ⱥㄒᩍ⫱࡜ࠕࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ⬟ຊࠖ᝷㇂ ⨾ᬛᏊᐑ๪ ⣖Ꮚ
ࢢ࣮ࣟࣂࣝ໬᫬௦ࢆ㏄࠼ࠊࡲࡓ♫఍ࡀᛴ㏿࡟ᡂࡀ୺║࡜࡞ࡗ࡚࠸ࡿࡇ࡜࡟ኚࡾࡣ࡞ࡃࠊࠕࢥ」㞧໬ࡋ࡚࠸ࡃ⌧௦࡟࠾࠸࡚ࠕࢥ࣑ࣗࢽࢣ࣮ࢩ࣑ࣗࢽࢣ࣮ࢩࣙࣥ⬟ຊࠖࡣࠊ୰࣭㧗➼Ꮫᰯࡢ㐩ࣙࣥ⬟ຊࠖࡣࠊ᭱㔜せ⬟ຊࡢ㸯ࡘ࡜ࡳ࡞ࡉࢀ࡚ᡂ┠ᶆ࡜ࡋ࡚ࡣࠊ࡜ࡶ࡟Ḟࡃ࡭࠿ࡽࡊࡿ㔜せ㡯࠸ࡿࠋᮏㄽ࡛ࡣࠊࠕࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ⬟ຊࠖ┠࡜࡞ࡗ࡚࠸ࡿࠋࢆษཱྀ࡟ࠊࡲࡎ୰Ꮫᰯࠊ㧗➼ᰯᏛ⩦ᣦᑟせ㡿࡜ࠊࡇ࠺ࡋࡓࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ㔜どࡣ 2003 ᖺࡑࢀ࡟࡜ࡶ࡞࠺ⱥㄒᩍᤵἲࡢኚ㑄ࢆᴫほࡋࡓ࠶ᗘࡼࡾ᪋⾜ࡉࢀ࡚ࡁࡓᪧᏛ⩦ᣦᑟせ㡿ࡢෆᐜ࡜࡜ࠊ⌧ᅾࠊⱥㄒᩍ⫱ࡢ୺ὶ࡟࡞ࡾࡘࡘ࠶ࡿࢥ࣑

኱ᕪࡣ࡞࠸ࡀࠊᪧᣦᑟせ㡿࡟࠾࠸࡚ࡣ༢࡟ࠕᐇ

ࣗࢽ࢝ࢸ࢕ࣈ࣭ࣛࣥࢤ࣮ࢪ࣭ࢸ࢕࣮ࢳࣥࢢ

㊶ⓗࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࠖ࡜グࡉࢀ࡚࠸ࡓࡶࡢ

(CLT) ࡢඛ㥑⪅ⓗᏑᅾ࡛࠶ࡿ H. G. ࢘࢕ࢻ࢘ࡀࠊ᪂ᣦᑟせ㡿࡛ࡣࠊࡑࡢࠕᐇ㊶ࠖࡀ࡝࠺࠸ࡗ

ࢯࣥ (G. H. Widdowson) ࡢㄽᩥࢆ᳨ウࡋ࡞ࡀࡓࡶࡢࢆᣦࡍࡢ࠿ࠊୖグᘬ⏝ࡢୗ⥺㒊ࡢࡼ࠺࡟ࠊࡽࠊⱥㄒᩍ⫱࡜ࠕࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ⬟ຊࠖࡢࠕ⪺ࡃࡇ࡜ࠊヰࡍࡇ࡜ࠊㄞࡴࡇ࡜ࠊ᭩ࡃࡇ࡜࡞࠶ࡾ࠿ࡓ࡟ࡘ࠸࡚⪃ᐹࡋࡓ࠸ࠋ

࡝ࠖ࡜࠸࠺ࡼ࠺࡟ࠊࡉࡽ࡟ලయⓗ࡟♧ࡉࢀ࡚࠸
ࡿⅬࡣὀ┠ࡍ࡭ࡁ࡛࠶ࢁ࠺ࠋࠕࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ⬟ຊࠖࢆ㣴࠺௨ୖࡣⱥㄒᩍ⫱࡟㛵ࡍࡿࡶࡢࡔࡀࠊⱥㄒࠊ᪥ᮏㄒࢆၥࢃࡎ඲⯡ⓗ࡞ࠕࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ⬟୰ᏛᰯᏛ⩦ᣦᑟせ㡿࠾ࡅࡿእᅜㄒ㸦ⱥㄒ㸧ຊࠖ࡟㛵ࡋ࡚ࡶࠊࡑࡢὀ┠ᗘࡢ㧗ࡉࡣࠊ⤒ᅋ㐃

㸦2012 ᖺᗘࡼࡾ᪋⾜㸧ࡢ┠ᶆࡣࠊ௨ୗࡢࡼ࠺࡞㸦᪥ᮏ⤒῭ᅋయ㐃ྜ఍㸧ࡢㄪᰝ࡛ࡶ᫂ⓑ࡟⾲ࢀࡶࡢ࡜࡞ࡗ࡚࠸ࡿࠋ࡚࠸ࡿࠋ⤒ᅋ㐃ࡢࠕ2018 ᖺᗘ ᪂༞᥇⏝࡟㛵ࡍࡿ࢔ࣥࢣ࣮ࢺㄪᰝ⤖ᯝࠖ㸦ᅇ⟅♫ᩘ㸸597 ♫㸧እᅜㄒࢆ㏻ࡌ࡚ࠊゝㄒࡸᩥ໬࡟ᑐࡍࡿ⌮ゎࢆ࡟ࡼࢀࡤࠊࠕ㑅⪃࡟࠶ࡓࡗ࡚≉࡟㔜どࡋࡓⅬࠖ῝ࡵࠊ✚ᴟⓗ࡟ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࢆᅗࢁ࠺࡜ࡋ࡚ᣲࡆࡽࢀ࡚࠸ࡿ➨㸯఩ࡣࠊࠕࢥ࣑ࣗࢽࢣ࡜ࡍࡿែᗘࡢ⫱ᡂࢆᅗࡾࠊ⪺ࡃࡇ࡜ࠊヰࡍࡇ࣮ࢩࣙࣥ⬟ຊࠖ㸦82.4%㸧࡛ࠊ16 ᖺ㐃⥆ࡢ㤳఩࡜ࠊㄞࡴࡇ࡜ࠊ᭩ࡃࡇ࡜࡞࡝ࡢࢥ࣑ࣗࢽࢣ࣮

ࢆಖࡗ࡚࠸ࡿࠋ௨ୗࠊࠕ୺యᛶࠖ㸦64.3%㸧ࠊࢩࣙࣥ⬟ຊࡢᇶ♏ࢆ㣴࠺ࠋ㸦ୗ⥺ࡣ➹⪅࡟ࡼࡿࠋ㸧ࠕࢳࣕࣞࣥࢪ⢭⚄ࠖ
㸦48.9%㸧ࠕ༠ㄪᛶࠖ㸦47.0%㸧௚᪉ࠊ㧗➼ᏛᰯᏛ⩦ᣦᑟせ㡿 እᅜㄒ㸦ⱥㄒ㸧ࡲࡗ࡚࠸ࡿࠋ⤒῭⏺ࡢせㄳ࠿ࡽࡳ࠼࡚ࡃࡿࠊⱥ

㸦2013 ᖺᗘࡼࡾ᪋⾜㸧ࡢ┠ᶆ࡟࠾࠸࡚ࡶࠊࠕࢥㄒࠊ᪥ᮏㄒ࡟࠿ࡂࡽࡎࠕࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ⬟࣑ࣗࢽࢣ࣮ࢩࣙࣥࠖࡢᙉㄪࡣྠᵝ࡛࠶ࡿࠋࡘࡲຊࠖ⮬యࢆ㔜どࡍࡿഴྥࡣࠊே㛫♫఍ࡢ᰿※ⓗࡾ୰Ꮫᰯࡢሙྜࡢୗ⥺ࢆ᪋ࡋࡓ㒊ศࡀࠊࡉࡽ࡟౯್ࢆ♧၀ࡋ࡚࠸ࡿࡼ࠺࡟ࡶᛮࢃࢀࡿࠋ࡜⥆ࡃࡀࠊࠕㄒᏛຊࠖ㸦6.2%㸧ࡣࠊ17 ఩࡟␃㧗ᗘ࡞ࢫ࢟ࣝࠊࡘࡲࡾලయⓗ࡟ࡣࠕ᝟ሗࡸ⪃࠼ᩍ⫱ἲࡢኚ໬

࠿ࡓ࡞࡝ࢆⓗ☜࡟⌮ゎࡋࡓࡾ㐺ษ࡟ఏ࠼ࡓࡾࡍࡿࠖ㸦ࠕࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥⱥㄒ㹇ࠊIIࠖ㸧ࡇ࡜࡟㐩ᡂ┠ᶆࡀᘬࡁୖࡆࡽࢀࡿࡀࠊࠕ✚ᴟⓗ࡟ ᫬௦ࡢせㄳࢆཷࡅࠊኚ໬ࡋ࡚࠸ࡃࡢࡣᩍ⫱ࡔࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࢆᅗࢁ࠺࡜ࡍࡿែᗘࠖࡢ⫱ࡅ࡛ࡣ࡞࠸ࠋࡋ࠿ࡋ᫬௦ࢆ࡟࡞࠺ᩍ⫱ࡣࠊ࡜ࡾ－ 11 －

ࢃࡅ᫬௦ࡢࢽ࣮ࢬࡀⰍ⃰ࡃ཯ᫎࡉࢀࡿࡶࡢ࡜࡞

teaching of language might profitably beࡿࠋࡑࡋ࡚ⱥㄒᩍ⫱ࡢሙྜࠊ≉࡟ࢢ࣮ࣟࣂࣝ໬

associated with other subjects in the᫬௦ࠊ࡜࠸ࡗࡓ⥭ᛴࡢせㄳࡀࡑࢀ࡟௜㝶ࡍࡿࠋ

school curriculum. If reading passagesࡑࢀࡣࡉࡲࡊࡲ࡞ⱥㄒᩍ⫱ἲࡢኚ㑄࠿ࡽࡶ᫂ࡽ

are combined to form a rhetorical unit࠿࡛࠶ࡾࠊ࠾࠾ࡲ࠿࡟ࡑࡢὶࢀࢆࡓ࡝ࡗ࡚ࡳࢀ

dealing with matters relating to theseࡤ௨ୗࡢࡼ࠺࡞ࡶࡢ࡟࡞ࡿࡔࢁ࠺ࠋ

subjects there is a chance that theᩥἲ࣭ヂㄞἲ (the Grammar Translation

learner’s interest might be engaged andMethod) ࡣࠊ᪥ᮏ࡟࠾ࡅࡿఏ⤫ⓗᣦᑟἲ࡛࠶ࡿ

he might be led to recognize theࡀࠊࡑࢀࡣࠊྠ᫬࡟ࠕࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ⬟ຊࠖ

relevance of foreign language study toࡀ᭱㔜せどࡉࢀࡿ⌧௦ࠊࠕࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ

his other school activities. In this way,⬟ຊࠖࡢ㣴ᡂ࡟ࡣຠᯝࡀぢ㎸ࡵ࡞࠸ࠊࡘࡲࡾࠕ᫬

the foreign language is represented as௦㘒ㄗࠖⓗ࡞ᩍ⫱ἲ࡜ࡋ࡚཯Ⓨࠊᢈุࡢ▮㠃࡟having the same kind of communicative❧ࡓࡉࢀ࡚࠸ࡿほࡀ࠶ࡿࠋࡑ࠺ࡋࡓᪧ᮶ࡢᩥ

function as his own language.
(Widdowson, 1978. 81)

ἲ࣭ヂㄞἲ࡬ࡢ཯┬࠿ࡽࠊᗂඣࡢẕㄒ⩦ᚓࢆࣔࢹ ࣝ ࡟ ࡋ ࡓ ࠕ ࢼ ࢳ ࣗ ࣛ ࣝ ࣭ ࣓ ࢯ ࢵ ࢻ ࠖ (theNatural Method)ࠊẕㄒࢆ౑ࢃࡎ࡟┠ᶆゝㄒࡢ࣮࣐ࣟࡣ୍᪥࡟ࡋ࡚ᡂࡽࡎࠊ“Rome was notࡳࢆ౑⏝ࡍࡿࠕࢲ࢖ࣞࢡࢺ࣭࣓ࢯࢵࢻࠖ㸦thebuilt in a day.”࠾ࡑࡽࡃ᪥ᮏࡢ୰࣭㧗ᰯ⏕࡞ࡽ

Direct Method㸧ࡀ࠶ࡾࠊࡲࡓ᪥ᮏࡢᩍ⫱⌧ሙ࠸ࡎࢀ࠿ࡢẁ㝵࡛ⱥㄒࡢᩍ⛉᭩ࢆ㏻ࡋ࡚ฟྜࡗ

ࡢᐇ᝟࡟ྜࢃࡏ࡚ࢲ࢖ࣞࢡࢺ࣭࣓ࢯࢵࢻࢆᨵⰋ࡚࠸ࡿㅗࡔࡀࠊⱥㄒࡢᩍ⫱ἲࡶࡲࡓࠕ୍᪥࡟ࡋ

ࡋࡓࠕ࣮࣭࣓࢜ࣛࣝࢯࢵࢻࠖ
㸦the Oral Method㸧ࠊ࡚ᡂࡽࡎࠖ࡞ࡢ࡛࠶ࡿࠋⱥㄒࡢሙྜࡣᙜ↛ࠊࣟᵓ㐀୺⩏ゝㄒᏛࡢ⪃࠼࠿ࡓࢆྲྀࡾධࢀࡓࠕ࣮࢜

࣮࣐ࡢࡼ࠺࡟ 700 ᖺࡣ࠿࠿ࡽ࡞࠸ࡔࢁ࠺ࡀࠊ๓ࢹ ࢕ ࢜ ࣭ ࣜ ࣥ ࢞ ࣝ ࣭ ࣓ ࢯ ࢵ ࢻ ࠖ 㸦 the㏙ࡋࡓࡼ࠺࡟ࠊⱥㄒᩍ⫱ἲࡢኚ㑄ࡣࠊᪧᣦᑟἲ

Audio-lingual Method㸧ࠊࡑࡋ࡚⌧௦ࡣࠊࠕࢥ

࡟ᑐࡍࡿ཯┬ࠊᢈุࢆཎືຊ࡜ࡋ࡚࠸ࡿࠋᨵⰋ

࣑ࣗࢽ࢝ࢸ࢕ࣈ࣭ࣛࣥࢤ࣮ࢪ࣭ࢸ࢕࣮ࢳࣥࢢࠖ

࡟ᨵⰋࡀ㔜ࡡࡽࢀ࡚௒᪥ࡀ࠶ࡿࠋࡋ࠿ࡋࠊྠ᫬

(Communicative Language Teaching, CLT)࡜

࡟ㄆ㆑ࡋ࡚࠾࠿࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࡢࡣࠊࡓ࡜࠼

ࡋ࡚⥲⛠ࡉࢀ࡚࠸ࡿᩍ⫱ἲࠊࡍ࡞ࢃࡕࠕࢥ࣑ࣗ

ࡤࠕ᫬௦㘒ㄗࠖ࡜ࡋ࡚㏥ࡅࡽࢀࡓࡣࡎࡢᩥἲ࣭

ࢽࢣ࣮ࢩࣙࣥ⬟ຊࡢ⫱ᡂࠖࢆ୺║࡜ࡋࡓᩍ⫱ἲヂㄞἲࡶ౫↛ࠊ೺ᅾ࡛࠶ࡿࡇ࡜࡛࠶ࡿࠋࡇࡢᩍ

ࡀ୺ὶ࡜ࡉࢀ࡚࠸ࡿࠋࡑࡋ࡚᭱㏆࡛ࡣ CLT ࡢᤵἲࢆ㐣ཤࡢ㑇≀໬ࡋ࡚ࡋࡲ࠺஦౛ࡀ࠶ࡿ୍᪉⪃࠼࠿ࡓࢆࡉࡽ࡟᥎ࡋ㐍ࡵࡓࠕෆᐜゝㄒ⤫ྜᆺ࡛ࠊࡑࡢᩍᤵἲࢆ᏶඲࡟㏥ࡅࡓᤵᴗࡢᘢᐖࢆ♧Ꮫ ⩦ ࠖ (Content and Language Integrated၀ࡍࡿ஦౛ࡶ࠶ࡿࠋࡇࡢࡼ࠺࡟ヂㄞἲ୍ࡘࢆྲྀLearning, CLIL)ࡶヨࡳࡣࡌࡵࡽࢀ࡚࠸ࡿࠋࡇࡾୖࡆ࡚ࡶࠊᩍᤵἲ࡟ࡣㄢ㢟ࡀᒣ✚ࡋ࡚࠸ࡿࠋ

ࢀࡣᩥᏐ㏻ࡾࠊࠕෆᐜࠖ࡜ࠕゝㄒࠖࢆࠕ⤫ྜࠖ㆟ㄽࡢᣑᩓࢆ㑊ࡅࡿࡓࡵ࡟ࠊヂㄞἲࡢ᫝㠀࡟ࡘࡋࡓᏛࡧ࡛࠶ࡿࠋࡓ࡜࠼ࡤ⌮⛉ࠊṔྐ࡜࠸ࡗࡓ࠸࡚ࡢ㆟ㄽࡣࠊㄽࢆᨵࡵ࡚⾜࠺ࡇ࡜࡟ࡍࡿࡀࠊ௚ᩍ⛉ࡢᏛ⩦࡜ㄒᏛᏛ⩦ࢆ⤫ྜࡋࡓᏛ⩦ἲ࡛࠶ᩍᖌࡀ࡞ࡍ࡭ࡁࡇ࡜ࡣࠊࡲࡉ࡟ᐇ≧࡟ᛂࡌࡓᰂ

ࡿࡢࡔࡀࠊCLIL ࡢᵓ᝿ࡣࡍ࡛࡟ CLT ࡢඛ㥑⪅㌾࡞ᑐᛂ࡛࠶ࡿࠋⓗᙺ๭ࢆᯝࡓࡋࡓ H. G. ࢘࢕ࢻ࢘ࢯࣥࡀ♧၀ࡇ࠺ࡋࡓ࡞࠿࡛ࠊࡶࡗ࡜ࡶᇶᮏⓗ࡞ࠕᩍᤵἲࠖࡋ࡚ࡶ࠸ࡿࠋ࡜࡞ࡿࡢࡣࠊྂ௦ࢠࣜࢩ࢔ࡢ᫬௦࡟ࡲ࡛㐳ࡿࠋࢯࢡࣛࢸࢫࡀ⊂⮬࡟⦅ࡳฟࡋࡓᩍ⫱ἲࠊࡘࡲࡾ

Here again we might consider the⏘፠⾡࡜⛠ࡉࢀࡿࡶࡢ࡛࠶ࡿࠋࡇࡢ⏘፠⾡࡟㛵suggestionࡋ࡚ࡣࠊᩍ⫱࡜ࡣࡴࡋࢁ⏘፠⾡࡛࠶ࡗ࡚ࠊᩍᖌ

madeearlier

thatthe－ 12 －

⮬㌟ࡀఱ࠿ࢆ๰ࡾฟࡍࡢ࡛ࡣ࡞࠸ࠊ࡜࠸࠺ࡢࡀ῝࠸㛵ࢃࡾࢆࡶࡗ࡚࠸ࡿࠋࡑࡋ࡚ࡲࡓ๓㏙ࡋࡓ

ඹ㏻ㄆ㆑࡟࡞ࢁ࠺ࠋᩍᖌࡣ⏕ᚐࡓࡕࡀ⮬ࡽࡢᡯࡼ࠺࡟ࠊ⌧ᅾࠊ୺ὶ࡜࡞ࡗ࡚࠸ࡿᩍᤵἲࠊࢥ࣑⬟࡞ࡾࠊಶᛶ࡞ࡾࢆ⏕ࡳฟࡑ࠺࡜ࡍࡿࡢࢆᡭຓࣗࢽ࢝ࢸ࢕ࣈ࣭ࣛࣥࢤ࣮ࢪ࣭ࢸ࢕࣮ࢳࣥࢢࡢศࡅࡋࠊࡑࡢᡂ㛗ࢆぢᏲࡿࡢࡀ㔜せ࡞ᙺ๭࡛࠶ࡿࠋ㔝࡛ࡣ୰ᚰⓗ᥎㐍ຊ࡜࡞ࡗ࡚࠸ࡿࠋࡇࡢ◊✲⪅ࡋ࠿ࡋࠊࡑࡢࡼ࠺࡟⪃࠼࡚ࡃࢀࡤࠊᩍᖌࡶࡲࡓ

ࡢⓎゝࠊࠕὶ⾜ࡋ࡚࠸࡚ṇ⤫࡜ࡉࢀࡿᩍ⫱ἲࡢ࠶ࡿព࿡࡛ࡣࢡ࢚࣮ࣜࢱ࣮࡛࠶ࡿ࠿ࡶࡋࢀ࡞࠸ࠋ㣵㣗ࠖ࡜࠸࠺⾲⌧㸦ẚ႘㸧ࡢ኱⫹ࡉ࡟ࡣ㦫࠿ࡉᕤኵ࡟㛵ࡋ࡚࠸࠼ࡤࠊᩍᖌࡶࡲࡓࢡ࢚࣮ࣜࢱ࣮ࢀࡿࡀࠊࡋ࠿ࡋࠊࡑࢀࡀ➃ⓗ࡟᰾ᚰࢆࡘ࠸ࡓࡶ

࡛࠶ࡿᚲせࡀ࠶ࢁ࠺ࠋ⏕ᚐࡢಶᛶࠊ≉ᛶࠊᡯ⬟ࡢ࡛࠶ࡿࡇ࡜ࡶࡲࡓ☜࠿࡞ࡢ࡛࠶ࡿࠋ࡜࠸ࡗࡓࡶࡢࢆ࠸࠿࡟Ⓨ᥹ࡉࡏ࡚ࡸࡿ࠿ࠊ᪉ྥࡑࢀ࡛ࡣࠊⱥㄒᩍᖌࡣ࡝࠺ࡍࢀࡤ࠸࠸ࡢࡔࢁ࡙ࡅ࡚ࡸࡿ࠿➼ࡢᕤኵ࡛࠶ࡿࠋࢯࢡࣛࢸࢫࡀ┦࠺࠿ࠋ࢘࢕ࢻ࢘ࢯࣥࡣ⥆ࡅ࡚ᥦ᱌ࡋ࡚࠸ࡿࠋᡭࢆṇࡋ࠸ㄆ㆑࡬࡜ᑟࡃᑐヰ⾡ࢆ⦅ࡳฟࡋࡓࡼ࠺࡟ࠊᩍ⫱᪉ἲࡢ◊✲ࡶࡲࡓព⩏࠶ࡿࡶࡢ࡜࡞

I think it is important to recognize thatࡿࠋⱥㄒᩍ⫱ἲࡣᗈ⩏ࡢᑐヰ࡜࠸ࡗ࡚ࡶࡼ࠸ࡔ

language teaching is a theoretical as wellࢁ࠺ࠋࢯࢡࣛࢸࢫࡣࡇࢀࢆ࢔࢖ࣟࢽ࣮ࢆࡶࡗ࡚

as a practical activity, that effectiveࡋࡓࡀࠊࡲࡎࢃࢀࢃࢀ࡟ࡣ᪥ࠎࠊࡓ࡜࠼ࡤ㛤Ⓨteachingࡉࢀ࡚࠸ࡃ᪂ࡋ࠸ᩍᤵἲࡀ࠶ࡿࠋ᪂ࡋ࠸ᩍᤵἲ

procedures depend on principles derivingࢆᐇ㝿࡟ࢡࣛࢫ࡛ヨࡋ࡚ࡳ࡚ࠊࡑࡢຠᯝࢆ᳨ドfrom an understanding of what language isࡋࠊᏛ⏕࡜࡜ࡶ࡟ᩍᖌࡶᡂ㛗ࡋ࡚࠸ࡃࡇ࡜ࡣ㔜and how it is used. (Widdowson, 1978. 99)

materials

andclassroomせ࡛࠶ࡿࠋࡋ࠿ࡋࠊ௨ୗ࡟ᘬ⏝ࡍࡿ H. G. ࢘࢕ࢻ࢘ࢯࣥ࢘࢕ࢻ࢘ࢯࣥ࡟ࡼࢀࡤࠊእᅜㄒᩍ⫱ࡣࡁࢃࡵࡢᣦ᦬ࡢࡼ࠺࡟ࠊᩍᖌࡣࠊ᫬௦ࠊ᫬௦࡟ࡼࡗ࡚

࡚」㞧࡞ᵝ┦ࢆᖏࡧ࡚࠸ࡿ஦᯶࡛࠶ࡿࡀࠊࡑࢀ

ࠕὶ⾜ࡋ࡚࠸࡚ṇ⤫࡜ࡉࢀࡿᩍ⫱ἲࡢ㣵㣗ࠖ࡟ࡶ࠿࠿ࢃࡽࡎࠊᚑ᮶ࠊㄒᏛᩍᖌ࡟ࡣࠊࡑࡢ」㸦“prey to fashionable orthodoxies”㸧࡟ࡋࡤࡋ㞧ᛶࡢᮏ㉁ࢆࡳࡁࢃࡵࡼ࠺࡜ࡍࡿ᥈✲ࡀ୙㊊ࡋࡤ㝗ࡿ༴㝤ᛶ࡟᭚ࡉࢀ࡚ࡁࡓࡇ࡜ࡶࡲࡓ஦ᐇ࡛

࡚࠸ࡿࠋࡑࡋ࡚⤖ㄽ࡜ࡋ࡚ࠊᙼࡣࠊㄒᏛᩍ⫱࡜࠶ࡿࠋ࠸࠺άືࡣࠊᐇ㊶ⓗ࡛࠶ࡿ࡜ྠ᫬࡟⌮ㄽⓗάື
㸦a theoretical activity㸧࡛࠶ࡾࠊࡲࡎᩍᖌࡣࠊ

The teaching of language is a very complexゝㄒࡢఱࡓࡿ࠿ࢆ⌮ゎࡍࡿࡇ࡜ࡀᚲせ࡛࠶ࡿ࡜affair and language teachers in the pastࡍࡿࡢ࡛࠶ࡿࠋ្║࡛࠶ࢁ࠺ࠋᩍᖌ࡟ࡣࠊ☜࠿

have not always been encouraged to࡟ᩍ࠼ࡼ࠺࡜ࡍࡿᑐ㇟ࠊࡘࡲࡾゝㄒࡑࡢࡶࡢ࡟

inquire into the nature of its complexity.

ࡘ࠸࡚ࡢṇࡋ࠸ㄆ㆑ࡀᚲせ࡛࠶ࡿࠋIn consequence they have frequently fallenࡇࡇ࡛ࠊୖグ࢘࢕ࢻ࢘ࢯࣥࡢࡇࡢ⤖ㄽࢆᩜ⾝

prey to fashionable orthodoxies.

ࡋ࡚㆟ㄽࢆ⥆ࡅࢀࡤࠊࠕᩍ⫱ࠖ࡜࠸࠺⾜Ⅽࡢ≉    (Widdowson, 1978. 99)

ṦᛶࡣࠊࠕゝㄒࠖᏛⓗぢ㆑ࡢࡳ࡞ࡽࡎࠊࡶ࠺୍
ࡘࡢࠕᑐ㇟ࠖࢆࡶేࡏᣢࡘࡇ࡜࡟࡞ࡿࡔࢁ࠺ࠋ࢘࢕ࢻ࢘ࢯࣥࡣࣟࣥࢻࣥ኱Ꮫᩍ⫱◊✲ᡤ
(InstituteofEducation,Universityࡍ࡞ࢃࡕᩍ࠼ࡽࢀࡿᑐ㇟ࠊࠕᏛ⏕ࠖࡓࡕ࡬ࡢどof⥺࡛࠶ࡿࠋᴟㄽࡍࢀࡤࠊࡇࡕࡽࡢᑐ㇟㸦ࡑࡋ࡚London)࡛ᛂ⏝ゝㄒᏛࡢᩍᤵࢆົࡵࠊ࢜ࢵࢡࢫ

Ꮫ⏕ࡢࠕヨ㔠▼ࠖ࡜ࡋ࡚ࡢ཯ᛂ㸧ࡢ࡯࠺ࡀࠊሙࣇ ࢛ ࣮ ࢻ ኱ Ꮫ ฟ ∧ ᒁ ࡢ Ⓨ ⾜ ࡍ ࡿ Oxfordྜ࡟ࡼࡗ࡚ࡣᩍ⫱ࠕάືࠖ࡟ࡣࡉࡽ࡟኱ࡁ࡞ᙳ

Bookworms Collection ࢩ࣮ࣜࢬࡢᛂ⏝ゝㄒᏛ㡪ຊࢆᣢࡘ࠿ࡶࡋࢀ࡞࠸ࠋศ㔝ࡢ࢔ࢻࣂ࢖ࢨ࣮࡜ࡋ࡚ࠊᩍ⫱ᐇ㊶ࡢሙ࡜ࡶ

－ 13 －ࠕPPP ᤵᴗ࡜ TBL ᤵᴗࡢẚ㍑᳨ドࠖࡢ⤖ᯝࢆࡩࡲ࠼࡚ὀ┠ࡍ࡭ࡁ࡛࠶ࡿࠋࡇࡢ᳨ドㄽᩥ࡛ࡣࠊࠕᏛ⩦⪅ࡀዲࡴࠊࡲࡓࡣຠᯝࡀ࠶ࡿ࡜ᛮࡗ࡚࠸ࡿᤵᴗࡢ᪉ࡀࡼࡾຠᯝⓗ࡛࠶ࡿࠖ࡜࠸࠺ぢᆅ࠿ࡽࠊᏛࡑ࠺ࡋࡓᏛ⏕࡬ࡢど⥺ࢆ୍ࡘࡢษཱྀ࡜ࡋ࡚ࠊ

⏕࡟ᑐࡋࠕPPP ࡜ TBL ࡢ࡝ࡕࡽࡢᤵᴗࡀዲࡁ

௨ୗ࡛ࡣ PPP ࡜ TBL ࢆά⏝ࡋࡓᤵᴗࢆẚ㍑᳨

࠿ࠖࠊࠕPPP ࡜ TBL ࡢ࡝ࡕࡽࡢᤵᴗࡀࡢ᪉ࡀドࡋࡓㄽᩥࠕPPP ᤵᴗ࡜ TBL ᤵᴗࡢᩥἲᏛ⩦ⱥㄒࡀ㌟࡟௜ࡃ࡜ᛮ࠺࠿ࠖࡢ㸰㡯┠ࡢ㉁ၥࢆ௜

࡟࠾ࡅࡿຠᯝࡢẚ㍑᳨ドࠖ㸦ᕝᮏࠊబ⸨ࠊ2011㸧ຍࡋࠊࡑࡢゎ⟅ࢆศᯒࡋ࡚࠸ࡿ㸦99㸧ࠋࡇࡢࡼࢆྲྀࡾୖࡆࡓ࠸ࠋࡇࡢ᳨ドㄽᩥ࡛ࡣࠊୖグࡢ㆟࠺࡟ࠊ᳨ドࡣᩍ⫱ᑐ㇟࡛࠶ࡿᏛ⏕ࡢ཯ᛂࢆ୎ᑀㄽ࡟㛵ࡋ࡚ࠊࡲࡎࢱ࢖ࢺࣝ࡟࠶ࡿࡼ࠺࡟ᩥἲㄝ

࡟ᥒ࠸ୖࡆࡿࡇ࡜࡟ࡼࡾࠊᰂ㌾ᛶࠊໟᣓᛶ࡜ࡶ

᫂ࡢᚋ࡟⦎⩦ࠊάືࢆ⾜࠺࡜࠸࠺ࠊᚑ᮶ᆺࡢ࠸࠺࡭ࡁࡶࡢࢆ☜ಖࡋࠊࡑࢀࡺ࠼࡟ࠊࡇࡢ᳨ド

PPP (Presentation-Practice-Production) ࡜ࠊ⤖ᯝࡣṇ㭀ࢆᑕࡓࡶࡢ࡜࡞ࡿࡢ࡛࠶ࡿࠋ➨஧ゝㄒ⩦ᚓ◊✲࡟ἢࡗ࡚ࢱࢫࢡࢆά⏝ࡋࡓAI ࡜ࠊே㛫ࡢࠕᮏᙜࡢᚰ(“real mind”)ࠖ

TBL (Task-Based Language Learning) ࡢẚ
㍑◊✲ࢆ⾜ࡗ࡚࠸ࡿࠋTBL ࡣࠊᩍ⫱ᣦᑟせ⥘࡛ᙉㄪࡉࢀࡿࠕࢥ࣑ࣗ

ࡇࡢࡼ࠺࡟๓㏙ࡢㄽᩥࡢ᳨ド࡟ࡣࠊᩍ⫱ᑐ㇟ࢽࢣ࣮ࢩࣙࣥ⬟ຊࠖࢆ㧗ࡵࡿຠᯝࡀ࠶ࡿ࡜ࡉࢀ࡛࠶ࡿ⏕ᚐࡢ᝟ព㠃ࡀࡋࡗ࠿ࡾࣉࣟࢢ࣒ࣛࡉࢀ࡚࠸ࡿࡀࠊࡋ࠿ࡋࠊᐇ㝿࡟ࡣ࡝࠺࡞ࡢ࠿ࠋPPP࡚࠸ࡓࡢࡔࡀࠊࡉࡽ࡟ㄽࢆ㐍ࡵ࡚ࠊᩍ⫱࡟࠾ࡅ࡜ TBLࠊࡇࢀࡽ㸰ࡘࡢᩍ⫱ἲࢆࡑࢀࡒࢀ㸰ࢢࣝࡿᏛ⏕࡜ࡢᚰࡢゐࢀྜ࠸࡟ࡘ࠸࡚㸦࡞࡝࡜࠸࠺࣮ࣉ࡟ศࡅࡓࢡࣛࢫ࡛⾜࠸ࠊண ࡉࢀࡿຠᯝࡀ࡜ࠊ࠸࠿࡟ࡶ⢭⚄ㄽⓗ࡛ྂࡵ࠿ࡋ࠸Ⓨ᝿ࡢࡼ࠺ᐇ㝿࡟ࡳࡽࢀࡿ࠿᳨ドࡋ࡚࠸ࡿࠋࡑࡋ࡚ࡑࡢ᳨࡟ࡶࡳ࠼ࡿࡀࠊࡇࢀ㸧ࡣ࠿࡞ࡾᮏ㉁ⓗ࡞ၥ㢟࡛ド⤖ᯝᚓࡽࢀࡿࡢࡣࠕᩥἲ▱㆑ࡢ⩦ᚓࡸⱥసᩥ࠶ࡿ࡜ᛮࢃࢀࡿࠋࡓ࡜࠼ࡤ᫖௒ࠊ⬮ගࢆᾎࡧ࡚࡟࠾ࡅࡿṇ☜ࡉࠖࢆ┠ᶆ࡜ࡍࡿሙྜ࡟ࡣ PPP࠸ࡿࠊ࠸࠿࡟ࡶ⌧௦ⓗࠊ࠿ࡘᮍ᮶ⓗ⏘≀࡛ࡶ࠶ᤵᴗࡀ㐺ࡋ࡚࠾ࡾࠊࡲࡓࠕⱥసᩥ࡟࠾ࡅࡿὶᬸࡿ AI㸦ேᕤ▱⬟㸧࡛ࡉ࠼ࠊពእ࡞ࡇ࡜࡟ࠊࡑࡢ

ࡉࡸෆᐜࡢ㇏࠿ࡉࠖࡢሙྜ࡟ࡣ TBL ࡀ㐺ࡋ࡚⫼ᬒ࡟ࡣࠕᚰࠖࡢᏑᅾࡀ⪃࠼ࡽࢀࡿ࠿ࡽ࡛࠶ࡿࠋ࠸ࡿࠊ࡜࠸ࡗࡓ⤖ㄽ࡛࠶ࡾࠊᩍᤵἲ࡟ࡣࡑࢀࡒ࢔ ࣛ ࣥ ࣭ ࢳ ࣗ ࣮ ࣜ ࣥ ࢢ (Alan Turing)ࢀࡢ≉㉁ࡀ࠶ࡿࡇ࡜ࢆ♧၀ࡋ࡚࠸ࡿࠋࡑࡋ࡚⏕(1912-1954) ࡣࠊAI ࡢ⪃࠼࠿ࡓࡢ♏ࢆ⠏࠸ࡓ࡜ᚐഃ࡟࠾ࡅࡿࠕᛶ᱁ࡸᏛ⩦࡬ࡢືᶵ࡙ࡅࠖࡢከࡉࢀࡿࠕୡ⏺࡛᭱ึࡢேᕤ▱⬟◊✲⪅ࠖ㸦᳃⏣ࠊᵝᛶࢆ⪃៖ࡍࡿ࡞ࡽࠊࠕࡉࡲࡊࡲᙧᘧࡢᤵᴗࢆ93㸧ࡔࡀࠊᙼࢆࡶ࡜ࡶ࡜ AI ࡬࡜㥑ࡾ❧࡚ࡓࡢ⤌ࡳྜࢃࡏ࡚ά⏝ࠖ㸦ᕝᮏࠊబ⸨ 95㸧ࡍࡿࡇ࡜ࡣࠊே㛫ࡢࠕᮏᙜࡢᚰࠖ㸦“real mind”㸧࡟㏕ࡾࡀ᭷ຠ࡛࠶ࡿ࡜ࡍࡿࡢ࡛࠶ࡿࠋጇᙜ࡞⤖ㄽ࡛࠶ࡓ࠸࡜࠸࠺Ῥᮃ࡛࠶ࡗࡓ࡜࠸࠺ࠋᙼࡣࠊᶵᲔⓗࢁ࠺ࠋࣉࣟࢭࢫ࡛ࡣฎ⌮୙ྍ⬟࡞ࠊே㛫ࡢᚰࡀ⏕ࡳฟせࡣࠊᩍ࠼ࡿᑐ㇟࡛࠶ࡿᏛ⏕ࡶከ✀ከᵝ࡞ࡽࠊࡍࠕὝᐹࠖࠊࠕ┤ほࡸࡦࡽࡵࡁࠖ࡜࠸ࡗࡓࡶࡢᩍᤵἲࡶከ✀ከᵝ࡞ࡶࡢࡀ࠶ࡗ࡚ࡋ࠿ࡿ࡭ࡁ࡛

ࢆࠊࡦ࡜ࡲࡎࠕ࢜ࣛࢡࣝ࡜࠸࠺[ᴫᛕࡢ]ࠗᣓᘼ࠘

࠶ࡿ࡜࠸࠺ࠊᰂ㌾ࠊ࠿ࡘㄝᚓᛶ࡟ᐩࢇࡔ⤖ㄽࢆ࡟ࠖ(᳃⏣ࠊ93)ධࢀ࡚Ჴୖࡆࡋࠊ⤖ᯝⓗ࡟ࡣࠊᑟࡁฟࡋ࡚࠸ࡿࠋࡑ࠺ࡋࡓ⤖ㄽ⮬యࠊ♧၀ⓗ࡞௒᪥ࡢ AI ࡢඛ㥑ࡅ࡜࡞ࡿࡶࡢࢆ㛤Ⓨࡋ࡚࠸ࡗࡶࡢࢆከࡃྵࡴࡢࡔࡀࠊࡑࢀ࡜ྠᵝࠊ⯆࿡῝࠸ࡓࡢࡔࡀࠊே㛫ࡢෆ㠃ᛶ࡟ᑐࡍࡿࢳ࣮ࣗࣜࣥࢢࡢࡣࠊࡑࡇ࡟ࡣ⏕ᚐ࡬ࡢ☜ᐇ࡞ど⥺ࡀㄞࡳྲྀࢀࡢ㛵ᚰࡣ౫↛ࠊ⾶࠼ࡿࡇ࡜࡞ࡃࠊᙼࡣ௨ୗࡢࡼࡿࡇ࡜࡛࠶ࡿࠋࡇࢀࡀ⏕ᚐࡢⱥㄒຊྥୖࡢࡳ࡞࠺࡞ᵓ᝿ࡶࡲࡓᢨṔࡋ࡚࠸ࡿࠋࡽࡎࠊᤵᴗᙧែ࡟ᑐࡍࡿ⏕ᚐࡢ᝟ពⓗ཯ᛂࢆࡶࡁࡵ⣽࠿ࡃ⢭ᰝࡋࡓ⤖ᯝࡢࡶࡢࡔ࡜࠸࠺ࡇ࡜ࡣ

－ 14 －▱ⓗ࡞ᶵᲔࢆࡘࡃࢁ࠺࡜ࡍࡿ࡞ࡽࡤࠊᶵᲔࡶⓗࢹ࣮ࢱࡣ࠶ࡗࡓ࡯࠺ࡀ࠸࠸ࠋ㞟ࡵࡽࢀࡓ࢔ࣥ

ࡲࡓࠊࡑ࠺ࡋࡓᖸ΅[௚⪅࡜ࡢ᥋ゐ࡟ࡼࡿእ㒊ࢣ࣮ࢺࡢ⤖ᯝࡢศᯒࠊ࠶ࡿ࠸ࡣ⤫ィⓗ࡞ᩘᏐ࡛࠿ࡽࡢᙳ㡪]࡟ᑐࡋ࡚㛤࠿ࢀ࡚࠸࡞ࡅࢀࡤ࡞ࡢྍど໬ࡣ᭷┈࡛࠶ࢁ࠺ࠋࡋ࠿ࡋࠊᩍᖌࡣᩘᏐࡽ࡞࠸ࠋࡘࡃࡿ࡭ࡁࡣ኱ேࡢ⬻࡛ࡣ࡞ࡃࠊᗂ⮬యࡢ᳨ウ࡛࠶ࡿࡼࡾࡣࠊࡲࡎ┠ࡢ๓࡟࠸ࡿᏛඣࡢ⬻ࡢࡼ࠺࡞ࠊᏛࡧ࡟㛤࠿ࢀࡓᶵᲔ࡛࠶ࡿࠋ⏕ࡢ㢦ࢆࡋࡗ࠿ࡾぢࡘࡵࠊែᗘ࡟ὀ┠ࡍࡿࡇ࡜(᳃⏣ࠊ101)㸦ୗ⥺ࡣ➹⪅࡟ࡼࡿࠋ㸧ࡀ㔜せ࡜࡞ࡿࡢ࡛࠶ࡿࠋ M. ࢝ࢼ࣮ࣞ࢖(M. Canale)࡜ M. ࢫ࢙࢘࢖ࣥࢳ࣮ࣗࣜࣥࢢࡀᵓ᝿ࡍࡿࠕ▱ⓗᶵᲔࠖ(M. Swain) ࡟ࡼࢀࡤࠊࠕࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ㸦Intelligent Machinery㸧࡟ࡘ࠸࡚ࡢࡇ࠺ࡋࡓ

⬟ຊࠖ࡜ࡣࠊୗグࡢࡼ࠺࡞㸲Ⅼࡢୗ఩⬟ຊ࠿ࡽ

Ⓨ᝿ࡣࠊᩍ⫱Ꮫⓗぢᆅ࠿ࡽࡍࢀࡤࠊ㠀ᖖ࡟♧၀࡞ࡾࡓࡗ࡚࠸ࡿ࠿ࡽ࡛࠶ࡿࠋⓗ࡞ࡶࡢࢆྵࢇ࡛࠸ࡿࡼ࠺࡟ᛮࢃࢀࡿࠋ࡞ࡐ࡞

௨ୗࠊᅵᒇࡢ㆟ㄽࢆཧ⪃࡟ࡋࠊࡑࢀ࡟ࡑࡗ࡚ࡽࠊࢳ࣮ࣗࣜࣥࢢࡀ୍᫬ⓗ࡟Ჴୖࡆ࡟ࡋࡓࡲࡲヰࢆࡍࡍࡵ࡚࠸ࡁࡓ࠸ࠋࡢࠕ࢜ࣛࢡࣝࠖࡢᏑᅾࡇࡑࠊᩍ⫱ࡢศ㔝࡛ࡣᩍ⫱⪅ࡀ⌧ᐇ࡟ࠊ┠ࡢ๓࡟ᑐ㇟࡜ࡋ࡚࠸ࡿࡶࡢ࡛ࠕࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ⬟ຊࠖ࠶ࡾࠊࡲࡓᩍ⫱࡜࠸࠺άືࡢ๓ᥦ࡜ࡋ࡚࠸ࡿࡶ

(communicative competence)ࡢ࡛࠶ࡿ࠿ࡽࡔࠋAI ࡣࡇࡢⅬ࡛኱࠸࡟ࠕᩍ⫱ࠖ(1)ᩥἲ⬟ຊ㸦grammatical competence)࡟ࡣ㐜ࢀࢆ࡜ࡗ࡚࠸ࡿ࡜࠸ࡗ࡚ࡶࡼ࠸ࠋྰࠊࡑ

(2)♫఍ゝㄒᏛⓗ⬟ຊ(sociolinguistic competence)ࢀࡣࠊࡣࡓࡋ࡚༢࡟ࠕ㐜ࢀࠖ࡜࠸ࡗ࡚ࡶࡼ࠸ࡶࡢ࡞ࡢࡔࢁ࠺࠿ࠋ࡞ࡐ࡞ࡽᩍ⫱࡜ࡣࠊAI ࡢศ㔝(3)ㄯヰⓗ⬟ຊ(discourse competence)ࡀ┠ᣦࡍࡼ࠺࡞ᑐ㇟ࡢゎ࡛᫂ࡣ࡞ࡃࠊࡴࡋࢁᑐ

(4)᪉␎ⓗ⬟ຊ(strategic competence)㸦ᅵᒇࠊ44-45㸧

㇟࡬ࡢ඲㠃ⓗಙ㢗ࠊ࠶ࡿ࠸ࡣࠊぢᏲࡾ࡜࠸ࡗ࡚
ࡶࡼ࠸ࡼ࠺࡞ࡶࡢ࡛࠶ࡿ࠿ࡽࡔࠋᨻᗓࡣࠊ࣒࣮ࣥࢩࣙࢵࢺᆺ◊✲㛤Ⓨไᗘࡢᑐୖグࡢୗ఩⬟ຊࢆ᳨ウࡍࢀࡤࠊ㸦1)ࡢㄒᙡࠊ

㇟࡜࡞ࡿ 25 ࡢ┠ᶆೃ⿵ࡢ୍ࡘ࡜ࡋ࡚ࠕ⬻࡞࡝ᩥᆺ࣭ᩥἲࠊ㡢ኌ࣭ᩥᏐࢆྵࡵࡓゝㄒᙧᘧࢆ᧯ࡢ඲⚄⤒ᅇ㊰⥙ࢆ᏶඲ࢥࣆ࣮㸦㐩ᡂ┠ᶆࡣ 2050సࡍࡿ⬟ຊࠊࡘࡲࡾᗈ⩏ࡢࠕᩥἲⓗࠖ⬟ຊࡔࡅᖺ㸧ࠖ㸦᪥ᮏ⤒῭᪂⪺ 2019 ᖺ 7 ᭶ 29 ᪥ኤห㸧࡛ࡣࠊࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ⬟ຊ࡟ࡣ฿ᗏࠊࡘ࡞ࡍࡿࡇ࡜ࢆᣲࡆ࡚࠸ࡿࡀࠊࡑࡢࡇࢁࠕ࢜ࣛࢡࣝࠖࡀࡽ࡞࠸ࡇ࡜ࡀࢃ࠿ࡿࠋࡑࡢ⬟ຊ࡟ࡲ࡛฿㐩ࡍࡣ࡝ࡢࡼ࠺࡞ᙧ࡛ᢕᥱࡉࢀࡿࡼ࠺࡟࡞ࡗ࡚࠸ࡿࡿ࡟ࡣࠊᚑ᮶ࡢࡼ࠺࡟ゝㄒᙧᘧ࡟ࡢࡳ೫ࡗࡓᩍࡢࡔࢁ࠺࠿ࠋ⫱࡛ࡣ࡞ࡃࠊྛⓎヰሙ㠃࡟ᛂࡌࡓⓗ☜ࡉࠊࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࢆ⥆⾜ࡍࡿຊࡀồࡵࡽࢀࡿࠋࡑ

ࠕⰋ࠸Ꮫ⩦⪅ࠖ࡜ࡋ࡚ࡢᩍᖌീࡢࡼ࠺࡞ぢᆅ࠿ࡽࡍࢀࡤࠊఱࢆఏ㐩ࡍࡿࡢ࠿࡟
㔜Ⅼࡀ࠾࠿ࢀࡓࢥ࣑ࣗࢽ࢝ࢸ࢕ࣈ࣭ࣛࣥࢤ࣮

ᩍᖌࡶࡲࡓ⏕ᚐྠᵝࠊⱥㄒࢆᏛࡪ୍ேࡢᏛ⩦ࢪ࣭ࢸ࢕࣮ࢳࣥࢢࡣࠊࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ⬟ຊ⪅࡜ࡋ࡚⮬㌟ࡀࠕⰋ࠸Ꮫ⩦⪅ࠖ㸦ᅵᒇࠊ29㸧࡛ࡢ㣴ᡂ࡟ࡣ᭱㐺࡞ᩍ⫱ἲ࡛࠶ࡿ࡜ᛮࢃࢀࡿࠋࡑ࠶ࡿᚲせࡀ࠶ࡿࠋࡋ࠿ࡋࠊࡑࢀࡣⱥㄒ࡟㛵ࡋ࡚ࡋ࡚ࡇࡢᩍᤵἲ࡛ࡣࠊࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ⮬యࡔࡅ࡛ࡣ࡞࠸ࠋᩍᖌࡣࠊᏛ⏕ࡢࠕಶᛶࠊᡯ⬟ࠊࡀ㔜せ࡛࠶ࡾࠊࡑࡇ࡟୺║ࢆ࠾ࡃ࠿ࡂࡾᩍᤵἲ

≉ᛶࠖ࡜࠸ࡗࡓࡶࡢࢆⓗ☜࡟ᢕᥱࡋࠊᑛ㔜ࡍࡿࡢ㑅ᢥࡢᖜࡣᩍᖌ࡟୍௵ࡉࢀ࡚࠸ࡿ㸦ᅵᒇࠊᚲせࡀ࠶ࡿࡀࠊࡑࢀ࡜ྠᵝ࡟ᩍᖌ⮬㌟ࡶࡲࡓ⮬44-45㸧࡜ࡍࡿ࡞ࡽࠊᩍᖌࡀ⮬㌟ࡢࠕಶᛶࠊᡯ

ᕫࡢࡑ࠺ࡋࡓࡶࡢ࡟ᑐࡋ࡚ṇࡋ࠸ㄆ㆑ࢆࡶࡘࡇ⬟ࠊ≉ᛶࠖࢆ኱࠸࡟Ⓨ᥹ࡋ࡚ࠊ⮬ࡽࡀࠕⰋ࠸Ꮫ࡜ࡀ㔜せ࡛࠶ࢁ࠺ࠋᩍ⫱ἲࡢ◊✲࡟࠾࠸࡚ᐈほ⩦⪅ࠖ࡜ࡋ࡚ᕤኵࡍࡿᚲせࡶฟ࡚ࡃࡿࡔࢁ࠺ࠋ－ 15 －ࡑࡋ࡚ࡲࡓᩍᖌࡣࠕ࢖ࣥࢱࣛࢡࢩࣙࣥࠖ
㸦Interaction㸧ࡢ㔜せᛶࡶㄆ㆑ࡍ࡭ࡁ࡛࠶ࡿࠋඛ࡟ᘬ⏝ࡋࡓࠊ࢘࢕ࢻ࢘ࢯࣥࡢ 1978 ᖺࡢᥦ࢖ࣥࢱࣛࢡࢩࣙࣥࠊࡘࡲࡾࠕ┦஫஺΅ࠖࡣࢥ࣑᱌ࠊࡘࡲࡾᩍᖌࡀࠕゝㄒࠖ⮬య࡬ࡢṇࡋ࠸ㄆ㆑ࣗࢽࢣ࣮ࢩࣙࣥࡢάືࡢሙ࡟࠾ࡅࡿព࿡ࡢ஺΅ࢆࡶࡘࡇ࡜ࡢᚲせᛶࡣࠊᅄ༙ୡ⣖ࢆ⤒ࡓ 2000࡛࠶ࡾࠊᩍᖌ࡜Ꮫ⏕ࠊ࠶ࡿ࠸ࡣᏛ⏕ྠኈࡢ࣓ࢵᖺࡢୖグㄽᩥ࡛ࡣࠊ☜ᐇ࡟ࡶ࠺୍ࡘࡢㄆ㆑࡬࡜ࢭ࣮ࢪࡢ☜ㄆࠊㄪᩚసᴗ࡛࠶ࡗ࡚ࠊ࢔࢘ࢺࣉࢵྥ࠿ࡗ࡚࠸ࡿࡼ࠺࡟ᛮࢃࢀࡿࠋࢺࡢሙࢆᩚ࠼ࡿ࡜࠸࠺ព࿡࡟࠾࠸࡚㔜せ࡛࠶ࡿࠋࡇࡇ࡛ࡣࠊ࢘࢕ࢻ࢘ࢯࣥࡣࠊே㛫ࡢ⬻ࡣ࡝ࢇࡑࢀࡣከࡃࡢሙྜࠊゝㄒ⩦ᚓ࡟࠾ࡅࡿ࣮࢜ࣛ࡞㢌ࡢ࡞࠿࡟࠶ࢁ࠺࡜ᇶᮏⓗ࡟ࡣྠࡌࡔࡀࠊே࣭ࣝ࢖ࣥࢱࣛࢡࢩࣙࣥ࡜࠸࠺ࠊⱥㄒᏛ⩦ୖࡢ୍㛫ࡢᚰࠊ⢭⚄㸦human minds㸧ࡣ㐪ࡗ࡚࠸ࡿࠊࡘࡢᢏ⾡࡛࠶ࡿ㸦ᅵᒇࠊ226㸧ࡢࡔࡀࠊࡋ࠿ࡋࠊ࡜⪃࠼ࡿࠋேࡣࡑ࠺ࡋࡓࠕ୙㒔ྜࠖࢆ᫝ṇࡍࡿⱥㄒᩍ⫱ࢆ㞳ࢀ࡚ࠊᏐ⩏㏻ࡾࡢࠕࢥ࣑ࣗࢽࢣ࣮ࡓࡵ࡟ࠊ࠶ࡓ࠿ࡶᩍ⫱ࡀࠕ⬻እ⛉ᡭ⾡ࠖ(“brainࢩࣙࣥࠖ࡟࡜ࡗ࡚ࡶ㔜せ࡞ࡶࡢ࡜࡞ࢁ࠺ࠋࡑࢀsurgery”) ࠿ ࠕ 㑇 ఏ Ꮚ ᧯ స ࠖࡣࡲࡓᩍᖌ࡜Ꮫ⏕࡜ࡢ㊥㞳ࢆ⦰ࡵࡿࡢ࡟᭷ຠ࡞engineering”) ࡛࡛ࡶ࠶ࡿ࠿ࡢࡼ࠺࡟᪂ࡋ࠸ᩍάື࡜࡞ࡿ࠿ࡽ࡛࠶ࡿࠋ⫱ἲ࡟ྜ⮴ࡉࡏࡿࡇ࡜࡟ࡼࡗ࡚ࠊ⏕ᚐࡢࠕᚰࠖ

(“geneticࠕⱥㄒᩍ⫱ࠖࡣࠊ஧㔜ࡢព࿡࡟࠾࠸࡚ே㛫࡜ࡢᆒ୍໬ࢆࡣ࠿ࡗ࡚ࡣ࡞ࡽ࡞࠸࡜㆙࿌ࡍࡿࠋࡇᐦ᥋࡞㛵ࢃࡾࢆࡶࡘ࡜࠸࠼ࡿࠋ➨୍࡟ࠊᩍ⫱ࡣࡇ࡛ࡶࡲࡓࠕ⬻እ⛉ᡭ⾡ࠖࠕ㑇ఏᏊ᧯సࠖ࡜࠸㸦ࡑࢀࡣᩍ⫱඲⯡࡟࠸࠼ࡿࡇ࡜ࡔࡀ㸧ே㛫ࢆᑐࡗࡓᙼࡢ㐣⃭࡞ẚ႘ࡣㄞ⪅ࡢព⾲ࢆ✺ࡃࡢࡔࡀࠊ

㇟࡟ࡋࡓࡶࡢ࡛࠶ࡾࠊ➨஧࡟ࠊⱥㄒᩍ⫱ࡣࠊࠕࢥࠕᩍ⫱ࠖ࡜ࡣࠊࡑࡶࡑࡶࠕே㛫ࠖ࡟ᐦ᥋࡟㛵ಀ࣑ࣗࢽࢣ࣮ࢩࣙࣥࠖࢆࠊᩍᤵୖࡢ୍ࡘࡢᡭἲ࡜ࡍࡿࡶࡢ࡛࠶ࡿࠊ࡜ࡍࡿ࢘࢕ࢻ࢘ࢯࣥࡢ୺ᙇࡣࡋ࡚⏝࠸ࡿࡀࠊࡑࢀࡣே㛫ࡢᇶᮏⓗࠊ࠿ࡘ㠀ᖖ༑ศ⣡ᚓࡢ࠸ࡃࡶࡢ࡜࡞ࡿࡢ࡛࠶ࡿࠋ࡟㔜せ࡞⬟ຊ࡛࠶ࡿ࡜⪃࠼ࡽࢀࡿ࠿ࡽ࡛࠶ࡿࠋ࢘ ࢕ ࢻ ࢘ ࢯ ࣥ ࡶ ࡲ ࡓ TESOL (Teaching
English to Speakers of Other Languages) ࡣࠊ⤖ࡧ㸸Ꮫ⏕ࡀ⌮᝿࡜ࡍࡿࠕࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࠖ࡜ࠕᴦࡋ࠸ᤵᴗࠖᮏ᮶ࠊே㛫࡜㛵ࢃࡿࡶࡢ࡛࠶ࡿࠊ࡜ࡋ࡚௨ୗࡢ᭱ᚋ࡟ࠕᩍ⫱ἲࠖ㸦ཷㅮ⏕㸸ᑗ᮶ᩍ⫋ᕼᮃࡢࡼ࠺࡟ゝཬࡋ࡚࠸ࡿࠋ㸰ᖺ⏕㸵ྡ㸧ࡢࢡࣛࢫ࡛⾜ࡗࡓ࢔ࣥࢣ࣮ࢺࡢᅇTESOL is concerned with human beings.

⟅࡜ࡑࢀࢆศᯒࡍࡿࡇ࡜࡟ࡼࡗ࡚ࠊᮏㄽࡢ⤖ࡧ

In certain respects they are all alike: bodies࡟࠿࠼ࡓ࠸ࠋ

come in all shapes and sizes, but they all௨ୗࡣ࢔ࣥࢣ࣮ࢺࡢ㉁ၥ࡜ࡑࢀ࡟ᑐࡍࡿᅇ⟅consist of the internal organs, so medicaltechnology

canpredictably applied.

beeffectively

࡛࠶ࡿࠋ

and

Human brains are㉁ၥࠕ⮬ศࡀⱥㄒᩍᖌ࡟࡞ࡗࡓሙྜࠊ࡝ࡢࡼ࠺

basically the same whatever head they arein.

࡞ᤵᴗࢆࡋࡓ࠸࡛ࡍ࠿㸽ࠖ

Human minds are not, and this inmany ways is inconvenient. So you can tryୖグࡢ㉁ၥ࡟ᑐࡋ࡚ࠊ௨ୗ࡟ཷㅮ⏕඲ဨࡢពto make them the same by making themぢࢆ⥲ᣓࡋ࡚࠸ࡿࡼ࠺࡟ᛮࢃࢀࡿ 1 ᅇ⟅౛ࢆࡲ

conform to findings, and in effect operatingࡎ⤂௓ࡋࠊࡇࡢᅇ⟅ࡢ⿵㊊࡜ࡋ࡚ࠊ௚ࡢᏛ⏕ࡓon them as if pedagogy were a kind of brainࡕࡢពぢࢆ㒊ศᘬ⏝ࡋࠊ୺ࡔࡗࡓලయ౛ࢆ♧ࡍ

surgery or genetic engineering. ࡇ࡜࡟ࡋࡓ࠸ࠋ          (Widdowson, 2000, 3)－ 16 －⥲ᣓⓗ࡞ᅇ⟅౛㸦㸱㸧␗ᩥ໬ࡢ㔜ど ࣭እᅜࡢṔྐࠊᅜẸᛶࠊ㣗ᩥ໬ࠊ㢼಑ࠊ⩦័࣭ࡇࢀࡲ࡛⮬ศࡀຮᙉࡋ࡚ࡁࡓᣦᑟἲࡢ࠸࠸࡜➼ࡢ⤂௓➼ࡇ(ࢁ)ྲྀࡾࢆࡋࡓᤵᴗࡀ⌮᝿ⓗ࡛࠶ࡿࡼ࠺࡟

␗ᩥ໬࡟㛵ࡋ࡚ࡣࠊ㸰ྡࡢᏛ⏕ࡀእᅜ࡟ᑐ

ᛮࢃࢀࡿࠋලయⓗ࡟ࡣࠊࢥ࣑ࣗࢽ࢝ࢸ࢕ࣈ࣭ࡍࡿ⯆࿡ࠊ៿ࢀࡶྵࡵ࡚ヲ⣽࡟グࡋ࡚࠸ࡓࠋࣛࣥࢤ࣮ࢪ࣭ࢸ࢕࣮ࢳࣥࢢࡸࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࢆ㔜どࡍࡿ PPP ➼ࠋ࢔ࢡࢸ࢕ࣈ࡞ᤵᴗ

㸦㸲㸧ᩍᖌࡢே㛫ⓗഃ㠃ࡢ㔜どࡀࡼ࠸࡜ᛮࢃࢀࡿࡢ࡛ࠊࡎࡗ࡜ᩍ⛉᭩࡟࠿ࡌ࣭࡞ࡿ࡭ࡃᩍᖌ࡜⏕ᚐࡢ㊥㞳ࢆ㏆ࡃࡋ࡚ぶᐦࡾࡘࡃࡢ࡛ࡣ࡞ࡃࠊCLIL ࡢࡼ࠺࡟௚ࡢ⛉┠࡞ಙ㢗㛵ಀࢆ⠏ࡃࢆⱥㄒ࡛ヨࡋࡓࡾࠊ࣌࢔࣮࣡ࢡࡸࢤ࣮࣒ࢆ㏻࣭⮬⏤࡟Ⓨゝ࡛ࡁࠊ㉁ၥࠊពぢ஺᥮࡛ࡁࡿࡼࡋ࡚⏕ᚐ⮬㌟ࡀⱥㄒࢆ㌟࡟ࡘࡅ࡚࠸ࡃࡼ࠺࡞࠺࡞ᤵᴗ⎔ቃࢆᩚ࠼ࡿᤵᴗࠋ㐣ཤ࡟࠾ࡅࡿࡉࡲࡊࡲ࡞ᩍᖌ࡜ࡢฟ఍࠸࡜ᤵᴗయ㦂ࢆࠊ⮬ศࡢࠕ⌮᝿ࡢᩍᖌീࠖࡢཎ⿵㊊࡜ࡋ࡚ࡢලయ౛Ⅼ࡜ࡋ࡚ࠊᩍᖌࡢே㛫ⓗ࠶ࡾ࠿ࡓ࡟㛵ᚰࢆ♧ࡋࠊᩍᖌࡓࡕ࡜⮬ศ࡜ࡢඹឤⓗ࡞ࡘ࡞ࡀࡾ࡟㸦㸯㸧୰࣭㧗➼Ꮫᰯࡢⱥㄒᤵᴗ࡟ᑐࡍࡿ୙‶ࠊᑐࡍࡿឤືࢆヲ⣽࡟グࡍᅇ⟅ࡶ࠶ࡗࡓࠋ࠶ࡿ࠸ࡣᢈุ௒ᅇࠊ⮬ศࡢࠕ⌮᝿ࡢᩍᖌീࠖࢆᥥࡃ࡟ᙜࡓࡑࡋ࡚඲ᅇ⟅ࡢ࡞࠿࡛≉࡟✺ฟࡋ࡚࠸ࡓ㸰㡯ࡗ࡚ࠊ⮬ศࡀ୰࣭㧗➼Ꮫᰯ࡛ཷࡅࡓ㸦࠾ࡑࡽࡃ┠ࡀ࠶ࡿࠋ㸵ྡࡢ඲ဨࡀᙉㄪࡋ࡚࠸ࡓࡢࡣࠊࠕࢥヂㄞἲ࡜ᛮࢃࢀࡿࠊ࠶ࡿ࠸ࡣࠊᑡ࡞ࡃ࡜ࡶᏛ⏕࣑ࣗࢽࢣ࣮ࢩࣙࣥࠖࡢせ⣲ࡀከࡃࠊࠕᴦࡋ࠸ᤵ⮬㌟ࡀࠕヂㄞἲ࡛ࠖ࠶ࡿ࡜ㄆ㆑ࡋ࡚࠸ࡿ㸧ⱥㄒᴗࠖ࡟ࡋࡓ࠸࡜࠸࠺ᕼᮃ࡛࠶ࡗࡓࠋ⯆࿡῝࠸ࡇᤵᴗࢆࠊ࠶ࡓ࠿ࡶ୍✀ࡢࠕ཯㠃ᩍᖌ࡛ࠖ࠶ࡿࡼ࡜࡟ࡇࢀࡽ㸰ࡘࡢ㡯┠ࡣࠊ┦⿵ⓗ࡟ࡳ࡞ࡉࢀ࡚࠺࡟ࡳ࡞ࡋ࡚ࠊࡑࢀ࡟ᑐࡍࡿᢈุࠊࡑࡢಟṇ࠿࠸ࡿࡢ࠿ࠊ୍ᑐ࡛ేグࡉࢀ࡚࠸ࡿሙྜࡀከ࠿ࡗࡽ⮬ศࡢࠕ⌮᝿ࡢᩍᖌീࠖࢆᘬࡁฟࡋ࡚࠸ࡿᏛࡓࠋᏛ⏕ࡢ㢌ࡢ࡞࠿࡛ࡣࠊ࠶ࡓ࠿ࡶࠕⱥㄒࡢࢥ⏕ࡀ㸰ྡ࠸ࡓࠋ࣑ࣗࢽࢣ࣮ࢩࣙࣥࠖ㸻ࠕᴦࡋ࠸ᤵᴗࠖࡢᵓᅗࡀࡋ࠿ࡋࠊࡇࢀࡣヂㄞἲ࡬ࡢ┤᥋ⓗ࡞ᢈุ࡜࠸

ᥥ࠿ࢀ࡚࠸ࡿほࡀ࠶ࡗࡓࠋᙼዪࡓࡕࡀᥥࡃᑗ᮶

࠺ࡼࡾࡣࠊࡴࡋࢁ௨ୗ࡟㏙࡭ࡿࡼ࠺࡞Ⓨಙᆺⱥࡢ⌮᝿ࡢᤵᴗ࡜ࡣࠊ࡜ࡾࡶ࡞࠾ࡉࡎࠊᏛ⏕ࡀ⌧ㄒᤵᴗ࡟ᑐࡍࡿ⯆࿡࣭ᮇᚅࡢ኱ࡁࡉࡢ⿬㏉ࡋࡢ࡟ᩍᖌ࡟ᮃࢇ࡛࠸ࡿࠕ⌮᝿ࡢᤵᴗ࡛ࠖࡶ࠶ࡿࡔ⾲ฟ࡜ࡶゎ㔘࡛ࡁࡿ࡛࠶ࢁ࠺ࠋࢁ࠺࠿ࡽࠊࡑࡇ࡟ࡣ࠸ࡃࡪࢇ௚ຊᮏ㢪ⓗ࡞ᮇᚅࡶࡳࡽࢀࡓࡀࠊᏛ⏕ࡀᥥࡃࡑ࠺ࡋࡓ⌮᝿㸦࠶ࡿ㸦㸰㸧Ⓨಙᆺⱥㄒᤵᴗ࡬ࡢ⯆࿡࣭ᮇᚅ࠸ࡣࠊពḧ㸧ࡣࠊⱥㄒᩍ⫱ࡢ᰾ᚰࢆࡘ࠸࡚࠸ࡿ ࣭⏕ᚐࡀྛ⮬ࠊⱥㄒࢆヰࡍ⦎⩦ࡀ࡛ࡁࡿከࡃࡼ࠺࡟ᛮࢃࢀࡿࠋࡢᶵ఍ࠕⱥㄒࡢࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࠖ㸻ࠕᴦࡋ࠸ᤵ ࣭ࢢ࣮ࣝࣉ࣮࣡ࢡࡸ࣌࢔࣮࣡ࢡࠊࢹ࢕ࢫ࢝ࢵᴗࠖ࡜࠸࠺ᵓᅗࡣࠊᙜ↛ࠊ᪂ࡋ࠸ᩍᤵἲ࡬ࡢ⯆ࢩࣙࣥࠊࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࠊࢤ࣮࣒ࡸࢡ࿡࣭ᮇᚅࡀࡑ࠺ࡉࡏࡿࡢࡔࢁ࠺ࡀࠊࡋ࠿ࡋࠊࡑ࢖ࢬᙧᘧࡢᕤኵࡇ࡟ࡣ༢࡞ࡿⱥㄒࡢᩍᤵἲࡸᤵᴗࡢᯟࢆ㉺࠼ࡓࠊ ࣭⏕ᚐࡀ࠶ࡲࡾࢫࢺࣞࢫࢆឤࡌ࡞ࡃ࡚ࡍࡴࡼ

ࡉࡽ࡟ᮏ㉁ⓗ࡞ࡶࡢ࡬ࡢ㊴㌍ࢆ࠺࠿ࡀࢃࡏࡿࡶ

࠺࡞ࠊ⮬↛࡟ⱥㄒ࡟័ࢀࡉࡏࡿࢼࢳࣗࣛࡢࡀ࠶ࡿࠋࡘࡲࡾᏛ⏕ࡓࡕࡢࠕࢥ࣑ࣗࢽࢣ࣮ࢩ࣭࣓ࣝࢯࢵࢻࡢࡼ࠺࡞ᤵᴗࣙࣥࠖ࡬ࡢᮇᚅࡣࠊࡑࢀࡀⱥㄒࠊ᪥ᮏㄒ࠶ࡿ࠸

－ 17 －

---, (2000) “TESOL: Art and Craft.” Theࡣఱㄒ࡛࡞ࡉࢀࡿ࡟ࡋࢁࠊᙼዪࡓࡕࡀࠊ஫࠸ࡢ⮬ᕫពᚿࡢ⾲᫂ࡢྍ⬟ᛶࠊពᚿ␯㏻ࡢ㔜せᛶࢆ

Journal of the Imaginations inㄆ㆑ࡋࠊ┦஫⌮ゎࡢྍ⬟ᛶࢆಙࡌ࡚࠾ࡾࠊࡲࡓ

Language Learning and Teaching 5.

ࡑࢀࡽࡀࠕᴦࡋ࠸ࠖࡶࡢ࡛࠶ࡿࡣࡎࡔ࡜☜ಙࡋ

http://www.njcu.edu/cill/vol5/widdowso࡚࠸ࡿࡇ࡜ࡢ୍ࡘࡢ⾲㇟࡜ࡋ࡚ࡶㄞࡳྲྀࢀࡿ࠿n.html 㜀ぴ᪥ 2019 ᖺ 7 ᭶ 20 ᪥ࠋࡽ࡛࠶ࡿࠋᐇ㝿ࠊᏛ⏕ࡀᥥࡃࠕⱥㄒࡢࢥ࣑ࣗࢽᕝᮏ⚈ஓࠊబ⸨⮫ኴ㑻 (2011)ࠕPPP ᤵᴗ࡜ TBLࢣ࣮ࢩࣙࣥࠖ㸻ࠕᴦࡋ࠸ᤵᴗࠖ࡜࠸࠺ᵓᅗࡣࠊᤵᴗࡢᩥἲᏛ⩦࡟࠾ࡅࡿຠᯝࡢẚ㍑᳨

ࠕࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࠖ㸻ࠕᴦࡋ࠸ࠖ࡜࠸ࡗࡓࠊドࠖࠗᩍ⫱ᐇ㊶⥲ྜࢭࣥࢱ࣮◊✲⣖せ࠘ࡉࡽ࡟ᬑ㐢ⓗࠊࡑࡋ࡚ே㛫ࡀ♫఍⏕άࢆႠࢇ࡛

20, 95-100 ዉⰋᩍ⫱኱Ꮫࠋ࠸ࡃୖ࡛ࠊࡉࡽ࡟ᮏ㉁ⓗ࡞ࡶࡢ࡬࡜㌿᥮ࡍࡿྍ᳃⏣┿⏕ (2015㸧ࠗᩘᏛࡍࡿ㌟య࠘᪂₻♫ࠋ⬟ᛶࡣ኱࠸࡟࠶ࡿࠋᅵᒇ⃈⏨௚㸦2011㸧ࠗ᪂⦅ⱥㄒ⛉ᩍ⫱ἲධ㛛࠘ᩍᤵἲ࡟㛵㐃ࡉࡏ࡚࠸࠼ࡤࠊ
๓㏙ࡋࡓࡼ࠺࡟ࠊ◊✲♫ࠋෆᐜゝㄒ⤫ྜᆺᏛ⩦ (CLIL) ࡣࠊࢥ࣑ࣗࢽ࢝ࢸ⤒ᅋ㐃㸦᪥ᮏ⤒῭ᅋయ㐃ྜ఍㸧ࠕ2018 ᖺᗘ ᪂࢕ࣈ࣭ࣛࣥࢤ࣮ࢪ࣭ࢸ࢕࣮ࢳࣥࢢ㸦CLT㸧ࡢ⪃༞᥇⏝࡟㛵ࡍࡿ࢔ࣥࢣ࣮ࢺㄪᰝ⤖ᯝࠖ࠼࠿ࡓࢆࡉࡽ࡟᥎ࡋ㐍ࡵࡓ᭱᪂ࡢᩍᤵἲ࡛࠶ࡾࠊ

http://www.keidanren.or.jp/policy/2018

ᩥᏐ㏻ࡾࠊࠕෆᐜࠖ࡜ࠕゝㄒࠖࢆࠕ⤫ྜࠖࡋࡓ/110.pdf 㜀ぴ᪥ 2019 ᖺ 8 ᭶ 14 ᪥ࠋᏛࡧ࡛࠶ࡿࡢࡔࡀࠊࡇࡢᏛ⏕ࡓࡕࡣࠕⱥㄒࠖ㸦ゝㄒ㸧࡟ࡼࡿࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࢆ㏻ࡋ࡚ࠊࠕே⏕඲⯡࡟࠿࠿ࢃࡿࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࠖ㸦ෆᐜ㸧࡜࠸࠺ࡶࡢࡢ㔜せᛶࠊࡑࡋ࡚ࡑࡢྍ⬟ᛶࡶࡲࡓᏛࡧࡣࡌࡵ࡚࠸ࡿ࠿ࡶࡋࢀ࡞࠸ࠋࡇࢀࡶࡲࡓ࠶ࡿព࿡ࠊ⮬↛Ⓨ⏕ⓗ࡞ࠕෆᐜゝㄒ⤫ྜᆺᏛ⩦ࠖ࡜࠸࠼ࡿࡔࢁ࠺ࠋ࢘࢕ࢻ࢘ࢯࣥࡢ࢘࢖ࢵࢺ࡜ᩥᙬ࡟‶ࡕࡓᩍ⫱ㄽ࡟ẚ㍑ࡍࢀࡤࠊ௒ᅇࡢᏛ⏕ࡓࡕࡢᅇ⟅ࡢ⾲⌧ࡣᐇ࡟⣲ᮔ࡞ࡶࡢࡔࡀࠊࡋ࠿ࡋࠊ⣲ᮔ࡟ࡍࡂ࡞࠸ࢃࡅ࡛ࡣỴࡋ࡚࡞࠸ࠋ࡞ࡐ࡞ࡽࠊᏛ⏕ࡓࡕࡢᥥࡃࡑ࠺ࡋࡓ⌮᝿ࡢᩍ⫱ࡣࠊᑗ᮶ࠊᩍ⫱࡜࠸࠺ࡶࡢࡀࠊ㸦࢘࢕ࢻ࢘ࢯࣥࡀ༴᝹ࡍࡿࡼ࠺࡞㸧ࠕ⬻እ⛉ᡭ⾡ࠖࡸࠕ㑇ఏᏊ᧯సࠖ࡟㝗ࡽࡎ࡟ࡍࡴྍ⬟ᛶࢆ☜ᐇ࡟♧၀ࡋ࡚࠸ࡿ࡜ᛮࢃࢀࡿ࠿ࡽ࡛࠶ࡿࠋᘬ⏝ᩥ⊩
Canale, M. and Swain, M. (1980) “TheoreticalBases of Communicative Approaches
to Second Language Teaching andTesting.” Applied Linguistics 1, 1-47.
Widdowson, H.G.(1978)Teaching Language

as Communication. Oxford UP.

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