担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：John Benjamins Publishing Company  

Abstract

The development of generative artificial intelligence (AI) and its associated tools has revolutionised the learning and use of foreign languages (L2). One such tool is machine translation (MT), which has become increasingly popular among university students worldwide, spurring research on MT use in L2 writing. However, previous research has primarily focused on the writing products of intermediate or advanced L2 learners, neglecting the writing process with MT of students with limited L2 proficiency. Therefore, this case study aimed to qualitatively explore how the Common European Framework of Reference for Languages (CEFR) A2 university students employ strategies for L2 writing with MT and how their strategies change after strategy instruction. Seven participants completed writing tasks on a PC before, immediately after, and four weeks after three one-hour out-of-class instruction sessions based on the Strategic Content Learning (SCL) approach. Their writing process was screen-recorded, followed by stimulated recall interviews to elicit their strategies, which were coded and categorised using a framework by O’Malley and Chamot (1990). The results showed an increase in students’ elaborate use of strategies after instruction. In particular, strategy clusters were observed for all participants, demonstrating their cognitive engagement in the writing process. Furthermore, first-language (L1)-related strategies were used more frequently post-instruction, indicating learners’ efforts to create translation-friendly L1 input for MT. The findings suggest that teaching MT-use strategies is crucial to fostering learners’ active engagement in the L2 writing process in a technology-enhanced learning environment.

DOI： 10.1075/aila.24020.yua

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担当区分：最終著者   記述言語：英語   掲載種別：論文集(書籍)内論文   出版者・発行元：Routledge  

DOI： 10.4324/9781003459088-17

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）  

DOI： 10.1016/j.system.2024.103363

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担当区分：最終著者   掲載種別：研究論文（学術雑誌）   出版者・発行元：Elsevier BV  

添付ファイル： Teng, Mizumoto, & Takeuchi (2024) Revised.pdf

DOI： 10.1016/j.system.2024.103255

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）  

<jats:title>Abstract</jats:title><jats:p>This study investigated the knowledge of English phrasal verbs (PVs) among Japanese university students. PVs have been described by learners as ambiguous and difficult, often resulting in their avoidance, and much of the literature has focused on how they can be taught effectively. However, it is relatively unknown as to what knowledge learners typically develop on their own without undergoing classroom interventions that focus specifically on PVs. To investigate this issue, a survey on PVs was distributed to eight different departments at universities across Japan resulting in 221 participants, with six students participating in follow‐up interviews. The data from the PV survey provided qualitative data for analysis, the interviews were transcribed, and axial coding was utilized to formulate a holistic examination of the participants’ knowledge of PVs. The results revealed that the participants had an awareness of PVs but had acquired most of them as chunks of language without much knowledge of their individual parts, which was found to lower their confidence and increase their perceived difficulty. Additionally, directional PVs, particularly with <jats:italic>go</jats:italic> and <jats:italic>come</jats:italic>, were the easiest for the participants due to L1–L2 similarities. However, their understanding of idiomatic and aspectual PVs appeared to be superficial and lacking.</jats:p>

DOI： 10.1111/ijal.12523

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）  

添付ファイル： Tanaka & Takeuchi (2024).pdf

DOI： 10.52598/jpll/6/1/3

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）  

添付ファイル： Sasaki & Takeuchi (2024).pdf

DOI： 10.50924/letkansai.22.0_1

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担当区分：筆頭著者,　責任著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）  

添付ファイル： 竹内 (2023).pdf

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：Castledown Publishers  

A growing body of vocabulary learning strategies (VLSs) studies focuses on accumulating empirical evidence on the relationship between frequency of VLS use and vocabulary acquisition by using the frequency-based measures of VLSs. Our study by contrast, examined which VLSs are perceived as important and useful, and how they are employed by Japanese university students learning English as a foreign language (N = 40). Further, we investigated whether university students’ perceptions and use of strategies vary between higher- (n = 16) and lower-proficiency groups (n = 24). To this end, we used the KH Coder software and produced co-occurrence networks to categorize the words extracted from the results of an open-ended questionnaire. The results revealed that Japanese university students perceived cognitive strategies related to word form, sound, association learning, and metacognitive strategies as important and useful, and employed them frequently. Results from the two proficiency groups showed that while the higher-proficiency group perceived the importance of metacognitive strategies, these tendencies were not observed in the lower-proficiency group. Given the possibility that learners’ proficiency influences the use of VLSs in the vocabulary learning process, considerations and suggestions for future VLSs studies and teaching are discussed.

添付ファイル： Ueno & Takeuchi (2023c).pdf

DOI： 10.29140/vli.v12n1.1213

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記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：MDPI AG  

For many years, we have been developing flexible sensors made of braided piezoelectric poly-l-lactic acid (PLLA) fibers that can be tied and untied for practical applications in society. To ensure good quality of sleep, the occurrence of bruxism has been attracting attention in recent years. Currently, there is a need for a system that can easily and accurately measure the frequency of bruxism at home. Therefore, taking advantage of the braided piezoelectric PLLA cord sensor’s unique characteristic of being sewable, we aimed to provide a system that can measure the frequency of bruxism using the braided piezoelectric PLLA cord sensor simply sewn onto a bed sheet on which the subject lies down. After many tests using trial and error, the sheet sensor was completed with zigzag stitching. Twenty subjects slept overnight in a hospital room on sheets integrated with a braided piezoelectric PLLA cord. Polysomnography (PSG) was simultaneously performed on these subjects. The results showed that their bruxism could be detected with an accuracy of more than 95% compared with PSG measurements, which can only be performed in a hospital by a physician and are more burdensome for the subjects, with the subjects simply lying on the bed sheet with a braided piezoelectric PLLA cord sensor sewn into it.

添付ファイル： Tajitsu et al. (2023b).pdf

DOI： 10.3390/mi15010086

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担当区分：最終著者   掲載種別：研究論文（学術雑誌）  

DOI： 10.1515/iral-2023-0100

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：Japan Language Testing Association  

添付ファイル： Kawamura & Takeuchi (2023)R.pdf

DOI： 10.20622/jltajournal.26.0_3

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担当区分：最終著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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担当区分：最終著者   掲載種別：研究論文（学術雑誌）  

DOI： 10.1016/j.acorp.2023.100076

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）  

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）  

添付ファイル： Sasaki & Takeuchi (2023).pdf

DOI： 10.20581/arele.34.0_33

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担当区分：最終著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）  

添付ファイル： Tanaka & Takeuchi (2023).pdf

DOI： 10.20597/jesjournal.23.01_4

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掲載種別：研究論文（学術雑誌）  

DOI： 10.3390/mi14010143

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記述言語：日本語  

添付ファイル： 47-1-2.pdf

DOI： 10.34342/iesj.2023.47.1.2

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）  

添付ファイル： Haugh & Takeuchi (2022).pdf

DOI： 10.18823/asiatefl.2022.19.4.4.1200

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担当区分：筆頭著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）  

添付ファイル： Ueno & Takeuchi (2022).pdf

DOI： 10.32234/jacetjournal.66.0_97

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担当区分：筆頭著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）  

添付ファイル： ドイツ語教育25_特集_竹内理.pdf

DOI： 10.24670/deutschunerricht.25.0_4

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担当区分：筆頭著者   記述言語：日本語   掲載種別：論文集(書籍)内論文  

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担当区分：筆頭著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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担当区分：責任著者   記述言語：英語   掲載種別：研究論文（学術雑誌）  

DOI： 10.21832/9781788928342-014

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担当区分：筆頭著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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担当区分：筆頭著者   記述言語：英語   掲載種別：学位論文（修士）  

This chapter focuses on second and foreign language (L2) learning strategy research and its applications, reflecting on the past, describing its current state, and determining the implications for future studies. First, a brief outline of the field is provided with emphasis on major topics such as taxonomies of strategies, variations in strategy use, strategy clusters, and the effectiveness of strategy instruction. The importance of the person-task-context configuration is identified herein, and, in this relation, a sociocultural perspective is also touched on. Second, major areas of controversies in L2 strategy research are summarized. Subsequently, the possibility of replacing the concept of strategies with that of self-regulation is discussed, and its merits and problems are compared, referring to related theoretical and empirical studies. Based on this discussion, the chapter then argues that discarding the concept of learning strategies altogether is not advisable and that the concepts of strategies and self-regulation in fact complement one another.Consequently, to understand a fuller picture of L2 learning processes, a theoretical framework encompassing both strategies and self-regulation is called for. Finally, future research directions and pedagogical applications are suggested, thereby paving the ways for a better understanding of L2 learning strategies and L2 learning processes.

DOI： 10.1007/978-3-030-02899-2_37

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）  

DOI： 10.1016/j.system.2019.102112

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担当区分：筆頭著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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担当区分：最終著者,　責任著者   記述言語：英語   掲載種別：論文集(書籍)内論文  

DOI： 10.1007/978-3-030-12567-7_13

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担当区分：筆頭著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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記述言語：英語   掲載種別：論文集(書籍)内論文  

DOI： 10.1002/9781118784235.eelt0728

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DOI： 10.1002/9781118784235.eelt0728b

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）  

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：外国語教育メディア学会  

This work was partially supported by JSPS KAKENHI Grant Number 26370705.The primary objective of this paper is to investigate the influence of pedagogical intervention on the L2 motivation of Japanese university students. It consequently examines the sensitivity of the new questionnaire developed by Agawa and Takeuchi (2016c). A quasi-experimental study was conducted to compare two types of instructions: conventional instructions used in test-preparation courses (contrast group [CG]) and instructions based on self-determination theory (SDT) (treatment group [TG]). In the CG, 23 students worked on tasks similar to TOEFL and IELTS questions. In the TG, 24 students received instructions designed to satisfy their needs for autonomy, competence, and relatedness. The newly developed questionnaire based on SDT was conducted at the beginning and end of the academic year. The results indicated that, in the TG, the students' needs were more satisfied after the intervention. They also showed that, after the treatment period, their self-determined forms of motivation significantly increased. Meanwhile, in the CG, neither the degree of students' needs satisfaction nor motivation intensity showed a significant difference. These results suggest that fulfilling the needs could help enhance Japanese EFL learners' motivation. The results also demonstrate the sensitivity of the new questionnaire in measuring changes in the needs fulfillment degrees and L2 motivation intensities among Japanese university students.

DOI： 10.24539/let.54.0_135

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その他リンク： http://hdl.handle.net/10112/11409

担当区分：最終著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）   出版者・発行元：小学校英語教育学会  

DOI： 10.20597/jesjournal.17.01_5

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：大学英語教育学会  

DOI： 10.32234/jacetjournal.61.0_1

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担当区分：筆頭著者,　責任著者   記述言語：英語   掲載種別：研究論文（学術雑誌）  

DOI： 10.4324/9781315618616

Scopus

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担当区分：最終著者   記述言語：英語   掲載種別：論文集(書籍)内論文  

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担当区分：筆頭著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）   出版者・発行元：大学英語教育学会関西支部  

CiNii Books

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その他リンク： http://hdl.handle.net/10112/10858

担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：Japan Society of English Language Education  

This study compares cognitive processing and cerebral activation during a cloze test to a multiple-choice reading test. Data were obtained through an innovative neuroimaging technique (near-infrared spectroscopy, NIRS) and stimulated recall interviews. Fifteen Japanese EFL (English as a foreign language) learners participated. Greater brain activation was observed in the cloze condition than in the multiple-choice condition. Individual variation in degree of cerebral activation was also found and further examined by referencing the stimulated recall interviews. Pedagogical and research implications are provided, especially emphasizing that practitioners and researchers should exercise caution and informed judgment when they use cloze tests.

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：全国英語教育学会  

The purpose of this paper is to describe the development and validation of a questionnaire designed to assess Japanese EFL learners' motivation at the tertiary level. The instrument was developed based on self-determination theory (SDT). SDT has frequently been applied in L2 motivation studies in Japan; most of these studies used or adapted one questionnaire (Hiromori, 2006a) and yielded mixed results, both in line and out of line with SDT. Such outcomes suggest the need to reconsider how the theory is understood and how that understanding is reflected in commonly used questionnaires in the Japanese EFL context. The current study described the examination and refinement of the definition of the SDT construct in the Japanese EFL setting and reviews the relevant literature. The process of developing a new questionnaire based on the refined definition was then described in a step-by-step manner. To validate the instrument, three methods were employed: expert judgment, exploratory factor analysis, and computation of reliability coefficients. The results indicate that the new questionnaire has higher validity and reliability than the previous one widely used in the field. The authors argue that the new questionnaire developed in this study, with its refinements and validation, may contribute to expanding the opportunity to enhance the L2 motivation of Japanese university students.

DOI： 10.20581/arele.27.0_1

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）  

Scopus

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）  

Scopus

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）  

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：外国語教育メディア学会  

The purpose of the present study is to investigate the impact of the study abroad (SA) experience in an English-speaking country on Japanese university students. This study focuses specifically on the interplay of affective variables and L2 proficiency, using the framework of the L2 Motivational Self System. The data obtained through the questionnaires were analysed by using a multiple structural equation modelling (SEM) approach. The proposed SEM model showed that the L2 Motivational Self System could be developed into an integrative framework that accounts for not only L2 motivation but also the interplay of various affective variables and L2 proficiency all in one system. More specifically, the study found that the influences of the ideal L2 self, self-efficacy, and L2 learning attitude on motivated learning behaviour became stronger after SA experience. Additionally, L2 anxiety decreased significantly after SA. The ought-to L2 self, which had had less influence on motivated learning behaviour, turned out to have a significant positive impact on it after SA. Based on these findings, the authors argue that SA experience consolidates the robustness of L2 learners' motivation, which in turn contributes to maintenance of their motivated learning behaviour and, consequently, improvement of their L2 proficiency.

DOI： 10.24539/let.52.0_1

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その他リンク： http://hdl.handle.net/10112/11113

担当区分：最終著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）   出版者・発行元：外国語教育メディア学会  

The purpose of the present study was to examine the quality of statistical testing in foreign language teaching research in Japan. We reviewed t-tests, Ｘ2-tests and ANOVAs reported in the articles published in Language Education & Technology (LET) from vol. 38 to vol. 49, and calculated the post-hoc statistical power of each test. The findings of the present study were summarized as follows: (a) the sample size of most of the studies in LET ranged from 20 to 60, (b) the median of the effect sizes (in the case of t-tests) showed middle to large levels (d = 0.40–0.80), but (c) the statistical powers of many studies signified severely low levels (almost the 80% of the two-sample t-tests failed to show the statistical power greater than .80). The tendencies were quite likely to have originated chiefly from the inappropriate designs of the experiments or surveys, especially, mismatches between the targeted effect size and the actual sample size. We assert the importance of setting proper sample sizes based on a priori power analysis and precision analysis.

DOI： 10.24539/let.52.0_105

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担当区分：筆頭著者,　責任著者   記述言語：英語   掲載種別：研究論文（学術雑誌）  

DOI： 10.1002/tesq.225

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担当区分：筆頭著者   記述言語：日本語   掲載種別：論文集(書籍)内論文  

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担当区分：筆頭著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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担当区分：筆頭著者   記述言語：日本語   掲載種別：論文集(書籍)内論文  

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担当区分：筆頭著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）   出版者・発行元：兵庫県教育委員会  

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担当区分：筆頭著者   記述言語：日本語   掲載種別：論文集(書籍)内論文  

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）  

DOI： 10.1080/17501229.2012.741133

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担当区分：筆頭著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）   出版者・発行元：大学英語教育学会中部支部  

This invited article is a revised version of a paper read at the symposium of the 30^<th> Annual Conference of the JACET Chubu Chapter. In this article, the author makes an attempt to realize the 'commensurability' among different scopes and approaches in SLA research. He argues that four principles based on Saijo (2007, 2008), i.e., public/open nature, falsifiability, interest-correlativity, and structure-orientedness, are vital in devising a framework for achieving higher commensurability in research. He then applies the principles to the actual process of conducting SLA research and demonstrates how they work in it.

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その他リンク： http://dl.ndl.go.jp/info:ndljp/pid/10499887

担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）  

Research on the L2 Motivational Self System has drawn considerable attention in Second Language Acquisition. Previous studies have discussed the system itself, its basic concepts and their relationships to such affective variables as anxiety in various L2 learning contexts. The findings of these studies suggest that (1) having a clearer image of one's ideal L2 self might facilitate motivated L2 learning behaviour, (2) affective variables can promote or hinder learners' will to envision their ideal L2 selves, and (3) the system has both theoretical and pedagogical implications for L2 learner autonomy. The present survey study aimed to validate the system among Japanese English as a Foreign Language (EFL) learners in two groups, whose learning contexts made it respectively easier and harder to formulate a clear image of an ideal L2 self. Survey data were analysed using multiple-group structural equation modelling. Results showed that the proposed model fitted both groups, but the relationships among variables in the model were different according to the group. The study also illustrated the dynamic interplay of affective variables (e.g. anxiety, self-efficacy) and the basic tenets of the system thereby providing us with useful insights into L2 learner autonomy. © 2013 Taylor &amp
Francis.

DOI： 10.1080/17501229.2013.836205

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担当区分：最終著者   記述言語：英語   掲載種別：論文集(書籍)内論文  

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）  

<jats:p>Two empirical studies were conducted in which the differences in Japanese EFL learners' look-up behavior between hand-held electronic dictionaries (EDs) and printed dictionaries (PDs) were investigated. We focus here on the relation between learners' look-up frequency and degree of reading comprehension of the text. In the first study, a total of 34 college students were divided into two groups. Each group was assigned a reading task with a quiz under two conditions: ED and PD. The frequency of looked-ups, the time the students needed for the task, and the quiz scores in each condition were statistically examined. The results showed: (a) the subjects in the ED condition looked up more words to comprehend the texts in a shorter period of time than those in the PD group and (b) no significant difference in the quiz scores between the groups. To further investigate these results under different conditions, a second study was performed with 31 university students whose English proficiency levels were higher than those in the first study. Despite the fact that the subjects and the text used in the second study were different, the results of the second study corresponded to the first. These findings indicate that, although EDs might enhance EFL learners' look-up behaviors, the increased look-up frequency does not necessarily ensure improvement in learners' reading comprehension. Some pedagogical implications are suggested based on the findings.</jats:p>

DOI： 10.1558/cj.v25i1.110-125

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：Asian TEFL  

The objective of this article is to explore, in a Japanese EFL context, the ideal L2 self with some hypothesized relationships among motivated learning behaviour, self-efficacy, L2 anxiety, and the perceived amount of information related to learners' future self-guides by performing structural equation modelling on the data of 126 Japanese first-year university students. Moreover, the present study examines the possibility of postulating two levels of the ideal L2 self to confirm whether a theoretical model better than Dörnyei's original one can be attained by doing so. The SEM analysis showed that we can postulate two levels of the ideal L2 self, indeed resulting in a better theoretical model. The proposed model revealed that self-efficacy and the perceived amount of information had a positive influence on learners' formation of a better ideal L2 self. Furthermore, the model indicated that the ideal L2 self and self-efficacy positively affected motivated learning behaviour, while the ideal L2 self negatively affected anxiety. Based on these findings, the authors argue that the L2 motivational self system (with the two levels of the ideal L2 self) can be developed into a framework that explains not only L2 motivation but also other affective variables, all in one system.

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担当区分：筆頭著者,　責任著者   記述言語：英語   掲載種別：研究論文（学術雑誌）  

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担当区分：筆頭著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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担当区分：筆頭著者,　責任著者   記述言語：英語   掲載種別：研究論文（学術雑誌）  

This article explores the cerebral mechanism of reading aloud activities in L2 learners. These activities have been widely used in L2 learning and teaching, and its effect has been reported in various Asian L2 learning contexts. However, the reasons for its effectiveness have not been examined. In order to fill in this gap, two studies using a brain-imaging technique, near-infrared spectroscopy, were conducted in order to determine a cerebral basis for the effectiveness of reading aloud activities. Study 1 investigated learners with high L2 proficiency to show the difference in cerebral activation between L2 and L1 learners as they read a passage aloud. The effect of material difficulty was also examined in this study. Study 2 then examined learners with both high and low L2 proficiency to show the effect of material difficulty vis-à-vis the learners' L2 proficiency. The effect of repeated reading aloud activities was also investigated in this study. These studies show that:Reading aloud in L2 results in a higher degree of cerebral activation than reading aloud in L1.Reading material beyond learners' L2 ability aloud results in low brain activation.Repetition of the same normal reading aloud activity in L2 does not necessarily increase (or decrease) the level of cerebral activation.However, including a repetitive cognitively demanding reading aloud activity does cause high brain activation.On the basis of these findings, this article provides a cerebral basis for the effectiveness of reading aloud activities in L2 learning. © 2012 The Author(s).

DOI： 10.1177/0033688212450496

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担当区分：筆頭著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）   出版者・発行元：大修館書店  

CiNii Books

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：OXFORD UNIV PRESS  

This article reports on an adaptation and validation study of SRCVOC (self-regulating capacity in vocabulary learning scale; Tseng et al. 2006) in a Japanese EFL setting. The piloting phase revealed that factor structures were different from those in the original study. The main study, including a self-reported measure of procrastination to explore the convergent evidence of the construct validity, suggests that the scale can be a valid measure of self-regulation capacity in vocabulary learning in a Japanese EFL environment. These findings provide implications for future studies that utilize the same type of research paradigm.

DOI： 10.1093/applin/amr044

Web of Science

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記述言語：英語   出版者・発行元：外国語教育メディア学会(LET)  

The purpose of this study is to validate, in a Japanese EFL context, the L2 motivational self system (Dornyei, 2005) with some hypothesized relationship among (1) its underlying tenets, i.e., the ideal L2 self, the ought-to L2 self, and L2 learning experience (including L2 learning attitude and others' influence), (2) L2 learners' motivation, (3) L2 anxiety, (4) self-efficacy, and (5) the perceived amount of information related to learners' future self-guides. A total of 151 EFL Japanese university students participated in this study. The data, which were obtained through a questionnaire were analysed using a structural equation modeling (SEM) approach. The proposed SEM model showed that the perceived amount of information and self-efficacy have a positive influence on the ideal L2 self. It also revealed that the ideal L2 self and L2 learning attitude positively affect learners' motivation, while others' influence and the ought-to L2 self have a strong impact on L2 anxiety that negatively affects learners' motivation. On the basis of these findings, the authors argue that the L2 motivational self system can be developed into an integrative framework that explains not only L2 learners' motivation but also other affective variables such as anxiety and self-efficacy, all in one system.

DOI： 10.24539/let.49.0_1

CiNii Books

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担当区分：最終著者   記述言語：日本語   掲載種別：論文集(書籍)内論文   出版者・発行元：外国語教育メディア学会 関西支部メソドロジー研究部会  

統計的検定は，標本から得たデータ分析結果を母集団にまで一般化させる目的で行われる。統計的検定では，サンプル・サイズ，有意水準，効果量，検定力の4つが検定結果の良し悪しを決定する重要な要素であるため，その基礎的概念の理解が検定を正しく使うためには重要である。そこで，本稿では，効果量と検定力分析の2つの概説を行い，統計的検定を用いている研究において，効果量報告と検定力分析の使用を推奨することを目的とする。

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：大学英語教育学会  

To facilitate effective international scientific communication, scientists need to master skills and knowledge on how to conduct academic presentations, especially in English. However, this becomes a greater challenge for the scientist whose native language is not English. In order to assist scientists in delivering effective presentations, the use of appropriate genrespecific language and sentence structures needs to be established. The objective of this study is to investigate what is an appropriate style for English academic presentations from the perspective of intelligibility for the audience. A total of 76 Japanese scientists working for a prestigious scientific institute were asked to listen to two presentations in English, and to evaluate the level of intelligibility by using a four-point Likert scale. The two presentations had the same topic, but were different in style: one had more features of spoken English, while the other used diction more like research articles written in English. A total of 76 sets of data were collected and statistically analyzed. The results indicated that an "open style" of presentation had a higher level of intelligibility.

CiNii Books

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その他リンク： http://dl.ndl.go.jp/info:ndljp/pid/10501729

掲載種別：研究論文（学術雑誌）   出版者・発行元：WorldCALL: International Perspectives on Computer-Assisted Language Learning  

DOI： 10.4324/9780203831762

Scopus

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担当区分：筆頭著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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担当区分：筆頭著者   記述言語：日本語   掲載種別：論文集(書籍)内論文  

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：外国語教育メディア学会  

The purpose of this study is to investigate the effect of a teaching practice based the "cyclic model of learning" in the Japanese EFL context. To this end, we designed and implemented a practice by means of a learning management system (LMS) to teach English in a Japanese public lower secondary school. The practice was tested on 93 students over nine months. The data collection methodology included tests, weblogs, classroom observation, and interviews. The results indicated that the practice had a positive influence on students' learning ability and the manner in which the teacher in charge conducted lessons. Furthermore, a moderate correlation was found between the improvement of students' English language ability and their use of materials on the LMS. Lastly, an ecological perspective on the use of technology in foreign language education is discussed.

DOI： 10.24539/let.47.0_51

CiNii Books

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その他リンク： http://hdl.handle.net/10112/7018

担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：外国語教育メディア学会(LET)  

The purpose of the present study is to provide implications on how teachers can make students be more motivated in EFL learning outside the classroom. For this purpose, the present study focuses on; 1) the construct of motivational influences on English learning outside the classroom perceived by 1,141 Japanese secondary school students of EFL; 2) the relationship between these influences and students' English proficiency levels; and 3) teachers' perception of these motivational influences. A questionnaire was administered to obtain the factors for motivational influences which affected the students' motivation for English learning outside the classroom. Through the factor analysis, six factors were found. The results of correlation and MANOVA analyses showed that each factor was found to be more or less related to students' English proficiency levels. These findings were then compared with EFL teachers' perception obtained through interviews. The comparisons suggested that there existed some discrepancies between the empirical realities and the teachers' perception. Implications of these findings are then discussed.

DOI： 10.24539/let.47.0_181

CiNii Books

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その他リンク： http://hdl.handle.net/10112/7019

担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）  

In this article, the authors present an empirical study on motivational strategies in English as a foreign language classes at the lower secondary school level. Teachers' actual use of 15 motivational strategies was described on the basis of self-reported frequency data over a two-month period. Furthermore, the relationships between the frequency of these 15 motivational strategies and the strength of students' motivation were investigated. The overall results showed that (1) teachers used these motivational strategies in a variety of ways
(2) there were only a few motivational strategies which showed a significant correlation with students' motivation. In addition, the authors found that (3) the effectiveness of some motivational strategies varied according to students' English proficiency level. Implications of these findings are discussed at the end of the article. © 2010 Taylor &amp
Francis.

DOI： 10.1080/17501220802450470

Scopus

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）  

DOI： 10.1017/S0958344009990206

Web of Science

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担当区分：筆頭著者   記述言語：英語   掲載種別：論文集(書籍)内論文  

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：SAGE PUBLICATIONS LTD  

This study examined the effectiveness of explicit instruction of vocabulary learning strategies (VLSs) over a 10-week semester with a group of 146 female EFL learners from two Japanese universities. A vocabulary test and questionnaires on VLSs and motivation were administered at the beginning of the course. The learners were divided into two groups based on the vocabulary test results: an experimental group and a control group. Only the experimental group received explicit instruction on VLSs in combination with their regular language lessons. The same instruments were re-administered at the end of the course to examine the changes in both the questionnaire responses and test scores. Qualitative analyses were also conducted to explore the findings in detail. The results show that the experimental group outperformed the control group in the vocabulary test. It was also found that (1) strategy training was effective for both changing the repertoire of strategies used and improving their frequency of use, (2) the training increased the use of certain strategies more than it did for other strategies, and (3) different types of learners exhibited different responses to the strategy instruction. This study&apos;s findings contribute to a better understanding of strategy instruction in general and VLSs in particular.

DOI： 10.1177/1362168809341511

Web of Science

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）  

This paper reports on a research project that was developed and used to examine the strategy use of Japanese lower secondary school learners of English. In the first part of the project, a questionnaire was constructed by (1) selecting categories of strategy based on open-ended data and (2) applying a factor analysis to data collected from 315 learners. The factor analysis uncovered the types of strategies used by the learners inside and outside their classrooms. In the second part of the project, variables affecting learners' strategy use were examined by employing a questionnaire developed for this purpose. The analyses indicated (1) that females reported more use of strategies than males, and (2) interestingly enough, that no positive relationship was found between English proficiency and strategy use. Interpretations of these findings and their implications are then discussed. © 2009 Blackwell Publishing Ltd.

DOI： 10.1111/j.1473-4192.2009.00221.x

Scopus

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記述言語：英語   掲載種別：研究論文（大学，研究機関等紀要）  

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記述言語：英語   掲載種別：研究論文（学術雑誌）  

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：外国語教育メディア学会  

The present study us an attempt to clarify effectively use of handheld electronic dictionaries (hereafter ED) for language learning in Japanese EFL context. For this purpose, we examined EFL learners' look-up behavior with ED through the think-aloud technique, and found some strategies for efficient use of ED, particularly by analyzing look-up behavior. Five postgraduate students of a graduate school took part in the study as good language learners (hereafter FBs), five college students also participated. The experiment was conducted with one participant at a time on an appointment basis. No time constraint was conducted with number of target words to be looked up were set in the experiment. After transcribing their verbal descriptions, some strategies for effective ED use were extracted. The analysis of the qualitative data suggested the possibility that the ED's functions had provided not only GLLs but also FBs with scaffolding for EFL learning. Also, the results revealed that GLLs were good ED users.

DOI： 10.24539/let.46.0_131

CiNii Books

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その他リンク： http://hdl.handle.net/10112/4793

担当区分：最終著者   記述言語：英語   出版者・発行元：日本言語テスト学会  

This paper reports on the comparison of two types of scale descriptors in a questionnaire on language learning strategies.The main purpose of this study was to investigate which type of the two scale descriptors,frequency-based or trueness-based,is better for language learning strategy research. With a few weeks' interval,a questionnaire on learning strategies was administered to 408 EFL learner twice with frequency-based scale descriptors and trueness-based scale descriptors alternately. First, mean differences in the responses obtained from the two different scale descriptors were examined.Second,confirmatory factor analysis was applied to see which scale descriptor of the two shows better fit to the hypothesized model. Finally,equidistance between the categories was checked. Results show that trueness-based scale descriptors elicited slightly higher mean values of responses, which resulted in a better fit to the model. The distances between the categories were almost identical for both scale descriptors.The findings of the current study partially provide supportive evidence for the claim made by Dornyei and his colleagues that trueness-based scale descriptors are preferable to frequency-based counterparts in a questionnaire on learning.But they also show that the latter descriptors are not totally "flawed" as was claimed.

DOI： 10.20622/jltaj.12.0_116

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その他リンク： http://hdl.handle.net/10112/4497

担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：全国英語教育学会  

This research was conducted to examine the reasons why some Japanese students had trouble learning English. In order to identify the causes behind the issue, a questionnaire was developed and a total of 393 college-level students from three schools were surveyed. In Study 1, the data obtained from students' questionnaires was analyzed by using a factor analysis. As a result, six factors for the reasons causing difficulties in learning English were identified. In Study 2, the data of 116 students from the above population were used to examine the differences in difficulties between successful and unsuccessful learners. To confirm the result of the statistical analysis, two successful learners and two unsuccessful learners from each group were asked questions. The results show that poor knowledge in grammar and writing was found to be one of the significant reasons for unsuccessful learners. Based on the findings, some pedagogical and research implications were also presented.

DOI： 10.20581/arele.20.0_201

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記述言語：日本語   掲載種別：論文集(書籍)内論文  

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担当区分：最終著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：大学英語教育学会  

CiNii Books

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その他リンク： http://dl.ndl.go.jp/info:ndljp/pid/10501638

担当区分：筆頭著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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担当区分：最終著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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担当区分：筆頭著者,　責任著者   記述言語：英語   掲載種別：論文集(書籍)内論文  

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担当区分：筆頭著者   記述言語：英語   掲載種別：研究論文（学術雑誌）  

科研費基盤研究 2006-2007

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担当区分：筆頭著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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記述言語：日本語   掲載種別：論文集(書籍)内論文  

科研費基盤研究

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担当区分：筆頭著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）   出版者・発行元：三省堂  

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その他リンク： http://hdl.handle.net/10112/5386

担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）  

The aim of this study is to reveal the differences in the process of learning reading strategies by EFL learners whose English proficiency levels differ. For this purpose, portfolios made by 10 Japanese female college students learning English (five in the higher proficiency group and the other five in the lower) were analyzed. The results found six prominent differences between the two groups. The first difference is the amount of description recorded in each portfolio. The second, third, and fourth differences concern the understanding of the purpose and the merit of each strategy use, of the conditions in which each strategy is used effectively, and of the combined use of strategies. Also, the timing for and the method for evaluating efficacy of strategy use are different between the two groups. After the full descriptions of these six differences with samples from portfolios, some pedagogical and research implications for strategy instruction are made. © 2006 Elsevier Ltd. All rights reserved.

DOI： 10.1016/j.system.2006.04.007

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担当区分：筆頭著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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記述言語：英語   掲載種別：研究論文（学術雑誌）  

The present study investigated the effects of reducing the number of options per item on psychometric characteristics of a Japanese EFL university entrance examination. A four-option multiple-choice reading test used for entrance screening at a university in Japan was later converted to a three-option version by eliminating the least frequently endorsed option in each item, and was given to a separate group. Responses to the two tests indicated that using three options instead of four did not significantly change the mean item facility or the mean item discrimination. Distractor analyses revealed that whether four or three options were provided, the actual test-takers' responses spread, on the average, over about 2.6 options per item, that the mean number of functioning distractors was much lower than 2, and that reducing the least popular option had only a minimal effect on the performance of the remaining options. These results suggested that three-option items performed nearly as well as their four-option counterparts. © 2006 Edward Arnold (Publishers) Ltd.

DOI： 10.1191/0265532206lt319oa

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：外国語教育メディア学会(LET)  

This study examined how Japanese junior high school students learn English as a foreign language(EFL) inside and outside the classroom. The participants were 347 junior high school students of EFL and twenty-three English teachers at junior high schools. Open-ended and multiple-choice questionnaires were administered to examine students' strategy use as well as teachers' perceptions of their students' use. In the open-ended questionnaire, the students described their stratigies and the teachers described the strategies which they throught thier students had used in terms of each skill area, e.g., vocabulary, listening, and speking. The multiple-choice questionnaire examined students' metacognitive strategy use. An analysis of the descriptions in the open-ended questionnaire was carried out using the KJ method. The results showd that: 1) the sutdents seemd to rely primarily on cognitive strategies, though not in an orchestrated way; 2) the number of vocabulary-learning strategies used was the highest of all the skill-specific strategies; 3) different patterns of skill-specific strategy use were identified in relation to the different settings, i.e., inside or outside the classroom; and 4) the teachers' perceptions of their learners' strategy use were somewhat different from the students' self-reports in terms of the types and the patterns of strategy use. Finally, some implications of developing a standardized multipile-choice strategy questionnaire to investigate strategy use by Japanese junior high shool students are discussed.

DOI： 10.24539/let.43.0_39

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（国際会議プロシーディングス）  

科研費基盤研究

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：大学英語教育学会  

This paper presents the results of an empirical study examining the encouragements used by teachers in EFL classes. To find out the actual use of encouragements, the authors first adopted the following two steps : 1) classroom video-observations of verbal encouragements by teachers in schools ranging from elementary to university level ; and 2) a questionnaire survey to obtain students' attitudes and preferences toward encouragements. The frequency data shows that elementary school teachers tend to give more encouragements than those at other schools. Also, high school teachers are liable to provide fewer encouragements. Apart from teachers in junior high, teachers in senior high school and university directed more encouragements at individuals than at the whole class. In addition, huge differences between teachers' use and students' preferences of encouragements are found.

CiNii Books

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その他リンク： http://dl.ndl.go.jp/info:ndljp/pid/10501521

担当区分：筆頭著者,　責任著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：外国語教育メディア学会 (LET)  

科研費基盤研究 20040401-20050331

DOI： 10.24539/let.42.0_119

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記述言語：日本語   掲載種別：論文集(書籍)内論文  

学術研究助成基金

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記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：Japan Association for Language Education and Technology (LET), Kansai Chapter  

本研究では、日記法を用いた質的研究手法により、外国語学習方略（以下、方略）の使用パタンとそれに影響を与える要因についての仮説形成を行った。被験者は4名の学生で、大学院生の"T"と"S"は、過去に3つの外国語学習経験があり、今回の目標言語(TL)は第5言語(L5)であった。一方、大学1年生の"Y"と"N"は、過去に経験した外国語学習は英語のみで、今回のTLはL3であった。日記データの収集は、外国語学習環境(FL)と第二言語学習環境(SL)の2つの学習環境で行われた。被験者"T", "Y", "N"による日記は、FL学習環境での韓国語学習に関するもので、被験者"S"による日記は、FL学習環境での韓国語学習に関するもので、被験者"S"による日記は、SL学習環境でのオランダ語学習に関するものであった。日記には、1)学習内容、2)学習方法・学習活動、3)学習の際に気になったことが詳細に述べられており、これをデータ源として、方略使用とそれに影響を与える要因を分析した。その結果、FLとSLという学習環境や、学習者の過去の言語学習経験や学習スタイルにの違いによって、使用される方略の種類や、方略の使用方法が異なっていることが示唆された。最後に、本研究から形成された仮説をまとめて提示し、今後の研究の方向性を示した。

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記述言語：英語   掲載種別：研究論文（国際会議プロシーディングス）   出版者・発行元：the CLaSIC 2004 Conference  

科研費基盤研究

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担当区分：筆頭著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）   出版者・発行元：大修館書店  

CiNii Books

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：大学英語教育学会  

CiNii Books

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その他リンク： http://dl.ndl.go.jp/info:ndljp/pid/10501425

担当区分：筆頭著者,　責任著者   記述言語：日本語   掲載種別：論文集(書籍)内論文  

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担当区分：筆頭著者   記述言語：日本語   掲載種別：論文集(書籍)内論文  

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担当区分：筆頭著者,　責任著者   記述言語：英語   掲載種別：研究論文（学術雑誌）  

This article reports on a qualitative study conducted in the Japanese foreign language (FL) context about good foreign language learners, in which the author analyzes the strategy use reported in 67 books on "how I have learned a foreign language." Results suggest that there are strategies especially favored in the Japanese FL context and that the use of some strategies seems to be closely connected to specific stages of learning. Some research implications are also discussed. © 2003 Elsevier Ltd. All rights reserved.

DOI： 10.1016/S0346-251X(03)00049-6

Scopus

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記述言語：日本語   掲載種別：研究論文（学術雑誌）   出版者・発行元：外国語教育メディア学会関西支部  

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記述言語：英語   掲載種別：研究論文（国際会議プロシーディングス）  

Web of Science

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：大学英語教育学会  

CiNii Books

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その他リンク： http://dl.ndl.go.jp/info:ndljp/pid/10501411

担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：外国語教育メディア学会  

Two empirical studies were conducted, in which Japanese EFL learners' searching behavior was compared in using an electronic dictionary (ED condition) with using a conventional one (PD condition). In the first study, to clarify how leaners differ in using dictionaries, the authors focused on the learners' searching behavior such as serch time, retention of words, and impressions or comments on dictionaries. The results indicated that, between the two conditions: 1) there were no significant differences in respect to either the nubmer of words they looked up or the time they needed for a search in a dictionary in comparison between the printed dictionary group and the electronic dictionary group; 2) no significant differences in the learners' retention of words were found. In addition, 3) some differences were shown in the comments on dictionaries between college and high school sudents; and 4) most students highly evaluated an electronic dictionary in respect to its handiness and its ease of use, while they considered that, owing to its interface design, it did not provide sufficient information to them, as did a printed dictionary. To provide some supportive evidence to the results found in the first study, the think-aloud procedure was employed in the second study, and influences of dictionaries' interface disign on their searching behavior were confirmed.

DOI： 10.24539/let.40.0_61

CiNii Books

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担当区分：筆頭著者,　責任著者   記述言語：日本語   掲載種別：論文集(書籍)内論文  

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担当区分：筆頭著者,　責任著者   記述言語：英語   掲載種別：研究論文（国際会議プロシーディングス）  

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担当区分：筆頭著者,　責任著者   記述言語：日本語   掲載種別：論文集(書籍)内論文  

科研費基盤研究

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担当区分：最終著者   記述言語：英語   掲載種別：研究論文（国際会議プロシーディングス）  

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担当区分：筆頭著者,　責任著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）   出版者・発行元：ことばの科学研究会  

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その他リンク： http://hdl.handle.net/10112/924

記述言語：英語   掲載種別：研究論文（国際会議プロシーディングス）  

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担当区分：最終著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）   出版者・発行元：外国語教育メディア学会関西支部  

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担当区分：筆頭著者,　責任著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：外国語教育メディア学会(LET)  

This article reports on four emprirical studies concerning the use of language learning strategies conducted in the Japanese EFL environment. The purposes of the first two studies were; 1) to categorize strategies used by intermediate Japanese college learners of EFL; and 2) to ascertain which strategy group was the most often used and which was generally NOT often used. In the third study, the authors determained which strategy goup was regarded as "not important" for learning by Japanese college instructors of EFL and their studens. Based on the results, a hypothesis was discussed that the teacher's beliefs on the use of strategies have influence on the students' beliefs, and consequently on their actual use of strategies. In the last study, the possible effects, both short- and long-term, of training on the use of strategies were investigated. The limitations of the four studies and possible research and pedagogical implications are discussed briefly.

DOI： 10.24539/let.38.0_21

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担当区分：最終著者   記述言語：英語   出版者・発行元：大学英語教育学会  

CiNii Books

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その他リンク： http://dl.ndl.go.jp/info:ndljp/pid/10501308

担当区分：最終著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）   出版者・発行元：ことばの科学研究会  

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担当区分：筆頭著者,　責任著者   記述言語：日本語   掲載種別：研究論文（大学，研究機関等紀要）  

科研費基盤研究

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担当区分：筆頭著者,　責任著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：外国語教育メディア学会(LET)  

科研費基盤研究

DOI： 10.24539/llaj.36.0_51

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重点領域研究助成

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担当区分：筆頭著者,　責任著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）  

重点領域研究助成

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記述言語：日本語   掲載種別：研究論文（学術雑誌）   出版者・発行元：CIEC  

本論文は、外国語としての英語(EFL)を学習する273名の大学１回生を対象に、どのような学習方略の使用がCALLソフトウェアでの学習に効果的なのかを調査したものである。被験者は、筆者らが開発したマルチメディア型CALLソフトウェアを利用して、３ヶ月半にわたり学習をすすめた。その英語能力の向上はCloze テストを利用して測定し、学習方略の使用状況はSILL質問紙を利用して調査した。その結果、成績の向上が優位な群では、１）学習の機会と環境を積極的かつ計画的に利用する方略、２）進捗状況を確認しながら学習をすすめる方略、３）KR情報を引きだすことで学習をすすめる方略、などが多用されていることがわかった。本論文では、これらの結果に基づき、CALLでの望ましい学習法やCALLソフトウェア設計のあり方についても言及していく。

DOI： 10.14949/konpyutariyoukyouiku.6.76

CiNii Books

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その他リンク： https://jlc.jst.go.jp/DN/JLC/20002138174?from=CiNii

担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：語学ラボラトリー学会関西支部  

本論文は、（１）映像と英語音声＋日本語字幕、（２）映像と英語音声＋英語字幕、（３）映像と日本語音声＋英語字幕の三つの異なる音声と字幕のコンビネーションが、言語獲得の前提となる内容理解にどのように影響するかを実証的に考察したものである。被験者は、日本人中級英語学習者156名で、英語聴解力テストにより3つの等質なグループに分けられた。このそれぞれのグループに、上記の3条件で題材を提示し、その内容理解を調べた。題材にはアメリカ映画の一部を利用した。その結果、（２）→（１）→（３）の順に内容理解が高いことがわかった。この結果を被験者のアンケートなどから得られた結果と総合すると、中級学習者にとっては、多様な情報源（映像、音声、文字）を利用することが困難であり、特に情報が外国語で提示された場合には、外国語字幕→外国語音声の順で困難さが増すことがわかった。本論文では、この結果に基づき、効果的な音声と字幕のコンビネーションの在り方、今後の研究の方向性などについても言及していく。

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担当区分：筆頭著者,　責任著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）   出版者・発行元：語学ラボラトリー学会関西支部  

重点領域研究助成

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記述言語：英語   掲載種別：研究論文（国際会議プロシーディングス）  

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記述言語：日本語   掲載種別：研究論文（学術雑誌）  

重点領域研究助成

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担当区分：筆頭著者,　責任著者   記述言語：日本語   掲載種別：論文集(書籍)内論文  

科研費奨励研究

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担当区分：筆頭著者   記述言語：日本語   掲載種別：論文集(書籍)内論文  

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記述言語：日本語   掲載種別：研究論文（大学，研究機関等紀要）  

松下視聴覚教育研究財団助成金

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記述言語：日本語   掲載種別：研究論文（国際会議プロシーディングス）  

学部共同研究費

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担当区分：筆頭著者,　責任著者   記述言語：英語   掲載種別：研究論文（大学，研究機関等紀要）   出版者・発行元：関西大学視聴覚教室  

CiNii Books

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記述言語：日本語   掲載種別：論文集(書籍)内論文  

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記述言語：日本語   掲載種別：研究論文（学術雑誌）   出版者・発行元：CIEC  

本論文は、著者達のマルチメディア型CALL(コンピュータ支援語学学習システム)ソフトウェアをWindows95上で動作するMS-Visual Basicを用いて開発した経緯を報告するものである。まず、プラットフォームOSとしてWindwos95を選んだ理由を紹介し、続いて、技術面・教育面の両面におけるソフトウェア開発方針を説明する。その後、これらの方針に基づいて作成されたプロトタイプのソフトウェアについて詳細を説明する。また、このプロトタイプソフトウェアを試用したユーザーがフィードバックした評価をもとに、システムの検討を行う。最後に、本学習システムの改善点及び今後の展望についても言及する。

DOI： 10.14949/konpyutariyoukyouiku.1.85

CiNii Books

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その他リンク： https://jlc.jst.go.jp/DN/JLC/20002141495?from=CiNii

担当区分：筆頭著者,　責任著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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担当区分：筆頭著者   記述言語：日本語   掲載種別：研究論文（大学，研究機関等紀要）  

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担当区分：筆頭著者,　責任著者   記述言語：日本語   掲載種別：研究論文（大学，研究機関等紀要）   出版者・発行元：同志社女子大学  

CiNii Books

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記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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記述言語：日本語   掲載種別：研究論文（学術雑誌）  

大学英語教育学会特別研究補助金

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記述言語：日本語   掲載種別：研究論文（大学，研究機関等紀要）  

電気通信普及財団助成金

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担当区分：筆頭著者,　責任著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）  

科研費奨励研究

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担当区分：筆頭著者   記述言語：日本語   掲載種別：研究論文（大学，研究機関等紀要）  

電気通信普及財団助成金

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記述言語：日本語   掲載種別：研究論文（学術雑誌）   出版者・発行元：語学ラボラトリー学会関西支部  

LLA関西支部は1993年（平成5年）3月に、「LLの活用と問題点」についてアンケート調査を実施した。調査結果は1993年6月に関西支部春季大会において概略的に報告されている。著者達はその調査に当初からかかわり、より精密な分析の必要性を強く感じていた。本稿はアンケート回答の素データをもとに、再集計と分析を行い、関西地域におけるLLの活用状況とこれからのLLのあるべき方向をさぐるものである。

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記述言語：日本語   掲載種別：研究論文（大学，研究機関等紀要）   出版者・発行元：同志社女子大学  

CiNii Books

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担当区分：筆頭著者,　責任著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：語学ラボラトリー学会  

科研費奨励研究

DOI： 10.24539/llaj.30.0_17

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担当区分：筆頭著者   記述言語：英語   掲載種別：研究論文（大学，研究機関等紀要）  

科研費奨励研究

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記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：語学ラボラトリー学会  

DOI： 10.24539/llaj.29.0_53

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担当区分：筆頭著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）  

科研費奨励研究

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担当区分：筆頭著者,　責任著者   記述言語：日本語   掲載種別：研究論文（大学，研究機関等紀要）  

科研費奨励研究

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担当区分：筆頭著者,　責任著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：語学ラボラトリー学会  

DOI： 10.24539/llaj.27.0_81

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記述言語：英語   掲載種別：研究論文（学術雑誌）  

DOI： 10.24539/llaj.26.0_19

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担当区分：筆頭著者,　責任著者   記述言語：日本語   掲載種別：研究論文（大学，研究機関等紀要）   出版者・発行元：同志社女子大学  

CiNii Books

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記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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担当区分：筆頭著者,　責任著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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総ページ数：199p  

CiNii Books

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総ページ数：3, 147, 36, 1p  

CiNii Books

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総ページ数：128p  

CiNii Books

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総ページ数：192p  

CiNii Books

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総ページ数：183p  

CiNii Books

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総ページ数：159p  

CiNii Books

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総ページ数：258   記述言語：日本語  

CiNii Books

ASIN

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学部共同研究費

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科研費基盤研究

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電気通信普及財団助成金

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記述言語：日本語   掲載種別：記事・総説・解説・論説等（学術雑誌）  

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担当区分：筆頭著者   記述言語：日本語   掲載種別：記事・総説・解説・論説等（学術雑誌）  

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記述言語：英語   掲載種別：書評論文，書評，文献紹介等  

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記述言語：英語   出版者・発行元：大学英語教育学会  

CiNii Books

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記述言語：英語   出版者・発行元：大学英語教育学会  

CiNii Books

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記述言語：日本語   出版者・発行元：大学英語教育学会  

CiNii Books

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記述言語：日本語   出版者・発行元：大学英語教育学会  

CiNii Books

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担当区分：筆頭著者   記述言語：日本語   掲載種別：記事・総説・解説・論説等（学術雑誌）  

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記述言語：日本語   出版者・発行元：大学英語教育学会  

CiNii Books

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記述言語：日本語   出版者・発行元：大学英語教育学会  

CiNii Books

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記述言語：日本語   出版者・発行元：大学英語教育学会  

CiNii Books

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記述言語：日本語   掲載種別：記事・総説・解説・論説等（学術雑誌）  

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記述言語：日本語  

CiNii Books

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記述言語：日本語   出版者・発行元：大学英語教育学会  

CiNii Books

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記述言語：日本語  

CiNii Books

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記述言語：日本語  

CiNii Books

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記述言語：日本語  

CiNii Books

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記述言語：日本語  

CiNii Books

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記述言語：日本語   出版者・発行元：大学英語教育学会  

CiNii Books

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記述言語：英語   出版者・発行元：大学英語教育学会  

CiNii Books

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その他リンク： http://dl.ndl.go.jp/info:ndljp/pid/10501308

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記述言語：日本語  

CiNii Books

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記述言語：日本語   出版者・発行元：大学英語教育学会  

CiNii Books

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記述言語：日本語   出版者・発行元：大学英語教育学会  

CiNii Books

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記述言語：日本語  

CiNii Books

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JACET 特別研究補助金

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記述言語：日本語   出版者・発行元：同志社女子大学  

CiNii Books

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開催年月日： 2019年11月

会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

開催地：梅田：ハービスプラザ  

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開催年月日： 2019年10月

記述言語：英語   会議種別：シンポジウム・ワークショップ パネル（指名）  

開催地：Osaka, GranCube Osaka  

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開催年月日： 2019年10月

記述言語：英語   会議種別：口頭発表（一般）  

開催地：Osaka, GranCube Osaka Osaka, GranCube Osaka  

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開催年月日： 2019年8月

会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

開催地：ホテル北野プラザ六甲荘  

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開催年月日： 2019年6月

記述言語：英語   会議種別：口頭発表（一般）  

開催地：Ambassador Hotel, Bangkok, Thailand  

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開催年月日： 2019年6月

記述言語：英語   会議種別：シンポジウム・ワークショップ パネル（公募）  

開催地：Hong Kong Polytechnic University  

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開催年月日： 2019年6月

記述言語：英語   会議種別：口頭発表（基調）  

開催地：Tongi University, Shanghai, China.  

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開催年月日： 2019年5月

記述言語：日本語   会議種別：シンポジウム・ワークショップ パネル（指名）  

開催地：Tongi University, Shanghai, China.  

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開催年月日： 2019年1月

会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

開催地：京都府立桂高校  

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開催年月日： 2019年1月

会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

開催地：島本町立第一中学校  

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開催年月日： 2018年11月

会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

開催地：茨木市教育センター  

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開催年月日： 2018年11月

会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

開催地：兵庫県立教育研修所  

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開催年月日： 2018年11月

会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

開催地：豊中市教育センター  

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開催年月日： 2018年10月

会議種別：口頭発表（基調）  

開催地：関西大学  

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開催年月日： 2018年10月

会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

開催地：大阪府教育センター  

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開催年月日： 2018年10月

会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

開催地：京都府教育センター  

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開催年月日： 2018年8月

会議種別：口頭発表（基調）  

開催地：京都府立大学  

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開催年月日： 2018年8月

会議種別：口頭発表（一般）  

開催地：千里ライフサイエンスセンター  

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開催年月日： 2018年8月

会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

開催地：大東市役所  

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開催年月日： 2018年8月

会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

開催地：八尾市教育センター  

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開催年月日： 2018年7月

会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

開催地：福知山市民交流プラザふくちやま  

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開催年月日： 2018年7月

会議種別：口頭発表（一般）  

開催地：長崎大学  

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開催年月日： 2018年7月

会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

開催地：西宮市立総合教育センター  

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開催年月日： 2018年6月

会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

開催地：東大阪市教育センター  

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開催年月日： 2018年6月

会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

開催地：寝屋川市立市民会館  

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開催年月日： 2018年6月

会議種別：口頭発表（招待・特別）  

開催地：大阪市 OMM  

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開催年月日： 2018年6月

記述言語：英語   会議種別：シンポジウム・ワークショップ パネル（公募）  

開催地：Tokyo: Waseda University  

Symposium: Strategy assessment for learning and emotion regulation: Psychological and methodological aspects. (with R. Oxford, C. Gknou, & A. Mizumoto)

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開催年月日： 2018年6月

会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

開催地：神戸：神戸国際会館  

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開催年月日： 2018年6月

会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

開催地：東京神田アーバンネットワークカンファランス  

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開催年月日： 2018年3月

会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

開催地：京都メルパルク  

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開催年月日： 2018年2月

会議種別：シンポジウム・ワークショップ パネル（指名）  

開催地：信州大学（長野）  

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開催年月日： 2018年1月

会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

開催地：大阪駅前第三ビルTOG  

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開催年月日： 2018年1月

会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

開催地：門真ルミエールホール  

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開催年月日： 2018年1月

会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

開催地：東大阪市教育センター  

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開催年月日： 2017年11月

会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

開催地：松山大学  

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開催年月日： 2017年11月

会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

開催地：向日市立第四向陽小学校  

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開催年月日： 2017年10月

会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

開催地：京都府総合教育センター  

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開催年月日： 2017年8月

会議種別：公開講演，セミナー，チュートリアル，講習，講義等  

開催地：セントノームホテル京都  

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開催年月日： 2017年8月

会議種別：口頭発表（一般）  

開催地：名古屋、名古屋学院大学  

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開催年月日： 2017年8月

会議種別：公開講演，セミナー，チュートリアル，講習，講義等