間隙水の流入流出に着目した砂地盤の地震後流動メカニズムの解明

平成13年度-平成15年度科学研究費補助金(基盤研究(B)(1))研究成果報告書,課題番号.1345019

機能的近赤外線分光装置（fNIRS）を用いたADHDの研究

Functional near-infrared spectroscopy（fNIRS） is a non-invasive and low-restrictive functional brain mapping method using near-infrared light. In addition, fNIRS can also be used for studies of cognitive development of infants and young children because near-infrared light is absorbed very little by biological substances and heat is hardly generated in principle. In recent years, studies using fNIRS have been conducted in research on neurodevelopmental disorders, and are expected to be biomarkers of neurodevelopmental disorders. If information on brain functions of neurodevelopmental disorders is obtained, it will be used as basic data for providing appropriate support in special education. Therefore, in this paper, the author reviewed previewed previous studies using fNIRS for children with ADHD, which is one of neurodevelopmental disorders. The possibility of applying the knowledge obtained from fNIRS research to special education was discussed

内視鏡による鼻咽腔閉鎖運動と構音の適時性に関する研究

『日本口蓋裂学会雑誌』Vol. 10 (1985) No. 2 p. 101-129に掲

年報 2018

教育研究活動報

年報 2017

教育研究活動報

話しことばの評価研究の動向と課題 : コミュニケーション評価の再考に向けて

本稿では、話しことばによるコミュニケーションがどのように捉えられ、評価されてきたかを概観し、今後必要とされる評価研究について考える。まず、言語教育において、コミュニケーションがこれまでどのように捉えられてきたかを述べる。そして、現在、日本語教育現場において話しことばがどのような方法で評価さ れているかを整理する。さらに、これまで行われてきた話しことばの評価研究について、「だれが」「どのような発話の」「何を」「どのように」評価するかという視点から先行研究を概観する。そして、社会の変化や、今後の社会において必要となるコミュニケーションを考慮しつつ、話しことばによるコミュニケーションを評価するためのよりよい方法を考えるためにどのような評価研究が必要となるかを考える。This paper reviews previous research on evaluation of oral communication, and discusses the evaluation research required in the future. First, the paper describes how communication has been captured in language education so far. Then, it reviews how oral communication is evaluated in the Japanese language education currently. In addition, it overviews the previous research from the point of "who", "what kind of speech", "what", and "how" evaluated. Based on the review, this paper proposes the evaluation research we need in the future, in order to evaluate oral communication

A Criticism on Speech Primacy

It is the issue of speech primacy that has been disputed throughout the history of foreign language (FL) teaching so far. Speech primacy refers to a propensity to taking precedence over speaking and listening in FL teaching such as Audio-Lingual Approach. In effect, speech has been given priority in terms of pragmatism of late years. FL teaching in Europe nowadays is inclined to make much of aural practices together with the development of educational media and phonetic notation at the beginning of this century. It is said that the auditory type learners are favored over those of visual type in FL learning. But authenticity of this claim is doubtful. People in the cultural area of Chinese characters in general are predominant in visual perception and use fewer sounds in their ordinary conversation in comparison with those in Europe. It should result in their narrow undestanding of the languages in Europe. Thus, the learners whose first language (L1) has fewer speech sounds than the second language (L2) are likely to have various constraints on the phonological level in the L2. In addition, some differences in linguistic structure between the L1 and the L2 prescribes the cognitive patterns of its users. Viewed in this light it is hard to say that the teaching method established based on speech primacy is effective to the adult learners of Japanese. It is important to plant the basic knowledge-intelligibility in English, with a view to overcoming such constraints of the Japanese learners, i. e. beginners of visual type, through visual aids such as reading and writing. That is to say, FL teaching is likely to be more valid if the teaching corresponds to the learners\u27 imagery type and their L1