title 公立中学校における英語多読導入による英語学習の動機 …...title...
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Title 公立中学校における英語多読導入による英語学習の動機づけへの影響 : フロー理論による検証
Author(s) 栗下, 典子; 伊東, 英
Citation [岐阜大学カリキュラム開発研究] vol.[34] no.[1] p.[190]-[198]
Issue Date 2018-02
Rights
Version 郡上市立八幡中学校 / 岐阜大学教育学部学校教育講座
URL http://hdl.handle.net/20.500.12099/77305
※この資料の著作権は、各資料の著者・学協会・出版社等に帰属します。
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EFL(English as a Foreign Language)
1
1
Konishi, 1990, ,2009
1 2Hayashi, 2005 Hayashi 2005
et al. 2012 5, 6
2018.2, Vol.34, No.1, 190-198
The Effect of Extensive Reading on General English Study at Japanese Junior High Schools: An Examination in the Framework of Flow Theory
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33
Yashima 2013
Gardner & Lambert 1972Motivation
Action
Perception Reward1
Deci & Ryan (1985)
e.g., Matsui & Noro, 2010 Day & Bamford 1998
BookstrapCsikszentmihalyi 1990
Hayashi 2005; 2009
Gardner & Lambert 19722.1.
2 2.2.3 4 2
Motivation PerceptionAction Reward 4
2 3
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4 4
2
A) Motivation Action
B) Perception
C) Reward
1 2134 *3 2015 Sustained Silent Reading (SSR)
4 1 50 SSR1 3
SSRSSR
6 123
2Appendix, 1
Appendix, 2~4
Perception
5~6 Appendix 5*4 Reward
Appendix, 8~11&12, 13
5 3Appendix, 14
Appendix, 15
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11 8 1 1 5
2 22 3
1 8 4 27 1
2 2 4
Appendix, 1 ,5
70%
6
5 1 4.44SD0.74 2 4.31 SD0.72
1
60 70%
*5
(Motivation)Perception
(Action) (Reward)
2
Appendix 2 3 7
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2
3
Motivation Action1
(Appendix)
8
6
9 Action
4Action Motivation
3 14, Appendix10
22
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Perception11
:F(2, 133)=8.64, p
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2
2 10 A
2 1110
B Perception
2 Reward6
12
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SSR
3Perception
2
Csikszentmihalyi, 1990Reward
Csikszetmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.
Day, R. R., & Bamford, J. R. (1998). Extensive Reading in the Second Language Classroom. New York: Cambridge University Press.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and
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Motivation in Second-Language Learninig. Rowley, Massachusetts: Newbury House Publishers.
Hayashi, H. (2005). Identigying different motivational transitions of Japanese ESL learners using cluster analysis: Self-determination perspetives. JACET Bulletin, 41, 1-17.
Hayashi, H. (2009). Roles of Intrinsic and Extrinsic Motivation in Learning English in Japan: Insights from Different Clusters of Japanese High School Students. JACET.
Konishi, M. (1990). Changes in Motivation for English Language Learning; A Series of Four Measurements. The IRL Bulletin 4, 1-23.
Matsui, T., & Noro, T. (2010). The Effects of 10-Minute Sustained Silent Reading on Junior High School
EFL Learners' Reading Fluency and Motivation. ARELE, 21, 71-80.
Yashima, T. (2013). Imagined L2 Selves and Motivation for Intercultural Communication. In M. T. Apple, D. Da Silva, & T. Fellner, Language Learning Motivation in Japan (pp. 35-52). Bristol: Multilingual Matters.
. (2009). 1. :
http://berd.benesse.jp/berd/center/open/report/chu_eigo/seito_soku/soku_07.html
, , , , , , . . . . (2012).
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Abstract It is known that Extensive Reading in English (henceforth, ER) enhances motivation toward reading English passages. However, its over-all effect on motivation toward English learning in general school situations is not clear. At public junior high schools in Japan, learners are usually under a strong pressure to pass entrance exams for senior high schools, so that it is unlikely that all the learners are motivated by ER unless direct results are expected in exams and grades. This research clarifies the mechanism of learners’ motivation toward English in public junior high school situations, and how ER affects it in the framework of Flow Theory. The result indicates that in order to enhance learners’ motivation toward English learning, mere implementation of ER added to the regular course of study is not enough. A criteria and methodology that values learners’ self-efficacy is also needed, so that they can monitor their improved proficiency in the flow of motivation.