著者

湯沢 康晴 Yasuharu Yuzawa

雑誌

盛岡大学紀要 = The journal of Morioka University (ISSN:02860643)

巻号頁・発行日

vol.32, pp.29-39, 2015-03-01

著者

門屋 光昭 Mitsuaki Kadoya

雑誌

盛岡大学紀要 = The journal of Morioka University (ISSN:02860643)

巻号頁・発行日

vol.14, pp.13-24, 1995-03-31

著者

門屋 光昭 Mitsuaki Kadoya 盛岡大学 Morioka College

雑誌

盛岡大学紀要 = The journal of Morioka University (ISSN:02860643)

巻号頁・発行日

vol.13, pp.149-164, 1994-03-15

著者

小川 修平

出版者

盛岡大学

雑誌

盛岡大学紀要 = The Journal of Morioka University (ISSN:02860643)

巻号頁・発行日

no.34, pp.55-66, 2017-03-31

著者

門屋 光昭 Mitsuaki Kadoya

雑誌

盛岡大学紀要 = The journal of Morioka University (ISSN:02860643)

巻号頁・発行日

vol.20, pp.19-33, 2001-03-14

著者

照井 悦幸 Yoshiyuki Terui

雑誌

盛岡大学紀要 = The journal of Morioka University (ISSN:02860643)

巻号頁・発行日

vol.17, pp.91-100, 1998-03-19

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Since the concept of communicative competence was recognized in the begining of 1970's, facilitating communication abilities has been treated as the main activity in the second language learning classroom. The effect to help second language learners in a classroom has been changed from teaching the language code to coordinating communication opportunities. However, it is also true that the structural syllabus is still very popular. The reason for this is not simply that class management for grammar teaching is rather easier than communicative activities. Possitive effects of the grammar exercises are reported. Theortically grammar teacing has not denied either. Thus, there is a dilemma between code and communication teaching. While the qestion of code teaching is not aswered yet, methods for communication activities have been created in many ways. One of them is an experimental language learning based upon the theories of crosscultural adaptation. According to Yasuba, Ikegami, and Sato (1991), the principles of experimental learning in the view of cross cultural adaptation are foundid on the following four points. First, let students learn from their own experiences. Second, class activities themselves should be considerd as one of learners' experiences in their experiences of the day. Third, the planning and construction of the learning subjects are decided by learners. Fourth, the instructor tries to give the learners satisfaction in their own studies. Based upon the above principles, in this paper I would like to introduce and analyze experimental learning activity in a Japanese learning class.

著者

小川 修平 Shuhei Ogawa

雑誌

盛岡大学紀要 = The journal of Morioka University (ISSN:02860643)

巻号頁・発行日

vol.30, pp.1-12, 2013-03-01

著者

竹之下 典祥

出版者

盛岡大学

雑誌

盛岡大学紀要 = The Journal of Morioka University (ISSN:02860643)

巻号頁・発行日

no.35, pp.79-93, 2018-03-31

著者

町田 りん Rin Machida

雑誌

盛岡大学紀要 = The journal of Morioka University (ISSN:02860643)

巻号頁・発行日

vol.29, pp.17-27, 2012-03-01

著者

門屋 光昭 Mitsuaki Kadoya 盛岡大学 Morioka College

雑誌

盛岡大学紀要 = The journal of Morioka University (ISSN:02860643)

巻号頁・発行日

vol.13, pp.149-164, 1994-03-15

著者

加藤 章 Akira Kato

出版者

盛岡大学

雑誌

盛岡大学紀要 = The journal of Morioka University (ISSN:02860643)

巻号頁・発行日

vol.23, pp.1-10, 2006-03-30

著者

日暮 雅夫 Masao Higurashi

雑誌

盛岡大学紀要 = The journal of Morioka University (ISSN:02860643)

巻号頁・発行日

vol.21, pp.1-10, 2004-03-30

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The theory of Jurgen Habermas is now called the discourse theory. Habermas's theory has twin features: on the one hand, it includes very varied fields, that is, social theories, ethics, democratic theries, linguistic theories and so on; on the other hand, it is founded strictly on communicative rationality. In Theorie des kommunikative Handelns (1981), Habermas appropriately presents this concept of new rationality as an alternative to the instrumental-strategic one. In opposition to those positivists who understand rationality just as an instrumental-strategic one, Habermas outlines the project of developing the manifold potential of modernity which contains also communicative rationality. Although Horkheimer and Adorno, who are called members of the first generation of the Frankfurt School, went to a theoretical dead end in the self-critic of reason, Habermas gained control of the fulcrum of social criticism through communicative rationality. From the perspective of Habermas's theoretical self-formation, his presentation of communicative rationality in Theorie des kommunikativen Handelns is a consequence of the "communicative theoretical turn," or "pragmatic turn," which arose under the influence of the hermeneutic controversy with H. -G. Gadamer in the 1960's and through studies of the linguistic philosophies of Austin, Scale and Strawson, Apel's formal-pragmatics, Wittgenstein's theory of speech games in the 1970's, and so on. In the post-metaphysical and post-conventional society which loses the ideal of totality, the theory of communicative action, which coordinates and regulates many interactions, constitutes the center of communicative rationality. In this article I analyze and reconstruct Habermas's theory of the communicative action with reference to Theorie des kommunikativen Handelns as follows. First, I have set the concept of communicative rationality against the instrumental one. Second, I have developed the concept of communicative action in comparison with other action models. Third, I have analyzed how communicative action plays the role of coordinating interactions. Fourth, I have treated the interaction-model-tables which depend on the differences of speech acts. Finally, I have shown the problems of communicative action that are not yet resolved.

著者

山崎 武彦 Takehiko Yamazaki

雑誌

盛岡大学紀要 = The journal of Morioka University (ISSN:02860643)

巻号頁・発行日

no.12, pp.95-102, 1993-03-15

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1)青年期に,高いといわれる不安は青年期が深まるにつれて減少していくことは事実なのか,もし事実であるとすれば,不安の要因のどの部分を減少させていくのかを検討し,青年期の不安の特徴について明らかにすることを目的とした。2)対象は青年期前期である中学生,中期である高校生,後期である大学生とし,CAS不安診断検査,およびSTAI不安検査を施行した。3)CASとSTAI両テストの結果から,青年期が深まるにつれて,不安は減少していくことが確認された。4)CASの結果で目立つのは,女子が高校から大学にかけて不安を減少させる傾向が大きいこと。特にL因子,つまり疑い深さやパラノイド傾向から生ずる不安,およびQ_4因子,つまり欲求不満や衝動による緊迫感から生ずる不安を減少させていくことであった。5)STAIの結果では,男子は,状態不安を中学から高校にかけて大きく減少させていくのに対して,女子は,特性不安を中学から大学にかけて平均的に減少させていく傾向がみられた。6)これらの諸結果について,青年がおかれている現在の心理的,社会的状況や発達特性等いくつかの面から考察をおこなった。

著者

大上 治子 Haruko Ohgami

雑誌

盛岡大学紀要 = The journal of Morioka University (ISSN:02860643)

巻号頁・発行日

no.18, pp.75-85, 1999-03-19

著者

照井 悦幸 Yoshiyuki Terui

雑誌

盛岡大学紀要 = The journal of Morioka University (ISSN:02860643)

巻号頁・発行日

no.12, pp.191-201, 1993-03-15

著者

桑原 俊明 Toshiaki Kuwahara

雑誌

盛岡大学紀要 = The journal of Morioka University (ISSN:02860643)

巻号頁・発行日

vol.18, pp.87-94, 1999-03-19

著者

高城 靖尚 Yasuhisa Takagi

出版者

盛岡大学

雑誌

盛岡大学紀要 = The journal of Morioka University (ISSN:02860643)

巻号頁・発行日

vol.23, pp.59-65, 2006-03-30

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For the defense in rugby foot boll, the focus tends to be put on the skill of tacking. Even the tackle is considered to be the goal of the defense. However, the take over of the ball in the scrimmage・line-out・ruck・maul should be the greatest goal. The attack saide may freely use a variety of strategies for gaining the line and try. To defend against attacks, the defense side has to respond to the move. Also, it has to react to the pass and kick. Therefore, it is said that the aim for the defense is to force the attack side to error. The Individual player is important, however, iudividual judgment for the defense tends to cause chaos. Thus, the defense should be organized in team strategy. This paper aims to summarize the defensive movements and discuss some of the unique strategies for the defense.

著者

桑原 俊明 Toshiaki Kuwahara

雑誌

盛岡大学紀要 = The journal of Morioka University (ISSN:02860643)

巻号頁・発行日

vol.14, pp.69-75, 1995-03-31

著者

日暮 雅夫 Masao Higurashi

雑誌

盛岡大学紀要 = The journal of Morioka University (ISSN:02860643)

巻号頁・発行日

vol.22, pp.49-62, 2005-03-31

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This article tries to articulate what is embodied by the basic architecture of Habermas's discourse ethics. It goes on to analyze the ground concept and formulation of the discourse ethics that Habermas presents in the 'Chapter 3: Discourse Ethics' in his Moral Consciousness and Communicative Actions, elucidating the features of his formulation of the key concepts in discourse ethics. Habermas raises the point that J. Rawls, E. Tugendhat, K.-O. Apel and related philosophers are those heorists that adopt Kantian approach and have offered a unified interpretation of what they have attempted in his analyses of the conditions for evaluation that are based upon political impartiality and grounded on ascertained arguments. Habermas thinks of Apel's approach, i.e., his theory of discourse ethics as the most promising. This paper quotes several passages from Habermas's work that demonstrate that Habermas's approach has many affinities with Apel's discourse ethics. Their shared orientations are detectable in the fact that they both try to defend the cognitive approach to ethics against Worth Skepticisms and that they answer the questions of how moral order and norms can be founded. However, I would like to point out that gradually Habermas departs from Apel and clearly makes his own view of a discourse theory. He arrives at a conclusion to the effect that the term discourse ethics, itself is inadequate as the representation of his whole discourse theory.

著者

照井 悦幸 Yoshiyuki Terui

雑誌

盛岡大学紀要 = The journal of Morioka University (ISSN:02860643)

巻号頁・発行日

vol.12, pp.191-201, 1993-03-15