䝡䝕䜸ᫎീ䜢ά⏝䛧䛯┬ᐹ䛾◊✲
ᒸ⏣㟹Ꮚ
Abstract:
This article reviews previous studies on the effects of using video recording and explores the ways it can be applied in teaching English as a foreign language.
One purpose of using video recording in language teaching is that students’
performance in the classroom can be video recorded and assessed by either a teacher or other students. This paper examines the methods and effects of video recording in teacher training and foreign language teaching contexts, as well as making suggestions to successfully conduct video research in classrooms. It was revealed that watching video recordings develops students’ self-reflection and awareness, and thus enables them to become autonomous learners. Additionally, the findings suggest that video recording can be an effective educational tool in developing a learner’s language skills as well as communication skills in foreign language learning.
せ᪨㸸
ᮏ✏࡛ࡣࠊࡇࢀࡲ࡛ᶍᨃᤵᴗࡸእᅜㄒᤵᴗ࡞ࡢᩍ⫱ศ㔝ࢆ୰ᚰ㐍ࡵࡽࢀ࡚ࡁ ࡓࣅࢹ࢜ᫎീά⏝ࡢ᪉ἲ࣭ຠᯝࡘ࠸࡚⪃ᐹࡋࠊⱥㄒᩍ⫱࠾ࡅࡿࣅࢹ࢜ᫎീά⏝
ࡢྍ⬟ᛶࢆ᥈ồࡍࡿࠋእᅜㄒᩍ⫱࠾ࡅࡿࣅࢹ࢜⏝ࡢ┠ⓗࡢ୍ࡘࡋ࡚ࠊᩍᐊ࡛
ࡢእᅜㄒᏛ⩦⪅ࡢࣃࣇ࢛࣮࣐ࣥࢫࢆᙳࡋࠊᩍᖌࡲࡓࡣᏛ⩦⪅ࡀࡑࡢࣅࢹ࢜ࢆホ౯ ࡍࡿࡇࡀᣲࡆࡽࢀࡿࠋᩍဨ㣴ᡂࡸᚰ⌮Ꮫ◊✲࠾ࡅࡿࣅࢹ࢜ᫎീࡢά⏝ຠᯝࡢ᳨
ドࡽࠊࣅࢹ࢜ᫎീࢆど⫈࣭ศᯒࡍࡿࡇࡼࡗ࡚ࠊே㛫ࡢ⮬ᕫ┬ᐹࡸẼ࡙ࡁࢆಁ
㐍ࡋࠊ⮬ᚊⓗ࡞ே㛫⫱ᡂࢆ⾜࠺ࡇࡀ♧၀ࡉࢀ࡚࠸ࡿࠋᚋࠊⱥㄒᩍ⫱࠾࠸࡚᪥
ᮏேᏛ⩦⪅ࡢࣃࣇ࢛࣮࣐ࣥࢫࢆࣅࢹ࢜ᙳࡋࠊࡑࡢᫎീࢆど⫈ࡋ࡞ࡀࡽ┬ᐹࡍࡿࡇ
ࡣࠊᏛ⩦⪅ࡢゝㄒ⬟ຊࡸࣉࣞࢮࣥࢸ࣮ࢩࣙࣥ⬟ຊࡢྥୖ㈉⊩࡛ࡁࡿ⪃࠼ࡽࢀ
ࡿࠋ
࣮࣮࢟࣡ࢻ㸸
ࣅࢹ࣭࢜ⱥㄒᩍ⫱࣭┬ᐹ࣭ほᐹᏛ⩦࣭VSM
1 ࡣࡌࡵ
⌧ᅾࠊእᅜㄒᩍ⫱࠾࠸࡚Ꮫ⩦⪅どぬⓗࠊ⫈ぬⓗ࡞ሗࢆᥦ౪ࡍࡿࡇ
ࢆ┠ⓗࡋࡓࢹࢪࢱࣝࣅࢹ࢜ᫎീ㸦௨ୗࠊࠕࣅࢹ࢜ࠖ࠸࠺ࠋ㸧ࡢά⏝ࡀ 㐍ࢇ࡛࠸ࡿࠋShrosbree㸦2008㸧ࡼࡿࠊእᅜㄒᤵᴗ࠾ࡅࡿࣅࢹ࢜ࡣࠊ㸦1㸧 ᩍᐊ࠾࠸࡚እᅜㄒᏛ⩦⪅ࡢࢫ࢟ࢵࢺࡸ࣮࢜ࣛࣝࣉࣞࢮࣥࢸ࣮ࢩࣙࣥ࡞
ࡢࣃࣇ࢛࣮࣐ࣥࢫࢆᙳࡋࠊࡑࡢࣅࢹ࢜ࢆᩍᖌࡸᏛ⩦⪅ࡀホ౯ࡍࡿࠊ㸦2㸧 ᩍᮦࡋ࡚ᩍᖌࡀᙳࡋࡓࣅࢹ࢜ࢆᏛ⩦⪅ࡀど⫈ࡍࡿࠊ㸦3㸧ᩍᐊእࡢࣉࣟ
ࢪ࢙ࢡࢺ࡞ࢆᏛ⩦⪅ࡀᙳࡋࠊࡑࢀࢆᤵᴗࡢ୰࡛ᩍᖌࡸࡢᏛ⩦⪅ぢ ࡏࡿࡇࢆ┠ⓗࡋ࡚࠸ࡿࠋᮏ✏࡛ࡣࡇࡢ3ࡘࡢ࠺ࡕࠊ1ࡘ┠ࡢࣅࢹ࢜ࡼ
ࡿᙳ࣭ホ౯ࢆ┠ⓗࡋࡓά⏝᪉ἲ║ࢆ⨨ࡁࠊࡑࡢά⏝ຠᯝࡘ
࠸᳨࡚ドࡍࡿࡇࡍࡿࠋ
ホ౯ࢆ┠ⓗࡋࡓࣅࢹ࢜ࡢά⏝ࡣ1960ᖺ௦ࡉࡢࡰࡿࠋᙜࠊ࣓ࣜ
࢝ࡢࢫࢱࣥࣇ࢛࣮ࢻᏛࡢᩍ⫱ᐇ⩦ᢸᙜࡢᩍဨࡽࡼࡗ࡚ࣅࢹ࢜ࢸ࣮ࣉ࣭
ࣞࢥ࣮ࢲ࣮ࡀᑟධࡉࢀࡓࠋᙜึࡢ┠ⓗࡣࠊᩍဨᐇ⩦⏕ࡢᣦᑟᢏ⾡ࢆᶍᨃᤵ
ᴗ࠾࠸࡚▷ᮇ㛫࡛ྥୖࡉࡏࡿࡇ࡛࠶ࡗࡓ㸦Tochon, 2008, p. 421㸧ࠋࡑࡢ ᚋࠊࣅࢹ࢜ࡣᣦᑟᢏ⾡ࡢྥୖࡔࡅ࡛࡞ࡃࠊᐇ⩦⏕ࡼࡿ⾜ືࡢ┬ᐹࡶά
⏝ࡉࢀࡿࡼ࠺࡞ࡗࡓ㸦Orlova, 2009; McCurry, 2000; Lofthouse & Birmingham, 2010; Osipova, Prichard, Boardman, Kiely & Carroll, 2011, Hamilton, 2012; ኴ
⏣࣭ඣᔱ, 2007㸧ࠋࡇࡢࡼ࠺࡞ືྥࡣࠊࣅࢹ࢜ࡢᩍ⫱ⓗά⏝ࡢ㔜せᛶࡀどぬ
ⓗࠊ⫈ぬⓗ࡞⮬ᕫࡢ┬ᐹ࠶ࡿࡇࢆ♧၀ࡋ࡚࠸ࡿࠋ
㏆ᖺ࡛ࡣࢹࢪࢱࣝࣅࢹ࣓࢜࢝ࣛࡀࡑࡢᙺࢆᢸ࠸ጞࡵࠊ࣓࢝ࣛ⮬యࡀᑠ ᆺ࣭㍍㔞ࡉࢀࡓࡔࡅ࡛࡞ࡃရ㉁ࡶྥୖࡋࠊᙳࡉࢀࡓᫎീࡣࣃࢯࢥࣥ
࡞ࢆࡗ࡚ᐜ᫆⦅㞟࡛ࡁࡿࡼ࠺࡞ࡗࡓࠋྠࠊࣅࢹ࣓࢜࢝ࣛࢆ⏝
࠸࡚ᩍ⫱ᐇ⩦⏕ࢆᑐ㇟ࡋࡓᶍᨃᤵᴗࡔࡅ࡛࡞ࡃእᅜㄒᏛ⩦⪅ࡢࣃࣇ࢛࣮
࣐ࣥࢫࡀᙳࡉࢀࠊࡑࡢᫎീࢆᏛ⩦⪅ࡀど⫈࣭ศᯒࡍࡿࡇࡼࡗ࡚⏕ࡳ
ฟࡉࢀࡿຠᯝࡘ࠸࡚◊✲ࡉࢀࡿࡼ࠺࡞ࡗࡓࠋ
2 ◊✲┠ⓗ
ᮏ✏ࡢ┠ⓗࡣࠊShrosbree㸦2008㸧ࡀᣦࡋ࡚࠸ࡿእᅜㄒᩍ⫱࠾ࡅࡿࣅ
ࢹ࢜ά⏝ࡢ┠ⓗࡢ࠺ࡕࠊᏛ⩦⪅ࡢࣃࣇ࢛࣮࣐ࣥࢫࡢࣅࢹ࢜ᙳど⫈↔
Ⅼࢆ࠶࡚ࠊᶍᨃᤵᴗࡸእᅜㄒᩍ⫱࠾ࡅࡿᏛ⩦⪅ࡢࣃࣇ࢛࣮࣐ࣥࢫࡢࣅࢹ
࢜ᙳࡸど⫈㛵ࡍࡿ◊✲ࢆᴫほࡋࠊࣅࢹ࢜ά⏝ࡢຠᯝࡘ࠸᳨࡚ドࡍࡿ
ព⩏
ඛ⾜◊✲
ࣅࢹ࢜⮬ᕫࣔࢹࣜࣥࢢ
ࡣࡌࡵ
◊✲┠ⓗ
ࡇ࡛࠶ࡿࠋⱥㄒᩍ⫱࠾ࡅࡿࣅࢹ࢜ࡢᩍ⫱ⓗά⏝ࢆಁ㐍ࡍࡿࡓࡵࠊࣅࢹ
࣓࢜࢝ࣛࡢᐇ⏝ⓗ࡞⏝᪉ἲࡘ࠸࡚ࡶゝཬࡍࡿࠋ
3 ព⩏
እᅜㄒᏛ⩦࠾࠸࡚ࠊࣅࢹ࢜ά⏝ࡀ⮬ᕫ┬ᐹຊ࣭⮬ᚊⓗᏛ⩦⬟ຊࡢྥୖ
᭷ຠ࡛࠶ࡿࡇࢆ᫂☜࡛ࡁࢀࡤࠊᏛ⩦⪅ࡢゝㄒ⬟ຊࡔࡅ࡛࡞ࡃࣃࣇ
࢛࣮࣐ࣥࢫ⯡㛵㐃ࡋࡓ⬟ຊࡢྥୖ࠸࠺ᡂᯝࡀᚓࡽࢀࡿ⪃࠼ࡽࢀࡿࠋ Castañeda and Rodríguez-González㸦2011㸧ࡣࠊࢫ࣌ࣥㄒᏛ⩦⪅ࡼࡿࣅࢹ
࢜ά⏝ࢆ᳨ウࡋࡓ⤖ᯝࠊᏛ⩦⪅ࡢࢫࣆ࣮࢟ࣥࢢ⬟ຊࡢ㛗ᡤ▷ᡤẼ࡙ࡃ ࡁࡗࡅࢆసࡗࡓࡇࢆ᫂ࡽࡋ࡚࠸ࡿࠋࡇࢀࡣࠊᏛ⩦⪅ࡀ⮬ࡽࡢࣃࣇ
࢛࣮࣐ࣥࢫࢆ┬ᐹࡋࠊ⮬ᕫホ౯ࡍࡿࡇࡼࡗ࡚ேᑐࡍࡿほᐹຊࡸ⮬
㌟ᑐࡍࡿẼ࡙ࡁࢆಁ㐍ࡍࡿ⪃࠼ࡽࢀࡿࠋTochon㸦2008㸧ࡣࠊࣅࢹ࡛࢜
ᙳࡍࡿࡇ⮬యࡀ⾜ືᑐࡍࡿẼ࡙ࡁࢆ㧗ࡵࠊࡑࡢ⾜ືࢆࡋ࡚࠸ࡿ⪅
ᑐࡋ࡚ᙼࡽࡢᐇ㊶ࢆ⌮ゎࡉࡏࡿࡔࡅ࡛࡞ࡃࠊᙼࡽࡢḟࡢ⾜ືࢆᨵၿࡉࡏࡿ
ᣦࡋ࡚࠸ࡿ㸦p. 426㸧ࠋࡋࡓࡀࡗ࡚ࠊእᅜㄒᏛ⩦⪅ࡗ࡚ࣅࢹ࢜ࡼ
ࡿᙳࡽࡑࡢど⫈࣭ศᯒࡲ࡛ࡢࡍ࡚ࡀࠊ⮬ᕫࡸ⪅ᑐࡍࡿᢈุⓗ࡞
ᛮ⪃⬟ຊࢆྥୖࡉࡏࡿࡢྍḞ࡞㐣⛬࡛࠶ࡿ⪃࠼ࡽࢀࡿࠋ
4 ඛ⾜◊✲
ࣅࢹ࢜⮬ᕫࣔࢹࣜࣥࢢ
1970 ᖺ௦௨㝆ࠊᚰ⌮Ꮫࡸᩍ⫱Ꮫࡢศ㔝ࢆ୰ᚰࡋ࡚ࣅࢹ࢜ࢆ⏝ࡋࡓ⮬
ᕫࣔࢹࣜࣥࢢ㸦video self-modeling: VSM㸧ࡀᑟධࡉࢀࠊಶேࡢ⾜ືࡸᢏ⬟
㛵ࡍࡿ◊✲ࡀ㐍ࡵࡽࢀࡿࡼ࠺࡞ࡗࡓࠋVSMࡣࠊ࠶ࡿ≉ᐃࡢᢏ⬟ࢆ⩦ᚓࡍ
ࡿࡓࡵᑐ㇟⪅⮬ࡽࡀࣔࢹࣝ࡞ࡗࡓࣅࢹ࢜ࢆほᐹࡋࠊࡇ࠺ࡍࢀࡤ࡛ࡁࡿ
ࡼ࠺࡞ࡿ࡛࠶ࢁ࠺࠸࠺⪃࠼ࢆᙉࡍࡿࡇࡼࡗ࡚Ꮫ⩦ࡍࡿ᪉ἲ࡛࠶
ࡿ㸦Dowrick, 1999㸧ࠋVSMࡣ2㏻ࡾࡢ᪉ἲࡀ࠶ࡿࠋࡲࡎࠊfeedforward࡛ ࡣ┠ᶆࡉࢀ࡚࠸ࡿᢏ⬟ࡸ⾜ືࢆ㐩ᡂࡉࡏࡿࡓࡵࠊࣅࢹ࢜ࡀᙳࡉࢀ࡚
࠸ࡿ㛫ࡣᑐ㇟⪅ᑐࡋ࡚ࢧ࣏࣮ࢺࡀ࠼ࡽࢀ࡚࠸ࡿࡀࠊࣅࢹ࢜ࡢᙳᚋ
ࡑࡢࢧ࣏࣮ࢺ㒊ศࡣ๐㝖ࡉࢀࠊ⮬ᕫࢆࣔࢹࣝࡋࡓࣅࢹ࢜ࡢ㒊ศࡔࡅࢆᑐ
㇟⪅ࡀほᐹࡍࡿ㸦Boisvert & Rao, 2014, p. 5㸧ࠋ୍᪉ࠊself-review࡛ࡣಶேࡀ 㸯ே࡛࡛ࡁࡿᢏ⬟ࡸ⾜ືࢆ⦎⩦ࡋ࡚࠸ࡿᵝᏊࢆᙳࡋࠊ┠ᶆࡉࢀࡿᢏ⬟
ࡸ⾜ືࡢ୍␒Ⰻ࠸㒊ศࢆṧࡋ࡞ࡀࡽ⦅㞟ࡉࢀࡿ㸦Boisvert & Rao, 2014, p. 5㸧ࠋ
ࡕࡽࡢ᪉ἲ࡛࠶ࡗ࡚ࡶࠊࣅࢹ࢜ࡢど⫈ࢆ㏻ࡋ࡚ᑐ㇟⪅⮬㌟ࡼࡗ࡚ఱ
ࡋࡽࡢാࡁࡀ࡛ࡁࡿ࠸࠺ឤぬࠊࡘࡲࡾ⮬ᕫຠຊឤ㸦self-efficacy㸧ࡀᚲせ
࡞ࡿ㸦Boisvert & Rao, 2014㸧ࠋ
VSMࡀᏛ⩦⪅ࡢ⾜ືࡸᢏ⬟ࡢ⩦ᚓ᭷ຠ࡞᪉ἲ࡛࠶ࡿࡶࢃࡽࡎࠊ እᅜㄒᏛ⩦⪅ࢆᑐ㇟ࡋ࡚VSMࢆ⏝࠸ࡓࣅࢹ࢜ࡢᩍ⫱ⓗά⏝㛵ࡍࡿ◊✲
ࡣࡇࢀࡲ࡛࠶ࡲࡾ⾜ࢃࢀ࡚࠸࡞࠸ࠋ
ᩍဨ㣴ᡂࡢࡓࡵࡢࣅࢹ࢜ά⏝
Lofthouse and Birmingham㸦2010㸧ࡢ◊✲࡛ࡣࠊⱥᅜࡢᩍ⫱ᐇ⩦⏕㸦n = 73㸧
ᣦᑟ⪅ (n = 70)ࢭ࢝ࣥࢲ࣮ࣜPGCE1)ࢳ࣮ࣗࢱ࣮㸦n = 7㸧ࢆᑐ㇟ࡋࠊࣅ
ࢹ࢜ά⏝㛵ࡍࡿࣥࢣ࣮ࢺㄪᰝࢆᐇࡋࡓࠋࡑࡢ⤖ᯝࠊᐇ⩦⏕ࡢ 9 ㏆
ࡃࡀࣅࢹ࢜ࢆ⏝ࡍࡿࡇࡼࡗ࡚⮬ࡽࡢᣦᑟ᪉ἲࢆຠᯝⓗࡾ㏉ࡿࡇ
ࡀ࡛ࡁࡓᅇ⟅ࡋࡓࠋࡉࡽࠊ8㏆ࡃࡢᐇ⩦⏕ࡀࣅࢹ࢜ࡢど⫈ࡼࡗ࡚
ඣ❺ࡢ❧ሙࡽ⮬㌟ࡢᣦᑟ᪉ἲࢆほᐹࡍࡿࡇࡀ࡛ࡁࡓሗ࿌ࡋ࡚࠸ࡿࠋ
ࣅࢹ࢜ࢆど⫈ࡍࡿࡇࡼࡗ࡚ᐇ⩦⏕ᑐࡍࡿホ౯ࡀࡢࡼ࠺ࡅࡽࢀ
࡚࠸ࡿࢆᐇ⩦⏕⮬㌟ࡀ⌮ゎ࡛ࡁࡿࡓࡵࠊᣦᑟ⪅ᑐࡍࡿಙ㢗ឤࢆ㧗ࡵࡿ
ྍ⬟ᛶࡔࡅ࡛࡞ࡃᩍ⫱ᐇ⩦⏕ᣦᑟ⪅ࡢ㛫ᙉ࠸⤎ࢆᵓ⠏ࡍࡿྍ⬟ᛶࡶ
♧၀ࡉࢀ࡚࠸ࡿ㸦p. 13㸧ࠋ
Osipova, Prichard, Boardman, Kiely and Carroll㸦2011㸧ࡢ◊✲࡛ࡣࠊ࣓ࣜ
࢝ࡢ⌧⫋ᩍᖌ㸦N =15㸧ࢆᑐ㇟ࡋࠊ⬟ຊ㛤Ⓨ㸦professional development㸧ࢆ
වࡡࡓࣅࢹ࢜ࡼࡿ⮬ᕫ┬ᐹࢆ⾜ࡗࡓࠋOsipova et al.ࡣᩍᖌࡢᤵᴗ㸦6ᅇ㸧
ࢆ 1 ᖺ㛫ࢃࡓࡗ࡚ᙳࡋࡓᚋࠊᩍᖌࡼࡿ⮬ᕫホ౯ᤵᴗᑐࡍࡿ┬ᐹ ෆᐜࢆศᯒࡋࡓࠋࡑࡢ⤖ᯝࠊᩍᖌࡢࢇࡣ᭱ึ⮬ᕫホ౯ࢆ㧗ࡃࡋ࡚
࠸ࡿࡀࠊ୰㡭࡞ࡿపࡃホ౯ࡋࠊ᭱⤊ⓗࡣࡧ㧗࠸ホ౯ࢆࡅࡿഴྥ
ࡀ♧ࡉࢀࡓࠋࡲࡓࠊ┬ᐹෆᐜࡢศᯒࡽᩍᖌࡢㄽⅬࡀࠕᤵᴗ࡛࠺ࡲࡃ࠸ࡗ ࡓࡇ(what did work)ࠖࡽࠕᤵᴗ࡛࠺ࡲࡃ࠸࡞ࡗࡓࡇ(what did not
work)ࠖ⛣⾜ࡋ࡚࠸ࡿࡇࡶ᫂ࡽ࡞ࡗࡓࠋOsipova et al.ࡣࠊᩍᖌࡼࡿ
1)Post-graduate Certificate in Educationࡢࡇࠋࠕࡉࡲࡊࡲ࡞ᑓᨷࡢ➨୍Ꮫྲྀ
ᚓ⪅ࡀࣇࣝࢱ࣒࡛1ᖺࡢᩍ⫋ᑓ㛛ㄢ⛬㸦ᩍ⫱ᐇ⩦ࢆྵࡴ㸧ࢆᒚಟࡋࠊヨ㦂ྜ
᱁ࡋࡓሙྜࡉࢀࡿࠋ4 ᖺไࡢᩍဨ㣴ᡂㄢ⛬ಟ⪅ᑐࡍࡿᩍ⫱Ꮫኈ㸦BEd㸧
ࡶࠊᏛᩍ⫱ࢆཷࡅࡓᏛᰯᩍဨࡢ㈨᱁ࡋ࡚ᗈࡃ▱ࡽࢀ࡚࠸ࡿࠋࠖ㸦ྜྷᕝࠊ 2001ࠊp. 34㸧
ᩍဨ㣴ᡂࡢࡓࡵࡢࣅࢹ࢜ά⏝
⮬ࡽࡢᤵᴗࡢほᐹ࣭ホ౯ࡶᑓ㛛ᐙࡽࡢࣇ࣮ࢻࣂࢵࢡࢆే⏝ࡍࡿ
ࡇ࡛ᩍᖌࡋ࡚ࡢᡂ㛗ࡀࡼࡾಁࡉࢀࡿᙇࡋ࡚࠸ࡿ(p. 168)ࠋ
Hamilton㸦2012㸧ࡣᏛᩍဨ㛵ࡍࡿࣅࢹ࢜ᙳࢆࡗࡓ┬ᐹⓗ࡞◊✲ࡀ
⛥࡛࠶ࡿࡇࡽࠊ◊✲⪅⮬㌟ࡀ⮬ࡽࡢᩍᤵ⤒㦂ࢆࢹ࣮ࢱࡋ࡚ศᯒࡍࡿ
ࡇࡼࡾࠊ┬ᐹࡸ┬ᐹⓗ࡞ᐇ㊶ࢆ᫂ࡽࡋࡼ࠺ヨࡳࡓࠋࡑࡢ⤖ᯝࠊ
ࣅࢹ࢜ࡣ┬ᐹࡍࡿᶵࢆసࡾฟࡋࠊ⮬ᕫᑐࡍࡿẼ࡙ࡁࢆ࠶ࡿ⛬ᗘࡲ࡛ಁ
㐍ࡍࡿࡇࡀ᫂ࡽ࡞ࡗࡓࠋࡲࡓࠊࣅࢹ࢜ࡢ⏝ࡼࡗ࡚ᤵᴗࡢ᪉ἲࡸ
ᐇ㊶ࢆࡾ㏉ࡿࡔࡅ࡛࡞ࡃࠊ◊✲⪅⮬㌟ࡢ❧ࡕ⨨ࡘ࠸࡚ࡢ᳨ウࡶྍ⬟
࡞ࡿࡇࢆ♧ࡋ࡚࠸ࡿࠋ
ᾏእ࠾ࡅࡿᩍ⫱ᐇ⩦ྠᵝࠊ᪥ᮏࡢᩍဨ㣴ᡂ࠾࠸࡚ࡶᶍᨃᤵᴗࡢࣅ
ࢹ࢜ࡀά⏝ࡉࢀ࡚࠸ࡿࠋኴ⏣࣭ඣᔱ㸦2007㸧ࡣᩍဨᚿᮃࡢᏛ⏕㸦N = 50㸧
ࢆᑐ㇟ࡋࠊ⮬ࡽࡢᤵᴗࢆ┬ᐹࡍࡿࡇࡼࡿᩍᤵ⬟ຊࡢྥୖࡢຠᯝࡘ
࠸࡚⮬ᕫホ౯㸦ᶍᨃᤵᴗࡢ๓ᚋ㸧ࣆホ౯㸦ᶍᨃᤵᴗࡢᚋ㸧ࢆᐇࡋࡓࠋ ࡑࡢ⤖ᯝࠊࣆホ౯ࡢෆᐜࡣࠕ⪅ࢆࣔࢹࣝࡍࡿࠖࠕ⪅⮬㌟ࡢẚ㍑ࠖ
ࠕ⮬㌟ࡢྥୖࠖࠕ࠾࠸ࡢྥୖࠖࠕホ౯⬟ຊࡢྥୖࠖࠕ⏕ᚐどⅬࡢྲྀᚓࠖ࠸
࠺ 7 ࡘࡢほⅬ㢮ูࡉࢀࡿࡇࡀ♧ࡉࢀࡓࠋ୍᪉ࠊ⮬ᕫホ౯ࡢෆᐜࡣࠕᐈ ほⓗ࡞⮬ᕫホ౯ࠖࠕᤵᴗ୰Ẽ࡙࡞ࡗࡓࡇࡢẼ࡙ࡁࠖࠕど⫈๓ࡢ⮬
ᕫホ౯ࡢẚ㍑ࠖࠕ⪅ホ౯ࡢẚ㍑ࠖࠕ⏕ᚐഃࡢどⅬࠖࠕព㆑ࡢྥୖࠖࠕDVD
࣓ࢹࡢⅬࠖࡢ 7 ࡘศ㢮ࡉࢀࡓࠋኴ⏣࣭ඣᔱ㸦2007㸧ࡣࣅࢹ࢜ࡢᙺ
ࡘ࠸࡚ࠊࠕゝㄒⓗ࡞ホ౯ࡣࠊホ౯⪅ࡢពᅗᤵᴗ⪅ࡢゎ㔘ࡀ୍⮴ࡋ࡞࠸
ࠊホ౯ࡢຠᯝࡣᙅࡃ࡞ࡿࠋ࡞ࡐࡑࡢࡼ࠺࡞ホ౯ࢆཷࡅࡓࡢࠊ࠸࠺ࡇ
ᑐࡍࡿゎ㔘ࡣゝㄒⓗ࡞ሗࡢࡳ࡛ࡢุ᩿࡛ࡣ༑ศ࡞ሙྜࡀከ࠸ࠋホ ౯⪅ࡢᣦࡢពᅗࢆࠊᤵᴗ⪅ࡀࣅࢹ࢜ࢆど⫈ࡋ࡞ࡀࡽ☜ㄆࡍࡿࡇ࡛ࠊホ ౯ෆᐜࢆ⿵ࡍࡿᙺࢆᯝࡓࡋ࡚࠸ࡓࠖ㸦p. 21㸧ᣦࡋ࡚࠸ࡿࠋ
ᩍဨࢆᚿᮃࡍࡿᏛ⏕ࡢᤵᴗほᐹຊࢆ⫱ᡂࡍࡿࡓࡵࠊ୕ᓥ㸦2013㸧ࡣᐇ 㦂⏝ࡢᤵᴗࣅࢹ࢜ࢆά⏝ࡋ࡚ࣔࢹࣜࣥࢢࢢ࣮ࣝࣉࢹࢫ࢝ࢵࢩࣙࣥࡢຠ
ᯝࢆ᳨ウࡋࡓࠋ3᭶㛫ࢃࡓࡾᏛ⏕2ᖺ⏕3ᖺ⏕㸦N = 122㸧ᤵᴗ
ࣅࢹ࢜ࢆ 2 ᅇど⫈ࡋ࡚ࡶࡽ࠸ࠊࡑࡢホ౯⌮⏤ࡘ࠸࡚⮬⏤グ㏙ᅇ⟅ࢆồ
ࡵࡓࠋࡇࡢ⮬⏤グ㏙㒊ศࢆศᯒᑐ㇟ࡋࠊᤵᴗࣅࢹ࢜ࡽᣦ࡛ࡁࡿၥ㢟
ᩘ㸦ၥ㢟ᣦᩘ㸧ၥ㢟ᑐࡍࡿᨵၿࡢᩘ㸦௦⏕㉳ᩘ㸧ࢆᤵᴗほᐹຊ ࡢᣦᶆࡋ࡚⏝࠸ࡓࡇࢁࠊࣔࢹࣜࣥࢢࡣᏛ⏕ࡢᤵᴗほᐹຊࢆྥୖࡉࡏࡿ
ࡢຠᯝⓗ࡛࠶ࡗࡓࡀࠊࢹࢫ࢝ࢵࢩࣙࣥࡢຠᯝࡣࢇ♧ࡉࢀ࡞ࡗ ࡓሗ࿌ࡉࢀ࡚࠸ࡿࠋ
᭱㏆ࡢᩍဨ◊ಟ㛵ࡍࡿ◊✲࡛ࡣࠊࣅࢹ࢜ࢆά⏝ࡋ࡚ᐇ⩦⏕⮬ᕫࡢᢏ
⬟ࡸ⾜ືࢆ┬ᐹࡉࡏࡿࡔࡅ࡛࡞ࡃࠊ⪅ࡢࣅࢹ࢜ࢆど⫈ࡍࡿࡇࡼࡗ࡚
ࡶᤵᴗᑐࡍࡿほᐹຊࢆྵࡴከᵝ࡞⬟ຊࢆྥୖࡉࡏࡿྍ⬟ᛶࡀ࠶ࡿࡇࡶ
᫂ࡽࡉࢀ࡚࠸ࡿࠋ
4.3 ⱥㄒᏛ⩦⪅ࡢࣅࢹ࢜ά⏝
Ortiz, Burlingame, Onuegbulem, Yoshikawa, and Rojas㸦2012㸧ࡼࡿࠊ
࣓࡛ࣜ࢝ࡣ♫⤒῭ⓗࡸ⎔ቃⓗ࡞ࡔࡅ࡛࡞ࡃⱥㄒຊ㊊ࢆ⌮⏤ࡋ࡚
ⱥㄒᏛ⩦⪅㸦English language learner: ELL㸧ࡢᏛຊపୗࡀၥ㢟どࡉࢀ࡚࠸ࡿࠋ
Ortiz et al.㸦2012㸧ࡣࠊຠᯝⓗ࡞ᡓ␎᪉ἲࡋ࡚ELLᑐࡋ࡚VSMࢆᑟධ
ࡋࡓ◊✲ࢆ㐍ࡵࡿࡇࡀ࣮࣮࢜ࣛࣝࣜࢹࣥࢢࡢὶᬸࡉ⌮ゎຊࢆྥୖࡉ ࡏࡿࡇࡘ࡞ࡀࡿྍ⬟ᛶࢆᣦࡋ࡚࠸ࡿࠋ
Boisvert and Rao㸦2014㸧ࡣࠊࣁ࣡ࡢබ❧Ꮫᰯ㏻࠺⏕ᚐࢆᑐ㇟ࡋࡓ VSMࡢࢣ࣮ࢫࢫࢱࢹࢆሗ࿌ࡋ࡚࠸ࡿࠋࢣ࣮ࢫࢫࢱࢹ1࡛ࡣࠊⱥㄒࢆẕ ㄒࡋ࡞࠸⏕ᚐ㸦n = 3㸧ࢆᑐ㇟⪅ࡋ࡚6㐌㛫ࢃࡓࡗ࡚VSMࡢfeedforward ࡢ᪉ἲࢆࡗ࡚࣮ࣜࢹࣥࢢࡢὶᬸࡉࡘ࠸᳨࡚ウࡋࡓࠋࡑࡢ⤖ᯝࠊ⏕ᚐ
ဨࡀ࣮࣮࢜ࣛࣝࣜࢹࣥࢢࡢὶᬸࡉࢆྥୖࡉࡏࡿ⤖ᯝ࡞ࡾࠊ᭱⤊ⓗ
ࡣ⏕ᚐࡢᏛ⩦ពḧࢆ㧗ࡵࡿࡇࡶࡘ࡞ࡀࡗࡓሗ࿌ࡋ࡚࠸ࡿ㸦p. 11㸧ࠋ ࢣ࣮ࢫࢫࢱࢹ2࡛ࡣゝㄒࡸᩥ⫼ᬒࡀ␗࡞ࡿ⏕ᚐ㸦n = 24㸧ᩍᖌࢆᑐ㇟
ࡋࠊVSMࡢself-reviewࡢ᪉ἲࢆྲྀࡾධࢀࡓ༞ᴗᚋࡢ㐍㊰ᩘᏛࡢ▱㆑ࢆ
⤫ྜࡋࡓࣉࣟࢪ࢙ࢡࢺࢆᐇࡋࡓ⤖ᯝࠊࣅࢹ࢜ࡢไస࣭ど⫈ࡼࡗ࡚ᤵᴗ
ᑐࡍࡿάⓎ࡞ཧຍࢆຓ㛗ࡋࡓࡇࢆ᫂ࡽࡋ࡚࠸ࡿ㸦p. 16㸧ࠋ
ࡇࡢࡼ࠺ࠊⱥㄒᏛ⩦⪅ᑐࡍࡿVSMࡢᑟධࡣⱥㄒ⬟ຊࡢୖ㐩ࡔࡅ࡛࡞
ࡃࠊᏛᰯᩍ⫱࠾ࡅࡿᏛຊయࡢྥୖ⤖ࡧࡃྍ⬟ᛶࡀ♧၀ࡉࢀ࡚࠸ࡿࠋ VSMࡢຠᯝࡀ♧ࡉࢀ࡚࠸ࡿ୍᪉࡛ࠊEFL㸦English as a foreign language㸧Ꮫ
⩦⪅ࢆᑐ㇟ࡋࡓVSM㛵ࡍࡿ◊✲ࡣ࠶ࡲࡾぢࡽࢀ࡞࠸ࠋ
4.4 ᪥ᮏேࡢⱥㄒᏛ⩦⪅ࡼࡿࣅࢹ࢜ά⏝
㏆ᖺ࡛ࡣࠊ᪥ᮏேࡢᏛ⏕ࢆᑐ㇟ࡋࡓࣅࢹ࢜ά⏝ࡢ◊✲㸦Okada, 2011, 2012, 2013; Okada, Sawaumi & Ito, 2014; Okada & Sawaumi, 2015; ᒸ⏣࣭࠸
ⱥㄒᏛ⩦⪅ࡢࣅࢹ࢜ά⏝
᪥ᮏேࡢⱥㄒᏛ⩦⪅ࡼࡿࣅࢹ࢜ά⏝
࠺, 2014㸧ࡶ⥅⥆ⓗ㐍ࡵࡽࢀ࡚࠸ࡿࠋࡲࡎࠊࣅࢹ࢜ࢆ⏝࠸ࡓࡾ㏉ࡾ㛵 ࡍࡿ◊✲㸦Okada, 2011㸧࡛ࡣࠊᏛ⏕㸦N = 17㸧ࡣ࣮࢜ࣛࣝࣉࣞࢮࣥࢸ࣮ࢩࣙ
ࣥࡢࣅࢹ࢜ࢆど⫈ࡋ࡞ࡀࡽࠊ⮬ᕫホ౯ࢆᐇࡋࡓ⤖ᯝࠊኌࡢࡁࡉࡸヰࡍ
㏿ࡉࡣ㐺ษ࡛࠶ࡿࡶࡢࡢࠊ㛫ࡢྲྀࡾ᪉ࡸࢡࢭࣥࢺࡢࡅ᪉ၥ㢟ࡀ࠶ࡿ
ឤࡌ࡚࠸ࡿᏛ⏕ࡀከ࠸ࡇࡀ♧ࡉࢀ࡚࠸ࡿࠋ
Okada (2012) ࡢ◊✲࡛ࡣࠊᏛ⏕㸦N = 14㸧ࢆᑐ㇟ࡋ࡚ࠊ࣮࢜ࣛࣝࣉࣞࢮ
ࣥࢸ࣮ࢩࣙࣥࢆ 2 ᅇᐇࡋࠊࡑࢀࡒࢀࡢண⾜⦎⩦ᮏ␒ࡢࣃࣇ࢛࣮࣐ࣥࢫ
ࢆᙳࡋࡓࠋࡑࡢࣅࢹ࢜ࢆ⮬ᕫホ౯ࡋࡓ⤖ᯝࠊᮏ␒ࡢࣅࢹ࢜ᑐࡍࡿホ౯ ࡀ㧗࠸ഴྥࡀ♧ࡉࢀࠊࡇࢀࡣண⾜⦎⩦ࢆᐇࡍࡿࡇࡼࡾᮏ␒ࡢ㉁ࢆྥ
ୖࡉࡏࡿ⤖ᯝࡘ࡞ࡀࡿࡇࢆ᫂ࡽࡋ࡚࠸ࡿࠋ
ࡉࡽࠊᏛ⏕㸦N = 43㸧ࢆᑐ㇟ࡋࡓࣅࢹ࢜ᙳ࣭ど⫈ᑐࡍࡿព㆑ࢆ᳨
ウࡋࡓࡇࢁࠊᏛ⏕ࡣࣅࢹ࢜ࡢά⏝ࢆᴫࡡ⫯ᐃⓗᤊ࠼ࡿഴྥࡀ♧ࡉࢀ࡚
࠸ࡿ㸦Okada, 2013㸧ࠋᏛ⏕ࡣ࣮࢜ࣛࣝࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࢆ2ᅇᐇࡋࠊࡑ
ࢀࡒࢀண⾜⦎⩦ᮏ␒ࡢࣃࣇ࢛࣮࣐ࣥࢫࢆᙳ࣭ど⫈ࡋࡓᚋࠊࣅࢹ࢜ࡢ
ᙳ࣭ど⫈㛵ࡍࡿ⮬⏤グ㏙ᅇ⟅ࢆồࡵࡽࢀࡓࠋࡑࡢ⤖ᯝࠊᏛ⏕ࡢࢇ
ࡀⱥㄒᤵᴗ࡛ࣅࢹ࢜ࢆᙳ࣭ど⫈ࡍࡿࡇࢆ⫯ᐃⓗᤊ࠼ࡿ୍᪉ࠊࣅࢹ࢜
᧯స࡞㛵㐃ࡋࡓࢺࣛࣈࣝࡢᨵၿࢆồࡵࡿᏛ⏕ࡶᏑᅾࡍࡿࡇࡀᣦࡉ
ࢀ࡚࠸ࡿࠋ
Okada and Sawaumi㸦2015㸧ࡣᏛ⏕㸦N = 19㸧ࡢࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࢆ
ᙳࡋࠊ⮬ᕫホ౯࣭ࣆホ౯ⱥㄒຊูࡼࡿホ౯᪉ἲࡢᕪ␗ࡘ࠸᳨࡚ド ࡋࡓࠋ◊✲ᡭ㡰ࡘ࠸࡚ࡣOkada㸦2013㸧ࢆཧ⪃ࡋࠊண⾜⦎⩦ࢆྵࢇࡔ࣮࢜
ࣛࣝࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࢆ 2 ᅇᐇࡋࡓࠋホ౯ࢩ࣮ࢺグධࡉࢀࡓ⮬⏤グ
㏙ࢥ࣓ࣥࢺࡣෆᐜศᯒࡉࢀࡓࠋ⮬ᕫホ౯ࣆホ౯ࡢᚓⅬࢆศᯒࡋࡓ⤖ᯝࠊ
࡚ࡢ㡯┠࠾࠸࡚ࣆホ౯ࡢ࠺ࡀ᭷ព㧗ࡃࠊࡇࢀࡣඛ⾜◊✲㸦Peng, 2009; Guo, 2013㸧ࡢ⤖ᯝࡶ୍⮴ࡋ࡚࠾ࡾࠊᏛ⩦⪅ྠኈࡢぶᐦᗘࡀ㧗࠸ሙྜ
ࡣࡢᏛ⩦⪅ᑐࡍࡿホ౯ࡀ⏑ࡃ࡞ࡿഴྥࡀᣦࡉࢀ࡚࠸ࡿࠋࡲࡓⱥㄒຊ
ูẚ㍑ࡍࡿࠊⱥㄒຊୗ⩌ࡣ⫈ぬⓗሗࡼࡾどぬⓗሗࡢ࠺౫Ꮡ ࡍࡿഴྥࡀ♧၀ࡉࢀ࡚࠸ࡿࠋ
ᒸ⏣࣭࠸࠺㸦2014㸧ࡣࠊⱥㄒᩍ⫱࠾ࡅࡿ⮬ᕫホ౯࣭ࣆホ౯࠾ࡅ
ࡿࣅࢹ࢜ά⏝ࡢຠᯝࢆ᳨ウࡋࡓࠋ᪥ᮏேᏛ⏕㸦N = 39㸧ࢆᑐ㇟ࡋࠊࣅࢹ
࢜࠶ࡾ⩌ࡣண⾜⦎⩦ࢆᙳࡋࠊࡑࡢࣅࢹ࢜ࢆど⫈ࡋ࡞ࡀࡽ⮬ᕫホ౯࣭ࣆ
ホ౯ࢆᐇࡋࡓࠋࣅࢹ࢜࡞ࡋ⩌ࡣ୍᪉ࠊண⾜⦎⩦ࢆぢ࡞ࡀࡽࣆホ౯ࢆ⾜
࠸ࠊ⮬ᕫホ౯ࡘ࠸࡚ࡣᅇ㢳ⓗ࡞ࡉࢀࡓࠋࡑࡢ⤖ᯝࠊࣅࢹ࢜ࢆά⏝ࡍࡿ
ࡇࡀ⮬ᕫᑐࡍࡿᢈุⓗᛮ⪃ࢆಁࡍຠᯝࢆ⏕ࡳฟࡍࡇࡸࠊᏛ⩦⪅ࡢࣃ
ࣇ࢛࣮࣐ࣥࢫࢆᐈほⓗุ᩿ࡍࡿ⬟ຊࡢྥୖ⤖ࡧࡃࡇࡀ♧၀ࡉࢀ࡚
࠸ࡿࠋ
Okada, Sawaumi and Ito (2014)ࡣࠊ᪥ᮏேࡢᏛ⏕㸦N = 29㸧ࡢⱥㄒᤵᴗ࠾
ࡅࡿ࣮࢜ࣛࣝࣉࣞࢮࣥࢸ࣮ࢩࣙࣥ⬟ຊࢆ⫱ᡂࡍࡿࡓࡵほᐹᏛ⩦ࢆྲྀࡾධ
ࢀࠊᏛ⩦⪅ࡢⱥㄒຊࡼࡗ࡚ほᐹᏛ⩦ࡢຠᯝࡀࡢࡼ࠺␗࡞ࡿࡘ࠸
᳨࡚ウࡋࡓࠋᏛ⩦⪅ࡣTest of English for International Communication (TOEIC)
Bridge ࢆ⏝࠸ࡓⱥㄒࣉࣞࢫ࣓ࣥࢺࢸࢫࢺࡼࡗ࡚ࢡࣛࢫศࡅࡀ⾜ࢃࢀࠊ
ࡑࡢ⤖ᯝࠊⱥㄒຊୖ⩌ࡣ 142 Ⅼࠊⱥㄒຊୗ⩌ࡣ 116Ⅼ࡛࠶ࡗࡓࠋ୧⩌
ࡶ࣮࢜ࣛࣝࣉࣞࢮࣥࢸ࣮ࢩࣙࣥ㸦ྜィ 3 ᅇ㸧ࢆᙳࡋࠊࡑࡢࣅࢹ࢜ࢆぢ
࡞ࡀࡽ⮬ᕫホ౯ࣆホ౯ࢆᐇࡋࡓࠋほᐹᏛ⩦ࡣࠊ๓ᖺᗘྠᤵᴗࢆ
ᒚಟࡋ࡚࠸ࡓᏛ⏕ࡢ࣮࢜ࣛࣝࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࡢࣅࢹ࢜ࡢ୰ࡽࣔࢹࣝ
ࡋ࡚㐺ᙜ࡞ᫎീࢆ」ᩘ㑅ࡧࠊᏛ⩦⪅ࢧࣥࣉࣝࣅࢹ࢜ࡋ࡚ど⫈ࡉࡏࡓࠋ ほᐹᏛ⩦ࡣୖ⩌ᑐࡋ࡚ 2 ᅇ┠ࡢ๓ࠊୗ⩌ᑐࡋ࡚ࡣ3 ᅇ┠ࡢ๓ᐇ
ࡋࡓࠋ1ᅇ┠2ᅇ┠ࡢ⮬ᕫホ౯࣭ࣆホ౯ࡢᚓⅬࢆศᯒࡋࡓࡇࢁࠊᑟ ධ࣭ᮏᩥ࣭⤖ㄽ࡞ࡢෆᐜ㛵ࡍࡿᚓⅬࡀ᭷ពྥୖࡋࡓࠋࡲࡓࠊ2✀㢮ࡢ
⮬⏤グ㏙ᅇ⟅ࢆศᯒࡋࡓ⤖ᯝࠊࢧࣥࣉࣝࣅࢹ࢜ࢆά⏝ࡋࡓほᐹᏛ⩦ࡣୖ
⩌ᑐࡋ࡚ࡣຠᯝࡀ࠶ࡗࡓࡀࠊୗ⩌ࡗ࡚ࡣᏛ⩦ࡢពḧࢆῶ㏥ࡉࡏࡿ
ࡇࡀ♧ࡉࢀ࡚࠸ࡿࠋ
๓㏙ࡢࡼ࠺ࠊ᪥ᮏேᏛ⩦⪅ࢆᑐ㇟ࡋࡓⱥㄒᩍ⫱࠾ࡅࡿࣅࢹ࢜ά⏝
ࡣከࡃࡢሙྜࠊᩍᐊ࡛ࡢᏛ⩦⪅ࡢࣃࣇ࢛࣮࣐ࣥࢫࢆᙳࡋࠊࡑࡢࣅࢹ࢜ࢆ
ど⫈ࡍࡿࡇ࡛ゝㄒࢫ࢟ࣝࡸࣉࣞࢮࣥࢸ࣮ࢩࣙࣥ⬟ຊ㛵ࡍࡿⓎ㐩ࡀ᳨ド ࡉࢀ࡚࠸ࡿࠋࡲࡓࠊయⓗ࡞◊✲ࡢ≉ᚩࡋ࡚ࠊᐇ㦂ࢆྲྀࡾධࢀࡓሙྜࡢ ᑐ㇟⪅ࡢேᩘࡀẚ㍑ⓗᑡ࡞࠸ࡇࡶ᫂ࡽ࡛࠶ࡿࠋࡇࢀࡣࠊᤵᴗᯟࡢ୰࡛
ࣅࢹ࢜ࡢᙳࡸど⫈ࢆ⾜࠺ሙྜࠊ㛫ⓗ࡞ไ⣙ࡸᏛ⩦⪅ࡼࡿ‽ഛ࡞ࢆ
⪃៖ࡍࡿᚲせࡀ⏕ࡌࡿࡇࡽࠊࣅࢹ࢜ά⏝ࡢ◊✲ࢆ㐍ࡵࡿ࠶ࡓࡗ࡚ከ
ᩘࡢᑐ㇟⪅ࢆྠ㞟ࡵࡿࡇࡣᐜ࡛᫆ࡣ࡞࠸⪃࠼ࡽࢀࡿࠋ
ⱥㄒ௨እࡢእᅜㄒᩍ⫱࠾ࡅࡿࣅࢹ࢜ά⏝
ࣅࢹ࣓࢜࢝ࣛࢆ⏝࠸ࡓ◊✲ࢆ㐍ࡵࡿ࠶ࡓࡗ࡚
4.5 ⱥㄒ௨እࡢእᅜㄒᩍ⫱࠾ࡅࡿࣅࢹ࢜ά⏝
ⱥㄒ௨እࡢእᅜㄒᩍ⫱ࡢศ㔝࠾࠸࡚ࡶࠊࣅࢹ࢜⏝ࡼࡿ᭷⏝ᛶࡀ᫂
ࡽࡉࢀ࡚࠸ࡿࠋ࠼ࡤࠊ࣓ࣜ࢝ࡢᏛ࡛ࢫ࣌ࣥㄒࢡࣛࢫࢆᒚಟࡋ
࡚࠸ࡿᏛ⏕㸦N = 9㸧ࢆᑐ㇟ࡋࠊࢫ࣌ࣥㄒࡢࢫࣆ࣮࢟ࣥࢢ⬟ຊࡘ࠸࡚
ࡢ ᅇ 㢳 ⓗ ࡞ ⮬ ᕫ ホ ౯ ࡢ ᙺ ࡸ ࡑ ࡢ ຠ ᯝ ࡀ ᳨ ド ࡉ ࢀ ࡓ 㸦Castañeda &
Rodríguez-González, 2011㸧ࠋ11㐌㛫ࢃࡓࡗ࡚ᐟ㢟ࡋ࡚ᥦฟࡉࢀࡓࢻࣛࣇ
ࢺẁ㝵ࡢࣅࢹ࢜ࢫࣆ࣮ࢳ㸦4 ᅇ㸧ࠊᅇ㢳ⓗ࡞⮬ᕫホ౯㛵ࡍࡿࣥࢣ࣮ࢺࠊ
ᚋࣥࢣ࣮ࢺᅇ⟅ࡀศᯒࡉࢀࡓࠋࡑࡢ⤖ᯝࠊࢫ࣌ࣥㄒࡢࢫࣆ࣮࢟ࣥࢢ
⬟ຊ࠾ࡅࡿ㛗ᡤ▷ᡤࢆࡾ㏉ࡾࠊ⮬ࡽᑐࡍࡿẼ࡙ࡁࢆ㧗ࡵࡿྍ⬟ᛶ ࡀᣦࡉࢀ࡚࠸ࡿࠋࡉࡽࠊࡢᏛ⏕ࡢࣅࢹ࢜ࢫࣆ࣮ࢳࢆど⫈ࡍࡿࡇ
ࡼࡗ࡚⮬ࡽࡢࢫࣆ࣮ࢳࡢ᭩ࡁ┤ࡋࡀຠ⋡ⓗ㐍ࡵࡽࢀࡿࡇࡀ♧ࡉࢀ࡚࠸
ࡿࠋ
᪥ᮏㄒࢆ➨ゝㄒࡋ࡚࠸ࡿᏛ⩦⪅㸦N = 25㸧ࢆᑐ㇟ࡋࡓ◊✲㸦ὸᒸ,
2013㸧࡛ࡣࠊ4᭶㛫ࢃࡓࡗ࡚Ꮫ⩦⪅ࡼࡿ࣌άືࢆiPhone࡛ᙳࡋࠊ
༶ࣅࢹ࢜ࢆど⫈ࡋ࡚ᩍᖌࡀࣇ࣮ࢻࣂࢵࢡࢆ࠼ࡿࡇࡼࡿຠᯝࢆ
᳨ウࡋࡓࠋࡑࡢ⤖ᯝࠊ༶ゞṇࣇ࣮ࢻࣂࢵࢡࡣᏛ⩦⪅ࡼࡿ㛫㐪࠸ࢆᐈ ほⓗほᐹࡉࡏࠊゝㄒᑐࡍࡿὀពࢆႏ㉳ࡋࠊẼ࡙ࡁࢆಁࡍຠᯝࡀ࠶ࡿࡇ
ࢆ♧၀ࡋ࡚࠸ࡿࠋ
௨ୖࠊࢫ࣌ࣥㄒࡸ᪥ᮏㄒᤵᴗ࠾ࡅࡿࣅࢹ࢜ά⏝ࡢ◊✲࡛㏙ࡓࡼ࠺
ࠊᏛ⩦⪅ࡢࣅࢹ࢜ά⏝ࡼࡿᩍ⫱ⓗຠᯝࢆ᳨ドࡍࡿࡣ㛫ࡀᚲせࡔ
࠸࠺ࡇ࡛࠶ࡿࠋ㛗ᮇ㛫ࢃࡓࡗ࡚Ꮫ⩦⪅ࡢࣃࣇ࢛࣮࣐ࣥࢫࢆ⥅⥆ⓗ
ᙳࡋࠊࡑࡢᫎീࢆど⫈ࡍࡿࡇࢆ㏻ࡋ࡚Ꮫ⩦⪅ࡼࡿゝㄒⓎ㐩㛵ࡍࡿど ぬⓗࠊ⫈ぬⓗ࡞ほⅬࡽࡢศᯒࡀྍ⬟࡞ࡿ⪃࠼ࡽࢀࡿࠋ
5 ࣅࢹ࣓࢜࢝ࣛࢆ⏝࠸ࡓ◊✲ࢆ㐍ࡵࡿ࠶ࡓࡗ࡚
ࡇࢀࡲ࡛ᩍဨᐇ⩦ࡸእᅜㄒᤵᴗ࠾࠸࡚ᙳࡉࢀࡓࣃࣇ࢛࣮࣐ࣥࢫࣅࢹ
࢜ࡢど⫈ࡼࡿຠᯝࡘ࠸࡚ゝཬࡋ࡚ࡁࡓࡀࠊࡑࡢࣅࢹ࢜ࡀᐇ㝿ࡢࡼ
࠺࡞㐣⛬ࢆ⤒࡚ᙳࡉࢀ࡚࠸ࡿࡘ࠸࡚࠶ࡲࡾ㆟ㄽࡀ㐍ࢇ࡛࠸࡞࠸ࡼ࠺
ぢཷࡅࡽࢀࡿࠋࡇࡇ࡛ࡣࠊࣅࢹ࣓࢜࢝ࣛࢆࡗ࡚ᙳࡍࡿ㐣⛬࡛ὀពࡍ
ࡁⅬࡘ࠸࡚ᣦࡍࡿࡇࡍࡿࠋ
ࡲࡎࣅࢹ࣓࡛࢜࢝ࣛ࠶ࡿࡀࠊ㏆ᖺ࡛ࡣ㧗⏬㉁࡛㍍㔞ࡉࢀࡓ〇ရࡀ୍⯡
ᐙᗞࡶᗈࡃᬑཬࡋ࡚࠸ࡿࠋࡋࡓࡀࡗ࡚ࠊᩍᐊ࠾ࡅࡿࣅࢹ࢜◊✲࡛ࡶྠ
ᵝࡢ࣓࡛࢝ࣛ༑ศᑐᛂࡀྍ⬟࡛࠶ࡿࡔࢁ࠺ࠋ࠼ࡤࠊ∦ᡭᣢࡕࢱࣉࡢࣅ
ࢹ࣓࢜࢝ࣛࡣᮃ㐲ࣞࣥࢬࢆࡗ࡚ࡋ࡛ࡁࡿࡇࡽࠊ࣌ࡸࢢ࣮ࣝࣉ
ࡼࡿࣥࢱࣛࢡࢩࣙࣥ࡞ࡢ◊✲㢖⦾⏝ࡉࢀ࡚࠸ࡿ㸦Jewitt, 2012㸧ࠋ
ࡲࡓࠊᏳᐃࡋࡓࣥࢱࣛࢡࢩࣙࣥࢆ㛗㛫ࢃࡓࡗ࡚ᙳࡍࡿሙྜࡣࠊ୕
⬮ࡁࡢᆺ࣓࢝ࣛ࡞ࡀࢃࢀࡿഴྥ࠶ࡿ㸦Jewitt, 2012㸧ࠋ᭱㏆࡛ࡣࣅ
ࢹ࣓࡛࢜࢝ࣛᙳࡋࡓᫎീࢆࣃࢯࢥ࡛ࣥ⦅㞟ࡍࡿࡇࡶྍ⬟࡛࠶ࡿࡓࡵࠊ
ࣃࢯࢥࣥࡢᛶࢆ⪃៖ࡋࡓ࠺࠼࡛ࡢࡼ࠺࡞ࣅࢹ࣓࢜࢝ࣛࢆ⏝ࡍ
ࡁ᳨ウࡍࡁࡔࢁ࠺ࠋ
ࡲࡓࠊᙳࡢࡁࣅࢹ࣓࢜࢝ࣛ୕⬮ࢆࡅ࡚ᅛᐃࡉࡏࡿࠊ࠶ࡿ࠸
ࡣ∦ᡭᣢࡕ࣓࢝ࣛࢆᣢࡗ࡚ᩍᐊࢆṌࡁࡲࢃࡿ࠸࠺Ⅼࡘ࠸࡚ࡶពぢࡀ ศࢀࡿࠋ∦ᡭᣢࡕ࣓࡛࢝ࣛࡣᏛ⩦⪅ࡸᩍᖌࡲ࡛㏆ᐤࡿࡇࡀ࡛ࡁࠊヲ⣽
ࡲ࡛ᙳࡍࡿࡇࡣྍ⬟࡛࠶ࡿࡀࠊ࣓࢝ࣛࢆᡭ࡛ᢪ࠼࡚࠸ࡿࡓࡵᫎീࡀ ࡪࢀ࡚ࡋࡲ࠺ྍ⬟ᛶࡶ↓ど࡛ࡁ࡞࠸ࠋࡋࡓࡀࡗ࡚ࠊᫎീศᯒࡢ┠ⓗࢆ᫂☜
ࡍࡿྠࠊ୧ࢱࣉࡢ࣓࢝ࣛࡢ≉㛗ࢆ⌮ゎࡋ࡚ࡽᙳࡍࡿࡢࡀᮃ
ࡲࡋ࠸⪃࠼ࡽࢀࡿࠋ
ᙳ⏝ࡍࡿ࣓࢝ࣛࡣᚲࡎࡋࡶ 1 ྎ࡛༑ศࡣ㝈ࡽ࡞࠸ࠋ」ᩘࡢ࣓࢝
ࣛࢆࡗ࡚ᙳࡍࡿሙྜࡣࠊ୕⬮࡛ᅛᐃࡉࡏ࡚ᙳࡍࡿ࣓࢝ࣛᩍᐊࢆᕠ ᅇࡋ࡞ࡀࡽᙳࡍࡿ∦ᡭᣢࡕ࣓࢝ࣛࢆ⏝ࡍࡿࡇࡼࡗ࡚ࠊࢹ࣮ࢱ࡞
ࡿᏛ⩦⪅ࡸᩍᖌࡢᩍ⫱⌧ሙ࠾ࡅࡿᵝᏊࢆከゅⓗศᯒࡍࡿࡇࡀྍ⬟
࡞ࡿࠋࡲࡓࠊ᭱㏆ࡢࢹࢪࢱࣝࣅࢹ࣓࢜࢝ࣛ⏝ࡢࢯࣇࢺ࢙࢘ࣉࣜࢣ࣮ࢩ
ࣙࣥࢆ࠼ࡤࠊ」ᩘ࣓࡛࢝ࣛᙳࡋࡓᫎീࢆ 1 ࡘࡢ⏬㠃࡛ど⫈ࡍࡿࡇࡀ
ྍ⬟࡛࠶ࡿ㸦Jewitt, 2012 p. 17㸧ࠋ
ࡉࡽࠊࣅࢹ࢜ࡢᙳ࣭ど⫈ࡣ 1 ᅇࡔࡅ࡛ࡣ࡞ࡃࠊᩘᅇᐇࡍࡿࡇࡀ 㔜せ࡛࠶ࡿࠋOrlova㸦2009㸧ࡣࠊᩍဨே⏕ࡢ୰࡛⮬ᕫ┬ᐹࢆ⥆ࡅࡿࡇࡀ㔜 せ࡛࠶ࡾࠊᩍᐊ࠾ࡅࡿᐇ㊶ࡘ࠸࡚ࡢ┬ᐹࡢ⥅⥆ࡀᩍᖌࡋ࡚ࡢ⬟ຊྥ
ୖࡢ㘽࡞ࡿࡇࢆㄆ㆑ࡋ࡚࠸ࡿࠋᩍဨ◊ಟ࠾ࡅࡿࣅࢹ࢜ά⏝࠾࠸࡚
ࡣOsipova et al.㸦2011㸧ࡢ◊✲࡛ࡣ6ᅇࠊHamilton㸦2012㸧ࡣ2ᅇࠊࡑࢀࡒ
ࢀࣅࢹ࢜ࢆᙳࡋ࡚࠸ࡿࠋほᐹᏛ⩦ࡢ◊✲࡛ࡣOkada et al.㸦2014)ࡀ3ᅇࠊ እ ᅜ ㄒ ᩍ ⫱ ࠾ ࡅ ࡿ ࣅ ࢹ ࢜ ࡢ ά ⏝ ࡢ ᳨ ウ ࡛ ࡣ Castañeda and Rodríguez-González㸦2011㸧ࡀ4ᅇࠊOkada㸦2012㸪2013㸧࡛ࡣ2ᅇࠊOkada
and Sawaumi (2015)࡛ࡣ2ᅇࠊᏛ⩦⪅ࡢࣃࣇ࢛࣮࣐ࣥࢫࢆࣅࢹ࢜ᙳࡋࠊ⮬
⤊ࢃࡾ
ᕫ┬ᐹホ౯ࢆ⾜ࡗ࡚࠸ࡿࠋ┬ᐹࡢᐇ㊶ࡣ୍ᬌ࡛㐩ᡂ࡛ࡁࡿࡶࡢ࡛ࡣ࡞ࡃࠊ ఱᗘࡶ⤒㦂ࡍࡿࡇࡼࡗ࡚ୖ㐩ࡍࡿ࠸࠺⪃࠼᪉ࡽࠊᏛᖺᗘࢆ㏻ࡋ࡚
ᩘᅇࠊᙳࡍࡿࡇࡀ᥎ዡࡉࢀ࡚࠸ࡿ㸦Mourlam, 2013, p 23㸧ࠋࣅࢹ࢜ࢆά
⏝ࡋࡓ⮬ᕫ┬ᐹࡣᩘᅇᐇࡍࡿࡇࡼࡗ࡚ຠᯝࡀቑࡍ⪃࠼ࡽࢀࡿࠋࡋ ࡓࡀࡗ࡚ࠊᏛ⩦⪅ࡸᩍᖌࢆᙳࡋࠊࡑࡢᫎീࢆ⮬ᕫホ౯ࡸ┬ᐹࡍࡿࡇ࡛
⪅ࡢ❧ሙࡽ⮬㌟ࢆほᐹࡍࡿࡇࡀྍ⬟࡞ࡾࠊࡑࡢ⤖ᯝࡋ࡚⮬ࡽࡢ ᙉࡳࡸᙅࡳẼ࡙ࡃࡔࡅ࡛࡞ࡃࠊࡑࡢᨵၿ⟇ࢆ⮬ࡽ᥈ࡍࡇࡀ࡛ࡁࡿࡼ࠺
࡞ࡿᮇᚅ࡛ࡁࡿࠋ
6 ⤊ࢃࡾ
௨ୖࡢࡼ࠺ࠊᮏ✏࡛ࡣᩍ⫱࠾ࡅࡿࣅࢹ࢜ά⏝ࡑࡢຠᯝࡘ࠸᳨࡚
ウࡋࡓࠋᩍ⫱ᐇ⩦ࡸእᅜㄒᤵᴗ࠾࠸࡚Ꮫ⩦⪅ࢆࣅࢹ࢜ᙳࡋࠊࡑࡢᫎീ
ࢆほᐹ࣭ศᯒࡍࡿࡇࡽᵝࠎ࡞ྍ⬟ᛶࡀ᫂ࡽ࡞ࡿࠋࣅࢹ࡛࢜㐣ཤࢆ
ࡾ㏉ࡿࡇࡣࠊ㐣ཤࡢᐇࢆࡑࡢࡲࡲཷࡅධࢀࡿࡔࡅ࡛ࡣ࡞ࡃࠊ⪅ࡸ
⮬ศ⮬㌟ᑐࡋ࡚᪂ࡓ࡞Ẽ࡙ࡁࢆࡶࡓࡽࡍࡶࡢ࡛࠶ࡿࠋேࡣேࢆほᐹࡋ
࡚┿ఝࡿࡇࡼࡗ࡚⮬ࡽࡢ⾜ືࢆ⫯ᐃⓗኚ࠼ࡿࡇࡀྍ⬟࡞ࡿࠋࡲ
ࡓࠊ⮬ศ⮬㌟ࢆࣅࢹ࡛࢜ほᐹࡍࡿࡇࡼࡗ࡚ࠊ⮬ࡽࡢ⾜ືᙳ㡪ࢆཬࡰ
ࡍࡇࡣᗈࡃ▱ࡽࢀ࡚࠸ࡿࠋᮏ✏࡛ࡣࣅࢹ࢜ࢆ⏝ࡋࡓ┬ᐹࡀ࠸ຠᯝ
ⓗ࡛࠶ࡿ࠸࠺Ⅼ↔Ⅼࢆᙜ࡚࡚ࠊࣅࢹ࢜ࢆྲྀࡾධࢀࡓඛ⾜◊✲ࢆ⤂
ࡋࡓࡀࠊᚋࡣࠊࣅࢹ࢜ᫎീά⏝ࡢຠᯝࡔࡅ࡛࡞ࡃḞⅬ࡞ࡢ᳨ドࡸࠊࣅ
ࢹ࢜ᫎീࢆ⏝ࡋ࡞࠸ሙྜࡢẚ㍑◊✲ࢆ㐍ࡵࡿࡇࡀᚲせ࡛࠶ࢁ࠺ࠋ
᪥ᮏேᏛ⩦⪅ࡀࣅࢹ࢜ࢆ㏻ࡋ࡚㐣ཤ࠾ࡅࡿ⮬㌟ࡢᏛ⩦⪅ࡢࣃࣇ
࢛࣮࣐ࣥࢫࢆど⫈ࡍࡿࡇࡼࡗ࡚ࠊᑗ᮶ࠊ⮬ࡽࡢࣃࣇ࢛࣮࣐ࣥࢫࢆศᯒ
ⓗホ౯ࡍࡿ⬟ຊࡀ㧗ࡲࡿࡇࡀᮇᚅࡉࢀࡿࠋ≉ࠊࣅࢹ࢜ࡣᏛ⩦⪅ࡢⓎ
ኌ᪉ἲࡸ࣎ࢹࣛࣥࢤ࣮ࢪ࡞ᑐࡍࡿᐈほⓗ࡞ホ౯ࢆྍ⬟ࡋࠊᏛ⩦⪅
⮬㌟ࡢ㛗ᡤ࣭▷ᡤᑐࡍࡿẼ࡙ࡁࢆ㧗ࡵࡿຠᯝࡀ࠶ࡿࡔࢁ࠺ࠋ᪥ᮏேࡢⱥ ㄒࡼࡿࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ⬟ຊࡢ⫱ᡂࡀồࡵࡽࢀ࡚࠸ࡿࠊᏛ⩦⪅ࡢ ⱥㄒ⬟ຊࡢྥୖࢆ┠ᣦࡍࡓࡵࠊࡇࡢࡼ࠺ࣅࢹ࢜ࢆᩍ⫱ⓗά⏝ࡍࡿࡇ
ࡣ᭷ព⩏ࡔ⪃࠼ࡽࢀࡿࠋᚋࠊ㧗➼ᩍ⫱ࡔࡅ࡛࡞ࡃࠊึ➼୰➼ᩍ⫱ẁ 㝵࠾ࡅࡿⱥㄒᩍ⫱ࡢ୰࡛ࠊࣅࢹ࢜ࡢᩍ⫱ⓗά⏝㛵ࡍࡿᐇドⓗ◊✲ࡀࡲ
ࡍࡲࡍ㐍ࡴࡇࢆᮇᚅࡋࡓ࠸ࠋ
ㅰ㎡
ᮏㄽᩥ㛵ࡋ࡚ྂ⏣㡰Ꮚඛ⏕㸦᪥ᮏᏛ㸧ࡽ㈗㔜࡞ࢻࣂࢫࢆ࠸ࡓ ࡔࡁࡲࡋࡓࠋࡇࡢሙࢆࡾ࡚ࠊឤㅰࡢពࢆ⾲ࡋࡲࡍࠋ
ᩥ⊩
ὸᒸ ಙ⩏㸦2013㸧ࠕ༶ゞṇࣇ࣮ࢻࣂࢵࢡࡢຠᯝ: ึ⣭᪥ᮏㄒᤵᴗ࠾ࡅ
ࡿࣅࢹ࢜ᙳࢆ⏝ࡋࡓ᪉ἲࡢ⪃ᐹࠖࠗ᪥ᮏㄒᩍ⫱᪉ἲ◊✲ㄅ࠘20(2)
ྕ 22㸫23
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୕ᓥ ▱๛㸦2013㸧ࠕࢢ࣮ࣝࣉࢹࢫ࢝ࢵࢩࣙࣥࣔࢹࣜࣥࢢࡼࡿᩍ⫋ᚿ ᮃᏛ⏕ࡢᤵᴗほᐹຊࡢ⫱ᡂࠖࠗᩍ⫱ᚰ⌮Ꮫ◊✲࠘61ྕ 277㸫289
ㅰ㎡
ᩥ⊩
Mourlam, D. (2013). Lights, Camera, Reflection. Learning & Leading with Technology, 40(5) February, 22-24. Retrieved from http://www.
learningandleading-digital.com/learning_leading/201302?pg=24 #pg24 ኴ⏣ ఙᖾ࣭ඣᔱ ᩥᑑ㸦2007㸧ࠕㅮ⩏ࣅࢹ࢜ࡢ⮬ᕫホ౯ࢆ⏝࠸ࡓᤵᴗ⬟ຊྥ
ୖ㛵ࡍࡿᐇ㊶㸫ᩍ⛉ᩍ⫱ἲ II ࠾ࡅࡿᏛ⏕ࡼࡿᶍᨃᤵᴗࢆᑐ㇟ࡋ ࡓྲྀࡾ⤌ࡳ㸫ࠖࠗឡ▱ᕤᴗᏛ◊✲ሗ࿌࠘42(A)ྕ 15㸫22
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ᒸ⏣ 㟹Ꮚ࣭࠸࠺ ࡓࡅࡦࡇ(2014)ࠕ⮬ᕫホ౯࣭ࣆホ౯ࡽࡳࡓᏛ⩦⪅ࡢ
ࣅࢹ࢜ᫎീά⏝ࡢຠᯝࠖࠗ᪥ᮏᏛ⤒῭Ꮫ㒊◊✲⣖せ࠘76ྕ 47㸫55 Okada, Y., & Sawaumi, T. (2015). Factors affecting student evaluation of
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ྜྷᕝ ⿱⨾Ꮚ㸦2001㸧ࠕࢠࣜࢫ㧗➼ᩍ⫱ࡢᏛ⤫୍ࡢືࡁ̿㧗➼ᩍ⫱㈨ ᱁ᯟ⤌ࡳᑟධࡢ⫼ᬒࠊᴫせࠊᒎᮃ̿ࠖࠗᏛ◊✲࠘14ྕ 31–54
