I. 担当者
担当者 竹内 理 所属 関西大学 外国語学部・大学院外国語教育学研究科 住所 〒564-8680 吹田市山手町3-3-35 関西大学内 takeuchi@kansai-u.ac.jp URL http://www2.itc.kansai-u.ac.jp/~takeuchi/
II. 授業目的
この授業を、学習者要因の総合的な解明への試みとして位置づけ、外国語学習における個人差の問題に取り組む。
III. 授業形態
講義形式をとるが、教員が一方的に話すのでなく、受講生が考え、意見を述べる場面を多く設け、インターアクティブな授業になるよう心がける。受講生には、授業に積極的に参加すること、ならび指定文献や参考文献を随時読むことが求められる。
IV. 授業計画
月日 内容 09/25 オリエンテーション (Orientation)：学習者要因の総合的研究をめざして 10/02 開始年齢 (Age) 10/09 適性 (Aptitude) 10/16 性格 (Personality) 10/23 学習スタイル (Learning Style) 10/30 信念（Belief） 11/06 動機づけ (Motivation) 11/13 出張のため休講（補講日は別途指定） 11/20 不安 (Anxiety) 12/04 コミュニケーション方略 (Communication Strategy) 12/11 学習方略（１）(Language Learning Strategy -1, including Self-Regulation) 12/18 学習方略（２）(Language Learning Strategy -2) 01/08 研究方法論（１）(Research Methodology-1 ) 01/15 研究方法論（２）(Research Methodology-2) 01/22 まとめのディスカッション
V. 指定文献
毎回の授業終了後、その回の指定文献（毎回のレジメ末尾に明記）を必ず読むこと。なお、論文の入手方法については、1回目の授業で説明する。また、* 印の文献は教科書として購入すること。Akbari, R., and Hosseini, K. (2008). Multiple intelligences and language learning strategies: Investigating possible relations. System, 36, 141-155.
Bailey, K. M. (1991). Dairy studies of classroom language learning: The doubting game and the believing game. Proceedings of the SEAMEO/RELC Conference , 1-40.
Banno, E. (2003). A cross-cultural survey of students' expectations of foreign language teachers. Foreign Language Annals, 36, 339-346.
Bruen, J. (2001). Strategies for success: Profiling the effective learner of German. oreign Language Annals, 34, 216-225.
Busch, M. (1993). Using Likert Scales in L2 research: A researcher comments... TESOL Quarterly, 27, 733-736.
Busse, V., and Walter, C. (2013). Foreign language learning motivation in higher education: A longitudinal study of motivational changes and their causes. The Modern Language Journal, 97, 435-456.
Chapelle, C., and Green, P. (1992). Field independence/dependence in second-language acquisition research. Language Learning, 42, 47-83.
Cheng, H.-Fu, and Dornyei, Z. (2007). The Use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. Innovation in Language Learning and Teaching, 1, 153-174.
Dornyei, Z.（1994）. Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78, 273-284.
Dornyei, Z. (1995). On the teachability of communication strategies. TESOL Quarterly, 29, 55-85.
Dornyei, Z. (2003a). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications Language Learning, 53, 3-32.
*Dornyei, Z. (2003b). Questionnaires in second language research: Construction, administration, and processing. Mahwah, N.J.,: LEA. (八島智子、竹内 理 監訳『外国語教育学のための質問紙調査入門』松柏社, 2006年)
Dornyei, Z. (2009). The L2 motivational self system. In Z. Dornyei and E. Ushioda (Eds.). Motivation, language identity and the L2 self (pp. 9-42). Bristol, UK: Multilingual Matters.
Dornyei, Z., and Csizer, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research, 2, 203-229.
Dornyei, Z., and Thurrell, S. (1991). Strategic competence and how to teach it. ELT Journal, 45, 16-23.
Ehrman, M.E. (1996). Understanding second language learning difficulties. (Chapter 4, pp.47-76.) Thousand Oaks: Sage Publications.
Ehrman, M., and Oxford, R. (1989). Effects of sex differences, career choice, and psychological type on adult language learning strategies. The Modern Language Journal, 72, 1-13.
Ely, C.M. (1989). Tolerance of ambiguity and use of second language strategies. Foreign Language Annals, 22, 437-445.
Gan, Z., Humphreys, G., and Hamp-Lyons, L. (2004). Understanding successful and unsuccessful EFL students in Chinese University. The Modern Language Journal, 88, 229-244.
Griffiths, C. (2007). Language learning strategies: Students' and teachers' perceptions. ELT Journal, 61, 91-99.
Griffiths, C., and Oxford, R. (2014). The twenty-first century landscape of language learning strategies: Introduction to this special issue. System, 43, 1-10.
Griffiths, C., Oxford, R., Kawai, Y., Kawai, K., Park, Y.Y., Ma, X., Meng, Y., and Yang, N.D. (2014). Focus on context: Narratives from East Asia. System, 43, 50-63.
Gu, P.-Y. (2003). Fine brush and freehand: The vocabulary-learning art of two successful Chinese EFL learners. TESOL Quarterly, 37, 73-104.
Gu, Y., Wen, Q., and Wu, D. (1995). How often is often? Reference ambiguities of the likert-scale in language learning strategy research. Occasional Papers in English language Teaching, 5, 19-35. (ERIC ED391 358)
Harley, B., and Hart, D. (1997). Language aptitude and second language proficiency in classroom learners of different starting ages. Studies in Second Language Acquisition, 19, 379-400.
Hinenoya, K., and Gatbonton, E. (2002). Ethnocentrism, cultural traits, beliefs, and English proficiency: A Japanese sample. The Modern Language Journal, 84, 225-240.
Horwitz, E.K. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, 72, 283-294.
Horwitz, E.K., Horwitz, M.B., and Cope, J.A. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125-132.
Hyltenstam, K., and Abrahamsson, N. (2001). Comments on Stefka H. Marinova-Todd, D. Brandford Marshall, and Catherine E. Snow's "Three misconnects about age and L2 learning." TESOL Quarterly, 35, 151-170.
久保信子 (1997). 大学生の英語学習動機尺度の作成とその検討 『教育心理学研究』, 45, 449-455.
Marinova-Todd, S., Bradford Marshall, D., and Snow, C.E. (2000). Three misconceptions about age and L2 learning. TESOL Quarterly, 34, 9-34.
Marinova-Todd, S., Bradford Marshall, D., and Snow, C.E. (2001). Missing the point: A response to Hyltenstam and Abrahamsson. TESOL Quarterly, 35, 171-176.
Mizumoto, A., and Takeuchi, O. (2012). Adaptation and validation of self-regulating capacity in vocabulary learning scale. Applied Linguistics, 33, 83-91. doi:10.1093/applin/amr044
Nakatani, Y. (2005). The effects of awareness-raising on oral communication strategy use. The Modern Language Journal, 89, 75-90.
Nakatani, Y. (2006). Developing an oral communication strategy inventory. The Modern Language Journal, 90, 151-168.
小河原義朗 (2001). 外国人日本語学習者の日本語発音不安尺度作成の試み−タイ人大学生の場合『世界の日本語教育』11, 39-53.
Oxford, R. (1996). Employing a questionnaire to assess the use of language learning strategies. Applied Language Learning, 7, 25-45.
Oxford, R. (1999). Anxiety and the language learner: New insights. In J. Arnold (Ed.), Affect in language learning (Ch.4, pp.58-67). Cambridge: Cambridge Univ. Press.
Oxford, R., Cho, Y., Leung, S., and Kim, H.J. (2004). Effect of the presence and difficulty of task on strategy use: An exploratory study. International Review of Applied Linguistics, 42, 1-47.
Reid, J.M. (1987). The learning style preferences of ESL students. TESOL Quarterly, 21, 87-111.
Robinson, P. (2005). Aptitude and second language acquisition. Annual Review of Applied Linguistics, 25, 46-73.
Rubin, J. (1975). What the 'good language learner' can teach us? TESOL Quarterly, 9, 41-51.
Sawyer, M., and L.Ranta (2001). Aptitude, individual differences, and instructional design. In P. Robinson (Ed.), Cognition and second language instruction (Ch.11, pp.319-353). Cambridge: Cambridge University Press.
Scovel, T. (2001). Learning new languages: A guide to second language acquisition. (Chapter 5, pp. 111-116). Boston: Heinle & Heinle, Thomson Learning.
Sugita-McEown, M., and Takeuchi, O. (2014). Motivational strategies in EFL classrooms: How do teachers impact students’ motivation? Innovation in Language Learning and Teaching, 8, 20-38.
鈴木克明 (1995). 「魅力ある教材」設計・開発の枠組みについて-ARCS 動機づけモデルを中心に- 『教育メディア研究』1, 50-61.
Takeuchi, O. (2003a). What can we learn from good language learners: A qualitative study. System, 31, 313-432.
＊竹内 理 (2003b). 『よりよい外国語学習法を求めて-外国語学習成功者の研究』（第2章「12才では遅すぎるのか」、第３章２節「方略は教えることができるのか」）東京： 松柏社
Takeuchi, O. (2009). Learning from good language learners in a specific context. In T. Yoshida et al. (Eds). Researching Language Teaching and Learning: An Integration of Practice and Theory . (pp. 305-322). Oxford: Peter Lang.
竹内 理 (2010). 学習者の研究からわかること−個別から統合へ 小嶋英夫，尾関直子，廣森友人（編）『成長する英語学習者―学習者要因と自律学習』（英語教育学体系第6巻, pp.3-20）東京：大修館書店
Turner, J. (1993). Using Likert Scales in L2 research: Another researcher comments... TESOL Quarterly, 27, 736-739.
Ueki, M., and Takeuchi, O. (2013). Forming a clearer image of the ideal L2 self: The L2 motivational self system and learner autonomy in a Japanese EFL context. Innovation in Language Learning and Teaching, 7, 238-252.
VI. 参考文献
『外国語学習者論』の参考文献一覧
VII. 成績評価
この授業では、1) クラスにおける意見の表明と質問を50％、2) レポート（講義内容に関して自分が最も関心を持った点を掘り下げた研究）を50％として評価する。レポートは、Due Date を 1月16日（金）として尚文館授業支援ステーションに提出すること。フォーマットはA4サイズで、章・節を作り、APA形式の参考文献一覧をつけ、ワープロ打ちで提出すること。なお、図表なども利用して、説得力のある構成のレポートにすること。また、レポートの最後に、指定文献のうち５つの内容を要約したものを掲載すること。
Released: 07/30/14