外国語としての英語学習の動機づけ : 自己決定理論の視点から

Motivation is obviously an important factor impacting on the success of foreign language learning. Many studies have been conducted based on the premise that motivation already exists in language learners. However, at the college level, there have been few studies conducted on strategies for enhancing motivation, particularly on what should actually be done to motivate students. This study investigates English learners\u27motivation by introducing instructional intervention based on Self-determination Theory. Self-determination Theory postulates three psychological needs that enhance human motivation: the need for autonomy, the need for competence, and the need for relatedness. A task-based activity of Presentation and Extensive Reading for 80 English Literature students was conducted for twelve weeks. Prior to the beginning of this special activity, the students were given a questionnaire about their intrinsic motivation toward English language learning and their three psychological needs. The same questionnaire was administrated at the end of the activity. The results suggest that students\u27perceptions of their psychological needs had a positive influence on their English learning motivation

高校英語教科書における「言語の使用場面」の扱い-学習指導要領(外国語)を中心に-

All senior high school English textbooks must follow the government guidelines prescribed in `the Course of Study for Foreign Languages\u27, which emphasizes `Language Activities\u27, particularly in the forms of `Language-use Situations\u27 and `Functions of Language\u27, The goal is to develop students\u27 basic abilities to understand and convey information, ideas, etc. by listening to or speaking English, and to foster a positive attitude toward communication through dealing with everyday topics. `Language0use Situations\u27 means specific situations which require appropriate languages. These `Language-use Situations\u27 can be classified as the following types of communications, 1) Situations for communication on an individual basis, 2) Situations for communication in groups, 3) Situations for communication aimed at a large objectives, various topics and subject matters are taken up. This paper will discuss the significance and difficulty of `Language-use Situations\u27 for senior high school textbooks currently being used

学生の自立性を高める共同学習-大学における「言語と文化」の授業実践-

The aim of this paper is to investigate the image of cooperative learning in college classrooms on student autonomy. English language teaching (ELT) in Japanese colleges seems to be in the midst of a paradigm shift from teacher-centered to learner-centered. In the past, memorization had been a major component in the teacher-centered classrooms. From a learner-centered perspective, learning is not a passive acceptance of information. On the other hand, learning is an active process with responsibility for learning placed on and within the learner. In other words, student-initiated critical thinking must take place for learning to occur. This study involved a total of 34 participants-12 groups of 2 or 3. Participants were part of an intact `language and culture\u27 class in a private university in Tokyo. There participants chose a topic concerning English and Japanese language and culture. Participants were required to work autonomously and cooperatively with group members to research and create a final presentation which was delivered to the entire class. Prior to the commencement of this study and at the conclusion of the study (pre and post), participants completed a two-part (Part I dichotomous, Part II open-ended) questionnaire. The results suggest that learners having the responsibility for their own learning and having to engage in critical thinking has a positive influence on their ability to work cooperatively with group members and autonomously from teacher instruction

A Practice of English Extensive Reading

The Foreign Language Center(FLC)of Jissen Women\u27s University offers an Integrated English course required for the first-year students. The aim of this course is to enhance motivation for the students to acquire English and help the students to be autonomous learners. On a trial basis, a practice of English extensive reading project was adopted in 2006 and has been improved year by year. The reason whywe focused on reading was that reading is both a thinking process and a productiveactivity. It is more than just receiving meaning in a literal sense. It involves bringing a greater thinking ability or cognitive effort. In our previous studies(Jones et al. 2009, 2010), we examined the significance and effect of extensive reading in learning English. The result suggested that extensive reading is an effective way to enhance students\u27 positive attitude toward learning English. In the first semester of 2011, all students who took the Integrated English course participated in the project. The total number of the students was 701,and the students\u27 majors were Japanese Literature, English, Food and Health Science, and Humanities and Social Sciences. In extensive reading, students do selfselected reading with only minimal accountability, writing brief summaries orcomments on what they have read. This paper will show how we managed the project and analyzes the data obtained, which demonstrated that extensive reading had a good influence on learners\u27 sense and attitude toward learning English

An Overview of English Extensive Reading Program

In this paper, we review the changes in attitude toward reading English shown by students as a result of participating in an extensive reading program. The top classes for each department studying Integrated English in the first semester of 2012 were given the challenge of reading extensively in English, using simple readers from leading publishers. Before and after the program, the non-English majors were asked to answer a questionnaire designed to reveal their attitudes toward reading English and to determine what methods they employed when reading in English. Specifically, they were asked in the pre-program questionnaire if they liked reading English, while in the post-program questionnaire they were asked if they had come to like reading English as a result of participating in the extensive reading program. They were also asked if they were worried about skipping unknown words and how often they resorted to using a dictionary when encountering such unknown words. The results showed that students given the choice to freely select books to read came to like reading English, whereas those students who were simply handed books to read did not show any change. At the same time, the students found that they did not need to worry about skipping words and became more independent of their dictionary

国際バカロレア教育の現状と課題，そして意義

本稿では，研究の目的を(1) IBの教育理念，沿革，そして現状を明らかにすること，(2)日本におけるIB導入の課題を明らかにすること，そして(3) 日本におけるIB導入の意義を明らかにすることと設定し，これらの研究目的を達成するため，まず，第2章では国際バカロレアの理念，沿革，そして現状について概観し，続く第3章では，「国際バカロレアを中心としたグローバル人材育成を考える有識者会議」の議事録を精査しつつ，IB導入における課題を整理した。そして，第4章では，日本へのIB導入の意義について検討を加えた。結論としては，「『グローバル人材』の定義」，「日本の教育文化・制度との親和性」，そして「IB導入のコスト」といった面で課題はあるものの，日本語DPの導入やDPを部分的に履修した場合も積極的に評価しようという動きもあることから，本稿ではIBの導入には意義はあるとした。こちらのセルに入

Web会議システム（Zoom）を利用した同時双方向遠隔教育の試験的実践

　昨今の新型コロナウイルスの蔓延によって、これまでのような対面式授業が実施しづらくなり、オンライン授業に変更せざるを得ない状況になっている。学習者と教師の双方にとって、いわば未知の領域であるオンライン授業においても、より良い教育を提供するため、基礎的な環境整備のあり方をはじめとして、Web会議システムの使用感やオンライン授業の現状と課題を整理しておくことが重要である。さらに学習者（とその保護者）が対面式授業とオンライン授業の長短についてどのように受け止めているかに関する幅広い知見の蓄積と共有が喫緊の課題でもある。そこで、Web会議システム（主としてZoom）を利用した同時双方向遠隔教育の試験的実践を行い、対面式授業とオンライン授業の長短について調べるために、学習者（とその保護者）に質問紙調査を実施し、オンライン授業の学習者の受け止め方と、オンライン授業に対する教員の側の創意工夫に対する学習者の反応を明らかにすることを試みた

A Survey of English Extensive Reading -With Special Reference to University Students\u27 Positive Attitude-

Reading in language teaching is the most important of the four skills though the current focus is on listening and speaking. Reading is both a thinking process and a productive activity. It is more than just receiving meaning in a literal sense. It involves using a greater thinking ability or cognitive effort. In this paper the authors examine extensive reading as a whole and practice a method of extensive reading that is most suitable to university students. First the authors instruct 200 students in introductory reading strategies of extensive reading. After that the authors give them a chance to read extensively through their free choice among approximately 500 different books. Prior to the beginning of this practice, the students were given a questionnaire about English language learning. The same questionnaire was administered at the end of the semester. The results suggest that extensive reading is an effective way to enhance students\u27 positive attitude toward learning English