201618

201618

JACET KANSAI JOURNAL
THE JOURNAL OF THE KANSAI CHAPTER OF
THE JAPAN ASSOCIATION OF COLLEGE ENGLISH TEACHERS

EDITORIAL COMMITTEE 2016
CHAIRPERSON
Kaori Nitta
Kindai University
MEMBERS
Yasuko Sato
Otemon Gakuin University
Toshiko Yoshimura
Hanazono University
Mitsuko Yukishige
Kyoto University of Foreign Studies
EDITORIAL OFFICE
Masahiro Yoshimura
Setsunan University
ACKNOWLEDGEMENTS
We would like to express our sincere gratitude to the following colleagues who served as
reviewers of the papers considered for publication during the preparation of JACET
Kansai Journal No. 18:
LIST OF REVIEWERS (in alphabetical order)
Masumi Azuma (Emeritus, Kobe Design Univ.)
Yuko Ikuma (Osaka Kyoiku Univ.)
Shin’ichiro Ishikawa (Kobe Univ.)
Yasushige Ishikawa (Kyoto Univ. of Foreign
Studies)
Emiko Izumi (Kyoto Univ. of Education)
Shuhei Kadota (Kwansei Gakuin Univ.)
Masayuki Kato (Kobe Univ.)

Kayoko Kinshi (Univ. of Hyogo)
Toshiko Koyama (Osaka Ohtani Univ.)
Kazunori Nozawa (Ritsumeikan Univ.)
Mayumi Okamoto (Kansai Univ.)
Tomoko Smith (Osaka Pharmaceutical Univ.)
Fumie Tamai (Doshisha Univ.)
Hiroyuki Yamanishi (Kansai Univ.)
Haruyo Yoshida (Osaka Kyoiku Univ.)

Copying All content in this journal is protected by the Japanese copyright law. All rights reserved.
The material therein may be reproduced free of charge in any format or medium provided it isreproduced accurately and not used in a misleading context after permission has been granted fromthe Kansai Chapter of JACET. If any of the items with copyright in this journal are republished or
copied, the source of the material must be identified and the copyright status acknowledged.
Instructions for Contributors can be found in the appendix and via http://www.jacet-kansai.org/old/kako.html#kiyou
ᥖ㍕ㄽᩥࡣ㸪JACET 㛵すᨭ㒊㸪࠾ࡼࡧ JACET 㛵す⣖せ⦅㞟ጤဨ఍ࡢ⪃࠼᪉ࢆ཯ᫎࡋ࡚࠸ࡿࡶࡢ࡛
ࡣ࠶ࡾࡲࡏࢇࠋ

The articles published herein do not reflect the opinions of JACET Kansai Chapter or the JACET
Kansai Journal Editorial Committee.
© Kansai Chapter, The Japan Association of College English Teachers, 2016

JACET Kansai Journal
No. 18 March 2016

Editorialᣂ↰ 㚅❱

ii

Invited Articlesਛ↰ ⾐ਯ
‫ޟ‬ᄖ࿖⺆ቇ⠌േᯏߠߌ⎇ⓥ‫ޠ‬ౣ⠨㧦ଔ୯ߠߌߩ᭎ᔨ

1

ᣂᄙ ੌ
╙ੑ⸒⺆േᯏߠߌߪߤߩࠃ߁ߦᄌൻߔࠆߩ߆㧦ⶄ㔀♽ℂ⺰߆ࠄߩࠕࡊࡠ࡯࠴

21

┻ౝ ℂ
⧷⺆ቇ⠌ߩേᯏࠍ㜞߼‫⛽ޔ‬ᜬߔࠆߦߪ̆േᯏߠߌⷐ࿃ߣേᯏߠߌᣇ⇛ߩⷰὐ߆ࠄ̆

36

Research Notes
ੳ⑼ ᕶᓼ
ࡐ࠶ࡊ࡮ࠞ࡞࠴ࡖ࡯ᢎ᧚ߩല↪ߦ㑐ߔࠆℂ⺰ࡕ࠺࡞ߩ᭴▽52

Mai MATSUNAGAA Survey Study on English Proficiency and Teaching Skills for Teaching English in Japanese
Elementary Schools

66

Application Reports
Cheena FUJIOKA
86
Selecting the English Translation of Modern Japanese Literature in an EFL Reading Course: Yukio
Mishima’s Short Story, “Swaddling Clothes”
ᨋ ᥓᤘ
ᢥᴺᜰዉ߳ߩᗧ๧⺰⊛ࠕࡊࡠ࡯࠴㧦⸒⺆ᄌൻߩ‫ޟ‬ᢥᴺൻ‫ߦ଀ࠍޠ‬106

Appendices‫ޡ‬JACET Kansai Journal㧔JACET 㑐⷏♿ⷐ㧕‫ޢ‬ೀⴕⷙቯ‫ޡ‬JACET Kansai Journal㧔JACET 㑐⷏♿ⷐ㧕‫ޢ‬ᛩⓂⷙቯ

126
127
129
128

Kansai Chapter
The Japan Association of College English Teachers

JACET Kansai Journal ⦅㞟ጤဨ఍ࡼࡾ

JACET Kansai Journal No.18 ࠍ ߅ ዯ ߌ ޿ ߚ ߒ ߹ ߔ ‫ ੹ޕ‬࿁ ߪ ෩ ᱜ ߥ ᩏ ⺒ ߩ ⚿ ᨐ ㆬ ߫ ࠇ ߹ ߒ ߚ㧠ᧄߩ⺰ᢥ㧔㧞ᧄߩ⎇ⓥࡁ࡯࠻ߣ㧞ᧄߩታ〣⺰ᢥ㧕ߦട߃‫ޔ‬㧟ᧄߩᆔབྷ⺰ᢥ߇ߏߑ޿߹ߔ ‫ ޕ‬2015 ᐕ ᐲ JACET 㑐 ⷏ ᡰ ㇱ ⑺ ቄ ᄢ ળ ߦ ߅ ޿ ߡ ታ ᣉ ߐ ࠇ ‫ ޔ‬㕖 Ᏹ ߦ ᅢ ⹏ ࠍ ᓧ ߹ ߒ ߚ ࠪ ࡦࡐ ࠫ ࠙ ࡓ ߩ 㧟 ੱ ߩ ⻠ Ꮷ ߩ ᣇ ‫ޔ ޘ‬ਛ ↰ ⾐ ਯ వ ↢㧔 ห ᔒ ␠ ᄢ ቇ 㧕‫ޔ‬ᣂ ᄙ ੌ వ ↢㧔 ฬ ฎ ደ ቇ 㒮 ᄢቇ 㧕‫ ┻ ߡ ߒ ߘޔ‬ౝ ℂ వ ↢㧔 㑐 ⷏ ᄢ ቇ 㧕߆ ࠄ ߏ ነ Ⓜ ޿ ߚ ߛ ߈ ߹ ߒ ߚ ‫ޕ‬‫ޟ‬േᯏߠߌ⎇ⓥᦨ೨✢㧦ታ〣ߣߩኻ⹤ࠍ⋡ᜰߒߡ‫ߩࡓ࠙ࠫࡐࡦࠪߚߒߣ࡞࠻ࠗ࠲ࠍޠ‬ౝኈߦട╩޿ߚߛ߈‫ࠇߘޔ‬ߙࠇ⺒ߺᔕ߃ߩ޽ࠆ‫ޟ‬േᯏߠߌ⎇ⓥ‫⺰ޠ‬ᢥߣߥߞߡ߅ࠅ߹ߔ‫ޕ‬
JACET Kansai Newsletter No. 72 ߢ ߅ ⚂ ᧤ ޿ ߚ ߒ ߹ ߒ ߚ ࠃ ߁ ߦ ‫ ޔ‬ᛩ Ⓜ ⷙ ቯ ࠍ ᧄ ㇱ ߩ ߽ ߩߣ ឥ ߃ ‫ޕ ߚ ߒ ߹ ߈ ߛ ߚ ޿ ߡ ߖ ߐ ߊ ߔ ߿ ࠅ ߆ ࠊޔ‬㧔৻ㇱᧂୃᱜߩㇱಽ߇ᱷߞߡ߅ࠅ߹ߒߚߎߣ ࠍ ߅ ⹟ ߮ ޿ ߚ ߒ ߹ ߔ ‫ޕ‬㧕 9 ᦬ 30 ᣣ ߦ ೨ ୟ ߒ ߦ ߥ ࠅ ߹ ߒ ߚ ᛩ Ⓜ ✦ ߼ ಾ ࠅ ‫ ߩ ߘ ޔ‬ᓟ ߩ ᩏ ⺒✦߼ಾࠅ‫ୃޔ‬ᱜේⓂ✦߼ಾࠅ‫ޔ‬ౣᩏ⺒✦߼ಾࠅ‫ߦࠄߐޔ‬ౣୃᱜ✦߼ಾࠅߥߤߔߴߡߩᦼ
㒢ࠍ቞ߞߡ޿ߚߛ߈‫ޔ‬㕖Ᏹߦࠬࡓ࡯࠭ߥ✬㓸૞ᬺߣߥࠅ߹ߒߚ‫ߦߎߎޕ‬ᛩⓂ⠪‫ޔ‬ᩏ⺒⠪ߩߺߥߐ߹ߦᷓߊᓮ␞↳ߒ਄ߍ߹ߔ‫ޕ‬ᱷᔨߥ߇ࠄ੹࿁ਇណᛯߣߥߞߚᛩⓂ⺰ᢥߦ߽ᩏ⺒⠪ߩৼካߥࠦࡔࡦ࠻ࠍ㄰ߒߡ޿ߚ
ߛ޿ߡ߅ࠅ߹ߔ‫ޕ‬ᤚ㕖ౣᐲߩ࠴ࡖࡦ࡟ࡦࠫࠍ߅㗿޿޿ߚߒ߹ߔ‫ޕ‬㑐⷏ᡰㇱ♿ⷐߪ࿖㓙᳓Ḱߩ߽ߩ߆ࠄ‫⚻ߛ߹ޔ‬㛎ߩᵻ޿ᣇ‫⺰ߩޘ‬ᢥ߹ߢ᏷ᐢߊ᱑ㄫ޿ߚߒ߹ߔ‫⎇ߏߩ߹ߐߥߺޕ‬ⓥ߿᝼ᬺታ〣ࠍ౒᦭ߐߖߡ޿ߚߛ߈‫ࠆߐߛߊߢࠎ⺒ޔ‬ᣇ‫ߡߞߣߦޘ‬ೝỗ⊛ߥ♿ⷐߦߒߡ޿߈ߚ޿ߣᕁ޿߹ߔ‫߅ߊߒࠈࠃߙ߁ߤޕ‬㗿޿޿ߚߒ߹ߔ‫ᦨޕ‬ᓟߦߥࠅ߹ߒߚ߇‫ޔ‬ᐢ๔ឝタߢߏᡰេ޿ߚߛ޿ߚ⾥ഥળຬߩᣇ‫⾆ޔޘ‬㊀ߥࠕ࠼ࡃࠗࠬࠍ޿ߚߛ޿ߚዊᩙ⵨ሶᡰㇱ㐳ߦᷓߊᗵ⻢ߩᗧࠍ⴫ߒ߹ߔ‫ޕ‬㑐⷏ᡰㇱ♿ⷐ✬㓸ᆔຬળᆔຬ㐳ᣂ↰㚅❱
2016 ᐕ 3 ᦬iiiiJACET
Kansai
Journal,18, 1-20.
©JACET
Chapter
JACET
Kansai
Journal,18, 1-20.
(2016)(2016)©JACET
KansaiKansai
Chapter
ISSNISSN
1880-2281
in JAPAN.
1880-2281 Printed
Printedin JAPAN.

ࠕእᅜㄒᏛ⩦ືᶵ࡙ࡅ◊✲ࠖ෌⪃౯್࡙ࡅࡢᴫᛕ

୰⏣㈡அ
ྠᚿ♫኱Ꮫ

ࡣࡌࡵ࡟
JACET Kansai Journal ࡟࠾࠸࡚ࠕⱥㄒᏛ⩦࡟࠾ࡅࡿືᶵ࡙ࡅ㸸ከᵝ࡞࢔ࣉ࣮ࣟࢳ࡟ྥ
ࡅ࡚ࠖ(୰⏣࣭ᮌᮧ࣭ඵᓥ, 2003) ࡀห⾜ࡉࢀ࡚ 13 ᖺࡢ᫬ࡀὶࢀࡓࠋࡑࡢㄽᩥࡢពᅗࡣࠊ
ࠕືᶵ࡙ࡅ࡜࠸࠺ከ㠃ᛶ࡜ྍኚᛶࢆഛ࠼ࡓ」㞧࡞せᅉࢆ◊✲ᑐ㇟࡜ࡍࡿ࡞ࡽࡤࠊࡲࡎ
◊✲⪅⮬㌟ࡀᑐ㇟࡜ࡍࡿືᶵ࡙ࡅࡢഃ㠃ࢆ༑ศ࡟⌮ゎࡋࠊࡑࡢୖ࡛㐺ษ࡞◊✲ࢹࢨ࢖ࣥࢆసࡾࠊ㐺ษ࡞◊✲ᡭἲ࡟ࡼࡾ◊✲ࢆ㐍ࡵ࡚࠸ࡃࡇ࡜ࡀᚲせ࡛࠶ࡿࠖ࡜࠸࠺࡜ࡇࢁ
࡟࠶ࡗࡓࠋࡑࡢᚋࡢ᪥ᮏ࡟࠾ࡅࡿືᶵ࡙ࡅ◊✲ࡢ᭦࡞ࡿᗈࡀࡾࡣࠊ࠶ࡿព࿡ࠊᙜ᫬ࡢ
ᡃࠎࡀண ࡋ࡚࠸ࡓ௨ୖ࡛࠶ࡗࡓ࡜ゝࡗ࡚ࡶỴࡋ࡚㐣ゝ࡛ࡣ࡞࠸ࡔࢁ࠺ࠋ
ࡋ࠿ࡋࠊ௚࡛㏙࡭ࡓ㏻ࡾࠊືᶵ࡙ࡅࡀከ㠃ⓗ࣭ྍኚⓗ࣭」㞧࡞せᅉ࡛࠶ࡿࡀࡺ࠼࡟ࠊ
ືᶵ࡙ࡅࡢ◊✲ᑐ㇟࡜࡞ࡿ㒊ศࡸ◊✲ࡢ࢔ࢪ࢙ࣥࢲࡣ◊✲⪅࡟ࡼࡗ࡚኱ࡁࡃ␗࡞ࡿ
(Nakata, 2013)ࠋᐇ㝿ࠊືᶵ࡙ࡅࡢ◊✲Ⓨ⾲ࡸㅮ₇ࡢᶵ఍ࠊࡲࡓࡣ௚⪅ࡢⓎ⾲ࡸㅮ₇ࢆᣏ⫈ࡍࡿ୰࡛ࠊ
ࠕ┠ࡢ๓ࡢ⏕ᚐࢆ࠸࠿࡟ືᶵ࡙ࡅࡿ࠿ࠊࡑࡢ᪉ἲࢆ▱ࡾࡓ࠸ࠖࠕࡑࡶࡑࡶ◊✲㸦⌮ㄽ㸧࡜ᐇ㊶ࡣ┠ⓗࡀ㐪࠺ࡢ࡛ࠊືᶵ࡙ࡅࡢ◊✲ࡣᐇ㝿࡟ࡣᙺ࡟❧ࡓ࡞࠸ࠖࠕືᶵ࡙ࡅࡢ◊✲ࡣ how to motivate ࡢࡼ࠺࡞ᐇ㊶ⓗ࡞ၥ㢟࡛ࡣ࡞ࡃࠊᏛ⩦⪅ࡢᚰࢆ⢭⦓࡞ศᯒ࡟ࡼࡗ࡚᫂ࡽ࠿࡟ࡍࡿࡇ࡜ࡔࠖ࡞࡝ᵝࠎ࡞ኌࢆ⪺࠸࡚ࡁࡓࠋᮏ✏࡛ࡣࠊࡇࡇ 10 ᖺ࡟ࢃࡓࡿ᪤Ꮡࡢືᶵ࡙ࡅࡢඛᨷ◊✲ࢆ⌮ㄽ࣭ᐇ㊶ࠊᩍᖌ࣭Ꮫ⩦⪅ࡢ㸰ࡘࡢほⅬ࠿ࡽᩚ⌮ࡍࡿ࡜࡜ࡶ࡟ࠊ౯್࡙ࡅࡢᴫᛕ࡟↔Ⅼࢆᙜ࡚ࡘࡘࠊືᶵ࡙ࡅࡢ⌮ㄽ࡜ᐇ㊶ࡢ┦஫స⏝ࢆྍ⬟࡟ࡍࡿືᶵ࡙ࡅ◊✲ࡢྍ⬟ᛶࢆᥦ᱌ࡍࡿࠋ
ࡇࡢ 15 ᖺࡢ⮬㌟ࢆ᣺ࡾ㏉ࡿ࡜ࠊ㛗ᖺᩍᖌᩍ⫱࡟ᦠࢃࡗ࡚ࡁࡓࡓࡵ࠿ࠊᐇ㊶࠿ࡽ SLA
ࢆࠊࡲࡓᩍᖌᩍ⫱ࡢどⅬ࡛ືᶵ࡙ࡅࢆぢࡿࡼ࠺࡟࡞ࡗࡓࠋᑡ࡞࠿ࡽࡎᮏ✏ࡶᩍᖌᩍ⫱ࡢどⅬ࡟ᇶ࡙࠸࡚࠸ࡿࡇ࡜ࢆࠊࡇࡇ࡛⏦ࡋୖࡆ࡚࠾ࡁࡓ࠸ࠋ

11୰⏣ ㈡அ

እᅜㄒືᶵ࡙ࡅ◊✲࡟࠾ࡅࡿᗈࡀࡾ㸸ືᅉ࠿ࡽືᶵ࡙ࡅࡢ◊✲࡬ᡃࠎࡀࡼࡃ౑ࡗ࡚࠸ࡿࠕືᶵ࡙ࡅࠖ࡜࠸࠺ゝⴥࡣࠊ኱ኚགྷ௓࡛࠶ࡿࠋࡲࡎࡣࡑࡢ࠶
ࡓࡾࢆ⣣ゎࡃࡇ࡜࠿ࡽጞࡵࡓ࠸ࠋࡑࡶࡑࡶືᶵ࡙ࡅ (motivation) ࡣࠊࠕᏛ⩦ࡢ㛤ጞࠊᚿ
ྥᛶࠊᙉࡉࠊ⥅⥆ᛶࠊ⾜ືࡢ㉁㸦┠ᶆ࡟ᑐࡍࡿ㸧࡞࡝ࢆㄝ᫂ࡍࡿࡓࡵࡢ⌮ㄽⓗᴫᛕࠖ㸬㸬 㸬㸬ࡢࡇ࡜ࢆᣦࡍࡶࡢ࡛࠶ࡾࠊ
ࠕ⾜ືࡢ⌮⏤ࢆㄝ᫂ࡍࡿࡓࡵࡢ௬ㄝⓗᵓᡂᴫᛕ࡛ࠖࡶ࠶ࡿື
ᅉ (motive) ࢆෆໟࡍࡿࡶࡢ࡛࠶ࡿ (Brophy, 2004, pp. 3-4)ࠋࡘࡲࡾࠊேࡣ㣚࠼࡜࠸࠺ࠕືᅉࠖ㸦ḧồ㸧ࡀ࠶ࡗࡓ᫬ࠊࣞࢫࢺࣛࣥ࡟⾜ࡃ࡜࠸࠺ࠕ᪉␎ࠖࢆ㑅ᢥࡍࡿࡇ࡜࡛ࠊ㣗஦ࢆ࡜ࡿ࡜࠸࠺ࠕ┠ᶆࠖࢆ㐩ᡂ࡛ࡁࡿࡀࠊࡇࡢ୍㐃ࡢࣉࣟࢭࢫࢆືᶵ࡙ࡅ࡜ࡳ࡞ࡋ࡚
࠸ࡿࡢ࡛࠶ࡿࠋ➨஧ゝㄒࡲࡓࡣእᅜㄒᏛ⩦ࡢືᶵ࡙ࡅࡢඛ⾜◊✲࡟↷ࡽࡋ࡚ࡳࡿ࡜ࠊ
ᡃࠎࡀືᶵ࡙ࡅࡢ◊✲࡜࿧ࢇ࡛ࡁࡓඛ⾜◊✲ࡢ୰࡟ࡣࠊ
ࠕⱥㄒࢆᏛࡪ⌮⏤ࠖ࡜࠸࠺ືᅉ
ࢆ୺࡞ᑐ㇟࡜ࡋࡓ◊✲ࡀᐇ࡟ከࡃྵࡲࢀ࡚࠸ࡿࡇ࡜ࡀࢃ࠿ࡿ (e.g., Gardner, 1985; Noels,
Pelletier Clément & Vallerand, 2003)ࠋ
ࡇࡢᐃ⩏࡟ᚑ࠺࡞ࡽࡤࠊ᝟ពせᅉ࣭ㄆ▱せᅉࡢࡳ࡞ࡽࡎ⾜ືࢆࡶྵࡵ࡚Ꮫ⩦⪅ࢆㄝ᫂ࡋࡼ࠺࡜ࡍࡿ⮬ᕫㄪᩚᏛ⩦ (self-regulated language learning) ࢆᢅࡗࡓ◊✲ࢆࠊືᶵ࡙
ࡅࡢ◊✲࡜ࡳ࡞ࡍ࡜ࡋ࡚ࡶࠊࡑࢀࡣ࠶࡞ࡀࡕ㛫㐪࠸࡜ࡣゝ࠼࡞࠸ࡔࢁ࠺ࠋᐇ㝿ࠊ
Dörnyei (2001) ࡛ࡣᑗ᮶ࡢືᶵ࡙ࡅ◊✲ࡢ᭷ᮃ࡞୍ࡘࡢࢸ࣮࣐࡜ࡋ࡚ self-regulation ࡀᣲࡆࡽࢀ࡚࠸ࡿࠋᏛ⩦⪅ࡢ⾜ື࡜ᚰ⌮ࡢ࣓࢝ࢽࢬ࣒ࢆ᫂ࡽ࠿࡟ࡍࡿ࡜࠸࠺ព࿡࡟࠾࠸࡚
ࡣࠊ⮬ᕫㄪᩚᏛ⩦࡜࠸࠺ゝⴥࢆ౑⏝ࡋࡓ࡯࠺ࡀጇᙜࡔࢁ࠺ࡀࠊᑡ࡞ࡃ࡜ࡶ㏆ᖺࡢືᶵ࡙ࡅ◊✲ࡢὶࢀࡣࠊᏛ⩦⪅ࡢࠕᚰࠖࡢゎ᫂ࢆ୺║࡟ࡋࡓືᶵ࡙ࡅ◊✲࠿ࡽࠊᏛ⩦⪅ࡢࠕᚰࠖࡢࡳ࡞ࡽࡎࠕ⾜ືࠖ࡟ࡶ↔Ⅼࢆᙜ࡚ࡓ◊✲࡬࡜ࢩࣇࢺࡋࡘࡘ࠶ࡿࠋྠ᫬࡟ࠊࡇ
ࢀࡣࠊᚰ⌮Ꮫࡢ◊✲࡜ࡋ࡚Ꮫ⩦⪅ࡢᚰࢆ᫂ࡽ࠿࡟ࡋࡼ࠺࡜ࡋ࡚ࡁࡓࠕᏛ⩦⪅ࠖ࡟↔Ⅼࢆᙜ࡚ࡓ◊✲࠿ࡽࠊᏛ⩦⪅ࡢᏛ⩦࣓࢝ࢽࢬ࣒ࢆ᫂ࡽ࠿࡟ࡍࡿࡇ࡜࡛ࠊࡼࡾ㐺ษ࡞ᩍᤵࡲࡓࡣᨭ᥼ࡢ᪉ἲࢆ⪃࠼ࡿࡇ࡜ࢆ┠ⓗ࡜ࡋࡓࠕᩍᖌࠖ࡟ࡼࡾ↔Ⅼࢆᙜ࡚ࡓ◊✲࡬࡜ࠊ࢔ࢪ࢙ࣥࢲࡢᗈࡀࡾࢆぢࡏࡓࡇ࡜ࢆព࿡ࡍࡿࠋ

22‫ޟ‬ᄖ࿖⺆ቇ⠌േᯏߠߌ⎇ⓥ‫ޠ‬ౣ⠨㧦ଔ୯ߠߌߩ᭎ᔨ

േᯏߠߌ⎇ⓥߦ߅ߌࠆੑߟߩゲ㧦❑ゲ㧔ᢎᏧ࡮ቇ⠌⠪㧕ߣᮮゲ㧔ℂ⺰࡮ታ〣㧕ືᶵ࡙ࡅ◊✲࡟࠾ࡅࡿ஧ࡘࡢ㍈㸸⦪㍈㸦ᩍᖌ࣭Ꮫ⩦⪅㸧࡜ᶓ㍈㸦⌮ㄽ࣭ᐇ㊶㸧 ┵⊛ߦ⸒߁ߣ‫ޔ‬ᢎ⢒ᔃℂቇߢ޽ࠇ‫ޔ‬ᄖ࿖⺆ᢎ⢒ߢ޽ࠇ‫ߩߤࠎߣ߶ޔ‬േᯏߠߌ⎇ⓥߪ‫ޔ‬‫ޟ‬ℂ⺰ߣታ〣ߩ㑆ߦሽ࿷ߔࠆ⎇ⓥ‫ޔࠅ޽ߢޠ‬หᤨߦ‫ޟ‬ቇ⠌⠪ߣᢎᏧߩ㑆ߦሽ࿷ߔࠆ⎇ⓥ‫ޕࠆ޽߽ߢޠ‬೨▵ߢㅀߴߚ᭽‫ߥޘ‬ჿߪ‫ޔ‬਄⸥ߩ㧞ߟߩゲߩߤߎ߆ߦ૏⟎ߠߌߡߺࠆ
ߣ‫ޔ‬ฦ‫ߜ┙ߩޘ‬૏⟎ߩ㆑޿߇ಽ߆ࠆ߇‫ޔ‬ฦ‫߇ޘ‬േᯏߠߌ⎇ⓥߢ޽ࠆߣ⸒ߞߡᏅߒᡰ߃
ߥ޿‫ޔࠅ߹ߟޕ‬േᯏߠߌࠍኻ⽎ߣߒߚ⎇ⓥߪ‫ⶄ߇ࠇߙࠇߘޔ‬㔀ߥⷐ࿃ߢ޽ࠆേᯏߠߌ
ߩ⸃᣿ߦ⽸₂ߒߡ޿ࠆߩߢ޽ࠆ‫ޕ‬ߢߪ‫ޔ‬ᣢሽߩേᯏߠߌ⎇ⓥߪ‫ޔ‬ℂ⺰ߣታ〣߅ࠃ߮ቇ⠌⠪ߣᢎᏧߩ㧞ߟߩゲ਄ߦߤߩ㧚㧚㧚㧚ࠃ߁ߦ૏⟎ߠߌࠄࠇࠆߩ߆‫ߩࠇߙࠇߘޕ‬᭎ᔨߩᜬߟᕈ⾰ߦᾖࠄߒߡ⠨߃ߡߺࠆߣ‫ޔ‬േ㸰ᯏߠߌ⎇ⓥߦߪᄢ߈ߊಽߌߡੑߟߩᣇะᕈ߇޽ࠅ‫ୃޔ‬჻෸߮ඳ჻⺖⒟ߢേᯏߠߌ⎇ⓥ߅ࠃ߮േᯏߠߌߦ⥝๧ߩ޽ࠆ⧷⺆ᢎᏧߩ⎇ⓥᜰዉߦ៤ࠊߞߡ߈ߚ⚻㛎ߦᾖࠄߒߡ߽‫ޔ‬േᯏߠߌ⎇ⓥߦขࠅ⚵ߺߚ޿ੱߦߪᄢ߈ߊಽߌߡੑߟߩ௑ะ߇⷗ࠄࠇࠆ㧔࿑㧝㧕‫ޕ‬৻ߟߪ‫ࠅࠃޔ‬ታ〣ߣ⃻႐ߩᢎᏧߩⷞὐߦ㊀߈߇⟎߆ࠇߚ⎇ⓥߢ޽ࠆ‫ޕ‬ᢎቶߩਛߩ໧
㗴ࠍ⸃᳿ߔࠆߣ޿߁⺖㗴ߦ┵ࠍ⊒ߒߚേᯏߠߌᣇ⇛ (Motivational Strategies) (Dörnyei &Csizér, 1998; Sugita & Takeuchi, 2010) ߩ⎇ⓥ‫⧰߇⺆⧷ޔ‬ᚻߢ߿ࠆ᳇ߩߥ޿↢ᓤߩ᳇ᜬߜ
ࠍℂ⸃ߒ↢ᓤᜰዉߦ↢߆ߒߚ޿ߣ޿߁േᯏ༚ᄬ (Demotivation) ࠍ฽߼ߚㆊ෰ߩቇ⠌⚻㛎ߦ㑐ߔࠆ⎇ⓥ (Kikuchi, 2009; Nakata, 2006) ߥߤ߇ߘߩઍ⴫⊛ߥ߽ߩߢ޽ࠈ߁‫ޕ‬ቇ⠌⠪ߩᖱᗧⷐ࿃࡮⹺⍮ⷐ࿃࡮ⴕേߩࡔࠞ࠾࠭ࡓࠍ᣿ࠄ߆ߦߔࠆߎߣߢ‫ޔ‬ቇ⠌⠪߳ߩᡰេߩ޽ࠅࠃ߁ߦኻߔࠆ␜ໂࠍਈ߃ߡߊࠇࠆߣ⸒߁ᗧ๧ߦ߅޿ߡߪ‫⥄ޔ‬Ꮖ⺞ᢛቇ⠌ߩ⎇ⓥ߽ߎߩᵹࠇࠍ᳹߻߽ߩߢ޽ࠆ‫⃻ޕ‬⡯ᢎຬ߇ୃ჻⺖⒟ߦ࿷☋ߒߡୃ჻⺰ᢥ╬ߢขࠅ⚵߻႐ว߽޽ࠆߛࠈ߁ߒ‫ޔ‬ᢎᏧᢎ⢒⠪߹ߚߪ╙ੑ⸒⺆⠌ᓧߩ⎇ⓥ⠪߇⥄りߩ⎇ⓥኻ⽎ߣߒߡߎࠇࠄߩ⎇ⓥߦขࠅ⚵߻႐ว߽޽ࠆߛࠈ߁‫ޕ‬߽߁৻ߟߪ‫ޔ‬ᔃℂቇࠍḮᵹߣߔࠆቇ⠌⠪ᔃℂߦ㊀߈߇⟎߆ࠇߚ⎇ⓥߢ޽ࠆ‫ߩߘޕ‬ઍ⴫⊛ߣ⸒߃ࠆ߽ߩ߇‫ޔ‬Robert Gardner (Gardner, 1985) ࠄߩቇ⠌⠪ߩ⸒⺆ቇ⠌ᢥൻ߳ߩᘒ
ᐲ߿⛔ว⊛േᯏ (Integrative Motivation) ߦὶὐࠍ޽ߡߚ⎇ⓥ߿ㇱಽ⊛ߦߘߩᵹࠇࠍ᳹߻
‘WTC’ (Willingness to Communicate) (MacIntyre, Clément, Dörnyei & Noels, 1998; Yashima,33ਛ↰ ⾐ਯ2002)‫‘ ߪߦᦝޔ‬International Orientation’ (Nakata, 1995) ߿‘International Posture’ (Yashima,2009) ߥߤߩ␠ળᔃℂቇ⊛ࠕࡊࡠ࡯࠴ߢ޽ࠆ‫ޔߚ߹ޕ‬Higgins (1987) ߩ⥄Ꮖਇ৻⥌ℂ⺰
(self-discrepancy theory) ߦၮߠߊℂᗐߩ⥄Ꮖ (ideal self) ߩ᭎ᔨߥߤ߽ㇱಽ⊛ߦߪߎߩᵹ
ࠇࠍ᳹ࠎߢ޿ࠆ (Dörnyei & Ushioda, 2009)‫ߩ⑳ޕ‬⍮ࠆ㒢ࠅߦ߅޿ߡߢ޽ࠆ߇‫ߩࠄࠇߎޔ‬⎇ⓥߦ㑐ߒߡߪ‫ߩ⋡ޔ‬೨ߩ↢ᓤߚߜࠍേᯏߠߌࠆߥߤ⥄りߩᢎ⢒ታ〣ߦ߅ߌࠆ⺖㗴ߦኻߔࠆ╵߃ࠍ⷗ߟߌࠆߣ޿߁ࠃࠅ‫ޔ‬዁᧪ߩᄢቇ㒮߳ߩㅴቇ߿⎇ⓥ⡯ࠍ⠨߃ߡ޿ࠆ෶ߪ
ᣢߦ⎇ⓥ⡯ߦዞ޿ߡ޿ࠆੱߚߜ߇࠹࡯ࡑߣߒߡขࠅ਄ߍࠆߎߣ߇ᄙ޿‫ޕ‬㐳ᦼ⊛ߦ୘ੱߩേᯏߠߌࠍᝒ߃ߡ߅ࠅ‫ߩ⋡ޔ‬೨ߩቇ⠌⠪ߩേᯏߠߌߦߟ޿ߡᔅߕߒౕ߽૕⊛߆ߟ⋥ធ⊛ߥ␜ໂࠍਈ߃ߡߊࠇߥ޿߇‫ޔ‬᭽‫ߥޘ‬ᄬᢌߦ߽㑐ࠊࠄߕ⧷⺆ࠍህ޿ߦߥࠄߕቇ⠌ࠍ⛮⛯ߒߟߠߌࠆേᯏߠߌࠍኻ⽎ߣߒߚ⎇ⓥߢ޽ࠅ‫ޔ‬ㇱಽ⊛ߦߪታ〣ߣ߽㑐ㅪ߇޽ࠆ‫ޕ‬ߘ߁޿߁ᗧ๧ߢߪ‫߽ࠇߎޔ‬േᯏߠߌߩℂ⺰ߣታ〣ߩ✢਄ߦ૏⟎ߠߌࠄࠇࠆ᭎ᔨߢ޽ࠆ‫ޕ‬
␠ળᔃℂቇߩേᯏߠߌℂ⺰ߣ෺⅜ࠍߥߔઍ⴫⊛ߥᔃℂቇߩℂ⺰ߪ‫ޔ‬ᢎ⢒ᔃℂቇࠕࡊࡠ࡯࠴ߢ޽ࠆ‫ޔߦ․ޕ‬࿑㧝ߢ߽␜ߐࠇߡ޿ࠆࠃ߁ߦ‫ޔ‬ᢎ⢒ᔃℂቇࠍេ↪ߒߚേᯏߠߌ
⎇ⓥ߇ᐢ▸࿐ߦ෸ࠎߢ޿ࠆߎߣߪᵈ⋡ߦ୯ߔࠆ‫ޕ‬Deci & Ryan (1985) ߩ⥄Ꮖ᳿ቯᗧᕁ⺰(SDT: self-determination theory) ߦၮߠߊ⎇ⓥߪ‫ޔ‬ቇ⠌⠪ߦὶὐ߇ᒰߚߞߚ⎇ⓥߦߪ㆑޿ߥ޿߇‫ޔ‬ᔅߕߒ߽ℂ⺰ነࠅߣ޿߁ࠊߌߢ߽ߥߊታ〣⠪߆ࠄ߽ᒝ޿㑐ᔃ߇ነߖࠄࠇߡ߅
ࠅ‫ޔ‬േᯏߠߌ⎇ⓥో૕ߩਛߢℂ⺰߆ࠄታ〣߹ߢ᏷ᐢߊࠞࡃ࡯ߔࠆᄢᄌ࡙࠾࡯ࠢߥ૏⟎ߠߌߦ޽ࠆ‫ޕ‬ቇ⠌⠪߇⥄ࠄߩቇ⠌ߩᚑุࠍᄖ⊛ⷐ࿃߿ౝ⊛ⷐ࿃ߦᏫዻߐߖࠆߣ޿߁
Weiner (1986) ߩᏫዻℂ⺰ߪቇ⠌⠪࡮ℂ⺰ߩ▸⇵ߦ౉ࠆ߽ߩߣ⷗ߥߔߎߣ߇ߢ߈ࠆߛࠈ
߁‫ޕ‬ౝ⊒⊛േᯏߣᒝ޿㑐ㅪᕈࠍᜬߟቇ⠌⠪ࠝ࡯࠻ࡁࡒ࡯ߩ⎇ⓥߪ‫ߦᦝࠅࠃࠇߘޔ‬ታ〣ߦ௑ୟߒߡ޿ࠆߣߺࠆߎߣ߇ߢ߈ࠆ (Nakata, 2006; Ushioda, 2001)1‫ޕ‬਄ㅀߩ㧞ߟߩ▸⇵ߦߪ౉ࠄߥ޿߇‫␠ޔ‬ળ᭴ᚑਥ⟵⺰ (Williams & Burden, 1997) ߿ᦨ㧚㧚㧚㧚ㄭ⃻႐ਥ⟵ߩℂ⺰ߣߒߡᵈ⋡ߐࠇߡ޿ࠆⶄ㔀♽ℂ⺰ 2(dynamic systems theory) (e.g.,
Dörnyei, MacIntyre & Henry, 2015; ᣂᄙ࡮㚍႐, 2015) ߥߤߪ‫ޔ‬᭽‫ⷐߥޘ‬࿃ߩ⋧੕૞↪ߦߟ޿ߡߩᢎ⢒⊛␜ໂࠍਈ߃ߡߊࠇࠆ‫ޕ‬േᯏߠߌࠍᛒߞߚታ〣⠪⎇ⓥ (practitioner
research)߽ᧂߛ௖ዋߢߪ޽ࠆ߇ (Li, 2006)‫੹ޔ‬ᓟߩ⊒ዷ߇ᦼᓙߐࠇߡ޿ࠆ⎇ⓥߢ޽ࠆ‫ޕ‬44ࠕእᅜㄒᏛ⩦ືᶵ࡙ࡅ◊✲ࠖ෌⪃㸸౯್࡙ࡅࡢᴫᛕ

ᩍᖌ㻌䞉Social constructivism
䞉Dynamic
systemstheoryPractitioner
Research⌮ㄽ㻌㸦Educational
psychology㸧䠄Socialpsychology䠅䞉Integrative
motivation
䞉WTC
䞉International
Posture/orientation
䞉Ideal Self㻌

Demotivation㻌䞉Motivational
Strategy䞉Selfᐇ㊶㻌
regulatedlanguagelearning㻌࣭Attribution
theory࣭Value࣭Engagement
࣭Selfdetermination
theoryLearnerautonomy㻌Ꮫ⩦⪅㻌ᅗ㸯 ᅗ㸯ືᶵ࡙ࡅ◊✲࡟࠾ࡅࡿ⦪㍈㸦ᩍᖌ࣭Ꮫ⩦⪅㸧࡜ᶓ㍈㸦⌮ㄽ࣭ᐇ㊶㸧ືᶵ࡙ࡅ◊✲࡟࠾ࡅࡿ⦪㍈㸦ᩍᖌ࣭Ꮫ⩦⪅㸧࡜ᶓ㍈㸦⌮ㄽ࣭ᐇ㊶㸧ືᶵ࡙ࡅ◊✲㸸◊✲࡜ᐇ㊶ࡢ┦஫స⏝ືᶵ࡙ࡅ◊✲㸸◊✲࡜ᐇ㊶ࡢ┦஫స⏝ ๓⠇࡛㏙࡭ࡓࡼ࠺࡟ࠊ᪤Ꮡࡢືᶵ࡙ࡅ◊✲ࡣྛࠎࡢ❧ሙ࠿ࡽ㔜せ࡞ືᶵ࡙ࡅࡢഃ㠃ࢆ᫂ࡽ࠿࡟ࡋࡼ࠺࡜ࡋ࡚ࡁࡓࡇ࡜࡟␲ᛕࡢవᆅࡣ࡞࠸ࠋࡋ࠿ࡋࠊᩍᖌࡀ⏕ᚐࡢືᶵ࡙
ࡅࡢ࣓࢝ࢽࢬ࣒ࢆ⌮ゎࡋࡓࡾࠊᩍᐊࡢ⏕ᚐࡓࡕࡢ┦஫స⏝ࡸኚᐜࢆ⌮ゎࡋࡓࡾࠊᩍᐊ
ෆࡢᏛ⩦⪅ࢆ࠸࠿࡟ືᶵ࡙ࡅࡿࡢ࠿࡟ࡘ࠸࡚ࡢ♧၀ࢆᩍᖌࡀ୚࠼࡚ࡃࢀࡿ◊✲ࡶ኱ኚ㔜せ࡛࠶ࡿࠋ◊✲࡜ᐇ㊶ࡢ┦஫స⏝ࢆྍ⬟࡟ࡋ࡚ࡃࢀࡿືᶵ࡙ࡅ◊✲࡟ࡣ demotivation,
motivational strategy, practitioner research, dynamic systems theory ࡞࡝ࡢ◊✲ࡶྵࡲࢀࡿࡔࢁ
࠺ࡀࠊᮏ⠇࡛ࡣࠊᩍᖌࡢどⅬ࠿ࡽᏛᰯᩥ⬦࡟࠾ࡅࡿᏛ⩦⪅ࡢືᶵ࡙ࡅࢆ⪃࠼ࡿࡓࡵࠊ
≉࡟ self-regulated language learning, value, engagement, autonomy ࡟↔Ⅼࢆ࠶࡚ࡘࡘㄽࡌࡿ
ࡇ࡜࡜ࡍࡿࠋ ࡛ࡣࠊ◊✲࡜ᐇ㊶ࡢ┦஫స⏝ࢆྍ⬟࡟ࡍࡿືᶵ࡙ࡅ◊✲࡜ࡣ࡝ࡢࡼ࠺࡞ࡶࡢ࠿ࠋ୰
㇂ (2011, p. 456) ࡀᣦ᦬ࡍࡿࡼ࠺࡟ࠊᡃࠎࡀᩍᐊࡢᐇ㊶࡟ࡘ࠸࡚ᩍ⫱ᚰ⌮Ꮫⓗ࡞⌮ゎࡸ55୰⏣ ㈡அ

ࡑࡢᛂ⏝ࢆㄒࡿ࡜ࡁࠊ࡜ࡶࡍࢀࡤࠕ⌮ㄽⓗ࡞⪃ᐹࠖ࡟⤊ጞࡋࡓࡾࠊ㏫࡟ࠕᐇ㊶ࡇࡑࡀ
ࡍ࡭࡚࡛࠶ࡿࠖ࡜࠸ࡗࡓ⤒㦂୺⩏ⓗ࡞ぢ᪉࡟࡞ࡗࡓࡾࡍࡿࡇ࡜ࡀ࠶ࡿࠋ๓⠇࡛⤂௓ࡋࡓࠊືᶵ࡙ࡅ◊✲࡟ࡘ࠸࡚ࡢᵝࠎ࡞ኌ࡟㢧ࢃࢀ࡚࠸ࡿၥ㢟ࡢᮏ㉁ࡣࠊࡲࡉ࡟ࡇࡇ࡟࠶
ࡿࠋ୰⏣࣭ኳ᰿㸦2014㸧࡛㏙࡭ࡓࡼ࠺࡟ࠊࡇࡢၥ㢟ࢆゎࡃ㘽ࡣࠊᩍ⫱ᚰ⌮Ꮫ⪅࡛࠶ࡾᩍᖌᩍ⫱◊✲ࡢᑓ㛛ᐙ࡛ࡶ࠶ࡿ Jere Brophy ࡢ◊✲⪅࡜ࡋ࡚ࡢ❧ࡕ఩⨨࡟₯ࢇ࡛࠸ࡿࠋ

[Brophy ࡢ◊✲ࡣ] “⌮ㄽࢆ⤂௓ࡋ࡚ࠊࡑࢀࢆ࡝ࡢࡼ࠺࡟౑࠺࠿ࡣᩍᖌᩍ⫱⪅ࡸㄞ⪅࡟ጤࡡࡿ”࡜࠸࠺ࢫࢱࣥࢫࡸࠊ“Ꮫ⩦⪅ࢆ࡝ࡢࡼ࠺࡟ືᶵ࡙ࡅࡿ࠿࡜࠸࠺ලయⓗ࡞ᐇ㊶ࡢ࠶ࡾࡼ࠺ࢆ How To ⓗ࡟ᥦ♧ࡍࡿ”࡜࠸࠺ࢫࢱࣥࢫࡢ࠸ࡎࢀ࡛ࡶ࡞࠸ … ◊✲࡟ࡼࡗ࡚⏕ࡳฟࡉࢀࡓ▱㆑ࡔࡅࢆㄒࡿࡇ࡜ࢆチࡉ࡞࠸ࡢ࡜ྠᵝ࡟ࠊᐇ㊶࠿ࡽ⏕ࡲࢀࡓ▱㆑ࡔࡅࢆᏳ᫆࡟Ⰻࡋ࡜ࡍࡿࡇ࡜ࡶチࡉ࡞࠸ “◊✲࡜ᐇ㊶ࡢ┦஫స⏝”࡜࠸࠺⊂≉ࡢ⥭ᙇឤࢆ୚࠼࡚࠸ࡿࠋBrophy ࡢ❧ࡕ఩⨨ࡢ≉ᚩࡣࠊືᶵ࡙ࡅ◊✲ࡢ࠶ࡾࡼ࠺ࢆ⌮ㄽ
࡜ᐇ㊶ࡢ㛵㐃࡛ᤊ࠼ࡿࡇ࡜࡟࡜࡝ࡲࡽࡎࠊ◊✲࡜࠸࠺ࡶࡢࢆ♫఍࡟ᑐࡍࡿ㈉⊩࡜࠸࠺኱ᒁⓗ࡞どⅬ࡛ぢ࡚࠸ࡿࡇ࡜࡟࠶ࡾࠊࡑࡢ୍➃ࡣࠊᙼࡢㄽᩥ࠿ࡽࡶㄞࡳྲྀࡿࡇ࡜
ࡀ࡛ࡁࡿࠋ(p. 29)ࡘࡲࡾࠊࠕືᶵ࡙ࡅࢆᩍᐊ࡜࠸࠺Ꮫ⩦ࡢࢥ࣑ࣗࢽࢸ࢕࣮࡜࠸࠺ᩥ⬦࡟Ꮡᅾࡍࡿࡶࡢ࡜ぢ࡞ࡋ࡚࠸ࡿⅬࠖ
㸦e.g., Brophy, 2004㸧࡜ࠊࡶ࠺㸯ࡘࡣࠕᩍᖌ࡟࡜ࡗ࡚ࡑࡢ⌮ㄽࡀ࡝ࡢࡼ࠺
࡞ព࿡ࡀ࠶ࡾࠊఱࢆᥦ౪࡛ࡁࡿࡢ࠿ࢆ⪃࠼࡚࠸ࡿⅬ࡛ࠖ࠶ࡿࠋ┠ᣦࡍ࡭ࡁࡣࠊ◊✲⪅࠿ࡽぢ࡚ࡶᐇ㊶⪅࠿ࡽぢ࡚ࡶ౯್ࡀ࠶ࡿࠊࡑ࠺ᛮ࠼ࡿࡼ࠺࡞ືᶵ࡙ࡅ◊✲࡛࠶ࡿࠋ౯್࡙ࡅ (Valuing) ࡢᴫᛕ ◊✲࡜ᐇ㊶ࡢ┦஫స⏝ࢆྍ⬟࡟ࡍࡿືᶵ࡙ࡅ◊✲࡟ࡘ࠸࡚⪃࠼ࡿ㐣⛬࡛ࠊ࠶ࡿ᫬ᮇ
࠿ࡽࡑࡢ㘽ᴫᛕ࡜࡞ࡿࡶࡢࡣ౯್࡙ࡅ (Valuing) ࡛࠶ࡿ࡜⪃࠼ࡿࡼ࠺࡟࡞ࡗࡓࠋᙜ↛ࡢࡇ࡜࡞ࡀࡽࠊᏛࢇ࡛࠸ࡿෆᐜࢆ⌮ゎࡍࡿࡇ࡜ࡣ኱ษ࡛࠶ࡿࡀࠊᏛ⩦⪅ࡣࡑࢀࡔࡅ࡛࡞
ࡃࠊᏛ⩦ࡍࡿࡇ࡜࡟ᙼࡽ࡞ࡾࡢ⌮⏤ࢆぢࡘࡅࠊࡑࡢ౯್ࢆㄆࡵࡿᚲせࡀ࠶ࡿ (Brophy,

66ࠕእᅜㄒᏛ⩦ືᶵ࡙ࡅ◊✲ࠖ෌⪃㸸౯್࡙ࡅࡢᴫᛕ

2004)ࠋ༢࡞ࡿᢏ⬟⩦ᚓ࡟࡜࡝ࡲࡽࡎࠊど㔝ࡀᗈࡀࡾࠊᏛ⩦ࡢព࿡ࢆ⌮ゎࡍࡿࡇ࡜࡛Ꮫ
⩦⪅ࡢᚰࡀ㇏࠿࡟࡞ࡾࠊ⤖ᯝ࡜ࡋ࡚⥅⥆ࡋ࡚Ꮫࡧ⥆ࡅࡿᏛ⩦⪅࡟࡞ࡿ࠿ࡽ࡛࠶ࡿࠋ ࠸࠿࡞ࡿᏛ⩦࡟࠾࠸࡚ࡶࠊෆⓎⓗືᶵࡀ኱ኚ㔜せ࡞ᙺ๭ࢆᯝࡓࡍࡇ࡜࡟ࡘ࠸࡚ࡣࠊ
␲ᛕࡢవᆅࡀ࡞࠸ࠋࡋ࠿ࡋࠊ᪥ᮏࡢࡼ࠺࡞ EFL ࡢ⎔ቃ࡛እᅜㄒᚲಟ⛉┠࡜ࡋ࡚ⱥㄒࢆ
Ꮫࡪ⎔ቃ࡟࠾࠸࡚ࡣࠊࢸ࢟ࢫࢺ࣭㐍ᗘ࣭࣒࣭࢝ࣜ࢟ࣗࣛཷ㦂࡞࡝ᵝࠎ࡞ไ⣙ࡀᏑᅾࡍࡿࠋᩍᖌࡢᤵᴗḟ➨࡛ᑐᛂྍ⬟࡞ไ⣙ࡶ࠶ࡿࡔࢁ࠺ࡀࠊࡑࢀࡀ୙ྍ⬟࡞ࡶࡢࡶከᩘᏑ
ᅾࡍࡿࠋNisan (1992) ࡣࠊᏛᰯᩍ⫱࡟࠾࠸࡚Ꮫ⩦⪅ࢆືᶵ࡙ࡅࡿ࡟ࡣࠊ⮬ᕫỴᐃពᛮㄽ࡛ᥦ᱌ࡉࢀ࡚࠸ࡿࡼ࠺࡞⣧⢋࡞ព࿡࡛ࡢෆⓎⓗືᶵࡣ㠀⌧ᐇ࡛࠶ࡿࡓࡵࠊ౯್ࡢഃ㠃ࢆࡼࡾ㔜せどࡍࡿ࡭ࡁ࡛࠶ࡿ࡜ࠊḟࡢࡼ࠺࡟ㄝ࠸࡚࠸ࡿࠋ

Ꮫᰯᩍ⫱࡟࠾࠸࡚ࠊෆⓎⓗືᶵ࡙ࡅࡣࠊᚲࡎࡋࡶᏳᐃࡋࡓືᶵ࡙ࡅࡢᇶ♏࡜ࡣ࡞ࡾ࠼࡞࠸ … ࡑࢀࡣࠊᏛ⩦άື࡟ᑐࡍࡿ౯್࡜࠸࠺ࡼࡾ༶᫬ⓗ࡞‶㊊ឤࢆᚓࡿࡼ࠺ᑟ
ࡃࡶࡢ࡛࠶ࡿ … ࣒࢝ࣜ࢟ࣗࣛ࡟ࡣࠊ⯆࿡῝࠸㠃ࡶࠊࡑ࠺࡛࡞࠸㠃ࡶ࠶ࡿࠋ⏕ᚐࡶࠊຮᙉࡍࡿ᫬ࡶ࠶ࢀࡤࠊࡑ࠺࡛࡞࠸᫬ࡶ࠶ࡿࠋࡑࢀࡺ࠼ࠊ㐣ᗘ࡟ෆⓎⓗືᶵ࡙ࡅࡢࡳ
࡟㢗ࡗ࡚࠸ࡿ[ᴦࡋࡳࡢࡳࢆ㏣ồࡍࡿ]⏕ᚐࡣࠊᏛᰯ࡛ࡢᏛࡧࡢከࡃࡢ㒊ศࢆぢ㏨ࡋ࡚ࡋࡲ࠺ࡇ࡜࡟࡞ࡿࠋࡋ࠿ࡋࠊ኱㒊ศࡢ⏕ᚐࡣ … ᩍ⛉ࡀෆⓎⓗືᶵࢆႏ㉳ࡋ࡞࠸࡜ࡁ࡛ࡶࠊሗ㓘ࡸ⨩ࡀᏑᅾࡋ࡞࠸࡜ࡁ࡛ࡶྠࡌ࡛࠶ࡿࠋᙼࡽࡣ࡞ࡐ୍⏕ᠱ࿨࡟ຮᙉ
ࡍࡿࡢ࡛࠶ࢁ࠺࠿ࠋ [ᤵᴗࢆ㏻ࡋ࡚ࠊᩍᖌࢆ㏻ࡋ࡚ࠊᩍᐊ࡟࠾ࡅࡿ⤒㦂ࢆ㏻ࡋ࡚]ᙼ
ࡽࡣࠊ࣒࢝ࣜ࢟ࣗࣛタィ⪅࡜ྠࡌࡼ࠺࡟ࠊࡑࡢᩍ⫱ㄢ⛬ࡀᮃࡲࡋ࠸ࡶࡢ࡛࠶ࡾࠊ࠿
ࡘ౯್ࡢ࠶ࡿࡶࡢࡔࠊ࡜ಙࡌ࡚࠸ࡿ࠿ࡽ࡛࠶ࡿࠋ( pp. 129-130)

ෆⓎⓗືᶵࢆᏛ⩦⪅ࡢෆ࠿ࡽ‪ࡁฟࡿࡶࡢ࡜ᤊ࠼ࡿ࡞ࡽࡤࠊ౯್࡙ࡅࡶᏛ⩦⪅ࡢෆ࠿ࡽ‪ࡁฟࡿࡶࡢ࡛࠶ࡿࠋࡇ࠺⪃࠼ࡿ࡜ࠊ⮬ᕫỴᐃពᛮㄽ࡛ࡣእⓎⓗືᶵ࡟఩⨨࡙ࡅࡽࢀ࡚࠸ࡿࠊ౯್ࢆㄆࡵࡓୖ࡛⾜ືࢆㄪᩚࡍࡿẁ㝵ࡢࠕྠ୍どㄪᩚࠖ(identified regulation)୍㒊࡛࠶ࡿ࡜ぢ࡞ࡍࡇ࡜ࡶ࡛ࡁࡿࠋ
ࡶࠊᮏ᮶ࠊே㛫ࡢෆⓎⓗືᶵ࡙ࡅࡢ୍㒊࡜ぢ࡞ࡍࡇ࡜ࡶ࡛ࡁࡿࠋ
(Nakata,(Nakata,2010)ࠋ 2010)ࠋ

77

୰⏣ ㈡அ

ືᶵ࡙ࡅࡢ㉁ࡢኚ໬ࢆ⌮ゎࡍࡿࡓࡵࡢ⌮ㄽ
 Brophy (1999, 2004, 2008)ࡀᥦ᱌ࡋࡓ஧✀㢮ࡢ౯್࡙ࡅ (Valuing) ࡢᴫᛕࠊࡘࡲࡾࠊ
ࠕάືࡢᴦࡋࡉࡸ᭷⏝ᛶ࡟ᑐࡍࡿ᝟ពⓗ࡞཯ᛂ (fun, useful) ࠖ࡜ࠕᏛ⩦ࡍࡿࡇ࡜࡟ᑐࡋ
࡚ពᅗࢆᣢࡗࡓㄆ▱ⓗ࡞཯ᛂ (meaningful, relevant to me, worthwhile) ࠖࡣࠊNisan ࡢ୺ᙇ࡟ἢ࠺ࡶࡢ࡛࠶ࡿࠋไ⣙ࡀከ࠸Ꮫᰯᩍ⫱ࡢᩍᐊ࡟࠾࠸࡚, ⏕ᚐࡀᖖ࡟ fun ࡜࠿ enjoyable࡜ឤࡌࡿࡼ࠺࡞ᤵᴗࢆ⥅⥆ⓗ࡟ᒎ㛤ࡍࡿࡇ࡜ࡣᚲࡎࡋࡶ⌧ᐇⓗ࡛ࡣ࡞࠸ࠋ௬࡟ࡑࡢࡼ
࠺࡞ᤵᴗࢆᒎ㛤ࡋࡼ࠺࡜ࡋࡓ࡜ࡋ࡚ࡶࠊࡑࡇ࡟ᣮᡓⓗ࡞ㄢ㢟ࡸ㞴ࡋ࠸ࡀࡸࡾࡀ࠸ࡀ࠶
ࡿ࡞࡝ឤࡌࡿࡇ࡜ࡀ࡛ࡁࡿ⤒㦂ࢆࡉࡏ࡞࠸ࡇ࡜࡟ࡣࠊᏛ⩦⪅ࡢືᶵ࡙ࡅࡣ⥅⥆ࡋ࡚Ꮫ⩦ࡋ࡚࠸ࡃᙉ࠸ࡶࡢ࡟࡞ࡽ࡞࠸ (Nakata, 2009)ࠋࡘࡲࡾࠊᏛ⩦⪅ࡢෆⓎⓗືᶵ࡙ࡅ࡟ࡣࠊ
ᴦࡋ࠸࡜࠸࠺᝟ព㠃࡛ࡢ enjoymentࠊព⩏ࢆឤࡌࡿ࡜࠸࠺ㄆ▱㠃࡛ࡢ meaningfulnessࠊᐇ㝿࡟⥅⥆ࡋ࡚Ꮫ⩦ࡍࡿ࡜࠸࠺⾜ືࡢഃ㠃࡟࠶ࡓࡿ WLC (willingness to continue learning)ࡀ῝ࡃ㛵ಀࡋ࡚࠸ࡿ࡜⪃࠼ࡿࡇ࡜ࡀ࡛ࡁࡿࠋ

Language proficiency

Language learning skills
Surface level of
intrinsic motivation
Core level of
intrinsic motivation(autonomy,
self-regulation)

Intrinsic valueᅗ㸰 A developmental process model of intrinsic motivation:
the prerequisite components (Nakata, 2010) ᅗ㸰 (Nakata, 2010) ࡛ࡶ♧ࡉࢀࡓࡼ࠺࡟ࠊ⾲㠃ⓗ࡞࡛ࣞ࣋ࣝࡢෆⓎⓗືᶵࡣࠊ㸯㸧ⱥㄒຊࡀ୙㊊ࡋ࡚࠾ࡾ┠࡟ぢ࠼ࡿᡂᯝࡀㄆࡵࡽࢀ࡞࠸ࡓࡵᏛ⩦ࡢዲᚠ⎔ࡀ๰ฟ࡛ࡁ࡚࠸
࡞࠸ࠊ㸰㸧ⱥㄒຊࡶ࠶ࡾᏛ⩦᪉ἲࡶ☜❧ࡋ࡚࠸ࡿࡀⱥㄒᏛ⩦⮬య࡟ᑐࡋ࡚ࡑࡢ౯್ࡀ༑ศ࡟ぢฟࡏ࡚࠸࡞࠸ࡓࡵࠊཷ㦂➼ࡀ⤊ࢃࡗࡓᚋࡣࠊⱥㄒᏛ⩦ࡀ⥅⥆ࡉࢀ࡞࠸ࠊ㸱㸧88ࠕእᅜㄒᏛ⩦ືᶵ࡙ࡅ◊✲ࠖ෌⪃㸸౯್࡙ࡅࡢᴫᛕ

ⱥㄒࡢඛ⏕ࡀዲࡁࡔࡀࠊᏛᖺࡀ௦ࢃࡾඛ⏕ࡀኚࢃࡿ࡜ⱥㄒ᎘࠸࡟࡞ࡿࠊࡘࡲࡾⱥㄒᏛ
⩦ࡢᮏ㉁ⓗ࡞ᴦࡋࡳࢆ࿡ࢃࡗࡓ⤒㦂ࡀ࡞࠸ࠊ࡞࡝ᵝࠎ࡞እⓗせᅉ࡟ᙳ㡪ࢆཷࡅࡸࡍ࠸
⾲ᒙ࡛ࣞ࣋ࣝ࠶ࡿࠋⱥㄒຊࠊᏛ⩦᪉ἲἲࡢ☜❧ࠊෆⓎⓗ౯್ࡢෆᅾ໬ࡢ㸱ࡘࡢせ⣲ࡀᥞࡗ࡚ࡇࡑࠊᩍᖌ࣭ᩍᮦࠊཷ㦂ࡑࡢ௚ᵝࠎ࡞ไ⣙࡞࡝ࡢእⓗ࡞せᅉ࡟ᙳ㡪ࢆཷࡅࡎ࡟
⮬㌟ࡢ࣮࣌ࢫ࡛Ꮫ⩦ࡋ࡚࠸ࡃෆⓎⓗືᶵࡢ᰾ᚰࣞ࣋ࣝ࡟฿㐩࡛ࡁࡿࠋᩍᖌ࡟ࡣࠊᏛ⩦⪅ࡀࡑࡢẁ㝵ࡲ࡛฿㐩࡛ࡁࡿࡼ࠺ẁ㝵ⓗ࡟㐺ษ࡞ᨭ᥼ࢆ᪋ࡍᚲせࡀ࠶ࡿࠋᏛ⩦㐣⛬ࡢ࣓࢝ࢽࢬ࣒ࢆ⌮ゎࡍࡿࡓࡵࡢ⌮ㄽ ඛ࡟ࡶ㏙࡭ࡓࡀࠊ⮬ᕫㄪᩚᏛ⩦ࡢ⌮ㄽࡣࠊ᝟ពせᅉࢆ୺࡟ᢅࡗ࡚ࡁࡓ᪤Ꮡࡢືᶵ࡙
ࡅ◊✲࡜ࡣ㐪࠸ࠊ᝟ពせᅉࠊㄆ▱せᅉ࠾ࡼࡧ⾜ືࢆໟᣓⓗ࡟ㄽࡌࡿࡇ࡜ࢆྍ⬟࡟ࡋ࡚ࡃࢀࡿ⌮ㄽ࡛࠶ࡿࠋ୰࡛ࡶࠊZimmermann (1998, 2000) ࡀᥦ᱌ࡋࡓࠕணぢࡢẁ㝵ࠖ㸦┠ᶆタᐃࠊ᪉␎ࡢィ⏬ࠊ⮬ᕫຠຊឤࠊ⯆࿡㸧࣭ࠕ㐙⾜ࢥࣥࢺ࣮ࣟࣝࡢẁ㝵ࠖ㸦ὀពࡢ↔Ⅼ໬ࠊ⮬ᕫᩍ♧ࠊ⮬ᕫࣔࢽࢱࣜࣥࢢ㸧࣭ࠕ⮬ᕫ┬ᐹࡢẁ㝵ࠖ㸦⮬ᕫホ౯ࠊཎᅉᖐᒓࠊ⮬ᕫ཯ᛂࠊ㐺ᛂ㸧ࡢ㸱ẁ㝵ࡢ⮬ᕫㄪᩚᏛ⩦ࡢࢧ࢖ࢡࣝࡣࠊᏛ⩦⪅ࡢᏛ⩦ୖࡢ࣓࢝ࢽࢬ࣒ࡸ㞀ᐖࢆ⌮ゎࡋࠊࡑࡢ㞀ᐖࢆྲྀࡾ㝖ࡃᨭ᥼ࢆ⪃࠼ࡿ㝿࡟኱ኚ᭷┈࡛࠶ࡿࠋ౛࠼ࡤࠊ᭕᫕࡞Ꮫ⩦┠ᶆࡋ࠿ᣢࡗ࡚࠸࡞࠿ࡗࡓࡾ㸦౛࠼ࡤࠊⱥㄒࡀࢿ࢖ࢸ࢕ࣈࡢࡼ࠺࡟ヰࡏࡿࡼ࠺࡟࡞ࡾࡓ࠸㸧
ࠊ㏫࡟▷ᮇⓗ࡞┠ᶆ㸦┠ࡢ๓ࡢࢸࢫࢺࡸ TOEFL ࡢࢫࢥ࢔㸧ࡋ࠿ᣢࡗ࡚࠸࡞࠸Ꮫ
⩦⪅ࡣࠊ㛗ᮇⓗ࡟⮬ᕫࡢᏛ⩦ࢆᤊ࠼ࡓࡾࠊຠ⋡ⓗ࡞Ꮫ⩦᪉␎ࢆ☜❧࡛ࡁ࡚࠸࡞࠸ഴྥ
ࡀ࠶ࡿࠋ㛗ᮇⓗ࡞┠ᶆ࡟ࡣ⌮᝿ࡢ⮬ᕫ (ideal self) ࡶྵࡲࢀࠊࡇࡢࡼ࠺࡞┠ᶆࡣᵝࠎ࡞ᅔ㞴࡟ࡶ⪏࠼࠺ࡿືᶵ࡙ࡅ࡜࡞ࡿࡢࡔࡀࠊ⮬ᚊࡋࡓᏛ⩦⪅ࢆ⫱࡚ࡿࡓࡵ࡟ࡣࠊࡑࡇ࡟
⮳ࡿࡲ࡛ࡢ」ᩘࡢ㝵ᒙ┠ᶆࢆタᐃࡋࠊࡑࢀࡒࢀࡢẁ㝵࡟ྜࡗࡓ㐺ษ࡞᪉␎ࢆ౑࠺ࡇ࡜
ࡀ࡛ࡁࡿࡼ࠺ࠊᏛ⩦⪅ࢆᑟ࠸࡚࠸ࡃࡇ࡜ࡀ୙ྍḞ࡛࠶ࡿࠋ Ꮫ⩦⪅ࡢ୰࡟ࡣࠊࢭࣝࣇ࣭ࣁࣥࢹ࢕࢟ࣕࢵࣆࣥࢢࡀ⩦័໬ࡉࢀ࡚ࡋࡲࡗ࡚࠾ࡾࠊ⮬ᕫຠຊឤࡀప࠸ࡓࡵࠊṇ⤫࡟⮬ᕫࡢⱥㄒຊࡸᏛ⩦ࢆホ౯࡛ࡁࡎࠊྲྀࡾ⤌ࡶ࠺࡜ࡶࡏࡎ
ࠕ࡝࠺ࡏ⮬ศ࡟ࡣ࡛ࡁ࡞࠸ࠖ࡜᭱ึ࠿ࡽㅉࡵ࡚ࡋࡲࡗ࡚࠸ࡿᏛ⩦⪅ࡶ࠸ࡿࠋࡇࢀࡽࡢ
Ꮫ⩦⪅ࡣࡑࢀࡒࢀணぢẁ㝵࠿ࡽၥ㢟ࢆᢪ࠼࡚࠾ࡾࠊࡑࡢ㞀ᐖࢆྲྀࡾ㝖ࡃᨭ᥼ࡀᚲせ࡛

99

୰⏣ ㈡அ

࠶ࡿࠋ㛗ᮇ┠ᶆ࡜▷ᮇ┠ᶆࢆࡘ࡞ࡄ㝵ᒙⓗ┠ᶆࢆᥦ᱌ࡋࠊฟ᮶ࡿࡇ࡜࡜ฟ᮶࡞࠸ࡇ࡜
ࢆᐇឤࡉࡏࡿ (e.g., can-do checklist) ࡞࡝ࡍࡿࡇ࡜࡛ࠊⱥㄒຊࡢከ㠃ᛶࢆ⌮ゎࡉࡏࡿࡇ࡜ࡀ⫢せ࡛࠶ࡿࠋࡉࡽ࡟ࠊࡲࡔࡲࡔ᫬㛫ࡀ࠶ࡿ࠿ࡽ‽ഛࡋ࡞ࡃ࡚ࡶࡼ࠸࡜ࠕඛᘏࡤࡋ⾜ືࠖ(Schmitz & Wiese 2006) ࢆỴࡵ㎸ࡴᏛ⩦⪅ࡀ࠸ࡿࡀࠊࡇࡢࡼ࠺࡞Ꮫ⩦⪅ࡣࠊ┠ᶆࡢᢕᥱࡀ࡛ࡁ࡚࠾ࡽࡎࠊࡑࡢ┠ᶆ࡟ᑐࡍࡿ㐺ษ࡞Ꮫ⩦᪉␎ࢆ☜❧࡛ࡁ࡚࠸࡞࠸ࠋࡑࡢࡓ
ࡵ࡟ࠊ᫬㛫ࢆྵࡵࡓᏛ⩦ィ⏬ࡸ᪉␎ࡀฟ᮶࡚࠸࡞࠸ࡢ࡛࠶ࡿࠋࡇࡢࡼ࠺࡞Ꮫ⩦⪅ࡢሙྜࠊᏛ⩦࡟࠾ࡅࡿ㛗ᡤ▷ᡤࢆྍど໬ࡍࡿカ⦎ࢆࡍࡿࡇ࡜࡛ࠊ⮬ࡽࡢᏛ⩦ࢆࣔࢽࢱ࣮ࡍ
ࡿࡇ࡜ࢆ⩦័࡙ࡅࡉࡏࡓ࠸ࠋࡲࡓࠊ⮬ᕫ┬ᐹࡢẁ㝵࡟࠾࠸࡚ࡶࠊᡂຌࡋ࡚ࡶኻᩋࡋ࡚
ࡶࡑࡢཎᅉࢆ㐺ษ࡟ホ౯ࡍࡿࡇ࡜ࡀ࡛ࡁ࡞࠿ࡗࡓࡾࡍࡿᏛ⩦⪅ࡶ࠸ࡿࠋࡇࢀࡽࡢᏛ⩦⪅࡟ࡣࠊኻᩋࡢཎᅉࢆ⬟ຊ࡟࡛ࡣ࡞ࡃᏛ⩦᪉ἲ࡟ᖐᒓࡉࡏࠊࡑࡢཎᅉࢆศᯒࡉࡏࡿࡇ
࡜࡛ࠊᏛ⩦ࡢᨵၿࠊࡘࡲࡾḟࡢ⮬ᕫㄪᩚᏛ⩦ࡢࢧ࢖ࢡࣝࢆࢫ࣒࣮ࢬ࡟㐍ࡵࡿ᪉⟇ࢆ⪃࠼ࡓ࠸ࠋ୍⯡ⓗ࡟ࡣࠊᏛ⩦ࡢᡂྰࡣດຊ࡟ᖐᒓࡉࡏࡿࡢࡀⰋ࠸࡜ࡉࢀࡿࡇ࡜ࡀከ࠸ࡀࠊ
᪥ᮏࡢࡼ࠺࡞⎔ቃ࡛ࡣ༑ศ࡟ດຊࡋࡓୖ࡛ᡂᯝࡀฟ࡞࠸Ꮫ⩦⪅ࡶ࠸ࡿࡓࡵ (Nakata,2006)ࠊࡑࡢࡼ࠺࡞Ꮫ⩦⪅࡟ࡣࡸࡣࡾᏛ⩦᪉␎࡟ᖐᒓࡉࡏࡓ࠺࠼࡛ࠊ௒ᚋࡢᏛ⩦࡟ᙺ❧࡚ࡿࡼ࠺ᑟࡁࡓ࠸ࠋ

Ꮫ⩦⪅ࢆᨭ᥼ࡍࡿࡓࡵࡢ⌮ㄽ ⱥㄒࢆᏛࡪ୺య⪅ࡣࠊ࠶ࡃࡲ࡛Ꮫ⩦⪅⮬㌟࡛࠶ࡿࠋᩍᖌࡢᙺ๭ࡣࠊᵝࠎ࡞ᅔ㞴ࡀᏑᅾࡍࡿ⎔ቃࡢ୰࡛ࡶࠊࡲࡓᩍᖌ୺ᑟࡢᤵᴗ࡟㐼㐝ࡋࡓ࡜ࡋ࡚ࡶࠊ⮬ࡽࡀ࠾࠿ࢀ࡚࠸ࡿ
⎔ቃ࡟⮬ศ࡞ࡾ࡟㐺ᛂࡋ࡚ຠ⋡ⓗ࡟Ꮫ⩦ࡍࡿ᪉ἲࢆ☜❧ࡋࠊᩍᐊෆእ࡟㛵ࢃࡽࡎ⮬ศࡢᏛ⩦ࢆࢥࣥࢺ࣮࡛ࣟࣝࡁࡿࡼ࠺࡟ࡑࢀࡒࢀࡢᏛ⩦⪅ࢆᑟࡃࡇ࡜࡛࠶ࡿࠋ ࢔࣓࡜࣒ࢳࢆ౑ࡗࡓ࠿ࡽ࡜࠸ࡗ࡚Ꮫ⩦⪅ࡢືᶵ࡙ࡅࡀᏳᐃⓗ࡟㧗ࡲࡿࡶࡢ࡛ࡶ࡞ࡃࠊ
ࡑࢀࡣ࠶ࡃࡲ࡛ᩍᖌ࡟࡜ࡗ࡚㒔ྜࡢⰋ࠸ࠕ୍᫬ࡋࡢࡂࡢࡸࡾࡃࡾࠖ࡟㐣ࡂ࡞࠸ࠋࡲࡓ
ఱࡽ࠿ࡢᩍ⫱ⓗ௓ධࢆࡋࡓ⤖ᯝࠊ⏕ᚐࡢືᶵ࡙ࡅࡀ㧗ࡲࡗࡓ࡜ࡋ࡚ࡶࠊࡑࡢ௓ධࡑࡢ
ࡶࡢࡀ⏕ᚐࡢືᶵ࡙ࡅࢆ㧗ࡵࡓ࡜⪃࠼ࡿ࡭ࡁ࡛ࡣ࡞࠸ࡔࢁ࠺ࠋࡑࢀࡣ⏕ᚐࡀᮏ᮶ᣢࡗ
࡚࠸ࡿືᶵ࡙ࡅࡢせ⣲ࢆᘬࡁฟࡍዎᶵࢆࡘࡃࡗࡓ࡟㐣ࡂ࡞࠸ࠋࡑࡢࣉࣟࢭࢫࢆ⤒ࡓࡇ

1010ࠕእᅜㄒᏛ⩦ືᶵ࡙ࡅ◊✲ࠖ෌⪃㸸౯್࡙ࡅࡢᴫᛕ

࡜࡛ࠊᏛ⩦⪅⮬㌟ࡀ⮬ࡽࡢືᶵ࡙ࡅࢆ㧗ࡵࡓ࡜⪃࠼ࡿ᪉ࡀጇᙜ࡛࠶ࡿࠋ Ꮫ⩦⪅ࡢືᶵ࡙ࡅࢆࢥࣥࢺ࣮ࣟࣝࡍࡿࡇ࡜ࡀ㞴ࡋ࠸ࡢ࡛࠶ࡿ࡞ࡽࡤࠊᏛࡧࡢ୺య⪅࡛࠶ࡿᏛ⩦⪅ࡀ⮬ࡽࢆືᶵ࡙ࡅࡿࡓࡵ࡟ࠊᩍᖌࡣ୍య࡝ࡢࡼ࠺࡞ᨭ᥼ࢆࡍࡿ࡭ࡁ࡞ࡢ
࠿ࠋືᶵ࡙ࡅ◊✲࡟ࡣࠊࡑࢀࢆ⪃࠼ࡿࡓࡵࡢᮦᩱࢆᥦ౪ࡍࡿ㈐௵ࡀ࠶ࡿࠋ Ꮫ⩦⪅ࢆືᶵ࡙ࡅࡿࡇ࡜ࡀ࡛ࡁࡿᩍᖌࡣࠊ⏕ᚐࡢᏛ⩦⤒㦂ࢆព࿡࠶ࡿࡶࡢ࡟ࡋ࡚࠸
ࡿࠋࡑࢀࡣࠊᏛ⩦ෆᐜࢆ⌮ゎࡉࡏࡿ࡜࠸࠺ㄆ▱ⓗ࡞ព࿡࡛ࡢᨭ᥼࠾ࡼࡧᏛࢇࡔࡇ࡜ࡀ
Ꮫᰯእ࡛ࡶᛂ⏝࡛ࡁࡿ࡜࠸࠺Ꮫࡧࡢ౯್ࢆ⌮ゎ࡛ࡁࡿ᝟ពⓗ࡞ព࿡࡛ࡢືᶵ࡙ࡅࡢᨭ
᥼࡟ࡼࡿᡂᯝ࡛࠶ࡿ㸦Brophy, 1999, 2004㸧ࠋᏛࡧࡢ୺యࡀᏛ⩦⪅࡛࠶ࡿ࡞ࡽࡤࠊᏛ⩦⪅ࡀᏛ⩦࡜࠸࠺⾜Ⅽࡢ୺య⪅ (agent) (Gao, 2010; Reeve & Tseng, 2011) ࡜ࡋ࡚⮬ࡽࡢຊ࡛⮬ᚊⓗ࡞Ꮫ⩦⪅࡟࡞ࢀࡿࡼ࠺࡟ᑟࡃࡇ࡜ࡀồࡵࡽࢀࡿࠋࡘࡲࡾࠊᩍᖌ⮬㌟ࡀ The selfregulated teacher ࡜࡞ࡾᏛ⩦⪅ྛࠎࡢㄆ▱ⓗ࡞ព࿡࡛ࡢ‽ഛᗘ࡜᝟ពⓗ࡞ព࿡࡛ࡢ‽ഛᗘࢆࣔࢽࢱ࣮ࡋࠊẁ㝵࡟ᛂࡌࡓ㐺ษ࡞㔞࡜㉁ࡢᨭ᥼ࢆࡍࡿࡇ࡜࡛࠶ࡿ (Nakata, 2014)ࠋ
ゝ࠸᥮࠼ࢀࡤࠊⱥㄒຊ࡟㛵ࢃࡽࡎࠊᏛ⩦⪅ྛࠎࢆᩍᐊ࡛ࡢᏛࡧ࡟࠾࠸࡚ࠕఱ࠿ࢆᏛࢇ
࡛࠸ࡿࠖ࡜࠸࠺㐩ᡂឤࢆឤࡌࡿࡼ࠺ᑟࡃᨭ᥼࡛࠶ࡿࠋ
 Brophy (2004) ࡣࠊ᭱㏆᥋Ⓨ㐩㡿ᇦࡢᴫᛕ (Tarp & Gallimore, 1988) ࡟ᇶ࡙ࡁࠊᏛ⩦⪅ࡢࣞࢹ࢕ࢿࢫࡢᢕᥱࡢ࠶ࡾࡼ࠺ࢆࠕ᝟ពⓗ࡞ព࿡࡛ࡢ௚⪅࠿ࡽࡢᨭ᥼ࢆᚲせ࡜ࡋ࡚࠸ࡿ࠿ࠖࠕᏛ⩦࡟ࡘ࠸࡚ᨭ᥼ࢆᚲせ࡜ࡋ࡚࠸ࡿࡢ࠿ࠖࡢ㸰ࡘࡢほⅬ࠿ࡽㄽࡌ࡚࠸ࡿࠋࡇࡢ
᪉ྥᛶ࡟ྠㄪࡋࡘࡘࡶࠊᅗ㸱 (Nakata, 2014) ࡛ࡣࠊ⦪㍈࡛ࡣᏛ⩦᪉␎➼ࡢㄆ▱ⓗ࡞㊊ሙ᥃ࡅࠊᶓ㍈࡛ࡣࠕ⯆࿡↓ࡋࠖ࠿ࡽࠕᴦࡋ࠸ࠖ࡬ࠊ༢࡟ࠕᴦࡋ࠸ࠖ࠿ࡽࠕ㞴ࡋ࠸ࡀࠊᣮ
ᡓⓗ࡛౯್ࡀ࠶ࡿࠖ࡜ᛮ࠼ࡿࡼ࠺࡞᝟ពⓗ࡞㊊ሙ᥃ࡅࢆẁ㝵ⓗ࡟ᥦ᱌ࡋ࡚࠸ࡿࠋࡘࡲ
ࡾࠊ⦪㍈࡛ࡣࠕᏛ⩦ෆᐜࡀ⌮ゎ࡛ࡁࡿ⛬ᗘࠖ࡟ࡘ࠸࡚ࡢ㸰ࡘࡢẁ㝵 (‘Not able to learn’,‘Able to learn’) ࢆ♧ࡋࡘࡘࠊᶓ㍈࡛ࡣࠕ᝟ព㠃࡟࠾ࡅࡿືᶵ࡙ࡅࡢ㉁ࡢ⛬ᗘࠖࢆ♧ࡍ㸱ࡘࡢẁ㝵 (‘No interest’, ‘fun/enjoyable’, ‘fun/enjoyable’ and ‘meaningful/worthwhile’) ࢆᥦ♧ࡋ࡚࠸ࡿࡢ࡛࠶ࡿࠋ᭱㏆᥋Ⓨ㐩㡿ᇦ࡟ᇶ࡙࠸࡚௚⪅࠿ࡽࡢᨭ᥼ࡀ୙せ࠿࡝࠺࠿ࢆุ᩿
ࡍࡿࡢ࡛ࡣ࡞ࡃࠊᏛ⩦⪅࡟ᛂࡌࡓ⮬ᕫㄪᩚᏛ⩦ࢆᨭ᥼ࡍࡿࡓࡵࠊᚲせ࡟ᛂࡌ࡚ᩍ࠼㎸ࡳࡸࢡࣛࢫ࣮࣒ࣝࡢ⟶⌮ࢆࡍࡿ authoritarian manager ࠿ࡽᏛ⩦⪅ࡢᣮᡓࢆᨭ᥼ࡍࡿ

1111୰⏣ ㈡அ

facilitator ࡬࡜ࡑࡢᙺ๭ࢆኚ໬ࡉࡏࡿ࡞࡝ࠊẁ㝵࡟ᛂࡌ࡚ᨭ᥼ࡢ㉁ࢆኚ࠼ࡿࡇ࡜ࡢᚲせᛶࢆㄝ࠸࡚࠸ࡿ㸦Three stages of self-regulated learning (Nakata, 2010) ࢆཧ↷ࡉࢀࡓ࠸㸧ࠋ ᅗ㸱ࡢࡶ࠺୍ࡘࡢ≉ᚩࡣࠊ᝿ᐃࡉࢀࡿ⤖ᯝࢆᥦ♧ࡍࡿࡇ࡜࡛㸦ሬࡾ₽ࡋ⟠ᡤ㸧ࠊᚲせ࡜ࡉࢀࡿᨭ᥼ࢆ♧၀ࡋ࡚࠸ࡿࡇ࡜࡛࠶ࡿࠋ౛࠼ࡤࠊⱥㄒຊࡶ࡞ࡃⱥㄒ᎘࠸ࡢᏛ⩦⪅ࡣࠊ
‘No interest/Not able to learn’ࡢ⠊␪࡟ධࡿࡀࠊࡑࡢࡼ࠺࡞Ꮫ⩦⪅࡟ࡣࠊࡲࡎࡣ ‘fun,enjoyable’࡜ឤࡌࡿࡼ࠺࡞⤒㦂ࢆࡉࡏࡓ࠸ࠋ⡆༢࡞ㄢ㢟࡛ࡶࡼ࠸ࡢ࡛ small success ࢆ✚ࡳ㔜ࡡࠊࠕฟ᮶ࡓ!ࠖ࡜ᛮ࠼ࡿࡼ࠺㐩ᡂឤࢆ࿡ྜࢃࡏࡓ࠸ࠋฟ᮶ࡓ࡜ࡁࡣࠊ⮬ศࡢຊ࡛ฟ
᮶ࡓࡢࡔ࡜࠸࠺ࡇ࡜ࢆఏ࠼⮬ᕫຠຊឤࢆ㧗ࡵࡓ࠸ࠋࡲࡎࡣࠊࡇࡢࡼ࠺࡞ࠕฟ᮶ࡓ࠿ࡽ
ᴦࡋ࠸ࠖ࡜࠸࠺ࢧ࢖ࢡࣝࢆ⤒㦂ࡉࡏࡿࡇ࡜࡛ࠊࢭࣝࣇ࣭ࣁࣥࢹ࢕࢟ࣕࢵࣆࣥࢢഴྥࡢ
ࡓࡵ⮬ศࡢⱥㄒᏛ⩦ࡢྍ⬟ᛶࢆ㐺ษ࡟ุ᩿࡛ࡁ࡞࠸Ꮫ⩦⪅ࢆᨭ᥼ࡍࡿࡇ࡜ࡀᚲせ࡛࠶ࢁ࠺ࠋࡑࢀ࡟ࡣࠊᩍᖌ୍ேࡀࡑࡢᏛ⩦⪅࡟ᑐࡋ࡚ࡑࡢࡼ࠺࡞ᑐᛂࢆࡍࡿ࡜࠸࠺ࡼࡾࡶࠊ
ᩍᐊ඲య࡛⏕ᚐྠኈࡀࡑࡢࡼ࠺࡞ᑐᛂࡀฟ᮶ࡿᩍᐊᩥ໬ࢆࡘࡃࡿࡇ࡜ࡀᚲせ࡛࠶ࢁ࠺ࠋ

Motivational scaffolding (small success, personal relevance)䚷䚷䚷䚷䚷䚷䚷䚷䚷䚷䚷䚷䚷䚷䚷䚷䚷䚷䚷䚷䚷䚷䚷㻌㻌㻌䚷㻯㼛㼓㼚㼕㼠㼕㼢㼑㻌㻿㼏㼍㼒㼒㼛㼘㼐㼕㼚㼓㻌㻔㼘㼍㼚㼓㼡㼍㼓㼑㻌㼘㼑㼍㼞㼚㼕㼚㼓㻌㼟㼠㼞㼍㼠㼑㼓㼕㼑㼟㻕

Low motivational
readiness

A level of motivational
readiness

High motivational readiness

Low cognitive readiness

Low cognitive readiness

Low cognitive readiness

Extremely limited outcome Limited outcome
Low motivational
readiness
A level of cognitive
readiness
Limited outcome

A level of motivational
readiness
A level of cognitive
readiness
High outcome for a limited
amount of time

Potential high long-lastingoutcomeHigh motivational readinessHigh cognitive readinessHigh long-lasting outcomeᅗ㸱㸸 A model of motivational and cognitive scaffolding (Nakata, 2014)1212ࠕእᅜㄒᏛ⩦ືᶵ࡙ࡅ◊✲ࠖ෌⪃㸸౯್࡙ࡅࡢᴫᛕ

‘No interest/Able to learn’ࡢ⠊␪࡟ධࡿᏛ⩦⪅ࡣࠊ࠶ࡿ⛬ᗘࡢᏛຊࡣ࠶ࡿࡀࠊⱥㄒᏛ⩦࡟⯆࿡ࡀ࡞࠸ࡓࡵࠊࡑࡢᡂᯝࡣ㝈ᐃⓗ࡞⪅࡟࡞ࡿྍ⬟ᛶࡀ࠶ࡿࠋࡇࡢࡼ࠺࡞Ꮫ⩦⪅࡟ࡣࠊࡲࡎࡣⱥㄒᏛ⩦ࡀࠕᴦࡋ࠸ࠖ࡜ᛮ࠼ࡿ⤒㦂ࢆ✚ࡲࡏࠊḟ➨࡟ࠕ㞴ࡋ࠸ࡀ౯್ࡀ࠶ࡿࠖ
࡜ឤࡌࡿࡇ࡜ࡢฟ᮶ࡿ⤒㦂ࢆ✚ࡲࡏࡿᚲせࡀ࠶ࡿࠋ‘Fun, Enjoyable/Able to learn’ࡢ⠊␪࡟ධࡿᏛ⩦⪅ࡣࠊ࠶ࡿ⛬ᗘࡢⱥㄒຊࡣ࠶ࡿࡀᏛ⩦ࡢᮏᙜࡢ౯್ࢆෆᅾ໬ࡋ࡚࠸࡞࠸ẁ㝵࡛࠶ࡿࡢ࡛ࠊ┠ᶆࡀ㐩ᡂࡋࡓᚋࡣᏛ⩦ࢆ⥅⥆ࡋ࡞࠸ࡇ࡜ࡀ᝿ᐃࡉࢀࡿࠋⱥㄒᏛ⩦ࢆ⥅⥆ࡍࡿୖ࡛ࡣࠊᵝࠎ࡞ᅔ㞴ࡀ࠶ࡿࠋࠕᴦࡋ࠸ࠖ࡜ᛮ࠼ࡿ⤒㦂ࢆ⥅⥆ࡍࡿࡢࡣᐜ᫆࡞ࡇ
࡜࡛࡞࠸ࡀࠊࡑࡢ୰࡛ࡶᏛ⩦ࡋ࡚࠸ࡅࡿࡼ࠺࡟ࠕ㞴ࡋ࠸ࡀ࡞ࢇ࡜࠿࡛ࡁࡓࠖ
ࠕⅬᩘࡣప࠿ࡗࡓࡀࠊฟ᮶࡞࠿ࡗࡓ⌮⏤ࡀศ࠿ࡗࡓࠋࡲࡓࢳࣕࣞࣥࢪࡋࡓ࠸ࠖ࡜ᛮ࠼ࡿࡼ࠺࡟ᑟ
ࡁࡓ࠸ࠋ‘Fun, enjoyable/Meaningful, worthwhile’ࡢືᶵ࡙ࡅࡢ⛬ᗘࢆ♧ࡋࡘࡘࡶࠊ‘Not
able to learn’࡜࠸࠺Ꮫ⩦⪅ࡶ࠸ࡿࡔࢁ࠺ࠋࡇࡢࡼ࠺࡞Ꮫ⩦⪅ࡣࠊᏛ⩦ࡢ᪉ἲࡉ࠼ᩍ࠼࡚
ࡸࢀࡤࠊ⥅⥆ࡋ࡚Ꮫ⩦ࡍࡿࡼ࠺࡟࡞ࡾࠊ⮬ᚊⓗ࡞Ꮫ⩦⪅࡟࡞ࡿྍ⬟ᛶࡀ࠶ࡿࠋ ᩍᖌࡀࠊᏛ⩦⪅ྛࠎ࡟㐺ࡋࡓᨭ᥼ࢆ᪋ࡍࡇ࡜࡛ࠊᏛ⩦⪅ࡣࢢ࣮ࣝࣉ࣭࣮࣡ࢡࡸ࣌
࢔࣭࣮࣡ࢡ࡟࠾࠸࡚௚ࡢᏛ⩦⪅࡟ࡶྠࡌᨭ᥼ࢆࡍࡿࡼ࠺࡟࡞ࡿࠋࡘࡲࡾࠊᩍᖌ࠿ࡽᏛ
⩦⪅࡟࠾ࡇ࡞ࡗ࡚࠸ࡓ㊊ሙ᥃ࡅࡀࠊࡑࡢᏛ⩦⪅࠿ࡽ௚ࡢᏛ⩦⪅࡬ࡢ㊊ሙ᥃ࡅ࡬ࠊࡦ࠸
᥃ࡅ࡚ࡣᏛ⩦⪅ࡀᩍᖌࢆᨭ᥼ࡍࡿ࡜࠸࠺ࡼ࠺࡞ࠊ㊊ሙ࠿ࡅࡢ㌿⛣ࠊゝ࠸᥮࠼ࢀࡤࠊ┦஫ࡢ㊊ሙ᥃ࡅࡀྍ⬟࡟࡞ࡿᩍᐊ⎔ቃࡀ⏕ࡲࢀࡿࡢ࡛࠶ࡿ㸦୰⏣, 2015a㸧ࠋືᶵ࡙ࡅࡢᩍᐊᩥ໬
‘We never educate directly, but indirectly by means of the environment.’ (1916, p. 19)
100 ᖺ๓࡟ᩍ⫱ဴᏛ⪅ John Dewey ࡀࠗẸ୺୺⩏࡜ᩍ⫱࡛࠘㏙࡭ࡓゝⴥ࡛࠶ࡿࠋࡇࡢゝⴥࡣືᶵ࡙ࡅࡢᮏ㉁ࢆࡘ࠸࡚࠸ࡿࠋࡘࡲࡾࠊᩍᖌࡢᙺ๭ࡣࠊ⏕ᚐࡢືᶵ࡙ࡅࡀ㧗ࡲࡿࡼ࠺࡞ᨭ᥼ࢆࡍࡿᩍ⫱ⓗ࡞⎔ቃࢆ๰ࡾฟࡍࡇ࡜࡛࠶ࡿ (Nakata, 2006; Ushioda, 1996)ࠋ
Brophy (2004) ࡣᩍᐊ࡟࠾ࡅࡿືᶵ࡙ࡅࡢ᮲௳࡟ࡘ࠸࡚ࠊḟࡢࡼ࠺࡟ࡘ࠸࡚㏙࡭࡚࠸ࡿࠋ

1313୰⏣ ㈡அ

ືᶵ࡙ࡅࡢ᮲௳ࢆᩚ࠼ࡿ࡟ࡣࠊᩍᐊࡢ୰࡟Ꮫ⩦ࢥ࣑ࣗࢽࢸ࢕࣮ࢆ☜❧ࡋࠊࡑࢀࢆ⥔ᣢࡍࡿᚲせࡀ࠶ࡿࠋࡘࡲࡾࠊᩍᖌ࡜⏕ᚐ࡜ࡢᜉാసᴗ࡟ࡼࡗ࡚ࡘࡃࡽࢀࡿࠊ⏕ᚐࡀᏛࡪࡇ࡜࡟୺║ࢆ࠾ࡃࡇ࡜ࡢ࡛ࡁࡿ⎔ቃ [⏕ᚐࡢ Engagement ࢆྍ⬟࡟ࡍࡿᩍᐊᩥ
໬] ࡛࠶ࡿࠋ⏕ᚐࡀࡑࡢព⩏࡜ᛂ⏝ࡢྍ⬟ᛶࢆ⌮ゎ࡛ࡁࡿࡼ࠺࡟ࠊᏛࡪ౯್ࡢ࠶ࡿ
஦᯶ࢆ࣒࢝ࣜ࢟ࣗࣛࡢ୰ᚰ࡟ᤣ࠼ࡘࡘࠊᏛ⩦ෆᐜࢆ⤌ࡳ❧࡚ࡿᚲせࡀ࠶ࡿࠋ(p. 26)

 ືᶵ࡙ࡅࡢᩍᐊᩥ໬ࡣࠊ⮬ᚊᛶಁ㐍ࢆᨭ᥼ࡍࡿᩍᐊ⎔ቃ࡟ࡼࡾ㔊ᡂࡉࢀࡿ (Reeve
2006, 2011)ࠋࡑࢀࡣ⏕ᚐ࡟ఱ࡛ࡶ⮬⏤࡟Ꮫ⩦ࡉࡏࡿ࡜࠸࠺ព࿡࡛ࡣ࡞ࡃࠊᩍᖌࡀᵝࠎ࡞ไ⣙ࡢ୰࡛ࡶࠊᮃࡲࡋ࠸࡞ࡽࡤᤵᴗᙧែࡀᙧᘧⓗ࡛࠶ࡗ࡚ࡶࠊ⏕ᚐࡢ⮬ᚊᛶ(autonomy) ࡀ㧗ࡲࡾᏛ⩦࡟ᚑ஦ (engagement) ࡍࡿࡼ࠺࡟࡞ࡿ⎔ቃࡢࡇ࡜࡛࠶ࡿ (OgaBaldwin & Nakata, 2015)ࠋ⮬ᕫㄪᩚᏛ⩦ࢆಁ㐍ࡍࡿࡓࡵࡢึᮇẁ㝵࡛ࡣࠊᩍᖌࡀᤵᴗࡢ
structure ࢆ㔜どࡋ authoritarian manager ࡜ࡋ࡚ᤵᴗࢆ㐠Ⴀࡋࡘࡘࡶࠊ⮬ᚊᛶᨭ᥼ࡢ⎔ቃ(autonomy supportive environment) ࢆࡘࡃࡾࡔࡍࡇ࡜ࡣྍ⬟࡛࠶ࡿ (Nakata, 2010)ࠋ
 ࡇࡢࡼ࠺࡞ືᶵ࡙ࡅࡢᩍᐊᩥ໬ࡀࠊᩍ⫱ᚰ⌮Ꮫࡸᛂ⏝ゝㄒᏛ࡛ࡶᗈࡃ᥼⏝ࡉࢀ࡚࠸ࡿ⮬ᕫỴᐃពᛮㄽࡢࡳ࡞ࡽࡎࠊᩍᐊ࡟࠾ࡅࡿ⏕ᚐྠኈࡢࡘ࡞ࡀࡾ࣭ᩍᖌ࡜⏕ᚐࡢಙ㢗㛵ಀ࣭⮬ᕫຠຊឤ࡞࡝㛗ᖺࡢᩍᖌ࡜ࡋ࡚ࡢᩍ⫱ᐇ㊶࡟ᇶ࡙࠸࡚⦎ࡾୖࡆࡽࢀࡓ✄ᒸࡢ⌮ㄽ࡟ࡶඹ㏻ࡋ࡚ࡳࡽࢀࡿࡇ࡜ࡣࠊὀ┠࡟್ࡍࡿ㸦⾲㸯㸧ࠋ⾲㸯⮬ᕫỴᐃពᛮㄽ (Deci & Ryan, 1985)
࣭Autonomy (⮬ศࡢ⾜ືࡸ┠ᶆࢆ⮬ศ࡛㑅ᢥࡋࡓ࠸࡜࠸࠺⮬ᚊᛶࡢḧồ)
࣭Competence (⮬㌟ࡀࠕ࡛ࡁࡿࠖࡇ࡜ࢆ☜ㄆࡋࠊ⮬ಙࢆᣢ࡚ࡓ࡜ࡁពḧࡀ㧗ࡲࡿ᭷⬟ឤ)
࣭Relatedness (௚⪅࡜㛵ࢃࡾࠊ♫఍࡟ᡤᒓࡋ࡚࠸ࡿឤぬࢆ⤒㦂ࡋࡓ࠸࡜࠸࠺㛵ಀᛶࡢḧồ)
My English Teaching Theory (✄ᒸ, 2015)
࣭Safe environment㸦ᒃሙᡤࡢ࠶ࡿᏛࡧሙ㸧
࣭Feeling of belonging㸦ࠕ୍ேࡌࡷ࡞࠸ࠖ࡜࠸࠺ᡤᒓឤ㸧
࣭Feeling of self-affirmation㸦⮬ᕫ⫯ᐃឤ㸧
࣭The spirit of love㸦⏕ᚐ࡜ࡘ࡞ࡀࡾࢆᣢࡘᩍᖌ㸧

14

14ࠕእᅜㄒᏛ⩦ືᶵ࡙ࡅ◊✲ࠖ෌⪃㸸౯್࡙ࡅࡢᴫᛕ

ࡇࡢࡼ࠺࡞⎔ቃࡀฟ᮶ୖࡀࡿ࡜ࠊ⏕ᚐ࠿ࡽᩍᖌࠊ⏕ᚐྠኈࠊ⏕ᚐ࠿ࡽᩍᖌ࡬ࡢ㊊ሙ᥃ࡅࡢ㸱ࡘࡀᡂ❧ࡍࡿࡼ࠺࡟࡞ࡿ㸦୰⏣, 2015a㸧
ࠋࡘࡲࡾࠊReeve (2006) ࡀᣦ᦬ࡋࡓࡼ࠺
࡟ࠊ⏕ᚐࡢືᶵ࡙ࡅ࡜ᩍᐊ⎔ቃ࡟ࡣ┦஫౫Ꮡࡢ㛵ಀࡀ࠶ࡿࡢ࡛࠶ࡿࠋ ࡇࡢࡇ࡜ࡣྠ᫬࡟ࠊḟࡢ㸰ࡘࡢࡇ࡜ࢆ♧၀ࡋ࡚࠸ࡿࠋ୍ࡘࡣࠊᩍᖌࡶᵝࠎ࡞ไ⣙࡜ᑐヰࡍࡿࡔࡅࡢຊ㔞ࢆ㌟࡟ࡘࡅࡿᚲせࡀ࠶ࡿ࡜࠸࠺ࡇ࡜࡛࠶ࡿࠋࡶ࠺୍ࡘࡣࠊືᶵ࡙
ࡅࡢᩍᐊᩥ໬ࡢ㔊ᡂ࡟ࡣࠊᏛ⩦⪅ࡢࡳ࡞ࡽࡎࠊᩍᖌ࡟ࡶ୍ᐃࡢ⿢㔞ࡀㄆࡵࡽࢀ࡚࠸ࡿ
ࡇ࡜ࡀ๓ᥦ࡛࠶ࡿࡇ࡜࡛࠶ࡿࠋࡑ࠺࡛࡞࠸࡞ࡽࡤࠊࡓࡔไ⣙ࡢࡳࡀᏑᅾࡋࠊ⤖ᯝ࡜ࡋ࡚ࠕᏛ⩦⪅ࢆືᶵ࡙ࡅࡿ࡜࠿⮬ᚊᛶࢆ㧗ࡵࡿࠖ࡜࠸࠺ࢫ࣮ࣟ࢞ࣥࡢࡳࡀ୍ேṌࡁࡍࡿࡇ࡜࡟࡞ࡾࠊᩍᐊ࡟ືᶵ࡙ࡅࡢᩥ໬ࢆ㔊ᡂࡍࡿࡇ࡜ࡣᅔ㞴࡛࠶ࢁ࠺ࠋ ኱Ꮫ࡟࠾࠸࡚ࡣࠊᖖ࡟ᡂᯝࡀồࡵࡽࢀࠊ⤫୍ᩍᮦ࣭⤫୍ࢸࢫࢺ࡞࡝↓ᩘࡢไ⣙ࡀ࠶ࡾࠊ኱Ꮫ࡛ࡢㄒᏛᩍ⫱ࢆྲྀࡾᕳࡃ⎔ቃࡣࠊ኱ኚཝࡋ࠸ࡶࡢࡀ࠶ࡿࠋࡑࢀࡀୖグࡢ
cognitive scaffolding ࡦ࠸࡚ࡣ motivational scaffolding ࡟⧅ࡀࡿࡼ࠺࡛࠶ࡿ࡞ࡽࡤࠊࡑࢀ
ࡣᏛ⩦⪅ࡢᡂ㛗ࢆᨭ᥼ࡋ࡚࠸ࡿࡇ࡜࡟࡞ࡿࠋࡋ࠿ࡋࠊࡑࢀࢆྍ⬟࡟ࡍࡿࡢࡣࠊᩍᖌ⮬ࡽࡀ⮬㌟ࡢᩍᐊ࡟ືᶵ࡙ࡅࡢᩥ໬ࢆ㔊ᡂ࡛ࡁ࡚࠸ࡿ࠿࡝࠺࠿ࠊࡲࡓ administrator ࡀࠊᩍᖌࡀ୺యⓗ࡟ࡑࢀࡒࢀࡢᩍᐊࡢືᶵ࡙ࡅࡢᩥ໬ࡢ㔊ᡂ࡛ࡁࡿࡼ࠺࡞ᨭ᥼ࢆࡍࡿࡇ࡜࡛
࠶ࡿࠋࡘࡲࡾࠊ⏕ᚐ࣭Ꮫ⏕ࡣᏛ⩦⪅࡜ࡋ࡚ࠊࡲࡓᩍᖌࡣᩍ⫱⪅࡜ࡋ࡚ࡢ⾜Ⅽ୺య⪅࡟࡞ࢀࡿࡼ࠺࡞ࠊDewey (1916) ࡀᥦၐࡋࡓࠕᩍ⫱࡟࠾ࡅࡿẸ୺୺⩏ⓗ࡞⎔ቃࠖࡀ☜ಖ࡛ࡁ࡚࠸ࡿ࠿࡝࠺࠿࡛࠶ࡿࠋ♫఍࡟ࡣᚲせ࡞ᵝࠎ࡞ไ⣙ࡀ࠶ࡿࡀࠊࡑࡢไ⣙ࡀ♫఍࡟࡜ࡗ࡚ព࿡ࡢ࠶ࡿࡶࡢ࡛࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࡋࠊᩍᖌࡣࡑࢀࡽࡢไ⣙࡜஺΅ࡋࡘࡘࡶࠊ⮬ࡽࡢᩍᐊ࡟ࡑࢀࡒࢀࡢᏛ⩦⪅࡟࡜ࡗ࡚Ꮫࡪࡇ࡜ࡢ࡛ࡁࡿᒃሙᡤࠊࡘࡲࡾẸ୺୺⩏ⓗ࡞ᩍ⫱⎔ቃࢆࡘࡃࡽࡡࡤ࡞ࡽ࡞࠸ࠋ࠾ࢃࡾ࡟ ᮏ✏࡟࠾࠸࡚ࡣࠊ⌮ㄽ࡜ᐇ㊶ࡢ┦஫స⏝ࢆྍ⬟࡟ࡍࡿືᶵ࡙ࡅ◊✲ࡢ඲ㇺࢆᾋࡁ᙮ࡾ࡟ࡋࡼ࠺࡜ࡋࡓヂ࡛ࡣ࡞࠸ࠋࡴࡋࢁࠊ౯್࡙ࡅࡢᴫᛕࢆᇶ࡟ࠊ⌮ㄽ࡜ᐇ㊶ࡢ┦஫స1515୰⏣ ㈡அ

⏝ࢆྍ⬟࡟ࡍࡿືᶵ࡙ࡅ◊✲ࢆ⾜࠺ୖ࡛ࡢ୍ࡘࡢᇶ┙࡜࡞ࡿࡶࡢࢆᥦ౪ࡍࡿࡇ࡜࡛ࠊ
ᑐᴟ࡟࠶ࡿࡼ࠺࡞ືᶵ࡙ࡅ◊✲ࢆࡍࡿே࡟ࡶࡑࡢ఩⨨࡙ࡅࢆ⌮ゎࡍࡿୖ࡛ࡢຓࡅ࡜࡞
ࡾࠊືᶵ࡙ࡅ◊✲࡟㛵୚ࡋ࡚࠸ࡿ◊✲⪅࣭ᐇ㊶⪅࣭ᩍᖌᩍ⫱⪅ࡢᑐヰࢆಁ㐍ࡋࡼ࠺࡜ࡋࡓ࡜ࡇࢁ࡟ࠊᮏ✏ࡢ୺᪨ࡀ࠶ࡿࠋࡋ࠿ࡋࠊᙜ↛ࡢࡇ࡜࡞ࡀࡽࠊࡇࢀࡽࡢືᶵ࡙ࡅࡢ
ഃ㠃ࡣࠊᩍ⫱ⓗ♧၀ࢆక࠸ࡘࡘࡶࠊෆᐜࡢጇᙜᛶࡢ᳨ド㸦ᙧᘧࡢࡳ࡞ࡽࡎᮏ㉁㸧
ࠊ⤒㦂ࡢࡳ࡞ࡽࡎᴫᛕㄝ᫂ࡶྵࢇࡔୖ࡛ࠊ㐺ษ࡞ศᯒ࡟ᇶ࡙ࡃᐇドࢹ࣮ࢱ࡟ࡼࡾ⿬௜ࡅࡽࢀ
࡞ࡅࢀࡤ࡞ࡽ࡞࠸㸦୰⏣࣭ኳ᰿, 2014㸧ࠋືᶵ࡙ࡅࡢ࡝ࡢഃ㠃ࢆᑐ㇟࡜ࡍࡿ࡟ࡏࡼࠊ⣧⢋࡞⯆࿡㛵ᚰ࡟ࡘ࠸࡚⮬ࡽ࡟ၥ࠸⥆ࡅࡘࡘࠊ◊✲ᑐ㇟ࢆ⤠ࡾ㎸ࡳࠊ㐺ษ࡞◊✲ᡭἲࢆ㑅ᢥࡋࡓୖ࡛⾜ࢃࢀࡿࠊࡑࡢࡼ࠺࡞ືᶵ࡙ࡅ◊✲ࡀቑ࠼ࡿࡇ࡜ࢆ㢪ࡗ࡚ࡸࡲ࡞࠸ࠋ௒
ᚋࡢ᪥ᮏ࡟࠾ࡅࡿእᅜㄒᏛ⩦ືᶵ࡙ࡅ◊✲ࡢືྥࢆぢࡘࡘࠊࡲࡓ⮬㌟ࡶ᣺ࡾ㏉ࡾࡘࡘࠊ➹⪅ࡶḟࡢ 10 ᖺࡢືᶵ࡙ࡅ◊✲ࡢ㐨ࡢࡾࢆṌ࠸࡚࠸ࡁࡓ࠸ࠋ

ὀ㸨ᮏ✏ࡣࠊ2015 ᖺᗘ኱Ꮫⱥㄒᩍ⫱Ꮫ఍㛵すᨭ㒊࡛ࡢࢩ࣏ࣥࢪ࣒࢘ࡢⓎ⾲ෆᐜ࡟ᇶ࡙ࡁࠊ
ຍ➹ಟṇࢆࡋࡓࡶࡢ࡛࠶ࡿࠋ
1.

ᅗ㸰࠾ࡼࡧᅗ㸱࡟ࡘ࠸࡚ࡣࠊᮏ✏࡟࠾ࡅࡿ㌿㍕チㅙࢆ TESL Canada Journal ࠾ࡼࡧ
SiSAL Journal ࠿ࡽࡑࢀࡒࢀ㡬࠸ࡓࠋ

2.

Learner autonomy ࡜ self-regulated language learning ࡢ㛵ಀ࡟ࡘ࠸࡚ࡣࠊNakata (2014)ࢆཧ↷ࡉࢀࡓ࠸ࠋ

3.

」㞧ᛶ⌮ㄽ࡜࢔ࢡࢩࣙࣥࣜࢧ࣮ࢳࡢ㛵ಀ࡟㛵ࡋ࡚ࡣ Sampson (2011)ࠊ ♫఍ᵓᡂ୺⩏ㄽ࡜」㞧ᛶ⌮ㄽ࡜ࡢ㛵ಀ࡟ࡘ࠸࡚ࡣ୰⏣ (forthcoming) ࢆཧ⪃࡟ࡉࢀࡓ࠸ࠋ

ཧ⪃ᩥ⊩✄ᒸ❶௦ (2015) ࠕ୰Ꮫᰯ࡟࠾ࡅࡿᩍᐊෆⱥㄒ࡜Ꮫ⩦⪅࣮࢜ࢺࣀ࣑࣮ࠖ୰⏣㈡அ㸦⦅㸧ࠗ⮬ศ࡛Ꮫࢇ࡛࠸ࡅࡿ⏕ᚐࢆ⫱࡚ࡿ—Ꮫ⩦⪅࣮࢜ࢺࣀ࣑࣮࡬ࡢᣮᡓ࠘ࡦࡘࡌ᭩ᡣ,57-69.

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ࠕእᅜㄒᏛ⩦ືᶵ࡙ࡅ◊✲ࠖ෌⪃㸸౯್࡙ࡅࡢᴫᛕ

୰⏣㈡அ (2014) ࠕ⮬ᕫㄪᩚᏛ⩦ࡀእᅜㄒᏛ⩦࡟ࡶࡓࡽࡍࡶࡢ—Ꮫ⩦⪅࣭ᩍᤵ⪅࣭ᩍᐊࡢほⅬ࠿ࡽࠖᒣᒸಇẚྂ㏣᝚ㄽᩥ㞟⦅㞟ጤဨ఍㸦⦅㸧ࠗ➨ 2 ゝㄒ⩦ᚓ◊✲࡜ⱥㄒᩍ⫱ࡢᐇ㊶◊✲ ࠘㛤㝯ᇽ, 29-40.
୰⏣㈡அ (⦅) (2015a) ࠗ⮬ศ࡛Ꮫࢇ࡛࠸ࡅࡿ⏕ᚐࢆ⫱࡚ࡿ—Ꮫ⩦⪅࣮࢜ࢺࣀ࣑࣮࡬ࡢ
ᣮᡓ࠘ࡦࡘࡌ᭩ᡣ
୰⏣㈡அ (2015b) ࠕ⮬ᚊⓗᏛ⩦⪅ࢆ⫱࡚ࡿ➨୍Ṍ࡜ࡋ࡚ࡢືᶵ࡙ࡅࠖ
ࠗⱥㄒᩍ⫱࠘➨ 64
ᕳ➨ 2 ྕ, 29-31.
୰⏣㈡அ (forthcoming) ࠕእᅜㄒᏛ⩦࡟࠾ࡅࡿືᶵ࡙ࡅࢆᤊ࠼┤ࡍ—」㞧ᛶࡢᛮ⪃—ࠖࠗ㛵ᮾ⏥ಙ㉺ⱥㄒᩍ⫱Ꮫ఍ㄅ࠘➨ 30 ྕ୰⏣㈡அ࣭ኳ᰿ဴ἞ (2014) ࠕⱥㄒᩍ⫱࡟࠾ࡅࡿ⏕ᚐࡢືᶵ࡙ࡅ◊✲࡟ᑐࡍࡿ♧၀ࠖࠗゝㄒ⾲⌧◊✲࠘➨ 30 ྕ, 27-40.
୰⏣㈡அ ᮌᮧ⿱୕ ඵᓥᬛᏊ (2003)ࠕⱥㄒᏛ⩦࡟࠾ࡅࡿືᶵ௜ࡅ㸸ከᵝ࡞࢔ࣉ࣮ࣟࢳ
࡟ྥࡅ࡚ࠖ
ࠗJACET 㛵す⣖せ࠘➨㸵ྕ, 1-20.
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JACET Kansai
Kansai Journal,(2016)©JACET
Kansai
Chapter
JACET
Journal,18,
18,21-35.
21-35.
(2016)©JACET
Kansai
Chapter
ISSN1880-2281
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ISSN

Printedin inJAPAN.
PrintedJAPAN.

➨஧ゝㄒືᶵ࡙ࡅࡣ࡝ࡢࡼ࠺࡟ኚ໬ࡍࡿࡢ࠿㸸」㞧⣔⌮ㄽ࠿ࡽࡢ࢔ࣉ࣮ࣟࢳ 1ᣂᄙ ੌ
ฬฎደቇ㒮ᄢቇ
ߪߓ߼ߦᔃߪേំߒ‫ࠅ⼔ޔ߈߼ࠊߑޔ‬㔍ߊ‫ޔ‬೙ߒ㔍޿‫⧷ޕ‬⍮ߩ޽ࠆੱߪߎࠇࠍ⋥ߊߔࠆ‫ޕ‬ᑿ⍫⡯ੱ߇⍫ᨩࠍ⋥ߊߔࠆࠃ߁ߦ
‫ޠ࠳ࡄࡑࡦ࠳ޟ‬ ‫ߪߣޠ࠳ࡄࡑࡦ࠳ޟ‬ේᆎ⊛ߥ੽ౖߩ৻ߟߢ޽ࠆ߇‫ߩ⪲⸒ߩߎޔ‬ਛߦേᯏߠߌߩᧄ⾰߇฽߹ࠇߡ޿ࠆ
ࠃ߁ߦᕁࠊࠇࠆ‫ߩߜߚ⑳ޕ‬ᔃߩ৻ㇱߢ޽ࠆേᯏߠߌߪ‫ޔ‬Ᏹߦᄌൻߒ‫ࠇ᥸ߪߦᤨޔ‬㚍ߩࠃ߁ߦỗߒߊំࠇേ޿ߡ޿ࠆ‫ޕ‬Ᏹߦᄌൻߔࠆ߽ߩࠍࠦࡦ࠻ࡠ࡯࡞ߔࠆߎߣߪ㔍ߒ޿߇‫߫ࠇߔ߁ߤޔ‬ఝࠇߚᑿ⍫⡯ੱ߇⍫ᨩࠍ⋥ߊߔࠆࠃ߁ߥ⧷⍮޽ࠆ⁁ᘒߦ೔㆐ߔࠆߎߣ߇ߢ߈ࠆߩߛࠈ߁߆‫ߴߔޔ߇ߣߎߩߎߊࠄߘ߅ޕ‬ߡߩേᯏߠߌ⎇ⓥ⠪߇⋡ᜰߒߡ޿ࠆߎߣߢ޽ࠈ߁‫ߢ߹ࠇߎޕ‬᭽‫ߥޘ‬ᣇᴺߢ╙ੑ⸒⺆ቇ⠌ߩേᯏߠߌߦ
ߟ޿ߡ⎇ⓥߐࠇߡ߈ߚ߇‫ᧄޔ‬Ⓜߢߪߘߩਛߩ৻ߟߩ᦭ᦸߥࠕࡊࡠ࡯࠴ߣߒߡㄭᐕᄢ߈ߥᵈ⋡ࠍ㓸߼ߡ޿ࠆⶄ㔀♽ℂ⺰ߦߟ޿ߡ⺑᣿ߒߡ޿ߊ‫ޕ‬‫ⶄޟ‬㔀♽ℂ⺰‫ߪߣޠ‬ ‫ⶄޟ‬㔀♽‫ߦޠ‬㑐ㅪߔࠆℂ⺰ߪ‫ࡓ࠹ࠬࠪࠢ࠶ࡒ࠽ࠗ࠳ޟ‬ℂ⺰ Dynamic Systems Theory ‫ޠ‬㧔de Bot et al.,2007㧕‫ⶄޟ‬㔀ᕈℂ⺰ Complexity Theory ‫ޠ‬㧔Larsen-Freeman & Cameron, 2008㧕‫ޟ‬ഃ⊒ਥ⟵ Emergentism ‫ޠ‬㧔Ellis & Larsen-Freeman, 2006㧕ߥߤ᭽‫ࠇߙࠇߘޕࠆ޽ޘ‬ዋߒὶὐ߇⇣ߥࠆ߇‫ⶄ߽ࠇߕ޿ޔ‬㔀ߥ♽ߩ߰ࠆ߹޿ࠍᝒ߃ࠃ߁ߣߒߡ޿ࠆὐߢ౒ㅢߒߡ޿ࠆ‫ޕ‬


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ᣂᄙ ੌ

ⶄ㔀ߥ⃻⽎̅‫ࠗ࡜ࡈ࠲ࡃޟ‬ലᨐ‫ޠ‬ ਎⇇ߪⶄ㔀ߥ⃻⽎ߢḷࠇߡ޿ࠆ‫ޕ‬ฎౖ⊛ߥⶄ㔀♽⃻⽎ߣߒߡߪ᳇⽎ߩ߰ࠆ߹޿߇ᐢߊ⍮ࠄࠇߡ޿ࠆ‫ޕ‬ ᐕઍߦ᳇⽎ቇ⠪ߩࠛ࠼ࡢ࡯࠼࡮ࡠ࡯࡟ࡦ࠷ߪࠦࡦࡇࡘ࡯࠲ߢ෻ᓳઍ౉ᣇ⒟ᑼࠍ૶ߞߚᄤ᳇੍᷹ࠍ
ⴕߞߡ޿ߚ‫ޕ‬ᒰᤨߩࠦࡦࡇࡘ࡯࠲ߪ⃻࿷ߩࠃ߁ߦಣℂ⢻ജ߇㜞ߊߥ޿ߚ߼‫ᤨߪ࠷ࡦ࡟ࡠޔ‬㑆ࠍ▵⚂ߒࠃ߁ߣዊᢙὐએਅࠍಾࠅᝥߡߡ⸘▚ࠍⴕߞߡߺߚ‫⚿ޕ‬ᨐߦࠊߕ߆ߥ⺋Ꮕ߇↢߹ࠇࠆߎߣߪᗐቯߒߡ޿
ߚ߇‫ޔ‬ታ㓙ߦߪᗐ௝ࠍ㆔߆ߦ⿥߃ࠆ㆑޿߇↢ߓߚ‫ޔࠅ߹ߟޕ‬ೋᦼ୯ߩᓸᅱߥᏅ⇣߇ᣇ⒟ᑼߩਛߢ෻ᓳ
ߒߡઍ౉ߐࠇࠆᐲߦჇ᏷ߒ‫ޔ‬᳇⽎ࠪࠬ࠹ࡓో૕ߦᄢ߈ߥᓇ㗀ࠍਈ߃ߚߩߢ޽ࠆ‫ޕ‬᳇⽎ߪ‫ޔ‬᳇᷷‫ޔ‬㘑ജ‫ޔ‬᳇࿶ߥߤ᭽‫߇⚛ⷐߥޘ‬੕޿ߦᓇ㗀ࠍਈ߃ว߁ⶄ㔀ߥ♽ߢ޽ࠆ‫ߩࠇߙࠇߘޕ‬㗄⋡ߪࠊߕ߆ߥ㆑޿ߢ޽ߞ
ߡ߽੕޿߇ᓇ㗀ࠍਈ߃ว޿‫ᤨޔ‬㑆⚻ㆊߣߣ߽ߦᄢ߈ߥᄌൻࠍ߽ߚࠄߔߎߣ߇޽ࠆ‫ߩⲔޔߪ⽎⃻ߩߎޕ‬⠀߫ߚ߈߇㆙ߊ㔌ࠇߚ࿾⃿ߩⵣ஥ߢᄢⷙᮨߥ┥Ꮞࠍ⿠ߎߔㅺ⹤߆ࠄ‫ࠗ࡜ࡈ࠲ࡃޟ‬ലᨐ‫ ޠ‬the butterfly
effects ߣ๭߫ࠇߡ޿ࠆ‫⑼ޕ‬ቇᛛⴚ߇⊒㆐ߒߚ⃻ઍߦ߅޿ߡ߽‫ߩࠅ߆߫ߚߒ↢⊒ޔ‬บ㘑߇ߎࠇ߆ࠄߤߩ
ࠃ߁ߥㅴ〝ࠍขࠆ߆‫৻ߚ߹ޔ‬ㅳ㑆ᓟߩ᳇⽎ߩ⁁ᘒࠍᱜ⏕ߦ੍᷹ߔࠆߎߣ߽◲නߢߪߥ޿‫ޕ‬ห᭽ߩⶄ㔀ߥ⃻⽎ߪ‫ߩ࠻࠶ࠤ࡯ࡑޔ‬ᩣଔߩᄌേ߿ᷰࠅ㠽ߩ✬㓌ߥߤ‫ޔ‬ᚒ‫ࠍޘ‬ขࠅᏎߊ᭽‫ߥޘ‬႐㕙ߢ⷗ࠄࠇࠆ߇‫ޔ‬ߎ߁ߒߚ⃻⽎߇ߥߗ⿠ߎࠆߩ߆‫߫ࠇߔ߁ߤߚ߹ޔ‬ኻಣߢ߈ࠆߩ߆⎇ⓥߔࠆߩ߇ⶄ㔀♽ℂ⺰ߢ޽ࠆ‫ޕ‬‫ⶄޟ‬㔀ߢേ⊛ߥ♽‫ߪߣޠ‬㧫 ╙ੑ⸒⺆⠌ᓧ Second Language Acquisition: SLA ಽ㊁ߢߪ‫ޔ‬ㄭᐕ✚⒓ߣߒߡ‫ⶄޟ‬㔀ߢേ⊛ߥ♽‫ޠ‬complex dynamic systems ߣ޿߁⸒⪲߇૶ࠊࠇࠆߩߢ‫ߩ⪲⸒ߩߎޔ‬ᗧ๧ࠍዋߒ⹦ߒߊ⷗ߡ޿ߎ߁‫ޕ‬ ߹ߕ‫♽ޟ‬㧔ࠪࠬ࠹ࡓ㧕‫ࠆ޽ޔߪߣޠ‬㑐ଥᕈ߿ⷙೣᕈࠍᜬߟ᭽‫ࠄ߆⚛ⷐߥޘ‬᭴ᚑߐࠇࠆ߭ߣ߹ߣ߹ࠅ
ࠍᜰߔ‫ޕ‬りㄭߥ଀ࠍ޽ߍࠇ߫‫ޔ‬ળ␠⚵❱߽‫ޔ߽ࡦ࡚ࠪ࡯ࡔ࡯ࠜࡈߩ࡯ࠞ࠶ࠨޔ‬៤Ꮺ㔚⹤߽᭽‫⚛ⷐߥޘ‬߆ࠄᚑࠅ┙ߟࠪࠬ࠹ࡓߢ޽ࠆ‫ࠍࡓ࠹ࠬࠪߩࠄࠇߎޕ‬᭴ᚑߔࠆ৻ߟ৻ߟߩⷐ⚛㧔଀߃߫‫ޔ‬ᓥᬺຬ‫࠶ࠨޔ‬ࠞ࡯ࡊ࡟ࠗࡗ࡯‫ޔ‬ඨዉ૕ㇱຠߥߤ㧕ߪන⁛ߢߪᗧ๧߇ߥߊ‫᦭ߣ⚛ⷐߩઁޔ‬ᯏ⊛ߦㅪ៤ߒߡೋ߼ߡߘࠇ
ߙࠇߩᓎഀࠍᨐߚߒࠪࠬ࠹ࡓో૕ߦ⽸₂ߔࠆ‫ޕ‬ቇᩞߩࠢ࡜߽ࠬ‫↢ޔ‬ᓤ‫ޔ‬ᢎᏧ‫ޔ‬᭽‫ߥޘ‬ᢎቶߩ⸳஻ߥߤ
߆ࠄ᭴ᚑߐࠇ‫߇ࠇߙࠇߘޔ‬੕޿ߦᓇ㗀ࠍਈ߃ว޿ߥ߇ࠄ߭ߣߟߩࠪࠬ࠹ࡓࠍᒻᚑߒߡ޿ࠆ‫ޔߦࠄߐޕ‬ቇᩞߪߚߊߐࠎߩࠢ࡜ࠬ߆ࠄ᭴ᚑߐࠇࠆ৻ߟߩᄢ߈ߥࠪࠬ࠹ࡓߢ޽ࠅ‫ߩࠬ࡜ࠢߚ߹ޔ‬ਛߩ৻ੱ৻ੱߩ
↢ᓤ߽᭽‫⚛ⷐߥޘ‬㧔⧷⺆ജ‫ޔ‬േᯏߠߌ‫⺆⸒ޔ‬ㆡᕈߥߤ㧕߆ࠄᚑࠆ৻ߟߩࠪࠬ࠹ࡓߣᝒ߃ࠆߎߣ߇ߢ߈

2222╙ੑ⸒⺆േᯏߠߌߪߤߩࠃ߁ߦᄌൻߔࠆߩ߆㧦ⶄ㔀♽ℂ⺰߆ࠄߩࠕࡊࡠ࡯࠴

ࠆ‫ߩࡓ࠹ࠬࠪޔࠅ߹ߟޕ‬᭴ᚑⷐ⚛ߪࠨࡉࠪࠬ࠹ࡓߢ޽ࠅ‫ߣࡓ࠹ࠬࠪߩ࡞ࡌ࡟ߩઁߪࠇߙࠇߘޔ‬੕޿ߦᓇ㗀ࠍਈ߃޽޿ߥ߇ࠄ‫ޔ‬ᄢ߈ߥࠪࠬ࠹ࡓࠍ᭴ᚑߒߡ޿ࠆ㧔࿑㧝㧕
‫ޕ‬



࿑㧝 ቇᩞ̅ࠢ࡜ࠬ̅↢ᓤߩࠪࠬ࠹ࡓߩࡀ࠶࠻ࡢ࡯ࠢ ᰴߦ‫ⶄޟ‬㔀ߥ♽‫ߡ޿ߟߦޠ‬⠨߃ߡߺࠃ߁‫ⶄޕ‬㔀 complex ߦ㘃ૃߒߚ⺆ߣߒߡ‘complicated’ ㄟߺ౉ߞߚ ߇޽ࠆ߇‫ⶄޔ‬㔀ߢ޽ࠆߎߣߣㄟߺ౉ߞߡ޿ࠆߎߣߪᧄ⾰⊛ߦ⇣ߥߞߡ޿ࠆ‫ޕ‬ㄟߺ౉ߞߚ⁁ᘒߪⶄ㔀ߢ޽ࠆࠃ߁ߦ⷗߃ߡ‫ৼߦ߁ࠃߩ♻ߚࠇߟ߽ޔ‬ካߦ⸃߈߶ߋߒߡ޿ߊߣಽ⸃น⢻ߢ޽ࠆ‫ߢ߹ࠇߎޕ‬5.# ⎇ⓥߢߪㆶరਥ⟵⊛ߥࠕࡊࡠ࡯࠴ reductionism ߇ਥᵹࠍභ߼ߡ߈ߚ߇‫╙ߪࠄࠇߎޔ‬ੑ⸒⺆⠌ᓧࠍ৻ߟ৻ߟߩⷐ⚛ߦㆶరน⢻ߥ‫ޟ‬ㄟߺ౉ߞߚ⃻⽎‫৻ޕࠆ޿ߡ߃ᝒߣߛޠ‬ᣇ‫ⶄޔ‬㔀ߥ♽ߢߪ᭴ᚑⷐ⚛ࠍㇱಽߦಽߌߡ߽ߘߩᧄ⾰ࠍ⸃᣿ߔࠆߎߣߪߢ߈ߥ޿‫↢ߩੱ৻ੱ৻ߩࠬ࡜ࠢࠆ޽ޔ߫߃଀ޕ‬ᓤࠍℂ⸃ߔࠆߛߌߢߪߘߩࠢ࡜ࠬో૕ߩ․ᓽࠍᝒ߃ࠆߎߣߪߢ߈ߥ޿‫↢ߩੱ৻ੱ৻ޕ‬ᓤ‫ޔ‬ᢎᏧ‫ޔ‬ᢎቶߥߤ᭽‫ⷐߥޘ‬⚛߇੕޿ߦᓇ㗀ࠍਈ߃⋧੕૞↪ߔࠆߎߣߢࠢ࡜ࠬో૕ࠍഃࠅ಴ߒߡ޿ࠆ‫ޕ‬ ߹ߚ‫ޟ‬േ⊛ߥ♽ dynamic systems ‫ᤨޔߪߦޠ‬㑆⚻ㆊߣߣ߽ߦࠪࠬ࠹ࡓో૕߇ᄌൻߔࠆᗧ๧߇฽߹ࠇ
ߡ޿ࠆ‫ߩ᦬ ޔ߫߃଀ޕ‬᝼ᬺ㐿ᆎᤨᦼߪᵴ᳇߇ߥ߆ߞߚࠢ࡜ࠬ߇‫ᤨޔ‬㑆⚻ㆊߣߣ߽ߦା㗬ᗵ߇㜞߹ࠅ৻૕ᗵߩ޽ࠆ㔓࿐᳇߇↢߹ࠇߡߊࠆߎߣ߇޽ࠆ‫৻ߚࠇ߹↢ߊ߆ߞߖޕ‬૕ᗵߪߜࠂߞߣߒߚ಴᧪੐߇߈
ߞ߆ߌߢߔߋߦ៊ߥࠊࠇߡߒ߹߁ߎߣ߽޽ࠆ‫ⶄޕ‬㔀ߥ♽ߦ‫ᤨޔ‬㑆ゲ߇ടࠊࠆߎߣߢ‫ߩࡓ࠹ࠬࠪߩߘޔ‬߰ࠆ߹޿ࠍℂ⸃ߔࠆߎߣߪࠃࠅ৻ጀ㔍ߒߊߥࠆ‫ޔߦ߁ࠃߩߎޕ‬‫ⶄޟ‬㔀ߢേ⊛ߥ♽‫⚛ⷐߪޠ‬㑆ߩⶄ㔀ߥ⋧੕૞↪߇Ᏹߦᄌൻߒߥ߇ࠄ᭽‫ࠍ⽎⃻ߥޘ‬ഃ⊒ߐߖߡ޿ࠆߩߢ޽ࠆ‫ޕ‬


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᪂ከ ஢

」㞧⣔ࡢ⌧㇟ ඛ࡟⤂௓ࡋࡓࣂࢱࣇࣛ࢖ຠᯝࡢ௚࡟ࡶࠊ」㞧⣔࡟ࡣᵝࠎ࡞⌧㇟ࡀ࠶ࡿࡇ࡜ࡀ▱ࡽࢀ࡚࠸ࡿ㸦ヲࡋࡃ
ࡣ de Bot et al., 2007; Dörnyei, 2009a, Dörnyei et al. 2015; Larsen-Freeman & Cameron, 2008 ࡞࡝ࢆཧ↷㸧ࠋࡇࡇ࡛ࡣࠊ6/$ ◊✲඲⯡࡟኱ࡁࡃ㛵ࢃࡿ㸱ࡘࡢ⌧㇟Ѹࠕ㠀⥺ᙧⓎ㐩ࠖࠊࠕ࢔ࢺࣛࢡࢱ࣮ࠖ࡜ࠕ⮬ᕫ⤌⧊໬ࠖࠊࠕ┦㌿⛣ࠖ̾࡟ࡘ࠸࡚➹⪅ࡽࡢࡇࢀࡲ࡛ࡢ◊✲ࢆཧ↷ࡋ࡞ࡀࡽㄝ᫂ࡋ࡚࠸ࡃࠋ
㠀⥺ᙧⓎ㐩
 」㞧⣔⌮ㄽࡣࠕኚ໬ࠖࢆᤊ࠼ࡼ࠺࡜ࡍࡿⅬ࡟኱ࡁ࡞≉ᚩࡀ࠶ࡿࠋኚ໬ࢆᤊ࠼ࡿࡓࡵ࡟ࡣࠊࡇࢀࡲ࡛
ࡶ Pre-post design㸦ࡲࡓࡣ two-wave design㸧࡜࿧ࡤࢀࡿ᪉ἲ࡛㛗ᮇⓗ◊✲ࡀ⾜ࢃࢀ࡚ࡁࡓࠋࡇࢀࡣࠊ
౛࠼ࡤ㸿࡜࠸࠺᫬Ⅼ࡛Ꮫ⩦⪅ࡢືᶵ࡙ࡅࢆ ᐃࡋࠊḟ࡟  ᖺᚋࡢ㹀࡜࠸࠺᫬Ⅼ࡛෌ࡧ ᐃࡍࡿ᪉ἲ࡛
࠶ࡿࠋᅗ㸰ࡢࡼ࠺࡟㸿࠿ࡽ㹀࡟ᩘ್ࡀቑຍࡋ࡚࠸ࢀࡤࠊࡇࡢ㛫Ꮫ⩦⪅ࡢືᶵ࡙ࡅࡣ┤⥺ⓗ࡟ቑຍࡋࡓ
࡜௬ᐃࡉࢀࡿࠋ

12
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4
2
0
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ᅗ㸰 Pre-post design ࢆ౑ࡗࡓ㛗ᮇⓗ◊✲⤖ᯝࡢ౛ ࡇࢀ࡟ᑐࡋ࡚ࠊ」㞧⣔⌮ㄽ࡛ࡣ multi-wave design ࡜࿧ࡤࢀࡿ᪉ἲࢆ౑࠺ࡇ࡜ࡀࡋࡤࡋࡤ࠶ࡿࠋࡇࢀ
ࡣࣅࢹ࢜᧜ᙳࡢࡼ࠺࡟㸿࠿ࡽ㹀ࡢࠕ㛫ࠖࡶ ᐃࡋࡼ࠺࡜ࡍࡿ᪉ἲ࡛࠶ࡿࠋPre-post design ࡣࠕኚ໬ࡋ
ࡓ࠿࡝࠺࠿ࠖࢆㄪᰝࡍࡿࡇ࡜ࢆ┠ⓗ࡜ࡋ࡚࠸ࡿࡀࠊmulti-wave design ࡣࠕ࡝ࡢࡼ࠺࡟ኚ໬ࡋࡓ࠿ࠖᤊ
࠼ࡿࡇ࡜ࢆ┠ⓗ࡜ࡋ࡚࠸ࡿࠋᐇ㝿࡟ࡇࡢ᪉ἲ࡛ ᐃࡍࡿ࡜ࠊ඲ࡃ␗࡞ࡿⓎ㐩ࣃࢱࣥࡀぢࡽࢀࡿྍ⬟ᛶࡀ࠶ࡿࠋᅗ㸱ࡢ㸰ࡘࡢࢢࣛࣇࡣࠊ㸿࠿ࡽ㹀ࡢ  Ⅼ࡛ቑຍࡋࡓ࡜࠸࠺Ⅼ࡛ࡣඹ㏻ࡋ࡚࠸ࡿࡀࠊᕥ࡜ྑࡢ

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➨஧ゝㄒືᶵ࡙ࡅࡣ࡝ࡢࡼ࠺࡟ኚ໬ࡍࡿࡢ࠿㸸」㞧⣔⌮ㄽ࠿ࡽࡢ࢔ࣉ࣮ࣟࢳ

ࢢࣛࣇࢆẚ࡭ࡿ࡜ࡑࢀࡒࢀࡢኚ໬ࡀᣢࡘព࿡ࡀ඲ࡃ␗࡞ࡿࠋᕥࡢࢢࣛࣇ࡛ࡣᙜึᛴ⃭࡟ቑຍࡋࡓᚋࡣ
೵⁫ࡋࠊ᭱ᚋࡣῶᑡࡋ࡚࠸ࡿࠋࡘࡲࡾࠊ$ ࠿ࡽ % ࡬ቑຍࡋࡓࡇ࡜ࡔࡅ࡛ࡣ࡞ࡃࠊࡑࡢᚋࡢኚ໬࡟ࡶὀ
┠ࡍࡿᚲせࡀ࠶ࡿࡔࢁ࠺ࠋ୍᪉ྑࡢࢢࣛࣇ࡛ࡣࡎࡗ࡜೵⁫ࡋ࡚࠸ࡓ್ࡀ᭱ᚋ࡟ᛴ࡟ቑຍࡋ࡚࠸ࡿࠋࡇ
ࡢሙྜࡣࠊࡇࡢᛴ⃭࡞ቑຍࡀᮏ㉁ⓗ࡞ኚ໬ࢆ♧ࡍࡶࡢ࠿ࠊ࠶ࡿ࠸ࡣఱࡽ࠿ࡢ࿘㎶ⓗ࡞せᅉࡀാ࠸࡚࠸
ࡿ࠿࡟ࡘ࠸࡚ࡶ᳨ドࡀᚲせ࡛࠶ࡿࠋ

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A

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 ᅗ㸱 Multi-wave design ࢆ౑ࡗࡓ㛗ᮇⓗ◊✲⤖ᯝࡢ౛ 㠀⥺ᙧⓎ㐩ࡢ౛࡜ࡋ࡚ Nitta & Baba (2014)ࡢ◊✲ࢆ⤂௓ࡍࡿࠋࡇࡢ◊✲࡛ࡣ᪥ᮏࡢ኱Ꮫࡢᤵᴗ࡟࠾
࠸࡚ᐇ᪋ࡋࡓⱥㄒࣛ࢖ࢸ࢕ࣥࢢࡀ୍ᖺ㛫㸦 㐌㸧࡝ࡢࡼ࠺࡟ኚ໬ࡋࡓ࠿ㄪᰝࢆ⾜ࡗࡓࠋᏛ⏕ࡓࡕࡣẖ㐌୚࠼ࡽࢀࡓ㸱ࡘࡢࢺࣆࢵࢡ࠿ࡽ୍ࡘࢆ㑅ࡧ  ศ㛫ⱥㄒࣛ࢖ࢸ࢕ࣥࢢάືࢆ⾜ࡗࡓࠋ㞟ࡵࡽࢀࡓࢹ
࣮ࢱࡣࠊὶᬸࡉࠊ⤫ㄒⓗ」㞧ࡉࠊㄒᙡⓗ」㞧ࡉࢆ♧ࡍᵝࠎ࡞ᣦᶆࢆ⏝࠸࡚ศᯒࢆ⾜ࡗࡓࠋᅗ㸲ࡣࡑࡢ୰࠿ࡽ࠶ࡿࢡࣛࢫ඲యࡢὶᬸࡉ㸦 ศ㛫࠶ࡓࡾࡢ⏘ฟㄒᩘ㸸⃰࠸ࢢ࣮ࣞࡢ⥺㸧࡜⤫ㄒⓗ」㞧ࡉ㸦୍ᩥ࠶ࡓࡾࡢㄒᩘࡢᖹᆒ್㸸ⷧ࠸ࢢ࣮ࣞࡢ⥺㸧ࡢኚ໬ࢆ♧ࡋࡓࡶࡢ࡛࠶ࡿࠋ஧ࡘࡢ್ࡣ㠀⥺ᙧኚ໬ࢆ♧ࡋ࡚࠸ࡿࡀࠊ㛗ᮇⓗ࡟ࡣ୍ᐃࡢࣃࢱࣥࢆᤊ࠼ࡿࡇ࡜ࡀ࡛ࡁࡿࠋ౛࠼ࡤࠊὶᬸࡉࡢᣦᶆ㸦ⷧ࠸ࢢ࣮ࣞ㸧ࡣ 㐌┠ࡲ࡛ቑຍഴྥ࡟࠶ࡿࡀࠊࡑࡢᚋࡣ೵⁫ࡋ࡚࠸ࡿࡢ࡟ᑐࡋ࡚ࠊ」㞧ࡉࡢᣦᶆ㸦⃰࠸ࢢ࣮ࣞ㸧ࡣ≉࡟ᚋ༙࡟࡞ࡗ࡚ୖ᪼ࡋ࡚࠸ࡿࠋࡘࡲࡾࠊࡇࡢࢡࣛࢫࡢᏛ⏕ࡓࡕࡢࣛ࢖ࢸ࢕ࣥࢢࡣࠊࡲࡎὶᬸࡉࡀⓎ㐩ࡋࠊࡑࡢᚋ⤫ㄒⓗ」㞧ࡉࡀⓎ㐩ࡋ࡚࠸ࡗࡓࡇ࡜ࡀࢃ࠿ࡿࠋ
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ᣂᄙ ੌ࿑㧠 ⧷⺆࡜ࠗ࠹ࠖࡦࠣߩᵹᥰߐߣᢥᴺ⊛ⶄ㔀ߐߩ৻ᐕ㑆ߩᄌൻ㧔Nitta & Baba, 2014 ࠃࠅ㧕 ߎߩࠃ߁ߦ⧷⺆ജߩᄌൻߪ㕖✢ᒻߦ⊒㆐ߔࠆߚ߼⍴ᦼ⊛ߥᄌൻࠍ੍᷹ߔࠆߎߣߪ㔍ߒ޿߇‫ޔ‬㐳ᦼ⊛ߥᄌൻߩࡄ࠲ࡦߪᝒ߃ࠆߎߣ߇ߢ߈ࠆ‫ޕ‬㐳ᦼ⊛⊒㆐ࡄ࠲ࡦߩࡔࠞ࠾࠭ࡓߦ㑐ࠊࠆߩ߇‫ޔ‬ᰴߦ⚫੺ߔࠆ‫⥄ޟߣޠ࡯࠲ࠢ࡜࠻ࠕޟ‬Ꮖ⚵❱ൻ‫ޕࠆ޽ߢޠ‬‫⥄ޟߣޠ࡯࠲ࠢ࡜࠻ࠕޟ‬Ꮖ⚵❱ൻ‫ޠ‬ ↢ᓤߚߜߩ⧷⺆ቇ⠌ߦኻߔࠆേᯏߠߌߪᏱߦំࠇേ߈‫ߦᤨޔ‬ᄢ߈ߊᄌൻߔࠆߎߣ߇޽ࠆ‫ޕ‬ᄢቇߢᜂᒰߒߡ޿ࠆቇ↢ߚߜࠍⷰኤߒߡ޿ࠆߣ᭽‫ߥޘ‬ᄌൻߦ᳇ߠߊߎߣ߇޽ࠆ‫ࠅ߹޽ߢ߹ࠇߎޔ߫߃଀ޕ‬᝼ᬺߦᾲᔃߢߪߥ߆ߞߚቇ↢߇‫ޔ‬૗߆ࠍ߈ߞ߆ߌߦ⓭ὼ߿ࠆ᳇߇㜞߹ߞߚ߆ߣᕁ߁ߣ‫ߚ߹ߡߒߊࠄ߫ߒޔ‬రߩ⁁ᘒߦᚯߞߡߒ߹߁‫ޕ‬෻ኻߦ‫߽ߟ޿ޔ‬ᾲᔃߥቇ↢ߪ৻ᤨ⊛ߦ߿ࠆ᳇ࠍ༚ᄬߔࠆߎߣ߇޽ߞߡ߽‫ޔ‬ᤨ㑆߇⚻ߟߣ߹ߚరߩ৻↢ ๮ߥ⁁ᘒߦᚯߞߡ޿ߊ‫ޔߦ߁ࠃߩߎޕ‬⍴ᦼ⊛ߦߪỗߒߊᄌൻߒߡ߽‫ޔ‬㐳ᦼ⊛ߦߪ቟ቯ⊛ߥ⁁ᘒߦᒁ߈ነߖࠄࠇࠆ⃻⽎ߪ‫ ࡯࠲ࠢ࡜࠻ࠕޟ‬attractor ‫ߣޠ‬๭߫ࠇߡ޿ࠆ‫ޕ‬ ቟ቯ⊛ߥࠕ࠻࡜ࠢ࠲࡯ߩ⁁ᘒߦ⥋ࠆㆊ⒟ߪ‫⥄ޟ‬Ꮖ⚵❱ൻ self-organization ‫ߣޠ‬๭߫ࠇࠆ‫ޕ‬‫❱⚵ޟ‬ൻ‫ޠ‬ߣߪ‫⁁ࠆ޽ޔ‬ᘒߦኻߔࠆ⚻㛎୯߇⫾Ⓧߐࠇࠆߎߣߢ‫ߩࡓ࠹ࠬࠪޔ‬⒎ᐨൻ߇ㅴⴕߒᰴ╙ߦ቟ቯ⁁ᘒߦะ߆߁ࡊࡠ࠮ࠬࠍᜰߔ‫⥄ޔ߫߃଀ޕ‬േゞ఺⸵ࠍขߞߚ߫߆ࠅߩ㗃ߪㆇォߦᘠࠇߡ޿ߥ޿ߚ߼‫ߣߞࠂߜޔ‬ߒߚ㇎㝷㧔หਸ਼⠪߆ࠄߩ⹤ߒ߆ߌ߿៤Ꮺ㔚⹤ߩ๭߮಴ߒ㖸ߥߤ㧕߇౉ࠆߣㆇォ߇ਇ቟ቯߦߥࠅ߇ߜߛ
߇‫⚻ޔ‬㛎ࠍⓍ߻ߎߣߢᰴ╙ߦ቟ቯߒߚㆇォ߇ߢ߈ࠆࠃ߁ߦߥࠆ‫৻ޕ‬ᣇ‫ޔ‬‫⥄ޟ‬Ꮖ‫ߥ߁ࠃߩߎޔߪޠ‬⍮⼂26
26

╙ੑ⸒⺆േᯏߠߌߪߤߩࠃ߁ߦᄌൻߔࠆߩ߆㧦ⶄ㔀♽ℂ⺰߆ࠄߩࠕࡊࡠ࡯࠴

߿ࠬࠠ࡞ߩ⒎ᐨൻࡊࡠ࠮ࠬ߇‫⥄ޟ‬ᓞ⊛ߦ‫ߦ․ޕࠆ޿ߡߒ␜ࠍߣߎࠆߎ⿠ޠ‬ᗧ࿑ߒߥߊߡ߽‫ޔ‬૗ᐲ߽ㆇォࠍߊࠅ㄰ߔߎߣߢ‫⥄ޔ‬ὼߣㆇォ⠪ߘࠇߙࠇߩㆇォࠬ࠲ࠗ࡞߇⏕┙ߐࠇߡ޿ߊ‫ޕ‬ ⥄Ꮖ⚵❱ൻࡊࡠ࠮ࠬ߇ᆎ߹ࠆ೨‫ࠆࠁࠄ޽ߪࡓ࠹ࠬࠪޔ‬ᣇะߦᄌൻߔࠆน⢻ᕈࠍ᦭ߒߡ޿ࠆ‫ޕ‬ᷙᴋߣߒߚਇ቟ቯߢᄌൻߒ߿ߔ޿⁁ᘒ߆ࠄ⥄Ꮖ⚵❱ൻ߇ᆎ߹ࠅ‫ޔ‬ᰴ╙ߦ․ቯߩ⁁ᘒߦᒁ߈ነߖࠄࠇߡ޿ߊ‫ޕ‬଀߃߫ᣂቇᦼߩᦨೋߩ᝼ᬺߩ೨‫ޔ‬ቇ↢ߚߜߪߤࠎߥ᝼ᬺ߇ᆎ߹ࠆ߆‫ᦼޔ‬ᓙߣਇ቟߇౉ࠅ੤ߓߞߚ᳇ᜬ
ߜߢᢎᏧߩ೔⌕ࠍᓙߞߡ޿ࠆ‫ޔߡߞ߇ߚߒޕ‬᝼ᬺ㐿ᆎᒰೋߪቇ↢ߚߜߩ᝼ᬺߦኻߔࠆേᯏߠߌߪ޽ࠄ
ࠁࠆᣇะߦᄌൻߒ߿ߔ޿⁁ᘒߦ޽ࠆ‫߇ࠇߘޕ‬ᢙㅳ㑆⚻ߜ‫ޔ‬ᢎᏧߩੱᨩ߇ࠊ߆ࠅ᝼ᬺᣇᴺ߽ࠊ߆ߞߡߊ
ࠆߣ‫ߩߘޔ‬᝼ᬺߦኻߔࠆᆫ൓߇ᰴ╙ߦ࿕ቯൻߔࠆ‫ࠆ޽ޕ‬ቇ↢ߩࠕ࠻࡜ࠢ࠲࡯߇᝼ᬺߦኻߒߡᅢᗧ⊛ߥ߽ߩߢ޽ࠇ߫‫৻ޔ‬ᐲ߁߹ߊ޿߆ߥ޿᝼ᬺ߇޽ߞߡ߽‫ߩߘޔ‬᝼ᬺߦኻߔࠆା㗬ᗵߪំࠆ߇ߥ޿ߛࠈ߁‫ޕ‬෻ኻߦ‫ޔ‬᝼ᬺߦ⌀೶ߦขࠅ⚵߹ߥ޿ࠕ࠻࡜ࠢ࠲࡯ߩ⁁ᘒ߇⏕┙ߒߡߒ߹߁ߣ‫ࠆ߿ߦ⊛ᤨ৻ޔ‬᳇ࠍ಴ߔߎߣ߇޽ߞߡ߽‫ߚ߹ޔ‬రߩ⁁ᘒߦᒁ߈ᚯߐࠇߡߒ߹߁น⢻ᕈ߇㜞޿‫ޕ‬
 Nitta (2013)ߢߪ৻ᐕ㑆ߦࠊߚߞߡ⧷⺆ߩ᝼ᬺߦኻߔࠆേᯏߠߌߩᄌൻߦߟ޿ߡ⺞ᩏࠍⴕߞߚ‫ޕ‬ቇ↢ߚߜ㧔 ฬ㧕ߪᲤ࿁ߩ᝼ᬺߩᦨᓟߦߘߩᣣߩ᝼ᬺߦኻߒߡ㧟ߟߩ஥㕙 ‘enjoyment’‫ߩߤޟ‬⒟ᐲᭉߒࠎߛ߆‫ޠ‬‫‘ޔ‬effort’‫ߩߤޟ‬⒟ᐲദജߒߚ߆‫ޠ‬‫‘ޔ‬understanding’‫ߩߤޟ‬⒟ᐲౝኈࠍℂ⸃ߒߚ߆‫⹏ߡ޿ߟߦ ޠ‬ଔࠍⴕߞߚ‫ޕ‬࿑㧡ߪ‫ߜ߁ߩߎޔ‬ੑฬߩቇ↢ߩᄌൻࠍ␜ߒߡ޿ࠆ‫ޕ‬Ꮐߩࠣ࡜ࡈߢߪᦨೋߩ  ㅳ⋡㗃߹ߢߪ߆ߥࠅᄢ߈ߊᄌൻߒߡ޿ࠆ߇‫ࠇߘޔ‬એ㒠ߪ቟ቯߒߡ޿ߚߎߣ߇ࠊ߆ࠆ‫ޕ‬ฝߩࠣ࡜ࡈߪᓟඨߦߥߞߡ߽Ყセ⊛ᄢ߈ߊᄌൻߒߡ޿ࠆ߇‫৻ޔ‬ᐕࠍㅢߒߡ⷗ࠆߣᰴ╙ߦ਄᣹ߒ㜞޿ࠕ࠻࡜ࠢ࠲࡯ߩ⁁ᘒߦᒁ߈ነ
ߖࠄࠇߡ޿ߞߚߎߣ߇ࠊ߆ࠆ‫ޔߦ߁ࠃߩߎޕ‬⍴ᦼ⊛ߦߪ࡜ࡦ࠳ࡓߦᄌൻߒߡ޿ࠆࠃ߁ߦ⷗߃ߡ߽‫ޔ‬㐳ᦼ⊛ⷞὐߦ┙ߟߣ޽ࠆ⁁ᘒߦ෼ᢢߒߡ޿ߊߩ߇ࠕ࠻࡜ࠢ࠲࡯⃻⽎ߢ޽ࠆ‫ޕ‬


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ᣂᄙ ੌ

6
5.5
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Enjoyment

EffortUnderstanding

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Enjoyment

EffortUnderstanding࿑㧡 ᝼ᬺߦኻߔࠆേᯏߠߌߩᄌൻ㧔Nitta, 2013 ࠃࠅ㧕‫⋧ޟ‬ォ⒖‫ޠ‬ ࠕ࠻࡜ࠢ࠲࡯ߪ‫ⶄޔ‬㔀ߥ♽߇㐳ᦼ⊛ߦߪ޽ࠆ቟ቯߒߚ⁁ᘒߦᄌൻߒߡ޿ߊߎߣࠍ␜ߒߡ޿ࠆ߇‫ޔ‬ᄢ߈ߥᄌൻߪᲑ㓏⊛ߦ⿠ߎࠆߎߣ߽޽ࠇ߫‫ޔ‬㕖ㅪ⛯⊛ߦ⓭ὼ⿠ߎࠆߎߣ߽޽ࠆ‫ߩ⺆⧷ޕ‬ቇ⠌ࠍ⛯ߌߡ޿ߡ㗅⺞ߦฝ⢋਄߇ࠅߢᚑᨐ߇਄߇ࠆߎߣߪ߻ߒࠈ⒘ߢ‫߇߽⺕ޔ‬ദജࠍ⛯ߌߡ޿ߥ߇ࠄિ߮ᖠ߻ᤨᦼࠍ
⚻㛎ߔࠆ‫ޕ‬ოߦ߱ߟ߆ࠆߣ߿ࠆ᳇ࠍᄬ޿޽߈ࠄ߼ߡߒ߹߁ቇ↢߽޿ࠆ߇‫߽ߢࠇߘޔ‬㗎ᒛߞߡ⛯ߌߡ޿ࠆߣ޽ࠆᣣ⓭ὼᚑ㐳ࠍታᗵߢ߈ࠆ⍍㑆߇⸰ࠇࠆ‫ߦ߁ࠃߩߎޕ‬ᄌൻߩㆊ⒟ߢ㕖ㅪ⛯⊛ߦ⿠ߎࠆᄢ߈ߥ⾰⊛ᄌൻߪ‫⋧ޟ‬ォ⒖ phase shifts, phase transitions ‫ߣޠ‬๭߫ࠇߡ޿ࠆ‫ޕ‬ Baba & Nitta (2014)ߢߪ೨ㅀߣห᭽ߩ࡜ࠗ࠹ࠖࡦࠣ࠲ࠬࠢࠍ৻ᐕ㑆➅ࠅ㄰ߒታᣉߒߚ㓙ߦ‫ޔ‬ᵹᥰߐ28
28╙ੑ⸒⺆േᯏߠߌߪߤߩࠃ߁ߦᄌൻߔࠆߩ߆㧦ⶄ㔀♽ℂ⺰߆ࠄߩࠕࡊࡠ࡯࠴㧔 ಽ㑆޽ߚࠅߦᦠ޿ߚ⺆ᢙ㧕ߦ⋧ォ⒖߇⿠ߎࠆ߆ߤ߁߆⺞ᩏࠍⴕߞߚ‫⎇ߩߎޕ‬ⓥߢߪ⋧ォ⒖߇⿠ߎ
ߞߚߎߣࠍ␜ߔߚ߼ߦ᭽‫ߥޘ‬ᜰᮡࠍ↪޿ߡᬌ⸽ࠍⴕߞߚ߇‫ ߪߢߎߎޔ‬change point analysis ߣ๭߫ࠇࠆ
ࠪࡒࡘ࡟࡯࡚ࠪࡦߩᚻᴺࠍ↪޿ߡ⊒㆐ߦ sudden jumps㧔⓭ὼߩ〡べ㧕ࠍᝒ߃ߚࠤ࡯ࠬࠍ⚫੺ߔࠆ‫ޕ‬࿑㧢ߪ޽ࠆቇ↢ߩᵹᥰߐߦ߅޿ߡ㧟࿁ߩᄢ߈ߥᄌൻ߇߅ߣߕࠇߚߎߣࠍ␜ߒߡ޿ࠆ‫ޕ‬࿑㧢 Change point analysis ࠍ↪޿ߚ⋧ォ⒖㧔Baba & Nitta, 2014 ࠃࠅ㧕
 ⋧ォ⒖߇⿠ߎߞߚᤨ‫ޔ‬ቇ⠌⠪ߩౝㇱߢߪ╙ੑ⸒⺆ࠪࠬ࠹ࡓ߇ౣ᭴ᚑߐࠇ‫ޔ‬㜞ᰴߩࡄ࠲ࡦ߇‫ޟ‬ഃ⊒
emergence ‫ߣࠆߔޠ‬⠨߃ࠄࠇߡ޿ࠆ‫ߩߎޕ‬ቇ↢ߩ႐ว‫⋧ߩࠄࠇߎޔ‬ォ⒖߇⿠ߎߞߚ㗃߆ࠄࡄ࡜ࠣ࡜
ࡈߩ૞ࠅᣇ߇ᄌࠊࠆߥߤ‫ޔ‬᭽‫⊛⾰ߩࠣࡦࠖ࠹ࠗ࡜ߥޘ‬ᄌൻ߽ⷰኤߔࠆߎߣ߇ߢ߈ߚ‫ޕ‬ߥߗ‫ⶄޟ‬㔀♽ℂ⺰‫╙ࠄ߆ޠ‬ੑ⸒⺆േᯏߠߌࠍ⎇ⓥߔࠆߩ߆㧫 ᔕ↪⸒⺆ቇߩਛߢ߽‫╙ߦ․ޔ‬ੑ⸒⺆േᯏߠߌߦ㑐ߒߡⶄ㔀♽ℂ⺰ࠍ↪޿ߚ⎇ⓥ߇ᕆㅦߦᐢ߹ߞߡ޿
ࠆ‫ޕ‬ᄢ߈ߥℂ↱ߣߒߡ‫ ޔ‬ᐕઍએ㒠‫ޔ‬ᢎቶⅣႺߦ߅ߌࠆቇ⠌⠪ߩേᯏߠߌᄌൻࠍℂ⸃ߒࠃ߁ߣ᭽‫ޘ‬
ߥᣇᴺࠍᮨ⚝ߒߡ߈ߚὐ߇޽ߍࠄࠇࠆ㧔଀߃߫ Crookes & Schmidt, 1991; Dörnyei & Schmidt, 2001;
Williams & Burden, 1997㧕‫ޕ‬વ⛔⊛ߦߪ‫ޔ‬േᯏߠߌࠍᲧセ⊛቟ቯ⊛ߢ᛽⽎⊛ߥ߽ߩߣᝒ߃ࠆࡑࠢࡠߩⷞ
ὐ߆ࠄߩ⎇ⓥ߇ਥᵹࠍභ߼ߡ߈ߚ‫⾰ߪߢ࠴࡯ࡠࡊࠕߩߎޕ‬໧⚕ࠍ૶ߞߚᄢⷙᮨ⺞ᩏࠍታᣉߒ‫࠹ࡦࠦޔ‬ࠢࠬ࠻ߩᓇ㗀߿ᤨ㑆⚻ㆊߦ઻߁ᄌൻࠍ޽߹ࠅ⠨ᘦߒߥ޿ߩ߇৻⥸⊛ߢ޽ࠆ‫ޔ߫߃଀ޕ‬Gardner &Lambert (1972)ߩ integrativeness㧔⛔วᕈ㧕߿‫ޔ‬Dörnyei (2005, 2009b)ߩ ideal L2 self㧔ℂᗐߣߔࠆ╙ੑ⸒29
29ᣂᄙ ੌ

⺆૶↪⠪௝㧕ߥߤߩ᭎ᔨߪࡑࠢࡠ࡟ࡌ࡞ߩേᯏߠߌࠍᝒ߃ߚ᭎ᔨߢ޽ࠆ‫ޕ‬ േᯏߠߌࠍᄌൻߒߥ޿㕒⊛ߥ߽ߩߣ⠨߃ࠆߥࠄ߫‫↢߫ࠇߔ߁ߤޔ‬ᓤߚߜߩേᯏߠߌࠍ㜞߼ࠄࠇࠆ߆
߇ᦨᄢߩ㑐ᔃ੐ߣߥࠆ‫⃻ߒ߆ߒޕ‬ታߦߪേᯏߠߌߪ᭽‫ߦ⚛ⷐߥޘ‬ᓇ㗀ࠍฃߌߥ߇ࠄᏱߦᄌൻߒߡ޿ࠆ‫ޕ‬ߒߚ߇ߞߡ‫⃻ޔ‬႐ߩᢎᏧߦߣߞߡߪ↢ᓤߚߜߩേᯏߠߌ߇ߤߩࠃ߁ߦᄌൻߔࠆߩ߆‫߫ࠇߔ߁ߤߚ߹ޔ‬⛽ᜬߔࠆߎߣ߇ߢ߈ࠆ߆ࠍ⍮ࠆߎߣ߽ᄢಾߦߥߞߡߊࠆ‫ߥ߁ࠃߩߎޕ‬ਇ቟ቯߢᄌൻߒ߿ߔ޿ࡒࠢࡠ࡟
ࡌ࡞ߩേᯏߠߌߩᄌൻࠍℂ⸃ߔࠆߚ߼ߩ᦭ജߥࠕࡊࡠ࡯࠴ߣߒߡⶄ㔀♽ℂ⺰߇ᄢ߈ߥᵈ⋡ࠍ㓸߼ࠆࠃ߁ߦߥߞߚ 2‫ޕ‬ ⶄ㔀♽ℂ⺰ߩࠕࡊࡠ࡯࠴ࠍ↪޿ߚᣂߒ޿⎇ⓥ߆ࠄ㧟ߟࠍ⚫੺ߔࠆ‫⎇ߩࠇߕ޿ޕ‬ⓥ߽ቇ⠌⠪ߩേᯏߠߌߩᄌൻࠍ⺞ᩏߒߡ޿ࠆὐߢ౒ㅢߒߡ޿ࠆ߇‫ᤨࠆߥ⇣ߊోޔ‬㑆ゲࠍ૶ߞߡ⺞ᩏߒ‫⎇ࠆߥ⇣ߊోߚ߹ޔ‬ⓥᣇᴺࠍណ↪ߒߡ޿ࠆ‫ޕ‬
MacIntyre & Legatto (2010)㸸࠲ࠬࠢᵴേਛߩേᯏߠߌᄌൻ ᦨೋߦ‫ߩ࡞ࡌ࡟ࡠࠢࠗࡑ߽ᦨޔ‬േᯏߠߌߩᄌൻࠍ⺞ߴߚ⎇ⓥߣߒߡ MacIntyre & Legatto (2010)ࠍ⚫
੺ߔࠆ‫⎇ߩߎޕ‬ⓥߢߪࡈ࡜ࡦࠬ⺆ࠍቇ߱ࠞ࠽࠳ߩᄢቇ↢㧔 ฬ㧕ߩ‫ࡦ࡚ࠪ࡯ࠤ࠾ࡘࡒࠦޟ‬ᗧ᰼‫ޠ‬Willingness to communicate, WTC ߩᄌൻߦߟ޿ߡ⺞ᩏࠍⴕߞߚ‫⎇ޕ‬ⓥෳട⠪ߪ୘೎ߦ㧤ߟߩ⇣ߥࠆ࠲ࠬࠢ㧔଀߃߫‫ߩ࠳࠽ࠞޔ᦯ࠆ޿ߡ⌕ޔ‬ᢎ⢒೙ᐲߥߤ㧕ߦߟ޿ߡ╙ੑ⸒⺆ߢ޽ࠆࡈ࡜ࡦࠬ⺆ߢࠬࡇ࡯࠴
ࠍⴕ޿‫ੌ⚳ࠢࠬ࠲ߩߡోޔ‬ᓟߦ⥄ಽ߇⹤ߒߡ޿ࠆࡆ࠺ࠝࠍ⷗ߥ߇ࠄ‫ ߢޘᤨߩߘޔ‬WTC ߇ߤߩࠃ߁ߥ
⁁ᘒߢ޽ߞߚ߆ࡄ࠰ࠦࡦ࠰ࡈ࠻૶ߞߡ᷹ቯࠍⴕߞߚ‫ޕ‬ ߎߩ⎇ⓥ⚿ᨐߢߪ‫ ޔ‬ฬߩෳട⠪ߩ WTC ߩᄌൻߩࡄ࠲ࡦ߇ᄢ߈ߊ⇣ߥߞߡ޿ߚ‫ߦࠢࠬ࠲߫߃଀ޕ‬ࠃߞߡ WTC ߇ᄢ߈ߊᄌൻߔࠆ⠪߽޿ࠇ߫‫ޔ‬⇣ߥࠆ࠲ࠬࠢߢ߽߶ߣࠎߤᄌࠊࠄߥ޿⠪߽޿ߚ‫ޕ‬ߟ߹ࠅ‫ޔ‬
WTC ߩᄌൻߪ୘ੱᏅ߇ᄢ߈޿ߎߣࠍ␜ߒߡ޿ࠆ‫ߦࠄߐޕ‬ෳട⠪ߩਛߦߪ࠲ࠬࠢਛߩ WTC ߇⑽ߏߣߦ
ỗߒߊᄌൻߒߡ޿ߚ⠪߽޿ߚ‫ޕ‬వⴕ⎇ⓥߢߪᲣ⺆ߦᲧߴߡ╙ੑ⸒⺆ࠍ⹤ߔ㓙ߦ WTC ߪࠃࠅࠦࡦ࠹ࠢ
ࠬ࠻ߩᓇ㗀ࠍฃߌ߿ߔ޿ߎߣ߇ࠊ߆ߞߡ޿ࠆ߇‫ޔ‬MacIntyre & Legatto (2010)ߪߘߩᄌൻ߇ೞ৻ೞߣ⿠
ߎࠆߎߣࠍ␜ߒߡ޿ࠆ‫ޕ‬


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╙ੑ⸒⺆േᯏߠߌߪߤߩࠃ߁ߦᄌൻߔࠆߩ߆㧦ⶄ㔀♽ℂ⺰߆ࠄߩࠕࡊࡠ࡯࠴

Nitta & Baba (2015)㧦ㅳߏߣߩേᯏߠߌᄌൻ ᰴߦ৻ㅳ㑆ߏߣߩേᯏߠߌᄌൻࠍ⺞ᩏߒߚ⎇ⓥߣߒߡ Nitta & Baba (2015)ࠍ⚫੺ߔࠆ‫⎇ߩߎޕ‬ⓥߢߪ‫ޔ‬ᄢቇ↢ߩ self-regulation processes㧔⥄Ꮖ⺞ᢛࡊࡠ࠮ࠬ㧕ߣ࡜ࠗ࠹ࠖࡦࠣߩ⊒㆐߇ߤߩࠃ߁ߦ㑐ଥߒߡ޿ࠆ߆⺞ᩏࠍⴕߞߚ‫ޕ‬వㅀߩ Nitta & Baba (2014)߅ࠃ߮ Baba & Nitta (2015)ߣห᭽‫ޔ‬᭽‫ߥޘ‬ᜰᮡࠍ↪
޿ߡ࡜ࠗ࠹ࠖࡦࠣߩᄌൻࠍಽᨆߒߚઁ‫ޔ‬Ფ࿁ߩ࡜ࠗ࠹ࠖࡦࠣߩ⋥ᓟߦታᣉߒߚᣣᧄ⺆ߢߩ߰ࠅ㄰ࠅࠍ
↪޿ߡᄢቇ↢ߩ⥄Ꮖ⺞ᢛࡊࡠ࠮ࠬࠍಽᨆߒߚ‫ޕ‬ ಽᨆߩ⚿ᨐ‫ޔ‬ᣣᧄ⺆ߩ߰ࠅ㄰ࠅߪቇ⠌⠪㑆ߢߪ㊂ߣ⾰ߦᄢ߈ߥ㆑޿߇⷗ࠄࠇߚ߇‫ߩߤࠎߣ߶ޔ‬ቇ↢ߪ৻ᐕ㑆ࠍㅢߒߡᲤ࿁ᦠߊ㊂࡮⾰ߣ߽ߦ⋡┙ߞߚᄌൻߪ⷗ࠄࠇߥ߆ߞߚ‫ߩߘޕ‬ਛߢ໑৻‫ޔ‬ㅜਛߢ߰ࠅ
㄰ࠅߦᄢ߈ߥᄌൻ߇⿠ߎߞߚ Chika ߣ๭߫ࠇࠆቇ↢㧔઒ฬ㧕ߦᵈ⋡ߒߚ‫ޕ‬Baba & Nitta (2014)ߢ߽૶↪
ߒߚ change point analysis ࠍ૶޿‫ࠎ⌀ߤ߁ࠂߜޔ‬ਛߩᤨᦼߦ Chika ߩ߰ࠅ㄰ࠅߩᄌൻ߇⿠ߎߞߡ޿ࠆߎ
ߣ߇ࠊ߆ߞߚ㧔࿑㧣㧕‫ࠍᦼᤨߩߎޕ‬Ⴚߦߒߡ‫ޔ‬೨ඨߢߪ߰ࠅ㄰ࠅሼᢙ߇ዋߥ߆ߞߚߩ߇‫ޔ‬ᓟඨߢ⋧ኻ⊛ߦ਄᣹ࠍ␜ߒߡ޿ࠆ‫ޕ‬ታ㓙ߦ Chika ߪ  ㅳߣ  ㅳߩ㑆ߩᄐભߺᦼ㑆ߦ⍴ᦼ⇐ቇߦෳടߒ‫⺆⧷ޔ‬ቇ⠌ߦኻߔࠆᄢ߈ߥᗧ⼂ߩᄌൻ߇⿠ߎߞߡ޿ߚ‫ޕ‬࿑㧣 Chika ߩᝄࠅ㄰ࠅሼᢙߩᄌൻ㧔Nitta & Baba, 2015 ࠃࠅ㧕
 Chika ߩᣣᧄ⺆ߦࠃࠆ߰ࠅ㄰ࠅߩ⾰⊛஥㕙ࠍ⺞ᩏߔࠆߚ߼‫ޔ‬goal-setting㧔⋡ᮡ⸳ቯ㧕‫ޔ‬self-observation㧔⥄Ꮖⷰኤ㧕
‫ޔ‬self-evaluation㧔⥄Ꮖ⹏ଔ㧕ߩ㧟ὐ߆ࠄࠦ࡯࠼ൻࠍⴕߞߚ‫ߩࠇߙࠇߘޕ‬㗄⋡ߩ৻ᐕ㑆ߩᄌൻࠍ␜ߒߚ࿑  ߩࠣ࡜ࡈ߆ࠄ‫ޔ‬೨ඨߢߪ߶ߣࠎߤ૶↪ߐࠇߡ޿ߥ߆ߞߚ self-evaluation㧔Ớ޿㤥✢㧕ߩ࿁ᢙ߇ᓟඨߦߥࠅჇടߒߡ޿ࠆߎߣ߇ࠊ߆ࠆ‫⥄ޔࠅ߹ߟޕ‬ಽ⥄りߩ࡜ࠗ࠹ࠖࡦࠣߦኻߔࠆ⥄Ꮖ⹏ଔࠍⴕ߁㗫ᐲ߇ᓟඨߦߥߞߡჇ߃ߡ޿ߚ‫ޔ߽ߡ޿ߟߦࠣࡦࠖ࠹ࠗ࡜ޕ‬ᓟඨߦߥߞߡ߆ࠄᵹᥰߐ‫⺆ޔ‬ᒵ⊛ⶄ㔀ߐߩ㕙ߢ⊒㆐௑ะ߇⷗ࠄࠇߚ‫ߦࠢࠬ࠲ޔࠅ߹ߟޕ‬ኻߔࠆേᯏߠߌ߇㜞߹ࠆߎߣߢ‫⥄ޔ‬ಽߩ࡜ࠗ࠹

3131

ᣂᄙ ੌ

ࠖࡦࠣࠍ⹦ߒߊ߰ࠅ㄰ࠅ⥄Ꮖ⹏ଔߔࠆࠃ߁ߦߥࠅ‫ࠣࡦࠖ࠹ࠗ࡜ޔ‬ജߩ⊒㆐ߦ߽ߟߥ߇ߞߡ޿ߞߚߣ⠨߃ࠄࠇࠆ‫ޕ‬

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1. Self-observa on

2. Self-evalua on

3. Goal-se ng࿑㧤 ⥄Ꮖ⺞ᢛࡊࡠ࠮ࠬߩᄌൻ㧔Nitta & Baba, 2015 ߦၮߠߊ㧕
Chan, Dörnyei, & Henry (2015)㧦৻ᐕߏߣߩേᯏߠߌᄌൻ ᦨᓟߦߐࠄߦ㐳ᦼ⊛ߥⷞὐ߆ࠄേᯏߠߌߩᄌൻࠍ⺞ᩏߒߚ⎇ⓥߣߒߡ Chan, Dörnyei & Henry (2015)ࠍ⚫੺ߔࠆ‫⎇ߩߎޕ‬ⓥߢߪ Dörnyei (2014)ߦࠃߞߡឭ᩺ߐࠇߚ‘retrodictive qualitative modelling (RQM)̉
ߣ๭߫ࠇࠆ⎇ⓥᣇᴺࠍ↪޿ߡ‫ޔ‬㚅᷼ߩਛቇ↢㧔㧥ᐕ↢㧕ߩേᯏߠߌ࠲ࠗࡊߣߘߩ⊒㆐ࡄ࠲ࡦࠍ⺞ᩏߒߡ޿ࠆ‫ޕ‬ផ᷹⛔⸘ࠍ↪޿ߚવ⛔⊛ߥᚻᴺߢߪ‫ޔ‬ᓧࠄࠇߚ࠺࡯࠲ߦၮߠ߈዁᧪ߦ⿠ߎࠆ⚿ᨐࠍ੍᷹ߒࠃ
߁ߣߔࠆ߇‫ޔ‬RQM ߪߘߩࡊࡠ࠮ࠬࠍ෻ォߐߖࠆὐߦᄢ߈ߥ․ᓽ߇޽ࠆ‫ޔࠅ߹ߟޕ‬ታ㓙ߦ⿠ߎߞߚ⚿ᨐ߆ࠄㆊ෰ࠍᝄࠅ㄰ࠆߎߣߢ‫⚻ߥ߁ࠃߩߤޔ‬ㆊࠍㅢߞߡߘߩࠃ߁ߥ⚿ᨐߦ⥋ߞߚ߆ᄌൻߩࡄ࠲ࡦࠍᝒ
߃ࠃ߁ߣߔࠆ‫ޕ‬ ⎇ⓥ⠪ࠄߪ߹ߕ‫ ޔ‬ฬߩᢎᏧߦࠗࡦ࠲ࡆࡘ࡯ࠍⴕ޿‫ޔ‬ᜂᒰߒߡ޿ࠆ↢ᓤߩ  ߟߩ࠲ࠗࡊࠍ․ቯߒߚ
㧔଀߃߫‫‘ޔ‬A highly competitive and motivated student, with some negative emotions’߿‘an unmotivatedstudent with lower-than-average English proficiency’ߥߤ㧕‫ߩߘޕ‬ᓟߘࠇߙࠇߩ࠲ࠗࡊߏߣߦᢙฬߩ↢ᓤߦࠗࡦ࠲ࡆࡘ࡯ࠍⴕ޿‫․ޔ‬ቯߩ࠲ࠗࡊ㧔⚿ᨐ㧕ߦ⥋ߞߚㆊ෰㧥ᐕ㑆ߩേᯏߠߌߩᄌൻߣ‫⃻ޔ‬࿷ߩ⁁ᘒߦ⥋ߞߚ⚻✲ࠍಽᨆߒߚ‫⚿ߩߘޕ‬ᨐ‫ޔ‬‫┹ޟ‬੎ᔃߣേᯏߠߌ߇㜞ߊ‫ߥࡉࠖ࠹ࠟࡀޔ‬ᖱ✜ࠍᜬߟ‫ߩࡊࠗ࠲ޠ‬↢ᓤߩ႐ว‫ޔ‬‫⥄ޟ‬ዅᔃߩ⛽ᜬ‫ޠ‬‫ޔ‬‫ޟ‬ೝỗࠍ᳞߼ߡ᜸ᚢߒࠃ߁ߣߔࠆ᳇ᜬߜ‫ޠ‬‫ޔ‬‫ޟ‬ᄬᢌ߳ߩᕟࠇ‫ߩޠ‬㧟ߟߩ3232➨஧ゝㄒືᶵ࡙ࡅࡣ࡝ࡢࡼ࠺࡟ኚ໬ࡍࡿࡢ࠿㸸」㞧⣔⌮ㄽ࠿ࡽࡢ࢔ࣉ࣮ࣟࢳ

࢔ࢺࣛࢡࢱ࣮ࡢ≧ែࡀ⧞ࡾ㏉ࡋ㉳ࡇࡗ࡚࠸ࡓࡇ࡜ࢆሗ࿌ࡋ࡚࠸ࡿࠋ ⤂௓ࡋࡓ㸱ࡘࡢ◊✲ࡀ♧ࡋ࡚࠸ࡿ㏻ࡾࠊ」㞧⣔⌮ㄽࢆ⏝࠸ࡓ◊✲࡛ࡣᵝࠎ࡞᪂ࡋ࠸◊✲ᡭἲࢆ⏝࠸ࡿࡇ࡜࡛ࠊࡇࢀࡲ࡛ࡢ◊✲࡛ࡣᤊ࠼ࡿࡇ࡜ࡀ㞴ࡋ࠿ࡗࡓ᫬㛫㍈࡟ἢࡗࡓኚ໬࡟↔Ⅼࡀ඘࡚ࡽࢀ࡚࠸ࡿ
Ⅼ࡟኱ࡁ࡞≉ᚩࡀ࠶ࡿࠋ
◊✲࠿ࡽᐇ㊶࡬ ᭱ᚋ࡟ࠊࡇࢀࡽࡢ᪂ࡋ࠸◊✲ࡢᡂᯝࢆ࡝ࡢࡼ࠺࡟ᩍ⫱⌧ሙ࡟ᙺ❧࡚ࡿࡇ࡜ࡀ࡛ࡁࡿ࠿⪃࠼࡚ࡳࡓ࠸ࠋ
ࡲࡎࠊ㸱ࡘࡢ◊✲࠿ࡽືᶵ࡙ࡅࡢኚ໬ࡀᵝࠎ࡞࡛ࣞ࣋ࣝ㉳ࡇࡗ࡚࠸ࡿࡇ࡜ࡀࢃ࠿ࡿࠋMacIntyre &Legatto (2010)࡛ࡣࢱࢫࢡࡢ࡛ࣞ࣋ࣝࠊNitta & Baba (2015)࡛ࡣ㐌࡛ࣞ࣋ࣝࠊࡑࡋ࡚ Chan et al. (2015)࡛
ࡣᩘᖺࡢ࡛ࣞ࣋ࣝືᶵ࡙ࡅࡀኚ໬ࡋ࡚࠸ࡿࡇ࡜ࢆ♧ࡋ࡚࠸ࡿࠋࡲࡓࠊࡇࢀࡽࡢ◊✲ࡣࠊ▷ᮇⓗ࡞ኚ໬ࡢண ࡣ㞴ࡋ࠸୍᪉ࠊ㛗ᮇⓗ࡞Ⓨ㐩ࣃࢱࣥࡣ≉ᐃ࡛ࡁࡿࡇ࡜ࡶ♧ࡋ࡚࠸ࡿࠋ ࡲࡓࠊ」㞧⣔⌮ㄽࢆ⏝࠸ࡓ◊✲ࡢ≉ᚩ࡜ࡋ࡚ࠊఏ⤫ⓗ࡞ࠕᢳ㇟ⓗ࡛ࢢ࣮ࣝࣉࣞ࣋ࣝࡢㄪᰝࠖ࠿ࡽࠊ
ࠕಶู࣭ලయⓗ࡟୍ࠖே୍ேࡢᏛ⩦⪅ࢆ⌮ゎࡋࡼ࠺࡜ࡍࡿ᪉ἲ࡟ኚࢃࡗ࡚᮶ࡓⅬࡀ࠶ࡆࡽࢀࡿࠋ౛࠼
ࡤࠊࢡࣛࢫ඲య࡛ぢࡽࢀࡓኚ໬ࡀࠊಶࠎࡢᏛ⏕࡛ࡶぢࡽࢀࡿ࡜ࡣ㝈ࡽ࡞࠸ࠋᏛ⏕ࡓࡕࡣࡑࢀࡒࢀ␗࡞
ࡿࣂࢵࢡࢢࣛ࢘ࣥࢻࢆᣢࡕࠊⱥㄒຊࡶ⯆࿡ࡢᑐ㇟ࡶືᶵ࡙ࡅࡶᵝࠎ࡛࠶ࡿࡢ࡛ࠊྠࡌᤵᴗࡸࢱࢫࢡ࡟
ᑐࡍࡿ཯ᛂࡶከᵝ࡛࠶ࡿࠋຠ⋡ⓗ࡞ᤵᴗ㐠Ⴀࡢࡓࡵ࡟ࢡࣛࢫ඲యࢆぢࡿどⅬࡣ୙ྍḞࡔࡀࠊྠ᫬࡟
ಶࠎࡢᏛ⏕ࡢከᵝᛶࡶ⪃៖ࡋ࡞ࡅࢀࡤࠊᩍ⫱ຠᯝࡣ࠶ࡀࡽ࡞࠸ࡔࢁ࠺ࠋ ࡉࡽ࡟ࠊ୍ேࡢᏛ⏕ࢆヲࡋࡃ⌮ゎࡍࡿࡓࡵ࡟ࡣࠊᩍᐊෆࡔࡅ࡛࡞ࡃࠊ
ࠕᩍᐊእ࡛ࡢฟ᮶஦ࠖࢆྵࡵ
࡚⪃࠼ࡿᚲせࡶ࠶ࡿࠋ౛࠼ࡤࠊNitta & Baba (2015)࡛ࡣᏛ⏕ࡓࡕࡀࣛ࢖ࢸ࢕ࣥࢢ࡟᭩࠸࡚࠸ࡿෆᐜࡣ࡯
࡜ࢇ࡝ࡀᤵᴗእࡢୡ⏺࡛ࡢฟ᮶஦࡛࠶ࡿࠋᙼࡽࡀ࡝ࡢࡼ࠺࡟㐣ཤࡢ⤒㦂ࢆゎ㔘ࡋ࡚࠸ࡿ࠿ࠊࡲࡓ࡝ࡢ
ࡼ࠺࡟ᑗ᮶ീࢆᛮ࠸ᥥ࠸࡚࠸ࡿ࠿ࡀࠊ⌧ᅾࡢᏛ⩦ࡢືᶵ࡙ࡅ࡟኱ࡁ࡞ᙳ㡪ࢆ୚࠼࡚࠸ࡓࠋUshioda(2009)ࡀᣦ᦬ࡋ࡚࠸ࡿࡼ࠺࡟ࠊ⏕ᚐࡽࡣỴࡋ࡚ⱥㄒࡢᤵᴗࡔࡅ࡛᏶⤖ࡍࡿࠕᏛ⩦⪅࡛ࠖࡣ࡞࠸ࠋ⏕ᚐࡽ࡟࡜ࡗ࡚Ꮫ⩦⪅࡜ࡋ࡚ᙺ๭ࡣே⏕ࡢ୍㒊࡟㐣ࡂࡎࠊᩍᐊእࡢⱥㄒ࡜ࡣ㛵ಀࡢ࡞࠸ᵝࠎ࡞άືࡶ⏕ᚐࡽࡢⱥㄒ࡟ᑐࡍࡿືᶵ࡙ࡅ࡟ᙳ㡪ࢆ୚࠼࡚࠸ࡿࠋ⏕ᚐࢆࠕᏛ⩦⪅ࠖࡔࡅ࡛ࡣ࡞ࡃࠊᖖ࡟ኚ໬ࡋ⥆ࡅࡿ඲ேⓗ whole-person ࡞Ꮡᅾ࡜ࡋ࡚ぢࡿࡇ࡜ࡶࠊ」㞧⣔⌮ㄽࡀᩍ࠼࡚ࡃࢀࡿ㔜せ࡞どⅬࡢ୍ࡘ࡛࠶ࡿࠋ
 ࡇࡢࡼ࠺࡟ࠊ」㞧⣔ࡢ◊✲ࡣ᪥ࠎ⵳✚ࡉࢀࡿᩍᖌࡢ⤒㦂࡜㠀ᖖ࡟ఝ࡚࠸ࡿࠋࡘࡲࡾࠊ」㞧⣔⌮ㄽࡢ33
33᪂ከ ஢

◊✲ࡀྲྀࡾ⤌ࢇ࡛࠸ࡿࡢࡣࠊ
ࠕඃࢀࡓᩍᖌࡢ⤒㦂▱ࠖࢆ⌮ゎࡍࡿࡇ࡜ࡔ࡜ゝ࠺ࡇ࡜ࡶ࡛ࡁࡿࠋ⏕ᚐ୍ே୍ேࡢኚ໬࡟ᑐᛂࡋ࡞ࡀࡽࠊࢡࣛࢫ඲యࢆࡲ࡜ࡵ࡚࠸ࡃᩍᖌࡢຊ࡟ࡣࠊࡲࡔ◊✲ࡀ༑ศ࡟ࡣᤊ࠼ࡽ
ࢀ࡚࠸࡞࠸⛎ᐦࡀࡓࡃࡉࢇ㞃ࡉࢀ࡚࠸ࡿࡣࡎ࡛࠶ࡿࠋ⌧ሙ࠿ࡽࡢ⤒㦂ࠊኌࠊὝᐹࡀࠊࡇࢀ࠿ࡽࡢືᶵ
࡙ࡅ◊✲࡛ࡣ≉࡟㔜せ࡞ᙺ๭ࢆᯝࡓࡋ࡚࠸ࡃࡣࡎ࡛࠶ࡿࠋὀ
1ᮏ✏ࡣ JACET 㛵すᨭ㒊⛅Ꮨ኱఍ࢩ࣏ࣥࢪ࣒࢘ࠕືᶵ࡙ࡅ◊✲᭱๓⥺̾ᐇ㊶࡜ࡢᑐヰࢆ┠ᣦࡋ࡚ࠖ㸦 ᖺ  ᭶  ᪥㸧࡛Ⓨ⾲ࡋࡓෆᐜ࡟ᇶ࡙ࡁࠊຍ➹ಟṇࢆࡋࡓࡶࡢ࡛࠶ࡿࠋ
2ࡇࡢືᶵ࡙ࡅࡢ஧ࡘࡢഃ㠃࡟ࡘ࠸࡚ࠊYashima & Arano (2015)࡛ࡣ‘ontogenetic maintenance’࡜‘microgenetic process’࡜࠸࠺⏝ㄒࢆ౑⏝ࡋ࡚࠸ࡿࠋ

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