢᄙ޿ߦᵈ⋡ߐࠇ㧘ో࿖⊛ߦᐢߊታᣉߐࠇߡ
޿ࠆ‫৻ޕ‬ᣇߢ㧘ࠪࡖ࠼࡯ࠗࡦࠣ߇߁߹ߊߢ߈ࠆቇ⠌⠪ߣ߁߹ߊߢ߈ߥ޿ቇ⠌⠪ߩ㆑޿߿ࠪࡖ࠼࡯ࠗࡦࠣ
߇ߢ߈ࠆߚ߼ߦᔅⷐߥਅ૏⢻ജߩಽ㘃࡮ᬌ⸛ߦߟ޿ߡߩ⎇ⓥߪ߹ߛචಽߦㅴࠎߢ޿ࠆߣߪ޿޿߇ߚ޿‫ޕ‬
2. ⋡⊛ࠪࡖ࠼࡯ࠗࡦࠣߢߪ㧘⡞ߎ߃ߡ߈ߚන⺆ࠍߔ߫߿ߊ⹺⼂ߒ㧘㖸㖿⊛࡮ᗧ๧⊛࡮⛔⺆⊛ߥಣℂࠍߒߡ⸃㉼ߒ㧘ญ㗡ౣ↢ߔࠆᔅⷐ߇޽ࠆ‫ ߥ߁ࠃߩߎޕ‬decoding process ߩਛߢ㧘න⺆⹺⼂ജߣ⹺⼂ಣℂߦⷐߔࠆㅦ
ᐲߪ㊀ⷐߥⷐ࿃ߢ޽ࠆߣ⠨߃ࠄࠇࠆ‫ߢߎߘޕ‬㧘ᧄ⎇ⓥߢߪ㧘ࠪࡖ࠼࡯ࠗࡦࠣߦᔅⷐߥਅ૏⢻ജߩ৻ߟߣ
ߒߡ㧘න⺆⹺⼂ㅦᐲࠍขࠅ਄ߍ㧘ࠪࡖ࠼࡯ࠗࡦࠣ࡮ࡄࡈࠜ࡯ࡑࡦࠬߣߩ㑐ଥߦߟ޿ߡ⺞ᩏߒߚ‫ޕ‬
3. ᣇᴺ
3.1 ෳട⠪ ⧷⺆ᾫ㆐ᐲߩ⇣ߥࠆᣣᧄੱ⧷⺆ቇ⠌⠪㧔᧲੩ߩᄢቇ↢㧕
3.2 ᧚ᢱ
(1) TOEIC㧦ෳട⠪ߩ⧷⺆ᾫ㆐ᐲࠍ᷹ቯߔࠆߚ߼ߩ࠹ࠬ࠻㧕(2) ࠪࡖ࠼࡯ࠗࡦࠣ↪⧷ᢥ㖸ჿ㧦ࡀࠗ࠹ࠖࡉ࡮ࠬࡇ࡯ࠞ࡯ߦ㍳㖸ߐࠇߚ㧘ෳട⠪ߦߣߞߡೋ߼ߡ⡞ߊ⧷ᢥࡄ࠶࠮࡯ࠫ

−76−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ(3) ౝኈℂ⸃ᐲ࠹ࠬ࠻㧦ࠪࡖ࠼࡯ࠗࡦࠣߒߚ⧷ᢥߩౝኈ㧔᭎ⷐ㧕ℂ⸃ࠍ᷹ቯߔࠆߚ߼ߩㆬᛯᑼ໧㗴(4) ⺆ᒵಣℂ⢻ജ࠹ࠬ࠻㧦⧷⺆ቇ⠌⠪ߩ⺆ᒵ⍮⼂ߣ⺆ᒵࠕࠢ࠮ࠬߩ⥄േᕈࠍ᷹ቯߔࠆ࠹ࠬ࠻㧔CELP㧕
3.3. ᚻ㗅(1) ෳട⠪ߦ TOEIC ࠍታᣉߒ㧘ฦ‫⺆⧷ߩޘ‬ᾫ㆐ᐲࠍ᷹ቯߒߚ‫ޕ‬(2) ෳട⠪ߦ㧘੹߹ߢ⡞޿ߚߎߣߩߥ޿⧷ᢥࡄ࠶࠮࡯ࠫߦߟ޿ߡࠪࡖ࠼࡯ࠗࡦࠣߒ㧘ߘࠇࠍࠦࡦࡇࡘ࡯
࠲ߦ㍳㖸ߒߡ߽ࠄߞߚ‫ޕ‬㧔࠙ࠝ࡯ࡓࠕ࠶ࡊ✵⠌ߣߒߡ㧘ࠃࠅᐔᤃߥ೎ߩࡄ࠶࠮࡯ࠫߢࠪࡖ࠼࡯ࠗࡦࠣ㍳㖸ߔࠆ✵⠌ࠍⴕߞߡ߆ࠄ㧘ᧄ⇟ߩࠪࡖ࠼࡯ࠗࡦࠣ㍳㖸ࠍታᣉߒߚ‫ޕ‬㧕(3) ࠪࡖ࠼࡯ࠗࡦࠣߒߚ⧷ᢥߩౝኈℂ⸃ᐲࠍ᷹ቯߔࠆߚ߼ߦ㧘ㆬᛯ⢇ᑼߩౝኈℂ⸃࠹ࠬ࠻ࠍታᣉߒߚ‫ޕ‬(4) ᦨᣂߩ㖸ჿᖱႎಣℂᛛⴚߢ޽ࠆ㧘㖸㗀ࡕ࠺࡞ߦၮߠ޿ߚ GOP (Goodness of Pronunciation)ࠍ૶ߞߡ㧘ࠦࡦࡇࡘ࡯࠲߇ࠪࡖ࠼࡯ࠗࡦࠣ㖸ჿࠍ⥄േ⊛ߦಽᨆ࡮⹏ଔߔࠆ⥄േ⹏ଔࠪࠬ࠹ࡓ㧔ጊౝ࡮ፃ᧻࡮⟜࡮Ꮉ᧛, 2009b)ࠍ↪޿ߡ㧘ቇ⠌⠪ߩࠪࡖ࠼࡯ࠗࡦࠣ㖸ჿࠍቯ㊂⊛ߦ⹏ଔߒߚ‫ޕ‬(5) න⺆⹺⼂ㅦᐲࠍ᷹ቯߔࠆߚ߼ߦ㧘㐷↰࡮㊁ํ࡮㐳⼱࡮ፉᧄ㧔2010㧕ߦࠃߞߡ㐿⊒ߐࠇߚ⺆ᒵಣℂ⢻
ജ࠹ࠬ࠻㧔CELP: Computer-based Lexical Processing㧕ࠍታᣉߒߚ‫ޕ‬CELP ߪ㧘⧷⺆ቇ⠌⠪ߩ⺆ᒵ⍮⼂ߣ⺆ᒵࠕࠢ࠮ࠬߩ⥄േᕈࠍ᷹ቯߔࠆ࠹ࠬ࠻ߢ޽ࠆ‫↹࠲࡯ࡘࡇࡦࠦޕ‬㕙ਛᄩߦ㧝ߟߩන⺆߇ឭ␜ߐࠇ㧘ߔߋ޽ߣߦឭ␜ߐࠇࠆන⺆߇㧘೨ߩන⺆ߣᗧ๧⊛ߦ㑐ଥ߇޽ࠆ߆ߥ޿߆ߩ್ᢿࠍ᳞߼ࠆࡊ࡜ࠗࡒࡦࠣᑼ
࠹ࠬ࠻ߢ޽ࠆ‫ޕ‬ቇ⠌⠪߇㧞ߟߩන⺆㑆ߦ㑐ଥ߇޽ࠆߣ್ᢿߒߚߩ߆ή޿ߣ್ᢿߒߚߩ߆㧘߅ࠃ߮㧘න⺆߇ឭ␜ߐࠇߡ߆ࠄቇ⠌⠪߇್ᢿߒߡࠠ࡯ࡏ࡯࠼ࠍ᛼ߔ߹ߢߩ෻ᔕᤨ㑆߇⥄േ⊛ߦ⸥㍳ߢ߈ࠆߩߢ㧘⺆ᒵ⹺⼂߳ߩ෻ᔕㅦᐲࠍ᷹ቯߔࠆߎߣ߇ߢ߈ࠆ‫ޕ‬
㧔CELP ߪ㧘ቇ⠌⠪߇ߎߩ࠹ࠬ࠻ߦචಽߦᘠࠇࠆࠃ߁
ߦ㧘⹦ߒ޿⸃⺑ࡍ࡯ࠫߣ㧞ߟߩ✵⠌ࡄ࡯࠻߇↪ᗧߐࠇ㧘ߎࠇࠄࠍ⚳ੌߒߡ߆ࠄᧄ⇟ߩ 100 ໧ߦ౉ࠆࠃ
߁ߦ᭴ᚑߐࠇߡ޿ࠆ‫ᧄޕ‬ታ㛎ߢ߽㧘ߎࠇࠄߩ✵⠌ࠬ࠹࠶ࡊࠍ〯ࠎߢ߆ࠄᧄ⇟ߦ౉ߞߚ‫ޕ‬㧕
4. ⚿ᨐ⛔⸘⊛ಽᨆߩ⚿ᨐ㧘ࠪࡖ࠼࡯ࠗࡦࠣ࡮ࡄࡈࠜ࡯ࡑࡦࠬߩᓧὐ㧘⺆ᒵಣℂ⢻ജ࠹ࠬ࠻㧔CELP㧕ᓧὐ㧘TOEIC ߦၮߠߊ⧷⺆ᾫ㆐ᐲߩ㑆ߦ᦭ᗧߥ⋧㑐߇޽ࠆߎߣ߇ࠊ߆ࠅ㧘⺆ᒵ⹺⼂ㅦᐲ߇ࠪࡖ࠼࡯ࠗࡦࠣࠍⴕ
߁ߚ߼ߦ㊀ⷐߥਅ૏⢻ജߩ৻ߟߢ޽ࠆߎߣ߇᣿ࠄ߆ߦߥߞߚ‫ߪߢ⴫⊒ޕ‬㧘࠺ࡕ߽฽߼ߡ㧘ߎࠇࠄߩᄌᢙ
ߦߟ޿ߡߩ㑐ଥࠍ,ᔃℂ⸒⺆ቇ⊛ⷰὐ߿ᄖ࿖⺆ᢎ⢒⊛ⷰὐ߆ࠄ⠨ኤߣ⼏⺰ࠍㅴ߼ࠆ੍ቯߢ޽ࠆ‫ޕ‬ෳ⠨ᢥ₂㐷↰ୃᐔ (2007) .‫ߣࠣࡦࠗ࡯࠼ࡖࠪޡ‬㖸⺒ߩ⑼ቇ‫ࠕࡇࡕࠬࠦޢ‬.
㐷↰ୃᐔ‫ޔ‬㊁ํᔘม‫ޔ‬㐳⼱ዏᒎ‫ޔ‬ፉᧄߚ޿ሶ (2010). ‫⑼ޡ‬ቇ⎇ⓥ⾌⵬ഥ㊄ <ၮ⋚⎇ⓥ(C)> ⎇ⓥᚑᨐႎ๔ᦠ (╙ੑ⸒⺆ߦ߅ߌࠆ⺆ᒵಣℂߣᢥಣℂߩࠗࡦ࠲࡯ࡈࠚࠗࠬ:ᣣᧄੱ⧷⺆ቇ⠌⠪߳ߩታ⸽⎇ⓥ(The Interface between Lexical and Sentence Processing in L2: An Empirical Study of Japanese EFL
Learners)) ‫ ޢ‬1-170 .
ᨴ⼱ᵏᱜ (1998). ‫ࠬࡦ࠮࡯ࠖ࠺࠰ࡠࡊޟ‬ᒝൻ⸠✵ߩലᨐߦ㑐ߔࠆࠕ࡚ࠢࠪࡦ࡝ࠨ࡯࠴㨪‫ࡦࠗ࡯࠼ࡖࠪޟ‬ࠣ㧗㖸⺒‫✵ޠࡦ࡚ࠪ࡯࠹ࠢࠖ࠺ޟߣޠ‬⠌ߩലᨐ㨪‫ޡ‬ㅢ⸶ℂ⺰⎇ⓥ‫ ╙ޢ‬7 Ꮞ 2 ภ 4-21.
₹੗ ஜ (2005).‫ࠣࡦ࠾ࠬ࡝ޡ‬ᜰዉᴺߣߒߡߩࠪࡖ࠼࡯ࠗࡦࠣߩലᨐߦ㑐ߔࠆ⎇ⓥ ‫ޢ‬㘑㑆ᦠᚱ.
ጊౝ ⼾㧘ፃ᧻ା᣿㧘⟜ᓼ቟㧘Ꮉ᧛᣿⟤ (2009a).‫⺆⧷ߣࠣࡦࠗ࡯࠼ࡖࠪ࡮࠷ࡦ࠹ࡦࠦޟ‬ᾫ㆐ᐲߩ㑐ଥ‫ޠ‬‫ޡ‬ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ㑐᧲ᡰㇱᄢળ⊒⴫ⷐ✁‫ޢ‬.6-7.
ጊౝ ⼾㧘ፃ᧻ା᣿㧘⟜ᓼ቟㧘Ꮉ᧛᣿⟤ (2009b). ‫ޟ‬㖸ჿᖱႎಣℂᛛⴚࠍᵴ↪ߒߚࠪࡖ࠼࡯ࠗࡦࠣ⥄േ⹏ଔࠪࠬ࠹ࡓߩ㐿⊒‫ޠ‬‫ޡ‬ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળో࿖⎇ⓥᄢળ⻠Ṷ㓸‫ޢ‬178-179.
ጊౝ ⼾㧘ፃ᧻ା᣿㧘⟜ᓼ቟㧘Ꮉ᧛᣿⟤㧘⷏Ꮉ ᕺ (2011). ‫⹏ࠣࡦࠗ࡯࠼ࡖࠪ⺆⧷ޟ‬ଔߩ⹜ߺ㧦ో૕⊛ශ⽎⹏ଔߣⷰὐ೎⹏ଔߩ㑐ଥ‫ޠ‬‫ޡ‬ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ㑐᧲ᡰㇱᄢળ⊒⴫ⷐ㗄‫ޢ‬10-11.

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OP-188 ᦬ 8 ᣣ (13:35-14:05) / 332 ᢎቶ➅ࠅ㄰ߒ㤩⺒ߢჇߔ⺒ߺߩㅦᐲ෸߮ౝኈℂ⸃ߣ⺆ᒵ࡟ࡌ࡞ߩ㑐ଥᳰጊ ๺ሶ㧔ᕺᴰᅚቇ࿦ᄢቇ 㕖Ᏹൕ⻠Ꮷ㧕ࠠ࡯ࡢ࡯࠼㧦➅ࠅ㄰ߒ㤩⺒㧘ೋ⷗ߩ࠹ࠠࠬ࠻㧘⺒ߺߩㅦᐲ㧘ౝኈℂ⸃㧘⺆ᒵ࡟ࡌ࡞
1. ߪߓ߼ߦ
߹ߔ߹ߔታ〣⊛ߥ⧷⺆ജࠍ᳞߼ࠄࠇࠆᄢቇ↢ߦኻߒ‫‛ޔ‬ᔺߓߖߕ㐳ᢥߦ᜸߻ᆫ൓ࠍᶩ㙃ߔࠆߚ߼㧘੍⠌ࠍ೨ឭߣߒߥ޿⺒ߺߩᜰዉᴺࠍ⠨᩺ߒߚ‫ޕ‬ೋ⷗ߩ࠹ࠠࠬ࠻ࠍ➅ࠅ㄰ߒ㤩⺒ߔࠆ᝼ᬺࠍ⸘↹ߒ㧘߹ߕ╩⠪⥄り߇න⁛ߢታ㛎ࠍⴕߞߚ‫ޕ‬ᄢቇ↢ะߌߩ࡝࡯࠺ࠖࡦࠣᢎ⑼ᦠ㧝ౠߩ 10 ᧄߩ࠹ࠠࠬ࠻ߦߟ޿ߡ㧘หߓᢥ┨ߩ㧟࿁ㅪ⛯㤩⺒ߢ WPM ߪᐔဋ 17㧑਄᣹㧘ౝኈℂ⸃ߩะ਄߽∩ᗵߢ߈ߚ‫ߪࠄࠇߎޕ‬㧘⺒ߺ㄰ߔߚ߮
ߦ⺆ฏߩ⹺⍮߇⏕ᐲࠍჇߒ㧘㘧߫ߒ⺒ߺ߿੍᷹⺒ߺ㧘ᬌ⸽⺒ߺ߇ߢ߈ࠆߎߣߦട߃㧘ㅦᐲࠍఝవߔࠆߚ
߼ߩ⷗⪭ߣߒ╬߇ୃᱜߢ߈ࠆ߆ࠄߣ⠨߃ࠄࠇࠆ‫߃߹〯ࠍࠇߎޕ‬㧘ᄢቇ↢߇ೋ⷗ߩ➅ࠅ㄰ߒ㤩⺒ࠍⴕ߁႐วߩ WPM ߩિ߮߿ౝኈℂ⸃ߩะ਄ࠍ⺞ߴߚ‫ߚ߹ޕ‬㧘ߘࠇࠄߣ⺆ᒵ࡟ࡌ࡞ߩ㑐ଥࠍតࠇߥ޿߽ߩ߆㧘ᗧ๧ߩಽ߆ࠄߥ޿⺆ߩ⼂೎߿ߘࠇࠄ߳ߩኻಣᴺ╬ߦߟ޿ߡᓧߚၮ␆࠺࡯࠲ࠍႎ๔ߔࠆ‫ޕ‬
2. ᚻ㗅
2.1 ෳട⠪ෳട⠪ߪ㧘᧲੩ㇺౝߩᄢቇ㧝ᐕ↢ 22 ฬ㧔↵ሶ 18 ฬ‫ޔ‬ᅚሶ 4 ฬ㧕ߢ㧘ㅳ 1 ࿁ߩᔅୃ⧷⺆⑼⋡ߩਛ⚖ࠢ࡜ࠬߦዻߒ㧘౉ቇᒰೋߦฃߌߚ G-TELP ߩో໧ਛߩᱜ╵₸ߪᐔဋ 50 บඨ߫ߣ޿߁㓸࿅ߢ޽ߞߚ‫⎇ᧄޕ‬ⓥ
ߦߪ㧘೨ᦼߣᓟᦼߦෳടߒߡ߽ࠄ߁߇㧘੹࿁ߩⷐ㗄ߦ⸥タߔࠆႎ๔ߪ㧘2012 ᐕ 4 ᦬࡮5 ᦬ᦼߢߩ 5 ࿁ߩ⺞ᩏోߡߦෳടߢ߈ߚ 19 ฬಽߩ࠺࡯࠲ߦၮߠ޿ߡ޿ࠆ‫ޕ‬
2.2 ૶↪ᢎ᧚ ෳട⠪߇⺒ࠎߛ 5 ᧄߩ࠹ࠠࠬ࠻ߪ㧘ᐔဋ⺆ᢙ 596 ⺆㧘ᐔဋ readability㧔Flesch-Kincaid Grade Level㧕ߪ
8.4㧘ᢎ᧚ CD ߩ㖸⺒ㅦᐲߪᐔဋ 141 WPM ߢ޽ߞߚ‫ޕ‬
2.3 ᚻ㗅
2.3.1 ➅ࠅ㄰ߒ㤩⺒ߦ߅ߌࠆ WPM ߣౝኈℂ⸃ᐲߩ⸥㍳ෳട⠪ߪ੍⠌ࠍߖߕߦ᝼ᬺߦ⥃ߺ㧘⸥㍳↪⚕ߦශ೚ߐࠇߚᢎ⑼ᦠᧄᢥߩㅪ⛯㤩⺒㧔2 ࿁㨪3 ࿁㧕ߦ߅ߌࠆฦ࿁ߩᚲⷐᤨ㑆㧔ಽ࡮⑽㧕ߣ⥄Ꮖ↳๔ߦࠃࠆ㧡Ბ㓏ߩౝኈℂ⸃ᐲࠍ⸥㍳ߔࠆ‫ᧂޕ‬⍮⺆߿ℂ⸃ߢ߈ߡ޿
ߥ޿▎ᚲߦශࠍߟߌ㧘઀਄ߍߦ⍴޿ᣣᧄ⺆ⷐ⚂ࠍᦠ޿ߡឭ಴ߔࠆ‫ޕ‬ᒁ߈឵߃ߦ㧘ౝኈℂ⸃ࠍഥߌࠆ⺆ฏߩᣣ⧷ኻᾖ⴫ࠍฃߌขࠅ㧘ౣᐲ⺒ߺ㄰ߒߥ߇ࠄ⹥ᒰߔࠆ⧷⺆⴫⃻ࠍ⷗ߟߌࠆ‫ޕ‬
⸥㍳ߩ࿁෼߇ቢੌߔࠆߣ㧘↳๔ߩᄙ޿ਇ᣿⺆ฏ╬ࠍ․ቯߢ߈ࠆ‫ޕ‬CD ߩ㖸⺒ࡕ࠺࡞ࠍ⡬߆ߖߥ߇ࠄ㧘ᢎ᧚ឭ␜ᯏࠍᵴ↪ߒߡෳട⠪ߩᔅⷐߦᔕߓߚ⸃⺑ࠍߒߚᓟ㧘ᤨ㑆ߩ⸵ߔ▸࿐ߢ৻ᢧߩ㖸⺒✵⠌ࠍⴕߞߚ‫ޕ‬
2.3.2 ᤨ㑆ࠍ᷹ࠆ➅ࠅ㄰ߒ㤩⺒ߦߟ޿ߡߩࠕࡦࠤ࡯࠻
5 ᧄ⋡ߩ࡝࡯࠺ࠖࡦࠣࠍ೨ߦ㧘23 㗄⋡߆ࠄߥࠆ⚕㕙⸥ฬᑼߩࠕࡦࠤ࡯࠻ߢ㧘ߎࠇ߹ߢߩ 4 ࿁ߦߟ޿ߡ
ᗧ⼂⺞ᩏࠍⴕߞߚ‫ߦ․ޕ‬ೋ࿁⺒ߺߢߩᧂ⍮⺆ߩ⼂೎㧘ߘߩኻಣᴺ߿㧘ㅦ⺒߳ߩᗧ⼂㧘ౝኈℂ⸃ᐲ߳ߩ⥄ାߦߟ޿ߡ໧޿㧘‫⥄ޟ‬ಽߩ⺆ᒵߩ࡟ࡌ࡞ߪ૶↪ਛߩᢎ⑼ᦠࠍ⺒߻ߩߦਇ⿷ߪߥ޿‫ߣޠ‬ᗵߓࠆᗧ⼂ߦὶὐࠍᒰߡߚ‫ޕ‬−78−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

3. ⚿ᨐ
᝼ᬺߩ 3 ಽߩ㧝⒟߇㧘㕒߆ߥ㤩⺒ߣ⺒ߺߩ⸥㍳࡮ⷐ⚂⸥ㅀߩᤨ㑆ߦᒰߡࠄࠇࠆ߇㧘ෳട⠪ߚߜߪฦ⥄ߩࡍ࡯ࠬߢ☽‫ޕߚࠇߊߢࠎ⥃ߣޘ‬ෳട⠪ߩᧂ⍮⺆߿ਇ᣿⺆ࠍචಽߦᛠីߢ߈ߥ߆ߞߚ߇㧘⥄Ꮖ↳๔ߦࠃࠆᧂ⍮⺆ߩഀวߪᦨᄢߢ߽ 3㧑บߢ޽ࠅ㧘Hirsh, D. & Nation, P. (1992) ߦᾖࠄߒߡ߽‫ߦ⸃⺒߷߶ޔ‬ήℂߩߥ޿ᢎ᧚߇ㆬ߫ࠇߡ޿ࠆߎߣ߇ផኤߢ߈ߚ‫ޕ‬ಽᨆߩ⚿ᨐ㧘5 ᧄߩᢎ᧚ߦ߅ߌࠆ 2 ࿁ㅪ⛯㤩⺒ߢ WPM ߩિ߮₸ߪᐔဋ 27.1㧑㧔࿑㧝㧕
㧘5 Ბ㓏ߢ↳๔ߔࠆౝኈℂ⸃ᐲߩિ߮ߪᐔဋ 0.93 ߢ޽ߞߚ‫৻ޕ‬ᣇ㧘⺒ߺߩㅦᐲะ਄ࠃࠅℂ⸃ߩᷓߐࠍ㊀ⷞߔࠆᘕ㊀ဳ߿ㅒߦዋߒήℂࠍߒ߇ߜߥෳട⠪߽⷗ࠄࠇߚ‫ޕ‬߹ߚ㧘ࠕࡦࠤ࡯࠻ߦࠃࠇ߫㧘‫⥄ޟ‬ಽߩ⺆ᒵߩ࡟ࡌ࡞ߪ૶↪ਛߩᢎ⑼ᦠࠍ⺒߻ߩߦਇ⿷ߪߥ޿‫ߣޠ‬ᗵߓࠆᗧ⼂ߪ㧘‫ޟ‬ೋ࿁⺒ߺߢ޽߹ࠅ┙ߜᱛ߹ࠄߕߦ⺒ߺㅴ߼ࠄࠇࠆ‫ޠ‬‫➅ޟ‬㄰ߒ⺒ߺߢᗧ๧ࠍផ᷹ߢ߈ࠆߎߣ߇ᄙ
޿‫ޠ‬‫ޟ‬㊀ⷐߥ▎ᚲߣߘࠇ߶ߤ㊀ⷐߢߥ޿▎ᚲߩ඙೎ࠍߟߌࠆߩߪ㔍ߒߊߥ޿‫ޟߩ╬ޠ‬ౝኈℂ⸃ᐲ߳ߩ⥄ା‫ޠ‬ߣߩ㑆ߢ 0.698 ߣ⋧㑐߇㜞߆ߞߚ㧔࿑ 2㧕‫ޕ‬ᰴ޿ߢ㧘ᧂ⍮⺆߳ߩኻಣ߿➅㄰ߒ⺒ߺࠍ෤ࠊߥ޿╬㧘࡝࡯࠺ࠖࡦࠣߦኻߔࠆⓍᭂ⊛ߥᆫ൓ࠍુࠊߖࠆ⾰໧㗄⋡ߩ✚วὐߣߩ㑆ߢ 0.609 ߩ୯߇ᓧࠄࠇߚ‫ޕ‬

࿑ 1.࠹ࠠࠬ࠻ 5 ᧄߩ 2 ࿁ㅪ⛯㤩⺒ߦ߅ߌࠆ WPM ߩિ߮₸ߩಽᏓ

࿑ 2. ⺆ᒵ࡟ࡌ࡞ల⿷ᗵߣౝኈℂ⸃ᐲ߳ߩ⥄ାߩ⋧㑐ෳ⠨ᢥ₂Day, R. R., & Ono, L. (2008). Cover to Cover 3. Reading Comprehension and Fluency. Oxford: Oxford University
Press.
Hirsh, D. & Nation, P. (1992). What Vocabulary Size is Needed to Read Unsimplified Texts for Pleasure?
Reading in a Foreign Language, 8(2), 689-696.

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OP-198 ᦬ 8 ᣣ (14:10-14:40) / 332 ᢎቶⷞ✢⸘᷹ⵝ⟎ࠍ↪޿ߚᥧ␜⊛ᢥᴺ⍮⼂ߩ⠌ᓧ࿎㔍ᕈߩ᷹ቯ
̆ಣℂߩ‫ޟ‬හᤨᕈ‫̆ߡߒ⋡⌕ߦޠ‬ဈ᧲ ⾆ᄦ㧔ฬฎደᄢቇᄢቇ㒮㧕᪞ ᔒ㍈ 㧔ฬฎደᄢቇᄢቇ㒮㧕⨲⭿ ㇌ᐢ㧔ฬฎደᄢቇᄢቇ㒮㧕⑔↰ ⚐਽㧔ฬฎደᄢቇᄢቇ㒮㧕᧖ᶆ ᱜ೑㧔ฬฎደᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 ⷞ✢⸘᷹㧘ᢥᴺᕈ್ᢿ⺖㗴㧘ᥧ␜⊛⍮⼂㧘⠌ᓧ࿎㔍ᕈ㧘╙ੑ⸒⺆⠌ᓧ
1. ߪߓ߼ߦ ᥧ␜⊛⍮⼂ߣߒߡ⠌ᓧߐࠇ߿ߔ޿߆࡮ߐࠇߦߊ޿߆ ⠌ᓧ࿎㔍ᕈ ߦߟ޿ߡ Ellis 2006, 2009 ߪ㧘ᢥᴺ㗄⋡Ფߦ⇣ߥࠆߣߒߡ޿ࠆ‫⎇ᧄޕ‬ⓥߢߪ⧷ᢥಣℂߩහᤨᕈߩⷰὐ߆ࠄ㧘ߎߩਥᒛߦߟ޿ߡⷞ✢⸘᷹ⵝ⟎ࠍ↪޿ߚታ㛎ߦࠃࠅᬌ⸽ߔࠆ‫ޕ‬ ᥧ␜⊛⍮⼂ߦ㑐ߔࠆ⺞ᩏߩ߭ߣߟߣߒߡ㧘Ellis ߢߪᤨ㑆೙㒢ઃ߈ᢥᴺᕈ್ᢿ⺖㗴ࠍታᣉߒߡ޿ࠆ‫ᤨޕ‬㑆೙㒢ߦࠃࠆ⽶⩄ߦࠃࠅ㧘⋥ᗵ⊛ߥ෻ᔕࠍଦߒ㧘ࡔ࠲⸒⺆⊛⍮⼂߳ߩࠕࠢ࠮ࠬࠍ೙㒢ߔࠆߎߣߦࠃࠅ㧘ᥧ␜⊛⍮⼂ࠍ᷹ቯߢ߈ࠆߣᗐቯߒߡ޿ࠆ‫ߒ߆ߒޕ‬㧘ߎߩ᷹ቯᴺߢߪ㧘ᤨ㑆೙㒢ߦࠃࠆ⽶⩄ߪᢥಣℂో૕߳૞↪ߒߡߒ߹޿㧘ኻ⽎㗔ၞߢᥧ␜⊛⍮⼂߇૶↪ߐࠇߚ߆ߤ߁߆ߪᛠីߢ߈ߥ޿‫ߚ߹ޕ‬㧘೙㒢ᤨ㑆ߩ⸳ቯߦߟ޿ߡߪ㧘⎇ⓥ⠪ߩᕭᗧ⊛ߥ್ᢿߢⴕࠊࠇߡ޿ࠆߎߣ߽໧㗴ߣߥࠆ‫ߢߎߘޕ‬㧘ߎࠇࠄߩ໧㗴ࠍឃ㒰ߒ㧘ಣℂㆊ⒟ࠍ⋥ធ⊛ߦⷰኤߔࠆߚ߼㧘ᧄታ㛎ߢߪⷞ✢⸘᷹ⵝ⟎ࠍ↪޿ߡᢥᴺᕈ್ᢿ⺖㗴ࠍⴕߞߚ‫ޕ‬
2. ታ㛎ᣇᴺ
2.1 ታ㛎᧚ᢱ Ellis ࠍෳ⠨ߦ㧘⠌ᓧߐࠇ߿ߔ޿ᢥᴺ㗄⋡⟲ ೽⹖ߩ૏⟎㧘ഥേ⹖㧘ᚲ᦭ᩰ-s㧘േ⹖⵬ㇱ ߣ⠌ᓧߐࠇߦ
ߊ޿ᢥᴺ㗄⋡⟲ ၒㄟߺ⇼໧ᢥ㧘઒ቯᴺ㧘ਇቯ౰⹖㧘3 න⃻-s ࠍㆬࠎߛ‫ޕ‬ฦᢥᴺ㗄⋡ߦߟ޿ߡ㧘଀ᢥ 1㨪
8 ߩࠃ߁ߦኻ⽎㗔ၞౝએᄖߪห৻ߣߥࠆᢥᴺᢥߣ㕖ᢥᴺᢥߩ⚵ߺวࠊߖ ⸘ 48 ࡍࠕ ࠍ૞ᚑߒߚ ਅ✢ㇱߪኻ⽎㗔ၞࠍ␜ߔ ‫ࠍࠬࡦ࡜ࡃ࡯࠲ࡦ࠙ࠞޕ‬⠨ᘦߒߡ 2 ⒳㘃ߩ࡝ࠬ࠻ࠍ૞ᚑߒ㧘ฦ࡝ࠬ࠻ߦ߅޿ߡᢥᴺᢥ
24 ᢥߣ㕖ᢥᴺᢥ 24 ᢥࠍ૶↪ߒߚ‫ޕ‬   ଀ 1. The old man always likes / *likes always watching television.

  ೽⹖ߩ૏⟎   ଀ 2. The boys must not leave / *to leave this building now.

  ഥേ⹖    ଀ 3. Joseph is going to meet the local leader’s son / *leader son in two days.   ᚲ᦭ᩰ-s   ଀ 4. The young man decided to buy / *buying a car next week.

  േ⹖⵬ㇱ   ଀ 5. She has no idea about what she should / *should she do next.

  ၒㄟߺ⇼໧ᢥ   ଀ 6. If she had another bag, she could pack / *can pack all the books.

  ઒ቯᴺ   ଀ 7. The woman caught a cold / *caught cold because of the bad weather.

  ਇቯ౰⹖   ଀ 8. The woman sometimes plays the / *play the piano in the room.

  3 න⃻-s−80−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

2.2 ታ㛎ෳട⠪ ੹࿁ߩታ㛎ߦߪ㧘ᣣᧄ⺆Უ⺆⧷⺆ቇ⠌⠪ 16 ฬ TOEIC ᐔဋὐ 849 ὐ㧘ᮡḰ஍Ꮕ 79 ὐ ߇ෳടߒߚ‫ޕ‬
2.3 ಽᨆ ಽᨆߢߪ㧘ᢥᴺᢥߣ㕖ᢥᴺᢥߩኻ⽎㗔ၞߦ߅ߌࠆೋ࿁ᵈⷞ⛮⛯ᤨ㑆 first fixation duration㧘㗔ၞౝߢ߅߈ߚᦨೋߩᵈⷞߩ⛮⛯ᤨ㑆 ࡮╙৻ᰴㅢㆊᤨ㑆 first pass time㧘㗔ၞߦ౉ߞߡ߆ࠄ಴ࠆ߹ߢߩᵈⷞ⛮⛯ᤨ㑆 ࡮ㅴⴕ⚻ㆊᤨ㑆 go-past time㧘㗔ၞߦ౉ߞߡ߆ࠄㅒⴕࠍ฽߼ߡฝ஥߳಴ߡⴕߊ߹ߢߩᵈⷞᤨ㑆ߩว⸘ ࡮╙৻ᰴㅢㆊᤨߩㅒⴕ₸ first-pass regression ratio㧘╙৻ᰴㅢㆊߦ߅޿ߡ㗔ၞౝߢㅒⴕ߇⿠߈ߚᲧ₸ࠍᲧセߒߚ‫ޕ‬ኻ⽎㗔ၞߦ߅ߌࠆߎࠇࠄߩ᷹ቯ୯ߦߟ޿ߡ㧘ᢥᴺᢥߣ㕖ᢥᴺᢥߩ 2 ᧦ઙߢኻᔕߩ޽ࠆ t ᬌቯ ਔ஥ᬌቯ ࠍⴕ޿㧘ಣℂߩහᤨᕈࠍ␜ໂߔࠆᵈⷞᤨ㑆╬ߩ㆑޿߇⹺߼ࠄࠇࠆ߆ࠍᬌ⸽ߒߚ‫ޕ‬
3. ⚿ᨐ࡮⠨ኤ ಽᨆ⚿ᨐߪ⴫ 1 ߩㅢࠅߢ޽ߞߚ‫ޕ‬⠌ᓧߐࠇ߿ߔ޿ᢥᴺ㗄⋡⟲ࠍߔߴߡ߹ߣ߼ߡಽᨆߔࠆߣ㧘ೋ࿁ᵈⷞ⛮⛯ᤨ㑆 288 ms vs. 327 ms ࡮ㅴⴕ⚻ㆊᤨ㑆 925 ms vs. 1118 ms ߦ߅޿ߡ⛔⸘⊛᦭ᗧᏅ߇⹺߼ࠄࠇߚߩߦ
ኻߒ㧘⠌ᓧߐࠇߦߊ޿ᢥᴺ㗄⋡⟲ࠍ߹ߣ߼ߡಽᨆߒߚ႐วߦߪ㧘޿ߕࠇߩ᷹ቯ୯ߢ߽᦭ᗧᏅߪ⹺߼ࠄࠇ
ߥ߆ߞߚ‫ߚ߹ޕ‬㧘⠌ᓧߐࠇ߿ߔ޿ᢥᴺ㗄⋡⟲ߢߪ㧘ኻ⽎㗔ၞ߆ࠄవⴕߔࠆ㗔ၞ߳ߩㅒⴕ߇㧘ᢥᴺᢥࠃࠅ
߽㕖ᢥᴺᢥߦ߅޿ߡ᦭ᗧߦᄙߊ⷗ࠄࠇߚ p < .05 ‫⚿ߩߎޕ‬ᨐߪ㧘⠌ᓧߐࠇ߿ߔ޿ᢥᴺ㗄⋡⟲ߢߪ㧘ೋ࿁ᵈⷞߦ߅ߌࠆᢥᴺ⊛ߥ⺋ࠅߩኤ⍮߿㧘╙৻ᰴㅢㆊᤨߩㅒⴕߣ޿߁හᤨ⊛෻ᔕ߇⿠߈ߚߎߣࠍ␜ߒߡ߅ࠅ㧘ᧄታ㛎ߦࠃࠅ㕖ᢥᴺ⊛ߥ୘ᚲߢ⋥ᗵ⊛෻ᔕߣ޿߁ᥧ␜⊛⍮⼂߇૶↪ߐࠇߚߎߣࠍⷰኤߢ߈ߚߣ޿߃ࠆ‫ޕ‬ ߚߛߒ㧘ฦᢥᴺ㗄⋡ࠍ୘೎ߦಽᨆߔࠆߣ㧘⠌ᓧߐࠇ߿ߔ޿ߣߐࠇࠆ‫ޟ‬೽⹖ߩ૏⟎‫ޟ߿ޠ‬ᚲ᦭ᩰ-s‫ߢޠ‬ߪ⛔⸘⊛᦭ᗧᏅߪ⹺߼ࠄࠇߕ㧘ㅒߦ⠌ᓧߐࠇߦߊ޿ߣߐࠇࠆ‫ޟ‬ၒㄟߺ⇼໧ᢥ‫᦭⊛⸘⛔ߪߢޠ‬ᗧᏅ߇⹺߼
ࠄࠇ㧘Ellis ߩਥᒛߣߪ⇣ߥࠆ⚿ᨐߣߥߞߚ‫ߜࠊߥߔޕ‬㧘Ellis ߇ᥧ␜⊛⍮⼂ࠍⷰኤߢ߈ࠆߣਥᒛߒߡ޿ࠆ
㗄⋡ߩਛߦߪਇㆡಾߥ㗄⋡߇޽ࠆߎߣ߽᣿ࠄ߆ߦߥߞߚߣ޿߃ࠆ‫ޕ‬
⴫ 1. ኻ⽎㗔ၞߦ߅ߌࠆฦ᷹ቯ୯ߩᐔဋᤨ㑆ߣㅒⴕ₸ೋ࿁ᵈⷞ⛮⛯ᤨ㑆╙৻ᰴㅢㆊᤨ㑆න૏ms=?ౝߪᮡḰ஍Ꮕ⠌ᓧߐࠇ߿ߔ޿ᢥᴺ㗄⋡⟲⠌ᓧߐࠇߦߊ޿ᢥᴺ㗄⋡⟲ᢥᴺᢥ

288 [ 34]

t = 4.31

298 [ 35]

t = 0.87

㕖ᢥᴺᢥ

327 [ 43]

p = .001

308 [ 47]

p = .398ᢥᴺᢥ

701 [101]

t = 1.30

656 [114]

t = 1.28
p = .219㕖ᢥᴺᢥ

761 [155]

p = .213

714 [175]ᢥᴺᢥ

925 [251]

t = 2.74

834 [220]

t = 1.15

㕖ᢥᴺᢥ

1118 [323]p = .015

883 [256]

p = .268╙৻ᰴㅢㆊᤨߩ

ᢥᴺᢥ

18.7 %

t = 2.21

15.3 %

t = 0.40

ㅒⴕ₸

㕖ᢥᴺᢥ

28.6 %

p = .043

15.3 %

p = .698ㅴⴕ⚻ㆊᤨ㑆ෳ⠨ᢥ₂Ellis, R. (2006). Modelling learning difficulty and second language proficiency: The differential contributions of
implicit and explicit knowledge. Applied Linguistics, 27, 431-463.
Ellis, R. (2009). Investigating learning difficulty in terms of implicit and explicit knowledge. In R. Ellis, S. Loewen, C.
Elder, R. Erlam, J. Philip, and H. Reinders (Eds.), Implicit and Explicit Knowledge in Second Language Learning,
Testing and Teaching. Bristol, UK: Multilingual Matters, 143-166.

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OP-208 ᦬ 8 ᣣ (15:00-15:30) / 332 ᢎቶ ࠴ࡖࡦࠢන૏ߩ㖸ჿ⸠✵߇⺒⸃ല₸ߦਈ߃ࠆᓇ㗀 ␹↰ ᣿ᑧ㧔㚂ㇺᄢቇ᧲੩㧕ḡ⥱ ⧷৻㧔᧲ᵗᄢቇ㧕↰ᷗ 㦖ੑ㧔ࡒࡦ࠻㖸ჿᢎ⢒⎇ⓥᚲ㧕ጊญ 㜞㗔㧔ᣧⒷ↰ᄢቇ㧕ᳰጊ ๺ሶ㧔ᕺᴰᅚቇ࿦ᄢቇ㧕㋈ᧁ ᡽ᶈ㧔⷏ᱞᢥℂᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 ࠴ࡖࡦࠢ㧘⺒⸃ല₸㧘㖸⺒㧘CALL࠰ࡈ࠻࠙ࠚࠕ㧘ឭ␜ᣇᴺ
1. ߎࠇ߹ߢߩ⎇ⓥ⚻✲
ㄭᐕ㧘⺒⸃ࠬࠠ࡞ߩ⠌ᓧߦ߅ߌࠆ Top-down ಣℂߩ㊀ⷐᕈ߇⺰ߓࠄࠇࠆ߇㧘৻ᣇߢ㧘㖸⺒ߪᢥሼ߿න
⺆න૏ߩㅙ⺆⺒ߺࠍଦㅴߒ㧘⚿ᨐߣߒߡ⺒⸃ㅦᐲ߿ో૕⊛ℂ⸃ࠍ㒖ኂߔࠆߣ޿߁ ᔨ߽޽ߞߚ‫ߥࠎߘޕ‬ਛ㧘ᧄ⎇ⓥ⠪ࠣ࡞࡯ࡊߪᢙᐕߦਗ਼ߞߡ㧘CALL ࠰ࡈ࠻࠙ࠚࠕߦࠃࠆ࠴ࡖࡦࠢឭ␜ᴺߩᎿᄦߦࠃߞߡ㧘ㅦ⺒⸠✵ߦࠃࠆ⺒⸃ല₸ߩะ਄ࠍᬌ⸽ߒ㧘⧷ᢥ߇࠴ࡖࡦࠢᲤߦ⃻ࠇࠆᄙ᭽ߥឭ␜ᴺߢ᦭ᗧߥᚑ❣ߩિ߮ࠍ⏕⹺ߔࠆߣหᤨߦ㧘ฦឭ␜ᴺߦ߅ߌࠆ․ᕈࠍᬌ⸽ߒߡ߈ߚ㧔␹↰ઁ, 2007; 2009; ḡ⥱ઁ, 2007; 2009㧕‫ߢޕ‬ߪ, ߥߗ࠴ࡖࡦࠢߦ඙ಾࠄࠇߚ⧷ᢥ߇, ㅦߊ⺒߼, ℂ⸃ࠍଦㅴߒ, ⸥ᙘߐࠇ߿ߔ޿ߩ߆‫ࠢࡦࡖ࠴ޕ‬㧔߅ࠃ
ߘ 2r㧝⑽㧘5 ⺆೨ᓟ㧕ߪᗧ๧ߣ⛔⺆ߩಾࠇ⋡ߢ޽ࠆߚ߼, ᱜߒ޿ᗧ๧ℂ⸃ࠍ⋥ធ⊛ߦዉߊ߇, หᤨߦ࠴ࡖࡦࠢߪ㖿ᓞߩන૏ࠍᒻᚑߒ, ߘߩ㖿ᓞᖱႎ߽⺒⸃ㅦᐲߩะ਄ߦ㑐ଥ߇޽ࠆߩߢߪߥ޿߆ߣ⠨߃ࠄࠇࠆ‫ޕ‬㐷↰㧔2005㧕ߪ㧘‫ޟ‬㖿ᓞ᭴ㅧ઒⺑‫ޠ‬prosodic configuration hypothesis ߩਛߢ㧘ᚒ‫ߩߟ৻ᤨ⸃⺒ߪޘ‬㖿ᓞන૏ߩ㖸㖿⴫⽎ࠍ⾂⬿ߒ㧘ᔅⷐߦᔕߓߡ㜞ㅦߢ෻ᓳߔࠆਛߢ㧘㖸ჿࠗࡦࡊ࠶࠻ߩ࿶❗⃻⽎߇↢ߓ㧘ߘߩ⚿ᨐ࡝࠭ࡓ╬ߩ㖿ᓞᖱႎ߇㗼࿷ൻߐࠇᗧ⼂ߐࠇࠆߩߢߪߥ޿߆ߣ⺑᣿ߒߡ޿ࠆ‫ޕ‬ᚒ‫ߩߎޔߪޘ‬㖿ᓞᖱႎ߇⛮⛯⊛ߥ㖸⺒⸠✵ߦࠃࠅ₪ᓧߐࠇ‫ޔ‬ᗧ๧ߩಾࠇ⋡ࠍ⥄ᓞ⊛ߦ⹺⼂ߢ߈ࠆࠃ߁ߦߥࠆߎߣߢ⺒⸃ല₸߇ะ਄ߔࠆߣ⠨߃ࠆ‫ޕ‬એ਄ࠍ⢛᥊ߦ㧘ᧄ⎇ⓥߪ㧘࠴ࡖࡦࠢන૏ߦࠃࠆ㖸⺒⸠✵߇㧘⺒⸃ല₸㧔⺒⸃ㅦᐲߣℂ⸃ᐲߩਔᣇࠍⷐ࿃ߣߔࠆᜰᮡ㧕ߩะ਄ߦ᦭ലߢ޽ࠆߎߣࠍᢎቶߢߩಣㆄታ㛎ࠍㅢߒߡᬌ⸽ߔࠆ߽ߩߢ޽ࠆ‫ޕ‬
2. ⎇ⓥᣇᴺ
ౕ૕⊛ߥᣇᴺߣߒߡߪ㧘ᓥ᧪ࠃࠅ૶↪ߒߡ޿ࠆ࠴ࡖࡦࠢឭ␜࠰ࡈ࠻࠙ࠚࠕߢ޽ࠆ Player Mint ((ᩣ)ࡒࡦ
࠻࡮ࠕࡊ࡝ࠤ࡯࡚ࠪࡦ࠭) (࿑㧝) ࠍ೑↪ߒߡ㧘ᓥ᧪ߩ㤩⺒ㅦ⺒ߩ⛔೙⟲ (1 ࠢ࡜ࠬ 22 ฬ) ߅ࠃ߮㧘㖸⺒⸠✵ࠍⴕߞߚⶄᢙߩታ㛎⟲ߢ㧘ฦ࠮ࡔࠬ࠲࡯ߏߣߦࡊ࡟࡮ࡐࠬ࠻࠹ࠬ࠻ࠍⴕ޿㧘ᐕ㑆ࠍㅢߒߡ㧘WPM ߿⺒⸃ല₸ߥߤߩ࠺࡯࠲ࠍ⸃ᨆߒߚ‫ޕ‬㖸⺒⸠✵ߦࠃࠆᢎቶಣㆄߪ㧘਄⸥ Mint ߦࠃࠅ࠴ࡖࡦࠢಾࠅߐࠇߚ

࿑ 1. ࠴ࡖࡦࠢឭ␜ࠍߔࠆ CALL ࠰ࡈ࠻࠙ࠚࠕ Player Mint−82−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

⧷ᢥ߇ࠬࠢ࡝࡯ࡦߦേ⊛ߦឭ␜ߐࠇ㧘หᦼߔࠆ㖸ჿߦวࠊߖߡ৻ᢧߦ㖸⺒ߔࠆࠣ࡞࡯ࡊ (1 ࠢ࡜ࠬ 30㨪
40 ฬ2 ࠢ࡜ࠬ) ߣ㧘୘೎ߦ PC ߢ㖸⺒ߔࠆࠣ࡞࡯ࡊ (1 ࠢ࡜ࠬ 20 ฬ) ߢⴕࠊࠇߚ‫ޕ‬
3. ⚿ᨐߣ⠨ኤ
਄⸥ߩ 3 ⒳㘃ߩಣㆄࠢ࡜ࠬߦኻߒ‫ޔ‬೨ᦼߩࡊ࡝࠹ࠬ࠻ߣᓟᦼߩࡐࠬ࠻࠹ࠬ࠻ߦ߅޿ߡ㧘⺒⸃ല₸㧘⺒⸃ࠬࠦࠕ㧘⺒⸃ㅦᐲ wpm㧘߅ࠃ߮࡝ࠬ࠾ࡦࠣࠬࠦࠕߦߟ޿ߡᐔဋߩᏅߩᬌቯࠍⴕߞߚ⚿ᨐ㧘3 ߟߩಣㆄࠢ࡜ࠬోߡߦᣈ޿ߡ⺒⸃ല₸߇᦭ᗧߦ਄᣹ߒߚ߇㧔p<0.01㧕‫ޔ‬ಣㆄߩ㆑޿ߦ߅ߌࠆ੤੕૞↪ߪ⹺߼ࠄࠇߥ
߆ߞߚ‫⸃⺒ߢߎߘޕ‬ല₸ࠍ᳿ቯߔࠆਅ૏ⷐ࿃ߣߒߡߩ⺒⸃ࠬࠦࠕߣ wpm ߦߟ޿ߡᬌቯߒߚ⚿ᨐ㧘୘೎㖸⺒ࠢ࡜ࠬߣ⛔೙⟲ߢ޽ࠆ㤩⺒ࠢ࡜ࠬߦ߅޿ߡ⺒⸃ࠬࠦࠕ߇਄᣹ߒ㧔p<0.01㧕㧘৻ᣇ㧘৻ᢧ㖸⺒ࠢ࡜ࠬߦ߅
޿ߡߪ wpm ߇਄᣹ߒ㧔p<0.01㧕
㧘ߘࠇߙࠇߦᣈ޿ߡಣㆄߩ㆑޿ߦࠃࠆ੤੕૞↪߇⏕⹺ߐࠇߚ‫߫߃଀ޕ‬㧘୘೎㖸⺒ࠢ࡜ࠬߪ৻ᢧ㖸⺒ࠢ࡜ࠬߦኻߒࠬࠦࠕ਄᣹߇᦭ᗧߦ㜞ߊ㧔F(1, 23)=8.34, p<0.01㧕㧘৻ᢧ㖸⺒ࠢ࡜ࠬߪ୘೎㖸⺒ࠢ࡜ࠬߦኻߒ wpm ਄᣹߇᦭ᗧߦ㜞߆ߞߚ㧔F(1, 23)=5.73, p<0.05㧕‫ࠬࠣࡦ࠾ࠬ࡝ޔ߅ߥޕ‬ࠦࠕߦ߅޿ߡߪߔߴߡߩಣㆄࠢ࡜ࠬߢ᦭ᗧߥࠬࠦࠕ਄᣹ߪߥ߆ߞߚ‫ޔߒ߆ߒޕ‬਄⸥ߩಣㆄᣇᴺߩ㆑޿߇ߥߗㅦᐲߣᱜ⏕ߐߩ޿ߕࠇ߆ߩ਄᣹ߦࡃࠗࠕࠬߐࠇߚߩ߆ߪ੹࿁ߩ⎇ⓥߢߪ᣿ࠄ߆ߦߥߞߡ޿ߥ޿‫ޕ‬ߐࠄߦቇ⠌⠪ⷐ࿃ࠍ⾰⊛ߦᬌ⸛ߔࠆ⋡⊛ߢ㧘ోෳട⠪ 43 ੱࠍ WPM ߣ⺒⸃ࠬࠦࠕߢ㧘྾ߟߩࡑ࠻࡝ࠢࠬߢᲧセߒ㧘
‫ޟ‬WPM ߇㜞ߊ⺒⸃ࠬࠦࠕ߽㜞޿⠪‫ޠ‬㧘‫ޟ‬WPM ߇ૐߊ⺒⸃ࠬࠦࠕ߽ૐ޿⠪‫ޟߣޠ‬WPM ߪ㜞޿߇⺒⸃ࠬࠦࠕ߇ૐ޿⠪‫ޠ‬㧘‫ޟ‬WPM ߪૐ޿߇⺒⸃ࠬࠦࠕ߇㜞޿⠪‫ߦޠ‬ಽߌ㧘ฦ⟲ߩࠬࠦࠕߩផ⒖ࠍㅢᐕߢ
ㅊߞߡߺߚ‫⚿ߩߘޕ‬ᨐ㧘⴫ 1 ߦ⷗ࠄࠇࠆࠃ߁ߦ㧘ਅ૏࡟ࡌ࡞ߩቇ⠌⠪ߩ਄᣹߇㗼⪺ߢ޽ࠅ‫ޔ‬ᐔဋࠍ᛼ߒ
਄ߍߡ޿ߚߎߣ߇ಽ߆ߞߚ‫ࠅࠃߦࠇߎޕ‬㧘࠴ࡖࡦࠢ㖸⺒ߦࠃࠆಣㆄߪ⧷⺆ೋ⚖⠪ߦലᨐ߇޽ࠅ㧘㖿ᓞ᭴ㅧ઒⺑ࠍᡰᜬߔࠆ⚿ᨐߣߥߞߚ‫ࠄ߆ߣߎߩߎޕ‬㧘ᔅߕߒ߽㖸⺒߇⺒⸃ല₸ࠍ㒖ኂߔࠆߣߪ⸒߃ߕ㧘੹ᓟ߽࠴ࡖࡦࠢឭ␜ߦࠃࠆ㖸ჿಣㆄࠍᎿᄦߔࠆߎߣߦࠃߞߡ㧘⺒⸃ല₸ߩะ਄ࠍ⋡ᜰߔᗧ⟵߇⏕⹺ߐࠇߚ‫ޕ‬
⴫ 1. WPM ߣ⺒⸃ࠬࠦࠕߦࠃࠆቇ⠌⠪ߩ඙ಽN㧩43

ReadingScore㧔ౝኈℂ⸃ᐲ㧕਄૏ਅ૏

WPM㧔⺒⸃ㅦᐲ㧕

⸘

ㅦ޿

30

ㆃ޿

13

33

ㅦ/਄

24

ㆃ/਄

9

10

ㅦ/ਅ

6

ㆃ/ਅ

4

ᵈ⸥ ᧄ⎇ⓥߪ⑼ቇ⎇ⓥ⾌ၮ⋚ C ⺖㗴⇟ภ 24501196‫⧷ޟ‬ᢥㅦ⺒⢻ജࠍะ਄ߐߖࠆ࠴ࡖࡦࠢ㖸ჿឭ␜ᴺߩ⎇ⓥ‫ޕࠆࠃߦޠ‬ෳ⠨ᢥ₂㐷↰ୃᐔ (2005)‫ޟ‬Phonological Coding‫ޠ‬‫⺆⧷ޡ‬㖸ჿቇㄉౖ‫ޢ‬ᚑ⟤ၴ.
␹↰᣿ᑧ㧘ḡ⥱⧷৻㧘↰ᷗ㦖ੑ㧔2007㧕‫ޟ‬୘೎ቇ⠌ߣㅪ៤ߒߚ࠰ࡈ࠻࠙ࠚࠕߦࠃࠆㅦ⺒⸠✵‫ޠ‬‫ޡ‬ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ LET ╙ 47 ࿁ో࿖⎇ⓥᄢળ⊒⴫⺰ᢥ㓸‫ޢ‬pp. 32-33.
␹↰᣿ᑧ㧘ḡ⥱⧷৻㧘↰ᷗ㦖ੑ㧘㋈ᧁ᡽ᶈ (2009) ‫ࠢࡦࡖ࠴ߩࠕࠚ࠙࠻ࡈ࠰ޟ‬ឭ␜ᴺߦࠃࠆㅦ⺒⸠✵ߩലᨐ‫ޠ‬‫ ╙ޡ‬49 ࿁ LET ో࿖⎇ⓥᄢળ⊒⴫⺰ᢥ㓸‫ޢ‬pp. 84-85.
ḡ⥱⧷৻㧘␹↰᣿ᑧ㧘↰ᷗ㦖ੑ (2007). CALL ᢎ᧚ߦ߅ߌࠆ⧷ᢥ࠴ࡖࡦࠢឭ␜ᴺߩ㆑޿߇⺒⸃ല₸ߦਈ߃ࠆല
ᨐ. Language Education & Technology, 44, 215-229.
ḡ⥱⧷৻㧘␹↰᣿ᑧ㧘↰ᷗ㦖ੑ. (2009). CALL ߦࠃࠆ࠴ࡖࡦࠢឭ␜ᴺࠍ↪޿ߚ⧷ᢥㅦ⺒⸠✵ߩቇ⠌ലᨐ㧘Language Education & Technology, 46, 247-262.

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OP-218 ᦬ 8 ᣣ (13:00-13:30) / 333 ᢎቶ

L2 ℂᗐ⥄Ꮖ㧘࿖㓙⊛ᔒะᕈ㧘ౝ⊒⊛േᯏߠߌ㧘ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ
߳ߩⓍᭂᕈߦ㑐ߔࠆᄢቇ⧷⺆ቇ⠌⠪ࠍኻ⽎ߣߒߚታ⸽⎇ⓥ
⷏↰ ℂᕺሶ㧔ᄢ㒋ᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 L2 ℂᗐ⥄Ꮖ㧘࿖㓙⊛ᔒะᕈ㧘⥄Ꮖ᳿ቯℂ⺰㧘ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ߳ߩⓍᭂᕈ
1. ߪߓ߼ߦ
ᧄ⊒⴫ߢߪ㧘Deci & Ryan (1998) ߇ឭ໒ߒߚౝ⊒⊛࡮ᄖ⊒⊛േᯏߠߌߣ࿖㓙⊛ᔒะᕈ㧘ࠦࡒࡘ࠾ࠤ࡯
࡚ࠪࡦ߳ߩⓍᭂᕈߦട߃ߡ㧘Dörnyei (2005) ߇ឭ໒ߒߚᲧセ⊛ᣂߒ޿᭎ᔨߢ޽ࠆ L2 Self System ߩ L2
Ideal Selves (ᚑࠅߚ޿⥄ಽ)ߣ Ought-to-self (ᚑࠆߴ߈⥄ಽ)߇ߤߩࠃ߁ߥ⋧੕㑐ଥ߇޽ࠆ߆ࠍᬌ⸛ߔࠆ‫ޕ‬
Dörnyei (2005)ߦࠃࠇ߫㧘L2 Ideal Selves ߣ Ought-to-selves ࠍࠃࠅ᣿⏕ߦᜬߟߣቇ⠌⠪߳ߩേᯏߠߌ߳ߣ
❬߇ࠅ㧘⥄ಽߩᆫߩਛߦ L2 ࠍ૶߁⥄Ꮖ௝߇޽ࠇ߫‫ޔ‬ቇ⠌⠪ࠍേᯏߠߌࠆᯏ⢻߇޽ࠆߣ⠨߃ߡ޿ࠆ‫ޕ‬
2. ᚻ㗅
2.1 ෳട⠪ෳട⠪ߪ㧘ᄢቇ⧷⺆ቇ⠌⠪107ฬߢ޽ࠅ㧘㑐⷏࿤ߩᄢቇ߆ࠄ࠺࡯࠲෼㓸ࠍⴕߞߚ‫ޕ‬ቇ⠌⠪ߩ⧷⺆⢻ജߪᄢቇ㑆ߢ⇣ߥߞߡ޿ߚ‫ޕ‬
2.2 ᚻ㗅
ෳട⠪ߦߪ㧘6-point Likert Scaleࠍ↪޿ߡ⾰໧⚕ࠍታᣉߒߚ‫⾰ޕ‬໧⚕ߩ㗄⋡ߦߪ㧘ౝ⊒⊛࡮ᄖ⊒⊛േᯏߠߌ, L2WTC, L2 ideal selves/L2 ought-to selves, CanDoࠍ฽߻‫ޕ‬
2.3 ᧄ⎇ⓥߩ⋡⊛ᧄ⎇ⓥߩ⋡⊛ߪ㧘1) ౝ⊒⊛േᯏߠߌ㧘࿖㓙⊛ᔒะᕈ㧘ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ߳ߩⓍᭂᕈ㧘L2 Ideal Selves/
L2 Ought-to Selves ߩ⋧੕㑐ଥࠍ⷗ࠆߚ߼ߦో૕௑ะߦ㑐ߒߡ౒ಽᢔ᭴ㅧಽᨆࠍ↪޿ߡ᣿ࠄ߆ߦߒ㧘2) ᄢቇ⧷⺆ቇ⠌⠪ߦ߅ߌࠆౝ⊒⊛േᯏߠߌ㧘࿖㓙⊛ᔒะᕈ㧘ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ߳ߩⓍᭂᕈ㧘L2 Ideal Selves/
L2 Ought-to Selves ߦߟ߈㧘ࠢ࡜ࠬ࠲࡯ಽᨆࠍ↪޿ߡ୘ੱᏅⷐ࿃ࠍᬌ⸛ߔࠆߎߣࠍ⋡⊛ߣߔࠆ‫ߦઁߩߎޕ‬㧘࿖㓙⊛ᔒะᕈ㧘ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ߳ߩⓍᭂᕈ㧘L2 Ideal Selves/ L2 Ought-to Selves ߦ㑐ߒߡౝ⊒⊛േᯏߠߌߣᄖ⊒⊛േᯏߠߌߩ⊒㆐⊛ᄌൻࠍតࠆ‫ޕ‬−84−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

e.11

L2 Ought
to Selves

Intrinsic
Motivation

e
.14

.61**
L2 Ideal
Selves

e
-.51

.84**
e

.11
.60**

International
Posturee

WTC

Chi Squared = 2.978
df = 3p = 0.395
CFI = 1.000
RMSEA = .000
㪁㪁p < .001

࿑ 1. ᣣᧄੱ⧷⺆ቇ⠌⠪ߦ߅ߌࠆ L2 ℂᗐ⥄Ꮖߣᖱᗧⷐ࿃
3. ⚿ᨐో૕௑ะࠍᛠីߔࠆߚ߼ߦ౒ಽᢔ᭴ㅧಽᨆ (Chi Squared=2.98, p=0.395, df=3, CFI=1.00, RMSEA=.000)ࠍ
ⴕߞߚ⚿ᨐ㧘ℂᗐ⥄Ꮖ௝߇ࠃࠅ᣿⏕ߢ޽ࠆᄢቇ⧷⺆ቇ⠌ߪౝ⊒⊛േᯏߠߌ߳ߣ❬߇ࠅ(.61, p <.001) 㧘߭޿ߡߪࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ߳ߩⓍᭂᕈ߳ߣ❬߇ࠆߎߣ߇᣿ࠄ߆ߦߥߞߚ(.84, p <.001)‫ޕ‬࿖㓙⊛ᔒะᕈ߇㜞޿ቇ⠌⠪߶ߤౝ⊒⊛േᯏߠߌߦ❬߇ࠆߎߣ߇᣿ࠄ߆ߦߥߞߚ(.60, p <.001)‫⟵ޕ‬ോ⥄Ꮖߦߟ޿ߡߪౝ⊒⊛േᯏߠߌ㧘ℂᗐ⥄Ꮖ߳ߩࡄࠬଥᢙߦ᦭ᗧᏅࠍ⹺߼ߥ߆ߞߚ‫ޕ‬ቇ⠌⠪ߩ୘ੱᏅⷐ࿃ࠍតࠆߚ߼ߦࠢ࡜ࠬ࠲࡯
ಽᨆࠍⴕߞߚ⚿ᨐ㧘4⟲ߩࠢ࡜ࠬ࠲࡯߇⹺߼ࠄࠇ㧘ౝ⊒⊛േᯏ㧘࿖㓙⊛ᔒะᕈ㧘ℂᗐ⥄Ꮖ௝ࠍ㜞ߊᜬߟ㜞૏⟲㧘㑐ଥᕈߩ⹺⍮ߪ㜞޿߇ౝ⊒⊛േᯏ㧘ℂᗐ⥄Ꮖߪૐߊήേᯏ߇ઁ⟲ࠃࠅ߽㜞޿ૐ૏⟲ߣߘࠇߦട߃
ߡਛ㑆⟲߇2⟲⹺߼ࠄࠇߚ‫⸥ߪߢ⴫⊒ᧄޕ‬ㅀ⛔⸘㧘⋧㑐ߩ⹦⚦ߥಽᨆ⚿ᨐ߽ႎ๔ߔࠆ‫ޕ‬ෳ⠨ᢥ₂
Deci, E. L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. NY: Plenum.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition.
London: Lawrence Erlbaum Associates.

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OP-228 ᦬ 8 ᣣ (13:35-14:05) / 333 ᢎቶ⇐ቇࡊࡠࠣ࡜ࡓ೨࡮ᓟߦ߅ߌࠆേᯏߠߌࡕ࠺࡞ߩᲧセᬌ⸛̅ ᄙᲣ㓸࿅ࡄࠬ⸃ᨆࠍ߽ߜ޿ߡᬀᧁ ⟤ජሶ㧔㑐⷏ᄢቇᄢቇ㒮↢࡮ᣣᧄቇⴚᝄ⥝ળ․೎⎇ⓥຬ㧕┻ౝ ℂ㧔㑐⷏ᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 L2 Motivational Self System㧘ᄙᲣ㓸࿅ࡄࠬ⸃ᨆ㧘ᶏᄖ⇐ቇ
1. ߪߓ߼ߦ
ࠣࡠ࡯ࡃ࡞ൻᤨઍࠍㄫ߃ߚ⃻ઍ␠ળߢߪ‫ޔ‬ኻᄖ⊒ାജᒝൻߦ⽸₂ߒ‫ޔ‬หᤨߦ࿖㓙⊛ߥද⺞߿ᢥൻߩ౒ሽ
ߦ߽㈩ᘦ߇น⢻ߥੱ᧚ߩ⢒ᚑ߇ਇนᰳߢ޽ࠅ‫⇣ߪߦ߼ߚߩߘޔ‬ᢥൻ࡮࿖㓙૕㛎ࠍ⋥ធ⊛ߦᓧࠆߎߣߩߢ
߈ࠆᶏᄖ⇐ቇࠍⓍᭂ⊛ߦផߒㅴ߼ߡ޿ߊᔅⷐ߇޽ࠆ‫ޔߒ߆ߒޕ‬㧔⽷㧕ᣣᧄ㕍ዋᐕ⎇ⓥᚲ㧔2012㧕ߩ⺞ᩏߢߪ‫⇐ޔ‬ቇࠍᦸ߹ߥ޿⧯⠪߇ᣣᧄߢߪჇ߃ߡ߅ࠅ‫ޔ‬‫ޟ‬ౝะ߈ᔒะ‫৻ߦޠ‬ጀߩᜉゞ߇߆߆ߞߡ޿ࠆߎߣ߇␜ߐ
ࠇߡ޿ࠆ‫⁁ߩߎޕ‬ᴫߪෂᯏ⊛ߢ޽ࠅ‫ޔ‬㕍ዋᐕߩ⇐ቇផᅑߩߚ߼ߦ‫⇐ޔ‬ቇߩലᨐࠍታ⸽⊛ߦᬌ⸽ߒឭ␜ߒ
ߡ޿ߊߥߤ‫᦭ޔ‬ലߥኻ╷ࠍᣧᕆߦ⻠ߓࠆᔅⷐᕈ߇ᗵߓࠄࠇࠆ‫⇐ޔࠄ߇ߥߒ߆ߒޕ‬ቇߩലᨐࠍ⺞ᩏߒߚ⎇ⓥߪ‫ޔ‬ᣣᧄߢߪߘࠇ߶ߤᄙߊߥ޿‫৻ޕ‬ᣇ‫ޔ‬ᶏᄖߦ⋡ࠍォߓࠆߣ‫ߜ޿ޔ‬ᣧߊࠣࡠ࡯ࡃ࡞ൻߦኻᔕߒࠃ߁ߣ
ߔࠆ਎⇇ߩ࿖‫ߩߎޔࠄ߆ޘ‬⒳ߩ⎇ⓥߪᒝ޿㑐ᔃࠍ㓸߼ߡ߅ࠅ‫ޔ‬ᄙᢙߩ⎇ⓥ߇ⴕࠊࠇߡ޿ࠆ‫ࠄࠇߎߛߚޕ‬ߩ⎇ⓥ߽‫⺆⸒ޔ‬⢻ജߩะ਄ߦ⌕⋡ߒߡ޿ࠆ߽ߩ߇ᄙߊ‫ޔ‬ቇ⠌ߩ⛮⛯ߦ⽸₂ߔࠆേᯏߠߌߥߤߩᖱᗧ⊛஥㕙ߦ⌕⋡ߒߡⴕࠊࠇߡ޿ࠆ⎇ⓥߣߥࠆߣ‫ߩߘޔ‬ᢙߪ㒢ࠄࠇߡ޿ࠆ‫ޟ߽ߘ߽ߘޔߚ߹ޕ‬ౝะ߈ᔒะ‫ޔߪޠ‬ᶏᄖ߿⇐ቇߦ‫⥝ޟ‬๧߇ߥ޿‫ޠ‬‫ޟ‬ଔ୯ࠍᗵߓߥ޿‫߁޿ߣޠ‬ቇ⠌⠪ߩᖱᗧ⊛஥㕙߇ᒝߊ㑐ਈߒߡ޿ࠆ߽ߩߣ⠨߃ࠄࠇࠆߚ߼‫⺆⸒ޔ‬⢻ജߩะ਄ߛߌ߆ࠄ⇐ቇߩലᨐࠍ⼏⺰ߔࠆࠃ߁ߥᣇᴺߢߪ‫᦭ޔ‬ലߥಾࠅญߣߥࠅᓧ
ߥ޿น⢻ᕈ߽޽ࠆ‫ޔߡߞ߇ߚߒޕ‬ቇ⠌⠪ߩᖱᗧ⊛஥㕙ߦ߽ὶὐࠍᒰߡߡ‫⇐ޔ‬ቇߩലᨐࠍᄙ㕙⊛ߦᬌ⸛ߒߡ޿ߊߎߣ߇‫੹ޔ‬ᓟ㊀ⷐߦߥߞߡ޿ߊ߽ߩߣ⠨߃ࠄࠇࠆ‫ ߚ߹ޕ‬Allen and Herron (2003) ߥߤߪ‫ޔ‬ᖱᗧ⊛஥㕙ࠍ‫ޟ‬േᯏ‫ ߁޿ߣޠ‬1 ⷐ࿃ߛߌߢ⷗ࠆߩߢߪߥߊ‫ޔ‬ਇ቟߿ᘒᐲߥߤߩઁߩᖱᗧⷐ࿃߽หᤨߦᛒ޿‫ޔ‬േᯏߠߌߣߘࠇࠄⷐ࿃ߣߩ㑐ㅪᕈࠍតࠆߥߤ‫ޔ‬ᐢ޿ᨒ⚵ߺߢ⎇ⓥࠍⴕ߁ᔅⷐ߇޽ࠆߎߣ߽ᜰ៰ߒߡ޿ࠆ‫ޕ‬ߘߎߢᧄ⎇ⓥߢߪ‫ޔ‬Ყセ⊛㐳ᦼߩ⇐ቇ⠪ࠍኻ⽎ߣߒߡ‫ޔ‬
L2 േᯏߛߌߢߪߥߊ‫ޔ‬⥄Ꮖലജᗵ (Self-efficacy)
߿ L2 ਇ቟ߥߤߩઁߩᖱᗧⷐ࿃߽฽߼‫ޔ‬Dörnyei (2005) ߩឭ໒ߔࠆ L2 Motivational Self System ߩᨒ⚵ߺࠍ↪޿ߡ‫⇐ޔ‬ቇ೨ᓟߩⷐ࿃㑆ߩ㑐ଥᕈ㧔ⷐ࿃᭴ㅧ㧕ߩ㆑޿ߦߟ޿ߡ⺞ᩏߔࠆߎߣߦߒߚ‫ޕ‬
2. ᚻ㗅
2.1 ෳട⠪ᧄ⎇ⓥߩኻ⽎⠪ߪ‫⚂ޔ‬㧝ᐕ㑆ߩ⇐ቇࡊࡠࠣ࡜ࡓ㧔⧷‫☨ޔ‬㧕ߦෳടߒߚᣣᧄੱᄢቇ↢ 151 ฬ㧔↵ᕈ 69 ฬ‫ޔ‬
ᅚᕈ 82 ฬ㧕‫ޕ‬ෳട⠪ߩ޿ߕࠇ߽‫⇐ޔ‬ቇ೨ߦ⧷⺆࿤߳ߩṛ࿷⚻㛎߇ඨᐕએ਄ߥ޿ߎߣ߇⏕⹺ߐࠇߡ޿ࠆ‫ޕ‬
2.2 ⾰໧⚕
࠺࡯࠲ߪ⾰໧⚕ࠍ↪޿ߡ෼㓸ߒߚ‫⾰ޕ‬໧⚕ߪ 2 ࿁ታᣉߐࠇߚ߇‫ޔ‬㧝࿁⋡ߪ⇐ቇ಴⊒೨ߦ‫ޔ‬㧞࿁⋡ߪᏫ࿖ᓟߦ‫ࠇߙࠇߘޔ‬ታᣉߐࠇߚ‫੹ޕ‬࿁ߩ⎇ⓥߢߪ‫╩ޔ‬⠪ࠄߦࠃࠆవⴕ⎇ⓥߢ೑↪ߒߚ⾰໧⚕ࠍ৻ㇱᡷ✬ߒߡ↪޿ߚ߇‫ ߪࠇߎޔ‬L2 Motivational Self System ߩవⴕ⎇ⓥߢ೑↪ߐࠇߚฦ⒳⾰໧⚕ࠍၮߦ૞ᚑߐࠇߚ߽ߩ
ߢ‫ޔ‬‫ޟ‬ℂᗐ L2 ⥄Ꮖ‫ޠ‬‫ޔ‬‫⟵ޟ‬ോ L2 ⥄Ꮖ‫ޠ‬‫ޔ‬‫ઁޟ‬⠪ߩᓇ㗀‫ޠ‬‫ޔ‬‫ޟ‬L2 ቇ⠌ᘒᐲ‫ޠ‬‫ޔ‬‫⥄ޟ‬Ꮖലജᗵ‫ޠ‬‫ޔ‬‫ޟ‬L2 േᯏ‫ޠ‬
‫ޔ‬
‫ޟ‬L2
ਇ቟‫ޠ‬
‫ޟߡߒߘޔ‬ᖱႎ㊂‫߁޿ߣޠ‬᭴ᚑ᭎ᔨߢᒻᚑߐࠇߡ޿ࠆ‫ޕ‬−86−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

2.3 ಽᨆᣇᴺ⾰໧⚕ߢᓧࠄࠇߚ࠺࡯࠲ߪ‫ޔ‬ᖱᗧ㕙ߢߩᄌൻߦὶὐࠍᒰߡߥ߇ࠄ‫ޔ‬᭴ㅧᣇ⒟ᑼࡕ࠺࡝ࡦࠣ㧔SEM㧕ߦࠃߞߡಽᨆߐࠇߚ‫ޕ‬SEM ߢߪ‫ⶄޔ‬ᢙߩᲣ㓸࿅㧔ࠣ࡞࡯ࡊ㧕ࠍหᤨߦ⸃ᨆߒ‫ޔ‬Ყセߔࠆߎߣ߇น⢻ߢ޽ࠆߚ߼㧔ᄙᲣ㓸࿅หᤨࡄࠬ⸃ᨆ㧕‫⎇ᧄޔ‬ⓥߩಽᨆߦណ↪ߒߚ‫ޕ‬ಽᨆࠍⴕ߁ߦ޽ߚߞߡߪ‫⇐ޔ‬ቇ೨ߣ⇐ቇᓟߩ⾰໧⚕࠺࡯࠲ࠍߘࠇߙࠇ೎୘ߩࠣ࡞࡯ࡊߣ઒ቯߒ‫ޔ‬ਔ⠪ߩ㆑޿ࠍࡕ࠺࡞ߩⷐ࿃᭴ㅧ㕙߆ࠄᲧセ࡮ᬌ⸛ߒߚ‫ޕ‬
3. ⚿ᨐ⇐ቇᓟߪ L2 ਇ቟߇ᷫዋߒ‫ޔ‬ℂᗐ L2 ⥄Ꮖ‫⥄ޔ‬Ꮖലജᗵ‫ޔ‬L2 ቇ⠌ᘒᐲ‫⟵ߡߒߘޔ‬ോ L2 ⥄Ꮖߥߤ‫ޔ‬L2 േᯏࠍᡰ߃ࠆฦⷐ࿃ߩᓇ㗀ജ߇ᒝ߹ࠅ‫⇐ޔ‬ቇ೨ߣᲧߴ‫ࠅࠃޔ‬㜞޿ L2 േᯏ 㧔1%᳓Ḱߢ᦭ᗧ‫ޔ‬ലᨐ㊂ਛ㧕߇଻ᜬߐࠇߡ޿ࠆߎߣ߇᣿ࠄ߆ߦߥߞߚ㧔࿑㧝㧕‫⇐ޔߚ߹ޕ‬ቇ೨ߪ L2 ਇ቟߇ L2 േᯏߦ⽶ߩᓇ㗀㧔-.37㧕ࠍਈ߃ߡ޿ߚ߇‫⇐ޔ‬ቇᓟߪᓇ㗀ࠍਈ߃ߡ޿ߥ޿ߎߣ߽᣿ࠄ߆ߦߥߞߚ‫ޕ‬ട߃ߡ‫⇐ޔ‬ቇ೨ߢߪ‫ޔ‬ℂᗐ L2 ⥄Ꮖߩૐߐ߇ L2 ਇ቟ࠍ㜞߼ࠆߣ޿߁㑐ଥ߇⺒ߺขࠇߚ߇‫⇐ޔ‬ቇᓟߦ߅޿ߡߪߘߩࠃ߁ߥ⽶ߩ㑐ଥߪ⹺߼ࠄ
ࠇߥߊߥߞߚ‫ᦨޕ‬ᓟߦ‫⟵ޔ‬ോ L2 ⥄Ꮖࠍ㜞߼ࠆ‫ઁޟ‬⠪ߩᓇ㗀‫ޔߪߡߒߣޠ‬‫ޟ‬ᢎᏧ‫ޠ‬‫ޔ‬‫ޟ‬ਔⷫ‫ޠ‬‫ޔ‬‫ޟ‬෹㆐‫⇐߇ޠ‬ቇ೨ߦߪ⠨߃ࠄࠇߚ߇‫⇐ޔ‬ቇᓟߪ‫ޟ‬ᢎᏧ‫ߩޠ‬ᓇ㗀߇ 0.1%᳓Ḱߢ᦭ᗧߦᷫዋߒߡ޿ࠆߎߣ߇ࠊ߆ߞߚ‫ޕ‬࿑㧝. ⚿ᨐߩ߹ߣ߼㧔⇐ቇ೨࡮ᓟߩᲧセ㧕
Note. ✢ߩᄥߐߪ㑐ଥߩᒝߐ‫ޔ‬ᬦ౞ߩᄢ߈ߐߪേᯏ߿ਇ቟ߩᒝߐ‫ޔ‬ὐ✢ (--->) ߪ⽶ߩ㑐ଥ‫ࠦ࠶ࠞޔ‬ౝߩᢙሼߪ
ࡄࠬଥᢙࠍ‫ޕߔ␜ࠇߙࠇߘޔ‬ෳ⠨ᢥ₂Allen, H. W., & Herron, C. (2003). A mixed-methodology investigation of the linguistic and affective outcomes ofsummer study abroad. Foreign Language Annals, 36, 370–385.
Dörnyei, Z. (2005). The psychology of language learner: Individual differences in second language acquisition.
Mahwah, NJ: Erlbaum Associates.

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OP-238 ᦬ 8 ᣣ (14:10-14:40) / 333 ᢎቶೋ⚖⧷⺆ቇ⠌⠪ߦ߅ߌࠆዮ᛬ᒻᘒ⚛ߩ Attention Shift Costၔ㊁ ඳᔒ (ਃ㊀⋵┙྾ᣣᏒධ㜞╬ቇᩞ)ࠠ࡯ࡢ࡯࠼㧦 ዮ᛬ᒻᘒ⚛㧘ಾࠅᦧ߃ࠦࠬ࠻㧘᭴߃㧘⺖㗴࠮࠶࠻ᘠᕈ
1. ߪߓ߼ߦ
ੱ㑆ߪᄢ㊂ߩⷞⷡᖱႎߦၮߠ޿ߡߘߩⴕേࠍ೙ᓮߒߡ޿ࠆ‫ߩߘޕ‬೙ᓮᯏ⢻ߪᵈᗧߣ๭߫ࠇ‫⺖ޔ‬㗴ಾࠅᦧ߃ࡄ࡜࠳ࠗࡓࠍ↪޿ߚ⎇ⓥ߇੹ᣣ߹ߢ㊀ߨࠄࠇߡ߈ߚ (Kiesel et al., 2010)‫ޕ‬Taube and Segalowitz (2005)
ߪߘߩᚻᴺࠍេ↪ߒ‫⺆⸒ޔ‬਄ߩᵈᗧ೙ᓮㆊ⒟ࠍ⸃᣿ߒࠃ߁ߣߒߚ‫⺖ޔߦ⥸৻ޕ‬㗴߇ಾࠅᦧࠊࠆߣ‫ࠅ➅ޔ‬㄰ߐࠇߚᤨࠃࠅ߽෻ᔕẜᤨ߇㐳ߊ‫߇₸╵⺋ޔ‬਄߇ࠆ߇‫ߩߎޔ‬Ꮕߪ⺖㗴ಾࠅᦧ߃ࠦࠬ࠻ߣ⒓ߐࠇࠆ‫ޕ‬ಾࠅᦧ߃ࠦࠬ࠻ߩ⊒↢Ḯߣߒߡ‫⹺ޔ‬⍮ಣℂߦᔅⷐߥ᭴߃ߩౣ᭴▽ㆊ⒟ࠍ෻ᤋߒߡ޿ࠆߣ⠨߃ࠆ┙႐ (Yeung &Monsell, 1995) ߣ‫ޔ‬వⴕ⹜ⴕߩ⺖㗴ታⴕߦ⿠࿃ߔࠆᐓᷤࠍస᦯ߔࠆߩߦⷐߔࠆᤨ㑆ߣߺߥߔ⠨߃ (Allportet al., 1994㧕߇޽ࠆ‫ޕ‬
2. ⎇ⓥ⺖㗴ᧄ⊒⴫ߢߪ‫ޔ‬Taube and Segalowitz (2005) ߩታ㛎ᚻᴺࠍេ↪ߒߡ‫ޔ‬ᣣᧄੱ⧷⺆ೋ⚖ቇ⠌⠪ߩዮ᛬ᒻᘒ
⚛ಾࠅᦧ߃ࠦࠬ࠻ߩ㕖ኻ⒓ᕈࠍ᣿ࠄ߆ߦߔࠆߎߣࠍ╙ 1 ߩ⺖㗴ߣߔࠆ‫ޕ‬㧞ߟߩ⺖㗴ಾࠅᦧ߃ࠦࠬ࠻ߪ⇣ߥߞߚ೙ᓮㆊ⒟ࠍ෻ᤋߒߡ޿ࠆߎߣࠍ᣿ࠄ߆ߦߔࠆߎߣࠍ╙ 2 ߩ⺖㗴ߣߔࠆ‫ޕ‬
3. ᚻ㗅
3.1 ෳട⠪⪺⠪߇ൕോߔࠆᩞ㜞ᩞ 1 ᐕ↢↵ᅚ 40 ฬ (↵ᅚߩᲧ₸ߪ߶߷หߓ㧕ߢ‫ޔ‬㧟ᐕ㑆ߩ⧷⺆ቇ⠌ᱧࠍᜬߟ‫ޕ‬
3.2 ࠹ࠬ࠻ࡃ࠶࠹࡝࡯ ዮ᛬ᒻᘒ⚛ߢ޽ࠆⷙೣേ⹖ㆊ෰ᒻߩᤨ೙߇ᄌࠊࠆ႐ว (ಾࠅᦧ߃᧦ઙ) ߣᄌࠊࠄߥ޿႐ว (➅ࠅ㄰ߒ᧦ઙ) ߩಾࠅᦧ߃ࠦࠬ࠻Ꮕࠍᬌ⸽ߔࠆߚ߼ߦ‫ޔ‬ᢥ࡟ࡌ࡞ (⴫ 1) ߣฏ࡟ࡌ࡞ߩ⺖㗴ಾࠅᦧ߃ࠦࠬ࠻࠹ࠬ࠻
ࠍ૞ᚑߒߚ‫ޕ‬ᢥ࡟ࡌ࡞࠹ࠬ࠻ߪᢥᗧߩᄢ߹߆ߥℂ⸃ࠍ⋡⊛ߣߒߡೝỗ (ᢥ) ࠍಣℂߐߖࠆ‫৻ޕ‬ᣇߩฏ࡟ࡌ࡞࠹ࠬ࠻ߪᤨ೙ߩℂ⸃ࠍ⋡⊛ߣߒߡೝỗࠍಣℂߐߖ‫ޔ‬⠡⸶ߣߩᱜ⺋್ᢿ⺖㗴ߢߪᤨ೙߇৻⥌ߒߡ޿ࠆ߆ߤ߁߆ࠍ್ᢿߐߖࠆ‫ޕ‬㧞ߟߩ࠹ࠬ࠻ߪታ㛎දജ⠪ోຬߦᢥ࡟ࡌ࡞ Ј ฏ࡟ࡌ࡞ߩ㗅ߢ⹜ⴕߐࠇࠆ‫ޕ‬⴫㧝 ᢥ࡟ࡌ࡞⺖㗴ಾࠅᦧ߃ࠦࠬ࠻࠹ࠬ࠻ ࠻࡜ࠗࠕ࡞ G (ࡉࡠ࠶ࠢ 3)
Word

trial

play
help
plan
open

G

even
t

ೝỗᢥ

⠡⸶

ᱜ
⺋

G1

My bothers play the piano⑳ߩఱᒉߪࡇࠕࡁࠍᒢߊ

٤

G2

The boys help old women↵ߩሶߪᅚᕈߦળ߁



G3

My parents planned a trip

⑳ߩਔⷫߪᣏⴕࠍ⸘↹ߒߚ٤

G4The children opened their mouthሶଏߚߜߪ㗻ࠍᵞߞߚ






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ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

3.3ታ㛎ߩᚻ㗅
PCࠬࠢ࡝࡯ࡦ਄ߦಝⷞὐ㧔㧗㧕߇500ࡒ࡝⑽ (ms) 㑆๒␜ߐࠇߚන⺆න૏ߢࠦࡦࡇࡘ࡯࠲࡯ߩ↹㕙ਛᄩߦ๒␜ߐࠇߚೝỗ⺆ࠍ⒖േ⓹ᣇᑼߩ⥄Ꮖࡍ࡯ࠬߢ⺒߻‫ޕ‬ታ㛎ᢥࠍ⺒ߺ⚳߃ߚᤨὐߢ⠡⸶ᢥࠍ๒␜
ߒߡ‫ޔ‬ታ㛎ᢥߣ⠡⸶ᢥߣߩᱜ⺋್ᢿࠍⴕࠊߖࠆ‫ޕ‬
4. ⚿ᨐ
ಾࠅᦧ߃᧦ઙߣ➅ࠅ㄰ߒ᧦ઙߩᐔဋ෻ᔕẜᤨࠍ㨠ᬌቯߦ߆ߌߚߣߎࠈ‫ޔ‬t=3.24 p=.001 ߣ 1%᳓Ḱߢਔ᧦ઙ㑆ߦ᦭ᗧᏅ߇ᬌ⸽ߐࠇ‫ޔ‬ಾࠅᦧ߃ࠦࠬ࠻߇⏕⹺ߐࠇߚ (⴫ 2)‫৻ޕ‬ᣇ‫⃻ޔ‬࿷ᒻ߳ߩಣℂࠦࠬ࠻ߪ↢ߓߡ޿ߥ޿ (t=1.23 ,p=.22)‫ޕ‬ౝኈℂ⸃ߦᵈᗧ߇ะߌࠄࠇߡ޿ߡ߽‫ޔ‬ಾࠅᦧ߃ࠦࠬ࠻ߦߪᤨ೙ߦࠃࠆ㕖ኻ⒓ᕈ߇
ߺࠄࠇࠆ‫ޕ‬水︶⴫ 2 ᢥ࡟ࡌ࡞࠹ࠬ࠻ߢߩಾࠅᦧ߃ࠦࠬ࠻㧝ߣಾࠅᦧ߃ࠦࠬ࠻㧞ߩᬌቯ⚿ᨐ

෻ᔕẜᤨ
ᮡḰ஍Ꮕ

⃻࿷ᒻ Ј ㆊ෰ᒻㆊ෰ᒻ Ј ⃻࿷ᒻಾࠅᦧ߃ࠦࠬ࠻㧔ࠦࠬ࠻ 1㧕ಾࠅᦧ߃ࠦࠬ࠻㧔ࠦࠬ࠻ 2㧕

ಾ䉍ᦧ䈋㩷

➅䉍㄰䈚㩷

884

816

363.8

340.0

t

p

3.24

.001

ಾ䉍ᦧ䈋

➅䉍㄰䈚㩷

709

732

302.3

296.3

t

p

1.23

.22


ฏ࡟ࡌ࡞ߩಾࠅᦧ߃ࠦࠬ࠻ߦ߽㕖ኻ⒓ᕈ߇↢ߓ‫߽߆ߒޔ‬ᢥ࡟ࡌ࡞ߩࠦࠬ࠻ࠃࠅᄢ߈ߥࠦࠬ࠻ (96ms)
߇↢ߓߡ޿ࠆ (⴫ 3)‫ޕ‬ᵈᗧ߇ዮ᛬ᒻᘒ⚛ߦะߌࠄࠇߡ޿ߚᣇ߇ߘߩࠦࠬ࠻ߪᄢ߈޿ߣ⸒߃ࠃ߁‫ޕ‬⴫ 3 ฏ࡟ࡌ࡞࠹ࠬ࠻ߢߩಾࠅᦧ߃ࠦࠬ࠻㧝ߣಾࠅᦧ߃ࠦࠬ࠻㧞ߩᬌቯ⚿ᨐ⃻࿷ᒻ Ј ㆊ෰ᒻㆊ෰ᒻ Ј ⃻࿷ᒻಾࠅᦧ߃ࠦࠬ࠻㧔ࠦࠬ࠻ 1㧕
෻ᔕẜᤨ
ᮡḰ஍Ꮕ

ಾ䉍ᦧ䈋㩷

➅䉍㄰䈚

671

575

304.3

271.1

ಾࠅᦧ߃ࠦࠬ࠻㧔ࠦࠬ࠻ 2㧕

t

p

5.24

.00

ಾ䉍ᦧ䈋

➅䉍㄰䈚㩷

565

573

261.9

283.9

t

p

.39

.69

ෳ⠨ᢥ₂
Allport, A., Styles, E. A., & Hsieh, S. (1994). Shifting attentional set: Exploring the dynamic control of tasks. In C.
Umilta` & M. Moscovitch (Eds.), Attention and performance XV: Conscious and nonconscious information
processing (pp. 421–452). Cambridge, MA: MIT Press.
Kiesel, A., Steinhauser, M., Wendt, M., Falkenstein, M., Jost, K., Philipp, A. M., et al. (2010). Control andinterference in task switching -- A review. Psychological Bulletin, 136, 849-874.
Segalowitz, N. (2010). Cognitive Bases of Second Language Fluency, Routledge
Taube-Schiff, M., & Segalowitz, N. (2005). Within-language attention control in second language processing.
Bilingualism: Language and Cognition. 8. 195-206.
Yeung, N., & Monsell, S. (2003). Switching between tasks of unequal familiarity: The role of stimulus-attribute andresponse-set selection. Journal of Experimental Psychology: Human Perception and Performance, 29, 455–469.

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OP-248 ᦬ 8 ᣣ (15:00-15:30) / 333 ᢎቶലᨐ⊛ߥ⧷⺆ቇ⠌ᡰេࡊࡠࠣ࡜ࡓߩ㐿⊒ࠍ⋡ᜰߒߡ㧦⧷⺆ೋ⚖࡟ࡌ࡞ߩᄢቇ↢ߩ႐ว᧻⮮ ⮍ሶ㧔ᣣᧄ₞ක↢๮⑼ቇᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦⧷⺆ᢎ⢒㧘⧷⺆ೋ⚖⠪㧘⥄⠌ᡰេ㧘▤ℂ⊛ᣇᴺ㧘⥄ਥ⊛ᣇᴺ
1. ߪߓ߼ߦ
ᄢቇߩ⧷⺆ᢎ⢒ߢߪ‫ޔ‬ቇ↢߇ࠣࡠ࡯ࡃ࡞␠ળߦኻᔕߢ߈ࠆࠃ߁ߦ‫ࠆߥ⇣ޔ‬࿖߿ᢥൻߩੱ‫ࠦߢ⺆⧷ߣޘ‬ࡒࡘ࠾ࠤ࡯࡚ࠪࡦߢ߈ࠆ⢻ജߩ㙃ᚑࠍ⋡ᮡߦߒߡ޿ࠆ‫⋡ߩߎޕ‬ᮡߦ‫ޔ‬ㅳ 1 ࿁ߥ޿ߒ 2 ࿁ߩ᝼ᬺᤨ㑆ߢ೔㆐ߔࠆߎߣߪ㔍ߒߊ‫ޔ‬᝼ᬺᤨ㑆ᄖߩቇ⠌㧔એਅ‫⥄ޔ‬⠌㧕߇ਇนᰳߢ޽ࠆ‫ޕ‬2005 ᐕએ᧪‫ޔ‬ലᨐ⊛ߥ⥄⠌ᡰេࡊࡠࠣ࡜ࡓࠍਛᔃ⺖㗴ߣߒߡ⎇ⓥࠍㅴ߼ߡ߈ߚ‫ޕ‬2005 ᐕ߆ࠄ 2007 ᐕߪ‫⺆⧷ޔ‬ਛ⚖⠪ߦኻߒߡ‫ޔ‬᝼ᬺߩ৻Ⅳߣߒߚ⥄⠌㧔࡝ࠬ࠾ࡦࠣߣᄙ⺒㧕ߩᜰዉ࡮ᡰេࠍⴕߞߚ‫⚿ߩߘޕ‬ᨐ‫ޔ‬ቇ⠌⠪ߩ⥄ᓞᕈࠍዅ㊀ߒߥ߇ࠄ‫ޔ‬㆐ᚑน⢻ߥ⋡ᮡࠍ⸳ቯߒ‫ޔ‬ቇ⠌⠪߇⥄ಽߦ޽ߞߚᢎ᧚ࠍㆬᛯߢ߈ࠆࠃ߁ߦᢎ᧚ߦߟ޿ߡᖱႎࠍච
ಽߦឭଏߒ‫ޔ‬ቇ⠌⠪㑆ߢߩᖱႎ੤឵ࠍଦߒ‫ޔ‬ታ〣ࠍቯᦼ⊛ߦႎ๔ߐߖࠆߎߣ߇‫⥄ޔ‬⠌ߩታ〣₸߿ቇ⠌⠪ߩḩ⿷ᐲࠍ㜞߼ࠆߩߦലᨐ⊛ߢ޽ࠆߎߣ߇ࠊ߆ߞߚ㧔᧻⮮ ઁ 2005, 2006, 2007, ‐ᳯ 2008㧕‫ޕ‬2009 ᐕᐲએ㒠ߪ‫ޔ‬એ਄ߩᣇᴺ߇‫⺆⧷ޔ‬ೋ⚖⠪ߦ߽ᒰߡߪ߹ࠆ߆ߤ߁߆ࠍᬌ⸽࡮ᬌ⸛ߒߡ޿ࠆ‫(⮮᧻ޕ‬2010)ߢߪ‫ޔ‬ೋ⚖࡟ࡌ࡞ߩ 2 ࠢ࡜ࠬߦ߅޿ߡ‫ࠆߥ⇣ߢࠬ࡜ࠢߩࠇߙࠇߘޔ‬ᣇᴺߢ⥄⠌ታ〣ࠍⴕߞߚ⚿ᨐ‫⥄ޔ‬ਥ⊛ᣇᴺࠃࠅ▤ℂ⊛ᣇᴺ߇㜞޿ലᨐ߇ᓧࠄࠇࠆߎߣ߇ࠊ߆ߞߚ‫( ⮮᧻ޕ‬2011)ߢߪ‫ޔ‬ᢎຬ߇ᢎ᧚࡮ᣇᴺߥߤ߶߷᳿
߼ߚ▤ℂ⊛ᣇᴺߢ‫ޔ‬ቇ⠌㊂Ⴧടߩ⷗ㄟ߼ࠆࡊࡠࠣ࡜ࡓࠍታ〣ߒߚ⚿ᨐ‫ޔ‬ታ〣₸߇㜞߹ࠅ‫ޔ‬ቇജะ਄ߩ௑
ะ߇ߺࠄࠇߚ‫ޔߒ߆ߒޕ‬೨࿁ࠃࠅᄢᄌߐ߇ᒝߊḩ⿷ᐲ߇ૐ߆ߞߚὐߪ‫ޔ‬ቇ⠌⛮⛯ߐࠇߥ޿น⢻ᕈ߇㜞޿ߣ⠨߃ࠄࠇࠆ‫ޕ‬ᧄ⎇ⓥߢߪ‫ޔ‬એ਄ߩ⚿ᨐࠍ〯߹߃‫ޔ‬ᢎຬߦࠃࠆᒝ޿▤ℂ⊛⥄⠌ࠍᡷༀߒ‫▤ޔ‬ℂ⊛ᣇᴺߣ⥄ਥ⊛ᣇᴺߩ⚵ߺวࠊߖߣߘߩ⒟ᐲ‫⥄ޔ‬⠌ߣ᝼ᬺߩㅪ៤ᐲว޿ࠍ⠨ᘦߒߡ‫ޔ‬2011 ᐕᐲㅢᐕߩ 1 ᐕ↢ኻ⽎ߩ⧷⺆ߩ᝼ᬺ
1 ࠢ࡜ࠬ㧔ೋ⚖ࠢ࡜ࠬ㧕ߦ⥄⠌ታ〣ࠍⴕߞߚ‫⎇ᧄޕ‬ⓥߩ⋡⊛ߪߎߩࠃ߁ߥ⥄⠌ታ〣ߩขࠅ⚵ߺࠍႎ๔ߒ‫ޔ‬ߘߩ⥄⠌ᣇᴺߣᡰេߩലᨐࠍ‫ޔ‬ቇ⠌⠪ߩ⹏ଔࠕࡦࠤ࡯࠻‫ޔ‬ቇ⠌⠪ߩታ〣⚿ᨐ‫ޔ‬TOEIC Bridge ࠹ࠬ࠻ߩ⚿ᨐߩ 3 ߟߩⷰὐ߆ࠄᬌ⸽ߒߚ‫ޕ‬
2. ᚻ㗅
2.1 ቇ⠌⠪ቇ⠌⠪ߪ‫ޔ‬2011 ᐕᐲㅢᐕ‫ޔ‬1 ᐕ↢ࠍኻ⽎ߣߔࠆ Comprehensive English ࠢ࡜ࠬ 42 ੱߢ޽ࠆ‫ޕ‬㘩ຠ⑼ቇ⑼1 ᐕ↢ߩ⧷⺆ࠢ࡜ࠬߪ‫౉ޔ‬ቇᤨ 4 ᦬ߦታᣉߔࠆ TOEIC Bridge ࠹ࠬ࠻ߩᓧὐߦၮߠ߈‫ޔ‬㧞Ბ㓏ߩ⠌ᾫᐲ೎ࠢ࡜ࠬ✬ᚑߢ޽ࠆ‫੹ޕ‬࿁‫ޔ‬ቇ⠌ߩኻ⽎ߣߒߚቇ⠌⠪ߩࠢ࡜ࠬߪਅ૏⠪ߩࠢ࡜ࠬ(TOEIC Bridge ᐔဋ 108.74
ὐ:ὐᢙ᏷ 86 ὐ-124 ὐ)ߢ޽ࠆ‫ޕ‬
2.2 ቇ⠌ᢎ᧚࡮ᒻᘒߣᜰዉ࡮ᡰេᣇᴺ
⥄⠌ߢߪ‫ޔ‬4 ⒳㘃ߩቇ⠌ࠍ⺖ߒߚ‫ޕ‬න⺆ቇ⠌‫ޔ‬ᄙ⺒ቇ⠌‫ޔ‬ㆬᛯቇ⠌‫࠻࡯ࡁޔ‬ቇ⠌ߢ޽ࠆ‫⥄ޕ‬⠌ᦼ㑆ਛߦ‫ޔ‬ቇ↢߇දജߒวߞߡቇ⠌߇⛮⛯ߢ߈ࠆࠃ߁ߦ‫ޔ‬ቇ↢㑆ߢᢎ᧚߿ቇ⠌ᣇᴺߥߤߦߟ޿ߡᖱႎ੤឵ળࠍ

−90−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

೨ᓟᦼߦ 1 ࿁ߕߟⴕߞߚ‫ޕ‬න⺆ቇ⠌ߪ 1 ㅳ㑆 30 ಽએ਄‫ޔ‬ㅢᐕ 7 ᤨ㑆એ਄‫ޔ‬ᄙ⺒ቇ⠌ߪ‫ޔ‬1 ㅳ㑆 15 ࡍ࡯ࠫએ਄‫ޔ‬ㅢᐕ 420 ࡍ࡯ࠫએ਄‫ޔ‬ㆬᛯቇ⠌ߪ 1 ㅳ㑆 1 ᤨ㑆એ਄‫ޔ‬ㅢᐕ 28 ᤨ㑆એ਄‫࠻࡯ࡁޔ‬ቇ⠌ߪ㧝ㅳ㑆㧝ࡍ࡯ࠫએ਄‫ޔ‬14 ࡍ࡯ࠫએ਄ࠍ⋡ᮡߣߒߚ‫ޕ‬
⸥㍳⴫ߪ‫ޔ‬ቇ⠌ߩߚ߮ߦ⸥㍳ߔࠆࠃ߁ߦᜰዉߒߚ‫ޕ‬න⺆ቇ⠌ߪߘࠇߙࠇቇ⠌ߒߚᤨ㑆‫ޔ‬ᄙ⺒ቇ⠌ߪ⺒ࠎߛࡍ࡯ࠫᢙߣࠦࡔࡦ࠻㧔⺒ࠎߛౝኈ߿⷗಴ߒ߿න⺆㧕‫ޔ‬ㆬᛯቇ⠌ߪቇ⠌ߒߚᤨ㑆ߣᢎ᧚ฬ‫࡯ࡁߚ޿ᦠޔ‬࠻ߩࡍ࡯ࠫᢙࠍᦠ߆ߖߚ‫ޕ‬
⸥㍳⴫ߣࡁ࡯࠻ߪ‫ޔ‬᝼ᬺ೨߹ߢߦ‫ޔ‬ᢎථ೨ߩ᧍ߦឭ಴ߐߖߚ‫ࠍࠇߘޕ‬ᢎຬߪ‫ޔ‬೨ᦼߪቇ↢߇⺒ᦠߒߡ޿ࠆ㑆ߦ‫ޔ‬ᓟᦼߪ‫ޔ‬㧼㧯ቇ⠌ߒߡ޿ࠆ㑆ߦ‫ޔ‬ቇ⠌ౝኈࠍ⏕⹺ߒ‫ޔ‬ᔅⷐߥ႐วߪࠦࡔࡦ࠻ࠍᦠ޿ߡ㄰ළߒ
ߚ‫ޕ‬

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3. ⚿ᨐ
ቇ↢ߩ⹏ଔࠕࡦࠤ࡯࠻ߦ߅޿ߡ‫ޔ‬56㧑ߩቇ↢߇ᄢᄌߢ޽ࠆߣᗵߓ‫ޔ‬62㧑ߩቇ↢߇⥄⠌ࠍ߿ߞߡࠃ߆ߞ
ߚߣ޿߁⹏ଔ߇ᓧࠄࠇߚ‫ޕ‬ቇ↢ߩቇ⠌ߩታ〣⚿ᨐߦ߅޿ߡߪ‫(ޔ‬1)ߩࠃ߁ߦන⺆ቇ⠌ᤨ㑆‫ߩᦠ⺒ޔ‬㊂‫ޔ‬ㆬᛯቇ⠌ᤨ㑆‫࠻࡯ࡁޔ‬ቇ⠌ࡍ࡯ࠫᢙ‫ޔ‬ឭ಴࿁ᢙߦ㑐ߒߡ‫ޔ‬ᢎຬ߇⸳ቯߒߚ⋡ᮡ୯ߦኻߒߡ㜞޿㆐ᚑᐲ߇ᓧ
ࠄࠇߚ‫(ޕ‬2)ߩࠃ߁ߦቇ⠌೨ᓟߩ࠹ࠬ࠻ߦ߅޿ߡ‫ోࠬ࡜ࠢޔ‬૕ߪ⧷⺆ജࠍ⛽ᜬߢ߈‫ޔ‬4 ഀᒝߩቇ↢ߪ⧷⺆ജะ਄ߩ௑ะ߇ߺࠄࠇߚ‫ޕ‬೨࿁㧔᧻⮮ 2011㧕ߣᲧセߔࠆߣ‫⥄ޔ‬⠌ߩᄢᄌߐ߇シᷫߒ‫ޔ‬ḩ⿷ᐲ߇਄᣹ߒ‫⥄ޔ‬⠌ታ〣ߩഀว߇Ⴧടߒ‫ޔ‬ቇ⠌೨ᓟߩ࠹ࠬ࠻ߩ਄᣹߇ߺࠄࠇߚ‫⥄ޕ‬⠌ߩᄢᄌߐࠍシᷫߐߖ‫ޔ‬ḩ⿷ᐲ߇ᗵߓࠄࠇࠆࠃ߁ߥᜰዉ߿ᡰេ
ߪታ〣₸ࠍ㜞߼‫ޔ‬ታ〣₸߇㜞޿ߣቇ⠌ലᨐ߇਄߇ࠅ߿ߔ޿ߣផኤߐࠇࠆ‫ޕ‬(1) න⺆ቇ⠌㧦ᐔဋ 13.89 ᤨ㑆㧔ᦨૐ⋡ᮡ୯ 14 ᤨ㑆ߩ 99.21%‫ᦨޔ‬ૐ 0 ᤨ㑆‫ᦨޔ‬㜞 29.70 ᤨ㑆㧕ᄙ⺒ቇ⠌㧦ᐔဋ 341.66 ࡍ࡯ࠫ㧔ᦨૐ⋡ᮡ୯ 420 ࡍ࡯ࠫߩ 81.35%‫ᦨޔ‬ૐ 69 ࡍ࡯ࠫ‫ᦨޔ‬㜞 628 ࡍ࡯ࠫ㧕ㆬᛯቇ⠌㧦ᐔဋ 23.34 ᤨ㑆㧔ᦨૐ⋡ᮡ୯ 28 ᤨ㑆ߩ 83.36㧑‫ᦨޔ‬ૐ 3 ᤨ㑆‫ᦨޔ‬㜞 38 ᤨ㑆㧕ࡁ࡯࠻ቇ⠌: ᐔဋ 28.38 ࡍ࡯ࠫ㧔ᦨૐ⋡ᮡ୯ 28 ࡍ࡯ࠫߩ 101.36%‫ᦨޔ‬ૐ 3 ࡍ࡯ࠫ‫ᦨޔ‬㜞 56 ࡍ࡯ࠫ㧕
⸥㍳⴫ߩឭ಴࿁ᢙ㧦ᐔဋ 14.74 ࿁㧔⋡ᮡ୯ 24 ࿁ߩ 61.42%‫ᦨޔ‬ૐ 2 ࿁‫ᦨޔ‬㜞 24 ࿁㧕(2) ቇ⠌೨࠹ࠬ࠻:ᐔဋ 108.74 ὐ‫ޔ‬ቇ⠌ᓟ࠹ࠬ࠻:ᐔဋ 117.14 ὐ‫ޔ‬8.40 ὐߩ਄᣹ෳ⠨ᢥ₂᧻⮮⮍ሶ࡮⛚⼱ᒄሶ࡮ࠛ࠼ࡢ࡯࠼ ࠪࠚࠗࡈࠔ࡯࡮࠽ࠟ࠻ࡕ ࠳ࠗࠕࡦ࡮‐ᳯࠁ߈ሶ(2005).‫ޟ‬CALL ᢎ᧚ࠍ೑↪ߒߚ⥄⠌ߩࡔ࡯࡞ߦࠃࠆᡰេലᨐ‫ ╙ޠ‬45 ࿁ LET ో࿖⎇ⓥᄢળ⊒⴫ⷐ㗄pp. 60-61᧻⮮⮍ሶ࡮⛚⼱ᒄሶ࡮‐ᳯࠁ߈ሶ (2006).‫⥄ޟ‬ᓞဳ⺆ቇቇ⠌ⅣႺߩ᭴▽ࠍ⋡ᜰߒߡ‫ ╙ޠ‬46 ࿁ LET ో࿖⎇ⓥᄢળ⊒⴫⺰ᢥ㓸 CD, pp. 71-80.
᧻⮮⮍ሶ࡮⛚⼱ᒄሶ࡮ࠛ࠼ࡢ࡯࠼ ࠪࠚࠗࡈࠔ࡯࡮‐ᳯࠁ߈ሶ (2007a).‫⥄ޟ‬ᓞဳቇ⠌ࠍ⋡ᜰߒߚ⧷⺆⥄⠌ߦ߅ߌࠆᡰេലᨐߦߟ޿ߡ‫ߩ⨥߅ޠ‬᳓ᅚሶᄢቇ‫ੱޡ‬ᢥ⑼ቇ⎇ⓥ‫ޢ‬3, pp. 113-127.
᧻⮮⮍ሶ࡮⛚⼱ᒄሶ࡮‐ᳯࠁ߈ሶ (2007b).‫⥄ޟ‬ᓞද௛ဳ⺆ቇቇ⠌ⅣႺߩ᭴▽ࠍ⋡ᜰߒߡ‫ޠ‬LET ╙ 47 ࿁ో࿖⎇ⓥᄢળ⊒⴫⺰ᢥ㓸, pp. 166-169.
‐ᳯࠁ߈ሶ (⎇ⓥઍ⴫⠪) (2008).‫ޡ‬ᄢቇߦ߅ߌࠆ⥄ᓞቇ⠌ဳ⺆ቇቇ⠌ⅣႺߩ᭴▽‫⺖ޢ‬㗴⇟ภ 18520425,ᐔ
ᚑ 18 ᐕᐲ㨪ᐔᚑ 19 ᐕᐲ⑼ቇ⎇ⓥ⾌⵬ഥ㊄㧔ၮ⋚⎇ⓥ(C)㧕⎇ⓥᚑᨐႎ๔ᦠ, ߅⨥ߩ᳓ᅚሶᄢቇ.
᧻⮮⮍ሶ (2010).‫ޟ‬ലᨐ⊛ߥ⧷⺆ቇ⠌ᡰេࡊࡠࠣ࡜ࡓߩ㐿⊒ࠍ⋡ᜰߒߡ 㘩ຠ⑼ቇ⑼ 1 ᐕ↢ 2 ࠢ࡜ࠬߩ⥄⠌ᡰេᣇᴺߩᲧセ‫ޠ‬‫ޡ‬ᣣᧄ₞ක↢๮⑼ቇᄢቇ⎇ⓥႎ๔‫ޢ‬59, pp.105-112㧚᧻⮮⮍ሶ (2011).‫ޟ‬ലᨐ⊛ߥ⧷⺆ቇ⠌ᡰេࡊࡠࠣ࡜ࡓߩ㐿⊒ࠍ⋡ᜰߒߡ 㘩ຠ⑼ቇ⑼ 1 ᐕ↢ߩ▤ℂ⊛⥄⠌ᡰេᣇᴺߩᬌ⸽‫ޠ‬‫ޡ‬ᣣᧄ₞ක↢๮⑼ቇᄢቇ⎇ⓥႎ๔‫ޢ‬60, pp.99-104㧚

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OP-258 ᦬ 8 ᣣ (15:35-16:05) / 333 ᢎቶ

EFL ߩᢎቶߦ߅ߌࠆᄢቇ↢ߩ⥄Ꮖ⺞ᢛቇ⠌ࠍ᷹ࠆ̆⾰໧⚕૞ᚑߣߘߩା㗬ᕈ㧘෸߮ᅷᒰᕈߩᬌ⸽̆㚅ᨋ ✍ሶ㧔㑐⷏ᄢቇ ᄢቇ㒮↢㧕┻ౝ ℂ 㧔㑐⷏ᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦⥄Ꮖ⺞ᢛቇ⠌㧘ࡔ࠲⹺⍮㧘⥄Ꮖലജᗵ㧘ᣇ⇛૶↪㧘ࠝ࡯࡜࡞࡮ࠦࡒࡘ࠾ࠤ࡯
࡚ࠪࡦ
1. ߪߓ߼ߦ
ㄭᐕ㧘ᣣᧄߩ⧷⺆ᢎ⢒ߦ߅޿ߡ㧘⧷⺆ߢߩࠝ࡯࡜࡞࡮ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ⢻ജߩ⢒ᚑߩ㊀ⷐᕈ߇ㅀߴࠄࠇߡ޿ࠆ‫ߒ߆ߒޕ‬㧘⧷⺆ࠍ૶߁ᯏળ߇ᭂ߼ߡዋߥ޿ᣣᧄߩࠃ߁ߥ EFL ߩⅣႺߦ߅޿ߡ㧘ࠝ࡯࡜࡞࡮ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ⢻ജࠍ㜞߼ࠆߎߣߪኈᤃߥߎߣߢߪߥ޿‫ߘޕ‬ߩߚ߼㧘ቇ⠌⠪߇Ⓧᭂ⊛ߦ⥄ಽ⥄りߢቇ⠌ࠍㅴ߼ߡ޿ߌࠆࠃ߁⥄ᓞᕈࠍ⢒ᚑߔࠆߎߣߪᄢ
ಾߢ޽ࠆ‫⥄ޕ‬ᓞᕈߣߪ㧘ቇ⠌⠪߇⥄ࠄߩᕁ⠨㧘േᯏ߿ቇ⠌ⅣႺࠍࠦࡦ࠻ࡠ࡯࡞ߔࠆജࠍᜰ
ߔ‫ޕ‬ቇ⠌⠪߇⥄ࠄߩᕁ⠨㧘േᯏ߿ቇ⠌ⅣႺࠍࠦࡦ࠻ࡠ࡯࡞ߒߡ޿ߊߦߪ㧘ቇ⠌⋡ᮡࠍ⸳ቯߒ㧘⋡ᮡߩ㆐ᚑߦะߌ㧘ᣇ⇛ࠍㆬ߮㧘ⴕേߒ㧘ቇ⠌ࠍᝄࠅ㄰ࠆᔅⷐ߇޽ࠆ㧔Schraw, Crippen,& Hartley, 2006㧕‫ޕ‬ቇ⠌⋡ᮡߩ㆐ᚑߦะߌ㧘⥄ࠄߩᕁ⠨߿േᯏࠍࠦࡦ࠻ࡠ࡯࡞ߒߡ޿ߊࠃ߁
ߥቇ⠌ߪ㧘␠ળ⊛⹺⍮ℂ⺰ߦ߅޿ߡ㧘⥄Ꮖ⺞ᢛቇ⠌ߣ๭߫ࠇࠆ‫⥄ޕ‬Ꮖ⺞ᢛቇ⠌ߪ㧘ਥߦ㧘ࡔ࠲⹺⍮㧘േᯏ㧘ᣇ⇛૶↪ߩ 3 ߟߢ᭴ᚑߐࠇߡ޿ࠆ‫ߩߘޕ‬ਛߢ߽㧘ࡔ࠲⹺⍮ߪߣࠅࠊߌᄢ
ಾߥᓎഀࠍᜂ߁ߣ⠨߃ࠄࠇߡ޿ࠆ‫⹺࠲ࡔޕ‬⍮ߪ㧘⥄ಽߩ⃻࿷ߩቇ⠌⁁ᴫ߿⥄ಽߩ⍮⼂߿ࠬࠠ࡞ࠍᝄࠅ㄰ࠆߎߣࠍน⢻ߦߒߚࠅ㧘⋡ᮡ㆐ᚑߦะߌⴕേߔࠆ㓙߽ቇ⠌߇਄ᚻߊ޿ߊࠃ߁
ߦࡕ࠾࠲࡝ࡦࠣߔࠆߎߣࠍᚻഥߌߒߚࠅߔࠆ߆ࠄߢ޽ࠆ‫ޕ‬ℂ⺰ߢߪ㧘ቇ⠌⠪ߩ⥄ᓞᕈߪࡔ࠲⹺⍮ߦ௛߈߆ߌߚࠅ㧘ࡕ࠺࡝ࡦࠣ߿ࡈࠖ࡯࠼ࡃ࠶ࠢࠍⴕߞߚࠅߔࠆߎߣߢ⢒ᚑน⢻ߢ޽ࠆߣ⠨߃ࠄࠇߡ޿ࠆ‫ߒ߆ߒޕ‬㧘ࠝ࡯࡜࡞࡮ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ㧔OC㧕ߩಽ㊁ߦ߅޿ߡ㧘ߘߩ⢄ᔃߥ⥄ᓞᕈߩ⢒ᚑߦኻߔࠆᜰዉߩᓇ㗀ࠍ᷹ࠆዤᐲ߽㧘⥄Ꮖ⺞ᢛቇ⠌ࠍ᷹ࠆዤᐲ߽⊒⴫⠪ࠄߩ⍮ࠆ㒢ࠅሽ࿷ߒߥ޿‫ߢߎߘޕ‬㧘ᧄ⎇ⓥߢߪ㧘⧷⺆ቇ⠌ߩਛߢ߽ OC ߦὶὐࠍ⛉ࠅ㧘⥄Ꮖ⺞ᢛቇ⠌ߦ㑐ߔࠆ㊀ⷐߥ᭴ᚑⷐ⚛㧔ࡔ࠲⹺⍮㧘⥄Ꮖലജᗵ㧘⹺⍮ᣇ⇛෸߮ࠦࡒࡘ࠾ࠤ
࡯࡚ࠪࡦᣇ⇛㧕ࠍ᷹ࠆ⾰໧⚕ࠍ૞ᚑߒ㧘ߘߩା㗬ᕈߣᅷᒰᕈࠍᬌ⸽ߔࠆߎߣߦߒߚ‫ޕ‬
2. ෳട⠪ߣᚻ㗅߹ߕ㧘వⴕᢥ₂⺞ᩏ㧘੍஻⺞ᩏࠍⴕ޿㧘⾰໧⚕ߩ㗄⋡ࠍ♖ㆬߒ⾰໧⚕ࠍ૞ᚑߒߚ‫ޕ‬ᰴߦ㧘㑐⷏࿤ߩ⑳┙ᄢቇߦㅢ߁ᢥ♽㧘ℂ♽ߩ 1, 2 ᐕ↢㧔223 ฬ㧘↵: 69, ᅚ: 154㧕ࠍኻ⽎ߦត⚝⊛࿃ሶಽᨆࠍⴕ޿㧘⾰໧⚕ߩ࿃ሶᢙ߿ା㗬ᕈࠍ⺞ߴߚ㧔⺞ᩏ 1㧕‫ޕ‬ᰴߦ, ⺞ᩏ㧝ߩෳട⠪ߣหߓᄢቇߦㅢ߁ᢥ♽㧘ℂ♽ߩ 1, 2 ᐕ↢㧔200 ฬ㧘↵: 83, ᅚ: 117㧕ࠍኻ⽎ߦ SEM ࠍ↪޿ߡ⾰໧⚕ߩᅷᒰᕈࠍᬌ⸛ߔࠆߎߣߦߒߚ‫⚿ޕ‬ᨐߣߒߡ㧘ℂ⺰ߦၮߠ߈᭴▽ߒߚࡕ࠺࡞ߣ࠺࡯࠲
ߩㆡวᐲ߇੍ᗐߒߡ޿ߚ߶ߤ⦟ߊߥ߆ߞߚߚ߼㧘ౣᐲ㧘㗄⋡ࠍ⷗⋥ߒ⺞ᩏ㧝㧘⺞ᩏ 2 ߩෳട⠪ࠍኻ⽎ߦߘࠇߙࠇត⚝⊛࿃ሶಽᨆࠍⴕ޿㧘࿃ሶᢙ߿ା㗬ᕈࠍ⏕⹺ߔࠆߎߣߦߒߚ‫ߘޕ‬ߩ⚿ᨐ㧘࿃ሶᢙߪᄌࠊࠄߥ޿߽ߩߩ㧘ࠃࠅ቟ቯᕈߩ޽ࠆ࿃ሶ 6 ߟ߇⏕⹺ߐࠇߚ㧔Knowledgeof Cognition㧘Regulation of Cognition㧘Awareness of Metacognition㧘Cognitive Strategies㧘

−92−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

Interaction Strategies㧘Self-efficacy㧕‫ޕ‬ዤᐲో૕ߩା㗬ᕈߪ.886 ߣ㜞޿୯߇ᓧࠄࠇ㧘ਅ૏ዤᐲߦ㑐ߒߡ߽.799 ߆ࠄ.933 ߣචಽߥ୯߇ᓧࠄࠇߚ‫ߦࠄߐޕ‬㧘࿃ሶ᭴ㅧߩᅷᒰᕈࠍᬌ⸽ߔࠆߚ
߼㧘ត⚝⊛࿃ሶಽᨆߢ᛽಴ߐࠇߚ 6 ࿃ሶࠍၮߦࡄࠬࡕ࠺࡞ࠍ᭴▽ߒ㧘⺞ᩏ 2 ߩෳട⠪ࠍኻ⽎ߦ౒ಽᢔ᭴ㅧಽᨆࠍⴕߞߚ‫⚿ޕ‬ᨐ㧘ࡕ࠺࡞㧔Figure 1㧕ߣ࠺࡯࠲ߣߩㆡวᐲߪ⦟޿ߎߣ߇
⏕⹺ߐࠇߚ㧔GFI= .904, AGFI= .875, CFI= .976, RMSEA= .046㧕‫ޕ‬
3. ⠨ኤߣ⚿⺰

８
月
８
日
︵
水
︶

Figure 1. Confirmatory factor analysis of the hypothesized model. CogSs =Cognitive Strategies, ISs = Interaction Strategies, RC = Regulation of
Cognition, KC = Knowledge of Cognition.
࿑ 1 ߆ࠄ⥄Ꮖലജᗵߣᣇ⇛૶↪ߪࡔ࠲⹺⍮߆ࠄᓇ㗀ࠍฃߌࠆߣ޿߁ߎߣ߇ಽ߆ࠆ‫ࠇߎޕ‬ߪ⥄Ꮖ⺞ᢛቇ⠌ߩਛߢ߽ࡔ࠲⹺⍮߇ᄢಾߥᓎഀࠍᜂ߁ߣ޿߁వⴕ⎇ⓥߩ⍮⷗ࠍ਄ᚻߊ⴫ࠊ
ߒߡ޿ࠆ‫ߪࠇߎߚ߹ޕ‬ቇ⠌⠪ߩࡔ࠲⹺⍮ߦ਄ᚻߊ௛߈߆ߌࠆᜰዉࠍⴕ߃߫㧘⥄Ꮖ⺞ᢛቇ⠌ߩᨒ⚵ߺߦኻߒߡ⢐ቯ⊛ߥᓇ㗀ࠍਈ߃ࠆน⢻ᕈ߇޽ࠆߎߣࠍ␜ߒߡ޿ࠆ‫ޕ‬ᧄ⎇ⓥߩ⋡⊛ߪ㧘ߎࠇ߹ߢߥ߆ߞߚ OC ߦ߅ߌࠆ⥄Ꮖ⺞ᢛቇ⠌ࠍ᷹ࠆ⾰໧⚕ࠍ૞ᚑߒ㧘ߘߩା㗬ᕈߣᅷᒰᕈࠍᬌ⸽ߔࠆߎߣߢ޽ߞߚ‫ߕ߹ޕ‬㧘ត⚝⊛࿃ሶಽᨆߩ⚿ᨐ㧘ዤᐲߪ 6 ࿃ሶߢ᭴ᚑߐࠇߡ޿ࠆߎߣ߇ಽ߆ࠅ㧘6 ࿃ሶߣዤᐲో૕ߦߪචಽߥା㗬ᕈ߇޽ࠆߎߣ߇␜ߐ
ࠇߚ‫ޕ‬ᰴߦ㧘ߎߩ 6 ࿃ሶࠍၮߦ㧘SEM ࠍ↪޿ߡᅷᒰᕈߩᬌ⸽ࠍⴕߞߚ⚿ᨐ㧘ࡕ࠺࡞ߣ࠺࡯
࠲ߣߩㆡวᐲߪ⦟ᅢߢ޽ࠆߎߣ߇␜ߐࠇߚ‫ޕ‬એ਄ߩ⚿ᨐࠃࠅ㧘ᧄ⎇ⓥߢ૞ᚑߐࠇߚ⾰໧⚕
ߦߪା㗬ᕈߣᅷᒰᕈ߇޽ࠆߎߣ߇␜ߐࠇߚ‫ޕ‬ෳ⠨ᢥ₂
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education:
Metacognition as part of broader perspective on learning. Research in Science Education,
111-139.

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OP-268 ᦬ 8 ᣣ (13:00-13:30) / 335 ᢎቶᣣ⧷ࡄ࡜࡟࡞ࠦ࡯ࡄࠬᬌ⚝ࠨࠗ࠻ߩ౏㐿 㧙㐿⊒ߣታ〣೑↪㧙ਛ᪯ ᷡ⟤㧔ᣣᧄᄢቇ㧕ࠕࡦ࠻࠾ ࡠ࡯࡟ࡦࠬ㧔ᣧⒷ↰ᄢቇ㧕⷏၂ ⍮૫ሶ㧔ජ⪲ᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 ࡄ࡜࡟࡞ࠦ࡯ࡄࠬ㧘ᬌ⚝࠷࡯࡞㧘౏㐿ᬌ⚝ࠨࠗ࠻㧘࠺࡯࠲㚟േဳቇ⠌㧘ታ〣೑↪
1. ߪߓ߼ߦ
ࠦ࡯ࡄࠬࠍ೑↪ߒߚ⸒⺆ቇ⠌ߩᣇᴺߪ࠺࡯࠲㚟േဳቇ⠌㧔Data-Driven Learning: DDL㧕ߣ๭߫ࠇࠆ‫ޕ‬
DDL ߢߪ㧘ࠦ࡯ࡄࠬᬌ⚝߆ࠄᓧࠄࠇߚ↪଀ࠍ⷗ߡቇ⠌⠪⥄り߇ᢥᴺߩⷙೣᕈࠍ⊒⷗ߔࠆᏫ⚊⊛ቇ⠌߇น⢻ߢ޽ࠆ‫ࠄ߇ߥߒ߆ߒޕ‬㧘ࠦ࡯ࡄࠬߩ⧷⺆ᢎ⢒߳ߩዉ౉଀ߪ㧘ࠦ࡯ࡄࠬ࠹ࠠࠬ࠻ߩ㔍ᤃᐲ߿ࠦ࡯ࡄࠬᬌ
⚝࠷࡯࡞ߩᠲ૞ᕈߩ໧㗴߇޽ࠆߚ߼㧘਎⇇⊛ߦ⷗ߡ߽ᄙߊߥ޿㧔Johansson, 2009㧕‫ߦࠇߘޕ‬ኻߒߡਛ᪯ࠄ
ߪ㧘ㆊ෰ 8 ᐕ㑆㧘DDL ߦᣣᧄੱቇ⠌⠪ߩߚ߼ߩᎿᄦࠍട߃ߚ਄ߢ㧘৻⥸⧷⺆᝼ᬺߢ DDL ࠍ↪޿ߚᜰዉࠍⴕ޿㧘ᬌ⚝૞ᬺߦࠃࠆᏫ⚊⊛ቇ⠌ߣ㧘ᢎᏧ߇ਈ߃ࠆ᣿␜⊛⺑᣿ߦࠃࠆṶ➈⊛ቇ⠌ࠍ⚵ߺวࠊߖߡ㧘઒⺑ᒻᚑ߆ࠄ઒⺑ᬌ⸽ࠍ⚻ߡ㧘ࡊࡠ࠳࡚ࠢࠪࡦߦะߌߚታ〣ࠍⴕ޿㧘ലᨐࠍᬌ⸽ߒߡ߈ߚ㧔Chujo, Anthony& Oghigian, 2009㧕‫ౕޕ‬૕⊛ߦߪ㧘৻⥸ߦ DDL ߢߪ㧘ᬌ⚝↪ࠦ࡯ࡄࠬߦᣂ⡞㧘㔀⹹㧘⺰ᢥ╬㧘⥄ὼߥ⧷ᢥ࠹ࠠࠬ࠻ࠍ೑↪ߔࠆ߇㧘ᣣᧄੱቇ⠌⠪ߩ⧷⺆ജߦᲧߴߡ㧘ᬌ⚝↪଀ߩ㔍ᤃᐲߪ㜞޿‫ߢߎߘޕ‬㧘⧷ᢥߦኻᔕߔࠆᣣᧄᢥ߇␜ߐࠇࠆᣣ⧷ࡄ࡜࡟࡞ࠦ࡯ࡄࠬࠍ૶ߞߡ㧘ቇ⠌⠪ߩ⧷ᢥℂ⸃ߩ⽶⩄߿ਇ቟ࠍシᷫߒߚ‫ޕ‬ߐࠄߦ㧘ߎ߁ߒߚታ〣ᚑᨐࠍ〯߹߃㧘ࠕࡦ࠻࠾ࠍਛᔃߦ㧘ᄙ⸒⺆ DDL ߩផㅴࠍ߼ߑߒߡ㧘࡙࡯ࠩ࡯ࡈ࡟
ࡦ࠼࡝࡯ߥੑ⸒⺆ࠦ࡯ࡄࠬᬌ⚝ࠛࡦࠫࡦ AntWebConc-Parallel ߩ㐿⊒ࠍ 2008 ᐕߦ㐿ᆎߒ㧘ᬌ⚝ࠬࡇ࡯࠼߿ࠦࡦࠦ࡯࠳ࡦࠬ↹㕙઀᭽ߩᡷༀࠍⴕߞߡ߈ߚ㧔Anthony, Chujo & Oghigian, 2011㧕‫⚿ߩߘޕ‬ᨐ㧘2011 ᐕߦߪᢎቶ߅ࠃ߮ኅᐸቇ⠌ߢߩ DDL ߦᵴ↪ߢ߈ࠆታ↪࡟ࡌ࡞ߦ㆐ߒߚ‫ޕ‬2012 ᐕ 8 ᦬ߦ㧘⪺૞ᮭߩ໧㗴ࠍࠢ࡝ࠕߢ߈ߚᣣ⧷ᣂ⡞⸥੐ኻᔕઃߌ࠺࡯࠲㧔ౝጊ࡮੗૒ේ, 2003㧕ࠍ AntWebConc-Parallel ߢᬌ⚝ߢ߈ࠆ
WebParaNews ߩࠨࠗ࠻ࠍήఘ౏㐿ߔࠆ੍ቯߢ޽ࠆ‫ޕ‬ᧄ⎇ⓥߩ⋡⊛ߪ㧘ࠦ࡯ࡄࠬࠍ೑↪ߒߚ DDL ߩ᥉෸ߦะߌߡ㧘1㧕ੑ⸒⺆ࠦ࡯ࡄࠬᬌ⚝ࠨࠗ࠻
AntWebConc-Parallel ߩ㐿⊒㧘2) ⧷⺆ߣᣣᧄ⺆ߢ↪଀߇૬⸥ߐࠇࠆᣣ⧷ᣂ⡞ࡄ࡜࡟࡞ࠦ࡯ࡄࠬࠍ Web ਄ߢ೑↪ߢ߈ࠆ WebParaNews ߩήఘ౏㐿㧘3㧕WebParaNews ࠍ೑↪ߒߡᄢቇೋ⚖࡟ࡌ࡞⧷⺆ቇ⠌⠪߇ DDLቇ⠌ࠍⴕߞߚᢎ⢒೑↪଀ߣᜰዉലᨐࠍႎ๔ߔࠆߎߣߢ޽ࠆ‫ޕ‬
2. ⎇ⓥߩᣇᴺ
2.1 ૶↪ߒߚࠦ࡯ࡄࠬߣᬌ⚝࠷࡯࡞ᖱႎㅢା⎇ⓥᯏ᭴ࠃࠅ⾼౉ߒߚ⺒ᄁᣂ⡞ߩᣣᧄ⺆ᢥߣ Daily Yomiuri ߩ⧷⺆ᢥࠍኻᔕઃߌߚᣣ⧷ࡄ࡜࡟
࡞ࠦ࡯ࡄࠬࠍ Web ߢࡄ࡜࡟࡞ᬌ⚝น⢻ߥᬌ⚝ࠨࠗ࠻ WebParaNews ࠍ૶↪ߒߚ‫ޕ‬
2.2 ᚻ㗅ෳട⠪ߪ㧘⧷⺆ೋ⚖࡟ࡌ࡞ߩᄢቇ↢ 16 ฬߢ޽ߞߚ‫ޕ‬ᜰዉ⋡ᮡߪ㧘
ฬ⹖ฏߩ઀⚵ߺࠍℂ⸃ߔࠆߣߣ߽ߦ㧘ᢥਛߦሽ࿷ߔࠆ߹ߣ߹ࠅߣߒߡߩฬ⹖ฏࠍ⹺⼂ߔࠆ⢻ജߩะ਄ߦ㊀ὐࠍ⟎޿ߚ‫ޕ‬WebParaNews ࠍ↪޿ߚࠦ࡯ࡄࠬᬌ⚝૞ᬺࠍㅢߓߚ⊒⷗ቇ⠌ߣᢎᏧߦࠃࠆ᣿␜⊛⺑᣿ࠍട߃ߚ DDL ࠍඨᦼ 10 ࿁ታᣉߒߚ‫ޕ‬
2.3 ലᨐᬌ⸽
੐೨࠹ࠬ࠻ࠍ DDL ᜰዉ㐿ᆎ೨ߦ㧘੐ᓟ࠹ࠬ࠻ࠍᜰዉ⚳ੌᓟߦታᣉߒߚ‫ߚ߹ޕ‬㧘ᜰዉ⚳ੌᓟߦ⥄↱╩⸥ߦࠃࠅෳട⠪ߩᗵᗐࠍ෼㓸ߒߚ‫ޕ‬−94−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

3. WebParaNews ᬌ⚝ࠨࠗ࠻ߩ㐿⊒ᧄ⎇ⓥߢߪ㧘࿑ 1 ߩࠃ߁ߥ Web ᬌ⚝ࠨࠗ࠻ WebParaNews ࠍ⁛⥄ߦ㐿⊒ߒߚ‫ޕ‬WebParaNews ߪ㧘ᄙ⸒⺆ᬌ⚝ࠛࡦࠫࡦ AntWebConc-Parallel ߦࠃࠅ㧘ᣣ⧷ᣂ⡞ࠦ࡯ࡄࠬࠍήఘߢ೑↪น⢻ߥ߽ߩߢ޽ࠅ㧘ᠲ૞ᕈ
ࠍ㊀ⷞߒ㧘ᢎᏧ࡮ቇ⠌⠪ะߌߦ㐿⊒ߒߚ߽ߩߢ޽ࠆ‫ޕ‬

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日
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水
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࿑ 1. WebParaNews ߩᬌ⚝଀
4. ⚿ᨐ
ಽᨆߩ⚿ᨐ㧘WebParaNews ࠍ૶↪ߒߚ DDL ߩ᦭ലᕈ߇ታ⸽ߐࠇߚ‫ߦࠄߐޕ‬㧘⾰໧⚕ߦࠃࠆቇ⠌⠪ߩ⹏ଔ߽⢐ቯ⊛ߥ߽ߩߢ޽ߞߚ‫ޕ‬WebParaNews ߪ 2012 ᐕ 8 ᦬ߦήఘ౏㐿ߐࠇࠆ੍ቯߢ㧘⥄↱ߦࠕࠢ࠮ࠬ
น⢻ߢ޽ࠆ‫੹ޕ‬ᓟ㧘ᢎ⢒ߦ߅ߌࠆࠦ࡯ࡄࠬ೑↪ߩផㅴߦ⽸₂ߢ߈ࠆߎߣ߇ᦼᓙߐࠇࠆ‫ޕ‬⻢ㄉ㧦ᧄ⎇ⓥߪᐔᚑ 21-24 ᐕᐲ⑼ቇ⎇ⓥ⾌⵬ഥ㊄ၮ⋚⎇ⓥ㧔B㧕㧔21320107㧕ࠍฃߌߡⴕࠊࠇ߹ߒߚ‫ޕ‬ෳ⠨ᢥ₂
Anthony, L., Chujo, K. & Oghigian, K. (2011). A novel, web-based, parallel concordancer for use in the ESL/EFL
classroom. In J. Newman, H. Baayen & S. Rice (Eds.), Corpus-based studies in language use, language
learning, and language documentation (pp. 123-138). Amsterdam/New York: Rodopi Press.
Chujo, K., Anthony, L. & Oghigian, K. (2009). DDL for the EFL classroom: Effective uses of a Japanese-English
parallel corpus and the development of a learner-friendly, online parallel concordancer. In M. Mahlberg, V.
González-Díaz & Smith C. (Eds.), Proceedings of 5th Corpus Linguistics Conference. Retrieved May 4, 2012,
from http://ucrel.lancs.ac.uk/publications/cl2009/
Johansson, S. (2009). Some thoughts on corpora and second-language acquisition. In K. Aijmer (Ed.), Corpora andlanguage teaching, (pp. 33-44). Amsterdam: John Benjamins Publishing Co.

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OP-278 ᦬ 8 ᣣ (13:35-14:05) / 335 ᢎቶ૶ᓎേ⹖ߩലᨐ⊛ᜰዉᴺߩᬌ⸛੗਄ ⡡㧔␹ᚭᄢቇ ᄢቇ㒮↢㧕ࠠ࡯ࡢ࡯࠼㧦 ࠦ࡯ࡄࠬ㧘Უ⺆⹤⠪㧘ቇ⠌⠪㧘ᢎ⑼ᦠ㧘૶ᓎേ⹖
1. ߪߓ߼ߦ
૶ᓎਥ㧔causer㧕ߣ㕖૶ᓎਥ㧔causee㧕ߩ㑐ଥᕈࠍቯ⟵ߔࠆ૶ᓎേ⹖㧔make, let, get, have㧕ߪ㧘⧷⺆ࠍ․ᓽઃߌࠆ߈ࠊ߼ߡ㊀ⷐߥേ⹖ߩ߭ߣߟߢ޽ࠅ㧘ᣣᧄੱቇ⠌⠪ߦߣߞߡ߽ߘߩᱜ⏕ߥℂ⸃ߪਇนᰳߢ޽
ࠆ‫╩ޕ‬⠪ߪㆊ෰ߩ⎇ⓥߦ߅޿ߡ㧘Უ⺆⹤⠪ߦࠃࠆ૶↪ታᘒ㧔੗਄㧘2010㧕㧘ቇ⠌⠪ߩᗧ⼂㧔੗਄㧘2011a㧕㧘ቇ⠌⠪ߦࠃࠆ૶↪ታᘒ㧔੗਄㧘2011b㧕ࠍಽᨆߒߡ߈ߚ‫⚿ߩߘޕ‬ᨐ㧘Უ⺆⹤⠪ߦࠃߞߡ૶↪ߐࠇࠆ૶ᓎേ
⹖ߩਛᩭߪ make ߣ let ߢ޽ࠅ㧘㜞㗫ᐲߢ૶↪ߐࠇࠆ᭴ᢥࡄ࠲࡯ࡦ߇㒢ቯ⊛ߢ޽ࠆߎߣ߇ࠊ߆ߞߚ‫ޕ‬߹ߚ㧘ࠕࡦࠤ࡯࠻⺞ᩏߩ⚿ᨐ㧘㜞ᩞ↢ߪ㧘4 ⺆ߩᗧ๧ᯏ⢻ߩ㆑޿ߦട߃㧘ᓟ⛯ㇱߢ૶↪ߐࠇࠆേ⹖ߩᒻᘒࠍ㔍ߒ޿ߣᗵߓߡ޿ࠆߎߣ߇␜ߐࠇߚ‫ߦࠄߐޕ‬㧘ᣣᧄੱቇ⠌⠪ߦߪ㧘make ࠍㆊ೾૶↪ߔࠆ৻ᣇߢ㧘let, haveࠍㆊዋ૶↪ߔࠆ௑ะ߇ુ߃ߚ‫ޕ‬ᱷߐࠇߚ⺖㗴ߪ㧘ቇ⠌⠪ߦࠃࠆ૶ᓎേ⹖߳ߩ⧰ᚻᗧ⼂߿㧘ቇ⠌⠪ߦࠃࠆㅺ⣕⊛ߥ૶↪ߩේ࿃ࠍតࠆߎ
ߣߢ޽ࠆ‫ߪߦ߼ߚߩߘޕ‬㧘ቇ⠌⠪ߩ╙ੑ⸒⺆⠌ᓧߦᄢ߈ߥᓇ㗀ࠍ෸߷ߔේ࿃ߣߥࠆᢎ᧚ߩಽᨆ߇ਇนᰳ
ߣߥࠆ‫ޕ‬ᓥ᧪㧘Უ⺆⹤⠪ࠦ࡯ࡄࠬߣᢎ⑼ᦠࠦ࡯ࡄࠬࠍᲧセߔࠆߎߣߦࠃߞߡ㧘ᢎ᧚ߩ⸒⺆⊛ㅺ⣕ᕈࠍ᣿ࠄ߆ߦߔࠆ⎇ⓥ߇ᐢߊⴕࠊࠇߡ߈ߚ‫ޕ‬߽ߜࠈࠎ㧘ᢥ⣂߆ࠄಾࠅขࠄࠇߚࠦ࡯ࡄࠬ଀ᢥࠍߘߩ߹߹ᢎ᧚ߦ૶↪ߔࠆߎߣߪਇㆡಾߢߪߥ޿߆ߣ
޿߁⠨߃߿㧘ᢎ᧚ߣߒߡߩᅷᒰᕈߣ㗫ᐲ߇৻⥌ߔࠆࠊߌߢߪߥ޿ߣ޿߁ᜰ៰߽ⴕࠊࠇߡ޿ࠆ߇㧔Cook,
1998; Widdowson, 2000㧕㧘ో⥸⊛ߦ⷗ࠇ߫㧘࠺࡯࠲ൻߐࠇߚ৻⥸ࠦ࡯ࡄࠬߣᢎ᧚ࠦ࡯ࡄࠬߩᲧセߦࠃߞߡ㧘ᄖ࿖⺆ᢎ⢒ߢቇ⠌⠪ߦឭ␜ߔࠆ⸒⺆ߩ⌀ᱜᕈ㧔authenticity㧕ࠍቴⷰ⊛ߦ⹏ଔߔࠆߎߣ߇น⢻ߣߥࠆ㧔⍹Ꮉ, 2012, p. 43㧕
‫ⷞߚߒ߁ߎޕ‬ὐࠍ〯߹߃㧘ߔߢߦ㧘ᧂ᧪⴫⃻㧔Mindt, 1995㧕
㧘ળ⹤⴫⃻ߦ߅ߌࠆ⺣⹤ㄉ㧔Lam,
2009; Ruhlemann, 2008㧕㧘⹺⼂ࠍ⴫ߔᴺഥേ⹖㧔Holmes, 1998㧕ߦߟ޿ߡߩಽᨆ߇ߥߐࠇߡ߈ߚ‫ޕ‬ߒ߆ߒߥ߇ࠄ㧘૶ᓎേ⹖ߦߟ޿ߡߪ㧘ߎ߁ߒߚᢎ᧚ࠦ࡯ࡄࠬಽᨆߪ߶ߣࠎߤⴕࠊࠇߡ޿ߥ޿‫ߡߞࠃޕ‬㧘ᧄ⎇ⓥߢߪ㧘╩⠪߇ߎࠇ߹ߢߦⴕߥߞߚࠦ࡯ࡄࠬಽᨆ߆ࠄᓧࠄࠇߚ⍮⷗ߣᢎ⑼ᦠࠦ࡯ࡄࠬߣߩᲧセࠍⴕ޿㧘ቇ⠌⠪ߩℂ⸃ࠍଦㅴߒ߁ࠆᢎ᧚㐿⊒ߩᣇะᕈࠍ⺰ߓࠆߎߣߣߔࠆ‫ޕ‬
2. ⎇ⓥߩⷞὐ
2.1 ࡝ࠨ࡯࠴࡮ࠢࠛࠬ࠴࡚ࡦ
ᧄ⎇ⓥߩ⁓޿ߪ㧘╩⠪߇ㆊ෰ߦⴕߥߞߚᲣ⺆⹤⠪ࠦ࡯ࡄࠬߣቇ⠌⠪ࠦ࡯ࡄࠬߦ߅ߌࠆ૶ᓎേ⹖ߩ૶↪
⁁ᴫߩಽᨆ⚿ᨐࠍᢛℂߒߚ਄ߢ㧘ᣂⷙߦ᭴▽ߒߚᢎ᧚ࠦ࡯ࡄࠬߩಽᨆ⚿ᨐࠍᲧセߒ㧘⃻ⴕߩᢎ᧚ߩ⺖㗴߿੹ᓟߩᣇะᕈߦߟ޿ߡ⠨ኤࠍⴕ߁ߎߣߢ޽ࠆ‫ޕ‬ቇ⠌⠪ߩ⧰ᚻᗧ⼂߇ߤߩ⒟ᐲ߹ߢᢎ⑼ᦠߩ⸥ㅀߦ⿠࿃
ߒߡ޿ࠆߩ߆ࠍ⺞ᩏߔࠆߚ߼㧘࡝ࠨ࡯࠴࡮ࠢࠛࠬ࠴࡚ࡦࠍਅ⸥ߩߣ߅ࠅ⸳ቯߒߚ‫ޕ‬ RQ 1

ᢎ⑼ᦠߩᢥᴺ⺑᣿࠮࡚ࠢࠪࡦߦ߅޿ߡ㧘૶ᓎേ⹖ߪㆡಾߦᛒࠊࠇߡ޿ࠆ߆‫ޕ‬ RQ 2

ᢎ⑼ᦠߦ߅ߌࠆ૶ᓎേ⹖ߩ಴⃻⁁ᴫߪ㧘ߤߩ⒟ᐲᲣ⺆⹤⠪ߩ૶↪௑ะߣว⥌ߒߡ޿ࠆ߆‫ޕ‬ RQ 3

ᢎ⑼ᦠߦ߅ߌࠆ૶ᓎേ⹖ߩ಴⃻⁁ᴫߪ㧘ߤߩ⒟ᐲቇ⠌⠪ߩ૶↪௑ะߣ㑐ㅪߒߡ޿ࠆ߆‫ޕ‬−96−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

2.2 ࠺࡯࠲ߣᚻᴺ
૶ᓎേ⹖ߩᜰዉߪ৻ㇱਛቇᩞߩᲑ㓏ߢⴕࠊࠇࠆ߇㧘ᧄ⎇ⓥߢᛒ߁ 4 േ⹖߇ឥߞߡឭ␜ߐࠇࠆߩߪ㜞ᩞᲑ㓏ߢ޽ࠆ‫ߩߎޕ‬ὐࠍ〯߹߃㧘ᧄ⎇ⓥߩಽᨆኻ⽎ߪ㧘ᄙߊߩ㜞╬ቇᩞߢ૶↪ߐࠇࠆ‫⺆⧷ޟ‬Σ‫ޠ‬‫⺆⧷ޟ‬Τ‫ޠ‬
ߩᢎ⑼ᦠߣߒߚ‫߅ߥޕ‬㧘৻⒳㘃ߩᢎ⑼ᦠߩߺࠍኻ⽎ߣߔࠆߣో૕⊛ߥ௑ะࠍ⺰ߓࠆߎߣ߇㔍ߒߊߥࠆߚ
߼㧘․ߦណ↪ᢙߩᄙ޿ 6 ⒳ߩᢎ⑼ᦠ㧔ว⸘ 12 ౠ㧕ࠍ㔚ሶൻߒ㧘ᧄ⎇ⓥߩၮ␆⊛⾗ᢱߣߒߚ޿‫ޕ‬
RQ1㧔᣿␜⊛ᢥᴺ⺑᣿㧕ߢߪ㧘ᢎ⑼ᦠߩᢥᴺ⺑᣿࠮࡚ࠢࠪࡦߦ߅ߌࠆ⸥ㅀࠍ⺞ᩏߒ㧘૶ᓎേ⹖ߣߘߩ
᭴ᢥߩᛒࠊࠇᣇࠍᬌ⸛ߔࠆ‫ޕ‬RQ2㧔࠹ࠢࠬ࠻ߩ௑ะ㧕ߢߪ㧘ᢎ⑼ᦠᧄᢥ࠺࡯࠲ߦ߅ߌࠆ಴⃻㗫ᐲࠍಽᨆߒ㧘Უ⺆⹤⠪߿ቇ⠌⠪ߩ૶↪⁁ᴫߣߩᲧセᬌ⸛ࠍⴕ߁‫ᦨޕ‬ᓟߦ㧘߰ߚߟߩ RQ ߆ࠄᓧࠄࠇߚ⍮⷗ߦၮߠ߈㧘੹ᓟߩᢎ᧚㐿⊒ߩᣇะᕈ߳ߩ␜ໂࠍⴕ߁‫ޕ‬

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3. ⚿ᨐ
߹ߕ㧘RQ1㧔᣿␜⊛ᢥᴺ⺑᣿㧕ߦߟ޿ߡㅀߴࠆ‫ޕ‬ಽᨆߩ⚿ᨐ㧘ᢥᴺ⺑᣿ߩ㗄⋡ߦ߅ߌࠆ૶ᓎേ⹖ߩ⸥
ㅀߪ㧘߈ࠊ߼ߡਇචಽߥ⁁ᘒߢ޽ߞߚ‫ޕ‬ಽᨆኻ⽎ߣߒߚ 12 ⒳㘃ߩᢎ⑼ᦠ߁ߜߢ㧘4 ⺆ࠍ߹ߣ߼ߡ᣿␜⊛ߦ⺑᣿ߔࠆ߽ߩߪ 1 ⒳ߩߺߢ޽ߞߚ‫ߊߚߞ߹ޕ‬᣿␜ߐࠇߥ޿߽ߩߪ㧘‫⺆⧷ޟ‬Τ‫ߩޠ‬ᢎ⑼ᦠࠍਛᔃߣߒߡ 7⒳ሽ࿷ߒߚ‫ޕ‬RQ2㧔࠹ࠢࠬ࠻ో૕ߩ㗫ᐲ㧕ߦߟ޿ߡߪ㧘ࠗࡦࡊ࠶࠻㊂⥄૕߇ਲߒ޿ߎߣ್߽᣿ߒߚ‫޽ޕ‬
ࠄࠁࠆᢎ⑼ᦠߦ߅޿ߡ㧘૶ᓎേ⹖ߩ಴⃻㗫ᐲߪᐔဋ 6㨪8 ᢥ⒟ᐲߣߥߞߡ߅ࠅ㧘ቇ⠌⠪߇ 4 ⺆ߩ㆑޿ࠍℂ
⸃ߔࠆ߁߃ߢ㧘චಽߥࠗࡦࡊ࠶࠻㊂߇⏕଻ߐࠇߡ޿ࠆߣߪ⸒޿㔍޿⁁ᘒߢ޽ߞߚ‫ޕ‬એ਄㧘૶ᓎേ⹖ߩ⒳㘃ࠍᢛℂߐߖࠆᯏળ㧘߅ࠃ߮ቯ⌕ߦዉߊߚ߼ߩ↪଀ᢙߩ⏕଻߇⺖㗴ߣߒߡ⷗಴ߐࠇߚߣ⸒߃ࠆ‫ޕ‬਄⸥ߩὐࠍ〯߹߃ࠆߣ㧘੹ᓟߩᢎ⑼ᦠߩᡷༀὐߣߒߡ㧘ᗧ⼂ൻࠍଦߔߚ߼ߩᲑ㓏೎ឭ␜㧘↪ᴺࠍᢛℂߐߖࠆ࠮࡚ࠢࠪࡦߩ⸳ቯ㧘⸥ㅀ㊂ߩჇടߩ 3 ὐ߇ᔅⷐߢ޽ࠈ߁‫ޕ‬‫⺆⧷ޟ‬Σ‫ ߢޠ‬make ߣ let ࠍዉ౉ߒߚᓟ
ߦ㧘‫⺆⧷ޟ‬Τ‫ ߢޠ‬get ߣ have ࠍᜰዉߒ㧘ߘߩᓟ㧘4 ⺆ߩ↪ᴺ㧔ᗧ๧ߣᓟ⛯ㇱߩᒻᘒ㧕ࠍᢛℂߐߖࠆߎߣߢ㧘ቇ⠌⠪ߩℂ⸃ߪᷓ߹ࠆߢ޽ࠈ߁‫ߚ߹ޕ‬㧘ቇ⠌⠪߇૶ᓎേ⹖ߦ➅ࠅ㄰ߒធߔࠆߎߣ߇ߢ߈ࠆࠃ߁㧘࠹ࠢࠬ࠻ో૕ߦ߅ߌࠆ಴⃻㗫ᐲࠍჇ߿ߔߎߣߦࠃߞߡ㧘ቯ⌕ࠍ࿑ࠆߎߣ߇น⢻ߣߥࠆߢ޽ࠈ߁‫ޕ‬ቇ⠌Ბ㓏ࠍ〯߹߃ߚᢥᴺᜰዉߩᷓൻ߇੹ᓟߩ⺖㗴ߣ⸒߃ࠆ‫ޕ‬ෳ⠨ᢥ₂
Cook, G. (1998). The use of reality: A reply to Ronald Carter. ELT Journal, 52(1), 57-63.
੗਄⡡ (2010). ᗧ๧ߣᒻᑼߩⷰὐ߆ࠄ⠨߃ࠆ૶ᓎേ⹖ߩ↪ᴺ㧦British National Corpus ߦၮߠߊ⠨ኤ‫⺆⸒ޡ‬ᢥൻቇળ⺰㓸‫ޢ‬34, 143-165.
੗਄⡡ (2011a). ⧷⺆ቇ⠌⠪ߩਥⷐേ⹖ߦኻߔࠆᗧ⼂ߩนⷞൻ: ⛔⸘ᚻᴺߦၮߠߊቇ⠌⠪ߩࠕࡦࠤ࡯࠻⺞ᩏ‫⸘⛔ޡ‬ᢙℂ⎇ⓥᚲ౒ห⎇ⓥ࡝ࡐ࡯࠻‫ޢ‬256, 1-16.
੗਄⡡ (2011b). ᣣᧄੱ⧷⺆ቇ⠌⠪ߦࠃࠆ 4 ⒳ߩၮᧄ૶ᓎേ⹖ߩ૶↪⁁ᴫ‫ޡ‬ਛㇱ࿾඙⧷⺆ᢎ⢒ቇળ♿ⷐ‫ޢ‬40, 89-96.
⍹Ꮉᘕ৻㇢ (2012).‫⺆⸒ࠬࡄ࡯ࠦࠢ࠶ࠪ࡯ࡌޡ‬ቇ‫᧲ޢ‬੩㧦߭ߟߓᦠᚱ.
Holmes, J. (1988). Doubt and certainty in ESL textbooks. Applied Linguistics, 9(1), 21-44.
Lam, P.W.Y. (2009). Discourse particle in corpus data and textbooks: The case of well. Applied Linguistics, 31(2),260-281.
Mindt, D. (1995). An empirical grammar of the English verb: Modal verbs. Berlin: Cornesen.
Ruhlemann, C. (2008). A register approach to teaching conversation: Farewell to standard English? Applied
Linguistics, 29(4), 672-693.
Widdowson, H. G. (2000). On the limitations of linguistics applied. Applied Linguistics, 21(1), 3-25.

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OP-288 ᦬ 8 ᣣ (14:10-14:40) / 335 ᢎቶ㖧࿖ߩ⧷⺆ᢎ⢒ߦ߅ߌࠆᢎ⢒ᩰᏅ̆᡼ㅍ⇟⚵߇ᨐߚߔᓎഀ㧙ࠞ࡟ࠗ࡜᧻ፒ 㗅ሶ㧔᧲੩⚻ᷣᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 㖧࿖㧘EBS㧘᡼ㅍ⇟⚵㧘ᢎ⢒ᩰᏅ
1. ߪߓ߼ߦ
㖧࿖ߪᣣᧄએ਄ߩቇᱧ␠ળߢ޽ࠅ㧘ߘߩߚ߼㧘ⷫߩᢎ⢒ᾲߪ㜞ߊ㧘ⷫߪዊߐ޿ߎࠈ߆ࠄሶߤ߽ߩᢎ⢒ߦᛩ⾗ߒߡ߅ࠅ㧘Ⴖㅢ޿߿ኅᐸᢎᏧߥߤߩ⑳ᢎ⢒⾌ߩჇᄢ߇ᄢ߈ߥ␠ળ໧㗴ߦߥߞߡ޿ࠆ‫ߪߢޕ‬㧘ߎߩࠃ߁ߥᢎ⢒ᩰᏅࠍᷫࠄߔߚ߼ߦ㧘㖧࿖᡽ᐭߪߤߩࠃ߁ߥኻ╷ࠍⴕߞߡ߈ߚߩߢ޽ࠈ߁߆‫ޕ‬╙৻ߦ㧘1995 ᐕ㗃߆ࠄ‫ޟ‬᡼⺖ᓟቇᩞ‫ߩޠ‬ᆎ߹ࠅߢ޽ࠆ‫ޟ‬᡼⺖ᓟᢎ⢒ᵴേ‫ࠍޠ‬ᆎ߼ߚ‫ޕ‬‫ޟ‬᡼⺖ᓟቇᩞ‫ޠ‬ߣߪ⟵ോᢎ⢒ߩ⵬⠌᝼ᬺߣ޿߁ࠃࠅ߽㧘Ⴖߥߤߢⴕ߁᝼ᬺࠍቇᩞౝߢ቟ߊฃߌࠄࠇࠆࠃ߁ߦߒࠃ߁ߣ޿
߁⿰ᣦߢዉ౉ߐࠇߚ߽ߩߢ㧘ᄙ᭽ߥᢎ⢒ᯏળឭଏߣ޿߁ࠃࠅߪ⑳ᢎ⢒⾌▵ᷫߣ޿߁␠ળ⚻ᷣ⊛ᯏ⢻ߩ⋡⊛߇ࠃࠅᒝ⺞ߐࠇߡ޿ࠆ‫߅ߥޕ‬㧘2003 ᐕᧃ߆ࠄ‫ޟ‬᡼⺖ᓟቇᩞ‫ޕߚߞߥߦ߁ࠃࠆࠇࠊ૶߇⺆↪߁޿ߣޠ‬2009ᐕߩ‫ޟ‬᡼⺖ᓟቇᩞ‫ߩ߳ޠ‬ෳട₸ߪ⚂ 51.3%ߢ޽ࠅ㧘2008 ᐕ߆ࠄ⚂ 6.2%Ⴧടߒߡ߅ࠅ㧘‫ޟ‬᡼⺖ᓟቇᩞ‫ࠍޠ‬೑↪ߒߡ޿ࠆቇ↢߇ᐕ‫ޘ‬Ⴧ߃ߟߟ޽ࠆ‫ߦ․ޕ‬㧘㜞╬ቇᩞߩቇ↢ߩ೑↪₸߇㜞ߊ㧘2009 ᐕߦߪ⚂ 74.1㧑߇‫ޟ‬᡼⺖ᓟቇᩞ‫ߦޠ‬ෳടߒߡ޿ࠆ‫ޕ‬╙ੑߦ㧘㖧࿖᡽ᐭߪᢎ⢒ᩰᏅ࡮࿾ၞᩰᏅࠍシᷫߔࠆߚ߼ߦ㧘ICT (Information and Communication
Technology)ߩᵴ↪ࠍផㅴߒ㧘․ߦ㧘EBS ߩ⊒ዷߦജࠍᵈ޿ߢ߈ߚ‫ޕ‬EBS ߪ 1990 ᐕߦ KBS㧔㖧࿖᡼ㅍ౏␠㧕߆ࠄᢎ⢒᡼ㅍㇱ㐷߇ಽ㔌ߒߡ㐿ዪߒߚᢎ⢒᡼ㅍߩኾ㐷ዪߢ޽ࠅ㧘2003 ᐕߦ౏␠ൻߐࠇ㧘⃻࿷ߩ EBSߣߥߞߚ‫ޕ‬EBS ߪ࿾਄ᵄߣߒߡᢎ㙃࡮ᢥൻ࡮⧓ⴚ⇟⚵ࠍ᡼ᤋߒߡ߅ࠅ㧘ⴡᤊᵄߪ㧘EBS ࡊ࡜ࠬ 1㧔ᄢቇ౉ቇ⹜㛎ኾ㐷⇟⚵㧕
㧘EBS ࡊ࡜ࠬ 2(ዊ࡮ਛቇ↢ะߌ⇟⚵࡮⾗ᩰขᓧ࡮⡯ᬺ⸠✵)㧘߅ࠃ߮ EBSe㧔⧷⺆⇟⚵ኾ㐷㧕ߩ 3 ߟߦࠊ߆ࠇߡ޿ࠆ‫ޕ‬2004 ᐕ 2 ᦬ 14 ᣣߦ㖧࿖ߩᢎ⢒ੱ⊛⾗ḮㇱߪᚲᓧᩰᏅ߇ᢎ⢒ᯏળߩਇᐔ
╬ࠍ᜗޿ߡ޿ࠆߣߒ㧘ኅᐸߩ⑳ᢎ⢒⾌ߩ⽶ᜂࠍᲑ㓏⊛ߦ⸃᳿ߒ㧘౏ᢎ⢒ࠍᱜᏱൻߔࠆߚ߼ߦ㧘‫౏ޟ‬ᢎ⢒ᱜᏱൻࠍㅢߒߚ⑳ᢎ⢒⾌シᷫኻ╷‫ߩߘޕߚߒ⴫⊒ࠍޠ‬ਛߢ 2004 ᐕ 4 ᦬ 1 ᣣ߆ࠄ EBS ߩᄢቇୃቇ⢻ജ⹜㛎㧔ㅢ⒓ߪୃ⢻⹜㛎㧘ᣣᧄߩᄢቇ౉⹜࠮ࡦ࠲࡯⹜㛎ߦ޽ߚࠆ㧕ߩߚ߼ߩ⻠⟵ࠨ࡯ࡆࠬࠍ᡼ㅍߔࠆߎߣߦߥ
ࠅ㧘ୃ⢻⹜㛎ኻ╷⻠ᐳߩኾ㐷ࠨࠗ࠻ߢ޽ࠆ EBSi ࠍࠝ࡯ࡊࡦߒ㧘ࠗࡦ࠲࡯ࡀ࠶࠻⻠⟵ࠍ᜛ᄢߒ㧘ᧄᩰ⊛ߥࠨ࡯ࡆࠬࠍᆎ߼ߚ‫ߦࠄߐޕ‬㧘2009 ᐕ 6 ᦬ 3 ᣣߦᢎ⢒⑼ቇᛛⴚㇱߪ EBSi ߆ࠄߩୃ⢻⹜㛎ߩ಴㗴₸߇੹
߹ߢߪ 3 ഀ⒟ᐲߢ޽ߞߚ߽ߩࠍ㧘EBSi ߇ୃ⢻⹜㛎಴㗴ࠍડ↹Ბ㓏߆ࠄᜂᒰߒ㧘㖧࿖ᢎ⢒⺖⒟⹏ଔ㒮ߣ✕ኒߦදജߒߥ߇ࠄ㧘ୃ⢻⹜㛎ኻ╷ߩߚ߼ߩ⻠ᐳࠍ೙૞߅ࠃ߮᡼ㅍߒ㧘ୃ⢻⹜㛎ߩ 7 ഀࠍ EBSi ߆ࠄ಴㗴ߔࠆߎߣࠍ⊒⴫ߒߚ‫ޕ‬ߎߩࠃ߁ߦ㧘᡽ᐭਥዉߢ EBSi ߩୃ⢻⹜㛎ߦኻߔࠆ᡽╷߇ㅴ߻ߥ߆㧘ታ㓙ߦ EBSi ࠍ૶↪ߒߡ޿ࠆቇ↢ߪߤߩࠃ߁ߦ EBSi ࠍ⹏ଔߒߡ޿ࠆߩߢ޽ࠈ߁߆‫ߦࠄߐޕ‬㧘ᄙߊߩቇ↢ߪ⥄ቛߦ߅޿ߡ⥄ਥ⊛ߦ EBSi ࠍ೑↪ߒߡ޿ࠆ߇㧘޿ߊߟ߆ߩ㜞╬ቇᩞߢߪ EBSi ࠍ᡼⺖ᓟቇᩞߩᵴേߣߒߡขࠅ౉ࠇࠆ‫ߦ߃ࠁޕ‬㧘ᧄ⎇ⓥߢߪ㜞╬ቇᩞߦ߅޿ߡ EBSi ࠍ᡼⺖ᓟቇᩞߩᵴേߣߒߡขࠅ౉ࠇߡ޿ࠆ㜞╬ቇᩞߣขࠅ౉ࠇߡ޿ߥ޿
㜞╬ቇᩞߩᲧセࠍⴕ޿㧘EBSi ࠍ᡼⺖ᓟቇᩞߩᵴേߣߒߡขࠅ౉ࠇࠆߎߣߦࠃࠅߤߩࠃ߁ߥലᨐ߇ߺࠄࠇ
ࠆߩ߆᣿ࠄ߆ߦߒߡ޿ߊ‫ޕ‬ߥ߅㧘ᧄ⎇ⓥߢߪࠗࡦࠬ࠻࡜࡚ࠢࠪ࠽࡞࡮࠺ࠩࠗࡦ㧔ID㧕ߩⷰὐ߆ࠄ EBSi ߩ⧷⺆⻠ᐳߩ⹏ଔࠍⴕ߁
ߎߣߦߒߚ‫ޕ‬ID ߣߪᢎ⢒ᵴേߩലᨐ࡮ല₸࡮㝯ജࠍ㜞߼ࠆߚ߼ߩᚻᴺࠍ㓸ᄢᚑߒߚࡕ࠺࡞߿⎇ⓥߩ✚⒓ߢ޽ࠆ‫⎇ᧄޕ‬ⓥߢߪ㧘․ߦ㧘ID ࡕ࠺࡞ߩ߁ߜ㧘ቇ⠌ᗧ᰼ࠍ㜞߼ࠆߚ߼ߩᨒ⚵ߺߢ޽ࠆ ARCS ࡕ࠺࡞ߩⷰ

−98−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

ὐ߆ࠄ⹏ଔࠍⴕߞߚ‫ޕ‬
2. ᧄ⎇ⓥߩ⋡⊛ᧄ⎇ⓥߢߪ㧘㖧࿖ߩୃ⢻⹜㛎ኻ╷⻠ᐳߩኾ㐷ࠨࠗ࠻ߢ޽ࠆ EBSi ࠍⓍᭂ⊛ߦ᡼⺖ᓟቇᩞߩᵴേߣߒߡ
ขࠅ౉ࠇߡ޿ࠆ㜞╬ቇᩞߣขࠅ౉ࠇߡ޿ߥ޿㜞╬ቇᩞߦ߅޿ߡ EBSi ߩ⧷⺆⻠ᐳߦ㑐ߔࠆ⾰໧⚕⺞ᩏࠍⴕ޿㧘ታ㓙ߦ EBSi ࠍ૶↪ߒߡ޿ࠆቇ↢ߪ EBSi ߩ⧷⺆⻠ᐳࠍߤߩࠃ߁ߦ⹏ଔߒߡ޿ࠆߩ߆㧘ߐࠄߦ㧘EBSi
ࠍ᡼⺖ᓟቇᩞߩᵴേߣߒߡขࠅ౉ࠇߡ޿ࠆߎߣߦࠃࠆലᨐߪߤߩࠃ߁ߥ߽ߩߢ޽ࠆߩ߆ࠍ᣿ࠄ߆ߦߔࠆ‫ޕ‬ߎࠇࠄߩ⷗⸃ߦ߽ߣߠ߈㧘એਅߩࠃ߁ߥ࡝ࠨ࡯࠴ࠢࠛࠬ࠴࡚ࡦࠍ⸳ቯߒߚ‫ޕ‬
1.

EBSi ߩ⧷⺆⻠ᐳࠍⷞ⡬ߒߡ޿ࠆቇ↢ߪ EBSi ࠍߤߩࠃ߁ߦ⹏ଔߒߡ޿ࠆߢ޽ࠈ߁߆‫ޕ‬

2.

EBSi ࠍ᡼⺖ᓟቇᩞߩᵴേߦⓍᭂ⊛ߦขࠅ౉ࠇߡ޿ࠆ㜞╬ቇᩞߩቇ↢ߪ EBSi ࠍ᡼⺖ᓟቇᩞߩᵴേߣ
ߒߡขࠅ౉ࠇߡ޿ߥ޿㜞╬ቇᩞߩቇ↢ࠃࠅ EBSi ߩ⧷⺆⻠ᐳࠍ㜞ߊ⹏ଔߒߡ޿ࠆߢ޽ࠈ߁߆‫ޕ‬

3㧚⎇ⓥෳട⠪ᧄ⎇ⓥߦෳടߒߚߩߪ㧘࠰࠙࡞ㄭ㇠ߩ౏┙ߩ㜞╬ቇᩞ 2 ᩞߢ޽ࠆ‫ޕ‬1 ᩞߪ A 㜞╬ቇᩞߢ‫ޟ‬᡼⺖ᓟቇᩞ‫ޠ‬ߩࡊࡠࠣ࡜ࡓߩ㧝ߟߣߒߡ㧘Ფᣣ 18:20㨪21:10 ߩ㑆ࠦࡦࡇࡘ࡯࠲ቶߢ EBSi ߥߤࠍ⥄ਥ⊛ߦቇ⠌ߔࠆ e࡜࡯࠾ࡦࠣቇ⠌ࠍขࠅ౉ࠇߡ޿ࠆ‫৻ޕ‬ᣇ㧘B 㜞╬ቇᩞߪ EBSi ߦ㑐ߔࠆ⺖ᄖᵴേߪขࠅ౉ࠇߡ޿ߥ޿‫ࠁޕ‬߃ߦ㧘ቇ↢ߪ⥄ቛߢ⥄ਥ⊛ߦ EBSi ࠍቇ⠌ߒߡ޿ࠆ‫⎇ᧄޕ‬ⓥߦෳടߒߚቇ↢ߪ㧘A 㜞╬ቇᩞ㧔85 ฬ㧕߅ࠃ߮ B 㜞╬ቇᩞ㧔133 ฬ㧕ߩ 2 ᐕ↢ߢ޽ࠆ‫ޕ‬
4. ⾰໧⚕
EBSi ߩ⧷⺆⻠ᐳߦ㑐ߔࠆ⹏ଔߪ㧘ARCS േᯏߠߌ㧔ᵈᗧ࡮㑐ㅪᕈ࡮⥄ା࡮ḩ⿷ᗵ㧕ߩⷰὐ߆ࠄ⹏ଔߐ
ߖ㧘‫ޠࠆ߹ߪߡ޽ޟ‬㧔5 ὐ㧕㧘‫ޠࠆ߹ߪߡ޽޽߹޽߹ޟ‬㧔4 ὐ㧕㧘‫(ޠ޿ߥ߽ߢࠄߜߤޟ‬3 ὐ),‫߹ߪߡ޽ࠅ߹޽ޟ‬ࠄߥ޿‫ޠ‬
㧔2 ὐ㧕㧘߅ࠃ߮‫ޠ޿ߥࠄ߹ߪߡ޽ޟ‬㧔1 ὐ㧕ߩ 5 ઙᴺࠍណ↪ߒߚ‫ߚ߹ޕ‬㧘EBSi ߩ⧷⺆⻠ᐳߩ⦟޿ὐߣᡷༀὐߦߟ޿ߡ⥄↱ߦ⸥ㅀߐߖߚ‫ޕ‬
5. ⚿ᨐ߅ࠃ߮⠨ኤ‫ޟ‬ᵈᗧ‫ޠ‬࡮‫ޟ‬㑐ㅪᕈ‫ޠ‬࡮‫ޟ‬ḩ⿷ᗵ‫ߪޠ‬㗄⋡ 10 ߩߺࠍ㒰޿ߡ 3 ὐએ਄ߩ⹏ቯߢ޽ࠅ㧘ਛߦߪ 3.4 ὐએ਄ߩ㗄⋡߽޽ߞߚ‫ߦ߃ࠁޕ‬㧘EBSi ߩ⧷⺆⻠ᐳࠍⷞ⡬ߒߡ޿ࠆቇ↢ߪ ARCS േᯏߠߌࡕ࠺࡞ߩ‫ޟ‬ᵈᗧ‫ޠ‬࡮‫ޟ‬㑐ㅪᕈ‫ޠ‬࡮‫ޟ‬ḩ⿷ᗵ‫ⷰ߁޿ߣޠ‬ὐߢߪᐔဋએ਄ߩ⹏ଔࠍߒߡ޿ࠆߣ޿߃ࠆߢ޽ࠈ߁‫৻ޕ‬ᣇ㧘‫⥄ޟ‬ା‫ߦޠ‬㑐ߔࠆ㗄⋡ߦ߅޿ߡߪ 3 㗄⋡ߩ߁ߜ 2 㗄⋡߇ 3 ὐએਅߢ޽ߞߚߎߣ߆ࠄ㧘EBSi ߩ⧷⺆⻠ᐳߪቇ↢ߦ⥄ାࠍਈ߃ࠆߣ޿
߁ⷰὐߢߪ޽߹ࠅലᨐ߇ߺࠄࠇߥ޿ߣ޿߃ࠆ‫ޕ‬߹ߚ㧘⥄↱⸥ㅀߩ⚿ᨐ߆ࠄ㧘EBSi ߩ⧷⺆⻠ᐳߩ⦟޿ὐߣߒߡ‫ޟ‬ήᢱߢ޽ࠆ‫߁޿ߣޠ‬ᗧ⷗߇ᦨ߽ᄙߊ㧘ᰴߦᄙߊ޽ߍࠄࠇߚᗧ⷗ߪ‫⻠ޟ‬Ꮷߦ㑐ߔࠆߎߣ‫ࠅ޽ߢޠ‬㧘ߟ޿ߢ‫⻠ޟ‬ᐳߩᢙ߇ᄙ᭽‫ޠ‬㧘‫ୃޟ‬⢻⹜㛎ߣ㑐ଥ߇޽ࠆ‫ޕߚߞ޽ߢޠ‬ᡷༀὐߣߒߡߪ㧘‫ࠍ⟵⻠ޟ‬Ꮏᄦߒߡ߶ߒ޿‫߽ᦨ߇ޠ‬ᄙߊ㧘ߟ޿ߢ‫⻠ޟ‬ᐳ߇ᄙߔ߉ࠆ‫ޠ‬ߢ޽ߞߚ߇㧘৻ᣇߢ㧘‫ߣߞ߽ޟ‬ᄙ᭽ߥ⻠⟵ߦߒߡ߶ߒ޿‫߁޿ߣޠ‬ᗧ⷗߽޽ߍࠄࠇߚ‫ޕ‬ߎࠇࠄߩߎߣ߆ࠄ㧘ⷞ⡬ߒߡ޿ࠆቇ↢ߩᄢඨߪ㧘EBSi ߪήᢱߢ޽ࠅ㧘ୃ⢻⹜㛎ߣ㑐ଥ߇޽ࠆߩߢ EBSiߩ⧷⺆⻠ᐳࠍⷞ⡬ߒߡ߅ࠅ㧘‫ޟ‬ᵈᗧ‫ޠ‬࡮‫ޟ‬㑐ㅪᕈ‫ޠ‬࡮‫ޟ‬ḩ⿷ᗵ‫ⷰ߁޿ߣޠ‬ὐߢߪ EBSi ߩ⧷⺆⻠ᐳࠍ㜞ߊ⹏ଔߒߡ޿ࠆ߇㧘⻠⟵ߩౝኈߦߪ޽߹ࠅḩ⿷ߒߡ޿ߥ޿ቇ↢߽⧯ᐓߺࠄࠇࠆߣ޿߃ࠆߢ޽ࠈ߁‫ޕ‬ߐࠄߦ‫ޔ‬㨠ᬌቯߩ⚿ᨐ㧘‫ޟ‬ARCS േᯏߠߌ⹏ଔᓧὐ‫ ߪޠ‬A 㜞╬ቇᩞߩ߶߁߇ B 㜞╬ቇᩞࠃࠅ᦭ᗧߦ㜞޿ᓧὐࠍ␜ߒߚ‫ ࠄ߆ߣߎߩࠄࠇߎޕ‬EBSi ࠍ⺖ᄖᵴേߣߒߡขࠅ౉ࠇߡ޿ࠆ A 㜞╬ቇᩞߩ߶߁߇㧘EBSi
ߩ⧷⺆⻠ᐳࠍ᭎ߒߡ㜞ߊ⹏ଔߒߡ޿ࠆߎߣ߇᣿ࠄ߆ߦߥߞߚ‫ߦ߃ࠁޕ‬㧘 EBSi ࠍ᡼⺖ᓟቇᩞߩᵴേߣߒ
ߡขࠅ౉ࠇࠆߎߣߦࠃࠅ㧘ቇ↢ߩḩ⿷ᐲࠍ㜞߼ࠆน⢻ᕈ߇޽ࠆߣ޿߃ࠆߢ޽ࠈ߁‫ޕ‬

−99−

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OP-298 ᦬ 8 ᣣ (15:00-15:30) / 335 ᢎቶ䊣䊷䊨䉾䊌⸒⺆౒ㅢෳᾖᨒ䋨CEFR䋩䈮ၮ䈨䈒ਥⷰ⹏ଔ䈫㩷⧷⺆⢻ജ⹜㛎䈱⋧㑐ᕈ㩷દᐸ ✛㧔↲ධᄢቇ㧕䉨䊷䊪䊷䊄䋺ቇ↢⺞ᩏ䋬ਥⷰ⹏ଔ䋬CEFR䋬⋧㑐ᕈ䋬⾰䈱଻⸽䋨accreditation䋩㩷

1. ߪߓ߼ߦ ⊒⴫⠪ߩൕോߔࠆᄢቇߢߪ㧘ᐔᚑ 19 ᐕᐲ㨪21 ᐕᐲߩ 3 ᐕ㑆㧘ᢥㇱ⑼ቇ⋭ߩ‫ޟ‬ᄢቇᢎ⢒లታߩߚ߼ߩ
ᚢ⇛⊛ᄢቇㅪ៤ᡰេࡊࡠࠣ࡜ࡓ‫ߩޠ‬ᡰេࠍฃߌ㧘‫⋧ޟ‬੕⹏ଔߦၮߠߊቇ჻⺖⒟ᢎ⢒⾰଻⸽ࠪࠬ࠹ࡓߩഃ
಴‫ߦ࠻ࠢࠚࠫࡠࡊ߁޿ߣޠ‬ขࠅ⚵ߺ㧘ઁߩㅪ៤ᩞ㧘หᔒ␠ᄢቇ㧘ർᶏ㆏ᄢቇ㧘ᄢ㒋ᐭ┙ᄢቇߣߣ߽ߦ‫ޟ‬࿖
౏⑳┙ 4 ᄢቇ IR ࡀ࠶࠻ࡢ࡯ࠢ‫⋧߁޿ߣޠ‬੕⹏ଔߩࠪࠬ࠹ࡓࠍ┙ߜ਄ߍߚ‫ߩߎޕ‬ข⚵ߢᄢⷙᮨߥቇ↢⺞ᩏ
ࠍ 3 ᐕ㑆ታᣉߒߡ߈ߚ߇㧘ߎߩ⺞ᩏߩਛߦߪ࡛࡯ࡠ࠶ࡄ⸒⺆౒ㅢෳᾖᨒ㧔Common European Framework ofReference for Languages : CEFR㧕ߦၮߠߊ⧷⺆⢻ജߦ㑐ߔࠆ㗄⋡߇޽ࠆ‫ޕ‬CEFR ߪ 2001 ᐕߦ᰷Ꮊ⹏⼏ળ߇⊒⴫ߒߚ 6 Ბ㓏ߩ࡟ࡌ࡞ߢ⸒⺆ജࠍ⴫ߔᨒ⚵ߺߢ㧘ߘߩ⸒⺆ࠍ૶ߞߡౕ૕⊛ߦ૗߇ߢ߈ࠆ߆ࠍ␜ߒߡ߅
ࠅ㧘ᣣᧄߩᄖ࿖⺆ᢎ⢒ߦ߽᥉෸ߒᆎ߼ߡ޿ࠆ‫ޕ‬CEFR ߪቇ↢߇⥄ಽߩ⧷⺆⢻ജࠍਥⷰ⊛ߦ⹏ଔߒߚ߽ߩ
ߢ޽ࠆ߇㧘ߎߩਥⷰ⹏ଔߣ㧘⧷⺆⢻ജ⹜㛎㧘ߟ߹ࠅቴⷰ⹏ଔߣߩ⋧㑐ߪ޽ࠆߩ߆㧘޽ࠆߣߔࠇ߫ߤߩ⒟ᐲ߆㧘ቇ↢⺞ᩏߩା㗬ᐲߩⵣߠߌߦߪߎߩὐࠍ⺞ߴߡ߅ߊᔅⷐ߇޽ࠆ‫ޕ‬ᧄ⊒⴫ߢߪ㧘ൕോᩞߩቇ↢⺞ᩏߩ CEFR 㗄⋡ߣ㧘⧷⺆ߩࡊ࡟ࠗࠬࡔࡦ࠻࠹ࠬ࠻ߣߒߡ೑↪ߒߡ޿ߚCASEC(⃻࿷ߪ GTEC ࠍ೑↪)ߩࠬࠦࠕߩ⋧㑐ࠍ⺞ߴߚ⚿ᨐࠍਛᔃߦ⊒⴫ߔࠆ‫ޕ‬ಽᨆߩ⚳ࠊߞߡ޿ࠆ 2 ᐕಽߩ࠺࡯࠲ߢߪ⋧㑐ଥᢙߪ޽߹ࠅ㜞޿ᢙ୯ߢߪߥ޿߇㧘⋧㑐߇޽ࠆߎߣ߇್᣿ߒߚ‫ߩߎߚ߹ޕ‬ቇ↢⹏ଔࠍ⧷⺆ߩࠞ࡝ࠠࡘ࡜ࡓ߿᝼ᬺᡷༀߦߤ߁ᵴ߆ߖ߫ࠃ޿ߩ߆㧘ᄢቇߩ⾰଻⸽ߦߤߩࠃ߁ߦ㑐ㅪઃߌࠆߩ߆
ࠍ⠨ኤߔࠆ‫ޕ‬
2. ቇ↢⺞ᩏߣ CASEC
2.1 ቇ↢⺞ᩏߩ⋡⊛࡮⸳⸘࡮ታᣉᣇᴺ ਄⸥ 4 ᄢቇߩข⚵ߪ㧘ᢎ⢒ߩ⾰ߩ଻⸽ࠍଦㅴߔࠆߚ߼ߦ㧘ቴⷰ⊛࠺࡯࠲ߦၮߠ޿ߡᢎ⢒ߩ⃻⁁ࠍ⹏ଔߔࠆ IR(Institutional Research)ᯏ⢻ࠍలታߐߖ㧘IR ࠍᵴ↪ߒߡᄢቇ㑆ߢ⋧੕⹏ଔࠍታᣉߒ㧘ߘߩ⚿ᨐࠍቇ↢ߩቇ⠌ᤨ㑆ߩ⏕଻㧘න૏ߩታ⾰ൻߦ⚿߮ઃߌࠆᢎ⢒ⅣႺߩᢛ஻ࠍ⋡ᜰߒߡ޿ࠆ‫ߢ߆ߥߩߎޕ‬ቴⷰ⊛࠺࡯࠲ߣߒߡࡌ࡯ࠬߦߒߚߩߪᣣᧄ ᣂ౉↢⺞ᩏ Japanese Freshman Survey (JFC) ߢ޽ࠆ߇㧘㐳ᦼ⊛ߥข⚵ߩ⺖㗴ߢ޽ࠆ⧷⺆ߩࡌࡦ࠴ࡑ࡯ࠠࡦࠣ⸳ቯߩߚ߼㧘ᧄข⚵ߩ⺞ᩏߢߪ JFC ߦ⧷⺆⢻ജߦ㑐ߔࠆ⺞ᩏ㗄⋡ࠍ⸳ߌߚ‫ߩߎޕ‬㗄⋡ߪ਄ㅀߒߚ CEFR ߦၮߠ޿ߡ޿ࠆ‫ߦ⺆⧷ޕ‬ὶὐࠍวࠊߖߚℂ↱ߪ㧘⧷⺆߇ᄙߊߩᄢ
ቇߢᦨ߽౒ㅢᕈߩ㜞޿⑼⋡ߢ޽ࠅ㧘⧷⺆ㆇ↪⢻ജߩୃᓧ߇ᄢቇ߿ኾ㐷ಽ㊁ࠍ໧ࠊߥ޿ᢎ⢒ലᨐߩ౒ㅢᜰ
ᮡߦߥࠆߣᗐቯߐࠇࠆ߆ࠄߢ޽ࠆ‫ޕ‬ ᧄ⺞ᩏߪ 2009 ᐕ㧘2010 ᐕߩ 11 ᦬ߦ 1 ᐕ↢ߦኻߒߡታᣉߒߚ‫ޕ‬2009 ᐕߪ 1879 ฬߩ࿁╵ࠍᓧߚ߇㧘ቇ☋⇟ภࠍ⸥౉ߒߚቇ↢ࠍㆬ߮㧘1288 ฬߩ⺞ᩏ࠺࡯࠲߇ᓧࠄࠇߚ‫ޕ‬2010 ᐕߪห᭽ߦ 1914 ฬਛ㧘1499 ฬߩ⺞ᩏ࠺࡯࠲߇ᓧࠄࠇߚ‫ޕ‬ਔᐕߣ߽⧷⺆ߩ᝼ᬺᤨߦࠕࡦࠤ࡯࠻↪⚕ࠍ㈩Ꮣߒ㧘ߘߩ႐ߢ࿁╵ߒߡ߽ࠄ޿࿁
෼ߒߚ‫⺞ߩߎޕ‬ᩏߦߪ 4 ᦬ᤨߩ⧷⺆⢻ജߣ 11 ᦬ᤨߩ⧷⺆ߩ⧷⺆⢻ജࠍ໧߁㗄⋡߇޽ࠆ‫ޕ‬−100−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

2.2 CASEC
৻ᣇൕോᩞߪ 1 ᐕ↢߇ 4 ᦬ߦ౉ቇߒߚ⋥ᓟߦᔅୃߩၮ␆⧷⺆⑼⋡ߩࡊ࡟ࠗࠬࡔࡦ࠻࠹ࠬ࠻ߣߒߡCASEC ࠍዉ౉ߒߡ޿ࠆ߇㧘11 ᦬ߦ߽ 2 ᐕᰴએ਄߇ฃ⻠ߔࠆਛ⚖⧷⺆⑼⋡ߩࡊ࡟ࠗࠬࡔࡦ࠻࠹ࠬ࠻ߣߒ
ߡห࠹ࠬ࠻ࠍታᣉߒߡ޿ࠆ‫ߒߛߚޕ‬ਛ⚖⧷⺆ߪᔅୃߢߪߥ޿ߩߢ㧘4 ᦬ߣ 11 ᦬ߩਔᣇࠍฃ㛎ߒߚቇ↢ߩᢙߪ㧘᣿ࠄ߆ߦ౉ജࡒࠬߣផቯߐࠇࠆ႐วࠍ㒰޿ߡ㧘2009 ᐕߢ 917 ฬ㧘2010 ᐕߢ 1460 ฬߢ޽ߞߚ‫ޕ‬
3. ቇ↢⺞ᩏߣ CASEC ߩ⋧㑐ᕈ

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3.1 ⋧㑐ᕈ ਄⸥ 2.1 ߢㅀߴߚቇ↢⺞ᩏߣ 2.2 ߢㅀߴߚ CASEC ߩ 4 ᦬ߣ 11 ᦬ߩㅪ⚿࠺࡯࠲ߩ⋧㑐ᕈࠍ⺞ߴߚߣߎࠈએਅߩ⚿ᨐࠍᓧߚ‫ߒߛߚޕ‬ቇ↢⺞ᩏߣ CASEC ߇࡝ࡦࠢߢ߈ߚߩߪ 2009 ᐕߢ 917 ฬ㧘2010 ᐕߢ 952

水︶ฬߢ޽ߞߚ‫ޕ‬⴫ 㪈㪅㩷㪉㪇㪇㪐 ᐕ⋧㑐ଥᢙ㩿ቇ↢⺞ᩏ 㪋 ᦬⧷⺆⢻ജኻ 㪚㪘㪪㪜㪚㪀㩷⴫ 㪉㪅㩷㪉㪇㪇㪐 ᐕ⋧㑐ଥᢙ㩿ቇ↢⺞ᩏ 㪈㪈 ᦬⧷⺆⢻ജኻ 㪚㪘㪪㪜㪚㪀㩷

㩷

㩷

㩷

㩷

ቇ↢⺞ᩏ㩷

㪧㪼㪸㫉㫊㫆㫅 䈱⋧㑐ଥᢙ㩷ቇ↢⺞ᩏ㩷㪧㪼㪸㫉㫊㫆㫅 䈱⋧㑐ଥᢙ㩷㩷ఝ૏⏕₸䋨ਔ஥䋩㩷ఝ૏⏕₸䋨ਔ஥䋩㩷㩷㩷㪥㩷㪚㪘㪪㪜㪚㩿㪋 ᦬㪀㩷㪧㪼㪸㫉㫊㫆㫅 䈱⋧㑐ଥᢙ㩷㩷ఝ૏⏕₸䋨ਔ஥䋩㩷㪅㪇㪇㪇㩷 㩷

㩷㩷

㪥㩷

㪏㪏㪉㩷

ቇ↢⺞ᩏ㩷

㪚㪘㪪㪜㪚䋨㪋᦬䋩㪈㩷㪅㪈㪏㪍㪁㪁

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㪅㪇㪇㪇

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㪏㪏㪉㩷

㪏㪏㪉

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㪥㩷

㪅㪈㪏㪍㪁㪁㩷

㪈㪚㪘㪪㪜㪚㩿㪈㪈 ᦬㪀㪧㪼㪸㫉㫊㫆㫅 䈱⋧㑐ଥᢙ㩷

㪐㪈㪎

ቇ↢⺞ᩏ㩷

㪚㪘㪪㪜㪚䋨㪈㪈 ᦬䋩㪈㩷㪅㪈㪍㪏㪁㪁

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㪅㪇㪇㪇
㪏㪏㪌㩷

㪏㪏㪌

㪅㪈㪍㪏㪁㪁㩷

㪈㩷ఝ૏⏕₸䋨ਔ஥䋩㩷㪅㪇㪇㪇㩷 㩷

㩷㩷

㪥㩷

㪏㪏㪌㩷

㪐㪈㪎

⴫ 㪊㪅㩷㪉㪇㪈㪇 ᐕ⋧㑐ଥᢙ㩿ቇ↢⺞ᩏ 㪋 ᦬⧷⺆⢻ജኻ 㪚㪘㪪㪜㪚㪀㩷⴫ 㪋㪅㩷㪉㪇㪈㪇 ᐕ⋧㑐ଥᢙ㩿ቇ↢⺞ᩏ 㪈㪈 ᦬⧷⺆⢻ജኻ 㪚㪘㪪㪜㪚㪀㩷

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㩷

㩷

㩷

ቇ↢⺞ᩏ㩷

㪧㪼㪸㫉㫊㫆㫅 䈱⋧㑐ଥᢙ㩷㩷ఝ૏⏕₸䋨ਔ஥䋩㩷㩷㩷㪥㩷㪚㪘㪪㪜㪚㩿㪋 ᦬㪀㩷㪧㪼㪸㫉㫊㫆㫅 䈱⋧㑐ଥᢙ㩷㩷ఝ૏⏕₸䋨ਔ஥䋩㩷㪅㪇㪇㪇㩷 㩷

㩷㩷

㪥㩷

㪐㪉㪌㩷

ቇ↢⺞ᩏ㩷

㪚㪘㪪㪜㪚䋨㪋᦬䋩㪈㩷㪅㪈㪌㪏㪁㪁ቇ↢⺞ᩏ㩷㪧㪼㪸㫉㫊㫆㫅 䈱⋧㑐ଥᢙ㩷

㪅㪇㪇㪇

㩷

ఝ૏⏕₸䋨ਔ஥䋩㩷

㪐㪉㪌㩷

㪐㪉㪌

㩷㩷

㪥㩷

㪅㪈㪌㪏㪁㪁㩷

㪈㪚㪘㪪㪜㪚㩿㪈㪈 ᦬㪀㪧㪼㪸㫉㫊㫆㫅 䈱⋧㑐ଥᢙ㩷

㩷

㪐㪌㪉

ቇ↢⺞ᩏ㩷

㪚㪘㪪㪜㪚䋨㪈㪈 ᦬䋩
㪈㩷

㩷

㪅㪇㪇㪇
㪐㪈㪎㩷

㪐㪈㪎

㪅㪈㪐㪐㪁㪁㩷

㪈㩷ఝ૏⏕₸䋨ਔ஥䋩㩷㪅㪇㪇㪇㩷 㩷

㩷㩷

㪥㩷

㪐㪈㪎㩷

**. ⋧㑐ଥᢙߪ 1㧑᳓Ḱߢఝ૏㧔ਔ஥㧕

3.2 ⠨ኤ
⴫ 1-4 ߩ⚿ᨐ߆ࠄಽ߆ࠆࠃ߁ߦ⋧㑐ଥᢙߪ.2 એਅߢߘࠇ߶ߤ㜞ߊߪߥ޿߇㧘㑐ㅪ߇޽ࠆߎߣ߇⏕⹺ߐࠇߚ‫ࠎࠈߜ߽ߪࠇߎޕ‬㧘⺞ᩏߦࠃࠆ⥄Ꮖ⹏ଔߛߌߢቇ↢ߩ⧷⺆⢻ജࠍ᷹ࠆߎߣ߇಴᧪ࠆߣ޿߁ߎߣߢߪ
ߥߊ㧘ቴⷰ⊛ߥ࠹ࠬ࠻ࠬࠦࠕߣㅪ៤ߒߡ⹏ଔߩᡷༀߦߟߥߍߡ޿߆ߥߌࠇ߫ߥࠄߥ޿‫ޕ‬
4. ߅ࠊࠅߦ ੹࿁ߩಽᨆߪ 1 ᐕ↢ࠍኻ⽎ߦߒߚ߽ߩߢ޽ࠆ߆ࠄߎࠇࠍᄢቇߩ⾰଻⸽ߦߟߥߍࠆߚ߼ߦߪหߓቇ↢ߩ
3-4 ᐕᰴߩ࠺࡯࠲ߣᲧセߔࠆᔅⷐ߇޽ࠆ‫ޕ‬2011 ᐕᐲߦߪ਄⚖↢⺞ᩏࠍⴕ޿㧘⃻࿷ 2009 ᐕᐲߩหߓቇ↢ߩᄌൻࠍಽᨆߒߡ޿ࠆߣߎࠈߢ޽ࠆ‫ޕ‬−101−㪅㪈㪐㪐㪁㪁

㪐㪌㪉

OP-308 ᦬ 8 ᣣ (13:00-13:30) / 336 ᢎቶ

The Effect of Blogging on Language Learners’ Improvement inEnglish Proficiency
Obari, Hiroyuki (Aoyama Gakuin University)
Keywords㧦Blogging, Social learning, Mobile computing, English presentation, CASEC Assessment
1. Introduction
The main focus of this paper is to report on the use of blog activities to make CALL classes more dynamic
and personalized for both teachers and learners. The presenter touches upon on several empirical studies that takeadvantage of the cyber community where 1) Learning Management Systems (LMS), 2) Blogs, and 3) Mobile
Computing are all used to teach language and communication.
Mobile devices such as the smartphone and tablet have brought about a significant change to our lifestyle.
The smartphone and tablet boost people’s activities, enabling them to become more “mobile”. The same can be said
for education and learning. Through mobile learning, instructors can develop content that students can access fromtheir mobile devices, allowing them to study ubiquitously.
2. Blog Activities
The participants were 60 first year university students, all native speakers of Japanese, enrolled in an undergraduate
course in English Writing and Communication. Each class met once per week for 90 minutes in a CALL laboratory during two
consecutive 15-week semesters. The following explains the three-phased, blended-learning environment incorporatingm-learning that the students were exposed to as a way of improving their English listening, presentation, and blogging skills.
The students worked on creating a social network of shared experiences through writing blogs. The purpose
was to develop their language skills by reflecting upon what they had learned. The students broke up into small
groups of four or five students and spent approximately 30 minutes during each class to discuss and prepare their
blog presentations. The students met outside of class time to finish their presentations. The group blog presentations
were delivered in front of the classroom. An evaluation sheet was uploaded on the bulletin board of the LMS, whichenabled the students to share and evaluate their blogs on the web and to assess their presentations for reflective
learning.
Students worked on creating blogs by using the following seven-step procedures to help in developing theirlanguage skills. In creating their blogs, the students used the following seven-step procedure to help in developing
their language skills.
(1) Work together in groups of 5 or 6 students to learn how to create make blogs.
(2) Meet in their groups to thoroughly discuss the topic of their blogs.
(3) Start creating blogs with web 2.0 tool.
(4) Group blog presentations are delivered in front of classroom to their classmates.
(5) All the students assessed the presentation and blogs using an evaluation sheet.

−102−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

(6) The evaluation sheet was uploaded on the bulletin board of the LMS, and it enabled the students to reflect upon
what they presented.
(7) Students could share their blogs on the web and assess their presentations for reflective learning.

3. Assessment of Blended Learning Activities
For the purpose of assessment, I next present some data from recent empirical studies, including results fromthe Computerized Assessment System for English Communication (CASEC) and questionnaire, which show thatthe students’ overall English proficiency improved after being exposed to blended learning. The results revealed thatthe average CASEC scores improved significantly from 533 (SD=94) in April 2011 to 588 (SD=84) in January 2012.
The results of 60 first-year students were analyzed using a t-test, which indicated that the differences between the
pre- and post-test CASEC scores were statistically significant at a 1% level. The differences in scores indicate thatthe utilization of a learning environment integrating m-learning and e-learning helped students to improve theiroverall English proficiency.
Student questionnaire
After being exposed to the blended learning activities, students were administered a questionnaire to
determine how motivating and beneficial they felt the activities were. The questionnaire was conducted on-line andtook approximately five minutes to complete. Due to space limitations we present only a sampling of the results. A
question asked whether the students thought the blog-making and presentations activities were useful in learning
English, with 85% responding favorably.

4. Conclusion
As the CASEC data indicated, this research showed that blended learning with mobile technologies can beeffectively integrated in language learning and can play a significant role in meeting students’ needs. The blended
learning seemed to have had a positive effect on improving the Japanese students’ English language proficiency,
including their presentation skills using blogs and PowerPoint slides. Observing the students’ activities revealed thatthey were excited by using a variety of IT tools so as to access a variety of learning materials from their mobile
devices, allowing them to study anywhere, anytime. As a result, mobile broadband helped to increase the students’amount of comprehensible English input with the help of revolutionary education/learning applications. Social
media and smartphones have brought about the “use of the next era” to the web, and have succeeded in creating a
new relationship between education/learning and society.
REFERENCES
Obari, H., & Yamawaki, S. (2011). The Integration of E-learning with Social Learning Using OCW-Socialized
Education Amplifies Connecting Knowledge. Edulearn 11 Proceedings, IATED 3rd International Conference on
Education and New Learning Technologies, Pp.4175-4180, Barcelona, Spain.
Obari, H., Pagel, J., & Lambacher, S. (2012). The Utilization of Digital Storytelling & Blog Activities Employing
Mobile Technologies. INTED2012 Proceedings, IATED 6th International Technology, Education andDevelopment Conference, Pp.4808-4818, Valencia, Spain.

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OP-318 ᦬ 8 ᣣ (13:35-14:05) / 336 ᢎቶ

Learning how to give presentations
in online and in-person blended environments
Kawai, Goh (Hokkaido University)
Ohnishi, Akio (VERSION2)
Keywords:

English as a foreign language, blended learning, learning presentations, practicing online and inperson, sharing language production among peers

1. Introduction
English language learners practiced giving presentations by improving skills in 3 areas: (a) spoken language
such as voice loudness, prosody, and script memorization (Gilbert, 2005; Celce-Murcia et al 2010), (b) non-verbal
behavior such as eye contact, facial expressions, hand and arm gestures, and body posture, and (c) visual aids such as
slides and photographs.
2. Procedure
109 college freshmen designed short talks, and practiced and improved them over a period of 11 weeks. Classmet once a week for 90 minutes each.

Figure 1. Students prepare for class by saying and writing phrases online.
Left: By week 8 of class, students practice giving pre-arranged explanations to learn the format of tour talks.
Right: By week 10 of class, students (1) choose a tour spot, (2) write and say explanations, questions and answers,and (3) receive written and spoken feedback from the instructor. Students then give live talks in front of class.

−104−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

Outside of class, learners individually used a web-based learning system to write presentation scripts, readthem aloud, and upload slides or photographs (Kawai and Ohnishi, 2011). These materials were viewable by the
instructor, teaching assistants, and other learners. The instructor corrected the written scripts, and commented on theaudio recordings (Figure 1). Learners earned points by completing assignments before their next class period.
Inside of class, learners practiced their presentations by engaging in pair work with their instructor, teachingassistants, and other learners (Lemov, 2010). The latter gave brief critiques on the learner's performance. Instructors
and teaching assistants gave points to learners based on their performance.
The cycle of online and in-person practice was repeated for 11 weeks during which learners incrementally
improved their presentations. Learners observed their peers' performance both online and in person. At the last classperiod of the cycle, each learner gave their presentation in front of the entire class, and their audience critiqued thepresenter's spoken language, non-verbal behavior, and visual aids.
3. Results and future work
Classroom time was used efficiently because the learners arrived at class prepared. We leveraged the learners'
desire to be minutely graded in out-of-class self-study in order to prepare them for in-class human interaction. Ourlearners prefer that their assignments be graded, because course grades determine the learner's choice of schools anddepartments. Learning management systems help instructors grade assignments and satisfy learners.
We offered spoken and written corrections on the learners' output. However, most learners were sufficiently
self-aware of their strengths and weaknesses. Detailed feedback was often unnecessary, probably because learners
had been explicitly instructed regarding criteria for desirable presentations, and could identify throughself-introspection the areas needing improvement. Sharing the learners' output with the entire class provided learners
with concrete tips in particular, and yielded some competition in general.
By week 11 of class, learners began to show evidence of being over-trained (e.g., expressing frustration overrepetitive practice). We judged that ample practice had prepared learners to the point of impatience. All learners who
gave live talks in front of class passed that assignment, although it was not a requirement for course credit.
Anonymous surveys show that learners agreed with the prepare-and-perform course design.
We prefer to teach verbal and non-verbal skills simultaneously, because we believe these 2 areas to be tightly
linked, although teaching them together increases the learner's cognitive load at least initially (Kawai 2011). Futureclasses may use webcams to record non-verbal behavior by each learner to be shared online with other learners.
References
Celce-Murcia, M., Brinton, D., and Goodwin, J. (2010). " Teaching Pronunciation: A Course Book and Reference
Guide, 2nd ed." Cambridge University Press
Gilbert, J. (2005). "Clear Speech teacher's resource book: Pronunciation and listening comprehension in American
English" Cambridge University Press
Kawai, G. and Ohnishi, A. (2011). "Preparing and reviewing conversations by using Glexa" Proc. LET 2011, Nagoya,Japan.
Kawai, G. (2011). "Designing online learning experiences for audio-visual language learning" Keynote lecture,
Sapporo Gakuin University CALL Workshop 2011, Sapporo, Japan.
Lemov, D. (2010). "Teach Like a Champion: 49 Techniques that Put Students on the Path to College" Jossey-Bass

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OP-328 ᦬ 8 ᣣ (14:10-14:40) / 336 ᢎቶStudents’ E-portfolio project with Google Sites and various Web2.0 tools
Kadowaki, Yoshie (University of Nevada, Reno)
Matsuhashi, Yuka (University of Nevada, Reno)
Keywords: Web2.0, Google Sites, e-Portofolio, Students project, online
1. Introduction
This presentation describes the process of incorporating various students’ assignments in Google Sites as
an e-portfolio. Google Sites also allows the instructor to bring all students’ assignments together in one place andcreate a community of learners. We will share our experience of using Google Sites for the last four years. Also,
students’ self-reports and feedback on their projects in the past two years are summarized and analyzed.
2. Procedure
2.1 Google Sites(1) Usability
Google Sites is a free, easy on-line web page creator that allows anyone with a Google account to create,
edit, and publish a web page without any software or any technical knowledge of HTML. It does not require any
technical knowledge of computers to create, edit, and post a website. Usually it only requires the student to type andclick; most of the features and functions that we use are very straight-forward and intuitive.
(2) Google Sites as an e-portfolio
Google Sites allows all students’ assignments to be stored in one place, and act as an e-portfolio over theyears of their study. Also, it is convenient for teachers to be able to see all of the students’ assignments in one placeinstead of searching through files in different formats and in different places. It is useful for students to be able tocompare their earlier work and see the progress made over their years of study. Unlike a website created by using aschool-supported server, students do not lose access to the websites they created even after graduation.
2.2 ParticipantsParticipants of this project are undergraduate students who are taking Japanese language classes at the University of
Nevada, Reno in the U.S. Their Japanese proficiency is from beginning level to intermediate level.
2.3 Methods(1) Assignments posted on Google Sites
In our Japanese program at the University of Nevada, Reno, students are given an assignment to create a
website in Japanese using Google Sites during their first semester of their Japanese course. Throughout their studyof Japanese from the first year to the third year, students work on numbers of assignments that require them to use
various Web 2.0 tools. Students work on such assignments by following step-by-step guidance and grading rubrics
that the instructor provides. We also created an example page that gives students a model for each assignment sothey would know what is expected and what their complete assignment should look like (Figure 1). All of theassignments students work on are posted on their own Google Sites page. The Web 2.0 tools that we use for ourassignments are Google Sites, Picasa, blog and video projects using YouTube, and video messaging with Eyejot.

−106−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

Students are introduced to new tools as they complete different assignments which allows them to build upon bothtechnological and their language skills.

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Figure 1. An example page of Google Sites(2) Student Survey
We have conducted a survey at the end of the year in our third year students for the last two years.
Although students in all levels participate in creating their Google Sites Project, we conducted the survey only with
our third year students because they are the only group that has the complete project. The purpose of the survey was
to find out how students felt about the Google Sites Project and how they perceive the use of technology in theirlanguage learning. We looked into whether or not they feel the skills they learned throughout our projects are usefuland essential in their language study, and if the use of technology in our project motivates the students.
3. Results
The result of the survey from the past 2 years provided consistent overall positive feedback from thestudents towards the Google Sites project.

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OP-338 ᦬ 8 ᣣ (15:00-15:30) / 336 ᢎቶ

Teaching English with a Dash of Humor
Someya, Masakazu (Oita Prefectural College of Arts and Culture)
Keywords: English teaching, humor, teaching materials, non-English majors, senior students
1.

Introduction
When people are relaxed, they can do things better than when they are tense. When you watch

sports, for example, you will notice that players can perform better under moderate stress. Likewise, when
students are at ease in class, more effective learning takes place.
One of the best ways to make students feel at home is to deploy humor.

Compared with jokes, humor

seems to have a more refined quality, but in this presentation they are to be treated in the same way.

It is

not an easy task to conduct class humorously, but some teaching materials with a humorous touch will be
introduced in this presentation.
2.

Procedure

2.1

Participants
I have some general English classes for non-English majors at college.

great deal and their motivation differs, as well.

The level of students varies a

In addition, outside college, I conduct English classes forthe general public sponsored by a local newspaper company. The students range in age from the 30’s tothe late 80’s㧚Their English ability varies greatly.

They are, though, all industrious. Thus, the participants

discussed in this presentation are both young and old.
2.2
2.2.1

Treatment
Visual Aids
Humor can be reflected not only in speech, but also nonverbally. For example, humor at times can beskillfully woven into even Japanese traditional cultures. I would like to point this out by showing part ofkagura, sacred music and dancing performed at Shinto shrines.
Patch Adams is a movie based on a real man who finds humor helpful to alleviate pains and worries inpatients and becomes a doctor.
2.2.2

A bit of the scene where humor plays a major role is to be shown.

Listening Materials
It is likely that an individual goes through some humorous experiences in his/her life.

It may beinteresting to take up some of these involving students and share them with their classmates. An example or
two will be presented.
It so happens that students who do their first homestay make embarrassing blunders while staying with
their family.

Bloopers of this sort often capture the attention of their peers.

The above-mentioned things are to be demonstrated in the form of listening materials.
2.2.3

Humorous English words or phrases
The English language contains a vast number of humorous expressions straddling over a wide varietyof genres. Such words or phrases are frequently used among native speakers of English, but are left obscure−108−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

in ordinary English classes in Japan.

If they are taught in tandem with so-called basic English words, they

may arouse students’ interest. Some of these humorous English words or phrases are brought to light.
3. Results
Humor or jokes are not easy to deal with in class, but if they strike the right chord, they serve as alubricant in class between students and their teachers.
and arousing their curiosity.

They are effective in drawing students’ attention

Would-be sleepers with little interest in English may be awakened by theirfriends’ laughter and will stay awake for the rest of the class.

In addition, the role of humor has recently

been advocated in the medical world because it stimulates the flow of blood to relax tension. Seniors
suffering from physical ailments seem to like English classes with a dash of humor.

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OP-348 ᦬ 9 ᣣ (9:30-10:00) / 131 ᢎቶᣣᧄੱਛቇ↢ߩ࡝ࠬ࠾ࡦࠣ‫ࠣࡦࠖ࠹ࠗ࡜ޔࠣࡦࠖ࠺࡯࡝ޔ‬ജ⢒ᚑߦኻߔࠆ TPR ߣ TPR Storytelling ߩ᦭ലᕈߦ㑐ߔࠆታ⸽⊛⎇ⓥ
̆ਛቇ㧟ᐕ↢Ბ㓏ߢߩᵴ↪̆㤥Ꮉ ᗲሶ㧔ਭᓮጊਛቇᩞ㧕ࠠ࡯ࡢ࡯࠼㧦TPR Storytelling (TPRS)㧘TPR㧘࡝ࠬ࠾ࡦࠣജะ਄㧘࡝࡯࠺ࠖࡦࠣജะ਄㧘࡜ࠗ࠹ࠖࡦࠣജ
ะ਄
1. ߪߓ߼ߦ
ᧄᐕᐲ߆ࠄታᣉߐࠇߡ޿ࠆਛቇᩞᣂቇ⠌ᜰዉⷐ㗔ߢߪ㧘ᤓᐕᐲࠃࠅታᣉߐࠇߡ޿ࠆ‫ޟ‬ዊቇᩞᄖ࿖⺆ᵴേ‫ࠍޠ‬ฃߌߡ㧘ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ⢻ജߩ✚ว⊛ߥ⢒ᚑ߿ᣢ⠌੐㗄ߩቯ⌕߇㊀ⷞߐࠇߡ޿ࠆ‫ޕ‬‫ޟ‬ዊቇᩞߢ
ᵴ⊒ߥ‫ޡ‬ᄖ࿖⺆ᵴേ‫ߢޢ‬ቇࠎߛ↢ᓤߚߜߦਛቇᩞߢ߽⧷⺆ቇ⠌߳ߩ⥝๧㑐ᔃࠍ⛮⛯ߐߖ 4 ᛛ⢻ࠍะ਄ߐߖࠆ‫߇ߣߎޠ‬᳞߼ࠄࠇߡ޿ࠆߣ⸒߃ࠃ߁‫ ߪߢ⴫⊒ᧄޕ‬TPR ߣ TPRS ࠍ૬↪ߒߚᜰዉ෸߮ TPRS ࠍᵴ↪ߒߚᜰዉߩ࡝ࠬ࠾ࡦࠣ࡮࡝࡯࠺ࠖࡦࠣ࡮࡜ࠗ࠹ࠖࡦࠣߩ 3 ᛛ⢻߳ߩ᦭ലᕈࠍᬌ⸽ߔࠆ⎇ⓥࠍႎ๔ߔࠆ‫ޕ‬
2. వⴕ⎇ⓥ
ᢥᴺ⸶⺒߿⊒⹤㊀ⷞߩᜰዉߣᲧセߒߡ㧘TPR ߦࠃࠆᜰዉ߇ലᨐ߇޽ࠆߎߣࠍᬌ⸽ߒߚਛቇ↢ኻ⽎ߩ⎇ⓥߦߪ Takahashi (1981)㧘Kurokawa (2002)㧘Kawabuchi (2006)㧘Takao (2007)㧘Kadota (2009)㧘㜞ᩞ↢ኻ⽎ߩ⎇ⓥߦߪ㋈ᧁ (1995)㧘Yoshioka (2002)㧘Shimizu (2006)㧘દ⮮ (2008)㧘ᵻ੗ (2011) ߇޽ࠆ‫ޕ‬㤥Ꮉ࡮㋈
ᧁ (2011)ߪࠬࡇ࡯ࠠࡦࠣ࠹ࠬ࠻ߢߩᱜ⏕ߐߣᵹᥰߐߦ߅ߌࠆ TPR ߩ᦭ലᕈࠍႎ๔ߒ㧘㤥Ꮉ࡮㋈ᧁ (2010,2011)ߪ TPR ߩᵴ↪߇ዊቇᩞߢߩ⧷⺆ᵴേ㊂ߩᏅࠍၒ߼ዊਛធ⛯ߦ᦭ലߢ޽ࠆߎߣ߽ႎ๔ߒߡ޿ࠆ‫ޕ‬㤥Ꮉ (2012)ߪ TPR ߇࡝ࠬ࠾ࡦࠣ࡮࡝࡯࠺ࠖࡦࠣ࡮࡜ࠗ࠹ࠖࡦࠣߩ 3 ᛛ⢻ߩะ਄ߦ㐳ᦼ⊛ߥലᨐࠍ෸߷ߔߎ
ߣࠍႎ๔ߒߡ޿ࠆ‫ޕ‬J. J. Asher (2008) ߪ Todd McKay ߇ TPRS ࠍ㐿⊒ߒߚߎߣࠍ⚫੺ߒ㧘TPR ߣߩ૬↪ߩ⎇ⓥࠍឭ᩺ߒߚ‫ޕ‬Braine Ray (2004), Blaine Ray & Contee Seely (2008 )ࠄ߽ TPRS ߩᵴ↪ࠍ⚫੺ߒ㧘᰷☨ߢߪઁ⸒⺆ߢ߽ᐢߊᵴ↪ߐࠇߡ޿ࠆ߇㧘ᣣᧄߢߩ⎇ⓥߪዋߥߊ㧘᧻የ (2007) ߇ਛቇ 1 ᐕ↢ߦኻߔࠆᵴ↪
ࠍ⚫੺ߒߡ޿ࠆ‫ޕ‬㤥Ꮉ (2011) ߪਛቇ 2 ᐕ↢߆ࠄ 3 ᐕ↢ 1 ቇᦼ߹ߢߩᤨᦼߦ TPR ෸߮ TPRS ࠍᵴ↪ߒߡቇࠎߛಣ⟎⟲߇㧘หᤨᦼߦવ⛔⊛ᢥᴺ⸶⺒࡮⊒⹤㊀ⷞߩ᝼ᬺߢቇࠎߛኻᾖ⟲ࠃࠅ㧘ࠬࡇ࡯ࠠࡦࠣ࠹ࠬ࠻
ታᣉᤨᦼ߇ 7 ࡩ᦬ᣧ߆ߞߚߦ߽߆߆ࠊࠄߕ㧘ߘߩ⚿ᨐߦ߅޿ߡఝࠇߡ޿ߚߎߣࠍႎ๔ߒߡ޿ࠆ‫ޕ‬
3. TPRS ෸߮ TPR ߣ TPRS ߩ૬↪ߩ 3 ᛛ⢻⢒ᚑߦኻߔࠆ᦭ലᕈ
3. 1 ઒⺑ᧄ⎇ⓥߪ㧘‫ޟ‬ᣣᧄੱߩਛቇ 3 ᐕ↢ࠍኻ⽎ߣߒߡⴕߞߚ㧘TPR ߣ TPRS ߩ૬↪ߦࠃࠆᜰዉ㧘෸߮ TPRS ߩߺߦࠃࠆᜰዉ߇㧘࡝ࠬ࠾ࡦࠣ࡮࡝࡯࠺ࠖࡦࠣ࡮࡜ࠗ࠹ࠖࡦࠣߩ 3 ᛛ⢻ߩ⢒ᚑߦ᦭ലߢ޽ࠆ‫߁޿ߣޠ‬઒⺑ࠍᬌ⸽ߔࠆ߽ߩߢ޽ࠆ‫ޕ‬
3. 2 ᣇᴺ
3. 2. 1 ෳട⠪ෳട⠪ߪ੩ㇺᐭౝߩ౏┙ਛቇᩞ 3 ᐕ↢ 3 ࠢ࡜ࠬ 99 ฬߢ㧘ዊቇᩞߢߪᵴ⊒ߥ‫⺆⧷ޟ‬ᵴേ‫⚻ࠍޠ‬㛎ߒߡ߅

−110−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

ࠅ㧘2009 ᐕᐲ 3 ᐕ↢ࠬ࠲࡯࠻ᤨ߆ࠄතᬺ߹ߢߩ 1 ᐕ㑆㧘౒ㅢߒߡ㧘⡞߈ขࠅ࡮㖸⺒㊀ⷞߩ᝼ᬺߢቇ߱ਛ
ߢ⎇ⓥߦෳടߒߚ‫⎇ᧄޕ‬ⓥߢߪ㧘ߎߩ 3 ࠢ࡜ࠬࠍ㧘TPR ߣ TPRS ࠍ૬↪ߒߚ᝼ᬺߢቇ߱ࠢ࡜ࠬ㧔એਅ A⟲㧕㧘TPRS ߩߺࠍᵴ↪ߔࠆ᝼ᬺߢቇ߱ࠢ࡜ࠬ㧔એਅ B ⟲㧕
㧘TPR ෸߮ TPRS ߣ߽ߦᵴ↪ߒߥ޿᝼ᬺߢቇ
߱ࠢ࡜ࠬ એਅ C ⟲ ߩ 3 ⟲ߦಽߌߚ‫ޕ‬
3. 2. 2 ᚻ㗅ෳട⠪ߪ 3 ᐕ↢ 4 ᦬ᒰೋߦⴕߞߚ 2 ᐕ↢߹ߢߩᣢ⠌ౝኈߦ㑐ࠊࠆ࠹ࠬ࠻ߦ߅޿ߡലᨐ㊂ߥߒߢ╬⾰ߢ޽ࠆߎߣ߇⏕⹺ߐࠇߚ‫ޕ‬ᢎ⑼ᦠᧄᢥࠍ⡞߈ขࠅᢎ᧚ߣߒߡᛒ޿ᄙ᭽ߥ⡞߈ขࠅᢎ᧚ࠍᢙᄙߊᵴ↪ߔࠆ⡞
߈ขࠅ㊀ⷞߩᜰዉ߿㖸⺒㊀ⷞߩᜰዉᣇᴺߪోࠢ࡜ࠬ౒ㅢߒߡⴕ޿㧘3 ᐕ↢ࠬ࠲࡯࠻ᤨ߆ࠄ 2 ቇᦼਛ㑆⠨ᩏ߹ߢߩᦼ㑆ߦ 3 ⟲ߪએਅߩࠃ߁ߦቇࠎߛ‫ޕ‬A ⟲ߪᣂ಴⺆ᒵ࡮ᢥᴺዉ౉ᤨߦᢎຬ߇⊒ߔࠆ⧷⺆ࠍ⡞߈ߥ߇ࠄᢎຬ߿෹ੱߚߜߩേ߈ࠍ⷗ߚࠅ㧘⥄ࠄᢎຬ߿෹ੱߚߜߣߣ߽ߦേ޿ߡ޿ߡℂ⸃ߔࠆߣ޿߁ TPR ࠍᵴ↪ߒߚ᝼ᬺߦട߃㧘ᢎ⑼ᦠᧄᢥ߿ᧂ⠌ߩ‛⺆ᢥߩౝኈࠍᢎຬ߇⊒ߔࠆ⧷ᢥࠍ⡞߈ߥ߇ࠄᢎຬߩേ߈ࠍ⷗
ߚࠅ㧘ᢎຬߣߣ߽ߦ⥄ࠄേߊߎߣߢℂ⸃ࠍㅴ߼㧘ߘߩౝኈߦ㑐ࠊࠆ⧷⺆ߩ߿ࠅขࠅࠍᢎຬߣⴕ޿㧘ℂ⸃
ߒߚౝኈࠍ⥄ࠄ߇േ޿ߡ⴫⃻ߒߚࠅߣ޿߁TPRS ߽૬↪ߒߚ᝼ᬺߢቇࠎߛ‫ޕ‬B⟲ߪ㧘
TPR ߪᵴ↪ߖߕTPRSߩߺࠍᵴ↪ߒߚ᝼ᬺߢቇࠎߛ‫ޕ‬C ⟲ߪ㧘TPR㧘TPRS ߣ߽ߦᵴ↪ߖߕ㧘ᢎຬ߿෹ੱߚߜߩേ߈ࠍ⷗ߚࠅ㧘↢ᓤߚߜ⥄ࠄ߇േߊߎߣߪߥ޿᝼ᬺߢቇࠎߛ‫ޕ‬2 ቇᦼᓟඨ߆ࠄߪ౉⹜ࠍᗧ⼂ߒߚቇ⠌߽฽߹ࠇࠆߚ߼㧘3⟲ߪ⡞߈ขࠅ࡮㖸⺒㊀ⷞߩ౒ㅢߒߚᜰዉᴺߢቇࠎߛ‫ ߩߎޕ‬3 ⟲ߩቯᦼ⠨ᩏ⚿ᨐߩᲧセ࡮ಽᨆࠍⴕߞߚ‫ޕ‬
4. ⚿ᨐߣ⠨ኤ
1 ቇᦼਛ㑆⠨ᩏᚑ❣ߢߪA ⟲߇ᦨ߽ఝࠇ㧘A ⟲ߣB ⟲ߩᲧセߢߪ࡝ࠬ࠾ࡦࠣߪലᨐ㊂ߥߒߢ޽ߞߚ߇‫ޔ‬࡝࡯࠺ࠖࡦࠣ㧘࡜ࠗ࠹ࠖࡦࠣ㧘✚วὐߦ߅޿ߡ㧘ലᨐ㊂ዊߢ A ⟲߇ B ⟲ࠍ਄࿁ߞߚ‫ޕ‬A ⟲ߣ C ⟲ߩᲧセߢߪ㧘࡝ࠬ࠾ࡦࠣ㧘࡝࡯࠺ࠖࡦࠣ㧘࡜ࠗ࠹ࠖࡦࠣ㧘✚วὐోߡߦ߅޿ߡ㧘ലᨐ㊂ዊߢ A ⟲߇ C ⟲ࠍ਄࿁ߞߚ‫ޕ‬B ⟲ߣ C ⟲ߩᲧセߢߪ㧘࡝ࠬ࠾ࡦࠣߦ߅޿ߡലᨐ㊂ዊߢ B ⟲߇ C ⟲ࠍ਄࿁ߞߚ‫ޕ‬1 ቇᦼᧃ⠨ᩏᚑ❣ߢߪ㧘A ⟲ߣ B ⟲ߩᲧセߦ߅޿ߡ㧘࡝࡯࠺ࠖࡦࠣߢലᨐ㊂ዊ㧘࡜ࠗ࠹ࠖࡦࠣߣ✚วὐߦ߅޿ߡലᨐ㊂ᄢߢ A ⟲߇ B ⟲ࠍ਄࿁ߞߚ‫ޕ‬A ⟲ߣ C ⟲ߩᲧセߢߪ㧘ో㗄⋡ߦ߅޿ߡലᨐ㊂ዊߢ A ⟲߇ C ⟲ࠍ਄࿁ࠅ㧘B ⟲ߣ C ⟲ߩᲧセߢߪ㧘࡝ࠬ࠾ࡦࠣߦ߅޿ߡലᨐ㊂ዊߢ B ⟲߇ C ⟲ࠍ਄࿁ߞߚ‫ޕ‬2 ቇᦼਛ㑆⠨ᩏᚑ❣ߢߪ㧘A ⟲ኻ B ⟲ߢ࡝ࠬ࠾ࡦࠣ㧘࡝࡯࠺ࠖࡦࠣߦ߅޿ߡലᨐ㊂ዊߢ A ⟲߇ B ࠍ਄࿁ߞߚ‫ޕ‬B ⟲ኻ C ⟲ߢߪ࡜ࠗ࠹ࠖࡦࠣ㧘✚วὐߦ߅޿ߡലᨐ㊂ዊߢ B ⟲߇ C ⟲ࠍ਄࿁ࠅ㧘A ⟲ኻ C ⟲ߢߪ 1 ቇᦼᧃ⠨ᩏ⚿ᨐห᭽㧘ో㗄⋡ߦ߅޿ߡലᨐ㊂ዊߢ A ⟲߇ C ⟲ࠍ਄࿁ߞߚ‫ޕ‬2 ቇᦼᓟඨએ㒠㧘තᬺ߹ߢߩᤨᦼ㧘3 ⟲ߪ⡞߈ขࠅ࡮㖸⺒㊀ⷞߩ౒ㅢߒߚᜰዉᴺߢቇࠎߛ߇㧘ቇᐕᧃ⠨ᩏ⚿ᨐߦ߅޿ߡ㧘A ⟲ߣ B ⟲㧘෸߮ B ⟲ߣ C ⟲ߩᲧセߦ߅޿ߡߪ㧘ലᨐ㊂ߥߒߢ޽ߞߚߦ߽߆߆ࠊࠄߕ㧘A ⟲ߣ C ⟲ߩᲧセߦ߅޿ߡߪ㧘ో㗄⋡㧘ലᨐ
㊂ዊߢ A ⟲߇ C ⟲ࠍ਄࿁ࠆ⚿ᨐߣߥߞߚ‫ޕ‬એ਄‫⎇ᧄޔ‬ⓥ⚿ᨐ߆ࠄએਅߩߎߣ߇⸒߃ࠆߢ޽ࠈ߁‫ޕ‬
ԘTPRS ߦࠃࠆᜰዉߪ࡝ࠬ࠾ࡦࠣ࡮࡝࡯࠺ࠖࡦࠣ࡮࡜ࠗ࠹ࠖࡦࠣߩ 3 ᛛ⢻⢒ᚑߦലᨐ߇޽ࠆ‫ޕ‬
ԙTPR ߣ TPRS ࠍ૬↪ߔࠆᜰዉߪ㧘TPRS ߩߺߦࠃࠆᜰዉߣᲧセߒߡ㧘࡝ࠬ࠾ࡦࠣ࡮࡝࡯࠺ࠖࡦࠣ࡮࡜
ࠗ࠹ࠖࡦࠣߩ 3 ᛛ⢻⢒ᚑߦലᨐ߇޽ࠆ‫ޕ‬
ԚTPR ߣ TPRS ࠍ૬↪ߔࠆᜰዉߪ㧘࡝ࠬ࠾ࡦࠣ࡮࡝࡯࠺ࠖࡦࠣ࡮࡜ࠗ࠹ࠖࡦࠣߩ 3 ᛛ⢻⢒ᚑߦ㐳ᦼ⊛ߥലᨐࠍᜬߟน⢻ᕈ߇޽ࠆ‫ޕ‬ෳ⠨ᢥ₂㧔ᧄᢥਛߩᢥ₂ࠍ߶߷✂⟜ߒߡ޿ࠆ߽ߩ㧕㤥Ꮉᗲሶ࡮㋈ᧁኼ৻ (2011). ᣣᧄੱਛቇ↢ߩࠬࡇ࡯ࠠࡦࠣജ⢒ᚑߦኻߔࠆ TPR ߩ᦭ലᕈߦ㑐ߔࠆታ⸽⊛⎇ⓥ‫ޡ‬LET 㑐⷏ᡰㇱ⎇ⓥ㓸㍳‫ޢ‬13, 93-111.

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OP-358 ᦬ 9 ᣣ (10:05-10:35) / 131 ᢎቶ᥉ㅢ㜞ᩞ  ᐕᰴߦ߅ߌࠆ‫ޢ࠻ࠢࠚࠫࡠࡊ⺆⧷ࠆ߃૶ޡ‬Ḵ⇌ ଻ਯ㧔ᄢ㒋ᐭ┙㡅㜞╬ቇᩞ㧕ࠠ࡯ࡢ࡯࠼㧦 ૶߃ࠆ⧷⺆㧘ᄙ⺒ᜰዉ㧘ㆇ↪⢻ജ㧘࡜࠙ࡦ࠼೙࡝࡯࠺ࠖࡦࠣ㧘ICT ೑↪
1. ߪߓ߼ߦ
ᄢ㒋ᐭᢎ⢒ᆔຬળߢߪ‫࡞ࡃ࡯ࡠࠣޔ‬ൻ߇ㅴ߻࿖㓙␠ળࠍ⷗ᝪ߃‫ޔ‬㜞ᩞ↢ߩ⧷⺆ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ⢻ജߩะ਄ࠍ࿑ࠆߚ߼‫ޔ‬‫࠻ࠢࠚࠫࡠࡊ⺆⧷ࠆ߃૶ޟ‬੐ᬺ‫ࠍޠ‬ᐔᚑ 23 ᐕᐲࠃࠅታᣉߒ‫ߩߘޔ‬ਛߢ‫ޟ‬᝼ᬺࠍᄌ߃ࠆ‫ޠ‬ข⚵ߣߒߡ‫ޔ‬24 ᩞࠍ English Frontier High Schools ⎇ⓥᩞߣߒߚ‫৻ߩߘޔߪߢ⴫⊒ᧄޕ‬ᩞߣߒߡ 1ᐕᰴߦታᣉߒߚ‫ޔ‬1) Start with Simple Stories (SSS) ᣇᑼᄙ⺒‫ޔ‬2) ㆇ↪ജߩ⢒ᚑࠍ⋡ᜰߔᢥᴺ‫ޔ‬3) ⊒໧ߩᎿᄦߣ࡜࠙ࡦ࠼೙ࠍၮゲߣߒߚ 4 ᛛ⢻⛔วဳߩ⧷⺆ I ߩᜰዉ‫ߡ޿ߟߦޔ‬ㅀߴࠆ‫ޔߪࠇߎޕ‬࿑ 1 ߦ޽ࠆᐔᚑ
23 ᐕᐲ⧷⺆⑼ᜰዉᣇ㊎ߦೣࠅ‫ޔ‬2 ᐕᰴߢⴕ߁ࠬࡇ࡯࠴ࠦࡦ࠹ࠬ࠻ߩ⾰ࠍ㜞߼‫ߦࠄߐޔ‬ฃ㛎ߦኻᔕߔࠆജ
߿↢ᶦߦᷰࠆ⧷⺆ജߦߟߥ߇ࠆၮ␆ജࠍ㙃ᚑߔࠆ߽ߩߢ޽ࠆ‫ޕ‬1 ᦬ߦߪ‫ޔ‬ઍ⴫↢ᓤ߇‫࠻ࠢࠚࠫࡠࡊޔ‬ෳടᩞߩᚑᨐ⊒⴫ળ Osaka English Forum 2012 ߢߘߩᚑᨐ⊒⴫ࠍⴕߞߚ‫ޕ‬




⧷⺆+

ᣣᧄੱᢎຬ    ࠦࡑ⧷⺆ +ㄦㅦߥℂ⸃ᵴേ⧷໧⧷╵ ࡜࠙ࡦ࠼೙

ࠨࡑ࡝࡯╬ߩ⊒ାဳᵴേ#.6 ߣදห᝼ᬺ  ࠦࡑࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ⧷⺆ %'  ࠦࡑ#.6 ߣ ߩ

555 ᣇᑼᄙ⺒

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㖸⺒
%' ㆇ↪ࠍ⋡ᜰߔᢥᴺᜰዉ     ⁁ᴫ࡮ࠗࡔ࡯ࠫߢℂ⸃ࠊ߆ࠄߥ޿ߣߎࠈߪߣ߫ߔ      ⦟⾰ߥ଀ᢥߟ߹ࠄߥ޿߽ߩߪᱛ߼ࠆ      ⼾ንߥ✵⠌໧㗴 ᐕᰴ ࠬࡇ࡯࠴ࠦࡦ࠹ࠬ࠻ ࡜ࠗ࠹ࠖࡦࠣ㧒ࠬࡇ࡯ࠠࡦࠣ ᐕᰴ ࠮ࡦ࠲࡯ ⑳┙ ࿖౏┙ᄢቇ౉⹜⛘ኻ⹏ଔߦၮߠߊ࠹ࠬ࠻㧔61'+%࡮61'(.㧕ߦ߽ലᨐ߇ᦼᓙߐࠇࠆ           ࿑ 1. ᐔᚑ 23 ᐕᐲ⧷⺆⑼ᜰዉᣇ㊎

2. SSS ᣇᑼߦࠃࠆᄙ⺒ᜰዉ 㧔⧷⺆ I‫ޔ‬CE‫ ߩࡑࠦ৻ࠇߙࠇߘޔ‬10 ಽ㧕࿑ 2 ߩࠃ߁ߥߏߊ◲නߥ Graded Readers ⧷⺆ቇ⠌⠪↪Ბ㓏೎⺒ߺ‛ ߿ Leveled Readers ⧷☨ఽ┬ะߌቇ⠌↪Ბ㓏೎⛗ᧄ ߆ࠄᆎ߼ࠆ
SSS ᣇᑼߢߩᄙ⺒ࠍⴕߞߚ‫߽߆ߒߩ⾰⦟ޕ‬ᄙ㊂ߩࠗࡦࡊ࠶࠻ߢ‫⧷ޔ‬ᢥࠍߘߩ߹߹ℂ⸃ߔࠆജࠍ㙃߁‫ޕ‬

࿑ 2. ᄙ⺒࿑ᦠ Foundations
Reading Library −112−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

3. ㆇ↪࡟ࡌ࡞ࠍ⋡ᜰߔ Grammar 㧔ቇᩞ⸳ቯ⑼⋡㧦ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ⧷⺆ CE㧕
Basic Grammar in Use ߪ‫ࠫ࠶࡝ࡉࡦࠤޔ‬ᄢቇ߇㕖⧷⺆࿤ߩቇ↢ะߌߦ૞ᚑߒߚᢥᴺᦠߢ‫߇࠻ࠬ࡜ࠗޔ‬ᄙߊ‫⧷ޔ‬ᢥᴺࠍࠗࡔ࡯ࠫߢ⸃㉼ߔࠆ੐߇಴᧪ࠆ‫߇ࡉࠖ࠹ࠗࡀޔߚ߹ޕ‬ၫ╩ߒߚ⦟⾰ߩ⧷ᢥࠍ‫⼾ޔ‬ንߥ✵⠌໧㗴ߢߎߥߖࠆ੐߽․ᓽߩ৻ߟߢ޽ࠆ‫ޕ‬දหቇ⠌ࠍขࠅ౉ࠇ‫ߩߢࠕࡍޔ‬ญ㗡✵⠌ࠍහᤨߦߎߥߔߎߣߢ
ቇ⠌㗄⋡ߩ⥄േൻߣቯ⌕ࠍ⋡ᜰߒߚ‫◲ޕ‬ẖߥᣣᧄ⺆ߩ⺑᣿ߢ߹ߣ߼ࠍߔࠆ߇‫ޔ‬ᄢඨߪ⧷⺆ߢㅴⴕߔࠆ‫ޕ‬೙㒢ᤨ㑆ࠍ⸳ߌ‫ޔ‬ਈ߃ࠄࠇߚ⺖㗴ࠍ㆐ᚑߢ߈ࠆ߹ߢోຬ߇ขࠅ⚵߻ታᛛ࠹ࠬ࠻ࠍ  ࿁ታᣉᷣߒߚ‫ޕ‬
4. ⊒໧ߩᎿᄦߣ࡜࠙ࡦ࠼೙ߦࠃࠆ⛔วဳߩᜰዉ㧔⧷⺆ I㧕⧷⺆ߢߩ intake ࠍჇ߿ߒ‫ޔ‬4 ᛛ⢻ࠍ⛔วߒߥ߇ࠄቇ⠌ౝኈࠍᵴ↪ߐߖࠆᜰዉߣߔࠆߚ߼‫ޔ‬ᢥᴺ⸶⺒ߪല₸⊛೑↪ߦߣߤ߼‫ޔ‬ᦨ⚳⋡⊛ߩEnglish Forum ࡊ࡟࠯ࡦ࠹㧙࡚ࠪࡦ߆ࠄㅒะ߈⸳⸘(backward design)ߢ‫ޔ‬㖸⺒ᵴേࠍਛᔃߦ practice ࠍਈ߃ intake ߳ߩᵹࠇࠍ⚻ߡ‫࠻࠶ࡊ࠻࠙ࠕޔ‬ᵴേߦߟߥߍࠆࠃ߁ߦߒߚ‫ޕ‬࡜࠙ࡦ࠼೙(㋈ᧁ, 2006)ߢߪ᭎ⷐ߆ࠄ⚦ㇱ߳ߩ⊒໧ࠍᎿᄦߒߚ(↰ਛ࡮↰ਛ, 2009)‫ౕޕ‬૕⊛ߦߪ‫࠻ࠗ࠲ޔ‬࡞ㆬ߮߆ࠄᆎ߼‫ߩߘޔ‬ᓟ‫⚦ޔ‬ㇱℂ⸃ࠍഥߌࠆߚ߼ߩ⺆ᒵ✵⠌ࠍ⚻ߡ‫ߩߤߥ࠻࡯ࡖ࠴࡯ࡠࡈޔ‬ቢᚑࠍਛᔃ
ߣߒߚ࠲ࠬࠢߢℂ⸃ࠍᷓ߼ߚ‫ޕ‬ኻ⸶ࠪ࡯࠻ࠍ೑↪ߒߚ㖸⺒ᵴേ㧔ో૕࡮୘ੱߢߩ➅ࠅ㄰ߒ‫ ߩߢࠕࡍޔ‬read and look-up ߥߤ㧕ࠍⴕ޿‫ޔ‬ࡍࠕࡢ࡯ࠢߢߩදห⊛ቇ⠌ᒻᘒࠍ೑↪ߒߚ⧷໧⧷╵ߢቇ⠌⠪ߩ⧷⺆૶↪ߩᯏળࠍឭଏߒߚ‫ޕ‬1 ᦬ᧃߩEnglish Forum ߳ߪ‫ޔ‬ᢎ⑼ᦠᧄᢥߩࠪࡖ࡯࠼ࠗࡦࠣߦട߃‫ޔ‬ቇᐕߩ↢ᓤోຬ߇⺒ࠎߛ⚛᧚ߦ㑐ߔࠆᗧ⷗ࠍ
ᦠ߈‫ࠬ࡜ࠢޔ‬ౝ੍ㆬߢઍ⴫ࠍㆬࠎߛ‫✵⴫⊒ޕ‬⠌ߢߪ‫ޔ‬ቇᩞ HP ߆ࠄ㖸ჿࠍ⡞ߌࠆࠃ߁ߦߒ‫ޔ‬ઍ⴫ߦߪ‫ޔ‬IC ࡟ࠦ࡯࠳࡯ࠍᜬߚߖߚ‫ޕ‬
5. ⚿ᨐ
ήℂߖߕ⧷⺆ࠍᢎຬ߽↢ᓤ߽૶↪ߔࠆ᝼ᬺᒻᘒࠍᐕ㑆ࠍㅢߒߡ⛮⛯ߒ‫ޔ‬ో⥸⊛ߥ᝼ᬺߦ߅ߌࠆࠕࡦࠤ࡯࠻⺞ᩏߢਛቇߩ᝼ᬺߣᲧセߒߡ‫ޔ‬9 㗄⋡ߦ߅޿ߡ‫ޔ‬‫⋡ࠍޠ⺆⧷ࠆ߃૶ޟ‬ᜰߔ᝼ᬺᒻᘒ߇ⴕࠊࠇߚߎߣ߇⏕⹺ߐࠇߚ‫ޕ‬߹ߚ‫ޔ‬ో⥸⊛ߥ᝼ᬺߦ߅ߌࠆ↢ᓤߩ⥄ାᐲߦ㑐ߔࠆࠕࡦࠤ
࡯࠻⺞ᩏ 9 㗄⋡ߩ߁ߜ‫ޔ‬‫ߩ⺆⧷ޟ‬ᜰ␜࡮᜿ᜦ࡮໧޿࡮ᔕ╵‫ޠ‬ߢߩ㗄⋡ߦ᦭ᗧᏅ߇⏕⹺ߐࠇߚ‫ޕ‬ᄙ⺒ᜰዉߢ‫ޔ‬ᐔဋߢ 13,026 ⺆ࠍ⺒ߺ‫ޔ‬੐೨੐ᓟᄙ⺒ജ࠹ࠬ࠻ߢ⛔⸘⊛᦭ᗧᏅ߇⏕⹺ߐࠇߚ‫ޔߚ߹ޕ‬೔㆐ᐲࠍ᷹ࠆ

࿑ 3. Forumߢߩ⊒⴫⺆ᒵࠨࠗ࠭㧔ᦸ᦬㧕࠹ࠬ࠻ߢ‫ޔ‬ၮᧄ⺆ 1,000 ⺆ߩℂ⸃߇⪺ߒߊㅴߺ‫ޔ‬ᐔဋ 1,417 ⺆߆ࠄ‫ޔ‬1,639 ⺆߳ߣ 222⺆ߩ⺆ᒵߩჇട߇⏕⹺ߐࠇߚ‫ޕ‬ᄙ⺒ߦࠃࠆℂ⸃ᐲ࠹ࠬ࠻ߢ߽੐೨੐ᓟߩ᦭ᗧᏅ߇⏕⹺ߐࠇߚ‫ޕ‬
 1 ᦬ߦ㐿௅ߐࠇߚ Osaka English Forum 2012 ߢߪ‫ ⺆⧷ޔ‬I ߩᢎ⑼ᦠࠍၮߦ‫⥄ޔ‬ಽߩᗧ⷗ࠍ↢ᓤ 8 ฬ߇⊒⴫ߒ‫ޔ‬㜞޿⹏ଔࠍᓧߚ‫ޕ‬ෳ⠨ᢥ₂↰ਛᱞᄦ࡮↰ਛ⍮⡡ (2009).‫⺆⧷ޟ‬ᢎᏧߩߚ߼ߩ⊒໧ߩ࠹ࠢ࠾࠶ࠢʊ⧷⺆᝼ᬺࠍᵴᕈൻߔࠆ࡝࡯࠺ࠖࡦࠣ
ᜰዉ‫᧲ޠ‬੩㧦ᄢୃ㙚ᦠᐫ
㋈ᧁኼ৻ (2007).‫ࠤ࠾ࡘࡒࠦޟ‬㧙࡚ࠪࡦߩߚ߼ߩၮ␆ജߣ౉⹜ߦኻᔕߢ߈ࠆ⧷⺆ജࠍ⢒ᚑߔࠆߚ߼ߩലᨐ
⊛ߥᜰዉᴺ㧙࡜࠙ࡦ࠼೙ᜰዉᴺ‫ޡޠ‬ᐔᚑ 18 ᐕᐲ SEL ⎇ⓥ㐿⊒ታᣉႎ๔ᦠ ੩ㇺᄖᄢ⷏㜞╬ቇᩞ‫ޢ‬
http://www.kufs.ac.jp/nishiko/SELHi/pdf/H18_ReferenceData.pdf

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OP-368 ᦬ 9 ᣣ (10:55-11:25) / 131 ᢎቶ␠ળੱߣᄢቇ↢߇⠨߃ࠆ⥄Ꮖߩ⧷⺆⢻ജߣ␠ળߢᔅⷐߥ⧷⺆⢻ജߣߪ г␠ળੱߣᄢቇ↢ߩᗧ⼂⺞ᩏ߆ࠄг቟Ꮉ ૫ሶ㧔␹ᚭᄘᎹቇ㒮ᄢቇ㧕⊕ᧁ ᥓ჻㧔↲ධᄢቇ 㕖Ᏹൕ⻠Ꮷ㧕ศ↰ ᩵ሶ㧔↲ධᄢቇ㧕૒‫✛ ᧁޘ‬㧔㑐⷏࿖㓙ᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 ⧷⺆⢻ജ㧘ᗧ⼂⺞ᩏ㧘ᄢቇ↢㧘␠ળੱ㧘࡛࡯ࡠ࠶ࡄ⸒⺆౒ㅢෳᾖᨒ
1. ߪߓ߼ߦ
ᧄ⎇ⓥߪ㧘ᤓᐕߩᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 51 ࿁ో࿖⎇ⓥᄢળߦ߅޿ߡ⊒⴫ߒߚ‫ޟ‬ᄢቇ↢߇⠨߃ࠆ⥄Ꮖߩ⧷⺆⢻ജߣ␠ળߢᔅⷐߥ⧷⺆⢻ജߣߪíᄢቇ↢ߩᗧ⼂⺞ᩏ߆ࠄí‫⊒ߩޠ‬ዷ⊛⎇ⓥߢ޽ࠆ‫੹ޕ‬࿁ߪ㧘␠ળੱ߇⠨߃ࠆ␠ળߢᔅⷐߣߐࠇࠆ⧷⺆⢻ജߣߪ૗߆㧘ࠍਛᔃߦᬌ⸽ߔࠆ‫ޕ‬ᤓᐕߦታᣉߒߚᄢቇ↢ߩᗧ⼂⺞ᩏߢߪ㧘㕖⧷⺆ኾ᡹ߩቇ↢߽␠ળߢߩ⧷⺆⢻ജߩᔅⷐᕈࠍᗵߓߡ޿ߚ‫ޕ‬
߹ߚ 4 skill (reading, writing, listening, speaking)ߣ߽ห⒟ᐲߦ␠ળߢߪᔅⷐߢ޽ࠆߣᗵߓߡ޿ࠆߎߣ߇್᣿ߒߚ‫ ߦࠄߐޕ‬skill ೎ߦ⷗ࠆߣ㧘reading skill ߦߟ޿ߡߪඨᢙࠍ⿥߃ࠆቇ↢߇‫ޟ‬ᄢቇ↢ࠍතᬺߒߡ޿ࠇ߫㧘ߢ߈ࠆߴ߈ߛ ‫ߣޠ‬࿁╵ߒ㧘ઁߩ skill ࠃࠅ߽ߘߩᔅⷐᕈࠍᗧ⼂ߒߡ޿ࠆߎߣ߇᣿ࠄ߆ߣߥߞߚ‫ޕ‬ᰴ޿ߢ
speaking skill ߦߟ޿ߡߪ㧘⊒ାဳߩ⢻ജߪりߦߟ޿ߡ޿ࠆߣᗵߓߡ޿ࠆ෻㕙㧘ኻ⹤ဳߩ⢻ജߪᧂᾫߢ޽
ࠆߣᗵߓߡ޿ࠆߎߣ߇ಽ߆ߞߚ‫ޕ‬Writing skill ߦ㑐ߒߡߪ,‫ޠࠆ߈ߢߦߢߔޟ‬㧘‫ޟ‬ᄢቇ↢ࠍතᬺߒߡ޿ࠇ߫㧘ߢ߈ࠆߴ߈ߛ‫ߩޠ‬ਔᣇߣ߽ߦᄙߊ߇࿁╵ߒߡ޿ߥ߆ߞߚߎߣ߆ࠄ㧘4 skill ߩਛߢ㧘writing skill ߇ᦨ߽ᔅⷐߢߥ޿ߣᗵߓߡ޿ࠆ੐߇ᶋ߈ᓂࠅߦߥߞߚ‫ޕ‬
2. ᚻ㗅
2.1 ⺞ᩏኻ⽎⺞ᩏኻ⽎ߪ㧘㑐⷏࿤㧠ᄢቇߩ㕖⧷⺆ኾ᡹ߩቇ↢ߢਥߦ৻ᐕ↢ߩ 167 ฬߣ㧘␠ળੱ 75 ฬߢ޽ߞߚ‫␠ޕ‬ળੱߣ⧷⺆ߣߩ㑐ㅪߪ‫ޔ‬‫ޠࠆ޿ߡߒ↪૶ࠍ⺆⧷ޟ‬࡮‫ޠ޿ߥ޿ߡߒ↪૶ޟ‬㧘‫઀ޟ‬੐ߢ⧷⺆ࠍ૶↪ߒߡ޿ࠆ‫ޠ‬࡮‫઀ޟ‬੐એᄖߢ૶↪ߒߡ޿ࠆ‫␠ޠ‬ળੱߦಽߌࠆߎߣ߇ߢ߈ࠆ‫ޕ‬
2.2 ᚻ㗅
ᤓᐕߩ⎇ⓥߣห᭽ߩ⾰໧⚕ࠍ૶↪ߒ, ␠ળੱߦ⺞ᩏࠍታᣉߒ㧘ᄢቇ↢ߩᗧ⼂⺞ᩏߣߩᲧセ࡮ಽᨆࠍⴕ
ߞߚ‫⾰ޕ‬໧⚕ߪ㧘CEFR (The Common European Framework of Reference for Languages: Learning, Teaching,
Assessment)ࠍෳ⠨ߦ૞ᚑߐࠇߚ‫ޕ‬4 skill ߩߐ߹ߑ߹ߥ⢻ജߦኻߒߡ㧘࿁╵⠪߇‫ޠࠆ߈ߢߦߢߔޟ‬㧘‫ޟ‬ᄢቇࠍතᬺߒߡ޿ࠇ߫㧘ߢ߈ࠆߴ߈ߛ‫ޠ‬,‫઀ޟ‬੐㧘⿰๧㧘↢ᵴ╬ߦᓎ┙ߟ⢻ജߛ‫⹥ߜ߁ߩޠ‬ᒰߔࠆ㗄⋡ߦ࠴ࠚ࠶ࠢࡑ࡯ࠢࠍ޿ࠇࠆᣇᑼߢⴕߞߚ‫ޕ‬ᄢቇ↢ߩෳട⠪ߦߪ㧘᝼ᬺᤨ㑆ࠍ೑↪ߒߡ⺞ᩏߒ㧘␠ળੱߩෳട⠪ߦߪ⾰໧↪⚕ࠍ⋥ធ㈩Ꮣ㧘߹ߚߪડᬺተߦ⾰໧↪⚕ࠍㇷㅍߒߡ⺞ᩏߒߚ‫ޕ‬−114−

ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

3. ⚿ᨐ⺞ᩏߩ⚿ᨐߦߟ޿ߡ㧘ਥߦએਅߩὐߦߟ޿ߡᲧセ࡮ᬌ⸽ߒߚ‫ޕ‬1)ᄢቇ↢ߣ␠ળੱ߇‫ޟ‬ᄢቇࠍතᬺߒߡ޿ࠇ߫㧘ߢ߈ࠆߴ߈ߛ‫ޠ‬,‫઀ޟ‬੐㧘⿰๧㧘↢ᵴ╬ߦᓎ┙ߟ‫ߣޠ‬ᕁ߁⢻ജߦߟ޿ߡ⹺⼂ߪߤߩࠃ߁ߢ޽ࠆ߆‫ޕ‬2)␠ળੱߩ⺞ᩏ⚿ᨐ߆ࠄ㧘ታ␠ળߢᔅⷐߦߥࠆ⢻ജߣߪߤߩࠃ߁ߥ߽ߩ߆‫ޕ‬3)ߐࠄߦ 2)ߢ␠ળੱ߇‫઀ޟ‬੐㧘⿰๧㧘↢ᵴ╬ߦᓎ┙ߟ‫ߣޠ‬࿁╵ߒߚ⢻ജߩ߁ߜ㧘␠ળੱߦߥߞߡ߽‫ߢޟ‬߈ߥ޿‫ߣޠ‬ᗵߓߡ޿ࠆ⢻ജߪߥߦ߆‫ޕ‬4) 3) ߢ␠ળੱ߇‫઀ޟ‬੐㧘⿰๧㧘↢ᵴ╬ߦᓎ┙ߟ‫ߣޠ޿ߥ߈ߢޟ߇ޠ‬࿁╵ߒߚ⢻ജߩ߁ߜ㧘ᄢቇߩ᝼ᬺౝߢりߦߟߌࠆߴ߈㧘߽ߒߊߪりߦߟߌࠆߎߣ߇ߢ߈ࠆ⢻ജߪߥߦ߆‫ޕ‬߹ߕ 1)ߦ㑐ߒߡ㧘ᄢቇ↢߇‫ޟ‬ᄢቇࠍතᬺߒߡ޿ࠇ߫㧘ߢ߈ࠆߴ߈ߛ‫ߣޠ‬⠨߃ߡ޿ࠆ⢻ജߣ㧘␠ળੱ߇‫઀ޟ‬੐㧘⿰๧㧘↢ᵴ╬ߦᓎ┙ߟ‫ߚ߃╵ߣޠ‬⢻ജࠍᲧセߒߚ‫⺞ޕ‬ᩏߒߚో 47 ⢻ജߩ߁ߜ, ․ߦߘࠇߙࠇߩ
਄૏ 10 ⢻ജߦὶὐࠍᒰߡߡߺࠆߣ㧘‫ࠄ߆ࠫ࡯ࡍࡓ࡯ࡎߩ࡞࠹ࡎߚࠇ߆ᦠߢ⺆⧷ޟ‬㧘੍⚂߇ߢ߈ࠆ‫⧷ޟ߿ޠ‬⺆ߩ࠾ࡘ࡯ࠬࠍ⡞߈ขࠆ੐߇ߢ߈ࠆ‫ޠ‬㧘‫ޟ‬㚞ߩࠕ࠽࠙ࡦࠬࠍ⧷⺆ߢ⡞޿ߡ㧘಴⊒ࡎ࡯ࡓ㧘ⴕ߈వ㧘 ᤨೞߥ
ߤࠍℂ⸃ߔࠆ੐߇ߢ߈ࠆ‫ߤߥޠ‬, 6 ߟߩ⢻ജ߇౒ㅢߒߡ਄૏ߦ᜼ߍࠄࠇߡ߅ࠅ, ߎߩ 6 ߟߩ⢻ജࠍ skill೎ߦ⷗ࠆߣ㧘ోߡ passive (listening, reading) skill ߢ޽ߞߚ‫ࠄ߆ߣߎߩߎޕ‬㧘ᄢቇ↢㧘␠ળੱߣ߽ߦ passive
skill ߩ㊀ⷐᕈࠍᗵߓߡ޿ࠆߎߣ߇ࠊ߆ࠆ‫ߦ⚦⹦ߒ߆ߒޕ‬Ყセߒߡߺࠆߣ㧘ᄢቇ↢ߩᗧ⼂ߦ߅޿ߡߪ
listening skill ࠃࠅ reading skill ߩ㊀ⷐᐲ߇߿߿㜞ߊ㧘␠ળੱߩᗧ⼂ߦ߅޿ߡߪㅒߦ reading skill ࠃࠅ listening
skill ߩ㊀ⷐᐲ߇߿߿㜞޿ߎߣ߇᣿ࠄ߆ߦߥߞߚ‫ޕ‬ ߹ߚ㧘 active (speaking, writing) skill ߦ㑐ߒߡ⷗ߡߺࠆߣ㧘 ␠ળੱߪ㧘 ᄢቇ↢ߩ⺞ᩏߢߪᦨ߽ᔅⷐᕈ
ࠍᗵߓߡ޿ߥ޿ߣ࿁╵ߐࠇߡ޿ߚ‫⥄ߢ⺆⧷ޟ‬Ꮖ⚫੺/ ኅᣖ⚫੺߇ߢ߈ࠆ‫ߢࡦ࡜࠻ࠬ࡟ޟ߿ޠ‬ᵈᢥ߇⧷⺆ߢߢ߈ࠆ‫ ߩߤߥޠ‬speaking ߩ⢻ജ߽‫ޟ‬ᓎ┙ߟ‫ޠ‬⢻ജߣߒߡᝒ߃㧘਄૏ 10 ⢻ജౝߦ㧟ߟߩ speaking ⢻ജࠍ᜼ߍߡ޿ߚ‫৻ߩߘޕ‬ᣇߢ, ᄢቇ↢ߪ speaking skill ߩਛߩ‫ߢ⺆⧷ޟ‬㆏ࠍ዆ߨߚࠅ᩺ౝ߇ߢ߈ࠆ‫߁޿ߣޠ‬⢻ജߩߺࠍ‫ޠ߈ߴࠆ߈ߢޟ‬speaking ⢻ജߣ⠨߃ 10 ૏ߦ޽ߍߡ޿ߚ‫ޕ‬Writing skill ߦߟ޿ߡߪ㧘ߤߩ⢻ജ߽␠ળੱߣᄢቇ↢ߩਔᣇߦ߅޿ߡ 10 ૏એౝߦ౉ߞߡ޿ߥ޿ߣ޿߁⚿ᨐߦߥߞߚ‫ޕ‬ ߐࠄߦ㧘␠ળੱ߇‫ޟ‬ᓎ┙ߟ‫ࠆ޿ߡߒ⼂⹺ߣޠ‬⢻ജߦߟ޿ߡߩ⚿ᨐࠍ㧘‫ޟ‬㗫❥ߦ૶↪ߔࠆ‫ޠ‬㧘‫ߔ↪૶ޘᤨޟ‬ࠆ‫ޠ‬㧘‫ޟ‬⒘ߦ૶↪ߔࠆ‫ޠ‬㧘‫↪૶߁޿ߣޠ޿ߥߒ↪૶ߊోޟ‬㗫ᐲߩⷰὐ߆ࠄ⷗ߚߣߎࠈ㧘 ᣣᏱ↢ᵴߦ߅ߌࠆ⧷
⺆ߩ૶↪㗫ᐲߦࠃߞߡ㊀ⷐⷞߒߡ޿ࠆ skill ߇⇣ߥߞߡ޿ߚߎߣ߽ಽ߆ߞߚ‫↪૶ߩ⺆⧷ޕ‬㗫ᐲ߇ᄙ޿ࠣ࡞
࡯ࡊ߶ߤ㧘reading skill ߇㊀ⷐߢ޽ࠆߣ╵߃ࠆ௑ะߦ޽ࠅ㧘㗫ᐲ߇ਅ߇ࠆߦߟࠇ㧘speaking skill㧘ߐࠄߦߪ
listening skill ߇ᔅⷐߢ޽ࠆߣ╵߃ࠆ௑ะ߇⷗ࠄࠇߚ‫␠ߚ߹ޕ‬ળੱ߇‫઀ޟ‬੐㧘⿰๧㧘↢ᵴ╬ߦᓎ┙ߟ‫╵ߣޠ‬߃ߚᛛ⢻ߪ,ታ㓙ߦ઀੐㧘⿰๧㧘↢ᵴߩߤߩ⋡⊛ߦ߅޿ߡᓎ┙ߟߩ߆ᧄ⎇ⓥߢߪࠊ߆ߞߡ޿ߥ޿ߚ߼㧘੹ᓟߐࠄߥࠆ⺞ᩏ߇ᔅⷐߢ޽ࠆ‫⚿ߩઁߩߘޕ‬ᨐߦߟ޿ߡߪᒰᣣ⎇ⓥ⊒⴫ߦߡ⹦⚦ߦ⺑᣿ߔࠆ‫ޕ‬
ReferenceCouncil of Europe. (2001). Common European Framework of Reference for Languages: Learning,teaching,assessment. UK: Cambridge University Press.

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OP-378 ᦬ 9 ᣣ (10:05-10:35) / 132 ᢎቶ

TTS ᛛⴚࠍᵴ↪ߒߚ Classroom English ߩᢎቶౝ㖸⺒ቇ⠌ߣᢎቶᄖ⥄ਥቇ⠌㧦㜞ᩞ↢ߩ⸥ᙘ଻ᜬߦ㑐ߔࠆᬌ⸽ጟ ᥍⟤㧔㑐⷏ᄢቇ ᄢቇ㒮↢㧕દ⮮ ਁ♿ሶ㧔ᄢ㒋ᐭ┙ᨰේ᧲㜞╬ቇᩞ㧕ጊᩮ ❥㧔㑐⷏ᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 TTS㧘ᢎቶ⧷⺆㧘㖸⺒ቇ⠌㧘⥄ਥቇ⠌㧘⸥ᙘ଻ᜬ㊂
1. ߪߓ߼ߦ
2013 ᐕᐲ߆ࠄᣉⴕߐࠇࠆ㜞╬ቇᩞቇ⠌ᜰዉⷐ㗔㧔ᢥㇱ⑼ቇ⋭, 2009, p.73㧕ߦ‫ޟ‬᝼ᬺߪ⧷⺆ߢⴕ߁ߎߣ
ࠍၮᧄߣߔࠆ‫߁޿ߣޠ‬ᢥ⸒߇ขࠅ౉ࠇࠄࠇߚ‫ߢߎߘޕ‬㜞ᩞᢎ⢒⃻႐ߢߪ↢ᓤ㆐߇ᢎቶౝߢ૶ࠊࠇࠆၮᧄ
⊛ߥclassroom English ࠍℂ⸃ߒ㧘Ⓧᭂ⊛ߦᵴ↪ߔࠆᛛ⢻ࠍ⢒ᚑߔࠆᔅⷐᕈ߇㜞߹ߞߡߊࠆߣ⠨߃ࠄࠇࠆ‫ޕ‬ߒ߆ߒ classroom English ߦ㑐ߒߡ㧘⴫⃻㓸ߩᢥ₂╬ߪ޽ࠆ߇㧘㜞ᩞ↢ࠍኻ⽎ߣߒߚ⎇ⓥ⺰ᢥߪ߶ߣࠎ
ߤ⷗޽ߚࠄߥ޿‫ ߚ߹ޕ‬classroom English ࠍ㖸⺒ߢቇࠎߛ႐วߩቇ⠌ലᨐ߿⸥ᙘ଻ᜬ߽᣿ࠄ߆ߦߥߞߡ޿
ߥ޿‫ޕ‬
2. ᣇᴺ
2.1 ෳട⠪ෳട⠪ߪ㧘ALT ߩ᝼ᬺߪቇᦼߦ 2㨪3 ࿁ߣ޿߁ߩ߇⃻⁁ߢ޽ࠆㄭ⇰࿤ߦ޽ࠆ౏┙㜞ᩞߦ 2009 ᐕ 4 ᦬ߦ౉ቇߒ㧘2012 ᐕ 3 ᦬ߦතᬺߒߚ 49 ฬߩ㜞ᩞ↢㧔⴫ 1㧕ߢ޽ࠆ‫ޕ‬20 ᢥߩ classroom English ࠍቇ߱ߩߦ㧘(1)ᢎቶౝ㖸⺒ቇ⠌ࠣ࡞࡯ࡊ㧘(2)ᢎቶᄖ⥄ਥቇ⠌ࠣ࡞࡯ࡊ㧘ߩ 2 ߟߩࠣ࡞࡯ࡊߦಽߌ㧘౉ቇ߆ࠄතᬺ߹ߢߩ
3 ᐕ㑆ࠍ⺞ᩏᦼ㑆ߣߒߡᬌ⸽ࠍⴕߞߚ‫ޕ‬⴫ 1.
ෳട⠪ߩౝ⸶
N = 49↵ሶᅚሶ⸘(1) ᢎቶౝ㖸⺒ࠣ࡞࡯ࡊ

9

11

20

(2) ᢎቶᄖ⥄ਥቇ⠌ࠣ࡞࡯ࡊ

14

15

29

2.2 ⋡⊛
 (1)ᢎቶౝ㖸⺒ቇ⠌ࠣ࡞࡯ࡊߪ㧘᝼ᬺਛߦ㖸⺒ᜰዉᒻᑼߢ Classroom English ࠍቇࠎߛߩߢ㧘ߘߩ⸥ᙘ଻
ᜬ㊂߽ᒰὼ㜞޿ߣ⠨߃ࠄࠇࠆ‫(ߒ߆ߒޕ‬2)ᢎቶᄖ⥄ਥቇ⠌ࠣ࡞࡯ࡊߣᲧセߔࠆߣ㧘৻૕ߤߩߊࠄ޿Ꮕ߇಴
ࠆߩߛࠈ߁߆ߣ޿߁⇼໧߇↢ߓࠆ‫ޕ‬ߘߎߢࠣ࡞࡯ࡊ(1)ߣ(2)ߩᲧセ⚿ᨐ߆ࠄ㧘ቇ⠌ᴺߩ㆑޿߇㜞ᩞ↢ߩ⸥ᙘ଻ᜬ㊂ߦߤߩࠃ߁ߥᄌൻࠍ߽ߚ
ࠄߔߩ߆㧘߹ߚ⚿ᨐ߆ࠄ㜞ᩞ↢ߦኻߔࠆ TTS 㖸ჿࠍ૶↪ߒߚ⧷⺆ᢎ᝼ᴺߩലᨐߦߟ޿ߡ⠨ኤߔࠆߎߣࠍ
⋡⊛ߣߔࠆ‫ޕ‬−116−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

2.3 ᚻ㗅
(1)ᢎቶౝ㖸⺒ቇ⠌ࠣ࡞࡯ࡊߩ㖸ჿឭ␜ߦߟ޿ߡ㧘ⶄᢙߩࠢ࡜ࠬ㑆ߢ㖸ჿ⚛᧚ߩ߫ࠄߟ߈߇↢ߓࠆߩࠍ㒐ߋߚ߼ߦ㧘ࠦࡦࡇࡘ࡯࠲ߦ౉ജߒߚන⺆߿ᢥࠍ࠺ࠫ࠲࡞㖸ჿൻߔࠆ TTS(Text-To-Speech)ᛛⴚࠍ૶ߞߡ
ၮᧄ⊛ߥ classroom English 20 ᢥߩ㖸ჿᢎ᧚ CD ߣࡊ࡝ࡦ࠻ᢎ᧚ࠍ૞ᚑߒߡ㖸⺒ᜰዉߦ૶↪ߒߚ‫ޕ‬

࿑ 1. TTS ૞ᚑ↪ PC ↹㕙(1)ᢎቶౝ㖸⺒ቇ⠌ࠣ࡞࡯ࡊߪ㧘㜞ᩞ 1 ᐕ↢ߩ 1 ቇᦼߦ㧘1 ࿁ 50 ಽߩ᝼ᬺߩᦨೋߦ Activity ߣߒߡclassroom English ࠍ 5 ᢥ4 ࿁㧘
20 ᢥ1 ࿁ߩว⸘ 5 ࿁ߦಽߌߡቇࠎߛ‫ޕ‬Classroom English ߩ㖸ჿᢎ᧚ߪ‫ޔ‬
1 ߟߩ⧷ᢥࠍ 2 ࿁➅ࠅ㄰ߔᒻᑼߩ߽ߩࠍ૶↪ߒߚ‫ޕ‬ߘߒߡ(2)ᢎቶᄖ⥄ਥቇ⠌ࠣ࡞࡯ࡊߪ㧘ࡊ࡝ࡦ࠻ᢎ᧚ߩߺࠍ↪޿ߡᢎቶᄖߢ⥄↱ߦ⥄ਥቇ⠌ߐߖߚ‫  ޕ‬
3. ⚿ᨐߣ⠨ኤ
Classroom English 20 ᢥߦߟ޿ߡ㧘Ԙ㜞ᩞ 1 ᐕ↢ߩ౉ቇ⋥ᓟ㧔2009 ᐕ 4 ᦬㧕㧘ԙClassroom English ቇ⠌⋥ᓟ㧔2009 ᐕ 6 ᦬㧕㧘Ԛ㜞ᩞ 3 ᐕ↢ߩතᬺ⋥೨㧔2011 ᐕ 12 ᦬㧕ߩ 3 ߟߩᤨᦼࠍኻ⽎ߣߒ㧘Cloze Test ߦࠃࠆᬌ⸽ࠍⴕߞߚ㧔⴫ 2㧕‫ޕ‬
⴫ 2.
Classroom English 20 ᢥߩᱜ⸃₸N = 49n2009 ᐕ 4 ᦬2009 ᐕ 6 ᦬2011 ᐕ 12 ᦬(1) ᢎቶౝ㖸⺒ቇ⠌ࠣ࡞࡯ࡊ

20

54.00%

69.50%

63.00%(2) ᢎቶᄖ⥄ਥቇ⠌ࠣ࡞࡯ࡊ

29

56.55%

55.00%

52.07%⚿ᨐ߆ࠄ‫(ޔ‬1)ߩࠣ࡞࡯ࡊߩ⸥ᙘ଻ᜬ₸߇(2)ࠣ࡞࡯ࡊࠃࠅ߽㜞޿ߎߣ߇᣿ࠄ߆ߣߥߞߚ‫(ࡊ࡯࡞ࠣޕ‬1)
߇ Classroom English ߩ㖸⺒ቇ⠌ߦ૶↪ߒߚᢎ᧚ߪ㧘㖸ჿ CD ߣࡊ࡝ࡦ࠻ߛߌߢ޽ࠆ‫ ߚ߹ޕ‬1 ࿁ 50 ಽߩ᝼
ᬺߢ Activity ߩᤨ㑆ߪ⚂ 7 ಽ೨ᓟߢ޽ࠆ੐߆ࠄ㧘⍴ᤨ㑆ߩቇ⠌ᵴേߢ޽ߞߚ‫ޕ‬ߒ߆ߒߥ߇ࠄ⸥ᙘቯ⌕₸ࠍ⠨ᘦߔࠆߣ㧘⍴ᤨ㑆ߩߜࠂߞߣߒߚᢎቶౝቇ⠌ᵴേ߇㧘ቇ⠌⠪ߦਈ߃ࠆᓇ
㗀߇ዋߥߊߥ޿੐߇᣿ࠄ߆ߣߥߞߚ‫⚿ߩߎޕ‬ᨐ߆ࠄ㧘㜞ᩞᢎ⢒⃻႐ߩᢎຬߪ㧘ኻ⽎ቇ⠌⠪ߦߣߞߡᔅⷐ
ߣ⠨߃ࠄࠇࠆቇ⠌ᢎ᧚ࠍ૞ࠅ㧘⥄ࠄߩ᝼ᬺߦ⚵ߺㄟ߻ߎߣ߇ Scaffolding (Bruner, 1985; van Lier, 1996)ߩⷰ
ὐ߆ࠄ߽ᔅⷐߢ޽ࠆߣ޿߁ߎߣ߇␜ໂߐࠇߚ‫ޕ‬ෳ⠨ᢥ₂Bruner, J. (1985). Child’s talk: Learning to use language. New York: Norton & Company.
ᢥㇱ⑼ቇ⋭ (2009). ‫ޡ‬㜞╬ቇᩞቇ⠌ᜰዉⷐ㗔‫ޢ‬Retrieved February 12, 2012, from http://www.mext.go.jp/
component/a_menu/education/micro_detail/__icsFiles/afieldfile/2010/01/29/1282000_9.pdf
van Lier, L. (1996). Interaction in the language curriculum: awareness, autonomy, and authenticity. London; New
York: Longman.

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OP-388 ᦬ 9 ᣣ (10:55-11:25) / 132 ᢎቶ᥉ㅢᢎቶߦ߅޿ߡ iPod Touch ࠍᵴ↪ߒߚ Blended Instructionዊ㊁ 㓶৻㧔╳ᵄᄢቇ ᄖ࿖⺆࠮ࡦ࠲࡯㧕ࠠ࡯ࡢ࡯࠼㧦 iPod Touch㧘Blended Instruction㧘ARCS ࡕ࠺࡞㧘Shadowing
1. ߪߓ߼ߦ
ᧄ⎇ⓥߢߪ‫ޔ‬᥉ㅢᢎቶߦ߅޿ߡࡕࡃࠗ࡞ᯏེ(iPod Touch, 2nd generation)ࠍᵴ↪ߒߚ Blended Instructionߦ㑐ߔࠆႎ๔ߢ޽ࠆ‫ޕ‬᝼ᬺ࠺ࠩࠗࡦߦߟ޿ߡߪ Keller ߩ ARCS (Attention, Relevance, Confidence,
Satisfaction)ࡕ࠺࡞ࠍਛᔃℂᔨߣߒ‫ޔ‬iPod Touch ࠍᵴ↪ߒߚ Shadowing ᵴേ߅ࠃ߮ዊ࠹ࠬ࠻ᵴേ߇‫ޔ‬ቇ⠌⠪ߩേᯏߠߌߦߤߩࠃ߁ߥᓇ㗀ࠍ෸߷ߒߡ޿ࠆ߆ࠍ⺞ߴߚ‫⎇ᧄޕ‬ⓥߩࠪࠬ࠹ࡓ᭎ⷐࠍ࿑ 1 ߦ␜ߔ‫ޕ‬㪘㪺 㫋㫀㫍㫀㫋㫐/HF WXUHRQ
6KDGRZLQJ㪣㪼 㪸㫉㫅㫀㫅㪾㩷㫊㫋㫐㫃㪼㪜㫈㫌 㫀㫇㫄㪼㫅㫋㪧㫆㫀㫅 㫋㫊㩷㫆㪽㩷㫋㪿㪼 㩷㪸㪺 㫋㫀㫍㫀㫋㫐([SODLQKRZWRVSHDNZLWKHPSKDVLVRQVWUHVVUK\WKPLQWRQDWLRQSURQXQFLDWLRQDQGIOXHQF\:KROH&ODVV

3URMHFWRU

6LOHQW5HDGLQJ:KROH&ODVV

3URMHFWRU/HWOHDUQHUVFRQFHQWUDWHRQUHFRJQL]LQJKRZWRVSHDN6KDGRZLQJ L:KROH&ODVV

3URMHFWRU)LUVWWU\5HFRJQL]HZKDWLVGLIILFXOWIRUWKHPVHOYHV
7HOOOHDUQHUVQRWWRIHHODQ[LHW\DERXWUHDGLQJRUDOO\6KDGRZLQJ LL,QGLYLGXDO

L3RG7RXFK(QFRXUDJHOHDUQHUVWRFKRRVHWKHEHVWPRGHRUVWDJH
IRUWKHLUSUDFWLFHPLQXWHV

2UDO5HDGLQJ SHHU
DV V HV V P HQW

3DLURU*URXS

L3RG7RXFK/LVWHQWRRWKHUV VSHDNLQJ(QFRXUDJHOHDUQHUVWR
JLYHFRPPHQWVRQRWKHUV RUDOUHDGLQJ

2UDO5UDGLQJ&KRUXV:KROH&ODVV

3URMHFWRU

6XPPDU\RIVKDGRZLQJDFWLYLW\(QFRXUDJHWKHPWR
EHFRQILGHQW0DNHVWDWHPHQWVDFNQRZOHGJLQJWKH
HIIRUWDQGDFKLHYHPHQWRIWKHDFWLYLW\࿑ 1. ࠪࠬ࠹ࡓ᭴ᚑ           ࿑ 2. Shadowing ᵴേߩ᭎ⷐ
2. ᚻ㗅
2.1 ෳട⠪ᧄ⎇ⓥߪ㧘2011 ᐕᐲߩᩔᧁ⋵ߩᎿᬺ㜞╬ኾ㐷ቇᩞ↢ߩ 4 ᐕ↢㧔ᄢቇ 1 ᐕ↢ߦ⋧ᒰ㧕76 ฬࠍኻ⽎ߦߒߚ⺆ᒵജᒝൻࠍ⋡ᜰߒߚ⧷ᢥ⺒⸃ߩ᝼ᬺ(⎇ⓥ㧝)‫ޔ߮ࠃ߅ޔ‬หߓߊᎿᬺ㜞╬ኾ㐷ቇᩞ↢ߩ 2 ᐕ↢ 34 ฬࠍኻ⽎ߦߒߚ listening‫ޔ‬speaking ᒝൻࠍ⋡⊛ߦߒߚ⧷⺆⴫⃻ߩ᝼ᬺ(⎇ⓥ 2)ߢታᣉߒߚ‫ޕ‬
2.2 ᚻ㗅
2.2.1 ⎇ⓥ 1㐳ᢥߦ㑐ߔࠆ⻠⟵ࠍ৻ㅢࠅⴕߞߚᓟߢ‫ޔ‬࿑ 2 ߩࠃ߁ߥᜰዉ⸘↹ߦၮߠ޿ߡ iPod Touch ࠍᵴ↪ߒߚblended instruction ࠍ 6 ㅳ㑆ታᣉߒߚ‫ޕ‬ᢎ᧚ߦߟ޿ߡߪ 300 ⺆⒟ᐲߩ㐳ᢥࠍ 5 ߟ↪ᗧߒߚ㧔ᐔဋ⺆ᢙ 289.8(SD: 18.9), ᐔဋ Flesch-Kincaid Grade Level 8.8 (SD: 1.7)㧕
‫(ޔߡߒߘޕ‬i)⺆ᒵߩቯ⌕ߦ㑐ߔࠆലᨐ‫(ޔ‬ii)ቇ⠌ᗧ⼂ߩᄌൻ‫(ޔ‬iii)ARCS ࡕ࠺࡞ߦၮߠߊ⹏ଔࠍ⺞ߴࠆߚ߼ߦ‫(ޔ‬i)ߦߟ޿ߡߪ੐೨੐ᓟߦ⺆ᒵߦ㑐ߔࠆ 60 ໧ߩ࠹ࠬ࠻ࠍ‫(ޔ‬ii)ߦߟ޿ߡߪ Fujishiro and Miyaji (2009)ߢ૶↪ߒߚቇ⠌ᗧ⼂ߩᄌൻߦ㑐ߔࠆ 18 㗄⋡ߦ㑐ߔ
Instructional Materials Motivational Survey (IMMS)ࠆ⾰໧⚕ߦࠃࠆ⺞ᩏ㧔੐೨࡮੐ᓟ㧕ࠍ‫ޔ‬(iii)ߦߟ޿ߡߪ‫ޔ‬(Keller, 2000; Huang and Yoo, 2010)ߦၮߠ޿ߚ 31 㗄⋡ߩ⾰໧⚕ߦࠃࠆ⺞ᩏࠍⴕߞߚ‫ޕ‬−118−

ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

2.2.2 ⎇ⓥ 2
⧷ᬌ 3 ⚖ߩࡕࡁࡠ࡯ࠣ࡝ࠬ࠾ࡦࠣ໧㗴ࠍ㗴᧚ߣߒߡ↪޿ߚ‫◲ޕ‬නߥౝኈߦ㑐ߔࠆ⸃⺑ߩᓟ‫ޔ‬࿑ 2 ߩࠃ߁ߥ shadowing ᵴേࠍⴕߞߚ‫ޕ‬੐೨੐ᓟߦ㖸⺒ߩ࠹ࠬ࠻ࠍⴕߞߚ‫ޕ‬Fujishiro and Miyaji (2009)ߢ↪޿ߡ޿ࠆ㖸⺒ߩ⹏ଔၮḰࠍෳ⠨ߦ‫ޔ‬ਅ⸥ߩⷰὐߦ㑐ߔࠆ⹏ଔࠍᣣᧄੱߣᲣ⺆ߩ⧷⺆ᢎᏧߦࠃߞߡⴕߞߚ‫ޕ‬⴫㧝. Oral Reading Assessment Criteria<Word Level>
Pronunciation, Stress, Intonation, Attitude, Volume<Sentence Level>
Pronunciation, Stress, Sentence Stress, Intonation, Fluency, Liaison, Sense Reading, Attitude, Volume<Holistic Evaluation> Total Impression

3. ⚿ᨐ(i) ⛔₸⟲ߣᲧセߔࠆߚ߼ߦ t ᬌቯࠍⴕߞߚ⚿ᨐ‫ޔ‬ਔ⟲ߣߩ㑆ߦ᦭ᗧߥᏅ߇᳞߼ࠄࠇߚ‫ޕ‬⴫㧞. ਔ⟲ߣߩᲧセ

Pre-test
Post-test

Experimental (N=68)
mean
SD
27.6
10.7
45.3
10.6

Control (N=31)
t -Testmean
SD
Value of t Significance
27.6
8.7
-0.3
39.9
9.8
2.4 *
Two-tailed test, ***: p <.001, **: p <.01, *: p <.05(ii)18 㗄⋡ߦߟ޿ߡ t ᬌቯࠍⴕߞߚ⚿ᨐ‫ޔ‬9 㗄⋡ߦߟ޿ߡ੐೨ߣ੐ᓟߣߩ㑆ߦ᦭ᗧߥᏅ߇⹺߼ࠄࠇߚ‫ߐޕ‬ࠄߦߎߩ 9 㗄⋡ߦߟ޿ߡ࿃ሶಽᨆࠍⴕߞߚ⚿ᨐ‫ޔ‬3 ߟߩ࿃ሶ߇᛽಴ߐࠇߚ㧔Factor 1 “Attitude toward iPod
Touch”, Factor 2 “Learning Strategy”, Factor 3 “Attitude toward active communication”㧕‫ޕ‬(iii)31 㗄⋡ߦߟ޿ߡ t ᬌቯࠍⴕߞߚ⚿ᨐ‫ޔ‬9 㗄⋡ߦߟ޿ߡ᦭ᗧߥᏅ߇⹺߼ࠄࠇߚ‫ ߩߎޕ‬9 㗄⋡ߦߟ޿ߡ࿃
ሶಽᨆࠍⴕߞߚ⚿ᨐ‫ޔ‬3 ࿃ሶ߇᛽಴ߐࠇߚ㧔Factor 1 “The usefulness of iPod Touch”, Factor 2 “Difficulty”,
Factor 3 “Intriguing passages”㧕
‫ߩࠄࠇߎޕ‬࿃ሶߪߘࠇߙࠇ ARCS ࡕ࠺࡞ߩ S(satisfaction)‫ޔ‬C(confidence)ࠍ᭴
ᚑߔࠆ࿃ሶߣߥߞߡ޿ࠆߎߣ߇ಽ߆ߞߚ‫ޕ‬(iv)ߘࠇߙࠇߩၮḰߦߟ޿ߡ t ᬌቯࠍⴕߞߚ‫᦭ߦࠄߐޕ‬ᗧᏅ߇⹺߼ࠄࠇߚ߽ߩߦߟ޿ߡ࿃ሶಽᨆࠍⴕߞߚ
⚿ᨐ‫ޔ‬3 ࿃ሶ߇᛽಴ߐࠇߚ㧔Factor 1 “Natural flow of utterance”, Factors 2 “Volume”, Factor 3 “Intonation”㧕‫ޕ‬ᱜ⏕ߐߣ޿߁ࠃࠅ߽⥄ାࠍᜬߞߡᵹᥰߥ⊒⹤߇ߢ߈ࠆࠃ߁ߦߥߞߚߣ޿߁ߎߣ߇⸒߃ߘ߁ߢ޽ࠆ‫ޕ‬
4. ߹ߣ߼
ᧄⓂߪ‫࡞ࠗࡃࡕޔ‬ᯏེࠍᵴ↪ߒߚ blended learning ࡕ࠺࡞ࠍታ〣ߒߚ߁߃ߢ‫ޔ‬ᗧ⼂ߩᄌൻ‫ޔ‬േᯏߠߌ‫ޔ‬㖸⺒ߦ㑐ߒߡലᨐ߇޽ߞߚߎߣ߇⏕߆߼ࠄࠇߚ‫ߩߤޕ‬ቇᩞߦ߅޿ߡ߽ߔߴߡߩ⧷⺆ߩ᝼ᬺࠍ CALL ᢎቶߢታᣉߔࠆߩߪ㔍ߒ޿߽ߩߣᕁࠊࠇࠆ‫ޕ‬᥉ㅢᢎቶߦ߅ߌࠆᧄ⚿ᨐߪ㊀ⷐߥᗧ๧ว޿ࠍᜬߟ߽ߩߣᕁࠊࠇ
ࠆ‫ޕ‬Shadowing એᄖߩᵴേߦኻߔࠆࡕࡃࠗ࡞ߩ᦭ല೑↪෸߮ലᨐߦߟ޿ߡ੹ᓟߐࠄߥࠆ⎇ⓥ߇ᓙߚࠇࠆ‫ޕ‬ෳ⠨ᢥ₂Keller, M. J. (2010). Motivational Design for Learning and Performance: the ARCS Model Approach. Springer, NewYork.
Fujishiro, N. and Miyaji, I. (2009) “Effectiveness of blended instruction in class on the skills of oral reading andspeaking in English”, Educational technology research 32, pp.79-90.
Ono, Y. and Ishihara, M. (2012) “Integrating Mobile-based Individual Activities into the Japanese EFL Classroom”,
Int. J. Mobile Learning and Organisation. (in press).

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OP-398 ᦬ 9 ᣣ (11:30-12:00) / 132 ᢎቶᤋ௝ࠍઃടߒߚࠝ࡝ࠫ࠽࡞⧷⺆ቇ⠌↪ࡐ࠶࠼ࠠࡖࠬ࠻ߩ
㈩ାߣᵴ↪
᭑↰ ৻〝㧔ᐢፉᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 ࡐ࠶࠼ࠠࡖࠬ࠹ࠖࡦࠣ㧘WBT
1. ታ〣ߩ⢛᥊⊒⴫⠪ߪ 2008 ᐕ߆ࠄ⃻࿷߹ߢࠝ࡝ࠫ࠽࡞ߩ⧷⺆ቇ⠌↪ࡐ࠶࠼ࠠࡖࠬ࠻ߩ㐿⊒ߣ㈩ାߦ៤ࠊࠆ৻ᣇ㧘ߘࠇࠄࠍ᝼ᬺߢߩ೽ᢎ᧚߿᝼ᬺᤨ㑆ᄖߩ⥄ቇ⥄⠌↪ᢎ᧚ߣߒߡᵴ↪ߒߡ߈ߚ‫࠻ࠬࡖࠠ࠼࠶ࡐޕ‬㧔Hiroshima
University’s English Podcast㧕ߪ㖸ჿߩߺߦࠃࠆ⇟⚵ࠍ㧘iTunes ߣኾ↪࠙ࠚࡉࠨࠗ࠻ࠍㅢߓߡ㈩ାߒߡ޿ࠆ‫ޕ‬᝼ᬺߦ߅޿ߡߪࡄ࠰ࠦࡦ߿ࡕࡃࠗ࡞ᯏེߥߤᄙ᭽ߥⅣႺߢߩ⡬ขࠍᗐቯߒߡ㧘MP3 ᒻᑼߩ㖸ჿࡈࠔࠗ࡞
ߣ⚕ᇦ૕ߩࡊ࡝ࡦ࠻ࠍ⚵ߺวࠊߖߚᢎ᧚ࠍ↪޿ߡ߈ߚ‫ߩߎߒ߆ߒޕ‬ᣇᑼߪ㧘CALL ᢎቶ߅ࠃ߮ LMS ࠍᵴ↪ߒߚ᝼ᬺߦ߅޿ߡߪᔅߕߒ߽೑ଢᕈ߇㜞޿ߣߪ⸒߃ߥ߆ߞߚ‫ޕ‬᝼ᬺᤨ㑆ᄖߩቇ⠌ࠍ LMS ਄ߢⴕߞߡ޿
ࠆ⠪ߦߣߞߡߪ㧘ࡄ࠰ࠦࡦએᄖߩ⡬ขᚻᲑࠍ೑↪ߔࠆᗧ⟵߇⷗಴ߒߦߊ޿߆ࠄߢ޽ࠆ‫ޕ‬ߘߎߢ㧘ᢎ᧚ߩ᳢↪ᕈࠍ଻⸽ߒߟߟ LMS ਄ߢߩቇ⠌ࠍᡰេߔࠆߚ߼㧘㖸ჿࡐ࠶࠼ࠠࡖࠬ࠻ߦᢥሼ߿↹௝ߥߤߩⷞⷡᖱႎࠍઃടߒߚേ↹ࠍ૞ᚑߒ㧘ᄢቇ⧷⺆᝼ᬺߦ߅޿ߡ૶↪ߒߚ‫ߪ⴫⊒ᧄޕ‬㧘ߘߩታ〣ႎ๔ߢ޽ࠆ‫ޕ‬
2. ታ〣ߩ᭎ⷐ
2.1 ኻ⽎ࠢ࡜ࠬᧄታ〣ߪ㧘ਛ࿖࿾ᣇߩ࿖┙ᄢቇߩ㧝ᐕ↢ࠍኻ⽎ߣߒߚ⧷⺆࡝࡯࠺ࠖࡦࠣਛᔃߩ᝼ᬺ⑼⋡㧞ࠢ࡜ࠬ㧔ℂ⑼♽㧞ቇㇱวห߅ࠃ߮ᢎ⢒ቇㇱ㧕ߢⴕࠊࠇߚ‫ޕ‬ਥᢎ᧚ߪ TOEIC ኻ╷ߩ໧㗴㓸ߣ㧘ᄢቇߢ⁛⥄ߦ㐿⊒ߐࠇߚ⺆ᒵ࡝ࠬ࠻ߦၮߠߊන⺆㓸ߢ޽ࠆ‫ޕ‬᝼ᬺߪ CALL ᢎቶࠍ૶↪ߒߡ޿ࠆߚ߼㧘ኻ⽎ቇ↢ߪ LMS ߿ WBTࠍ೑↪ߒߚቇ⠌ߦ޽ࠆ⒟ᐲ⠌ᾫߒߡ޿ࠆ‫ޕ‬
2.2 ᢎ᧚ߩḰ஻ᢎ᧚ߣߒߡ㧘Hiroshima University's English Podcast‫⺆⧷޿ߒߐ߿ޟ‬ળ⹤‫ߩޠ‬ㄭᣣ౏㐿੍ቯߩࠛࡇ࠰࡯࠼
߆ࠄ㧘ળ⹤ㇱಽߩ৻ㇱ㧔㧞㨪㧟ಽ⒟ᐲ㧕ࠍᛮ☴ߒߚ߽ߩࠍ೑↪ߒߚ‫ޕ‬Windows Live ࡓ࡯ࡆ࡯ࡔ࡯ࠞ࡯ࠍ
೑↪ߒ㧘ߎߩ㖸ჿߦ㧘ળ⹤࠻ࡇ࠶ࠢߦ㑐ㅪߒߚ↹௝߿ᢥሼᖱႎࠍઃടߒߡࡓ࡯ࡆ࡯ߦᦠ߈಴ߒߚ‫ޕ‬ᢎ᧚ߪ‫ޠ࠼࡯ࡇࠬ࡞࡜ࡘ࠴࠽ޟ‬‫ߩޠ࠼࡯ࡇࠬ࡯ࡠࠬޟ‬㧞ㇱ᭴ᚑߣߥߞߡ߅ࠅ㧘࠽࠴ࡘ࡜࡞ࠬࡇ࡯࠼ߩળ⹤߇ᵹ
ࠇߡ޿ࠆ㑆㧘ળ⹤ߩࡐࠗࡦ࠻ߣߥࠆ⾰໧ࠍ㧟ߟ߶ߤᣣᧄ⺆ߢ⴫␜ߒߚ‫ߩ࠼࡯ࡇࠬ࡯ࡠࠬߚ߹ޕ‬ળ⹤ߩ㑆ߦߪ㧘ࠬࠢ࡝ࡊ࠻ߣ࠺ࠖࠢ࠹࡯࡚ࠪࡦߩ໧㗴ࠍ⴫␜ߒߚ‫ޕ‬േ↹ߩ㈩ାࠨ࡯ࡃߦߪ YouTube ࠍ೑↪ߔࠆߎߣߢ㧘ࡄ࠰ࠦࡦએᄖߩࡊ࡜࠶࠻ࡈࠜ࡯ࡓߢ߽ⷞ⡬น⢻ߦߒߚ‫ߩߎߦࠄߐޕ‬ᢎ᧚ࠍ⥄ቇ⥄⠌ߢ೑↪ߢ߈ࠆࠃ߁㧘࠺ࠖࠢ࠹࡯࡚ࠪࡦ⥄േᷝ೥ࠪࠬ࠹ࡓ‫ޟ‬KED ࠪࠬ࠹ࡓ‫ߦޠ‬േ↹ࠍၒ߼ㄟࠎߢ WBT ᢎ᧚ൻߒ㧘᝼ᬺ↪ LMS ߣ࡝ࡦࠢߐߖߚ㧔࿑ 1㧕
‫ޕ‬

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ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

࿑ 1. YouTube ߣ KED ࠪࠬ࠹ࡓࠍ೑↪ߒߚ WBT ᢎ᧚
2.3 ታ〣ߩᚻ㗅 ᝼ᬺߢߪ㧢ㅳ㑆㧘਄⸥ᢎ᧚ࠍ೽ᢎ᧚ߣߒߡ૶↪ߒߚ‫ޕ‬WBT ࠍ↪޿ߚ࠺ࠖࠢ࠹࡯࡚ࠪࡦߪኋ㗴ߣߒߡ⺖ߒ㧘⠉ㅳߩ᝼ᬺߢ㧘ળ⹤ߩౝኈߦ㑐ߔࠆ TOEIC ᒻᑼߩㆬᛯ໧㗴ߦ⸃╵ߐߖࠆߣߣ߽ߦ㧘ળ⹤ߩౝኈࠍ⧷
⺆ߢⷐ⚂ߐߖߚ‫ᧄޕ‬ታ〣ߩ⚳ੌᤨߦ㧘ᢎ᧚ߩ૶↪ᗵߥߤߦߟ޿ߡߩࠕࡦࠤ࡯࠻⺞ᩏࠍⴕߞߚ‫ޕ‬
3. ⚿ᨐࠕࡦࠤ࡯࠻⺞ᩏߩ⚿ᨐ㧘ࡐ࠶࠼ࠠࡖࠬ࠻߳ߩᤋ௝ߩઃട㧘WBT ࠍ೑↪ߒߚ࠺ࠖࠢ࠹࡯࡚ࠪࡦߦߟ޿ߡ
ߪᅢᗧ⊛ߥ࿁╵ࠍᓧߚߎߣߢ㧘ᧄታ〣ߩ৻ቯߩ᦭ലᕈ߇␜ໂߐࠇߚ‫ޕ‬

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OP-408 ᦬ 9 ᣣ (9:30-10:00) / 133 ᢎቶ

CALL ቇ⠌ߦ߅ߌࠆቇ⠌ⴕേߩታ⸽⊛⎇ⓥᮭ ⍓㧔ࡊ࡯࡞ቇ㒮ᄢቇ㧕 ૒⮮ ᕶሶ㧔ㅊᚻ㐷ቇ㒮ᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 CALL㧘ቇ⠌ࠬ࠻࡜࠹ࠫ࡯㧘ቇ⠌ᡰេᯏ⢻㧘ᣢ⵾⧷⺆ቇ⠌࠰ࡈ࠻㧘e ࡜࡯࠾ࡦࠣ
1. ߪߓ߼ߦ
ᧄ⎇ⓥߪ, ࠦࡦࡇࡘ࡯࠲ࠍ೑↪ߒߚᄖ࿖⺆ቇ⠌(CALL)ߦ߅޿ߡ, ቇ⠌⠪߇ߤߩࠃ߁ߦᢎ᧚ࠍ೑↪ߒ,ቇ⠌ߔࠆߩ߆ࠍ᣿ࠄ߆ߦߔࠆߎߣࠍ⋡⊛ߣߔࠆ‫ޕ‬
CALL ߦࠃࠆቇ⠌޽ࠆ޿ߪ e ࡜࡯࠾ࡦࠣߪ, ኻ㕙ᑼߩ৻ᢧ᝼ᬺߣᲧセߒߡ, ቇ⠌⠪ߩࠬ࠲ࠗ࡞߿ࡍ࡯ࠬߦᔕߓߚ, ႐ᚲ߿ᤨ㑆ࠍㆬ߫ߕߦቇ⠌⠪ਛᔃߩቇ߮ࠍน⢻ߣߔࠆℂᗐ⊛ߥቇ⠌ⅣႺࠍឭଏߔࠆ߽ߩߢ޽ࠅ, ߹ߚ⥄ᓞ⊛ߥቇ⠌߽ଦㅴߐࠇࠆߣ⠨߃ࠄࠇࠆߎߣ߇
ᄙ޿‫ߒ߆ߒޕ‬, ⥄ᓞ⊛ߢലᨐ⊛ߥቇ⠌ࠍⴕ߁ߚ߼ߦߪ, CALL ߢߩቇ⠌ᤨߦⶄᢙߩቇ⠌ࠬ࠻࡜࠹ࠫ࡯ࠍ߁
߹ߊ↪޿ࠆߎߣ߇ਇนᰳߢ޽ࠅ, ߎࠇߪቇ⠌⠪߇⥄ὼߣりߦߟߌࠆߣ޿߁ࠃࠅߪ, ⸠✵ߦࠃߞߡ⠌ᓧߐߖࠆᔅⷐ߇޽ࠆߎߣ߽ᜰ៰ߐࠇߡ޿ࠆ
㧔e.g. Hubbard, 2004㧕‫ޕ‬ቇ⠌⠪ߩⴕേࠍ⎇ⓥߒߚ Chapelle ࠄߪ, CALLቇ⠌⠪߇, ᔅߕߒ߽ᢎຬ߿ᣢ⵾࠰ࡈ࠻ߩ೙૞⠪߇ᗧ࿑ߒߡ޿ߚࠃ߁ߦቇ⠌ߔࠆߎߣߪߥ޿ߎߣࠍ␜ߒ,CALL ߦ㑐ࠊࠆᢎຬ߿⎇ⓥ⠪߇߽ߞߣቇ⠌⠪ߩⴕേࠍⷰኤߔࠆᔅⷐ߇޽ࠆߣㅀߴߚ㧔e.g. Chapelle &Mizuno, 1989㧕‫ߩߘޕ‬ᓟ, ᶏᄖߦ߅޿ߡߪ CALL ߦ߅ߌࠆቇ⠌⠪ߩᵴേ⁁ᴫࠍ⸥㍳ߒߚ⎇ⓥ߇޿ߊߟ߆⫾Ⓧߐࠇߡ߈ߚ߽ߩ, ⃻࿷ߩߣߎࠈᣣᧄߢߪ߶ߣࠎߤ⷗ᒰߚࠄߥ޿‫ޕ‬ߘߎߢᧄ⎇ⓥߢߪ, CALL ᝼ᬺਛߦ, ᄢቇ↢߇ᣢ⵾ߩ⧷⺆ቇ⠌࠰ࡈ࠻࠙ࠚࠕࠍ↪޿ߡቇ⠌ߔࠆ⁁ᴫࠍࠬࠢ࡝࡯ࡦࠠࡖࠬ࠻ߢ㍳↹ߒߡ, ቇ⠌ⴕേࠍⷰኤߔࠆߎߣߦࠃࠅ, ߤߩࠃ߁ߥቇ⠌ᡰេᯏ⢻ࠍߤߩ⒟ᐲ↪
޿ߡ޿ࠆ߆ࠍ᣿ࠄ߆ߦߒ, ߘࠇ߇ቇ⠌ࠬ࠻࡜࠹ࠫ࡯ߣߤߩࠃ߁ߦ㑐ࠊࠅวߞߡ޿ࠆ߆ࠍ⺞ᩏߒߚ‫ޕ‬
2. ⎇ⓥᣇᴺ
2.1 ෳട⠪ߣᚻ㗅ෳട⠪ߪᄢ㒋ᐭߩ⑳┙ᄢቇߢቇ߱ᄢቇ1, 2ᐕ↢, 53ੱߢ޽ߞߚ‫ޕ‬2011ᐕᐲ೨ᦼߦⴕࠊࠇߚCALL᝼ᬺߩߥ߆ߢ↪޿ࠄࠇࠆࡇࠕ࠰ࡦ࡮ࡠࡦࠣࡑࡦ␠ߩᏒ⽼⧷⺆ቇ⠌࠰ࡈ࠻‫ޟ‬Longman English Interactive (LEI)‫ߢޠ‬ቇ⠌ߔࠆ⁁ᴫࠍෳട⠪ߩੌ⸃ߩ਄ߢ, ‫ޟ‬HyperCam‫ߡ޿↪ࠍޠ‬㍳↹ߒߚ‫ߩߘޕ‬ᓟ, ㍳↹ࡈࠔࠗ࡞ࠍⷰኤߒߥ
߇ࠄ࠺࡯࠲౉ജ߅ࠃ߮㓸⸘ࠍⴕߞߚ‫ߦࠄߐޕ‬, ቇ⠌⠪ߩⴕേࠍᝄࠅ㄰ࠆߚ߼ߦ, ᓟᣣࠣ࡞࡯ࡊࠗࡦ࠲ࡆࡘ
࡯ࠍታᣉߒߚ‫ޕ‬
2.2 ૶↪ᢎ᧚ߣ⺞ᩏ㗄⋡ LEI ߪ࡝ࠬ࠾ࡦࠣ, ࠬࡇ࡯ࠠࡦࠣ, ᢥᴺ, ⊒㖸, ࡝࡯࠺ࠖࡦࠣ, ࡜ࠗ࠹ࠖࡦࠣߩฦ㗄⋡ߦߟ޿ߡ⼾ንߥ✵⠌໧㗴ࠍ෼㍳ߒߚ✚ว⊛⧷⺆ቇ⠌ᢎ᧚ߢ޽ࠆ‫ޕ‬ฦ࡙࠾࠶࠻ߩߪߓ߼ߦߪቇ⠌⋡ᮡ߇⟎߆ࠇ, ߔߴߡߩ㗄⋡ࠍ⚳߃ࠆߣ, ᓳ⠌ࠢࠗ࠭ߦࠃߞߡℂ⸃ᐲࠍ⹏ଔߢ߈ࠆࠃ߁ߦ࠺ࠩࠗࡦߐࠇߡ޿ࠆ‫ߚ߹ޕ‬, ቇ⠌⠪ߦߪ,‫ޟ‬Culture Note (࡝ࠬ࠾ࡦࠣౝኈℂ⸃ߩߚ߼ߩᢥ⣂࡮ᢥൻ⸃⺑), ࡝ࠬ࠾ࡦࠣᢎ᧚ߩࠬࠢ࡝ࡊ࠻߿ߘߩᣣᧄ
⺆⸶, ㄉᦠ, ߣ޿ߞߚ᭽‫ߥޘ‬ቇ⠌ᡰេᯏ⢻߇ឭଏߐࠇߡ޿ࠆ‫⎇ᧄޕ‬ⓥߢߪ, ✵⠌⺖㗴ߩ߁ߜ․ߦ‫࠾ࠬ࡝ޟ‬ࡦࠣ‫ޟߣޠ‬ᢥᴺ‫ߡ޿ߟߦࡦ࡚ࠪࠢ࠮ߩޠ‬, ߘࠇߙࠇߩ⺖㗴ㆀⴕߦ⾌߿ߒߚᤨ㑆, ✵⠌໧㗴ߩᱜ⸃₸, ቇ⠌ᡰេᯏ⢻ߩ೑↪㗫ᐲ, ߅ࠃ߮೑↪ᤨ㑆ࠍ᷹ቯߒߚ‫ߚ߹ޕ‬ቇ⠌߳ߩขࠅ⚵ߺᣇߦߟ޿ߡ߽, ᦨೋߩ໧㗴ߩ╵߃วࠊߖߩᓟ߿ࠅ⋥ߒࠍߒߚ߆, ৻ᐲ╵߃ࠍߔߴߡࠢ࡝ࠕߒߚᓟߦ, ౣᐲ໧㗴ߦขࠅ⚵ࠎߛ߆, ࡝ࠬ࠾ࡦࠣߩ㓙ߪ⺋╵ߩᓟ, 㖸ჿࠍౣ↢ߒߡ߆ࠄ໧㗴ߦขࠅ⚵ࠎߛ߆ߣ޿߁ὐ߆ࠄ⺞ᩏࠍⴕߞߚ‫ޕ‬−122−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

3. ⚿ᨐ
ᧄ⎇ⓥߢߪ, ቇ⠌⠪߇CALLᢎ᧚ߩ✵⠌໧㗴ߦߟ޿ߡߪ, ߅߅ࠃߘਈ߃ࠄࠇߚ㗅ᐨߦᓥߞߡߎߥߒߡ
ⴕߊ᭽ሶ߇ⷰኤߐࠇߚ‫ߣࠣࡦ࠾ࠬ࡝ޕ‬ᢥᴺߩ✵⠌໧㗴ߢߪ, ⸃╵ᓟߦ⺋╵ߣ␜ߐࠇߚ႐วߪ, ߶߷ోຬ߇
⸓ᱜࠍⴕߞߡ޿ࠆ‫ޕ‬ᢥᴺߦߟ޿ߡ߽, ߶߷ోຬ߇ᱜ╵ߦߚߤࠅ⌕ߊ߹ߢ૗ᐲ߆⸃╵ࠍ⹜ߺࠆ᭽ሶ߇⷗ࠄ
ࠇߚ‫ޕ‬ᄙ⢇ㆬᛯᑼߩ໧㗴߇ᄙ޿ߚ߼, ࠃߊౣ⠨ߒߚ਄ߢߩ⸃╵ㆬᛯߦߥࠆ߆ߤ߁߆ߪ್ᢿ߇ߟ߈ߦߊ޿
߇, ࡝ࠬ࠾ࡦࠣ໧㗴ߩ႐วߪ㖸ჿࠍౣᐲ⡞߈ߥ߇ࠄ໧㗴ߦ᜸߻ቇ↢߇⸓ᱜࠍⴕ߁ቇ↢ߩ߁ߜඨᢙࠍභ߼
ߡ޿ߚ‫ߚ߹ޕ‬, ᓟᣣታᣉߒߚࠗࡦ࠲ࡆࡘ࡯߆ࠄߪ, ᄙ⢇ㆬᛯᑼߩ㒢⇇ࠍᜰ៰ߒߥ߇ࠄ߽, ⸓ᱜߩ㓙ߦߪ቟ᤃߦᱷࠅߩㆬᛯ⢇߆ࠄ࡜ࡦ࠳ࡓߦㆬ߱ߣ޿߁ࠃࠅߪ, ᱜ⸃ߣᕁࠊࠇࠆ⸃╵ߣ, 㑆㆑߃ߚ⥄ಽߩ⸃╵ࠍ⷗Ყߴࠆߣ޿߁ⴕേ߇ขࠄࠇߡ޿ࠆߎߣ߽ႎ๔ߐࠇߚ‫ޕ‬
ᢥᴺߦߟ޿ߡߪ, ✵⠌໧㗴ߩ೨ߦࡆ࠺ࠝઃߩᢥᴺ⸃⺑߇⸳⟎ߐࠇߡ߅ࠅ, ቇ⠌⠪ߪߎࠇߢቇ⠌ࠍⴕߞߡ߆ࠄ໧㗴ߦขࠅ⚵߻ᚻ㗅ߣߥߞߡ޿ࠆ߇, ᄙߊߩߩቇ⠌⠪ߪ⺑᣿ㇱಽࠍ⚛ㅢࠅߒߡ, ߔߋߦ✵⠌໧㗴ߦขࠅ߆߆ࠆ‫✵ޕ‬⠌໧㗴ߢ⺋╵ߒߚ႐ว߽, ⺑᣿ㇱಽߦ┙ߜ㄰ࠆቇ⠌⠪ߩᢙߪዋߥߊ, ᢥᴺ⸃⺑ߩ೑↪ߪਲߒ޿‫ޕ‬ห᭽ߦ, ✵⠌໧㗴ߩᦨਛߦቇ⠌ᡰេᯏ⢻ࠍ೑↪ߔࠆቇ⠌⠪ߪ૶↪ᢎ᧚ߩ࡟ࡌ࡞ߦ߆߆ࠊࠄߕ߶
ߣࠎߤ೑↪߇ߥ޿ߎߣ߽᣿ࠄ߆ߦߥߞߚ‫ޕ‬޿ߊߟ߆ߩ㗄⋡ߦ㜞޿⋧㑐㑐ଥ߽⷗ࠄࠇߚ‫ޕ‬ᢥᴺ⺑᣿ߩ࠮࡚ࠢࠪࡦߦᤨ㑆ࠍ⾌߿ߒߚቇ⠌⠪ߪ, ᢥᴺ✵⠌ߩᱜ⸃₸߇㜞޿‫ߚ߹ޕ‬, ‫ޟ‬Culture Note‫ࠣࡦ࠾ࠬ࡝߁޿ߣޠ‬ℂ⸃ߩߚ߼ߩ⸃⺑ࠍ⺒߻ߩߦᤨ㑆ࠍ⾌߿ߒߚቇ⠌⠪ߪ, ᢥᴺ໧㗴ߩ⺑᣿▎ᚲߦ߽, ࠃࠅᤨ㑆ࠍ⾌߿ߒߡ޿ࠆ‫ߦ․ޕ‬ᚑ❣ߩࠃ޿ቇ⠌⠪ߩ㍳↹߆ࠄߪ,
ᢥᴺ✵⠌ࠍⴕ߁೨ߦᢥᴺ⺑᣿ࠍ⺒߻ߎߣߦᤨ㑆ࠍ߆ߌ, ᢥᴺ໧㗴ߢ㑆㆑޿߇޽ߞߚ႐วߪ, ⺑᣿࠮࡚ࠢࠪࡦߦᚯߞߡ⸃⺑ࠍ⺒ࠎߢ޿ࠆ᭽ሶ߇߁߆߇ࠊࠇߚ‫⚿ߚߒ߁ߎޕ‬ᨐߪ, ߎࠇ߹ߢᢎຬ߇⚻㛎߆ࠄ᳇ઃ޿
ߡ޿ߚߣᕁࠊࠇࠆὐߢ޽ࠆ߇, ੹࿁ⴕߞߚቇ⠌⁁ᴫߩ㍳↹ߦࠃࠅታ⸽⊛ߦ␜ߐࠇߚ‫ޕ‬ࡔ࠲⹺⍮ࠬ࠻࡜࠹ࠫ࡯ߪนⷞൻߢ߈ߥ޿ߎߣ߇ᄙߊ, ߘߩ᷹ቯ߿ⷰኤߪ㕖Ᏹߦ࿎㔍ߢ޽ࠆ߇, ⥄Ꮖߩቇ⠌⋡ᮡࠍ⸳ቯߒ, 㑆㆑޿ߦ᳇߇ߟ߈, ߘࠇࠍౝ⋭ߒߡ⸓ᱜߔࠆߣ޿߁⥄Ꮖࡕ࠾࠲࡝ࡦࠣ߿⥄Ꮖ⹏ଔߣ޿߁⥄Ꮖ೙ᓮߦ㑐ࠊࠆߣቇ⠌ⴕേ߇, ᧄ⎇ⓥߢߪ, ᢥᴺ⺑᣿ߣ޿ߞߚቇ⠌ᡰេᯏ⢻ߩ೑↪ߩ㗫ᐲ߿, ೑↪ߩ႐㕙㧔㑆㆑޿ߦ᳇߇ߟ޿ߚ㓙╬㧕ߩⴕേ⸥㍳߆ࠄુ߃ߚߣ⸒߃ࠆ‫੹ޕ‬࿁ߩ⺞ᩏ߆ࠄߪ, ⥄ᓞ⊛ቇ⠌ࠍଦߔߚ߼ߦਇนᰳߥࡔ࠲⹺⍮ࠬ࠻࡜࠹ࠫ࡯ߩ೑↪ߪ, ․ቯߩቇ↢ߩቇ⠌ⴕേߦ߁߆߇ࠊࠇߚ߽ߩߩ,චಽߦߥߐࠇߡ޿ߥ޿ߎߣ߽᣿ࠄ߆ߣߥߞߚ‫ޕ‬వⴕ⎇ⓥ߇␜ߔࠃ߁ߦ, ࡔ࠲⹺⍮ࠬ࠻࡜࠹ࠫ࡯ߩ೑↪ߦߪ੹ᓟ, ⸠✵߇ᰳ߆ߖߥ޿ߣ⠨߃ࠄࠇࠆ‫৻ޕ‬ᣇߢ, ቇ⠌⠪ߦߣߞߡ૶޿߿ߔ޿ቇ⠌ᯏ⢻ߪߤߩࠃ߁ߥ߽ߩ
ߢ޽ࠆߴ߈߆ࠍ, ࠰ࡈ࠻࠙ࠚࠕߩ⸳⸘ߩ㕙߆ࠄ߽⠨߃ࠆᔅⷐ߇޽ࠆߛࠈ߁‫ޕ‬ෳ⠨ᢥ₂
Chapelle, C., and S. Mizuno. (1989). Student’s Strategies with Learner-Controlled CALL. CALICO Journal, 7,25-47.
Hubbard, P. (2004). Learner Training for Effective Use of CALL. in S. Fotos & C. Browne, (eds.), New Perspectives
on CALL for Second Language Classrooms.
Hwu, F. (2003). Learners' behaviors in computer-based input activities elicited through tracking technologies,
Computer Assisted Language Learning, 16(1), 5-29.
Liou, H.C. (1997). Research of On-Line Help as Learner Strategies for Multimedia CALL Evaluation. CALICO
Journal, 14, 81-96.
Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Rowley, MA: Newbury
House.

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OP-418 ᦬ 9 ᣣ (9:30-10:00) / 331 ᢎቶ⧷⺆ߩ࡝࠭ࡓ᭴ㅧ
̆Უ⺆⹤⠪ߣᣣᧄੱ⧷⺆ቇ⠌⠪ߩ⋧㆑ὐߣ౒ㅢὐ
᫪ ᐾሶ㧔หᔒ␠ᄢቇ࠰࡯ࠪࡖ࡞ࠗࡁࡌ࡯࡚ࠪࡦ⎇ⓥ࠮ࡦ࠲࡯㧕ၳ ᥓሶ㧔᧲੩Ꮏᬺ㜞╬ኾ㐷ቇᩞ㧕ࠠ࡯ࡢ࡯࠼㧦⧷⺆ߩ࡝࠭ࡓ㧘rhythmic alternation㧘ᒝ൓ߩ㖸ჿ⊛ታ⃻
1. ߪߓ߼ߦ
ᣣ⧷ߩ࡝࠭ࡓߩ⋧㆑߆ࠄ‫ߩࡓ࠭࡝ߩ⺆⧷ޔ‬⠌ᓧߪ‫ޔ‬ᣣᧄੱ⧷⺆ቇ⠌⠪ߦߣߞߡ㔍㑐ߩ㧝ߟߣ⠨߃ࠄࠇߡ߈ߚ‫⺆⧷ޔߒ߆ߒޕ‬Უ⺆⹤⠪ߩ࡝࠭ࡓߣᣣᧄੱ⧷⺆ቇ⠌⠪ߩ࡝࠭ࡓ߇‫ޔ‬ታ㓙ߩ⧷ᢥߩ⊒⹤ߢ㖸ჿ⊛ߦߤߩࠃ߁ߦ⇣ߥߞߡ޿ࠆ߆ࠍ⹦⚦ߦᬌ⸛ߒߚ⎇ⓥߪ⊝ήߢ޽ࠆ‫⎇ᧄޕ‬ⓥߢߪ‫ޔ‬⧷ᢥߦ߅ߌࠆᒝ൓ߩ㖸ჿ⊛ታ⃻ߣߘߩ➅ࠅ㄰ߒࡄ࠲ࡦߦὶὐࠍᒰߡ‫⺆☨ޔ‬Უ⺆⹤⠪ߣᣣᧄੱ⧷
⺆ቇ⠌⠪ߩ㆑޿ࠍᬌ⸛ߒߚ‫ޕ‬
2. ታ㛎ߩᚻ㗅
20 ੱߩ☨⺆Უ⺆⹤⠪ߣ 42 ੱߩᣣᧄੱᄢቇ↢(ਛ⚖ߩ⧷⺆ቇ⠌⠪)߇એਅߩ 2 ᢥࠍᦶ⺒ߒߚ‫ޕ‬࠹ࠬ࠻ᢥ㧝  Pam had a chance to chat and nap.
࠹ࠬ࠻ᢥ㧞

I saw five bright highlights in the sky tonight.

ߎࠇࠄߩ࠹ࠬ࠻ᢥߪ‫ޔ‬Უ㖸࿕᦭ߩ㖸ჿ⊛․ᓽߩᓇ㗀ࠍឃ㒰ߒ‫ޔ‬ᒝ൓ߩ᦭ήߦࠃࠆ㐳ߐ‫ޔ‬ᒝߐ‫ޔ‬㜞ߐ‫ޔ‬㖸⾰ߩᄌൻࠍᬌ⸛ߔࠆߚ߼‫ޔ‬ห৻߹ߚߪૃㅢߞߚᲣ㖸ࠍߢ߈ࠆߛߌᄙߊ฽߻ࠃ߁ߦᎿᄦ
ߐࠇߡ޿ࠆ‫࠻ࠬ࠹ޕ‬ᢥ㧝ߢߪ೨⥠ૐᲣ㖸ߣߘࠇ߇ᒙൻߒߚࠪࡘࡢ㖸‫࠻ࠬ࠹ޔ‬ᢥ㧞ߢߪੑ㊀Უ㖸ߩ/ai/ࠍ࠲࡯ࠥ࠶࠻Უ㖸ߣߒ‫ޔ‬Უ㖸ߩ㐳ߐߣ‫ޔ‬ᒝߐ࡮F0࡮F1 ߩᦨᄢ୯ࠍ᷹ቯߒߚ‫ޕ‬⧷ᢥߩ⊒⹤ߢߪ৻⥸ߦౝኈ⺆ߩ⺆ᒝ൓ߪ଻ᜬߐࠇࠆ߇‫ޔ‬ᯏ⢻⺆ߩᒝ൓ߪᒙൻߐࠇࠆߩߢ‫࠹ޔ‬ࠬ࠻ᢥ㧝ߢߪ‫ޔ‬ᒝ൓ߩ޽ࠆౝኈ⺆㧔Pam, had, chance, chat, nap㧕ߣᒝ൓ߩߥ޿ᯏ⢻⺆㧔a, to, and㧕߇߶߷੤੕ߦ➅ࠅ㄰ߔߣ⠨߃ࠄࠇࠆ‫࠻ࠬ࠹ޕ‬ᢥ㧞ߪ৻ㅪߩౝኈ⺆߆ࠄߥࠆ five bright highlightsࠍ฽߻ߩߢ‫ ޔ‬the Principle of Rhythmic Alternation㧔Selkirk, 1984㧕ߦၮߠ߈(1)a ߩ stress clash ࠍ࿁ㆱߔࠆߚ߼‫ⷙࡓ࠭࡝ޔ‬ೣߦࠃࠅ bright ߩᒝ൓߇ five ߦ⒖േߔࠆߣ⠨߃ࠄࠇࠆ‫⎇ᧄޕ‬ⓥߢߪ‫ޔ‬
five ߦࡈࠜ࡯ࠞࠬ߇⟎߆ࠇ‫(ޔ‬1)b ߩࠃ߁ߥ࡝࠭ࡓ᭴ㅧߣߥࠆߣ઒ቯߒ‫⹤⺆☨ޔ‬⠪߅ࠃ߮ᣣᧄੱ
⧷⺆ቇ⠌⠪ߩ⊒⹤ߢ‫ ߩߎޔ‬rhythmic alternation ߇㖸ჿ⊛ߦታ⃻ߐࠇࠆ߆ߤ߁߆ࠍᬌ⸛ߔࠆ‫ޕ‬
(1)a.

(1)b.
×
×
×
five

×
×
×
bright

×
×
×
high-

×
×
-lights

ĺ

×
×
×
×
five

×
×
bright

×
×
×
high-

×
×
-lights

3. ⚿ᨐߣ⠨ኤ࿑㧝‫ޔ‬㧞ߪ࠹ࠬ࠻ᢥ㧝ߩᲣ㖸㐳ߩᐔဋߣࡇ࠶࠴ߩᄌൻ㧔ᢥ㗡ࠍၮḰߣߒߡ࠮ࡒ࠻࡯ࡦߢ⴫␜㧕−124−

ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળࠍ⴫ࠊߒߚ߽ߩߛ߇‫⹤⺆☨ޔ‬⠪(AS)ߪᲣ㖸㐳ࠍ 100 msec એ਄ᄌൻߐߖߡ‫ⷙߤࠎߣ߶ޔ‬ೣ⊛ߥ㐳⍴ߩ➅ࠅ㄰ߒࡄ࠲ࡦࠍ␜ߒߡ޿ࠆ‫ޕ‬ߎࠇߦኻߒߡ‫ޔ‬ᣣᧄੱ⧷⺆ቇ⠌⠪(JS)ߢߪᒝ൓ߦኻᔕߒߚᲣ㖸㐳ߩᄌൻߪ⷗ࠄࠇߕ‫ޔ‬ઍࠊߞߡჿߩ㜞ߐࠍᄌേߐߖ࡝࠭ࡓࠍታ⃻ߒߡ޿ࠆ(࿑ 2)‫ޕ‬Უ㖸ߩ⍴❗ߪᲣ㖸ߩᒙൻߣ ⋧ 㑐 ߇ ޽ ࠆ ߩ ߢ 㧔 Lindblom,1963㧕‫⹤⺆☨ޔ‬⠪ߪᯏ⢻⺆߅ࠃ߮
had ߩᲣ㖸ࠍᒙൻߒࠪࡘࡢ㖸ൻߒߡ޿ࠆߣផ᷹ߐࠇࠆ‫ޕ‬࠹ࠬ࠻ᢥ㧞ߢߪ‫ޔ‬࿑㧟ߦ␜ߔࠃ߁ߦ‫⹤⺆☨ޔ‬⠪߇㖸ߩ㜞ߐߣᒝߐ(ᢥ㗡ࠍၮḰߣߒߡᱜⷙൻ)ࠍ↪޿ߡ five bright highlights ࠍ 1(b)ߢ઒
ቯߒߚ࡝࠭ࡓ᭴ㅧߦㄭ޿ᒻߢታ⃻ߒߡ޿ࠆߩߦኻߒߡ‫ޔ‬࿑㧠ߦ␜ߔᣣᧄੱቇ↢ߢߪ‫ޔ‬㜞ߐߢߪࠫࠣࠩࠣࡄ࠲ࡦࠍ␜ߒߡ޿ࠆ߽ߩߩ five ߣ bright ߩᏅߪዊߐߊ‫ޔ‬
Normalized pitch(semitone) and intensity (dB)highlights ߢ ߪ
2.5
1.5

ASͲintensity

2.5

JSͲintensityASͲpitch

1.5

JSͲpitch㜞ߐߣᒝߐ߇ㅒ
ߩࡄ࠲ࡦߣߥߞ
ߡ޿ࠆ‫ޕ‬

0.5

0.5એ਄ߩߎߣࠃ

Ͳ0.5

Ͳ0.5

ࠅ‫ޔ‬ᣣᧄੱ⧷⺆

Ͳ1.5

Ͳ1.5

Ͳ2.5

Ͳ2.5

Ͳ3.5

Ͳ3.5

Ͳ4.5

Ͳ4.5

ቇ⠌⠪ߩ⧷ᢥ⊒fivebrighthighͲ࿑䋳䋮☨⺆⹤⠪䈱㜞䈘䈫ᒝ䈘

lights⹤ߢߪ‫ࡓ࠭࡝ޔ‬ߪਥߦ㖸ߩ㜞ߐߢታ⃻ߐࠇࠆ௑
ะ߇㗼⪺ߢ޽ࠅ‫ޔ‬ࡇ࠶࠴ࠕࠢ࠮ࡦ

fivebright highͲ lights࿑䋴䋮ᣣᧄੱቇ⠌⠪䈱㜞䈘䈫ᒝ䈘࠻ߩᣣᧄ⺆ߩᐓ
ᷤ߇␜ໂߐࠇࠆ‫ޕ‬߹ߚ stress clashߦ߅޿ߡߪ‫⹤⺆☨ޔ‬⠪߇㖸ߩᒝߐߣ㜞ߐࠍ↪޿ߡ rhythmic alternation ࠍታ⃻ߔࠆ௑ะࠍ␜ߒߡ
޿ࠆߩߦኻߒߡ‫ޔ‬ᣣᧄੱ⧷⺆ቇ⠌⠪ߢߪ‫ⷰߪࡦ࠲ࡄࡓ࠭࡝ߚߒ⽾৻ޔ‬ኤߐࠇߥ߆ߞߚ‫ޕ‬ෳ⠨ᢥ₂
Selkirk, E. (1984). Phonology and Syntax. USA. MIT.

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OP-428 ᦬ 9 ᣣ (10:05-10:35) / 331 ᢎቶ

Beat 㖸ߩ޽ࠆ⧷⺆࡝࠭ࡓᢎ᧚ߦࠃࠆ⧷⺆࡝࠭ࡓ⠌ᓧߣ⣖ᵄᄌൻਛ㊁ ⑲ሶ㧔਻Ꮊᅚሶᄢቇ㧕ᄐ⋡ ቄઍਭ㧔਻ᎺᎿᬺᄢቇᄢቇ㒮㧕ࠠ࡯ࡢ࡯࠼㧦⧷⺆࡝࠭ࡓቇ⠌㧘⣖ᵄ㧘೨㗡ㇱǰᵄ㧘beat㧘ቇ⠌ലᨐ
1. ߪߓ߼ߦ
⧷⺆࡝࠭ࡓቇ⠌ߢߪᒝ൓૏⟎ࠍ್ᢿ (Cambel et al., 1991)ߒ㧘㖸ߩ㜞ૐ㧘ᒝ൓㑆ߩ㐳ߐ㧔Interstress interval㧘
ISI)ߩቇ⠌߇ⴕࠊࠇࠆ(Wearden, 1993)‫⪺ޕ‬⠪ࠄߪ㧘ᣣᧄੱቇ⠌⠪ߩ 5 ᣣ㑆ߩ⧷⺆࡝࠭ࡓቇ⠌ᤨߩ⥄⊒⣖ᵄࠍ⺞ߴ㧘೨㗡ਛᔃㇱߩǰᵄ߇ቇ⠌ਛߦᄌൻߔࠆೋᱠ⊛ߥ⍮⷗ࠍᓧߚ (Nakano et al., 2007)‫ޕ‬
2. ⎇ⓥ⋡⊛
ᧄ⎇ⓥߢߪ beat ߩ޽ࠆ⧷⺆࡝࠭ࡓᢎ᧚㧔Rhythm Instruction Material, RIM㧕ࠍ૞ᚑߒ, એਅߩ࡝ࠨ࡯࠴࡮
ࠢࠛࠬ࠴࡚ࡦ(RQ)ߦߟ޿ߡ⺞ߴߚ‫੹ޕ‬࿁㧘RIM ߩ࡝࠭ࡓࠍⷡ߃ࠆߎߣࠍ‫ޟ‬ቇ⠌‫ߒߣޠ‬㧘RIM ቇ⠌ᓟߦઁߩ⧷ᢥߢ߽ቇࠎߛ࡝࠭ࡓࠍ⥄ജߢౣ↢ߢ߈ࠆߎߣࠍ‫ޟ‬⠌ᓧ‫ߣޠ‬ቯ⟵ߒߚ‫ޕ‬
RQ1: RIM ߦࠃࠅ⧷⺆࡝࠭ࡓࠍ‫ޟ‬ቇ⠌‫ᤨߩߘޕ߆ߚߒޠ‬㧘beat ߩലᨐߪ޽ࠆ߆‫ޕ‬
RQ2: RIM ߦࠃࠅ⧷⺆࡝࠭ࡓࠍ‫ޟ‬⠌ᓧ‫ ᤨߩߘޕ߆ߚߒޠ‬beat ߩലᨐߪ޽ࠆ߆‫ޕ‬
RQ3: RIM ቇ⠌ߣ⋧㑐ߩ޽ࠆ⣖ᵄߪ޽ࠆߩ߆‫ޕ‬
3. ታ㛎
3.1 ෳട⠪23 ᱦ߆ࠄ 24 ᱦ߹ߢߩஜᏱߥฝ೑߈↵ᕈ 9 ฬߩෳട⠪ߩ߁ߜ 4 ฬࠍ Beat ⟲㧘5 ฬࠍ No-beat ⟲ߣߒߚ‫ޕ‬
TOEIC ߩᐔဋὐߪฦ 407.5r43.5 ὐ㧘396.0r68.1 ὐ(ᐔဋ୯rᮡḰ⺋Ꮕ)ߢ, ਔ⟲㑆ߢ᦭ᗧᏅߪߥ߆ߞߚ‫ޕ‬
3.2 ࡝࠭ࡓᢎ᧚㧔RIM㧕ߣ࠹ࠬ࠻⾗ᢱ㧔Test Material, TM㧕⪺⠪ (2004) ߇૞ᚑߒߚ beat ߇޽ࠆ RIM ߩ Lesson 4 ߆ࠄ 7 ߹ߢࠍታ㛎ߦ૶↪ߒ Beat ⟲ߣߒߚ‫৻ޕ‬ᣇ㧘
No-beat ⟲ߦߪ beat ߇ή޿ࡃ࡯࡚ࠫࡦߩ RIM ࠍ૞ᚑߒߚ‫ޕ‬RIM ߪએਅߩ P1-4 ߩ㧠ߟߩ࡝࠭ࡓࡄ࠲࡯ࡦࠍ
฽߻‫ޕ‬: P1 (٨ ٤ ٨) , P2 (٨ ٤ ٤ ٨) , P3 ( ٨ ٤ ٤ ٤ ٨), P4 (٨ ٤ ٤ ٤ ٤ ٨)‫ޕ‬
RIM ਛߩ࡝࠭ࡓࡄ࠲࡯ࡦࠍ⠌ᓧߒߚ߆ࠍ⺞ߴߚ߼ߦ㧘ISI ਛߩᒙ൓㖸▵ᢙ߇ 1㨪4 ߣᄌൻߔࠆ࡝࠭ࡓࡄ
࡯ࡦ㧔P1㨪P4㧕ࠍ฽߻⧷ᢥ(TM, 4 ᢥ㨤3 ࠮࠶࠻)ࠍ૞ᚑߒ㧘pre-㧘post-test ᤨߦ࡜ࡦ࠳ࡓߦ⺒ࠎߛ‫ޕ‬
3.3 RIM ቇ⠌ታ㛎
Beat, No-beat ⟲ߩቇ⠌⠪ߪ 7 ಽ㑆ߩ RIM ߩᓳ໒ቇ⠌ࠍ 5 ᣣ㑆ⴕߞߚ‫ޕ‬pre-㧘post-test ਛߩቇ⠌⠪ߩ⊒⹤ࠍ㍳㖸ߒ, ᒝ൓Უ㖸ߩᦨᄢ㖸࿶ࡇ࡯ࠢ㑆ࠍ ISI ߣߒߚ‫ޕ‬TM ߩᢥߩᦨೋߣᦨᓟߩᒝ൓Უ㖸ᦨᄢ㖸࿶ࡇ࡯ࠢ㑆ࠍ T ߣߒ‫ ߩࡦ࡯࠲ࡄࡓ࠭࡝ߩ࠻࠶ࠥ࡯࠲ޔ‬ISI ߣߩഀว (ISI/T) ࠍ⋧ኻ⊒⹤ㅦᐲߣߒߚ‫ޕ‬ട߃ߡ㧘RIM
ㆀⴕᤨߩቇ⠌⠪ߩቇ⠌ㅴ᝞⁁ᴫߩᜰᮡߣߒߡ PR ࠍቯ⟵ߒ㧘ᧄታ㛎ߢߪ࡝࠭ࡓࡄ࠲࡯ࡦ P3, P4 ߦߟ޿ߡPR ࠍ᳞߼ߚ㧦PR㧩(ቇ⠌⠪߇ᱜ⏕ߦౣ↢ߒߚ P3, P4 ߩᢙ)/ (RIM ਛߩ P3, P4 ߩ✚ᢙ)
4. ⚿ᨐߣ⠨ኤ
4.1 RIM 䈱䊥䉵䊛䊌䉺䊷䊮䉕ቇ⠌䈚䈢䈎䊶beat 䈱ലᨐ䈲䈅䉎䈎䋨RQ1䋩

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ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

Beat ⟲ߩ PR ߪ 1 ᣣ⋡ߪૐ߆ߞߚ߇㧘5 ᣣ㑆ߩᄌൻߪᄢ߈߆ߞߚ‫৻ޕ‬ᣇ, No-beat ⟲ߪ 1 ᣣ⋡߆ࠄ㜞߆ߞߚ߇㧘5 ᣣ㑆ߩᄌൻߪ Beat ⟲ߦᲧߴዋߥ߆ߞߚ‫ ޕ‬Beat ⟲ߢߪ No-beat ⟲ߦᲧߴߡ 5 ᣣ㑆ߢ᦭ᗧߦჇടߒ
ߚ (F(4,35) = 28.7, p < .0001)‫⚿ߩࠄࠇߎޕ‬ᨐ߆ࠄ RIM ቇ⠌ਛ㧘Beat ⟲ߢߪ࡝࠭ࡓౣ↢⢻ജߦᄌൻ߇޽ࠅቇ
⠌ߒߚߎߣ߇␜ໂߐࠇ㧘beat ߇ౣ↢ࠍⷙ೙ߒߚߩߢೋᣣߩᚑ❣߇ૐ߆ߞߚߣ⠨߃ࠄࠇࠆ‫ޕ‬
4.2 RIM 䈮䉋䉍⧷⺆䊥䉵䊛䉕䇸⠌ᓧ䇹䈚䈢䈎䊶䈠䈱ᤨ beat 䈱ലᨐ䈲䈅䉎䈎䋨RQ䋲䋩
Beat ⟲ߢߪ pre-test ߦᲧߴ post-test ߢߪ᦭ᗧߦ ISI/T ߇ᷫዋߒߚ (F(1,88)=10.2㧘p< .005)‫৻ ޕ‬ᣇ㧘No-beat⟲ߢߪ pre-, post-test 㑆ߢ᦭ᗧᏅߪߥ߆ߞߚ‫ޕ‬એ਄ߩ⚿ᨐ߆ࠄ㧘beat ߩ޽ࠆ RIM ߢߪ࡝࠭ࡓࠍ⠌ᓧߒ㧘৻ᣇ㧘beat ߇ή޿ᢎ᧚ߢߪቇ⠌ਛߪ࡝࠭ࡓࠍౣ↢ߒ߿ߔ޿߇㧘⠌ᓧߪ಴᧪ߥ߆ߞߚߎߣ߇␜ໂߐࠇߚ‫ޕ‬
4.3 RIM ቇ⠌䈫⋧㑐䈱䈅䉎⣖ᵄ䈲䈅䉎䈎䋨RQ3䋩
ǰ㧘ǩ㧘Ǫᵄࡄࡢ࡯୯ߣ PR ߩ⋧㑐㑐ଥࠍ⺞ߴߚߣߎࠈ Beat ⟲ߩ Fz㧘F3㧘F4 ߦ߅ߌࠆ ș ᵄࡄࡢ࡯୯
ߣ PR ߦᱜߩ⋧㑐߇޽ࠅ㧘T3 ߩ ș ᵄࡄࡢ࡯୯㑆ߦ⽶ߩ⋧㑐߇޽ߞߚ‫৻ޕ‬ᣇ㧘No- beat ⟲ߢߪ᦭ᗧߥ⋧㑐ߪߥ߆ߞߚ‫ࠍࡓ࠭࡝ޕ‬ᗧ⼂ߔࠆᤨߩ೨㗡೨㊁ߩᵴᕈൻ߇ᵈᗧജߦ㑐ਈߒߡ޿ࠆႎ๔(Thaut, 2006)ߣห᭽ߦ㧘ᧄታ㛎ߢ߽RIMߩbeatߦࠃࠅ೨㗡ㇱǰᵄࡄࡢ࡯୯߇਄᣹ߒߡᵈᗧജ߇㜞߹ࠅ⣖ߦ౉ജߔࠆ⧷⺆ߩᒝ൓Უ㖸ߦലᨐ⊛ߦᵈᗧ߇ะߌࠄࠇߚߣᕁࠊࠇࠆ‫ޕ‬PR ߣ T3 ߩǰᵄࡄࡢ࡯୯㑆ߩ⽶ߩ⋧㑐ߦߟ޿ߡߪ㧘Ꮐඨ⃿ㇱߪ⊒⹤಴ജߩࡕ࠾࠲࡝ࡦࠣߦ㑐ࠊߞߡ޿ࠆߣ⠨߃ࠄࠇߡ߅ࠅ㧔቟੗࡮㈬੗, 2006㧕㧘ቇ⠌೨ඨ‫ޔ‬ቇ⠌⠪
ߪ beat ࠍ઻߁㖸ჿಣℂߣౣ↢ߔࠆㆇേಣℂࠍࡕ࠾࠲࡯ߒߥ߇ࠄ࡝࠭ࡓࠍ⸥ᙘߒߚ߇㧘ᓟඨߪᣢߦ࡝࠭ࡓ
ࠍ⸥ᙘߒߚߩߢ㖸ჿ࡮ㆇേಣℂ߳ߩࡕ࠾࠲࡯߇ᷫዋߒ㧘ș ᵄࡄࡢ࡯୯߇ᷫዋߒߚߩ߆߽ߒࠇߥ޿‫ޕ‬
4.4 ࡝࠭ࡓߩᣧߐߦࠃࠆ㖸㖿ಣℂߩ㆑޿ߩน⢻ᕈ
2 ⟲ߩ ISI/T ߪ P2 ߩ࡝࠭ࡓઃㄭߢ௑߈߇ᄌൻߒ㧘PR ߩ௑߈ߪ ISI ਛߩᒙ൓߇ 1 ୘㧔P1㧕߆ࠄ 2 ୘㧔P2㧕
ߦჇ߃ߚᤨߩᣇ߇ࠃࠅ㜞ߊߥߞߡ߅ࠅ㧘P2 ߩ⊒⹤ㅦᐲઃㄭࠍႺߦ㖸㖿ಣℂߩᣇᴺ߇⇣ߥߞߡ޿ࠆน⢻ᕈࠍ␜ߒߡ޿ࠆ‫ᧄޕ‬ታ㛎ߩ⧷⺆ߩ࡝࠭ࡓࡄ࠲࡯ࡦ P2 ઃㄭߪ 250㨪330ms ߩㅦᐲߦ⋧ᒰߒ‫ޔ‬ᴡ㊁㧔2008㧕ߩ␜ߔ㖸㖿ಣℂߩ⇣ߥࠆႺ⇇ߩ 300ms ઃㄭߦ⋧ᒰߔࠆߩߢ㧘P1 ߩ࡝࠭ࡓౣ↢ߢߪ analytic ߥ૞ᬺ߇ⴕࠊ
ࠇ, P2 એ਄ߩࠃࠅᣧ޿࡝࠭ࡓߩౣ↢ߢߪ㖸㖿ಣℂࠍ holistic ߦ૞ᬺߒߡ࡝࠭ࡓࠍో૕⊛ߦ⍮ⷡߔࠆ࠴ࡖ
ࡦࠠࡦࠣ૞ᬺࠍⴕߞߡ޿ߚߩߢߪߥ޿߆ߣ޿߁น⢻ᕈ߇⠨߃ࠄࠇࠆ‫ޕ‬⻢ㄉᧄ⎇ⓥߪ, ⑼⎇⾌㧔18320095㧕ߩ⵬ഥࠍฃߌߡⴕࠊࠇߚ‫ߦߎߎޕ‬ᗵ⻢ߒ߹ߔ‫ޕ‬ෳ⠨ᢥ₂
Cambell, R,. Rosen, S., Solis-Macias, V. & White, T. (1991) Stress in silent reading: Effects of concurrent articulation on
the detection of syllabic stress patterns in written words in English speakers. Language and Cognitive Processes, 6,29-47.
Nakano, H., Yoshida, N. and Natsume, K. (2007) Analysis of EEG pattern measured at eight electrodes on L2 English
rhythm acquisition. Language Education & Technology, 44, 155-167.
Thaut, M, H. (2006) ਃᅢᕡ᣿ઁ㧔⸶㧕‫ࡓ࠭࡝ޡ‬㧘㖸ᭉ㧘⣖㧦␹⚻⑼ቇ⊛㖸ᭉ≮ᴺߩ⑼ቇ⊛ᩮ᜚ߣ⥃ᐥᔕ↪‫᧲ޢ‬੩㧦౒หකᦠ಴ ␠㧚
Wearden, J.H. (1993) Decisions and memories in human timing. Psychologia Belgica, 3, 54-73.
ᴡ㊁቞ᄦ㧔⋙ୃ㧕(2008) ‫⹺ߣ߫ߣߎޡ‬⍮ߩߒߊߺ‫᧲ޢ‬੩㧦ਃ⋭ၴ㧚቟੗ᜏ਽࡮㈬੗㇌ཅ㧔2006㧕㖸ჿ⸒⺆ಣℂߣ஥㗡⪲‫⥃ޡ‬ᐥ␹⚻⑼ቇ‫ ޢ‬24, 743-745.

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OP-438 ᦬ 9 ᣣ (10:55-11:25) / 331 ᢎቶᣣᧄੱቇ⠌⠪ߩ࡝ࠬ࠾ࡦࠣߣࠬࡇ࡯ࠠࡦࠣߦ߅ߌࠆ⧷⺆ߩ࡝࠭ࡓᮻ੗ ᱞ㧔㔚᳇ㅢାᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 ⧷⺆ߩ࡝࠭ࡓ㧘࡝࠭ࡓࡄ࠲࡯ࡦ㧘ᐓᷤ㧘㖸▵ߩᒝ൓㧘syllable-timed rhythm
1. ߪߓ߼ߦ
ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦߩᚻᲑߣߒߡ⧷⺆ࠍ⡬߈‫ߔ⹤ޔ‬㓙ߩ⧷⺆ߩ࡝࠭ࡓߩᓎഀࠍតࠅߥ߇ࠄ‫ޔ‬ᣣᧄੱߩ⧷⺆࡝࠭ࡓߩ₪ᓧࡊࡠ࠮ࠬࠍᮨ⚝ߔࠆ‫ޕ‬Adams (1979)ߪ‫ࠍ⺆⧷ޔ‬ᄖ࿖⺆ߣߒߡቇ߱ቇ⠌⠪㧟㧜ฬߩ࡝࠭ࡓ⠌ᓧߦ㑐ߔࠆ⎇ⓥࠍⴕ޿‫ޔ‬Tarui (2005)ߪ‫ޔ‬ᣣᧄੱ⧷⺆ቇ⠌⠪ࠍታജ೎ߦಽ㘃ߒ⧷⺆࡝࠭ࡓߩቇ⠌ࡊࡠ࠮ࠬࠍ⺞ᩏߒߚ‫⊒ߩ⺆⧷ޕ‬㖸ߦ㑐ߒߡߪ‫ޔ‬Chela-Flores (1998)‫ࡓ࠭࡝ߩ⺆⧷ޔ‬ᢎ⢒ߦ㑐ߒߡߪ‫ޔ‬Kubozono(1993), Kondo (1995), Minematsu et al. (2000) ߇᦭⋉ߢ޽ࠆ‫ޕ‬ᣣᧄ⺆ߩ⧷⺆߳ߩ⸒⺆ᐓᷤߦ㑐ߒߡߪ‫ޔ‬Lado(1975)‫ߩࡓ࠭࡝ޔ‬ታ〣⊛⸠✵ߢߪ‫ޔ‬Prator (1972) ߇ෳ⠨ߦߥࠆ‫ޕ‬
2. ⎇ⓥ⋡⊛
⧷⺆ߩቇജߦ㆑޿ߩ޽ࠆᣣᧄੱ⧷⺆ቇ⠌⠪ߦ㑐ߒߡ‫ޔ‬a)࡝ࠬ࠾ࡦࠣߢߪ‫ࡓ࠭࡝⺆⧷ޔ‬ᒝ൓ߩᒙ޿㖸ჿㇱಽࠍ⡬߈ขࠆߎߣ߇㔍ߒ޿‫ޔ‬b)ࠬࡇ࡯ࠠࡦࠣߢߪ‫ߩ⺆⧷ޔ‬ታജ߇ะ਄ߔࠆߦߟࠇߡᣣᧄ⺆⊛ߥ⧷⺆ߩ࡝࠭ࡓ߇⧷⺆ᧄ᧪ߩᒝᒙߩ޽ࠆ࡝࠭ࡓߦᄌൻߔࠆߣ޿߁㧞ὐࠍ⺞ᩏߒߚ‫ޕ‬
3. ⎇ⓥᣇᴺ
3.1 ෳട⠪ᄢቇߩ㧝࡮㧞ᐕ↢߇⧷⺆ߩ࡝ࠬ࠾ࡦࠣ࠹ࠬ࠻ࠍฃߌߚᓟߦ‫ޔ‬ታജߦᔕߓߡ‫ޔ‬਄૏‫ޔ‬ਛ૏‫ޔ‬ਅ૏߆ࠄߘ
ࠇߙࠇ㧞㧜ฬ㧔⸘㧢㧜ฬ㧕߇ታ㛎ߦෳടߒߚ‫ޕ‬਄૏‫ޔ‬ਛ૏‫ޔ‬ਅ૏ߩࠣ࡞࡯ࡊࠍߘࠇߙࠇ A, B, C ߣߔࠆ‫ޕ‬
3.2 ⸒⺆᧚ᢱᄢቇ౉⹜࠮ࡦ࠲࡯ᐔᚑ㧝㧤ᐕᐲ⧷⺆໧㗴㧔࡝ࠬ࠾ࡦࠣో㧞㧡໧㧕ࠍ࡝ࠬ࠾ࡦࠣ࠹ࠬ࠻(L)ߦ૶↪ߒ‫࠹ޔ‬ࠬ࠻⚿ᨐ㧔㔍ᤃᐲ㧕ࠍ⠨ᘦߒߡ‫ߩߡోޔ‬໧㗴ߩਛ߆ࠄ G1㨪G7 ߣߒߡ 39 ߩ⧷ᢥࠍㆬ߮ Dictation(D)ߦ૶
↪ߒߚ‫ޕ‬ᰴߦ‫ߩ⺆⧷ߩ߼ߚߩ࠻ࠬ࠹ࠣࡦ࠾ࠬ࡝ߡߒߣ࠻ࠬ࠹⹺⏕ޔ‬㖸ჿㇱಽࠍ⧷ᢥߦᦠ߈⋥ߒߚ໧㗴(W)ࠍౣᐲ⸃޿ߡ߽ࠄߞߚ‫ᦨޕ‬ᓟߦ‫ޔ‬Read aloud ↪ߩ㧝㧡ߩ⧷⺆⴫⃻ࠍ㍳㖸ߒߡ߽ࠄ޿‫(ࡦ࡯࠲ࡄࡓ࠭࡝ޔ‬R)
ࠍಽᨆߒߚ‫ޕ‬
1. happy2. behind3. communication
4. important

5. information

6. didn’t buy
7. a glass of water
8. try to do it now
9. on the desk
10. get dark

11. Boys got books.
12. come into the room.
13. I wanted to know.
14. A friend in need is a friend indeed.
15. It’s a long time since he left home for the city.

3.3 ಽᨆᣇᴺ
㍳㖸ᓟߦ㖸ჿߩᵄᒻ‫ᤨޔ‬㑆߅ࠃ߮ᒝ൓ࡄ࠲࡯ࡦ ٨٨٨ ࠍ⴫␜ߔࠆ PC ࠰ࡈ࠻(PC@LL)ࠍ૶↪ߒߚ‫ޕ‬
4. ⚿ᨐߣᬌ⸛
㧞㧡໧ࠍ㧞㧡ὐߣߒߡ⸘▚ߒߚ࡝ࠬ࠾ࡦࠣ࠹ࠬ࠻(L)ߩ⚿ᨐ‫ޔ‬A, B, C ฦࠣ࡞࡯ࡊ
㧔A: 20 ฬ, B: 20 ฬ, C: 20ฬ㧕ߩᐔဋὐߪ‫ޔ‬21.9, 18.1, 14.0 ߢ޽ߞߚ‫ޕ‬ಽᢔಽᨆ࡮ᄙ㊀Ყセߩ⚿ᨐ‫ޔ‬ฦࠣ࡞࡯ࡊ㑆ߦ᦭ᗧᏅ߇޽
ߞߚ㧔એᓟߩࠣ࡞࡯ࡊ㑆ߩᲧセߪ‫ޔ‬ಽᢔಽᨆ࡮ᄙ㊀Ყセ[01%᳓Ḱ]ߦࠃࠆ㧕‫ߩ⺆⧷ޕ‬㖸ჿㇱಽࠍ⧷ᢥߦᦠ

−128−

ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ߈⋥ߒߚ໧㗴ߩ࠹ࠬ࠻⚿ᨐ(W)ߦߟ޿ߡߪ‫ޔ‬A, B, C ߩᐔဋὐߪ‫ޔ‬23.3, 22.1, 20.7 ߢ޽ࠅ‫ޔ‬A ߣ C એᄖߦ᦭ᗧᏅߪߥ߆ߞߚ‫ޕ‬G1㨪G7 ߩ㧟㧥ߩ⧷ᢥߩ Dictation ߩ⚿ᨐ(D)‫ޔ‬A, B, C ߩᐔဋὐߪ‫ޔ‬18.7 26.4, 36.8
ߢ޽ࠅ‫ޔ‬A ߣ B ߩ㑆ߦߪ᦭ᗧᏅߪߥߊ‫ޔ‬A ߣ C, B ߣ C ߩ㑆ߦߪ᦭ᗧᏅ߇޽ߞߚ‫ޕ‬㧝㧡ߩ⧷⺆⴫⃻ߩ࡝࠭ࡓߩ⹏ଔߪ‫ޕߚߞⴕߢࡦ࡯࠲ࡄࡓ࠭࡝ޔ‬Try to do it now ߩ࡝࠭ࡓߪ‫ޔ‬٨٨٨٨٨߇ᦸ߹ߒ޿߇‫ޔ‬٨٨٨٨٨ߩࠃ߁ߦ⹤ߒߚ႐วߦߪ‫╙ޔ‬㧟⇟⋡ߣᦨᓟߩᒝ൓߇ή޿ߩߢߘࠇߙࠇࡑࠗ࠽ࠬ㧝‫⸘ޔ‬㧞ὐߩࡑࠗ࠽ࠬ

ߣ⹏ଔߒߚ‫ࡊ࡯࡞ࠣࠍࡦ࡯࠲ࡄࡓ࠭࡝ޕ‬㑆ߢᲧセߒߚ⚿ᨐ‫ࡊ࡯࡞ࠣߩߤޔ‬㑆ߦ߽᦭ᗧᏅ߇ߥ߆ߞߚ‫ޕ‬
5. ࠊ߆ߞߚߎߣ
ᄢቇ㧝࡮㧞ᐕ↢ࠍኻ⽎ߣߒߚ⺞ᩏ࡮⎇ⓥߩ⚿ᨐ‫ޔ‬ᢥሼߢᦠ߆ࠇߚ⧷⺆ߪหߓࠃ߁ߦℂ⸃ߢ߈ࠆ߇‫ޔ‬⡬߈ขࠅߣᦠ߈ขࠅ㧔dictation㧕ߢߪ‫ޔ‬਄૏࡮ਛ૏࡮ਅ૏ߩታജ೎ࠣ࡞࡯ࡊ㑆ߦᏅ߇⷗ࠄࠇߚ‫⺆⧷ޔߚ߹ޕ‬ࠍ⹤ߔᤨߩ࡝࠭ࡓⷐ࿃ߦߪ‫ࠅ߹޽ޔ‬㗼⪺ߥᏅߪ⷗ࠄࠇߥ߆ߞߚ‫ߥ߁ࠃߩߎޕ‬੐ታߦߪ‫ޔ‬ᣣᧄੱ⧷⺆ቇ⠌⠪ߩ⧷⺆ߩ࡝࠭ࡓ߇ኒធߦ㑐ㅪߒߡ߅ࠅ‫ޔ‬⡬߈ขࠆߎߣ߇㔍ߒ޿ߩߪ⧷⺆࡝࠭ࡓߩᒝ൓ߩᒙ޿ㇱಽߦᄙߊ‫߽ߢ⺆⧷ߔ⹤ޔ‬ᣣᧄ⺆⊛ߥ࡝࠭ࡓߢ⧷⺆ࠍ⊒⹤ߒߡ޿ࠆߎߣ߇⹺߼ࠄࠇߚ‫ޕ‬ᣣᧄੱ⧷⺆ቇ⠌⠪߇⧷⺆ࠍ⡬߈‫ޔߦᤨߔ⹤ޔ‬ᣣᧄ⺆․᦭ߩ⸒⺆࡝࠭ࡓ㧔syllable-timed rhythm㧕ߩᐓᷤࠍฃߌࠆߩߪ⥄ὼߥߎߣߢ
޽ࠅ‫ߥ߁ࠃߩߘޔ‬ᐓᷤߩᐲว޿ߪ‫ߩ⺆⧷ޔ‬ታജ߇ะ਄ߔࠆߦߟࠇߡૐਅߔࠆ௑ะ߇޽ࠆߎߣ߽ታ⸽ߐࠇ
ߚ‫ޕ‬㧖ᧄ⎇ⓥߪ‫ޔ‬ᐔᚑ㧞㧜ᐕᐲ߆ࠄ㧞㧠ᐕᐲߩ⑼ቇ⎇ⓥ⾌⵬ഥ㊄㧔ၮ⋚⎇ⓥ(C)㧕⺖㗴⇟ภ 20520492㧔ᣣᧄੱ⧷⺆ߩ࡝࠭ࡓⷐ࿃ಽᨆߣ࡝࠭ࡓቇ⠌ᢎ᧚㐿⊒㧕ߩ⎇ⓥߩ৻ㇱࠍߥߔ߽ߩߢ޽ࠆ‫⎇ᧄޔߚ߹ޕ‬ⓥߩ৻ㇱߦ
JACET 㑐⷏ߩ࡝ࠬ࠾ࡦࠣ⎇ⓥળߩ⎇ⓥᚑᨐࠍෳ⠨ߦߐߖߡ޿ߚߛ޿ߚߎߣߦᗵ⻢޿ߚߒ߹ߔ‫ޕ‬ෳ⠨ᢥ₂
Adams, Corinne (1979). English Speech Rhythm and the Foreign Learner. The Hague: Mouton.
Chela-Flores, Bertha (1998). Teaching English Rhythm: From Theory to Practice. Caracas: Fondo Editorial
Tropykos.
Kondo, Y. (1995). Production of Schwa by Japanese Speakers of English: a Crosslinguistic Study of Coarticulatory
Strategies, Unpublished PhD thesis, University of Edinburrgh.
Kubozono, Haruo (1993). The Organization of Japanese Prosody, Tokyo: Kuroshio Publishers.
Lado. R. et al. (1975). English Pronunciation. Ann Arbor: The University of Michigan Press.
Minematsu, N., Kobashikawa, S., Hirose. K. and Erickson. D. (2000). Acoustic Modeling of Sentence Stress Using
Differential Features between Syllables for English Rhythm Learning System Development. Proc. ICSLP,
Denver, Vol.2, 745-748
Prator, Jr., C.H. (1972). Manual of American English Pronunciation (rev. ED. B.W. Robinet). New York: Holt,
Reinhart and Winston.
Tarui,T. 2005. ‘English Speech Rhythm and the Japanese Learner: a Temporal Study’. PhD thesis, The Universityof Reading. Reading.

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OP-448 ᦬ 9 ᣣ (11:30-12:00) / 331 ᢎቶᢎ⡯⺖⒟ߦ߅ߌࠆ⧷⺆⊒㖸ᜰዉߩ૏⟎ߠߌ᦭ᧄ ⚐㧔㑐⷏࿖㓙ᄢቇ㧕ᴡౝጊ ⌀ℂ㧔㑐⷏࿖㓙ᄢቇ㧕ਛ⷏ ߩࠅߎ㧔␹ᚭቇ㒮ᄢቇ㧕ጊᧄ ⺈ሶ㧔␹ᚭቇ㒮ᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 ⊒㖸ᜰዉ㧘ᢎ⡯⺖⒟㧘ࠞ࡝ࠠࡘ࡜ࡓ㧘⧷⺆⑼ᢎ⢒ᴺ㧘ࠕࡦࠤ࡯࠻⺞ᩏ
1. ߪߓ߼ߦ
ᧄ⎇ⓥࠣ࡞࡯ࡊߦࠃࠆߎࠇ߹ߢߩ⺞ᩏߢ, 1)ਛቇᩞߩ᝼ᬺߢ⊒㖸ᜰዉ߇Ⓧᭂ⊛ߦⴕࠊࠇߡ޿ߥ޿ߎߣ,2)ቇ↢ᤨઍߦ⊒㖸ᜰዉࠍචಽߦቇࠎߛߣᝒ߃ߡ޿ߥ޿⃻⡯ᢎຬ߇ᄙ޿ߎߣ(ᴡౝጊઁ 2011), 3)ㄭ⇰࿾ᣇߢᢎ⡯⺖⒟ࠍ⸳⟎ߒߡ޿ࠆᄢቇߩ⧷⺆⑼ᢎ⢒ᴺࠪ࡜ࡃࠬ਄ߩ⸥ㅀߢߪ, ⊒㖸ߦ㑐ߔࠆ㗄⋡߇ઁߩᜰዉ㗄⋡ߣᲧߴߡዋߥߊߪߥ޿ߎߣ㧔170 ࠪ࡜ࡃࠬਛ, ⚂ 1/3㧕, ߒ߆ߒߥ߇ࠄ, 4)ᜰዉᴺߦ⹥ᒰߔࠆ㗄⋡ߩᲧ₸߇ૐ޿ߎߣ(᦭ᧄઁ 2012) ߩ 4 ὐ߇᣿ࠄ߆ߦߥߞߚ‫ޕ‬ߘߎߢ, ᧄ⎇ⓥߢߪ, ⺞ᩏኻ⽎ࠍో࿖ߩᄢቇߦᐢߍ, ⧷
⺆⑼ᢎ⢒ᴺએᄖߩ⑼⋡ߩ⃻⁁߽฽߼ߡో૕௝ࠍᛠីߔࠆߚ߼ߦ, ⧷⺆ߩᢎ⡯⺖⒟ࠍ⸳⟎ߒߡ޿ࠆᄢቇࠍ
ኻ⽎ߦࠕࡦࠤ࡯࠻⺞ᩏࠍታᣉߒߚ‫ޕ‬዁᧪ᜰዉ⠪ߣߥࠆߚ߼ߦߪ, ᰴߩ 3 ಽ㊁ࠍቇࠎߢ߅ߊᔅⷐ߇޽ࠅ, ᧄ⎇ⓥࠣ࡞࡯ࡊߢߪߎࠇࠄࠍ✚วߒߡ‫⊒⺆⧷ޟ‬㖸ᜰዉജ‫ߣޠ‬๭ࠎߢ޿ࠆ‫ߪ⴫⊒ᧄޕ‬, ߎࠇࠄߩⷰὐ߆ࠄⴕߞߚಽᨆߩਛ㑆ႎ๔ߢ޽ࠆ‫ޕ‬(a) ⧷⺆㖸ჿቇߦ㑐ߔࠆ⍮⼂(b) ⥄Ꮖߩ⧷⺆⊒㖸⢻ജߩะ਄(c) ⧷⺆ߩ⊒㖸ᜰዉᛛⴚߩ⠌ᓧ
2. ࠕࡦࠤ࡯࠻⺞ᩏ
2.1 ⺞ᩏኻ⽎ ⧷⺆ߩᢎ⡯⺖⒟ࠍ⸳⟎ߒߡ޿ࠆో࿖ߩ 320 ᄢቇ 397 ቇㇱ ࠍኻ⽎ߦ, એਅߩ㗄⋡ࠍ฽߻ࠕࡦࠤ࡯࠻⺞ᩏ‫ޕ‬ㅍઃవߪ, ᢎോ⺖⡯ຬ߅ࠃ߮⧷
⚕ࠍㅍઃߒߚ㧔⺞ᩏᦼ㑆㧦2011 ᐕ 12 ᦬ޯ2012 ᐕ 1 ᦬, ࿁෼₸ 56.9%㧕
⺆ᢎ⡯⑼⋡ᜂᒰᢎຬߣߒߚ‫ޕ‬ (1) ⧷⺆⊒㖸߿⧷⺆㖸ჿቇߦ㑐ߔࠆ⑼⋡߇ឭଏߐࠇߡ޿ࠆ߆
 (2) Ԙ৻⥸ᢎ⢒⑼⋡࡮ቇㇱ౒ㅢ⑼⋡, ԙᢎ⡯⺖⒟ߩᢎ⑼ߦ㑐ߔࠆ⑼⋡, Ԛԙએᄖߩ⧷⺆ኾ᡹⑼⋡ߩ  ߤߩ⟲ߦዻߒߡ޿ࠆ߆
2.2 ⺞ᩏ⚿ᨐ
2.2.1 ో૕ߩ⚿ᨐ࿁╵ࠍᓧߚ 226 ቇㇱߩౝ 95.6%߇, ⧷⺆⑼ᢎ⢒ᴺએᄖߢ⊒㖸ߦ㑐ߔࠆ㗄⋡ࠍᛒߞߡ޿ࠆ⑼⋡߇޽ࠆߣ࿁╵ߒߚ‫ޕ‬ᰴߦ, ߘࠇࠄߩ⑼⋡(ⶄᢙ࿁╵޽ࠅ)߇Ԙ৻⥸ᢎ⢒⑼⋡, ԙᢎ⑼ߦ㑐ߔࠆኾ㐷⑼⋡, Ԛቇㇱ࡮ቇ⑼ߩኾ㐷⑼⋡ߩߤߩ⑼⋡⟲ߦ฽߹ࠇߡ޿ࠆ߆ࠍಽᨆߔࠆߣ, 89.9%ߪԙߩᢎ⑼ߦ㑐ߔࠆኾ㐷⑼⋡ߢ޽ࠆߎߣ߇್᣿ߒߚ‫ߜࠊߥߔޕ‬, ⧷⺆ቇ㗔ၞߦ߅ߌࠆ‫⺆⧷ޟ‬ቇ᭎⺰‫⺆⧷ޟ߿ޠ‬㖸ჿቇ‫╬ޠ‬, ⧷⺆ࠦࡒࡘ࠾ࠤ࡯ࠪ
࡚ࡦ㗔ၞߦ߅ߌࠆ‫ޠࠣࡦࠠ࡯ࡇࠬޟ‬࡮‫⧷ޟ‬ળ⹤‫ޠ‬࡮‫ߢ⋡⑼ߩ╬ޠࡦ࡚ࠪ࡯ࠤ࠾ࡘࡒࠦ⺆⧷ޟ‬, ⊒㖸ߦ㑐ߔࠆ㗄⋡߇ᛒࠊࠇߡ޿ࠆߎߣ߇ಽ߆ߞߚ‫ޕ‬ᰴߦ, ฦ‫ߩޘ‬ᔅୃ⑼⋡ࠪ࡜ࡃࠬ߆ࠄฦ࿁ߩ᝼ᬺౝኈࠍ⹦⚦ߦᬌ⸛ߒ, એਅߩ⚿ᨐࠍᓧߚ‫ޕ‬−130−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

2.2.2 ⧷⺆㖸ჿቇ࡮⊒㖸♽⑼⋡ߩ႐ว․ߦ, ⊒㖸ߦ㑐ߒߡ⋥ធขࠅᛒߞߡ޿ࠆߣ⠨߃ࠄࠇࠆߩߪ, ⧷⺆㖸ჿቇ߅ࠃ߮‫⊒ޟ‬㖸‫⋡⑼ࠍޠ‬ฬߦઃߌߡ޿ࠆ႐วߢ޽ࠆ‫ޕ‬਄⸥ 226 ቇㇱߢ㐿⻠ߐࠇߡ޿ࠆ㖸ჿ㑐ଥߩᔅୃ⑼⋡ࠪ࡜ࡃࠬߢ, ฦ࿁ߩ᝼ᬺౝኈࠍ
♖ᩏߔࠆߣ, (a)⍮⼂ࠍᛒߞߡ޿ࠆ⑼⋡ߪ 53 ⑼⋡, (b)⊒㖸⢻ജߩ⸠✵ࠍᛒߞߡ޿ࠆ⑼⋡ߪࠊߕ߆ 11 ⑼⋡ߒ߆ߥ߆ߞߚ‫ޕ‬ᢎ⡯⺖⒟ࠍጁୃߔࠆቇ↢߇, ⧷⺆⊒㖸ᜰዉജࠍ᭴ᚑߔࠆ 3 ߟߩಽ㊁ࠍቇ߫ߥߊߡ߽ᢎຬ఺
⸵ࠍขᓧߔࠆߎߣ߇ߢ߈, ⊒㖸ᜰዉߦ⥄ା߇ᜬߡߥ޿ᢎຬࠍ↢ߺ಴ߔน⢻ᕈ߇޽ࠆ‫ޕ‬
2.2.3 ᢎ⢒ቇㇱߩ႐ว ⺞ᩏࠍታᣉߒߚਛ߆ࠄᢎ⢒ቇㇱ㧔߅ࠃ߮ᢎ⢒♽ቇㇱ㧕34 ᄢቇ 149 ⑼⋡ࠍ᛽಴ߒ, ߘߩᔅୃ⑼⋡ࠪ࡜ࡃࠬࠍ⺞ᩏߒߚ‫ޕ‬ᢎ⢒ቇㇱࠍᛒߞߚℂ↱ߪ, 1)ᢎ⡯⑼⋡߇, ઁቇㇱࠃࠅ߽లታߒߡ޿ࠆߣ⠨߃ࠄࠇࠆ, 2)තᬺᓟ, ᢎຬߦߥߞߡ޿ࠆഀว߇ᄙ޿ߣ⠨߃ࠄࠇࠆߎߣߢ޽ࠆ‫ޕ‬ਥⷐߥ⑼⋡ߪ, ⧷⺆⑼ᢎ⢒ᴺ࡮⧷⺆ቇ᭎⺰࡮⧷⺆㖸ჿቇ࡮⧷⺆ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦߥߤߢ޽ࠆ‫ޕ‬ ‫⊒⺆⧷ޟ‬㖸ᜰዉജ‫ߦޠ‬㑐ߒߡಽ㘃ߔࠆߣ, (a)⧷⺆㖸ჿቇߦ㑐ߔࠆ⍮⼂ߪ 21 ᄢቇ 31 ⑼⋡, (b)⥄ಽߩ⧷⺆⊒㖸⢻ജࠍ㜞߼ࠆ✵⠌ࠍᛒ߁⑼⋡ߪ 17 ᄢቇ 24 ⑼⋡, (c)⊒㖸ᜰዉᛛⴚߩ⠌ᓧࠍᛒ߁⑼⋡ߪ 7 ᄢቇ 11 ⑼⋡ߦ⇐߹ࠅ, ޿ߕࠇ߽ᭂ߼ߡዋߥ޿ߎߣ߇್᣿ߒߚ‫ߜࠊߥߔޕ‬, 3 ⷐ⚛ࠍࡃ࡜ࡦࠬࠃߊታᣉߔࠆࠞ࡝ࠠࡘ࡜
ࡓࠍᜬߟᄢቇߪ, 8 ᄢቇߒ߆ߥ޿‫ޕ‬ㅒߦ, 3 ⷐ⚛߇߹ߞߚߊ฽߹ࠇߡ޿ߥ޿⑼⋡ߪ 117 ⑼⋡ߦ߽ߥࠅ, 12 ᄢቇߢߪ, 㖸ჿߦ㑐ߔࠆቇ⠌ߪ฽߹ࠇߡ޿ߥ޿‫ޕ‬
3. ⠨ኤ
 ᄢㇱಽߩቇㇱߢߪ, ⧷⺆⊒㖸ߦ㑐ࠊࠆ⑼⋡߅ࠃ߮ౝኈࠍᢎ⡯⺖⒟ߢឭଏߒߡ޿ࠆߣ޿߁࿁╵ߢ޽ߞߚ߇, ታ㓙ߦࠪ࡜ࡃࠬߦ〯ߺㄟࠎߢಽᨆߔࠆߣ, ߘߩታᘒߦߪ⊒㖸ᜰዉജ㙃ᚑߣ޿߁ὐߢ໧㗴߇޽ࠆߎߣ
߇್᣿ߒߚ‫ߜࠊߥߔޕ‬, ⧷⺆㖸ჿቇߩ⍮⼂ࠍᓧࠆߎߣ߿, ᧄੱߩ⊒㖸߇ะ਄ߔࠆߎߣࠍ, ৻ㇱߩ⑼⋡ߢᛒߞߡ޿ࠆ߽ߩߩ, ⧷⺆⑼ߩᢎຬ఺⸵ࠍขᓧߔࠆ⠪ߩᄢㇱಽߪ, ߘߎߢቇࠎߛ⍮⼂߿⊒㖸⢻ജࠍ, ᢎຬߣߒߡቇ⠌⠪ߦߤ߁વ߃ࠆ߆ߣ޿߁ౕ૕⊛ߥᜰዉᴺࠍචಽቇ߱ߦ⥋ߞߡ޿ߥ޿ߣ⸒߃ࠆ‫⃻ޕ‬⡯ᢎຬ߇⊒㖸ᜰዉߦᶖᭂ⊛ߢ޽ࠆߎߣࠍ⠨߃ࠆߣ, ᔅୃ⑼⋡㧔ߩ৻ㇱ㧕ߣߒߡᢎ⡯⺖⒟ࠍጁୃߔࠆቇ↢߇ቇ߱ߎߣ߇
ᦸ߹ߒ޿‫ޕ‬4. ߅ࠊࠅߦ
੹ᓟߪ, ⊒㖸ᜰዉߩᢎ⡯⺖⒟ߦ߅ߌࠆ૏⟎ߠߌࠍᢎ⢒ቇㇱએᄖߩࠪ࡜ࡃ߽ࠬ♖ᩏߔࠆߎߣߢ᣿ࠄ߆ߦ
ߒ, ߘߩ⚿ᨐࠍ〯߹߃ߡ‫⊒ޟ‬㖸ᜰዉᴺࡊࡠࠣ࡜ࡓߩ㐿⊒‫⋡ࠍޠ‬ᜰߔ੍ቯߢ޽ࠆ‫ޕ‬ෳ⠨ᢥ₂᦭ᧄ⚐ઁ (2012). ਛ㜞ᢎ⡯⺖⒟ߦ߅ߌࠆ⧷⺆⊒㖸ᜰዉߩᛒ޿ʊㄭ⇰࿾ᣇߩࠪ࡜ࡃࠬ⺞ᩏʊ  ‫ޡ‬㑐⷏࿖㓙ᄢቇࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ⎇ⓥฌᦠ‫ޢ‬10, 13-23.
JACET ᢎ⢒໧㗴⎇ⓥળ(2008). ‫⺆⧷ޡ‬ᢎຬߩ⾰⊛᳓Ḱߩะ਄ࠍ⋡ᜰߒߚ㙃ᚑ࡮⎇ୃ࡮⹏ଔ㧦఺⸵೙ᐲߦ  㑐ߔࠆ✚ว⊛⎇ⓥ‫⎇⑼ޢ‬ႎ๔ᦠ, ၮ⋚⎇ⓥ B (19320086) ⎇ⓥઍ⴫⠪㧦␹଻ዏᱞ ᴡౝጊ⌀ℂઁ (2011). ዊਛቇᩞᢎຬߩ⊒㖸ᜰዉߦኻߔࠆᗧ⼂ʊࠕࡦࠤ࡯࠻⺞ᩏߦࠃࠆ⠨ኤʊ  ‫ޡ‬LET 㑐⷏ᡰㇱ⎇ⓥ෼㍳‫ޢ‬13, 57-78.
ᧄ⎇ⓥ㧔2011-2014 ᐕᐲ㧕ߪ⑼ቇ⎇ⓥ⾌ഥᚑ㊄㧔ၮ⋚ C ৻⥸㧦⺖㗴⇟ภ 23520729㧕ߩഥᚑࠍฃߌߚ߽ߩ
ߢ޽ࠆ‫ޕ‬

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OP-458 ᦬ 9 ᣣ (9:30-10:00) / 332 ᢎቶ⧷⺆⛔৻ࠞ࡝ࠠࡘ࡜ࡓߩ৻ㇱߣߒߡዉ౉ߒߚ
ᄙ⺒ᜰዉߩታ〣ႎ๔̆ਛ࡮਄⚖⠪ࠍਛᔃߦ
ࡂ࡯ࡃ࡯࠻ ਭઍ㧔㑐⷏ቇ㒮ᄢቇ㧕ጊ⑼ ⟤๺ሶ㧔㑐⷏ቇ㒮ᄢቇ㧕㊒੗ ජᕺ㧔㑐⷏ቇ㒮ᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 ᄙ⺒᝼ᬺߩㆇ༡㧘ࠣ࡟ࠗ࠺ࠖ࠶࠼࡮࡝࡯࠳࡯㧘᝼ᬺౝᄙ⺒㧘EPER ࠹ࠬ࠻㧘ᄢቇ⧷⺆ᢎ⢒
1. ߪߓ߼ߦ
1980 ᐕઍએ㒠‫⺆⧷ޔ‬ᢎ⢒ߦ߅޿ߡᄙ⺒ߩലᨐࠍᬌ⸽ߔࠆ⎇ⓥ߇ᄙᢙⴕࠊࠇ‫ޔߚ߹ޔ‬ㄭᐕᣣᧄੱቇ⠌⠪ࠍኻ⽎ߣߒߚ EFL ⅣႺߢ߽ᄙ⺒⎇ⓥ߿ታ〣߇Ⴧ߃ߡ߈ߡ޿ࠆ (㜞ἑ, 2010)‫ޔ߇ࠈߎߣޕ‬ᄢቇߦ߅ߌࠆታ
〣ߢߪ᝼ᬺᤨ㑆ᄖߢᄙ⺒ᵴേࠍ⺖ߔ႐ว߿‫ޔ‬᝼ᬺౝߩ 10 ಽ⒟ᐲߩߺࠍഀ޿ߡⴕ߁႐ว߇ᄙߊ‫ߚ߹ޔ‬Ყセ⊛⧷⺆߇⧰ᚻߥቇ↢ࠍኻ⽎ߦߒߡ޿ࠆߩ߇৻⥸⊛ߢ޽ࠆ‫ޔߪߡ޿߅ߦ⴫⊒ᧄߢߎߘޕ‬ਛ࡮਄⚖⠪ࠍਛᔃߦ‫৻ߩࡓ࡜ࡘࠠ࡝ࠞ৻⛔⺆⧷ޔ‬ㇱߣߒߡ㧝ࠦ࡯ࠬߔߴߡࠍ᝼ᬺౝᄙ⺒ߣߘࠇߦ㑐ㅪߔࠆᵴേߦలߡߚࡊ
ࡠࠣ࡜ࡓߩታ〣ႎ๔ࠍߔࠆ‫ޕ‬
2. ⧷⺆⛔৻ࠞ࡝ࠠࡘ࡜ࡓ᭎ⷐ
ᒰ⹥ቇㇱߢߪ╙৻ᄖ࿖⺆ߣߒߡߩ⧷⺆ߪㅳ 4 ࠦࡑ㐿⻠ߐࠇ‫ޔ‬ฦࠦࡑߪ Reading 1 (R1: ♖⺒), Reading 2(R2: ᄙ⺒), Writing (W), Oral Communication (OC) ߦഀࠅᒰߡ‫৻⛔ޔ‬ᢎ᧚ߢታᣉߐࠇߡ޿ࠆ‫ࡦࠖ࠺࡯࡝ޕ‬ࠣ᝼ᬺߩ 2 ࠦࡑߪ‫⸃⺒ޔ‬ജࠍ㜞߼ࠆߚ߼‫ޔ‬㒢ࠅ޽ࠆ⹺⍮⾗Ḯߩ߁ߜਅ૏ಣℂߩ⥄േᕈࠍ㜞߼ࠆߎߣߢ‫ޔ‬ࠃࠅ㜞ᰴߥಣℂߦ⾗Ḯࠍ૶߃ࠆࠃ߁ߦߥࠆߣ޿߁࠻࡟࡯࠼ࠝࡈℂ⺰ࡕ࠺࡞ (Samuels, 2006) ࠍෳ⠨ߦ᭴ᚑߒߡ޿ࠆ‫ߥࠢ࠶ࡒ࠺ࠞࠕߪߢࠬ࡜ࠢ⺒♖ޔࠅ߹ߟޕ‬ᢎ᧚ࠍ↪޿ߡ‫⺆ޔ‬ᒵ‫ޔ‬᭴ᢥ‫ޔ‬ᢥᴺߥߤߩ⍮⼂ࠍჇ߿ߔߎߣ߿‫ޔ‬ౝኈ⸃㉼‫ޔ⚂ⷐޔ‬⢛᥊⍮⼂ߣߩᾖวߥߤߦਥ⌒ࠍ⟎߈‫৻ޔ‬ᣇ‫ޔ‬ᄙ⺒ࠢ࡜ࠬߢߪ‫ޔ‬න⺆⹺⍮߿⛔⺆⸃ᨆߣ޿ߞߚ࡝࡯࠺ࠖࡦࠣߩਅ૏ಣℂߩ⥄േൻࠍଦㅴߔࠆ࠻࡟࡯࠾ࡦࠣߩ႐ߣߒߡ‫ޔ‬ᤃߒ߼ߩᄙ
⺒ᧄ㧔ࠣ࡟ࠗ࠺ࠖ࠶࠼࡮࡝࡯࠳࡯: GR㧕ࠍᄢ㊂ߦ⺒ߺ‫ߩߺ⺒ޔ‬ᵹᥰߐࠍ㜞߼ࠆߎߣࠍ⋡ᮡߦߒߡ޿ࠆ‫ޕ‬
3. ᄙ⺒ᜰዉ ਄⸥ߩࠃ߁ߦ‫ޔ‬ᄙ⺒ᜰዉߪ R2 ߩࠦ࡯ࠬߢⴕߞߡ߅ࠅ‫⸥ߦࡓ࡜ࡘࠠ࡝ࠞޔ‬タߐࠇߡ޿ࠆᒰ⹥ᐕᐲߩ⋡ᮡߪ‫ޔ‬‫ߩߺ⺒ޟ‬ᵹᥰߐࠍ㜞߼ࠆ‫ޠ‬‫ޔ‬‫ޟ‬ฦฃ⻠↢ߩ࡟ࡌ࡞ߦ޽ߞߚ GR ࠍᄢ㊂ߦ⺒߻‫ޠ‬‫ޔ‬‫ߦ⪲⸒߈ᦠޟ‬ኻߔࠆ㖸㖿⹺⼂ࠍ㜞߼ࠆ‫ޕࠆ޽ߢޠ‬GR ࠍᄙߊ⺒߼߫⺒߻߶ߤࠃ޿ߣߒߡ‫ᦠ⺒ޔ‬㊂ߦᔕߓߚ⹏ଔࠍⴕߞߚ‫ޕ‬⸳ቯߐࠇߚ⋡ᮡࠍ㆐ᚑߔࠆߚ߼ߦᔅⷐߥࠬࠠ࡞ߣߒߡ‫ޟߪߦࡓ࡜ࡘࠠ࡝ࠞޔ‬ᢥ⣂‫ߪߚ߹ޔ‬ᣢሽߩ⍮⼂ࠍ೑↪ߒߚᧂ⍮⺆ߩផ᷹‫ޠ‬‫ޔ‬‫੍ޟ‬஻⊛ߥ⺒ߺ‫ޠ‬‫ޔ‬‫ޠ⚂ⷐޟ‬‫ޔ‬‫⥄ޟ‬േൻߐࠇߚ⛔⺆⸃ᨆ‫ޠ‬‫ޔ‬‫ޟ‬ᵹߜࠂ߁ߥ⺒ߺ‫ޠ‬‫ޔ‬‫࠹ޟ‬
ࠠࠬ࠻ℂ⸃ߩࡕ࠾࠲࡝ࡦࠣ‫߇ޠ‬᜼ߍࠄࠇߡ޿ࠆ‫ࠍ࡞ࠠࠬߩࠄࠇߎޕ‬⠌ᓧߐߖࠆߚ߼ߦ‫ޔ‬ฦᜂᒰᢎຬ߇᝼
ᬺਛߦⴕ߁ᵴേ߿‫ޔ‬᝼ᬺᄖߢߩ⺖㗴ࠍ⸳ቯߔࠆ‫ޕ‬ ᄙ⺒ᜰዉࠍⴕ߁ R2 ߩ᝼ᬺߪ 1 ቇᦼߦߟ߈ 13㨪14 ࿁ߢ‫ޔ‬ฦ᝼ᬺߩ 90 ಽࠍᄢ߈ߊ 3 ߟߦࠊߌ‫ޔ‬30 ಽࠍ᝼ᬺౝᄙ⺒㧔SSR㧕‫ޔ‬30 ಽࠍ SSR ߢ⺒ࠎߛᧄ߿ߘߩౝኈߦ㑐ߔࠆᵴേߦలߡߡ޿ࠆ‫ޕ‬SSR ߪ‫ߩઁޔ‬ᵴേߣߩ౗ว޿߿ฃ⻠↢ߩ᭽ሶ߆ࠄ‫ޔ‬15 ಽߩ SSR ࠍ 2 ࿁ⴕߞߚࠅߔࠆߎߣ߽޽ࠆ‫ޕ‬ᱷࠅߩ 30 ಽߢߪ‫ޔ‬ૐᰴ࡟ࡌ࡞ಣℂߩ⥄േൻଦㅴࠍ⋡⊛ߣߒߚᵴേ‫ޔࡦ࡚ࠪ࡯࠹ࡦ࠯࡟ࡊߩᧄߛࠎ⺒ޔ‬ㅦ⺒ߥߤࠍⴕ߁‫ޕ‬−132−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ ᄙ⺒ߩࠦ࡯ࠬߢ޽ࠆߩߢ‫ޔ‬ᚑ❣⹏ଔߩᄢㇱಽߪ‫ᦠ⺒ޟ‬㊂‫ߦޠ‬ኻߒߡⴕࠊࠇࠆߴ߈ߣߩ⠨߃߆ࠄ‫ޔ‬R2 ߩᚑ❣ߩ 50㧑ߪ⺒ᦠ㊂㧔BR ߆ࠄ▚಴㧕ߢ⹏ଔߒߡ޿ࠆ‫ޕ‬ฦቇᦼਛߦᔅߕ⺒߻ߴ߈ߛߣ⸳ቯߐࠇߚᦨૐ⺒ᦠ㊂ࠍ 30%‫ߦࠇߘޔ‬ㅊടߒߡ⺒ࠎߛ႐วߪ‫ߩߘޔ‬㊂ߦᲧ଀ߒߡᦨᄢ 20㧑ࠍട▚ߔࠆ‫ޕ‬ᱷࠅߩ 50㧑ߪ‫ޔ‬಴Ꮸ⁁ᴫ߿᝼ᬺਛߩᵴേߥߤࠍ⹏ଔߔࠆߎߣߣߒ‫ޔ‬ታജ࠹ࠬ࠻ߣߒߡ EPER (Edinburgh Project on
Extensive Reading: ⹦⚦ߪ http://www.ials.ed.ac.uk/postgraduate/research/EPER.html)࠹ࠬ࠻ࠍታᣉߒߡ޿ࠆ‫ޕ‬ ฃ⻠↢ߪ᝼ᬺ߇ᆎ߹ࠆ߹ߢߦ‫߼ߓ߆ࠄ޽ޔ‬࿑ᦠ㙚ߢ GR ࠍᢙౠ୫ࠅߡ߅߈‫ࠍࠇߘޔ‬᝼ᬺߦᜬෳߒ‫ޔ‬SSR
ߩᤨ㑆ߦฦ⥄߇ᜬෳߒߚ GR ࠍ⺒߻‫ޕ‬᝼ᬺౝߢߩ SSR ߛߌߢߪߥߊ‫ޔ‬᝼ᬺᄖߢ߽ኋ㗴ߣߒߡ GR ࠍ⺒߻ࠃ߁ߦᜰዉߒ‫ߦᧄࠆ޿ߢࠎ⺒ޔ‬㑐ߒߡߪ‫ᤨߛࠎ⺒ޔ߿࡞࠻ࠗ࠲ޔ‬㑆‫ࠫ࡯ࡍޔ‬ᢙ‫ޔ‬ᗵᗐߥߤࠍᏱߦ⸥㍳ߔࠆࠃ߁ߦ⟵ോઃߌ‫ޔ‬R2 ߩ᝼ᬺౝߢ⸥㍳↪⚕ࠍὐᬌߒߚࠅ‫ޔ‬࿁෼ߒߚࠅߒߡฃ⻠↢ߩ⺒ᦠ㊂߿ GR ߩ࡟ࡌ࡞ߦ㑐ߔࠆࠕ࠼ࡃࠗࠬࠍⴕߞߡ޿ࠆ‫ޕ‬ฃ⻠↢ߪ 1 ౠߩᧄࠍ⺒ߺ⚳߃ࠆߏߣߦࡉ࠶ࠢ࡟ࡐ࡯࠻ࠍ૞ᚑߒߡ
ឭ಴ߔࠆߎߣߦߥߞߡ߅ࠅ‫ࠍ࠻࡯ࡐ࡟ࠢ࠶ࡉߩߘޔ‬ၮߦ⺒ᦠ㊂ࠍ⸥㍳ߒߡ‫ޔ‬ฃ⻠↢ߩ⺒ߺࠍⷰኤ‫ޔ‬ᜰዉ‫ޔ‬⹏ଔߔࠆ‫ޔߪ࠻࡯ࡐ࡟ࠢ࠶ࡉߩߎޕ‬ቇᦼߏߣߦዋߒߕߟᡷༀߒߥ߇ࠄ‫ߩߡోޔ‬ᜂᒰᢎຬ߇೑↪ߒߡ޿ࠆ‫ޕ‬ ᝼ᬺਛߦⴕ߁ᵴേߩ৻଀ߣߒߡߪ‫ޔ‬㖸⺒‫ߺ⺒ޔࠣࡦࠖ࠺࡯࡝࡞࡟࡜ࡄޔࠣࡦࠗ࡯࠼ࡖࠪޔ‬⡞߆ߖ‫ⷐޔ‬⚂‫ޔ‬㜞㗫಴⺆ߩන⺆⹺⍮⸠✵‫ᤨޔࡊ࠶ࡖࠡࡦ࡚ࠪ࡯ࡔ࡯ࠜࡈࡦࠗޔ‬㑆ࠍ᷹ቯߒߥ߇ࠄߩ㧔߹ߚߪ೙㒢ᤨ㑆ઃ߈ߩ㧕࡝࡯࠺ࠖࡦࠣ‫ࡈ࡜ࠣ࡜ࡄޔ‬ౝ㧔߹ߚߪ‫ࡈ࡜ࠣ࡜ࡄޔ‬㑆㧕ߩᢥ┨ౣ↢ߥߤ߇᜼ߍࠄࠇࠆ‫ޕ‬
4. ⚿ᨐ
᝼ᬺౝᄖߦ⺖ߐࠇߚ⺒ᦠ㊂ߦ㑐ߒߡߪฃ⻠↢ߩ߶ߣࠎߤ߇㆐ᚑߒ‫ࠇߘޔߚ߹ޔ‬એ਄ߩ⺒ᦠࠍⴕ߁ฃ⻠↢߽ᄙߊ⷗ࠄࠇߚ‫ޕ‬2010 ᐕᐲߩጁୃ⠪ߩ߁ߜ‫ޔ‬TOEIC445 ὐએ਄ߩฃ⻠↢ߦߟ޿ߡ⺒ੌ⺆ᢙ⺞ᩏࠍⴕ޿‫ޔ‬࠺࡯࠲߇ឥߞߡ޿ߚ 124 ฬߩᐔဋ⺆ᢙߪ 242,730 ⺆ߢ޽ߞߚ‫ ߩߎޕ‬124 ฬߩ߁ߜ‫ޔ‬਄૏࡮ਅ૏⟲ฦ 30 ฬߩ⺒ੌ⺆ᢙߣ‫ޔ‬ᄙ⺒ലᨐࠍ᷹ࠆߚ߼ߩ੐೨࡮੐ᓟ࠹ࠬ࠻ߣߒߡዉ౉ߒߚ EPER ࠹ࠬ࠻⚿ᨐߩಽᨆ߆ࠄߪ‫ޔ‬ᄙ⺒ലᨐࠍᓧࠆߚ߼ߦߪᦨૐ 10 ਁ⺆⒟ᐲߩ⺒ᦠߩᔅⷐᕈ߇␜ໂߐࠇߚ(Yamashina et al., 2011)‫ޔߚ߹ޕ‬ᄙ⺒ᚑഞ⠪߳ߩࠗࡦ࠲ࡆࡘ࡯ߩ⾰⊛⎇ⓥ߆ࠄߪ‫⹏ޔ‬ଔ⺖㗴ߣߒߡߩࡉ࠶ࠢ࡟ࡐ࡯࠻߇ߘߩሽ࿷ߦࠃࠅ‫ޟ‬ᄙ⺒ߩଦㅴ‫ৼޔ‬ካߥ⺒ߺߩଦㅴ‫⺆⧷ޔ‬ജߩะ਄ߥߤ … ല⢻ࠍᗵߓࠆߎߣߦߥࠅ‫ࠆߥᦝޔ‬ᄙ⺒ᵴേߩ⛮⛯ߦߟߥ߇ࠆ‫߇ࠬ࠮ࡠࡊ߁޿ߣޠ‬ᶋ߈ᓂࠅߦߥߞߚ㧔㊒੗ et al., 2012㧕‫ޕ‬ߐࠄߦ‫ޔ‬EPER Placement/progress tests (PPTs)෸߮ Reading Tests (RTs)ߪᐕ㑆ฦ 3 ࿁‫ޔ‬ᤐቇᦼߩ 4 ᦬㧔੐೨࠹ࠬ࠻㧕‫ޔ‬ᤐቇᦼ 7 ᦬‫⑺ޔ‬ቇᦼ 1 ᦬㧔੐ᓟ࠹ࠬ࠻㧕ߦⴕߞߚ‫ޕ‬਄⸥ 124 ฬ߁ߜ PPTs ෸߮ RTs ⚿ᨐ߇ឥߞߡ޿ߚฃ⻠↢ߪ 106 ฬߦߥࠅ‫ޔ‬PPTs ߩᤐቇᦼ 4 ᦬㧔੐೨㧕ߣ⑺ቇᦼ 1 ᦬㧔੐ᓟ㧕㑆ߩ t ᬌቯ⚿ᨐߪt(105)=17.739, P< .001, RTs ߩᤐቇᦼ 4 ᦬㧔੐೨㧕ߣ⑺ቇᦼ 1 ᦬㧔੐ᓟ㧕ߢߪ t(105)=6.098, P< .001 ߢ‫ߤޔ‬ߜࠄ߽᦭ᗧᏅ߇⷗ࠄࠇߚ‫ޕ‬ෳ⠨ᢥ₂
Samuels, S. J. (2006). Toward a model of reading fluency. In S.J. Samuels & A.E. Farstrup (Eds.), What research has
to say about fluency instruction. Newark: IRA
㜞ἑᢕሶ (2010). ‫⺆⧷ޡ‬ᄙ⺒࡮ᄙ⡬ᜰዉࡑ࠾ࡘࠕ࡞‫᧲ޢ‬੩㧦ᄢୃ㙚ᦠᐫ㊒੗ජᕺ࡮ࡂ࡯ࡃ࡯࠻ਭઍ࡮ጊ⑼⟤๺ሶ (2012). ᄙ⺒ᜰዉߦ߅ߌࠆቇ⠌⹏ଔᴺߣߒߡߩⷐ⚂⺖㗴ߦ㑐ߔࠆ⾰⊛⎇ⓥ̆ᄙ⺒ߦᚑഞߒߚቇ⠌⠪ߩ૕㛎ಽᨆ߆ࠄ̆ ‫ޡ‬࿖㓙ቇ⎇ⓥ‫ޢ‬1, 97-110.
Yamashina, M., Tsurii, C., & Herbert, H. (2011). Exploring the Relationship between Extensive Reading Instruction
and EFL Leaners’ Reading Proficiency. Kwansei Gakuin University Humanities Review, 16, 73-86.

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OP-468 ᦬ 9 ᣣ (10:05-10:35) / 332 ᢎቶ

REX ࠍᵴ↪ߒߚࡄ࡯࠰࠽࡜ࠗ࠯࡯࡚ࠪࡦᣇ⇛㧙ቇ⠌⠪ߩ࡟ࡌ࡞ߦㆡวߒߚ࠹ࠠࠬ࠻᛽಴ችፒ ૫ౖ㧔㕒ጟᄢቇᖱႎቇㇱ㧕ᄢၔ ᢘੱ㧔㕒ጟᄢቇᖱႎቇ⎇ⓥ⑼㧕
㐳⼱Ꮉ ↱⟤㧔ṑ⾐⋵┙ᄢቇోቇ౒ㅢᢎ⢒ផㅴᯏ᭴㧕ࠠ࡯ࡢ࡯࠼㧦 ࡝࡯࠳ࡆ࡝࠹ࠖ㧘ࡄ࡯࠰࠽࡜ࠗ࠯࡯࡚ࠪࡦ㧘ࠕࡁ࠹࡯࡚ࠪࡦ㧘ࠫࡖࡦ࡞㧘ᄙ⺒
1. ߪߓ߼ߦ
࡝࡯࠳ࡆ࡝࠹ࠖߣߪ࠹ࠠࠬ࠻ߩน⺒ᕈࠍᜰߔዤᐲߥࠄ߮ߦ୯ߩߎߣࠍ޿߁㧚ߘߒߡ࡝࡯࠳ࡆ࡝࠹ࠖࠍ
᳞߼ࠆߚ߼ߩ㑐ᢙࠍ࡝࡯࠳ࡆ࡝࠹ࠖ㧔౏㧕ᑼߣ๭߮㧘ߎࠇ߹ߢߦߐ߹ߑ߹ߥ࡝࡯࠳ࡆ࡝࠹ࠖ౏ᑼ߇㐿⊒ߐࠇߡ߈ߚ㧚⧷ᢥ࠹ࠠࠬ࠻ߩᄙ⺒ߪ㧘EFL㧔English as a Foreign Language㧕ߦ߅޿ߡലᨐ⊛ߥ⧷⺆ቇ⠌ᴺ
ߩ 1 ߟߢ޽ࠆߎߣ߇⍮ࠄࠇߡ߅ࠅ㧘ߘߩᚑᨐ߽ႎ๔ߐࠇߡ޿ࠆ㧔㜞ἑ㧘2007 ߥߤ㧕㧚৻ᣇߢ㧘ቇ⠌⠪⥄りߩ⺆ቇജߦਇㆡวߥ࠹ࠠࠬ࠻ࠍ⺒ߺ⛯ߌࠆߎߣߪ㧘ࡕ࠴ࡌ࡯࡚ࠪࡦ⛽ᜬߩⷰὐ߆ࠄߒߡ߽ᅢ߹ߒ޿ߎ
ߣߢߪߥ޿㧚ߘߎߢ㧘ቇ⠌⠪৻ੱ߭ߣࠅߩቇ⠌ጁᱧᖱႎࠍ߽ߣߦ࡝࡯࠳ࡆ࡝࠹ࠖᑼࠍࡄ࡯࠰࠽࡜ࠗ࠭ߒ㧘ቇ⠌⠪߇ߜࠂ߁ߤࠃ޿㔍ᤃᐲߣᗵߓࠆߣᕁࠊࠇࠆ࠹ࠠࠬ࠻ࠍ⥄േ᛽಴ߔࠆ Web ࠕࡊ࡝ࠤ࡯࡚ࠪࡦ REX
߇㐿⊒ߐࠇߚ㧔ᓇጊࠄ㧘2010㧕㧚ᧄ⎇ⓥߢߪ㧘หߓቇ⠌⠪ߢ߽༵ᅢᕈ߿⢛᥊⍮⼂ߪࠫࡖࡦ࡞Ფߦ⇣ߥࠅ㧘߹ߚ㧘ቇ⠌⠪Ფߦᓧᗧ㧛ਇᓧᗧߥᢥᴺ㗄⋡߇⇣ߥࠆߣߩ઒⺑ࠍ┙ߡߚ㧚ߘߒߡᣢሽߩ REX ߩᯏ⢻ߦട߃㧘࡝࡯࠳ࡆ࡝࠹ࠖᑼࠍࠫࡖࡦ࡞Ფߦ૞ᚑߒ㧘߹ߚᢥᴺ㗄⋡಴⃻ᢙࠍࡄ࡜ࡔ࡯࠲ߦട߃ߚ࡝࡯࠳ࡆ࡝࠹ࠖᑼ
ࠍ૞ᚑߔࠆᯏ⢻ࠍታⵝߔࠆߎߣߢ㧘ฦቇ⠌⠪ߩ࡝࡯࠳ࡆ࡝࠹ࠖᑼࠍࠃࠅࡄ࡯࠰࠽࡜ࠗ࠭ߔࠆߚ߼ߩᣇ⇛ࠍ⠨᩺ߒߚ㧚ߐࠄߦ㧘ᓥ೨ߩ REX ߦኻߒߡ⺒ᓟߩᓳ⠌ᯏ⢻ࠍ⵬߁߽ߩߣߒߡ㧘ࠕࡁ࠹࡯࡚ࠪࡦ㧔࠹ࠠࠬ࠻ߦᖱႎࠍઃടߔࠆߎߣ㧕ᯏ⢻ࠍᣂⷙታⵝߒߚ㧚ᧄ⊒⴫ߢߪᣂᯏ⢻ߦኻߔࠆࡄࠗࡠ࠶࠻ታ㛎ߢᓧࠄࠇߚ
⚿ᨐࠍಽᨆߔࠆߎߣߢ㧘ࡄ࡯࠰࠽࡜ࠗ࠯࡯࡚ࠪࡦߩน⢻ᕈࠍᬌ⸛ߔࠆ㧚
2. Web ࠕࡊ࡝ࠤ࡯࡚ࠪࡦ‫ޟ‬REX‫ߩޠ‬ᡷ⦟ REX㧔Reading EXercise㧕ߪᣣᧄ⺆ߣ⧷⺆ߩ࡝࡯࠺ࠖࡦࠣቇ⠌ࠍᡰេߔࠆߚ߼ߦ㐿⊒ߐࠇߚ㧚ᧄ⎇ⓥߢ
ߪߘߩ⧷⺆࡝࡯࠺ࠖࡦࠣቇ⠌ߩߺߦὶὐࠍᒰߡࠆ㧚REX ߢߪ㧘࠹ࠠࠬ࠻ࠍ 1 ߟ⺒߻Ფߦ Rating㧔⺒ࠎߛ࠹ࠠࠬ࠻ߩ㔍ᤃᐲࠍ 0㧔ᤃ㧕߆ࠄ 5㧔㔍㧕ߢ⹏ଔߔࠆߎߣ㧘߹ߚߘߩ୯ࠍ Rating ୯ߣ๭߱㧕ࠍⴕࠊߖ㧘࠹ࠠࠬ࠻ߩฦ⒳ዻᕈᖱႎߣ Rating ୯ߩ㊀࿁Ꮻಽᨆ߆ࠄᓧࠄࠇࠆ 1 ᰴᑼࠍ࡝࡯࠳ࡆ࡝࠹ࠖᑼߣߒߡ޿ࠆ㧚ᧄ⎇ⓥߢߪ REX ߦએਅߩࡕࠫࡘ࡯࡞ࠍታⵝߒߚ㧚࡮ࠫࡖࡦ࡞ಽߌࡕࠫࡘ࡯࡞̖REX ౝߩ࠹ࠠࠬ࠻ࠍಽ㘃ེ SVM_Light ߦࠃߞߡᦨ߽ㄭ޿ࠫࡖࡦ࡞ࠍ▚಴ߐߖࠆ㧚੹࿁ߩኻ⽎ࠫࡖࡦ࡞ߪ⹜ⴕ⊛ߦ‫ޟ‬᡽ᴦ‫ޠ‬㧘‫⚻ޟ‬ᷣ‫ޠ‬㧘‫ ߩޠ࠷࡯ࡐࠬޟ‬3 ߟߣߒߚ㧚ߎࠇߪࠫࡖ
ࡦ࡞Ფߩ࡝࡯࠳ࡆ࡝࠹ࠖᑼࠍ૞ᚑߔࠆߩߦᔅⷐߥࡊࡠ࠮ࠬߢ޽ࠆ㧚
࡮ᢥᴺ⸃ᨆࡕࠫࡘ࡯࡞̖න⺆ߩຠ⹖߿ේᒻࠍ⸃ᨆߔࠆTree-Taggerߣᢥߩฏ᭴ㅧࠍ⸃ᨆߔࠆCharniak Parserࠍណ↪ߒߚ㧚ߘߒߡߘߩ಴ജ⚿ᨐߦኻߒ㧘ฦᢥᴺ㗄⋡ᚑ┙᧦ઙ㧔଀㧦have (has, had) ߩᰴߦേ⹖ߩ
ㆊ෰ಽ⹖ᒻ߇᧪ࠇ߫ቢੌᒻߣ⸃㉼ߔࠆ㧘ߥߤ㧕ࠍਈ߃㧘⸃ᨆ⚿ᨐ߆ࠄᢥᴺ㗄⋡Ფߦ಴⃻㗫ᐲࠍ⸘᷹ߒߚ㧚੹࿁ࡄ࡜ࡔ࡯࠲ߣߒߡ૶↪ߒߚߩߪ㧘ᤨ೙㧘ㅴⴕᒻ㧘ቢੌᒻ㧘ഥേ⹖㧘ฃേᘒ㧘Ყセ㧘㑐ଥ⹖㧘ਇቯ⹖㧘ಽ⹖ߩ 9 ⒳㘃㧘ߘࠇߦਥⷐߥຠ⹖ 8 ⒳㘃㧔ฬ⹖㧘ᒻኈ⹖㧘േ⹖㧘೽⹖㧘ធ⛯⹖㧘೨⟎⹖㧘㒢ቯ⹖㧘㑆ᛩ⹖㧕ߩ⸘ 17 ⒳㘃ߢ޽ࠆ㧚࡮ࠕࡁ࠹࡯࡚ࠪࡦࡕࠫࡘ࡯࡞̖ቇ⠌⠪߇࠹ࠠࠬ࠻ਛߩᧂ⍮⺆ߦࡑ࡯ࠞ࡯ࠍᒁߊߚ߼ߩᯏ⢻ߣߒߡታⵝߒ

−134−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળߚ㧚ߎࠇࠄߪ࠺࡯࠲ࡌ࡯ࠬਛߩቇ⠌⠪Ფߩන⺆࡝ࠬ࠻ߦ଻ሽߐࠇ㧘ᓳ⠌↪ߦ㓐ᤨ㑛ⷩน⢻ߣߔࠆ㧚
3. ታ㛎߅ࠃ߮⠨ኤታ㛎 1 㧔ࠫࡖࡦ࡞ಽߌߣᢥᴺ㗄⋡ㅊടߦࠃࠆࡄ࡯࠰࠽࡜ࠗ࠯࡯࡚ࠪࡦᣇ⇛㧕㐳⼱Ꮉ߇ᜂᒰߔࠆṑ⾐⋵┙ᄢቇౝߩ⧷⺆ 8 ⑼⋡ጁୃ⠪ 223 ฬߦ㧘⻠⟵ᤨ㑆ᄖߦ REX ਄ߢ 50 ୘ߩ⧷ᢥ࠹ࠠࠬ࠻ߦኻߒߡ Rating ࠍ⹜ⴕߒߡ߽ࠄߞߚ㧚߹ߚ㧘࡝࡯࠳ࡆ࡝࠹ࠖᑼߩࡄ࡜ࡔ࡯࠲ߦߪ㧘࠹ࠠࠬ࠻ߩ
ᢥሼᢙ㧘1 න⺆ਛߩᢥሼᢙ㧘1 ᢥਛߩන⺆ᢙ㧘㔍⺆₸㧔ർᶏ㆏ᄢቇ⧷⺆⺆ᒵ⴫ߩ಴⃻₸ࠍ 1 ߆ࠄᒁ޿ߚ߽
ߩߣቯ⟵ߔࠆ㧕ࠍ૶↪ߒߚ㧚หᤨߦฦੱߦࠕࡦࠤ࡯࠻ࠍታᣉߒ㧘ࠫࡖࡦ࡞ߩ༵ᅢᕈ╬ࠍ⺞ᩏߒߚ㧚߹ߚ㧘
਄ㅀᣇᴺߦࠃࠅ⥄േߢⴕߞߚኻ⽎࠹ࠠࠬ࠻ߩࠫࡖࡦ࡞ಽ㘃෸߮ᢥᴺ㗄⋡⸃ᨆ⚿ᨐߪ⋡ⷞ⏕⹺ࠍⴕ޿㧘ᔅⷐߦᔕߓߡ੐೨ߦୃᱜࠍട߃ߚ㧚ታ㛎࠺࡯࠲ࠃࠅ㧘ࠫࡖࡦ࡞Ფߩ࡝࡯࠳ࡆ࡝࠹ࠖᑼߩ㧔ᓧࠄࠇࠆ࡝࡯࠳
ࡆ࡝࠹ࠖߣ Rating ୯ߣߩ㑆ߩ㧕㊀⋧㑐ଥᢙߣ㧘ߘߩࠫࡖࡦ࡞ߦኻߔࠆ༵ᅢᕈ㧔ᅢߺߩ⒟ᐲߦࠃࠅ 0㧔ህ޿㧕߆ࠄ 3㧔ᅢ߈㧕ߩ 4 ߟߩ୯ࠍขࠆ㧕ߣߩ⋧㑐ࠍ⺞ߴࠆߣ㧘᡽ᴦࠫࡖࡦ࡞߇ 0.757㧘⚻ᷣ߇ 0.756㧘ࠬࡐ࡯࠷߇ 0.909 ߣ㧘ᒰ⹥ࠫࡖࡦ࡞߇ᅢ߈ߥ߶ߤ࡝࡯࠳ࡆ࡝࠹ࠖᑼߩା㗬ᕈ߇㜞޿ߎߣ߇ુ߃ߚ㧚߹ߚ㧘ᢥᴺ㗄⋡಴⃻₸㧔࠹ࠠࠬ࠻㐳ߦኻߔࠆ㧕ࠍ᳞߼㧘Rating ୯ߣߩ⋧㑐ࠍ⺞ᩏߒߚߣߎࠈ㧘㑐ଥ⹖ߪᱜߩ⋧㑐ߢ᦭ᗧᏅ㧔N=11325㧘r=0.016㧘p㧩0.041㧕
㧘ធ⛯⹖ߪ⽶ߩ⋧㑐ߢ᦭ᗧᏅ㧔N=11325㧘r=-0.020㧘p=0.015㧕
╬߇⹺߼ࠄࠇߚ㧚ߎࠇߪ㧘ห৻න⺆ᢙߩ࠹ࠠࠬ࠻ߢ߽㑐ଥ⹖ߩ಴⃻₸߇㜞ߌࠇ߫㧘ᢥ᭴ㅧ߇ⶄ㔀ߦߥࠅ࠹ࠠࠬ࠻ࠍ㔍ߒ޿ߣᗵߓ㧘෻ኻߦធ⛯⹖ߩ಴⃻₸߇㜞޿߶ߤ㧘ᢥߦᄙߊߩ඙ಾࠅ߇↢߹ࠇ㧘ᢥ᭴ㅧ߇◲ẖߦߥࠅ࠹ࠠࠬ࠻ࠍ◲නߣᗵߓߚߣផ᷹ߐࠇ㧘࡝࡯࠳ࡆ࡝࠹ࠖᑼߩᣂࡄ࡜ࡔ࡯࠲ߣߒߡߩᬌ⸛ߦ୯ߔࠆ㧚
৻ᣇߢ㧘Rating ୯ߣߩ⋧㑐ߪߐ߶ߤᄢ߈ߊߥ߆ߞߚ߽ߩߩ㧘޽ࠆ৻ቯᢙߩጁୃ⠪ߦߟ޿ߡ㧔ᱜ࡮⽶⋧㑐ߣ߽ߦ㧕᦭ᗧᏅ߇㗼⪺ߦ⃻ࠇߚᢥᴺ㗄⋡㧘ຠ⹖߇ⶄᢙⷰኤߐࠇߚ㧚ߎࠇߪ࡝࡯࠳ࡆ࡝࠹ࠖᑼߩࡄ࡜ࡔ࡯
࠲ߦ୘ੱᏅࠍዉ౉ߔࠆߣ޿߁ࡄ࡯࠰࠽࡜ࠗ࠯࡯࡚ࠪࡦߩน⢻ᕈࠍ߶ߩ߼߆ߒߡ޿ࠆߣ⸒߃ࠃ߁㧚ታ㛎 2 㧔ࠕࡁ࠹࡯࡚ࠪࡦᯏ⢻ㅊടߦࠃࠆࡄ࡯࠰࠽࡜ࠗ࠯࡯࡚ࠪࡦᣇ⇛㧕 㕒ጟᄢቇᖱႎቇㇱᚲዻߩ 5 ฬߦ㧘30 ୘ߩ⧷ᢥ࠹ࠠࠬ࠻ࠍ⺒ߺ㧘Rating ᓟߦࠕࡁ࠹࡯࡚ࠪࡦࠍⴕߞߡ߽
ࠄ߁ߣ޿߁⹜ⴕታ㛎ࠍⴕߞߚ㧚߹ߚ㧘ߘߩᓟߦฦੱߩ TOEIC ߩὐᢙࠍ⺞ᩏߒߚ㧚ታ㛎࠺࡯࠲ࠃࠅ㧘࠹ࠠࠬ࠻Ფߦࠕࡁ࠹࡯࡚ࠪࡦࠍⴕߞߚන⺆ߩഀวࠍ▚಴ߒ㧘ߘߩ Rating ୯ߣߩ⋧㑐ࠍ⺞ߴߚ㧚⚿ᨐ㧘ߘߩ⋧㑐ଥᢙߣ TOEIC ߩὐᢙߦ⋧㑐߇⹺߼ࠄࠇߚ㧔r=0.663㧕
㧚ߎࠇߪ㧘⧷⺆ജߩ޽ࠆቇ⠌⠪߶ߤ㧘ᢥਛߦ⃻ࠇࠆᧂ⍮⺆ᢙ߇㧘ታ㓙ߦᗵߓࠆ⧷ᢥ࠹ࠠࠬ࠻ߩ࡝࡯࠳ࡆ࡝࠹ࠖࠍᱜ⏕ߦౣ⃻ߔࠆน⢻ᕈࠍ␜ໂߒߡ޿ࠆ㧚
4. ੹ᓟߩዷᦸ ੹࿁ߩታ㛎ߢᓧࠄࠇߚ⸃ᨆ⚿ᨐߪ߹ߛో૕ߩ৻ㇱߦㆊ߉ߕ㧘ࠃࠅ⹦⚦ߥಽᨆࠍⴕߞߡ޿ߊᔅⷐ߇޽ࠆ㧚߹ߚ REX ߩᣂࡕࠫࡘ࡯࡞ߪታⵝ߇߹ߛਇቢోߥߣߎࠈ߽޽ࠅ㧘♖ᐲࠍะ਄ߐߖࠆᔅⷐ߇޽ࠆ㧚ߐࠄߦ㧘ࠕࡁ࠹࡯࡚ࠪࡦ⚿ᨐࠃࠅ㧘㔍⺆₸▚಴↪ߩ⺆ᒵ⴫ࠍቇ⠌⠪Ფߦࡄ࡯࠰࠽࡜ࠗ࠭ߐߖࠆߎߣ߽⠨߃ߚ޿㧚ෳ⠨ᢥ₂㜞ἑᢕሶ (2007). ᄢቇ↢ߩലᨐ⊛ᄙ⺒ᜰዉᴺ 㧙ᤃߒ޿ᄙ⺒↪ᢎ᧚ߣ᝼ᬺౝ⺒ᦠߩലᨐ㧙, 㑐⷏ᄢቇᄖ࿖
⺆ᢎ⢒ࡈࠜ࡯࡜ࡓ 6, 1-13, 2007-03.
ᓇጊഞ, & 㐳⼱Ꮉ↱⟤, & ችፒ૫ౖ (2010). ⥄ಽߩ࡟ࡌ࡞ߦวߞߚ⸥੐ࠍ⺒߽߁㧍-Readability ᑼࠍ↪޿ߚࠝࡦ࡜ࠗࡦᣣᧄ⺆ቇ⠌ࠨࠗ࠻ߩ⎇ⓥႎ๔, ICJLE 2010, 1035-0-1035-9.
SVM_Light, http://svmlight.joachims.org/
Tree-Tagger, http://www.ims.uni-stuttgart.de/projekte/corplex/TreeTagger/DecisionTreeTagger.html
Charniak Parser, http://nlp.nagaokaut.ac.jp/Reranking_Parserർᶏ㆏ᄢቇ⧷⺆⺆ᒵ⴫, http://icarus.imc.hokudai.ac.jp/jugyo/huvl/

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OP-478 ᦬ 9 ᣣ (10:55-11:25) / 333 ᢎቶ㔚ሶㄉᦠᣇ⇛ᜰዉ㧦ቯ⌕ࠍߤ߁᷹ࠆ߆ዊጊ ᢅሶ㧔ᄢ㒋ᄢ⼱ᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 㔚ሶㄉᦠ㧘ㄉᦠᬌ⚝ⴕേ㧘ㄉᦠᜰዉ㧘᷹ቯ
1. ߪߓ߼ߦᄖ࿖⺆㧔⧷⺆㧕ቇ⠌ߦ߅޿ߡㄉᦠࠍ᦭ലߦ೑↪ߔࠆᔅⷐᕈߪ‫ޔ‬એ೨߆ࠄᜰ៰ߐࠇߡ߈ߚ
㧔ߚߣ߃߫ Cowie,
1999㧕‫ޔࠄ߇ߥߒ߆ߒޕ‬ᚒ߇࿖ߩᄢቇ࡟ࡌ࡞ߦ߅ߌࠆቇ⠌⠪ߩ៤Ꮺဳ㔚ሶㄉᦠ㧔એਅ‫ޔ‬㔚ሶㄉᦠ㧕ߩᚲ᦭₸ߪ 9 ഀࠍ⿥߃ߡ޿ࠆߣ੍ᗐߐࠇࠆ⃻⁁߇޽ࠆߦ߽߆߆ࠊࠄߕ‫ޔ‬ᓐࠄ߇ߎࠇ߹ߢߩቇ⠌ㆊ⒟ߢㄉᦠᜰዉ
ࠍචಽߦฃߌߡߎߥ߆ߞߚน⢻ᕈ߽‫ߚ߹ޔ‬ᜰ៰ߐࠇߡ޿ࠆ㧔Tono, 2001; 2006㧕‫ޕ‬ߘߎߢ‫ޔ‬㔚ሶㄉᦠࠍ᦭ലߥቇ⠌ᡰេ࠷࡯࡞ߣߒߡᵴ↪ߔࠆߚ߼‫ޔ‬Koyama㧔2010㧕߿ዊጊ࡮⮐⿧㧔2011㧕ߢߪ‫ޔ‬వⴕ⎇ⓥ㧔Koyama & Takeuchi, 2009㧕ߢ⷗಴ߐࠇߚ਄૏ቇ⠌⠪ߦࠃࠆലᨐ⊛ߥ㔚ሶㄉᦠ૶↪ߩᣇ⇛ߩ৻ㇱࠍ‫⧷ޔ‬ᢥ⺒⸃ࠢ࡜ࠬߦ߅޿ߡ৻ቯᦼ㑆࠲ࠬࠢߣߒߡ⺖ߒ‫ߩߤ߇ࠄࠇߘޔ‬⒟ᐲቯ⌕ߔࠆ߆‫ޔߚ߹ޔ‬⺒⸃ജะ਄ߦߤߩ⒟ᐲലᨐ߇޽ߞߚߩ߆ࠍ⺞ߴߚ‫ޕ‬Koyama㧔2010㧕ߢߪ‫ޔ‬ㄉᦠ૶↪ߩᣇ⇛ᜰዉߪቇ⠌⠪ߦߣߞߡᧂ⍮⺆߇ᄙߊ฽߹ࠇߚ⧷ᢥ⺒⸃ജߩะ਄ߦᓎ┙ߟߣ⠨߃ࠄࠇࠆ߇‫ޔ‬ᣇ⇛ߘߩ߽ߩߪ߶ߣࠎߤቯ
⌕ߒߥ޿ߎߣ߇ႎ๔ߐࠇߚ‫⚿ߩߎޕ‬ᨐࠍ߽ߣߦ‫ޔ‬ዊጊ࡮⮐⿧㧔2011㧕ߢߪࡔ࠲⹺⍮ᵴേࠍขࠅ౉ࠇߚ㔚ሶㄉᦠߩᣇ⇛ᜰዉࠍⴕߞߚ‫ⶄޔߪࠇߎޕ‬㔀ߥ⹺⍮ⴕേࠍⷐ᳞ߐࠇࠆㄉᦠᬌ⚝ⴕേߪቯ⌕ߒ㔍޿ߚ߼ࡔ࠲
⹺⍮ࠍᵴᕈൻߐߖࠆᔅⷐ߇޽ࠆߣ޿߁⍮⷗㧔Fraser, 1999; Nyikos & Fan, 2007㧕ߦ߽ߣߠߊ߽ߩߢ޽ࠅ‫ߘޔ‬ߩ⚿ᨐ‫ޔ‬ㄉᦠ૶↪ᣇ⇛߇ቯ⌕ߔࠆน⢻ᕈ߇␜ໂߐࠇߚ‫ޕ‬એ਄ߩవⴕ⎇ⓥߪ‫ޔ‬ㄉᦠ૶↪ߩᣇ⇛ߩቯ⌕ᐲࠍ੐೨ߣ੐ᓟߦෳട⠪ࠄߦ㈩ઃߒߚ⾰໧⚕߆ࠄ⸘ߞߡ߈
ߚ߇‫⎇ᧄޔ‬ⓥߦ߅޿ߡߪ‫ޔ‬ㄉᦠ૶↪ᣇ⇛ᜰዉߩቯ⌕ࠍ‫ޔ‬㧝㧕ቇ⠌⠪ߩᗧ⼂㧔ᖱᗧ㕙㧕‫ޔ‬㧞㧕ᬌ⚝ⴕേ㧔ㆇ↪㕙㧕‫ߩޔ‬ਔ㕙߆ࠄࠃࠅ᣿⏕ߦ᷹ቯߔࠆߎߣࠍ⋡⊛ߣߒߡ޿ࠆ‫ޕ‬หᤨߦ‫ޔ‬Laufer and Hulstijn㧔2001㧕ߩ⍮⷗ࠍ߽ߣߦ‫⹺࠲ࡔޔ‬⍮ᵴേࠍขࠅ౉ࠇߚㄉᦠᣇ⇛ᜰዉ߇ᬌ⚝⺆ᒵߩቯ⌕ߦߥࠎࠄ߆ߩᓇ㗀ࠍ෸߷ߔ߆ߦ
ߟ޿ߡ߽⺞ߴߚ‫ޕ‬
2. ታ㛎
2.1 ෳട⠪ෳട⠪ߪੱᢥ♽ቇㇱߦᚲዻߒ‫ޔ‬Reading II ࠍฃ⻠ߔࠆ 2 ࿁↢ 20 ฬߢ޽ߞߚ‫ޕ‬੐೨ߦታᣉߒߚࠢࡠ࡯࠭
࠹ࠬ࠻ߩ⚿ᨐ߆ࠄ‫ޔ‬ෳട⠪ࠄߩ⧷⺆ജߪೋਛ⚖࡟ࡌ࡞ߣ⠨߃ࠄࠇߚ‫ޕ‬ෳട⠪ߪኾ㐷ᔅୃ⑼⋡ߣߒߡ‫ߎޔ‬ߩ⑼⋡ࠍฃ⻠ߒߡ޿ࠆ‫ޕ‬
2.2 ૶↪ᢎ᧚ߣ㔚ሶㄉᦠㄉᦠ૶↪ᣇ⇛⸠✵ߦ૶↪ߒߚᢎ᧚ߪ‫ޔ‬Native English Speaker ߦࠃࠆ࡚ࠪ࡯࠻ࠛ࠶࠮ࠗ㧔250 ⺆⒟ᐲ㧕ߢ޽ߞߚ‫ޔߚ߹ޕ‬Pre-test‫ޔ‬Post-test ࠍ฽߼ో 10 ㅳ㑆ߩታ〣ߦ㓙ߒߡ‫ޔ‬ෳട⠪ࠄߪฦ⥄߇ᚲ᦭ߔࠆ㔚ሶㄉᦠࠍ૶↪ߒߚ‫ޕ‬
2.3 ᚻ㗅
ෳട⠪ࠄߩㄉᦠᬌ⚝ⴕേࠍ⸘ࠆߚ߼ߩ Pre-test‫ޔ‬Post-test ߪ‫ޔ‬1㧕ᚑฏࠍ฽߻߽ߩ‫ޔ‬2㧕ᄙ⟵⺆ࠍ฽߻߽−136−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

ߩ‫ޔ‬3㧕㔚ሶㄉᦠߩ↹㕙ߢߪᢥ⣂ߦ޽ߞߚㆡಾߥ⺆⟵߇ኈᤃߦᓧࠄࠇߥ޿⺆ࠍ฽߻߽ߩ‫ ߤߥޔ‬20 ໧ߩ⧷ᢥߢ᭴ᚑߐࠇߡ޿ߚ‫ࠍ࠻ࠬ࠹ߩߎޕ‬ታᣉߒߚᓟ Koyama㧔2010㧕߿ዊጊ࡮⮐⿧㧔2011㧕ߢ߽૶↪ߒߚ⾰໧⚕ࠍ㈩ઃߒ‫ޔ‬ᖱᗧ㕙߆ࠄߩᣇ⇛ߩቯ⌕ࠍ⺞ߴߚ‫ޔߚ߹ޕ‬20 ໧ߩ⧷ᢥ࠹ࠬ࠻ߩ⺆ᒵߢ᭴ᚑߐࠇߚౣ⹺࠹
ࠬ࠻ࠍߘࠇߙࠇ৻ㅳ㑆ᓟߦⴕߞߚ‫ޕ‬ ෳട⠪ࠄߦߪ੐೨ߦవⴕ⎇ⓥ߆ࠄߩ⍮⷗ࠍ⚫੺ߒ‫ޔ‬ㄉᦠࠍ᦭ലߦ૶߁ߎߣ߇⺆ᒵ⠌ᓧ߿⧷ᢥ⺒⸃ߦലᨐ⊛ߢ޽ࠆߎߣࠍ➅ࠅ㄰ߒવ߃ߚ‫ޔߚ߹ޕ‬ㄉᦠ૶↪ߩᣇ⇛ᜰዉߣߒߡ Pre-test ߩ⸃⺑ࠍⴕ߁ߣหᤨߦ‫࠹ޔ‬ࠠࠬ࠻ࠍቇ⠌ߔࠆ㓙ߦߪⓍᭂ⊛ߦㄉᦠࠍ૶߁ߎߣࠍᅑബߒ‫ߦ․ޔ‬ᄙ⟵⺆߇฽߹ࠇߚㇱಽࠍขࠅ਄ߍ‫ޔ‬ㄉᦠ૶↪ᣇ⇛ࠍᗧ⼂⊛ߦᢎ᝼ߒߚ‫ޕ‬ട߃ߡ‫⥄ޔ‬ቛቇ⠌ߣߒߡዊጊ࡮⮐⿧㧔2011㧕ߢ૶↪ߒߚ߽ߩߣห᭽ߩ
ࡢ࡯ࠢࠪ࡯࠻ࠍ㈩ઃߒ‫ᧂޔ‬⍮⺆ࠍਛᔃߦຠ⹖ࠍ฽߻⺆ᒵߩቯ⟵߿↪଀߿ࠗ࠺ࠖࠝࡓߥߤࠍ⸥㍳ߔࠆࠃ߁ᜰዉߒߚ‫⺆ޔߚ߹ޕ‬ᒵࠨࠗ࠭࠹ࠬ࠻㧔ᦸ᦬, 1998㧕ࠍታᣉߒ‫ޔ‬ෳട⠪ࠄߩ⺆ᒵࠨࠗ࠭ࠍ੐೨ߦ᷹ቯߒឭ␜
ߔࠆߎߣߢ‫⺆ޔ‬ᒵജჇᒝࠍᗧ⼂ߐߖߚ‫ޕ‬
3. ⚿ᨐ੐೨‫ޔ‬੐ᓟߩ࠹ࠬ࠻ߣ⾰໧⚕ࠍಽᨆߒߚ⚿ᨐ‫ޔ‬ዊጊ࡮⮐⿧㧔2011㧕ߣห᭽ߦᣇ⇛ߩቯ⌕߇⷗ࠄࠇߚ‫ޕ‬
หᤨߦ 10 ㅳ㑆ߩㄉᦠ૶↪ߩᣇ⇛ᜰዉᓟ‫ޔ‬ᬌ⚝⺆ᒵߩቯ⌕ߩน⢻ᕈ߽␜ໂߐࠇߚ‫ޕ‬ᵈ㧝 ᧄ⎇ⓥߢ޿߁‫ޟ‬ㄉᦠ૶↪ߩᣇ⇛‫ޔߪߣޠ‬නߥࠆᬌ⚝ⴕേߦߣߤ߹ࠄߕ‫ࠅࠃޔ‬ലᨐ⊛ߥ⧷⺆ቇ⠌ߦ⚿߮ߟߊⴕേࠍߐߔ‫ޕ‬̪ᧄ⎇ⓥߪ‫ޔ‬ᐔᚑ 24 ᐕᐲᢥㇱ⑼ቇ⋭⑼ቇ⎇ⓥ⾌⵬ഥ㊄㧔ၮ⋚⎇ⓥ C㧘⺖㗴⇟ภ 23520724 ⎇ⓥઍ⴫⠪㧦ዊጊᢅሶ㧕ߩഥᚑࠍฃߌߡⴕࠊࠇߚ‫⎇ᧄޕ‬ⓥታᣉߦ㓙ߒߡ‫⾆ޔ‬㊀ߥഥ⸒ࠍ㗂޿ߚᦸ᦬ᱜ㆏᳁㧔㤀Ỉᄢቇ㧕ߦᓮ␞ࠍ↳ߒ޽ߍ߹ߔ‫ޕ‬ෳ⠨ᢥ₂
Cowie, A.P. (1999). English Dictionaries for Foreign Learners. NY: Oxford University Press.
Fraser, C. A. (1999). Lexical processing strategy use and vocabulary learning through reading. Studies in Second
Language Acquisition, 21, 225-241.
Koyama, T. (2010). Teaching Strategies for an Effective Use of E-dictionary: A Pilot Study. Osaka Ohtani Daigaku
Eigoeibunngaku Kenkyu (Osaka Ohtani University Studies in English Language and Literature) 37, 35-43.
Koyama, T. & Takeuchi, O. (2009). How effectively do good language learners use handheld electronic dictionaries:
A qualitative approach. Language Education & Technology 46, 131-150.
Laufer, B. and Hulstijn, J. H. (2001). Incidental vocabulary acquisition in a second language: The construct oftask-induced involvement. Applied Linguistics, 22 (1), 1-26.
ᦸ᦬ᱜ㆏ (1998).‫ޟ‬ᣣᧄੱ⧷⺆ቇ⠌⠪ߩߚ߼ߩ⺆ᒵࠨࠗ࠭࠹ࠬ࠻‫ޠ‬‫⺆ޡ‬ቇᢎ⢒⎇ⓥᚲ♿ⷐ‫ ╙ޢ‬12 ภ, 27-53.
Nyikos, M. & Fan, M. (2007). A review of vocabulary learning strategies: Focus on language proficiency and learner
voice. In A.D. Cohen & E. Macaro (Eds.) Language Learner Strategies: Thirty years of research and practice (pp.
251-273). Oxford: Oxford University Press.
Tono, Y. (2001). Research on dictionary use in the context of foreign language learning: Focus on reading
comprehension. Tubingen: Niemeyer.
Tono,Y. (2006). English bilingual lexicography in Japan: Meeting serious challenges. In S. Ishikawa, K. Minamide,
M. Murata, & Y. Tono (Eds.), English lexicography in Japan (pp. 18-25). Tokyo: Taishukan.

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OP-488 ᦬ 9 ᣣ (11:30-12:00) / 333 ᢎቶ⧷⺆ᢎ⢒ߦ߅ߌࠆ e ࡜࡯࠾ࡦࠣࠪࠬ࠹ࡓ COOLL ࠍ೑↪ߒߚ⥄ᓞ෸߮ද⺞ቇ⠌ਭፉ ᥓᵤሶ㧔ᵤ↰Ⴖᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 e-learning㧘⥄ᓞቇ⠌㧘ද⺞ቇ⠌㧘ౝኈ㊀ⷞ
1. ߪߓ߼ߦᵤ↰Ⴖᄢቇߢߪ㧘ኾ㐷⺖⒟ߦ߅ߌࠆౝኈ㊀ⷞߩ⧷⺆ᢎ⢒ࠍታ⃻ߔࠆߚ߼ߦ㧘ฦኾ㐷ಽ㊁ߩౝኈߦߟ޿
ߡᶏᄖߩࠝࡦ࡜ࠗࡦേ↹╬ࠍᵴ↪ߒߡቇ߱ e-learning ࠪࠬ࠹ࡓ COOLL (COllaborative Open Language
Learning)ࠍ㐿⊒ߒ㧘ㆇ↪ਛߢ޽ࠆ‫ޕ‬ᄢቇߩኾ㐷⺖⒟ߢߪ㧘⺆ቇࠬࠠ࡞ߦട߃㧘⧷⺆ቇ⠌ࠍㅢߒߡኾ㐷ಽ
㊁ߦߟ޿ߡ߽ℂ⸃ࠍᷓ߼ࠆ㧘ౝኈ㊀ⷞߩ⧷⺆ᢎ⢒߇᳞߼ࠄࠇࠆ‫ޕ‬ౝኈ㊀ⷞߩᢎ⢒ߪቇ⠌⠪ਛᔃߩࠕࡊࡠ
࡯࠴ߢ޽ࠅ㧘࠻ࡇ࠶ࠢࠍㆬቯߔࠆ㓙ߦߪቇ⠌⠪ߩ࠾࡯࠭ࠍಽᨆߔࠆᔅⷐ߇޽ࠆ(Brinton, Snow & Wesche,1989)‫ޕ‬COOLL ߦߪ㧘േ↹╬ߩ⊓㍳߿ߘߩ⹏ଔ㧔࡟ࡆࡘ࡯㧕ߩᯏ⢻߇޽ࠅ㧘ߘߩ⊓㍳ߪᢎຬߛߌߢߪߥ
ߊቇ↢߿৻⥸࡙࡯ࠩߦ߽㐿᡼ߒ㧘㓸ว⍮ߣߔࠆߎߣߢ⾰߿㊂ࠍᒝൻߢ߈ࠆࠃ߁ߦߒߡ޿ࠆ‫ޕ‬ᓥߞߡ㧘
COOLL ߢߪቇ⠌⠪ਛᔃߩࠕࡊࡠ࡯࠴㧘හߜ⥄ᓞቇ⠌㧘෸߮ද⺞ቇ⠌ࠍㅢߒߡ㧘ౝኈ㊀ⷞߩ⧷⺆ᢎ⢒߇ታ⃻ߐࠇࠆߎߣߦߥࠆ‫ᧄޕ‬ᄢળߢߪ㧘COOLL ࠍ೑↪ߒߚ᝼ᬺታ〣߿ቇ⠌ᴺߦߟ޿ߡႎ๔ߔࠆ‫ޕ‬
2. COOLL ߩ᦭ലᕈߦߟ޿ߡ
2.1 ᚻᴺ
COOLL ߩឭଏߒߡ޿ࠆⅣႺ߇ታ㓙ߦౝኈ㊀ⷞߩ⧷⺆ᢎ⢒ߦ᦭ലߢ޽ࠆ߆ߤ߁߆ࠍᛠីߔࠆߚ߼㧘
COOLL ࠍ೑↪ߒߡ᝼ᬺࠍታ〣ߒ㧘᝼ᬺ㐿ᆎ೨ᓟߦኾ㐷ಽ㊁ߩ⺆ᒵ⍮⼂ࠍ⹏ଔߒߚ‫ޕ‬
2.2 ᝼ᬺታ〣COOLL ࠍ೑↪ߒߚ᝼ᬺߪ㧘ᵤ↰Ⴖᄢቇߩᢙቇ⑼ߩቇ↢ࠍኻ⽎ߣߒߚ2010 ᐕᐲᓟᦼߩReading & Writing
II B ߩ᝼ᬺߢ޽ࠆ‫ߩߎޕ‬᝼ᬺߩ⋡⊛ߪ㧘ౝኈ㊀ⷞߩ⧷⺆ᢎ⢒ߩ৻Ⅳߣߒߡ㧘⺒⸃ജߣ⧷૞ᢥജࠍ㜞߼ࠆߎߣߦ⟎޿ߚ‫ޕ‬ฃ⻠⠪ᢙߪ 19 ฬߢ޽ࠆ‫ޕ‬᝼ᬺߪ㧘ቇ⠌⠪ਛᔃߩ⥄ᓞቇ⠌㧘ቇ⠌⠪ห჻ߢቇ߮ว߁ද⺞ቇ⠌ߩᒻᘒߢዷ㐿ߒߚ‫ߕ߹ޕ‬㧘ቇ↢⥄り߇㧘ᢙቇߦ㑐ߔࠆ⥝๧ߩ޽ࠆ Web ࠦࡦ࠹ࡦ࠷ࠍ෼㓸ߒ㧘COOLL਄ߦ⚛᧚ߣߒߡ⊓㍳ߒߚ㧔࿑㧝㧕‫ޕ‬ᰴߦ㧘㧞ੱ㧝⚵ߢߩ Peer Review ߣߒߡฦࡍࠕߩ⚛᧚ߦߟ޿ߡ⧷⺆ߩ㔍ᤃᐲ㧘ౝኈߩ⥝๧ᐲ㧘ౝኈߩኾ㐷ᕈߩ⹏ଔࠍⴕ޿㧔࿑㧞㧕㧘ߐࠄߦ౒ㅢ⺒⸃⚛᧚ߣߒߡㆡಾߥ⚛᧚ࠍోቇ↢ߢᛩ␿ߒ㧘ㆬᛯߐࠇߚ⚛᧚ߩౝኈࠍቇࠎߛ‫ޕ‬૬ߖߡ㧘⚛᧚ߦ㑐ㅪߔࠆ⺆ᒵṶ⠌߽ⴕߞߚ‫࠹ࠬ⚳ᦨޕ‬࠶ࡊߢߪ㧘ቇࠎߛ⺒⸃⚛᧚ࠍෳ⠨ߦࠛ࠶࠮ࠗ࡜ࠗ࠹ࠖࡦࠣߦขࠅ⚵ࠎߛ‫ޕ‬
2.3 ⺆ᒵ⍮⼂ߩ⹏ଔ ⺆ᒵ⍮⼂ߩ⹏ଔߪ㧘Tom Cobb’s vocabulary Profile (2001)ࠍၮߦ㧘ฃ⻠⠪߇⺒⸃ቇ⠌೨ߣᓟߢ‫ࠍ⺆ߩߘޟ‬⍮ߞߡ޿ࠆ߆ุ߆‫⾰ߩޠ‬໧⚕ߦ╵߃ࠆᒻߢⴕߞߚ‫ޕ‬࿁╵₸ࠍ㧘࡟ࡌ࡞೎㧝㧘⺆ో૕㧘ᢙቇ㑐ㅪ⺆ߢᲧセߔࠆߎߣߢቇ⠌ലᨐߩ⏕⹺ࠍⴕߞߚ‫⴫ޕ‬㧝ߪ⺆ో૕ߣᢙቇ㑐ㅪ⺆ߦ߅ߌࠆ‫ߚ߃╵ߣޠ޿ߪޟ‬࿁╵₸ߢ޽ࠆ‫ޕ‬ᢙቇ㑐ㅪ⺆ߩᣇ߇⺒⸃ᵴേ೨ᓟߢ‫ߚ߃╵ߣޠ޿ߪޟ‬࿁╵߇ࠃࠅᄙߊჇടߒߚߎߣ߇᣿ࠄ߆ߢ޽ࠆ‫ޕ‬ᢙቇ㑐ㅪ⺆ߪ㧘“HYPOTENUSE,” “QUINTIC,” “RECTANGLE,” “SUBTRACT”╬ߢ޽ࠅ㧘࡟ࡌ࡞㧠㧔off-list㧕ߩභ߼ࠆഀวߪ 76.5%ߢ޽ߞߚ‫ޕ‬−138−

ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

࿑ 1㧚COOLL ߩ⚛᧚↹㕙࿑ 2㧚COOLL ߩ࡟ࡆࡘ࡯↹㕙⴫ 1㧚‫ࠍ⺆ߩߘޟ‬⍮ߞߡ޿ࠆ߆‫⾰ߩޠ‬໧ߦ‫ߚ߃╵ߣޠ޿ߪޟ‬࿁╵₸
⺒⸃ᵴേ೨

⺒⸃ᵴേᓟ

Ⴧട₸

⺆ో૕

80.8%

92.2%

11.4%

ᢙቇ㑐ㅪ⺆

50.0%

82.7%

32.7%

2.4 ⚿ᨐ⺆ᒵ⍮⼂ߩჇട₸ࠍ⷗ߡߺࠆߣ㧘৻⥸⺆ߦᲧセߒߡᢙቇ㑐ㅪ⺆ߩᣇ߇㜞߆ߞߚߎߣߪ㧘ቇ↢ߩኾ㐷㗔ၞߢ޽ࠆᢙቇ㑐ㅪ⺆ߩ⍮⼂߳ߩᗧ᰼߇ઁߩ⺆ߦᲧߴ㜞߆ߞߚߎߣࠍ෻ᤋߒߡ޿ࠆ‫ޕ‬ቇ↢⥄りߩኾ㐷⊛ߥౝኈࠍᛒߞ

ߚߎߣߢ㧘ᄙߊߩቇ↢߇Ⓧᭂ⊛ߦ᝼ᬺߦෳടߒߚ‫ޕ‬ታ㓙㧘ቇ↢߆ࠄ߽㧘‫ޟ‬ᢙቇ⠪߿ᢙቇߩౝኈߦߟ޿ߡ⧷
⺆ߢᣂߒ޿⊒⷗߇޽ߞߚ‫߁޿ߣޠ‬ჿ߇਄߇ߞߡ޿ࠆ‫ޕ‬એ਄ߩὐ߆ࠄ㧘COOLL ߩឭଏߒߡ޿ࠆቇ⠌ⅣႺ
ߪౝኈ㊀ⷞߩ⧷⺆ᢎ⢒ߩታ⃻ߦ᦭ലߢ޽ࠆߣߩ઒⺑ߪචಽᚑࠅ┙ߟ‫ޕ‬
3. ߹ߣ߼
᝼ᬺ߳ߩ COOLL ߩ೑↪ߪ㧘ቇ⠌⠪ߩ⥄ᓞቇ⠌ࠍଦߒ㧘࡟ࡆࡘ࡯ᵴേߦࠃࠆද⺞ቇ⠌ࠍㅢߒߡ㧘ኾ㐷ౝኈߦᷓߊ㑐ࠊࠆቇ⠌ⅣႺࠍഃࠅ಴ߔ‫⚿ߩߘޕ‬ᨐ㧘ኾ㐷㗔ၞߦ㑐ࠊࠆ⍮⼂߽⠌ᓧ߇ࠃࠅኈᤃߦߥࠆߣ⸒
߃ࠆ‫ޕ‬࿖┙ᄢቇߩ⑼ቇ⧷⺆ߩࠦ࡯ࠬߢ߽㧘ࠬࠠࡖ࠾ࡦࠣ㧘ࠬࠠࡒࡦࠣ㧘ࡄ࡜ࠣ࡜ࡈߩⷐ⚂ߩṶ⠌ࠍⴕߞߚᓟ㧘ᦼᧃ⺖㗴ߣߒߡ㧘ቇ↢ߩኾ㐷㗔ၞߩ Web ࠦࡦ࠹ࡦ࠷ࠍ෼㓸ߒ㧘COOLL ߦ⊓㍳ߔࠆߎߣࠍ⺖ߒߚ‫ޕ‬⊓㍳ᤨߦߪౝኈࠍⷐ⚂ߔࠆᔅⷐ߇޽ࠅ㧘COOLL ߢ᝼ᬺߩᓳ⠌ࠍല₸⊛ߦⴕ߃ߚ‫੹ޕ‬ᓟ߽㧘⥄ᓞቇ⠌㧘ද⺞ቇ⠌ࠍㅢߒߡኾ㐷ౝኈࠍࠃࠅᷓ߼ࠄࠇࠆࠃ߁ߦ㧘COOLL ߩᢎ᧚ߩ⾰߿ᯏ⢻ࠍᒝൻߒߡ޿߈ߚ޿‫ޕ‬ᵈ1 ⺆ᒵߩ࡟ࡌ࡞ߪ Lexical Frequency Profile (Laufer & Nation, 1999) ߦၮߠ߈㧘the 1000 word level, the 2000
word level, the academic words, off-list words ߩ㧠ߟߦಽ߆ࠇߡ޿ࠆ‫ޕ‬ෳ⠨ᢥ₂
Brinton, D. M., Snow, M. A., & Wesche, M. B. (1989). Content-based Second Language Instruction. New York:
Newbury House.
Cobb, T. (2001). Classic Vocabulary Profiler English (Version. 3.0) [Computer software and manual]
Retrieved from http://www.lextutor.ca/vp/.
Laufer, B. & Nation, P. (1999). A vocabulary size test of controlled productive ability. Language Testing 16(1),33-51.

−139−

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OP-498 ᦬ 9 ᣣ (9:30-10:00) / 334 ᢎቶዊቇᩞᄖ࿖⺆ᵴേߦ߅ߌࠆࠕ࠴࡯ࡉࡔࡦ࠻࠹ࠬ࠻↪ࠕࡊ࡝ࠤ࡯࡚ࠪࡦ㧦⧷⺆㖸ჿ⹺⼂ࠍ೑↪ߒߡ⍹Ꮉ ଻⨃㧔੩ㇺᄖ࿖⺆ᄢቇ㧕ㄭ⮮ ⌬⟤㧔ᏢႦጊቇ㒮ᄢቇ㧕㥲⮮ ᩕੑ㧔੩ㇺᄖ࿖⺆ᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 ዊቇᩞᄖ࿖⺆ᵴേ㧘⹏ଔ㧘ࠕ࠴࡯ࡉࡔࡦ࠻࠹ࠬ࠻㧘㖸ჿ⹺⼂㧘ICT ೑↪
1. ߪߓ߼ߦ
ዊቇᩞᄖ࿖⺆ᵴേߪ㧘ᐔᚑ 20 ᐕ㧟᦬ߦ๔␜ߐࠇߚዊቇᩞቇ⠌ᜰዉⷐ㗔ߦ߅޿ߡ㧘㗔ၞߣߒߡߩ‫ޟ‬ዊቇᩞᄖ࿖⺆ᵴേ‫ޠ‬㧔ᔅୃൻ㧕߇␜ߐࠇ㧘㧞ᐕ㑆ߩ⒖ⴕᦼ㑆ࠍ⚻ߡᤓᐕᐲ㧔ᐔᚑ 23 ᐕᐲ㧕ࠃࠅో࿖ߩ౏┙ዊቇᩞߢቢోታᣉߣߥߞߚ‫⃻ޕ‬࿷㧘╙㧡ቇᐕ߅ࠃ߮╙㧢ቇᐕߦ߅޿ߡ㧘ਥߦ‫ޡ‬Hi, friends!‫ߣޢ‬ઃዻߩ࠺ࠫ࠲
࡞ᢎ᧚ࠍ೑↪ߒߡ㧘ߘࠇߙࠇᐕ㑆 35 න૏ᤨ㑆ߩ᝼ᬺ߇ታᣉߐࠇߡ޿ࠆ‫⁁ߚߞ޿߁ߎޕ‬ᴫਅߢߔߢߦ޿ߊ
ߟ߆ߩ⺖㗴߇ᶋ߈ᓂࠅߦߥߞߡ޿ࠆ‫ޕ‬‫ޟ‬ዊቇᩞߩᄖ࿖⺆ᵴേߦ㑐ߔࠆ⃻⁁⺞ᩏ‫ޠ‬㧔ᣣᧄ↢ᶦቇ⠌✚ว⎇ⓥ
ᚲ㧘2011㧕ߦࠃࠇ߫㧘ዊቇᩞᄖ࿖⺆ᵴേߦ߅ߌࠆ໧㗴߿⺖㗴ࠍ໧߁⾰໧㗄⋡ߦኻߒߡ㧘‫ޟ‬ᜰዉౝኈ࡮ᣇᴺ‫ޠ‬
㧔39.4㧑㧕ߣ࿁╵ߒߚዊቇᩞ߇ᦨ߽ᄙߊ㧘ᰴ޿ߢ‫⹏ޟ‬ଔౝኈ࡮ᣇᴺ‫ޠ‬
㧔33.2㧑㧕
㧘ߘߒߡ‫ޟ‬ᜰዉ⠪㧔ᜂᒰᢎຬ㧕ߩ⾰࡮ᛛⴚ‫ޠ‬
㧔32.4㧑㧕ߩ㗅ߣߥߞߡ޿ࠆ‫⎇ᧄߢߎߘޕ‬ⓥߢߪ㧘೨ㅀߩ⺖㗴ߣߒߡ᜼ߍࠄࠇߡ޿ࠆ‫⹏ޟ‬ଔౝኈ࡮ᣇᴺ‫⸃ߩޠ‬᳿╷ߩ㧝ߟߣߒߡ㧘⧷⺆㖸ჿ⹺⼂ઃ߈ࠕ࠴࡯ࡉࡔࡦ࠻࠹ࠬ࠻↪ࠕࡊ࡝ࠤ࡯࡚ࠪࡦࠍ
㐿⊒ߒ㧘๺᱌ጊ⋵ౝߩዊቇᩞ㧞ᩞߢߩዊቇᩞᄖ࿖⺆ᵴേࠍㅢߓߡ㧘ᧄࠕࡊ࡝ࠤ࡯࡚ࠪࡦߩ᦭↪ᕈࠍᬌ⸽ߒߚ‫ޕ‬ߥ߅㧘ᧄࠕࡊ࡝ࠤ࡯࡚ࠪࡦߩ㐿⊒Ბ㓏㧔ᐔᚑ 23 ᐕᐲ㧕ߢߪ㧘ᢥㇱ⑼ቇ⋭߆ࠄ㈩Ꮣߐࠇߚᢎ᧚ߪ‫ޡ‬Hi,
friends!‫ߊߥߪߢޢ‬㧘‫߼ߚߚߞ޽ߢޢ࠻࡯ࡁ⺆⧷ޡ‬㧘ᧄࠕࡊ࡝ࠤ࡯࡚ࠪࡦߦᩰ⚊ߐࠇߡ޿ࠆ⺆㧔ฏ㧕ߪߔߴߡ‫ߦޢ࠻࡯ࡁ⺆⧷ޡ‬ឝタߐࠇߡ޿ࠆ߽ߩߢ޽ࠆ‫⃻ޕ‬࿷㧘ᧄࠕࡊ࡝ࠤ࡯࡚ࠪࡦߦᩰ⚊ߐࠇߡ޿ࠆ⺆㧔ฏ㧕ࠍ㧘‫ߦޢ࠻࡯ࡁ⺆⧷ޡ‬ឝタߐࠇߡ޿ࠆ߽ߩ߆ࠄ‫ޡ‬Hi, friends!‫ߦޢ‬ឝタߐࠇߡ޿ࠆ߽ߩ߳౉ࠇᦧ߃ࠆ૞ᬺࠍ
ㅴ߼ߡ޿ࠆ‫ޕ‬
2. ࠕࡊ࡝ࠤ࡯࡚ࠪࡦ㐿⊒ᧄࠕࡊ࡝ࠤ࡯࡚ࠪࡦߪ㧘ᤓᐕᐲ㧔ᐔᚑ 23 ᐕᐲ㧕߹ߢ㈩Ꮣᢎ᧚ߣߒߡ૶↪ߐࠇߡ޿ߚ‫ޢ࠻࡯ࡁ⺆⧷ޡ‬෸߮ᜰዉ⾗ᢱߦឝタߐࠇߡ޿ࠆ⺆㧔ฏ㧕ߦኻߔࠆఽ┬ߩ೔㆐ᐲࠍ㧘ᰴߩ㧡ߟߩࡄ࠲࡯ࡦߦࠃࠅ᷹ቯߔࠆ߽
ߩߢ޽ࠆ㧔ਛ⷏ઁ㧘2009㧕‫ޕ‬㧔㧝㧕㖸ჿࠍ⡞޿ߡ‫ޔ‬ᱜߒ޿⛗ࠍㆬ߱ߎߣ߇ߢ߈ࠆ߆‫ޕ‬㧔㧞㧕㖸ჿࠍ⡞޿ߡ‫ޔ‬ᱜߒ޿ᢥሼࠍㆬ߱ߎߣ߇ߢ߈ࠆ߆‫ޕ‬㧔㧟㧕ᢥሼࠍ⷗ߡ‫ޔ‬ᱜߒ޿ᗧ๧㧔⛗㧕ࠍㆬ߱ߎߣ߇ߢ߈ࠆ߆‫ޕ‬㧔㧠㧕⛗ࠍ⷗ߡ‫ޔ‬ᱜߒ޿㖸ჿࠍㆬ߱ߎߣ߇ߢ߈ࠆ߆‫ޕ‬㧔㧡㧕ᢥሼࠍ⷗ߡ‫ޔ‬ᱜߒߊ⊒㖸ߔࠆߎߣ߇ߢ߈ࠆ߆‫ޕ‬ߥ߅㧘㧔㧡㧕ߩࡄ࠲࡯ࡦߢߪ㧘ᧄࠕࡊ࡝ࠤ࡯࡚ࠪࡦߦታⵝߐࠇߡ޿ࠆᣣᧄੱ⧷⺆⊒㖸ߦ․ൻߒߚ⧷⺆㖸ჿ⹺⼂ࠛࡦࠫࡦࠍ೑↪ߒߡ޿ࠆ‫ߚ߹ޕ‬᷹ቯ⚿ᨐߪ㧘୘‫ߦ┬ఽߩޘ‬ኻߔࠆࡈࠖ࡯࠼ࡃ࠶ࠢࠪ࡯࠻ߣߒߡ಴ജ
ߐࠇࠆࠃ߁⸳⸘ߒߚ‫ޕ‬એਅ㧘࿑㧝ߦ㧔㧡㧕ߩࡄ࠲࡯ࡦߩ↹㕙ࠍ㧘࿑㧞ߦ಴ജߐࠇߚࡈࠖ࡯࠼ࡃ࠶ࠢࠪ࡯
࠻ࠍ␜ߔ‫ޕ‬−140−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

Part1⧷න⺆Part2Part3

Part4

Part5㖸ჿ䉕⡞䈇䈩䇮ᱜ䈚䈇 㖸ჿ䉕⡞䈇䈩䇮ᱜ䈚 ᢥሼ䉕⷗䈩䇮ᱜ䈚䈇 ⛗䉕⷗䈩䇮ᱜ䈚䈇㖸 ᢥሼ䉕⷗䈩䇮ᱜ䈚䈒⊒ᗧ๧ ⛗䉕ㆬ䈹䈖䈫䈏䈪䈐䉎 䈇ᢥሼ䉕ㆬ䈹䈖䈫䈏 ᗧ๧䋨⛗䋩䉕ㆬ䈹䈖䈫 ჿ䉕ㆬ䈹䈖䈫䈏䈪䈐䉎 㖸䈜䉎䈖䈫䈏䈪䈐䉎
䈪䈐䉎
䈏䈪䈐䉎

train station 㚞
bank㌁ⴕ
schoolቇᩞ
departmentstore ⊖⽻ᐫbarbershop ᐥደ
busstop䊋䉴஗
bookstoreᧄደflowershop ⧎ደ
policebox
੤⇟
park
౏࿦
hospital∛㒮
firestationᶖ㒐⟑
restaurant䊧䉴䊃䊤䊮postofficeㇷଢዪ

࿑ 1. ࠕ࠴࡯ࡉࡔࡦ࠻࠹ࠬ࠻↹㕙

࿑ 2. ࡈࠖ࡯࠼ࡃ࠶ࠢࠪ࡯࠻

3. ᦭↪ᕈߩᬌ⸽
3.1 ෳട⠪ᧄ⎇ⓥߩෳട⠪ߪ㧘๺᱌ጊ⋵ߩዊቇᩞ㧞ᩞߦ࿷☋ߔࠆ㧡㧘㧢ᐕ↢ 100 ฬߣቇ⚖ᜂછ㧠ฬߢ޽ߞߚ‫ޕ‬
3.2 ᚻᴺ‫ࠍࡦࠬ࠶࡟ߩޢ࠻࡯ࡁ⺆⧷ޡ‬㧠ߟߩ࡙࠾࠶࠻ߦಽഀߒ㧔㧝࡙࠾࠶࠻㧝޽ࠆ޿ߪ㧞࡟࠶ࠬࡦ㧕㧘㧝ߟߩ࡙࠾࠶࠻ࠍ㧤ᤨߦࠃࠅ᭴ᚑߒߚ‫ౕޕ‬૕⊛ߦߪ㧘╙㧝ᤨ㨪╙㧢ᤨࠍ࡟࠶ࠬࡦߩᵴേ㧘╙㧣ᤨࠍࠦࡒࡘ࠾ࠤ࡯
࡚ࠪࡦᵴേ㧘╙㧤ᤨࠍᧄࠕࡊ࡝ࠤ࡯࡚ࠪࡦ೑↪ߦࠃࠆࠕ࠴࡯ࡉࡔࡦ࠻࠹ࠬ࠻ߣㆬᛯ࿁╵ᑼ⾰໧㗄⋡ߣ⸥ㅀ࿁╵ᑼ㗄⋡߆ࠄߥࠆᝄࠅ㄰ࠅࠞ࡯࠼ࠍ೑↪ߒߚఽ┬ߦࠃࠆ⥄Ꮖ⹏ଔߣߒߚ‫࠻࠶࠾࡙ߩߎޕ‬೙ߦࠃࠆዊ
ቇᩞᄖ࿖⺆ᵴേࠍ㧘 2011 ᐕ㧠᦬㨪2012 ᐕ㧞᦬㧘๺᱌ጊ⋵ߩዊቇᩞ㧞ᩞߦ߅޿ߡ㧘ฦᩞ 35 න૏ᤨ㑆ߕߟታᣉߒߚ‫ߚ߹ޕ‬㧘ฦ࡙࠾࠶࠻߇⚳ੌߒߚᤨὐߢ㧘ቇ⚖ᜂછߦኻߒߡ㧘૞ᚑߒߚቇ⠌ᜰዉ᩺ߣ╙㧝ᤨ㨪╙㧤ᤨߩᵴേߦ㑐ߔࠆࠗࡦ࠲ࡆࡘ࡯ࠍⴕߞߚ‫ޕ‬⚿ᨐᝄࠅ㄰ࠅࠞ࡯࠼ࠍ೑↪ߒߚఽ┬ߦࠃࠆ⥄Ꮖ⹏ଔ⚿ᨐߣቇ⚖ᜂછ߳ߩࠗࡦ࠲ࡆࡘ࡯ߩಽᨆ߆ࠄ㧘㐿⊒ߒߚࠕࡊ࡝ࠤ࡯࡚ࠪࡦߩ᦭↪ᕈ߇␜ໂߐࠇߚ‫ޕ‬⻢ㄉᧄ⎇ⓥߩ৻ㇱߪ㧘⑼ቇ⎇ⓥ⾌㧔⎇ⓥ⺖㗴⇟ภ 22520636㧘⎇ⓥઍ⴫⠪㥲⮮ᩕੑ㧕ߩഥᚑࠍฃߌߚ߽ߩߢ
޽ࠆ‫ޕ‬
ෳ⠨ᢥ₂
ਛ⷏૫ሶઁ (2009). ‫ߦޢ࠻࡯ࡁ⺆⧷ޡ‬ၮߠߊ ICT ᢎ᧚ࠍ↪޿ߚዊቇᩞᄖ࿖⺆㧔⧷⺆㧕ᵴേߦ㑐ߔࠆታ⸽⊛⎇ⓥ ‫ޡ‬๺᱌ጊ⋵ᢎ⢒࠮ࡦ࠲࡯ቇ߮ߩਐ⎇ⓥ♿ⷐ (2008)㧙4‫ޢ‬
http://www.wakayama-edc.big-u.jp/kenkyukiyo20/H20/H20-4.pdf (ෳᾖᣣ 2012 ᐕ 5 ᦬ 17 ᣣ).
(⽷)ᣣᧄ↢ᶦቇ⠌✚ว⎇ⓥᚲ (2011). ዊቇᩞߩᄖ࿖⺆ᵴേߦ㑐ߔࠆ⃻⁁⺞ᩏ
http://www.shogai-soken.or.jp/htmltop/toppage.files/syou_2010_02.pdf (ෳᾖᣣ 2012 ᐕ 5 ᦬ 17 ᣣ).

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OP-508 ᦬ 9 ᣣ (10:05-10:35) / 334 ᢎቶዊቇᩞᄖ࿖⺆ᵴേᣣ⧷ߩ㖸ჿߩ᳇ߠ߈ࠍਈ߃ࠆ᝼ᬺᳰ੉ ⪲ሶ㧔ߎߤ߽⧷⺆⪭⺆දળ㧕ࠠ࡯ࡢ࡯࠼㧦 ዊቇᩞᄖ࿖⺆ᵴേ㧘㖸ჿߩ㆑޿ߦ᳇ߠߊ㧘ࡕ࡯࡜ߣ㖸▵㧘ᣣᧄ⺆ߦߥ޿㖸㧘     ⧷⺆ࠍ⊒ߔࠆᤨߩり૕ߩ૶޿ᣇ

1. ߪߓ߼ߦ
ዊቇ 5 ᐕ↢ߦኻߒ 4 ᦬ߦߣߞߚ᜼ᚻߦࠃࠆ㕖౏ᑼߩࠕࡦࠤ࡯࠻ߦࠃࠆߣ‫ޔ‬ᄖ࿖⺆ᵴേࠍᆎ߼ࠆߦ޽ߚ
ߞߡ‫ޔ‬㖸ჿߦኻߔࠆਇ቟ࠍ⸷߃ࠆఽ┬߇ 8 ഀࠍ⿥߃ߚ‫ߢߤߥࡆ࡟࠹ޕ‬⡞޿ߚߎߣߩ޽ࠆ⧷⺆߿⧷⺆ߩవ↢ߩ⹤ߔ⧷⺆ߪᣣᧄ⺆ߩ㖸ߣߪోߊ⇣ߥࠆߩߢ⥄ಽߦߪ಴᧪ߘ߁ߦߥ޿‫߁޿ߣޔ‬ᔃᖱ߇ુ߃ߚ‫ޔߢߎߘޕ‬⧷⺆ߣᣣᧄ⺆ߩ㖸ჿߩ㆑޿ߦߟ޿ߡ᳇ߠ޿ߚࠅ‫ޔ‬૕㛎⊛ߦℂ⸃ߔࠆᵴേߪఽ┬ߩਇ቟ࠍシᷫߔࠆߣ⠨߃‫ޔ‬
ߘߩᚻᴺࠍ⊒⴫ߔࠆ‫ޕ‬
2. ᚻ㗅
2.1 ᚻ㗅
ᣣᧄ⺆ߣ⧷⺆㑆ߦߪߤࠎߥ㆑޿߇޽ࠆ߆ఽ┬ߦ᳇ߠ߆ߖߚࠅ‫ޔ‬᣿␜⊛ߦ๭ๆ࡮ญ๟ࠅߩ╭⡺ߥߤߩり૕ߩ૶޿ᣇࠍ␜ߒ‫ޔ‬૕㛎ߐߖࠆ‫ޕ‬
2.2 ᵈᗧࠍଦߒߚࡐࠗࡦ࠻࡮ り૕ߩ૶޿ᣇ(๭᳇ߩ㊂‫ޔ‬ญߩ㐿ߌᣇ‫ޔ‬ญベ╭‫ޔ‬ໃߩ╭⡺ߩᒝߐ)࡮ 㖸▵ߣᜉ‫࠻ࡦ࠮ࠢࠕޔ‬࡮ ᣣᧄ⺆ߩ․ᕈߣ⧷⺆߳ߩᓇ㗀ఽ┬ߩ⥝๧‫ޔ‬㑐ᔃࠍᒁ߈಴ߔߎߣࠍᦨఝవߦ‫ޔ‬᝼ᬺߩㆇ߮ᣇࠍᎿᄦߔࠆ‫ޕ‬‫ߡߒ߁ߤޟ‬ᣣᧄ⺆ߦߪ‫ߩޢ߁߅ޡߣޢ޿߃ޡ‬㖸߇ߥ޿ߩ߆ߥ㧫‫ޠ‬‫ޟ‬‫ޡߣޢ࡞ࡊ࠶࠽ࠗࡄޡ‬pineapple‫ࠇߙࠇߘߪޢ‬૗࿁ᚻࠍณߊ߆ߥ㧫‫ޠ‬ߥߤߣ‫⥄┬ఽޔ‬り߇‫ޔ‬⠨߃ߚࠅᗧ⷗ࠍ⸒ߞߚࠅߒߡ‫ޔ‬ᣣᧄ⺆ߣ⧷⺆ߩ㖸ჿߩ㆑޿ߦߟ޿ߡ‫ޔ‬᳇ߠߊࠃ߁ߦ઀ะߌࠆ‫ޔߚ߹ޕ‬ታ㓙ߦ๭᳇߿ญ߹ࠊࠅߩ╭⡺߿‫ޔ‬り૕ో૕ࠍ૶ߞߡන⺆ࠍ⊒ߒߡߺࠆߎߣ
ߢ‫ޔ‬૕㛎⊛ߦᣣ⧷ߩ㖸ჿߩ㆑޿᳇ߠߊߎߣ߇಴᧪ࠆࠃ߁ߦ઀⚵ࠎߛ‫ޕ‬
2.3 ౕ૕⊛ߥᚻᴺ
࡮ ญベ╭㧦‫ޕߔ߹޿ߑߏ߁ࠃߪ߅ޟ‬‫"ޠ‬Good morning."ߩญ߹ࠊࠅߩേ߈ࠍⷰኤߐߖߡ‫ߥࠎߤޔ‬㆑޿߇޽ࠆ߆᳇ߠ߆ߖࠆ‫ޕ‬࡮ ๭᳇ߩ㊂㧦‫"ޠ࠽࠽ࡃޟ‬banana" ‫"ޠ࠻࠹ࡐޟ‬potato" ߩ⊒㖸ߦߟ޿ߡ‫ߩߘޔ‬㆑޿ࠍ᜼ߍߡ߽ࠄߞߡᗧ
⷗ࠍᢛℂߔࠆ‫ޕ‬࡮ ญߩ᏷㧦ᣣᧄ⺆ࠍ⹤ߔߣᤨߩໃߩ᏷ߣ‫ߩᤨߔ⹤ߩ⺆⧷ޔ‬ໃߩ᏷ߦߪ㆑޿߇޽ࠆߎߣࠍ᳇ߠ߆ߖࠆ‫ޕ‬࡮ ޽ߏ㧦ᣣᧄ⺆ࠍ⹤ߔᤨߦߪ‫ࠍߏ޽ޔ‬ਅߍߥ޿߇‫߇ߏ޽ߪߦ߈ߣߔ⹤ࠍ⺆⧷ޔ‬ਅ߇ࠆߎߣ߇޽ࠆߣ
޿߁⋧㆑ὐࠍ᳇ߠ߆ߖࠆ‫ޕ‬࡮ એ਄ߩ 4 ὐߩ㆑޿ࠍ૕㛎ߒ‫ޔ‬り૕⊛ߦℂ⸃ߔࠆࠃ߁ߦଦߔ‫ޔߢߎߎޕ‬ᣣᧄ⺆߇ਇᓧᗧߥ㖸㧔߃޿‫ޔ‬−142−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ߅߁㧕߇޽ࠆߎߣࠍ␜ߒ‫߇ࠇߘޔ‬૗᡿ߥߩ߆ࠍ⠨߃ߐߖࠆ‫ޔࠅߚߺߡߞ߿ޕ‬⠨߃ߡߺߚࠅߔࠆߎߣߢࠃࠅℂ⸃߿㑐ᔃ߇ᷓ߹ࠆ‫ޕ‬࡮ ࡕ࡯࡜ߣ㖸▵㧦਄⸥ߩ૕㛎ࠍߒߚ޽ߣ‫ߣ࡜࡯ࡕޔ‬㖸▵ߩ㆑޿‫ࠅ߹ߟޔ‬ਔ⸒⺆ߩ㖸ߩ૞ࠄࠇ߆ߚߦ
㆑޿߇޽ࠆߎߣߦ᳇ߠ߆ߖࠆ‫ޕ‬ߚߣ߃߫‫ޔ‬‫"ߣޠ࡞ࡊ࠶࠽ࠗࡄޟ‬pineapple "ࠍ৻✜ߦ⸒޿ߥ߇ࠄ‫ޔ‬૗࿁ᚻࠍณߌࠆ߆⠨߃ߡ߽ࠄ߁‫ޕ‬࡮ วࠊߖߡ‫ߪߦ⺆⧷ޔ‬ᒝ൓߇޽ࠆߎߣߦ᳇ઃ߆ߖࠆ‫ޕ‬㖸▵ߣᒝ൓ࠍ࿑ᑼൻߔࠆߣߤ߁ߥࠆ߆‫┬ఽޔ‬ߦ⠨߃ߡ߽ࠄ߁‫ޕ‬ߎࠇࠄߩ㖸ߩ઀⚵ߺࠍ߭ߣߟߩ࿑ߢ⴫ߔ⹜ߺࠍߔࠆ‫ޔߪ┬ఽޔߢߎߘޕ‬ᕷ‫╭ޔ‬⡺‫ޔ‬ญߩᒻ‫ޔ‬ᒝ൓߇ㅪേߒߡ޿ࠆߎߣߦ᳇ߠߊ‫ޕ‬
3. ⚿ᨐ߅ࠃ߮⠨ኤ਄⸥ߩ᣿␜⊛␜ໂߩ⚿ᨐ‫ ࠄ⥄ߪ┬ఽޔ‬2 ⸒⺆ߩ㆑޿ߦ⥄ࠄ᳇ߠ߈‫ߩ⺆⧷ޔ‬㖸߇಴ߖߚߣ޿߁⥄ା߆ࠄ
ᵴേߦⓍᭂ⊛ߦขࠅ⚵߻ࠃ߁ߦߥߞߚ‫ޕ‬૕㛎⊛ߦቇ߱ߎߣߢ‫ޔ‬‫⥄ޟ‬ಽߦ߽ߢ߈ࠆ‫ޠ‬‫ߣޠ޿ࠈߒ߽߅߇ߣߎࠆߔ⹤⊒ޟ‬ᗵߓߡ‫ޔ‬ਇ቟߇シᷫߐࠇ‫ޔ‬㖸ჿߦኻߔࠆ⥝๧࡮㑐ᔃ߇㜞߹ߞߡ޿ߊ᭽ሶ߇⷗ࠄࠇߚ‫ޕ‬ߎߩታ〣ߪ⊒⴫⠪߇㑐ࠊߞߡ߈ߚዊቇᩞߦ㒢ࠄࠇߚ߽ߩߢ޽ࠅ‫⾰ޔ‬໧⚕╬ߢታ㛎ࠍߒߚ߽ߩߢߪߥ޿
ߩߢ‫੹ޔ‬ᓟߪࠃࠅᄙߊߩታ〣ߒߥ߇ࠄ‫ޔ‬ቇⴚ⊛ߦ߽⎇ⓥࠍㅴ߼ߡ޿ߊᔅⷐ߇޽ࠆ‫ޕ‬

.

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23   ᭶  ᪥   ᩍᐊᑠᏛᰯ࡟࠾ࡅࡿᏛᖺู 㸯ᖺ⏕㹼㸴ᖺ⏕ ࡢⱥㄒ㡢ኌࡢẚ㍑
ࡢⱥㄒ㡢ኌࡢẚ㍑
┿ᓮ ඞᙪ㸦රᗜᩍ⫱኱Ꮫ㝃ᒓᑠᏛᰯ㸧࣮࣮࢟࣡ࢻ㸸 ᑠᏛᰯእᅜㄒάື ᑠᏛ⏕ࡢⓎ㡢ᣦᑟ 㡢ኌホ౯ࢯࣇࢺ࢙࢘࢔ 㡢ኌࡢᩘ್ⓗホ౯㸪ᑠᏛ⏕ࡢⱞᡭ࡞ⱥㄒ㡢ኌ ࡣࡌࡵ࡟
ࡣࡌࡵ࡟ ᖺᗘ࠿ࡽᑠᏛᰯ࡟࠾࠸࡚ࡣࠊእᅜㄒάືࡀᑟධࡉࢀࠊ ᖺ⏕࡟㐌㸯᫬㛫ࡢⱥㄒᏛ⩦ࡀᐇ᪋ࡉࢀ
࡚࠸ࡿࠋㄪᰝᶵ㛵࡟ࡼࡗ࡚ࠊᑠᏛᰯ࡛ࡢⱥㄒࡢᣦᑟࡣࠊᑟධ๓࠿ࡽࠊከࡃࡢᩍဨࡀᣦᑟ࡟୙Ᏻࢆᢪ࠼࡚
࠸ࡿ࡜࠸࠺ࡇ࡜ࡀ᫂ࡽ࠿࡟ࡉࢀ࡚ࡁࡓࠋࡑࡢཎᅉࡢ୍ࡘࡣࠊⓎ㡢ࡢᣦᑟ࡟㛵ࡍࡿ⮬ಙࡢ࡞ࡉࡸࠊ୙Ᏻ࡟
⏤᮶ࡍࡿࡶࡢ࡛࠶ࡗࡓ 0DVDNL ࠋ௒ᅇࡢ◊✲ࡣࠊᑠᏛᰯࡢ㸯ᖺ⏕࠿ࡽ㸴ᖺ⏕ࡢඣ❺ࡢⱥㄒ㡢ኌࢆ཰㞟ࠊศᯒࡋࠊᑠᏛ⏕ࡢⱥㄒ㡢ኌࡢ≉ᚩࢆ᫂ࡽ࠿࡟ࡍࡿࡇ࡜࡛ࠊᑠᏛᰯ࡟࠾ࡅࡿⓎ㡢ᣦᑟࡢෆᐜࠊ᪉ἲࢆ
◊✲ࡍࡿࡓࡵࡢᇶ♏㈨ᩱ࡜ࡍࡿࡓࡵ࡟⾜ࡗࡓࠋ ᡭ㡰ᡭ㡰 ཧຍ⪅ࠊ㡢ኌࡢ཰㞟ᮇ㛫ཧຍ⪅ࠊ㡢ኌࡢ཰㞟ᮇ㛫ࠊ㡢ኌࡢ཰㞟ᮇ㛫ᮏᰯࡢ㸯ᖺ⏕࠿ࡽ㸴ᖺ⏕ࡢ㸯ࢡࣛࢫࡎࡘࡢඣ❺ࠋ ྛᏛᖺ  ྡ㹼 ྡࠊィ  ྡ  ཰㞟ࡣࠊ ᖺ ᭶࡟㛤ጞࡋࠊ㸯᪥  ྡࡎࡘ⾜࠸ࠊ ᖺ  ᭶࡟⤊஢ࡋࡓࠋ
 ᡭ㡰ᡭ㡰཰㞟ࡋࡓ༢ㄒࡣࠊRQHWZRWKUHHIRXUILYHGRJFDWUDEELWELUGWULDQJOHFLUFOHVTXDUH ࡢ  ༢ㄒ࡛࠶ࡿࠋࡇࢀࡽࡣࠊ཰㞟ࢆ㛤ጞࡋࡓ᫬࡟  ᖺ⏕࡟ᣦᑟ῭ࡳࡢ༢ㄒ࡛࠶ࡿࠋ ࡢ༢ㄒࡢࡑࢀࡒࢀࡢ㡢⣲ ẕ㡢 ༙ẕ㡢  Ꮚ㡢  ࡟ࡘ࠸࡚ࠊᕷ㈍ࡢ㡢ኌホ౯ࢯࣇࢺ࢙࢘࢔ࢆ౑࠸ࠊ⡿ᅜฟ㌟ࡢ $/7 ࡢ㡢ኌ࡜ᩘ್ⓗ࡟ẚ㍑ࢆࡋࠊඣ❺ࡢⓎ㡢ࡢ≉ᚩࡸഴྥ࡟ࡘ࠸࡚⪃ᐹࡋࡓࠋ
 ཰㞟ࡋࠊ཰㞟ࡋࠊホ౯ࡋࡓඣ❺ࡢ㡢ኌ࡟ࡘ࠸࡚ホ౯ࡋࡓඣ❺ࡢ㡢ኌ࡟ࡘ࠸࡚
ࡓඣ❺ࡢ㡢ኌ࡟ࡘ࠸࡚  ホ౯ࡋࡓ㡢⣲࠙ẕ㡢ࠚ‫ݞ‬XL‫ܧ‬UDܼ‫ ܧ‬ԥԥ䠖䡎‫ܭ‬ԥU ༙࠙ẕ㡢ࠚZU㻌 ࠙Ꮚ㡢ࠚWQ݇IYGNEƾJOV  ༢ㄒࡢ㑅ᐃ࡟࠶ࡓࡗ࡚⪃៖ࡋࡓࡇ࡜ձ ཰㞟᫬  ᖺᗘ  ᭶㛤ጞ ࡟ᮏᰯࡢ  ᖺ⏕࠿ࡽ  ᖺ⏕ඣ❺ࡢ᪤⩦ࡢ༢ㄒ࡛࠶ࡿࡇ࡜ղ ᪥ᮏேⱥㄒᏛ⩦⪅࡟࡜ࡗ࡚ࠕྲྀࡾ❧࡚ࡓᣦᑟࠖࡢᚲせࡀ࠶ࡿ ➉ᯘ ᩪ⸨ ࡜ࡉࢀ࡚࠸ࡿ㡢⣲ࡀྵࡲࢀࡿ༢ㄒ࡛࠶ࡿࡇ࡜ճ ඣ❺ࡢ㡢ኌࢧࣥࣉࣝࢆ཰㞟ࡍࡿ᫬㛫ࡀከࡃྲྀࢀ࡞࠸ࡓࡵࠊ༢ㄒᩘࢆ  ࡟ไ㝈ࡍࡿࡇ࡜
 ඣ❺ࡢ㡢ኌࡢ཰㞟ඣ❺ࡢ㡢ኌࡢ཰㞟᪉ἲ࡜ホ౯᪉ἲ཰㞟᪉ἲ࡜ホ౯᪉ἲ᪉ἲ࡜ホ౯᪉ἲ ඣ❺ࡢ㡢ኌࡣࠊᩥᏐ࡟ࡼࡿㄞࡳୖࡆࡀ࡛ࡁ࡞࠸ࡓࡵࠊ㘓㡢┤๓࡟⪺࠿ࡏࡓⱥㄒẕㄒヰ⪅ ᮏᰯ⏨ᛶ $/7ࡢ㡢ኌࢆ᚟ၐࡉࡏ࡚㘓㡢ࡋࡓࠋࡑࢀࡽࡢ㡢ኌࢆࠊᕷ㈍ࢯࣇࢺ࢙࢘࢔ࡢ㡢ኌุᐃ࢔ࣝࢦࣜࢬ࣒࡟ࡼࡗ࡚ゎᯒࡋࠊ㡢⣲࡛ࣞ࣋ࣝ࡝ࢀࡃࡽ࠸ⱥㄒࢆẕㄒ࡜ࡍࡿࣔࢹࣝヰ⪅࡟㏆࠸㡢࡛Ⓨ㡢࡛ࡁࡓ࠿ࢆᩘ್ⓗ࡟ุᐃࡋࡓࠋࢹ࣮ࢱࡢ཰㞟࡟࠶ࡓࡗ࡚ࡣࠊVZI )ODVKVRIWZDUH ࡟ࡼࡗ࡚సືࡍࡿ࢔ࣉࣜࢣʊࢩࣙࣥࢆ⮬సࡋࠊ୍㐃ࡢసᴗ࡛㡢ኌࡀ㘓㡢࡛ࡁࡿ⎔ቃࢆ‽ഛࡋࡓࠋ



−144−

እᅜㄒᩍ⫱࣓ࢹ࢕࢔Ꮫ఍➨  ᅇ඲ᅜ◊✲኱఍ ⤖ᯝ࡜⪃ᐹ⤖ᯝ࡜⪃ᐹ
࡜⪃ᐹ௒ᅇࡢุᐃࡢ⤖ᯝࢆ඲యⓗ࡟ࡳࡿ࡜ࠊపᏛᖺ࡜୰Ꮫᖺࡢ᭷ពᕪࡣከࡃࡳࡽࢀࡎ  ༢ㄒ୰  ࠊ୰Ꮫᖺ࡜㧗Ꮫᖺࡢᕪࡢ᪉ࡀ኱ࡁ࠿ࡗࡓ  ༢ㄒ୰  ࠋࡲࡓࠊపᏛᖺ࡜㧗Ꮫᖺࡢ᭷ពᕪࡣẚ㍑ⓗከࡃࡳࡽࢀࡓࠋ
ࡇࡢࡇ࡜࠿ࡽࠊᏛᖺࡀୖࡀࡿ࡟ࡘࢀ࡚ࣔࢹࣝ㡢ኌ࡟ࡼࡃ࣐ࢵࢳࡋ࡚ࡃࡿࡇ࡜ࡀ᫂ࡽ࠿࡟࡞ࡗࡓ ⾲  ࠋ⾲  ୍ඖ㓄⨨ศᩓ୍ඖ㓄⨨ศᩓศᯒ
ศᩓศᯒ ᑐᛂ࡞ࡋ ࡟ࡼࡿᖹᆒࡢẚ㍑
࡟ࡼࡿᖹᆒࡢẚ㍑

㻌㻌

RQH WZR WKUHH IRXU ILYH GRJ FDW UDEELW ELUG

పя୰

 





  ‫ۑ‬

WULDQJOH FLUFOH

VTXDUH
‫ۑ‬

୰я㧗

 

‫ۑ‬



‫ۑ‬

‫ ۑ‬





‫ۑ‬





పя㧗

 ‫ۑ‬

‫ۑ‬



‫ۑ‬

‫ۑ ۑ‬





‫ۑ‬



‫ۑ‬

‫ ۑ‬㸣Ỉ‽࡛᭷ពᕪ࠶ࡾ  î 㸣Ỉ‽࡛᭷ពᕪ࡞ࡋ
ྛ㡢⣲ࢆࡳ࡚࠸ࡃ࡜ࠊẕ㡢࡟ࡘ࠸࡚ࡣࠊELUGFLUFOH ࡟⌧ࢀࡿԥ‫ޝ‬㹰㡢 㖋௜ࡁࡢࢩࣗ࣡ʊ ࡣࠊ᪥ᮏேᏛ
⩦⪅࡟࡜ࡗ࡚⩦ᚓࡀ㞴ࡋࡃ ➉ᯘ ᩪ⸨ ࠊᮏᰯ࡟࠾࠸࡚ࡶ࡝ࡢᏛᖺࡶከࡃࡢࢧࣥࣉࣝࡀ࣐ࢵࢳࡋ࡚
࠸࡞࠿ࡗࡓࠋࡲࡓࠊIRXU ࡢ‫ࠊࡸܧ‬RQH ࡢ‫ࡢ➼ݞ‬ẕ㡢ࡶ㞴ࡋ࠸㡢࡛࠶ࡿ ᴮᮏ ࡇ࡜ࡀ☜ㄆ࡛ࡁࡓࠋ
༙ẕ㡢࡛ࡣࠊㄒ㢌ࠊㄒ୰ࠊㄒᮎ࡟㝈ࡽࡎU ࡣ㞴ࡋ࠸㡢࡛࠶ࡾ ୖ⏣ ᒣ᰿ ᒣ᰿/DQH  ࠊᚓ
Ⅼࡣప࠿ࡗࡓࠋFDW ࡢNࠊ  ࡣࠊ࡝ࡢᏛᖺࡶࣔࢹࣝ㡢ኌ࡟࣐ࢵࢳࡋ࡚࠾ࡾࠊඣ❺ࡣࠊⱥㄒࢆⓎ㡢ࡍࡿ࡜ࡁࠊẕㄒ ᪥ᮏㄒ ࡟㏆࠸㡢ࡀ࠶ࡿࡶࡢࡣⱥㄒ㡢ኌ࡟㏆࠸㡢ࡀฟࡏࡿࡇ࡜ࡀศ࠿ࡗࡓࠋFDW ࡢㄒ㢌ࡢ Nࡸ VTXDUH ࡢV࡜ࡢᏊ㡢㐃⤖ࡢNࡣࠊ㧗࠸ᚓⅬ  ࡛࠶ࡗࡓࡀࠊ
FLUFOH ࡢㄒ୰ࡢN ࡣ  ࡛࠶ࡾࠊ኱ࡁ࡞ᕪࡀ⏕ࡌࡓࠋࡇࢀࡣࠊFLUFOH ࡢN ┤๓ࡢԥ‫ޝ‬Uࡢㄪ㡢ࡀ㞴ࡋࡃࣔࢹࣝ㡢ኌ࡜㞳ࢀ࡚࠸ࡿࡓࡵࠊᘬ
ࡁ⥆ࡁⓎ㡢ࡉࢀࡿNࡢㄪ㡢఩⨨࡟ᙳ㡪ࡋࡓࡇ࡜ࡀཎᅉ࡜ண᝿ࡉࢀࡿࠋ ⾲  ⾲  ⾲  ඣ❺ࡢⓎ㡢ࡋࡓ㡢⣲ࡢᩘ್ⓗホᐃ ࣔࢹࣝ㡢ኌ࡜ࡢ࣐ࢵࢳ⋡ࡢ㧗࠸ࡶࡢࣔࢹࣝ㡢ኌ࡜ࡢ࣐ࢵࢳ⋡ࡢ㧗࠸ࡶࡢ [ 

㻌
㡢⣲㻌
༢ㄒ㻌
ᖹᆒ㻌


N
FDW




J
N
WULDQJOH VTXDUH






Z
O
V
RQH WULDQJOH VTXDUH 




FDW



O
FLUFOH



I
ILYH




WULDQJOH㸦ෆヂ Ꮚ㡢ᩘ  ẕ㡢ᩘ  ༙ẕ㡢ᩘ 㸧⾲  ඣ❺ࡢⓎ㡢ࡋࡓ㡢⣲ࡢᩘ್ⓗホᐃ ࣔࢹࣝ㡢ኌ࡜ࡢ࣐ࢵࢳ⋡ࡢప࠸ࡶࡢ
ࣔࢹࣝ㡢ኌ࡜ࡢ࣐ࢵࢳ⋡ࡢప࠸ࡶࡢ [ 


㡢⣲㻌
ԥ䠖䡎
༢ㄒ㻌 FLUFOH
ᖹᆒ㻌

㻌


‫ ܧ‬䠄U䠅
IRXU



ԥ䠖䡎
ELUG



‫ ܧ‬U
IRXU



N
FLUFOH



Q
RQH
 




U
‫ݞ‬
U
WKUHH RQH UDEELW    


X
WZR


㸦ෆヂ Ꮚ㡢ᩘ  ẕ㡢ᩘ  ༙ẕ㡢ᩘ 㸧 ௒ᚋࡢྲྀࡾ⤌ࡳ௒ᚋࡢྲྀࡾ⤌ࡳ ௒ᅇࡢศᯒࡢ⤖ᯝ࠿ࡽࠊᑠᏛ⏕࡟࡜ࡗ࡚Ⓨ㡢ࡢ㞴ࡋ࠸㡢ࡀ᫂ࡽ࠿࡟࡞ࡗࡓࡢ࡛ࠊࡑࢀࡒࢀࡢẕ㡢ࠊᏊ㡢ࡢᣦᑟἲ࡟ࡘ࠸࡚ࡉࡽ࡟◊✲ࢆ㐍ࡵ࡚࠸ࡁࡓ࠸ࠋ
ཧ⪃ᩥ⊩
ཧ⪃ᩥ⊩
/DQH/%URZQ'  7LSVIRU7HDFKLQJ3URQXQFLDWLRQ1HZ<RUN3HDUVRQ/RQJPDQ
0DVDNL.  µ'HYHORSLQJDQG,QWHJUDWLQJ,&7'HYLFHVDQG)ODVK6RIWZDUHZLWK(OHPHQWDU\6FKRRO(QJOLVK7HDFKLQJ0DWHULDOV¶ ಟኈㄽᩥ ⚄ᡞᕷእᅜㄒ኱Ꮫ ➉ᯘ ⁠࣭ᩪ⸨ ᘯᏊ  ࠗⱥㄒ㡢ኌᏛධ㛛࠘ᮾி㸸኱ಟ㤋᭩ᗑ
ᴮᮏ ṇႹ   ࠗ᪥ⱥㄒ ヰࡋゝⴥࡢ㡢ኌᏛ࠘ᮾி㸸⋢ᕝ኱Ꮫฟ∧㒊ୖ⏣ ຌ࣭ᒣ᰿ ⦾࣭࢟ࣕࢧ࣮ࣜࣥ ᒣ᰿  ࠗᇶ♏࠿ࡽࡢⱥㄒ㡢ኌᏛ࠘ᮾி㸸኱Ꮫ᭩ᯘ

−145−

８
月
９
日
︵
木
︶

OP-528 ᦬ 9 ᣣ (11:30-12:00) / 334 ᢎቶญໃേ૞ᤋ௝߇⧷⺆ቇ⠌⠪ߩ⊒㖸⠌ᓧߦᦼᓙߐࠇࠆലᨐ
㐳ự Ẵ (ᣧⒷ↰ᄢቇ)଻ፒ ೣ㓶 (ᣧⒷ↰ᄢቇ)ർ᧛ ผ (ᣧⒷ↰ᄢቇ)ࠠ࡯ࡢ࡯࠼㧦 ⧷⺆ᢎ⢒㧘ఽ┬⧷⺆㧘⧷⺆⊒㖸㧘ᤋ௝ᢎ᧚㧘ญໃ
1. ߪߓ߼ߦ
 McGurk and MacDonald (1976) ߪ㧘ba ߣ޿߁⺞㖸ࠍߒߡ޿ࠆญరߩᤋ௝ࠍ⷗ߖߥ߇ࠄ ga 㖸ࠍ⡞߆ߖࠆߣ‫ⵍޔ‬㛎⠪㆐ߪ⡬㖸⊛ߦਔ㖸ߩਛ㑆ߦ޽ࠆ da 㖸ࠍ⡞޿ߚࠃ߁ߦ㍲ⷡߔࠆߣ޿߁⃻⽎(ࡑࠟ࡯ࠢലᨐ;McGurk Effect)ࠍ᣿ࠄ߆ߦߒ㧘ᤋ௝㧘ⷞⷡᖱႎ߇㧘᧦ઙߦࠃߞߡߪ⡬ⷡᖱႎߩ⹺⍮ࠍᄌኈߐߖࠆ߶ߤᒝജ
ߥജࠍᜬߞߡ޿ࠆߎߣࠍ␜ߒߚ‫⎇ߩߎޕ‬ⓥ߆ࠄ␜ߐࠇߚߎߣߪ‫ⷡⷞޟ‬ᖱႎ߇ቇ⠌⠪ߦᄙᄢߦᓇ㗀ߔࠆ‫ޠ‬ߣ޿߁ߎߣߢ޽ࠆ߇㧘ߎࠇߦട߃ߡ㧘‫⊒ޟ‬ჿᤨߩญరࠍᤋߔᤋ௝ߪ‫ޔ‬㖸ჿߣหᤨឭ␜ߐࠇࠆߣ޿߁ߎߣߢ
ߘߩലᨐ߇Ⴧ᏷ߔࠆ‫ޕࠆ޽ߢߣߎ߁޿ߣޠ‬‫ޟ‬⡬ߊ‫߇ߣߎޠࠆߔ⊒ࠍ⪲⸒ޟߣߣߎޠ‬੕޿ߦኒធߥ㑐ଥߢ޽ࠆߎߣࠍ⠨߃ࠇ߫‫ޔ‬‫ޟ‬ญໃേ૞ᤋ௝߇‫᧦ࠆ޽ޔ‬ઙਅߢߪ‫⺆⧷ޔ‬ቇ⠌⠪ߩ⊒㖸⠌ᓧߦലᨐ⊛ߢ޽ࠆ‫߁޿ߣޠ‬઒⺑߇ᚑࠅ┙ߟߢ޽ࠈ߁‫⎇ᧄޕ‬ⓥߢߪ‫ޔ‬ญໃേ૞ᤋ௝ࠍ㖸ჿ๒␜ߣಽ㔌ߒߡ๒␜ߔࠆߎߣߢ㧘 ఽ┬߇૗ߦ᳇ߠ߈㧘⠌ᓧߒ㧘ߘߩ⚿ᨐ㧘ߘߩ⊒㖸ߩ᭽⋧ߦߤߩࠃ߁ߥ㆑޿߇⸘᷹㧘ⷰኤߐࠇࠆ߆ࠍ᣿ࠄ߆ߦߔࠆ‫ޕ‬
2. ᚻ㗅
2.1 ෳട⠪ ෳട⠪ߪ㧘ၯ₹⋵ᚲᴛᏒߩዊቇ↢ߢ㧘⧷⺆ቇ⠌⚻㛎߇ዋߥ޿ఽ┬ࠍኻ⽎ߣߒߚ‫ޕ‬
2.2 ᚻ㗅 ߹ߕ㧘12 ฬࠍ 3 ߟߩࠣ࡞࡯ࡊߦಽߌ‫᧦ߦࠇߙࠇߘޔ‬ઙࠍቯ߼ߚࡔ࠺ࠖࠕࠍ೑↪ߒߡ㧘⧷⺆ߩ⊒㖸✵⠌ࠍⴕߞߡ߽ࠄߞߚ‫ޕ‬ ⴫ 1㧚 ฦࠣ࡞࡯ࡊߣࡔ࠺ࠖࠕ᧦ઙ


ࠣ࡞࡯ࡊ

㖸ჿ

ᤋ௝



A

޽ࠅ

ߥߒ



B

޽ࠅ

޽ࠅ



C

ߥߒ

޽ࠅ


2.2.1 ࡔ࠺ࠖࠕߦߟ޿ߡ ᧄታ㛎ߢ೑↪ߒߚࡔ࠺ࠖࠕߪ㧘⧷⺆ߩᦐᣣ㧘Sunday-Saturday ࠍขࠅᛒߞߚ߽ߩߢ޽ࠅ㧘ฦࠣ࡞࡯ࡊߩ
᧦ઙߦೣߞߡ㧘଀߃߫㧘ࠣ࡞࡯ࡊ A ߢߪ㧘⧷⺆㖸ჿߩߺࠍၮߦ⊒㖸ࠍෳട⠪ߦଦߔ߽ߩߢ޽ࠆ‫ޕ‬
2.2.2 ࠗࡦ࠲ࡆࡘ࡯ߦߟ޿ߡ

−146−

ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ ᧄታ㛎ߩෳട⠪ోຬߦ㧘ታ㛎ᓟࠗࡦ࠲ࡆࡘ࡯ࠍታᣉߒߚ‫ߪߡ޿ߟߦ࠲࡯࠺ߩߘޕ‬㧘⊒⴫ߩ㓙㧘౏⴫ߔ
ࠆ‫ޕ‬



3⚿ᨐ ಽᨆߩ⚿ᨐ㧘ࡔ࠺ࠖࠕߩ૶↪᧦ઙߦࠃߞߡߪ㧘ሶߤ߽ߩ⊒㖸ߣߘߩ㓙ߩญᒻߦ㆑޿߇಴ߡߊࠆߎߣ
߇⏕⹺ߐࠇߚ‫ޕ‬࿑㧝߆ࠄ࿑㧟ߪ㧘ࠣ࡞࡯ࡊ B ߩෳട⠪߇㧘
Monday ߩ M 㖸ࠍ⊒ߒߚ㓙ߩญໃ↹௝ߢ޽ࠆ‫ޕ‬ࡀࠗ࠹ࠖࡉࠬࡇ࡯ࠞ࡯߇ M 㖸ࠍ⊒ߔࠆ㓙ߩญࠍߔ       ࿑ 1߷߼ࠆേ߈߇㧘3 ⠪޿ߕࠇߦ߽⷗ࠄࠇߚ‫߅ߥޕ‬㧘㖸ჿ๒␜ߩߺߩࠣ࡞࡯ࡊ A ߩෳട⠪ߦߪ㧘ߎߩേ߈ߪ
⷗ࠄࠇߥ߆ߞߚ‫ޕ‬ ߹ߚ㧘ታ㛎ᓟߦࠗࡦ࠲ࡆࡘ࡯ࠍⴕߞߚߣߎࠈ㧘ࠣ࡞࡯ࡊ A ߩෳട⠪ߩᗵᗐ߇㧘‫ޟ‬㔍ߒ߆ߞߚ‫ޠ‬㧘‫◲ޟ‬නߛߞߚ‫ߦߩߚߞ޽ߢߩ߽ߚߞ޿ߣޠ‬ኻߒߡ㧘ࠣ࡞࡯ࡊ B ߩෳട⠪߆ࠄߪ㧘‫ޟ‬ญߩേ߈ࠍࠃߊ⷗ࠆߎߣ߇       ࿑ 2ߢ߈ߚ‫ޠ‬
㧘‫޿ߥߦߢ߹੹ޟ‬ญߩᒻࠍߔࠆߎߣ߇ߢ߈
ߚ‫ߚߞ޿ߣޠ‬ญໃേ૞ߦ㑐ߔࠆᗵᗐߢ޽ߞߚ‫ޕ‬ ࠣ࡞࡯ࡊ C ߩෳട⠪ߪ޿ߕࠇ߽㧘㖸ჿࠍ઻ࠊߥ޿
ญໃേ૞ᤋ௝߆ࠄ⧷න⺆ࠍ⊒㖸ߔࠆߎߣߪ಴᧪ߥ
߆ߞߚ߽ߩߩ㧘‫ߚߞ޿ߣޠ࠶ࡈޟ‬න㖸ߢߩ⊒ჿߪ⏕⹺ߢ߈ߚ‫ߚ߹ޕ‬㧘ࡀࠗ࠹ࠖࡉࠬࡇ࡯ࠞ࡯ߩญໃᤋ௝
ߦวࠊߖߡญࠍേ߆ߔࠃ߁ߥ᭽ሶ߇ⷰኤߐࠇߚ‫ޕ‬       ࿑ 3̪ᧄ⎇ⓥߩ৻ㇱߪ㧘⑼ቇ⎇ⓥ⾌㧔ၮ⋚⎇ⓥ C 24520713㧧ᐔᚑ 24–26 ᐕᐲ㧘⎇ⓥઍ⴫⠪㧦଻ፒೣ㓶㧕㧘ᣧ
Ⓑ↰ᄢቇ․ቯ⺖㗴⎇ⓥ㧔⺖㗴⇟ภ 2012A-076㧧ᐔᚑ 24 ᐕᐲ㧕ߩ⵬ഥࠍฃߌߡⴕࠊࠇߡ޿߹ߔ‫ޕ‬ෳ⠨ᢥ₂┻ౝℂ (2000).‫⹺ޡ‬⍮⊛ࠕࡊࡠ࡯࠴ߦࠃࠆᄖ࿖⺆ᢎ⢒‫ޢ‬ਛ᧛ᥓᩕ•ේ↰ᐽ਽•⍹ፒବ (2010).‫ޟ‬ᣣᧄੱ⧷⺆ቇ⠌⠪ߩ㖸ჿᢥℂ⸃ߦࡊࡠ࠰࠺ࠖᖱႎ߇ᨐߚߔᓎഀ‫ޠ‬‫ޡ‬ᖱႎಣℂቇળ⎇ⓥႎ๔‫ޢ‬ᳰ↰␭ሶ•㊁ਛᤘᒾ (2007).‫⺆⸒߇⺆⧷ࠕࠖ࠺ࡔޟ‬⠌ᓧߦਈ߃ࠆᓇ㗀‫ޠ‬‫⑔ޡ‬ጟᄢቇੱᢥ⺰ᬺ ╙ 40 Ꮞ ╙㧝ภ‫ޢ‬ᢪ⮮೰ผ•᫪ਅ๺ᢅ•ዊ⷏੫੺ (2008).‫ⶄޟ‬ᢙญໃ㗔ၞࠍ೑↪ߒߚઁ⸒⺆ߦ᦭ലߥන⺆⺒ໃ‫ޠ‬‫ޡ‬ାቇᛛႎ
IEICE Technical Report PRMU2008-76‫ޢ‬
McGurk, H. and MacDonald, J. (1976). Hearing lips and seeing voices. Nature, 264, 746-748.


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OP-538 ᦬ 9 ᣣ (9:30-10:00) / 336 ᢎቶ

The Role of L1 and L2 Working Memory in Literal and Inferential
Comprehension in L2 Listening
Satori, Miki (Graduate school, Kumamoto University)
Keywords㧦Listening, Working memory, Comprehension sub-skills
1. Introduction
The recent research in reading has investigated the contribution of working memory (henceforth, WM)
and background knowledge to inferential processing during reading comprehension (Alptekin & Erçetin, 2010;
Andreassen & Bråten, 2010; Rai, Loschky, Harris, Peck, & Cook, 2011). However, there has so far been little
research that addressed the role of WM capacity in literal and inferential comprehension in L2 listening. Based on
the hypothesis that the role of WM might differ across the proficiency levels of the L2 users, more specifically, that
there is a meaningful association between WM capacity and inferential listening of the skilled listeners, and literal
listening of the less-skilled listeners, the present study attempted to provide answers to the following researchquestions:
RQ1: Are individual differences in L1 and L2 WM tasks related to literal and inferential comprehension
in L2 listening?
RQ2: How does the role of L1 and L2 WM in literal and inferential comprehension differ across L2
proficiency levels?
2. Methodology
2.1. ParticipantsParticipants in this study were 149 Japanese 1st and 2nd year students from a technical college in Japan.
The majority were 19-20 years of age and homogeneous in their social and educational background2.2. Instruments
The present study focuses on both storage and processing components of working memory capacity. L1
WM capacity was measured through the Japanese version of Listening Span Test (Endo & Osaka, 2011). On theother hand, L2 WM capacity was measured through the ESL version of Listening Span Test developed by Ushiro
and Sakuma (2000). Short term memory (henceforth, STM) capacity was measured through L1 and L2 random
Digit Span Tests carefully pilot tested and recorded by Joyce (2008). The listening section of TOEIC IP test wasused as an indicator of L2 listening comprehension. The participants㵭literal and inferential comprehension in L2
listening was measured with a multiple-choice listening test (Stafford, 2009).
2.3. Procedure
The study was conducted in July 2011. The TOEIC IP test was administered to all the participants outsideof class time on the same day. Within a week after the TOEIC IP test was conducted, the participants took all theother tests during their TOEIC class time, which were divided into two lessons to reduce their burden.

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3. Results and Discussion
With regard to RQ 1, the results of the present study suggested that individual differences in WM
capacity influenced both literal and inferential comprehension in L2 listening. High-span listeners, with moreworking memory capacity, are thought to retain more information and revise prior information as they listen more
effectively than the low-span listeners. As a result, the high-span listeners possibly showed significantly greater
performance in both literal and inferential comprehension in L2 listening than the low-span listeners.
With regard to RQ 2, the results of the correlation and regression analysis showed that L2 WM capacity
significantly formed a medium effect on L2 inferential comprehension and accounted for a significant 12.2% of thevariance in the model in the case of the skilled listeners. Literal comprehension, however, did not correlate with any
WM capacity measures. The results suggested that literal comprehension, a data-driven processing related to thesurface level features, may not have been cognitively challenging to their WM capacity. It is quite likely that theskilled listeners rely less on decoding or syntactic parsing processing, because their lower-level processing skills are
more automatized. Therefore, literal comprehension, a data–driven processing did not impose on WM capacity aheavy cognitive load. On the other hand, in the case of the less-skilled listeners, both L1 and L2 WM capacity
formed a moderate correlation with both inferential and literal comprehension in L2 listening. The regression
analysis showed that L1 WM capacity predicted a significant 15.0% of the unique variance in the model of L2
inferential comprehension, and L2 STM capacity and L2 WM capacity accounted for a significant 23.0% of thevariance in the model of literal comprehension. The less-skilled listeners possibly focused on scratching surface level
information and keeping it active in STM in literal comprehension, because they lack automatized linguistic
decoding skills. Individual differences in both storage STM capacity and processing capacity of WM, therefore, may
have influenced their L2 literal comprehension performance. The less-skilled listeners are thought to rely on
cognitive resources for higher-level processing as well as lower-level processing. In the case of the less-skilled
listeners, both text-based representation and deeper-level mental representation seem to have placed cognitive load
on WM capacity.
References
Alptekin, C., & Erçetin, G. (2010). The role of L1 and L2 working memory in literal and inferential comprehension
in L2 reading. Journal of research in reading, 33, 206–219.
Andreassen, R, & Bråten, I. (2010). Examining the prediction of reading comprehension on different
multiple-choice tests. Journal of research in reading, 33, 263–283.
Endo, K., & Osaka, M. (2011). Individual differences of the strategy use in the Japanese listening span test. Paper
presented at the 8th conference on working memory, Kyoto, JAPAN.
Joyce, P. (2008). Linguistic knowledge and psycholinguistic skills as components of L2 listening comprehension.
Unpublished doctoral dissertation, Roehampton University, London.
Rai, M. K., Loschky, L. C., Harris, R. J., Peck, N. R., & Cook, L. G. (2011). Effects of stress and working memory
capacity on foreign language reader’s inferential processing during comprehension. Language Learning, 61,
187–218.
Stafford, M.. D. (2009). Vital skills for the TOEIC٤R test: listening. Tokyo: Kirihara.
Ushiro, Y., & Sakuma, Y. (2000). Modifying reading and listening span tests for group testing. JLTAT Journal,
67–82.

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OP-548 ᦬ 9 ᣣ (10:05-10:35) / 336 ᢎቶ

The Challenges and Suitability of
Task-Based Language Teaching in Asian Contexts
Hashinishi, Ayaka (Graduate Student, Kobe City University of Foreign Studies)
Keywords㧦task-based language teaching, socio-cultural contexts, teachers’ perceptions,communicative abilities, learner motivation
1. Introduction
Due to the growing need for improving students’ communicative abilities, task-based language teaching(TBLT) has gained popularity and has been adopted by several Asian governments as the national approach to
English language teaching. However, researches indicate that there is a gap between government educational
policies and the practice in actual classrooms. This paper will first give an overview of the studies which present thepractice of TBLT in various Asian contexts, and second, a discussion of the challenges, constraints, and suitability of
TBLT, and lastly, suggestions for further adoption and adaptation of TBLT in Asian educational settings.
2. Methods
This paper examines eight studies which report on implementation of TBLT in language classrooms inprimary, secondary and tertiary settings, and in four Asian locales: Hong Kong, mainland China, South Korea andJapan. The studies investigate teachers’ and students’ attitudes to TBLT, the potential problems and challenges facedby teachers, and the effectiveness and suitability of TBLT. The eight studies are as follows:
1. ‘The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong’ by David
Carless (2007)
2. ‘Exploring EFL teachers’ perceptions of task-based language teaching: A case study of Korean secondary
school classroom practice’ by In-Jae Jeon and Jung-won Hahn (2006)
3. ‘Implementing task-based language teaching in Korean classrooms’ by Aja Dailey (2009)
4. ‘The communicativeness of activities in a task-based innovation in Guangdong, China’ by Chunrao Dengand David Carless (2009)
5. ‘Reconsidering the effectiveness and suitability of PPP and TBLT in the Japanese EFL classroom’ by Sato(2010)
6. ‘Implementing task-based language teaching in a Japanese EFL context’ by Paul Dickinson (2010)
7. ‘A task-based approach to teaching English for science and technology’ by Gregory Hadley (2000)
8. ‘Teaching oral communication skills in academic settings: A case study in task-based approach to syllabus
design’ by Mohammed K. Ahmed (1996)
3. Results
The potential problems and challenges of TBLT suggested by the studies include: TBLT’s conflict withtraditional educational norms; large class sizes; teachers’ lack of confidence, teaching expertise and knowledge of
TBLT; an emphasis on direct grammar instruction and a preference for Presentation-Practice-Production (PPP)
approach; students’ reluctance to participate in communicative activities and their low English proficiency; and a−150−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

preference for a more exam-based syllabus.
The studies also indicate the benefits of TBLT such as the richness of communicative interactions generated intasks, teachers’ and students’ positive attitude towards TBLT, and the positive effects of TBLT such as improving
students’ intrinsic motivation and helping them to communicate effectively in English.
4. Discussion
Some researchers show doubt about the suitability of task-based language teaching in Asian contexts.
However, despite the challenges faced by the educators, emerging evidence of successful implementation of TBLT
indicates opportunities for further adoption of this approach in Asian English classrooms. The arguments thattask-based approaches are not suitable for Asian contexts appear to be an overgeneralization. Some approaches totask-based teaching may not be suitable to all learners but we cannot deny the benefits and effectiveness of TBLT.
At last, some useful suggestions are proposed, such as the need for adapting task-based teaching, the need forteacher training programs, and the need for teachers to consider alternative solutions for classroom management.
5. Conclusion
Constraints of TBLT can be seen in the resistance by teachers and students to TBLT innovations and in thesituational and socio-cultural barriers. However, with growing evidence of the successful use of TBLT and thegrowing need for improving students’ communicative abilities in Asian contexts, we cannot deny the benefits,effectiveness and necessity of adopting task-based approaches. At the same time, researchers suggest that there is theneed for adapting task-based teaching and implementing teacher training programs which would help teachers
implement TBLT more effectively and facilitate their practical use of TBLT techniques. To conclude, we see cause
for optimism in the possibilities and opportunities for further adoption of task-based language teaching in Asian
contexts.
References
Ahmed, M. (1996). Teaching oral communication skills in academic settings: A case study in task-based approach tosyllabus design. Retrieved from http://www.iuj.ac.jp/faculty/mkahmed.workingpaper.html
Carless, D. (2007). The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong.
System, 35(4), 595-608.
Dailey, A. (2009). Implementing Task-based language teaching in Korean classrooms. University of Birmingham.
Deng, C. & Carless D. (2009). The communicativeness of activities in a task-based innovation in Guangdong, China.
Asian Journal of English Language Teaching, 19, 113-134.
Dickson, P. (2010). Implementing task-based language teaching in a Japanese EFL context. Centre for English
Language Studies, the University of Birmingham.
Hadley, G. (2000). A task-based approach to teaching English for science and technology. Retrieved fromhttp://www.nuis.ac.jp/~hadley/publication/kosentbl/taskbased.htm
Jeon, I.J. & Hahn J.W. (2006). Exploring EFL teachers’ perceptions of task-based language teaching: A case study of
Korean secondary school classroom practice. Asian EFL Journal, 8(1), Article 5.
Sato, R. (2010). Reconsidering the effectiveness and suitability of PPP and TBLT in the Japanese EFL classroom.
JALT Journal, 32(2), 189-200.

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A Comparison of the Decoding Skills of Grades 5 & 6 and Grades 8& 9 Students: An Examination of Automaticity and Error Types
Kawasaki, Mariko (Kwansei Gakuin University)
Keywords㧦Decoding, elementary school children, junior high school students, automaticity, coefficient of variation
1. Introduction
Decoding is the analysis of letter strings to determine their pronunciations. As English orthography deviatesfrom the ideal of regular one-to-one correspondence between letters and sounds, learning how to decode it takes alonger period (Seymour, Aro, & Erskine, 2003). Studies on English L1 have shown that decoding skills improvethrough phonics instruction (Johnston, McGeown & Watson, 2012). However, studies on Japanese EFL learners’
decoding skills are still sparse. Considerable controversy has surrounded the teaching of reading in English toelementary school children in Japan. Therefore, to obtain empirical data that may offer implications for English
literacy education for Japanese children, this study compares decoding automaticity and errors between elementarychildren and junior high students. Automaticity, according to Segalowitz (2003), is an efficient, accurate and stableperformance. Here, automaticity of performance is compared by the coefficients of variation of latency and duration(Hereafter CV_L and CV_D, respectively). Although CV of latency is normally used as an index, that of duration
may also be of interest in Japanese EFL context because decoding speed differ significantly among learners.
2. Procedure
2.1 ParticipantsParticipants were 19 pupils (6 males and 13 females) from Grades 5 and 6, and 19 students (8 males and 11
females) from Grades 8 and 9. They were recruited from various schools and hence had different language profiles.
However, to assure data collection, the Grades 5 and 6 participants were those who could read romaji.
2.2 Materials and Method
Data on participants’ decoding skills were obtained by asking participants individually to name 48
pseudowords containing vowel spellings “ai,” “au,” “ou,” or “u” before and after a decoding practice session. The
monosyllabic pseudoword samples are listed in Table 1. They were controlled for the number of body friends (words
that share the body with same phonology; 1 to 8) and enemies (words that share the body but has different
phonology; 0 to 1). During the practice session, participants read 48 words containing the same four vowel spellings,
listened to the pronunciations, and repeated them. The words containing the same spelling patterns were presented
consecutively on a computer screen. The samples of the monosyllabic words are shown in Table 2. They arecontrolled for the number of body friends (4 to 8) and the frequency of body friends as indicated by log-transformed
HAL frequency norms (2.5 to 11.3) (Lund & Burgess, 1996).
3. Results & Discussion
An analysis of variance and the post-hoc tests revealed that main effect of time was significant on CV_D
(F(1,36)= 28.821, p=.000) but not on CV_L (F= 2.606, p=.115). Main effect of group was significant on CV_D
(F=6.035, p=.019), but not significant on CV_L (F=1.482, p=.231). The interaction was significant on CV_L−152−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

(F=5.655, p=.023), but not on CV_D (F=.688, p=.412). Although the CV_L was initially the same for both groups(p=.982), after the practice session that of the older group decreased; (p=.014) (Fig. 1). The CV_D for the younger
group was larger than that for the older group before and after the practice (p=.040, p=.034), and both groups
showed significant improvements in the posttest (younger: p=.000, older: p=.003). Both groups improved theiraccuracy in the similar manner (F_time(1,36)=133.153, p=.000; F_group=9.936, p=.003; F_interaction=3.405,
p=.073). After training, the error rate of the younger group (.84) became lower (.54) than that of the older group
before training (.65). The younger participants’ errors were either related to romaji or were unexplainable, while
those of older participants’ were largely attributable to romaji. The high error rate of various types indicate that theromaji system is not as widely utilized by elementary school pupils as junior high students’ performance would lead
us to believe. Rather, in reality, students seem to start applying romaji rules to the reading of English early in juniorhigh school. The greater decrease in errors related to the application of romaji as compared to other unexplainableerrors suggests that the ability to use one system of decoding facilitates the learning of another system. Overall, theresults show that decoding training is more effective for students of Grades 8 and 9 to develop automatic decoding,
although it may be ideal to introduce decoding rules before inappropriate decoding is automatized.
Table 1. Samples of Pseudowords

Table 2. Samples of Words

ai

au

ou

u

ai

au

ou

u

daid
nait

daunch
hause

boud
gouse

mulk
nusk

maid
faint

haunch
daunt

loud
ounce

bulk
brunch

jaice
baim

baub
naun

jouch
bount

julp
muzz

taint
raid

gaunt
pause

pouncerouse

crunchtusk

Figure 1. CV Change from pretest to posttest
References
Johnston, R. S., Mcgeown, S. & Watson, J. E. (2012). Long-term effects of synthetic versus analytic phonics teachingon the reading and spelling ability of 10 years old boys and girls. Reading and Writing: An Interdisciplinary
Journal. doi:10.1007/s11145-011-9323-x
Lund, K., & Burgess, C. (1996). Producing high-dimensional semantic spaces from lexical co-occurrence. Behavior
Research Methods, Instruments, & Computers, 28, 203-208.
Segalowitz, N. (2003). Automaticity and second language acquisition. In C. Doughty & M. Long (Eds.), The
Handbook of Second Language Acquisition. (pp.382-408). Oxford: Blackwell Publishers.
Seymour, P., Aro, M. & Erskine, J. M. (2003). Foundation literacy acquisition in European languages. British Journalof Psychology 94, 143-174.

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OP-568 ᦬ 9 ᣣ (13:00-13:30) / 132 ᢎቶࠬࡑ࡯࠻ࡈࠜࡦࠍ೑↪ߒߚ⧷⺆⡬⸃ജ㙃ᚑߩߚ߼ߩCALL ࠪࠬ࠹ࡓߩ㐿⊒㜞ᯅ ⑲ᄦ㧔ජ⪲ᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 ⧷⺆ᢎ⢒㧘⡬⸃ജ㙃ᚑ㧘⥄┙ቇ⠌㧘CALL㧘ࠬࡑ࡯࠻ࡈࠜࡦ㧘smartphone
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ߩᜬ⛯ᤨ㑆㧘OS㧘ࠕࡊ࡝ࠤ࡯࡚ࠪࡦ㐿⊒⸒⺆㧘ࠕࡊ࡝ࠤ࡯࡚ࠪࡦ೑↪ᒻᘒ╬ߦ㑐ߔࠆ⺞ᩏ߆ࠄ㐿ᆎߒ㧘ࡄ࠰ࠦࡦߣࠬࡑ࡯࠻ࡈࠜࡦߩ↹㕙ࠨࠗ࠭ߩᏅߦࠃࠆ↹㕙࠺ࠩࠗࡦߩᄢ᏷ߥᡷ⸓㧘ࡏ࠲ࡦߩᄢ߈ߐߩ᳿ቯ
߿࠺ࠩࠗࡦߩ૞ᚑߥߤ㧘࡙࡯ࠩࠗࡦ࠲ࡈࠚࠗࠬߦ㑐ߔࠆ⠨ኤࠍ✎ኒߦⴕ޿ߥ߇ࠄ⸳⸘ࠍⴕߞߚ‫ޕ‬ߣߊߦ⺒ߺ߿ߔ޿ᄢ߈ߐߩᢥሼ㧘㕒ᱛ↹㧘ࡆ࠺ࠝࠍ৻ᐲߦ⴫␜ߢ߈ࠆታ᦭ല↹㕙ࠨࠗ࠭ߪ㧘ࡄ࠰ࠦࡦߣࠬࡑ࡯࠻ࡈࠜࡦߢߪᄢ߈ߊ⇣ߥࠆ‫⎇ᧄߢߎߘޕ‬ⓥߢߪ㧘േ↹ࠍ⴫␜ߔࠆ↹㕙ߣ㕒ᱛ↹ࠍ⴫␜ߔࠆ↹㕙ࠍࡏ࠲ࡦᠲ૞ߢಾࠅᦧ߃ࠆᒻߣߒ㧘േ↹㧘߽ߒߊߪ㕒ᱛ↹ࠍ⷗ߥ߇ࠄ㖸ჿࠍ⡞ߊߎߣࠍㆬᛯߢ߈ࠆࠃ߁
ߦߒߚ㧔࿑ 1, 2, 3㧕‫ߚ߹ޕ‬㧘৻⥸⊛ߥࠬࡑ࡯࠻ࡈࠜࡦߩᠲ૞ߣᄢ߈ߊ㓒ߚࠅ߇ߥ޿ࠃ߁㧘↹㕙ᦨ਄ㇱߦࡔ࠾ࡘ࡯㑐ㅪߩࡏ࠲ࡦࠍ㧘↹㕙ᦨਅㇱߦߪฦ⒳ቇ⠌ߦ㑐ߔࠆᠲ૞ࡏ࠲ࡦ㘃ࠍ㈩⟎ߒߚ‫ߩࠝ࠺ࡆޕ‬ౣ↢㧘஗ᱛߪࡆ࠺ࠝ⴫␜㗔ၞࠍ࠲࠶ࡊߔࠆᒻᑼߣߒ㧘ࡆ࠺ࠝ⴫␜㗔ၞߩਅߦߪࠪ࡯ࠢࡃ࡯ࠍ㈩⟎ߒߡ㧘ౣ↢૏⟎ࠍᄌ߃ࠆᠲ૞߇ߢ߈ࠆࠃ߁ߦߒߚ‫ߒߛߚޕ‬㧘2, 3 ⑽೨ߦᚯࠆߥߤߩᠲ૞ߦߟ޿ߡߪ㧘ᜰవߦࠃࠆࠪ࡯ࠢ
ࡃ࡯ߩᠲ૞ߪ㧘ࡄ࠰ࠦࡦ ߩࡑ࠙ࠬᠲ૞ߦߘߩᠲ૞ᕈߢ㆙ߊ෸߫ߥ޿‫ࠝ࠺ࡆߢߎߘޕ‬Ꮐฝߩⓨ޿ߚ㗔ၞߦ‫ޟ‬3 ⑽Ꮞ߈ᚯߔ‫ޠ‬㧘‫ޟ‬3 ⑽ᣧㅍࠅ‫ࠍࡦ࠲ࡏࠆߔޠ‬㈩⟎ߒ㧘ᠲ૞ᕈߩะ਄ߦദ߼ߚ‫ޕ‬

㕒ᱛ↹㩷

േ ↹㩷

㕒ᱛ↹

䊁䉨䉴䊃㩷

࠹ࠠࠬ࠻

࠹ࠠࠬ࠻

ᠲ૞䊗䉺䊮㩷  ࿑ 1. ࡄ࠰ࠦࡦ ᢎ᧚ߩ↹㕙଀      ࿑ 2,3. ࠬࡑ࡯࠻ࡈࠜࡦ ᢎ᧚ߩ↹㕙࡟ࠗࠕ࠙࠻

−154−

ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

3. 㐿⊒ߐࠇߚࠕࡊ࡝ࠤ࡯࡚ࠪࡦ 㐿⊒ߐࠇߚࠕࡊ࡝ࠤ࡯࡚ࠪࡦߪࡀࠗ࠹ࠖࡉࠕࡊ࡝ࠤ࡯࡚ࠪࡦᒻᑼߢ㧘ᢎ᧚ࠍ࠙ࠚࡉࠨࠗ࠻߆ࠄ࠳࠙ࡦ
ࡠ࡯࠼ߒߡ૶↪ߔࠆ‫ ⺆⸒ࠣࡦࡒ࡜ࠣࡠࡊޕ‬Flash ߣ࠺࡯࠲ࡌ࡯ࠬ XML ࠍ૶↪ߔࠆߎߣࠍ․ᓽߣߒ㧘⃻ᤨὐߢ࿖ౝߩ 1 ૏ߣ 2 ૏㧘⸘ 95%ߩࠪࠚࠕࠍභ߼ࠆ Android ߣ iPhone ߦኻᔕߔࠆ‫ޕ‬ᓥ᧪ߩࡄ࠰ࠦࡦ ߩᯏ⢻ߩ 88㧑߇⒖ᬀߐࠇ㧘߶߷ࡄ࠰ࠦࡦ ߣหߓേ૞ࠍߔࠆ‫ୃߥ߆ߕࠊߦࠕࠚ࠙ࠬ࡯ࠦ ࡦࠦ࠰ࡄޕ‬ᱜࠍട߃ࠆߛߌߢࠬࡑ࡯࠻ࡈࠜࡦ ߦ೑↪ߔࠆߎߣ߇ߢ߈㧘᳢↪ᕈ߽㜞޿‫ᤨࠆߔⷐߦ࠼࡯ࡠࡦ࠙࠳ߚ߹ޕ‬㑆߽ Wi-Fi ߢ 13 ⑽㧘3G ߢ 87 ⑽ߣታ↪ᕈ߽㜞޿‫ޕ‬㐿⊒ߐࠇߚᢎ᧚ߩ↹㕙଀ࠍ࿑ 4㨪7 ߦ␜ߒߚ‫ޕ‬

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月
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日
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木
︶

  ࿑ 4. ⿠േ↹㕙

࿑ 5. ࡆ࠺ࠝ⴫␜↹㕙

࿑ 6. 㕒ᱛ↹⴫␜↹㕙

࿑ 7. ㄉᦠ↹㕙

4. ቇ⠌⠪ߦࠃࠆ⹏ଔ ࡄ࠰ࠦࡦCALL ࠪࠬ࠹ࡓࠍ૶↪ਛߩ 23ฬߩቇ⠌⠪ߦ㧘ᧄࠪࠬ࠹ࡓࠍ⹜↪ߐߖߚ⚿ᨐߢߪ㧘࠺ࠩࠗࡦᕈ㧘
ᠲ૞ᕈ㧘ឭ␜࠲ࠗࡒࡦࠣ㧘↹⾰࡮㖸⾰㧘ቇ⠌ߩᭉߒߐ㧘૶↪Ꮧᦸ㧘ࠕࡊ࡝ࠤ࡯࡚ࠪࡦߣߒߡߩቢᚑᐲߦߟ޿ߡ㧘ߔߴߡ㜞޿⹏ଔࠍᓧߚ㧔⴫ 1㧕‫ߚ߹ޕ‬㧘⥄↱╩⸥ߦࠃࠆᗵᗐ߆ࠄ߽㧘‫࠺޿ߒ⟤ߟ߆࡞ࡊࡦࠪޟ‬ࠩࠗࡦߢᭉߒߊቇ⠌߇ߢ߈ࠆ‫ޠ‬㧘‫ޟ‬㔚ゞߥߤߩ

⴫ 1. ࠕࡊ࡝ࠤ࡯࡚ࠪࡦߦኻߔࠆ⹏ቯ㧔ਛᄩ୯㧕         ߪ޿         ޿޿߃↹㕙᭴ᚑߪ⷗߿ߔ޿
٨֣֣‫ׇ֣֣ן֣֣ן֣֣ן‬ᠲ૞ߒ߿ߔ޿     ٨֣֣‫ׇ֣֣ן֣֣ן֣֣ן‬ឭ␜࠲ࠗࡒࡦࠣߪㆡಾ ٨֣֣‫ׇ֣֣ן֣֣ן֣֣ן‬㖸⾰࡮↹⾰ߪ߈ࠇ޿  ٨֣֣‫ׇ֣֣ן֣֣ן֣֣ן‬ቇ⠌߇ᭉߒߘ߁    ٨֣֣‫ׇ֣֣ן֣֣ן֣֣ן‬ߎߩࠕࡊ࡝ࠍ૶޿ߚ޿ ٨֣֣‫ׇ֣֣ן֣֣ן֣֣ן‬ࠕࡊ࡝ߩቢᚑᐲߪ㜞޿ ٨֣֣‫ׇ֣֣ן֣֣ן֣֣ן‬

⒖േਛߦᵴ↪ߒߚ޿‫ޠ‬㧘‫ߦ࠭࡯ࡓࠬޟ‬േߊ‫ޠ‬㧘‫߁޿ߣޠ޿ߔ߿ߒࡊ࠶࠲ޟ‬⢐ቯ⊛ߥᗧ⷗߇ᄙߊᓧࠄࠇߚ‫ޕ‬
5. ⚿⺰

 㐿⊒ߐࠇߚࠕࡊ࡝ࠤ࡯࡚ࠪࡦߪ㧘⚂ 4000 ⴕߩࠦ࡯࠺ࠖࡦࠣ߆ࠄߥࠅ㧘ᄙ᭽ߥቇ⠌૞ᬺߦኻᔕߢ߈ࠆઁ
ߦ଀ߩߥ޿ᄢⷙᮨߥ߽ߩߣ⠨߃ࠆ㧚⃻࿷ 16 ⒳ߩࠦ࡯ࠬ࠙ࠚࠕߩ೑↪߇น⢻ߢ㧘✚⸘ 400 ᤨ㑆ࠍ⿥߃ࠆ⧷
⺆ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦะ਄ߩߚ߼ߩቇ⠌߇ࡄ࠰ࠦࡦ߅ࠃ߮ࠬࡑ࡯࠻ࡈࠜࡦࠍ૶ߞߡน⢻ߦߥߞߚ‫ޕ‬ ੹࿁㐿⊒ߒߚࠪࠬ࠹ࡓߪࠨ࡯ࡃ࡯ߣߩቇ⠌ጁᱧㅢାᯏ⢻ߪഀᗲߒߚࡊࡠ࠻࠲ࠗࡊߢ޽ࠆ‫ޕ‬ቇ⠌⠪߆ࠄߪߎߩὐߦ㑐ߒߡ‫ߩ ࡦࠦ࠰ࡄޟ‬ቇ⠌ጁᱧ߿ቇ⠌ᤨ㑆ߣㅪ៤ߒ㧘ᄢቇ߿ኅߢࡄ࠰ࠦࡦࠍ૶ߞߡቇ⠌ߒߚ⛯߈ࠍ㔚ゞߢߢ߈ߚࠄ㧘߽ߞߣ૶޿ߚߊߥࠆ‫߁޿ߣޠ‬ᗧ⷗߽ᄙߊ⷗ࠄࠇߚ‫ߩߎޕ‬ᯏ⢻ߦߟ޿ߡߪᣧᕆߩ
㐿⊒ࠍⴕ߁੍ቯߢ޽ࠆ߇㧘ㅒߦ⸒߃߫㧘ࡄ࠰ࠦࡦ ߣㅪ៤ߒߡ૶߁ߦ⠴߃ࠆࠕࡊ࡝ࠤ࡯࡚ࠪࡦߢ޽ߞߚ
ߣ⹏ଔߐࠇߡ޿ࠆߣ⠨߃ࠆ‫ޕ‬−155−

OP-578 ᦬ 9 ᣣ (13:35-14:05) / 132 ᢎቶ

3 ᰴర઒ᗐⓨ㑆ߦ߅ߌࠆᄖ࿖⺆ቇ⠌࠲ࠬࠢⓨ㑆ߩ᭴▽⍹Ⴆ ඳⷙ㧔ർᶏ㆏ᢎ⢒ᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 3D ઒ᗐⅣႺ㧘⍮⊛ࠛ࡯ࠫࠚࡦ࠻㧘ᄖ࿖⺆ቇ⠌࠲ࠬࠢ㧘࠮ࠞࡦ࠼࡜ࠗࡈ㧘ᢎ᧚⥄േ↢ᚑ
1. ߪߓ߼ߦ
"Second Life (SL)"߿"Active World"ߪ㧘3 ᰴర઒ᗐⅣႺ㧔3D MUVE㧕ߩ SNS ߢ޽ࠆ‫ޕ‬᰷☨ߩᢎ⢒ᯏ㑐ߢߪ㧘ߎࠇࠄࠍࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ࡮ࡊ࡜࠶࠻ࡈࠜ࡯ࡓߣߒߡ㧘ᢎᏧᢎ⢒߿ᄖ࿖⺆ᢎ⢒ߢ೑↪ߔࠆ⎇ⓥ߇
ㅴࠎߢ޿ࠆ‫ޕ‬3D MUVE ߢߩቇ⠌૕㛎ߪ㧘ߎࠇ߹ߢߩ 2 ᰴరߩ࠙ࠚ࠶ࡉ࡮ࡍ࡯ࠫߢߩቇ⠌ߣ⾰⊛ߦ⇣ߥࠆߣ޿ࠊࠇߡ߅ࠅ㧘ഃㅧ⊛૕㛎㧘␠ળ⊛૕㛎㧘ᴚ౉⊛૕㛎ࠍหᤨߦ⚻㛎ߔࠆߎߣ߇ߢ߈ࠆߣหᤨߦ㧘⥄ᓞᕈߩะ਄߿ቇ⠌േᯏࠍ㜞឴ߐߖࠆߣ߽޿ࠊࠇߡ޿ࠆ㧔Vickars, 2010㧕‫⴫⊒ޕ‬⠪ߪ㧘ߎࠇࠄߩ૕㛎ߩਛߢ
߽․ߦ 3D MUVE ߦ․ᓽ⊛ߥ㧘ᴚ౉⊛૕㛎ߣ⥄ᓞᕈ㧘ቇ⠌േᯏߩ㜞឴ߣ޿߁ὐߦᵈ⋡ߒ㧘ቇ⠌⠪߇㘻߈ࠆߎߣߥߊቇ⠌ࠍ⛯ߌࠄࠇࠆ೑ὐ߇޽ࠆߣߐࠇࠆ”Second Life”ߦ㧘઒ᗐ⊛ߥ⍮⊛ࠛ࡯ࠫࠚࡦ࠻ࠍ⸳⟎ߒ㧘ቇ⠌⠪ߩኻ⹤ߩ⋧ᚻࠍߐߖࠆߎߣߢᄖ࿖⺆ቇ⠌ࠍน⢻ߣߔࠆቇ⠌ⓨ㑆ࠍ᭴▽ߔࠆߎߣߦขࠅ⚵ࠎߢ߈ߚ‫ޕ‬ߘࠇߪ㧘Ԙ3D ቇ⠌ⓨ㑆ߩ࠺ࠩࠗࡦߩ⠨ኤ㧔࠲ࠬࠢⓨ㑆ࠍߤ߁ 3D ߦዷ㐿ߔࠆ߆㧕㧘ԙߘߩ࠺ࠩࠗࡦࠍታ
㓙ߦ”Second Life”ߦታⵝߔࠆᣇᴺ㧔ࠦࡦࡇࡘ࡯࠲⸒⺆ߦࠃࠆ⸥ㅀᣇᴺߩᎿᄦ㧕㧘Ԛߘߎߢ೑↪น⢻ߥቇ⠌ࠦࡦ࠹ࡦ࠷㧔࠲ࠬࠢߩ⒳㘃㧕ߩ⥄േ↢ᚑߩᣇᴺ㧘ԛቇ⠌⠪ߦㆡᔕߒߚቇ⠌ࠦࡦ࠹ࡦ࠷ߩឭଏᣇᴺ㧘෸߮Ԝࠪࠬ࠹ࡓߩ᦭↪ᕈߣቇ⠌ലᨐߩ᷹ቯߢ޽ࠆ‫ޕ‬
AITS㧔Automatized Interactive Task Space)ߣฬઃߌߚߎߩࠪࠬ࠹ࡓߪ㧘╙㧞⸒⺆⠌ᓧℂ⺰ (Long, 1996;
Ellis, 2003)ߦၮߠ߈⸳⸘ߐࠇߡ߅ࠅ㧘ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦߦ໧㗴߇↢ߓߚߣ߈ߩᗧ๧੤ᷤࠍଦㅴߔࠆߚ߼
ߩၮᧄࡊࡠࠣ࡜ࡓ߇⚵ߺㄟ߹ࠇߡ޿ࠆ‫⹏ߚ߹ޕ‬ଔࠪࠬ࠹ࡓߣ߽❬߇ߞߡ߅ࠅ㧘ቇ⠌⠪࠺࡯࠲ߣ⊒⹤ࡠࠣ߇࠺࡯࠲ࡌ࡯ࠬߦ⸥㍳ߐࠇ㧘⍮⊛ࠛ࡯ࠫࠚࡦ࠻ߦࠃࠆᨵエߥ⺋ࠅหቯࠍน⢻ߣߔࠆߚ߼㧘ߘߒߡቇ⠌⠪ߩ⺋ࠅ߿ᗧ๧੤ᷤߩ᦭ήࠍ⏕⹺ߔࠆߚ߼ߦ૶ࠊࠇࠆ‫ߪߢ⴫⊒ᧄޕ‬㧘Ԙᒰࠪࠬ࠹ࡓߩ࠺ࠩࠗࡦߩ᭎ⷐ㧘Ԛࠦࡦ࠹ࡦ࠷ߩ⥄േ↢ᚑߩᣇᴺ㧘෸߮Ԝᒰࠪࠬ࠹ࡓࠍ૶ߞߡⴕߞߚ⹏ଔታ㛎ߩ⚿ᨐߦߟ޿ߡ㧘࠺ࡕࠍ੤߃
ߥ߇ࠄ⺑᣿ࠍⴕ߁‫ޕ‬
2. AITS ߩ࠺ࠩࠗࡦ
2.1. AITS version 1 ߦ߅ߌࠆ࠲ࠬࠢⓨ㑆ߩ᭎ⷐ (Ishizuka, 2012)ᄖ࿖⺆ߩᢎቶౝߢⴕࠊࠇࠆ࠲ࠬࠢߪ 3 ߟߩㇱಽ߆ࠄᚑߞߡ޿ࠆ㧚╙㧝ㇱߪ࠲ࠬࠢߩḰ஻ߣߒߡߩᢎᏧ
ߦࠃࠆ࠲ࠬࠢߩ⺑᣿㧘╙㧞ㇱߪ⋡ᮡ⸒⺆ߦࠃࠆࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦࠍⴕ޿ߥ߇ࠄ࠲ࠬࠢࠍㆀⴕߒߡ޿ߊ
႐㕙㧘╙ 3 ㇱߪ࠲ࠬࠢߩ⹏ଔߢ޽ࠆ‫ ߩࠄࠇߎޕ‬3 ߟߩㇱಽߪ㧘SL ਄ߢߩ 3 ߟߩ઒ᗐⓨ㑆ߣߒߡታ⃻ߔࠆߎߣ߇น⢻ߢ޽ࠆ‫ࠍࠇߘޕ‬㧘ᜰ␜ㇱ㐷㧘࠲ࠬࠢㇱ㐷㧘⹏ଔㇱ㐷ߣฬઃߌ㧘ߘࠇࠄࠍ⛔วߒߚ࠲ࠬࠢⓨ㑆ࠍ㧘AITS ߣฬઃߌߚ㧚ᜰ␜ㇱ㐷ߪ㧘઒ᗐᢎቶߦ⸳⟎ߐࠇࠆ⍮⊛ࠛ࡯ࠫࠚࡦ࠻ߦࠃߞߡⴕࠊࠇࠆ‫ࠛߩߎޕ‬࡯ࠫࠚࡦ࠻ߪᢎᏧᓎߣߥࠅ㧘੍߼㍳㖸ߐࠇߚ⋡ᮡ⸒⺆(⧷⺆)ߦࠃࠆ㖸ჿߣ㧘ቇ⠌⠪ߩ⊒⹤㧔࠹ࠠࠬ࠻౉
ജ㧕ߦኻߔࠆᔕ╵ߣߒߡߩ࠹ࠠࠬ࠻ࡔ࠶࠮࡯ࠫߦࠃࠅ㧘ቇ⠌⠪ߣࠗࡦ࠲࡯࡜࡚ࠢࠪࡦࠍⴕ޿ߥ߇ࠄ⺑᣿ࠍⴕ߁‫ߚ߹ޕ‬㧘ߎߎߢߪ࠲ࠬࠢࠍㆀⴕߔࠆߚ߼ߦᔅⷐߥ‛ຠ㧔଀߃࡚߫ࠪ࠶ࡇࡦࠣߩ႐วߦߪ⚕ᐊ㧕ࠍᷰߔേ૞ߥߤ߽฽߹ࠇࠆ‫ࠢࠬ࠲ޕ‬ㇱ㐷ߢߪ㧘ቇ⠌⠪߇ᐫຬᓎߣߥࠆࠛ࡯ࠫࠚࡦ࠻ߣࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ
ࠍⴕ޿ߥ߇ࠄ࠲ࠬࠢࠍㆀⴕߒߡ޿ߊ‫⋡ߪߦ࠻࠶࠾࡙ߩߎޕ‬ᮡ࠲ࠬࠢࠍታ⃻ߔࠆߚ߼ߩኾ↪ߩⅣႺ߇↪ᗧߐࠇߡ߅ࠅ㧘࡚ࠪ࠶ࡇࡦࠣߩ႐วߪ㧘ᐫ⥩ࠬࡍ࡯ࠬߣ໡ຠ߇⸳⟎ߐࠇࠆ‫ߚ߹ޕ‬㧘ߎߩ࡙࠾࠶࠻ߢߩᵴേ
ߦߪ໡ຠࠍ⾼౉ߔࠆ㓙ߩ‛ߣ⚕ᐊߩ੤឵ߣ޿߁േ૞߽฽߹ࠇࠆ‫⹏ޕ‬ଔㇱ㐷ߢߪ㧘ቇ⠌⠪ߪ࠲ࠬࠢߩᚑᨐ

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ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

ࠍᢎᏧᓎߩࠛ࡯ࠫࠚࡦ࠻ߦႎ๔ߒ㧘⹏ଔࠍฃߌࠆ‫ߩࠣࡦࡇ࠶࡚ࠪޕ‬႐วߪ㧘⾼౉ߒߚ‛ຠࠍታ㓙ߦࠛ࡯ࠫࠚࡦ࠻ߦ⷗ߖࠆߣ޿߁േ૞߽฽߹ࠇࠆ‫ޕ‬
2.2. AITS version2 ߦ߅ߌࠆᢎ᧚⥄േ↢ᚑߩ઀⚵ߺ ࠮ࠞࡦ࠼࡜ࠗࡈߩࠃ߁ߥ 3 ᰴర઒ᗐⅣႺߩ․ᓽߩ৻ߟߪ㧘ߘߩഃㅧᕈߦ޽ࠅ㧘⃻ታ਎⇇ࠍᮨߒߚߤߩ
ࠃ߁ߥࠝࡉࠫࠚࠢ࠻߽ഃㅧน⢻ߢ޽ࠆߣߣ߽ߦ㧘ߘࠇࠄࠍ૞ᚑ⠪ߩᗧ࿑ߔࠆࠃ߁ߦേ૞ߐߖࠆߎߣ߇น
⢻ߢ޽ࠆ‫߫߃଀ޕ‬㧘ੱ߇ㄭઃߊߣ㡆ߊ㠽߿ᢝ࿾ߦ౉ࠆߣึ߃ࠆ›ߥߤߢ޽ࠆ‫ߒ߆ߒޕ‬㧘ߎࠇߪ޽ߊ߹ߢ
߽㧘⃻ታ਎⇇ߦሽ࿷ߔࠆ߽ߩࠍᔘታߦ᠀ߒߡ޿ࠆߦߔ߉ߥ޿‫ޕ‬ ⊒⴫⠪ߪ㧘઒ᗐⓨ㑆ߩഃㅧᕈࠍᢎ⢒ࠪࠬ࠹ࡓߣߒߡ᦭ല೑↪ߔࠆߚ߼ߦ㧘⍮⊛ࠛ࡯ࠫࠚࡦ࠻⥄૕ࠍ⥄േ⊛ߦഃㅧߔࠆ㧘ࡔ࠲ࠛ࡯ࠫࠚࡦ࠻
ࠍ⸳⟎ߔࠆߎߣߢ㧘⍮⊛ࠛ࡯ࠫࠚࡦ
࠻ࠍ฽߻ᢎ᧚ߩ⥄േ↢ᚑࠍⴕ߁ࠪࠬ

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࠹ࡓࠍ᭴▽ߒߚ‫ޕ‬ቇ⠌⠪ߪቇ⠌ࠍᆎ߼ࠆ೨ߦ㧘ࡔ࠲ࠛ࡯ࠫࠚࡦ࠻ߣኻ⹤
ࠍⴕ߁‫ߩߘޕ‬ኻ⹤ߩౝኈࠍ⡬߈ขࠆߎߣߢᓧࠄࠇߚᖱႎ߆ࠄ㧘ᄖ࿖⺆ቇ⠌࠲ࠬࠢߦᔅⷐߥ㧘޽ࠄ߆ߓ߼ࡊࡠ
ࠣ࡜ࡒࡦࠣߐࠇߚ⍮⊛ࠛ࡯ࠫࠚࡦ࠻
ࠍ↢ᚑ߽ߒߊߪ೙ᓮߔࠆߣ޿߁ᣇᴺ
ߢ޽ࠆ㧔࿑ 1㧕‫             ޕ‬࿑ 1. ࡔ࠲ࠛ࡯ࠫࠚࡦ࠻߇↢ᚑߔࠆ࠲ࠬࠢⓨ㑆
3. ⹏ଔታ㛎ߣ⚿ᨐᄢቇ↢20ฬࠍදജ⠪ߣߒߡ㧘ᧄࠪࠬ࠹ࡓߩ᦭↪ᕈࠍ᷹ࠆߚ߼ߩ⹏ଔታ㛎ࠍⴕߞߚ㧚േᯏ߿ቇ⠌ᘒᐲ㧘
IT࡝࠹࡜ࠪ࡯ࠍ⸙ߨࠆ੐ᓟࠕࡦࠤ࡯࠻㧘߅ࠃ߮ቇ⠌⠪ߩ࠲ࠬࠢㆀⴕߩᚑุ㧘ቢੌᤨ㑆㧘ቇ⠌⠪ߩ⊒⹤ࡠࠣࠍ⹏ଔߦ೑↪ߒߚ‫ޕ‬ᡷ⦟ߩᤨᦼࠍ᜽ߺ㧘2ᐲߦಽߌߡⴕࠊࠇߚታ㛎㧔9ฬߣ11ฬ㧕ߩ⚿ᨐߪ㧘ߤߜࠄ߽㧘
AITS਄ߢߩቇ⠌ߦߟ޿ߡߪ㧘࠲ࠬࠢߩᚑุߦ߆߆ࠊࠄߕ㧘70%એ਄ߩⵍ㛎⠪߇㧘‫ޟ‬㔍ߒ޿‫ޟ߇ޠ‬㕙⊕޿‫ޠ‬ߣ޿߁ශ⽎ࠍᜬߞߡ߅ࠅ㧘੹ᓟ߽AITS਄ߢቇ⠌ߒߡߺߚ޿ߣᕁߞߡ߅ࠅ㧘50%એ਄߇‫ޟ‬ᢎቶቇ⠌ࠃࠅ߽㕙⊕޿‫߇ޠ‬㧘40%߇‫ޟ‬ലᨐ߇޽ࠆ‫߁޿ߣ޿ߥ߃⸒ߪߢ߹ߣޠ‬࿁╵ߢ޽ߞߚ‫ߚ߹ޕ‬㧘AITSߩ೑ὐߦ㑐ߔࠆ⥄↱⸥ㅀ߆ࠄ㧘ITSߩ೑ὐ߇ߘߩ⇼ૃ⃻ታᕈ࡮࡮⥄ᓞ⊛ቇ⠌ᕈ࡮෻ᓳน⢻ᕈ㧔ࠗࡦ࠲࡯࡜࡚ࠢࠪࡦᕈ㧕ߦ޽ࠆߎߣ߽␜ໂߐࠇߚ‫ޕ‬ෳ⠨ᢥ₂Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford University Press. Oxford.
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, 413-468. New York: Academic Press.
Ishizuka, H. (2012). Designing language learning in 3D virtual world - Using Second Life as a platform. E-learningand education (eleed), 7. Retrieved from http://eleed.campussource.de/archive/8
Vickers, H. (2010). VirtualQuests: Dialogic Language Learning with 3D Virtual Worlds. CORELL: Computer
Resources for Language Learning, 3, 75-81.

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OP-588 ᦬ 9 ᣣ (14:10-14:40) / 132 ᢎቶ⛮⛯⊛⥄ᓞ⧷⺆ቇ⠌ࠍᡰេߔࠆ࠮࡞ࡈࠦ࡯࠴ࡦࠣ࡮ࡢ࡯ࠢࠪ࡯࠻
‫ޟ‬Learning How to Learn‫ߩޠ‬㐿⊒ߦߟ޿ߡ
ဈ↰ ᶈ㧔ᓼፉᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 ⛮⛯⊛⥄ᓞቇ⠌㧘࠮࡞ࡈࠦ࡯࠴ࡦࠣ㧘ࡢ࡯ࠢࠪ࡯࠻㧘Learning How to Learn
1. ߪߓ߼ߦ
ᣣᧄੱ⧷⺆ቇ⠌⠪߇ታ〣⊛ߥ⧷⺆ജࠍりߦߟߌࠆߦߪ‫ޔ‬㕖Ᏹߦ㐳ᦼ㑆ߦࠊߚࠆ⛮⛯⊛ߥቇ⠌߇ᔅⷐߢ޽ࠆ‫ޟ߁޿ߢߎߎޕ‬㐳ᦼ㑆‫ޔߪߣޠ‬࿷ቇᦼ㑆ਛߛߌߢߥߊතᬺᓟߦ߅ߌࠆ⧷⺆ቇ⠌߽฽߻ߣ⠨߃ࠄࠇࠆ߇‫ߥ߁ࠃߩߎޔ‬㐳ᦼ㑆ߦࠊߚࠆ⧷⺆ቇ⠌ࠍታ〣ߔࠆߦߪ‫⸳ࠄ⥄ޔ‬ቯߒߚቇ⠌⋡ᮡߦะ߆ߞߡ⥄ᓞ⊛ߦ⧷⺆ቇ⠌ࠍዷ㐿ߒߡ޿ߊߚ߼ߩ⍮⼂ߣࠬࠠ࡞߇ᔅⷐߣߥࠆ‫ޕ‬ߘߎߢ‫੹ޔ‬࿁ߪ‫ޔ‬ᣣᧄੱ⧷⺆ቇ⠌⠪ߦኻߔࠆ⥄ᓞ⊛⧷⺆ቇ⠌ᡰេࠍ᝼ᬺߣߒߡዷ㐿ߔࠆߎߣࠍ⋡⊛ߣߒߡ㐿⊒ߒߚ‫ޟ‬Learning How to Learn㧔LHL㧕‫ޠ‬㧔ဈ↰ & ⑔↰, 2011㧕ࠍਛᔃߦ‫ޔ‬
㧔㧝㧕LHL ߩ㐿⊒⚻✲ߣ⢛᥊‫ޔ‬
㧔㧞㧕LHL ߩౝኈ‫ޔ‬
㧔㧟㧕LHL ߩലᨐߟ޿ߡㅀߴࠆߎߣߣߔࠆ‫ޕ‬
2. LHL ߩ㐿⊒⚻✲ߣ⢛᥊
2.1 േᯏߣቇ⠌ⴕὑ‫⺆⧷ޟ‬ቇ⠌ߩᔅⷐᕈ‫ࠍޠ‬ญߦߔࠆ৻ᣇߢ‫ޔ‬᝼ᬺਛ߿᝼ᬺᄖߦ߅ߌࠆቇ⠌ߦߪ㕖Ᏹߦᶖᭂ⊛ߢ޽ࠆࠤ࡯
ࠬߪ㕖Ᏹߦᄙ޿‫ߩߎޕ‬⢛᥊ߦߪ‫ޔ‬ቇ⠌ߩ⛮⛯ᕈߥࠄ߮ߦ᝼ᬺᄖߢߩ⥄ᓞቇ⠌߇㕖Ᏹߦᄢ߈ߥ⺖㗴ߣߥߞߡ޿ࠆߎߣ‫ޔߡߒߘޔ‬㒙Ꮉઁ㧔2011㧕߇ㅀߴࠆࠃ߁ߦ‫⺆⧷⊛⛯⛮ޔ‬ቇ⠌ߦኻߔࠆദജਇ⿷ ψ ⠌ᾫᐲߣ⥄Ꮖലജᗵߩૐਅ ψ ⧷⺆૶↪ߦኻߔࠆਇ቟ߩჇㅴ‫ޔ‬ቇ⠌ⴕὑߩవᑧ߫ߒ‫৻߁޿ߣޔ‬ㅪߩ෻ᔕ߇㑐ㅪߒߡ޿ࠆ߽ߩߣ⠨߃ࠄࠇࠆ‫ޕ‬
2.2 ᣂߒ޿ࠕࡊࡠ࡯࠴ߩᔅⷐᕈ
ᓥ᧪ߩࠃ߁ߥ‫ࠍޠ࡞ࠠࠬ⺆⧷ޟ‬ਛᔃߣߒߚ᝼ᬺ
߿‫ޔ‬᝼ᬺᄖߢߩ୘೎ࠕ࠼ࡃࠗࠫࡦࠣߢ⛮⛯⊛⧷⺆ቇ⠌ࠍᡰេߔࠆߦߪ㒢⇇߇޽ࠆ‫ޔߢߎߘޕ‬‫ޟ‬㐳ᦼ㑆ߦࠊߚࠆ⧷⺆ቇ⠌ࠍታ〣ߔࠆߚ߼ߦᔅⷐߥ⍮⼂ߣࠬࠠ࡞ࠍ᝼ᬺߣߒߡឭଏߒ‫ޔ‬ታ〣ߐߖࠆ‫ߎޠ‬ߣߦࠃࠅ‫ࠅࠃޔ‬ᄙߊߩቇ↢ߦ዁᧪ߩ⧷⺆ቇ⠌ߦኻߔࠆน⢻ᕈࠍᗵߓߐߖ‫ߩࠄ⥄ޔ‬ജߢ⧷⺆ቇ⠌ⴕേࠍⴕ߁ߚ߼ߩౕ૕⊛ߥᜰዉߣᡰេࠍዷ㐿ߔࠆߎߣ߇ᔅⷐߢ޽ࠆߣ⠨߃ߚ‫ޕ‬
3. LHL ߩ᭎ⷐ
3.1 ࠮࡞ࡈࠦ࡯࠴ࡦࠣ
੹࿁ߪ‫ࠣࡦ࠴࡯ࠦ࡮ࡈ࡞࠮ޔ‬㧔ᧄ㑆 & ᧻ᳯ,
2006㧕ࠍၮߦࡢ࡯ࠢࠪ࡯࠻㧔LHL㧕ߩ૞ᚑࠍⴕߞ
ߚ‫ޕ‬ో૕ߣߒߡߪ‫ޔ‬
⴫ 1 ߦ␜ߔ 5 ߟߩࠬ࠹࠶ࡊ
㧔
‫ޟ‬዁

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࿑ 1. LHL ߣ 5 ߟߩࠬ࠹࠶ࡊ

ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

᧪௝ࠍࠗࡔ࡯ࠫ‫ޠ‬‫ޔ‬‫⋡ޟ‬ᮡߩ⸳ቯ‫ޠ‬‫ޔ‬‫ⴕޟ‬േ⸘↹ߩ┙᩺‫ޠ‬‫ޔ‬‫ⴕޟ‬േߩታ〣‫ޠ‬‫ޔ‬‫⹏ޟ‬ଔߣୃᱜ‫ޠ‬㧕ߣ‫ޟ‬ቇ⠌ߩ⠌ᘠൻ‫ޠ‬ߦ㑐ߔࠆ⺑᣿ߣࡢ࡯ࠢࠍឭଏߒߡ޿ࠆ‫ޕ‬
3.2 ฦࠬ࠹࠶ࡊߩ᭎⺑x ‫ޟ‬዁᧪௝ࠍࠗࡔ࡯ࠫ‫ޠ‬Session 02
Future MyScope ࠍၮߦቇ⠌⠪⥄ࠄߩ዁᧪௝ࠍࠗ
ࡔ࡯ࠫߒ‫⺆⧷ޔ‬ቇ⠌ߦኻߔࠆ߿ࠆ᳇ࠍᒻᚑߔࠆ‫ޕ‬x ‫⋡ޟ‬ᮡߩ⸳ቯ‫ޠ‬Session 03
Can-do Statement㧔Benesse, n.d.㧕ࠍ↪޿ߡ⃻⁁ߦ߅ߌࠆ⥄ಽߩ⧷⺆ജࠍ⥄Ꮖ⹏ଔߒ‫ౕޔ‬૕⊛ߥቇ⠌⋡ᮡࠍ⸳ቯߔࠆ‫ޕ‬x ‫ⴕޟ‬േ⸘↹ߩ┙᩺‫ޠ‬Session 04, 05ౕ૕⊛ⴕേ⸘↹ࠍ┙᩺ߔࠆ㓙ߦᔅⷐߣߥࠆ⍮⼂㧔ലᨐ⊛ᤨ㑆ᵴ↪ᴺ‫ޔ‬ቇ⠌ౝኈ⚵┙ᣇᴺߥߤ㧕࿑ 2. Future My Scopeࠍឭଏߔࠆ‫ޕ‬x ‫ⴕޟ‬േߩታ〣‫ޠ‬Session 06-10

૞ᚑߒߚⴕേ⸘↹ߦၮߠ߈ታ㓙ߦቇ⠌ࠍⴕߞߡߺࠆ‫৻ޕ‬ㅳ㑆ߩᝄࠅ㄰ࠅ߅ࠃ߮ᰴㅳߩቇ⠌⸘↹ߪ‫ޔ‬ᢎᏧ߿ઁߩቇ⠌⠪߆ࠄࠕ࠼ࡃࠗࠬࠍฃߌߥ߇ࠄ᝼ᬺᤨ㑆ౝߦⴕ߁‫ޕ‬x ‫⹏ޟ‬ଔߣୃᱜ‫ޠ‬Session 08⛮⛯ቇ⠌ߦኻߔࠆ‫ޟ‬ਇ቟‫ࠍ↹⸘ޔ߿ޠ‬ታⴕߢ߈ߥ߆ߞߚߎߣߦኻߔࠆ‫ߩߤߥޠߜ┙⧦ޟ‬ᖱ✜⊛஥㕙ߦኻߔࠆኻᔕࠍ⚫੺ߒߡ޿ࠆ‫ޔߦ․ޕ‬ቇ⠌ਇ቟߳ߩኻᔕߦ㑐ߒߡߪ‫ޔ‬‫ߩߎޔ੹ޟ‬⍍㑆ߩ಴᧪੐ߦᗧ
⼂ࠍะߌࠆ‫ࠬࡀ࡞ࡈ࠼ࡦࠗࡑޠ‬㧔Brown & Ryan, 2003㧕ࠍਛᔃߦኻᔕᣇᴺࠍ߹ߣ߼ߡ޿ࠆ‫ޕ‬
4. ⚿ᨐ
2011 ᐕᐲߩᦼᧃࠕࡦࠤ࡯࠻ߥࠄ߮ߦ࡟ࡐ࡯࠻ߢߩ⸥ㅀࠍ⷗ࠆߣ‫ޔ‬㧔㧝㧕⧷⺆ቇ⠌߳ߩേᯏ㧔‫ߩ⺆⧷ޟ‬ീᒝࠍ⛯ߌߡߺߚ޿ߣᕁ߁‫ߤߥޠ‬㧕‫ޔ‬㧔㧞㧕⧷⺆ቇ⠌߳ߩ⥄ା㧔‫ߦ⺆⧷ޟ‬ኻߒߡ⥝๧߇ᜬߡࠆࠃ߁ߦߥߞߡ߈
ߚߒ‫৻߁߽ޔ‬ᐲീᒝߢ߈ࠆߣᕁ߁‫ߤߥޠ‬㧕‫ޔ‬㧔㧟㧕ౕ૕⊛ቇ⠌ᣇᴺߩ᭴▽㧔‫ޟ‬ലᨐ⊛ߦቇ⠌ࠍ▽ࠆᣇᴺ߇ಽ
߆ߞߚ‫ߤߥޠ‬㧕ߣ޿߁ 3 ὐߢലᨐࠍ⷗಴ߔߎߣ߇ߢ߈ߚ‫ޕ‬ෳ⠨ᢥ₂㒙Ꮉᢅᕺ ઁ. (2011). ᄢቇ↢ߩ⧷⺆ቇ⠌ߦ߅ߌࠆേᯏᷫㅌⷐ࿃ߩ੍஻⺞ᩏ. THE LANGUAGE TEACHER(35), 1, 11-16.
ဈ↰ᶈ‫ࡉ࡯ࠖ࠹ࠬ↰⑔ޔ‬. (2011). ⛮⛯⊛⥄ᓞ⧷⺆ቇ⠌ࡢ࡯ࠢࠪ࡯࠻ Learning How to Learn: Worksheet forAutonomous English Learning Version 5.0.㧔Unpublished worksheet㧕ᓼፉᄢቇ.
Brown, K.W. & Ryan, R. (2003). The benefits of being present: Mindfulness and its role in psychological well-being.
Journal of Personality and Social Psychology, 84, 822-848.
Benesse. (n.d.). GTEC for Students Can-do statements. Retrieved from http://gtec.for-students.jp/cando/index.htm.
ᧄ㑆ᱜੱ, ᧻ᳯℂ଻. (2006). ࠮࡞ࡈࠦ࡯࠴ࡦࠣ౉㐷. ᧲੩: ᣣᧄ⚻ᷣ಴ ␠
Sakata, H. & Fukuda, T. S. (2012). Advising Language Learners in Large Classes to Promote Learner Autonomy, In
C. Ludwig & J. Mynard (Eds.), Autonomy in Language Learning: Advising in Action (pp. 59-83). Canterbury:
IATEFL. 2012.

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OP-598 ᦬ 9 ᣣ (13:00-13:30) / 133 ᢎቶ

Moodle ࠍ೑↪ߒߚᢎቶᄖࠬࡇ࡯ࠠࡦࠣᵴേ
ᶆ㊁ ⎇㧔ർᶏቇ࿦ᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 LMS㧘Moodle㧘ࠬࡇ࡯ࠠࡦࠣ
1. ߪߓ߼ߦ
ᣣᧄߩᄢቇߦ߅ߌࠆ⧷⺆ᢎ⢒ߢߪ㧘᝼ᬺᤨ㑆ᢙ߇ዋߥ޿ߎߣ߽޽ࠅ㧘ലᨐ⊛ߦ⧷⺆ࠦࡒࡘ࠾ࠤ࡯࡚ࠪ
ࡦ⢻ജࠍะ਄ߐߖࠆߎߣߪኈᤃߢߪߥ޿‫ޕ‬90 ಽ㑆ߩ᝼ᬺ߇ㅳ 1 ࿁㐿⻠ߐࠇࠆㅢᏱߩᒻᘒߢߪ㧘ቇ↢߇⧷⺆ߦ⸅ࠇࠆᯏળ߇ዋߥ޿ߚ߼㧘⢻ജࠍ㜞߼ࠆߚ߼ߦ߽᝼ᬺᤨ㑆ᄖߦ⧷⺆ߩ૶↪ࠍଦߔߎߣ߇㊀ⷐߣߥࠆ‫ޕ‬ᢎቶᄖߩ⧷⺆ᵴേߢࠃߊ⷗ࠄࠇࠆߩ߇㧘ᢎ⑼ᦠ╬ߩᢎ᧚ࠍ೑↪ߒߚᢥᴺ㧘࡝࡯࠺ࠖࡦࠣ㧘࡝ࠬ࠾ࡦࠣ
⺖㗴ߢ޽ࠆ‫৻ޕ‬ᣇ㧘࡜ࠗ࠹ࠖࡦࠣ߿ࠬࡇ࡯ࠠࡦࠣߩࠃ߁ߥ⊒ାᵴേߪ㧘ઁߣᲧߴߡᢎቶᄖߢߩታᣉ߇㔍ߒ޿‫ࠣࡦࠖ࠹ࠗ࡜ޕ‬ᵴേߦߟ޿ߡߪ㧘ࡔ࡯࡞߿ࡉࡠࠣ㧘SNS ߥߤࠍᵴ↪ߔࠆᒻߢߩታ〣߇Ⴧ߃ߡ߈ߡ޿
ࠆ߇㧘ᢎቶᄖߢߩࠬࡇ࡯ࠠࡦࠣᵴേࠍᣣᏱ⊛ߦⴕ߁ߎߣߪ߹ߛ৻⥸⊛ߢߥ޿ߣᕁࠊࠇࠆ‫ޕ‬ߘߎߢ⠨߃ࠄࠇࠆߩ߇㧘Moodle ߩࠃ߁ߥቇ⠌ᡰេࠪࠬ࠹ࡓ㧔LMS㧕ࠍ೑↪ߒߚᢎቶᄖࠬࡇ࡯ࠠࡦࠣᵴ
േߩలታߢ޽ࠆ‫ᧄޕ‬ႎ๔ߢߪ㧘Moodle ࠍ೑↪ߒߚ⊒⴫⠪ߦࠃࠆ 2011 ᐕᐲ߅ࠃ߮ 2012 ᐕᐲ೨ᦼߩታ〣଀ࠍ⚫੺ߔࠆ‫ޕ‬
2. Moodle ߦࠃࠆ㖸ჿ㍳㖸ߣឭ಴
2.1 Moodle ߳ߩ㖸ჿ㍳㖸ࡊ࡜ࠣࠗࡦߩታⵝ
Moodle ߦߪ⺖㗴ឭ಴߿ዊ࠹ࠬ࠻ࡕࠫࡘ࡯࡞߇޽ࠆ߽ߩߩ㧘㖸ჿࠍ㍳㖸ߒឭ಴ߔࠆᯏ⢻ߪᮡḰߢߪ஻ࠊߞߡ޿ߥ޿‫ޕ‬ቇ⠌⠪߇૶↪ߔࠆ PC ߦ Audacity ߩࠃ߁ߥ㍳㖸࡮✬㓸ࠕࡊ࡝ࠤ࡯࡚ࠪࡦࠍࠗࡦࠬ࠻࡯࡞ߒ㧘㍳㖸ߒߡ৻ᣤ଻ሽߒߚ㖸ჿࡈࠔࠗ࡞ࠍឭ಴ߐߖࠆߎߣߪน⢻ߛ߇㧘PC ߩ⸳ቯ߿૶޿ᣇߩ⺑᣿ߥߤߩ૞ᬺ
߇ᾘ㔀ߢ޽ࠆ‫ߢߎߘޕ‬⠨߃ࠄࠇࠆߩ߇㧘Moodle ᧄ૕ߦ㖸ჿ㍳㖸ᯏ⢻ࠍታⵝߔࠆߎߣߢ޽ࠆ‫ߩ߆ߟߊ޿ޕ‬ࡊ࡜ࠣࠗࡦ߇೑↪น⢻ߢ޽ࠆ߇㧘ᧄႎ๔ߢߪࠬ࠻࡝࡯ࡒࡦࠣ࡮ࠨ࡯ࡃߩ⸳⟎߇ᔅⷐߥߊ㧘ࠗࡦࠬ࠻࡯࡞૞ᬺ߇Ყセ⊛ᐔᤃߥ߽ߩߣߒߡ NanoGong ߣ Online Audio Recording ࠍ⚫੺ߒ㧘ߘߩ߁ߜ NanoGong ࠍ೑↪ߒߚ᝼ᬺታ〣ߩ᭽ሶࠍႎ๔ߔࠆ‫ ⴫ޕ‬1 ߦ߹ߣ߼ߚࠃ߁ߦ㧘NanoGong ߣ Online Audio Recording ߦߪኻ
ᔕߔࠆ Moodle ߩࡃ࡯࡚ࠫࡦ߿ታⵝߐࠇࠆᯏ⢻ߦᏅ⇣߇޽ࠆ‫੹ޕ‬࿁ߩታ〣ߢߪ㧘ᓟㅀߩߣ߅ࠅࡈࠜ࡯࡜
ࡓߢߩ೑↪߇ᔅⷐߥߚ߼㧘Moodle 1.9 ߦ NanoGong ࠍࠗࡦࠬ࠻࡯࡞ߒߡ೑↪ߒߡ޿ࠆ‫ޕ‬
⴫ 1.
㖸ჿ㍳㖸ࠍน⢻ߦߔࠆࡊ࡜ࠣࠗࡦߩ଀ߣߘߩ․ᓽ
ዊ࠹ࠬ࠻ߢߩ೑↪

ࡈࠜ࡯࡜ࡓߢߩ೑↪

Moodle 2.X ኻᔕ

NanoGong٤٤*Online Audio Recording

٤



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*Moodle 2.X ߦኻᔕߒߚ NanoGong ߇ 2012 ᐕ 5 ᦬ 25 ᣣߦ࡝࡝࡯ࠬߐࠇߚ‫ޕ‬

2.2 NanoGong ߩ೑↪଀⊒⴫⠪ߪ㧘ᜂᒰߔࠆᄢቇ 2 ᐕ↢ะߌߩࠝ࡯࡜࡞♽⑼⋡ߦ߅޿ߡએ೨ࠃࠅ Moodle ࠍ೑↪ߒߡ߅ࠅ㧘2011ᐕᐲ߆ࠄߪ NanoGong ࠍ૶ߞߚᢎቶᄖࠬࡇ࡯ࠠࡦࠣᵴേ߽ታᣉߒߡ޿ࠆ‫੹ޕ‬࿁ߪߘߩ߁ߜ (a) ⊒㖸࡮ࠗࡦ࠻ࡀ࡯࡚ࠪࡦ✵⠌ߣ (b) ⥄↱ߥᗧ⷗࡮ᖱႎ੤឵ߩ႐ߣߒߡߩ voice forum ߩ 2 ߟࠍ⚫੺ߔࠆ‫ޕ‬−160−

ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

2.2.1 ⊒㖸࡮ࠗࡦ࠻ࡀ࡯࡚ࠪࡦ✵⠌ߩߚ߼ߩ NanoGong ߩ೑↪
⊒㖸✵⠌ߪ㧘߽ߜࠈࠎᢎቶౝߢ߽ታᣉน⢻ߢ޽ࠆ߇㧘㒢ࠄࠇߚᤨ㑆ౝߢߪ✵⠌㊂㧘୘೎ᜰዉߣ߽ߦ㒢ࠄࠇߡߒ߹߁ߚ߼㧘NanoGong ࠕࠢ࠹ࠖࡆ࠹ࠖࠍ೑↪ߒߚኋ㗴ࠍ૬↪ߔࠆᒻߢታᣉߒߡ޿ߡ޿ࠆ㧔࿑ 1ෳᾖ㧕‫ౕޕ‬૕⊛ߦߪ㧘✵⠌ࠍߔࠆߚ߼ߩ⺖㗴ᢥࠍ↪ᗧߒ㧘ߘߩㇺᐲ⸳ቯߒߚ⊒㖸㧔଀߃߫ /th/㧕߿ࠗࡦ࠻ࡀ࡯࡚ࠪࡦߩᵈᗧ੐㗄ࠍ᝼ᬺᤨ㑆ౝߢ⺑᣿ߒߚ਄ߢ㧘ฦ⥄߇ኋ㗴ߣߒߡ㧘Უ⺆⹤⠪ߦࠃࠆࡕ࠺࡞ࠍ⡬߈ߥ߇ࠄ⊒㖸✵⠌ࠍⴕ޿㧘⥄ಽߩჿࠍ㍳㖸ߔࠆ‫ޕ‬૗࿁߆㍳㖸ߒ㧘⚊ᓧߩࠁߊ⊒㖸߇ߢ߈ߚࠄ‫ޟ‬ㅍା‫࠲ࡏޠ‬ࡦࠍ᛼ߒߡឭ಴ߔࠆ‫ޕ‬ឭ಴ߐࠇߚ㖸ჿߪ㧘ឭ಴ߒߚቇ↢ߣᢎຬߩߺ߇⡞ߊߎߣ߇ߢ߈㧘ᢎຬߪ Moodle਄ߢ୘೎ߦࡈࠖ࡯࠼ࡃ࠶ࠢࠍਈ߃㧘ࠢ࡜ࠬో૕ߦㆶరߔߴ߈ὐ߇޽ߞߚ႐วߦߪ㧘᝼ᬺౝߢ⹥ᒰߔࠆቇ
↢ߩ⊒㖸ࠍౣ↢ߒߚ਄ߢᵈᗧὐ╬ߩ⺑᣿ࠍⴕߞߡ޿ࠆ‫ޕ‬

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࿑ 1. ⊒㖸✵⠌ߣߒߡߩ೑↪଀

࿑ 2. Voice Forum ߣߒߡߩ೑↪଀

2.2.2 ⥄↱ߥࠬࡇ࡯ࠠࡦࠣ✵⠌ߩߚ߼ߩ NanoGong ߩ೑↪
਄ㅀߩߣ߅ࠅ㧘޿ࠊࠁࠆ 4 ᛛ⢻ߩਛߢ㧘ࠬࡇ࡯ࠠࡦࠣߪઁߩ 3 ᛛ⢻ߣᲧߴߡᢎቶᄖߢߩ✵⠌㊂⏕଻߇㔍ߒ޿‫⴫⊒ߢߎߘޕ‬⠪ߪ㧘Moodle ߩࡈࠜ࡯࡜ࡓ㧔ឝ␜᧼㧕ߦ NanoGong ࠍ೑↪ߒߚ㖸ჿ㍳㖸ᯏ⢻ࠍㅊടߒ㧘Voice Forum ߣߒߡቇ↢ห჻ߩ੤ᵹߩ႐ߣߒߡߩ೑↪ࠍଦߒߡ޿ࠆ㧔࿑ 2 ෳᾖ㧕‫ޕ‬1 ࿁ߩᛩⓂߢ 1 ಽ⒟ᐲߩࠬࡇ࡯࠴ࠍ㍳㖸ߔࠆߎߣߣߒ㧘ቇ↢ߪ⥄ಽߢᣂߚߥ࠹࡯ࡑࠍ┙ߜ਄ߍࠆߎߣ߽㧘ઁߩቇ↢߹ߚߪᢎຬ߇↪ᗧߒߚ⹤㗴ߦ㄰ାߔࠆߎߣ߽น⢻ߣߒߚ‫ޕ‬ઙฬએᄖߪᢥሼ౉ജࠍ⹺߼ߥ޿ߎߣߢ㧘㖸ჿߦࠃࠆ੤ᵹࠍ⋡ᜰߒߡ޿ࠆ‫ޕ‬ᛩⓂౝኈߪ㧘⊒㖸߿ᢥᴺ╬ߩᱜ⏕ߐߦߟ޿ߡߪ⹏ଔߖߕ㧘⊒⸒࿁ᢙ㧔ᛩⓂᢙ㧕ߦᔕߓߡᚑ❣ߩᦨᄢ 20%ߩࡐࠗࡦ࠻ࠍਈ߃ߡ޿ࠆ‫ޕ‬
3. 2011 ᐕᐲߩታ〣ߦၮߠߊ 2012 ᐕᐲߩᡷༀὐ
2011 ᐕᐲߩታ〣⚳ੌᓟ㧘ጁୃቇ↢߳ߩ⡞߈ขࠅ߅ࠃ߮⺖㗴ឭ಴⁁ᴫ╬ࠍෳ⠨ߦ㧘਄⸥ 2 ߟߩᵴേߩታ
ᣉᣇᴺߦᄌᦝࠍട߃ߚ‫⊒ޕ‬㖸࡮ࠗࡦ࠻ࡀ࡯࡚ࠪࡦ✵⠌ߦ߅޿ߡߪ㧘᝼ᬺᤨ㑆ౝߢߩో૕ࡈࠖ࡯࠼ࡃ࠶ࠢ
ߩᤨ㑆ࠍჇ߿ߒ㧘⺞㖸ߦߟ޿ߡߩ⺑᣿ߣ৻ᢧ✵⠌ߩᤨ㑆ࠍขࠆߎߣߢ㧘ᢎቶᄖᵴേߩല₸ൻࠍ⋡ᜰߒߡ޿ࠆ‫ޕ‬Voice Forum ߦߟ޿ߡߪ㧘2011 ᐕᐲߪቇ↢ߩ㖸ჿᛩⓂ⁁ᴫ߇ߘࠇ߶ߤᵴ⊒ߢߪߥߊ㧘⥄ಽߢ࠹࡯ࡑࠍ᳿߼ߡᛩⓂߔࠆߎߣ߇㔍ߒ޿ߣߩᗧ⷗߇޽ߞߚߚ߼㧘2012 ᐕᐲߢߪᗧ⷗੤឵ߦෳടߒ߿ߔ޿ࠃ߁޽
ࠄ߆ߓ߼ᢎຬߦࠃߞߡⶄᢙߩ࠻ࡇ࠶ࠢࠍᛩⓂߒ㧘ߘࠇߦ࿁╵ߔࠆᒻߢ㍳㖸ឭ಴ߩࡂ࡯࠼࡞ࠍਅߍࠆࠃ߁
ߟߣ߼ߚ‫ޕ‬−161−

OP-608 ᦬ 9 ᣣ (13:35-14:05) / 133 ᢎቶ࠮ࡒ࠳ࠗ࡟ࠢ࠻ᷝ೥ᚻᴺࠍ↪޿ߚ⧷૞ᢥࠝࡦ࡜ࠗࡦᜰዉዊᩙ ᚑሶ㧔ਛㇱᄢቇ㧕ᩉ ᦮ብ㧔ਛㇱᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 ቇ⠌⠪ߩ⥄ᓞ㧘Moodle㧘࡜ࠗ࠹ࠖࡦࠣ㧘ᷝ೥ᜰዉ
1. ERRMarker ߩ㐿⊒ ⊒⴫⠪ߪ‫⧷ޔ‬૞ᢥᷝ೥ᜰዉࠪࠬ࠹ࡓ ERRMarker ࠍ 2004 ᐕࠃࠅ㐿⊒ߒߡ߈ߡ޿ࠆ‫ࡓ࠹ࠬࠪߩߎޕ‬ߪ‫ޔ‬ቇ⠌⠪߇ web ਄ߦឭ಴ߒߚ⧷૞ᢥߦኻߒߡ‫ޔ‬lexical errors ߆ࠄ syntactic error‫ޔ‬mechanical error‫ޔ‬morphological errors ߦ⥋ࠆ߹ߢߩ⺋ࠅࠍᢥሼ⦡߿⢛᥊⦡ࠍߟߌࠆߎߣߢᜰ៰ߢ߈ࠆࠃ߁ߦߒߚ߽ߩ
ߢ޽ࠆ‫߼ߓ߆ࠄ޽ޕ‬ᢎ᝼⠪߇⸳ቯߒߚ ERRMarker ߦࠃߞߡ‫ޔ‬ቇ⠌⠪ߩឭ಴‛ߦࡂࠗ࡜ࠗ࠻ࠍ౉ࠇ
ࠆߎߩᚻᴺߪ‫ୃޔ‬ᱜ߇ᔅⷐߥ႐ᚲߣ‫ߥ߁ࠃߩߤޔ‬⒳㘃ߩ⺋ࠅ߇⊒↢ߒߡ޿ࠆ߆ߦߟ޿ߡߩߺࡅࡦ࠻
ࠍਈ߃ࠆ߽ߩߢ‫ޔ‬ቇ⠌⠪ߪߤ߁ୃᱜߔߴ߈߆ࠍ⥄ಽߢ⸃᳿ߒࠃ߁ߣߒߥߊߡߪߥࠄߥ޿ࠃ߁ߦᗧ࿑
ߐࠇߡ޿ࠆߎߣ߇․ᓽߢ޽ࠆ‫ޕ‬ቇ⠌⠪ߦਈ߃ࠆࡅࡦ࠻ߩ㊂߿␜ߒᣇࠍᢎ᝼⠪߇⸳ቯߦࠃࠅ⺞ᢛߢ߈‫ޔ‬ቇ⠌ࡊࡠ࠮ࠬࠍ㊀ⷞߒߚᷝ೥ᜰዉࠍⴕ߁ߚ߼ߩ࠷࡯࡞߇ ERRMarker ߢ޽ࠆ‫ޕ‬
2. Moodle ERRMarker 㐿⊒╙ 2 ᦼ(2011 ᐕᐲ)ߢߩᡷ⦟ὐ ERRMarker2004 ߢߪ‫ ߣࠣ࠲࡯࡜ࠛޔ‬web ਄ߢߩ⴫␜⦡ࠍ‫ޔ‬CSS ߢቯ⟵ߔࠆᣇᴺ߇ߣࠄࠇߡ޿ߚ
ߚ߼‫ޔ‬ᷝ೥ᤨߦߪࠛ࡜࡯࠲ࠣࠍ౉ജߔࠆ૞ᬺᤨ㑆߇߆߆ߞߡ޿ߚ‫ߩߘޔߚ߹ޕ‬ㆇ↪ߦߪ CGI ࡊࡠࠣ࡜ࡓ߿ CSS ߩ⍮⼂߿ᛛⴚ⵬ഥ߇ᔅⷐߢ޽ߞߚ‫ޕ‬2010 ᐕߩ LET50 ๟ᐕ⸥ᔨో࿖ᄢળߦ߅޿ߡႎ๔ߒ
ߚ‫ޔ‬Moodle 㐿⊒╙㧝ᦼ(2009 ᐕᐲ)ߢߪ‫ޔ‬ᢎ᝼⠪ߛߌߢ߽ㆇ↪ߢ߈ࠆࠪࠬ࠹ࡓߩ᭴▽ࠍ⹜ߺߚ‫ߎޕ‬ߩ㐿⊒ߦࠃࠅ޿ߊߟ߆ߩᡷༀ߇ታ⃻ߒߚ߇‫ޔ‬ㆇ↪ߒ߿ߔߐߣ޿߁ὐߢߪ⺖㗴߇ᱷߞߚ‫ޕ‬Moodle 㐿⊒╙ 2 ᦼ(2011 ᐕᐲ)ߢߩᡷༀߦߪᰴߩࠃ߁ߥὐ߇฽߹ࠇࠆ‫ޕ‬ ᷝ೥౉ജᤨߩ↹㕙ㆫ⒖ࠍᦨዊ㒢ߦߒ‫ޔ‬૞ᬺߩല₸ࠍ਄ߍࠆ ࡠ࡯࡞ࠝ࡯ࡃ࡯߿ࡐ࠶ࡊࠕ࠶ࡊ࠙ࠖࡦ࠼࠙ߥߤߢቇ⠌⠪ߦ⵬⿷⺑᣿ࠍਈ߃߿ߔߊߔࠆ ⋥ᗵ⊛ߦᠲ૞ߒ߿ߔ޿࡟ࠗࠕ࠙࠻‫ ߒߣࠬ࡯ࠚࡈ࡯࠲ࡦࠗޔ‬ERRMarker ⸳ቯ߆ࠄ⺖㗴ᛩⓂ࡮
ᷝ೥࡮⵬⿷⺖㗴߳ߩ⒖േ߇ࠬࡓ࡯ࠬߦⴕ߃ࠆࠃ߁ߦߔࠆ
 moodle ߩࠦ࡯ࠬ߿࡙࡯ࠩ࡯▤ℂᯏ⢻ࠍ೑↪ߒ‫ޔ‬Moodle ߩㅊടࡕࠫࡘ࡯࡞ߣߒߡࠗࡦࠬ࠻࡯࡞
ߢ߈ࠆࠃ߁ߦߔࠆ
3. ERRMarker ࠍ↪޿ߚᷝ೥ᜰዉߩ․⦡

 ࠗࡦ࠳ࠗ࡟ࠢ࠻ᚻᴺࠍ↪޿ߚᷝ೥ᜰዉߩ႐ว‫ޔ‬࿑㧝߇␜ߔࠃ߁ߦ‫ޔ‬ቇ⠌⠪ߪᢎ᝼⠪߆ࠄߩࡔ࠶࠮࡯ࠫࠍᚻ߇߆ࠅߦ‫ୃޔ‬ᱜߔߴ߈▎ᚲߣ
ୃᱜᣇᴺߩਔᣇࠍ⠨߃⸃᳿ߦะ߆ࠊߥߊߡߪߥࠄߥ޿‫ޕ‬࿑ 1 ߩԘޯԛߩ➅ࠅ㄰ߒߢⴕࠊࠇࠆቇ⠌ࡊࡠ࠮ࠬߢߪ‫ޔ‬ቇ⠌⠪ߩᗧ᰼ࠍߊߓߊ
ߎߣߥߊ‫ࠣࡦࠖ࠹ࠗ࡜ޔ‬㊂ࠍ㊀ࠎߓࠆߎߣ߇ߢ߈ࠆߣ޿ࠊࠇߡ޿ࠆ‫ޕ‬ቇ⠌⠪ߩ⥄⊒⊛ߥ᳇ߠ߈ࠍଦߒ‫ࠍ❈᧤ޔ‬ㆱߌࠆߎߣߪน⢻ߛߣ⠨߃ࠄࠇࠆ߇‫ߩߎޔ‬ᷝ೥ᚻᴺߦߪ‫ޔ‬ቇ⠌⠪⥄り߇⺋ࠅߦ᳇ߠߊജߣ‫ୃޔ‬
ᱜᣇᴺࠍ෼㓸࡮ታ〣ߔࠆജߦၮߠߊߣߎࠈ߇ᄢ߈޿ߣ߽⠨߃ࠄࠇࠆ‫ޕ‬߹ߚ‫ޔ‬Ԙޯԛࠍࠗࡦ࠲࡜ࠢ࠹ࠖࡉߥࡊࡠ࠮ࠬߦߔࠆߎߣ߽߽ߜࠈࠎน⢻ߢ޽ࠆ߇‫߫ࠇߔ߽ߣޔ‬ቇ⠌⠪ߦછߖ߈ࠅߦߥߞߡߒ߹޿߇ߜߦߥࠆน⢻ᕈุ߽߼ߥ޿‫ޕ‬−162−

ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ ࠳ࠗ࡟ࠢ࠻ᚻᴺࠍ↪޿ߚᷝ೥ᜰዉߩ႐ว‫ޔ‬࿑㧞߇␜ߔࠃ߁ߦ‫ޔ‬ቇ⠌⠪ߪᢎ᝼⠪߇ԙߢឭ␜ߔࠆ⋥ߒᣇࠍԚޯԛߢߘߩ߹߹౮ߒ
ᦠ߈ߔࠆߎߣߦߥࠆ‫ߩߎޕ‬႐ว‫ޔ‬ቇ⠌⠪߇⥄りߩೋⓂߣᢎ᝼⠪ߩ⋥ߒߩ㑆ߦ޽ࠆቇ⠌ⷐ⚛ࠍ⹺⼂ߒ‫ޔ‬⥄りߩ࡜ࠗ࠹ࠖࡦࠣࠍ⋭ኤߔࠆߎߣ߇ߢ߈ࠇ߫‫ޔ‬ᰴߩ࡜ࠗ࠹ࠖࡦࠣߩࠬ࠹࠶ࡊߦߪหߓ⺋ࠅࠍ➅ࠅ㄰ߔߎߣߥߊ‫ޔ‬ᡷༀߐࠇߚ࡜ࠗ࠹ࠖࡦࠣ⢻ജ߇ၭࠊࠇߡ޿ߊ
ߪߕߢ޽ࠆ‫ޔߒ߆ߒޕ‬නߦᢎ᝼⠪ߩ⋥ߒࠍ౮ߒߡ⚳ੌߒߡߒ߹߁
ቇ⠌⠪ߩ႐ว‫ࠍࠣࡦࠖ࠹ࠗ࡜ߥ߁ࠃߩߤޔ‬ᛩߍߡ߽‫ޔ‬ᱜߒ޿⧷⺆߇‫ޟ‬࿁╵‫ߦࠬ࠮ࡠࡊࠆࠇߐޠ‬ቇ⠌⠪߇ଐሽߒߡߒ߹ߞߚࠅ‫ޔ‬౮ߒᦠ߈ߔࠆߎߣߢቇ⠌⋡ᮡ߇㆐ᚑߢ߈ߚߣ⺋⸃ߒߡߒ߹ߞߚࠅߔࠆน
⢻ᕈ߽޽ࠆ‫ޕ‬ ࠗࡦ࠳ࠗ࡟ࠢ࠻ߥᚻᴺߢߪቇ⠌ࡂ࡯࠼࡞߇㜞ߔ߉ࠆ႐ว
߿‫࠻ࠢ࡟ࠗ࠳ޔ‬ᷝ೥ᚻᴺߢߪਣ౮ߒߒߡ⚳ࠊߞߡߒ߹޿߇
ߜߥ႐วߦ‫࠻ࠢ࡟ࠗ࠳ࡒ࠮ޔ‬ᚻᴺߪㆡߒߡ޿ࠆߣ⠨߃ࠄࠇࠆ‫࠻ࠢ࡟ࠗ࠳ࡒ࠮ޕ‬ᚻᴺߪ‫ࠍ࠻࠶ࡀ࡯࠲ࡦࠗޔ‬ᵴ↪ߒߡ߽‫ޔ‬⚕ᇦ૕ࠍᵴ↪ߒߡ߽‫ࠆࠁࠄ޽ޔ‬㆏ౕࠍ↪޿ߡⴕ߁ߎߣ߇ߢ
߈ࠆ‫ޕ‬ERRMarker ࠍ↪޿ߚ࠮ࡒ࠳ࠗ࡟ࠢ࠻ᚻᴺߢߩᷝ೥ᜰ
ዉߩ႐วߪ‫ߩࠅ⺋ޔ‬႐ᚲߣ⒳㘃ࠍ␜ߔࡅࡦ࠻ࠍᢎ᝼⠪߇ቇ⠌⠪ߦਈ߃ࠆ߇‫ޕࠆ޽ߢߣߎࠆ߃ⴕߢࡦࡍߣ⚕߽ࠇߎޔ‬ ERRMarker ࠪࠬ࠹ࡓߦߪ‫࠻ࠗ࡜ࠗࡂޔ‬ᯏ⢻ߛߌߢߥߊ‫ޔ‬ᢎ᝼⠪߇ߟߌࠆࡂࠗ࡜ࠗ࠻ㇱಽࠍ࠺࡯࠲෼㓸ߒ web ߦឭ␜ߔࠆᯏ⢻߇޽ࠆ߶߆‫ࠍ࠲࡯࠺ߩߎޔ‬୘ੱ‫ޔ‬ࠢ࡜ࠬ‫ޔ‬ቇᐕߥߤߦࠊߌߡಽᨆߔࠆߎߣ߇ߢ߈ࠆࠃ߁‫߈ᦠޔ‬಴ߒߔࠆᯏ⢻߽஻߃ߡ޿ࠆ‫ࡂޔߚ߹ޕ‬ࠗ࡜ࠗ࠻ߩઁߦࠦࡔࡦ࠻ࠍઃߌࠆᯏ⢻ߣ‫߽࠻ࡦࡔࠦߩߘޔ‬෼㓸ߒߡ߅ߊᯏ⢻߇޽ࠆ‫ޕ‬ ቇ⠌⠪ߦߣߞߡ‫ޔ‬ERRMarker ࠍ↪޿ߚᜰዉߩᦨᄢߩ೑ὐߪ‫ޔ‬ᷝ೥ࠍㅢߒߡ⥄ಽߩ⺋ࠅ௑ะࠍ⹺⼂ߒ‫ߩߘޔ‬ᒙὐࠍస᦯ߒߡ‫ᧄޟ‬ᗧ߇৻ጀવࠊࠅ߿ߔ޿⧷⺆‫ࠍޠ‬ㆇ↪ߔࠆߚ߼ߩ⧷⺆ㆇ↪ജࠍりߦߟߌࠃ߁ߣ޿߁⋡ᮡࠍ᣿ࠄ߆ߦߢ߈ࠆߎߣߦ޽ࠆ‫ޕ‬ ᢎ᝼⠪ߦߣߞߡߪ‫ޔ‬ᷝ೥࠺࡯࠲ࠍᛠីߒߡᜰዉߦᵴ߆ߔߛߌߢߥߊ‫ޔ‬࿑ 3 ߦ޽ࠆԘޯԜߩቇ⠌ࡊࡠ࠮ࠬࠍࠃࠅࠗࡦ࠲࡜ࠢ࠹ࠖࡉߦߒ‫ޔ‬୘‫ߩޘ‬ቇ⠌⠪ߦߣߞߡᔅⷐߥቇ⠌ࡊࡠࠣ࡜ࡓࠍ‫ޔ‬ᷝ೥ᜰዉࠍ
಴⊒ὐߣߒߡቇ⠌⠪ߣߣ߽ߦ⸘↹ߒߡ޿ߌࠆߎߣߦ޽ࠆ‫ޕ‬
4. ዷᦸ ERRMarker ߪ‫ޔ‬࿕ቯൻߐࠇߚᣢ⵾ຠߩࠃ߁ߥࠪࠬ࠹ࡓߢߪߥ޿‫⴫⊒ޕ‬⠪ߪ‫ޔ‬ᢎ᝼⠪߇⋡ᮡߣߔࠆቇ⠌ലᨐߦᔕߓߡࡑ࡯ࠞ࡯ߩ⸳ቯ࡮ቯ⟵ࠍ⥄↱ߦᎿᄦߢ߈‫ޔ‬ቇ⠌⠪ߩ࡟ࡌ࡞߿ቇ⠌⁁ᴫߦㆡߒߚᷝ೥ᜰዉ߇
ߢ߈ࠆࠃ߁ᨵエᕈߩ޽ࠆࠪࠬ࠹ࡓߩ㐿⊒ࠍ߼ߑߒߡ޿ࠆ‫ޔߪߢ⴫⊒ᧄޕ‬ERRMarker2011 ߩ⸳ቯ߆ࠄᜰዉ
߳ߩዉ౉ᣇᴺ‫ޔ‬ᜰዉᣇᴺ‫ޔ‬ቇ⠌ᣇᴺࠍ⚫੺ߔࠆ‫ޕ‬ෳ⠨ᢥ₂Ferris, D. R. (2002). Treatment of Error. Ann Arbor: The University of Michigan Press
Ferris, D. R., & Bitchener, J. (2012). Written Corrective Feedback in Second Language Acquisition and Writing.
New York: Routledgeᧁ᧛ඳᤚ߶߆✬㓸 (2010). ‫ߩࠣࡦࠖ࠹ࠗ࡜ߣࠣࡦࠖ࠺࡯࡝ޡ‬ℂ⺰ߣታ〣̅⧷⺆ࠍਥ૕⊛ߦ‫ޠ߻⺒ޟ‬࡮‫ޠߊᦠޟ‬‫ޢ‬᧲੩㧦ᄢୃ㙚ᦠᐫ

−163−

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OP-618 ᦬ 9 ᣣ (14:10-14:40) / 133 ᢎቶ࠺ࠫ࠲࡞᜛ᒛဳ⧷⺆࠹ࠠࠬ࠻ߩ㐿⊒̆᝼ᬺౝⅣႺߩ⺞๺᭴▽ࠍ⋡ᜰߒߡ̆
ᅏ↰ ⵨ม㧔⑔ጟᄢቇ㧕⧃Ꮉ ᱜብ㧔ᩣᑼળ␠ ㊄ᤊၴ㧕⪤የ ᕡ੫㧔ᱜ⥝ IT ࠰࡝ࡘ࡯࡚ࠪࡦ ᩣᑼળ␠㧕ࠠ࡯ࡢ࡯࠼㧦 ⚕ᇦ૕࠹ࠠࠬ࠻㧘࠺ࠫ࠲࡞᜛ᒛ㧘៤Ꮺ㔚⹤┵ᧃ㧘᝼ᬺౝⅣႺ㧘⺞๺
1. ߪߓ߼ߦ
ㄭᐕߩ ICT ᛛⴚߩᕆㅦߥ⊒ዷߦ઻޿‫ޔ‬ᄢቇߦ߅ߌࠆ⧷⺆ቇ⠌ⅣႺߦ߅޿ߡ߽‫ޔ‬PC ߿៤Ꮺ㔚⹤┵ᧃ࡮࠲ࡉ࡟࠶࠻┵ᧃࠍ೑↪ߒߚ e-learning ߦࠃࠆ᝼ᬺ߿᝼ᬺᄖቇ⠌╬‫ޔ‬ቇ߱႐߿ቇ߱ᣇᴺߩㆬᛯ⢇ߪ㕖ᏱߦჇ߃ߡ޿ࠆ‫ޕ‬ᢎ⑼ᦠߩ࠺ࠫ࠲࡞ൻ߇ㅴࠎߢ޿ࠆ㓞࿖ߩ㖧࿖ߪ൩⺰‫ޔ‬ᣣᧄߢ߽੹ᓟ 10 ᐕ೨ᓟߢ⚕ᇦ૕ߩᢎ⑼ᦠ߇࠺ࠫ࠲࡞ࠦࡦ࠹ࡦ࠷ߦࠕࠢ࠮ࠬน⢻ߥ࠲ࡉ࡟࠶࠻┵ᧃߦ⟎߈឵ࠊࠆߢ޽ࠈ߁ߣ߹ߢ⸒ࠊࠇߡ޿ࠆ‫ޕ‬ߒ߆ߒߥ߇ࠄ‫᦭ޔ‬ᗧ⟵ߦⴕࠊࠇߡ޿ࠆవㅴ⊛ߥ⹜ߺߪ೎ߣߒߡ‫⃻ޔ‬࿷ߩᄢቇߢⴕࠊࠇߡ޿ࠆ⧷⺆᝼ᬺߪ‫⺆ޔ‬ቇ಴ ␠߆ࠄ಴ ߐࠇࠆ⚕ᇦ૕ߩ⧷⺆࠹ࠠࠬ࠻ࠍ૶↪ߒ᥉ㅢᢎቶߢⴕࠊࠇࠆߣ޿߁ᒻᘒ߇ᄢඨࠍ
භ߼ࠆߩ߇ᧂߛ⃻ታ⊛ߥ⁁ᴫߢ޽ࠆ‫ߩߘޕ‬ℂ↱ߣߒߡ‫ޔ‬ᄢቇߦ߅ߌࠆㅢାࠗࡦࡈ࡜ߩ⁁ᴫ߿ CALL ᢎቶഀᒰ⏕଻ߩ㔍ߒߐߣ޿߁ὐ߇߹ߕ᜼ߍࠄࠇࠆ‫ޕ‬వㅴ⊛ߥ࠺ࠫ࠲࡞⧷⺆ቇ⠌ⅣႺߢ᝼ᬺࠍㅴ߼ߡ޿߈ߚ޿
ߣ޿߁ᢎຬߩⓍᭂ⊛ߥ㗿޿߇ᔅߕߒ߽ฟࠊߥ޿ߣ޿߁஥㕙ߢ޽ࠆ‫৻߁߽ޕ‬ᣇߢ‫⚕ޔ‬ᇦ૕ߩ࠹ࠠࠬ࠻ࠍ૶
ࠊߕ‫ߩ࡞࠲ࠫ࠺࡞ࡈޔ‬ᢎ᧚ࠍోߡ PC ਄ߢቇ⠌ߔࠆߣ޿߁ቇ⠌ⅣႺߦ㆑๺ᗵࠍⷡ߃‫ޔ‬ᢎᏧ߇ሽ࿷ߔࠆᔅ
ⷐᕈࠍ૛ࠅᗵߓߐߖߥ޿ࡈ࡞࠺ࠫ࠲࡞ൻߐࠇߚ᝼ᬺߦりࠍ⟎߈ߚߊߥ޿ߣ޿߁ᶖᭂ⊛ߥℂ↱߽⏕ታߦᄙߊሽ࿷ߒߡ޿ࠆ‫࡞࠲ࠫ࠺࡞ࡈޕ‬ൻߐࠇߚቇ⠌ⅣႺਅߦ߅޿ߡߪ‫ޔ‬ᢎᏧߣቇ⠌⠪߇‫ޔ‬᝼ᬺߣ޿߁᳿߼ࠄࠇ
ߚᤨ㑆ߦᢎቶߣ޿߁৻▎ᚲߦ㓸߹ߞߡቇ⠌ࠍㅴ߼ࠆᔅὼᕈࠍߤ߁ߒߡ߽᝼ᬺਛߦᗵߓࠆߎߣ߇ߢ߈ߥ޿
ߣ޿߁஥㕙ߢ޽ࠆ‫ޕ‬ߘߎߢ‫ޔ‬ᢎᏧ‫ޔ‬ቇ⠌⠪‫⚕ޔ‬ᇦ૕ߩᢎ⑼ᦠ‫࡞࠲ࠫ࠺ޔ‬ቇ⠌ⅣႺߩ 4 ⠪౒߇‫ޔ‬᝼ᬺߣ޿߁หߓቇ⠌ߩ႐ߦ㓸߹ࠆᔅⷐᕈࠍᗵߓࠆ⺞๺ߩߣࠇߚ᝼ᬺౝⅣႺࠍ᭴▽࡮ឭ᩺ߔࠆߚ߼ߦ‫࡞࠲ࠫ࠺ޔ‬᜛ᒛᯏ⢻㧔CheckLink
ࠪࠬ࠹ࡓ㧕ࠍ᦭ߔࠆ⧷⺆࠹ࠠࠬ࠻ߩ㐿⊒ࠍㅴ߼ࠆߦ⥋ߞߚ‫ޕ‬ᓥ᧪ߩ⚕ᇦ૕࠹ࠠࠬ࠻ߩ໧㗴ㇱಽߩߺࠍࠪ
ࡦࡊ࡞ߦ࠺ࠫ࠲࡞᜛ᒛߒ‫ޔ‬CALL ᢎቶ PC ߿៤Ꮺ㔚⹤┵ᧃ࡮࠲ࡉ࡟࠶࠻┵ᧃࠍㅢߒߡࠗࡦ࠲࡯ࡀ࠶࠻਄
ߢ⸃╵ߒ‫ޔ‬᝼ᬺਛහᤨߦᢎᏧ࡮ቇ⠌⠪߇⸃╵⚿ᨐߩࡈࠖ࡯࠼ࡃ࠶ࠢࠍ౒᦭ߒߥ߇ࠄ᝼ᬺㅴⴕ߇น⢻ߦߥࠆࠃ߁ࠪࠬ࠹ࡓ⸳⸘ࠍⴕߞߚ‫⚕ߢ߹ࠇߎޕ‬ᇦ૕࠹ࠠࠬ࠻ߢⴕߥࠊࠇߡ߈ߚ᝼ᬺㅴⴕࠬ࠲ࠗ࡞ࠍᄌ߃ࠆߎ
ߣߥߊ‫ޔ‬໧㗴⸃╵ㇱಽߩߺߦࠪࡦࡊ࡞ߥ࠺ࠫ࠲࡞ⅣႺࠍઃടߔࠆߎߣߦࠃߞߡ‫⚕ޔ‬ᇦ૕࠹ࠠࠬ࠻ߢ޽ࠅ
ߥ߇ࠄ࠺ࠫ࠲࡞ቇ⠌ⅣႺߩࡔ࡝࠶࠻߽੨ฃߢ߈ࠆࠃ߁ߦߒ‫ޔ‬៤Ꮺ㔚⹤┵ᧃߐ߃޽ࠇ߫᥉ㅢᢎቶߢߩ᝼ᬺ
ㅴⴕߦ߽ኻᔕߔࠆࠃ߁㐿⊒ࠍⴕߞߚ‫ޕ‬
2. ᚻ㗅
2.1 ෳട⠪ෳട⠪ߪ‫⑔ޔ‬ጟ⋵⑔ጟᏒߩᄢቇ 1 ᐕ↢ 2 ࠢ࡜ࠬ㧔⚻ᷣቇㇱ 42 ฬ [↵ᕈ 33 ฬ‫ޔ‬ᅚᕈ 9 ฬ] ࡮໡ቇㇱ 42ฬ [↵ᕈ 21 ฬ‫ޔ‬ᅚᕈ 21 ฬ] 㧕‫ޔ‬ว⸘ 84 ฬߢ޽ࠆ‫ޕ‬ෳട⠪ߪ‫ోޔ‬ቇ౒ㅢ⑼⋡ߣߒߡᄖ࿖⺆㧔⧷⺆㧕ࠍጁୃߒߡ߅ࠅ‫⎇ᧄޔ‬ⓥߢߪ‫ޔ‬೨ᦼ 15 ㅳ㑆ಽߩෳടߣߥࠆ‫ޕ‬−164−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

2.2 ᚻ㗅
߹ߕ‫ޔ‬ෳട⠪ߦኻߒߡ CheckLink ࠍ೑↪ߒߚቇ⠌ߦ㑐ߔࠆࠟࠗ࠳ࡦࠬࠍⴕ޿‫ޔ‬ೋᦼ⊓㍳ࠍߒߚᓟ‫⚕ޔ‬ᇦ૕࠹ࠠࠬ࠻ࠍቇ⠌ߩਛᔃߦᝪ߃ߥ߇ࠄ‫ޔ‬PC ߿៤Ꮺ㔚⹤┵ᧃߢ໧㗴ㇱಽߩ⸃╵ࠍⴕ߁ߣ޿߁ቇ⠌ࠍ 15ㅳ㑆ⴕࠊߖߚ‫ޕ‬
2.3 CheckLink ࠪࠬ࠹ࡓߩ㐿⊒ᧄ⎇ⓥߩታᣉߦ޽ߚࠅ‫ޔ‬࿑ 1 ߩࠃ߁ߥቇ⠌⠪ߦࠃࠆ໧㗴⸃╵෸߮࿑ 2 ߩࠃ߁ߥᢎᏧߦࠃࠆቇ⠌▤ℂࠪ
ࠬ࠹ࡓࠍ⁛⥄ߦ㐿⊒ߒߚ㧔CheckLink ࠪࠬ࠹ࡓ㧕
‫ޕ‬

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࿑ 1. CheckLink ໧㗴⸃╵↹㕙ߩ଀       

࿑ 2. CheckLink ቇ⠌▤ℂ↹㕙ߩ଀

3. ⚿ᨐᓥ᧪ߩ⚕ᇦ૕࠹ࠠࠬ࠻ࠍࠪࡦࡊ࡞ߦ࠺ࠫ࠲࡞᜛ᒛߒ‫ޔ‬Ფ࿁ߩ᝼ᬺ෻ᔕࠍ⷗ߥ߇ࠄࠪࠬ࠹ࡓᡷ⦟ࠍ㊀ߨߡ޿ߞߚ⚿ᨐ‫ޔ‬‫ޟ‬ᢎᏧ‫ޔ‬ቇ⠌⠪‫⚕ޔ‬ᇦ૕ߩᢎ⑼ᦠ‫࡞࠲ࠫ࠺ޔ‬ቇ⠌ⅣႺ‫ ߩޠ‬4 ⠪ߢ‫ޔ‬᝼ᬺౝⅣႺߩ⺞๺ࠍ਄ᚻߊ࿑ࠆߎߣ߇ߢ߈ࠆࠃ߁ߥࠪࠬ࠹ࡓࠍ᭴▽ߔࠆߎߣ߇ߢ߈ߚ‫⚕ߢ߹ࠇߎޕ‬ᇦ૕࠹ࠠࠬ࠻ߢߪᛠីߢ߈
ߥ߆ߞߚ᝼ᬺਛߩቇ⠌⠪⸃╵⚿ᨐࠍᢎᏧ߇⍍ᤨߦᛠីߒ‫ޔ‬ᢎᏧߩ੍ᗐ߿ᗵߢߪߥߊ‫ޔ‬ታ㓙ߩ⸃╵⚿ᨐߦၮߠ޿ߚ⸃⺑ࠍ↢߈↢߈ߣⴕ߁ߎߣ߇ߢ߈ࠆࠃ߁ߦߥࠅ‫ޔ‬ቇ⠌⠪ߩ⸃╵ࡕ࠴ࡌ࡯࡚ࠪࡦ߽㕖Ᏹߦ㜞߹ߞߚ‫੹ޕ‬࿁ߪ‫⥄ࡓ࠹ࠬࠪޔ‬૕ߩ㐿⊒ߣ 84 ฬߣ޿߁ዊⷙᮨߥቇ⠌⠪ߦኻߔࠆ 3 ࡩ᦬㑆ߩ᝼ᬺౝᬌ⸽߇ਛᔃߢ
޽ߞߚ߇‫᧪ޔ‬ᐕᐲ 4 ᦬߆ࠄᆎ߹ࠆⶄᢙߩ⧷⺆࠹ࠠࠬ࠻߳ߩ CheckLink ࠪࠬ࠹ࡓ៞タߦࠃࠅ‫ޔ‬ታ㓙ߦో࿖ߩᄙߊߩࠢ࡜ࠬߢߤߩࠃ߁ߦ᝼ᬺౝⅣႺߩ⺞๺߇࿑ࠇࠆߩ߆‫੹ޔ‬ᓟߩ㐳ᦼ⊛ߥㅊ⸽ࠍᓙߜ‫ࠄ߆ߎߘޔ‬᭽‫ޘ‬ߥᗧ⷗ࠍ᳹ߺ਄ߍࠆߎߣߦࠃࠅ‫ࠆߥᦝߩࡓ࠹ࠬࠪᧄޔ‬ᡷ⦟ࠍㅴ߼ߡ޿߈ߚ޿‫ޕ‬ෳ⠨ᢥ₂
Horton, W. (2000). Designing Web-based Training: How to Teach Anyone Anything Anywhere Anytime. New York:John Wiley & Sons, Inc.,ᅏ↰⵨ม (2010). ࠺ࠫ࠲࡞ᢎ⑼ᦠࠍዉ౉ߒߚ⧷⺆ቇ⠌ⅣႺߩ⠨ኤ ‫⑔ޡ‬ጟᄢቇੱᢥ⺰ฌ‫ޢ‬42/2, 399-431.
Ⓑ၂ ᔘ࡮㋈ᧁ స᣿ (2011).‫ޡ‬᝼ᬺ⸳⸘ࡑ࠾ࡘࠕ࡞㧦 ᢎᏧߩߚ߼ߩࠗࡦࠬ࠻࡜࡚ࠢࠪ࠽࡞࠺ࠩࠗࡦ‫ޢ‬੩ㇺ㧦ർᄢ〝ᦠᚱ.

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OP-628 ᦬ 9 ᣣ (13:00-13:30) / 331 ᢎቶ⊒ዷ⊛⊒㖸ᜰዉ߳ߩ᝼ᬺ࠺ࠩࠗࡦ㧦
Oral Interpretation ߣ޿߁᝼ᬺߩ૏⟎ߠߌᄢႦ ᦺ⟤㧔ᄢ㒋ᅚቇ㒮ᄢቇ㧕਄↰ ᵗሶ㧔ᄢ㒋ᅚቇ㒮ᄢቇ㧕੗਄ ⃿⟤ሶ㧔ᄢ㒋ᅚቇ㒮ᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦⊒ዷ⊛⊒㖸ᜰዉ㧘ࠝ࡯࡜࡞࡮ࠗࡦ࠲࡯ࡊ࡝࠹࡯࡚ࠪࡦ㧘᝼ᬺ࠺ࠩࠗࡦ㧘㖸ჿ⹏ଔ㧘⥄ᓞቇ⠌
1. ߪߓ߼ߦ
ᄢ㒋ᅚቇ㒮ᄢቇ࡮⍴ᦼᄢቇ㧔એਅ OJC㧕ߢߪ‫ޔ‬1998 ᐕࠃࠅ Phonetics㧔⧷⺆㖸ჿቇ㧕ጁୃᷣߩቇ↢ࠍኻ⽎ߦ Oral Interpretation㧔એਅ OI㧕ࠍඨᦼߩㆬᛯ⑼⋡ߣߒߡ㐿⻠ߒߡ޿ࠆ‫ ߽ߘ߽ߘޕ‬OI ߣߪ‫ޔ‬ᢥቇ૞ຠߥ
ߤࠍ‫ᤨߩߘޔ‬ઍ⢛᥊ࠍ⍮ࠅ‫ޔ‬⡬ⴐࠍᗧ⼂ߒߥ߇ࠄᗵᖱࠍߎ߼ߡᦶ⺒ߔࠆ㧔ᵻ㊁‫ޔ‬2005㧧ㄭᳯ‫ޔ‬1984‫ޔ‬1996‫ޔ‬2009㧧ᐔᴛ‫ޔ‬2000㧕᝼ᬺߢ޽ࠆ߇‫ᧄޔ‬ᩞߩ OI ߪ‫ޔ‬਄⸥ࠍ฽߼ߡ⧷⺆㖸ჿߩၮ␆ߦ⛯ߊ⊒ዷ⊛⊒㖸ᜰዉࠍ⋡ᮡߣߒߡ޿ࠆ‫ߥ߁ࠃߩߎޕ‬૏⟎ߠߌߢ޽ࠆ OI ߩ᝼ᬺ࠺ࠩࠗࡦߦਇนᰳߥ 3 ߟߩⷐ⚛ߦߟ޿ߡ‫ޔ‬ታ㓙ߩ᝼ᬺታ〣ߣวࠊߖߡ⠨ኤߔࠆ‫ޕ‬
2. ታ〣ႎ๔ߩ⢛᥊
2.1 Oral Interpretation ᜰዉ ৻⥸ߦᶏᄖߢฎߊ߆ࠄⴕߥࠊࠇߡ޿ࠆ OI ߢߪ‫ޔ‬ᢥቇ૞ຠߥߤߩᤨઍ⢛᥊ࠍ〯߹߃‫ޔ‬⡬ⴐߩ೨ߢᗵᖱࠍ
ㄟ߼ߡᦶ⺒ߔࠆߎߣ߇᳞߼ࠄࠇࠆߣߣ߽ߦ‫✚ޔ‬ว⊛ߥࠬࡇ࡯࠴ߩ⍶ᱜ⊛ߥ㕙߽૬ߖᜬߟ㧔ㄭᳯ‫ޔ‬1984㧕‫ޕ‬৻ᣇ‫ޔ‬OJC ߩ OI ߪᢥቇ૞ຠߩߺߥࠄߕ‫ޔ‬Phonetics ߢቇࠎߛ㖸ჿቇ⠌㗄⋡ࠍ↪޿ߡ‫ޔ‬᭽‫ ߥޘ‬context ߢญ㗡⴫⃻ߦ࠴ࡖ࡟ࡦࠫߔࠆ᝼ᬺߢ޽ࠆ‫ޕ‬
2.2 ⊒㖸ᜰዉ⎇ⓥ‫⊒ޟ‬ዷ⊛⊒㖸ᜰዉ‫ޔߪߣޠ‬㖸ჿቇߩ⍮⼂ࠍ↢߆ߒߡ⸒⪲ࠍ⊒ߔࠆ⥄ᓞߒߚ⹤⠪ߩ⢒ᚑࠍ⋡ᜰߔᜰዉߢ
޽ࠆ‫ౕޕ‬૕⊛ߦߪ‫ޔ‬ቇ⠌⠪৻ੱ৻ੱ߇‫⹤⊒ޟ‬⠪ߩᗧ࿑‫ࠍޠ‬⠨߃ߥ߇ࠄࡐ࡯࠭‫ޔ‬ᒝ൓⸥ภ‫ࠪ࡯ࡀ࠻ࡦࠗޔ‬࡚ࡦ࡜ࠗࡦ‫ޔ‬㖸ߩߟߥ߇ࠅࠍ⴫ߔ⸥ภࠍ text ߦᦠ߈ㄟࠎߢ⸒⪲ࠍಽᨆߒ‫⋡ࠍߣߎࠆߔ⹤⊒ޔ‬ᮡߣߔࠆ‫ޕ‬੹࿁ߩታ〣ႎ๔ߪ‫⊒ޔ‬㖸ᜰዉ⎇ⓥ㧔਄↰࡮ᄢႦ‫ޔ‬2010㧧ᄢႦ࡮਄↰‫ޔ‬2011㧕ߩⷞὐ߽ട߃‫ޔ‬ቇ↢ߚߜߦߣߞߡߪ‫ޟ‬ౣ⺞ᢛ‫ߩޠ‬႐ߣߒߡߩ OI ߩ૏⟎ઃߌߦ‫⊒ޔ‬ዷ⊛ߥ⊒㖸ᜰዉ߳ߩᓎഀࠍឭ᩺ߒߚ߽ߩߢ޽ࠆ‫ޕ‬
3. OJC ߦ߅ߌࠆ OI ᝼ᬺ࠺ࠩࠗࡦߩ 3 ⷐ⚛
 㐿⻠એ᧪ 15 ᐕ㑆‫ޔ‬ᄙߊߩᜂᒰᢎຬ߇㑐ࠊࠅ‫ߩࡓ࡜ࡘࠠ࡝ࠞޔ‬ᄌㆫ߽޽ߞߚਛߢ‫⃻ޔ‬࿷ߩ OI ߩ᝼ᬺߦߪ‫ޔ‬એਅߩ 3 ߟߩⷐ⚛߇฽߹ࠇࠆߦ⥋ߞߡ޿ࠆ‫ޕ‬ ╙ 1 ߦ‫ޔ‬Phonetics ߣ OI ߩ⊒㖸⹏ଔ߇ห৻ߩ࡞࡯ࡉ࡝࠶ࠢߦࠃࠅⴕࠊࠇࠆߎߣ‫ޕ‬OJC ߢߪ‫ޔ‬Phoneticsߦ߅ߌࠆቇ↢ߩ⊒㖸ࠍ vowels, consonants, stress, rhythm & smoothness, intonation, performance ߩ 6 㗄⋡ߦߟ
޿ߡ 5 Ბ㓏ߢ⹏ଔߒߡ޿ࠆ߇‫ޔ‬OI ߢ߽⛮⛯ߒߡหߓ࡞࡯ࡉ࡝࠶ࠢࠍ‫ޔ‬ᢎຬ߆ࠄߩ⹏ଔ߅ࠃ߮ቇ↢ߩ⥄Ꮖ⊒㖸⹏ଔߦ↪޿ߡ޿ࠆ‫ޕ‬㖸ჿ⹏ଔߦ৻⽾ᕈࠍᜬߚߖࠆߎߣߦࠃࠅ‫ޔ‬㖸ჿቇ⠌㗄⋡ߩቯ⌕ࠍᗧ⼂⊛ߦ࿑ࠆߎߣ߇‫ޔ‬㐳ᦼߦࠊߚࠅน⢻ߣߥࠆ‫ޕ‬−166−

ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

╙ 2 ߦ‫ޔ‬૗ᐲ߽ੱ೨ߦ┙ߞߡญ㗡⊒⴫ࠍߒ‫ޔ‬ේⓂߩ㖸ჿಽᨆࠍౣ⠨ߔࠆᯏળ߇⸳ߌࠄࠇߡ޿ࠆߎߣ‫ޕ‬ߟ߹ࠅ‫ޔ‬OI ᧄ᧪ߩ․ᓽߢ޽ࠆ text ߩ⸃㉼㧔interpretation㧕߿⡞߈ᚻ㧔audience㧕ߩሽ࿷ࠍᗧ⼂ߒߚࡄࡈࠜ
࡯ࡑࡦࠬࠍ᳞߼ࠆߎߣ߇ᔅⷐߢ޽ࠆ‫ࠆࠇࠄߖ⊒߇⪲⸒ޕ‬⢛᥊߿ᗵᖱߦᵈᗧࠍะߌ‫޿ߢ㉼⸃ߥ߁ࠃߩߤޔ‬߆ߦ⸒⪲ࠍലᨐ⊛ߦ⡞߈ᚻߦવ߃ࠆ߆ࠍ⸠✵ߔࠆߎߣߢ‫ޔ‬‫ߒ⹤ࠆߔ⊒ࠍ⪲⸒ߚ߈↢ޟ‬ᚻ‫ߩޠ‬⢒ᚑ߇น⢻ߣߥࠆ‫ޕ‬╙ 3 ߦ‫ޔ‬ቇ↢ߚߜߩቇ⠌േᯏߩ⛽ᜬߦߟߥ߇ࠆࠃ߁ߥᢎ᧚ㆬᛯࠍߔࠆߎߣ‫ޕ‬વ⛔⊛ߥ OI ߢขࠅ਄ߍࠄ
ࠇࠆᢥቇ૞ຠߦ㒢ࠄߕ‫ޔ‬ᣣᏱ↢ᵴߦ㑐ࠊࠆ⦡‫ߥޘ‬㗴᧚㧔News, Storytelling, Announcement, CM, ᤋ↹ߥߤ㧕ࠍᛒ߁ߎߣߢ‫ࠅࠃޔ‬ታ㓙⊛ߢ⋡⊛ᗧ⼂ࠍ߽ߞߚ⊒⹤✵⠌߇น⢻ߣߥࠆ‫ޔߚ߹ޕ‬ቇ↢⥄ࠄ߇㖸ჿ⴫⃻ࠍߒߡߺߚ޿ߣᕁ߁㗴᧚ࠍㆬᛯߔࠆ⺖㗴߽޽ࠅ‫⥄ޔ‬ਥ⊛ߢⓍᭂ⊛ߥ᝼ᬺෳട߇ታ⃻ߔࠆ‫ޕ‬
4. ⚿ᨐ
 એ਄ߩ 3 ⷐ⚛߇᝼ᬺ࠺ࠩࠗࡦߦ⚵ߺ౉ࠇࠄࠇࠆߎߣߢ‫ ߩ᧪ᧄޔ‬OI ߩ․⦡ࠍ↢߆ߒߥ߇ࠄ‫⊒ࠅࠃޔ‬ዷ⊛ߥ⊒㖸ᜰዉ‫ߚ߹ޔ‬Ⓧᭂ⊛ߦ text ߣะ߈ว߁⥄ᓞߒߚ⊒⹤⠪ߩ⢒ᚑߦߟߥ߇ࠆ‫ޕ‬᝼ᬺࠕࡦࠤ࡯࠻ߦ߅޿ߡ
߽‫ޔ‬ඨᦼ᝼ᬺߣ޿߁ᦼ㑆ߢߪ޽ࠆ߇㜞޿ḩ⿷ᐲࠍ␜ߔ⚿ᨐ߇಴ߡ߅ࠅ‫ޔ‬ቇ↢㆐ߩⓍᭂ⊛ߥ᝼ᬺෳടߣ㆐
ᚑᗵࠍ␜ߒߡ޿ࠆ‫ޕ‬Phonetics ߢቇࠎߛℂ⺰ㅢࠅߦ text ࠍ⺒ߺ਄ߍࠆߛߌߢߥߊ‫ޔ‬᭽‫ߡߞ߽ࠍ㉼⸃ߥޘ‬ญ㗡⴫⃻ࠍߔࠆᭉߒߐ߿ᅏᷓߐࠍᗵߓࠆᯏળࠍឭଏߔࠆߎߣ߇ቇ↢ߚߜߩ⥄ᓞቇ⠌߳ߣߟߥ߇ࠅ‫ޔ‬OI ߣ޿߁᝼ᬺࠍ⊒ዷ⊛ߥ⊒㖸ᜰዉߩ႐ߣߒߡ૏⟎ߠߌࠆߣ⠨߃ࠆ‫ޕ‬ෳ⠨ᢥ₂
ᵻ㊁੧ਃ (2005). Oral Interpretation ᜰዉߩ⎇ⓥ (1) 㧙⥄┙⊛ߥ Oral Interpreter ߳ ‫ޡ‬ධጊ⍴ᦼᄢቇ♿ⷐ‫ޢ‬33,
243-257.
ᐔᴛᷡ⟤ (2000). ࠝ࡯࡜࡞ࠗࡦ࠲࡯ࡊ࡝࠹࡯࡚ࠪࡦߩ᝼ᬺ࠺ࠩࠗࡦߦ㑐ߔࠆ৻⠨ኤ ‫ޡ‬ᄢ㒋ᅚቇ㒮⍴ᦼᄢቇ♿ⷐ‫ޢ‬30, 275-284.
JACET ࠝ࡯࡜࡞࡮ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ⎇ⓥળ⪺ (2002). ‫ߩࡦ࡚ࠪ࡯ࠤ࠾ࡘࡒࠦ࡞࡜࡯ࠝޡ‬ℂ⺰ߣታ〣‫ޢ‬᧲੩㧦ਃୃ␠.
ᄢႦᦺ⟤࡮਄↰ᵗሶ (2011). ਛቇ࡮㜞ᩞߢߩ⊒㖸ቇ⠌ጁᱧߣቯ⌕ᐲ́ᄢቇ㧝ᐕ↢߳ߩ࠴ࠚ࠶ࠢࠪ࡯࠻ߣ⾰໧⚕߇␜ໂߔࠆ߽ߩ́‫ޡ‬ᄢ㒋ᅚቇ㒮ᄢቇ♿ⷐ‫ޢ‬8, 1-27.
ㄭᳯ⺈ (1984). ‫౉ࡦ࡚ࠪ࡯࠹࡝ࡊ࡯࠲ࡦࠗ࡮࡞࡜࡯ࠝޡ‬㐷‫᧲ޢ‬੩㧦ᄢୃ㙚ᦠᐫ.
ㄭᳯ⺈ (1996). ‫ߩࡦ࡚ࠪ࡯ࠤ࠾ࡘࡒࠦ⺆⧷ޡ‬ℂ⺰ߣታ㓙㧙ࠬࡇ࡯࠴ቇ߆ࠄߩឭ⸒‫᧲ޢ‬੩㧦⎇ⓥ␠಴ .
ㄭᳯ⺈ (2009). ࠝ࡯࡜࡞࡮ࠗࡦ࠲࡯ࡊ࡝࠹࡯࡚ࠪࡦߣߪ૗߆㧫૗ߩߚ߼ߦߔࠆߩ߆㧫 ‫ޡ‬ධጊ⍴ᦼᄢቇ♿
ⷐ‫ޢ‬37, 171-198.
࿯ደẴ↵ (2004). ‫ߩࡦ࡚ࠪ࡯ࠤ࠾ࡘࡒࠦ⺆⧷ޡ‬ၮ␆ࠍ૞ࠆ㖸⺒ᜰዉ‫᧲ޢ‬੩㧦⎇ⓥ␠.
਄↰ᵗሶ࡮ᄢႦᦺ⟤ (2010). ⊒㖸ߣ㖸ჿߩߒߊߺߦὶὐࠍ޽ߡߚਛቇᩞ⧷⺆ᢎ⑼ᦠಽᨆ́ࠗࡦࡊ࠶࠻ߩၮ
␆ࠍ⠨ኤߔࠆ́‫ޡ‬ᄢ㒋ᅚቇ㒮ᄢቇ♿ⷐ‫ޢ‬7, 15-32.

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OP-638 ᦬ 9 ᣣ (13:35-14:05) / 331 ᢎቶ

L1 ߅ࠃ߮ L2 ⊒⹤ߩᵹᥰᕈߩ㑐ଥ̆ೋ⚖ L2 ቇ⠌⠪ߦ߅ߌࠆᬌ⸛ᐔ੗ ᗲ㧔੩ㇺ♖⪇ᄢቇ㧕↢㚍 ⵨ሶ㧔ᄢ㒋ᢎ⢒ᄢቇ㧕☑ౝ ᥓ㧔੩ㇺ♖⪇ᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦ឬ౮⺖㗴㧘⊒⹤ಽᨆ㧘ᵹᥰᕈ㧘⊒⹤ࠬ࠲ࠗ࡞㧘⺃಴࠲ࠬࠢ
1. ߪߓ߼ߦ
╙ੑ⸒⺆㧔L2㧕⹤⠪ߩ⊒⹤ߩᵹᥰᕈߪ㧘㖸ჿߩ‛ℂ⊛․ᓽ߿⊒⹤⺆ᒵߩᄙ᭽ᕈߥߤ㧘᭽‫ⷺߥޘ‬ᐲ߆ࠄಽᨆߐࠇߡ޿ࠆ‫ޕ‬Fillmore㧔1979㧕ߪ㧘ࡐ࡯࠭ࠍᦨዊ㒢ߦᛥ߃ߡ㐳ߊ⹤ߔ⢻ജ߿㧘ࡈࠖ࡜࡯ߦ޽߹ࠅ㗬ࠄߕ㧘ᗧ๧⊛ߦ㜞ኒᐲߩᢥߦ߹ߣ߼ࠆ⢻ജߥߤ߇ᵹᥰᕈ⹏ଔߦᓇ㗀ࠍ෸߷ߔߣߒߡ޿ࠆ‫ߒ߆ߒޕ‬㧘⊒⹤ࠬ࠲ࠗ࡞ߦߪ୘ੱᏅ߇޽ࠆߚ߼㧘⹤⠪ߩ L2 ᾫ㆐ᐲߩᓇ㗀ߩߺߥࠄߕ㧘╙৻⸒⺆㧔L1㧕ߦ߅ߌࠆ୘ੱߩ⊒⹤․ᓽߦᓇ㗀ߐࠇࠆߎߣ߽⠨ᘦߦ޿ࠇࠆᔅⷐ߇޽ࠆߣᕁࠊࠇࠆ‫ޕ‬L1 ߢߩ⊒⹤․ᓽߣ L2 ߢߩ⊒⹤․ᓽࠍ
Ყセߒߚ⎇ⓥߪᢙዋߥߊ㧘ࠪࡘࡠࠬࡉ࡝࡯㧔2010㧕ߢߪ㜞޿⠌ᾫᐲቇ⠌⠪㧘3 ฬࠍኻ⽎ߣߒߚ⺞ᩏࠍታᣉߒߡ޿ࠆ߇㧘ೋਛ⚖⠪ࠍኻ⽎ߣߒߚ⎇ⓥߪ޽߹ࠅߥ޿‫ߢߎߘޕ‬㧘ᧄ⎇ⓥߢߪ㧘⧷⺆ᾫ㆐ᐲ࡟ࡌ࡞ߩૐ
޿ቇ⠌⠪ࠍታ㛎ෳട⠪ߣߒ㧘⧷⺆ߣᣣᧄ⺆ߢ⊒⹤ࠍ㍳㖸ߒ㧘Ყセࠍⴕߞߚ‫ޕ‬
2. ᚻ㗅
2.1 ෳട⠪㑐⷏ߩᄢቇߦㅢ߁ᄢቇ 1㨪4 ᐕ↢߇ߎߩ⺞ᩏߦෳടߒߚ‫ ߡߒߣ࠻ࠬ࠹࠻ࡦࡔࠬ࡯࡟ࡊޕ‬Oxford Quick
Placement Test㧔Oxford University Press㧘2004㧘એਅ OQPT㧕ࠍታᣉߒ㧘ෳട⠪ߩ⠌ᾫᐲࠍ᷹ቯߒߚ‫੹ޕ‬࿁ኻ⽎ߣߒߚታ㛎ෳട⠪ߪߔߴߡ CEFR ߦ߅޿ߡ A2 ߆ࠄ B1 ࡟ࡌ࡞ߢ޽ࠆߎߣ߇⏕⹺ߐࠇߡ޿ࠆ
㧔⴫ 1㧕
‫ޕ‬
⴫ 1. ෳട⠪ߩౝ⸶
CEFR ࡟ࡌ࡞

↵ᕈ

ᅚᕈ

⸘

A1, A2㧔ၮ␆Ბ㓏ߩ⸒⺆૶↪⠪㧕

1

5

6

B1, B2 㧔⥄┙ߒߚ⸒⺆૶↪⠪㧕

1

8

9

⸘

2

13

15

2.2 ⺞ᩏ᧚ᢱ
 2 ⒳㘃ߩ࠲ࠬࠢࠍḰ஻ߒ㧘⊒⹤ࠍߒߡ߽ࠄߞߚ‫ ߪ⋡ߟ৻ޕ‬Video Re-telling Task ߢ㧘ᤋ↹େఝࡃࠬ࠲࡯࡮
ࠠ࡯࠻ࡦ߇ਥṶߔࠆᤋ↹ߩ৻ㇱಽࠍ૶↪ߒೝỗࠍ૞ᚑߒߚ‫ޕ‬ᤋ↹߆ࠄ᛽಴ߐࠇߚ 2 ⒳㘃ߩേ↹ࠍḰ஻ߒ㧘ߘߩ਄ߢ㧘2 ߟߩേ↹ߩ㐳ߐࠍဋ৻ߦߔࠆߚ߼㧘✬㓸ࠍട߃ฦ 4 ಽߩ㐳ߐߦឥ߃ߚ‫ޕ‬ੑߟ⋡ߪ Picture Narrative Task ߢ਄⸥ߩ 2 ⒳㘃ߩേ↹ߦኻߒߘࠇߙࠇ 50 ߩ㕒ᱛ↹ߦࠃࠆ႐㕙ࠍ᛽಴ߒߚ
߽ߩࠍ⷗ߡ⊒⹤ࠍߒߡ߽ࠄߞߚ‫ࠆࠃߦࠢࠬ࠲ߩࠄࠇߎޕ‬㧘⊒⹤߳ߩᓇ㗀ߪ⷗ࠄࠇߥ޿ߎߣ߇㧘ᐔ੗࡮☑
ౝ࡮↢㚍㧔2011㧕ߢ⏕⹺ߐࠇߡ޿ࠆ‫ޕ‬−168−

ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

2.3 ⺞ᩏᚻ㗅(1)േ↹ࠍ㐓⾨ߒߚᓟ㧘ౝኈࠍႎ๔ߒߡ߽ࠄ߁࠲ࠬࠢ㧔Video Re-telling Task࡮േ↹ A/േ↹ B㧕(2)േ↹ߩ㕒ᱛ↹ࠍ 50 ᨎ⒟ᐲឭ␜ߒ㧘ౝኈࠍႎ๔ߒߡ߽ࠄ߁࠲ࠬࠢ㧔Picture Narrative Task࡮㕒ᱛ↹ A/㕒ᱛ↹ B㧕ߩ
2 ⒳㘃ߩࡕࡁࡠ࡯ࠣဳ⥄↱⊒⹤࠲ࠬࠢࠍ 2 ⒳㘃ߦߟ޿ߡ㧘ᣣᧄ⺆෸߮⧷⺆ߢ⊒⹤ߒߡ߽ࠄߞߚ‫ޕ‬ᦨೋߦෳട⠪ߪേ↹߽ߒߊߪ㕒ᱛ↹ߩ⊓႐ੱ‛ߦߟ޿ߡ◲නߦ⺑᣿ࠍฃߌߚ‫ߩߘޕ‬ᓟ㧘േ↹߽ߒߊߪ㕒ᱛ↹ࠍ 4 ಽ㑆㐓⾨ߒ㧘⛯޿ߡ 4 ಽ㑆㧘⊒⹤⸘↹ࠍⴕ߁ࠃ߁ᜰ␜ߐࠇߚ‫↹⸘⹤⊒ޕ‬ਛߪࡔࡕ↪⚕ߣ╩⸥↪ౕ߇ᷰߐࠇ㧘ฦ⥄⥄↱ߦࡔࡕࠍขߞߚ‫ᦨߩ↹⸘⹤⊒ޕ‬ਛߪേ↹࡮㕒ᱛ↹ߣ߽ౣᐲ㐓⾨ߔࠆߎߣ߇ߢ߈
ߥ޿ߎߣߪ੐೨ߦવ߃ࠄࠇߡ޿ࠆ‫ᦨޕ‬ᓟߦ㧘4 ಽ㑆ౝኈࠍႎ๔ߒߡ߽ࠄ޿㧘ࠦࡦࡇࡘ࡯࠲ࠍ૶↪ߒ㍳㖸ߒߚ‫ޕ‬
3. ⚿ᨐߣಽᨆ
ߘࠇߙࠇߩ⸒⺆ߢߩ⊒⹤ߪ㧘⊒⹤ㅦᐲ࡮⺞㖸ㅦᐲ࡮ࡐ࡯࠭㐳ߩ㖸ჿቇ⊛․ᓽߣᢥᴺ⊛ᱜ⏕ߐ࡮⺆ᒵߩᄙ᭽ᕈ㧔token‫ޔ‬type㧕╬ߩᒻᘒ⛔⺆⊛․ᓽࠍᄌᢙߣߒಽᨆࠍⴕߞߚ‫ߪ⹤⊒⺆⧷ߚࠇߐߒߎ⿠߈ᦠޕ‬න⺆ᢙࠍ㧘ᣣᧄ⺆⊒⹤ߪࡕ࡯࡜ᢙࠍࠞ࠙ࡦ࠻ߒ㧘⊒⹤ㅦᐲࠍ᷹ቯߒߚ‫⹤⊒ޕ‬ㅦᐲߪ᭽‫ߥޘ‬వⴕ⎇ⓥߥߤࠍෳᾖߒ㧘⧷⺆ߦ㑐ߒߡߪ 1 ಽ㑆ߩ⊒⹤⺆ᢙࠍ⊒⹤ㅦᐲߣߒߚ㧔Lennon, 1990㧕‫ޕ‬ᣣᧄ⺆ߩ⊒⹤ㅦᐲߪ 1 ಽ㑆ߩࡕ࡯࡜ᢙߣߒߚ‫⚿ߩߘޕ‬ᨐࠍ⴫ 2࡮3 ߦ␜ߔ‫⹤ޕ‬⠪ 004 ߪ‫ޔ‬㓸࿅ߩਛߢ߽ᦨ߽⺞㖸ㅦᐲ߇ᣧ߆ߞߚߩߦ
ኻߒ㧘013 ߩ⹤⠪ߪ㧘ᦨ߽⺞㖸ㅦᐲ߇ㆃ޿ߥߤ㧘ᣣᧄ⺆ߩ⺞㖸ㅦᐲ߇෻ᤋߐࠇࠆ੐߇᣿ࠄ߆ߣߥߞߚ‫ޕ‬
⴫ 2. ⊒⹤ߩ⺆ᒵ⊛஥㕙⹤⠪⧷⺆⊒⹤㧔⺆ᢙ㧕
Token

003㧔A2㧕 47ᣣᧄ⺆⊒⹤㧔⺆ᢙ㧕Typeౝኈ⺆ token

Token

Type

⥄┙⺆ Token

27

26

112

54

52

004㧔B1㧕 140

64

70

274

106

137

013㧔B1㧕 84

38

47

374

112

173

⴫ 3. ⊒⹤ߩ㖸ჿ⊛․ᓽ⹤⠪⧷⺆⊒⹤㧔sec㧕⊒⹤ㅦᐲᣣᧄ⺆⊒⹤㧔sec㧕

ࡐ࡯࠭㐳

⺞㖸ㅦᐲ

⊒⹤ㅦᐲ

ࡐ࡯࠭㐳

⺞㖸ㅦᐲ

003㧔A2㧕 76.14

12.46

114.76154.42

4.758

173.37004㧔B1㧕 111.4

26.83

172.8591.33

87.493177.72013㧔B1㧕 19.58

195.1881.04

125.7737.08

158.76ෳ⠨ᢥ₂Fillmore, C. (1979). On fluency. In C. Fillmore, D. Kempler, & W. S. Wang (Eds.), Individual Differences inlanguage ability and language behavior (pp. 85-101). New York: Academic Press.
ᐔ੗ᗲ࡮☑ౝᥓ࡮↢㚍⵨ሶ (2011). ⺃಴࠲ࠬࠢߩ㆑޿߇߽ߚࠄߔ⊒⹤߳ߩᓇ㗀. ‫ޡ‬ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇ
ળ╙ 51 ࿁ᄢળⷐ✁㓸‫ޢ‬, 82-83.
Lennon, P. (1990). Investigating fluency in EFL: A quantitative approach. Language Learning, 40, 387-417.
Oxford University Press. (2004). Oxford Quick Placement Test Version 1. Oxford: Oxford University Press.
ࠪࡘࡠࠬࡉ࡝࡯⟤᮸ (2009). ਄⚖ L2 ቇ⠌⠪ߩ Fluency ߩ᷹ቯ࡮⹏ଔᣇᴺ㧙Უ⺆ߦ߅ߌࠆᵹᥰߐߩᓇ㗀̆.
Arcle Review, 4, 137-147. Action Research Center for Language Education.

−169−

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月
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OP-648 ᦬ 9 ᣣ (13:00-13:30) / 332 ᢎቶද௛⊛ L2 ࡜ࠗ࠹ࠖࡦࠣߦ߅ߌࠆ
ࡊࡠ࠮ࠬߣࡊࡠ࠳ࠢ࠻ߩಽᨆ
㒙ㇱ ⌀㧔₡දᄢቇ㧕ጊ⷏ ඳਯ㧔㑐⷏ᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 ࡜ࠗ࠹ࠖࡦࠣ㧘ද௛ቇ⠌㧘ᄢቇ↢
1. ߪߓ߼ߦ
ㄭᐕ㧘ቇ⠌ᜰዉⷐ㗔߿࿖㓙ቇ⠌೔㆐ᐲ⺞ᩏ (PISA) ߩ಴㗴ౝኈߦ߽‫ޟ‬ද௛ቇ⠌ (collaborative learning) ‫ޠ‬ߦ㑐ߔࠆ⸥ㅀ߇⷗ࠄࠇ㧘ද௛ቇ⠌ߩዉ౉ߦࠃߞߡ⧷⺆ቇ⠌ᗧ᰼ࠍ㜞߼⥄ᓞ⊛ߦቇߴࠆቇ⠌⠪߇Ⴧ߃ߡ޿
ࠆߣ޿߁ႎ๔߽޽ࠆ㧔ᳯ೑Ꮉ, 2010㧕‫ޕ‬㜞╬ቇᩞ߿ᄢቇߦ߅ߌࠆ⧷⺆࡜ࠗ࠹ࠖࡦࠣᜰዉߦ߅޿ߡ߽㧘ᢎᏧ߇৻ᣇ⊛ߦᜰዉ㧘޽ࠆ޿ߪᷝ೥ࠍਈ߃ࠆߩߺߢߥߊ㧘ᄖ࿖⺆࡜ࠗ࠹ࠖࡦࠣߦ㑐ߔࠆ⻉໧㗴ߦኻߒ㧘⥄ࠄਥ૕⊛ߦኻಣߢ߈ࠆ‫⥄ޟ‬ᓞߒߚᦠ߈ᚻ‫⎇ᧄޕࠆࠇ߹ᦸ߇ߣߎࠆߥߣޠ‬ⓥߪᣣᧄߩᄢቇߦㅢ߁⧷⺆ቇ⠌⠪
߇ 2 ੱ 1 ⚵ߦߥߞߡ⧷૞ᢥࠍ㧘ߤߩࠃ߁ߥߎߣߦᗧ⼂ߒߡขࠅ⚵ࠎߢ޿ࠆ߆㧔ࡊࡠ࠮ࠬ㧕㧘߹ߚ㧘ᦠ߈਄
ߍߚ૞ᢥ㧔ࡊࡠ࠳ࠢ࠻㧕ߪߤߩࠃ߁ߥ․ᓽࠍ߽ߞߡ޿ࠆߩ߆ࠍ⺞ᩏߒߚ‫ޕ‬
2. ᚻ㗅
2.1 ෳട⠪ෳട⠪ߪ㧘ၯ₹⋵⨲ടᏒߣᄢ㒋ᐭ㜞ᮎᏒߩᄢቇߦㅢ߁ᣣᧄੱቇ↢⸘ 178 ฬߢ޽ࠆ‫࠲࡯࠺ޕ‬෼㓸ࠍⴕߞ
ߚ 2 ᩞߩᄢቇߘࠇߙࠇߩᤐቇᦼߩ࡜ࠗ࠹ࠖࡦࠣ⑼⋡ߩฃ⻠↢ߢ޽ࠅ㧘೨⠪ߪ 1 ᐕ↢㧘ᓟ⠪ߪ 3 ᐕ↢ߢ޽ߞߚ‫ޕ‬TOEIC ߿ TOEFL ߥߤߩ⧷⺆⹜㛎ߩࠬࠦࠕߦࠃࠆߣ㧘⧷⺆ߩ⠌ᾫᐲߪ᭽‫ޕߚߞ޽ߢޘ‬2.2 ࠺࡯࠲෼㓸 ᝼ᬺਛ㧘ෳട⠪ߪ 2 ੱ 1 ⚵ߩࡍࠕࠍ⚵ߺ㧘1 ੱ߇╩⸥↪ౕࠍᜬߜ㧘1 ✬ߩ૞ᢥࠍ 2 ੱߢቢᚑߐߖߚ‫࠲ޕ‬
ࠬࠢߪ 4 ࠦࡑߩ⛗ࠍ⸥ㅀߔࠆ߽ߩ߇૶ࠊࠇߚ‫⧷ޕ‬૞ᢥࠍᦠ߈⚳߃ߚᓟ㧘ߤߩࠃ߁ߥߎߣߦᗧ⼂ߒߡᦠ޿ߚ߆㧔ࡊࡠ࠮ࠬ㧕ߦ㑐ߔࠆ⾰໧⚕߇㈩ࠄࠇߚ‫⾰ޕ‬໧⚕ߪߎࠇ߹ߢߩࡄࠗࡠ࠶࠻ታ〣ߩ࠺࡯࠲ಽᨆࠍၮߦ
ߒߡ㧘‫⺆ޟ‬ᒵ‫ޠ‬㧘‫ޟ‬ᒻᑼ‫ޠ‬㧘‫ޟ‬ౝኈ‫ ߩࠣࡦࠖ࠹ࠗ࡜ߩޠ‬3 ⷰὐߦ㧘‫ߣ࡯࠽࠻࡯ࡄޟ‬දജߔࠆ‫ޠ‬‫⵬ࠍ࡯࠽࠻࡯ࡄޟ‬ഥߔࠆ‫ޠ‬‫⵬ࠄ߆࡯࠽࠻࡯ࡄޟ‬ഥࠍฃߌࠆ‫ޠ‬‫ߩߣ࡯࠽࠻࡯ࡄޟ‬㆑޿ߦ᳇ߠߊ‫ߩޠ‬ද௛ߩ᭽⋧ 4 ⷰὐࠍ⚵ߺวࠊߖߡ૞ࠄࠇߚ⸘ 32 㗄⋡㧔5 ઙᴺ; ోߊᒰߡߪ߹ࠄߥ޿㨪㕖Ᏹߦ޽ߡߪ߹ࠆ㧕ߢ᭴ᚑߐࠇߚ㧔଀. 㗄⋡ 1‫ޟ‬⍮ࠄߥ޿න⺆ߩઍࠊࠅߦߥࠆ߽ߩࠍ߅੕޿ߦ᜼ߍߡⴕߊߎߣ߇ߢ߈ߚ‫⺆ ;ޠ‬ᒵ࡮දജ㧕‫ޕ‬
2.3 ಽᨆ ࡍࠕߦࠃࠆ૞ᢥၫ╩ߩ㓙ߩ໧㗴⸃᳿ߩࡊࡠ࠮ࠬࠍ⺞ᩏߔࠆߚ߼㧘⾰໧⚕ߪ࿁╵ߩᐔဋ୯ࠍ਄⸥ߩⷰὐ
ߏߣߦ▚಴ߒߚ‫․ߩ࠻ࠢ࠳ࡠࡊޕ‬ᓽࠍᝒ߃ࠆߚ߼㧘ࡍࠕߦࠃߞߡᦠ߆ࠇߚ૞ᢥߩ✚ว⊛ߥ⾰ߩ㜞ߐࠍ੍᷹ߔࠆ⛔⺆⊛ߥᜰᮡߣߒߡ S-nodes/T-unit㧔ⶄ㔀ߐ㧕ߣ Words/T-unit㧔ᵹᥰߐ㧕ࠍ▚಴ߒߚ‫ߩࠬ࠮ࡠࡊޕ‬ಽᨆߦߪෳട⠪ 178 ฬోຬߩ࠺࡯࠲ࠍ૶↪ߒ㧘ࡊࡠ࠳ࠢ࠻ߩಽᨆߦߪ㧘‫ޟ‬10 ᢥ೨ᓟߩ߹ߣ߹ߞߚ㊂ࠍᦠߊߎߣ‫߇ޠ‬ᜰዉ਄ߩ⋡ᮡߩ৻ߟߢ޽ߞߚၯ₹⋵⨲ടᏒߩᄢቇߩᄢቇ 1 ᐕ↢ 94 ฬߩ࠺࡯࠲㧔47 ✬ߩ૞ᢥ㧕ࠍኻ⽎ߣߒߚ‫ޕ‬−170−

ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

3. ⚿ᨐ
⴫ 1 ߦ␜ߐࠇߚㅢࠅ㧘⾰໧⚕ߩ㗄⋡ߦኻߔࠆ࿁╵ߩ୯ߩᐔဋࠍⷰὐߏߣߦᲧセߒߚ⚿ᨐ㧘ࡍࠕߢ૞ᢥ
ࠍၫ╩ߒߡ޿ࠆ㓙ߦ․ߦᗧ⼂߇㜞߆ߞߚߩߪ㧘ද௛ߩ᭽⋧ 4 ⷰὐోߡߦ߅޿ߡ㧘‫⺆ޟ‬ᒵ‫ߦޠ‬㑐ߒߡߢ޽ߞߚ‫ޕ‬‫⺆ޟ‬ᒵ‫ߩޠ‬ਛߢ߽㧘‫⵬ޟ‬ഥ㧔⋧ᚻ߆ࠄ㧕‫ߦޠ‬㑐ߔࠆ㗄⋡ߩᐔဋ୯߇ᦨ߽㜞ߊ㧘⛯޿ߡ‫ޟ‬දജ‫ ߇ޠ‬2 ⇟⋡ߦ㜞߆ߞߚ‫ߚ߹ޕ‬㧘⾰໧㗄⋡ߢᦨ߽㜞޿ᐔဋ୯ࠍᓧߚ㗄⋡ߪ㧘㗄⋡ 17.‫ޟ‬⍮ࠄߥ޿න⺆ߩઍࠊࠅߦߥࠆ߽
ߩࠍࡄ࡯࠻࠽࡯߇ឭ᩺ߒߡߊࠇߚ‫ޠ‬㧔⺆ᒵ࡮⵬ഥ (⋧ᚻ߆ࠄ); 4.24㧕ߢ޽ߞߚ‫ޕ‬⴫ 1.
⾰໧⚕࿁╵ߩ⸥ㅀ⛔⸘㊂දജ⵬ഥ㧔⥄ಽ߆ࠄ㧕 ⵬ഥ㧔⋧ᚻ߆ࠄ㧕

⋧㆑⺆ᒵ

4.08 (0.86)

3.74 (0.91)

4.16 (0.83)

3.75 (0.94)

ᒻᑼ

3.81 (0.89)

3.37 (0.94)

3.95 (0.90)

3.51 (1.05)

ౝኈ

3.99 (0.81)

3.69 (0.82)

4.00 (0.88)

3.46 (1.08)

ᵈ. ᐔဋ (ᮡḰ஍Ꮕ) ࡊࡠ࠳ࠢ࠻ߩಽᨆ߆ࠄᓧࠄࠇߚฦࡍࠕߦࠃࠆ૞ᢥߩⶄ㔀ߐߣᵹᥰߐߪ㧘⴫ 2 ߦ␜ߔࠃ߁ߦߥߞߚ‫ߎޕ‬ࠇࠄߩ୯ߪ㧘ᢙ୯߇ᄢ߈ߊߥࠆ߶ߤ㧘࡜ࠗ࠹ࠖࡦࠣߩ⛔⺆⊛ߥⶄ㔀ߐߣᵹᥰߐߩᐲว޿߇㜞߹ࠆߎߣࠍ
␜ߔ‫ޕ‬ෳ⠨߹ߢߦઁߩห᭽ߩ⎇ⓥߦ߅ߌࠆ⚿ᨐߣᲧセߔࠆߣ㧘ᣣᧄߩ⍴ᄢ 1 ᐕ↢ߩ⺰ㅀ⊛ࡄ࡜ࠣ࡜ࡈߩ
ࡊࡠ࠳ࠢ࠻ࠍหߓᜰᮡߢ᷹ቯߒߚጊ⷏ (2011) ߩ⎇ⓥࠃࠅߪᢙ୯߇ዊߐߊ㧘หߓߊᣣᧄߩᄢቇ 1 ᐕ↢ߩ⸥ㅀ⊛ࡄ࡜ࠣ࡜ࡈߩห᭽ߩᜰᮡࠍ᷹ቯߒߚ Abe (2011) ߩ⎇ⓥࠃࠅߪᢙ୯߇ᄢ߈޿ߎߣ߇␜ߐࠇߚ‫ޕ‬
⴫ 2.
⛔⺆⊛ߥᜰᮡߩ⸥ㅀ⛔⸘㊂
ⶄ㔀ߐ

ᵹᥰߐ

1.36 (0.19)

10.04 (1.66)

ᵈ. ᐔဋ (ᮡḰ஍Ꮕ)
4. ⠨ኤ
 ಽᨆߩ⚿ᨐ㧘੹࿁ߩද௛⊛࡜ࠗ࠹ࠖࡦࠣߢߪ㧘ቇ↢ࡍࠕߪਥߦදജ߿ࡄ࡯࠻࠽࡯߆ࠄߩ⵬ഥߣ޿߁ᒻ
ߢ㧘⺆ᒵߦኻߔࠆ㜞޿ᗧ⼂ࠍ߽ߞߡขࠅ⚵ࠎߢ޿ߚߎߣ߇ಽ߆ߞߚ‫߅ߥޕ‬㧘⛔⺆⊛ߥᜰᮡߦ㑐ߒߡߪ㧘ઁߩቇ⠌⠪࡮࠲ࠬࠢ㑆ߩ㆑޿ࠍ⷗ࠆߚ߼ߛߌߢߥߊ㧘ห৻ߩቇ⠌⠪߇㘃ૃߒߚ࠲ࠬࠢߦขࠅ⚵ࠎߛ㓙ߩ‫⊒ޟ‬㆐‫߽ߦߣߎࠆ⷗ࠍޠ‬ㆡߒߡ޿ࠆߚ߼㧘੹࿁ߩ⚿ᨐߪ㧘ෳട⠪ߩ੹ᓟߩ࡜ࠗ࠹ࠖࡦࠣߩ‫⊒ޟ‬㆐‫⷗ࠍޠ‬ࠆߚ߼ߩࡌ࡯ࠬ࡜ࠗࡦߩ࠺࡯࠲ߣᝒ߃ࠆ߽ߩߣߔࠆ‫ޕ‬ෳ⠨ᢥ₂Abe, M. (2011, November). Examining the effects of process writing instruction for Japanese EFL learners: A
questionnaire survey. Paper presented at Applied Linguistics Association of Australia and New Zealand 2nd
Combined Conference, Canberra, Australia.
ᳯ೑Ꮉᤐ㓶 (2010). ‫⺆⧷ޟ‬ᢎ⢒ߦ“ߥߗ” “ߤ߁”දหቇ⠌ࠍዉ౉ߔࠆߩ߆‫⺆⧷ޡޠ‬ᢎ⢒‫ޢ‬, 7᦬ภ, 10–13.
ጊ⷏ඳਯ (2011). ‫ࠣࡦࠖ࠹ࠗ࡜࡮ࡈ࡜ࠣ࡜ࡄࠆࠃߦ࠴࡯ࡠࡊࠕ࡮ࠬ࠮ࡠࡊޟ‬ᜰዉߣ⍴ᄢ1ᐕ↢ߩ࡜ࠗ࠹ࠖ
ࡦࠣߩ⊒㆐‫ޠ‬‫ޡ‬JACET㑐⷏ᡰㇱ࡜ࠗ࠹ࠖࡦࠣᜰዉ⎇ⓥળ♿ⷐ‫╙ޢ‬9ภ, 1–13.

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OP-658 ᦬ 9 ᣣ (13:35-14:05) / 332 ᢎቶࠠ࡯౉ജ⸥㍳ࠪࠬ࠹ࡓࠍ↪޿ߚ⧷⺆ቇ⠌⠪ߩ࡜ࠗ࠹ࠖࡦࠣࡊࡠ࠮ࠬಽᨆ
̆⺆ᢙ࡮ផᢚ࿁ᢙ࡮ᱜ⏕ߐߩᤨ♽೉ផ⒖㧙⨲⭿ ㇌ᐢ ฬฎደᄢቇᄢቇ㒮  㜞ᯅ ᡷᄥ రฬฎደᄢቇᄢቇ㒮 ⩵ᳰ ఝᏗ ฬฎደᄢቇᄢቇ㒮 ࠠ࡯ࡢ࡯࠼㧦 ࡜ࠗ࠹ࠖࡦࠣࡊࡠ࠮ࠬ㧘ࠠ࡯౉ജ⸥㍳ࠪࠬ࠹ࡓ㧘ᤨ♽೉ಽᨆ㧘ផᢚ㧘ࠛ࠶࠮ࠗ⹏ଔ
1. ⎇ⓥ⢛᥊╙ੑ⸒⺆⠌ᓧߦ߅ߌࠆ࡜ࠗ࠹ࠖࡦࠣߩ⎇ⓥߢߪ㧘ቇ⠌⠪߇࡜ࠗ࠹ࠖࡦࠣࠍⴕ߁ߣ߈㧘ߤߩࠃ߁ߥࡊࡠ
࠮ࠬࠍ⚻ࠆߩ߆㧘߹ߚ㧘࡜ࠗ࠹ࠖࡦࠣࡊࡠ࠮ࠬ߇ߤߩࠃ߁ߦࠛ࠶࠮ࠗߩ⾰ߦᓇ㗀ߔࠆߩ߆㧘ߣ޿ߞߚ⎇ⓥ߇ⴕࠊࠇߡ߈ߚ Stevenson, et al., 2006 ‫ߦ⥸৻ޕ‬㧘ఝࠇߚᦠ߈ᚻߪ㧘࡜ࠗ࠹ࠖࡦࠣߦ߅ߌࠆ⸘↹ planning 㧘ᢥ┨ൻ formulation 㧘ផᢚ revision ߣ޿ߞߚࡊࡠ࠮ࠬߩᤨ㑆㈩ಽ߇᣿⏕ߢ޽ࠅ㧘⺖㗴㐿ᆎ⋥ᓟߦ߅ߌࠆ
⸘↹㧘⺖㗴⚳ੌ⋥೨ߩផᢚߦኻߔࠆᤨ㑆㈩ಽߩᲧ₸߇ᄢ߈޿ߣߐࠇߡ޿ࠆ Roca de Larios, et al., 2008 ‫ޕ‬ߎߩࠃ߁ߥ࡜ࠗ࠹ࠖࡦࠣࡊࡠ࠮ࠬߦ㑐ߔࠆ᷹ቯᣇᴺߣߒߡ㧘ߎࠇ߹ߢ㧘ᕁ⠨⴫಴ᴺ㧘ೝỗౣ↢ᴺߣ޿ߞߚ㧘ታ㛎ෳട⠪ߦࠃࠆౝ⋭⊛෸߮⸒⺆⊛ႎ๔߇ਥߦⴕࠊࠇߡ߈ߚ‫ߩࠄࠇߎࠄ߇ߥߒ߆ߒޕ‬ᣇᴺߪ㧘⺖㗴ਛߦ߅ߌࠆ⹺⍮⽶⩄ߩ㜞ߐ㧔⺖㗴ߩੑ㊀ᕈ㧕߿㧘ౣ⃻น⢻ᕈߩૐߐߣ޿ߞߚⷰὐ߆ࠄᚻᴺ⥄૕ߩ໧㗴ὐ߇ᜰ៰ߐࠇߡ޿ࠆ Jourdenais, 2001 ‫ޕ‬৻ᣇ㧘ࠦࡦࡇࡘ࡯࠲ࠍ↪޿ߡ㧘౉ജߒߚࠠ࡯ࠍᯏ᪾⊛ߦ⸥㍳ߒ㧘ቇ⠌⠪ߦࠃࠆ⸒⺆↥಴න૏ߩ௑ะࠍ
㊂⊛ߦಽᨆߔࠆ⎇ⓥ߽ⴕࠊࠇߡ߈ߡ޿ࠆ Sakaue & Sugiura, 2011; 㒋਄ઁ, 2009 ‫౉࡯ࠠߥ߁ࠃߩߎޕ‬ജ⸥
㍳ࠪࠬ࠹ࡓࠍ࡜ࠗ࠹ࠖࡦࠣࡊࡠ࠮ࠬ⎇ⓥߦᔕ↪ߒߚ଀߽޽ࠅ 㜞ᯅ, 2012 㧘㔚ሶ⊛ߥ⸒⺆ಣℂᛛⴚࠍ↪޿
ߚ㊂⊛ᚻᴺࠍេ↪ߔࠆ੐ߦࠃࠅ㧘࡜ࠗ࠹ࠖࡦࠣࡊࡠ࠮ࠬ⎇ⓥߦᣂߚߥ⍮⷗ࠍ߽ߚࠄߔน⢻ᕈ߽޽ࠆ‫ޕ‬
2. ታ㛎
ᧄ⎇ⓥߪ㧘㜞ᯅ 2012 ߣห᭽ߦ㧘ࠠ࡯౉ജ⸥㍳ࠪࠬ࠹ࡓࠍᔕ↪ߒ㧘ࠦࡦࡇࡘ࡯࠲਄ߢታ㛎ෳട⠪߇౉ജߒߚࠠ࡯ߣ㧘ߘߩᤨὐߦ߅ߌࠆࠛ࠶࠮ࠗ࡜ࠗ࠹ࠖࡦࠣߩࡊࡠ࠳ࠢ࠻ࠍหᤨߦ⸥㍳ߔࠆࡊࡠࠣ࡜ࡓࠍ↪
޿ߚ㧔ࡊࡠࠣ࡜ࡒࡦࠣ⸒⺆ HSP ߦࠃࠅ㐿⊒ߒߚ ‫⺖ޕ‬㗴ㆀⴕਛߩࡊࡠ࠳ࠢ࠻ߩㅪ⛯ࠍᤨ♽೉࠺࡯࠲ߣߒ
ߡᛒ߁ߎߣߦࠃࠅ㧘ฦᤨὐߦ߅ߌࠆࡊࡠ࠳ࠢ࠻ߩᄌൻ߆ࠄ㊂⊛ߦ࡜ࠗ࠹ࠖࡦࠣࡊࡠ࠮ࠬࠍⷰኤߒߚ‫ޕ‬ታ㛎ߦߪ 12 ฬߩਛ㨪㜞ᾫ㆐ᐲ⧷⺆ቇ⠌⠪ TOEIC: Mean = 807.92, SD = 110.89, ోຬ߇ᄢቇ↢࡮ᄢቇ㒮↢ ߇ෳടߒ㧘⼏⺰ဳߩࠛ࠶࠮ࠗ ࠻ࡇ࠶ࠢ㧦ࠬࡐ࡯࠷, ᢎ⢒ ࠍᦠߊ⺖㗴ࠍⴕߞߚ‫⺖ޕ‬㗴ߩ೙㒢ᤨ㑆ߪ 30ಽߢ㧘࡜ࠗ࠹ࠖࡦࠣࡊࡠ࠮ࠬߦ߅ߌࠆᤨ㑆㈩ಽߦ㑐ߔࠆᜰ␜ߪⴕࠊߥ߆ߞߚ‫⺖ޕ‬㗴ਛߩࠠ࡯౉ജ⸥㍳ߩ⚿ᨐ߆ࠄ㧘ฦ࠺࡯࠲ࡐࠗࡦ࠻㧔ో 31 ࠺࡯࠲ࡐࠗࡦ࠻㧘60 ⑽Ფߦ⸳ቯ㧕ߦ߅ߌࠆࡊࡠ࠳ࠢ࠻ߩ 1 ⺆ᢙ㧘
2 ផᢚ࿁ᢙ㧘 3 ᢥᴺ⊛ᱜ⏕ߐࠍ᳞߼ߚ ࿑㧝ߪࠠ࡯౉ജ߇⸥㍳ߐࠇߚ߽ߩߩ᭽ሶ ‫ޕ‬ಽᨆߢߪ㧘ฦᜰᮡߦ߅ߌࠆᤨ♽೉ផ⒖ߩࡄ࠲࡯ࡦߣታ㛎ෳട⠪ߩᦨ⚳ ࡊࡠ࠳ࠢ࠻ߩࠛ࠶࠮ࠗ⹏ଔߩ
㑐ଥࠍၮߦ㧘ਥߦ⸘↹㧘⺖㗴ㆀⴕਛߩ⸘↹ online planning 㧘⺖㗴⚳ੌ⋥೨ߩផᢚ㧘ߩ 3 ߟߩⷰὐ߆ࠄ⺞ᩏߒߚ ࿑ 2 ߪಽᨆ଀㧦⺆ᢙࠍᤨ♽೉ߢࡊࡠ࠶࠻ߒߚ߽ߩ ‫ޕ‬−172−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

3. ⚿ᨐో૕⊛ߥ⚿ᨐߣߒߡߪ㧘ᦨ⚳ࡊࡠ࠳ࠢ࠻ߩ⹏ଔ߇㜞޿ቇ⠌⠪߶ߤ㧘 1 ⸘↹ߩᤨ㑆߇㐳ߊ㧘 2 ⺆ᢙߩẋㅴჇട₸ߩ߫ࠄߟ߈߇ዊߐߊ㧘 3 ⺖㗴ㆀⴕਛߦ߅ߌࠆ⸘↹ߩ࿁ᢙ߇ዋߥߊ㧘 4 ⺖㗴ᓟඨߦ߅ߌࠆផ
ᢚ࿁ᢙߩჇടߦ઻޿ᱜ⏕ߐ߇਄߇ࠆ㧘ߣ޿߁௑ะ߇ⷰኤߐࠇߚ‫․ߩࠄࠇߎޕ‬ᓽߪ㧘ߎࠇ߹ߢߩ࡜ࠗ࠹ࠖ
ࡦࠣࡊࡠ࠮ࠬ⎇ⓥߩ⍮⷗ࠍ৻ㇱⵣઃߌࠆ߽ߩߢ޽ࠆ‫ޕ‬੹ᓟ㧘ߎߩࠃ߁ߥࠠ࡯౉ജ⸥㍳ࠪࠬ࠹ࡓߩᚻᴺࠍ↪޿ࠆ੐ߦࠃߞߡ㧘ߎࠇ߹ߢߪߥߐࠇߡ޿ߥ߆ߞߚ
㊂⊛ߥ஥㕙߆ࠄ㧘ቇ⠌⠪ߩ࡜ࠗ࠹ࠖࡦࠣࡊࡠ࠮ࠬߣቇ⠌⚻㛎ߩ㑐ଥߩ⺞ᩏ㧔⇐ቇ⚻㛎ߩᓇ㗀ߥߤ㧕㧘࡜ࠗ࠹ࠖࡦࠣࡊࡠ࠮ࠬߩ᣿␜⊛ᜰዉലᨐߩᬌ⸽㧘↢ᓤℂ⸃ߩὑߩ࡜ࠗ࠹ࠖࡦࠣࡊࡠ࠮ࠬߩนⷞൻ㧘ߥߤ߇น⢻ߦߥࠆߣ⠨߃ࠄࠇࠆ‫ޕ‬

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࿑ 1. ࠠ࡯౉ജ⸥㍳ߩ଀

࿑ 2.⺆ᢙߩᄌൻߩ଀

ෳ⠨ᢥ₂
Jourdenais, R. (2001). Cognition, instruction and protocol analysis. In P. Robinson, (Ed.), Cognition and second
language instruction (pp. 354-375). Cambridge: Cambridge University Press.
Roca de Larios, J., Manchón, R., Murphy, L., & Marin, J. (2008). The foreign language writer's strategic behaviour inthe allocation of time to writing processes. Journal of Second Language Writing, 17, 30-47.
Sakaue, T. & Sugiura, M. (2011). A new learner corpus for SLA research: Dynamic Corpus of English Learners.
Learner Corpus Research 2011, Louvain-la-Neuve, Belgium.
Stevenson, M., Schoonen, R., & de Glopper, K. (2006). Revising in two languages: A multi-dimensional comparisonof online writing revision in L1 and FL. Journal of Second Language Writing, 15, 201-233.
㒋਄ㄖ਽࡮᫪↰శብ࡮᧛የ⃍⟤࡮᧻㊁๺ሶ (2009).‫ޟ‬ᣣᧄੱ⧷⺆ቇ⠌⠪‫ޡ‬േ⊛‫ߩࠬࡄ࡯ࠦޢ‬᭴▽‫ޠ‬NLP ⧯ᚻߩળ, ╙ 4 ࿁ࠪࡦࡐࠫ࠙ࡓ.
㜞ᯅᡷᄥ (2012). ‫ޟ‬ᣣᧄ⺆ࠍᲣ⺆ߣߔࠆ⧷⺆ቇ⠌⠪ߩ࡜ࠗ࠹ࠖࡦࠣ࡮ࡊࡠ࠮ࠬߦ߅ߌࠆផᢚߣࠛ࠶࠮ࠗ⹏
ଔߩ㑐ଥ‫ ޠ‬ฬฎደᄢቇᄢቇ㒮࿖㓙㐿⊒⎇ⓥ⑼. ୃ჻⺰ᢥ.

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OP-668 ᦬ 9 ᣣ (13:00-13:30) / 333 ᢎቶ

CALP ࠍ⢒߻⺒⸃ᜰዉߦ߅ߌࠆ⊒໧ߣߪ㧫㧙ࡉ࡞࡯ࡓߩ࠲ࠠ࠰ࡁࡒ࡯‫ޔ‬PISA ⺒⸃ജ⺞ᩏ‫ޔ‬CALLA ߣ CLIL
ߩᜰዉᴺߩᨒ⚵ߺ߆ࠄ㧙ᐔ੗ ᷡሶ㧔ർ㉿ᄢቇ㧕
ᴡ㊁ ౞㧔ᤊ⮎⑼ᄢቇ㧕⫱ේ 㗅ሶ㧔᣿ᶏᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦CALP㧘⺒⸃ᜰዉ㧘⊒໧㧘ࡉ࡞࡯ࡓ
1. ߪߓ߼ߦ
JACET ࡃࠗ࡝ࡦࠟ࡝࠭ࡓ⎇ⓥળߢߪߎࠇ߹ߢߦዊቇᩞߢ૶↪ߐࠇߡ޿ࠆᢎ⑼ᦠࠍಽᨆߔࠆߎߣ
ߦࠃࠅ‫ޔ‬CALP㧔Cognitive Academic Language Proficiency㧕ߩ⻉⋧ࠍ᣿ࠄ߆ߦߔࠆ⹜ߺࠍⴕߞߡ߈
ߚ‫⎇ߩߢ߹ࠇߎޔߪ⴫⊒੹ޕ‬ⓥࠍ〯߹߃ߡᕁ⠨ࡊࡠ࠮ࠬߦὶὐࠍ⛉ࠅ‫⺆⸒߇ࠇߘޔ‬ᢎ⢒ߩਛߢߤ߁ౕ⽎ൻߔࠆߩ߆ࠍᮨ⚝ߔࠆߎߣࠍ⋡⊛ߣߔࠆ‫ޔߕ߹ޕ‬వⴕ⎇ⓥߦ߅ߌࠆ⹺⍮߇㑐ਈߒߚ޿ߊߟ
߆ߩᨒ⚵ࠍ⷗⋥ߒ‫ࠍࠇߙࠇߘޔ‬Ყセᬌ⸛ߔࠆࠢ࡝࠹ࠖࠞ࡞࡮࡟ࡆࡘ࡯ࠍⴕ߁‫ౕޕ‬૕⊛ߦߪ‫࡞ࡉޔ‬࡯ࡓߩ⋡ᮡಽ㘃ቇ㧔࠲ࠠ࠰ࡁࡒ࡯㧦Taxonomy㧕‫ޔ‬OECD ߩⴕߞߚ PISA (Programme for International
Student Assessment)ߩ 2009 ᐕ⺒⸃ജ⺞ᩏߩᨒ⚵ߺ‫ޔ‬ౝኈ㊀ⷞߩᢎ᝼ᴺ㧔Content-based Instruction; CBI㧕߅ࠃ߮⹺⍮࡮ቇⴚ⊛⸒⺆ቇ⠌ࠕࡊࡠ࡯࠴ (Cognitive Academic Language Learning Approach; CALLA)
ߦ⷗ࠄࠇࠆ⊒໧ߩࡅࡦ࠻‫ ߡߒߘޔ‬CLIL ᜰዉᴺߩ⢛᥊ߩ᭎ᔨࠍߘࠇߙࠇ᭎ⷰ‫ޔ‬ಽᨆߔࠆ‫ߩࠄࠇߘޕ‬ᨒ⚵ߺࠍᲧセᬌ⸛ߒߚ⚿ᨐ‫ޟ߽ࠇߤޔ‬⍮⼂ࠍ⿧߃ߚℂ⸃߇ᢎ⢒⋡ᮡߣߒߡᔅⷐ‫┙߁޿ߣޠ‬႐߆ࠄߩࡈ࡟࡯ࡓࡢ࡯ࠢ߿ᜰዉᴺߢ޽ࠆߎߣ߇౒ㅢὐߣߒߡᶋ߆߮਄߇ߞߚ‫ੱޔߜࠊߥߔޕ‬㑆ߩ⹺⍮⊛ߥ⊒㆐ߦߪ‫ޔ‬ᣂߒ޿⍮⼂ࠍ⥄ಽ⥄りߩᕁ⠨߿⚻㛎ߣ⚿߮ߟߌ㧔PISA㧕‫ޔ‬ቇ⠌ࠬ࠻࡜࠹ࠫ࡯ࠍ૶↪ߒߡ㧔CALLA㧕‫ޔߪߦࠄߐޔ‬ౝኈ‫ޔ‬ᢥൻ‫ࠍࡦ࡚ࠪ࡯ࠤ࠾ࡘࡒࠦޔ‬ᵴ↪ߒߥ߇ࠄ㧔CLIL㧕‫ޔ‬ቇ⠌⠪ߩᕁ⠨ജߦ௛߈߆ߌࠆߎߣߦࠃߞߡ⸒⺆⠌ᓧࠍଦㅴߒ‫ޔ‬ૐᰴߩ⊒໧(⍮⼂ࠍ໧߁߽ߩ)ߩߺߥࠄߕ‫ޔ‬㜞ᰴߩ⊒໧㧔ផ᷹‫್ޔ‬ᢿ‫⛔ޔ‬วࠍଦߔ߽ߩ㧕߇㎛ߣߥࠆὐߢ޽ࠆ‫ޕ‬ᰴߦ‫ߩࠄࠇߎޔ‬ᨒ⚵ࠍෳ⠨ߦߒߡ 2012 ᐕ 4 ᦬ࠃࠅዉ౉ߐࠇߚᣂቇ⠌ᜰዉⷐ㗔ߦೣߞߚᡷ⸓ ᢎ⑼ᦠߩਛቇ 1 ᐕ㨪3 ᐕ↢⧷⺆ߩᢎ⑼ᦠߦߟ޿ߡ‫⊒ߥ߁ࠃߩߤޔ‬໧߿ᵴേ߇ขࠅ౉ࠇࠄࠇߡ޿ࠆ߆
ࠍ⺞ᩏߒߡᣢሽߩᨒ⚵߆ࠄᬌ⸽ߒߚ⚿ᨐࠍႎ๔ߔࠆ‫⊒ߥ߁ࠃߩߤߦࠄߐޕ‬໧߿ቇ⠌߇ᷓ޿⹺⍮⊛ᵴേࠍዉߊߩ߆ࠍਛᔃߦ‫ޔ‬CALP ߩ⊒㆐ߦߟߥ߇ࠆ⸒⺆ᢎ⢒ߦߟ޿ߡ⠨ኤࠍ⹜ߺࠆ‫ޕ‬
2. ⎇ⓥᣇᴺ
New Horizon English Course(1㨪3) (᧲੩ᦠ☋) ߦߟ޿ߡ‫ޔ‬ฦ┨ࠍᵴേߏߣߦಽߌ‫ࠍࡓ࡯࡞ࡉޔ‬ਛᔃߣߒߚ 6 Ბ㓏ߩ⹺⍮࡟ࡌ࡞ߦᴪߞߡಽ㘃ߔࠆ‫ޕ‬1)࠹࡯ࡑ‫ޔ‬2)ᢥ૕‫ޔ‬3)⹺⍮࡟ࡌ࡞ߦߟ޿ߡ‫ߘޔ‬
ࠇߙࠇ 3 ੱߢಽᨆߒ‫ޔ‬1 ߟߩ┨ߪᔅߕ 1 ߟߩಽ㘃ߦᏫዻߐߖࠆ‫ޕ‬−174−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

3. ⚿ᨐ⹺⍮ᐲ㧝‫ޟ‬⍮ ⹺⍮ᐲ㧞

⹺⍮ᐲ㧟

⹺⍮ᐲ㧠

⹺⍮ᐲ㧡

⹺⍮ᐲ㧢‫⹏ޟ‬

⼂‫ޠ‬
㧔ૐᰴ㧕

‫ޟ‬ℂ⸃‫ޠ‬‫ޟ‬ᔕ↪‫ޠ‬‫ޟ‬ಽᨆ‫ޠ‬‫⛔ޟ‬ว‫ޠ‬ଔ‫( ޠ‬㜞ᰴ) 㧝ᐕ

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6/37

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1/37

0/37

0

 㧞ᐕ

23/59

25/59

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0/59

3/59

0

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7/51

3/51

4/51

0

 72/147

48/147

16/147

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0

 㧟ᐕ

㧖┨ᢙ
⹺⍮ᐲ 4‫ޟ‬ಽᨆ‫଀ߩޠ‬㧝ᐕ↢ U11 Let’s read ‫ᧄޟ‬ᢥߩᓟඨ(p.117)ߢ‫ߦ․ޔ‬ᔃߦᱷߞߚᢥࠍ㧝ߟᛮ߈಴ߒߡ⊒⴫ߒ߹ߒࠂ߁‫߇ߚߥ޽ޔߚ߹ޕ‬ㆬࠎߛᢥߦߟ޿ߡ෹㆐ߣ⹤ߒว޿߹ߒࠂ߁‫ޕ‬‫(ޠ‬p.118)
 ⹺⍮ᐲ 5‫⛔ޟ‬ว‫଀ߩޠ‬㧞ᐕ↢ U7 Multi+3  ‫ޔߡߞࠄߥߦ]଀[ޟ‬ᶏᄖߢᵴべߒߡ޿ࠆᣣᧄੱߦߟ޿ߡ⺞ߴߡ⊒⴫ߒ߹ߒࠂ߁‫(ޠޕ‬p.89)
㧟ᐕ↢ U6 Writing+3 ‫ޟ‬Step2 ߩኻ⹤ߦ⛯ߊᰴ㇢ߩ࠮࡝ࡈࠍ⠨߃ߡᦠ߈߹ߒࠂ߁‫(ޠޕ‬p.73)
4. ⠨ኤ
1㧕ૐᰴߩᕁ⠨ࠍ૶߁⊒໧߆ࠄᰴ╙ߦ㜞ᰴߩᕁ⠨ࠍ૶߁⊒໧߳㊂⊛ߥផ⒖߇⷗ࠄࠇࠆ‫ޕ‬
2㧕⚦ಽൻߩᕁ⠨ㆊ⒟ߣߒߡߪએਅߩ⹺⍮߿ᕁ⠨ࠍ໧߁⊒໧ߪ⷗ฃߌࠄࠇߥ߆ߞߚ‫ޕ‬⹺⍮ᐲ㧝㧔ૐᰴ㧕㧦ቯ⟵‫⹺ޠ‬⍮ᐲ㧞㧦‫ޟ‬඙೎ߔࠆ‫ޠ‬㨬ᱜᒰൻߔࠆ㨭‫⹺ޔ‬⍮ᐲ㧟㧦‫ޟ‬㑐ㅪߐߖࠆ‫ޠ‬‫▤ޟ‬ℂߔࠆ‫⹺ޔޠ‬⍮ᐲ㧠㧦‫ޟ‬⣕᭴▽ߔࠆ‫ޠ‬‫ޟ‬࿑⴫ൻߔࠆ‫ޠ‬‫ޟ‬Ꮕ೎ൻߔࠆ‫ޠ‬‫ޟ‬หቯߔࠆ‫⹺ޔޠ‬⍮ᐲ㧡㧦‫ޟ‬ᄙ᭽ൻ೚ࠆ‫ޟޠ‬ౣ᭴▽ߔࠆ‫ޠ‬‫ޟ‬ౣ᭴ᚑߔࠆ‫ࡦࠗࠩ࠺ޟޠ‬ൻߔࠆ‫❱⚵ޟޠ‬ൻߔࠆ‫ޠ‬‫ߤߥޠߔ⋥߈ᦠޟ‬3㧕ⶄ㔀ߥᕁ⠨ࠍ໧߁⊒໧߇޽ࠆ߇‫࡞࠺ࡕ߿଀ޔ‬㧔߭ߥᒻ㧕߇␜ߐࠇߡ޿ࠆ႐ว߇ᄙߊ‫ޔ‬ᔅߕߒ߽⥄↱ߥ⊒ᗐࠍଦߔᵴേߣߪߥࠄߥ޿น⢻ᕈ߇޽ࠆ‫ޕ‬4) ੹ᓟߪߎࠇࠄߩᢎ⑼ᦠࠍ↪޿ߚታ㓙ߩ᝼ᬺࠍⷰኤߒߚࠅ‫↢ޔ‬ᓤߩ૞ᢥ߿ࡊࡠࡈࠔࠗ࡞ࠍಽᨆ
ߔࠆߎߣ߇ CALP ⊒㆐ߩ⻉⋧ࠍ᣿ࠄ߆ߦߔࠆ਄ߢᔅⷐߢ޽ࠆ‫ޕ‬ෳ⠨ᢥ₂
Anderson,L.W. and Krathwohl,D.R (et al).(eds.) (2001). A Taxonomy for Learning,
Teaching, Assessing, Longman.
Chamot, A.U. (2009). The CALLA Handbook, Pearson Longman.
Dalton-Puffer, C. (2007) Questions in the CLIL classroom. In Discourse in Content and Language
Integrated Learning (CLIL) Classrooms, pp.93-126). John Benjamins Publishing Company.
⚻ᷣදജ㐿⊒ᯏ᭴(OECD)✬⪺ (2010). PISA 2009 ᐕ⺞ᩏ ⹏ଔߩᨒ⚵ߺ. ᣿⍹ᦠᐫᷰㇱ⦟ౖ‫ޔ‬ᳰ↰⌀‫ޔ‬๺ᴰિ৻ (2011). CLIL: ਄ᥓᄢቇᄖ࿖⺆ᢎ⢒ߩᣂߚߥࠆ᜸ᚢ. ਄ᥓᄢቇ಴

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OP-678 ᦬ 9 ᣣ (13:35-14:05) / 333 ᢎቶ

Test-Taking strategy ߩ᭴ㅧ㧦ᣣᣣᧄੱ⧷⺆ቇ⠌⠪ߪߤߩࠃ߁ߥ
Test-Taking strategy ࠍ૶ߞߡ޿ࠆߩ߆㧫ṚỈ દㇺሶ㧔หᔒ␠ᅚሶᄢቇᄢቇ㒮㧕ᳰ਄ ਭ⟤ሶ㧔หᔒ␠ᅚሶᄢቇ㧕૒⮮ ෹㚅㧔หᔒ␠ᅚሶᄢቇᄢቇ㒮㧕⧯ᧄ ᄐ⟤㧔หᔒ␠ᅚሶᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦TOEIC㧘Test-taking strategy㧘ࡔ࠲⹺⍮ࠬ࠻࡜࠹ࠫ࡯㧘ࠬ࠻࡜࠹ࠫ࡯࠻࡟࡯࠾ࡦࠣ㧘⾰໧⚕
1.

ߪߓ߼ߦ

 ቇ⠌⠪ᣇ⇛ߦ㑐ߒߡߪታ〣ߣℂ⺰ߩ᨞ߌᯅߣߩᦼᓙ߆ࠄ‫ޔ‬ቇ⠌⠌ᘠ㧔ቇ⠌ᵴേ㧕߹ߚߪࠦࡒࡘ࠾ࠤ࡯
࡚ࠪࡦߩߚ߼ߩᣇ⇛‫ߩߤߥࠣࡦࠖ࠺࡯࡝߿ࠣࡦ࠾ࠬ࡝ޔ‬ታ㓙ߩ⸒⺆૶↪ਛߦ೑↪ߔࠆᣇ⇛ߥߤ‫ޔ‬ㆊ෰ 40ᐕએ਄ߦᷰࠅᐢ▸࿐ߥ⎇ⓥ߇ߥߐࠇߡ߈ߡ޿ࠆ (Choen, 2008)‫ߒ߆ߒޕ‬ታ㓙ߦߪᄙߊߩ⧷⺆ቇ⠌⠪߇⋥㕙ߔࠆߦ߽㑐ࠊࠄߕ‫ޔ‬TOEIC ߥߤߩ࠹ࠬ࠻ߦ㑐ߔࠆᣇ⇛ߦߟ޿ߡߩ⎇ⓥߪߘࠇ߶ߤߥߐࠇߡ޿ߥ޿ (Choen,
2006; Purpura, 1997, 1999)‫⎇ᧄޕ‬ⓥߩ⋡⊛ߪᣣᧄੱ⧷⺆ቇ⠌⠪ࠍኻ⽎ߦ‫ޔ‬TOEIC ࠹ࠬ࠻ߦኻߒߡౕ૕⊛ߦߤߩࠃ߁ߥᣇ⇛߇࠹ࠬ࠻೨෸߮࠹ࠬ࠻ਛߦ૶ࠊࠇࠆߩ߆ࠍ᣿ࠄ߆ߦߔࠆߎߣߢ޽ࠆ‫ޕ‬2.

ᚻ㗅

2.1 ෳട⠪ ෳട⠪ߪ TOEIC ࠍฃ㛎ߔࠆ⧷⺆ኾ᡹ᄢቇ↢ᅚሶ 135 ฬߢ޽ߞߚ‫ޕ‬
2.2 ᚻ㗅 ߹ߕ TOEIC ߩ࡝࡯࠺ࠖࡦࠣ࠮࡚ࠢࠪࡦࠍኻ⽎ߦା㗬ᕈ෸߮ᅷᒰᕈߦ㈩ᘦߒ‫ޔ‬૗ᐲ߆ߩᡷቯࠍ⚻ߡ 66
㗄⋡߆ࠄߥࠆ⾰໧⚕㧔Strategy Inventory for Test Taking㨇SITT㨉㧕ࠍ㐿⊒ߒߚ‫ޕ‬2011 ᐕ 12 ᦬ 7 ᣣ‫ޔ‬਄⸥ߩෳട⠪ߦ⾰໧⚕⺞ᩏࠍታᣉߒߚ‫ߩߘޕ‬ᓟ‫ޔ‬࿃ሶಽᨆ㧔ࡃ࡝ࡑ࠶ࠢࠬ࿁ォ㧕ߩ⚿ᨐࠍ᛽಴ߒ‫ߦࠇߙࠇߘޔ‬ߟ޿ߡ⸥ㅀ⛔⸘ࠍ▚಴ߒߚ‫ޕ‬
3.

⚿ᨐߣ⠨ኤ
࿃ሶಽᨆߪ metacognitive strategy (MCS), not frequently used strategy (NFUS), reading strategy (RS),

compensational test-taking strategy (CTTS), general test-taking strategy (GTTS) ߘߒߡ guessing and selective
attention strategy (G-SAS)ߩ㧢࿃ሶࠍ᛽಴ߒߚ‫ޕ‬
Table 1 ߆ࠄ್ᢿߔࠆߣ‫ࠍ߃╵ޟߪߩࠆࠇࠊ૶ߊࠃޔ‬តߔߟ߽ࠅߢ⺒߻‫ޠ‬‫ࠍ߃╵ࠄ߆ߤߥ⛗߿࡞࠻ࠗ࠲ޟ‬㘃ផߔࠆ‫ ߩߤߥޠ‬RS ߣ‫⸳ޟ‬໧ࠍ⺒ࠎߢ߆ࠄᧄᢥࠍ⺒߻‫ ߁޿ߣޠ‬GTTS ߢ޽ߞߚ‫ߥޟߪߩ޿ߥ޿ߡࠇࠊ૶ޕ‬ߓߺߩ޽ࠆ࠹࡯ࡑ߆ࠄ⸃ߊ‫ޠ‬‫ ߩߤߥޠࠆߔ⚂ⷐߡߞࠊ⚳ߺ⺒ޟ‬MCS ߿‫ߩ⺆⧷ࠬࡀࠫࡆޟ‬⍮⼂ࠍᵴ↪ߔࠆ‫ޠ‬
ߣ޿߁ NFUS ߢ޽ߞߚ‫ޕ‬ቇ↢ߚߜߪࡆࠫࡀࠬ⚻㛎߇߶ߣࠎߤߥߊ‫ߩߘޔ‬⍮⼂ߩᔅⷐᕈࠍᗵߓߡ޿ߥ޿‫ߘޕ‬ߩߚ߼ߎߩࠬ࠻࡜࠹ࠫ࡯ࠍ⠌ᓧߔࠆേᯏߠߌ߇ૐ޿ߩߢߪߥ޿߆ߣ⠨ኤߐࠇࠆ‫ޕ‬
Table 1. TOEIC Part Ω㧔㐳ᢥ⺒⸃໧㗴㧕ߢ૶ࠊࠇߚࠬ࠻࡜࠹ࠫ࡯ߩ࡜ࡦࠠࡦࠣ
Types of strategies

Rank No. Strategy Item
I try to read the passage as I looking for the answer
1 33
RS
to the question.
The most frequently
I try to read the multiplechoice before I read the
2 32 GTTS
used strategies
passage.
3 31
RS I try to guess from titile, picture, or subtitle.
I try to answer the question which I know better
1 28 MCS
than others.
The least frequently
2 41 NFUS I try to use business English.
used strategies
3 36 MCS I try to summarize when I finsh reading.

Note) Score range: 1 = always use; 2 = often use; 3 = rather seldom use; 4 = never use; and 5 = previously used

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M

SD

1.33

.611

1.39

.648

1.40

.611

3.07

.917

2.99
2.87

.837
.916

ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

 Figure 1 ߇␜ߔㅢࠅ GTTS ߇ᦨ߽ᄙߊ૶ࠊࠇ‫ޔ‬ᰴߦ RS, G-SAS ߩ㗅ߢ޽ߞߚ‫ޕ‬෻ኻߦ޽߹ࠅ૶ࠊࠇߡ
޿ߥ߆ߞߚߩߪ MCS ߣ NFUS ߢ޽ߞߚ‫ޕ‬ቇ↢ߚߜߪ࡝࡯࠺ࠖࡦࠣߩ᝼ᬺߢ GTTS ߿ RS ߩ૶↪ߦᘠࠇߡ޿ࠆ߇‫ᤨޔ‬㑆㈩ಽࠍߔࠆߥߤ MCS ߪ᥉Ბ߆ࠄ޽߹ࠅ૶ࠊߕ‫⹜ޔ‬㛎ߣ޿߁㒢ࠄࠇߚᤨ㑆ౝߢߪ․ߦ૶߁૛
⵨߇ߥ߆ߞߚߣ⠨߃ࠄࠇࠆ‫ޕ‬

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Note. 1) MCS = Metacognitive Strategy; NFUS= Not frequently used strategy; RS = Reading strategy; CTTS = Compensational test taking
strategy; GTTS = General test taking strategy; and G-SAS = Guessing and selective attention strategy
Note.2) Score range: 1 = always use; 2 = often use; 3 = seldom use; 4 = never use; and 5 = previously used

Figure 1. ߘࠇߙࠇߩࠬ࠻࡜࠹ࠫ࡯૶↪ߩᐔဋ
4.

߹ߣ߼ߣ␜ໂ ࡔ࠲⹺⍮ࠬ࠻࡜࠹ࠫ࡯ߪ੍ᗐߦ෻ߒߡ޽߹ࠅ૶ࠊࠇߡ޿ߥ߆ߞߚ‫ޕ‬Purpura (1997) ߦࠃࠇ߫ࡔ࠲⹺⍮ߪ
good language learner ߩ㊀ⷐߥⷐઙߣߥߞߡ޿ࠆ‫ޕ‬test-taking strategy ߣࡔ࠲⹺⍮ߩ㑐ଥࠍ‫ߩ⺆⧷ߦ․ޔ‬ᾫ㆐ᐲ෸߮࠹ࠬ࠻࠲ࠗࡊ㧔㗅⇟ㅢࠅߦ⸃╵ߔࠆߩ߇ࠃ޿߽ߩߣߘ߁ߢߥ޿߽ߩ㧕ߣߩ㑐ㅪߦ߅޿ߡ੹ᓟ⎇ⓥࠍㅴ߼ࠆߴ߈ߢ޽ࠆ‫ޕ߆ߩߚߞ߆ߥ޿ߡࠇࠊ૶ߗߥߪ࡯ࠫ࠹࡜࠻ࠬߚߞ߆ߥࠇࠊ૶ࠅ߹޽ޕ‬TOEIC ߩฃ㛎⠪ߦ৻⥸⊛ߦ⷗ࠄࠇࠆ௑ะߥߩ߆‫ࠍ࡯ࠫ࠹࡜࠻ࠬߚߞ߆ߥࠇࠊ૶ߩߎߚ߹ޔ‬ᢎ߃ࠆߎߣߢᓧὐߪ਄߇
ࠆߩ߆‫੹ߤߥޔ‬ᓟࠬ࠻࡜࠹ࠫ࡯࠻࡟࡯࠾ࡦࠣߣߩ㑐ㅪᕈߦ߅޿ߡ⎇ⓥࠍㅴ߼ࠆᔅⷐ߇޽ࠆ‫ޔߚ߹ޕ‬TOEICߩ࠹ࠬ࠻೨ߦߪߤߩࠃ߁ߥḰ஻ࠍߔࠆߴ߈ߥߩ߆‫⋥࠻ࠬ࠹ޔ‬೨ߣ࠹ࠬ࠻ਛߦࠬ࠻࡜࠹ࠫ࡯૶↪ߣߒߡߢ߈ࠆߎߣࠍ⠨߃ߡߺࠆߴ߈ߢ޽ࠆ‫ޕ‬ෳ⠨ᢥ₂Cohen, A. D. (2006). The Coming of Age of Research on Test-taking Strategies. Language Assessment Quarterly, 3,
307-331.
Purpura, J. E. (1997). An Analysis of the Relationships between Test Takers’ Cognitive And Metacognitive Strategy
use and Second Language Test Performance. Language Learning, 47, 289-325.
Purpura, J. E. (1999). Learner Strategy Use and Performance on Language Tests : A structural Equation ModelingApproach. Cambridge: Cambridge University Press.

−177−OP-68 8 ᦬ 9 ᣣ (13:00-13:30) / 336 ᢎቶDeveloping Intercultural Communicative Competence
Through Film Clips
Kaiser, Mark (UC Berkeley)
Shibahara, Chika (UC Berkeley)
Keywords: intercultural communicative competence, symbolic competence, listening comprehension, film
For a number of technological, social, and methodological reasons, feature film has been underutilized in theforeign language curriculum. Instructors have been for the most part reluctant to show film, except in film classes
or as an end-of-semester treat, in part because the length of a film meant taking multiple days from thecurriculum. Perhaps a more significant factor was the quandary of dealing with the rapid flow of information in afilm. Only the most advanced students would be able to understand sufficient amounts of spoken dialog; forothers, instructors had to rely on subtitles in the L1 (which poses issues for language development) or captions in
the L2 (but which turn what should be a listening exercise into one of reading). However, the potential of film todevelop student skills in three important areas, linguistic competence, cultural competence, and symboliccompetence, requires a new approach to feature film as a resource for the foreign language curriculum. In
particular, we find that using short scenes excerpted from the film allows students to engage in a close reading ofthat scene in order to explore how the linguistic, cultural, and filmic components of the scene contribute to thecreation of meaning.
Communicative Competence. In order to derive meaning from any text, print or filmic, one must be able tounderstand the meanings of words and grammar, and the particular weight that the use of a word or grammaticalconstruction in a particular context might have. Film presents a particularly difficult case, in that the information
streaks by at a rapid pace and there is little opportunity to focus on any particular utterance. But, film offers
opportunities as well. The visual context aids in comprehension, and unlike the video materials created for mostforeign language textbooks, feature film is authentic. Although the spoken text of film is not natural conversation,
for most films we suspend disbelief and assume that what we are watching and listening to is naturalconversation. Finally, film, in its attempt to convince native speakers of its authenticity, will employ various
regional dialects and sociolects, which enable us to expose students to a variety of speech patterns, rather thanlimit their exposure to some idealized version of the native speaker. By using film clips delivered via an LMS as
homework assignments, students may watch a clip multiple times. Vocabulary lists and stretched audio provide
students with the tools to understand the language. Even at the most elementary levels, it is possible to create atask appropriate for the students’ level using the clues provided by the visual component, even when the text iscomplex.
Cultural Competence. Film presents instructors with opportunities to demonstrate cultural artifacts (What is a
Russian wedding like? A French café? Visitation to a family gravesite in Japan?) and to explore how values andattitudes inherent in any culture are portrayed in a scene. By teaching cultural practices, attitudes, and values, we“help students consider alternative ways of seeing, feeling, and understanding things.” (MLA Report 2007). Oncestudents have the requisite cultural knowledge, they can apply that knowledge to read a scene and interpretcultural meanings (i.e., semiotic competence).
Symbolic Competence. Kramsch (2006, 2009) and Kramsch & Whiteside (2008) have outlined an approach tolanguage teaching that moves beyond communicative competence to what Kramsch calls symbolic competence.
Symbolic competence is “the ability to play with various linguistic codes and with various spatial and temporal
resonances of these codes.” In other words, symbolic competence is not only the ability to understand the
linguistic formulation or to understand the cultural attitudes, the religious beliefs, the historical memories that−178−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળmight be informing the utterances of the interlocutor (all of which involve interpretation, but are rather passive intheir nature), but also involves the power to produce and manipulate, frame and reframe meanings, and change
the balance of power. Kramsch notes the importance of literature (film) for developing our students’ symboliccompetence because texts are complex, ambiguous, and use form to create meaning. Competence in perceiving
and manipulating texts is the essence of symbolic competence.
We will examine two film clips from Japanese films and demonstrate how they might be used to develop all
three of these competencies. The first clip is from Aruitemo, aruitemo, 2009. In this scene an elderly man leaves aclinic and greets a woman cleaning her walk area. They exchange a few pleasantries and part. However, a close
reading of the clip reveals a rich encoding of meaning in the linguistic forms, the cultural values, and the filmic
devices that are difficult for non-native speakers to grasp. The language used in the social interactions, thediscussion of climate and food customs, and attitudes towards getting old, present numerous opportunities forenriching the students’ vocabulary, expanding their cultural awareness, and developing their linguisticcompetence. By using a relatively short clip, the instructor is able to focus student attention on the language andimages of this scene and to engage the students in a discussion that will highlight a variety of ways that cinematic
meaning is made, while at the same time drawing on the students’ diverse linguistic and cultural backgrounds.
The second clip is from Orionza kara no Shotaijo and contains two scenes. The first scene begins with laughter
and jokes as the three main characters have a commemorative photograph made. After the first photograph thehusband hands his hat to the assistant and a second photo is taken. In the second scene the wife is reviewing thetwo photographs as the husband shaves bonito flakes. She hides one photograph away and lies to the husband,saying that the second didn’t come out. Through the sound effects, the words spoken, and various cinematic
devices used in the shooting of the two scenes, as well as their juxtaposition, we understand the husband’s death
is imminent and the assistant will take over the theater.
We might take two approaches in using these clips in the foreign language classroom. The first approach would
be to ask questions of a leading nature, where the question directs students towards a particular answer. For
example, in the first clip we might ask “Who is the elderly gentleman? What three things does the woman say to
him that reveal his profession? From the second clip we might ask students to interpret what the non-verbal
sounds contribute to the meaning of the clip.
A second approach would be to ask broader questions that would involve the students in a more open
interpretation of the scene. For example, for the first clip, “Does this scene reveal something of the elderly man’s
character?” For the second, “How do the two scenes comprising this clip relate to one another?” Then, in order todevelop the students’ symbolic competence, after discussing these questions in class, they might be asked towrite a short essay (e.g., assume you are the elderly woman and write a diary entry about today’s meeting withthe doctor; assume you are the young wife and write a letter to a friend, retelling the events of these scenes). Such
exercises involve not only an interpretation of the scenes, but a reworking of the meanings encoded in film into atext-based medium and/or a reexamination of events from a different point of view, requiring the students to“manipulate and reframe” the original meanings.
References
Kramsch, C. (2006). From communicative competence to symbolic competence. MLJ (90.2:249-252).
Kramsch, C. (2009). The Multilingual Subject. Oxford: Oxford U P.
Kramsch, C. & Whiteside, A. (2008). Language ecology in multilingual settings. Towards a theory of symboliccompetence. Applied Linguistics (29: 645-671).

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Hispanidades/Hispanicities: Modeling Micro-collaboration acrossinstitutions in support of student learning and research.
Ross, Andrew (Arizona State University)
Charitos, Stéphane (Columbia University)
Keywords: collaboration, ethnography, wiki, digital storytelling, technology
1. Introduction
In 2011-12, Arizona State University (ASU) and Columbia University piloted a collaborative language forundergraduate heritage speakers project within two distinct Spanish courses at our respective institutions. The
project focused on the exploration and articulation of identities within Hispanic American communities in two
distinct regions in the US, and provided a collaborative framework for students to pursue ethnographic research andshare their results with their counterparts at ASU and Columbia.
48 students enrolled at each institution performed technologically mediated ethnographic research that ranged
from observing local communities and reflecting on the culture shared between and among them, to a meta-analysisof the value of these interactions.
Each class produced digital materials to be analyzed, edited, combined, and shared. Students defined common
areas of exploration but worked separately on issues. They corresponded and shared regularly via the Web tocompare and contrast, discuss and debate using the material gathered and authored.
As important as the outcomes have been for the faculty members and students involved in the project, thestructure of the interaction and the employment of “micro-collaborative” strategies promises to serve as a model forinter-institutional collaborations in instances where academic calendars, instructional models and standards, andcourse content may not coincide between partner institutions. In the US, typical models of inter-institutional
collaboration tend to privilege full-course sharing, a unified curriculum that must be negotiated, and either credit
transfer or equivalency between institutions that may not share the same standards. Micro-collaborative practices
allow for the development of inter-institutional relationships in a flexible, needs-based way that de-emphasizes
administrative and logistical lockstep and permits partnerships between institutions to flourish without onerous
technical and bureaucratic overhead.
2. Framework and Process
2.1 BackgroundIn 2010, Charitos and Ross began discussions on implementing digital storytelling techniques within acurricular model that privileges inter-institutional collaboration, and cultural exploration and research by students.
Given the logistical impediments to sharing a course or series of courses between Columbia University and ArizonaState University, the authors developed a framework for collaboration that not only leveraged technology’s innate
potential to connect two geographically distinct locations, but also allowed teachers and learners in both locations tocapitalize on one another’s resources and skills by actively interacting and reflecting on shared experiences.
The approach we envisioned is based on instructional methods that we believe are particularly well suited to
the goals and objectives of the collaboration: intentional learning, project-based learning and portfolio-basedlearning.
2.2.1 Learner and Faculty Characteristics−180−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

Students in the participating heritage learner or bilingual classes at partner institutions have at least a
low-intermediate level of oral and written proficiency in Spanish; their language skills are sufficient to allow them tocommunicate effectively with a range of members in the community of study and their student colleagues.
Faculty in the participating classes at partner institutions must be willing to commit at least two semesters to
the development and implementation of the project in their courses. Faculty members at participating institutions use
a variety of technologically-mediated communications tools such as Skype, wikis, blogs and threaded discussions in
support of the collaboration and their course. Faculty members involved technical support staff from local
language resource centers, instructional technology or information services groups as appropriate.
2.2.2 Process and Performance
Each class at the respective institutions defined common areas of exploration, and worked separately on theseissues, corresponding and sharing regularly via the Web to compare and contrast, discuss and debate using thematerial gathered and authored by the students.
Students performed technologically-mediated ethnographic research; a form of cultural analysis that ranges
from the observation of local communities to reflection on the culture shared between and among them, to ameta-analysis of the value of technologically mediated interactions. Observed learning outcomes included thedevelopment of narrative and editing skills, improved listening comprehension, and enhanced knowledge of local
manifestations of broader Hispanic culture.
Each class produced digital material to be analyzed, edited, combined, and shared. This material consists ofa mutually agreed range of the following genres, within a shared digital space:x

A series of personal blogs and journals documenting each student¹s work and thoughts.

x

A collaborative wiki where each class built up a profile of a Hispanic community in their respective city.

In successive iterations of the project, we anticipate including:x

A series of virtual tours, online presentations, etc. which will allow students to map out their respective
communities using geo-locative Web applications.

x

Use of augmented reality application to add student-generated digital information overlays to physicallocations within the community of interest.

x

A collection of personal stories in digital format that tell the story of selected and/or representative
members of each community.

3. Outcomes and Next Steps
Students found the activities associated with their exploration of local barrios compelling; students at ASU
created a number of reflexiónes, intended to provide outside readers and their colleagues at Columbia withinformation and their impressions of neighborhoods and cities as varied as Phoenix (a metropolitan area of 1.5
million inhabitants) Goodyear (a suburb of Phoenix with 62,000 inhabitants) and Nogales (a border community of
21,000), for a total of nine barrios. Columbia students explored six distinct neighborhoods in the Greater New
York City area (East Harlem, Loisaida, Washington Heights and Inwood, Jackson Heights, East Williamsburgh andBushwick, Sunset Park) so that they were able to explore a rich cross-section of the culturally diverse Hispanic
population of New York City.
In future iterations of the project, we intend to further enhance the project by both adding new partners thatwill allow us to explore additional facets of the Hispanic experience in the US (Cuban-Americans in Florida,
Mexican-Americans in the Midwest, Central Americans in New England, etc.) and better integrating the course toother curricular offerings at our respective institutions.

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Learner Training Based on Critical Thinking Theory:
Developing Autonomous Learners
Pennington, Wakako (Seinan Gakuin University)
Keywords㧦Critical thinking, Bloom’s taxonomy, Moodle, learner autonomy, learning strategies
1. Introduction
This presentation describes how critical thinking theory was applied to a learner training instruction. CT
theory is often used for advanced-level students in classes such as debate, discussion, or essay writing, however CT
is also useful in EFL classrooms for promoting students’ meta-cognitive awareness to monitor and evaluate theirown learning processes. CT helps to develop autonomous thinking skills, which are essential nurturing autonomous
learners. This presentation shows practical ways to incorporate CT into EFL teaching environment.
2. Critical thinking theory and SLA
2.1. Critical thinking and Bloom’s taxonomy
One of the most important areas in CT, which focuses on educational outcomes, is Bloom’s taxonomy (Bloom
et al., 1956). Bloom’s taxonomy is divided into three domains; cognitive, affective and psychomotor. The cognitive
domain is a knowledge-based domain, which is a hierarchical model classified by six cognitive levels of complexity.
The psychomotor domain is a skill-based domain, which includes physical movement, coordination, and use of the
motor-skill areas (Dave, 1975). The affective domain (Krathwohl, Bloom, & Masia, 1973) is an attitudinal-based
domain, which includes how we deal with emotions, feeling, values, enthusiasm, and motivations.
2.2. CT and SLA
During this instruction, Bloom’s taxonomy was used to explain the basic process of SLA. The cognitive
domain covers areas such as the importance of input (e.g., Krashen, 1985) and interaction (e.g., Long, 1996) as a partof the remembering and understanding level, output (e.g., Swain, 1985) as a part of the applying or creating level,
and the ideas of noticing (e.g., Schmidt ed., 1995) and consciousness-raising (e.g., Ellis, 1997) were introduced as apart of the analyzing or evaluating level. The psychomotor domain involves areas such as automaticity/fluency
development (Johnson, 1996). The process from imitation to naturalization can be explained as the process of
automatizing of L2 output, which is a process of proceduralization of knowledge (Anderson, 1992). The affective
domain covers areas such as motivation (Gardner & Lambert, 1972), affective filters (Krashen, 1985), andL2-speaking identity (Pavlenko & Lantolf, 2000).
3. Instructional sequence and the contents of the portfolio
Japanese EFL university students who are between the upper beginner and lower intermediate levels received
CT-based instruction on English learning strategies, which included basic concepts of SLA theory, learning logs, anda study plan. Bloom’s taxonomy was introduced to the students to raise their awareness about the types and levels oflearning that were necessary to acquire a foreign language. The instruction first guided the students to self-reflect on
their own learning strategies that were developed during secondary school and then evaluated the effectiveness of−182−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

them. Also, they had both online discussions (through Moodle) and in-class discussions on topics such as thedifferences between the L1 and L2 acquisition process, their personal perceptions of the necessity of English, how tocontrol their affective issues and how to make a study plan. In each class, 30 minutes out of 90 minutes weredevoted to learner training and instruction using the portfolio for 15 weeks. They kept a record of their analysis of
the process of English acquisition, reflectively evaluated their own learning processes, and made their own study
plans.
4. Effectiveness of the instruction
The results of this study show that it had some effects on the following three parts. First, it improved EFL
learners’ knowledge about the foreign language learning process. Secondly, it enhanced the learners’ awareness of
the learning process, which equipped them with skills to make their own study plan while using the CT framework.
The awareness of the learning process also promoted the learners’ motivation and active participation to their own
learning and encouraged the learners to discuss their issues in learning English among peers. Finally, the CT-based
instruction helped them with affective issues. They realized that emotion is something that they could control insteadof something beyond their control. These positive effects imply that the CT-based instruction improved the learners’
sense of personal control over their learning (Locus of control) (Findley and Cooper, 1983).
References
Anderson, J. (1992). Automaticity and the ACT* theory. American Journal of Psychology, 105(2), 165-180.
doi:10.2307/1423026
Bloom, B., Englehart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The
Classification of educational goals. Handbook I: Cognitive Domain. New York: Longmans Green.
Dave, R. H. (1975). Developing and writing behavioral objectives. (R. J. Armstrong, ed). Tucson, Arizona: Educational
Innovators Press.
Ellis, R. (1997). SLA research and language teaching. Oxford: Oxford University Press.
Findley, M. J. and Cooper, H. M. (1983). Locus of control and academic achievement: a literature review. Journalof personality and social psychology, 44(2), 419-27. doi:10.1037//0022-3514.44.2.419
Gardner, R. C. & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury
House.
Johnson, K. (1996). Language teaching & skill learning. Oxford: Blackwell.
Krashen, S. (1985). The input hypothesis. London: Longman.
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of educational objectives, the classification of
educational goals. Handbook II: Affective Domain. New York: David McKay Co., Inc.
Long, M. (1996). The role of the linguistic environment in second language acquisition. In W. Richie & T. Bhatia(Eds.). Handbook of second language acquisition, 413-468. New York: Academic Press.
doi:10.1016/B978-012589042-7/50015-3
Pavlenko, A. and J. Lantolf. (2000) Second language learning as participation and the (re) construction of selves. In J. P. Lantolf(ed.) Sociocultural theory and second language learning. Oxford: Oxford University Press, pp. 155-177.
Schmidt, R. (Ed.). (1995). Attention and awareness in foreign language learning. Honolulu, HI: UHP.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output inits development. In S. Gass & C. Madden (Eds.). Input in second language acquisition. 235-253. Cambridge,
MA: Newbury House.

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⊒⴫ⷐ㗄㓸
Abstracts౏൐ࠪࡦࡐࠫ࠙ࡓ
Symposia

S-1

8 ᦬ 8 ᣣ (13:00-14:40) / 132 ᢎቶᤋ௝࠺࡯࠲ࡌ࡯ࠬᢎ⢒೑↪ߩ⃻⁁ߣᧂ᧪̆㐿߆ࠇߚᬌ⚝ࠨࠗ࠻ࠍ⋡ᜰߒߡ㩷䉮䊷䊂䉞䊈䊷䉺㩷ጊญ㩷 㜞㗔䋨ᣧⒷ↰ᄢቇ䋩㩷䊌䊈䊤䊷㩷␹↰㩷 ᣿ᑧ䋨㚂ㇺᄢቇ᧲੩䋩㩷↰ᷗ㩷 㦖ੑ䋨䊚䊮䊃㖸ჿᢎ⢒⎇ⓥᚲ䋩㩷ḡ⥱㩷 ⧷৻䋨᧲ᵗᄢቇ䋩㩷㩷ᤋ௝䊂䊷䉺䊔䊷䉴䋬㪼㪄䊤䊷䊆䊮䉫䋬᝼ᬺ଀䋬ᬌ⚝䈱ኈᤃ䈘䋬෺ᣇะᕈ㩷䉨䊷䊪䊷䊄䋺㩷
㩷
1. 䈲䈛䉄䈮
䈖䈱䉲䊮䊘䉳䉡䊛䈪䈲䋬એਅ䈱ὐ䉕㗅䈮ᬌ⸛䈚⚫੺䈚䈩䈇䈒䇯(1)ᤋ௝䊂䊷䉺䊔䊷䉴䈮䈧䈇䈩䋬⺆ቇᢎ⢒਄䈱․ᕈ
(2)⃻࿷䈱ᄢቇ䈪䈱ᢎ⢒೑↪
(3)੹ᓟᦝ䈮ᢎ⢒೑↪䈘䉏䉎䈢䉄䈮ᡷ⦟䈘䉏䉎䈼䈐ὐ䈠䈚䈩䋬䈖䈱䉲䊮䊘䉳䉡䊛䈱৻䈧䈱╵䈋䈫䈚䈩䋬㐿䈎䉏䈢ᬌ⚝䉰䉟䊃䈱䈅䉎䈼䈐ᆫ䉕ឭ␜䈜䉎䇯㩷
2. ᤋ௝䊂䊷䉺䊔䊷䉴䈱ᢎ⢒೑↪䈱⃻⁁䈫⺖㗴
2.1 ᤋ௝䊂䊷䉺䊔䊷䉴䈫䈲䈖䈖䈪䈱ᤋ௝䊂䊷䉺䊔䊷䉴䈫䈲䋬㖸ჿ䉕฽䉖䈣↹௝䈏䉨䊷䊪䊷䊄䈮䉋䈦䈩ᬌ⚝䈘䉏䉎䉅䈱䈫ቯ⟵䈜䉎䇯䊂䊷䉺䈱ᩰ⚊వ䈲䋬DVD 䉇 HDD䋨䊊䊷䊄䊂䉞䉴䉪䋩䈭䈬䈱࿕ቯ䈘䉏䈢䊜䊂䉞䉝䈪䉅䉟䊮䉺䊷䊈䉾䊃਄䈪䉝䉪䉶䉴䈪䈐䉎䉅䈱䈪䉅䉋䈇䇯ᢎ⢒೑↪䈫䈇䈉ὐ䈪䈲䋬ද⺞ቇ⠌䉲䉴䊁䊛䈫䈚䈩䉅䋬䈖䉏䉁䈪 ICT ᢎ⢒䈪ਥᵹ䈪䈅䈦䈢⥄ቇ⥄⠌䉲䉴䊁䊛䈫䈚䈩䉅䋬೑↪䈪䈐䉎䇯⺆ቇᢎ⢒਄䈱․ᕈ䈫䈚䈩䈲䋬⸒⺆䊶䉮䊚䊠䊆䉬䊷䉲䊢䊮਄䋬ળ⹤䉇േ૞䉇⢛᥊䉇႐㕙䈱⺑᣿䉕ᢎຬ䈏ⴕ䈉ᣇᑼ䈮Ყ䈼䋬ᤋ௝ㄼജ䈫䉴䊃䊷䊥䊷ᕈ䈮䉋䉍⋥ᗵ⊛䈪൮᜝⊛䈭ℂ⸃䉕ଦㅴ䈜䉎䇯৻ᣇ䋬᝼ᬺዉ౉ᤨ䈱⺖㗴䈫䈚䈩䈲䋬䈠䈱ഭജ䈱ᄢ䈐䈘䉇䋬ᢎ⢒਄䈱ലᨐ䈮⇼໧䉕ᛩ䈕䈧䈔䉎䈖䈫䈏น⢻䈪䈅䉎䇯㩷
2.2 ᤋ௝䊂䊷䉺䊔䊷䉴䉕૶䈦䈢᝼ᬺ଀(1)---YouTube䋬TEDᤋ௝䊂䊷䉺䊔䊷䉴䉕ᄢቇ䈱⧷⺆᝼ᬺ䈪૶↪䈚䈢଀䉕␜䈜䇯ᤋ௝䊂䊷䉺䊔䊷䉴䈫䈚䈩 YouTube 䉇䉴䊏䊷䉼േ↹䉰䉟䊃 TED䋨Technology Entertainment Design䋩䉕૶䈦䈢᝼ᬺ଀䉕 3 ὐ␜䈜䇯㩷㩷
࿑ 1. TED http://www.ted.com/
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1. ⧷⺆䈱㖸ჿᄌൻ䈱ታ㓙䉕䋬ᤋ↹䈱৻႐㕙䋬ᵗᭉ䈱 PV 䉇䊤䉟䊑ᤋ௝䈪䈱᱌໒䉕⷗䈞䈭䈏䉌ឭ␜䈜䉎䇯ᅢ䈐䈭૞ຠ䋬ᤋ↹䉴䉺䊷䋬᱌ᚻ䈏⋡䈱೨䈪ญ䉕േ䈎䈚⊒⹤䈚䈩䈇䉎ᆫ䈲⸥ᙘ䈮ᱷ䉍䉇䈜䈒䋬㜞䈇ቇ⠌ലᨐ䉕ᦼᓙ䈜䉎䈖䈫䈏䈪䈐䉎䇯
2. ⧷⺆䈱․ቯ䈱ᢥᴺ㗄⋡䈏⹤䈘䉏䈩䈇䉎ᤋ↹䈱႐㕙䋬➅䉍㄰䈚ᄙ↪䈘䉏䈩䈇䉎⧷⺆᱌䈱ᧄੱ᱌໒䉕⷗䈞䉎䈖䈫䈪䋬ᢥᴺ䈏ήᯏ⾰䈣䈦䈢䉅䈱䈎䉌↢䈐䈢りㄭ䈭ሽ࿷䈫䈚䈩㖸ᭉ䈱䉅䈧ᖱേ䈫䈫䉅䈮⸥ᙘ䈘䉏䉎ലᨐ䈏ᦼᓙ䈪䈐䉎䇯

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3.

䉴䊏䊷䉼േ↹䉰䉟䊃 TED 䉕૶䈦䈩䋬⧷⺆䊒䊧䉷䊮䊁䊷䉲䊢䊮䈱䊌䊐䉤䊷䊙䊮䉴䈫⺰ᣦ᭴ᚑ䈱ቇ⠌䈮ᓎ┙䈩䉎䇯TED 䈲Ფᐕ䉦䊥䊐䉤䊦䊆䉝䈪ⴕ䉒䉏䈩䈇䉎⻠Ṷળ䈱᭽ሶ䉕 YouTube ਄䈪⷗䉌䉏䋬䈘䉌䈮䋬⧷⺆䋬ᣣᧄ⺆䉕฽䉃਎⇇ 20 䈎࿖⺆䈱ሼ᐀䈏↪ᗧ䈘䉏䈩䈇䉎䇯⻠Ṷ䈱ᄙ䈒䈲䉴䊤䉟䊄䉕↪䈇䈩䈍䉍䋬䊒䊧䉷䊮䊁䊷䉲䊢䊮䈱⹏ଔ䈮䈠䈱಴᧪ᩕ䈋䉕⚵䉂౉䉏䈩䈇䉎႐ว䈲䋬䉴䊤䉟䊄䈪䈱ⷞⷡᖱႎ䈫ญ㗡䈮䉋䉎⸒⺆ᖱႎ䈱ᦨㆡ䈭⚵䉂ว䉒䈞ᣇ䉕ቇ䈳䈞䈖䈫䈏䈪䈐䋬ലᨐ⊛䈭⧷⺆䊒䊧䉷䊮䊁䊷䉲䊢䊮䈱⷗ᧄ䈮ḩ䈤䈩䈇䉎䇯ㆊ
෰䈮䈲䋬Bill Gates, Bill Clinton, Al Gore, Julian Assange 䉕ᆎ䉄䋬䉳䊞䊮䊦䉇᦭ฬήฬ䉕໧䉒䈝⹤㗴ᕈ䈱䈅䉎਎⇇⊛䈭⺰ቴ䉇䉟䊮䊁䊥䈏⊓႐䈚䋬䈠䈱⹤䈱ౝኈ䈣䈔䈪䉅ቇ↢䉕ᒁ䈐䈧䈔䉎䉅䈱䈏䈅䉍ᢎ᧚䈫䈚䈩ᕸᅢ䈪䈅䉎䈫⠨䈋䉎䇯䈭䈍䋬ቇ↢䈱䊒䊧䉷䊮䊁䊷䉲䊢䊮䉅 YouTube 䈮਄䈕䈩䈍䈒䈖䈫䈪䋬⥄ಽ䈱⊒⴫⚿ᨐ䉕ቴⷰ⊛䈮⋡ⷞ⏕⹺䈪䈐䉎䈱䈪᦭ല䈪䈅䉎䇯㩷
2.3 ᤋ௝䊂䊷䉺䊔䊷䉴䉕૶䈦䈢᝼ᬺ଀(2) --- Ustream දหቇ⠌䈫䈇䈉ⷰὐ䈎䉌േ↹౒᦭䉰䉟䊃 Ustream 䉕૶䈦䈢᝼ᬺ଀䉕䋬දหቇ⠌䈫䈇䈉ⷰὐ䈎䉌䉅વ䈋䉎䇯േ↹౒᦭䉰䉟䊃 Ustream 䈪䈲䉮䊜䊮䊃䉕ઃ䈔䉎䈖䈫䈏น⢻䈣䈏䋬䈖䈱ⴕὑ⥄૕䈏৻⒳䈱⸒⺆ᵴേ䈪䈅䉍䋬หᤨ䈮䋬ቇ䈶䈱౒ห૕ౝ䈱ᵴേ䈫⸒䈋䉎䇯䊡䊷䉱䊷䈪౒᦭䈜䉎䈖䈫䈮䉋䉍䋬䉮䊜䊮䊃䉇⹏ଔ䈭䈬䉕⊒ା䈪䈐䈩䋬෺ᣇะ䈱⍮䈱᭴▽䈏น⢻䈫䈭䈦䈢䇯⺕䈪䉅䈏േ↹䉕䉝䉾䊒䈚䈩䋬䈠䉏䉕⺕䈎䈏ઃടଔ୯䉕ઃ䈔䈩䋬ᗧ๧䉕ਈ䈋䈩䈇䈒䇯䈖䉏䈲䋬䉁䈘䈮䋬⟲ⴐ䈱⧷⍮(Wisdom of Crowds)䈏⚿㓸䈜䉎䈫䈖䉐䈪䈅䉎䇯䈠䈱ᗧ๧䈪 Cloud 䈲 Crowd 䈫⴫ⵣ৻૕䈫䈭䉎䈼䈐䈪䈅䉎䇯䈠䈱ᵴേ䉕䉪䊤䉴䈮ข䉍ㄟ䉖䈪䋬᝼ᬺౝኈ䈫㑐ㅪ䈘䈞䉎䈫䋬ቇ↢䈮䈬䈱䉋䈉䈭䉟䊮䊌䉪䊃䉕ਈ䈋䉌䉏䉎䈣䉐䈉䈎䇯ᢎ᧚ឭ␜䋬දหᵴേ䈭䈬䉕੐଀䈫䈚䈩ឭ␜䈜䉎䇯㩷
3. ᤋ௝䊂䊷䉺䊔䊷䉴䈱ᢎ⢒೑↪䈱⺖㗴ᤋ௝ᢎ⢒೑↪䈱೑ὐ䈫ᒙὐ䉕ㅀ䈼䉎䇯⷗ᣇ䈮䉋䈦䈩䈲೑ὐ䈫䉅ᒙὐ䈫䉅ᝒ䈋䉎䈖䈫䈱䈪䈐䉎䉅䈱䉅᜼䈕䉎䇯䊂䉱䉟䊮⢻ജ(design competence)䈫䈲䋬䊣䊷䊨䉾䊌⸒⺆౒ㅢෳᾖᨒ(CEFR: Common European Frameworkof Reference for languages)䈏ឭ໒䈜䉎䉮䊚䊠䊆䉬䊷䉲䊢䊮⢻ജ䈱䋳䈧䈱᭴ᚑⷐ࿃䋨⸒⺆⢻ജ䋬␠ળ⸒⺆⢻ജ䋬ታ〣⢻ജ䋩䈱ਛ䈱䋬⺣⹤⢻ജ䋬⸒⺆䈱௛䈐䈮㑐䈜䉎⢻ജ䈫ਗ䈹᭴ᚑ⢻ജ䈪䈅䉍䋬䉟䊮䉺䊤䉪䉲䊢䊮䈱ౖဳ⊛䈭䊌䉺䊮䉇⢛᥊⍮⼂䉕ℂ⸃䈚䋬䉴䊛䊷䉵䈮ળ⹤䉕⛮⛯䈚ᚑ┙䈘䈞䉎ജ䈪䈅䉎䋨JACET ᢎ⢒໧㗴⎇ⓥળ 2012䋩䇯㩷A)䂾㩷㬍㩷 ⺆ቇᢎ᧚䈫䈚䈩䈪䈲䈭䈒ᇅᭉ䉇ႎ㆏䈫䈚䈩⵾૞䈘䉏䈢䉅䈱㩷B)䂾㩷㬍㩷 ᢎ⑼ᦠ䈱䋼ᐔ᧼䈭䋾ᦶ⺒䈫⇣䈭䉍䋬႐㕙䈮හ䈚䈢䋼⿠ફ䈮ን䉃䋾⊒ჿ㩷C)䂾㩷㬍㩷 㒐㖸ቶ䈪෼㍳䈫⇣䈭䉍䋬㔀㖸䋨⢛᥊㖸䋬ലᨐ㖸䈭䈬䋩䈏౉䉎㩷D)䂾㩷ળ⹤䋬ᦶ⺒䋬䊅䊧䊷䉲䊢䊮䋬䊆䊠䊷䉴ႎ㆏䋬᱌໒䈭䈬䈘䉁䈙䉁䈭㖸ჿ⴫⃻䈏䈅䉎㩷ᮨ▸⊛ᮡḰ⺆䈣䈔䈪䈭䈒䋬ฦ࿾ฦ࿖ฦጀฦಽ㊁ฦ਎ઍฦᤨઍ䈱䉫䊨䊷䊋䊦䈭⧷⺆⴫⃻䈏E)䂾㩷㬍㩷❱䉍ㄟ䉁䉏䈩䈇䉎㩷F)䂾㩷⸒⪲䈱ㄉᦠ⊛ᗧ๧䈏⛉䉍䈖䉁䉏䈩વ䉒䉎䈫หᤨ䈮䋬႐㕙䈱ᗧ๧䉅ቇ⠌น⢻㩷G)䂾㩷㬍㩷 ⸒⺆ℂ⸃䈏ਇචಽ䈪䉅䋬㖸ᤋ௝䈏⵬ቢ䈘䉏䈩䋬ℂ⸃䈪䈐䉎႐ว䈏䈅䉎㩷H)䂾㩷႐㕙䈱ᗧ๧䈮ㆡว䈚䈢⥄ὼ䈭䊁䊮䊘䉇ᛥ឴䈪ᗵᖱ⴫⃻䈘䉏䈩䈇䉎㩷I)䂾㩷৻ᕷ䈱ળ⹤䈱㐳䈘䈲䋲㫧䋱⑽䈪䋬ੱ䈱⡬ⷡ⹺⍮․ᕈ䈮㊀䈭䈦䈩䈇䉎㩷J)䂾㩷⸒⺆䈮ଐ䉌䈭䈇䉮䊚䊠䊆䉬䊷䉲䊢䊮ᒻᑼ䈏䋬ᤨ䈮䈲⸒⺆䈫઻䈦䈩ቇ䈼䉎㩷䊜䉾䉶䊷䉳ᕈ䈱㜞䈇ᤋ௝䈮䊥䊮䉪䈚䈢ળ⹤䈱Ⓧ䉂㊀䈰䈪᭴ᚑ䈘䉏䈩䈍䉍䋬䊂䉱䉟䊮⢻ജK)䂾㩷(design competence)䉕ቇ䈹䈱䈮ㆡ䈚䈩䈇䉎㩷L)䂾㩷⧷⺆ሼ᐀䈱೑↪䈮䉋䉍䇮৻⒳䈱䊥䊷䊂䉞䊮䉫ᵴേ䈮䉅䈭䉎㩷M)㬍㩷 ᤋ௝ൻ䈚䈮䈒䈇䉅䈱䈲ቇ䈶䈨䉌䈇㩷㪆㩷ᕁᗐ䋬ℂᔨ䋬ℂ⺰䋬⺰ℂ㩷N)㬍㩷 ᄙ䈒䈱႐ว䋬ᢥ⺆૕䈪䈲䈭䈒ญ⺆૕䈏⸒⺆᧚ᢱ䈫䈭䉎㩷O)㬍㩷 ಽ▵ൻ䈮ᒙ䈇㩷䊶䊶䊶㩷䈵䈫䈧䈱䈖䈫䉕⹦⚦䈮ಽᨆ䈚䈮䈒䈇㩷P)㬍㩷 ᤨ㑆䈱ᵹ䉏䈮❈䉌䉏䉇䈜䈇㩷䊶䊶䊶㩷ᤨ㑆䉕䈫䉄䈩䈛䈦䈒䉍⠨䈋䈮䈒䈇㩷㩷એ਄䉕〯䉁䈋䈩䋬ᤋ௝ᢎ⢒೑↪䈱⺖㗴䈫䈚䈩䋬ᰳὐ䉕స᦯䈜䉎䈢䉄䈱ᚻᲑ䉕᜼䈕䉎䇯㩷
1. 㩷ᬌ⚝ᕈ⢻㩷㪆㩷ᔅⷐ䈭ᖱႎ䉕ត䈚಴䈞䉎㩷
2. 㩷ઃ▐ᯏ⢻㩷㪆㩷ᔅⷐ䈭䈫䈐䈮䈜䈓ឭଏ䈪䈐䉎㩷
3. 㩷ឭ␜ᯏ⢻㩷㪆㩷ሼ᐀䋽㖸ჿ⸒⺆䈱ᢥሼൻ䋨ᦠ䈐⿠䈖䈚䈫⸶ᢥ䋩㩷
4. 㩷෻ᓳᕈ⢻㩷㪆㩷ᔅⷐ䈭ᖱႎ䉕ᔅⷐ䈭࿁ᢙ෻ᓳឭ␜䈪䈐䉎䋨ᖱႎ䉕ቯ⌕䈘䈞䉎䋩㩷
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4. ᤋ௝䊂䊷䉺䊔䊷䉴䈱ᢎ⢒೑↪䈱ዷᦸ
4.1 ᤋ௝䊂䊷䉺䊔䊷䉴䉕૶䈦䈢᝼ᬺ଀(3)---YouTube 䈫 Seleaf⺆ቇቇ⠌䈪೑↪䈜䉎ᤋ௝䉕䈬䉏䈣䈔◲ଢ䈮ᢎຬ䊶ቇ⠌⠪෺ᣇ䈏ㆬ䈼䉎ⅣႺ䉕૞䉍಴䈞䉎䈎䈫䈇䈉໧䈇䈮ኻ䈚䋬YouTube 䈫 Seleaf 䈱೑↪䉕╵䈋䈫䈚䈩ឭ᩺䈜䉎䇯䈠䈱․ᓽ䉕䋬䊂䊷䉺䊔䊷䉴䈪䈅䉎䈏䉉䈋䈮ᜬ䈧(a)․ቯ䈱⸒⺆⴫⃻䈮䉋䉎ᬌ⚝䈱ኈᤃ䈘䈫䋬(b)㘃ૃ䊂䊷䉺䈱ឭଏน⢻ᕈ䈫䋬(c)䉡䉢䊑䈮䉋䉎෺ᣇะᕈ䊶හᤨᕈ䊶౒ᗵᕈ䊶䉭䊷䊛ᗵⷡ䈪䈅䉎䇯㩷㩷YouTube 䈱೑↪ᴺ䈫䈚䈩ᰴ䈱䋲ὐ䉕␜䈜䇯(1) ⃻ᤨὐ䈱േ↹䈱 URL (࿑ 2)଀䋩http://www.youtube.com/watch?v=fOIM1_xOSro&feature=player_embedded#t=31s(2) CC / 㖸ჿ䉕ᢥሼ䈮ᄌ឵
Seleaf 䈱೑↪ᴺ䈫䈚䈩ᰴ䈱 4 ὐ䉕␜䈜䇯(1) േ↹ㄉౖ䈫䈚䈩䈱೑↪䇯(2) 䊟䊐䊷⍮ᕺⴼ䈪䈱 Q&A(࿑ 3)䋬䊐䉢䉟䉴䊑䉾䉪䈫䈱ㅪ៤(࿑ 4)଀䋩http://detail.chiebukuro.yahoo.co.jp/qa/question_detail/q1079497870㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷
࿑ 2.YouTube㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷࿑ 3.䊟䊐䊷⍮ᕺⴼ䈫䉶䊥䊷䊐ㅪ៤㩷㩷㩷㩷㩷࿑ 4.䊐䉢䉟䉴䊑䉾䉪䈫䉶䊥䊷䊐ㅪ៤㩷㩷㩷(3) ㆡಾ䈮ㆬᛯ䈘䉏䈢႐㕙䉕૶䈦䈢䉲䊞䊄䊷䉟䊮䉫䋬䊨䊷䊦䊒䊧䉟䈭䈬䈱ᵴേ䇯࿑ 5.
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㩷㩷㩷㩷㩷
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࿑ 5. Seleaf Drill 䈮䉋䉎᝼ᬺ㘑᥊䋬ฦ⥄䈱✵⠌䋨Ꮐ䋩䈫䉝䊐䊧䉮⊒⴫䋨ฝ䋩ᤋ↹ᤋ௝ᬌ⚝䉰䉟䊃 Seleaf 䈱 Drill ᯏ⢻䉕૶䈦䈩䋬ᤋ↹䈱䉲䊷䊮䈎䉌ᢙච⑽䈱䉴䉨䉾䊃䉕ㆡಾ䈮ㆬ䈶಴䈚䋬䉴䊃䊷䊥䊷䈫⺆ᒵ⺆ᴺ䊶ᢥᴺ᭴ᢥ䊶⊒㖸䈱䉮䉿䈭䈬䉕⺑᣿䈚䈢ᓟ䋬䉁䈝ฦ⥄䈪䋬䈅䉎䈇䈲৻ᢧ໒๺䈪㖸⺒✵⠌䋨Listen And Speak䋬Speak Together䋩䉕䈚䈩ᘠ䉏䈢ᓟ䋬䊕䉝䉕⚵䉖䈪㈩ᓎ䈱✵⠌䋨Casting䋩䈮ㅴ䉃䇯䈖䈱䈫䈐䋬䉨䊞䉴䊁䉞䊮䉫䊝䊷䊄䋨㈩ᓎ䈗䈫䈮ሼ᐀䈱⦡䉕ᄌ䈋䉎䋩䉇䉲䊞䊄䊷䉟䊮䉫䊝䊷䊄䋨․ቯ䈱㈩ᓎ䈱ሼ᐀䉕㓝䈜䋩䈭䈬䉕૶䈉䈫Ბ㓏⊛䈮⽶⩄䉕⺞ᢛ䈪䈐䉎䇯ᦨᓟ䈲䊕䉝䈗䈫䈮䉝䊐䊧䉮䈮䉋䉎ᚑᨐ⊒⴫䉕ⴕ䈉䇯ᤋ↹䉕૶䈦䈢ታળ⹤䈮ᘠ䉏䈭䈇ቇ↢䈪䉅ᚻ㗅䉕〯䉃䈖䈫䈮䉋䈦䈩᳇シ䈮ታᣉ䈪䈐䉎䈖䈫䈏․ᓽ䈪䈅䉍䋬↢ᓤ䈱ᾫ㆐ᐲ䉇⺖㗴䈮ᔕ䈛䈢䉲䊷䊮䉕䈅䉌䈎䈛䉄ㆬ䉖䈪䈍䈒䈖䈫䈏㊀ⷐ䈪䈅䉎䇯㩷(4) ⡞䈐ข䉍䉇䈜䈘䈪඙ಽ䈘䉏䈢䊐䊧䊷䉵䉕૶䈦䈩䈱⡞䈐ข䉍䊄䊥䊦䇯଀䋩http://www.mintap.com/?drill
4.2 ᤋ௝䊂䊷䉺䊔䊷䉴䈱ᢎ⢒೑↪䈱ዷᦸ䈱ⷐὐICT ⅣႺ䈱ㅴዷ䈱ਛ䈪䋬ᤋ௝䊂䊷䉺䊔䊷䉴ᢎ⢒೑↪䈱ዷᦸ䉕೉᜼䈜䉎䇯ද⺞ቇ⠌䈫⥄ᓞቇ⠌䉕඙೎䈚䈢਄䈪䋬␠ળ᭴ᚑਥ⟵⊛䇸䈧䈭䈏䉍䇹䉕ᄢಾ䈮䈚䈢ᣇะᕈ䉕᳞䉄䈢䈇䇯ศ↰䉌(2008)䈮䉋䉏䈳䋬⥄ᓞቇ⠌䈱⍴ᚲ−188−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

䈫䈚䈩േᯏ䈨䈔䈱ᒙ䈘䈏᜼䈕䉌䉏䉎䈏䋬ද⺞ቇ⠌䈲䈠䈱ᒙ䈘䉕⵬ቢ䈜䉎ᯏ⢻䈏ᦼᓙ䈘䉏䋬หᤨ䈮䋬⥄ᓞቇ⠌䈲୘䇱䈱ቇ⠌㗄⋡䉕ද⺞ቇ⠌䈱႐ว䈮Ყ䈼䋬ቇ⠌䉕ല₸⊛䈮ㅴ䉄䉎䈖䈫䈏น⢻䈪䈅䉎䇯䈬䈤䉌䉅ᢎ⢒೑↪႐㕙䈮ᔕ䈛䈩ᵴ↪䈪䈐䉎䇯ᣇะᕈ䈱࿃ሶ / ቇ⠌䈱㓸࿅ᕈ䋬␠ળᕈ䋬⥄ᓞᕈ䋬⛮⛯ᕈ䋬䉭䊷䊛ᕈ
1. ද⺞ቇ⠌䋨৻ᢧ᝼ᬺ䋬䉫䊦䊷䊒ቇ⠌䋩䊄䊥䊦 / ⸠✵䋬㓸࿅⹏ଔ䋬䉫䊦䊷䊒⹏ଔ䋬ਥ䈮䉴䊏䊷䉨䊮䉫䋬䊨䊷䊦䊒䊧䉟౒᦭ᕈ / ୘ੱ䋼䉫䊦䊷䊒䋼䉪䊤䉴ో૕䊶䊶䊶㓸࿅✬ᚑ⥄↱ᐲ䈱㜞䈘
2. ⥄ᓞቇ⠌䊄䊥䊦 / ⸠✵䋬⥄Ꮖ⹏ଔ䋬⋧ኻ⹏ଔ䈫⛘ኻ⹏ଔ䋬ਥ䈮䊥䉴䊆䊮䉫 䋽 䉻䉡䊮䉴䊃䊥䊷䊛౒᦭ᕈ / SNS ㅪ៤䋬␠ળ䋽෹ੱ⍮ੱᜰዉ⠪䈫䈧䈭䈏䉎 䋽 䉝䉾䊒䉴䊃䊥䊷䊛㩷ᰴ䈮 ICT ⅣႺ䈱ౕ૕ൻ䈫䈚䈩䈱䉪䊤䉡䊄䋨Cloud Computing䋩䈮䈧䈇䈩䋬․䈮䋬㐿䈎䉏䈢ᬌ⚝䉰䉟䊃䈮ะ䈔䈩䋬ቇ⠌ⅣႺ䈫䈚䈩䈱ⷰὐ䈎䉌ⷐὐ䉕೉᜼䈜䉎䇯
1. ૐଔᩰ䈪㜞ᯏ⢻䉰䊷䊎䉴䉕ታ⃻น⢻
2. 䈢䈣䈚䋬⢛᥊䈮䈲⍮⼂䈫⾗㊄䈱㓸⚂䈏ᔅ㗇
3. 䈎䈧䋬ᄢⴐᕈ䈏ਇนᰳ
4. 䊈䉾䊃┵ᧃ䈘䈋૶䈋䉏䈳ᤨ㑆䈫႐ᚲ䈱⥄↱ᐲ䈏㜞䈇
5. ㄭ䈇዁᧪䈮䈲៤Ꮺ┵ᧃ䈪น⢻䈫䈭䉎
6. 䈢䈣䈚䋬䈇䈧䈪䉅䈬䈖䈪䉅ൎᚻ䈮ഀ䉍ㄟ䉁䉏䉎䈱䈲ㅅᖺ䈪䈅䉎
7. ୘೎ᕈ䈫␠ળᕈ䈱ಾ䉍ᦧ䈋䈏⥄↱䈎䈧⚛ᣧ䈒䈪䈐䉎㩷ᰴ䈮䋬䈖䈱ᤐ䈮ታᣉ䈚䈢䉶䊥䊷䊐䊶䊄䊥䊦䇸⡞䈐䉇䈜䈘Ṷ⠌䇹䈎䉌䈱⹏ଔ䉕␜䈜䇯䋨⹦⚦䈲䋬೎ㅜ⎇ⓥ⊒⴫䇸⧷⺆㖸ჿᢎ⢒䈮䈍䈔䉎⡞䈐䉇䈜䈘䈱⎇ⓥ - e-䊤䊷䊆䊮䉫䈪䈱ቇ⠌ጁᱧ⸃ᨆ䋨↰ᷗ㦖ੑ䋬䊘䉴䉺䊷䋩䇹ෳᾖ䋩(1) ᝼ᬺ䈪䈱ታᣉ䋬ኋ㗴䈮䉋䉎ታᣉ䈭䈬䉪䊤䉴䈗䈫䈮ᨵエ䈮ኻᔕ䈪䈐䈢䇯(2) ⸃╵䊂䊷䉺䈏ㅦ䉇䈎䈮෼㓸䈪䈐䈢䇯(3) 䉪䊤䉴䈏⇣䈭䈦䈩䉅ಣㆄ䈱ታᣉⅣႺ䉕ဋ⾰䈮䈪䈐䈢䇯(4) ᜰዉ⠪䈱Ḱ஻䉇੐ᓟಣℂ䈱⽶ᜂ䈏ዋ䈭䈎䈦䈢䇯ᦨᓟ䈮䋬ᤋ௝䈱ᢎ⢒೑↪䈫⸒䈉ⷰὐ䈎䉌䋬ᄢୖ䉌(2003䋩䈱⸒⪲䉕ᒁ↪䈜䉎䇯
䇸Authentic 䈭⧷⺆䋨⧷⺆࿖䈪ታ㓙䈱႐㕙䈪⊒⹤䈘䉏䈢⧷⺆䋩䈲ో䈩䈠䈱႐䈱⁁ᴫ䈮ว䈦䈢ᗵᖱ䈏ㄟ䉄䉌䉏䈩䈍䉍䋬䈠䈱႐䈱⁁ᴫ䈮ว䈦䈢ㆡಾ䈭䉴䊏䊷䊄䈪⊒⹤䈘䉏䉎䇯䈖䉏䉕ℂ⸃䈜䉎䈢䉄䈮䈲䋬authentic 䈭⧷⺆䈪⸠✵䈚䈭䈇㒢䉍䈇䈧䉁䈪䈢䈦䈩䉅⡞䈐ข䉎䈖䈫䈏䈪䈐䉎䉋䈉䈮䈭䉌䈭䈇䇯ዊ䈘䈭ㇱಽ䋨න⺆䊧䊔䊦䋩䈎䉌ቇ⠌䉕Ⓧ䉂਄䈕䋬䈠䉏䉕ᦨᓟ䈮㓸ᄢᚑ䈜䉎䈫䈇䈦䈢 From part to whole 䈱⠨䈋ᣇ䈪䈲䈭䈒䋬From whole to part 䈱⠨䈋ᣇ䈮ၮ䈨䈇䈩䈇䉎䇯䇹
ICT ⅣႺ䈱ㅴዷ䉕䊐䊦䈮ᵴ↪䈚䈲䈛䉄䈢 YouTube 䈫 Seleaf 䈲䇸From part to whole ኻ From whole to part䇹䈱ੑ㗄ኻ┙䉕ᱛ឴䈚ᆎ䉄䈩䈇䉎䈱䈎䉅䈚䉏䈭䈇䇯㩷
5. ⚿⺆
䇸㐿䈎䉏䈢ᬌ⚝䉰䉟䊃䈱᭴▽䇹䈏䈖䈱䉲䊮䊘䉳䉡䊛䈪ឭ᩺䈜䉎⸃᳿╷䈪䈅䉎䇯䇸㐿䈎䉏䈢䇹䈫䈲䋬䇸ᄙ䈒䈱ੱ䈏䋬೑↪䈮㒢䉌䈝✬㓸⵾૞䈮䉅䋬቟ଔ䈭䈇䈚ήᢱ䈪㑐䉒䉎䈖䈫䈏䈪䈐䉎䇹䈪䈅䉍䋬䇸ᬌ⚝䉰䉟䊃䇹䈫䈲䋬䇸ᢎ⢒਄ᔅⷐ䈭േ↹௝䉕⥄࿷䈮ត䈞䉎䉡䉢䊑䉰䉟䊃䇹䈪䈅䉎䇯ෳ⠨ᢥ₂
JACET ᢎ⢒໧㗴⎇ⓥળ (2012).‫ޡ‬ᣂߒ޿ᤨઍߩ⧷⺆⑼ᢎ⢒ߩၮ␆ߣታ〣‫᧲ޢ‬੩㧦ਃୃ␠.
ᄢୖ ቁᤘ䋬᧛የ ᢅᒾ (2003). ᤋ↹䈱㖸ჿ䈫⸃╵䉕หᦼ䈘䈞⋧੕⹏ଔ䈮䉋䉍⡬⸃ജ䉕㜞䉄䉎 CALL 䉲䉴䊁䊛䈱㐿⊒䈫ቇ⠌⠪⹏ଔ 䇺ᣣᧄᢎ⢒Ꮏቇ㔀⹹䇻27(3), 315-324, 2003-12-20ศ↰ ᥍਎, ਄᧛ 㓉৻, ㊁Ỉ ๺ౖ, ᧻↰ ᙗ, CIEC ᄖ࿖⺆ᢎ⢒⎇ⓥㇱળ (2008).‫ޡ‬ICT ࠍᵴ↪ߒߚᄖ࿖⺆ᢎ⢒‫᧲ޢ‬੩㧦᧲੩㔚ᯏᄢቇ಴ ዪ.

−189−

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S-2

8 ᦬ 9 ᣣ (10:05-11:45) / 133 ᢎቶᄙ᭽ߥᄢቇⅣႺߦ߅ߌࠆ⧷⺆ e ࡜࡯࠾ࡦࠣ㧦࡜࡯࠾ࡦࠣࡑࡀࠫࡔࡦ࠻ߩ㆑޿߇߽ߚࠄߔ߽ߩ㕍ᧁ ାਯ㧔ᐢፉᏒ┙ᄢቇ㧕
㋈ᧁ ❥ᄦ㧔ฬฎደᄢቇ㧕ᔒ᳓ ବᐢ㧔਻Ꮊᄢቇ㧕ᷰㄝ ᥓᕺ㧔ᐢፉᏒ┙ᄢቇ㧕ኹ᎑ ஜผ㧔᧻ጊᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 e ࡜࡯࠾ࡦࠣ㧘࡜࡯࠾ࡦࠣࡑࡀࠫࡔࡦ࠻㧘ቇ⠌ߩ⛮⛯ᕈ࡮⾰࡮㊂࡮ലᨐ
1. ߪߓ߼ߦ
⊒⴫⠪ࠄߪ‫߇ࠇߙࠇߘޔ‬ᚲዻߔࠆᄢቇߦ߅޿ߡ‫ޔ‬ห৻ߩ⧷⺆ e ࡜࡯࠾ࡦࠣࠪࠬ࠹ࡓࠍ↪޿‫ߩߘޔ‬ቇ⠌ലᨐ߿࡜࡯࠾ࡦࠣࡑࡀࠫࡔࡦ࠻ߩ޽ࠅᣇߦߟ޿ߡ౒ห⎇ⓥࠍㅴ߼ߡ޿ࠆ‫ ⺆⧷ߩߎޕ‬e ࡜࡯࠾ࡦࠣࠪࠬ࠹
ࡓߪ‫ޔ‬㧤ㅳ㑆߆ࠄ㧝㧡ㅳ㑆‫ޔࠣࡦ࠾ࠬ࡝ޔࠣࡦࠖ࠺࡯࡝ޔ‬ᢥᴺ໧㗴ࠍᄢ㊂ߦቇ⠌ߔࠆ࠼࡝࡞ဳߩ⧷⺆ቇ⠌ࠪࠬ࠹ࡓߢ޽ࠆ߇‫ߩߘޔ‬ዉ౉ᒻᘒ߿᝼ᬺᒻᘒߪฦᄢቇߢߐ߹ߑ߹ߦ⇣ߥߞߡ޿ࠆ‫ޕ‬੹࿁ߩ౏൐ࠪࡦࡐࠫ࠙ࡓߢߪ‫ ⺆⧷ޔ‬e ࡜࡯࠾ࡦࠣߩታᣉᒻᘒ߿࡜࡯࠾ࡦࠣࡑࡀࠫࡔࡦ࠻ߩ㆑޿ߦࠃࠅ‫ޔ‬ቇ⠌ߩ‫⛯⛮ޟ‬ᕈ‫ޠ‬
‫ޔ‬
‫ޠ⾰ޟ‬
‫ޔ‬
‫ޟ‬㊂‫ߦޠ‬㑐ߔࠆ࠺࡯࠲ಽᏓ߇ߤߩࠃ߁ߦᄌൻߔࠆߩ߆‫ߚ߹ޔ‬ቇ⠌ലᨐߣߤߩࠃ
߁ߥ㑐ଥ߇޽ࠆߩ߆ߦߟ޿ߡ‫ޔ‬ᄢቇ㑆ߢߩᲧセࠍⴕ߁ߣߣ߽ߦ‫ޔ‬ห৻ᄢቇߢߩㆊ෰ߩ࠺࡯࠲ߣߩᲧセࠍⴕߞߚ⚿ᨐࠍႎ๔ߔࠆ‫ޕ‬
2. ⺞ᩏᣇᴺ
ฦᄢቇߦ߅޿ߡ‫ޔ‬ቇ⠌ߩ‫⛯⛮ޟ‬ᕈ‫ޠ‬
‫ޔ‬
‫ޠ⾰ޟ‬
‫ޔ‬
‫ޟ‬㊂‫ߔ␜ࠍޠ‬ᜰᮡߣߒߡ‫ޔ‬ቇ⠌ᣣᢙ‫ޔ‬ቇ⠌㑆㓒‫ޔ‬ቇ⠌ᤨ㑆‫ޔ‬ᢎ᧚ᶖൻ₸‫ޔ‬ᓳ⠌₸‫ޔ‬ਇㆡಾቇ⠌ߩഀว╬ߦߟ޿ߡߩ࠺࡯࠲ࠍ෼㓸ߒ‫ޔ‬ᄢቇ㑆ߢᲧセߔࠆߎߣߦࠃࠅ‫ޔ‬࡜࡯࠾ࡦࠣࡑࡀࠫࡔࡦ࠻ߩ㆑޿߇ߎࠇࠄߩ࠺࡯࠲ߦߤߩࠃ߁ߦ෻ᤋߐࠇߡ޿ࠆ߆⺞ᩏߒߚ‫ޔߚ߹ޕ‬ห৻ᄢቇౝߦ߅޿ߡ߽‫ޔ‬ቇㇱ㑆ߢ࡜࡯࠾ࡦࠣࡑࡀࠫࡔࡦ࠻ߦᏅ߇޽ߞߚࠅ‫⃻ޔ‬࿷ߣㆊ෰ߢ࡜࡯࠾ࡦࠣࡑࡀࠫ
ࡔࡦ࠻ߦᄌᦝ߇޽ߞߚ႐ว‫ߥ߁ࠃߩߘޔ‬Ꮕ߿ᄌᦝ߇ߎࠇࠄߩ࠺࡯࠲ߦߤߩࠃ߁ߥᓇ㗀ࠍ෸߷ߒߡ޿ࠆ߆
⺞ᩏߒߚ‫ޔߦࠄߐޕ‬ቇ⠌ലᨐ㧔ᮡḰ࠹ࠬ࠻ߩિ߮㧕ߣߩ㑐ଥߦߟ޿ߡ߽ಽᨆࠍⴕߞߚ‫ޕ‬
3. ⺞ᩏෳടᄢቇߦ߅ߌࠆታ〣ⅣႺ
ฦᄢቇߦ߅ߌࠆ⺞ᩏኻ⽎ࠢ࡜ࠬߩታ〣ⅣႺߩ᭎ⷐߪ‫ޔ‬ਅߩ⴫ߦ␜ߔㅢࠅߢ޽ࠆ‫ޕ‬
ฬฎደᄢቇ

਻Ꮊᄢቇ

᝼ᬺ⑼⋡ฬ

⧷⺆
㧔ࠨࡃࠗࡃ࡞㧕⧷⺆ IIIBCALL ⧷⺆㓸ਛΣᐢፉᏒ┙ᄢቇኻ⽎ቇㇱකቇㇱ଻ஜቇ⑼ోቇㇱ㧔⧓ⴚᎿቇ

࿖㓙ቇㇱ‫ޔ‬

ㇱࠍ㒰ߊ㧕

⧓ⴚቇㇱ

ኻ⽎ቇᐕ

㧝ᐕ↢

㧞ᐕ↢

ኻ⽎ੱᢙ

⚂ 50 ฬ

⚂ 1,000 ฬ᧻ጊᄢቇ㨑㩡㨺㩐㩧㩂㩨⧷⺆

CALL1‫ޔ‬CALL3

ᖱႎ⑼ቇㇱ

ੱᢥቇㇱ

㧝ᐕ↢

㧝ᐕ↢

㧝ᐕ↢‫ޔ‬㧟ᐕ↢⚂ 300 ฬ⚂ 200 ฬ⚂ 200 ฬ−190−

ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ૶↪ᢎ᧚㩢㨺㩍㩨㨲㩧㩂㩨㧔40㧕㩢㨺㩍㩨㨲㩧㩂㩨㧔40㧕㩢㨺㩍㩨㨲㩧㩂㩨㧔80㧕㩢㨺㩍㩨㨲㩧㩂㩨㧔40㧕㩢㨺㩍㩨㨲㩧㩂㩨㧔40㧕

㧔ᢎ᧚㊂㧕

ᢥᴺ㧔800㧕㩢㩇㩐㩧㩂㩨㧔800㧕

㩢㩇㩐㩧㩂㩨㧔1600㧕

㩢㩇㩐㩧㩂㩨㧔800㧕

㩢㩇㩐㩧㩂㩨㧔800㧕

ቇ⠌ᒻᘒᢥᴺ㧔400㧕ᢥᴺ㧔800㧕ᢥᴺ㧔800㧕ᢥᴺ㧔400㧕ㅳ㧝࿁ߩ৻ᢧ᝼ᬺ

ㅳ㧝࿁ߩ৻ᢧ᝼ᬺ

⥄ቇ⠌ߩߺ㧔৻ᢧㅳ 1 ࿁ߩ৻ᢧ᝼ᬺ

⥄ቇ⠌ߩߺ㧔৻ᢧߢߩ⥄ቇ⠌㧗᝼ᬺߢߩ⥄ቇ⠌㧗᝼ᬺኻ㕙᝼ᬺߥߒ㧕ߢߩ⥄ቇ⠌㧗᝼ኻ㕙᝼ᬺߥߒ㧕ᄖߢߩ⥄ቇ⠌

ᄖߢߩ⥄ቇ⠌

ᬺᄖߢߩ⥄ቇ⠌

ᓳ⠌࠹ࠬ࠻

ή

᦭

ή

᦭

ή

ᦨૐᶖൻࡁ

ฦᢎ᧚ߦߟ߈

ฦᢎ᧚ߦߟ߈

ฦᢎ᧚ߦߟ߈

ฦᢎ᧚ߦߟ߈

ฦᢎ᧚ߦߟ߈

࡞ࡑߩ⸳ቯ

30%

80%

70%

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70%

ή

᦭㧔㧝ࡩ᦬Ფ㧕᦭㧔㧝ㅳ㑆Ფ㧕᦭㧔㧝ㅳ㑆Ფ㧕᦭㧔2 ㅳ㑆Ფ㧕

ቇ⠌ᦼ㑆ౝ
ߩᶖൻᦼ㒢

4. ⺞ᩏߩ⚿ᨐ෸߮⠨ኤߩ᭎ⷐฦᄢቇߩ⹦⚦ߥ⚿ᨐ࠺࡯࠲ߦߟ޿ߡߪ‫ߩࡓ࠙ࠫࡐࡦࠪޔ‬ਛߢႎ๔ߔࠆߎߣߣߔࠆ߇‫ޔ‬ᄢቇߏߣߦ‫ޔ‬ቇ⠌ᦼ㑆ࠍㅢߓߚᢎ᧚ᶖൻ₸ߩᄌൻߩ௑ะࠍߺߚ႐ว‫ޔ‬ᢎ᧚ᶖൻ₸߇ฦᦼߢᲧセ⊛৻ቯߒ‫࠻ࡦ࠲ࠬࡦࠦޔ‬ߥቇ⠌߇ⷰኤߐࠇࠆᄢቇ߽޽ࠇ߫‫ޔ‬ቇ⠌ᦼ㑆ߩඨ߫߆ࠄᓟඨߦ߆ߌߡᢎ᧚ᶖൻ₸߇ᕆỗߦ਄߇ࠆ‫ޔ‬㚠ߌㄟߺᶖൻߩ௑ะ߇ߺࠄࠇࠆᄢቇ߽޽ߞߚ‫ޔߚ߹ޕ‬ᢎ᧚ᶖൻߩਛߩਇㆡಾᶖൻߩഀวࠍߺߚ႐ว‫ޔ‬㚟ߌㄟߺᶖൻߩ႐วߦߪਇㆡಾߥቇ⠌ߩഀว߇㜞޿௑ะ߇ߺࠄࠇߚ‫ޕ‬ߎߩࠃ߁ߥ㆑޿ߪ‫ޔ‬ㅳ㧝࿁ߩ৻ᢧ᝼ᬺߩ᦭ή߿‫৻ޔ‬ቯᦼ㑆ߏߣߩᢎ᧚ᶖൻᦼ㒢ࠍ⸳ቯߒߡ޿ࠆ߆ߤ߁
߆‫ޔ‬ᓳ⠌࠹ࠬ࠻ࠍታᣉߒߡ޿ࠆ߆ߤ߁߆ߥߤ‫ޔ‬ቇ⠌ࡑࡀࠫࡔࡦ࠻ߩ޽ࠅᣇ߇ᄢ߈ߊ㑐ଥߒߡ޿ࠆߎߣ߽
᣿ࠄ߆ߦߥߞߚ‫৻ޕ‬ᣇߢ‫ޔ‬ቇ⠌ലᨐ㧔ᮡḰ࠹ࠬ࠻ߩિ߮㧕ߣߩ㑐ଥߦߟ޿ߡߪ‫ޔ‬ᢎ᧚ᶖൻ₸ߣන⚐ߦᲧ଀ߔࠆߩߢߪߥߊ‫ߥ⊛⚳ᦨޔ‬ቇ⠌㊂߇㑐ଥߒߡ޿ࠆߩߢߪߥ޿߆ߣᕁࠊࠇߚ‫ޕ‬
5. ߅ࠊࠅߦ
ห৻ߩ⧷⺆ e ࡜࡯࠾ࡦࠣࠪࠬ࠹ࡓ߿ห৻ߩᢎ᧚ࠍ೑↪ߒߡ߽‫⥄ޔ‬ቇ⠌ࠍਥߣߔࠆ߆‫৻߽ߣࠇߘޔ‬ᢧኻ㕙᝼ᬺ߽⚵ߺวࠊߖࠆ߆‫ߚ߹ޔ‬ᢎ᧚ᶖൻߩᦼ㒢ࠍ⸳ߌࠆߎߣ߿ᓳ⠌࠹ࠬ࠻ࠍታᣉߔࠆߎߣߥߤ‫࠾࡯࡜ޔ‬ࡦࠣࡑࡀࠫࡔࡦ࠻ߩ޽ࠅᣇߦࠃࠅ‫⚿ߩߘޔ‬ᨐ߇ᄢ߈ߊ⇣ߥߞߡߊࠆ‫⎇ᧄޕ‬ⓥߦ߅޿ߡ߽‫ޔ‬ฦᄢቇߢߩታ
〣ᣇᴺߪߘࠇߙࠇߦ⇣ߥߞߡ޿ࠆ߇‫੹ޔ‬࿁ߩಽᨆ෸߮ႎ๔ࠍㅢߓ‫ ⺆⧷ޔ‬e ࡜࡯࠾ࡦࠣࠍߤߩࠃ߁ߥᒻߢ
ዉ౉ߒ‫ߥ߁ࠃߩߤޔ‬ᒻߩ࡜࡯࠾ࡦࠣࡑࡀࠫࡔࡦ࠻ࠍⴕ߁ߎߣ߇‫ޔ‬‫ޟߣޠ⾰ޟ‬㊂‫ߥ⊛⛯⛮ߚߞ઻ࠍޠ‬ቇ⠌ߦߟߥ߇ࠆߩ߆ߦߟ޿ߡ⼏⺰ࠍᷓ߼ߚ޿‫ޕ‬

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S-3

8 ᦬ 9 ᣣ (13:00-14:40) / 131 ᢎቶᄖ࿖⺆ᵴേߦ㑐ߔࠆᗧ⼂⺞ᩏ߆ࠄ⷗߃ߡߊࠆߎߣ
੗⁚ ᐘ↵㧔ᄢ㒋Ꮢ┙ᄢቇ㧕ศ↰ ᥍਎㧔ᄢ㒋ᢎ⢒ᄢቇ㧕㜞ᯅ ᐘሶ㧔ࡁ࡯࠻࡞࠳ࡓᷡᔃᅚሶᄢቇ㧕⑔ේ ผሶ㧔ࡁ࡯࠻࡞࠳ࡓᷡᔃᅚሶᄢቇ㧕ᴰ ᗆ⟤ሶ㧔੩ㇺᢎ⢒ᄢቇ㧕ᴡౝጊ ⌀ℂ㧔㑐⷏࿖㓙ᄢቇ㧕ട⾐↰ ື਽㧔ᄢ㒋ᢎ⢒ᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 ᄖ࿖⺆ᵴേ㧘ᗧ⼂⺞ᩏ㧘⋡ᮡ㧘ᜰዉ⠪ߩᓎഀ㧘ᜰዉᒻᘒ
1. ߪߓ߼ߦ
ᐔᚑ 23 ᐕᐲࠃࠅዊቇᩞߢᄖ࿖⺆ᵴേ߇ᔅୃൻߐࠇߚ߇‫ޔߪ⁁⃻ޔ‬ᄖ࿖⺆ᵴേߦኻߔࠆቇᩞ㑆ߩขࠅ⚵ߺ߿ᢎᏧ㑆ߩᗧ⼂ߩᩰᏅߪᄢ߈޿㧔㜞ᯅ, 2010‫⑔ޔ‬ේ࡮㜞ᯅ, 2011㧕‫⺞ᧄޔߢߎߘޕ‬ᩏߢߪᄢ㒋Ꮢߢዊቇᩞ
ᢎຬࠍኻ⽎ߦታᣉߒߚࠕࡦࠤ࡯࠻⚿ᨐ߿ᄢᚻ᳃㑆ᢎ⢒ᯏ㑐ߢ޽ࠆ⧷ᬌ㧔2011㧕߿ Benesse (2011) ߩ⺞ᩏ⚿ᨐ߽〯߹߃ߥ߇ࠄ‫ޔ‬ᣣᧄߦ߅ߌࠆᄖ࿖⺆ᵴേߩ⃻⁁߿⺖㗴ࠍ൮᜝⊛ߦតⓥߒߡ޿ߊ‫ޕ‬
2. ᚻ㗅
2.1 ෳട⠪ෳട⠪ߪ㧘ᐔᚑ 23 ᐕ 8 ᦬ߦታᣉߐࠇߚᄖ࿖⺆ᵴേ⎇ୃળߦෳടߒߚᄢ㒋Ꮢዊቇᩞᢎຬ 144 ฬߢ‫ߩߘޔ‬ౝ⸶ߪ↵ᕈ 48 ฬ㧔33.3㧑㧕‫ޔ‬ᅚᕈ 96 ฬ㧔66.7㧑㧕ߢ޽ߞߚ‫ޕ‬
2.2 ᚻ㗅
਄⸥ᢎຬࠍኻ⽎ߣߒߡ‫⾰ޔ‬໧⚕ߦࠃࠆ⺞ᩏࠍታᣉߒߚ‫⺞ᧄޕ‬ᩏߪ‫ޔ‬ᄖ࿖⺆ᵴേࠍᜂᒰߒߡ޿ࠆዊቇᩞ
ᢎຬ⎇ୃߩ⚳ੌᤨߦⴕࠊࠇߚ‫⾰ޕ‬໧⚕ߪ‫ޔ‬ᕈ೎‫⚻ޔ‬㛎ᐕᢙ‫ޔ‬ᜂᒰߒߡ޿ࠆቇᐕ㧔㜞࡮ਛ࡮ૐ㧕ࠍ⸥ߒߡ߽ࠄ޿‫ ߡ޿⛯ޔ‬2008 ᐕ߆ࠄ૶↪ߒߡ޿ࠆᢎຬ㙃ᚑ⠪↪⾰໧⚕㧔㜞ᯅ 2009, ⑔ේ࡮㜞ᯅ 2011㧕ߩਛ߆ࠄ᛽಴ߒߚ㗄⋡ߦߟ޿ߡ࿁╵ߒߡ߽ࠄߞߚ‫ߩࠄࠇߎޕ‬㗄⋡ߪ‫ޔ‬4 ߟߩࠞ࠹ࠧ࡝࡯㧔ᄖ࿖⺆ᵴേߦ㑐ߔࠆᗧ
⼂ 12 㗄⋡‫߇┬ఽޔ‬りߦߟߌࠆߴ߈⢻ജ࡮⾗⾰࡮ᘒᐲ࡮ᜰዉ⠪ 14 㗄⋡‫߁ࠆߔࠍࠣࡦ࠴࡯ࠖ࠹ࡓ࡯ࠖ࠹ޔ‬߃ߢߩቇ⚖ᜂછߩᓎഀ 5 㗄⋡‫޿ߒ߹ᦸޔ‬ᜰዉᒻᘒ 4 㗄⋡㧕ߦಽߌࠄࠇߡ޿ࠆ‫ޕ‬4 ߟߩࠞ࠹ࠧ࡝࡯ߦዻߔ
ࠆ⾰໧㗄⋡ߦኻߒߡߪ‫ޔ‬1㧔߹ߞߚߊߘ߁ᕁࠊߥ޿㧕߆ࠄ‫ޔ‬4㧔ᒝߊߘ߁ᕁ߁㧕߹ߢߩ࡝࠶ࠞ࡯࠻ 4 Ბ㓏࿁╵ᣇᑼࠍ↪޿ߚ‫ޕ‬
2.3 ಽᨆᣇᴺ ోߡߩ⾰໧⚕ߩ࿁╵ߪ‫࠼࡯ࠦޔ‬ൻߒߚ‫ޕ‬ಽᨆᣇᴺߪ‫ޔ‬ᰴߩ 2 ὐߦ㑐ߒߡⴕࠊࠇߚ‫ޕ‬
㧔1㧕 ᄖ࿖⺆ᵴേᜂᒰᢎ⻀ߩᕈ೎࡮⚻㛎ᐕᢙ࡮ᜂᒰߒߡ޿ࠆቇᐕߦ㑐ߔࠆ⸥ㅀಽᨆ
㧔2㧕 4 ߟߩࠞ࠹ࠧ࡝࡯㧔ᄖ࿖⺆ᵴേߦ㑐ߔࠆᗧ⼂‫߇┬ఽޔ‬りߦߟߌࠆߴ߈⢻ജ࡮⾗⾰࡮ᘒᐲ‫࡯ࠖ࠹ޔ‬ࡓ࠹ࠖ࡯࠴ࡦࠣࠍߔࠆ߁߃ߢߩቇ⚖ᜂછߩᓎഀ‫޿ߒ߹ᦸޔ‬ᜰዉᒻᘒ㧕ߦ㑐ߔࠆ⸥ㅀಽᨆ

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ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

3. ⚿ᨐ
 ᧄ⺞ᩏߢߪ‫ޔ‬‫ޟ‬ᜰዉജࠍะ਄ߐߖࠆߎߣ߇ᔅⷐ‫ޠ‬‫ޔ‬‫ߩࡦ࡚ࠪ࡯ࠤ࠾ࡘࡒࠦޟ‬ᭉߒߐࠍ૕㛎ߐߖࠆߎߣ߇ᄢಾ‫ޠ‬‫ޔ‬‫⥝ߩ┬ఽޟ‬๧㑐ᔃࠍ⠨ᘦߒߥ߇ࠄ‫ޔ‬᝼ᬺෳടࠍଦㅴߔࠆߎߣ߇ᄢಾ‫ߣޠ‬ᗵߓߡ޿ࠆᢎຬ߇ᄙߊ⷗ࠄ
ࠇߚ‫⧷ޔߪࠄࠇߎޕ‬ᬌ⺞ᩏ߿ Benesse ⺞ᩏߦ߽౒ㅢߒߡ⷗ࠄࠇࠆ߽ߩߢ޽ࠆ‫੹ޔߦࠄߐޕ‬࿁ታᣉߒߚࠕ
ࡦࠤ࡯࠻⺞ᩏߢ㗼⪺ߦ⷗ࠄࠇߚ․ᓽߣߒߡ‫ޔ‬ᄖ࿖⺆ᵴേߩᜂᒰ⠪ߦߪᅚᕈ߇ᄙ޿ߎߣ‫ޔ‬10 ᐕᧂḩߩ⚻㛎ᐕᢙߩᢎຬ߇߶ߣࠎߤߢ޽ߞߚߎߣ‫޿ߒ߹ᦸޔߚ߹ޔ‬ᜰዉᒻᘒߦ㑐ߒߡߪ‫ޔ‬ቇ⚖ᜂછ㧗ALT 㧪 ቇ⚖ᜂછ㧗ኾછᢎຬ 㧪 ኾછᢎຬ 㧪ቇ⚖ᜂછ‫ߩޔ‬㗅ߢ‫ޔ‬ቇ⚖ᜂછߣ ALT ߣߩ࠹ࠖ࡯ࡓ࠹ࠖ࡯࠴ࡦࠣࠍᒝߊ
ᦸࠎߢ޿ࠆߎߣ‫߇ޔ‬᣿ࠄ߆ߦߥߞߚ‫ޕ‬ᧄ౏㐿ࠪࡦࡐࠫ࠙ࡓߢߪ‫ޔ‬਄⸥ߩ⺞ᩏ⚿ᨐߩಽᨆ⚿ᨐߦട߃‫⧷ޔ‬ᬌ߿ Benesse ߩᦨᣂߩ⺞ᩏ⚿ᨐ߽〯߹߃ߥ߇ࠄ‫⃻ޔ‬࿷ᄖ࿖⺆ᵴേ߇ᛴ߃ࠆ⺖㗴ࠍ᣿ࠄ߆ߦߒ‫⺖ߩࠄࠇߎޔ‬㗴ߦኻߒ੹ᓟߤߩࠃ߁ߦኻಣߔߴ
߈߆‫ᤨ⃻ޔ‬ὐߢዊਛㅪ៤ߪߤߎ߹ߢน⢻߆‫ޔ‬ᜰዉ⠪㧔ᜂછ‫ޔ‬ALT‫ޔ‬ኾ⑼㧕ߪߤߩࠃ߁ߥᓎഀࠍᜂ߁ߴ߈
߆‫ޔ‬ᢎ⑼ൻߪᔅⷐ߆‫᧦ߥ߁ࠃߩߘ߫ࠇ޽ߢ߁ߘߒ߽ޔ‬ઙᢛ஻߇ਇนᰳ߆‫ߡ޿ߟߦߤߥޔ‬ᵴ⊒ߥ⼏⺰ࠍ੤ࠊߒߡ޿߈ߚ޿‫ޕ‬ෳ⠨⾗ᢱ
Benesse ᢎ⢒⎇ⓥ㐿⊒࠮ࡦ࠲࡯ (2011). ‫ ╙ޡ‬2 ࿁ዊቇᩞ⧷⺆ߦ㑐ߔࠆၮᧄ⺞ᩏႎ๔ᦠ㧔ᢎຬ⺞ᩏ㧕‫᧲ޢ‬੩㧦
ࡌࡀ࠶࠮ࠦ࡯ࡐ࡟࡯࡚ࠪࡦ.
ᣣᧄ⧷⺆ᬌቯදળ (2011). ‫ޡ‬ዊቇᩞߩᄖ࿖⺆ᵴേߦ㑐ߔࠆ⃻⁁⺞ᩏ<ዊቇᩞኻ⽎>⺞ᩏႎ๔‫᧲ޢ‬੩㧦ᣣᧄ↢ᶦቇ⠌✚ว⎇ⓥᚲ.
㜞ᯅᐘሶ (2010). ዊቇᩞ⧷⺆ߦ߅ߌࠆᢎຬ㙃ᚑࠞ࡝ࠠࡘ࡜ࡓߩឭ᩺ʊᢎᏧߣߒߡߩࡆ࡝࡯ࡈߩ⢒ᚑʊ‫ࡓ࠳࡞࠻࡯ࡁޡ‬ᷡᔃᅚሶᄢቇ♿ⷐ‫ޢ‬ᄖ࿖⺆࡮ᄖ࿖⺆ᢥቇ✬ 34‫ޔ‬103-110.
⑔ේผሶ࡮㜞ᯅᐘሶ (2011). ዊቇᩞᄖ࿖⺆ᵴേᢎ⢒ᴺߩࠦ࡯ࠬ࠺ࠩࠗࡦʊᢎᏧߣߒߡߩ⏕࿕ߚࠆࡆ࡝࡯
ࡈߩ᭴▽ߩߚ߼ߦʊ‫ࡓ࠳࡞࠻࡯ࡁޡ‬ᷡᔃᅚሶᄢቇ♿ⷐ‫ੱޢ‬㑆↢ᵴቇ࡮ఽ┬ቇ࡮㘩ຠᩕ㙃ቇ✬ 35‫ޔ‬57-71.

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⊒⴫ⷐ㗄㓸
Abstractsࡐࠬ࠲࡯⊒⴫
Poster Presentations

P-01

8 ᦬ 8 ᣣ (13:30-15:30㧛ࠦࠕ࠲ࠗࡓ㧦14:40-15:30) / 1 ภ㙚 3 㓏࡜࠙ࡦࠫࡈ࡟࡯࠭⺒ߺࠍ↪޿ߚ⧷ᢥ⺒⸃ߩ࿎㔍ὐ⺆ᒵ߆᭴ㅧ߆ᩉ↰ ᕺ⟤ሶ㧔Ᏹ⏥ᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦ࡈ࡟࡯࠭⺒ߺ㧘⧷ᢥ⺒⸃㧘⺆ᒵ㧘ᢥ᭴ㅧ㧘࠹ࠠࠬ࠻ߩ㔍ᤃᐲ
1. ߪߓ߼ߦ
ࡈ࡟࡯࠭⺒ߺߪ‫ࠍࡦ࡚ࠪ࡯ࠤ࠾ࡘࡒࠦޔ‬㊀ⷞߔࠆ⧷⺆ᢎ⢒ߩᵹࠇߩਛߢ‫⺒⸶ޔ‬ᴺ߇㐳ߊਥᵹࠍභ߼ߡ޿ߚᣣᧄߦ߅޿ߡ߽‫ޔ‬ᄙ↪ߐࠇࠆࠃ߁ߦߥߞߡ޿ࠆ⺒⸃ᜰዉᣇᴺߢ޽ࠆ‫ߎޕ‬
ߩᜰዉᣇᴺߩ⎇ⓥߪჇ߃ߟߟ޽ࠆ߇‫⺆⧷ޔ‬ജߩߤߩ࡟ࡌ࡞ߩቇ⠌⠪߇ߤߩࠃ߁ߥ࡟ࡌ࡞ߩ
⧷ᢥࠍ⺒߻㓙ߦലᨐ߇޽ࠆ߆ߦߟ޿ߡߩᗧ⷗ߪ৻ቯߒߡ޿ߥ޿‫⃻ޔߒ߆ߒޕ‬ታߦߪ‫ޔ‬
TOEIC,TOEFL ኻ╷ߥߤ‫ޔ‬ቇ⠌⠪ߦߣߞߡ߆ߥࠅ㔍ᤃᐲ߇㜞޿࡟ࡌ࡞ߩ⧷ᢥࠍ⺒߻㓙ߦ߽‫ޔ‬ណ↪ߐࠇࠆߎߣ߇ᄙ޿‫ޕ‬
2. ⎇ⓥߩ⋡⊛ᩉ↰(2011)ߢߪ‫ޔ‬਄⸥ߩὐࠍ߰߹߃‫ޔ‬㔍ᤃᐲߩ⇣ߥࠆ 2 ߟߩ TOEFL ߩ࡝࡯࠺ࠖࡦࠣ໧㗴✵⠌↪ߩ⧷ᢥࠍ૶↪ߒߡ‫ޔ‬ᗧ๧ᛠី߇࿎㔍ߥ࠴ࡖࡦࠢࠍ⺞ߴߚ‫⚿ߩߘޕ‬ᨐࠍࠢ࡜ࠬ࠲࡯ಽ
ᨆߒ‫ޔ‬ၒ߼ㄟߺᢥ߿ verbal ߇,㔍ᤃᐲ߇㜞޿ᣇߩ࠹ࠠࠬ࠻ߦ߅޿ߡ‫ߩࠢࡦࡖ࠴ޔ‬ᗧ๧ᛠីࠍ
࿎㔍ߦߔࠆߩߢߪߥ޿߆ߣ޿߁ផ᷹߇ߚߡࠄࠇߚ‫ޕ‬หᤨߦ‫ޔ‬໧㗴ߦߐࠇߡ޿ࠆࠢ࡜ࠬ࠲࡯
ߩᗧ๧ᛠីߦߟ޿ߡߪߐࠄߦ⹦⚦ߦ⺞ߴࠆᔅⷐ߇ᜰ៰ߐࠇߚ‫⎇ߩߎޕ‬ⓥߢߪ‫ޔ‬ㄉᦠࠍ૶↪
ߔࠆߎߣ߇⸵นߐࠇߡ޿ߚߦ߽㑐ࠄߕ‫⺆ޔ‬ᒵ߇㑐ଥߒߡ࠴ࡖࡦࠢ߇ᱜ╵ߢ߈ߥ޿଀߇ᄙߊ
⷗ࠄࠇߡ޿ߚߩߢ޽ࠆ‫ޕ‬
3. ᚻ㗅
3.1.  ታ㛎ෳട⠪⧷⺆ኾ᡹ߩᄢቇ↢ 18 ฬߣหߓࠢ࡜ࠬߢ⡬⻠ߔࠆ␠ળੱ 1 ฬߩ 19 ฬ‫ޕ‬
3.2.  ᚻ㗅ᩉ↰(2011)ߩ⎇ⓥߢᓧࠄࠇߚ࠴ࡖࡦࠢߩ⸶ߦኻߒߡⴕࠊࠇߚࠢ࡜ࠬ࠲࡯ಽᨆߩ⚿ᨐࠍ♖ᩏߔࠆ‫ޕ‬
3.3. ಽ ᨆਇᱜ⸃ߣߥߞߚ࠴ࡖࡦࠢࠍ‫ޔ‬ᢥᴺ⍮⼂߇ේ࿃ߣᕁࠊࠇࠆ߽ߩߣ‫⺆ޔ‬ᒵ߇ේ࿃ߢ޽ࠆ߽ߩ
ߣಽߌ‫߽ᦨޔ‬ᱜ⸃₸ߩૐ߆ߞߚ࠴ࡖࡦࠢߩࠢ࡜ࠬ࠲࡯ߦ߅ߌࠆቇ↢ߩ⺋ࠅߩ․ᓽࠍ⷗಴ߔ‫ޕ‬
4. ⚿ᨐᦨ߽ᱜ⸃₸ߩૐ߆ߞߚ࠴ࡖࡦࠢߩࠢ࡜ࠬ࠲࡯ߦዻߔࠆ㧝㧝୘ߩ࠴ࡖࡦࠢߩ߁ߜ‫ޔ‬ඨಽએ਄ߩቇ↢߇ᢥ᭴ㅧࠍㆡಾߦᛠីߢ߈ߥ߆ߚߚ߼‫ޔ‬ᱜ⸃ߢ߈ߥ߆ߞߚ࠴ࡖࡦࠢ߇㧥୘޽ࠆ‫ޕ‬ߐࠄߦ‫ޔ‬ㄉᦠࠍ↪޿ࠆߎߣ߇⸵นߐࠇߡ޿ࠆߦ߽㑐ࠊࠄߕ‫⺆ޔ‬ᒵߦ㑐ㅪߔࠆ⺋ࠅ߇ᭂ߼ߡ
ᄙ߆ߞߚ‫ޕ‬㧝㧝୘ߩ࠴ࡖࡦࠢߩౝ㧤୘ߢ‫ޔ‬ඨᢙએ਄ߩቇ↢߇න⺆ߩᗧ๧ࠍขࠅ㆑߃ߡ޿ߚ‫ޕ‬߹ߚ‫⺆ޔ‬ᒵߩ⺋ࠅߩࡄ࠲࡯ࡦߣ‫⺆ޔ‬ᒵߣ᭴ᢥߩਔᣇߩ⺋ࠅߩࡄ࠲࡯ࡦߪ߆ߥࠅૃߡ޿ߚ‫ޕ‬−196−

ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

੹࿁ߩ⎇ⓥߩ⺆ᒵߩ⺋ࠅߦߪᰴߩ㧟ߟߩ௑ะ߇⷗ࠄࠇࠆ‫ޕ‬(a) ࠬࠠ࡯ࡑ߇ᵴ↪ߢ߈ߥ߆ߞߚߚ߼‫ޔ‬ㄉᦠ߆ࠄᱜ⏕ߥᗧ๧߇ߣࠇߥ߆ߞߚ߽ߩ 㧔଀㧦motion, weight, realm㧕(b) top-down ߢ್ᢿߒߚߚ߼‫ޔ‬ታ㓙ߩ࠹ࠠࠬ࠻ߩᗧ๧ߣߪ⇣ߥߞߡߒ߹ߞߚ߽ߩ 㧔଀㧦raise, comprise㧕(c) ࠗ࠺ࠖࠝࡓߢ޽ࠆߎߣ߇್ᢿߢ߈ߥ߆ߞߚ߽ߩ 㧔଀㧦set forth, which is to say㧕
5. ⠨ኤ࠴ࡖࡦࠠࡦࠣߪ‫⧷ߦ⊛✢⋥ޔ‬ᢥࠍಾߞߡࠁߊߚ߼‫ߩ࠻ࠬࠠ࠹ޔ‬㔍ᤃᐲ߇㜞޿႐วߥߤߦ
ߪ‫߇ࠇߎޔ‬ᒙὐߣߥࠅ‫ޔ‬ၒㄟߺᢥߥߤ㊀ጀ᭴ㅧ߇‫ޔ‬ቇ⠌⠪ߦߣߞߡ࿎㔍ὐߣߥࠆߣ੍ᗐߐ
ࠇߚ‫⺆ޔߒ߆ߒޕ‬ᒵߩᜰዉߦࠃࠅ‫ޔ‬ቇ⠌⠪ߪ‫ߩߎޔ‬࿎㔍ὐࠍస᦯ߔࠆߎߣ߇ߢ߈ࠆน⢻ᕈ߇޽ࠅ‫ߥ߁ࠃߩߘޔ‬ᜰዉ߇ታⴕߐࠇࠇ߫‫ޔ‬ᢥ᭴ㅧߩߺ߇ේ࿃ߣߥࠆ࿎㔍ὐߪᭂ߼ߡ㒢ቯ⊛ߦߥࠆߣ⠨߃ࠄࠇࠆ‫ޕ‬㔍ᤃᐲߩ㜞޿ߣᕁࠊࠇࠆ࠹ࠠࠬ࠻ߩ⺒⸃ߩᜰዉߦ‫ߣߎࠆ޿↪ࠍࠣࡦࠖ࠺࡯࡝࠭࡯࡟ࡈޔ‬ߪ‫ߩࡑ࡯ࠠࠬޔ‬ᵴᕈൻߣ⺆ᒵᜰዉࠍ૬↪ߔࠇ߫‫᦭ޔ‬ലߢ޽ࠆߣᦼᓙߐࠇࠆ‫ޔߪߣߎߩߎޕ‬෸Ꮉ(1996)ߩ‫⺆߇ࠣࡦࠖ࠺࡯࡝࠭࡯࡟ࡈޔ‬ᒵജߩૐ޿ቇ⠌⠪ߦലᨐࠍ߽ߚࠄߔߣ޿߁⚿⺰ߣ߽㑐ㅪߔࠆ‫ޕ‬ෳ⠨ᢥ₂
Hashimoto, K., and Hirai, A. (2007) Comprehension of post-modification structures by Japaneselearners of English---An analysis by detailed reading time---.

Annual Review of English

Language Education in Japan, 18, 201-210.
㊄⼱ᙗ. (1995). ‫⺰ࠣࡦࠖ࠺࡯࡝⺆⧷ޡ‬㧦⺒⸃ജ࡮⺒⸃ᜰዉࠍ⑼ቇߔࠆ‫ޢ‬. ᧲੩㧦᩶Ḯ␠Koizumi, Rie et al (2011).

Development and Validation of a Diagnostic Grammar Test forJapanese Learners of English. Language Assessment Quarterly. Vol. 8, 53-72
෸Ꮉ⾫. (1996). ‫ޟ‬ቇ⠌⠪ߩ⺆ᒵജߣࡈ࡟࡯࠭࡮࡝࡯࠺ࠖࡦࠣߩലᨐߦ㑐ߔࠆታ⸽⊛⎇ⓥ‫ޠ‬.
‫ޡ‬㑐᧲↲ା⿧⧷⺆ᢎ⢒ቇળ♿ⷐ╙ 10 ภ‫ޢ‬. 15-23↰ਛ⌀♿ሶઁ (2006)‫ޟ‬TOEFL ࠹ࠬ࠻ ITP ࡝࡯࠺ࠖࡦࠣቢో᡹⇛‫᧲ ޠ‬੩㧦ࠕ࡞ࠢᩉ↰ᕺ⟤ሶ (2011) ‫ޟ‬㔍ᤃᐲߩ㜞޿⧷ᢥ࠹ࠠࠬ࠻ߦ߅ߌࠆࡈ࡟࡯࠭⺒ߺࠍ૶ߞߚᜰዉ‫ޠ‬‫ޡ‬Ᏹ⏥࿖㓙♿ⷐ╙ 15 ภ‫ޢ‬

−197−

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P-02

8 ᦬ 8 ᣣ (13:30-15:30㧛ࠦࠕ࠲ࠗࡓ㧦14:40-15:30) / 1 ภ㙚 3 㓏࡜࠙ࡦࠫᄖ࿖⺆ߣߒߡߩ⧷ᢥ࡝࡯࠺ࠖࡦࠣߦ߅ߌࠆ
⣖ᵄǩᵄⓍಽ୯ߩᄌൻጟፒ ᒄା㧔⑺↰⋵┙ᄢቇ㧕ᧁᚭ ๺ᒾ㧔Ⅳᄥᐔᵗᄢቇ㧕⑔↰ ⴩㉿㧔ഃଔᄢቇ㧕ᳯේ ᥓሶ㧔Ⅳᄥᐔᵗᄢቇ㧕᳓㊁ ⚐ᰴ㧔ୖᢝᏒ┙♖ᕁ㜞╬ቇᩞ㧕ࠠ࡯ࡢ࡯࠼㧦 ⧷ᢥ࡝࡯࠺ࠖࡦࠣ㧘⸒⺆ಣℂ㧘ǩᵄ㧘ǰᵄ㧘⣖ᵄⓍಽ୯
1. ߪߓ߼ߦ
fMRI㧔functional Magnetic Resonance Imaging㧕߿ NIRS㧔Near InfraRed Spectoroscopy㧕ߩࠃ߁ߥ㕖ଚⷅ
⊛ߥᚻᴺ࡮ⵝ⟎߇⊒㆐ߒߡ߈ߚ߅߆ߍߢ㧘ㄭᐕ㧘⣖ߦὶὐࠍᒰߡߚ╙ 2 ⸒⺆⠌ᓧߦ㑐ߔࠆ⎇ⓥ߇ᵴ⊒ߦⴕࠊࠇࠆࠃ߁ߦߥߞߡ߈ߚ㧔⍹Ꮉ㧘2009㧧ᄢ⍹㧘2006 ઁ㧕‫⎇ᧄޕ‬ⓥߢ߽㧘fMRI ߿ NIRS ߩࠃࠅ߽ⓨ㑆⊛ߥ⸃௝ᐲߪഠࠆ߇ᤨ㑆⊛ߥ⸃௝ᐲߢߪఝ૏ߥ EEG㧔Electroencephalogram㧕ߦᵈ⋡ߒ㧘ᣣᧄੱ⧷⺆ቇ⠌⠪ߩ⧷ᢥ࡝࡯࠺ࠖࡦࠣߦ㑐ߔࠆታ㛎ࠍⴕߞߚ‫ޕ‬
2. ⎇ⓥ⋡⊛⣖ౝߦ߅ߌࠆ⸒⺆ಣℂㆊ⒟ߩ⎇ⓥߢߪ㧘޽ࠆ಴᧪੐ߦ෻ᔕߔࠆ⣖ᵄ㧘੐⽎㑐ㅪ⣖㔚૏㧔Event Related
Potential㧦ERP㧕ࠍ↪޿ߚ⺞ᩏ߇ߒ߫ߒ߫ⴕࠊࠇߡ޿ࠆ‫ߒ߆ߒޕ‬㧘ERP ߪᓸᒙߥ⣖ᵄߩߚ߼㧘ߘߩ߹߹ߢ
ߪ⢛᥊⣖ᵄߦၒᴚߒߡߒ߹޿⸘᷹߇࿎㔍ߢ޽ࠆ‫߼ߚߩߘޕ‬㧘⌒⃿ㆇേ߿߹߫ߚ߈╬ߩࠕ࡯࠴ࡈࠔࠢ࠻߇
ᷙ౉ߒߚ࠺࡯࠲ࠍ㒰ᄖߒߚ਄ߢ㧘ᢙච࿁ߩട▚ᐔဋಣℂࠍⴕ߁ᔅⷐ߇޽ࠆ‫ࠣࡦࠖ࠺࡯࡝ߩ⺆⧷ߒ߆ߒޕ‬ߪ᦭ᗧ๧ೝỗߢ޽ࠅ㧘➅ࠅ㄰ߒⴕ߁႐ว㧘⸥ᙘ࡮ᘠࠇߦࠃࠅ㧘Ფ࿁㧘╬⾰ߥೝỗࠍ⏕଻ߔࠆߩߪ࿎㔍ߢ޽ࠆ‫ߚ߹ޕ‬㧘⺒߻േ૞ߪߟ߹ࠅ⌒⃿ࠍേ߆ߔⴕὑߘߩ߽ߩߢ޽ࠆߎߣ߆ࠄ㧘ᧄ᧪ࠦࡦ࠻ࡠ࡯࡞ߔߴ߈⌒⃿ㆇേߦࠃࠆࠕ࡯࠴ࡈࠔࠢ࠻߇ᷙ౉ߒߡߒ߹߁น⢻ᕈ߇Ⴧᄢߒߡߒ߹߁‫ࠆ޽ޕ‬⒟ᐲ߆ߚ߹ࠅߩ޽ࠆ⧷ᢥ
㧔଀߃߫ 100 ⺆એ਄㧕ߢߪ㧘ዏᦝߢ޽ࠆ‫ޕ‬ߎߩࠃ߁ߥℂ↱߆ࠄ㧘ᚒ‫ߪޘ‬㧘ERP ߢߪߥߊ㧘࡝࡯࠺ࠖࡦࠣᤨߦ߅ߌࠆ⣖ᵄ[ǩᵄ㧗ǰᵄ]Ⓧಽ୯ߩផ⒖ࠍⷰኤߔࠆߎߣߢ㧘ᄖ࿖⺆ߣߒߡߩ⧷ᢥ࡝࡯࠺ࠖࡦࠣߦ߅ߌࠆ⠌ᾫᐲ೎ߩ⣖ᵄ․ᕈࠍ᣿ࠄ߆ߦߢ߈ࠆ
ߩߢߪߥ޿߆ߣ⠨߃㧘ታ㛎ࠍⴕߞߚ‫ޕ‬
3. ᣇᴺ
ታ㛎ෳട⠪ߪ㧘↵ 6 ฬ㧘ᅚ 4 ฬߩ⸘ 10 ฬ㧘⠌ᾫᐲߩ⇣ߥࠆᣣᧄੱ⧷⺆ቇ⠌⠪㧔TOEIC ࠬࠦࠕ߇ 300
ὐบ㨪900 ὐบ㧕㧘ోຬ㧘ฝ೑߈ߩஜᏱ⠪ߢ޽ࠆ‫ޕ‬ෳട⠪ߩᏀฝ೨㗵ㇱߩ Fp1 ߣ Fp2 ߣਔ⡊᧊ߦ⣖ᵄ↪㔚ᭂࠍⵝ⌕ߔࠆ‫ޕ‬7 ಽ㑆ߩ቟㕒ᤨ㑆ߩߩߜᚒ‫߇ޘ‬෼㓸ߒߚㆊ෰ߩ࠺࡯࠲߆ࠄ㧘ᱜ╵₸߇ TOEIC ਄૏⠪ߣਅ૏⠪ߢಽ߆ࠇߡ޿ࠆ໧㗴㧘ో૕⊛ߦᱜ╵₸ߩ㜞޿໧㗴㧘ᱜ╵₸ߩૐ޿໧㗴߆ࠄ⧷ᢥࠍᛮ☴ߒฦⵍ㛎⠪ߦ⺒ࠎߢ߽ࠄ޿㧘ߘߩ㑆ߩ 10 ⑽ߏߣߩ⣖ᵄ[ǩᵄ㧗ǰᵄ]Ⓧಽ୯ࠍ᷹ቯ࡮⸥㍳ߔࠆᚻᴺࠍ↪޿ߚ‫ޕ‬⣖ᵄⓍಽ୯ࠍ೑↪ߒߚታ㛎ߪ㧘Kubo࡮Okanoya࡮Kawai
㧔2012㧕߿᧘࡮ਃ⼱࡮ᧁ᧛㧔1999㧕ߥߤߢ㧘߹ߚǰᵄߣ╙ 2 ⸒⺆ߣ޿߁ᢥ⣂ߢߪ Nakano࡮Yoshida࡮Natsume(2007)ߢ↪޿ࠄࠇߚᚻᴺߢ޽ࠆ‫ޕ‬−198−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

4. ⚿ᨐߣ⠨ኤ
࿑ 1 ߪ⧷⺆਄⚖⠪㧔TOEIC960㧕ߩ⣖ᵄ[ǩᵄ㧗ǰᵄ]Ⓧಽ୯ߩផ⒖଀ߢ޽ࠆ‫ޕ‬⣖ᵄ[ǩᵄ㧗ǰᵄ] Ⓧಽ୯ߪ㧘ࡌ࡯ࠬߣߥࠆ୯㧔቟㕒⁁ᘒߩᐔဋ୯㧦એ㒠㧘ၮḰ୯ߣ๭߱ߎߣߦߔࠆ㧕ߦ୘ੱᏅ߇޽ࠆߚ߼ᐔဋ୯ߢߩᲧセ߇㔍ߒ޿‫ߢߎߘޕ‬㧘ฦ୘ੱߩᐔဋ୯߆ࠄߩ஍ᏅࠍᲧセߔࠆߎߣߢ㧘⣖ᵄߩᄌേߦᏅ߇޽ࠆ߆ߤ
߁߆ߩᬌ⸽ࠍⴕߞߚ‫ޕ‬


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࿑ 1. ਄⚖⠪㧔TOEIC960㧕ߩ⣖ᵄ[ǩᵄ㧗ǰᵄ]Ⓧಽ୯ߩផ⒖଀ߘߩ⚿ᨐ㧘଀߃߫਄⸥਄⚖⠪ߣ TOEIC380 ὐߩೋ⚖⠪ࠍᲧセߒߚ႐ว㧘⺖㗴 2-2 ࡝࡯࠺ࠖࡦࠣߦ߅޿
ߡߪ㧘FP1㧘FP2 ౒ߦ਄⚖⠪ߪೋ⚖⠪ࠃࠅ㜞୯ࠍ␜ߔ௑ะߢ޽ߞߚ߇㧘⺖㗴 2-3 ࡝࡯࠺ࠖࡦࠣߦ߅޿ߡߪ㧘ߘߩ௑ะߪ⹺߼ࠄࠇߥ߆ߞߚ‫ߩઁޕ‬ෳട⠪ߩ⚿ᨐ߽฽߼ࡐࠬ࠲࡯ߢߪߐࠄߦ⹦⚦ߥ࠺࡯࠲ߦၮߠ޿ߡ⠨ኤࠍᷓ߼ߡ޿ߊ‫ޕ‬⸥࡮ᧄ⎇ⓥߦ߅ߌࠆ࠺࡯࠲ណข࡮ಣℂ╬ߦߟ߈߹ߒߡߪ㧘⑺↰⋵┙ᄢቇ✚ว⑼ቇᢎ⢒⎇ⓥ࠮ࡦ࠲࡯ಎᢎ᝼㧘ౝጊᔕାవ↢ࠃࠅߏᜰዉࠍ⾦ࠅ߹ߒߚ‫ޕ‬࡮ᧄ⎇ⓥߪᢥᢎදળߩഥᚑߦࠃࠅታᣉߐࠇ߹ߒߚ‫ޕ‬ෳ⠨ᢥ₂⍹Ꮉᘕ৻㇢ (2009). ╙ 2 ⸒⺆⠌ᓧ⎇ⓥߣ⣖⑼ቇ: MRI ታ㛎ߩ⍮⷗߆ࠄ ‫ࡓ࠹ࠬࠪޡ‬೙ᓮᖱႎቇળ⹹‫ޢ‬53(4),143-148.
Kubo, K., Okanoya, K., & Kawai, N. (2012). Apology isn't good enough: An apology suppresses an approach
motivation but not the physiological and psychological anger. PLoS one, 7(3), e33006.
᧘ካ࡮ਃ⼱ᗆ৻࡮ᧁ᧛ၮ೰ (1999). ᯏ᪾⊛ᝄേࠍ↪޿ߚਃ⼱ᑼẋㅴ⊛ᒆ✭ᴺߦࠃࠆ㗵ߩ╭㔚૏Ⓧಽ୯߅ࠃ߮⣖ᵄǩᵄⓍಽߩᷫ⴮ ‫ޡ‬ᔃℂቇ⎇ⓥ‫ޢ‬70(2), 87-93.
Nakano, H., Yoshida, N., & Natsume, K. (2007). Analysis of EEG pattern measured at eight electrodes on L2
English rhythm acquisition. Language Education and Technology, 44, 155-167.
ᄢ⍹᥍⟤(2006).‫ޡ‬⣖⑼ቇ߆ࠄߩ╙ੑ⸒⺆⠌ᓧ⺰ ⧷⺆ቇ⠌ߣᢎ᝼ᴺ㐿⊒‫ޢ‬੩ㇺ㧦ᤘ๺ၴ.

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P-03

8 ᦬ 8 ᣣ (13:30-15:30㧛ࠦࠕ࠲ࠗࡓ㧦14:40-15:30) / 1 ภ㙚 3 㓏࡜࠙ࡦࠫ

ᢥᴺജߩ㊀ⷐᕈߣၮ␆ᢥᴺജ㙃ᚑߩߚ߼ߩ
ᢎ᧚㐿⊒ߩ⹜ߺߣߘߩᬌ⸽ᧁ᧛ ୃᐔ㧔┙๮㙚ᄢቇ㧕᫪᳗ ᒄม㧔หᔒ␠ᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 ᢥᴺജ㧘⋧㑐ᕈ㧘ࠕࡦࠤ࡯࠻⚕⺞ᩏ㧘ࠢ࡝ࠛࠗ࠹ࠖࡉ࡮ࠦࡕࡦ࠭࡮࡜ࠗ࠮ࡦࠬᢎ᧚㧘ࠝ࡯ࡊࡦ࡮ࠛ࠺ࡘࠤ࡯࡚ࠪࡦ
1. ߪߓ߼ߦ
⧷ᢥᴺߪ㧘ߘߩℂ⸃߇⧷⺆ 4 ᛛ⢻ߩᩮᐙߢ޽ࠅߥ߇ࠄᤓ੹ߩᢎ⢒⃻႐ߢߪᢘ㆙ߐࠇࠆ௑ะߦ޽ࠆ‫ߘޕ‬ߎߢ㧘⧷ᢥᴺᢎ⢒ߩᣂߚߥ޽ࠅᣇࠍᮨ⚝ߔࠆ⹜ߺߣߒߡ㧘⧷ᢥᴺߩၮᧄࠍ⸃⺑ߒߚᢎ᧚ࠍ࠺࡯࠲ߣߒߡ
ౣ೑↪ᕈ߇㜞޿ᒻᑼߢ૞ᚑߒ㧘ߘࠇࠍታ㓙ߩ᝼ᬺߢ૶↪ߒ㧘߆ߟࠝࡦ࡜ࠗࡦ਄ߢ౏㐿ߒߚߣߎࠈ㧘৻ቯߩ⹏ଔߣ㔛ⷐ߇⏕⹺ߢ߈ߚ‫ᧄޕ‬Ⓜߢߪ㧘ᢎ᧚૞ᚑߩ⚻✲ߣߘߩ⚿ᨐߦߟ޿ߡႎ๔ߔࠆ‫ߚ߹ޕ‬㧘ᣣᧄ⺆ߢ೑↪ߢ߈ࠆࠝࡦ࡜ࠗࡦ⧷ᢥᴺᢎ᧚ߩ᜛లߣ޿߁⹜ߺ߇␜ໂߔࠆ㧘ࠝ࡯ࡊࡦ࡮ࠛ࠺ࡘࠤ࡯࡚ࠪࡦߩᵹࠇߩ
ਛߢߩᣂߒ޿ᢥᴺᢎ⢒ߩน⢻ᕈߦߟ޿ߡ߽⸒෸ߔࠆ‫ޕ‬
2. ᢥᴺജߩ㊀ⷐᕈ ᢥᴺജߪ 4 ᛛ⢻ߩᩮᐙߢ޽ࠅ㧘ో⥸⊛ߥ⧷⺆ജߩિ㐳ߦߪߒߞ߆ࠅߣߒߚᢥᴺജߩ⠌ᓧ߇ᔅⷐਇนᰳ
ߢ޽ࠆ‫ޕ‬᫪᳗(2010)ߪ㑐⷏࿾඙ߩ 2 ߟߩ⑳┙ᄢ㧘ෳട⠪ 184 ฬࠍኻ⽎ߦᢥᴺജߣฃኈ⺆ᒵജ㧘⊒⴫⺆ᒵജ㧘✚วജ߅ࠃ߮⺒⸃ജߣߩ⋧㑐ࠍ⺞ߴࠆ⺞ᩏࠍⴕߞߚ‫⚿ߩߘޕ‬ᨐ㧘ᮡḰᢥᴺജ࠹ࠬ࠻ߩᓧὐߣ
Vocabulary Levels Test ߢߩផቯฃኈ⺆ᒵᢙߣߩ⋧㑐ଥᢙ߇ 0.76㧘Productive Levels Test ߢߩផቯ⊒⴫⺆ᒵᢙߣߩ⋧㑐ଥᢙ߇ 0.87㧘⧷⺆ߩ✚วജࠍផቯߔࠆ C-test ߩᓧὐߣߩ⋧㑐ଥᢙ߇ 0.77㧘⺒⸃ജ࠹ࠬ࠻ߩᓧ
ὐߣߩ⋧㑐ଥᢙ߇ 0.85 ߣ޿߁㜞޿⋧㑐ᕈ߇ᬌ಴ߐࠇߚ‫ޕ‬ ᢥᴺ߇ᢎ⢒⃻႐ߢᢘ㆙ߐࠇࠆ߭ߣߟߩℂ↱ߣߒߡ㧘Ἇᧄઁ(1994)ߪ㧘㜞ᩞ 1 ᐕ↢ߩෳട⠪ 65 ฬࠍኻ⽎ߦߒߚ⺞ᩏߩਛߢ㧘⧷⺆ህ޿ߩ৻⇟ߩℂ↱ߣߒߡ 51%ߩ↢ᓤ߇‫ޟ‬ᢥᴺ߇㔍ߒ޿‫ࠍߣߎޠ‬᜼ߍߡ޿ࠆߎߣ
ࠍ␜ߒߡ޿ࠆ‫ࠄ߇ߥߒ߆ߒޕ‬หߓ⺞ᩏߢ㧘᝼ᬺߩⷐᦸߣߒߡᦨ߽ᄙ޿ߩ߇‫ޟ‬ᢥᴺࠍ⹦ߒߊᢎ߃ߡ߶ߒ޿‫ޠ‬ߢ㧘ߘߩഀวߪ 52%ߦ㆐ߔࠆߣㅀߴߡ޿ࠆ‫ߪߣߎߩߎޕ‬㧘↢ᓤ߇ᢥᴺቇ⠌ࠍህ޿ߥ߇ࠄ߽㧘ߘߩ㊀ⷐᕈࠍ⹺⼂ߒߡ޿ࠆߎߣࠍ␜ߒߡ޿ࠆ‫ޕ‬ ᢥᴺജߩ㊀ⷐᕈ㧘ߘߒߡᢥᴺᢎ⢒߳ߩ㜞޿࠾࡯࠭ߦ߽㑐ࠊࠄߕ㧘ᄙߊߩ㜞╬ᢎ⢒ᯏ㑐ߢᢥᴺߪࡒ࠾ࡑࡓߥᜰዉߒ߆ⴕࠊࠇߥߊߥߞߡ߈ߡ޿ࠆ‫߼ߚߩߘޕ‬ᄢቇߢ࡝ࡔ࠺ࠖࠕ࡞࡮࡟ࡌ࡞ߩᢥᴺቇ⠌ࠍⴕࠊߥߌ
ࠇ߫ߥࠄߥ޿ቇ↢ߩᢙ߽Ⴧട௑ะߦ޽ࠆ‫⁁ߚߒ߁ߎޕ‬ᴫ߳ߩ৻ഥߣߒߡ૞ᚑߐࠇߚߩ߇ᰴ┨ߢ⸃⺑ߔࠆ‫⧷ޡ‬ᢥᴺߩၮ␆‫ޕࠆ޽ߢޢ‬3. ࠢ࡝ࠛࠗ࠹ࠖࡉ࡮ࠦࡕࡦ࠭࡮࡜ࠗ࠮ࡦࠬᢎ᧚‫⧷ޡ‬ᢥᴺߩၮ␆‫ߡ޿ߟߦޢ‬‫⧷ޡ‬ᢥᴺߩၮ␆‫ߪޢ‬㧘2012 ᐕᐲᤐቄߦ┙๮㙚ᄢቇ߮ࠊߎߊߐߟࠠࡖࡦࡄࠬߢⴕࠊࠇߚ㧘․೎ផ⮈ᨒߥߤߢᄢቇวᩰ߇᳿߹ߞߚᣂ౉↢ะߌߩ‫ ߡ߼ߓߪޟ‬TOEIC ⻠ᐳ 1‫߇᧛ᧁߦ߼ߚߩޠ‬૞ᚑߒߚ߽ߩߢ޽ࠅ㧘⃻࿷㧘ੑᰴ೑↪ߩ⥄↱ᐲࠍ଻㓚ߔࠆࠢ࡝ࠛࠗ࠹ࠖࡉ࡮ࠦࡕࡦ࠭࡮࡜ࠗ࠮ࡦࠬ㧔㕖༡೑ 2.1 ᣣᧄ㧕ਅߩ⪺૞‛ߣߒߡ Web ਄ߢ౏㐿ߐࠇߡ޿ࠆ 2‫ޕ‬หᢎ᧚ߦߪ㧘⺆ߣຠ⹖ߩ㑐ଥ㧘ㄉᦠߩᒁ߈ᣇ㧘ຠ⹖ߣᢥߩⷐ⚛
ߩ㑐ଥ㧘േ⹖ߩಽ㘃㧘੖ᢥဳߩ⠨߃ᣇ㧘ୃ㘼ߩၮᧄ⊛ߥ㑐ଥߥߤ㧘⧷ᢥᴺቇ⠌ࠍㅴ߼ࠆ਄ߢߩߏߊೋᱠ

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ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ⊛ߥ㗄⋡ߦട߃㧘✵⠌໧㗴㧘߅ࠃ߮ઃ㍳ߣߒߡㄉᦠ߿ቇ⠌ෳ⠨ᦠߩ⚫੺߇฽߹ࠇߡ޿ࠆ‫ޕ‬
3.1 ᢎ᧚૞ᚑߩ⢛᥊ߎ߁ߒߚᢎ᧚ࠍ૞ᚑߔࠆߦ⥋ߞߚ⢛᥊ߦߪ㧘౉ቇ⹜㛎ࠍ⚻㛎ߒߡ޿ߥ޿ᣂ౉↢ߩᄙߊ߇⧷ᢥᴺቇ⠌ߦኻߒߡᒝ޿⧰ᚻᗧ⼂ࠍᜬߞߡ޿ࠆߩߢߪߥ޿߆ߣ޿߁໧㗴ᗧ⼂߇޽ࠆ‫ޕ‬੐ታ㧘⻠ᐳᦨ⚳ᣣߩࠕࡦࠤ࡯࠻
⚿ᨐߦࠃࠆߣ㧘ฃ⻠ߩേᯏߣߒߡోฃ⻠↢ 82 ੱߩ 40 %એ਄߇‫⧰߇⺆⧷ޟ‬ᚻߥߩߢᤐભߺߩ㑆ߦീᒝߒߡ߅ߎ߁ߣᕁߞߚ‫ߣޠ‬࿁╵ߒߡ߅ࠅ㧘౉⹜ࠍ⚻㛎ߒߡ޿ߥ޿ᣂ౉↢߇⧷⺆ߩၮᧄ⊛ߥℂ⸃ߦਇ቟ࠍⷡ߃
ߡ޿ߚߎߣ߇ુ߃ࠆ㧔⴫ 1㧕
‫ޕ‬

８
月
８
日
︵

⴫ 1.
ฃ⻠ℂ↱ߦ㑐ߔࠆή⸥ฬࠕࡦࠤ࡯࠻ߩ⚿ᨐ㧔ⶄᢙ࿁╵น㧦᦭ല࿁╵⠪ᢙ 82 ੱ㧕⧷⺆߇ᅢ߈ߥߩߢ

⧷⺆߇⧰ᚻߥߩߢ

ᄢቇߢߩ⻠ᐳ

ᤐભߺ߽ീᒝߒߚ

ᤐભߺߩ㑆ߦീᒝߒ

ߥߩߢ⥝๧ࠍ

޿ߣᕁߞߚߡ߅ߎ߁ߣᕁߞߚ

ᜬߞߚ

6 ฬ㧔7%㧕35 ฬ㧔43%㧕

27 ฬ㧔33%㧕

෹㆐ߩ

ਔⷫߩ

൘߼

൘߼

0 ฬ㧔0%㧕水︶ߘߩઁ

10 ฬ㧔12%㧕 4 ฬ㧔5%㧕

3.2 ฃ⻠⠪ߩ⹏ଔߣࠝࡦ࡜ࠗࡦ਄ߩ෻ᔕ
⻠ᐳᦨ⚳ᣣߦ㧘หᢎ᧚߇⧷ᢥᴺߩၮᧄ⊛ߥℂ⸃ߦߤߩ⒟ᐲᓎߛߞߚߩ߆ࠍห⻠ᐳฃ⻠↢ߩ৻ㇱߦࠕࡦࠤ࡯࠻⺞ᩏߒߚߣߎࠈ㧘᦭ല࿁╵⠪ᢙ 31 ฬਛ 26 ฬ߇‫߽ߡߣޟ‬ᓎߦ┙ߞߚ‫ޠ‬
㧔84%㧕
㧘5 ฬ߇‫ߒߎߔޟ‬ᓎߦ┙ߞߚ‫ޠ‬㧔16%㧕ߣ࿁╵ߒ㧘ో૕ߣߒߡ㜞޿⹏ଔࠍᓧߚ‫ߚ߹ޕ‬㧘หᢎ᧚ࠍ㧘ࠢ࡝ࠛࠗ࠹ࠖࡉ࡮ࠦࡕࡦ࠭࡮
࡜ࠗ࠮ࡦࠬ⪺૞‛ߢ޽ࠆߎߣࠍ᣿⸥ߒ㧘߆ߟⶄᢙߩ㔚ሶ࠺࡯࠲ᒻᑼߢ౏㐿ߒߚߣߎࠈ㧘౏㐿߆ࠄ 3 ࡩ᦬㧔ᧄⓂၫ╩ᤨ㧕ߢ࠳࠙ࡦࡠ࡯࠼✚ᢙ߇ 860 ࿁ࠍ⿥߃ߚ߶߆㧘ⶄᢙߩቇ⠌Ⴖ߿⧷⺆ᢎຬ߆ࠄᢎ᧚ߩ૶↪ࠍ໧޿วࠊߖࠆㅪ⛊߇ነߖࠄࠇߚ‫ޕ‬
4. ߅ࠊࠅߦ
ฃ⻠↢ߩ⹏ଔ߿ࠝࡦ࡜ࠗࡦ౏㐿ߦኻߔࠆ෻ᔕ߆ࠄ㧘ၮᧄ⊛ߥ⧷ᢥᴺ⸃⺑ߩᢎ᧚ࠍ↪޿ߚ᝼ᬺߩታ〣㧘߅ࠃ߮ߘߩᢎ᧚ࠍࠝࡦ࡜ࠗࡦ਄ߢ౏㐿ߔࠆߎߣߦߪ৻ቯߩ㔛ⷐ߇޽ࠆߣ⠨߃ࠄࠇࠆ‫੹ޕ‬࿁ߩ⹜ߺ߇␜ໂ
ߔࠆ৻ߟߩน⢻ᕈߣߒߡ㧘ࠝࡦ࡜ࠗࡦߢ೑↪ߢ߈ࠆᢎ᧚߿࡝࠰࡯ࠬࠍ᜛లߔࠆߎߣߢ㧘ㄭᐕࠕࡔ࡝ࠞࠍ
ਛᔃߦᐢ߹ࠅߟߟ޽ࠆ㧘ᢎ᧚߿᝼ᬺേ↹ࠍࠝࡦ࡜ࠗࡦߢ౏㐿ߔࠆࠝ࡯ࡊࡦ࡮ࠛ࠺ࡘࠤ࡯࡚ࠪࡦߩᵹࠇߩ
ਛߦ⧷ᢥᴺᢎ⢒ࠍᣂߚߦ૏⟎ߠߌࠄࠇࠆߩߢߪߥ޿߆ߣ޿߁ὐߦ⸒෸ߒߡ㧘ᧄⓂߩ⚿߮ߣߔࠆ‫ޕ‬ᵈ1ห⻠ᐳߪ┙๮㙚ᄢቇ߮ࠊߎߊߐߟࠠࡖࡦࡄࠬߩ⧷⺆ࡊ࡟ࠗࠬࡔࡦ࠻࠹ࠬ࠻ߢ޽ࠆ TOEIC Bridge ߩኻ╷ߦਥ⌒ࠍ⟎޿ߚ᦭ᢱߩ⻠ᐳߢ޽ࠆ‫ޕ‬
2‫⧷ޡ‬ᢥᴺߩၮ␆‫࠻ࠗࠨ࡮࠼࡯ࡠࡦ࠙࠳ߩޢ‬㧦http://mep.papiko.com/index.php?Mt.%20English%20Grammarෳ⠨ᢥ₂Ἇᧄቁ㓶. ർỈᶈੑ. ⍹੗㓉ਯ. (1994). ᄖ࿖⺆ቇ⠌⢻ജߩ᭴ㅧߣߘߩᔃℂ⊛ⷙቯⷐ࿃ߦߟ޿ߡ(1) ‫ޡ‬₡දᄢቇᄖ࿖⺆ᢎ⢒⎇ⓥ‫ޢ‬13, 71-118.
᫪᳗ᒄม. ┻᧛ℂ਎. (2010). ᢥᴺᜰዉߩ㊀ⷐᕈ̆Vocabulary Levels Test, Productive Levels Test, C-test, ⺒⸃ജ࠹ࠬ࠻߅ࠃ߮⡬⸃ജ࠹ࠬ࠻ߣߩ⋧㑐ᕈߩⷰὐ߆ࠄߩ⠨ኤ̆ ‫ ╙ޡ‬36 ࿁ో࿖⧷⺆ᢎ⢒ቇળᄢ㒋⎇ⓥ
ᄢળ⊒⴫੍Ⓜ㓸‫ޢ‬, 194-195.

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P-04

8 ᦬ 8 ᣣ (13:30-15:30㧛ࠦࠕ࠲ࠗࡓ㧦14:40-15:30) / 1 ภ㙚 3 㓏࡜࠙ࡦ᳢ࠫ↪⴫⸘▚࠰ࡈ࠻ࠍ↪޿ߚ࡜ࡦ࠳ࡓ಴㗴ဳ࠹ࠬ࠻ߩ㐿⊒ߣㆇ↪೨↰ ໪ᦶ㧔ᐢፉᄢቇᄖ࿖⺆ᢎ⢒⎇ⓥ࠮ࡦ࠲࡯㧕ࠠ࡯ࡢ࡯࠼㧦 ࠹ࠬ࠻㧘⺆ᒵ࠹ࠬ࠻㧘⺆㗅ᢛᐨ໧㗴㧘࡜ࡦ࠳ࡓ಴㗴㧘᳢↪⴫⸘▚࠰ࡈ࠻
1. ታ〣ߩ⢛᥊
1.1 ᣂⷙ㐿⸳⑼⋡ߣߘߩౝኈ ታ〣ߩኻ⽎ߣߥߞߚᄢቇߦ߅޿ߡ㧘ᐔᚑ 23 ᐕᐲ߆ࠄᢎ⢒⺖⒟ߩᡷ⸓ߣᜰዉౝኈߩ⷗⋥ߒ߇ⴕࠊࠇ㧘㔍ᤃᐲ߇߶߷ห╬ߩ࠹ࠬ࠻ࠍⶄᢙߩࡈࠜ࡯ࡓߢ᝼ᬺᦼ㑆ߩ߶߷Ფㅳߦ૞ᚑߔࠆߎߣߣߥߞߚ‫࠻ࠬ࠹ߩߎޕ‬↢ᚑߩ઀⚵ߺߣ㐿⊒߅ࠃ߮ᡷༀߩ⚻✲ߦߟ޿ߡႎ๔ߔࠆ‫ޕ‬ ቇ↢߇ୃᓧߒߥߌࠇ߫ߥࠄߥ޿⧷⺆⑼⋡ߩන૏ᢙߦߟ޿ߡ㧘ᐔᚑ 23 ᐕᐲ߆ࠄߢ߈ࠆߛߌ 2 න૏Ⴧടߐ
ߖࠆߎߣ߇ోቇ⊛ߦⷐᦸߐࠇߚ‫ߦࠇߘޕ‬ᔕߓߚᣂⷙ⑼⋡ߣߒߡ㧘1 ᐕᰴ೨ᦼߦ‫ࡦ࡚ࠪ࡯ࠤ࠾ࡘࡒࠦޟ‬ၮ␆ I‫ ߣޠ‬1 ᐕᰴᓟᦼߦ‫ࡦ࡚ࠪ࡯ࠤ࠾ࡘࡒࠦޟ‬ၮ␆ II‫߁޿ߣޠ‬㧘WBT㧔Web-Based Training㧕ࠍ↪޿ߡ⥄ቇ⥄⠌ᒻᑼߢⴕ߁⑼⋡߇㐿⸳ߐࠇࠆߎߣߣߥߞߚ‫ޕ‬ቇㇱ࡮ቇ⑼╬ߏߣߦ㧘ᔅୃߣߒߡߘߩන૏ᢙჇടࠍⴕ
߁߆ߤ߁߆ࠍᬌ⸛ߒߚ⚿ᨐ㧘ቇ↢ᢙߦߒߡ⚂ 5 ಽߩ 2 ߩቇ↢㧔1000 ฬᒙ㧕߇㧘ߘࠇࠄߩ⑼⋡ࠍᔅୃߣߒ
ߡጁୃߔࠆߎߣࠍᜰቯߐࠇߚ‫ޕ‬ ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦၮ␆ I࡮II ߩਥ⌒ߪ㧘⺆ᒵ࡮ᢥᴺߩ⍮⼂ࠍ㙃ᚑߔࠆߎߣߢ޽ࠆ‫ߩߡߴߔ߷߶ޕ‬ቇ⠌⠪ߦ⥄ቇ⥄⠌ߩ⚻㛎ࠍᗐቯߢ߈ࠆ⺆ᒵቇ⠌߿ᢥᴺ੐㗄ߩቇ⠌ߦߟ޿ߡ㧘࠙ࠚࡉ⚻↱ߛߌߢߪߥߊ⚕ᇦ૕ߢ߽ᢎ᧚ࠍឭଏߒ㧘․ቯߩᦐᣣ࡮ᤨ㑆Ꮺߦᢎቶߢ৻ᢧᜰዉࠍⴕ߁ߣ޿߁ᒻᑼߢߪߥߊ㧘ࠟࠗ࠳ࡦࠬߣቇ
ᦼᧃ⹜㛎એᄖߢߪ㓸วߐߖࠆߎߣߥߊ㧘ฦ⥄ߩ⥄ቇ⥄⠌ࠍ᳞߼ࠆߣ޿߁ᒻᑼߢ޽ࠆ‫ޕ‬ฦ⒳ߩ⺆ᒵ࡝ࠬ࠻╬߆ࠄᬌ⸛ࠍ㊀ߨߡ 6000 ⺆ߩ⧷න⺆ࠍㆬቯߒ㧘ᢎ᧚ൻߒߚ‫⺆ޕ‬ᒵߩ⍮⼂ߦߟ޿ߡߪ⧷⺆ߣᣣᧄ⺆ߩ 1
ኻ 1 ࠍේೣߣߒߡ㧘ᢥᴺߩ⍮⼂ߦߟ޿ߡߪㆬቯߒߚ⧷න⺆ߣߘߩ⸶⺆ߦᴪ߁↪଀߅ࠃ߮⸶ᢥࠍ૞ᚑߒߚ‫ޕ‬
ߎࠇࠄ 6000 ⺆ߦߟ޿ߡ㔍ᤃᐲࠍ⺞ᢛߒ㧘ߢ߈ࠆߛߌဋ╬ߦߥࠆࠃ߁ߦࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦၮ␆ I࡮II ߦ
3000 ⺆ಽߕߟᝄࠅಽߌߚ‫ޕ‬
1.2 ਗⴕߔࠆ࠹ࠬ࠻ࡈࠜ࡯ࡓߩᔅⷐᕈ ቇᦼᧃ⹜㛎߇ᔅⷐߢ޽ߞߚ߇㧘਄ㅀߩࠃ߁ߦઁߩ᝼ᬺߣห᭽ߦᤨ㑆ഀ਄ߦ᝼ᬺࠍ㈩⟎ߒߡ৻ᢧᜰዉࠍ
ⴕ߁㘃ߩ߽ߩߢߪߥ޿ߚ߼㧘หቇᦼߦጁୃߔࠆઁߩ⧷⺆⑼⋡ 2 ⑼⋡ߩ߁ߜ ᣇ㧔೨ᦼߪ‫࡯ࠤ࠾ࡘࡒࠦޟ‬࡚ࠪࡦ IB‫ߢޠ‬ᓟᦼߪ‫ ࡦ࡚ࠪ࡯ࠤ࠾ࡘࡒࠦޟ‬IIB‫ޠ‬㧕ߩᦐᣣ࡮ᤨ㑆Ꮺࠍ૶↪ߒߡ╙ 16 ࿁⋡ߦ⋧ᒰߔࠆ࿁ࠍ
↪޿ࠆߎߣߣߒߚ‫ޕ‬ ട߃ߡ㧘⛮⛯⊛ߥቇ⠌ࠍଦߒߡቯᦼ⊛ߥቯ⌕ߩ⏕⹺ࠍⴕ߁ߚ߼ߦ㧘⍴߼ߩᦼ㑆ߢ࠹ࠬ࠻ࠍⴕ߁ᔅⷐ߇
޽ߞߚ‫߼ߚߩߘޕ‬㧘ቇᦼᧃ⹜㛎߹ߢቢోߦ⥄ቇ⥄⠌ߦછߖࠆߩߢߪߥߊ㧘ቇᦼᧃ⹜㛎ߣห᭽ߦࠦࡒࡘ࠾
ࠤ࡯࡚ࠪࡦ IB࡮IIB ߩᦐᣣ࡮ᤨ㑆Ꮺߦ↪޿㧘Ფ࿁ߩ᝼ᬺߢ࠹ࠬ࠻ࠍⴕ߁ߎߣߣߥߞߚ‫ޕ‬ ߚߛߒ㧘ᒰ⹥ߩᄢቇߦ߅޿ߡߪ㧘1 ቇᐕߦߟ߈⚂ 2500 ੱᚲዻߔࠆቇ↢ߩࠢ࡜ࠬࠍ✬ᚑߔࠆߦ޽ߚࠅ㧘ቇㇱ╬ߩᚲዻߦၮߠ߈ 6 ߟߩࡉࡠ࠶ࠢߦಽߌ㧘ߘߩࡉࡠ࠶ࠢߏߣߦ 1 ᐕᰴߪㅳ޽ߚࠅ 2 ▎ᚲߩᤨ㑆Ꮺࠍᜰቯߒ㧘ኻ㕙᝼ᬺ㧔೨ᦼߪࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ IA࡮IB㧘ᓟᦼߪห IIA࡮IIB㧕ࠍⴕߞߡ޿ࠆ‫߼ߚߩߘޕ‬㧘೨ㅀߩ࠹ࠬ࠻ࠍⴕ߁ߎߣߣߥࠆᐔᚑ 23࡮24 ᐕᐲߩࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ IB࡮IIB ߦߪ㧘⴫ 1 ߩࠃ߁ߥࠢ࡜
ࠬᢙ߇ሽ࿷ߔࠆߎߣߣߥߞߚ‫ޕ‬−202−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ⴫ 1.
หߓ⹜㛎▸࿐ߢ⇣ߥߞߚ࠹ࠬ࠻ࡈࠜ࡯ࡓࠍ↪ᗧߔࠆᔅⷐ߇޽ࠆࠢ࡜ࠬᢙߣᦐᣣ࡮ᤨ㑆Ꮺ
ᐔᚑ 23 ᐕᐲ
᦬ᦐ

Ἣᦐ

᳓ᦐ

1࡮2 㒢

5

3࡮4 㒢

3

ᧁᦐ

ᐔᚑ 24 ᐕᐲ
㊄ᦐ
3

᦬ᦐ

Ἣᦐ

᳓ᦐ

2

5

ᧁᦐ

㊄ᦐ
3

3

5࡮6 㒢

5

3

7࡮8 㒢

3

3

9࡮10 㒢 ᤨ㑆ഀ✬ᚑ߿ᢎቶቯຬ╬ߩㇺว਄㧘หᦐᣣ࡮หᤨ㑆ߦታᣉߔࠆ߽ߩએᄖߢߪ㧘หߓ࠹ࠬ࠻࡮࠮࠶࠻ࠍ
↪޿ࠆߎߣߪਇᱜⴕὑ╬ࠍ᜗߈߆ߨߥ޿‫ߚ߹ޕ‬㧘หᦐᣣ࡮หᤨ㑆ߩࠢ࡜ࠬ㑆ߢ߽㧘ભ⻠╬ߢㅴᐲߦᏅ߇
↢ߓߡ㆑߁ᣣ߿ᤨ㑆ߦ᝼ᬺ߇ⴕࠊࠇࠆߎߣ߽⠨߃ࠄࠇ㧘ߘߩ႐วߦ߽ห᭽ߩ⺖㗴߇↢ߓࠆ‫ޕ‬ ⶄᢙߩᦐᣣ࡮ᤨ㑆ߦ߹ߚ߇ࠆⶄᢙߩࠢ࡜ࠬߦ߅޿ߡ㧘౒ㅢߩᢎ᧚ࠍ㗴᧚ߦߒߡ㧘޽ࠄ߆ߓ߼⹜㛎▸࿐ࠍቯ߼ߡ޽ࠆ࠹ࠬ࠻╬ࠍⴕ߁ߣ߈ߦ㧘ᒰ⹥ߩ⹜㛎▸࿐ߦၮߠ޿ߡߢ߈ࠆߛߌ㘃ૃߒߚ࿎㔍ᐲߣߥࠆ࠹ࠬ
࠻࡮࠮࠶࠻ࠍⶄᢙ૞ᚑߒ㧘ߘࠇߪᮡḰ⊛ߥ⧷⺆ߩᢎຬߦߣߞߡ߽․Ბߩ⎇ୃ╬߇ᔅⷐߢߪߥߊ⽶ᜂ߽ዋ
ߥ޿ᣇᴺߢ޽ࠆߎߣ߇⺖㗴ߣߥߞߚ‫ߚ߹ޕ‬㧘Ფ࿁ߩ᝼ᬺߢ࠹ࠬ࠻ࠍⴕ߁એ਄㧘ណὐ߿ᚑ❣࠺࡯࠲ߩ૞ᚑ
߇◲ଢߢ޽ࠆߎߣ߽ᔅⷐߢ޽ߞߚ‫ޕ‬
2. ታ〣
 ࠹ࠬ࠻ࠍ↢ᚑߔࠆߚ߼ߩ࠷࡯࡞ߣߒߡ㧘᳢↪⴫⸘▚࠰ࡈ࠻ࠍ૶↪ߔࠆߎߣߣߒߚ‫ޕ‬ฦࠢ࡜ࠬࠍᜂᒰߔ
ࠆᢎຬ߇ⶄᢙੱߦᷰࠆߚ߼㧘࠻࡜ࡉ࡞ࠍ㒐ߋߚ߼ߦߪߢ߈ࠆߛߌߥߓߺߩ޽ࠆᣇᴺ㧘߆ߟ㧘⽶ᜂߩዋߥ
޿ᣇᴺࠍណ↪ߔࠆᔅⷐ߇޽ߞߚߚ߼㧘ᒰ⹥ᄢቇߩᢎ⡯ຬోຬ߇೑↪ߢ߈ࠆ࠰ࡈ࠻㧔Microsoft Excel 2003㧕ࠍ↪޿ߚ‫ߚ߹ޕ‬㧘᳢↪⴫⸘▚࠰ࡈ࠻㑆ߢ౒ㅢߢߥ޿ᯏ⢻ߪㆱߌ㧘ၮᧄ⊛ߥ㑐ᢙߩߺࠍ↪޿ߡ㐿⊒ࠍⴕ߁ߎߣߣߒߚ‫ߡߒߘޕ‬㧘ࡑ࡯ࠢࠪ࡯࠻ࠍ↪޿ߚᄙᨑㆬᛯᣇᑼߢ⸃╵ࠍ᳞߼ࠆߎߣߣߒߚ‫ޕ‬ 㔍ᤃᐲࠍࡈࠜ࡯ࡓ㑆ߢ⺞ᢛߔࠆߚ߼ߩᣇ╷ߣߒߡ㧘ߢ߈ࠆߛߌᄙߊߩ㗄⋡ࠍή૞ὑߦ᛽಴ߔࠆߎߣߢ㧘㔍ᤃᐲߩ஍ࠅࠍዊߐߊߔࠆߎߣࠍ⸘↹ߒߚ‫⹜ޕ‬㛎▸࿐߇ᦨዊߩ႐วߢ޽ߞߡ߽Ფ࿁ߩ᝼ᬺߢታᣉߔࠆ
200 ⺆ࠍ▸࿐ߣߒߚ߽ߩߢ޽ࠆߎߣ߆ࠄ㧘ߘߩ߁ߜ 40 ⺆ࠍ᛽಴ߔࠆߎߣߣߒ㧘න⺆ߩᗧ๧ࠍ໧߁໧㗴㧔⧷⺆ࠍ⷗ߡᣣᧄ⺆ࠍㆬᛯ࡮ᣣᧄ⺆ࠍ⷗ߡ⧷⺆ࠍㆬᛯࠍฦ 20 ໧㧘10 ㆬᛯᨑ㧕ߣߒߚ‫ޕ‬ቇᦼᧃ⹜㛎ߦߟ޿ߡߪ 3000 ⺆߇▸࿐ߣߥࠆߚ߼㧘න⺆ߩᗧ๧ࠍ໧߁໧㗴ߪ⧷⺆ࠍ⡞޿ߡᣣᧄ⺆ࠍㆬᛯ࡮⧷⺆ࠍ⷗ߡᣣᧄ⺆ࠍㆬᛯ࡮ᣣᧄ⺆ࠍ⷗ߡ⧷⺆ࠍㆬᛯࠍฦ 50 ໧ߩ⸘ 150 ໧㧘↪଀ࠍ↪޿ߡߪ⺆㗅ᢛᐨ໧㗴㧔n ⇟⋡ߦ᧪ࠆ߽ߩ
ࠍㆬᛯ㧘10 ㆬᛯᨑ㧕50 ໧ࠍ಴㗴ᒻᑼߣߔࠆߎߣߦߒߚ‫ޕ‬ ߘߩ⚿ᨐ㧘න⺆ߩᗧ๧ࠍ໧߁໧㗴ߢߪ㧘ฦ⺆ߦߟ޿ߡ 1 ⺆ߩᱜ╵ߦ 15 ⺆ߩ㍲ੂᨑ୥⵬߆ࠄㆬ಴ߒߚ 9⺆ࠍട߃ߚ 10 ⺆ࠍਗߴᦧ߃ߚ߽ߩࠍㆬᛯᨑߣߒߡឭ␜ߔࠆߎߣߣߒߚ‫⺆ޕ‬㗅ᢛᐨ໧㗴ߢߪ㧘400 ߩ↪଀߆ࠄ 50 ࠍㆬ಴ߒ㧘੐೨ߦᦨᄢߢ 10 ୘ߣߥࠆࠃ߁ߦᜰቯߒߡ߅޿ߚ⺆㧔⺆⟲㧕ࠍਗߴᦧ߃㧘ㆬᛯᨑߣߒ
ߡឭ␜ߔࠆߎߣߣߥߞߚ‫ޕ‬ ߎߩ㐿⊒ߦࠃߞߡ㧘ᜰቯߐࠇߚ⹜㛎▸࿐ߦၮߠ߈࠹ࠬ࠻࡮ࠕࠗ࠹ࡓ߇ή૞ὑߦ᛽಴ߐࠇ㧘ㆬᛯᨑ߽ή
૞ὑߦ᛽಴ߐࠇߚ߁߃ߢਗߴᦧ߃ࠄࠇߚ࠹ࠬ࠻࡮࠮࠶࠻߇↢ᚑߢ߈㧘ੂᢙߩౣ⸘▚ࠍⴕ߁ߚ߮ߦᣂߚߥ
࠹ࠬ࠻࡮࠮࠶࠻߇ᓧࠄࠇࠆߎߣߣߥߞߚ‫ޕ‬ઃ⸥ᧄႎ๔ߪ⑼ቇ⎇ⓥ⾌⵬ഥ㊄ ၮ⋚⎇ⓥ(B)23320115 ߦࠃࠆ⎇ⓥߩ৻ㇱߣߒߡⴕࠊࠇߚታ〣ߦၮߠߊ‫ޕ‬

−203−

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P-05

8 ᦬ 8 ᣣ (13:30-15:30㧛ࠦࠕ࠲ࠗࡓ㧦14:40-15:30) / 1 ภ㙚 3 㓏࡜࠙ࡦࠫ㖸ჿ⹺⼂ࠨ࡯ࡆࠬࠍᵴ↪ߒߚ࠼ࠗ࠷⺆⊒㖸✵⠌ߩน⢻ᕈߦߟ޿ߡጤዬ ᒄ᮸㧔ᄢ㒋ᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦 㖸ჿ⹺⼂㧘iPad㧘⊒㖸ቇ⠌㧘࠼ࠗ࠷⺆㧘ද⺞ቇ⠌
1. ߪߓ߼ߦ
╩⠪ߪ࠼ࠗ࠷⺆ߩ᝼ᬺߦ iPad2 ࠍዉ౉ߒ‫ޔ‬ቇ⠌⠪⥄りߦࠃࠆࠪ࠽࡝ࠝ૞ᚑ߿ࡆ࠺ࠝ᠟ᓇ‫⊒ޔ‬㖸ߩ⏕⹺‫ޔ‬ࠬ࡜ࠗ࠼࡚ࠪ࡯೙૞ߦࠃࠆࠬ࠻࡯࡝࡯࠹࡝ࡦࠣߥߤ᭽‫ߩߢ࡞ࠗ࠲ࠬߥޘ‬ද⺞ቇ⠌ࠍ⹜ߺߡ޿ࠆ‫ޕ‬ਛߢ߽‫ޔ‬⊒㖸✵⠌ߣ⏕⹺ߩߚ߼ߩ࠷࡯࡞ߣߒߡ 2011 ᐕᐲ೨ᦼ߆ࠄᵴ↪ߒߡ޿ࠆ iPhone/iPad ↪㖸ჿ⹺⼂ࠕࡊ࡝Dragon Dictation ߪ‫⥄ޔ‬ಽߩ⊒㖸߇ᱜߒ޿߆ߤ߁߆ࠍቇ⠌⠪⥄りߢ⏕⹺ߢ߈‫⊒ޔ‬㖸✵⠌ߩࡕ࠹ࠖࡌ࡯࡚ࠪ
ࡦࠍ㜞߼ࠆ࠷࡯࡞ߣߒߡ߽ᄢ߈ߥน⢻ᕈࠍᜬߞߡ޿ࠆ‫ޕ‬
2. 㖸ჿ⹺⼂ࠕࡊ࡝ߩ೑↪ߦߟ޿ߡ
2.1 㖸ჿวᚑࠨ࡯ࡆࠬߣ㖸ჿ⹺⼂ࠕࡊ࡝㖸ჿ⹺⼂ࠕࡊ࡝ߪࡆ࠺ࠝ᠟ᓇࠍḰ஻ߔࠆᲑ㓏ߢᵴ↪ߒߡ޿ࠆ‫ߩߎޕ‬᝼ᬺߢߪࡆ࠺ࠝ᠟ᓇ↪ߩࠪ࠽࡝ࠝ
ࠍฦࠣ࡞࡯ࡊߢ૞ᚑߔࠆߩߢ‫⊒ޔ‬㖸✵⠌ߔࠆ࠼ࠗ࠷⺆ߪᔅߕߒ߽ోຬหߓߢߪߥ޿‫⺆࠷ࠗ࠼߼ߚߩߘޕ‬㖸ჿߪࠝࡦ࡜ࠗࡦ㖸ჿวᚑࠨ࡯ࡆࠬ 1 ߿ iPad ߦࠗࡦࠬ࠻࡯࡞ߒߡ޿ࠆ㖸ჿวᚑࠕࡊ࡝ Speak it ࠍ૶ߞߡ⏕⹺ߒ‫ߩߘޔ‬㖸ჿࠍࡕ࠺࡞ߦ✵⠌ߒߡ߆ࠄ㖸ჿ⹺⼂ࠕࡊ࡝ࠍ⹜ߔߣ޿߁ᵹࠇߢⴕߞߚ‫ޕ‬Dragon Dictation ࠍᆎ߼ߣߒߚ㖸ჿ⹺⼂ࠨ࡯ࡆࠬߪߔߢߦታ↪Ბ㓏ߦ౉ߞߡ߅ࠅ‫ࠞ࡯ࡇࠬࡉࠖ࠹ࠗࡀޔ‬࡯ߩ㖸ჿߢ޽ࠇ߫߆ߥࠅᱜ⏕ߦ࠹ࠠࠬ࠻ൻߐࠇࠆ‫ߒ߆ߒޕ‬ᄖ࿖⺆ቇ⠌⠪߇ߎࠇࠍ೑↪ߒߚ႐วߦߪߥ߆
ߥ߆ᱜߒߊ⹺⼂ߐࠇߥ޿‫ޕ‬L ߣ R ߩ඙೎ߩࠃ߁ߥᣣᧄੱ߇⧰ᚻߣߐࠇࠆ⊒㖸એᄖߢ߽⹺⼂ߐࠇߦߊ޿․ᓽ⊛ߥࡄ࠲࡯ࡦ߽⷗ࠄࠇࠆ‫ޕ‬ቇ⠌⠪߇‫ޟ‬ᱜߒ޿ߣᕁ޿ㄟࠎߢ޿ࠆ⊒㖸‫ࠅ➅ߦߺ߿߻ࠍޠ‬㄰ߒߡ߽߶ߣࠎ
ߤ⹺⼂ߐࠇߥ޿‫⚿⼂⹺ޔߒ߆ߒޕ‬ᨐࠍ⷗ߡᢎᏧ߇⊒㖸⍶ᱜߩࡐࠗࡦ࠻ࠍࠕ࠼ࡃࠗࠬߒ‫ޔ‬ቇ⠌⠪߇ߘࠇߦᓥߞߡୃᱜߔࠆߣߔߋߦᱜߒߊ⹺⼂ߐࠇࠆࠃ߁ߦߥࠆߣ޿߁ࠤ࡯ࠬࠍᄙᢙ⏕⹺ߒߡ޿ࠆ‫ޕ‬
2.2 ⺋⹺⼂ߩ଀ߣ⊒㖸ߩୃᱜ
⴫ 1. ቇ⠌⠪⥄り߇⊒㖸ߩୃᱜߦᚑഞߒߚ଀㧦⊒⹤ߒߚ࠼ࠗ࠷ ⹺⼂⚿ᨐቇ↢ߩ᳇ߠ߈

⺆
Freut mich.

halt mich⊒㖸ࠍ‫ߣޠ࠻ࠗࡠࡈޟ‬ൊ㆑޿ߒߡߚߌߤోὼ㆑ߞߚ‫ޕ‬ࡈࠜࠗ࠻ߦㄭ޿

Was machst du?

Was machst

du ߇ᗧᄖߦ⹺⼂ߐࠇߦߊ޿ߩߢ‫ޔ‬ᒝߊ⺒߻

Wir gehen essen.

Wir gehen esࠁߞߊࠅ‫ࠅ߈ߞߪޔ‬㧍ᦨᓟߩ㨚ߢ᳇ࠍᛮ߆ߥ޿

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㧝࿁⋡ Armes nie.
㧞࿁⋡ Kaum ist der Weg
㧟࿁⋡ Kommst du nicht㧝࿁⋡ߩ⚿ᨐ߆ࠄ k 㖸ࠍ಴ߔߎߣࠍᗧ⼂ߒ‫ޔ‬㧞࿁⋡ߩ⚿ᨐ߆ࠄ o ࠍᗧ⼂ߒߚᄖ࿖⺆ቇ⠌⠪߇㖸ჿ⹺⼂ࠕࡊ࡝ࠍ૶ߞߡᱜߒ޿⹺⼂⚿ᨐࠍᓧࠆߦߪ‫⊒ޔ‬㖸ࠍ࠳ࠗ࠽ࡒ࠶ࠢߦୃᱜߒߡ
޿ߊᔅⷐ߇޽ࠆ‫⥄ޔߒ߆ߒޕ‬ಽߢߪୃᱜߒߡ޿ࠆߟ߽ࠅߢ߽ቴⷰ⊛ߦ⡬ߊߣోߊᄌࠊߞߡ߅ࠄߕ‫ޔ‬㖸ჿ−204−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ⹺⼂ߩ⚿ᨐߦ߽ᄌൻ߇⃻ࠇߥ޿੐߇ᄙ޿‫⴫ޕ‬㧝ߪ‫ޔ‬ቇ⠌⠪⥄りߦࠃࠆୃᱜ߇ᚑഞߒߚ଀ߢ޽ࠆ‫ޕ‬Kommst
du mit? ߩ଀ߢߪᲑ㓏ࠍ〯ࠎߢᡷༀߐࠇߡ޿ࠆߎߣ߇ࠊ߆ࠆ‫ ߊࠄߘ߅ޕ‬m 㖸ࠍᜰዉߔࠇ߫ߔߴߡᱜߒߊ
⹺⼂ߐࠇࠆߣ੍ᗐߢ߈ࠆ‫ޕ‬
⴫ 2. ᢎᏧߩ੺౉ߢᚑഞߒߚ଀㧦⊒⹤ߒߚ࠼ࠗ࠷⺆

⹺⼂⚿ᨐ

ᜰዉౝኈ

Tennisdent 㖸ࠍᒝߊ಴ߔࠃ߁ߦᜰ␜

Ja, gern.

Ja, den / Jahr derg 㖸߇㥦Ộ㖸ߦߥߞߡ޿ࠆὐࠍᜰ៰

Guten Tag

für den Tag / dritten Tag਄⸥ߣหߓ g 㖸ߣ t 㖸ߦߟ޿ߡᜰ៰

Selbstverständlich

1 ࿁ߢ⹺⼂

‫ޟ‬వ↢ߦ⸒ࠊࠇߚㅢࠅ‫ ޔ‬verständlich / selbst /selbstverständlich ߩ㗅ߦಽߌߡ✵⠌ߒߚ‫ޠ‬ቇ⠌⠪ߛߌߢ߁߹ߊⴕ߆ߥ޿႐วߪ‫ޔ‬ᢎᏧ߇⊒㖸ߒ Dragon Dictation ߢ⹺⼂ߐߖߡߺࠆ‫⊒ޕ‬㖸ߩ⺑᣿ߛߌߢߥߊታ㓙ߦ㖸ࠍ⡬߆ߖ࠺ࡕࡦࠬ࠻࡟࡯࡚ࠪࡦߔࠆߎߣߢቇ⠌⠪ߩ⊒㖸߇ᡷༀߐࠇࠆߎߣ߇ᄙ޿‫ޕ‬
⴫ 3. ᢎᏧ߇੺౉ߒߡ߽ᚑഞߒߦߊ޿଀㧦⊒⹤ߒߚ࠼ࠗ࠷⺆⹺⼂⚿ᨐ

Fußballes war / das war / das Bad / das Wort …

⴫㧟ߩ⹺⼂⚿ᨐߪᄙߊߩቇ⠌⠪ߦ౒ㅢߒߡ⷗ࠄࠇߚ‫⚿⼂⹺ޕ‬ᨐ߆ࠄ f 㖸‫ޔ‬u 㖸‫ޔ‬b 㖸‫ޔ‬l 㖸 ߇ߢ߈ߡ޿
ߥ޿ߎߣ߇ࠊ߆ࠆ‫⊒ߩߟߣ߭ߟߣ߭ޕ‬㖸ࠍᗧ⼂ߒߡ✵⠌ߒ‫ޔ‬ᱜߒߊ⹺⼂ߐࠇࠆߎߣ߇ߢ߈ߚቇ↢߽޿ࠆ߇ᚑഞ଀ߪ߹ߛዋߥ޿‫ޕ‬
2.3 ⹺⼂₸ߦᓇ㗀ߔࠆⷐ࿃╩⠪ߩߎࠇ߹ߢߩ⚻㛎߆ࠄ‫ޔ‬㖸ჿ⹺⼂ࠕࡊ࡝ߩ⹺⼂⚿ᨐߦߪ‫⊒ޔ‬㖸ߩ᣿⍎ߐ߿⊒ჿߩ઀ᣇ߽ᓇ㗀ࠍฃߌߡ޿ࠆߣ⠨߃ߡ޿ࠆ‫ޕ‬ᢎቶߢ⊒㖸✵⠌ࠍߔࠆᤨߦߪㅢᏱࠃࠅ߽ᄢ߈ߥࡁࠗ࠭߇⊒↢ߒߡ޿ࠆ߇‫ޔ‬㓞ߩᄢჿ߿╉޿ჿߢߥ޿㒢ࠅ㖸ჿ⹺⼂ߦਈ߃ࠆᓇ㗀ߪዊߐ޿ߣᕁࠊࠇࠆ‫৻ޕ‬ᣇ‫ޔ‬㖸㊂߿ࠬࡇ࡯ࠞߣࡑࠗࠢߩ
〒㔌ߥߤࠍ৻ቯߦߒߚ⁁ᘒߢᢎ⑼ᦠߩ CD ᢎ᧚㖸ჿࠍⶄᢙ࿁⹺⼂ߐߖߚ߇‫ޔ‬Ფ࿁ዋߒߕߟ⹺⼂⚿ᨐ߇⇣ߥࠆߣ޿߁⃻⽎߽⷗ࠄࠇߚ‫ޕ‬ᜰዉߩ㓙ߦߪ‫ޔ‬㖸ჿ⹺⼂߇ 100%ቢ⅜ߥ߽ߩߢߪߥ޿ߣ޿߁ߎߣࠍᔨ㗡ߦ߅޿ߡ߅ߊᔅⷐ߇޽ࠆ‫ޕ‬
3. ⚿ᨐߎߎ߹ߢߩ⺞ᩏߣታ㛎࡮ⷰኤߩ⚿ᨐ߆ࠄ‫⊒ޔ‬㖸ቇ⠌ߦኻߔࠆቇ⠌⠪ߩᗧ᰼ߣ㓸ਛᐲ߇ᓥ᧪ߣᲧߴߡᄌ
ൻߒ‫✵ޔ‬⠌㊂߽ᄢ᏷ߦჇടߒߡ޿ࠆ‫ޕ‬૗ᐲ࠴ࡖ࡟ࡦࠫߒߡ߽ᱜߒߊ⹺⼂ߐࠇߥ޿ߣ߈ߪ᳿߹ߞߡ‫ࡊࠕޟ‬࡝߇ᖡ޿‫ߣޠ‬⠨߃ࠆࠃ߁ߛ߇‫ޔ‬ᢎᏧ߇ታ㓙ߦ⊒㖸ߒߚࠅ‫ޔ‬วᚑ㖸ჿࠍ⹺⼂ߐࠇߚࠅߒߡᱜߒ޿⚿ᨐ߇ߢࠆߣ‫ޔ‬ቇ↢ߪߤ߁ߔࠇ߫ᱜߒߊ⹺⼂ߐߖࠄࠇࠆ߆ࠍ⠨߃ߪߓ߼ࠆ‫ޕ‬ᱜߒ޿߆ߤ߁߆߇ࠊ߆ࠄߥ޿߹߹ࡕ
࠺࡞㖸ჿࠍ⡬޿ߡჿߦ಴ߒߡ޿ߚᓥ᧪ߩ⊒㖸ቇ⠌߆ࠄߪ৻ᱠ೨ㅴߢ߈ࠆߩߢߪߥ޿ߛࠈ߁߆‫ߢ߹ࠇߎޕ‬ߦ㓸߼ߚ࠺࡯࠲ߢߪⶄᢙߩቇ↢ߦ౒ㅢߩ⺋⹺⼂ࡄ࠲࡯ࡦ߇⷗ࠄࠇࠆߎߣ߆ࠄ‫ࠍࠇߎޔ‬ಽᨆߒ૕♽ൻߔࠆߎߣߢߐࠄߦലᨐ⊛ߥ⊒㖸ቇ⠌ࠨࡐ࡯࠻߇น⢻ߦߥࠆߩߢߪߥ޿߆ߣ⠨߃ߡ޿ࠆ‫ޕ‬ᵈ1

SitePal (http://www.sitepal.com/) ߿ Acapelabox (http://www.acapela-box.com/) ࠍ೑↪ߒߡ޿ࠆෳ⠨ᢥ₂ጤዬᒄ᮸ (2011). iPad ࠍᵴ↪ߒߚ࠼ࠗ࠷⺆ࠕࠢ࠹ࠖࡉ࡜࡯࠾ࡦࠣ‫ޡ‬ᄢ㒋ᄢቇᄢቇᢎ⢒ታ〣࠮ࡦ࠲࡯♿ⷐ‫ޢ‬8, 1-8.

−205−

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P-06

8 ᦬ 9 ᣣ (9:30-11:30㧛ࠦࠕ࠲ࠗࡓ㧦10:40-11:30) / 1 ภ㙚 3 㓏࡜࠙ࡦࠫ

Some Conflicts in Pair Work in the L2 Learning of Nursing Students:
Good or Bad?
Matsumoto, Yasuyo (Kiryu University)
Keywords㧦Conflict, Pair Work, Perceptions, Invisible and visible inter-personal relations, Japanese culture
1. Introduction
Wilson, L. G.. and Hanna, S. M. (1993) and Forsyth, R. D. (1999), Schmuck and Schmuck (2001) have been
researched about conflicts in groups. They say that conflicts in the language classroom can be seen everywhere
when pairs or groups are formed. They are an unavoidable part of life and sometimes seem to hinder learning; but,after thoughtful discussion, they appear to promote closeness and acceptance of different opinions. If students canhandle conflicts successfully, the success is a powerful motivator in learning English with a pair. This researchaims to find what kinds of conflict arise and how Japanese university nursing students working in pairs to learn thetarget language perceive and deal with conflict.
2. Procedure
2.1 ParticipantsParticipants who volunteered to take part of this study were 14 Japanese university students on a university
nursing course (7 males and 7 females), who were studying English as a compulsory subject in the spring semester(June 2011). They agreed to be interviewed and recorded in my office at times and dates which suited them in June.
I used 15 closed interview questions and the interviews lasted for approximately 40 minutes each.
2.2 Treatment
In each class, the students were paired with different pairs so that they got to know each other better. If
someone was absent, I filled in as a pair in order to learn English with pairs. After the 9th lecture, I asked volunteers
to be interviewed by me in my office at times and dates which suited them. By then, most students got used to
studying the target language with a pair in the CALL. By then, they know how to study with their pairs and torecord their dialogues.

The students and I also established good rapport during classes.

2.3 The some of closed questions
Interview is one of the commonest ways to get information or exchange ideas in speech, because it is suitable
for a wide range of research purposes and is flexible. Figure 1 shows some interview questions.
1) Anxiety about studying English with the new partner.
No influence   A little influence

Some influence Much influence  Very much influence2) Difficulties in accepting personality or character differences
No influence   A little influence

Some influence Much influence  Very much influence3) Studying with a partner whose English ability is better
No influence   A little influence

Some influence Much influence  Very much influence

4) Studying with a partner whose English ability is poorer−206−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

No influence   A little influence

Some influence Much influence  Very much influence5) Studying with a partner who is older or younger
No influence   A little influence

Some influence Much influence  Very much influence

6) Studying with a partner who is different in gender
No influence   A little influence

Some influence Much influence  Very much influence

Figure 1. Some interview questions
3. Results
Students have been accustomed to consider themselves listeners or recipients, who interact only with thewritten word in class. In addition, some of them are influenced by Japanese cultural values, for example, avoiding
eye contact, gender differences and the vertical relationship between seniors and juniors or younger and older people.
Sometimes their attitudes suggest that the conflict was rooted in individual personality or emotions, the likes anddislikes of group members, the nature of the tasks and their different opinions. Students do not like sharing
textbooks, least of all for dictation tasks, but do not criticize their partners, even indirectly, for forgetting to bring theright books to class. They are afraid of an adverse comment from their partners or they are concerned not to hurt
their partner’s feelings.
However, some comments suggest that coping strategies are in place. Some male students tent to take theinitiative in resolving the conflict with a partner who does not give his or her opinions. Whereas female students
try asking what their partners think about a previous statement.

Female and male students have theirgender-located strategies to deal with this conflict.
As regards their perception of conflict, they seem not to recognize the concept, because they have been
listeners and recipients for long in classrooms where one person monopolized the discourse.
References
Clark, C. C. (2008). Classroom Skills for Nurse Education. Massachusetts: Jones and Bartlett Publishers.
Coleman, H. (Ed.) (1996). Society and the language classroom. Cambridge: Cambridge University Press.
Dörnyei, Z., and Murphey, T. (2003).Group dynamics in the language classroom. Cambridge: Cambridge
University Press.
Ehrman, M. E., & Dörnyei, Z. (1998). Interpersonal dynamics in second language. Thousand Oaks: Sage.
Forsyth, R. D. (1999). Group dynamics. Brooks/Cole: Wadsworth Publishing Company.
Gilles, M. R. (2006). Teachers’ and students’ verbal behaviours during cooperative and small-group learning. British
Journal of Educational Psychology, 76, 271–287.
Hopkins, D. (2002). A teacher’s guide to classroom research. Buckingham: Open University Press.
Hyde, M. (1993). Pair Work-a Blessing or a Curse?:An Analysis of Pair Work from Pedagogical, Cultural, Socialand Psychological Perspectives. System, Vol. 21, No. 3. Pp. 343-348.
LoCastro, V. (1996). English language education in Japan. In H. Coleman (Ed.), Society and the language classroom(pp. 40–58). Cambridge: Cambridge University Press.
Matsumoto, Y. (2009). Investigating Classroom Dynamics in Japanese University EFL Classrooms. Ph D thesis, The
University of Birmingham.
Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University Press.
Schmuck, R. A., & Schmuck, P. A. (2001). Group processes in the classroom. New York: McGraw-Hill.
Wilson, L. G., & Hanna, M. S. (1993). Groups in context. New York: McGraw-Hill.

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P-07

8 ᦬ 9 ᣣ (9:30-11:30㧛ࠦࠕ࠲ࠗࡓ㧦10:40-11:30) / 1 ภ㙚 3 㓏࡜࠙ࡦࠫA Progress Report on Classroom Activity regarding Participation in
The Extremely Short Story Competition:
Tokyo Keizai University Students’ Responses to the ESSC
Miyake, Hiroko (Tokyo Keizai University)
Keywords㧦Story writing, Peer reading, Self-correction, Motivation, Competition
1. Introduction
The vast majority of English contests in Japan focus on the speaking of English, i.e. speech contests, debates,and story contests (reading aloud), etc. However, in such an environment, the Extremely Short Story Competition(ESSC) can provide an important new setting where English learners write English with freedom, while following
certain rules. They can both demonstrate their writing skills and unleash their imagination. Moreover, researchers
expect the ESSC to have positive educational effects.
The ESSC was originated by Professor Hassall of Zayed University in the United Arab Emirates. He
developed it so that his students could both practice English writing with a specific goal, and be rewarded for their
excellent performances (Takeshita, 2006, p. 104). The idea was soon exported to Japan. In this competition, adults
and students with all levels of English ability are invited to write extremely short stories with the following rules; a)the students must write EXACTLY fifty words - not 49 or 51, b) the subject must be one of their own choice, c) thestory can be fact or fiction, d) they may add a title, e) they may use a nickname, and f) individuals confirm that thewriting is “all their own work” (Hassall, 2006, p. 90).
No matter what English ability the students have, it requires effort to make the story exactly 50 words.
According to Takeshita (2006, p. 105) “A Japanese junior high school girl will figure out without much difficultythat she needs to write “do not” instead of “don’t” if her story turns out to be 49 wordlong. She will look up in adictionary and decide that she may write “deliberately” instead of “on purpose” if she needs to get rid of a word to
make it 50. Such a small effort here and there will enable a writer at any level of proficiency to come up with anextremely short story.”
From 2006, when the first ESSC started in Japan, writing Extremely Short Stories (ESS) was experimentally
introduced in some "English e-learning" classes of Tokyo Keizai University, Japan. The following is a report on
progress (from 2006 to 2011) describing how students of lower English ability reacted against participating in such
English competition.
2. Procedure
The participants in this study were 460 university students (129 students/4 classes in 2006, 113/4 classes in
2007, 95/3 classes in 2008, 82/3 classes in 2009, 35/1 class in 2010, 6/1 class in 2011) of Tokyo Keizai University. In
terms of English proficiency they were at beginner levels and most of them were still experiencing difficulty inmaking sentences with basic English constructions (e.g. SV, SVC, and SVO). All of the participants had achieved
basic skills in operating PCs, but none knew the rules of writing ESS, or how to submit their finished work, so theteacher first had to acquire much knowledge on the ESSC, and then explain it to the students.

−208−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

The competition from 2006 to 2008 required applicants to post their works in PowerPoint format, but thestudents were unfamiliar with the software. Thus, the teacher prepared handouts to explain both what ESSC was andhow to use PowerPoint in detail. It took about 15 minutes to explain both.
3. Results: Students’ Responses to the ESSC
During the 15-minute explanation, the students started to have misgivings about this project because most ofthem did not like and/or have confidence in writing English. Thus, the following six points were emphasized tomotivate them: (1) this is a very new competition in Japan, (2) you will have a great chance to express yourself inEnglish, (3) you can write exactly 50 words about any topic you choose, (4) “50 words” is much shorter than you
think, (5) your work will be published on the website of the ESSC after submission, that is, people around the world
may read your story (6) even if your English proficiency is low, that does not really matter and you will still have achance to win a prize. Towards the end of the instruction, the students’ motivation was successfully increased.
Most of the students started to use translation websites such as “Excite”, “Google” and “Yahoo!”. However,they were advised not to use such websites and to write English sentences by themselves, but the students were
hesitant to stop using these sites due to their lack of grammatical knowledge. Therefore, instead of preventing themfrom using translation sites, they were told that translations produced on these sites were not of high quality. Thenthey started to correct the sentences by themselves or with the assistance of friends.
Students were instructed to print out the ESS and show it to at least five other students. The readers wereasked to check whether the spellings of the words were correct, and write their comments on the story in Japanese.
On receiving the comments, the writer corrected misspelled words and rewrote the story to make it more
understandable for readers. The teacher did not point out grammatical errors, inappropriate choice of vocabulary, or
count the number of words in each work before posting the work on the website. This was because there was a rulethat teachers cannot help students with the English.
A few weeks later, all students looked at the ESSC website to confirm that their works had been posted. The
students’ reactions appeared to be very positive. Most of them were pleased to find their own works, and others
enjoyed reading their friends’ works and talking about the contents with each other. Students who had been absent
from the class also became interested as a result of their peers’ reactions, and voluntarily asked me how to write andsubmit an ESS.
Writing an ESS seemed to be a stimulating and motivational practice for the students. Though their English
ability was not high, they all “completed” at least one story. Observing the students’ attitudes toward ESS in theclasses, the word-limited story writing was appropriate for lower level English learners. It was not too easy or too
difficult to write 50 words. In particular, having a word limit of “exactly” 50 words seems to be a challenging andmotivating number. Although the problem of the role of the teacher in this activity should be discussed, more andmore teachers can implement ESS practice in class and share problems they encounter in order to improve ESSC for
English learners.
References
ESSC (Extremely Short Story Competition) in Japan. http://www.jafae.org/essc/
ESSC ZU (Zayed University in UAE). http://www.50words.org/
Hassall, P. J. (2006). International Collaboration to Promote Literature and Linguistics via the Extremely Short Story
Competition [ESSC]. Asian Englishes, 8(2), pp. 90-95.
Takeshita, Y. (2006). Make It Extremely Short, Please! Asian Englishes, 9(1), pp. 104-107.

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P-08

8 ᦬ 9 ᣣ (9:30-11:30㧛ࠦࠕ࠲ࠗࡓ㧦10:40-11:30) / 1 ภ㙚 3 㓏࡜࠙ࡦࠫ੐೨࡮੐ᓟᜰዉ⑼⋡ࠍㅢߓߡ⧷⺆ജߣ
⇣ᢥൻℂ⸃ࠍᷓ߼ࠆ⍴ᦼ⧷⺆⎇ୃਃ↰ ⮍㧔ታ〣ᅚሶ⍴ᦼᄢቇ㧕
Gildart, Samuel㧔ታ〣ᅚሶ⍴ᦼᄢቇ㧕⪤㊁ ᢅ㧔ታ〣ᅚሶ⍴ᦼᄢቇ㧕ࠠ࡯ࡢ࡯࠼㧦ᶏᄖ⍴ᦼ⎇ୃ㧘ࠗࡦ࠲࡯ࡦࠪ࠶ࡊ㧘⧷⺆㧘⇣ᢥൻℂ⸃㧘੐೨࡮੐ᓟᜰዉ
1. ߪߓ߼ߦ
ታ〣ᅚሶ⍴ᦼᄢቇ⧷⺆ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦቇ⑼ߢߪ‫ޟޔ‬࿖㓙ൻᢎ⢒ࡊࡠࠣ࡜ࡓ‫ߩޠ‬㐿⊒ߦขࠅ⚵ࠎߢ߅ࠅ‫৻ߩߘޔ‬Ⅳߣߒߡ‫ޔ‬‫ޟ‬ቇ↢ߩ⧷⺆ㆇ↪ജࠍ㙃޿‫ޔ‬࿖㓙␠ળߩ᭽‫⁁ߥޘ‬ᴫߦ㓙ߒߡ⊛⏕ߦኻᔕߢ߈ࠆᛛ⢻ࠍ⠌ᓧߐߖࠆߎߣ‫⋡ࠍޠ‬ᮡߦឝߍߚᶏᄖ⍴ᦼ⎇ୃ㧔4 ㅳ㑆㧕ࠍ 2008 ᐕᐲ߆ࠄታᣉߒߡ޿ࠆ‫ᧄߪࠇߎޕ‬ቇ⑼ߣࠝ࡯ࠬ࠻࡜࡝ࠕࡆࠢ࠻࡝ࠕᎺࡔ࡞ࡏ࡞ࡦᏒ
ߩࠬ࠻࠶࠷ࠞ࡟࠶ࠫ㧔Stott’s Colleges㧕ߣߩ⋧੕දቯߦၮߠ߈㐿⊒ߐࠇߚᶏᄖ⎇ୃࡊࡠࠣ࡜
ࡓߢ޽ࠆ‫᦭ࠅࠃࠍୃ⎇ߩߎޕ‬ᗧ⟵ߥ߽ߩߣߒ‫⇣ޔ‬ᢥൻℂ⸃ߣ⧷⺆ࠬࠠ࡞ߩቯ⌕ࠍ࿑ࠆߚ߼‫ޔ‬
ᧄቇ⑼ߢߪߎߩ⎇ୃࠍゲߦ੐೨࡮੐ᓟߩᜰዉ⑼⋡ࠍ㐿⊒‫⊒ޔ‬ዷߐߖߡ߈ߚ‫ᧄޕ‬ႎ๔ߪ‫ߎޔ‬ߩᢎ⢒ࡊࡠࠣ࡜ࡓߩో૕௝ࠍ⚫੺ߔࠆߣߣ߽ߦ‫ߦୃ⎇ޔ‬ෳടߒߚቇ↢߳ߩࠕࡦࠤ࡯࠻߿ࠗ
ࡦ࠲ࡆࡘ࡯ߦࠃࠆ⺞ᩏ⚿ᨐࠍಽᨆߔࠆߎߣߦࠃࠅ‫ߩࡓ࡜ࠣࡠࡊޔ‬ᚑᨐߣ⺖㗴ࠍ⠨ኤߔࠆ߽ߩߢ޽ࠆ‫ޕ‬2. ⎇ୃࡊࡠࠣ࡜ࡓ
2.1 ࡊࡠࠣ࡜ࡓߩ᭎ⷐߣෳട⠪ᶏᄖ⎇ୃߪቇ⑼ኾ㐷⑼⋡‫ޔߡߒߣޠࡊ࠶ࠪࡦ࡯࠲ࡦࠗ࡮ୃ⎇⺆⧷ޟ‬ᓟᦼ᝼ᬺ⚳ੌ⋥ᓟߩ
2 ᦬ೋ߼߆ࠄታᣉߒߡ޿ࠆ‫ ߡ޿߅ߦࠫ࠶࡟ࠞ࠷࠶࠻ࠬߕ߹ߪߢࡦ࡞ࡏ࡞ࡔޕ‬3 ㅳ㑆ߩ⧷⺆⎇ୃࠍฃߌ‫ߩߘޔ‬ᓟ⃻࿾ߩዊቇᩞ߅ࠃ߮଻⢒࿦ߢ 1 ㅳ㑆ߩࠗࡦ࠲࡯ࡦࠪ࠶ࡊࠍⴕ߁‫ޕ‬ṛ࿷ߪోᦼ㑆ࡎ࡯ࡓࠬ࠹ࠗߢ޽ࠆ‫ޕ‬ኻ⽎ቇ↢ߪታ〣ᅚሶ⍴ᦼᄢቇ⧷⺆ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦቇ⑼ߩ 1 ᐕ↢ߢ‫ޔ‬2009 ᐕ 2 ᦬ࠃࠅᲤᐕ 20 ੱ೨ᓟ߇ෳടߒ‫ޔ‬ㆊ෰ 4 ᐕ㑆ߩෳട⠪ߪ⸘ 78 ฬߦ߅ࠃ߱‫ୃ⎇ޕ‬ෳടߪㆬᛯ೙ߢ‫ޔ‬ᣢቯߩᶏᄖ⎇ୃࡊࡠࠣ࡜ࡓࠍ⚳ੌߒ‫ޔ‬ႎ๔ᦠࠍឭ಴ߔࠆߎߣ
ߢන૏⹺ቯߐࠇࠆ‫ߢ߹ࠇߎޕ‬ෳട⠪ోຬ߇ή੐ࡊࡠࠣ࡜ࡓࠍୃੌߒߡ޿ࠆ‫ޕ‬
2.2 ੐೨࡮੐ᓟᜰዉ⑼⋡‫ߩޠࡊ࠶ࠪࡦ࡯࠲ࡦࠗ࡮ୃ⎇⺆⧷ޟ‬ᶏᄖ⎇ୃࠍታࠅ޽ࠆ߽ߩߦߔࠆߚ߼ߦ‫ޔ‬㧠ㅳ㑆ߩ⎇ୃࠍ᜽ࠎߢ੐೨࡮੐ᓟߩᜰዉ⑼⋡ࠍਅ⸥ߩࠃ߁ߦ⸳ߌߚ‫ޕ‬Ԙ ‫ޟ‬ᶏᄖ⎇ୃ‫ޠ‬㧔1 ᐕ೨ᦼ㧕: ᶏᄖṛ࿷ਛߩ࡝ࠬࠢࡑࡀࠫࡔࡦ࠻ࠍቇ߱⻠⟵⑼⋡ԙ ‫ࠕ࡝࡜࠻ࠬ࡯ࠝޟ‬ᢥൻ੐ᖱ‫ޠ‬㧔1 ᐕᓟᦼ㧕: ࠝ࡯ࠬ࠻࡜࡝ࠕߩᢥൻ߿ࡔ࡞ࡏ࡞ࡦߩ↢ᵴᖱႎ‫ޔ‬ᣣᧄߣߩ㆑޿ࠍ⚫੺ߔࠆ⻠⟵⑼⋡Ԛ ‫ޠ⺆⧷ࡊ࠶࡟ࡊୃ⎇ޟ‬㧔1 ᐕᓟᦼ㧕: ࡀࠗ࠹ࠖࡉᢎຬᜂᒰߩ⃻࿾ߢߩ↢ᵴࠍᗐቯߒߚળ
⹤߅ࠃ߮࡝ࠬ࠾ࡦࠣߩṶ⠌⑼⋡−210−

ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળԛ ‫ޠࡊ࠶ࠪࡦ࡯࠲ࡦࠗ࡮ୃ⎇⺆⧷ޟ‬㧔ᓟᦼ᝼ᬺ⚳ੌᓟ㧕:ࡔ࡞ࡏ࡞ࡦߢߩ 4 ㅳ㑆ߩ⧷⺆⎇ୃߣࠗࡦ࠲࡯ࡦࠪ࠶ࡊࠍ฽߻⍴ᦼᶏᄖ⎇ୃߦኻߔࠆන૏⹺ቯ⑼⋡Ԝ ‫ޠ⺆⧷ࡊ࠶ࠕࡊ࠶࠹ࠬޟ‬㧔2 ᐕ೨ᦼ㧕:Ꮻ࿖ᓟߩ⧷⺆ജ⛽ᜬિ㐳ߩߚ߼ߩࡀࠗ࠹ࠖࡉᢎຬᜂᒰṶ⠌⑼⋡
਄⸥Ԙ㨪Ԝߩ߁ߜ‫ޔ‬ԙߣԚߦߟ޿ߡߪ‫ޔ‬ጁୃࠍ⎇ୃෳടߩ᧦ઙߣߒߚ‫ޕ‬ԙߣԚߢߪ‫⧷ޔ‬⺆⴫⃻߿࡝ࠬ࠾ࡦࠣߩ࠻࡟࡯࠾ࡦࠣߩઁ‫⃻ޔ‬࿾ߩᢥൻ‫ޔ‬ᱧผ‫↢ޔ‬ᵴ⠌ᘠ‫ޔ‬ᣣᧄߣߩ㑐ࠊࠅ‫ޔ‬ߐࠄߦߪ៺ᡂߩේ࿃ߣߥߞߡ޿ࠆ࿖㓙໧㗴ߦ߽ᢓ߃ߡ⸅ࠇߡ޿ࠆ‫⃻ߡߞࠃߦࠇߘޕ‬࿾ṛ࿷ਛߦ⚻㛎ߔࠆน⢻ᕈߩ޽ࠆᔃℂ⊛⽶ᜂ߿ᚭᖺ޿ࠍシᷫߒߟߟ‫⇣ࠄ߇ߥ޿૶ࠍ⺆⧷ޔ‬ᢥൻࠍࠃࠅᷓߊ૕㛎ߢ߈ࠆࠃ߁ᔃ߇ߌߡ޿ࠆ‫ޕ‬
3. ᚑᨐ
2012 ᐕߦታᣉߒߚቇ↢ࠕࡦࠤ࡯࠻⚿ᨐߢߪ‫✚ޔ‬ว⹏ଔ‫⺆⧷ޔ‬ജߩะ਄‫⃻ޔ‬࿾⧷⺆࡟࠶ࠬࡦ‫ޔࠗ࠹ࠬࡓ࡯ࡎޔࡊ࠶ࠪࡦ࡯࠲ࡦࠗޔ‬᡼⺖ᓟ߿ㅳᧃߩㆊߏߒᣇ޿ߕࠇߩ㗄⋡ߦ߅޿ߡ߽
㜞⹏ଔ߇ᓧࠄࠇ‫ޔ‬ቇ↢ߩḩ⿷ᐲ߇㕖Ᏹߦ㜞޿ߎߣ߇᣿ࠄ߆ߦߥߞߚ‫ޕ‬
੐೨ᜰዉ⑼⋡ߦߟ޿ߡߪ‫ߩࡦ࡞ࡏ࡞ࡔޔ‬࿾ℂ߿ⷰశᖱႎ‫↢ޔ‬ᵴᖱႎࠍ޽ࠄ߆ߓ߼⍮ࠆᯏળࠍᓧߚߎߣ߿‫߿ࠣࡦ࠾ࠬ࡝ޔ‬ળ⹤⴫⃻ߩ✵⠌ࠍߒߡ޿ߚߎߣߢ‫⃻ޔ‬࿾ߦࠬࡓ࡯࠭ߦṁߌㄟ߻ߎߣ߇ߢ߈ߚߣ޿߁ᗵᗐ߇ᄙ߆ߞߚ‫ߚ߹ޕ‬੐೨᝼ᬺߢߪ⎇ୃ࿾߇਎⇇᦭ᢙߩᄙᢥൻㇺᏒߢ޽ࠅ‫ޔ‬੤ㅢᯏ㑐߇⊒㆐ߒ‫ޔ‬ᴦ቟߇⦟޿ߎߣࠍ⚫੺ߒߡ޿ߚߚ߼‫ޔ‬೔⌕⋥ᓟ߆ࠄ⥄ࠄࡊ࡜ࡦࠍ┙ߡߡ࡚ࠪ࠶ࡇࡦࠣ߿ⷰశࠍⓍᭂ⊛ߦⴕ߁ቇ↢߇ᄙߊ⷗ࠄࠇߚ‫ޕ‬ㅳᧃߦෳടน⢻ߥࠝࡊ࡚ࠪ࠽࡞࠷ࠕ࡯ߩౝኈ߽੐೨᝼ᬺߩਛߢ⹦ߒߊ⚫੺ߒߡ߅ࠅ‫⚿ߩߘޔ‬ᨐ‫⃻ޔ‬࿾ߢߪ߶ߣࠎߤߩቇ↢߇࠷ࠕ࡯ߦෳടߒߡ޿ࠆ‫ࠗ࠹ࠬࡓ࡯ࡎߚ߹ޕ‬వ߿⧷⺆ࠢ࡜ࠬߩ᭽ሶߦߟ޿ߡ
߽޽ࠄ߆ߓ߼વ߃ࠄࠇߡ޿ߚߚ߼‫⋡ޔ‬ᮡࠍᜬߞߡ⸘↹⊛ߦ↢ᵴߒ‫ޔ‬㆐ᚑᗵࠍᗵߓࠆቇ↢߽ᄙ߆ߞߚ‫ޕ‬ߘߩ৻ᣇ‫߇ࡦ࡞ࡏ࡞ࡔޔ‬ᄙ࿖☋‫ޔ‬ᄙᢥൻߩⴝߢ޽ࠆߎߣߪߔߢߦ⍮⼂ߣߒߡᜬߞߡ޿ߚ
߇‫ޔ‬ታ㓙ߦ⃻࿾ߢ਎⇇ਛ߆ࠄ㓸߹ߞߚቇ↢߿⒖᳃ߣធߔࠆߎߣߦࠃࠅ‫ߩߘޔ‬ᗧ๧ࠍᡷ߼ߡ
ታᗵߒߚߣ޿߁ᗵᗐ߽ᄙߊ⷗ࠄࠇߚ‫ޕ‬ᶏᄖߢ 1 ࠞ᦬㑆↢ᵴߒ‫ޔ‬ᣣᧄߢ⡞޿ߡᗐ௝ߒߡ޿ߚ
એ਄ߩ૕㛎ࠍߒߡ‫⥄ޔ‬ಽߩⷞ㊁ࠍᐢߍ‫⥄ޔ‬ಽߦ⥄ା߇ᜬߡࠆࠃ߁ߦߥߞߚߣ޿߁ᗵᗐ߽ᄙ
߆ߞߚ‫ޕ‬⍴ᦼᄢቇߢ޽ࠆߚ߼‫ޔ‬ቇ↢ߪᏫ࿖ᓟߔߋߦዞ⡯ᵴേߦ౉ࠆߎߣߦߥࠆ߇‫ޔ‬ᶏᄖ⎇ୃߢᓧߚ⥄ାߪ‫ޔ‬ណ↪⹜㛎ߢߩ㕙ធᤨߦ↢߆ߖࠆߣ޿߁ᗵᗐ߽⡞߆ࠇߚ‫ޕ‬
4. ੹ᓟߦะߌߚ⺖㗴ߎࠇ߹ߢ⎇ୃవߢ᦭↪ߥ⧷⺆⴫⃻ߩ࡝ࠬ࠻߿ࡔ࡞ࡏ࡞ࡦߩ࿾ℂ࡮ⷰశ࡮↢ᵴᖱႎߪ‫ޔ‬ᔅⷐߦᔕߓߡฦ᝼ᬺߢ୘೎ߦឭଏߒߡ߈ߚ߇‫⃻ߡ߼ߣ߹ࠍࠄࠇߘޔ‬࿾ߢቇ↢߇ᜬߜᱠߌࠆࠃ
߁ߥ࠹ࠠࠬ࠻ߣߒߡ㐿⊒ߔࠆߎߣࠍ⸘↹ߒߡ޿ࠆ‫ⶄࠍࠇߘޕ‬ᢙߩ᝼ᬺߢ૶↪ߔࠆߎߣߢ‫ޔ‬ࠃࠅലᨐ⊛ߥቇ⠌߇ᦼᓙߢ߈ࠆߛࠈ߁‫ߚ߹ޕ‬೨ᐕᐲෳട↢ߦࠃࠆ⎇ୃႎ๔ᦠࠍᰴᐕᐲ↢ߦ⺒߹ߖߚࠅ‫ޔ‬ෳടߒߚ 2 ᐕ↢߿තᬺᓟߦ⇐ቇߒߚవヘߩ⹤ࠍ⡞ߊᯏળࠍჇ߿ߒߚࠅߔࠆߎ
ߣߦࠃࠅ‫ޔ‬ቇ↢ߪߐࠄߦ᦭ലߥḰ஻ߣ዁᧪⸳⸘਄ߩೝỗࠍฃߌࠆߎߣ߇ߢ߈ࠆߛࠈ߁‫ޕ‬

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8 ᦬ 9 ᣣ (9:30-11:30㧛ࠦࠕ࠲ࠗࡓ㧦10:40-11:30) / 1 ภ㙚 3 㓏࡜࠙ࡦࠫ

Learning, teaching, and evaluation as achievements ofdiscursive practice in the classroom
Taylor, Mark (Hyogo Prefecture University)
Keywords: classroom life, communication, discursive practice, intertextuality, learner language
1. Introduction
This study takes a transdisciplinary view of classroom discourse with the aim of developing aheuristics that will enable participants in that discourse, namely the teacher and students, toachieve mutually beneficial engagements with one another and with the classroom materials,
foregrounding the quality of classroom life in this process. The study is motivated by the author’s
observations of and reflections on his own English classes at a technical university. Conducting
lessons ‘by the book’ seemed to deprive some students the opportunity to express their thoughts orotherwise engage in constructive communication, an implicit aim of the curriculum.
2. Development of the study
2.1 Scope and theoretical backgroundThe study is taken up as a form of practitioner research and proceeds in the spirit of an
ethnographic narrative through examination of speech exchanges in the lesson as episodes of
discursive practice. It began with modifications to the textbook to make it more amenable todiscussion and other speech genres. This set in motion an iterative process of trial and error,
reflection and action which increasingly incorporated student language as part of lesson content.
The texts generated of this narrative are those picked up between students and between student
and teacher and are interpreted in terms of Conversation Analysis (CA), genre analysis, discursive
psychology, and communication studies. The discourse under investigation then is framed forinterpretation at levels of speech exchange and historical-cultural scholarship. The latter inparticular serving as a reminder that pedagogy is a situated, social activity.
2.2 A word on ‘text’
It’s useful for present purposes to distinguish two broad categories of text: given and emergent.
Given texts are those that ‘come with the territory’, that is, the textbook, the curriculum, andtesting instruments. Given texts support instructional practices of the teacher and have come to
inform learning practices of the students. Texts are assimilated to specific genres, such as the
I.R.E., and provide initial grounding and orientation by which the lesson is achieved as sequencesof talk-in-interaction. Emergent texts, in this view, constitute what is realized in communication
with and around given texts. Texts are broadly conceived as being both written and oral and so
include teacher and student generated materials as well as speech exchanges.

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3. Text samples. [ S = student, T = teacher ]Case 1a: First-year, School of Mechanical Engineering, Reading & Discussion
S1 (written): “…blood type AB is genius skin.”
T (oral): “Genius skin?!”Case 1b: Same class the following week.
S2 (oral): “I’m genius skin too!”Students were writing a post-reading response on an A5-size worksheet as supplement to
textbook activity. The small size made it easy to spot key ideas and initiate discussion orotherwise consider rather than correct student language. In Case 1a, S1 followed up by (orally)
relating his experience as a person with blood type AB in Japan. S2 sits within earshot of S1. The
following week I was praising S2’s composition to which he responded (Case 1b). In bothexchanges, new information was created (Fogel, 1993) as to how talk would be regulated, how it
would take shape or, to borrow from Bauman (2004), the speech exchanges were contextualized,that is, quite aside from linguistic well-formedness, participants found a way to fit talk to themoment.
Case 2: 2nd & 3rd year, School of Environment & Human Science, Communicative English
S1: “You know…the early bird catches the worm.”
S2: “But I don’t want a worm…” (^_^)v
The comment was spoken by S2 with a grin (hence the emoticon) to S1 sitting next to her in
response to S1’s comment that her New Year’s resolution was to get up early. Note that along withthe joke made by S2, S1 prefaces her use of a proverb with a comment starter, “You know…”.
4. Implications for continued researchThis ongoing study foregrounds student language, in particular, actions taken with language in the
co-construction of talk. While conventional practices help structure talk in the classroom, as
elsewhere, opportunities to move to less pedagogic and, arguably, more ‘real world’ sequences ofspeech exchange are an option and were found to promote a congenial classroom atmosphere.

References
Bauman, R. (2004). A World of Others’ Words. Malden, MA: Blackwell Publishing.
Edwards, D. (1997). Discourse and Cognition. Thousand Oaks, CA: SAGE Publications Inc.
Fogel, A. (1993). Developing Through Relationships: Origins of Communication, Self, andCulture. Chicago: Chicago Press.
Ochs, E., Schegloff, E.A., & Thompson, S.A. (eds.) (1996). Interaction and Grammar. Cambridge:
Cambridge University Press.

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P-10

8 ᦬ 9 ᣣ (9:30-11:30㧛ࠦࠕ࠲ࠗࡓ㧦10:40-11:30) / 1 ภ㙚 3 㓏࡜࠙ࡦࠫࡔ࠲⹺⍮ജߣ⧷⺆ቇ⠌㘵ፉ ⌬⟤㧔࿖┙᧻ᳯᎿᬺ㜞╬ኾ㐷ቇᩞ㧕ࠠ࡯ࡢ࡯࠼㧦 ⹺⍮⊛⽶⩄ᵴേ㧘⺒⸃⢻ജ㧘⡬⸃⢻ജ㧘⹺⍮ജ
1. ߪߓ߼ߦ
‫޿ߔ߿ࠅ߆ࠊ߽ߢߦࠇߛޟ‬᝼ᬺ㧘࡙࠾ࡃ࡯ࠨ࡞࠺ࠩࠗࡦߦࠃࠆ᝼ᬺ‫߇ޠ‬ᵈ⋡ߐࠇࠆ⃻࿷㧘⹺⍮ജߩᚑ㐳߇ᦼᓙߐࠇࠆਛ╬ᢎ⢒ߩᢎ⢒⃻႐ߦ߅޿ߡ㧘ቇ⠌⠪ߩ⹺⍮ജߩᚑ㐳ࠍଦߔߎߣࠍᗧ⼂ߒߚ᝼ᬺᵴേ߇
߅ߎߥࠊࠇߡ޿ࠆߩߢ޽ࠈ߁߆‫⹺ޕ‬⍮⊛⽶⩄ࠍਈ߃ߡߓߞߊࠅߣ㕒߆ߦ⠨߃ߐߖࠆࠃ߁ߥ⸒⺆ᵴേ߇ᢘ㆙ߐࠇߡ޿ࠆࠃ߁ߥߎߣߪߥ޿ߛࠈ߁߆‫ޕ‬ዊቇᩞ⧷⺆ᵴേ߇ᧄᩰ⊛ߦ㐿ᆎߐࠇߡ㧘㖸ჿ㊀ⷞ㧘႐㕙߿ᯏ⢻ࠍ㊀ⷞߒߚ㧘ⴕേਥ⟵ℂ⺰ߦၮߠߊ⠌ᘠᒻᚑ⊛ߥᵴേ߇ᄙߊขࠅ౉ࠇࠄࠇࠆߎߣ߇ᄙ޿ਛߢ㧘ߘࠇߦ⛯ߊਛቇᩞ㧘㜞ᩞ㧘ᄢቇߢߩ⧷⺆᝼ᬺߪߤߩࠃ߁ߦㅪ៤ߒߡ޿ߊߴ߈߽ߩߛࠈ߁߆‫ޕ‬ᧄ⎇ⓥߢߪ㧘ቇ⠌⠪ߦ޽߹ࠅᅢ߹ࠇߥ޿ߎߣ߇ᄙ޿‫ޟ‬ᥧ⸥㧙⹺⍮⊛ߦ⽶⩄ࠍਈ߃ࠆ⺖㗴‫߇ޠ‬ቇ⠌⠪ߩ⧷⺆ജߣቇ⠌േᯏߦ෸߷ߔᓇ㗀ߦߟ޿ߡᬌ⸛ߒߚ‫ޕ‬‫ࠢࡦࡖ࠴޿ߔ߿ߒ⸃⺒ࠍ࠻ࠬࠠ࠹ޟ‬Ფߦឭ␜‫ߒޠ‬㧘ߘߩᓟ‫⧷ߚߞ߹ߣ߹ޟ‬ᢥࠍᥧ⸥ߔࠆᵴേ‫ޠ‬㧘‫ޟ‬ᥧ⸥ߐࠇߚౝኈߦߟ޿ߡߩ⧷໧⧷╵‫ࠆߔޠ‬᝼ᬺߣ⺆ᒵ߿᭴ᢥᥧ⸥⺖㗴ࠍ 1 ᐕ㑆ㅢߒߡⴕ޿㧘਄૏⠪ጀߣਅ૏ጀߢⷰኤߐࠇߚ⧷⺆ജߩᄌൻߦߟ޿ߡ⼏⺰ߒߚ‫ޕ‬
2. ᚻ㗅
2.1 ෳട⠪ෳട⠪ߪ㧘16 ᱦ߆ࠄ 17 ᱦߩ⧷⺆ቇ⠌⠪ 200 ฬߢ޽ߞߚ‫ޕ‬ᓐࠄߪ㧘߅ࠃߘ 40 ᩞߩ⇣ߥࠆਛቇᩞ߆ࠄ౉
ቇߒߡ޿ࠆߚ߼㧘ਛቇᩞ߹ߢߢฃߌߚ⧷⺆᝼ᬺߢߩᜰዉᣇᴺߪᄙ᭽ߢ޽ࠆ‫ޕ‬ਛቇᩞߦ߅ߌࠆ⧷⺆ቇ⠌ߩ⺖㗴ߦߟ޿ߡߩ⾰໧߳ߩ࿁╵ߪ㧘⴫ 1.ߦ␜ߔߣ߅ࠅ㧘߹ߣ߹ߞߚᥧ໒ᵴേߪ 1/4 ⒟ᐲߩਛቇᩞߦ߅޿ߡ
ታᣉߐࠇߡ޿ߚࠃ߁ߢ޽ࠆ‫৻ޕ‬ᣇߢ㧘‫߁޿ߣޠࠆ߃ⷡޟ‬ᵴേ߇ోߊ⺖ߖࠄࠇߥ߆ߞߚߣ޿߁࿁╵߇ 22㧑ᓧࠄࠇߚ‫⺞ߩߎޕ‬ᩏ߇ਛቇᩞතᬺ 2 ᐕᓟߦⴕࠊࠇߚߚ߼ߦ㧘ᱜ⏕ߥታᘒᛠីߦߥߞߡ޿ߥ޿น⢻ᕈ߽޽ࠆ߽ߩߩ㧘ታ㓙ߦᦨೋߦᥧ໒⺖㗴ࠍ⺖ߒߚ㓙㧘৻ㇱߩቇ⠌⠪ߦ⺖㗴ߦะ߆߁࿎㔍ߐࠍⷰኤߒߡ޿ࠆ‫ߎޕ‬ߩࠃ߁ߦ‫ޔ‬୘ੱߦࠃߞߡ⺖㗴߳ߩขࠅ⚵ߺᆫ൓ߦᏅ߇޽ࠆߎߣߪุ߼ߕ㧘ቇ⠌ⷐ࿃ߢ޽ࠆേᯏߠߌߩὐ
ߦ߅޿ߡ‫ޔ‬૗ࠄ߆ߩᓇ㗀ࠍ෸߷ߒߡ޿ࠆน⢻ᕈߪ޽ࠆ‫ޕ‬⴫ 1.
ਛቇᩞߦ߅ߌࠆ⺖㗴
න⺆ᥧ⸥

ᥧ໒

଀ᢥᥧ⸥

⧷૞ᢥ

ࠬࡇ࡯࠴

13㧑

25㧑

0㧑

5㧑

13㧑

ߎߩ⎇ⓥ߳ߩෳട⠪ߪ㧘ㅳ 3 ࿁㧔90 ಽ3 ࿁㧕ߩ⧷⺆᝼ᬺߩ߁ߜ㧘2 ࿁ߦ߅޿ߡ‫⧷ޟ‬ᢥ⺒⸃‫ߩޠ‬᝼ᬺࠍฃߌߚ‫ޕ‬೨ᐕᐲᧃߦ߅޿ߡታᣉߒߚ Bennesse ߩ GTEC ߩ⚿ᨐߦࠃࠅ㧘޽ࠄ߆ߓ߼਄૏ጀ 40 ฬ㧔↵ሶ
ቇ↢ 37 ฬ㧘ᅚሶቇ↢ 3 ฬ㧕ߣਅ૏ጀ 40 ฬ㧔↵ሶቇ↢ 37 ฬ㧘ᅚሶቇ↢ 4 ฬ㧕ࠍㆬ߮㧘1 ᐕᓟߦታᣉߒߚ
หߓ⹜㛎ߩᓐࠄߩ⚿ᨐࠍᲧセߒߚ‫ޕ‬−214−

ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

2.2 ᝼ᬺౝኈ
߹ߕ㧘᝼ᬺਛ‫ޔ‬ᢎ⑼ᦠߩ⧷ᢥࠍᗧ๧ߩ߹ߣ߹ࠅߏߣߩ࠴ࡖࡦࠢߢࠬ࡜ࠗ࠼ߦឭ␜ߒ㧘ౝኈᛠីࠍⴕߞ
ߡ޿ߊ‫ޕ‬ቇ⠌⠪ߦߪ㧘੍⠌⺖㗴ߣߒߡ㧘࠴ࡖࡦࠢᲤߦᢳ✢ߩ౉ߞߚ⧷ᢥࠍᷰߒߡ‫ޔ‬ౝኈᛠីࠍߔࠆߎߣ
߇᳞߼ࠄࠇߡ޿ࠆ‫ޕ‬ౝኈ߇ᛠីߐࠇߚᓟ㧘ᢥ᭴ㅧ㧘⺆ᴺ߿ᢥᴺߦߟ޿ߡߩ⺑᣿ࠍਈ߃ࠆ‫ޕ‬ቇ⠌⠪ߪ㧘ቇ⠌ߒߚ࠹ࠠࠬ࠻ߩਛ߆ࠄ 150 ⺆߆ࠄ 200 ⺆ߩᗧ๧ߩ߹ߣ߹ࠅߩ޽ࠆ⧷ᢥࠍᥧ໒ߔࠆࠃ߁ߦ⺖㗴߇⺖ߐࠇࠆ‫ޕ‬ᰴߩ᝼ᬺߢߪ㧘ᥧ໒࠹ࠬ࠻ߦട߃ߡ㧘ౝኈߦߟ޿ߡߩ⧷໧⧷╵ࠍⴕ߁‫ߩߎޕ‬ᵴേߩਛߢ㧘ቇ⠌⠪ߪ㧘ᥧ⸥૞ᬺߣߘߩౝኈߦߟ޿ߡߩᖱႎᬌ⚝ᵴേߦᓥ੐ߔࠆߎߣ߇ⷐ᳞ߐࠇࠆ‫ޕ‬1 ㅳ㑆ߦ⺖ߐࠇࠆᥧ⸥▸࿐ߪ㧘⧷ᢥ࠹ࠠࠬ࠻ 150 ⺆߆ࠄ 200 ⺆㧘⧷න⺆ 40 ⺆⒟ᐲ㧘⧷⺆᭴ᢥ 6 ଀ಽ⒟ᐲߢ޽ࠆ‫ߩߎޕ‬ᵴേࠍ೨ᦼ
15 ㅳ㑆㧘ᓟᦼ 15 ㅳ㑆ߩว⸘ 30 ㅳⴕ߁ߎߣߦߥࠆ‫ޕ‬
2.3 ⹜㛎ౝኈ ߎߩ⎇ⓥߦ߅޿ߡ㧘ቇ⠌⠪ߩ⧷⺆ജࠍ᷹ቯߔࠆ⹜㛎ߪ㧘Benesse ߩ GTEC ࠍ↪޿ߚ‫ޕ‬GTEC ߪ㧘Ფᐕ 1࿁ታᣉߒߡ޿ࠆ‫⹜ޕ‬㛎ߩౝኈߪ㧘⴫ 2㧚ߦ␜ߔߣ߅ࠅߢ޽ࠆ‫⹜ޕ‬㛎໧㗴࡟ࡌ࡞ߪ㧘หߓ㔍ᤃᐲߢ㧘಴㗴ౝኈ㧘಴㗴ᢙ㧘ᤨ㑆㈩ಽߥߤߔߴߡหߓ᧦ઙߣߥߞߡ޿ࠆ‫ޕ‬⴫ 2.
Benese GTEC ߩౝ⸶
Reading

Listening

Writing

ᤨ㑆㈩ಽ

45 ಽ

25 ಽ

20 ಽ

ὐᢙ㈩ಽ

250 ὐḩὐ

250 ὐḩὐ

160 ὐḩὐ3. ⚿ᨐ
࿑ 1 ߦ਄૏ጀ‫ޔ‬ਅ૏ጀߩ 2 ࿁ߩ⹜㛎ߩᓧὐᐔဋ୯ࠍ␜ߒߚ‫ޕ‬਄૏ጀߢߪ‫ޔ‬૞ᢥࠍߩߙߊ⺒⸃‫ޔ‬⡬⸃‫ޔ‬
WPM ߦ߅޿ߡᚑ❣ߩะ਄߇⷗ࠄࠇߚ߇‫ޔ‬ਅ૏ጀߢߪ‫ޔ‬⡬⸃ࠍ㒰ߊ㗄⋡ߢᚑ❣߇⪭ߜߡ޿ࠆ‫ޕ‬
㪉㪇㪇

㪈㪐㪐
㪈㪏㪊

਄૏ጀ䋨㪈ᐕᰴ䋩㪈㪎㪍㪈㪍㪌ਅ૏ጀ䋨㪈ᐕᰴ䋩

㪈㪉㪇

㪈㪈㪐

㪈㪏㪇
㪈㪍㪇

਄૏ጀ䋨㪉ᐕᰴ䋩㪈㪋㪇ਅ૏ጀ䋨㪉ᐕᰴ䋩

㪈㪉㪇
㪈㪇㪇

㪈㪈㪈
㪈㪈㪇

㪈㪇㪌

㪈㪈㪋

㪐㪍

㪏㪐

㪏㪉

㪏㪇
㪎㪊

㪍㪇

㪋㪏
㪋㪇
㪋㪋
㪉㪇
⺒⸃

⡬⸃

૞ᢥ

䌗䌐䌍

࿑ 1. ਄૏ጀߣਅ૏ጀߢߩ⧷⺆ജߩિ߮Ყセ⺖㗴ߩౝኈߪ⹺⍮⊛ߦ⽶⩄ࠍਈ߃ࠆᥧ⸥⺖㗴߇ᄙߊ㧘ਅ૏ጀߩቇ⠌⠪ߦߪ⽶ᜂ߇ᄢ߈ߊ㧘ቇ⠌േᯏࠍᒙ߼ࠆ߽ߩߣߥߞߚ‫৻ޕ‬ᣇ਄૏ጀߩቇ⠌⠪ߦߣߞߡߪ㧘⽶ᜂߪ޽ࠆ߽ߩߩ㧘⏕ታߦ⢻ജะ਄ߦ⚿߮ߟ޿ߡ޿ࠆߣ޿߃ࠆ‫⹺ޔߦ߁ࠃߩߎޕ‬⍮⊛⽶⩄ࠍਈ߃ࠆᜰዉߪ㧘ቇ⠌⠪㑆ߩቇ⠌ᚑᨐߩᏅࠍᄢ߈ߊߔࠆ߽ߩߢ
޽ࠆ㧘ߣ್ᢿߢ߈ࠆ߇㧘੹ᓟᦝߦᬌ⸛ࠍട߃ߡ㧘ࠃࠅࠃ޿ᜰዉᴺࠍᬌ⸛ߒߡ޿߈ߚ޿‫ޕ‬

−215−

８
月
９
日
︵
木
︶

P-11

8 ᦬ 9 ᣣ (9:30-11:30㧛ࠦࠕ࠲ࠗࡓ㧦10:40-11:30) / 1 ภ㙚 3 㓏࡜࠙ࡦࠫ⧷⺆㖸ჿᢎ⢒ߦ߅ߌࠆ⡞߈߿ߔߐߩ⎇ⓥ
e-࡜࡯࠾ࡦࠣߢߩቇ⠌ጁᱧ⸃ᨆ↰ᷗ 㦖ੑ㧔ࡒࡦ࠻㖸ჿᢎ⢒⎇ⓥᚲ㧕ࠠ࡯ࡢ࡯࠼㧦 ⡞߈߿ߔߐ㧘⺒ߺ߿ߔߐ㧘⊒⹤ㅦᐲ(WPM)㧘⊒⹤⛮⛯ᤨ㑆(BG)㧘e-࡜࡯࠾ࡦࠣ
1. ߪߓ߼ߦ
╩⠪ߪ‫ޔ‬ᤋ↹ࠍ૶ߞߚࠢ࡜࠙࠼ e-࡜࡯࠾ࡦࠣࠨࠗ࠻ Seleaf Drill ߩ࡝ࠬ࠾ࡦࠣ໧㗴ࠍㆬቯߔࠆ૞ᬺߦ߅
޿ߡ‫ޔ‬໧㗴ߩ㔍ᤃᐲࠍߤߩࠃ߁ߦ್ᢿߔࠆ߆ߣ⸒߁⺖㗴ߦ⋥㕙ߒߚ‫ߩઁޔߢߎߘޕ‬ᢎ⢒㑐ଥ⠪ߪߤߩࠃ߁ߥᜰᮡߦၮߠ޿ߡ޿ࠆ߆ࠍ⺞ߴߚ‫ߐߔ߿ߺ⺒ޔߒ߆ߒޕ‬㧔readability㧕㑐ㅪߩઁߪ⷗ߟߌࠆߎߣ߇ߢ߈
ߥ߆ߞߚ‫⚻ޔߢߎߘޕ‬㛎ೣߦၮߠ޿ߡ໧㗴ᢥ(ࡈ࡟࡯࠭)޽ߚࠅߩන⺆ᢙߣ㖸ჿ⛮⛯ᤨ㑆㧔๭᳇Ბ⪭㐳
Duration of Breath Group㧕ࠍ⋡቟ߦೋ⚖ਛ⚖਄⚖ߥߤߣࠢ࡜ࠬಽߌࠍⴕߞߚ‫ޕ‬ߘߩᓟ‫ޔ‬㖸ჿ⸒⺆ߩ⹺⍮⊛஥㕙ߢߩ listenability ࠍ⺞ߴߡ޿ࠆᤨߦ౷↰߆߅ࠆ(ጊᒻᄢ 1997)ࠄ߇࡝ࠬ࠽
ࡆ࡝࠹ࠖ౏ᑼࠍឭ␜ߒߡ޿ࠆߩࠍ⷗ߟߌߚ‫౏ߩߘޕ‬ᑼൻߪ‫⹤⊒ޔ‬න૏޽ߚࠅߩන⺆ᢙߣ⺞㖸ㅦᐲ(1 ಽ޽ߚࠅߩන⺆ᢙ WPM)ࠍ 2 ᄌᢙߣߔࠆ✢ᒻ 1 ᰴᑼߢ޽ߞߚ‫ޕ‬
2. ෳട⠪ߣታᣉⷐ✁Ṷ⠌ߪጊญ㜞Ꭸ㧔ᣧⒷ↰ᄢቇ㧕ߩදജࠍᓧߡታᣉߒ‫ޔ‬138 ฬߩᄢቇ↢߇ෳടߒߚ‫ޕ‬ෳട⠪ߪ᝼ᬺਛ޽ࠆ޿ߪኋ㗴ߣߒߡ Seleaf Drill ࠍታᣉߒߚ‫ ⴫ߪ⚦⹦ޕ‬1.ߩߣ߅ࠅ‫ޕ‬
⴫ 1.
Ṷ⠌ߩ⹦⚦
ᒻᘒ

ࠢ࡜࠙࠼ࠦࡦࡇࡘ࡯࠹ࠖࡦࠣ㧔 http://www.mintap.com/?drill㧕૞ຠᤋ↹࡮ࠕ࡜ࡆࠕࡦ࠽ࠗ࠻㧔ೋ⚖㧕╙ 7 ࠴ࡖࡊ࠲࡯㧔⚂ 10 ಽ㧕ෳട⠪㚂ㇺ࿤ߩᄢቇ↢ 138 ฬ㧔ቇᐕ 1㨪4㧕ⅣႺ᝼ᬺ㧔CALL ᢎቶ㧕‫ߪߚ߹ޔ‬ኋ㗴㧔⥄ቛߥߤ㧕/ Seleaf Drill ߳ߩࠥࠬ࠻౉ቶ໧㗴

35 ໧‫ޔ‬1 ໧ߪ 1 ⑽ඨ߆ࠄ 3 ⑽⒟ᐲ㧔ᐔဋ 2.0 ⑽‫ޔ‬6.5 ⺆‫ޔ‬3.2WPS㧕‫ޔ‬ᚲⷐᤨ㑆 20㨪30 ಽឭ␜ᒻᑼኻ⽎ࡈ࡟࡯࠭ߩᢙ⑽೨߆ࠄ㖸ᤋ௝ࠍᵹߒߚᓟ‫ޔ‬ኻ⽎ࡈ࡟࡯࠭㧔2 ⑽೨ᓟ㧕ࠍᢙ࿁➅ࠅ㄰ߔ⸃╵ᒻᑼ⺆㗅ᢛᐨ໧㗴㧔21 ໧㧕ߣ㗡ᢥሼߛߌࠍ࠲ࠗࡊߔࠆ◲ᤃᦠ߈ขࠅ໧㗴㧔14 ໧㧕ណὐ࡝ࠕ࡞࠲ࠗࡓߢណὐߒ‫ޔ‬೙㒢ᤨ㑆ౝߦᱜ⸃ߒߚ႐วߩᱷࠅᤨ㑆ࠍᓧὐߣߔࠆ

㓸⸘ࠢ࡜࠙࠼ߢ⥄േ㓸⸘

3. ⚿ᨐ
3.1 ಽᨆ⚿ᨐᱜ⸃₸ࠍ໧㗴ᢥߩዻᕈߏߣߦ㓸⸘ߒߚ߽ߩ߇࿑ 1‫ޔ‬2‫ޔ‬3 ߢ޽ࠆ‫ࠄ߆ࠄࠇߎޕ‬ᰴߩߎߣ߇⷗ߡขࠄࠇߚ‫ޕ‬(1)ࡢࡦࡈ࡟࡯࠭޽ߚࠅߩන⺆ᢙ‫ᤨ⛯⛮ޔ‬㑆‫⹤⊒ޔ‬ㅦᐲ߇Ⴧᄢߔࠆߦߟࠇߡᱜ⸃₸߇ૐਅߔࠆ‫ޕ‬(2)ߒ߆ߒ޽ࠆ৻ቯߩ୯㧔2 ⑽‫ޔ‬6 න⺆‫ޔ‬3WPS ޽ߚࠅ㧕ࠍㆊ߉ࠆߣૐᷫ߇ᱛ߹ࠆ௑ะ߇⷗ࠄࠇࠆ‫ޕ‬(1) ߪ೨⸥౷↰߆߅ࠆࠄߩᜰ៰‫⺞ޟ‬㖸ㅦᐲࠍㆃߊߔࠆߣ⡬⸃ߩᐲว߇ะ਄ߔࠆ‫⹤⊒ޕ‬න૏㐳ࠍ⍴ߊߔࠆߣ⡬⸃ߩᐲว߇ะ਄ߔࠆ‫╓ߣޠ‬วߔࠆ‫ߒߛߚޕ‬౷↰ࠄߪ㐳ᢥ㧔400 ⺆⒟ᐲ㧕ߩ⡞߈ขࠅ㧔1 ࿁ߩߺ㧕ߩᓟ

−216−

ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

ߦౝኈ৻⥌໧㗴ࠍ⸃޿ߡ߅ࠅ‫⎇ᧄޔ‬ⓥߢߩṶ⠌ᒻᑼߣߪ㓒ߚࠅ߇޽ࠆ‫ޕ‬

࿑ 1. න⺆ᢙᲤᱜ⸃₸࿑ 2. 㖸ჿ⛮⛯ᤨ㑆Ფᱜ⸃₸࿑ 3. WPS Ფᱜ⸃₸3.2 ⠨ኤߣዷᦸ
ಽᨆ⚿ᨐߩ (2)‫৻ޟ‬ቯߩ୯㧔2 ⑽‫ޔ‬6 න⺆‫ޔ‬3WPS ޽ߚࠅ㧕ࠍㆊ߉ࠆߣᱜ⸃₸ߩૐᷫ߇ᱛ߹ࠆ௑ะ‫ߣޠ‬⸒߁⃻⽎߇⏕߆ߦ޽ࠆߣߔࠇ߫‫↰ߪࠇߘޔ‬ᷗ࡮ḡ⥱㧔2011㧕ߩ⚂ 4 ਁ 7 ජࡈ࡟࡯࠭ߩ㖸ჿ⛮⛯ᤨ㑆㧔๭᳇Ბ⪭㐳㧕⸃ᨆ⚿ᨐߩᐔဋ୯㧔2.1 ⑽‫ޔ‬5.7 න⺆‫ޔ‬2.7WPS㧕ߣ╓วߔࠆߣߎࠈ߇޽ࠅ‫࡮↰␹ޔ‬ḡ⥱࡮↰ᷗࠄߦࠃࠆ࠴ࡖࡦࠢߢㅦ⺒⎇ⓥ㧔2r1 ⑽ߩ࠴ࡖࡦࠢ߇ᗧ๧ಣℂߩන૏ߢ޽ࠅ‫ޔ‬㖸ჿ࡝࠭ࡓߩන૏ߢ߽޽ࠆ㧕
ߣ⸒߁ℂ⺰ߣߩ㑐ࠊࠅࠍુ߁ߎߣ߇ߢ߈ࠆ‫ޕ‬⡞߈߿ߔߐߣ࠴ࡖࡦࠢߩ㑐ଥࠍߐࠄߦᷓߊ⎇ⓥߔࠆߎߣߪ
ᗧ๧߇޽ࠆߣᕁࠊࠇࠆ‫ޕ‬
4. ࠢ࡜࠙࠼ലᨐ
੹࿁ߩ⎇ⓥࠍㅢߒߡࠢ࡜࠙࠼㧔Cloud Computing㧕ߩᄢ߈ߥലᨐ߇⷗ࠄࠇߚߩߢ․⸥ߒߡ߅ߊ‫ޕ‬(1) ᝼ᬺߢߩታᣉ‫ޔ‬ኋ㗴ߦࠃࠆታᣉߥߤࠢ࡜ࠬߏߣߦᨵエߦኻᔕߢ߈ߚ‫ޕ‬(2) ⸃╵࠺࡯࠲߇ㅦ߿߆ߦ෼㓸ߢ߈ߚ‫ޕ‬㧔৻ㇱ࡝ࠕ࡞࠲ࠗࡓߢෳട⠪ߦࡈࠖ࡯࠼ࡃ࠶ࠢ㧕(3) ࠢ࡜ࠬ߇⇣ߥߞߡ߽Ṷ⠌ߩታᣉⅣႺࠍဋ⾰ߦߢ߈ߚ‫ޕ‬(4) ᜰዉ⠪ߩḰ஻߿੐ᓟಣℂߩ⽶ᜂ߇ዋߥ߆ߞߚ‫ޕ‬දജᩞ߇Ⴧ߃ߡ߽ߘࠇߦ઻߁੐ോ⽶ᜂ߇ዋߥ޿ߩߢᄢ㊂ߢဋ⾰ߥ࠺࡯࠲ࠍ෼㓸ߢ߈ࠆߎߣ߇್᣿ߒߚ‫ޕ‬
5. ⡞߈߿ߔߐߩⷐ࿃ߣߒߡߩᢥᴺ࡮᭴ᢥߣ࡝࠭ࡓ
଀߃߫಴㗴ᢥߩ߭ߣߟ‫ޟ‬Now, I’ll make it vanish. Watch!‫ߩޠ‬ᱜ⸃₸ߪ 81%ߢ޽ߞߚ߇‫ޔ‬ਇᱜ⸃⠪ߩ 70%߇‫ޟ‬Now, I’ll make vanish࡮࡮࡮‫ߣޠ‬ᒙ൓ߩ‫ޟ‬it‫ࠍޠ‬ᛮ߆ߒߡ޿ߚ‫ޕ‬⡞߈ขࠅ߿ߔߐߦߪᢙ୯ߢ⴫⃻น⢻ߥ߽ߩ㧔න⺆ᢙ߿⛮⛯ᤨ㑆ߥߤ㧕ߛߌߢߥߊ᭴ᢥ߿⊒㖸ߩ࡝࠭ࡓ߽㊀ⷐߥⷐ⚛ߢ޽ࠆߎߣ߇⏕⹺ߐࠇߚ‫ޕ‬ෳ⠨ᢥ₂␹↰᣿ᑧ‫ޔ‬ḡ⥱⧷৻‫↰ޔ‬ᷗ㦖ੑ (2010). ‫ߢࠢࡦࡖ࠴ޡ‬ㅦ⺒࠻࡟࡯࠾ࡦࠣ‫᧲ޢ‬੩㧦࿖㓙⺆ቇ␠ 6-13↰ᷗ㦖ੑ‫ޔ‬ḡ⥱⧷৻ (2010). ‫⹤⊒ޡ‬න૏ߣߒߡߩ๭᳇Ბ⪭↢ᚑߦ㑐ࠊࠆ㖸㖿ᕈ૞േ⸥ᙘߩᓎഀ̆㖸ჿ࠺࡯࠲ࡌ࡯ࠬߦၮߠߊ࠴ࡖࡦࠢ㐳ߩ⸃ᨆ‫ޢ‬ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ㑐᧲ᡰㇱ╙ 125 ࿁⎇ⓥᄢળ⊒⴫ⷐ㗄
28-29
౷↰߆߅ࠆ‫ޔ‬ਛጊ๺↵‫ޔ‬ጊญᏱᄦ‫ޔ‬ਛ⷏㆐਽ (1997). ⺞㖸ㅦᐲ࡮⊒⹤න૏㐳ࠍ㧞ⷐ࿃ߣߒߚ⧷⺆ᢎ᧚ߩ࡝ࠬ࠽ࡆ࡝࠹ࠖ౏ᑼߩ⎇ⓥ‫ޡ‬㧞ⷐ࿃㧔⊒⹤ㅦᐲ࡮⊒⹤න૏㧕㈩⟎⸘↹ᴺߦࠃࠆ⧷⺆ᢎ᧚ߩ࡝ࠬ࠽ࡆ࡝
࠹ࠖ౏ᑼߩ⎇ⓥ‫ޢ‬ᐔᚑ㧣ᐕᐲ㨪ᐔᚑ 8 ᐕᐲ⑼ቇ⎇ⓥ⾌⵬ഥ㊄㧔ၮ␆⎇ⓥ(C)㧕⎇ⓥᚑᨐႎ๔ᦠ 3-23

−217−

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⾥ഥળຬ࠺ࡕࡦࠬ࠻࡟࡯࡚ࠪࡦ
Supporting Member Demonstrations

⾥ഥળຬ࠺ࡕࡦࠬ࠻࡟࡯࡚ࠪࡦ

D-01 8 ᦬ 8 ᣣ (13:00-13:30) / 337 ᢎቶ࿖㓙ᢎ⢒੤឵ද⼏ળ㧔CIEE㧕ᣣᧄઍ⴫ㇱ↲ධᄢቇ⧷⺆㓸ਛࠦ࡯ࠬߦ߅ߌࠆ
Criterion㧔⥄േណὐ࡮ಽᨆ࠰ࡈ࠻㧕ߩലᨐ⊛ߥᵴ↪ᣇᴺᵤ↰ ା↵㧔↲ධᄢቇ㧕ᧄ⊒⴫ߢߪ‫⴫⊒ޔ‬⠪߇↲ධᄢቇ⧷⺆㓸ਛࠦ࡯ࠬߢⴕߞߡ޿ࠆ‫ޟ‬Criterion‫ࠍޠ‬ᵴ↪ߒߚ࡜ࠗ࠹ࠖࡦࠣ᝼ᬺ
ߩౝኈ߅ࠃ߮ᚑᨐߦߟ޿ߡ‫ޔ‬ቇ↢ߩࠕࡦࠤ࡯࠻⚿ᨐࠍ੤߃ߥ߇ࠄ⚫੺ߔࠆ‫ޕ‬Criterion ߪ☨࿖ ETS ߇㐿⊒ߒߚ‫࠻࠶ࡀ࡯࠲ࡦࠗޔ‬਄ߢ౉ജߒߚࠛ࠶࠮ࠗߩࠬࠦࠕߣࡈࠖ࡯࠼ࡃ࠶ࠢࠍ 10 ⑽એౝߦ㄰ߔ࡜ࠗ࠹ࠖࡦࠣ
ᜰዉ࠷࡯࡞ߢ޽ࠆ‫ޕ‬

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D-02 8 ᦬ 8 ᣣ (13:35-14:05) / 337 ᢎቶᢎ⢒᷹ቯ⎇ⓥᚲ⥄ਥ⊛ߦቇ⠌ߢ߈ࠆᰴ਎ઍߩ⧷⺆࡜ࠗ࠹ࠖࡦࠣቇ⠌ࠪࠬ࠹ࡓCASEC㧙WT㧔Writing Tutor㧕ࡧࠖ࡟࠾࠙ࠬ ࡒ࠶ࠦዊᨋ ᄐሶCASEC-WT ߪ‫ޔ‬ᣣᧄੱߩਛ࡮㜞࡮ᄢቇ↢ะߌߩ⧷૞ᢥߩ⥄േណὐ࡮ᷝ೥࠰ࡈ࠻ߢߔ‫ޔߪߢ࠻ࡈ࠰ᧄޕ‬30㨪500 ⺆⒟ᐲߩ⧷૞ᢥࠍࠗࡦ࠲࡯ࡀ࠶࠻਄ߢ‫ߊᦠޟ‬ψᷝ೥ߔࠆψᦠ߈ߥ߅ߔ‫ࠍࠬ࠮ࡠࡊ߁޿ߣޠ‬૗ᐲ߽➅ࠅ㄰ߔߎߣߢ‫ࠣࡦࠖ࠹ࠗ࡜⺆⧷ޔ‬ജࠍ㙃ᚑߔࠆߎߣ߇ߢ߈߹ߔ‫ޕ‬ᢎ⢒⃻႐ߦ߅޿ߡߪ‫ޔ‬᝼ᬺౝߢ‫ޔ‬߹ߚኋ㗴ߢ‫ߦᦝޔ‬ቇ↢ߚߜߩ⥄⠌ቇ⠌╬᭽‫ߥޘ‬ᒻߢߏ૶↪㗂߈‫ޔ‬వ↢ᣇߩ૞ᢥߩណὐߩߏ⽶ᜂࠍᷫࠄߔ
ߎߣ߇ߢ߈߹ߔ‫ ߪߢ⴫⊒ᧄޕ‬CASEC-WT ߩ࠺ࡕࠍ߅⷗ߖ⥌ߒ߹ߔ‫ޕ‬−220−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

D-03 8 ᦬ 8 ᣣ (14:10-14:40) / 337 ᢎቶᩣᑼળ␠ࡑࠢࡒ࡜ࡦ ࡜ࡦࠥ࡯ࠫࡂ࠙ࠬ

Blended Learning made easy with Digital e-Books
Halliday, Darren
Over the years we have seen many digital solutions being introduced to the classroom but we must all agree thatthe number of students using the traditional textbook still out numbers the number of students using digital. The
textbook has proven to work and it will continue to work but we also need to embrace technology and evolve
together with our students. In this demonstration you will see how the traditional textbook has embraced technology
and added the extra benefits of digital. Blended learning can be simple and can be introduced to the classroom withvery little digital knowledge. Come and see how.

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D-04 8 ᦬ 8 ᣣ (15:00-15:30) / 337 ᢎቶ㔚ሶࠪࠬ࠹ࡓᩣᑼળ␠

Mac-CALL ߣ iPad ߢߩ᝼ᬺᡰេ
㔚ሶࠪࠬ࠹ࡓᩣᑼળ␠
ߎࠇ߹ߢߩ CALL-system ߪ Windows-PC ߢേ૞ߒߡ߈߹ߒߚ߇‫੹ޔ‬࿁ Mac

CALL ࠍ૞ࠆߎߣߦߒ߹

ߒߚ‫ޕ‬Mac ࠍㆬࠎߛℂ↱ߪ‫ޔ‬
1. Windows-PC ߩ࠼ࡔࠗࡦ⹺⸽ߩᾘࠊߒߐ
2. Windows-PC ߪ࠙ࠗ࡞ࠬ࠰ࡈ࠻߇ᔅⷐ‫ࠅࠃߦࠇߘޔ‬േ૞߇ਇ቟ቯߦߥࠆߎߣ߇޽ࠆ
3. Mac ߪേ૞⥄૕߇シ޿ߢߔ‫ޕ‬Mac-CALL ߢߪ‫ ߩ⁁⃻ޔ‬Windows-CALL ߢߢ߈ࠆߎߣߪోߡታ⃻੍ቯߢߔ‫ޕ‬߹ߚ‫ޔ‬iPad ࠍ૶↪ߔࠆ᝼ᬺᡰេ߽⊒⴫ߒ߹ߔ‫ޕ‬iPad ߢߩࠪࠬ࠹ࡓߪਅ⸥ࠍᗐቯߒߡ޿߹ߔ‫ޕ‬
1. ቇᩞߢࠨ࡯ࡃ▤ℂ⠪ⷐຬ߇ਇⷐߥࠪࠬ࠹ࡓ
2. ቇᩞߢ PC ᡰេⷐຬߩਇⷐߥࠪࠬ࠹ࡓ
3. ࠨ࡯ࡃ▤ℂߪᄖㇱߢⴕ޿‫ޔ‬ቇᩞߩవ↢߇ࠨ࡯ࡃࠍ⸅ࠆᔅⷐߩߥ޿ࠪࠬ࠹ࡓ
4. ᝼ᬺࠍⴕ߁ߩߦవ↢ᣇ߇ᷙੂߒߥ޿ࠪࠬ࠹ࡓ
5. PC ࠻࡜ࡉ࡞‫ޔ‬ᠲ૞ࡒࠬ‫ ߢߤߥࠬ࡞ࠗ࠙ޔ‬PC ߇ᱛ߹ࠄߥ޿‫ߜࠊߥߔޔ‬᝼ᬺ߇ᱛ߹ࠄߥ޿ࠪࠬ࠹ࡓ
6. ቇ⠌⠪߽⸅ࠆߛߌߢ◲නߦ૶߃ࠆࠪࠬ࠹ࡓ

−221−

⾥ഥળຬ࠺ࡕࡦࠬ࠻࡟࡯࡚ࠪࡦ

D-05 8 ᦬ 8 ᣣ (15:35-16:05) / 337 ᢎቶ࠮ࡦࠥ࡯ࠫ ࡜࡯࠾ࡦࠣᩣᑼળ␠

Extending your reach with Moodle materials
Goetz, Thomas H.
As a CMS/LMS, Moodle has a proven track record for being flexible, time-saving and efficient for monitoring
students' progress. I will discuss how Moodle has been successfully implemented at Hokusei Gakuin University and,by blending print and digital materials, how we have benefited students and instructors alike by extending our"teaching reach" through this learning environment. Creating content for Moodle that complements and expands
core texts, however, can be an extensive workload for which teachers may not have time or patience. What if suchcontent was already created and available for use in your classes? I will introduce the project I'm developing with
Cengage Learning to provide complimentary Moodle content that can be simply offered to institutions and accessed
across different platforms including tablets and smartphones.

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D-06 8 ᦬ 9 ᣣ (11:30-12:00) / 131 ᢎቶᩣᑼળ␠ࡇࠕ࠰ࡦ᩿ේ

ࡇࠕ࠰ࡦߩᣂߒ޿ࠝࡦ࡜ࠗࡦᢥᴺᢎ᧚‫ޡ‬MyGrammarLab‫ߩޢ‬᭎ⷐߣᄢቇߢߩታ〣ႎ๔਄᧛ ᱞม㧔ࡇࠕ࠰ࡦ᩿ේ㧕ᐔ੗ ᗲ㧔੩ㇺ♖⪇ᄢቇ㧕
MyGrammarLab ߪᓥ᧪ߩᢎ᧚ߣᄢ߈ߊ⇣ߥࠅ㧘࠹ࠠࠬ࠻ᧄ૕ߦട߃ߡ࠙ࠚࡉ਄ߢߩࠕࠢ࠮ࠬ߅ࠃ߮ࠬ
ࡑ࡯࠻ࡈࠜࡦߥߤࡕࡃࠗ࡞┵ᧃ߆ࠄߩࠕࠢ࠮ࠬߦࠃࠆቇ⠌ࠍน⢻ߦߒߚ‫ޔ‬ᢥᴺᜰዉߦὶὐࠍ޽ߡߚᢎ᧚
ߢߔ‫⵬ࠍ࠻ࠬࠠ࠹ޕ‬ቢߔࠆ࠙ࠚࡉ਄ߢߩ᏷ᐢ޿⺖㗴ߦട߃㧘ࡕࡃࠗ࡞┵ᧃ߆ࠄߩࠕࠢ࠮ࠬ߇น⢻ߣߥߞߚߎߣߢࠃࠅᄙߊߩቇ⠌⠪ߦ⥄ਥቇ⠌߿᝼ᬺᄖߢߩቇ⠌ࠍଦߔߎߣ߇ߢ߈ࠆࠃ߁ߦߥࠅ߹ߒߚ‫⴫⊒ᧄޕ‬ߢߪ MyGrammarLab ࠍታ㓙ߦߏⷩ޿ߚߛߊߣߣ߽ߦ㧘ቇ⠌⠪ߩ࡟ࡌ࡞߇ᄙጘߦࠊߚࠆ੩ㇺ♖⪇ᄢቇߢߩዉ౉଀ࠍߏ⚫੺ߒ߹ߔ‫ޕ‬−222−

ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

D-07 8 ᦬ 9 ᣣ (9:30-10:00) / 337 ᢎቶ

G-TELP ᣣᧄ੐ോዪ

G-TELP ࠬࡇ࡯ࠠࡦࠣ࠹ࠬ࠻࡮࡜ࠗ࠹ࠖࡦࠣ࠹ࠬ࠻ߩ࡝࡝࡯ࠬߣ
ᣣᧄߦ߅ߌࠆవⴕታᣉ੐଀ߩႎ๔
ᴧ↰ ೰ผ
‫ޠߔ⹤ޟ‬‫⹤߇࡞ࠠࠬޠߊᦠޟ‬㗴ߣߥߞߡ޿ࠆ੹ᣣ‫ޔ‬G-TELP ᣣᧄ੐ോዪߢߪ‫ޔ‬G-TELP 㐿⊒రߢ޽ࠆ ITSC
㧔International Testing Services Center㧕߇㐿⊒ߒߚࡄ࠰ࠦࡦ਄ߢฃ㛎ߢ߈ࠆࠬࡇ࡯ࠠࡦࠣ࠹ࠬ࠻㧔GST㧕࡮࡜ࠗ࠹ࠖࡦࠣ࠹ࠬ࠻㧔GWT㧕ࠍᣣᧄߦ߅޿ߡ࡝࡝࡯ࠬ‫ޕ‬ᤓᐕࠃࠅታ㛎⊛ታᣉࠍ⚻ߡᧄᩰ⊛ߥታᣉዷ㐿ࠍㅴ߼ߡ޿ࠆ‫ޕ‬ᒰ⊒⴫ߢߪᣣᧄߢ࡝࡝࡯ࠬߒߡ޿ࠆ GST࡮GWT ߩ․㐳ߥߤߩ᭎ⷐࠍ⚫੺ߔࠆߣ౒ߦ‫ޔ‬ᣣᧄߢߩవⴕታᣉ੐଀߿ฃ㛎⠪ߩᗵᗐߥߤߦߟ޿ߡႎ๔ߔࠆ‫ޕ‬

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D-08 8 ᦬ 9 ᣣ (10:05-10:35) / 337 ᢎቶ

HOYA ᩣᑼળ␠

㝷ᴺߩ⧷⺆ᢎ⢒࠰ࡈ࠻ Globalvoice ࠪ࡝࡯࠭⮮↰ 㓷਽
㝷ᴺߩ⧷⺆ᢎ⢒࠰ࡈ࠻‫ޟ‬Globalvoice‫ߦࠄߐޔߪ࠭࡯࡝ࠪޠ‬ㅴൻࠍߒ߹ߔ‫ޕ‬㖸ჿวᚑ㧔TTS㧕ߢߪ‫ޔ‬ᬺ⇇ߢᦨ㜞ፄߩ‫ޟ‬GlobalvoiceEnglish‫ᧄޔ߇ߔߢޠ‬ᐕᄐࠃࠅ‫ޔ‬ᣂ⵾ຠ GVE3 ࠍ⊒⴫ߒ߹ߔ‫ ߩߎޕ‬GVE3 ߢߪ‫ޔ‬ᓥ᧪ຠߩຠ⾰ᡷༀߛߌߢߥߊ‫ޔ‬ᣂ⧷⺆ᅚჿ JULIE ࠍㅊടߒ‫ޔ‬ࠃࠅᢎ⢒⃻႐ߢ૶޿߿ߔ޿⵾ຠߣߥࠅ߹ߔ‫ޕ‬߹ߚ‫⊒ޔ‬㖸⍶ᱜ࠰ࡈ࠻‫ޟ‬GlobalvoiceCALL‫⵾␠ઁޔߪޠ‬ຠߢߪኻᔕߢ߈ߥ޿⥄↱ߥන⺆߿଀ᢥࠍ‫ࠬࠠ࠹ޔ‬࠻ߩߺߢ⊓㍳ߒ‫✵ޔ‬⠌‫ޔ‬ฦ㖸⚛࡟ࡌ࡞ߩ⥄േណὐ‫ޔ‬ቇ⠌࠺࡯࠲ߩ⥄േ଻ሽ߇ߢ߈ࠆఝࠇ߽ߩߢߔ‫ߜߤޕ‬ࠄߩ⵾ຠ߽৻⥸ᢎቶ‫ޔ‬CALL ᢎቶߢᐢߊ೑↪ߐࠇߡ߅ࠅ‫ߩࠄࠇߎޔ‬ᵴ↪੐଀ߣᯏ⢻⚫੺ࠍߒ߹ߔ‫ޕ‬−223−

⾥ഥળຬ࠺ࡕࡦࠬ࠻࡟࡯࡚ࠪࡦ

D-09 8 ᦬ 9 ᣣ (10:55-11:25) / 337 ᢎቶ᧲ㅢ↥ᬺᩣᑼળ␠

ࠬࡑࡎߢ⥄Ꮖቇ⠌▽㊁ ↱♿ᄦ⺆ቇᢎ⢒ߢ૶↪ߔࠆ㖸ჿ࠺࡯࠲‫ޕ‬ᄙ᭽ൻߔࠆ࠾࡯࠭ߩਛߢߎߩᢎ᧚ࠍ‫᦭ߦ߆޿ޟ‬ലߦ೑↪ߔࠆ߆‫ޕ‬‫ࠍޠ‬࠹࡯ࡑߦᯏ᧚ዷ␜ߐߖߡ޿ߚߛ߈߹ߔ‫ޕࡦࠜࡈ࠻࡯ࡑࠬߚߒ߹߈ߡߞߥߦ⊛⥸৻ߪߢ੹ޕ‬ᢎ᧚ࠍ࠳࠙ࡦ
ࡠ࡯࠼ߒߡ⥄ቛߩߺߢߪߥߊ‫ޔ‬ㅢቇㅜਛߢ߽ቇ⠌น⢻ߥⅣႺ᭴▽ߩ߅ᚻવ޿ࠍߐߖߡ޿ߚߛߊߏឭ᩺ߣ
ߥߞߡ߅ࠅ߹ߔ‫ޕ‬

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D-10 8 ᦬ 9 ᣣ (11:30-12:00) / 337 ᢎቶᩣᑼળ␠ VERSION2

Web ࡑ࡞࠴ࡔ࠺ࠖࠕ LMS ‫ޟ‬Glexa‫ߚ޿↪ࠍޠ‬᝼ᬺ଀ᄢ⷏ ᤘᄦ
േ↹߿㖸ჿࠍ೑↪ߒߚᢎ᧚ࠍࠪࡦࡊ࡞ߥᠲ૞ߢ૞ᚑߢ߈‫ޔ‬᝼ᬺㆇ↪ߦᔅⷐߥᯏ⢻ࠍขࠅឥ߃ߚ Web ࡑ࡞࠴ࡔ࠺ࠖࠕ LMS‫ޟ‬Glexa‫ޔࠍޠ‬ታ଀ࠍరߦߒߚ᝼ᬺߢᵴ↪ߢ߈ࠆ࠺ࡕࠍⴕ޿߹ߔ‫ޕ‬േ↹ࠍ೑↪ߒߡోຬࠍ㓸ਛߐߖࠆ‫⊒ޔ‬㖸✵⠌ࠍᔅߕ੍⠌ߐߖࠆ‫ޔ‬㕙ធߩ✵⠌ࠍ⥄േൻߔࠆ‫ޔ‬಴Ꮸࠍ◲නߦขࠆߣ޿ߞߚࠃ
߁ߥᵴ↪੐଀ࠍታ㓙ߩࠪࠬ࠹ࡓࠍ↪޿ߡ࠺ࡕߒ߹ߔ‫ޕ‬−224−

ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ

D-11 8 ᦬ 9 ᣣ (14:10-14:40) / 333 ᢎቶᩣᑼળ␠ࠕ࡞ࠢᢎ⢒␠ᄢቇߦ߅ߌࠆᄖ࿖⺆ࠬ࠲ࡦ࠳࡯࠼ߩ⋡ᮡ⸳ቯߣ e-࡜࡯࠾ࡦࠣߩ
᦭ലᵴ↪ߦߟ޿ߡ᧲ ஜ৻㧔ᢥᢎ༡ᬺᧄㇱ㧕੹ᐕᐲ‫ޔ‬ᢥㇱ⑼ቇ⋭ᣂ੐ᬺ‫ޔ‬‫᧚ੱ࡞ࡃ࡯ࡠࠣޟ‬⢒ᚑផㅴ੐ᬺ‫ޔߪߢޠ‬‫ޟ‬TOEFL iBT80 એ਄‫ߚߞ޿ߣޠ‬ᄖ࿖⺆ࠬ࠲ࡦ࠳࡯࠼ߩ೔㆐⋡ᮡ߇⸳ቯߐࠇ߹ߒߚ‫ޕ‬ᄢⷙᮨᩞߢߪ‫ޔ‬1 ቇᐕ 2,000 ฬߩ⥄Ꮖቇ⠌ߩ㊀ⷐᕈ߇ต߫ࠇ‫ޔ‬ᡷ߼ߡ e-࡜࡯࠾ࡦࠣ߇ᵈ⋡ߐࠇߡ޿߹ߔ‫ޔߪࠢ࡞ࠕޕ‬e-࡜࡯࠾ࡦࠣߩലᨐ⊛ቇ⠌ᣇᴺࠍ 400 ߩዉ౉ᩞߩవ↢ᣇߣࡔ࡯࡞ࡑࠟࠫࡦ߿ࡢ࡯࡚ࠢࠪ࠶ࡊࠍㅢߓߡ౒᦭ߒߡ޿߹ߔ‫ޔߦࠄߐޕ‬ᢎ⢒⃻႐ߩ࠾࡯࠭
ߦၮߠ߈‫⹺ࠢ࡞ࠕޔ‬ቯ‫⺆⧷ޟ‬ቇ⠌ࠕ࠼ࡃࠗࠩ࡯‫⾗ޠ‬ᩰࠍ଻᦭ߔࠆੱ᧚ࠍᄢቇࠍ߅ㅍࠅߒ‫⥄ޔ‬Ꮖቇ⠌ߩ⾰ะ਄ߦദ߼ߡ޿߹ߔ‫ޕ‬

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D-12 8 ᦬ 9 ᣣ (13:00-13:30) / 337 ᢎቶࡄ࠽࠰࠾࠶ࠢ ࠪࠬ࠹ࡓ࠰࡝ࡘ࡯࡚ࠪࡦ࠭ ࠫࡖࡄࡦᩣᑼળ␠

㔚ሶㄉᦠㅪ៤ᯏ⢻ઃᣂ VSS ߩߏ⚫੺⨲㊁ ෘ↢
Ⴆᧄ ᦭৻
㨂㧿㧿ߪ㖸ჿߣߘߩࠬࠢ࡝ࡊ࠻ࠍ⥄േ⊛ߦන⺆න૏ߢࠪࡦࠢࡠߔࠆᛛⴚߢ‫⃻ޔ‬Ბ㓏ߢߪ⧷⺆ߣᣣᧄ⺆ߦኻᔕߒߡ޿߹ߔ‫ޕ‬ᓥ᧪‫ޔ‬ᚻേߢⴕߞߡ޿ߚห⒳ߩᢎ᧚૞ᚑ૞ᬺᤨ㑆ࠍᄢ᏷ߦ೥ᷫߔࠆ੐߇น⢻ߣߥࠅ‫ޔ‬૞ᚑߐࠇߚᢎ᧚ߪ࡝ࠬ࠾ࡦࠣ‫ߩ╬ࠣࡦࠖ࠺࡯࡝ޔࠣࡦࠗ࡯࠼ࡖࠪޔ‬᏷ᐢ޿ቇ⠌ᵴേߦᵴ↪ߔࠆߎߣ߇ߢ
߈߹ߔ‫੹ޕ‬࿁ߩ࠺ࡕࡦࠬ࠻࡟࡯࡚ࠪࡦߢߪ㔚ሶㄉᦠㅪ៤ᯏ⢻߿ࠬ࡜࠶ࠪࡘ⥄േᝌ౉‫⥄࠭࡯ࡐޔ‬േᄌ឵‫ޔ‬ⓣၒ߼ࡊ࡝ࡦ࠻૞ᚑߣ޿ߞߚᣂࡃ࡯࡚ࠫࡦ߇஻߃ࠆ․㐳ߣߣ߽ߦ‫ޔ‬VSS ߩታ〣ᵴ↪଀߽ߏ⚫੺ߐߖߡ޿
ߚߛ߈߹ߔ‫ޕ‬−225−

⾥ഥળຬ࠺ࡕࡦࠬ࠻࡟࡯࡚ࠪࡦ

D-13 8 ᦬ 9 ᣣ (13:35-14:05) / 337 ᢎቶ

ቇᩞᴺੱ ᢥൻቇ࿦ࠕࠞ࠺ࡒ࠶ࠢࠕ࡯ࠞࠗࡉ࠮ࡦ࠲࡯

⧷⺆ᢎ⢒㧒ᢎ᧚ߦᦨㆡߩࠝࡦ࡜ࠗࡦ࠺࡯࠲ࡌ࡯ࠬⱅሶ ౖ㇢
AFP ㅢା␠߇‫ޔ‬਎⇇ਛߩႎ㆏ᯏ㑐ߦ㈩ାߒߡ޿ࠆേ↹‫↹ޔ‬௝‫⸥ޔ‬੐ߣోߊหߓ߽ߩࠍ‫ޔ‬ᢎ⢒ᯏ㑐ߦะߌߡឭଏߒߡ޿ࠆࠝࡦ࡜ࠗࡦ࠺࡯࠲ࡌ࡯ࠬࠨ࡯ࡆࠬ AFPWAA ࠍ⚫੺ߒ߹ߔ‫⪺ޕ‬૞ᮭߩੑᰴ೑↪ోߡ⸵⻌ᷣߺߩ 1000 ਁὐߩ↹௝㧔⧷⺆ࠠࡖࡊ࡚ࠪࡦઃ߈㧕‫ޔ‬8 ਁὐߩേ↹ߩౝ‫ߩ⺆⧷ޔ‬േ↹ࠍਛᔃߦߏ᩺ౝ‫ޕ‬࠳࠙ࡦࡠ࡯࠼ߒߡߩ⺰ᢥ‫⪺ޔ‬૞‛ߪ߽ߜࠈࠎ‫ޔ‬ቇ↢ߩ೑↪ߦࠃࠆ࡟ࡐ࡯࠻߿ࡊ࡟࠯ࡦ࠹࡯࡚ࠪࡦ߳ߩ૶
↪߽⥄↱‫ޕ‬േ↹ߦߟ޿ߡߪ‫࠻ࡊ࡝ࠢࠬޔ‬㧔േ↹ߢ⹤ߐࠇߡ޿ࠆ⧷⺆㧕ߪోߡේᢥߢ⴫␜ߐࠇࠆߩߢ‫ޔ‬ᢎ᧚૞ᚑߦ߽ᦨㆡ‫ߩߘޕ‬ታ଀߽ߏⷩ޿ߚߛ߈߹ߔ‫ޕ‬

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D-14 8 ᦬ 9 ᣣ (14:10-14:40) / 337 ᢎቶᩣᑼળ␠ౝ↰ᵗⴕ⧷⺆ቇ⠌ߩߚ߼ߩലᨐ⊛ߥⅣႺߠߊࠅ
㗇⮮ ✍ሶ
⧷⺆ߩㆇ↪⢻ജࠍะ਄ߔࠆߩߦᔅⷐߥቇ⠌ⅣႺߦߪ‫߇ߩ߽ߥ߁ࠃߩߤޔ‬ᔅⷐߢߒࠂ߁߆‫ޕ‬CALL ᢎቶ߿‫ޔ‬㈩⟎߇࿕ቯߐࠇߚᢎቶⅣႺߛߌߢචಽߢߒࠂ߁߆‫੹ޕ‬࿁‫ޔ‬ᩣᑼળ␠ౝ↰ᵗⴕߪ‫ࡦ࠯࡟ࡊޟ‬ജะ਄‫ޠ‬‫ߥ࡞ࡉࠪࠠ࡟ࡈޟ‬ᢎቶߠߊࠅ‫ޠ‬‫ޟ‬TOEIC ฃ㛎Ḱ஻‫ޠ‬‫ߥ࠭࡯ࡓࠬޟ‬ᖱႎឭ␜‫⺆⧷ޔߦ࠼࡯ࡢ࡯ࠠࠍޠ‬ቇ⠌ߩߚ߼ߩലᨐ⊛ߥⅣႺߠߊࠅߩߚ߼ߩᖱႎࠍ߅ዯߌ޿ߚߒ߹ߔ‫ޕ‬

−226−





⊒⴫⠪೎⚝ᒁ
Presenter Index⊒⴫⠪೎⚝ᒁ          ޽                       ߅             㕍ᧁ ାਯ ·····························································190

ᄢၔ ᢘੱ····························································· 134⧃Ꮉ ᱜብ ·····························································164ᄢႦ ᦺ⟤····························································· 166㒙ㇱ ⌀··································································170

ᄢ⷏ ᤘᄦ····················································· 104, 224᦭ᧄ ⚐··································································130ᄢḊ ૫ብ······························································· 70ጟፒ ᒄା····························································· 198          ޿             ᅏ↰ ⵨ม····························································· 164㘵ፉ ⌬⟤ ·····························································214ዊᩙ ᚑሶ····························································· 162੗⁚ ᐘ↵ ·····························································192

ዊ㊁ 㓶৻······························································118↢㚍 ⵨ሶ ·······················································68, 168

ዊᒛ ᢘਯ····························································· 102ᳰ਄ ਭ⟤ሶ ·························································176
ᳰ੉ ⪲ሶ ·····························································142          ߆             ᳰ⼱ ዏ⟤ ·······························································44

ട⾐↰ ື਽ ························································ 192

ᳰጊ ๺ሶ ·························································78, 82

ᩑේ ᱞผ······························································· 44⍹Ꮉ ଻⨃ ·····························································140ጟ ᥍⟤······························································116⍹Ⴆ ඳⷙ ·····························································156

ട⮮ 㓸ᐔ······························································· 76

ᴰ ᗆ⟤ሶ ·····························································192ട⮮ ⚐ሶ······························································· 48

દ⮮ ਁ♿ሶ ·························································116ട⮮ ᄢᖗ····························································· 221੗਄ ⃿⟤ሶ ·························································166㐷↰ ୃᐔ························································· 50, 68

੗਄ ⡡····································································96㐷⣁ ↱ᳯ····························································· 106દᐸ ✛··································································100਄᧛ ᱞม····························································· 222

੹੗ ↱⟤ሶ ···························································52␹⼱ ஜ৻······························································· 44

ጤዬ ᒄ᮸ ·····························································204ࠞ࡟ࠗ࡜᧻ፒ 㗅ሶ ·············································· 98ጤ↰ ⡛ሶ ·······························································58

ᴡว ೰································································· 104Ꮉፒ ⋿ℂሶ ························································ 152          ߁             ᴡ㊁ ౞································································· 174ࡧࠖ࡟࠾࠙ࠬ ࡒ࠶ࠦ ·········································220Ꮉ᧛ ᣿⟤······························································· 76ᬀᧁ ⟤ජሶ ···························································86␹↰ ᣿ᑧ······················································· 82, 186਄↰ ᵗሶ ·····························································166⫱ේ 㗅ሶ····························································· 174

ᶆ㊁ ⎇··································································160
          ߈                    ߃             ⩵ᳰ ఝᏗ····························································· 172᭑↰ ৻〝 ·····························································120

ർ᧛ ผ································································· 146

ᳯේ ᥓሶ ·····························································198

ᧁᚭ ๺ᒾ····························································· 198ⱅሶ ౖ㇢ ·····························································226ᧁ᧛ ୃᐔ····························································· 200−228−ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ          ߊ          ㋈ᧁ ᡽ᶈ······························································· 82

ᮭ ⍓······································································122㗇⮮ ✍ሶ····························································· 226⨲⭿ ㇌ᐢ ·······················································80, 172⨲㊁ ෘ↢ ·····························································225          ߖ          ਭፉ ᥓᵤሶ ·························································138㑐ญ ᐘઍ······························································· 54

ᾢ੗ ାᒄ ·······························································56㤥Ꮉ ᗲሶ ·····························································110          ߘ          ᨴ⍫ ᱜ৻····························································· 108          ߎ          ᴡౝጊ ⌀ℂ ················································ 130, 192

          ߚ          㚅ᨋ ✍ሶ ·······························································92㜞ᯅ ᡷᄥ····························································· 172ዊᨋ ᄐሶ ·····························································220㜞ᯅ ᐘሶ····························································· 192

ዊጊ ᢅሶ ·····························································136

㜞ᯅ ⑲ᄦ····························································· 154ㄭ⮮ ⌬⟤ ·····························································140ṚỈ દㇺሶ ························································ 176┻ౝ ℂ····························································· 86, 92

          ߐ          ┻⬄ 㗅ሶ······························································· 62㥲⮮ ᩕੑ ·····························································140↰ේ ᙗ๺······························································· 44ဈ↰ ᶈ··································································158↰ᷗ 㦖ੑ··············································· 82, 186, 216

૒‫····························································· ✛ ᧁޘ‬114

ᮻ੗ ᱞ································································· 128૒⮮ ᕶሶ ·····························································122૒⮮ ෹㚅 ·····························································176

          ߜ          ૒ข ⟤♿ ·····························································148⨆㊁ Ả৻㇢ ·························································· 70ਛ᪯ ᷡ⟤······························································· 94          ߒ          ᳁ᧁ ㆏ੱ ·······························································50

          ߟ          ᔒ᳓ ବᐢ ·····························································190

Ⴆᧄ ᦭৻····························································· 225ਅፉ ⟵ኈ ·······························································60ᵤ↰ ା↵····························································· 220⨿ፉ ብੑ㇢ ···························································40▽㊁ ↱♿ᄦ ························································ 224⊕ᧁ ᥓ჻ ·····························································114㊒੗ ජᕺ····························································· 132

ၔ㊁ ඳᔒ ·······························································88
          ߡ                    ߔ          ኹ᎑ ஜผ····························································· 190᧖ᶆ ᱜ೑ ·······························································80㋈ᧁ ⮍····································································64

          ߥ          ㋈ᧁ ❥ᄦ ·····························································190ਛ↰ ߭ߣߺ ·························································· 72−229−⊒⴫⠪೎⚝ᒁਛ⷏ ߩࠅߎ ·························································130          ߳          ਛ⷏ ᱜ᮸ ·······························································46ߵ࠾ࡦ࠻ࡦ ๺㓷ሶ ············································ 182

ਛ㊁ ⑲ሶ ·····························································126㐳ự Ẵ··································································146

          ߶          ᄐ⋡ ቄઍਭ ·························································126

଻ፒ ೣ㓶····························································· 146
ၳ ᥓሶ································································· 124          ߦ          ⷏၂ ⍮૫ሶ ···························································94

          ߹          ⷏Ꮉ ᗆ····································································76೨↰ ໪ᦶ····························································· 202⷏↰ ℂᕺሶ ···························································84⌀ፒ సᒾ····························································· 144
᧻ᯅ ↱૫····························································· 106          ߧ          ᧻⮮ ⮍ሶ······························································· 90ᴧ↰ ೰ผ ·····························································223

᧻ᧄ ᕶઍ····························································· 206          ߪ                    ߺ          ࡂ࡯ࡃ࡯࠻ ਭઍ ·················································132

᳓㊁ ⚐ᰴ····························································· 198⪤የ ᕡ੫ ·····························································164Ḵ⇌ ଻ਯ······························································112⪤㊁ ᢅ··································································210ਃ↰ ⮍································································· 210

ᯅ⷏ ᓀᬤ ·····························································150

ධ ♿ሶ··································································· 60㐳⼱Ꮉ ↱⟤ ·························································134ፃፉ ㆏ᄦ······························································· 70㐳⼱ ዏᒎ ·······························································50ፃ ᘕ৻··································································· 66ේ↰ ┨····································································58

ਃᩮ ᶈ··································································· 52

ဈ᧲ ⾆ᄦ ·······························································80

ፃ᧻ ା᣿······························································· 76ਃቛ ߭ࠈሶ ························································ 208

          ߭          ችፒ ૫ౖ····························································· 134᧲ ஜ৻··································································225ᐔ੗ ᗲ··················································· 68, 168, 222

          ߽          ᐔ੗ ᷡሶ ·····························································174

᫪ਅ ⟤๺························································· 68, 74
᫪᳗ ᒄม····························································· 200          ߰          ᫪ ᐾሶ································································· 124⑔↰ ⚐਽ ·······························································80⑔↰ ⴩㉿ ·····························································198          ߿          ⑔ේ ผሶ ·····························································192

቟Ꮉ ૫ሶ······························································114⮮↰ 㓷਽ ·····························································223ᩉ↰ ᕺ⟤ሶ ························································ 196
ᩉ ᦮ብ································································· 162−230−

ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ╙ 52 ࿁ో࿖⎇ⓥᄢળ☑ౝ ᥓ····························································68, 168          㧷          ጊౝ ⼾····································································76

Kaiser, Mark ···························································· 178ጊญ 㜞㗔 ·······················································82, 186
ጊ⑼ ⟤๺ሶ ·························································132          㧾          ጊ⷏ ඳਯ ·····························································170

Ross, Andrew ·························································· 180ጊᩮ ❥··································································116
ጊᧄ ⺈ሶ ·······················································74, 130          㧿          ጊ᫪ శ㓁 ·······························································38

Segalowitz, Norman·················································· 36
Shibahara, Chika ····················································· 178          ࠁ          ḡ⥱ ⧷৻ ················································ 66, 82, 186          㨀          
Taylor, Mark ···························································· 212          ࠃ          ศ↰ ᩵ሶ ·····························································114ศ↰ ᥍਎ ·····························································192

          ࠅ          ᪞ ᔒ㍈····································································80

          ࠊ          ⧯ᧄ ᄐ⟤ ·····························································176
ᷰㄝ ᥓᕺ ·····························································190

          㧭          
Anthony, Laurence ·····················································94

          㧯          Charitos, Stephane ···················································180

          㧴          Halliday, Darren ·······················································221          㧳          
Gildart, Samuel ························································210
Goetz, Thomas H. ····················································222−231−

ᄖ࿖⺆ᢎ⢒ࡔ࠺ࠖࠕቇળ㧔LET㧕╙ 52 ࿁ో࿖⎇ⓥᄢળ
ታⴕᆔຬ৻ⷩ
ᄢળળ㐳ᄢળታⴕᆔຬ㐳ᄢળᜂᒰℂ੐
ᄢળ੐ോዪ㐳
ࡊࡠࠣ࡜ࡓ㧔ో૕ડ↹㧕┻ౝ ℂ 㧔㑐⷏ᄢቇ㧕⧯ᧄ ᄐ⟤ 㧔หᔒ␠ᅚሶᄢቇ㧕દᐸ ✛ 㧔↲ධᄢቇ㧕ጊᧄ ൎᏈ 㧔ᵹㅢ⑼ቇᄢቇ㧕ጊᧄ ൎᏈ 㧔ᵹㅢ⑼ቇᄢቇ㧕દᐸ ✛ 㧔↲ධᄢቇ㧕᳁ᧁ ㆏ੱ 㧔㑐⷏ቇ㒮ᄢቇ㧕ࡊࡠࠣ࡜ࡓ㧔⺰ᢥክᩏ㧕↰ਛ ඳᤩ 㧔ᐢፉ࿖㓙ᄢቇ㧕↢㚍 ⵨ሶ 㧔ᄢ㒋ᢎ⢒ᄢቇ㧕
Derek Eberl 㧔੩ㇺࡁ࡯࠻࡞࠳ࡓᅚሶᄢቇ㧕᳁ᧁ ㆏ੱ 㧔㑐⷏ቇ㒮ᄢቇ㧕ጊ⷏ ඳਯ 㧔㑐⷏ᄢቇ㧕ࡊࡠࠣ࡜ࡓ㧔✬㓸࡮಴ 㧕ᯅᧄ ஜ৻ 㧔ㄭ⇰ᄢቇ㧕⑔ፉ ␽ⴕ 㧔ᄢ㒋Ꮢ┙ᄢቇ㧕ળ႐࡮ᯏེਛ⷏ ᱜ᮸ 㧔៨ධᄢቇ㧕ട⾐↰ ື਽ 㧔ᄢ㒋ᢎ⢒ᄢቇ㧕᧖᫪ ⋥᮸ 㧔┙๮㙚ᄢቇ㧕ᯅᧄ ஜ৻ 㧔ㄭ⇰ᄢቇ㧕Ḵ⇌ ଻ਯ 㧔ᄢ㒋ᐭ┙㡅㜞╬ቇᩞ㧕 ጊᧄ ൎᏈ 㧔ᵹㅢ⑼ቇᄢቇ㧕ศ↰ ૫ઍ 㧔↲ධᄢቇ㧕ศ↰ ା੺ 㧔㑐⷏ᄢቇ㧕ᐢ๔࡮ዷ␜ਛ⷏ ᱜ᮸ 㧔៨ධᄢቇ㧕ጊᧄ ൎᏈ 㧔ᵹㅢ⑼ቇᄢቇ㧕ᷤᄖ࡮ᐢႎᷓ↰ ዂើ 㧔⇰ᄩᄢቇ㧕દᐸ ✛ 㧔↲ධᄢቇ㧕
Derek Eberl 㧔੩ㇺࡁ࡯࠻࡞࠳ࡓᅚሶᄢቇ㧕ᴡౝጊ ⌀ℂ 㧔㑐⷏࿖㓙ᄢቇ㧕↰ਛ ඳᤩ 㧔ᐢፉ࿖㓙ᄢቇ㧕ฬㇱ੗ ᢅઍ 㧔㑐⷏ᄢቇ㧕᧻᧛ ᖳ৻ 㧔ᄢ㒋ᐭ┙㐳ศ㜞╬ቇᩞ㧕ធㆄ࡮ᙣⷫળᐔ੗ ᗲ 㧔੩ㇺ♖⪇ᄢቇ㧕ᳰ↰ ⌀↢ሶ 㧔㑐⷏ᄢቇ㧕ᴰ ᗆ⟤ሶ 㧔੩ㇺᢎ⢒ᄢቇ㧕દᐸ ✛ 㧔↲ධᄢቇ㧕␹ፒ ๺↵ 㧔ᄢ㒋㔚᳇ㅢାᄢቇ㧕 ᳁ᧁ ㆏ੱ 㧔㑐⷏ቇ㒮ᄢቇ㧕㜞ᯅ ᐘሶ 㧔ࡁ࡯࠻࡞࠳ࡓᷡᔃᅚሶᄢቇ㧕᧻᧛ ᖳ৻ 㧔ᄢ㒋ᐭ┙㐳ศ㜞╬ቇᩞ㧕 ጊ⷏ ඳਯ 㧔㑐⷏ᄢቇ㧕ጊᧄ ⺈ሶ 㧔␹ᚭቇ㒮ᄢቇ㧕ศ↰ ૫ઍ 㧔↲ධᄢቇ㧕ࠕ࡞ࡃࠗ࠻ศ↰ ૫ઍ 㧔↲ධᄢቇ㧕᳓ᧄ ◊ 㧔㑐⷏ᄢቇ㧕ᄢႦ ᦺ⟤ 㧔ᄢ㒋ᅚቇ㒮ᄢቇ㧕ጊᧄ ൎᏈ 㧔ᵹㅢ⑼ቇᄢቇ㧕ฃઃ⩲੗ ᐽ␭ 㧔ㄭ⇰ᄢቇ㧕੹੗ ⵨ਯ 㧔౓ᐶᢎ⢒ᄢቇ㧕
㊁᧛ ๺ብ 㧔␹ᚭᏒᄖ࿖⺆ᄢቇ㧕↢㚍 ⵨ሶ 㧔ᄢ㒋ᢎ⢒ᄢቇ㧕੹੗ ↱⟤ሶ 㧔หᔒ␠ᅚሶᄢቇ㧕ศ↰ ᥍਎ 㧔ᄢ㒋ᢎ⢒ᄢቇ㧕ળ⸘૒⮮ ⥃ᄥ㇢ 㧔ᄹ⦟ᢎ⢒ᄢቇ㧕⩲੗ ᐽ␭ 㧔ㄭ⇰ᄢቇ㧕⸥㍳ᷓ↰ ዂើ 㧔⇰ᄩᄢቇ㧕૒‫ ᧁޘ‬㗼ᒾ 㧔㑐⷏ቇ㒮ਛ╬ㇱ㧕−232−↢㚍 ⵨ሶ 㧔ᄢ㒋ᢎ⢒ᄢቇ㧕␹ፒ ๺↵ 㧔ᄢ㒋㔚᳇ㅢାᄢቇ㧕ᷓ↰ ዂើ 㧔⇰ᄩᄢቇ㧕૒⮮ ⥃ᄥ㇢ 㧔ᄹ⦟ᢎ⢒ᄢቇ㧕ጊᧄ ⺈ሶ 㧔␹ᚭቇ㒮ᄢቇ㧕ጊ⷏ ඳਯ 㧔㑐⷏ᄢቇ㧕

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大事なのは 、
L・R・S・W の バランス 。

Listening

はじ め よう、
美し い 英 語 の た め のWriting

Reading“ TO EI C 習 慣 ”。
TOEIC は「聞く（Listening）」「読む（Reading）」

Speaking「話す（Speaking）」「書く（Writing）」の4 要素で英 語力を測る試 験。
定 期的に受 験して自分のレベルをチェックすれば、得意な要素はさらに伸ばして、苦手な要素はもっと努力するというようにトータルに英 語力を高めていけます。
TOEIC を習慣にして、バランスの取れた美しい英 語を身につけましょう。

基礎的なコミュニケーション英語能力を測るなら幅広くコミュニケーション英語能力を測るなら社会で使える実践的な英語力を測るなら

TOEIC Bridge テスト（Listening/ Reading） TOEIC テスト（Listening/ Reading） TOEIC SW テスト（Speaking / Writing）＊＊TOEIC スピーキングテスト / ライティングテスト

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Testing Service in the United States, Japan and other countries and used under license.

2011 年度

LET 学会賞受賞！

14 ヶ所の世界遺産の歴史的背景を学び、World Heritage on DVD

英語運用力を養成！ DVD、CD2 枚付き。

DVD で学ぶ世界遺産

全 14 章染矢正一／ Fred Ferrasci

定価 2625 円（本体 2500 円）

Global Concepts

English for International Understanding

グローバル社会の潮流
Jim Knudsen ／田中保／三幣友行

Life Topics

A Critical Thinking Approach to English Proﬁciency

総合英語ライフ トピックス

フルカラー
各章 6 ページ構成

First Primer〈Revised Edition〉
基礎からの英語入門〈改訂新版〉
佐藤哲三／棈松伸二／愛甲ゆかり／小手川巧光／福島孝夫／重久睦美／村上早穂／新彰The Picture of Health
健康と食品ニュースで読む現代社会

島岡丘／ Jonathan Berman

小笠原真司／ Pino Curtrone ／大坪有実／木場なおみ

TOEIC® Test Training 500

この他、当社 web（http://www.nanun-do.

〈Revised Edition〉

TOEIC®テスト500点突破トレーニング〈改訂新版〉
水島孝司／ Roger Pattimore

南雲堂

NAN'UN-DO

co.jp/）にて新刊及び好評既刊テキストの電子カタログ及び内容がご覧頂けます。

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ịẆẟếỂờỄẮỂờጀ፼ỂẨỦἁἻỸἛἢὊἊἹὅႆ٥᧏‫ڼ‬ὲὲᴾ‒
૙Ꮛྵ‫ئ‬ưƷ‫͂ן‬ႎƳ‫ݰ‬λܱጚǑǓଔƘǑǓቇҥƴ

ǭȸȜȸȉǛƋǔᆉࡇ৙ƯǔƜƱƕưƖƯǋŴଔƍെ᨞ưദƠƍǿǤȔȳǰƷǹǭȫᲢǿȃȁǿǤȗᲣǛ៲ƴƭƚƯƓƘƜƱǛƓᕟǊƠǇƢŵĬǿȃȁǿǤȗƕưƖǔƱŴᎋƑǔᡮƞư᧓ᢌƍƷ‫ݲ‬ƳƍλщƕӧᏡƴƳǓǇƢŵĭǿȃȁǿǤȗƕưƖǔƱŴദƠƍ‫ۋ‬ѬưλщưƖǔƷư၅Ǖǋ᠉ถưƖǇƢŵՠԼǿǤȗ

ஜƷਦǛ̅ƍŴǭȸǛᙸƣƴǿǤȗƢǔǿȃȁǿǤ
ȗƷǹǭȫƸŴऴ‫إ‬૙ᏋƷǹǿȸȈƴഎƔƤǇƤǜŵ
ǇƨŴദƠƍ૾ඥư‫ܖ‬፼ƢǕƹŴᛡưǋቇҥȷᄩܱƴȞǹǿȸƢǔƜƱƕưƖǇƢŵǿȃȁǿǤȗƸŴऴ‫إ‬૙ᏋƷؕஜႎǹǭȫưƢŵᲶ‫ܖ‬ఄȩǤǻȳǹᲸ6;2'37+%-Ʒཎࣉ
6;2'37+%-ƷཎࣉƷཎࣉ
6;2'37+%-ǑǓᄩܱƴ
ǿȃȁǿǤȗǛȞǹǿȸ

ٓ2TQHGUUKQPCNǯȩǦȉ༿Мဇʴૠ‫ڎ‬ኖ

ٓ2TQHGUUKQPCNȍȃȈȯȸǯ༿ӷ଺̅ဇӨૠ‫ڎ‬ኖŴႇ᥵ʴૠ໯Сᨂ

ٓ6;2'37+%-HQT5EJQQNU
ӷ଺̅ဇӨૠ‫ڎ‬ኖŴႇ᥵ʴૠ໯Сᨂ

Ჶ‫ܖ‬ఄᄂ̲ǭȃȈᲸ‫ܖ‬ဃӸƴƭƖǻȃȈ৑ஊ

ٓ2TQHGUUKQPCN‫ܖ‬ఄᄂ̲ǭȃȈ           %&༿ٓ2TQHGUUKQPCN‫ܖ‬ఄᄂ̲ǭȃȈŪᄩܱƴ៲ƴ˄Ƙ
6;2'37+%-ƸŴʴ߻ჷᏡƷ২ᘐǛ̅ƍŴጀ፼ཞඞǛኬƔƘЎௌƠŴƦƷጀ፼ᎍƷཎࣱǍȬșȫƴƋǘƤᐯѣዻᨼƠŴࠝƴஇᢘƳǳȸǹǛဇॖƠǇƢŵǹȔȸȉƩƚƴ᧙࣎ƕӼƍƯƠǇƏǲȸȠǛƋƑƯ̅ǘƣƴŴǄǊᚕᓶǍѕǇƠưŴጀ፼ᎍƷǍǔൢǛࡽƖЈƠŴദƠƍǿǤȔȳǰƷǹǭȫǛᄩܱƴ៲ƴƭƚƯƘǕǇƢŵŪȞȫȁȡȇǣǢưЎƔǓତƘǢȋȡȸǷȧȳƱ᪦٣ưദƠƍ‫ۋ‬ѬǍਦƷѣƔƠ૾ƳƲǛᚐᛟƠǇƢŵИ࣎ᎍƷ૾ƴǋ‫࣎ܤ‬ưƢŵŪጀ፼ኽௐƷᘙᅆǍҮТӲȬȃǹȳƷദᄩྙǍǹȔȸȉƕǘƔǓǍƢƘᘙᅆȷҮТƞǕŴጀ፼ཞඞǛ৭੮ưƖǇƢŵ૙Ꮛೞ᧙ưƷ঺ጚƷሥྸƳƲƴǋМဇưƖǇƢŵ          75$༿

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ሥྸᎍƸŴИ஖ᚨ‫ܭ‬Ŵ‫ܖ‬፼ᎍƷሥྸŴ঺ጚƷᨼᚘƳƲǛᘍƏƜƱƕưƖǇƢŵèǯȩǦȉ༿ƸŴྵ‫נ‬Ŵ‫ܖ‬፼ᡶ਻ཞඞƷǈǛ੩̓ƠƯƍǇƢŵƓբƍӳǘƤέᲴଐஜȇȸǿȑǷȕǣȃǯఇࡸ˟ᅈ
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e-Learning
LearningἅὅἘὅ἖ἉἼὊἌ
ἅὅἘὅ἖ἉἼὊἌᴾἅὅἘὅ἖ἉἼὊἌᴾ
૙ᏋЎ᣼ỆấẬỦỶὅἑὊ἟ἕἚỉМဇầᡶỚẆ‫ٶ‬Ẫỉ‫ܖٻ‬ỆᶃᵋᵪᶃᵿᶐᶌᶇᶌᶅἉἋἘἲầ‫ݰ‬λẰủềẟộẴẇᴾଐஜἙὊἑἣἉἧỵἕἁὍỂỊẆẮủỤỉᶃᵋᵪᶃᵿᶐᶌᶇᶌᶅἉἋἘἲỂМဇỂẨỦἅὅἘὅ἖ểẲềẆɦᚡỉợạễ‫ܖٻ‬ဃӼẬỉἅὅἘὅ἖ửဇॖᐲẲộẲẺẇᴾἅὅἘὅ἖ɟᚁᴾ

ᵏ࠰᧓ỉἻỶἍὅἋᝲဇỊἅὅἘὅ἖ỆợẾềီễụộẴẇᴾᴾ ᴾ ᴾ ‫ܖ‬ဃဃ෇ᵍἴἻἽᵍ͒ྸኒἅὅἘὅ἖ᴾᴾ ᴾ ᴾ ᛖ‫ܖ‬ኒἅὅἘὅ἖ᴾ

٨+0(155ᖱႎ୶ℂ٨ቇ↢↢ᵴߩࡕ࡜࡞ߣⷙ▸٨ቇ↢ߩߚ߼ߩ࠲ࠗࡓࡑࡀࠫࡔࡦ࠻౉㐷ࠦ࡯ࠬ٨ၮ␆߆ࠄߩ61'+%2CTV㨪 ٨ၮ␆߆ࠄߩ61'+%2CTV㨪࡟ࡌ࡞೎ࡄ࠶ࠤ࡯ࠫ  ౉㐷ࠦ࡯ࠬ㧛ਛ⚖ࠦ࡯ࠬ㧛਄⚖ࠦ࡯ࠬ ٨Ბ㓏⊛ߦቇߴࠆ61'(.ኻ╷ࠦ࡯ࠬ
٨Gࡔ࡯࡞ߢቇ߱ ⧷૞ᢥ౉㐷٨Ꮏᬺ⧷ᬌ㧠⚖ኻ╷ࠦ࡯ࠬ
٨࠼ࠗ࠷⺆ᢥᴺ౉㐷ࠦ࡯ࠬ٨ਛ࿖⺆౉㐷ࠦ࡯ࠬΣ٨ਃᣣ㑆㓸ਛࡈ࡜ࡦࠬ⺆⊒㖸⻠ᐳ

ᴾ ᴾ ᴾ ἅὅἦἷὊἑἼἘἻἉὊኒἅὅἘὅ἖ᴾ٨ࠦࡦࡇࡘ࡯࠲౉㐷ࠦ࡯ࠬ ᭴ㅧ✬  ٨ࠦࡦࡇࡘ࡯࠲౉㐷ࠦ࡯ࠬ 9KPFQYU:2ᵴ↪✬ ٨ࠦࡦࡇࡘ࡯࠲౉㐷ࠦ࡯ࠬ 9KPFQYU8KUVCᵴ↪✬ ٨ࠦࡦࡇࡘ࡯࠲౉㐷ࠦ࡯ࠬ 9KPFQYUᵴ↪✬ 
٨9GDࡍ࡯ࠫ૞ᚑ౉㐷ࠦ࡯ࠬ 
٨1HHKEG౉㐷࠮࠶࠻㧔9QTF'ZEGN2QYGT2QKPV ٨1HHKEG౉㐷࠮࠶࠻㧔9QTF'ZEGN2QYGT2QKPV ٨1HHKEG౉㐷࠮࠶࠻㧔9QTF'ZEGN2QYGT2QKPV ٨੐଀ߢቇ߱9QTF‫'ޔ‬ZEGN‫ޔ‬2QYGT2QKPV
٨ࠦࡦࡇࡘ࡯࠲࡝࠹࡜ࠪ㧔/#% 㧕

ᴾ ᴾ ᴾ ἅὅἦἷὊἑؕᄽ২ᘐኒἅὅἘὅ἖ᴾ٨ࡀ࠶࠻ࡢ࡯ࠢ౉㐷ࠦ࡯ࠬ
٨%⸒⺆౉㐷ࠦ࡯ࠬ 
٨,CXC⸒⺆౉㐷ࠦ㧙ࠬ٨ᄢቇ↢ߩߚ߼ߩ࠮ࠠࡘ࡝࠹ࠖ౉㐷ࠦ࡯ࠬ٨࠺࡯࠲ࡌ࡯ࠬ౉㐷ࠦ࡯ࠬ٨ࠕ࡞ࠧ࡝࠭ࡓߣ࠺࡯࠲᭴ㅧ౉㐷ࠦ࡯ࠬ
٨8KUWCN$CUKE౉㐷ࠦ࡯ࠬᴾ ᴾ ᴾ ‫ݼ‬Ꮀ෇ѣ‫ݣ‬ሊὉᅈ˟ʴแͳἉἼὊἌἅὅἘὅ἖ᴾ
٨㧔ᣂ㧕ዞ⡯ᵴേ౉㐷ࠦ࡯ࠬ
٨㧔ᣂ㧕␠ળੱࡑ࠽࡯౉㐷ࠦ࡯ࠬ٨㧔ᣂ㧕ዞ⡯㕙ធ౉㐷ࠦ࡯ࠬ ٨㧔ᣂ㧕ᱜߒ޿ᣣᧄ⺆౉㐷ࠦ࡯ࠬ
٨㧔ᣂ㧕⥄Ꮖಽᨆߣ⥄Ꮖ㧼㧾 ٨㧔ᣂ㧕௛ߊᗧ⟵ߣળ␠ߩߒߊߺ

ᴾ ᴾ ᴾ Ҕ‫ܖ‬ὉҔၲኒἅὅἘὅ἖ᴾ
٨ක≮ᓥ੐⠪ߩߚ߼ߩ୘ੱᖱႎ଻⼔٨ක≮੐᡿㒐ᱛߩၮ␆⍮⼂٨㒮ౝᗵᨴ㒐ᱛߩၮ␆⍮⼂٨ᖚ⠪ធㆄߩၮ␆⍮⼂٨ቇᩞᢎ⡯ຬ㨯ቇ↢ߩߚ߼ߩ৻ᰴᢇ๮ಣ⟎ߣ#'&ߩၮ␆⍮⼂

ᴾ ᴾ ᴾ ‫ܖٻ‬ဃỉẺỜỉἼἳἙỵỴἽἅὊἋᴾ٨࡝ࡔ࠺ࠖࠕ࡞ࠦ࡯ࠬ ⛔⸘ቇΣ٨࡝ࡔ࠺ࠖࠕ࡞ࠦ࡯ࠬ ⛔⸘ቇΤ
ᴾ ᴾ ᴾ ᝻఍ᚾ᬴ἅὅἘὅ἖ᴾ٨࡝ࡔ࠺ࠖࠕ࡞ࠦ࡯ࠬ ᄢቇ↢ߩߚ߼ߩ⧷ᢥᴺ
٨࡝ࡔ࠺ࠖࠕ࡞ࠦ࡯ࠬ ⋴⼔♽ቇ↢ߩߚ߼ߩ⛔⸘ಣℂ
٨6#%+6ࡄࠬࡐ࡯࠻⹜㛎ㆊ෰໧㗴㓸٨࡝ࡔ࠺ࠖࠕ࡞ࠦ࡯ࠬ ⚻ᷣቇߩߚ߼ߩᓸಽ
٨6#%ᣂၮᧄᖱႎᛛⴚ⠪⹜㛎ඦ೨ㆊ෰໧㗴㓸 ᢙቇ 
٨+6ࡄࠬࡐ࡯࠻⹜㛎ቇ⠌ᢎ᧚             ٨࡝ࡔ࠺ࠖࠕ࡞ࠦ࡯ࠬ       ٨࡝ࡔ࠺ࠖࠕ࡞ࠦ࡯ࠬ ൻቇ ٨ᣂၮᧄᖱႎᛛⴚ⠪⹜㛎ቇ⠌ᢎ᧚٨࡝ࡔ࠺ࠖࠕ࡞ࠦ࡯ࠬ ‛ℂ٨ᣣ໡★⸥⚖ኻ╷ࠦ࡯ࠬ٨࡝ࡔ࠺ࠖࠕ࡞ࠦ࡯ࠬ ↢‛
ᴾ ᴾ ᴾ ἋἑἙỵἋỿἽኒἅὅἘὅ἖ᴾ
٨52+ᒻᑼ໧㗴ߢቇ߱ᢥ♽ᢙቇߩၮ␆
٨࡟ࡐ࡯࠻૞ᚑ౉㐷ࠦ࡯ࠬ٨ࡊ࡟࠯ࡦ࠹࡯࡚ࠪࡦ౉㐷ࠦ࡯ࠬ ٨࠺ࠖࡌ࡯࠻౉㐷ࠦ࡯ࠬ٨ࠗࡦࡈࠜࡔ࡯࡚ࠪࡦ࡮ࠬࠠ࡞౉㐷ࠦ࡯ࠬ 

ᴾ ᴾ ᴾ ૙ᎰՃӼẬἅὅἘὅ἖ᴾ
٨ᢎ⡯ຬߩߚ߼ߩᖱႎ୶ℂߣ࠮ࠠࡘ࡝࠹ࠖ ٨ᢎ⡯ຬߩߚ߼ߩࡂ࡜ࠬࡔࡦ࠻ߩၮ␆⍮⼂

ᴾ ᴾ ᴾ ‫ܖٻ‬ỽἼỿἷἻἲᙀяἅὅἘὅ἖ᴾ
٨★⸥౉㐷ࠦ࡯ࠬ‫ݣ‬ᝋỉ‫ݣ‬ᝋỉᶃ
ᶃᵋᵪᶃᵿᶐᶌᶇᶌᶅ
ᵪᶃᵿᶐᶌᶇᶌᶅἉἋἘἲ
ἉἋἘἲᴾ 㩷‫܂‬Blackboard‫܂‬WEBClassᴾ‫܂‬CoursePower‫܂‬WebCTᴾ‫܂‬InternetNavigware 㧔BlackboardLearning System㧕ᴾ‫܂‬MoodleᴾấբӳẶέᴾᾉᴾଐஜἙὊἑἣἉἧỵἕἁఇࡸ˟ᅈᴾ
ẖᵏᵖᵔᵋᵎᵎᵎᵐᴾ ிʮᣃ‫׎‬ᇌࠊிᵏᵋᵒᵋᵏᵓ‫׎‬ᇌᵩᵲἥἽᴾᴾᴾᵲᵣᵪᾉᵎᵒᵐᵋᵓᵕᵑᵋᵔᵕᵐᵏᴾᴾᵤᵟᵶᾉᵎᵒᵐᵋᵓᵕᵑᵋᵔᵕᵐᵖᴾᴾᴾᴾᴾ ᴾᴾ ᴾᵳᵰᵪᾉᴾᶆᶒᶒᶎᵘᵍᵍᶕᶕᶕᵌᶂᵿᶒᵿᶎᵿᶁᶇᶄᶇᶁᵌᶁᶍᵌᶈᶎᴾᴾ ᴾᵣᵋᶋᵿᶇᶊᾉᴾᶃᶂᶓᵞᶂᵿᶒᵿᶎᵿᶁᶇᶄᶇᶁᵌᶁᶍᵌᶈᶎᴾ

最新のニュース素材で外国語教育を支援します。
世界３大通信社のひとつ、ＡＦＰ通信が世界各国に７ヶ国語で配信している
写真・映像・テキストニュースを授業や研究にご利用いただける
教育機関専用のデータベースサービスです。

AFP-Direct
VideoForum
分単位でアップデートされる収蔵件数 約 90,000 点。 グローバルニュースを 6 カ国語で配信● Spanish

ＡＦＰが配信する最新のビデオニュース映像を
英語、フランス語、ドイツ語、スペイン語、ポルトガル語、
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東京電機大学 未来科学部
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すべての素材は著作物ニ次利用許諾済み。授業、研究発表、教材の作成に使えます。

AFP World Academic Archive●ご購入・お申込み • お問合せは学校法人文化学園 アカデミックアーカイブセンター〒 151-8521 東京都渋谷区代々木 3-22-1 フリーダイヤル ( 受付時間 平日 10：00-17：00)

http://www.afpwaa.com

Tel:0120-021-311 E-mail:info@afpwaa.com

AFPWAA 特別編集 DVD（英語版）
Japan one year after 3.11

好評発売中

「AFP 通信が世界に配信した東日本大震災」
AFPWAA のデータベースから、東日本大震災関連の写真、動画をセレクトした DVD です。
教育・研究機関に所属する教職員なら、どなたでもご購入いただけます。

全 6 巻セット 23,940 円（本体価格 22,800 円）
各巻
4,830 円（本体価格 4,600 円）
各巻 2 枚組（DVD VIDEO 1 枚＋教職員用 CD-R 1 枚）
教職員用 CD-R には、授業や研究等でプリントして活用できる資料ファイルが収蔵されています。
（写真キャプション、動画スクリプトのテキスト）

第 1 巻「AFP 通信が選んだ震災の記録」
第 2 巻「地域別 震災から現在まで」
第 3 巻「空撮 津波・地震」
第 4 巻「福島原発事故とその余波」
第 5 巻「統計資料」
第 6 巻「映像で見る震災」

⊒ⴕᣣ㧦

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