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

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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

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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

八島 智子

出版者

外国語教育メディア学会(LET)

雑誌

Language Laboratory (ISSN:04587332)

巻号頁・発行日

vol.34, pp.93-105, 1997 (Released:2017-07-28)

被引用文献数

1

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Extroversion has long been regarded as a quality that facilitates language learning because extroverted individuals tend to have willingness to speak out and interact. This, however, has not been confirmed by empirical research conducted in the past which mainly investigated the relationship between extroversion and English proficiency. In this study Japanese high school students' English proficiency as assessed by a standard English test and in interviews was correlated with extroversion scores assessed through a personality indicator. The result supported the past research, indicating no correlation between the two. In a study of the same high school students' intercultural adjustment in the U.S., extroversion was found to play an important role: extroversion was a strong indicator of the students' satisfaction in the interpersonal relationships with American friends and host families as well as self-assessed English communication effectiveness. It was also found that extroverted students used social skills more frequently and created opportunities to interact with Americans more than introverted students. Although no direct correlation between personality and language acquisition was examined, the above results imply the role of extroversion in determining quality and quantity of intercultural interpersonal contact which could affect the language learning process. An implication of these findings to oral communication teaching is discussed.

著者

澤田 昭夫

出版者

外国語教育メディア学会

雑誌

Language Laboratory (ISSN:04587332)

巻号頁・発行日

no.18, pp.40-48, 1981-06

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ここで申し上げたいのは要するに,1980年代にさしかかった日本は声高に「ナンマイダ,コクサイカ,コクサイカ」と念仏を唱え直しているが,その念仏が空念仏に終って国際化は成功しない危険があるということ,その理由のひとつは「国際化を唱える人ですら外国語教育の抜本的改革を真剣には考えていない点にあるということ,逆にいえば,外国語教育の抜本的改革を真剣に考えて実行に移さぬ限り今日の世界に必要な国際化は達成されないということ,である。

著者

八島 智子 山本 誠子 ビスワット リンダ

出版者

外国語教育メディア学会(LET)

雑誌

Language Laboratory (ISSN:04587332)

巻号頁・発行日

vol.31, pp.31-43, 1994 (Released:2017-07-28)

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日本の経済力の高まりと国際化へのかけ声を背景に,海外に留学する大学生や高校生の数は年々増加している。学位やディプロマ取得を目的とした正規留学以外にも,語学研修を主目的とした短期,長期留学共にプログラムは多様化しているが,それらの参加者への影響については系統だった調査が少ないのが現状である。著者は,アメリカに一年間留学した日本の高校生の異文化体験の実態と意義を明らかにすることを目的に,1987年度より,主に面接,質問紙,英語能力テスト等を用い多面的調査を実施している。本論では総合的な調査の一環として行った英語伝達能力の習得に関する予備的研究の報告をする。

著者

落合 二郎

出版者

外国語教育メディア学会(LET)

雑誌

Language Laboratory (ISSN:04587332)

巻号頁・発行日

vol.17, pp.71-83, 1980 (Released:2017-07-28)

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このたび,語学ラボラトリー学会(The Language Laboratory Association of Japan 略称 LLA)の陳情の趣旨が生かされ,文部省の中学校英語教育機器整備費・高等学校教育近代化設備費として,外国語教育のためのLanguage Laboratory(いわゆるLL)設置費の補助予算が設けられたことは,まことに喜ばしいことです。今回の予算額は,満足のゆくものと呼ぶには程遠いものですが,これが契機となって,LLによる教育の必要についての認識が深まり,LL設置の気運が,国および各地方自治体レべル,各教育現場において高まることを期待いたします。しかし,LLについては英語教育界内部においてもいくつかの誤解があり,また,せっかくLLが設置されても,それが真に有効な結果を生み出すことを妨げるような要因が存在していることも事実です。公立高等学校現場のLL研究者,LL教育実践者の一人として,ここに,LL設置にともなって留意すべき点を,いくつか,あげてみたいと思います。

著者

柳原 由美子

出版者

外国語教育メディア学会(LET)

雑誌

Language Laboratory (ISSN:04587332)

巻号頁・発行日

vol.32, pp.73-89, 1995 (Released:2017-07-28)

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In teaching listening comprehension of English as a foreign language, the following were examined: 1) the effects of teaching methods utilizing shadowing and dictation, 2) the interaction between the shadowing method and learners' listening comprehension ability, 3) the interaction between the dictation method and learners' listening comprehension ability. On the basis of this experiment it was found that: 1) The shadowing method was more effective than the dictation method. 2) The use of the shadowing method or the dictation method was more effective than listening alone. 3) The shadowing method was more effective with learners of low listening comprehension ability than those with high comprehension ability. 4) The dictation method was less effective with learners of low listening comprehension ability than those with high comprehension ability.

著者

Yasuhiko Sugawara

出版者

The Japan Association for Language Education and Technology

雑誌

Language Laboratory (ISSN:04587332)

巻号頁・発行日

vol.36, pp.33-50, 1999 (Released:2017-07-28)

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Dictation is widely used as a teaching technique in listening comprehension classes as well as a testing device in many experiments. Although the positive effect of this technique has been reported, specific explanation about its effect is yet seen: How should it be used? ; For what level is it effective? In order to have a clearer idea about the effect of this long used teaching technique, the author of this article carried out an experiment using Japanese university students: The subjects were divided into two groups; dictation and control groups. They listened to two types of texts; elementary and intermediate levels. Each text was played three times; without any pause for the first and the third playings, and with 10 second pause after each sentence for the second. After the third playing, they were asked to write down what they thought they had understood from the text in their first language. The results were that the control group performed significantly better than the dictation group for the elementary text (t=2.67, p<0.01), but for the intermediate text, no significant differences were found between the groups (t=0.72, n.s.). Regarding the relation between the dictation and recall test scores, a statistically significant correlation was found only for the difficult text (r=0.7433, p<0.01), but not for the easy text in the dictation group although all the test scores correlated with each other in the control group. This article will discuss why such results were obtained and will reconsider whether dictation is a proper teaching technique to promote learner's listening comprehension.

著者

SONOBE Hideyuki UEDA Makoto YAMANE Shigeru

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.46, pp.41-60, 2009-06

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It has often been suggested that prosody, encompassing rhythm, accent and intonation, contributes greatly to the production of natural-sounding English and furthermore, that these suprasegmental elements play an important role in successful communication. Japanese EFL learners, influenced by the mora-timed rhythm of their mother tongue, tend to use Japanese rhythmic patterns when they speak English. This study attempts to demonstrate how the authors' original animated Web materials focusing on English rhythm enabled students to improve their English pronunciation. From our experiment, carried out once a week for five weeks in a CALL classroom, some positive effects of rhythmic pronunciation practice were found on the learners' pronunciation. Clear correlations among the speech duration, pitch ranges, and naturalness of the English produced by Japanese EFL learners were also found.

著者

前田 啓朗 大和 知史

出版者

外国語教育メディア学会

雑誌

Language Laboratory (ISSN:04587332)

巻号頁・発行日

no.37, pp.143-162, 2000-03

被引用文献数

2

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This paper points out problems in previous studies concerning the statistical procedure of analysis and of the way results are presented based on the most popular questionnaire format in Language Learning Strategy researches, namely SILL (Strategy Inventory for Language Learning ver. 7.0 for ESL/EFL). A more appropriate statistical procedure to analyse the data, is proposed called "Structural Equation Modelling" based on the results of both "Exploratory Factor Analysis" and "Confirmatory Factor Analysis" with Oblique Rotation and Maximum Likelihood Method. Presentation with more detailed statistics is also promoted, which allows readers to reanalyse or meta-analyse. In order to validate the proposed method above of analysing and presenting the necessary statistics, a case study was conducted on strategy use of Japanese High School students using data obtained from the SILL. This case study explored which language learning strategy contributes most to the achievement of language learning.

著者

長谷川 修治 中條 清美

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.141-155, 2004-06

被引用文献数

9

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Junior and senior high school (JSH) English textbooks in Japan are written in accordance with the Course of Study guidelines provided by the Ministry of Education, Science. and Culture: these guidelines are revised about every ten years. In this study we examined the vocabulary of three sets of serial JSH textbooks, each of which was written in the 1980s, and then re-written in the 90s and again in the 2000s based on the revised Course of Study guidelines for each decade. The purpose of this study was to in vestigate both the alteration in vocabulary size and the efficacy of the three serial JSH textbook vocabularies. The study found that the number of types within JSH textbook vocabulary in the 2000s was larger than that of the 1980s and 90s. On the other hand, the amount of tokens in the 2000 set was the lowest of the three serials. This means that the number of repetitions of exposure to words used in the 2000s version textbook was the lowest of the three. The study also found that the efficacy of the JSH textbook vocabulary gradually improved each time A Gourse of Study was revised, although the overall JSH text coverage over the vocabulary of practical activities remained insufficient.

著者

竹蓋 幸生

出版者

外国語教育メディア学会

雑誌

Language Laboratory (ISSN:04587332)

巻号頁・発行日

no.18, pp.11-28, 1981-06

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The apparent similarities (or dissimilarities) of all possible pairs of twenty-four English consonants were estimated by two independent panels of eighteen Japanese and twenty-four American listeners by using a psychophysical method of magnitude estimation. The normalized responses were analyzed by a statistical technique of cluster analysis (SPSS, V-6: RMODE, AVERAGE DISTANCE METHODE), the program of which was made available through the Computer Center of the University of Tokyo. The results of analysis were obtained in the forms of tree-diagrams and correlation matrices. The apparent interconsonantal differences of all possible pairs of consonants were examined by observing these diagrams and matrices. The results suggested a strong tendency of the listeners to be affected by the manners of articulation in determining the apparent similarities among the consonants they heard. A closer look at the results may give some valuable information to predict the systems of distinctive features for both American and Japanese sound systems.

著者

NISHIDA Rieko

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.50, pp.43-67, 2013-06

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This study describes the overall tendencies shown by Japanese University EFL learners in terms of intrinsic/extrinsic motivation, L2 ideal selves, L2 ought-to selves, international posture, Can-Do and willingness to communicate, and the relationships between these factors. The results show that students tended to exhibit high identified regulation, perceived relatedness, introjected/external regulation, and L2 ideal selves, while being low in amotivation. They also indicate that students' L2 ideal selves were highly correlated with intrinsic motivation, identified regulation, international posture and Can-Do. In examining the degree of internalization of learning, L2 ideal selves showed the strongest correlation with intrinsic motivation and were negatively correlated with amotivation. Cluster analysis was conducted to gain a greater understanding of individual differences, enabling a division into four groups. To support the quantitative analysis, qualitative data was gathered, allowing the examination of differences among students pertaining to how they perceived the relationship between L2 ideal selves and language learning, and the relative strength of the L2 ideal self in language learning behavior.

著者

MIYASAKO Nobuyoshi

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.39, pp.1-20, 2002-06

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This paper examined the effects of reading, glossing and English ability on incidental vocabulary learning and its retention over a 18-day period for Japanese senior high school students (n = 187). The basic design was 6 (reading condition) x 2 (testing period) factorial between-groups with repeated measures on the second factor. The reading conditions were four different types of glossing, which were 12 nwltiple-choice glosses (MCG), Li MCG, L2 single glosses (SG) and Li SG, no glossing and control (no reading). The immediate and delayed vocabulary tests were conducted immediately after the reading phase and 18 days later. The results confirmed incidental vocabulary learning through reading for Japanese high school students, not retention. it was also acknowledged that this indirect vocabulary learning was enhanced with passage glossing, especially 12 MCG which had the students invest more mental effort. Further, the passage glossing was revealed to have a relationship with English ability: 12 glossing was more effective for higher-ability learners and Li for lower-ability ones. On the contrary, the existence or type of glossing did not have much effect on reading comprehension.

著者

HONDA Katsuhisa SAKYU Masahide

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.1-15, 2004-06

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The present study applies social psychological constructs to the acquisition of English in the Japanese EFL context, and attempts to determine the relationship between two theoretical frameworks and their corresponding sets of variables that approach the topic of motivation from conventional viewpoints. The first framework of variables, described by Clement and Kruidenier (1983), comes from the social sciences and humanities research. The second psychological framework is Gardener (1985) socio-educational model, which proposes that motivation is based on intergroup attitudes and an attraction to the target language and culture. The current research is conducted in an attempt to combine the orientations described by Clement and Kruidenier (1983) with the intergroup constructs discussed by Gardner (1985) for a better understanding of the development of particular orientations and their role in language learning motivation. Furthermore, structural equation modeling, a relatively recent procedure which allows researchers to test cause-effect relations based on correlational data, can have an excellent fit, and all the predicted paths in a path diagram can be significant, and yet it is still quite possible that other patterns of causality could work equally well or better. These results are discussed with respect to the influence of the Japanese EFL context on orientations and in terms of their implications for further studies.