文献一覧: 中国四国教育学会 (出版者)

1 0 0 0 OA レヴィナス主体性概念の教育学的射程

著者: 安喰勇平
出版者: 中国四国教育学会
雑誌: 教育学研究ジャーナル (ISSN:13495836)
巻号頁・発行日: vol.20, pp.1-10, 2017-03-20 (Released:2017-04-18)
参考文献数: 20

In educational study, an encounter with the Other is seen as an important moment in ethical growth. Through the encounter, the Other is said to challenge one's existing identity and give one the responsibility to react ethically. A theoretical base of this is Emmanuel Lévinas's conception of subjectivity. Based on its interpretation, many theorists hold that Lévinas discussed the process of the production of subjectivity. Educational discourses on Lévinas, however, miss the fact that he avoided considering the production of subjectivity as a process and narrative. In this paper I aim to clarify the implication of Lévinas's conception of subjectivity for educational study. The first section explains the reason behind the application of Lévinas's conception of subjectivity to educational theory and shows the tendency of the application. Educational discourses on Lévinas's subjectivity have the tendency to focus on the openness and passivity of the self; thus, they miss the temporality. The second section clarifies how educational theorist Clarence Joldersma reconsiders the educational relationship by applying Lévinas's conception of subjectivity. To elucidate Lévinas's treatment of the production of subjectivity, the third section shows his attempt to discuss the production of subjectivity without narrative form. In the fourth section, it turns out that Lévinas allows various interpretations of his conception of subjectivity, and our interpretations complement his conception. His conception of subjectivity implies that educational theorists need to consider the self-contradictory character of an argument about the production of subjectivity.

2017-09-22 23:10:48
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1 0 0 0 OA 認知的複雑さを理論的基盤としたタスクの配列に関する研究概観

著者: 濵田典子
出版者: 中国四国教育学会
雑誌: 教育学研究ジャーナル (ISSN:13495836)
巻号頁・発行日: vol.17, pp.51-60, 2015-11-30 (Released:2017-02-17)
参考文献数: 41

Task-Based Language Teaching (TBLT) was proposed as a foreign language teaching method to help learners gain proficiency in the target language outside the classroom. TBLT differs significantly from other teaching methods in that the syllabus of TBLT is based around tasks that provide goals for learners to master grammar points, while other methods focus on the grammar points themselves. Thus, since TBLT was proposed, scholars have been discussing what kinds of tasks should be used and how these tasks should be sequenced in order to enhance language learning.Within the research framework of Robinson's Cognition Hypothesis, this paper reviews research regarding the ordering of pedagogical tasks in order to identify those aspects of task sequences that should be examined in the future. The authors argue that tasks should be ordered based on increasing cognitive complexity. After reviewing the existing discussions regarding task order, the relationship between task sequencing and cognitive complexity through the Triadic Componential Framework and the SSARC model are explored. There is little empirical research on task sequences based on the Cognition Hypothesis, since this area of the field is still relatively new. Therefore, by focusing on the order in which tasks are presented to learners in the empirical research on the Cognition Hypothesis and contrasting their results, this paper explores how different sequencing affects language acquisition.

2017-08-22 14:16:51
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1 0 0 0 OA プラス評価・マイナス評価されやすい発話の要素とは

著者: 渡部倫子
出版者: 中国四国教育学会
雑誌: 教育学研究ジャーナル (ISSN:13495836)
巻号頁・発行日: vol.1, pp.77-81, 2005-03-01 (Released:2017-04-09)
参考文献数: 12

The purpose is to examine what points of Japanese learners' performance tend to be evaluated positively or negatively and judged as good or bad points in conversations with 25 Japanese native speakers and 25 Japanese language teachers. In this research, participants evaluated the non-Japanese university students' (NNS) Japanese. If they felt the NNS's Japanese was good, they gave ○. If they felt the NNS's Jpapanese was bad, they gave × as they watched video recordings of the learners' free conversations with Japanese native speakers. Participants also gave comments of their reasons for awarding ○ or ×. All comments were classified onto cards according to their content. These were treated as evaluation factors.The results show that both Japanese native speakers and Japanese language teachers tend to evaluate:(1) vocabulary and expression, discourse competence and communication strategies positively.(2) grammar and pronunciation negatively.(3) Japanese native speakers tend to evaluate sociolinguistic competence positively, whereas Japanese language teachers tend to evaluate it negatively.