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
EFL(English as a Foreign Language) 1 1 Konishi, 1990, ,2009 1 2 Hayashi, 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
3
3
Yashima 2013
Gardner & Lambert 1972 Motivation Action
Perception Reward
1
Deci & Ryan (1985)
e.g., Matsui & Noro, 2010 Day & Bamford 1998
Bookstrap
Csikszentmihalyi 1990
Hayashi 2005; 2009
Gardner & Lambert 1972 2.1. 2 2.2. 3 4 2 Motivation Perception Action Reward 4 2 3
4 4 2 A) Motivation Action B) Perception C) Reward 1 2 134 *3 2015 Sustained Silent Reading (SSR) 4 1 50 SSR 1 3 SSR SSR 6 12 3 2 Appendix, 1 Appendix, 2~4 Perception 5~6 Appendix 5 *4 Reward Appendix, 8~11&12, 13 5 3 Appendix, 14 Appendix, 15
1 1 8 1 1 5 2 2 2 3 1 8 4 2 7 1 2 2 4 Appendix, 1 , 5 70% 6 5 1 4.44 SD0.74 2 4.31 SD0.72 1 60 70% *5 (Motivation) Perception (Action) (Reward) 2 Appendix 2 3 7
2 3 Motivation Action 1 (Appendix) 8 6 9 Action 4 Action Motivation 3 14, Appendix 10 2 2 9% 1
Perception 11 :F(2, 133)=8.64, p<.01 2 1 :F(2, 215)=3.59, p<.05 :F(2, 75)=9.22, p<.01 :F(2, 264)=8.15, n.s. Reward 3 ( r=.41, r=.40) r=.66 r=.43 r=.34
2 2 10 A 2 11 10 B Perception 2 Reward 6 12 C SSR 3 Perception 2 Csikszentmihalyi, 1990 Reward
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.
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/ch u_eigo/seito_soku/soku_07.html , , , , , , . . . . (2012). . 41 , 235-240.
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.
