ஜଐỉႆᘙỉ්ủଐஜᒍ૨‫˟ܖ‬ᇹ83‫˟ٻׅ‬ί҅ʋ߸‫ܖٻ‬ὸ
2011࠰5உ21ଐ

I. ଐஜỆấẬỦ˺૨૙ᏋỉഭӪႎಒᚇII. ‫׎‬ᛖ૙ᏋểPISAἉἹἕἁIII. ᒍᛖἻỶἘỵὅἂỉؕஜᾉἣἻἂἻἧನᡯArgumentation
IV. MultiǦcompetenceểẟạᎋả૾Ẓ൐ᛖỆ෇ẦẴᒍᛖἻỶἘỵὅἂਦ‫ݰ‬ỉᚾỚὊἰἽἓἅὅἦἘὅἋᏋ঺ửႸਦẲềὊẓV. ܱᚰᄂᆮίᾀὸᾉ᭗ఄ૙Ճ‫ݣ‬ᝋVI. ܱᚰᄂᆮίᾁὸᾉɶ‫ܖ‬ဃ‫ݣ‬ᝋ
VII. ܱᚰᄂᆮίᾂὸᾉ‫ܖٻ‬ဃ‫ݣ‬ᝋ
VIII.ኽᛯ

‫ٻ‬ʟऑ‫܇‬ίҘᓶ‫ܖٻ‬ὸ

I.ᣣᧄ䈮䈍䈔䉎૞ᢥᢎ⢒䈱ᱧผ⊛᭎ⷰਣ⼱ᚽ৻䈱⸒⪲䈎䉌䇺ᣣᧄ⺆䈱䋲䋱਎♿䈱䈢䉄䈮䇻(ᢥ⧓ᤐ⑺䋩᣿ᴦᤨઍ䋺ᢎ⢒䈮ⴕ䈔䉎૞ᢥ/ታ↪䋽ຠᕈ䉕㒻ᴦ䈚ઁ⠪䈫䈱ᗧᕁ⇹ㅢ䉕࿑䉎䈢䉄䈱䉿䊷䊦䇯• ⸒⺆䈲৻ᣇ䈮䈍䈇䈩⺒䉂ᦠ䈐䈱㆏ౕ䇮䈧䉁䉍વ㆐䈱㆏ౕ䈪䈜䇯ઁᣇ䈮䈍䈇䈩ᕁ⠨䈱㆏ౕ䈭䉒䈔䈪䈜䇯䈠䉏䈪䇮᣿ᴦ᡽ᐭ䇮䈅䉎䈇䈲ㄭઍᣣᧄ䈏ᣣᧄੱ䈮ኻ䈚䈩ⷐ᳞䈚䈢⸒⺆⢻ജ䈫䈇䈉䉅䈱䈲䇮વ㆐䈱㆏ౕ䈫䈚䈩䈱⸒⺆⢻ജ䉕㜞䉄䉎䈖䈫䈣䈦䈢䉒䈔䈪䈜䇯䈚䈎䈚䇮ᕁ⠨䈱⸒⺆⢻ജ䉕㜞䉄䈭䈔䉏䈳䈭䉌䈭䈇䈫䈲⠨䈋䈭䈎䈦䈢䇯䈠䉏䈏ㄭઍᣣᧄ䈱⸒⺆᡽╷䈱ᩮᧄ⊛䈭㑆㆑䈇䈣䈦䈢䉖䈛䉆䈭䈇䈎䈫䇮௢䈲ᕁ䈦䈩䈇䉎䉖䈪䈜䉋䇯

ቇ໧䈮䈍䈔䉎૞ᢥ/ᢎ㙃䋽ᦠ‛䉕ㅢ䈛䈩ๆ෼䈚䈢᏷ᐢ䈇⍮⼂䇮ᕁᗐ䉕ቯ⌕䈘䈞䉎ᚻᲑ䇯⍹Ꮉ䋨2010)䇺䇸䈇䈇ᢥ┨䇹䈦䈩䈭䉖䈣䋿䇻p.34
34ਣ⼱ᚽ৻䋨⛯䈐䋩ᄢᱜ䈎䉌ᤘ๺ೋᦼ

• 䈠䈉䈇䈉᣿ᴦ࿖ኅએ᧪䈱ᣣᧄ⺆䈱໧㗴䉕䇮৻⇟⦟䈒䈅䉌䉒䈚䈩䈇䉎䈱䈏䇮↢ᵴ䈱⸒⺆↢ᵴ䈱⸒⺆䈫ᕁ⠨䈱⸒⺆ᕁ⠨䈱⸒⺆䈏㆑䈉䈖䈫䈭䉖䈪䈜䈰䇯䇸㓐ᗧㆬ㗴䇹䋺ᄢᱜᤨઍ䈮⧃↰ᕺਯഥ䈏ឭ໒䇯✄䉍ᣇ䈲ታ↪䈪䈲䈭䈒䇮䇸ੱᩰୃ㙃䇹䉕ਥ䈢䉎⋡⊛䈫䈜䉎ᢎ⑼䈭䈱䈪䇮ᢎᏧ䈲䉁䈝ᦠ䈖䈉䈫䈜䉎䇸ఽ┬䈱ᔃ䉕ၭ㙃䈜䈼䈐䇹㹢 ‫ܼ׎‬ỉẮủộỂỉ૎ሊỊẐဃ෇ỉᚕᛖẑỉᏡщỊ᭗ỜẺầẆẐ࣬ᎋỉᚕᛖẑỉႆᢋỆỊщửλủễẦẾẺ5䈍ᚻᧄ䈱ᮨ୮䉇ⓨᗐ䈮䉋䉎✵⠌䉕ឃ䈚䈩䇮ሶ䈬䉅䈏䇸䈢䈣⷗䈢䉁䉁䇮⡞䈇䈢䉁䉁䇮⠨䈋䈢䉁䉁䉕ᦠ䈐✄䉎䇹䇸ሶ䈬䉅䉌䈚䈇䇹䇸䈅䉍䈱䉁䉁䈱⌀ታ䉕✄䉎䇹૞ᢥ䈏࿷㊁䈱㋈ᧁਃ㊀ศ䈮䉋䈦䈩ឭ໒䈘䉏䈢䇯6ᚢᓟ䈱૞ᢥᢎ⢒↢ᵴ䈱⸒⺆䈫↢ᵴ䈧䈨䉍ᣇㆇേ• ฎ䈒䈲㓍ᗧㆬ㗴䈫๭䈳䉏䉎૞ᢥ䈏䈅䉍䇮ᤘ๺䈮౉䈦䈩䈲ή⌕ᚑᕶ䉕ೋ䉄䈫䈜䉎↢ᵴ✄䉍ᣇㆇേ䈻䈫ฃ䈔⛮䈏䉏䈩䈇䈦䈢䇯• ᚢᓟ䈱ᷙੂ䈚䈢ᢎ⢒⇇䈪䈱ᢎ⢒ᣇᴺ䈱ᮨ⚝䈱ਛ䈪䇮䇸↢ᵴ✄ᣇ䇹䈏䇮⥄Ꮖ⴫⃻䈱ᣇᴺ䈫䈚䈩㊀ⷞ䈘䉏䇮ή⌕ᚑᕶ䈱䇺ጊ䈶䈖ቇᩞ䇻䋨⊖ว಴ 䇮1951䋩䈱ᓇ㗀䈏ᒝ䈎䈦䈢䇯䈠䈚䈩䇮࿖⺆ᢎ⢒䈱႐䈣䈔䈪䈭䈒䇮䈅䉌䉉䉎ᢎ⢒䈱႐㕙䈪䇮↢ᓤ䈱ⷞὐ䈪ᝒ䈋䈢ኅᐸ䇮␠ળ䈫䈇䈉䉅䈱䈏ᢎ᧚䈮䈭䉎䈫䈘䉏䈢䇯䋨ෳᾖ䋺⑺ጊઁ䇺ᢎ᝼䋽ቇ⠌䈫ᢎ⑼ᢎ⢒䇻⑔᧛಴ 䇮1979䋩

භ㗔ァ᠗ㅌ⋥ᓟ䋺䇸ᦠ䈒ᛛⴚ䈱ะ਄䉕⋡ᜰ䈚䈢䇺૞ᢥᜰዉ䇻䈎䇹䌶䌳䇸䉅䈱䈱⷗ᣇ⠨䈋ᣇ䉕฽䉄䈢㆏ᓼᜰዉ䈫⥄Ꮖ⴫⃻䉕⋡ᜰ䈜䇺↢ᵴ✄䉍ᣇ䇻䈏ਥᵹ䈮䈭䉎䈼䈐䈎䇹䈱ỗ䈚䈇⼏⺰䉝䊜䊥䉦ᑼᛛⴚᴺ䈲ᩮઃ䈎䈝䇸↢ᵴ✄䉍ᣇ䇹䈏䇸૞ᢥ䇹䈱ฬ⒓䈪ᓳᵴ䈚䈢䇯䈚䈎䈚䇮㜞ᐲᚑ㐳ᦼએᓟ䈲䇮⑳⊛䈭↢ᵴ䉕✄䈦䈩෩䈚䈇⃻ታ䉕⋥ⷞ䈜䉎↢ᵴ✄䉍ᣇ䈲䈠䈱ᱧผ⊛૶๮䉕⚳
䈋䈢䇯

7

8

ේⴕ ਛቇᩞ࿖⺆ᢎ⑼ᦠಽᨆ⚿ᨐ 䉁䈫䉄ో9ౠ䋨䋳⒳㘃㬍3ቇᐕಽ䋩

1䋹60ᐕઍએ㒠• ⺒ᦠᗵᗐᢥ䈱䈾䈎䇮䇸ㆇേળ䇹䇸ୃቇᣏⴕ䇹䈫䈇䈦䈢ቇᩞⴕ੐䈏૞ᢥ⺖㗴䈫䈚䈩ቯ⌕䈚䈢䇯• ᐔ╬䉕ℂᔨ䈫䈜䉎ᚢᓟ䈱ቇᩞᢎ⢒䈪䈲䇮୘䇱䈱⃻ታ䉕ឬ䈇䈩↢ᵴ᳓Ḱ䈱Ꮕ䉕᣿䈎䈮䈜䉎䉋䉍䉅䇮ਈ䈋䉌䉏䈢⺖㗴ᧄ䈱ਥੱ౏䈮౒ᗵ䈚䇮䈠䈱⺒ᦠ૕㛎䈮䉋䈦䈩ఽ┬䈏⥄Ꮖᄌ㕟䉕ㆀ䈕䉎䈫䈇䈉⺒ᦠᗵᗐᢥ䈫䇮ቇᩞⴕ੐䈱౒ㅢ૕㛎䈮䉋䉎ᔃ䈱ᚑ㐳䉕୘䇱䈱ఽ┬䈏ឬ౮䈜䉎ⴕ੐૞ᢥ䈏ਥᵹ䈮䈭䈦䈢䇯⺑᣿ᢥ䊶⺰⺑ᢥ䈱ᢥ┨ᧃ໧㗴 ో116໧ ਛ䋺• ᧄᢥ䈎䉌ᛮ䈐಴䈜໧㗴䋺21໧䋨⚂18䋦䋩• ᧄᢥ䈱ౝኈ䈱ⷐ⚂䊶╩⠪䈱ᗧ⷗䉕䉁䈫䉄䉎໧㗴䋺61໧䋨⚂53%䋩
• ⥄ಽ䈱ᗧ⷗䉇ᗵᗐ䊶り䈱䉁䉒䉍䈱ౕ૕଀䉕ㅀ䈼䉎໧㗴䋨ℂ↱ઃ䈔䈭䈚䋩䋺25໧䋨⚂21%䋩
• 䈠䈱ઁ䋨࿑ᦠ㙚䉇ㄉᦠ䈪⺞䈼䉎໧㗴䈭䈬䋩䋺8໧䋨⚂6%䋩
• ⥄ಽ䈱ᗧ⷗䉕ᩮ᜚䉇ℂ↱䉕᜼䈕䈩ㅀ䈼䉎໧㗴䋺
1໧ 䋨 శ᧛࿑ᦠ䈱3ᐕ↢䋩䈢䈣䈚䇮ᣂቇ⠌ᜰዉⷐ㗔䈏᧪ᐕᐲ䉋䉍ታᣉ䈮䈭䉎䈱䈪䇮⇣䈭䉎௑ะ䈮䈭䉎䈖䈫䈲੍ᗐ䈘䉏䉎䇯ᷰㄝ㓷ሶ䇺⚊ᓧ䈱᭴ㅧ䇻䋨᧲ᵗ㙚಴ ␠䋩䉋䉍
910㜞╬ቇᩞ䋺ዊ⺰ᢥኻ╷ዊ⺰ᢥ䋺1970ᐕઍᓟඨో࿖䈱ᄢቇ䊶⍴ᄢ䈱౉⹜䈮ᐢ䉁䉎䇯䈚䈎䈚䇮㜞ᩞ⃻႐䈪䈱ኻ╷䈲ㅊ䈇ઃ䈎䈭䈇䇯
䊶1980ᐕ䈗䉐䉁䈪䈱㜞ᩞ⃻႐䈪䈲૞ᢥ䉇⴫⃻ᜰዉ䈲䈾䈫䉖䈬ⴕ䉒䉏䈩䈇䈭䈎䈦䈢䇯䉅䈦䈫䉅䈖䉏䈲㜞ᩞ䈣䈔
䈱․ᱶ䈭໧㗴䈪䈲䈭䈇䇯ᣣᧄ䈪䈲ዊਛ㜞䉕ㅢ䈚䈩⠨䈋䈩䉂䈩䉅䇮ዊቇᩞ䈏䈎䉐䈉䈛䈩૞ᢥᢎ⢒䉕ⴕ䈦䈩䈇
䉎⒟ᐲ䈪䇮㜞ᩞ䉅ਛቇ䉅䇮⴫⃻ᜰዉ䈲䈭䈍䈙䉍䈮䈘䉏䈩䈐䈢䈱䈪䈅䉎䇯ᄐભ䉂䈮⺒ᦠᗵᗐᢥ䉕ᦠ䈎䈞䉎䈱䈏♖৻᧰䊶䊶䊶 ⍹Ꮉ䋨䋲䋰䋱䋰䋩p.184
䈲䈢䈚䈩੹⃻࿷䈲䈬䈉䈭䈱䈎䋿䌉䌉䋮࿖⺆ᢎ⢒䈫”䌐䌉䌓䌁 䉲䊢䉾䉪”䋺䌐䌉䌓䌁䋨䌏䌅䌃䌄䈮䉋䉎࿖㓙ቇജ೔㆐ᐲ⺞ᩏ䋩㹢䋨⺰ℂ⊛䋩ᕁ⠨ജ㙃ᚑ䈱㜞䉁䉍

I.PISA䈱⚿ᨐ䋺䇸⺒⸃ജ䇹4䋱䉦࿖ਛ䇮8૏(2000)㸢14
૏(2003)㸢䇺䇸ቇജ䇹䊃䉾䊒㒱⪭䈱ⴣ᠄䇻䋨ᦺᣣᣂ⡞䋲䋰䋰䋴ᐕ䋱䋲᦬䋸ᣣ䋩㹢2009ᐕ䈪䈲࿁ᓳ
II.ᣂቇ⠌ᜰዉⷐ㗔✚ೣ䇸ၮ␆⊛䊶ၮᧄ⊛⍮⼂䊶ᛛ⢻䈱⠌ᓧ䈱਄䈮䇮䈠䉏䉌䉕ᵴ↪䈚䈩⺖㗴䉕⷗಴䈚䇮⸃᳿䈜䉎䈢䉄䈱ᕁ⠨ജ䇮್ᢿജ䇮⴫⃻ജ䈏ᔅⷐ䈮䈭䈦䈩䈒䉎䇹ᣂ䈚䈇⍮䈱ഃㅧ䇮䈜䈭䉒䈤䇸ᕁ⠨䈚⴫⃻䈜䉎ജ䈱⢒ᚑ䇹䉕ฦᢎ⑼䉕ㅢ䈛䈩ⴕ䈉䈖䈫䈏ᔅⷐ12䌐䌉䌓䌁䉲䊢䉾䉪ᓟ䊶䊶䊶䊶ᚢᓟ䈱䇸૞ᢥᢎ⢒䇹䈬䈖䈮໧㗴䈏䈅䈦䈢䈎䋨䇺࿖⺆ᢎ⢒䇻2005ᐕ6᦬ภ䋩• 䇸ሶଏ䈢䈤䈮ᦠ䈎䈞䉎䈖䈫䈱ᄙ䈇ᢥ┨䇮䈠䉏䈲䇮↢ᵴ䈱ਛ䈱಴᧪੐䉇ቇᩞ䈪䈱ⴕ੐╬䉕ข䉍਄䈕䇮৻ੱ⒓䈪䇮ਥ䈮ᤨ㑆⊛㗅ᐨ䈪⸥ㅀ䈚䈢ᢥ┨䇮䈇䉒䉉䉎↢ᵴᢥ䈪䈅䉎䇹䋨䌰.䋹䋩䊶 ᦠ䈒ജ䉕⢒䈩䉎ᣇᴺ䈏᣿䉌䈎䈮䈘䉏৻⥸ൻ䈘 䉏䈢䈫䈲⸒䈇䈏䈢䈇䇯䋨䌰.䋸䋩

PISA2000Questions(www.pisa.oecd.org/assess.)
Q2.䈭䈟Sophie䈲ᐢ๔䈱䈖䈫䈮⸒෸䈚䈢䈱䈪䈜䈎?
Q3.ੑ䈧䈱ᚻ⚕䈱䈉䈤䇮䈅䈭䈢䈲䈬䈤䉌䈱⠨䈋䈮หᗧ䈚䉁䈜䈎? ⥄ಽ䈱╵䈋䉕ੑ䈧䈱ᚻ⚕䈱ౝኈ䈮⸅䉏䈧䈧䇮⥄ಽ䈱⸒⪲䉕૶䈦䈩⺑᣿䈚䈭䈘䈇䇯.
Q4.䈬䈤䉌䈱ᚻ⚕䈱ౝኈ䈮䈅䈭䈢䈏หᗧ䈜䉎䈎䈬䈉䈎䈲೎䈫䈚䈩䇮䈅䈭䈢䈱ᗧ⷗䈪䈲䈬䈤䉌䈱ᚻ⚕䈱ᣇ䈏䈜䈓䉏䈩䈇䉎䈫䈍䉅䈇䉁䈜䈎䋿⥄ಽ䈱╵䈋䉕䈠䈱ᚻ⚕䈱ᦠ䈎䉏ᣇ䈮⸒෸䈚䈩䇮⺑᣿䈚䈭䈘䈇䇯

13

PISA䈱䈇䈉
readingcomprehension=䇸⺒⸃ജ䇹䈱ቯ⟵14⧷⺆䊤䉟䊁䉞䊮䉫䈱ᜰዉ䉕ㅢ䈛䈩ᶩ㙃䈘䉏䉎
⺰ℂ⊛ᕁ⠨ജ䇮ᛕ್ജ䈫䈲• ⺒⸃ജ䈫䈲⥄䉌䈱⋡ᮡ䉕㆐ᚑ䈚䇮⥄䉌䈱⍮⼂䈫น⢻ᕈ䉕⊒ዷ䈘䈞䇮ലᨐ⊛䈮␠ળ䈮ෳട䈜䉎䈢䉄䈮ᦠ䈎䉏䈢䊁䉨䉴䊃䉕ℂ⸃䈚䇮೑↪䈚䇮ᾫ⠨䈜䉎⢻ജ䈪䈅䉎䇯䇻䋨࿖┙ᢎ⢒᡽╷⎇ⓥᚲ䇮2002䋩䋨ਅ✢䈲╩⠪䈮䉋䉎䋩⺒⸃ജ䋽⠨䈋䉎ജ㹢 ⺰ㅀ䈜䉎ജ⧷⺆䈱⺰⸽ᢥ(argumentativewriting)䈪ၭ䈉䈖䈫䈏䈪䈐䉎䈱䈪䈲䈭䈇䈎䇯䋱䋩⥄ಽ䈱䉝䉟䊂䉞䉝䋨ਥᒛ䈚䈢䈇䈖䈫䋩䉕↢䉂಴䈜ജ䋲䋩䈠䈱䉝䉟䊂䉞䉝䉕ᩮ᜚䉕␜䈚䈩⺑ᓧജ䉕䉅䈦䈩ㅀ䈼䉎ജ䋳䋩㘃⒳㑐ଥ䋨਄૏䊶ਅ૏᭎ᔨ䋩䉇᛽⽎䋨৻⥸䋩䌶䌳ౕ⽎
䋨․ᱶ䋩䈱㑐ଥ䉕ℂ⸃䈚䈩↪䈇䉎ജ
䋴䋩⺰ℂ㑐ଥ䉕␜䈜⺆(because,asaresult,䈭䈬)䈱ᯏ⢻䉕ℂ⸃䈚䇮䈠䉏䉌䉕᦭ല䈮૶䈉䈖䈫䈏䈪䈐䉎ജ䋵䋩ઁੱ䈱⹤䉇ᢥ┨䈮ኻ䈚䈩Ᏹ䈮䇸䈭䈟䈎䈭䋿䇹䇸ᧄᒰ䈎䈭䋿䇹䈫䈇䈉໧䈇䈎䈔䈏䈪䈐䉎ജ
ARGUMENTATION

15

16

UnderstandingtheFeaturesofEnglish Paragraphs

III. EnglishParagraphStructure
Topicsentence(General) ⥄ಽ䈱ᗧ⷗

topicsentence
1.Structureofaparagraphspecific(ℂ↱䊶⺑᣿䋩details䋨ౕ૕଀䋩
specific䋨ℂ↱䊶⺑᣿䋩details䋨ౕ૕଀䋩
specific⧷⺆䈫䈇䈉⸒⺆䈏ౝ൮䈚䈩䈇䉎

supportingsentences
concludingsentence

2.Textuality

⺰ℂᕈ䊶㓏ጀᕈ
17

17

Cohesion(⚿᧤ᕈ䋩
Cohesion(⚿᧤ᕈ䋩
Coherence䋨⺰ℂ৻⽾ᕈ䋩
Coherence䋨⺰ℂ৻⽾ᕈ䋩
18

ឋբᲴ

䊕䉾䊃䈮䈜䉎䈭䉌㊄㝼䈏৻⇟䋣ℂ↱䋺
I. 㕒䈎 (quiet)

ȚȃȈ᫫ƏƳǒ
˴ƕƍƍᲹII.

ᄛ㛍䈇䈣䉍䈚䈭䈇

䈍㊄䈏䈎䈎䉌䈭䈇

䋱䋩৻඘ 100౞䋲䋩᳓ᮏ 1000౞
䋳䋩㊄㝼䈱䈋䈘䈲቟䈇

III. ਎⹤䈏ᭉ䋱䋩䈚䈧䈔䈭䈒䈩䈇䈇䋲䋩ᖡ䈘䉕䈚䈭䈇

19

20

19

GoldfishOfalltheanimals,fishandinsects,goldfishmakethebestpets.
Firstofall,goldfishareveryquiet.Theydon’tbark,howl,meow,orracearoundthehouseatnightwhileyouandyourneighbors
aretryingtosleep.Second,theyareeconomical. Youcanbuya
goldfishatyourlocalpetstoreforabout100yen,andasmallbowlforitcostslessthan1000yen.Waterisfree.Also,theyeat
onlyapinchofdriedfishfooddaily,sotheirfoodbillisquitelow.
Third,goldfishareverywellbehaved. Theydon’thaveteeth,so
theycan’tchewyourfurniture.Theydon’tgooutsidesothey
can’tdigholesinyourgarden.Inaddition,youdon’thaveto
spendhoursteachingthemcommandssuchas“Sit!” or“Stay!” If
youwantaquietandeconomicalpetthatdoesn'tcauseyou
trouble,visityournearestgoldfishstore.

20

1WVNKPGƴƢǔƱ
Topicsentence:
Goldfishmakethebestpet.
I.
II.

Quiet
Economicallowpriceforagoldfishandabowl
eatonlyalittle
IIl. Wellbehave
don’tchew,don’tgooutside,
noneedtoteachcommands(adaptedfromFirstStepsinAcademicWriting)
21

22

21

⧷⺆䋨䉝䊜䊥䉦⧷⺆䋩䈱ᩮᧄ⊛䈭⠨䈋ᣇ (1)Hinds(1986):
Nature ofof English
English Writing
WritingNatureEnglishEnglishWriterWriterresponsible
responsible

The
The writerwriter leads
leads thethereaderreader toto thethe way
way thethewriterwriter intended.
intended.

22

JapaneseJapanese

ReaderReaderresponsible
responsible“stepping-stone”--“stepping-stone”--making thethe reader
readermakingconnect
thediscourse
connect the discourse
23

Tellthemwhatyouaregoingtotellthem.Tellthem.Andtellthemwhatyouhavetoldthem.
䈚䈧䈖䈇䈒䉌䈇⸒䈉
24

24⧷⺆䋨䉝䊜䊥䉦⧷⺆䋩䈱ᩮᧄ⊛䈭⠨䈋ᣇ (2)䌉䌖䋮Argumentation䇸⺰⸽⽿છ䇹
䋽⥄ಽ䈱⸒䈦䈢䈖䈫䈮⽿છ䉕䉅䈤䇮䈠䉏䉕⋧ᚻ䈮⚊ᓧ䈚䈩䉅䉌䈉䇯

Argumentation=ਥᒛ䋫ᩮ᜚
Andrews䋨2010)䇸ᩮ᜚䈮䉋䈦䈩䉰䊘䊷䊃䈘䉏䈢⺰ℂ⊛䈭䉝䉟䊂䉞䉝䈱䈧䈭䈏䉍䇹
“alogicalorquasiͲlogicalsequenceofideasthatissupportedbyevidence”(p.3)
“argumentation=genericskills” (p.5)

because …….

⺕䉅䈏り䈮䈧䈔䈭䈒䈩䈲䈭䉌䈭䈇ജ2525㜞╬ᢎ⢒䈮䈍䈔䉎Argumentation䋨⺰⸽䋩䈱ᔅⷐᕈWhyisargumentimportantinhighereducation?
Inmanyways,theanswersseemobvious.Itis
importanttobeabletoarguerationallyina
civilizedsociety, andstudentsinhigher
educationwillbeexpectedtobeabletodo
so….Second,advancementinknowledgeoften
comesviaargument.Acaseisproved;adisputeisopenedupandthensolved….Third,argumentisaboutclarificationaswellaspersuasion.WellͲarguedspeeches,essays,positionpapers,or
researchpapersbringasharpersenseof
meaningandsignificancetoanissue.(p.1)

26⑳䈱ቇ↢䈱଀䈪䈜䈏䇮⧷⺆䈪ᢥ┨᭴ᚑ䉕ቇ䈹䈫䊶䊶䊶⧷ᢥ䉕․ᓽઃ䈔䈩䈇䉎䇸㓏ጀ᭴ㅧ䇹䇸⚿᧤ᕈ䇹䇸⺰ℂ⊛৻⽾ᕈ䇹䈫䈇䈉䉅䈱䈮ធ䈜䉎䈫ቇ↢䈢䈤䈲⧷⺆䈱ᢥ┨䈱ᜬ䈧᣿᥋ᕈ䈮᳇䈨䈐䇮䈠䈱䈉䈤䇮䇸⧷⺆䈱䉣䉾䉶䉟䈱ᦠ䈐ᣇ䉕ቇ䉖䈣䈍㒶䈪ઁᢎ⑼䈮ឭ಴䈜䉎ᣣᧄ⺆䈱䊧䊘䊷䊃䉅⺰ℂ⊛䈮ᦠ䈔䉎䉋䈉䈮䈭䉍䉁䈚䈢䇹䈫䈇䈉䉋䈉䈭䉮䊜䊮䊃䈜䉎䇯
MultiͲcompetence27

䌖䌉䋮MultiͲcompetence䈫䈇䈉⠨䈋ᣇ

28

first
language

(L1)

ਛ㑆⸒⺆

Უ⺆

(interlanguage)

secondlanguage

(L2)

╙2⸒⺆

L2 possibly affects bothlearners’ interlanguage and L1

multicompetence
Vivian Cook (2000)

29

30

ᣣᧄ⺆䈱ᢥ┨䈱ਛ䈮䈬䉖䈬䉖౉䈦䈩䈇䉎⧷⺆ᑼᦠ䈐ᣇ䉅䈲䉇䇮䇸ᣣᧄ⺆⊛ᦠ䈐䈎䈢䇹䇸⧷⺆⊛ᦠ䈐ᣇ䇹䈫䈇䈉䈇䈇䈎䈢䈲䈪䈐䈭䈒䈭䈦䈩䈐䈩䈇䉎䇯

RobertKaplan (1966)“CulturalThoughtPatternsinInterͲCulturalEducation”,LanguageLearning.

EnglishSemitic

Oriental

Romance

Russian‵⁁⁀⁆⁄″⁅※⁆※⁈‷‒⁄›‷⁆⁁⁄※‵‒↗ⅳⅵᄂᆮ↞↖
ⅼⅻ↎ⅳ≆
Contrastive Rhetoric 䈫䈇䈉ಽ㊁䈱ഃᆎ
31ዊᴡේ⺈⪺䇺⺒䉂ᦠ䈐䈱ᛛᴺ䇻䋨䈤䈒䉁ᣂᦠ䋩32ട⮮๟৻䇺㔀⒳ᢥൻ䇻⻠⺣␠ᢥᐶ䇮1974p.69䉕૶䈦䈩䈱ಽᨆ

•

•

•
•

•
•

•

万 䶦ฦ䶑䶓✦丱丅丨且䶤⺰䶑䶴䷐䷛๔ੱ䶲ᄖ䶜䶜䶠䉏䶶䶴䶺䷔ 乏䶷䷎䶭䉒䶻䶜䷐䷚䇱⍴࿖䶙䶺䶴䶲䶜䶕䉒䷍ᄖ䶫䶺䷘䶅乎䶼䵿䶻䶜䶤䵿䶑⺆䶶䶏䶻䶑䵿䶼䶘䶲࿖䶜䶷䷛䷇⥄ᄙᄙ䷇䶶䶫ᤨ䶳䶜䷗੐䷗䶦䵿䷕䷎⺆䶢䶶䵿䷛᣿䶦䶜䶵䶞䶴㑆䷔䶲䶘ታ䶴䷅ᣣ䶸䶗䶳䷛䷕ᄖ䷐ᧄ䶴䶩䶻䶺䶶࿖䶜䶺䶛䶏᦭䉏䶕䶷䷌ᔅ䶛਄䶑䶲䵿ᧄ 䶺䶳䶺⚿䶲䉏㔍䶼䶼ᴛ䶺ⷐ䷖ਇ䶓䶺ᄖ 䶠䶑ో䷚䶑䷇ේᄖ⺰ㅅ䶼䶑䶶৻ጊ䶬䶶䷇น䶠࿖ቇ䷘䶀乐䶜䶴ᖺ⠪䶬 䶏䷎䷕ቯ䶺䶀ᢥ䷛⢻ 䶺 ䷎䶩䷔䷔䶵ᢥ࿖乓䶺ዋ䉏 ䷍ᣧ䶳䶺䷘䶦䷗䶺䶶䶺ᧄቇ₂䷐䶬䶳䷍䶏ᢥ䶓䷗䷇䶻䶑ᦼ䷚⠪䶬䶜䶘䷗₂ℂ䶶䶼䶶䷗䶜䷔ᧄ䷌䷚䶴ੱ䶵䶶ቇᣣ䷔䶷䶞䷚䷕䶀䶙ᗐ䶜䶘䶑䶴䵿ᓥᕁ㑆䷔䶑↢䷊䷎䶘䷚೑䵿 乒ᣣ䶻䶶䷖䶠䶑䶯䷔䷔
䶬
䷖䷌
䵿
ቇ
䶤
䶓
䶳
䶺
䶓
䶑䶳䶴
䉒 䶑 䶷
䷐↪
䷘䶴䶷䶴䶛䷌䶤⠪䶘ᧄ䶑䶀䶶䶙䶠䶲
䉏䶶䶀
⍴䷎೑
䷕
䶓 乑
乕
⺆
䶓
䶤
૗
䶴
䵿⋉
䶑
䶻
䶦
ᓥ䶜ᄙ
䷗ 䶴 䶯
䶧䷚䵿
䶜
䷇䷇䶩䶷䷊䶯䵿䶑䶳䶑ᤨ 䶻乔䶲䶘䷗䵿䶕䶀એ䶑䶀䶺 䶦䶧䷛䷛䷛⸶䶳䶲䉒䶤䶏㑆䷕䵿
䶆਄䶓䷇䵿
䷎
䷇
䵿䶠䷛ ႎ ䷅ ䷐䷐䶶䶢 䶫䶞䵿䷗ ䷅䷎
䶀

( )

( )
( )

✦ ⺰䷴专
䷗
丅丱䷯䷚䶲 ╙
䷍ ℂ 东 丂 ䷗䇱䶠੖䷍丱䷸ ข䵿䶆
䶳৻
䶜
丨
䶷
ᄢ
䶀
䶜 㑐丶䷮义 䶴
䶻┨
ᢥ
䷸
䵿
䷖
䶰
且
ⷐ䶜䵿䷴
䶜 ଥ 丅 丵 12
䶳
䷺
䷚
䶑
䶻਄ 䵿䶺
䷖
䷖ ᣿䷢丱㗁
䶲ᜰ⚛ᢥ⺰东䵿䶟䶻ᢥ䶅ᢥ ␜丱丅䷯乊䶜៰䶘䵿ℂ丶万䷗䶶┨丐乜 ሶ丵丱䉒䶤䷕丘㑐丅专 䶜䶺丨义 乥䷺䷸ၮ䷯䶤䵿᭴䷮ଥ䷢丂䶀
丱乭
26
䶩䵿
ᧄ丨
ᚑ
丐
丱
䷮
丅
᣿
䶩
万
䶜
㗁
䶤丨න且
䷯
䶢
丱
丵
个
␜
䶺
⺑
乊
䷺䶲
䷸
䶺
( )

乬

᣿

䷯
䉏䶴ሶ丵
䷺丱䵿丨૏ℂ
丐 䶴
䶲䶑䵿
33

34

䇺⺰ℂ⊛ᕁ⠨䈫੤ᷤ䈱䉴䉨䊦䇻㜞᧖ዏቁ䋨2003䋩(pp.48Ͳ49)

•

•
•

•

…

35

䷊⺰䶴⏕
䶦ℂ䶤䶶 ⺰
䶀⊛䶫ਥ ℂ
䶳䶅
⚿ᒛ ⊛
䶏⺰䶆 䶳
䷗䶆䶙 䶏
䶫䵿䶏 ䷗
䷍䷔䷗ 䶫
䶺䶜䶠
ᄢಽ䶴 ䷍
䶷
೨䶘䶳
䶦䶻
ឭ䷗䶀 䵿
䶴䶅
ਥ䶻 ䷊
䶶ᒛ䶯 䶧
䷖䶆䶚 䶅
䶙䷖ ᣿

•

•

•
⺰ 䶓䉏ᢥ䷍䶴䉏䷔丱䶘䶲䶻䶲䶴⪺䶏乎䶢䶑䶑⠪䷗䶙䶲䶳 ᢥ䶼乕䶜䶘䷗䶯䷸䶷䶺䶅䷗䶓䶻䶠万䵿䶏 乔䶏䶻䶜䷕䶆䶲䶳䷴⸃䷇䷛䶏东⺑ 䶀䶠䵿䶴专䶠
䷖䷎䶴䶅
䷗ 䶷䷗䶅
⚿
䷇
䷐
ᢥ
䶺
ᢥ䉒ㅀ⺰䷗丶䶳䶜乏䶴䶅
䶴䶰
䷇䶻丂
䷅
䶑䷇䷛
丅䶏䶺䶘䷚䷛᣿䷮଀
⸃䶲䶵䷐䶳䶘䷕䶬䶀ᢥ䶷䷗䉏䷘乔䷢䷗೑䷕万䷐⊕丵䷺⺑䵿䷔䶜䶏䶘⋉ᢥ专䶜䶳丱䶗
䶠䶑䶻䷗䷔䶲䶓䶻丱䶑䷯䶤䉏䶀ᄙ䶀䶓丂䶲乓䷮䶺䶏丅䶑䶴䵿丵䷕䶆
䶩
䶲䶙䶆
丱
䶷
䵿
䷘
ᢥ
䶷
೑
䶴
䷺
䶻
䶤䵿䷗ᕁ乕丱᣿䶰䷊䶷⋉䶓䷸䵿
䶑⚿䶑䶜
䶳
䶏䶲✦䶠䉒
䷗
䶷丅䷕䶑 䶤䶆䶀䶳ᢥ
䵿

⹤ⷐᒛ䶺
䷎ᣇ䶷
䷕䶷䷔丬
䶤䶳䷚⌀⦟ 䶅丬䷷䷷䶓䶠䶯䷪ 䵿䶦⋧ᗧ䶑
੤
䶲
䶘
䷪
䶀ᚻ䷚
䶠䶭⺑个
ᷤ
䶰
䶩
䷕
个
䶴
䶷ត
䵿
䶙䶺ᓧ䶰 ฦ䶺ℂ䷗䷚ 䶆䶳䶠䶳ᗧജ䷊ 䶴䶫⸃䶴ⴕ 䶏䶚࿑䶙䷖ 䶙䷍䶤䶴䶓 ䷗䷊䶦Ⴧ⺰ ᦸ䶷䶲䷎䶫 䶴䶦䷗䶤ℂ ䷊䶻䷎䶷䷍ 䶻䈂䶷䶀ⴕ䵿䶾⊛ 䉏 ䷕䵿䶠䶻േ䶑䶳 ䷊丬䷷䶓䶭䵿䷚䶲䶏 䶦䷪䶠 ⋧䶴䶻䷗ 䶀个䶴䷕ᚻ
䶺
䶯⋧䶠
䈃䶙ਥᣇ
䶲ᚻ䶴
䶷ᔅ
36

䊨䉳䉦䊦䈏⧰ᚻ䈭ᣣᧄੱ䋨㜞᧖䇮2003䋩䶠䶑䶳䶺ᡰ䷚䶷䶠䶜 ਲ䶼䶑႐⒘ ή⋧䶺䶤䶲ᩞ䷚䶩䷎䶴䶏᧦ᜬㅀ䶅䶳䶏 䶤䵿䶠ว䶷 㔍ᚻ䷲䶲䶑ᢎ䶻䷖ 䶜⺰䶴䶳䶻 䶴䶷丠䷎䷗⢒䶯䶩 ⸒䷗ઙ䶦䷅᣿䵿⏕ᢥ䷎丱䷊ ⋧᜚䶙 䶯䷎䶚 䶑⸃ 䵿䶴䶳䶚 䶕䶠䶬䷗䵿䶨䶙ᄙ䵿䷖ 䶓㉼万ᗧ䶻䷎䷖ᣣ ䷊䶴䶴䶆䶩䶶ൻ䷛ ᚻ࿑⸒ડ䶴ᧄ 䶦䶙䶦䶠䶤ਥ⺰䶏䇱ਥ䶴 㘑䷚䶳䶗䶀䶷ᒛ䷚વ䷗䶏ᒛ䶤 ầᆔ⨥⊛䶕ᬺਥ䶷 䶀⧰䷗䶴䶲⺰䷚৻䉒႐䷖䷚䶫 䶢䶹䷚䶷䷊⎇ᒛ䶗 ᚻ䶴䶙⺰᜚䶤䶰䷕ว䷊ᡰਥ 䶕䶫Ộ䶴䶨ୃ䶦䶑䶲 䶬䵿ℂ䶙 䶀䶶䶳䶦ᜬᒛ 䶏䷇䶦䷎䷛䶳䷗䶻 䶴ᣣ⊛ਥ䶫䷎䶓䶤䶤ᧄ䶦䶙 ䷖䶓 ᕁ䶀⸠䶑䷎䶀䶠 ⊒䷎ 䵿
䶠䵿䶢䷗⷗ ䷊䶙䶴䶕⸒ච✵⥄ 䶲ੱ䶳ᒛ䶕೨䶴᥉䷕⺰䷕ 䶦䵿䶷䷗ ಽ䶶ಽ ䷎䶻䶏䷚䶳ㅀ䶙ㆉ䶷᜚䉏 䶀૗䷔₹䶤䶷䶵䶺 ઀⺰䷗ᱜ䵿⺰䶺ዋᕈ⸒䶙䶘䶯⯻䶫ฃ䵿ᗧ ᣇℂ䶫䶤᜚䷔䶶䶷䶕䶶䷗ 䶴䶲⦡䶴䶞ቇ⷗ 䶶⊛䷍䶜 䶓㜞᧖(2003)
p.61

37

38

䊎䉳䊈䉴䈱਎⇇䈪䈲䊷
President2010.08.02ภ

EnglishParagraphStructure
Topicsentence(General) ⥄ಽ䈱ᗧ⷗䇺⧷ᢥ䈱ဳ䈮ᢥ┨᭴ᚑ䉕୫䉍䉋䈉䇻䉫䊨䊷䊋䊦⸒⺆䈪䈅䉎⧷⺆䈱䊜䊷䊦䉕ෳ⠨䈮䇮ᣣᧄ⺆䊎䉳䊈䉴䊜䊷䊦䈱䊁䉪䊆䉾䉪䉕⏴䈒䊷⨹໊ήⓀ䈫ᕁ䈉䈭䈎䉏䇯ታ䈲䈖䈱ᚻᴺ䇮㕖Ᏹ䈮ℂ䈮䈎䈭䈦䈢䈖䈫䈭䈱䈣䇯䊎䉳䊈䉴䈪㊀ⷐ䈭䈱䈲䇮વ䈋䈢䈇䈖䈫䉕⋧ᚻ䈮ᱜ⏕䈮વ䈋䉎䈖䈫䈪䈅䉎䇯⧷⺆䈱ᢥ┨䈱䊐䊧䊷䊛䊪䊷䉪䈲䈖䈱⋡⊛䈱䈢䉄䈮✵䉍਄䈕䉌䉏䈢䉅䈱䇯(ᣣᧄ⺆䈱ᢥ┨䈪䉅䋩ᵴ↪䈚䈭䈇ᚻ䈲䈭䈇䈣䉐䈉䇯

specific(ℂ↱䊶⺑᣿䋩details䋨ౕ૕଀䋩
specific䋨ℂ↱䊶⺑᣿䋩details䋨ౕ૕଀䋩
specific
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39

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ᭂ䉄ઃ䈐䈱଀䈲䊶䊶䊶᧲੩ᄢቇᢎ㙃ቇㇱႎ(2010/11/4䋩㜞↰⾆ਭ䇺䊨䉳䉦䊦䊶䊒䊧
䉷䊮䊁䊷䉲䊢䊮䇻
䋨⧷ᴦ಴ 䋩
p.95

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㜞↰ᐽᚑవ↢䈱ᢥ┨䇸䈾䈫䉖䈬૗䈱ᗵᘣ䉅䈭䈒䇹৻ᐕ㑆䈱ᶏᄖ಴ᒛ䈎䉌Ꮻ࿖䈚䈢䋨ਛ⇛䋩䈾䈫䉖䈬䈭䉖䈱ᗵᘣ䉅䈭䈇䇯䋨ਛ⇛䋩䉝䉦䊂䊚䉾䉪䊶䊤䉟䊁䉞䊮䉫㘑䈮ᦠ䈒䈭䉌䈳䇮⠨䈋䉌䉏䉎ℂ↱䈲ਃ䈧䈅䉎䇯╙৻䈲䊶䊶䊶╙ੑ䈮䈲䊶䊶䊶
╙ਃ䈮䈲䊶䊶䊶
42䈠䈖䈪䇮ឭ⸒
⧷⺆䈪paragraphwriting,essaywriting䇮䈍䉋䈶readingో⥸䈱ቇ⠌䉕ㅢ䈚䇮argument䈱ၮ␆䉕ၭ䈇䇮argument䈫䈲䈬䈉䈇䈉䉅䈱䈪䈅䉎䈎䇮⧷⺆䈪૕ᓧ䈜䉏䈳䇮䈠䈱ജ䈏multiͲ
competence䈫䈭䉍䇮ᣣᧄ⺆䈮䈍䈇䈩䉅ᔅⷐ䈏䈅䉏䈳䇮argument䈏䈚䈦䈎䉍䈫䈚䈢ᢥ┨䈏ᦠ䈔䉎䉋䈉䈮䈭䉎䈱䈪䈲䈭䈇䈪䈚䉊䈉䈎䇯䌖䋮ታ⸽⎇ⓥ䋨䋱䋩䋺䋲䈧䈱ᣣᧄ⺆૞ᢥ䈱Ყセ䋭⧷ᢥ᭴ᚑᴺ䉕ᗧ⼂䈚䈩ᦠ䈎䉏䈢ᣣᧄ⺆૞ᢥ䈫↢ᵴᢥ䉴䉺䉟䊦䈱ᣣᧄ⺆૞ᢥ䋭ታᣉᣣ䋺2010ᐕ10᦬ෳട⠪䋺␹ᄹᎹ⋵ౝ⑳┙㜞ᩞᢎຬ䈍䉋䈶ජ⪲⋵ౝ౏┙䊶⑳┙㜞ᩞᢎຬ䋨᭽䇱䈭⑼⋡䋩86ฬ
ᣇᴺ䋺⾰໧⚕䋺એਅ䈱ੑ䈧䈱ᢥ┨䉕䈍⺒䉂䈇䈢䈣䈐䇮䉅䈚㜞ᩞ౉⹜䈫䈇䈉䈖䈫䈪ㆬᛮ䈜䉎䈱䈪䈅䉏䈳䇮䈬䈤䉌䈱↢ᓤ䈱૞ᢥ䈱ᣇ䈮㜞䈇ᓧὐ䉕ઃ䈔䉁䈜䈎䋿䉁䈢䈠䈱ℂ↱䉕◲න䈮ㅀ䈼䈩䈒䈣䈘䈇䇯• ↢ᓤ䌁 䊶↢ᓤ䌂 䈠䈱ℂ↱䋺

43

44ᣣᧄ⺆䈱଀䋨 StudentA䋩ᣣᧄ⺆䈱଀䋨 Student䌂䋩䊶⑳䈲ਛቇᩞ䈪ㇱᵴ䉕৻↢ ๮䉇䈦䈩䈐䉁䈚䈢䇯⑳䈲䉰䉾䉦䊷ㇱ䈪䈚䈢䇯ㇱᵴ䈱ખ㑆䈲䉂䉖䈭䈫䈩䉅ᾲᔃ䈪䇮䈫䈩䉅᦭ᗧ⟵䈭ᤨ㑆䉕ㆊ䈗䈞䉁䈚䈢䇯㘈໧䈱వ↢䉅䉟䊮䉺䊷䊊䉟䈮಴䈢䈖䈫䈱䈅䉎⚛᥍䉌䈚䈇ੱ䈪䈚䈢䇯䉪䊤䉴䈱෹ੱ䉇ᜂછ䈱వ↢䉅䇮䉂䉖䈭䈫䈩䉅䈇䈇ੱ䈳䈎䉍䈪䇮ᭉ䈚䈇ቇᩞ↢ᵴ䉕ㅍ䉏䉁䈚䈢䇯
䉁䈢䇮⑳䈲↢ᓤળ㐳䉕ോ䉄䉁䈚䈢䇯ਛቇᩞ↢ᵴ䈱ᦨᄢ䈱ⴕ੐䈪䈅䉎૕⢒⑂䇮ᢥൻ⑂䈱⸘↹䈲䈫䈩䉅ᄢᄌ䈪䈚䈢䇯䈔䉏䈬䇮䉂䉖䈭䈪දജ䈚䈩䈪䈐䇮ᔃ䈎䉌ᭉ䈚䉄䈢䈱䈪䉋䈎䈦䈢䈪䈜䇯䈠䈱ᤨ䈱䉂䉖䈭䈱╉㗻䈲੹䈪䉅ᔓ䉏䉌䉏䉁䈞䉖䇯⑳䈲ੱ䈱╉㗻䉕⷗䉎䈖䈫䈏ᅢ䈐䈪䇮ੱ䈏╉㗻䈮䈭䉎䈫䈫䈩䉅ᐘ䈞䈮䈭䉍䉁䈜䇯ቇᩞ⷗ቇ䈱ᤨ䇮వヘᣇ䈱╉㗻䈏䈫䈩䉅⚛ᢜ䈪䇮䌁㜞ᩞ䉕ฃ㛎䈚䉋䈉䈫ᔃ䈮᳿䉄䉁䈚䈢䇯㜞ᩞ䈮౉䈦䈩䉅╉㗻䈪৻↢ ๮䈮ㇱᵴ䉇ീᒝ䉕㗎ᒛ䉍䈢䈇䈫ᕁ䈇䉁䈜䇯․䈮⧷⺆䉕㗎ᒛ䉍䈢䈇䈪䈜䇯

• ⑳䈏ਛቇᩞ䈪㗎ᒛ䈦䈢䈖䈫䈲䋲䈧䈅䉍䉁䈜䇯䋱䈧䈲ㇱᵴ䈪䇮䉅䈉䋱䈧䈲↢ᓤળᵴേ䈪䈜䇯ㇱᵴ䈮䈧䈇䈩䈲䇮⑳䈲䉰䉾䉦䊷ㇱ䈮ᚲዻ䈚䇮৻ᐲ䉅ભ䉃䈖䈫䈭䈒ෳട䈚䉁䈚䈢䇯䉁䈢䇮ઁ䈱䈬䈱䉼䊷䊛䉋䉍䉅േ䈒䉼䊷䊛䈮䈭䉐䈉䈫䉂䉖䈭䈪ദജ䈚䇮ᦨᓟ䈱⋵ᄢળ䈪䈲䊔䉴䊃䋴䉁䈪ㅴ䉃䈖䈫䈏䈪䈐䉁䈚䈢䇯ᰴ䈮↢ᓤળᵴേ䈮䈧䈇䈩䈪䈜䈏䇮⑳䈲↢ᓤળ㐳䉕ോ䉄䉁䈚䈢䇯䈬䈉䈜䉏䈳䉂䉖䈭䉕䉁䈫䉄䇮䉂䉖䈭䈱╉㗻䈏⷗䉌䉏䉎䈎䉕⠨䈋䈢ⴕേ䉕ᔃ䈏䈔䇮૕⢒⑂䉇ᢥൻ⑂䈫䈇䈦䈢ᄢ䈐䈭ⴕ੐䉕⥄ಽ䈏ਛᔃ䈫䈭䈦䈩⸘↹䇮ㆇ༡䈚䉁䈚䈢䇯䈠䈚䈩వ↢䉇෹ੱ䈎䉌䇸ᦨ㜞䈣䈦䈢䇹䈫⹏ଔ䈚䈩䉅䉌䈋䉎䉋䈉䈭ⴕ੐䈮䈜䉎䈖䈫䈏䈪䈐䉁䈚䈢䇯ᦨᓟ䈮㜞ᩞ䈪㗎ᒛ䉍䈢䈇䈖䈫䈪䈜䈏䇮ቇᩞ⷗ቇ䉕ㅢ䈚䈩䌁㜞ᩞ䈲ㇱᵴ䉅ⴕ੐䉅⋓䉖䈣䈫ᗵ䈛䉁䈚䈢䇯㜞ᩞ䈮౉䈦䈩䉅䉰䉾䉦䊷ㇱ䊶↢ᓤળ䈮౉䉍䇮ㇱᵴ䊶ቇᩞ䉕⋓䉍਄䈕䈢䈇䈫ᕁ䈇䉁䈜䇯

45

46

వ↢ᣇ䈱⑼⋡䈮䉋䉎௑ะ

ో૕䈱⚿ᨐ

47

48

ᐕઍ೎䈱⚿ᨐవ↢ᣇ䈱䈗ᗧ⷗䋨ᛞ䋩㽲A䈱↢ᓤ䉕ㆬ䉖䈣ℂ↱• ↢ᓤA䈲⥄ಽ䈱ᕁ䈇䉕ᦠ䈎䉏䈩䈇䈩৻↢ ๮㗎ᒛ䈦䈢䈖䈫䉇ቇᩞ⷗ቇ䈱ᗵᗐ䈭䈬䈏౉䈦䈩䈇䈩᳇ᜬ䈤䈏વ䉒䉎䇯↢ᓤB䈲ᢥ┨䈲䉁䈫䉁䈦䈩䈇䈩⺒䉂䉇䈜䈇䈏䇮⥄ಽ䈱᳇ᜬ䈤䈏౉䈦䈩䈇䈭䈇䉋䈉䈮ᗵ䈛䉎䇯䋨଻ஜ૕⢒䇮26ᱦ䋩• ᢥ┨䈱᭴ᚑ䈮ᐜ䈘䉕ᗵ䈛䉎䈏䇮↢ᓤ䌁䈲㜞ᩞ䉕ฃ㛎䈜䉎䈖䈫䉕᳿䉄䈢േᯏ䉇౉ቇᓟ䈱ᵴേᗧ᰼䉕↢ᓤ䌂䉋䉍ᒝ䈒ᗵ䈛䈢ὑ䇯䋨␠ળ䇮51ᱦ䋩
49

㽳B䈱↢ᓤ䉕ㆬ䉖䈣ℂ↱䋺䉁䈝䇮න⚐䈮৻ᐲㅢ䈚䈩⺒䉖䈪䉂䈩䇮䉴䊛䊷䉵䈮ౝኈ䉕ℂ⸃䈚ᤃ䈎䈦䈢䈱䈏↢ᓤB䈱૞ᢥ䈪䈜䇯૞ᢥB䈲䇮ᦨೋ䈮㗄⋡䉕᣿⸥䈚䈩䈇䉎䈱䈪䇮ౝኈ䈱⷗ㅢ䈚䈏䈲䈦䈐䉍䈚䈩䈇䉁䈜䇯૞ᢥA䈲䇮䈣䉌䈣䉌䈫ᢥ䈏ᦠ䈐ਗ䈼䉌䉏䈩䈇䈩䇮⷗ㅢ䈚䈏ᖡ䈒ᗵ䈛䉁䈚䈢䇯ᰴ䈮䇮಴᧪੐䈱⚿ᨐ䉕ਥⷰ⊛䈮⴫⃻䈚䈩䈇䉎䈎䇮䈠䉏䈫䉅ቴⷰ⊛䈮⴫⃻䈪䈐䈩䈇䉎䈎䈮䈧䈇䈩⠨䈋䉁䈚䈢䇯૞ᢥ䌁䈲䇸ᄢᄌ䈣䈦䈢䇹䇮䇸⦟䈎䈦䈢䇹䈭䈬䇮⥄ಽ䈱ᗵᖱ䈪ਥⷰ⊛䈮⴫⃻䈜䉎䈖䈫䈏ᄙ䈇䈪䈜䇯৻ᣇ䇮૞ᢥ䌂䈲䇮䇸ᄢળ䈪䊔䉴䊃䋴䇹䇮䇸వ↢䉇෹ੱ䈮㜞䈒⹏ଔ䈘䉏䈢䇹䈭䈬䇮ቴⷰ⊛䈭⴫⃻䉕䈚䈩䈇䉁䈜䇯૞ᢥ䈫䈇䈉䈱䈲⥄Ꮖ⴫⃻䉅ᄢ੐䈪䈜䈏䇮ੱ‛䉕ᐢ䈒ᷓ䈒್ᢿ䈚䈭䈔䉏䈳䈭䉌䈭䈇౉⹜ㆬᛮ䈮䈍䈇䈩䈲䇮಴᧪੐䈱⚿ᨐ䉕ቴⷰ⊛䈮ᝒ䈋䈢䈉䈋䈪⥄ಽ䉕ਥᒛ䈜䉎ᆫ൓䈏䇮䉋䉍ᄢಾ䈣䈫⑳䈲⠨䈋䉁䈜䇯਄䈱ੑ䈧䈱ⷰὐ䈎䉌䇮⑳䈲↢ᓤB䈱૞ᢥ䈮㜞䈇ᓧὐ䉕ઃ䈔䉁䈜䇯䋨ᢙቇ䇮29ᱦ䋩

50䋼⠨ኤ䋾ᣣᧄ⺆䈱ᢥ┨䉅⧷⺆䈱ᢥ┨䉅⹏ଔၮḰ䈏ૃ䈩䈇䉎䋣䈖䉏䈲⧷⺆䈱ᢥ┨᭴ᚑᴺ䈎䉌䈱ᓇ㗀䈭䈱䈎䋿51• ⑳䈏ਛቇᩞ䈪㗎ᒛ䈦䈢䈖䈫䈲䋲䈧䈅䉍䉁䈜䇯䋱䈧䈲ㇱᵴ䈪䇮䉅䈉䋱䈧䈲↢ᓤળᵴേ䈪䈜䇯ㇱᵴ䈮䈧䈇䈩䈲䇮⑳䈲䉰䉾䉦䊷ㇱ䈮ᚲዻ䈚䇮৻ᐲ䉅ભ䉃䈖䈫䈭䈒ෳട䈚䉁䈚䈢䇯䉁䈢䇮ઁ䈱䈬䈱䉼䊷䊛䉋䉍䉅േ䈒䉼䊷䊛䈮䈭䉐䈉䈫䉂䉖䈭䈪ദജ䈚䇮ᦨᓟ䈱⋵ᄢળ䈪䈲䊔䉴䊃䋴䉁䈪ㅴ䉃䈖䈫䈏䈪䈐䉁䈚䈢䇯ᰴ䈮↢ᓤળᵴേ䈮䈧䈇䈩䈪
䈜䈏䇮⑳䈲↢ᓤળ㐳䉕ോ䉄䉁䈚䈢䇯䈬䈉䈜䉏䈳䉂䉖䈭䉕䉁䈫䉄䇮䉂䉖䈭䈱╉㗻䈏⷗䉌䉏䉎䈎䉕⠨䈋䈢ⴕേ䉕ᔃ䈏䈔䇮૕⢒⑂䉇ᢥൻ⑂䈫䈇䈦䈢ᄢ䈐䈭ⴕ੐䉕⥄ಽ䈏ਛᔃ䈫䈭䈦䈩⸘↹䇮ㆇ༡䈚䉁䈚䈢䇯䈠䈚䈩వ↢䉇෹ੱ䈎䉌䇸ᦨ㜞䈣䈦䈢䇹䈫⹏ଔ䈚䈩䉅䉌䈋䉎䉋䈉䈭ⴕ੐䈮䈜䉎䈖䈫䈏䈪䈐䉁䈚䈢䇯ᦨᓟ䈮㜞ᩞ䈪㗎ᒛ䉍䈢䈇䈖䈫䈪䈜䈏䇮ቇᩞ⷗ቇ䉕ㅢ䈚䈩䌁㜞ᩞ䈲ㇱᵴ䉅ⴕ੐䉅⋓䉖䈣䈫ᗵ䈛䉁䈚䈢䇯㜞ᩞ䈮౉䈦䈩䉅䉰䉾䉦䊷ㇱ䊶↢ᓤળ䈮౉䉍䇮ㇱᵴ䊶ቇᩞ䉕⋓䉍਄䈕䈢䈇䈫ᕁ䈇䉁䈜䇯

52䌂䈱䉝䉡䊃䊤䉟䊮
I.ਛቇᩞ䈪㗎ᒛ䈦䈢䈖䈫
A.ㇱᵴേ1.䉰䉾䉦䊷
2.ભ䉂䈭䈚
3.⋵ᄢળ䊔䉴䊃䋴B.↢ᓤળᵴേ
1.૕⢒⑂
䋲䋮ᢥൻ⑂
II.㜞ᩞ䈮౉䈦䈩㗎ᒛ䉍䈢䈇䈖䈫ॖᜤႎƴᒍ૨ನ঺ඥǛǇƶƨଐஜᛖ˺૨
53

54䌖䌉䌉䋮ታ⸽⎇ⓥ䋨䋲䋩㒝ዻਛቇᩞ䈪䈱ታ〣଀
prompt:䇸ਛቇ↢䈮䈲⥄ಽ䈱ㇱደ䈏ᔅⷐ䈣䈫ᕁ䈇䉁䈜䈎䋿䇹䈲䈢䈚䈩䇮ਛቇ↢䈪䉅muticompetence 䈏⏕䈎䉄䉌䉏䉎䈎䇯
ජ⪲ᄢቇᢎ⢒ቇㇱ㒝ዻਛቇᩞ ਃᐕ↢
ㆬᛯ᝼ᬺ
⎇ⓥ㗴⋡䋺
䇸⧷⺆䊤䉟䊁䉞䊮䉫䉕ㅢ䈚䈩⺰ℂ⊛ᕁ⠨ജ䉕り䈮ઃ䈔䉋䈉䇹⁁ᴫ䈱⺑᣿䈎䉌ᆎ䈛䉊䈉䈛䉊䈉
䋼pretest(Student#1)>
䉄䉎
IfIdon’thavemyroom,Idon’tstudy.Idon’t
likestudyinlivingroombecausemyfamilys
talkingthere.Ihavemyroom.WhenI
studyinginmyroomeverynight,myfamilys
aretalkingandwatchingTV.It’slooksvery
interestingbutIhavetostudy.
⚿ዪ໧䉒䉏䈢䈖䈫䈮䈖䈢䈋䈩䈇䈭䈇

55

56

Pretest(Student#2)⥄ಽ䈱⁁ᴫ䈱⺑᣿

<posttest>IthinkJuniorhighschoolstudentshavetostudyin
theirroom. First,therearemyfamilyinliving
room. Theytalkthere.IfIgoingtostudyEnglishin
livingroom,Idon’tstudy.Second, myroomisvery
silent.Icanstudyverycomfortably.Final,Istudyinmyroom,Icantryanotherthing. IfIwanttogotoౕ૕ bed,Icangotobedquickly.HoweverIstudyin଀livingroom,Ican’tgotobedquickly.
Ithinkjuniorhighschoolstudentshavetostudyin
theirroom.

Ihavemyroomanddesk.But,Ican’tstudyhard.
Because,Anyonelookatme.IcanusecallphoneandlookingTV,readingcomics.
IthinkIdon’tneedmyroom.
IfIgotoJuku,Istudyhardforlongtime.Butinmy
room,Ilosemyheartanddootherthing.
IwanttostudyhardbecauseI’mthirdͲyearͲstudent.
Iwanttoplaybasketballforever,soIhavetostudy
hardandwillpasstheexam.

TSਥ㗴䈫㑐ଥ䈱䈭䈇⚿⺰
⚿⺰ᢥ
⚿⺰ᢥ
57

Posttest(Student #2)
TS

58ℂ↱䈏2䈧䈅䉎䈖䈫䉕␜䈚䈩䈇䉎

Ithinkthatjuniorhighschoolstudentdoesn’thavetohavetheirownrooms.Ihavetworeasons. First,
thesedayswehaveshortertimewithfamilyina
housethanintheolddaysbecauseofwork,juku and
soon.Ithinkfacetofaceisgoodthing.Second,ifyou
don’tsolvetheprobleminthelivingroom,youcan
askyourfamilyaboutproblembutintheownroom,
youcan’taskanyone.Ithinktalkingwithfamilyonthesameroomisveryimportantthing. Therefore,I
thinkthatjuniorhighschoolstudentdoesn’thaveto
havetheirownroomtodoanything.

ᣣᧄ⺆૞ᢥ䈻䈱ォ⒖䈲⏕⹺䈪䈐䉎䈎䋿⺖㗴䋺䇸䈍㊄䈫ᤨ㑆䈏䈬䈤䉌䈏ᄢಾ䈣䈫⠨䈋䉁䈜䈎䋿䇹

Student#䋱pretest
್
ᢿ
䈪
䈐
䈭
䈇

್ᢿ䈪䈐䈭䈇䇯ℂ↱䈲䇮䈬䈤䉌䉅↢䈐䈩䈇䈒䈮䈲ห䈛䈒䉌䈇ᄢಾ䈣䈎䉌䇯 ⑳䈲䈍㊄䉕䈎䈞䈕䉎䉋䈉䈮䈭䉎䈢䉄䈮䇮ᤨ㑆䉕䈎䈔䈩ീᒝ䈚䈩ᄢቇ䈫䈎䉕තᬺ䈜䉎䈚䇮䈍㊄䉕䈎䈞䈕䉎䉋䈉䈮䈭䉎䈢䉄䈮䇮䈍㊄䉕䈎䈔䈢䉍䉅䈜䉎䇯䈣䈎䉌ਔᣇ䈫ห䈛䈒䉌䈇ᄢಾ䈣䈫ᕁ䈉䇯⚿⺰ᢥ䈏ᦠ䈔䈩䈇䉎
59

60

Student#䋱Posttest
䈍㊄䈍㊄⑳䈲䈍㊄䈱ᣇ䈏ᄢಾ䈣䈫ᕁ䈉䇯䈠䈱ℂ↱䈫䈚䈩䇮䈍㊄䈏䈭䈒䈩䉅↢䈐䈩䈇䈔䈭䈇䈖䈫䉅䈭䈇䈏䇮䈠䉏䈪䈲ੱ㑆䉌䈚䈇↢ᵴ䉕ㅍ䉎䈖䈫䈏䈪䈐䈭䈇䈫ᕁ䈉䇯
ᤨ㑆䉅ᄢಾ䈣䈏䇮ᤨ㑆䈲䈍㊄䈪䈎䈞䈓䈖䈫䈏䈪䈐䉎䇯଀䈋䈳ᤨ㑆䈏䈭䈇䈫䈐䈲䉺䉪䉲䊷䈭䈬䈮ਸ਼䈦䈩䈍㊄䉕ᛄ䈇ᤨ㑆䉕⍴❗䈜䉎䈖䈫䈏䈪䈐䉎䇯
䈣䈎䉌⑳䈲ᤨ㑆䉋䉍䉅䈍㊄䈱ᣇ䈏ᄢಾ䈣䈫ᕁ䈉䇯Student#2Pretest䈍㊄䈏ᄢ੐䈣䈫ᕁ䈉䇯
䈍㊄䈏䈅䈦䈩䉅ᔃ䈏䈭䈔䉏䈳ㅌዮ䈭ੱ↢䈪䇮Ⓙ䈓䈢䉄䈭䉌䈭䉖䈪ᤨ㑆䉅䈜䉎䇮⾈䈋䈭䈇䉅䈱䈲䈭䈇䇮䈫䈇䈉ㆊỗ䈭⠨䈋ᣇ䉅಴䈩䈒䉎䈣䉐䈉䇯䈠䉏䈪䇮䇸ᤨ㑆䇹䈱䈾䈉䈏ᄢ੐䈭᳇䉅䈜䉎䇯䈚䈎䈚䇮ᤨ㑆䉕ᄢಾ䈮䈜䉎䈅䉁䉍䇮䈅䈒䈞䈒䈫䈚䈢ੱ↢䈮䈭䉎䈱䈪䈲ᤨ㑆 䈭䈇䈎䇯 ධ䈱ዊፉ䉰䊝䉝䈱᧛㐳䈏᰷Ꮊ䈮ⴕ䈦䈢䈫䈐䈱䈖䈫䉕⺆䈦䈢䇸䊌䊌䊤䉩䇹䈱ᧄ䈱ਛ䈪䈲䇸⊕ੱ䋨䋽䊌䊌䊤䉩䋩䈲ᤨ㑆䉕ಽೞ䉂䇮⑽ೞ䉂䈮䈜䉎䈖䈫䈪䇮ᓐ䉌䈲⥄ಽ䈏Ბ䇱ᐕ䉕䈫䈦䈩䈇䈒䈖䈫䈮᳇ઃ䈇䈩ᖤ䈚䈒䈭䉍䇮䉇䈏䈩ᱫ䉖䈪䈚䉁䈉䈣䉐䈉䇹䈫᧛㐳䈲⺆䈦䈩䈇䉎䇯䋨䈤䈭䉂䈮᧛㐳䈲⥄ಽ䈱ᐕ㦂䉕ಽ䈎䈦䈩䈇䈭䈇䋩䇯ᤨ㑆䉕᰼䈚䈇䈫ᕁ䈦䈩䉅䇮ኼ๮䈲Ბ䇱ᷫ䈦䈩䈇䈒䈳䈎䉍䈪䈅䉎䇯䈠䈍㊄ 䉏䉋䉍䈎䈲䇮㗎ᒛ䉏䈳৻ᔕ䈢䉁䉎䈍㊄䈱䈾䈉䉕䋨▵ᐲ䉕ᜬ䈦䈢਄䈪䋩㊀ⷐⷞ䈚䈩䈇䈢䉌䇮䈅䈒䈞䈒䈫䈚䈢৻↢䈪䈲䈭䈒䇮ల䉍䈱䈅䉎䉅䈱䈪䈲䈭䈎䉐䈉䈎䇯
61

PosttestStudent#2⑳䈲䈍㊄䈏ᄢ੐䈣䈫ᕁ䈉䇯䈍
㊄ ╙৻䈮䇮ᤨ㑆䈫䈲ឞ䉂䈮䈒䈇䉅䈱䈪䈅䉎䇯⺕䉅ᤨ㑆䉕⫾䈋䈢䉍䈜䉎䈖䈫䈲಴᧪䈭䈇䇯䈖䉏䈫㆑䈇䇮䈍㊄䈲ദജᰴ╙䈪䈲Ⴧ䉇䈜䈖䈫䈏಴᧪䇮⾂䉄䉎䈖䈫䈏䈪䈐䉎䇯╙ੑ䈮䇮ᤨ㑆䉕ㆊᐲ䈮᳇䈮䈜䉎௑ะ䈏⃻ઍੱ䈮ᄙ䈇䇯ධᄥᐔᵗ䈱䊋䊇䉝䉿䈱᧛㐳䈱⷏ᵗੱ૕㛎䉕✄䈦䈢䇸䊌䊌䊤䉩䇹䈪䈲䇮䇸⷏ᵗੱ䈲ᤨ㑆䉕⑽න૏䈪ಾ䉍ೞ䉃䈖䈫䈪⥄䉌䉕䈍䈇䈖䉖䈪䈇䉎䇹䈫䈅䉎䇯ᤨ㑆䉕䈅䉁䉍᳇䈮䈚䈭䈇䈖䈫䈪䇮䉉䈦䈢䉍䈫䈚䈢↢ᵴ䈏䈍䈒䉏䉎䈱䈪䈲䈭䈇䈎䇯᜙㊄ਥ⟵䉅䈅䉁䉍⦟䈒䈭䈇䈏䇮䉂䈋䈭䈇ᤨ㑆䈮᧤❈䈘䉏䈩䈇䉎ᣇ䈏ᖤ䈚䈇䈖䈫䈪䈅䉎䈫ᕁ䈉䇯62ܱᚰᄂᆮᲢᲭᲣ‫ܖٻ‬ဃ‫ݣ‬ᝋ• ෳട⠪࿖┙ᄢቇ䈱⧷⺆ᢎ⢒ኾ᡹䈱ቇ↢䋱䋱ฬ෸䈶೽ኾ᡹䈱ቇ↢䋱䋰ฬ• 㗴᧚ᢎ⑼ᦠ䋺ᄢ੗䊶਄᧛䊶Sano䇺WritingPower䇻䋨⎇ⓥ␠䋩䈠䈱ઁ䋺ᄢ੗䋨2010䋩䈮䈍䈔䉎䉝䉦䊂䊚䉾䉪䊶䊤䉟䊁䉞䊮䉫䈱ቯ⟵䈮ၮ䈨䈐䇮䊌䊤䉫䊤䊐/䉣䉾䉶䉟䊶䊤䉟䊁䉞䊮䉫䈱ᜰዉ䈮ᔅⷐ䈭䉅䈱䈪᝼ᬺౝኈ䉕᭴ᚑ䈚䈢䇯 ৻ቇᦼ㑆䇯
Uehara,M.(2011)64

63

⧷⺆Prompt:
Writeyouropiniononthefollowingstatementwiththespecificreasonsand
examples.
“Allhighschoolsshouldasktheirstudentsto
evaluatetheirteachers.”
Pretest:䋴᦬䋱䋳ᣣ䇮posttest:䋷᦬䋳䋰ᣣ᝼ᬺਛ䇮䋳䋵ಽ㑆䇮ㄉᦠ૶↪䈭䈚ಽᨆ䈱ᣇᴺ
I.㊂⊛ಽᨆ
1.Students’ Essays(pre&post)䊶holisticscores(basedonTWEscoring
guide)1Ͳ6䊶✚⺆ᢙ
䊶vocabularylevel
2.⺰ℂᕈ⥄Ꮖ⹏ଔ䉲䊷䊃(pre&post)
3.AQuestionnaireonStudents’ reflections(post)
II.⾰⊛ಽᨆ

66

TWE(Test ofWrittenEnglish䋩byETS:PartofTOEFL᣽ႎЎௌኽௐᲴTWEƴแਗƠƨో૕⹏ὐ䉴䉮䉝

70ᛯྸࣱᐯࠁᚸ̖ǷȸȈᛯྸࣱᐯࠁᚸ̖ǢȳǱȸȈ䋱䋮ᢥ┨᭴ᚑ䈮䈍䈇䈩䇮䈅䉎䇸ဳ䇹䉕⹺⼂䈚䇮䈠䉏䈮ೣ䈦䈩ᦠ䈒䈖䈫䈪䈐䉎䇯䋲䋮⥄ಽ䈱argument䉕䈲䈦䈐䉍␜䈜䈖䈫䈏䈪䈐䉎䇯䋳䋮⺰⸽䈱Ბ㓏䋨ᗧ⷗㸢ℂ↱䈨䈔䊶଀␜䈱ዷ㐿䋩䉕␜䈜⸥ภ(for example䈭䈬)䈱⍮⼂䈏䈅䉍䇮䈠䉏䉌䉕ലᨐ⊛䈮૶↪䈜䉎䈖䈫䈏䈪䈐䉎䇯䋴䋮ᢥ┨䉕ᦠ䈒㓙䈮䇮䇸⺰ℂ⊛䈮䋨╭㆏┙䈩䈩䋩⠨䈋䉎䇹䈖䈫䈏䈪䈐䉎䇯
䋵䋮Argument䉕ᦠ䈒㓙䈮䇮䇸䈬䈖䈏ᩮ᜚䈨䈔䈫䉁䈫䉄䈮䈭䈦䈩䈇䉎䈎䇹䉕⠨䈋䉎䈖䈫䈮ㄆᛴᒝ䈒㓸ਛ䈚䈩ᗧ⼂䉕ᵈ䈓䈖䈫䈏䈪䈐䉎䇯䋶䋮ᱜ䈚䈇⷗⸃䈮㆐䈜䉎䈢䉄䈭䉌䇮⺞䈼‛䉕䈜䉎䈖䈫䉅⧰䈮䈭䉌䈭䈇䇯䋷䋮ᢥ䈱key point䉕䇮䈠䈱ઁ䈱⾗ᢱ䋨ౕ૕଀䈭䈬䋩䈫඙೎䈚䇮ᦠ䈒䈖䈫䈏䈪䈐䉎䇯䋸䋮⺒䉖䈪䈇䉎ੱ䉕⚊ᓧ䈘䈞䉎䈢䉄䈮䇮㑆㆑䈦䈢ᖱႎ䉕૶䈦䈢䉍䇮䈖䈛䈧䈔䈱䉋䈉䈭䉅䈱䉕䈚䈢䉍䈚䈩䈇䈭䈇䈎䈬䈉䈎䉕⥄ಽ䈪್೎䈜䉎䈖䈫䈏䈪䈐䉎䇯䋹䋮⥄ಽ䈱ᗧ⷗䉕ᡰ䈋䈩䈇䉎⸽᜚䋨ᩮ᜚䋩䉕ឭ␜䈜䉎䈖䈫䈏ኈᤃ䈮䈪䈐䉎䇯䋱䋰䋮⥄ಽ䈱ା䈛䈩䈇䉎䈖䈫䇮ᕁ䈦䈩䈇䉎䊌䉺䊷䊮䋨଀䇮䉺䊋䉮䉕ๆ䈦䈩䈇䉎䋽ਇ⦟䋩䈏‛੐䈮ኻ䈜䉎౏ᐔ䈭್ᢿ䈮䈬䈱䉋䈉䈮䋨⒟ᐲ䋩ᡰ㓚䉕䈐䈢䈜䈎⷗ᒰ䈏䈧䈇䈩䈇䉎䇯䋱䋱䋮argument䈱⚵䉂┙䈩ᣇ䉕ℂ⸃䈚䈩䈇䉎䇯䋱䋲䋮⇣䈭䉎ᗧ⷗䋨⠨䈋ᣇ䋩䉕౏ᐔ䈮⹏ଔ䈚䇮⠨ᘦ䈜䉎䈖䈫䈏䈪䈐䉎䇯䋱䋳䋮䇸䈖䉏䉕⸒䈦䈢䉌ᖡ⠪ᛒ䈇䈘䉏䉎䈱䈪䈲䋿䇹䈫䈇䈉ᕁ䈇䉕䈞䈝䈮ᛕ⹏䈜䉎䈖䈫䈏䈪䈐䉎䇯䋱䋴䋮argument䈮䈍䈇䈩䇮৻⽾ᕈ䈏䈭䈇ㇱಽ䋨䉁䈢䈲䈠䉏䉕፣䈚䈩䈇䉎ㇱಽ䋩䉕⷗䈧䈔䉎䈖䈫䈏䈪䈐䉎䇯䋱䋵䋮෹ੱ䈏ᦠ䈇䈢ᢥ┨䈱ਇ⏕䈎䈘䋨ᩮ᜚ਇ⿷䈭䈬䋩䉕ᕟ䉏䈝䈮ᜰ៰䈪䈐䉎䇯䋱䋶䋮ᢥ┨䈱ᩮ᜚䈱ర䈮䈭䈦䈩䈇䉎⾗ᢱ䇮䊂䊷䉺䈱⷗ᭂ䉄ᣇ䊶⹏ଔᴺ䉕⍮䈦䈩䈇䉎䇯
AdaptedfromStellaCottrell(2005)CriticalThinkingSkills

7172⾰⊛ಽᨆ䊷casestudy
Point 1:
Argumentation䋨⺰⸽䋩䈏᣿␜⊛䈪䈅䉎䈖䈫
Student #7
䋼Pretest䋾ਥᒛ䈲ᦠ䈎䉏䈩䈇䉎䈏䇮ਥᒛ䉕ᡰ䈋䉎ℂ↱䈏䋱䈧䈪䇮ℂ↱䉕ᡰ䈋䉎ਥⷰ⊛䈭଀␜䈳䈎䉍䈏ᦠ䈎䉏䈩䈇䉎䇯䋼Posttest䋾ਥᒛ䈏᣿⏕䈪䈅䉍䇮ℂ↱䈏䋲䈧ㅀ䈼䉌䉏䈩䈇䉎䇯䈠䉏䈡䉏䈱ℂ↱䈮㑐䈚䈩ቴⷰ⊛䈭଀␜䈏ㅀ䈼䉌䉏䈩䈇䉎䇯

2QKPV⺰⸽䈏Ṷ➈⊛䈪䇮ㅺ⣕䈏䈭䈇䈖䈫

Student #7<Pretest>

I Tthink all high schools don’t have to
ask students to evaluate theirteachers,R because most students
don’t answer their real impressions.
When I was a high school students,䌉
someteachers asked us about theirclasses. But, many students don’t
think about classes seriously. So
most of us didn’t have opinion.
Perhaps, some students couldn’t
answer, since they were afraid ofteachers.
Few students tell their opinion. So it
may be no use asking students to䌉evaluate.
But, if students can telltheir real impressions about theirteachers and classes, it will work
well to improve teachers’ skill andquality of classes.
So teachers need to change thosesituation before asking students.

Student #7

Student #7<Pretest>╙䋳䊌䊤䉫䊤䊐䈱Butએਅ䈎䉌ᦨೋ䈱ਥᒛ䈫ᄌ䉒䈦䈩䈚䉁䈇䇮
⺰ℂ⊛৻⽾ᕈ䉕ᄬ䈦䈩䈇䉎䇯<Posttest>
essayో૕䉕ㅢ䈛䈩ਥᒛ䈏৻⽾䈚䈩䈇䉎䇯

2QKPV䊌䊤䉫䊤䊐䇮䉣䉾䉶䉟䈱᭴ᚑ䈏䈚䈦䈎䉍䈚䈩䈇䉎䈖䈫䋨ㆡಾ䈭䈧䈭䈑⸒⪲䈱ឭ␜䉕฽䉃䋩
Student #7<Pretest>䊶䊌䊤䉫䊤䊐䈮ಽ䈎䉏䈩䈇䉎䈏䇮䈠䉏䈡䉏䈱䊌䊤䉫䊤䊐䈏䇮Introductory
paragraph, Body paragraphs, Concluding paragraph䈱․ᓽ䉕᦭䈚䈩䈇䈭䈇䇯䋨ᣣᧄ⺆䈱ᗧ๧Ბ⪭䈱䉋䈉䈭ᗵⷡ䈪ᡷⴕ䈚䈩䈇䉎䈮⇐䉁䈦䈩䈇䉎䇯䋩䊶ធ⛯⹖એᄖ䈱䈧䈭䈑⸒⪲䈏૶↪䈘䉏䈩䈍䉌䈝䇮⺰ℂ䈱ዷ㐿䈏ಽ䈎䉍䈮䈒䈇䇯<Posttest>䊶䈠䉏䈡䉏䈱䊌䊤䉫䊤䊐䈏䇮Introductory paragraph, Body paragraphs,
Concluding paragraph䈱․ᓽ䉕᦭䈚䈩䈍䉍䇮essay䈱᭴ㅧ䈮ೣ䈦䈩ᦠ䈎䉏䈩䈇䉎䇯䊶Body paragraph 1䈪䈲䇮topic sentence䈫supporting sentences䈏䈐䈤䉖䈫඙೎䈘䉏䈩䈍䉍䇮᛽⽎䈫ౕ⽎䇮ᗧ⷗䈫੐ታ䈱㓏ጀൻ䈏䈪䈐䈩䈇䉎䇯㶎Body paragraph 2䈮⺖㗴䈏ᱷ䉎䇯
䊶First, Second, Moreover, Therefore, In conclusion䇮䈫䈇䈦䈢䈧䈭䈑⸒⪲䈏૶↪䈘䉏䈩䈇䉎䈢䉄䇮⺰ℂ䈱ዷ㐿䈏᣿⏕䈮䈭䈦䈩䈇䉎䇯F For
A Against
N Neutral

all high school to introduce this evaluation system for two
reasons.
R First, it gives students opportunities to tell teachers
their opinion.
䌉 It is a little difficult for students to convey
teachers what they think. Since, most students are afraidof teachers getting angry or feeling bad due to this.
Moreover, teachers are older than them, so students
hardly tell their teachers what they think about theclasses face to face. Therefore, teachers should give
students the opportunity.
R Second, teachers can’t evaluate their own class bythemselves.
䌉 Students who take many classes every day
would be good at evaluating teachers by comparison withother teachers. Students often talk about their teacherswith friends; “he is pooring at teaching”, “his class isunderstandable”, and so on. If teachers know students’true opinion, they can realize something wrong withthemselves. This will improve their skills.
In conclusion, all schools should ask students toevaluate their teachers. For teachers, listening theirstudents’ opinion is duty. Nowadays, more and more
schools introduce this system. It is important for bothteachers and students to improve quality of the classes.

<Posttest>

These days, some schools ask students to evaluate
their teachers. For example, teachers give students paper
written some questions. In my opinion, it is necessary for
all high school to introduce this evaluation system for two
I think all high schools don’t have reasons.
Ato
ask students to evaluate their
F First, it gives students opportunities to tell teachers
teachers, because most students
don’t answer their real impressions. their opinion. It is a little difficult for students to convey
When I was a high school students, teachers what they think. Since, most students are afraidsometeachers
asked
us
about
their
A
of teachers getting angry or feeling bad due to this.
classes. But, many students don’t
Moreover, teachers are older than them, so students
think about classes seriously. So
most of us didn’t have opinion.
hardly tell their teachers what they think about the
Perhaps, some students couldn’tclasses face to face. Therefore, teachers should give
answer, since they were afraid ofstudents the opportunity.
teachers.
F Second, teachers can’t evaluate their own class by
Few students tell their opinion. So it
may be no use asking students tothemselves. Students who take many classes every day
Aevaluate. But, if students can tell
would
be good at evaluating teachers by comparison with
their real impressions about theirother teachers. Students often talk about their teachers
teachers andF classes, it will work
well to improve teachers’ skill and with friends; “he is pooring at teaching”, “his class isquality of classes.
understandable”, and so on. If teachers know students’So teachers need to change thosetrue opinion, they can realize something wrong withsituation before asking students.
themselves. This will improve their skills.
N
F In conclusion, all schools should ask students toevaluate their teachers. For teachers, listening theirstudents’ opinion is duty. Nowadays, more and more
schools introduce this system. It is important for bothteachers and students to improve quality of the classes.

<Pretest>䊶ಽᨆᣇᴺ
Inner-argumentation analysis (Oi, 1986; 1996, pp.85-87)
For
AgainstNeutralT Thesisstatement(ਥᒛ䋩 <Posttest>
These days, some schools ask students to evaluate
R Reason䋨ℂ↱䋩their teachers. For example, teachers give students paper䌉 Illustration(଀␜䋩T In my opinion, it is necessary for
written some questions.

Student #7<Pretest>
I think all high schools don’t haveto ask students to evaluate theirteachers, because most students
don’t answer their real
impressions.
When I was a high school
students, some teachers asked us
about their classes. But, many
students don’t think aboutclasses seriously. So most of us
didn’t have opinion. Perhaps,some students couldn’t answer,
since they were afraid of teachers.
Few students tell their opinion. So
it may be no use asking students
to evaluate. But, if students cantell their real impressions about
their teachers and classes, it will
work well to improve teachers’skill and quality of classes.
So teachers need to change thosesituation before asking students.

F<Posttest>
These days, some schools ask students to evaluate
their teachers. For example, teachers give students
paper written some questions. In my opinion, it isnecessary for all high school to introduce this evaluation
system for two reasons.
Body1 First, it gives students opportunities to tellteachers their opinion. It is a little difficult for students
to convey teachers what they think. Since, most students
are afraid of teachers getting angry or feeling bad due tothis. Moreover, teachers are older than them, so students
hardly tell their teachers what they think about theclasses face to face. Therefore, teachers should give
students the opportunity.
Body2 Second, teachers can’t evaluate their own class bythemselves. Students who take many classes every day
would be good at evaluating teachers by comparison withother teachers. Students often talk about their teacherswith friends; “he is pooring at teaching”, “his class isunderstandable”, and so on. If teachers know students’true opinion, they can realize something wrong withthemselves. This will improve their skills.
ConcluIn conclusion, all schools should ask students tosionevaluate their teachers. For teachers, listening theirstudents’ opinion is duty. Nowadays, more and more
schools introduce this system. It is important for bothteachers and students to improve quality of the classes.

Intro

2QKPVቴⷰᕈ䈱䈅䉎ᢥ┨
Student #7<Pretest>䊶⥄ಽ䈱㜞ᩞᤨઍ䈱଀䉕ᦨೋ䈮᜼䈕䈩䈇䉎䈖䈫䈪ቴⷰᕈ䈮ᰳ䈔䈩䈚䉁䈇䇮⺑ᓧജ䈏ᒙ䈇䇯䉁䈢䇮impression䈫䈇䈉䈅䈇䉁䈇䈭⺆䉕૶↪䈚䈩䈇䉎䇯䊶“+”䈪ᆎ䉁䉎ᢥ䋺䋲䋼Posttest>䊶⥄ಽ䈱⚻㛎䈪䈲䈭䈒䇮৻⥸⊛䈭ౕ૕଀䉕᜼䈕䈩䈇䉎䈢䉄䇮⺑ᓧജ䈏䈅䉎䇯
䉁䈢䇮opinion䈫䈇䈉ቴⷰ⊛䈭⺆䉕૶↪䈚䈩䈇䉎䇯䊶“+”䈪ᆎ䉁䉎ᢥ䋺䋰ᄢቇ↢䈱⧷૞ᢥ䈱⚿ᨐ䋺㊂⊛䈮䉅⾰⊛䈮䉅ะ਄䈏⹺䉄䉌䉏䈢䇯㹢䈪䈲䇮ᣣᧄ⺆૞ᢥ䈲䈬䈉䈎䋿ᣣᧄ⺆૞ᢥ䈲䈬䈱䉋䈉䈮㊂⊛䈮ណὐ䈚䇮⾰⊛䈮ಽᨆ䈚䈢䉌䉋䈇䈱䈎䋿૞ᢥ䈫ዊ⺰ᢥ䈱㆑䈇䋺䇺䉦䊤䊷 ᣂ࿖⺆ଢⷩ䇻
(2011) p.396
䇸૞ᢥ䈲⥄ಽ䉕⷗䈞䉎䉅䈱䇮ዊ⺰ᢥ䈲⺒䉂ᚻ䉕⺑ᓧ䈜䉎䉅䈱䇹

ዊ⺰ᢥ䈮᳞䉄䉌䉏䉎ജ䇺䉦䊤䊷 ᣂ࿖⺆ଢⷩ䇻(2011)
㽲ℂ⸃ജ䋺૗䈏໧䉒䉏䈩䈇䉎䈎䉕ℂ⸃䈜䉎䈖䈫㽳⊒ᗐജ䋺ቴⷰ⊛䈭ᩮ᜚䈮ၮ䈨䈇䈢䈘䉁䈙䉁䈭ⷰὐ䈎䉌䈱ᨵエ䈭⊒ᗐ㽴᭴ᚑജ䋺ౝኈ䈮ᔕ䈛䈢ലᨐ⊛䈭᭴ᚑ㽵ᢥ┨⴫⃻ജ䋺ᖱ⊛䊶ਥⷰ⊛䈪䈭䈒䇮᣿ᔟ䈪ቴⷰ⊛䈭⴫⃻ജ
䋨䈖䈱ਛ䈮䈲એਅ䈱䉋䈉䈭ജ䉅฽䉁䉏䉎䋩
ਥ㗴䉇ℂ↱䋨ᩮ᜚䋩䈮䈲෻ኻᗧ⷗䉅䈅䉎䇯੍ᗐ䈘䉏䉎෻⺰䉕ㅀ䈼䇮䈠䉏䉕䈘䉌䈮ᒝജ䈭ਥᒛ䈪⺰㚛䈚䇮ਥ㗴䈻䈱ା㗬䉕Ⴧ᏷䈘䈞䉎㈩ᘦ䋨෻⺰䈻䈱㘈ᘦ䋩ข䉍౉䉏䉎䈖䈫䉅᦭ല䈪䈅䉎䇯Student #7<Posttest><Pretest>
These days, some schools ask students to evaluate their
I think all high schools don’t haveteachers. For example, teachers give students paper written
to ask students to evaluate theirteachers, because most students some questions. In my opinion, it is necessary for all highschool to introduce this evaluation system for two reasons.
don’t answer their realFirst, it gives students opportunities to tell teachers
impressions.
When I was a high school students, their opinion. It is a little difficult for students to convey
teachers
what they think. Since, most students are afraid ofsome teachers asked us about
their classes. But, many students teachers getting angry or feeling bad due to this. Moreover,don’t think about classes seriously. teachers are older than them, so students hardly tell their
So most of us didn’t have opinion. teachers what they think about the classes face to face.
Therefore, teachers should give students the opportunity.
Perhaps, some students couldn’t
Second, teachers can’t evaluate their own class by
answer, since they were afraid ofthemselves. Students who take many classes every day
teachers.
would
be good at evaluating teachers by comparison with
Few students tell their opinion. So
other teachers. Students often talk about their teachers withit may be no use asking students
friends; “he is pooring at teaching”, “his class isto evaluate. But, if students canunderstandable”, and so on. If teachers know students’ truetell their real impressions about
opinion, they can realize something wrong with themselves.
their teachers and classes, it will
This will improve their skills.
work well to improve teachers’In conclusion, all schools should ask students toskill and quality of classes.
evaluate their teachers. For teachers, listening their
So teachers need to change thosestudents’ opinion is duty. Nowadays, more and more schools
situation before asking students.
introduce this system. It is important for both teachers andstudents to improve quality of the classes.

ᣣᧄ⺆૞ᢥᣣᧄ⺆૞ᢥPrompt:䇸⟵ോᢎ⢒䈪䈅䉎ዊ䊶ਛቇᩞ䉕䇮ㅳ䋶ᣣ೙䈮ᚯ䈠䈉䈫䈜䉎᩺䈏䈅䉍䉁䈜䇯䈖䈱᩺䈮䈧䈇䈩䇮ౕ૕⊛䈭଀䉇ℂ↱䉕␜䈚䈭䈏䉌䇮䈅䈭䈢䈱⠨䈋䉕ㅀ䈼䈭䈘䈇䇯䇹䈖䉏䈲䋨ᄙಽ䋩䇸ዊ⺰ᢥ䇹䈫䈇䈉䉳䊞䊮䊦䈮䈭䉎䇯ᣣᧄ⇐ቇ↢⹜㛎ᣣᧄ⺆⸥ㅀ໧㗴
ᓧὐၮḰ
ᓧὐ

ၮḰ㩷

㪌㪇 ὐ 䋨䊧䊔䊦䌓䋩㩷 㩷⺖㗴䈮ᴪ䈦䈩䋬ᦠ䈐ᚻ䈱ਥᒛ䈏䋬⺑ᓧജ䈱䈅䉎ᩮ᜚䈫䈫䉅䈮᣿⏕䈮ㅀ䈼㩷 䉌䉏䈩䈇䉎䇯䈎䈧䋬ലᨐ⊛䈭᭴ᚑ䈫ᵞ✵䈘䉏䈢⴫⃻䈏⹺䉄䉌䉏䉎䇯㩷 㩷㪋㪌 ὐ 䋨䊧䊔䊦䌁䋩㩷㪋㪇 ὐ ⺖㗴䈮ᴪ䈦䈩䋬ᦠ䈐ᚻ䈱ਥᒛ䈏䋬ᅷᒰ䈭ᩮ᜚䈫䈫䉅䈮᣿⏕䈮ㅀ䈼䉌䉏䈩㩷 䈇䉎䇯㩷 䈎䈧䋬ലᨐ⊛䈭᭴ᚑ䈫ㆡಾ䈭⴫⃻䈏⹺䉄䉌䉏䉎䇯㩷㪊㪌 ὐ 䋨䊧䊔䊦䌂䋩㩷 㩷㪊㪇 ὐ ⺖㗴䈮䈾䈿ᴪ䈦䈩䋬ᦠ䈐ᚻ䈱ਥᒛ䈏䋬䈍䈍䉃䈰ᅷᒰ䈭ᩮ᜚䈫䈫䉅䈮ㅀ䈼㩷 䉌䉏䈩䈇䉎䇯䈎䈧䋬ᅷᒰ䈭᭴ᚑ䉕ᜬ䈤䋬⴫⃻䈮ᖱႎવ㆐਄䈱ᡰ㓚䈏⹺䉄䉌䉏䈭䈇䇯㩷㪉㪌 ὐ 䋨䊧䊔䊦䌃䋩㩷 㩷㪉㪇 ὐ ⺖㗴䉕ήⷞ䈞䈝䋬ᦠ䈐ᚻ䈱ਥᒛ䈏䋬ᩮ᜚䈫䈫䉅䈮ㅀ䈼䉌䉏䈩䈇䉎䇯䈚䈎㩷 䈚䋬䈠䈱ᩮ᜚䈱ᅷᒰᕈ䋬᭴ᚑ䋬⴫⃻䈭䈬䈮ਇㆡಾ䈭ὐ䈏⹺䉄䉌䉏䉎䇯㩷㪈㪇 ὐ 䋨䊧䊔䊦䌄䋩㩷 㩷ᦠ䈐ᚻ䈱ਥᒛ䉇᭴ᚑ䈏⹺䉄䉌䉏䈭䈇䇯䈅䉎䈇䈲䋬ਥᒛ䉇᭴ᚑ䈏⹺䉄䉌䉏㩷 䈩䉅䋬⺖㗴䈫䈱㑐ㅪᕈ䈏⭯䈇䇯䉁䈢䋬⴫⃻䈮䈎䈭䉍ਇㆡಾ䈭ὐ䈏⹺䉄䉌䉏䉎䇯㩷㪇 ὐ 䋨䌎䌁䋩㩷 㪁㩷 㩷ណὐ䈏䈭䈘䉏䉎䈢䉄䈱᧦ઙ䉕ḩ䈢䈘䈭䈇䇯㩷 㩷䊧䊔䊦 㪘䋬㪙䋬㪚 䈮䈧䈇䈩䈲䋬ห৻᳓Ḱౝ䈪਄૏䈱⠪䈫ਅ૏䈱⠪䉕඙೎䈚䈩ᓧὐ䉕⴫␜䈜䉎䇯㩷䋱 ℂ↱䈨䈔䈮㑐䈜䉎ಽᨆ୘ੱ⊛䈭䉣䊏䉸䊷䊄䈮ၮ䈨䈒ਥⷰ⊛ℂ↱䈨䈔(personalreasons䋩 䌶䌳ቴⷰ⊛੐ታ䈮ၮ䈨䈒ℂ↱䈨䈔(objectivereasons) 䈱ഀว⾰⊛ಽᨆ䋺䋲 ⺰⸽䈱䊌䉺䊷䊮䈮㑐䈜䉎ಽᨆ
specific㹢general(୘೎䈏వ䇮✚᜝䈏䈅䈫)vs.
general㹢specific(✚᜝䈏వ䇮୘೎䈏䈅䈫䋩䌓䌴䌵䌤䌥䌮䌴 䋱 䌐䌯䌳䌴䌥䌳䌴䌓䌴䌵䌤䌥䌮䌴 䋱 䌐䌲䌥䌴䌥䌳䌴ㅳ䋶ᣣ೙䈮ᚯ䈜䈫䈇䈉᩺䈲䇮䉋䈇䉅䈱䈪䈅䉎䈫ᕁ䈇䉁䈜䇯䉉䈫䉍ᢎ⢒䈏⷗⋥䈘䉏䇮ㆃ䉏䉕ข䉍ᚯ䈠䈉䈫䈜䉎ᵹ䉏䈱ਛ䇮ᤨ㑆䉕Ⴧ䉇䈜䈖䈫䈮䉋䈦䈩ሶଏ䈢䈤䈱ീᒝ㊂䉕Ⴧ䉇䈜䈖䈫䉅䇮᝼ᬺ䈱⾰䉕਄䈕䉎䈖䈫䉅น⢻䈮䈭䉎䈱䈪䈲䈫ᕁ䈇䉁䈜䇯ᤓ੹䈲Ⴖ䈭䈬䈪ᔔ䈚䈇ሶ䈬䉅䈢䈤䈏Ⴧ䈋䈩䈇䉎䉋䈉䈪䈜䈏䇮ቇᩞ䈪䈐䈤䉖䈫䈚䈢ᜰዉ䉕䈜䉏䈳䇮Ⴖ䈲ᔅⷐ䈭䈇䈪䈲䈭䈇䈪䈚䉊䈉䈎䇯⥄り䉅ታ㓙䈮ㅳ䋶ᣣ೙䈫䋵ᣣ೙䈱ਔᣇ䉕૕㛎䈚䈢਎ઍ䈪䈜䈏䇮ᤨ㑆䉕䈉䉁䈒૶䈇䇮ᭉ䈚䈒ቇᩞ↢ᵴ䉕ㅍ䉏䈩䈇䈢䈱䈲ㅳ䋶ᣣ೙䈱ᤨ䈣䈦䈢䉋䈉䈮ᕁ䈇䉁䈜䇯䈚䈎䈚䇮ㅳ䋶ᣣ೙䈮ᚯ䈜䈫䈇䈉䈫䇮ሶଏ䈢䈤⥄り䈲䈅䉁䉍䈇䈇෻ᔕ䉕䈚䈭䈇䈣䉐䈉䈫ᕁ䈉䈱䈪䇮ታⴕ䈜䉎䈮䈲ዋ䇱㔍䈏䈅䉎䈣䉐䈉䈫䉅ᕁ䈇䉁䈜䇯䉅䈚ታⴕ䈪䈐䈢䈭䉌䇮ᣣᧄ䈱ఽ┬䈱ቇജ᳓Ḱ䈱਄᣹䈮ലᨐ䈏䈅䉎䈱䈪䈲䈭䈇䈪䈚䉊䈉䈎
䈅䈇䉁䈇䈭

ቇᩞ䈱ᔅ
ⷐᕈ䈱⺑
᣿䈏ਇච
ಽ

⥄ಽ䈱⚻㛎
䉕ㅀ䈼䉎䈮䈫
䈬䉁䈦䈩䈇䉎

ਥᒛ䈎䉌ㅺ⣕
䈚䈩䈇䉎

౏ᢎ⢒䈱ᔅ
ⷐᕈ䈱ᩮ᜚
䉕䇮ၮ␆䇮᝼
ᬺᢱ䇮ቇᩞ䈪䈚䈎䈪䈐䈭䈇ᵴേ䈱஥㕙䈎䉌ㅀ䈼䉎䈖䈫䈏䈪䈐
䈩䈇䉎

pretest䈫
ౝኈ䈲ห
䈛䈣䈏䇮䈐
䈤䉖䈫෻㚛
䈪䈐䈩䈇䉎

⥄ಽ䈱⚻㛎䈎䉌
䋶ᣣ೙䈱೑ὐ䉕ㅀ䈼䈩䈇䉎⸥ ㅀ 䈪 ⚳
䉒䈦䈩䈚䉁䈦
䈩䈇䉎䌓䌴䌵䌤䌥䌮䌴 䋲 䌐䌲䌥䌴䌥䌳䌴

⥄ಽ䈱⚻
㛎䉕ㅀ䈼
䈢ᓟ䈮ℂ
↱䈏ㅀ䈼
䉌䉏䈩䈇
䉎䈱䈪䇮
ℂ↱䈏ಽ
䈎䉍䈨䉌
䈇䇯ᰴ䈱
Ბ⪭䉅ห
᭽䈪䈅䉎䇯

⑳䈲ዊ䊶ਛቇᩞ䉕ㅳ䋶ᣣ೙䈮䈜䉎䈫䈇䈉᩺䈮⾥ᚑ䈪䈜䇯⑳䈲੹ᐕ䈱ᤐ䈎䉌୘೎ᜰዉႶ䈪䊋䉟䊃䉕䈚䈩䈇䉁䈜䇯↢ᓤ䈢䈤䈮ቇᩞ䈪䈱᝼ᬺ䈱᭽ሶ䉕䈐䈒䈫䇮ቇᩞ䈱వ↢䈲⺑᣿䈏ਇలಽ䈪ᰴ䇱䈮వ䈻ㅴ䉖䈪䈚䉁䈉䈫⸒䈦䈩䈇䉁䈚䈢䇯ೋ䉄䈲వ↢䈢䈤䈏䉅䈦䈫䈚䈦䈎䉍䈜䉎䈼䈐䈣䈫ᕁ䈦䈩䈇䉁䈚䈢䈏⑳䈏Ⴖ䈪૶䈦䈩䈇䉎䊁䉨䉴䊃䉕⷗䉎䈫ቇᩞ䈱వ↢䈏䈠䈱䉋䈉䈭ᜰዉ䈮䈭䈦䈩䈚䉁䈉䈱䉅઀ᣇ䈭䈇䈫ᕁ䈇䉁䈚䈢䇯ዊ䊶ਛቇᩞ䈪䈲ጁୃ䈱▸࿐䈏ᐢ䈏䉍䋱ᐕ䈪ᢎ䈋䈭䈒䈩䈲䈇䈔䈭䈇䈖䈫䈏ᄙ䈜䈑䉎䈎䉌䈪䈜䇯ዊቇᩞ䈱↢ᓤ䈏࿁䉍䉅䉂䉖䈭Ⴖ䈮ㅢ䈦䈩䈇䉎䈫⸒䈦䈩䈇䈢䈱䉅䈠䉏䈏ℂ↱䈭䉖䈣䈫ᕁ䈇䉁䈚䈢䇯⑳䈲⟵ോᢎ⢒䈪ᢎ䈋䈭䈒䈩䈲䈭䉌䈭䈇▸࿐䈏Ⴧ䈋䈢䈱䈭䉌䇮ᒰὼ᝼ᬺ䈱ᢙ䉅Ⴧ䉇䈜䈼䈐䈣䈫ᕁ䈇䉁䈜䇯䉁䈢䇮ભ䉂䈱ᣣ䈲䋱ᣣਛኅ䈮䈇䈩䇮․䈮૗䉅䈞䈝䈮ㆊ䈗䈜䈫䈇䈉↢ᓤ䉅䈢䈒䈘䉖䈇䉁䈚䈢䇯ቇᩞ䈮ⴕ䈔䈳ᔅὼ⊛䈮ᄖ䈻಴䉎䈖䈫䈮䈭䉎䈚䇮᡼⺖ᓟᄖ䈪ㆆ䉖䈣䉍䈜䉎ᯏળ䉅Ⴧ䈋䉎䈫ᕁ䈉䈱䈪䇮ㅳ䋶ᣣ೙䈮䈜䉎䈖䈫䈪ቇ⠌㕙એᄖ䈪䉅䊒䊤䉴䈮䈭䉎䈖䈫䈏䈅䉎䈫ᕁ䈇䉁䈜䇯⏕䈎䈮ㅳ䋵ᣣ೙䈪ቇᩞ䈮ㅢ䈦䈩䈇䉎ሶ䈬䉅䈢䈤䈮䈫䈦䈩䈲䇮ㅳ䋶ᣣ೙䈮䈭䉎䈖䈫䈲⧰∩䈎䉅⍮䉏䉁䈞䉖䈏䇮ᔅ䈝ᘠ䉏䈩䈒䉎䈫ᕁ䈉䈚䉋䉍⾰䈱⸒䈇᝼ᬺ䈏ฃ䈔䉌䉏䉎䈱䈪䇮⑳䈲⟵ോᢎ⢒䈱ዊ䊶ਛቇᩞ䉕ㅳ䋶ᣣ೙䈮䈚䈢䈾䈉䈏䈇䈇䈫ᕁ䈇䉁䈜䇯

⑳䈲䇮ㅳ䋶ᣣ೙䈮ᚯ䈜䈖䈫䈮⾥ห䈚䉁䈜䇯ㄭᐕሶ䈬䉅䈢䈤䈱ቇജૐਅ䉇䉉䈫䉍ᢎ⢒䈱⷗⋥䈚䈭䈬䈱ᢎ⢒ળ䈱േ䈐䉕⷗䈩䇮੹ሶ䈬䉅䈢䈤䈮ᔅⷐ䈭䈱䈲䈐䈤䉖䈫䈚䈢౏ᢎ⢒䈭䈱䈪䈲䈭䈇䈎䈫ᕁ䈇䉁䈚䈢䇯ᦨㄭ䈪䈲Ⴖㅢ䈇䈮ᔔ䈚䈇ሶ䈬䉅䈢䈤䈏ᄙ䈇䉋䈉䈪䈜䈏䇮ၮ␆䉕ቇ䈹䈱䈲ቇᩞ䈪䈅䉍䇮䈠䈖䈪䈱ᢎ⢒䈏䈚䈦䈎䉍䈚䈩䈇䉏䈳Ⴖ䈮ㅢ䈉ᔅⷐ䉅䈭䈒䈭䉎น⢻ᕈ䉅䈅䉍䉁䈜䇯ㅳ䋶ᣣ೙䈮䈚䈩᝼ᬺᢱ䉕Ⴧ䉇䈞䈳䇮ሶ䈬䉅
䈢䈤䈱ℂ⸃ജ䉕િ䈳䈜䈖䈫䈮䈧䈭䈏䉎䈱䈪䈲䈭䈇䈎䈫ᕁ䈇䉁䈜䇯Ⴖ䉇੍஻ᩞ䈲ᄙ
䈒䈱⾗㊄䉕ᔅⷐ䈫䈜䉎䈱䈮ኻ䈚䇮ቇᩞ䈲৻ቯ䈱᝼ᬺᢱ䈪ᅢ䈐䈭䈣䈔ീᒝ䉕䈜䉎䈖䈫䈏䈪䈐䉎ὐ䉕〯䉁䈋䈩䇮ሶ䈬䉅䈢䈤䈲ቇᩞ䈪䈱ീᒝ䉕╙৻䈮⠨䈋䉎䈼䈐䈪䈅䉍䇮䈠䈖䈪໧㗴䈏↢䈛䈢䈭䉌䇮䈠䈱䉰䊘䊷䊃䉕䈚䈩䈒䉏䉎႐䈫䈚䈩Ⴖ䉕೑↪䈜䉎䈫䈇䈉ᆫ൓䈪䈅䉎䈼䈐䈣䈫ᕁ䈇䉁䈜䇯ታ㓙䈮䇮䈇䈒䈧䈎䈱ㅴቇᩞ䈪䈲⁛⥄䈮ㅳ䋶ᣣ೙䉕ዉ౉䈚䈩䈍䉍䇮ᚑᨐ䉕਄䈕䈩䈇䉎䉋䈉䈮ᕁ䈇䉁䈜䇯㜞ᩞ䈣䈔䈪䈭䈒ዊ䊶ਛ䈫ㅳ䋶ᣣ೙䈮䈜䉏䈳䇮䊃䊷䉺䊦䈪䈱ീᒝᤨ㑆䈲⋧ᒰ䈭䉅䈱䈮䈭䉍䇮᭽䇱䈭⍮⼂䉕ᓧ䈢䉍䇮ቇᩞ䈪䈚䈎䈪䈐䈭䈇䉝䉪䊁䉞䊎䊁䉞䉕૕㛎䈜䉎䈖䈫䉅น⢻䈮䈭䉍䉁䈜䇯䉁䈢䇮෹ੱ䉇ᢎᏧ䈫ᤨ㑆䉕౒᦭䈜䉎䈖䈫䈪⦟䈇ା㗬㑐ଥ䉕᳇ઃ䈒䈖䈫䉅䈪䈐䉎䈱䈪䈲䈭䈇䈪䈚䉊䈉䈎䇯⃻࿷䈱ㅳ䋵ᣣ೙䈎䉌ㅳ䋶ᣣ೙䈮䈜䉎䈖䈫䈮䇮ሶ䈬䉅䈢䈤䈲෻ᗵ䉕ᜬ䈧䈎䉅䈚䉏䉁䈞䉖䈏䇮వ䇱䈱䈖䈫䉕⠨䈋䉏䈳ቇᩞ䈪ീᒝ䈜䉎ᤨ㑆䈏Ⴧ䈋䉎䈖䈫䈪ᓧ䉎䊜䊥䉾䊃䈲ᄢ䈐䈇䈫ᕁ䈇䉁䈜䇯⪭䈤ㄟ䉖䈪䈚䉁䈦䈢ቇജ䈱᳓Ḱ䉕਄䈕䉎䈢䉄䈮䈲䇮ㅳ䋶ᣣ೙䉕ዉ౉䈚䇮ሶ䈬䉅䈢䈤䈮⾰䈱⦟䈇ᢎ⢒䉕ឭଏ䈜䉎ⅣႺ䉕䈧䈒䉎䈖䈫䈏৻⇟䈱ᣇᴺ䈪䈅䉎䈫⠨䈋䉁䈜䇯ታ㓙䈮ㅳ䋶ᣣ೙䈫ㅳ䋵ᣣ೙䈱ਔᣇ䉕⚻㛎䈚䈢┙႐䈎䉌䈜䉎䈫䇮ㅳ䋶ᣣ೙䈪䈅䈦䈢ᤨ䈲䈎䈋䈦䈩䊜䊥䊊䊥䈏䈅䉎↢ᵴ䉕ㅍ䉏䈩䈇䈢䉋䈉䈭᳇䈏䈚䉁䈜䇯䉥䊮䈫䉥䊐䉕ಾ䉍ᦧ䈋䈭䈏䉌ቇ⠌䉕ㅴ䉄䉎䈖䈫䈪䇮ሶ䈬䉅䈢䈤䈱䉇䉎᳇䉕ᒁ䈐಴䈜䈖䈫䉅น⢻䈭䈱䈪䈲䈭䈇䈪䈚䉊䈉䈎䇯એ਄䈱ℂ↱䈪䇮⑳䈲ㅳ䋶ᣣ೙䉕ౣ䈶ข䉍౉䉏䉎䈼䈐䈣ౣᐲਥᒛ䉕➅䉍㄰䈚
䈫ᕁ䈇䉁䈜
䈩䈇䉎

䌓䌴䌵䌤䌥䌮䌴 䋲 䌐䌯䌳䌴䌴䌥䌳䌴 ⟵ോᢎ⢒ߢ޽ࠆዊ࡮ਛቇᩞߩᜰዉߢߪ‫ޔ‬ㄭᐕ‫ޔ‬‫ޟ‬⣕ࠁߣࠅ‫߇ޠ‬ឭ໒ߐࠇ‫ౕޔ‬૕⊛ߥᜰዉⷐ✁ߣߒߡ߽‫ޔ‬㜞ᩞߢ⠌ߞߡ޿ߚߎߣࠍਛቇߢ‫ޔ‬ਛቇߢ⠌ߞߡ޿ߚߎߣࠍዊቇᩞߢቇ߱ࠃ߁ߦ⒖ⴕភ⟎߇ߥߐࠇ‫⚿ߩߘޔ‬ᨐߣߒߡዊቇᩞߩᢎ⑼ᦠߪ㧞୚એ਄ߩෘߐߣߥߞߡ޿ࠆ‫ޕ‬ቇ߱ߎߣ߇Ⴧ߃ߚߩߦኻߒ‫ޔ‬ቇ߱ᤨ㑆߇ᄌࠊࠄߥ߆ߞߚࠄ‫ߩࠬࡃ࡜ࠪޔ‬ౝኈࠍጁୃߒ߈ࠇߥ޿‫ߪߊߒ߽ޔ‬ౝኈߩ⭯޿߽ߩߦߥࠆ
ℂ↱ࠍᦨೋ
ߦㅀߴߡ޿
ࠆߩߢಽ߆
ࠅ߿ߔ޿

ߎߣߪ᣿ࠄ߆ߢ޽ࠆ‫ߪ⑳ߢߩߥޕ‬ㅳ㧢ᣣ೙ߦᚯߔߣ޿߁᩺ࠍᡰᜬߒ߹ߔ‫ޕ‬ ߹ߕ‫߽ߒ߽ޔ‬ㅳ㧡ᣣ೙ࠍ⛯ⴕߒߡ޿ߚࠄ‫ޔ‬ᢎᏧߪ↢ᓤߚߜߦోߡᢎ߃ߥߊߡߪߥࠄߥ޿ߣ޿߁ߎ
ߣߣᤨ㑆߇ߥ޿ߣ޿߁ߎߣߦㅊࠊࠇ‫ࠎࠈߜ߽ޔ‬ᔔߒߊߥࠆߣᕁ߁‫ࠍߣߎߩߘޔߒ߆ߒޕ‬ฃߌߡ‫৻ޔ‬⇟࿎ࠆߩߪ↢ᓤߚߜߢ޽ࠆ‫⃻ޕ‬࿷‫ޔ‬ዊ࡮ਛቇᩞߪㅳ㧡ᣣ೙ߛ߇‫৻ޔ‬ㇱߩ⑳┙ቇᩞߪㅳ㧢ᣣ೙ࠍㆡ↪
ߒߡ޿ࠆߣߎࠈ߽޽ࠆ‫ߥࠎߘޕ‬ਛߢቇ⠌ᜰዉⷐ㗔ߩౝኈ߇Ⴧ߃ߚࠄ‫┙౏ޔ‬ቇᩞߩ↢ᓤߣ⑳┙ቇᩞߩ

ℂ↱ߩᩮ
᜚ࠍᄙߊ
ߩ଀߆ࠄ
⺑᣿ߒߡ
޿ࠆ
⥄ಽߩႶ
ߢߩ⚻㛎
ࠍ‫ޔ‬ℂ↱ࠍ
ᡰ߃ࠆߚ
߼ߩౕ૕
଀ߣߒߡ
ᵴ↪ߒߡ
޿ࠆ

↢ᓤߩቇജߩᏅߪᱧὼߣߔࠆߩߢߪߥ޿ߛࠈ߁߆‫ߡߒߘޕ‬㜞ᩞ߿ᄢቇࠍฃ㛎ߔࠆߣ߈‫ޔ‬หߓ࿯ୈߢ
ߩ⑳┙ቇᩞߩ↢ᓤߣ౏┙ቇᩞߩ↢ᓤߩᚢ޿ߩ⚿ᨐߪ⋡ߦ⷗߃ߡ޿ࠆ‫ޕ‬Ⴖߦㅢࠊߖࠆߣ޿߁ᣇᴺ߽޽
ࠆߌࠇߤ‫ߪߢࠇߘޔ‬ኅᐸߩ⚻ᷣജߦࠃࠆᏅ߇ᓇ㗀ߔࠆߚ߼ਇᐔ╬ߢߪߥ޿ߛࠈ߁߆‫ޕ‬ㅳ㧢ᣣ೙ߦߔࠆߎߣߢ‫┙౏ޔ‬ቇᩞߩ᝼ᬺߩ⾰߽⦟ߊߥࠅ‫↢ߪߣߎߩߘޔ‬ᓤߩ዁᧪ߩߚ߼ߦߥࠆߛࠈ߁‫ޕ‬ ᰴߦ‫ᦨޔ‬ㄭߩਛቇ↢ߪᄖߢㆆ߱ࠃࠅߪቶౝߢࠥ࡯ࡓࠍߔࠆߎߣࠍᅢ߻௑ะ߇޽ࠆࠃ߁ߦᕁࠊࠇࠆ‫ޕ‬⑳߇ࠕ࡞ࡃࠗ࠻ࠍߒߡ޿ࠆႶߩ↢ᓤ߽‫ޔ‬ㆆ߮ߣ⸒߃߫࠹࡟ࡆࠥ࡯ࡓ‫߁޿ߣޔ‬⠨߃ࠍᜬߟሶ߇ᄙ޿‫ޕ‬ᄖߢㆆ߱ߣ޿߁ߎߣߪ‫ߩ߇ߌߦ߆⏕ޔ‬ේ࿃ߦߥࠅ߁ࠆ߇‫ޔ‬ዋߥߊߣ߽ኅߢࠥ࡯ࡓࠍߒߡ޿ࠆࠃࠅߪ
ⷞജߪ⪭ߜߥ޿‫ޔ߽ߦઁޕ‬ᄖㆆ߮ߦࠃߞߡሶߤ߽ߚߜ߇ᓧࠄࠇࠆ߽ߩߪߣߡ߽ᄙ޿ߣᕁ߁‫ޔߢߎߘޕ‬ㅳ㧢ᣣ೙ߦߔࠆߎߣߢ‫ޔ‬ሶߤ߽ߚߜࠍᄖߦ಴ߔᯏળ߇Ⴧ߃ߡ‫ޔ‬ሶߤ߽ߚߜߩஜᐽࠍଦㅴߔࠆߎߣߦ
ߟߥ߇ࠆߩߢߪߥ޿߆‫ޕ‬ቇᩞߦⴕߊߣ޿߁ߎߣߪ‫ޔ‬නߦീᒝߔࠆߎߣ߇⋡⊛ߢߪߥ޿‫ޕ‬ቇᩞߦⴕߊ
ߎߣߢੱߣ⸅ࠇ޽޿‫ޔ‬૕ࠍേ߆ߒߡ‫ޔ‬ᔃりߣ߽ߦஜᐽߦߥࠇࠆ‫ޕ‬ㅳ㧝ᣣߛߌቇᩞߦⴕߊᣣ߇Ⴧ߃ߚ
ߛߌߛ߇‫ޔ‬㧝ᐕࠍㅢߒߡ⠨߃ࠇ߫‫ޔ‬ਣ㧝ࡩ᦬ಽᄙߊቇᩞߦⴕߞߡ޿ࠆߎߣߦߥࠆ‫߁ߘޕ‬⠨߃ࠇ߫ሶߤ߽ߚߜߦ૗ࠄ߆ߩᓇ㗀ࠍ⠨߃ࠆߎߣߪ᣿ࠄ߆ߛ‫ޕ‬ ߒߚ߇ߞߡ‫ޔ‬ᢎᏧߩߚ߼ߛߌߢߥߊ‫ޔߦ߼ߚߩ┬ఽޔ‬ዊ࡮ਛቇᩞߪㅳ㧢ᣣ೙ߦߒߚ߶߁߇⦟޿ߣ
ᕁ߁‫ޕ‬ᛯᚰἋἑỶἽḷᵳᶌᶇᶔᶃᶐᶑᵿᶊᴾᵰᶆᶃᶒᶍᶐᶇᶁ

⚿⺰䊶䉁䈫䉄ᵏᵌᒍᛖỉᛯྸỊẆଐஜᛖỉ૨ᇘỉɶỆẆ‫ڤ‬ớể‫ڤ‬ộằỦểỆẦẦỪỤẵẆขẪλẾềẨềẟỦểẟạ
ྵܱầẝỦẇίᶁᶍᶌᶒᶐᵿᶑᶒᶇᶔᶃᴾᶐᶆᶃᶒᶍᶐᶇᶁᴾỉኳ໩ᾎὸ䈠䈚䈩䇮䈖䈱ജ䈲䇮ᣣᧄ⺆䈪䈅䉏䇮⧷⺆䈪䈅䉏䇮䉁䈢ᦠ䈐⸒⪲䈪䈅䉏䇮䊒䊧䉷䊮䈪䈅䉏䇮↢ᓤ䊶ቇ↢䈱↢ᶦ䈮䉒䈢䉎ജ䈫䈭䉎䈼䈐䉅䈱䈫䇮⠨䈋䉎䇯㹢ᶃᶋᶎᶍᶕᶃᶐᶋᶃᶌᶒᴿ

ᾁώଐஜᛖỉ૨ᇘẆẮểỆ‫ݱ‬ᛯ૨ểᒍᛖỉᛯᚰ૨ỉᚸ̖ؕแỊợẪ˩ᡫẾềẟỦẇ

ᾂώᒍᛖỉἻỶἘỵὅἂỉɶỂᒍᛖỉᛯᚰἋἑỶἽử˳ࢽẴỦểẆẸỉщửԃỜẺἰἽἓὉἅὅἦἘ
ὅἋầ࢟঺ẰủẆଐஜʴ‫ܖ‬፼ᎍỊ࣏ᙲỆࣖẳềଐஜᛖỉ૨ᇘỆấẟềờᛯᚰἋἑỶἽầ࣏ᙲễ૨ᇘỆấẟềỊẆᒍᛖỂؔẾẺẸỉщửႆੱẲềᛟࢽщỉẝỦ૨ᇘử୿ẬỦợạỆễỦỉỂỊễ
ẟẦểẆᎋảềẟỦẇ
ᛯᚰἋἑỶἽḷᵳᶌᶇᶔᶃᶐᶑᵿᶊᴾᵰᶆᶃᶒᶍᶐᶇᶁ

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Kaplan,R.(1966).CulturalThoughtPatternsinInterͲCultural
Education.LanguageLearning
Uehara,M.(2011).Astudyontheeffectofacademicwriting
instructionforJapaneseuniversitystudents.Anunpublished
masterthesissubmittedtoChibaUniversity.
⍹ᎹᏁ䋨2010)䇺䇸䈇䈇ᢥ┨䇹䈦䈩䈭䉖䈣䋿䇻䈤䈒䉁ᣂᦠⒷ⾐ᢘੑ䇮ઁ䋨2011)䇺䉦䊤䊷 ᣂ࿖⺆ଢⷩ䇻 ╙৻ቇ⠌␠ᄢ੗ᕶሶ(2002)䇺⧷⺆䊝䊷䊄䈪䊤䉟䊁䉞䊮䉫䇻⻠⺣␠䉟䊮䉺䊷䊅䉲䊢䊅䊦ዊᴡේ⺈(2005)䇺⺒䉂ᦠ䈐䈱ᛛᴺ䇻䈤䈒䉁ᣂᦠ㜞᧖ዏቁ䋨2003䋩䇺⺰ℂ⊛ᕁ⠨䈫੤ᷤ䈱䉴䉨䊦䇻శᢥ␠ᣂᦠ
ᷰㄝ㓷ሶ䋨2005)䇺⚊ᓧ䈱᭴ㅧ䇻᧲ᵗ㙚಴ ␠Ǩ95

OI,Kyoko(1999)“Comparisonofargumentativestyles:Japanesecollegestudentsvs.Americancollegestudents”,JACETBulletin,
30,85Ͳ102
ᄢ੗ᕶሶ(2002a).䇸ᕁ⠨ജ⢒ᚑ䈱䈢䉄䈱૞ᢥᢎ⢒䋭ᄖ࿖⺆䈫䈚䈩䈱⧷⺆ᢎ⢒䈎䉌䈱⍮⷗䋭䇹䇺ජ⪲ᄢቇᢎ⢒ቇㇱ⎇ⓥ♿ⷐ╙䋵䋰Ꮞ䇻,pp245Ͳ260
ᄢ੗ᕶሶ(2002b).䇺䇸⧷⺆䊝䊷䊄䇹䈪䊤䉟䊁䉞䊮䉫 䊈䉟䊁䉞䊑ᑼ⊒ᗐ䈪⧷⺆䉕ᦠ䈒䇻䋬⻠⺣␠
OI,Kyoko(2005)“TeachEnglishargumentsusingToulmin
Model”,JACET Bulletin,41,123Ͳ140
ᄢ੗ᕶሶ䇸⧷⺆䊤䉟䊁䉞䊮䉫䉕ㅢ䈛䈩䇮ᕁ⠨ജ䇮⺰ㅀജ䉕⷗䈮䈧䈔䉋䈉䇹䇮䇺⧷⺆ᢎ⢒䇻2008ᐕ3᦬䇸Უ⺆䉕䉅ᛴว䈚䈢䊙䊦䉼䉮䊮䊏䊁䊮䉴ᶩ㙃䈱䈢䉄䈱⧷૞ᢥᜰዉ
䈮㑐䈜䉎⎇ⓥ䇹䋨䋲䋰䋰䋹䋩 ᐔᚑ䋱䋹䌾20ᐕᐲ⑼ቇ⎇ⓥ⾌⵬ഥ㊄䋨⪚⧘⎇ⓥ䋩ᚑᨐႎ๔ᦠ䋨⺖㗴⇟ภ䋺19652053)⎇ⓥઍ⴫⠪䋺ᄢ੗ᕶሶ
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