2 0 0 0 IR テディベアプロジェクトによる国際理解教育に関する一考察
- 著者
- 朝倉 淳 林 万青也 小原 友行 深澤 清治 神山 貴弥
- 出版者
- 広島大学大学院教育学研究科附属教育実践総合センター
- 雑誌
- 学校教育実践学研究 (ISSN:1341111X)
- 巻号頁・発行日
- vol.14, pp.139-145, 2008
This paper addresses the issue of the education for international understanding through a case of "Teddy. Bear Project" between Mitsujyou Elementary School in Japan and Elmhurst Elementary School in North Carolina in U.S.A. Children of each partner school exchanged a "Teddy Bear" and they wrote a diary from the bear's viewpoints. Our results based on children's descriptions in their dairies suggest that this project can promote education for international understanding, especially understanding of their own culture, understanding of their identities and their self esteem. The "Teddy Bear Project" was found to be very successful in to enhancing understanding and acceptance of diverse cultures.
2 0 0 0 OA 日本人英語学習者による依頼表現の適切さに対する判断 : 速さと正確さの観点から
- 著者
- 深澤 清治 前田 啓朗 鬼田 崇作 山内 優佳 辰己 明子
- 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.26, pp.125-140, 2015-03-31
The purpose of the present research is to examine how quickly and accurately Japanese English as a foreign language (EFL) learners can make appropriateness judgments for second language (L2) requests. Previous studies in interlanguage pragmatics are limited in that they did not distinguish between types of pragmatic inappropriateness and also in that they used only offline measurement through questionnaires. The present study therefore distinguishes two types of pragmatic inappropriateness in L2 utterances (under-polite and over-polite) and measures the reaction time of learners' appropriateness judgments. The participants were 45 Japanese university students; they were asked to judge whether the presented L2 requests were appropriate or not in the situation, as quickly and accurately as possible. Six appropriate requests, five under-polite requests, and five over-polite requests were judged. Further, the degree of inappropriateness in under- and over-polite requests was manipulated from slightly inappropriate to very inappropriate. As a result, it was found that speed and accuracy of appropriateness judgments depend on the degree of (in)appropriateness of requests. In particular, extremely over-polite utterances were difficult for L2 learners to process.