6 0 0 0 OA 英語教育学研究における質的研究と量的研究の融合 : 仮説検証から仮説継承へ
- 著者
- 山西 博之 田中 博晃
- 出版者
- 外国語教育メディア学会
- 雑誌
- Language Education & Technology (ISSN:04587332)
- 巻号頁・発行日
- no.40, pp.161-173, 2003-07
The main purpose of this paper is to make suggestions concerning combination of quantitative and qualitative research in order to utilize the advantages of both types of research. Although there are many kinds of studies that combine quantitative and qualitative methodologies, it seems that few of them can be called "publicized" because of the absence of discussion concerning the method of qualitative research in particular. Showing our possible combined research design like a "catalogue", we would like to give rise to implications for future research. Our suggestion as a catalogue can be called a "hypothesis-succeeding" study (Saijo, 2002) using the KJ method (Kawakita, 1967):
- 著者
- 田中 博晃 山西 博之
- 出版者
- 外国語教育メディア学会
- 雑誌
- Language Education & Technology (ISSN:04587332)
- 巻号頁・発行日
- no.41, pp.77-88, 2004-06
The main purpose of this paper was to consider the problem concerning the dfficulties that most researchers of the qualitative studies are confronted with. From an overview of recently conducted studies in the academic field of English language education in Japan, it appeared that most researches using qualitative verbal data were categorized into hypothesis examination or hypothesis generation studies. Nevertheless, few of the hypothesis generation studies were able to help the researchers overcome the difficulties of objectivity and generalizability in treating the data. This suggested that most of the researchers did not give a sufficient amount of consideration to the transfer of their knowledge to future studies. To overcome the difficulties, we proposed to add a new approach, the hypothesis succeeding approach, to the traditionally used hypothesis generation approach. The hypothesis succeeding approach is conducted by a combination of hypothesis generation and hypothesis testing. The former is for interpreting verbal data qualitatively and the latter is for complementing the generated hypothesis. We have shown the extent of the effectiveness of this approach in overcoming the difficulties.
- 著者
- 田中 博晃 山西 博之
- 出版者
- 日本教科教育学会
- 雑誌
- 日本教科教育学会誌 (ISSN:02880334)
- 巻号頁・発行日
- vol.26, no.4, pp.39-48, 2004-03-30
英語学習動機に関する研究は膨大だが,いまだ英語学習動機がどのようなものか十分に捉えきれていない。特に英語学習動機の全体像は見えても,(1)それが織りなす複雑なダイナミズムが今ひとつ明確ではなく,また(2)研究の成果が現実の教育現場と乖離してしまっている。そこで本論では,ある中学校1年生の少女の「語り」から,ある授業活動における学習者の動機づけだけではなく,家庭環境や学校外での学習なども内包したありのままの姿の動機づけを,生々しい形でリアルに描きだす試みを行なうことを目的とする。その結果,(1)教師に誉めてもらいたいのに,それを妨げる学級の雰囲気から生じる,満たされない欲求,(2)授業レベルは簡単すぎて面白くないが,その一方で良い成績を収めることよって得られる教師からのフィードバックを失いたくないという葛藤,(3)英語学習の社会的必要性を認識している一方,個人的な学習理由が見出せない矛盾,という英語学習動機の実態を浮き彫りにした。
1 0 0 0 OA ICTを活用した英語アカデミック・ライティング指導 : 支援ツールの開発と実践
- 著者
- 阿部 真 山西 博之
- 出版者
- 外国語教育メディア学会(LET)
- 雑誌
- 外国語教育メディア学会機関誌 (ISSN:21857792)
- 巻号頁・発行日
- vol.50, pp.93-117, 2013
In the field of language learning, a number of studies have revealed the positive effects of implementing collaborative learning in L2 writing classrooms. However, an in-depth analysis of the collaborative writing process has rarely been researched in English as a foreign language (EFL) settings. The current study investigates the nature of Japanese EFL learners' collaborative writing using three staged tasks of (1) writing, (2) reviewing, and (3) revising. Six pairs of 12 learners were asked to collaboratively (1) describe the four-frame picture discussing what to write, (2) review their own text discussing what they noticed by comparing it with the model text, and (3) revise their text. The students' verbal protocol was analyzed using the Grounded Theory Approach, and the participants' collaborative writing behavior was grouped into several categories such as organizing a text, problem-solving, interpreting a model text, referring to a model text, and revising. The result further reveals that both the learners' problem-solving in the writing stage and their references to the model text were categorized into three sub-categories: lexis, form, and content. The results suggest that the learners can solve more lexical problems by themselves than problems in form (e.g., grammar).
- 著者
- 平井 愛 生馬 裕子 水本 篤 山西 博之 ストレイン ソニア園子 八島 智子
- 出版者
- 大学英語教育学会関西支部
- 雑誌
- JACET関西紀要 = JACET Kansai journal (ISSN:18802281)
- 巻号頁・発行日
- no.15, pp.128-132, 2013-03
- 著者
- 山西 博之 廣森 友人
- 出版者
- 全国英語教育学会
- 雑誌
- ARELE : annual review of English language education in Japan (ISSN:13448560)
- 巻号頁・発行日
- vol.19, pp.263-272, 2008-03
This paper reports the current attempt to develop English language proficiency benchmarks (Can-Do lists) suitable for students at Ehime University. A survey was conducted in order to create the educational and achievement goals for the university's General English Education courses and the standards for assessing the level of achievement of those goals. This paper focuses especially on the benchmark of the writing course and describes the concrete procedure by which it was established. If we set appropriate achievement goals and assessment standards we can decide on assessment standards and methods that conform to them. Once such standards and methods have been decided, we can use them as the basis for developing more effective teaching methods. Thus, this paper will be a beneficial source of information for both language educators and curriculum designers who intend to create more appropriate educational and achievement goals for their students and improve methods of teaching and evaluation suitable for them.