ᤵᴗ䛻䛴䛔䛶䛾 Learners’ beliefs 䛸 Teachers’ beliefs 䛻㛵䛩䜛⪃ᐹ

(1)

ᤵᴗ䛻䛴䛔䛶䛾 Learners’ beliefs 䛸 Teachers’ beliefs 䛻㛵䛩䜛⪃ᐹ

䇷㻌 Ꮫ⏕䛾ព㆑ㄪᰝ䜢୰ᚰ䛸䛧䛶㻌䠉

ඣᓥ ༓⌔௦

Abstract:

An Investigation into learners’ and teachers’ beliefs about classroom activities

The research was carried out to explore learners’ and teachers’ beliefs about language learning so as to gain insights that could lead to using better classroom activities when teaching and learning language.

Interest in learners’ beliefs concerning second language acquisition dates back to the late 70s and early 80s when strategies to promote learner autonomy first emerged. In this respect, beliefs are considered to influence the process of learning even when the learner is not aware of them. The same is true of teachers’

beliefs, which have a greater influence than their subject knowledge on the way they plan their lessons, and on their general classroom practice.

In order to explore the learners’ and teachers’ beliefs about the efficacy of classroom activities related to learning language, I carried out research using an interpretive, qualitative method with open-ended questionnaires being used to collect the data. This made it possible to further probe the role that beliefs play when teaching and learning language.

The results indicate that both learners and teachers found classroom activities such as giving a presentation in English or group discussion to be very effective, although some teachers thought scaffolding such activities for less competent learners was necessary.

(2)

せ ᪨㸸

ゝㄒᏛ⩦࡛ࡣࠊᏛ⩦⪅ࡶᩍᖌࡶࠕ࡝ࡢࡼ࠺࡞Ꮫ⩦᪉ἲࡀ⬟ຊࢆୖࡆࡿࡢ࡟ຠᯝⓗ

࠿ࠖࡸࠕእᅜㄒᏛ⩦ࡢ᭱ၿࡢ᪉ἲࡣ༢ㄒࢆぬ࠼ࡿࡇ࡜ࡔࠖ࡞࡝ࠊࡑࢀࡒࢀࡢ⪃࠼ࢆ

ᣢࡗ࡚࠸ࡿࠋࡇࡢゝㄒᏛ⩦࡟ࡘ࠸࡚ࡢbeliefs ࡟ᑐࡍࡿ◊✲⪅ࡢ㛵ᚰࡣ1970ᖺ௦ᚋ

༙࠿ࡽ㧗ࡲࡾࠊbeliefs ࡣᏛ⩦⪅ࡢゝㄒ⩦ᚓ㐣⛬ࡸࠊᩍᖌࡢᤵᴗィ⏬ࡢ㝿࡟ࡶᙳ㡪

ࢆ୚࠼ࡿ࡜⪃࠼ࡽࢀࡓࠋ

ᮏ◊✲࡛ࡣࠊᏛ⩦⪅ࡸᩍᖌࡀࠊᤵᴗᙧែ࡟ࡘ࠸࡚࡝ࡢࡼ࠺࡞⪃࠼ࢆᣢࡗ࡚࠸ࡿ࠿

ࢆࠊゎ㔘୺⩏ⓗ࡞⌮ㄽⓗどⅬ㸦interpretive paradigm㸧࠿ࡽ᥈ồࡋࡓࠋ

ᩍᖌࡀຠᯝⓗࡔ࡜⪃࠼࡚ᤵᴗ࡟⤌ࡳ㎸ࢇࡔᤵᴗᙧែࢆࠊᏛ⩦⪅ࡶྠࡌࡼ࠺࡟ཷࡅ Ṇࡵ࡚࠸ࡿࡢࡔࢁ࠺࠿ࠋࡇࡢࡇ࡜ࢆ᫂ࡽ࠿࡟ࡍࡿࡓࡵࠊᏛ⩦⪅࡜ᩍᖌࡢᤵᴗᙧែ࡟

㛵ࡍࡿ beliefs ࡟ࡘ࠸࡚⮬⏤グ㏙ᘧ࢔ࣥࢣ࣮ࢺࢆᐇ᪋ࡋࡓࠋㄪᰝ⤖ᯝ࠿ࡽࠊᏛ⩦⪅

ࡸᩍᖌࡢከࡃࡣࠊࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࡸࢢ࣮ࣝࣉ࣮࣡ࢡ࡞࡝ࡀຠᯝⓗࡔ࡜⪃࠼࡚࠸

ࡿࡀࠊࠕⱥㄒ⬟ຊࡢప࠸Ꮫ⏕࡟ࡣᨭ᥼ࡸ㊊ሙ࠿ࡅࡀᚲせࡔࠖ࡜࠸࠺ᩍᖌ࠿ࡽࡢᣦ᦬

ࡶ࠶ࡗࡓࠋ

ᤵᴗ࡟ࡘ࠸࡚ࡢᩍᖌഃࡢពᅗࢆࠊᏛ⩦⪅ࡀ࡝ࡢࡼ࠺࡟ཷࡅṆࡵ࡚࠸ࡿࡢ࠿ࢆᢕᥱ ࡍࡿࡓࡵ࡟ࠊᩍᖌࡀlearners’ beliefs ࢆㄪᰝࡍࡿࡇ࡜ࡣ㔜せ࡛࠶ࡿࠋ

࣮࣮࢟࣡ࢻ㸸

beliefs, motivation, classroom activities

㸯㸬◊✲ࡢ⫼ᬒ

➨஧ゝㄒ⩦ᚓࡢ◊✲ศ㔝࡟࠾࠸࡚ࠊᏛ⩦⪅ࡀゝㄒᏛ⩦࡟ࡘ࠸࡚ᣢࡗ࡚࠸

ࡿ⪃࠼ࡸᛮ࠸㎸ࡳࡢࡇ࡜ࢆ learners’ beliefs࡜࿧ࡧࠊ1970ᖺ௦ᚋ༙࠿ࡽ

ᖺ௦๓༙࡟࠿ࡅ࡚ࠊᏛ⩦⪅୰ᚰࡢゝㄒᩍ⫱◊✲ࡀ┒ࢇ࡟࡞ࡿ࡟ࡘࢀ࡚ὀ┠

ࢆᾎࡧࡿࡼ࠺࡟࡞ࡗࡓ㸦Ellis 1994㸧ࠋᏛ⩦⪅ࡢಶேᕪࡢ୍ࡘ࡛࠶ࡿ beliefs ࡣࠊ

࡝ࡢࡼ࠺࡟Ꮫ⩦ࡋ࡚࠸ࡃ࠿࡜࠸࠺Ꮫ⩦᪉␎࡟ᙳ㡪ࢆ୚࠼ࠊࡑࢀࡀᏛ⩦⤖ᯝ

࡟ࡶࡘ࡞ࡀࡗ࡚࠸ࡃࡢ࡛ࠊゝㄒᏛ⩦࡟࠾࠸࡚㔜せ࡞せ⣲ࡢ୍ࡘ࡛࠶ࡿ࡜⪃

࠼ࡽࢀ࡚࠸ࡿࠋ

Beliefs ࡟ࡘ࠸࡚ࡢඛ⾜◊✲࡛ࡣࠊᏛ⩦⪅ࡢbeliefsࡣࠊゝㄒᏛ⩦࡬ࡢᮇᚅࠊ

ࡸࡿẼࠊᏛ⩦᪉ἲࠊ㞴ࡋ࠸࠿᫆ࡋ࠸࠿࡜࠸࠺ឤࡌ᪉࡟ࡶᙳ㡪ࢆ୚࠼ࡿ࡜ゝ

ࢃࢀ࡚࠸ࡿ(Richards and Lockhart 1994)ࠋ Ꮫ⏕ࡀⱥㄒࡢᤵᴗ࡟⮫ࡴ᫬࡟ࡣࠊ ࠕࡇࡢᏛ⩦ࡣࡘࡲࡽ࡞࠸ࡅ࡝ࠊⱥㄒࡢ⬟ຊࢆୖࡆࡿࡇ࡜࡟ᙺ❧ࡘࠖ࡜࠿ࠕࡇ

㸰㸬⌮ㄽⓗどⅬ㸦WKHRUHWLFDOSHUVSHFWLYH㸧

(3)

㸯㸬◊✲ࡢ⫼ᬒ

䇷㻌 Ꮫ⏕䛾ព㆑ㄪᰝ䜢୰ᚰ䛸䛧䛶㻌䠉

ࡢ࢔ࢡࢸ࢕ࣅࢸ࢕ࡣᴦࡋ࠸ࡅࢀ࡝ࠊ࠶ࡲࡾⱥㄒࡢຊࡣࡘ࠿࡞࠸ࡔࢁ࠺ࠖ࡜

࠸࠺ࡼ࠺࡞⪃࠼ࢆᣢࡗ࡚࠸ࡿࡣࡎ࡛࠶ࡿࠋࡓ࡜࠼ࡤࠊࡶࡋᏛ⩦⪅ࡀࠕእᅜ ㄒᏛ⩦ࡢ᭱ၿࡢ᪉ἲࡣᬯグࡔࠖ࡜ಙࡌ࡚࠸ࡓࡽࠊ༢ㄒࡸᩥἲࡢᬯグࡤ࠿ࡾ

࡟㔜Ⅼࢆ⨨ࡃࡼ࠺࡟࡞ࡿ࡜⪃࠼ࡽࢀࡿ (Benson and Lor 1999)ࠋࡲࡓࠊእᅜㄒ Ꮫ⩦࡟ࡘ࠸࡚ㄗࡗࡓ⪃࠼ࡸᛮ࠸㎸ࡳࢆࡋ࡚࠸ࡿ࡜ࠊᏛ⩦࡟ᝏᙳ㡪ࢆ୚࠼ࠊ 㐍Ṍࢆጉࡆࠊᤵᴗ୰࡟ࡸࡿẼࡀ࡞ࡃ࡞ࡿࡇ࡜ࡶ࠶ࡿ (Mantle-Bromley 1995)ࠋ ࡇࢀ࡟ᑐࡋ࡚ࠊᩍᖌࡀゝㄒᏛ⩦࡟ࡘ࠸࡚ᣢࡗ࡚࠸ࡿ⪃࠼ࡸᛮ࠸㎸ࡳࡣ teachers’ beliefs࡜࿧ࡤࢀࡿࠋࡇࡢteachers’ beliefs ࡣࠊᩍᖌ⮬㌟ࡀᏛ⩦⪅ࡔࡗ ࡓ᫬ࡢ⤒㦂ࠊᩍ࠼ࡓ᫬࡟࠺ࡲࡃ࠸ࡗࡓ⤒㦂ࠊᛶ᱁ⓗ࡞せ⣲࡞࡝࠿ࡽᚎࠎ࡟

ᙧᡂࡉࢀ࡚࠸ࡃ㸦Richards and Lockhart 1994㸧ࠋᤵᴗࢆィ⏬ࡋࡓࡾࠊᩍᐊ࡛ᩍ

࠼ࡓࡾࡍࡿ᫬࡟ࡣࠊᩍᖌࡀᣢࡗ࡚࠸ࡿࠕ▱㆑ࠖࡼࡾteachers’ beliefs ࡢ࡯࠺

ࡀࠊᙳ㡪ຊࡀ኱ࡁ࠸㸦Pajares 1992㸧ࠋඛ⾜◊✲࡛ࡣࠊteachers’ beliefs࡜learners’

beliefs࡟┦㐪ࡀ࠶ࡿ࡜ࠊᏛ⩦⪅ࡣᤵᴗ࡟ᑐࡋ࡚ኻᮃࡋࠊᩍᖌࡣ୙‶ࢆឤࡌࡿ

࡜ࡉࢀ࡚࠸ࡿ㸦Horwitz 1987㸧ࠋ

ᩍᖌࡀᤵᴗࢆィ⏬ࡍࡿ㝿࡟ࡣࠊᏛ⏕ࡀࡸࡿẼࢆฟࡋࡑ࠺࡞࢔ࢡࢸ࢕ࣅࢸ

࢕ࡸࠊ⬟ຊࡀྥୖࡋࡑ࠺࡞⦎⩦ࢆᤵᴗࡢ୰࡟⤌ࡳ㎸ࡶ࠺࡜ࡍࡿࠋࡋ࠿ࡋࠊ Ꮫ⏕ࡢࡓࡵ࡟࡞ࡿ࡜⪃࠼࡚ィ⏬ࡋࡓᤵᴗࢆࠊࡣࡓࡋ࡚Ꮫ⏕ഃ࡛ࡣᴦࡋ࠸࡜

ឤࡌࡓࡾࠊᙺ࡟❧ࡘ࡜ᛮࡗࡓࡾࡋ࡚࠸ࡿࡢࡔࢁ࠺࠿ࠋᤵᴗෆᐜࡸᣦᑟ᪉ἲ

ࢆ⪃࠼ࡿ᫬࡟ࠊᏛ⏕ࡢᤵᴗ࡟ᑐࡍࡿព㆑ࡸ⪃࠼᪉ࢆᢕᥱࡋ࡚࠾ࡃࡇ࡜ࡣࠊ Ꮫ⩦ពḧࢆ㧗ࡵࡿୖ࡛ࡁࢃࡵ࡚㔜せ࡛࠶ࡿ㸦Horwitz 1987㸧ࠋ

௨ୖࡢࡇ࡜࠿ࡽࠊᤵᴗ࡟ࡘ࠸࡚ࡢᏛ⏕ࡢព㆑ㄪᰝࢆࡋ࡚ࠊࡑࡢ⤖ᯝ࠿ࡽࠊ learners’ beliefsࠊteachers’ beliefs ࡟ࡘ࠸࡚⪃ᐹࢆࡍࡿࡇ࡜ࡣࠊ᭷ព⩏࡛࠶ࡿ

࡜⪃࠼ࡓࠋ

㸰㸬⌮ㄽⓗどⅬ㸦WKHRUHWLFDOSHUVSHFWLYH㸧

◊✲ࢹࢨ࢖ࣥࢆ⾜࠺㝿࡟ࠊ◊✲⪅ࡀ❧ࡘ⌮ㄽⓗどⅬࡣࠊࠕୡࡢ୰ࢆ࡝ࡢࡼ

࠺࡟ぢ࡚⌮ゎࡍࡿ࠿࡜࠸࠺ㄆ㆑ㄽࠖࡢ㐪࠸࡟ࡼࡗ࡚ࠊ኱ࡁࡃ୕ࡘ࡟ศ㢮ࡉ

ࢀࡿࠋࡑࢀࡒࢀࡢ⌮ㄽⓗどⅬࡢ≉ᚩࡣḟࡢ࡜࠾ࡾ࡛࠶ࡿ㸦Crotty 1998㸧ࠋ

ձ ᐇド୺⩏ⓗどⅬ㸦scientific paradigm㸧

ᐈほᛶࠊண ࠊ཯᚟ྍ⬟ᛶࢆ㔜どࡍࡿࠋୡ⏺ࡣࠊほᐹࠊ ᐃྍ⬟࡞

⌧㇟࡛ࠊ␗࡞ࡗࡓほᐹ⪅ࡀほᐹࡋ࡚ࡶࠊ୺ほⓗ࡞どⅬ࡟ᙳ㡪ࡉࢀࡿࡇ

(4)

࡜࡞ࡃࠊほᐹࡋࡓ⌧㇟࡟ࡘ࠸࡚ྠࡌ⤖ㄽࡀᑟ࠿ࢀࡿ࡭ࡁ࡛࠶ࡿ࡜࠸࠺

⌮ㄽⓗどⅬ࡛࠶ࡿࠋ

ղ ゎ㔘୺⩏ⓗどⅬ㸦interpretive paradigm㸧

ே㛫ࡢ⾜ືࢆゎ㔘ࡋࠊ⌮ゎࡋࡼ࠺࡜ࡍࡿ⌮ㄽⓗどⅬ࡛࠶ࡿࠋᴫᛕࡢ ୡ⏺࡟࠾࠸࡚ࠊᐈほⓗ࡞▱㆑ࡣᏑᅾࡏࡎࠊ୺ほⓗゎ㔘ࢆ㏻ࡋ࡚ࠊே㛫 ࡢ⾜ືࡢព࿡ࢆᤊ࠼ࡿ࡜࠸࠺⪃࠼᪉࡛࠶ࡿࠋ

ճ ᢈุ୺⩏ⓗどⅬ㸦critical paradigm㸧

ே㛫ࡢ⾜ືࢆゎ㔘ࡋࠊ⌮ゎࡍࡿࡔࡅ࡛࡞ࡃࠊ♫఍ⓗᢈุࢆࡍࡿࡇ࡜

࡛ࠊ♫఍ⓗ࠶ࡿ࠸ࡣ⤌⧊ⓗ࡞ኚ໬ࢆ㉳ࡇࡍࠋᐈほⓗࡸ୰❧ⓗ࡞▱㆑ࡣ Ꮡᅾࡋ࡞࠸ࠋ▱㆑ࡢ౯್ࡣࠊࡑࡢ▱㆑ࢆ᥎ዡࡍࡿேࠎࡢ♫఍ⓗ࡞ຊ࡟

ࡼࡗ࡚Ỵࡲࡿࡢ࡛ࠊ♫఍ⓗ࡟ᖹ➼࡟࡞ࡿࡼ࠺࡟ࠊ◊✲⪅ࡣࠊ୙฼┈࡞

❧ሙ࡟࠸ࡿேࠎ࡟ຊࢆ୚࠼ࡿ࡭ࡁ࡛࠶ࡿ࡜࠸࠺⌮ㄽⓗどⅬ࡛࠶ࡿࠋ

ᮏ◊✲ࡣࠊࡇࢀࡽ୕ࡘࡢ⌮ㄽⓗどⅬࡢ୰ࡢゎ㔘୺⩏ⓗどⅬ㸦interpretive

paradigm㸧ࢆ❧ࡕ఩⨨࡜ࡍࡿࠋ

㸱㸬◊✲┠ⓗ

Ꮫ⩦⪅ࡀࠊⱥㄒ⬟ຊࢆྥୖࡉࡏࡿࡓࡵ࡟ᙺ❧ࡘ࡜⪃࠼࡚࠸ࡿᤵᴗᙧែࠊ Ꮫ⩦᪉ἲࡣ࡝ࡢࡼ࠺࡞ࡶࡢ࠿ࠋࡑࢀࡣᩍᖌ࡜Ꮫ⩦⪅࡛␗࡞ࡿࡢࡔࢁ࠺࠿ࠋ

ࡲࡓࠊᏛ⏕ࡢⱥㄒ⬟ຊࡢࣞ࣋ࣝ࡟ࡼࡗ࡚ࠊᏛ⩦࡟ᑐࡍࡿ⪃࠼᪉ࡣ␗࡞ࡿࡢ ࡔࢁ࠺࠿ࠋࡇࢀࡽࢆㄪᰝࡋ࡚ࠊlearners’ beliefsࠊteachers’ beliefs ࡟ࡘ࠸࡚⪃

ᐹࡍࡿࠋ

㸲㸬◊✲ㄢ㢟

ᤵᴗࡸᏛ⩦࡟ࡘ࠸࡚ࡢlearners’ beliefs ࡜ teachers’ beliefsࢆ㉁ⓗ◊✲᪉ἲ

࡛ㄪᰝࡋゎ㔘ࡍࡿࡓࡵ࡟ࠊḟࡢ୕ࡘࡢ◊✲ㄢ㢟ࢆタᐃࡋࡓࠋ

㸯 Ꮫ⏕ࡣ࡝ࡢࡼ࠺࡞ᤵᴗᙧែࡀᴦࡋ࠸ࠊࡲࡓࡣᙺ❧ࡘ࡜⪃࠼࡚࠸ࡿࡢ࠿ࠋ 㸰 ⱥㄒ⬟ຊࡢ㧗࠸Ꮫ⏕࡜ప࠸Ꮫ⏕࡛ࠊᤵᴗࡸᏛ⩦࡟ᑐࡍࡿ⪃࠼᪉࡟㢮ఝ

Ⅼࡸ┦㐪Ⅼࡣ࠶ࡿࡢ࠿ࠋ

㸳㸬ㄪᰝᑐ㇟

㸴㸬ㄪᰝ᪉ἲ

(5)

㸱㸬◊✲┠ⓗ

㸲㸬◊✲ㄢ㢟

㸱 ᩍᖌࡣࠊⱥㄒ⬟ຊࡢ㧗࠸Ꮫ⏕࡜ప࠸Ꮫ⏕࡟ࠊ࡝ࡢࡼ࠺࡞ᤵᴗᙧែࡀⰋ

࠸࡜ᛮࡗ࡚࠸ࡿࡢ࠿ࠋ

㸳㸬ㄪᰝᑐ㇟

ḟࡢ୕ࡘࡢࢢ࣮ࣝࣉࢆㄪᰝᑐ㇟࡜ࡋࡓࠋ ձ ⱥㄒ⬟ຊࡀẚ㍑ⓗప࠸Ꮫ⏕ 22ே ղ ⱥㄒ⬟ຊࡀẚ㍑ⓗ㧗࠸Ꮫ⏕ 22ே ճ ⱥㄒᩍ⫱࡟ᦠࢃࡗ࡚࠸ࡿᩍᖌ 13ே

஧ࡘࡢᏛ⏕ࡢࢢ࣮ࣝࣉࡣࠊྠ୍኱Ꮫࡢ୍ᖺ⏕ዪᏊᏛ⏕࡛ࠊධᏛ᫬࡟ᐇ᪋

ࡉࢀࡓⱥㄒࣉࣞ࢖ࢫ࣓ࣥࢺࢸࢫࢺࡢᡂ⦼࡟ࡼࡗ࡚ศࡅࡽࢀࡓୖ఩ࡢࢡࣛࢫ

࡜ୗ఩ࡢࢡࣛࢫ࡛࠶ࡿࠋᩍᖌࡢࢢ࣮ࣝࣉࡣࠊⱥㄒᩍ⫱㛵㐃ࡢ◊✲఍࡟ཧຍ ࡋ࡚࠸ࡓࠊ㧗ᰯࠊ኱Ꮫ࡛ⱥㄒᩍ⫱࡟ᦠࢃࡗ࡚࠸ࡿᩍᖌࡢ࠺ࡕࠊ࢔ࣥࢣ࣮ࢺ

࡟グ㏙ࡍࡿࡇ࡜ࢆᢎㅙࡋ࡚ࡃࢀࡓ13ே࡛࠶ࡿࠋ

㸴㸬ㄪᰝ᪉ἲ

௨ୗࡢࡼ࠺࡟ࠊㄪᰝᑐ㇟ձ࡜ղࡢᏛ⏕ࢢ࣮ࣝࣉ࡜ࠊճࡢᩍᖌࢢ࣮ࣝࣉ࡟

⮬⏤グ㏙ᘧ࢔ࣥࢣ࣮ࢺࢆᐇ᪋ࡋࡓࠋ

Ꮫ⏕࡟ᑐࡍࡿ⮬⏤グ㏙ᘧ࢔ࣥࢣ࣮ࢺࡢ㡯┠ࡣ௨ୗࡢ࡜࠾ࡾ࡛࠶ࡿࠋ 㸿 ᴦࡋ࠸ࡋࠊຊࡶࡘࡃ࡜ᛮ࠺ᤵᴗᙧែ࡜ࠊࡑࡢ⌮⏤

㹀 ᴦࡋ࠸ࡅࢀ࡝ࠊຊࡣࡘ࠿࡞࠸࡜ᛮ࠺ᤵᴗᙧែ࡜ࠊࡑࡢ⌮⏤

㹁 ࡘࡲࡽ࡞࠸ࡅࢀ࡝ࠊຊࡣࡘࡃ࡜ᛮ࠺ᤵᴗᙧែ࡜ࠊࡑࡢ⌮⏤

㹂 ࡘࡲࡽ࡞࠸ࡋࠊຊࡶࡘ࠿࡞࠸࡜ᛮ࠺ᤵᴗᙧែ࡜ࠊࡑࡢ⌮⏤

ᩍᖌ࡟ᑐࡍࡿ⮬⏤グ㏙ᘧ࢔ࣥࢣ࣮ࢺࡢ㡯┠ࡣ௨ୗࡢ࡜࠾ࡾ࡛࠶ࡿࠋ 㸯 ⱥㄒ⬟ຊࡢప࠸Ꮫ⏕࡟ຠᯝⓗࡔ࡜ᛮࢃࢀࡿᤵᴗᙧែ

㸰 ⱥㄒ⬟ຊࡢ㧗࠸Ꮫ⏕࡟ຠᯝⓗࡔ࡜ᛮࢃࢀࡿᤵᴗᙧែ

࢔ࣥࢣ࣮ࢺࡢୖグ㡯┠࡬ࡢ⮬⏤グ㏙࠿ࡽࠊᏛ⏕ࢢ࣮ࣝࣉ࡜ᩍᖌࢢ࣮ࣝࣉࡢ learners’ beliefs ࡜teachers’ beliefs ࢆ᥈ồࡋࡓࠋ

(6)

㸵㸬ㄪᰝ⤖ᯝ

ㄪᰝ⤖ᯝࡣࠊᏛ⏕ࢢ࣮ࣝࣉࡢ࢔ࣥࢣ࣮ࢺ㸲㡯┠㸦A, B, C, D㸧ࢆࡑࢀࡒࢀࠊ ⱥㄒ⬟ຊࡢప࠸Ꮫ⏕࡜㧗࠸Ꮫ⏕࡟ศࡅ࡚⾲㸯࠿ࡽ⾲㸶࡟♧ࡋࡓࠋᩍᖌࢢ

࣮ࣝࣉࡢ࢔ࣥࢣ࣮ࢺ㸰㡯┠㸦1, 2㸧ࡣࠊ⾲9࡜⾲10࡛࠶ࡿࠋ

⮬⏤グ㏙ࡢෆᐜࡣࠕࣉࣞࢮࣥࢸ࣮ࢩࣙࣥ࡜ࠊࡑࡢ‽ഛࠖࠕ࣌࢔ࡸࢢ࣮ࣝࣉ

࡛ࡢ఍ヰࠖ࡞࡝ࡢࢥ࣮ࢻ࡟ศ㢮ࡋࠊࡑࢀ࡟ࡘ࠸࡚᭩࠿ࢀ࡚࠸ࡓグ㏙ᩘࢆ♧

ࡋࠊࡑࡢグ㏙ࡢ⌮⏤ࡲࡓࡣㄝ᫂ࢆࠕᏛ⏕ࡢ⏕ࡢኌࠖ࡜ࡋ࡚⾲࡟ࡲ࡜ࡵࡓࠋ

㸵㸬㸯 Ꮫ⏕ࢢ࣮ࣝࣉࡢㄪᰝ⤖ᯝ

㸿 ᴦࡋ࠸ࡋࠊຊࡶࡘࡃ࡜ᛮ࠺ᤵᴗᙧែ࡜ࠊࡑࡢ⌮⏤

⾲1 ⱥㄒ⬟ຊࡀẚ㍑ⓗప࠸Ꮫ⏕

ࢥ࣮ࢻ グ㏙ᩘ ⌮⏤㸦⮬⏤グ㏙ᅇ⟅㸧

ࣉࣞࢮࣥࢸ࣮ࢩࣙࣥ

࡜ࠊࡑࡢ‽ഛ

14 ᭩ࡃຊࠊヰࡍຊࠊ⪺ࡁ࡜ࡿຊࡀࡘ ࡃ࡜ᛮ࠺ࡢ࡛ࠊ኱ኚࡔࡅ࡝ࡸࡾࡀ

࠸ࡀ࠶ࡿ࠿ࡽᴦࡋ࠸ࠋ

࠸ࢁ࠸ࢁㄪ࡭࡚᏶ᡂࡉࡏࡓࡢ࡛ࠊ

▱㆑ࡀࡘ࠸ࡓ࡜ᛮ࠺ࠋⱥㄒࡢᩥࢆ

᭩ࡃຊࢆ㌟࡟ࡘࡅࡽࢀࡿࠋ

ே๓࡛ⱥㄒࢆヰࡋࡓࡇ࡜࡛௨๓

ࡼࡾⱥㄒ࡟⮬ಙࡀᣢ࡚ࠊ⪺ࡃࡇ࡜

ࡶᴦࡋ࠿ࡗࡓࠋ

ⱥㄒ࡛ఱ࠿ࢆఏ࠼ࡿຊ࡟࡞ࡿࠋ┦

ᡭ࡟ఏ࠼ࡿࡓࡵ࡟ࡣ࡝࠺ࡍࢀࡤ Ⰻ࠸࠿⪃࠼ࡿᶵ఍ࡀ࠶ࡗࡓࠋ

୍␒ⱥㄒࢆᏛࢇ࡛࠸ࡿẼࡀࡋࡓࠋ ⱥㄒᗏ㎶ࡢ⚾ࡀࠊࡑࢀ࡞ࡾ࡟ࢃࡃ

ࢃࡃࡋ࡞ࡀࡽ࡛ࡁࡓࠋ

ࣉࣞࢮࣥࡢᩥ❶ࡣࠊࡍ࡭࡚⮬ศ࡛

⪃࠼࡚ᩥἲ࡞࡝ࡶ㋃ࡲ࠼࡚సࡽ

࡞ࡅࢀࡤ࡞ࡽ࡞࠿ࡗࡓࡢ࡛ࠊ࡜࡚

ࡶຮᙉ࡟࡞ࡗࡓࠋ

⮬ศࡢዲࡁ࡞ࡇ࡜ࢆ⮬ศࡢዲࡁ

࡞ࡼ࠺࡟Ⓨ⾲ࡍࡿࡇ࡜ࡀ࡛ࡁࡓ ࡢ࡛ࠊ‽ഛࡶⱞ࡛ࡣ࡞࠿ࡗࡓࠋ

(7)

㸵㸬ㄪᰝ⤖ᯝ

㸵㸬㸯 Ꮫ⏕ࢢ࣮ࣝࣉࡢㄪᰝ⤖ᯝ

ࣉࣞࢮࣥࢆ⪺ࡃ᫬ࠊ⮬ศࡢ▱ࡗ࡚

࠸ࡿ༢ㄒ࡞࡝ࡀฟ࡚ࡃࡿ࡜ࠊ⪺ࡇ

࠺࡜ᛮ࠼ࡿࠋ

ⱥㄒ࡛ᩥ❶ࢆ᭩ࡃࡇ࡜࡟ࡼࡗ࡚ࠊ ㄒᙡຊࡸᩥἲࡢຊࡶࡘ࠸ࡓ࡜ᛮ

࠺ࠋ

ⱥㄒࡢຊࡔࡅ࡛࡞ࡃࠊ⪺࠸࡚ࡶࡽ

࠺ࡓࡵ࡟ࡣ࡝ࡢࡼ࠺࡟ࡍࢀࡤⰋ

࠸࠿Ꮫ࡭ࡿሙࡔ࡜ᛮ࠺ࠋ

࣌࢔ࡸࢢ࣮ࣝࣉ࡛ࡢ

఍ヰ

5 ⱥㄒࢆヰࡍຊࡀྥୖࡍࡿ࡜ᛮ࠺

ࡋࠊ཭ே࡜ヰࡍ࠿ࡽᴦࡋ࠸ࠋ ⱥㄒࢆヰࡋ࡚࠸ࡿᐇឤࡀࡋ࡚ᴦ ࡋ࠸ࠋ

⮬ศࡢពぢࢆཱྀ࡟ฟࡍࡇ࡜࡟ࡼ

ࡗ࡚ࠊࡶࡗ࡜ⱥㄒࢆヰࡏࡿࡼ࠺࡟

࡞ࡾࡓ࠸࡜ᛮ࠺ࡇ࡜ࡀ࡛ࡁࡓࠋ

ࣜࢫࢽࣥࢢ 4 ᭱ࡶᐇ⏝ⓗ࡞࢖࣓࣮ࢪࡀ࠶ࡾព ḧࡶࢃࡃࠋ

ㄞࡳ᭩ࡁࡼࡾࡶᡂᯝࡀฟࡸࡍ࠿

ࡗࡓ࠿ࡽࠊᴦࡋ࠸࡜ឤࡌࡓࠋ

⪺ࡃࡇ࡜࡛ึࡵ࡚ࠊ༢ㄒࡢⓎ㡢ࡀ

⮬ศࡢᛮࡗ࡚࠸ࡓࡶࡢ࡜㐪࠺࡜

࠸࠺Ⓨぢࡀ࠶ࡗࡓࠋ ࢸ࢟ࢫࢺࡢ

ၥ㢟ࢆࡍࡿ

2 㐩ᡂឤࡀ࠶ࡿࡋࠊ⮬ศࡢࣞ࣋ࣝࡶ

࡝ࢇ࡝ࢇఙࡧࡿࠋ

㡢ㄞ⦎⩦ 1 ᐇ㝿࡟ⱥㄒࢆά⏝ࡍࡿカ⦎࡟࡞

ࡿࠋ ண⩦

㸦Ꮫ⩦᪉ἲ㸧

1 ண⩦ࢆࡋ࡚ࢃ࠿ࡽ࡞࠿ࡗࡓ࡜ࡇ

ࢁࡢㄝ᫂ࢆᤵᴗ࡛⪺࠸࡚ࠊࡼࡾ⌮

ゎࢆ῝ࡵࡿࡇ࡜ࡀ࡛ࡁࡿࠋ

(8)

⾲2 ⱥㄒ⬟ຊࡀẚ㍑ⓗ㧗࠸Ꮫ⏕

࡜ࠊࡑࡢ‽ഛ

12 ཎ✏ࢆぢ࡞࠸࡛㢌࡛⤌ࡳ❧࡚࡚

ⱥㄒࢆ౑࠺ࡢ࡛ࠊ▐᫬࡟ⱥ఍ヰࡀ ᚲせ࡞᫬ࠊᙺ❧ࡘ࡜ᛮ࠺ࠋ ࢫࣆ࣮࢟ࣥࢢࡔࡅ࡛࡞ࡃཎ✏ࢆ

᭩ࡃ᫬ࡢࣛ࢖ࢸ࢕ࣥࢢࡢຊࡶࡘ ࡃࠋ

ࣉࣞࢮࣥࡣࠊࡇࢀ࠿ࡽⱥㄒࢆ౑࠺

ୖ࡛ᚲせࡔࠋ

ࣉࣞࢮࣥ⬟ຊࡶ㌟࡟ࡘࡃࡋࠊ▱㆑

ࡸ༢ㄒࢆᚓࡽࢀࡓࡔࡅ࡛࡞ࡃࠊస ࡗ࡚࠸࡚ᴦࡋ࠸࡜ឤࡌࡽࢀࡓࠋ

⮬ศ࡛⪃࠼ࠊே๓࡛Ⓨ⾲ࡍࡿࡇ࡜

ࡸ௚ேࡢⓎ⾲ࢆ⪺ࡃࡇ࡜࡛ࠊ⾲⌧

ࡢ௙᪉ࡀ㌟࡟ࡘ࠸ࡓࠋ

ࣜࢫࢽࣥࢢຊࡀྥୖࡍࡿࠋ ࢫࣆ࣮࢟ࣥࢢࡀୖ㐩ࡍࡿࠋ

࣌࢔ࡸ

ࢢ࣮ࣝࣉ࡛ࡢ఍ヰ

7 ᬑẁࡢ⏕άࡢ୰࡟ࠊࡇࡢࡼ࠺࡞ᐇ

㊶ⓗ࡞ࡇ࡜ࢆᏛࡪᶵ఍ࡀ࡜࡚ࡶ

ᑡ࡞࠸࡜ឤࡌ࡚࠸ࡿࠋ

཭㐩ࡀⱥㄒࢆヰࡍጼࢆぢ࡚ࠊ⮬ศ ࡢࣔࢳ࣮࣋ࢩࣙࣥࡶୖࡀࡿࠋ ᐇ㊶ⓗ࡞ⱥㄒຊࡀࡘࡃࠋ ⱥㄒ࡛ࡢᤵᴗ 3 ⮬↛࡟័ࢀ࡚ࡃࡿẼࡀࡍࡿࠋ ࢸ࢟ࢫࢺࢆㄞࡴ 2 ᭱ึࡣ▱ࡽ࡞࠸༢ㄒࡀ࠶ࡗ࡚ࢫ

ࣛࢫࣛㄞࡵ࡞࠸ࡅࢀ࡝ࠊࡔࢇࡔࢇ

ㄞࡵࡿࡼ࠺࡟࡞ࡗ࡚ࡃࡿ࡜ᴦࡋ

࠸ࠋ

ࢸ࢟ࢫࢺࡢෆᐜࡀᅜࠊᩥ໬ࡢ㐪࠸

࡟ࡘ࠸࡚ࡔࡗࡓࡢ࡛⯆࿡ࢆᣢ࡚

ࡓࠋ

⦎⩦ၥ㢟㸦ᩥἲ㸧

1 ᩥἲࢆぬ࠼ࡸࡍ࠸ࠋ

㹀 ᴦࡋ࠸ࡅࢀ࡝ࠊຊࡣࡘ࠿࡞࠸࡜ᛮ࠺ຮᙉ᪉ἲ࡜ࠊࡑࡢ⌮⏤

(9)

఍ヰ

8 ே࡜✚ᴟⓗ࡟ヰࡉ࡞࠸ேࡣࠊࡇࡢ

᫬㛫ࡶ࠶ࡲࡾⓎゝࡋ࡞࠸ࠋ

᪥ᮏㄒࢆࡘ࠸౑ࡗ࡚ࡋࡲ࠺ࠋ

ᩥἲࡀྜࡗ࡚࡞࠸ࡇ࡜ࡀከ࠸ࠋ

౑࠼ࡿᩥἲࡀࢃ࠿ࡗ࡚࠸࡞࠸࡜ࠊ ヰࡋ࡚ࡶ࠶ࡲࡾຊࡣࡘ࠿࡞࠿ࡗ ࡓࡼ࠺࡟ឤࡌࡓࠋ

ࢆ⪺ࡃ

1 ▱ࡽ࡞࠸༢ㄒࡀฟ࡚ࡁࡓࡾࠊヰࡀ

⪺ࡁྲྀࢀ࡞࠿ࡗࡓࡾ࡜ࠊ⮬ศࡢࣞ

࣋ࣝ࡟㐺ࡋ࡚࠸࡞࠸࡜ࠕព࿡ࡀࢃ

࠿ࡽ࡞࠸ࡶࡢࠖ࡜࠸࠺ࡔࡅ࡟࡞ࡗ

࡚ࡋࡲ࠺ࠋ

㹀 ᴦࡋ࠸ࡅࢀ࡝ࠊຊࡣࡘ࠿࡞࠸࡜ᛮ࠺ຮᙉ᪉ἲ࡜ࠊࡑࡢ⌮⏤

఍ヰ

6 ᪥ᮏㄒ࡛ヰࡋ࡚ࡋࡲ࠺ࠋ

࠾஫࠸࡝࠺ⱥㄒ࡟ࡋࡓࡽⰋ࠸࠿

ࢃ࠿ࡽࡎࠊ࠸ࡘࡶ୰㏵༙➃࡟⤊ࢃ

ࡗࡓࠋ

⮬ศࡼࡾࣞ࣋ࣝࡢ㧗࠸ே࡜࡞ࡽ

ព࿡ࡀ࠶ࡿ࡜ᛮ࠺ࡀࠊྠࡌࡃࡽ࠸

ࡢேࡔࡗࡓࡽ࠶ࡲࡾព࿡ࡀ࡞࠸ࠋ

ࢆ⪺ࡃ

5 ヰࡍேࡀࢿ࢖ࢸ࢕ࣈ࡛ࡣ࡞࠸࠿

ࡽ⪺ࡁ࡟ࡃ࠸ࠋ

ࢿ࢖ࢸ࢕ࣈࡢⱥㄒࢆ⪺ࡃ࡯࠺ࡀ

᩿↛ຊࡀࡘࡃ࡜ᛮ࠺ࠋ

ࣉࣞࢮࣥࢸ࣮ࢩࣙࣥ 1 సࡗࡓᩥ❶ࢆㄞࢇ࡛ࡋࡲࡗࡓࠋ

(10)

C ࡘࡲࡽ࡞࠸ࡅࢀ࡝ࠊຊࡣࡘࡃ࡜ᛮ࠺ᤵᴗᙧែ࡜ࠊࡑࡢ⌮⏤

࡜ࠊࡑࡢ‽ഛ

8 ⮬ศࡢຊ࡛ᩥ❶ࢆసࡿࡢࡣ኱ኚ ࡔࡗࡓࡅࢀ࡝ࠊ⤊ࢃࡗࡓᚋࡢ㐩ᡂ ឤࡣ㠀ᖖ࡟ឤࡌࡓࠋ

ࡘࡲࡽ࡞࠸࡜࠸࠺ࡼࡾࠊ⥭ᙇࡍࡿ

࠿ࡽࡸࡾࡓࡃ࡞࠿ࡗࡓࡅࢀ࡝ࠊᛮ ࡗ࡚࠸ࡓࡼࡾࡼࡃ࡛ࡁࡓࡢ࡛ᑡ ࡋ⮬ಙࡀࡘ࠸ࡓࠋ

ண⩦ ᚟⩦

㸦Ꮫ⩦᪉ἲ㸧

8 ༢ㄒࢆぬ࠼ࡓࡾᩥἲࢆ⌮ゎࡋࡓ

ࡾࡍࡿࡇ࡜ࡀ࡛ࡁࡿࠋ

ࣜࢫࢽࣥࢢ 5 ࡍࡇࡪࡿ㞟୰ࡍࡿࠋ

㞟୰ࡋ࡚⪺࠿࡞ࡅࢀࡤ⌮ゎ࡛ࡁ

࡞࠸ࡋࠊᴦࡋࡃࡣ࡞࠿ࡗࡓࡀࠊࡋ ࡗ࠿ࡾࡸࢀࡤⱥㄒࡢⓎ㡢ࡸᩥἲ ࡀ㌟࡟ࡘࡃࠋ

ᴦࡋࡃࡣ࡞࠸ࡀࠊࡔࢇࡔࢇ⪺ࡁ࡜

ࢀࡿ༢ㄒࡢ㔞ࡀቑ࠼ࡓ࡜ឤࡌࡿࠋ ᑠࢸࢫࢺ 4 ༢ㄒࡸᩥἲࡢຮᙉࢆࡍࡿࡢࡣⱞ ᡭࡔࡀࠊຮᙉࡋࡓࡽࡑࡢศ⤖ᯝࡀ ࡘ࠸࡚ࡃࡿࠋ

ᤵᴗࡢෆᐜࡀ⌮ゎ࡛ࡁ࡚࠸ࡿ࠿

ࢆ☜ㄆ࡛ࡁࡿࠋ

ᑠࢸࢫࢺࡢࡓࡵࡢຮᙉࡣᙺ࡟❧

ࡘࠋ

Ⓨ㡢⦎⩦ 1 ά⏝࡛ࡁࡓ࡜ᐇឤࡀࢃࡁࡸࡍ࠸ࠋ ⱥㄒࡢᩥ❶ࢆㄞࡴ 1 ᩥ❶ࢆㄞࡴࡢࡣࠊⱥㄒࡀᚓព࡛࡞

࠸࡜኱ኚ࡞సᴗ࡛᎘ࡔ࡞࡜᢬ᢠ

ࢆឤࡌࡿࡀࠊㄞࡴࡇ࡜ࡣ࡜࡚ࡶຊ ࡀࡘࡃ࡜ᛮ࠺ࠋ

ࡘࡲࡽ࡞࠸ࡅࢀ࡝ࠊຊࡣࡘࡃ࡜ᛮ࠺ᤵᴗᙧែ࡜ࠊࡑࡢ⌮⏤

(11)

ࡘࡲࡽ࡞࠸ࡅࢀ࡝ࠊຊࡣࡘࡃ࡜ᛮ࠺ᤵᴗᙧែ࡜ࠊࡑࡢ⌮⏤

C ࡘࡲࡽ࡞࠸ࡅࢀ࡝ࠊຊࡣࡘࡃ࡜ᛮ࠺ᤵᴗᙧែ࡜ࠊࡑࡢ⌮⏤

ࢥ࣮ࢻ グ㏙ᩘ ⌮⏤㸦⮬⏤グ㏙ᅇ⟅㸧 ண⩦ ᚟⩦

㸦Ꮫ⩦᪉ἲ㸧

8 Ꮫࢇࡔࡇ࡜ࡀ㢌࡟ධࡾࡸࡍࡃ࡞

ࡿࡋࠊ༢ㄒࡶぬ࠼ࡸࡍ࠸ࠋ ༢ㄒࢆㄪ࡭࡚ෆᐜࢆ⌮ゎࡋࡼ࠺

࡜ࡍࡿࡇ࡜࡛ࠊຊࡣࡘࡃࠋ

᚟⩦ࡣࠊ⮬ศࡀᮏᙜ࡟⌮ゎ࡛ࡁ࡚

࠸ࡿ࠿෌☜ㄆࡀ࡛ࡁࡿࠋ

ࢃ࠿ࡽ࡞࠸༢ㄒࡸ౑࠸᪉࡞࡝ಶ

ே࡟ࡼࡗ࡚␗࡞ࡿࡢ୍࡛␒ຊ࡟

࡞ࡿ࡜ᛮ࠺ࠋ

ᩥἲࡢᏛ⩦ 7 ࠸࠿࡟ࡶຮᙉ࡜࠸࠺ឤࡌ࡛ࡘࡲ

ࡽ࡞࠸ࡅࢀ࡝ࠊఱᗘࡶࡸࡿࡇ࡜࡛

ຊࡣࡘࡃ࡜ᛮ࠺ࠋ

࠶ࡸࡩࡸࡔࡗࡓᩥἲࢆ୍ࡘࡎࡘ ゎㄞࡋ࡚࠸ࡃࡇ࡜࡛ࠊࡁࡕࢇ࡜ࡋ ࡓὶࢀࢆࡘ࠿ࢇ࡛ㄞࡴࡼ࠺࡟ព

㆑ࡍࡿࡼ࠺࡟࡞ࡗࡓࠋ

ᩥἲຊࡣࢫࣆ࣮࢟ࣥࢢຊ࡟ࡘ࡞

ࡀࡿ࡜ᛮ࠺ࠋ

ᛀࢀ࡚࠸ࡓᩥἲࡶ࠶ࡾࠊᤵᴗࢆ㏻

ࡋ࡚ᩥἲࡢຊࢆྥୖࡉࡏࡿࡇ࡜

ࡀ࡛ࡁࡓࠋ

࡜ࠊࡑࡢ‽ഛ

3 ⱞᡭࡔࡅࢀ࡝ࠊ࢔ࢻࣜࣈ࡛ヰࡉ࡞

ࡅࢀࡤ࡞ࡽ࡞࠸ࡢ࡛ຊࡣࡘࡃࠋ

ᩥࢆぬ࠼ࡿࡢࡀ኱ኚࡔࡅࢀ࡝ࠊே

๓࡛ⱥㄒࢆヰࡍࡇ࡜ࡣ኱ษࡔ࡜

ᛮ࠺ࠋ

‽ഛࡀ኱ኚࡔࡅࢀ࡝ᑗ᮶௙஦ࡢ ᙺ࡟❧ࡘ࡜ᛮ࠺ࠋ

ᑠࢸࢫࢺ 2 ⌮⏤࡞ࡋ

ࢸ࢟ࢫࢺࡢ㡢ㄞ 1 Ⓨ㡢ࡶẼࢆࡘࡅࡿࡼ࠺࡟࡞ࡿࠋ

(12)

D ࡘࡲࡽ࡞࠸ࡋࠊຊࡶࡘ࠿࡞࠸࡜ᛮ࠺ᤵᴗᙧែ࡜ࠊࡑࡢ⌮⏤

≉࡟࡞ࡋ 12 ↓㥏࡞ࡇ࡜ࡣ࡞࠸࡜ᛮ࠺ࠋ ຊࡀࡘ࠿࡞࠸ຮᙉࡣ࡞࠸࡜ᛮ࠺ࠋ

ࣉࣞࢮࣥࢸ࣮ࢩࣙࣥ 3 ࡲࡔ⚾ࡢⱥㄒຊ࡛ࡣ㞴ࡋࡃ࡚኱

ኚࠋ

ࡳࢇ࡞ࡢⓎ⾲ࡶෆᐜࢆ࠶ࡲࡾ⌮

ゎ࡛ࡁ࡞࠿ࡗࡓࠋ

ࡶࡗ࡜⡆༢࡞࡜ࡇࢁ࠿ࡽࡋࡓ࠸ࠋ

⩻ヂᶵࢆ౑ࢃ࡞࠸࡜ᩥ❶ࢆ᏶ᡂ ࡉࡏࡽࢀ࡞࠸࠿ࡽࠊຊࡀࡘ࠸ࡓឤ ࡌࡣࡋ࡞࠿ࡗࡓࠋ

ึࡵ࠿ࡽ⮬ศ࡛సࡿࡢࡣ㞴ࡋ࠸

ࡢ࡛ࠊ㐪࠺ᙧ࡛㸦ࢢ࣮ࣝࣉⓎ⾲࡞

࡝㸧࡛ࡁࡓࡽⰋ࠸࡜ᛮ࠺ࠋ

఍ヰ

3 ⱥㄒࡀⱞᡭ࡞ேྠኈ࡛ࡸࡗ࡚ࡶࠊ ఱࡀ࡛ࡁ࡚࠸࡞࠸ࡢ࠿ᣦ᦬ࡋྜ

࠺ࡇ࡜ࡀ࡛ࡁ࡞࠸ࠋ

࠾஫࠸ⴎ⦰ࡋ࡚ࡋࡲ࠺ࠋ

ᑠࢸࢫࢺ 2 ⮬ศࡢ⬟ຊࡶ㛵ಀࡋ࡚࠸ࡿࡀࠊᑠ ࢸࢫࢺࡢ๓ࡔࡅぬ࠼࡚ࡶࠊࡍࡄ࡟

ᛀࢀ࡚ࡋࡲ࠸ࡑ࠺ࠋ

ᩥἲࡢᏛ⩦ 1 ᛴ࡞఍ヰ࡛ࠊṇࡋ࠸ᩥἲ࡞ࢇ࡚㢌

࡟ᾋ࠿ࡤ࡞࠸ࠋ

ࡘࡲࡽ࡞࠸ࡋࠊຊࡶࡘ࠿࡞࠸࡜ᛮ࠺ᤵᴗᙧែ࡜ࠊࡑࡢ⌮⏤

㸵㸬㸰 ᩍᖌࢢ࣮ࣝࣉࡢㄪᰝ⤖ᯝ

ࢥ࣮ࢻ グ㏙ᩘ ㄝ ᫂

(13)

ࡘࡲࡽ࡞࠸ࡋࠊຊࡶࡘ࠿࡞࠸࡜ᛮ࠺ᤵᴗᙧែ࡜ࠊࡑࡢ⌮⏤

D ࡘࡲࡽ࡞࠸ࡋࠊຊࡶࡘ࠿࡞࠸࡜ᛮ࠺ᤵᴗᙧែ࡜ࠊࡑࡢ⌮⏤

≉࡟࡞ࡋ 8 ຮᙉࡋࡓࡇ࡜ࡀ↓㥏࡟࡞ࡿࡇ࡜

ࡣ࡞࠸࡜ᛮ࠺ࠋ

ຮᙉࡋ࡚ព࿡ࡀ࡞࠸ࡶࡢࡣ࡞࠸

࡜ᛮ࠺ࠋ

ࡓ࡜࠼ࡘࡲࡽ࡞࠸࡜ࡋ࡚ࡶࠊ⮬ศ ࡢຊ࡟࡞ࡗ࡚࠸ࡿ࡜ᛮ࠺ࠋ

⡆༢ࡍࡂࡿᩥἲၥ㢟 6 㧗ᰯ࡛Ꮫࢇࡔᩥἲࡔ࠿ࡽࠋ

఍ヰ

1 ⮬ศࡢⓎ㡢ࡀࢿ࢖ࢸ࢕ࣈ࡞ࢃࡅ

࡛ࡶ࡞࠸ࡋࠊ┦ᡭࡀ㛫㐪ࡗ࡚࠸࡚

ࡶ⮬ಙࢆᣢࡗ࡚ࡇ࠺ࡍࡿ࡭ࡁࡔ

࡜ゝ࠼࡞࠸ࠋ

㸵㸬㸰 ᩍᖌࢢ࣮ࣝࣉࡢㄪᰝ⤖ᯝ

⾲9 ⱥㄒ⬟ຊࡢప࠸Ꮫ⏕࡟ຠᯝⓗࡔ࡜ᩍᖌࡀᛮ࠺ᤵᴗᙧែ

఍ヰ

7 ㄞゎࢆࢢ࣮ࣝࣉ࡛ゎ㔘ࡉࡏⓎ⾲ࡉ ࡏࡿࡢࡣຠᯝⓗ࡛࠶ࡿࠋ

ᩥἲࡸᵓᩥࢆ㝈ᐃࡋࡓ఍ヰࢆࡉࡏࡿࠋ ࢸ࣮࣐ࢆ⤠ࡗࡓ఍ヰࡸ࣮ࣟࣝࣉࣞ

࢖ࢆࡉࡏࡿࠋ

ࣉࣞࢮࣥࢸ࣮ࢩࣙࣥ 3 ሙࢆసࡗ࡚࠶ࡆࡿࡇ࡜ࡀⰋ࠸࡜ᛮ࠺ࠋ

ᩥἲゎㄝ 3 ᩥἲゎㄝ࡜཯᚟⦎⩦ࢆࡍࡿࠋ

ᩥἲゎㄝࡣ▷ࡵ࡟ 3 ᩥἲࡢゎㄝࡣᑡ࡞ࡃࠊࡋ࠿ࡋࠊᇶ

♏ⓗ࡞ᵓᩥࢆ shadowing ࡞࡝࡛⦎

⩦ࡉࡏࡿࠋ

ᩥἲ஦㡯ࢆྲྀࡾฟࡋ࡚ゎㄝࡍࡿࡢ

ࡳ࡛ࡣࠊ࠶ࡲࡾຠᯝࡀ࡞࠸ࠋ ㄝ᫂ࡼࡾࡶࠊⰋ࠸ࣔࢹࣝࢆࡲࡡ࡚

࢔࢘ࢺࣉࢵࢺࡉࡏࠊ▷ࡵ࡟ᩥἲࢆ

࠾ࡉ࠼ࡿࠋ

(14)

ᑠࢸࢫࢺ 3 ㄒᙡຊࢆቑࡸࡍࡓࡵ࡟ࠊᐃᮇⓗ࡞

ㄒᙡࡢᑠࢸࢫࢺࢆࡋ࡚ࠊᙉไⓗ࡟

ຮᙉࡉࡏࡿᶵ఍ࢆቑࡸࡍࠋ

ࣉࣞࢮ࡛ࣥ౑࠼ࡿ▷࠸ᩥᆺࢆᑠࢸ ࢫࢺ࡛⧞ࡾ㏉ࡍࠋ

᭩ࡁ㎸ࡳࣉࣜࣥࢺ సᴗ

1 ୍ᐃࡢసᴗࢆ⤊࠼ࡓࡽ⤊஢࡜࠸࠺

‶㊊ឤࢆ୚࠼ࡿࠋ

࣮ࣜࢹ࢕ࣥࢢ 1 ㄒᙡࢆ☜ᐇ࡟࠾ࡉ࠼࡞ࡀࡽ࣮ࣜࢹ

࢕ࣥࢢࢆ⾜࠺ࠋ

ㄒᙡࢆ࠾ࡉ࠼ࡎ࡟࣮ࣜࢹ࢕ࣥࢢࢆ

ࡍࡿ࡜ࠊᏛ⏕ࡣ༢ㄒࢆㄪ࡭ࡿࡇ࡜

࡟᫬㛫ࢆ౑ࡗ࡚ࡋࡲ࠺ࠋ

⾲10 ⱥㄒ⬟ຊࡢ㧗࠸Ꮫ⏕࡟ຠᯝⓗࡔ࡜ᩍᖌࡀᛮ࠺ᤵᴗᙧែ

఍ヰ

4 ⬮ᮏసࡾ࡞࡝ creative task ࡟ࡋ࡚

discussionࢆ࠿࡞ࡾධࢀࡿ㸦⮬⏤ᗘ

ࡢ㧗࠸ࡶࡢ㸧ࠋ

ཧຍ⪅୍ே୍ேࡀ␗࡞ࡗࡓࢸ࣮࣐

࡛ࠊ࣮ࣜࢲ࣮࡜ࡋ࡚ࢢ࣮ࣝࣉࢹ࢕

ࢫ࢝ࢵࢩࣙࣥࢆࡍࡿࠋ

ࣉࣞࢮࣥࢸ࣮ࢩࣙࣥ 4 ࢽ࣮ࢬㄪᰝࢆࡋࡓᚋࠊᏛ⩦㸦ᩍᮦࠊ άື࡞࡝㸧ࢆ㑅ᢥࡉࡏࡿࠋ

Critical Reading 3 critical ࡟ㄞࡲࡏࠊ⮬ศࡢពぢࢆゝ

ࢃࡏࡿࠋ

ࣜ ࣮ ࢹ ࢕ ࣥ ࢢ ࢫ ࢺ ࣛ ࢸ ࢪ ࣮ ࢆ ᩍ

࠼ࠊศᯒⓗ࡟ㄞࡲࡏࡿࠋ summarizeࡉࡏࡿࠋ

ࢹ࢕ࢡࢸ࣮ࢩࣙࣥ 1 ࢹ࢕ࢡࢸ࣮ࢩࣙࣥࡉࡏࡓᚋࠊࡉࡽ

࡟ࡑࡢෆᐜࢆヰࡉࡏࡿࠋ

㸶㸬⤖ᯝ࡜⪃ᐹ

(15)

䇷㻌 Ꮫ⏕䛾ព㆑ㄪᰝ䜢୰ᚰ䛸䛧䛶㻌䠉㸶㸬⤖ᯝ࡜⪃ᐹ

⾲ࡢ୰ࡢࢥ࣮ࢻ࡛♧ࡋࡓᤵᴗᙧែࡢ࠺ࡕ୺࡞㸲ࡘࡢ㡯┠ࠊࡍ࡞ࢃࡕࠊ㸯㸧

࣌࢔ࡸࢢ࣮ࣝࣉ࡛ࡢ఍ヰࠊ㸰㸧ࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࠊ㸱㸧ᩥἲࠊ㸲㸧ᑠࢸ ࢫࢺࠊ࡟ࡘ࠸࡚ࠊᏛ⏕ࢢ࣮ࣝࣉ࡜ᩍᖌࢢ࣮ࣝࣉࡢグ㏙ෆᐜࢆࡲ࡜ࡵࡿ࡜ࠊ ḟࡢࡼ࠺࡟࡞ࡿࠋ

㸯㸧࣌࢔ࡸࢢ࣮ࣝࣉ࡛ࡢ఍ヰ

ⱥㄒ⬟ຊࡀ㧗࠸Ꮫ⏕ࡶప࠸Ꮫ⏕ࡶࠊ཭㐩࡜ⱥㄒ࡛ヰࡍࡇ࡜࡟ࡼࡗ࡚ⱥㄒ

ࢆヰࡋ࡚࠸ࡿᐇឤࡀࡋ࡚ࣔࢳ࣮࣋ࢩࣙࣥࡀୖࡀࡾຊࡶࡘࡃ࡜⪃࠼ࡿࠋ୍

᪉ࠊᴦࡋ࠸ࡅࢀ࡝ࠊṇࡋ࠸ᩥἲ࡛ヰࡏ࡞࠸ࡢ࡛ຊࡣࡘ࠿࡞࠸࡜⪃࠼ࡿᏛ

⏕ࡶ࠸ࡿࠋᩍᖌࡣࠊⱥㄒ⬟ຊ࡟ᛂࡌ࡚ࠊࢸ࣮࣐ࢆ⤠ࡾࠊᩥἲࡸᵓᩥࢆ㝈 ᐃࡉࡏࡿ࡞࡝ࡢᕤኵࢆࡍࢀࡤࠊຠᯝⓗ࡜⪃࠼࡚࠸ࡿࠋ

㸰㸧ࣉࣞࢮࣥࢸ࣮ࢩࣙࣥ

ከࡃࡢᏛ⏕ࡀࠊᴦࡋ࠸࡜グ㏙ࡋࠊࡓ࡜࠼ⱞᡭ࡛ࡶຊࡀࡘࡃ࡜⪃࠼࡚࠸ࡿ

ࡀࠊⱥㄒ⬟ຊࡢప࠸Ꮫ⏕ࡢ୰࡟ࡣࠊ㞴ࡋࡍࡂࡿ࡜ឤࡌࡿᏛ⏕ࡶ࠸ࡿࠋᩍ ᖌࡣࠊຠᯝⓗ࡜⪃࠼ࠊⱥㄒ⬟ຊࡀప࠸Ꮫ⏕࡟ࡶᶵ఍ࢆ୚࠼ࡿ࡜Ⰻ࠸࡜ᛮ ࡗ࡚࠸ࡿࠋ

㸱㸧ᩥἲ

ⱥㄒ⬟ຊࡀ㧗࠸Ꮫ⏕ࡢከࡃࡣࠊࡘࡲࡽ࡞࠸ࡅࢀ࡝ຊࡣࡘࡃ࡜⪃࠼࡚࠸ࡿࠋ

୍᪉ࠊⱥㄒ⬟ຊࡢప࠸Ꮫ⏕ࡢ୰࡟ࡣࠊ఍ヰ࡟ᩥἲࡣ୙せ࡜⪃࠼ࡿグ㏙ࡶ

ぢࡽࢀࡓࠋᩍᖌࡣࠊⱥㄒ⬟ຊࡀప࠸Ꮫ⏕࡟ᑐࡋ࡚ᩥἲゎㄝࡀᚲせࡔࡀࠊ

ᩥἲㄝ᫂ࢆ▷ࡵ࡟ࡍࡿ࡞࡝ࡢᕤኵࡀᚲせ࡜⪃࠼ࡿࠋ

㸲㸧ᑠࢸࢫࢺ

ⱥㄒ⬟ຊࡀ㧗࠸Ꮫ⏕ࡶప࠸Ꮫ⏕ࡶࠊࡘࡲࡽ࡞࠸ࡅࢀ࡝ຊࡣࡘࡃ࡜⪃࠼࡚

࠸ࡿࡀࠊⱥㄒ⬟ຊࡀప࠸Ꮫ⏕ࡢ୰࡟ࡣࠊࢸࢫࢺࡢᚋࡍࡄ࡟ᛀࢀ࡚ࡋࡲ࠺

ࡢ࡛ࠊຊࡣࡘ࠿࡞࠸࠿ࡶࡋࢀ࡞࠸࡜ᛮ࠺⪅ࡶ࠸ࡿࠋᩍᖌࡣࠊⱥㄒ⬟ຊࡀ ప࠸Ꮫ⏕࡟ࡣຠᯝⓗ࡜⪃࠼ࡿࠋ

(16)

ḟ࡟ࠊ◊✲ㄢ㢟1, 2, 3࡟ࡘ࠸࡚⪃࠼࡚ࡳࡓ࠸ࠋ

◊✲ㄢ㢟㸯

ࠕᏛ⏕ࡣ࡝ࡢࡼ࠺࡞ᤵᴗᙧែࡀᴦࡋ࠸ࠊࡲࡓࡣᙺ❧ࡘ࡜⪃࠼࡚࠸ࡿࡢ࠿ࠖ

࡛ண᝿እࡔࡗࡓࡇ࡜ࡣࠊⱥㄒ⬟ຊࡢ㧗࠸Ꮫ⏕ࡔࡅ࡛࡞ࡃప࠸Ꮫ⏕ࡶࠊࣉࣞ

ࢮࣥࢸ࣮ࢩࣙࣥࢆࠕᴦࡋ࠸ࡋࠊຊࡶࡘࡃ࡜ᛮ࠺ࠖ࡜㧗ࡃホ౯ࡋ࡚࠸ࡿࡇ࡜

࡛࠶ࡿࠋᩍᖌഃ࠿ࡽぢࡿ࡜ࠊᩥἲࡸㄒᙡࡢ▱㆑ࡶஈࡋ࠸Ꮫ⏕࡟ࣉࣞࢮࣥ

ࢸ࣮ࢩࣙࣥࡢཎ✏ࢆ᭩࠿ࡏ࡚ࠊࡑࢀࢆᩍᐊࡢ๓࡟ฟ࡚Ⓨ⾲ࡉࡏࡿࡇ࡜ࡣࠊ Ꮫຊⓗ࡟㞴ࡋ࠸ୖ࡟ࠊᏛ⏕ഃࡶ᎘ࡀࡿࡢ࡛ࡣ࡞࠸࠿࡜࠸࠺ᠱᛕࡀ࠶ࡗࡓࠋ ࡑࡢண᝿࡟཯ࡋ࡚ࠊࠕ᭩ࡃຊࠊヰࡍຊࠊ⪺ࡁྲྀࡿຊࡀࡘࡃ࡜ᛮ࠺ࡢ࡛ࠊ኱

ኚࡔࡅ࡝ࡸࡾࡀ࠸ࡀ࠶ࡿ࠿ࡽᴦࡋ࠸ࠖࠕ୍␒ⱥㄒࢆᏛࢇ࡛࠸ࡿẼࡀࡋࡓࠖ

ࠕⱥㄒᗏ㎶ࡢ⚾ࡀࠊࡑࢀ࡞ࡾ࡟ࢃࡃࢃࡃࡋ࡞ࡀࡽ࡛ࡁࡓࠖࠕⱥㄒ࡟⮬ಙࡀ ᣢ࡚ࡓࡋࠊ⪺ࡃࡇ࡜ࡶᴦࡋ࠿ࡗࡓࠖ࡞࡝ࠊⱥㄒࢆຮᙉࡍࡿᴦࡋࡉࡸࠊⱥㄒ

ࢆ౑ࡗ࡚࠸ࡿ࡜࠸࠺⮬ಙࢆ⾲⌧ࡋ࡚࠸ࡿグ㏙ࡀከ࠿ࡗࡓࠋᏛ⏕࡟ࡇࡢࡼ࠺

࡞ Ẽ ᣢ ࡕ ࢆ ᣢ ࡓ ࡏ ࡿ ࡇ ࡜ ࡟ ࡼ ࡗ ࡚ ࠊ ⮬ Ⓨ ⓗ ࡟ ຮ ᙉ ࡍ ࡿ ⮬ ᚊ ⓗ Ꮫ ⩦ ⪅ 㸦autonomous learner㸧ࢆ⫱࡚ࡽࢀࡿྍ⬟ᛶࡀ࠶ࡿࠋ

◊✲ㄢ㢟㸰

ࠕⱥㄒ⬟ຊࡢ㧗࠸Ꮫ⏕࡜ప࠸Ꮫ⏕࡛ࠊᤵᴗࡸᏛ⩦࡟ᑐࡍࡿ⪃࠼᪉࡟㢮ఝⅬ

ࡸ┦㐪Ⅼࡣ࠶ࡿࡢ࠿࡛ࠖࡣࠊࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࡸ࣌࢔࣮࣡ࢡࢆࠕⱥㄒࢆ

౑ࡗ࡚࠸ࡿᐇឤࡀࡋ࡚ᴦࡋ࠸ࠖ࡜࠸࠺㢮ఝⅬࡀ࠶ࡗࡓࠋ୍᪉ࠊᩥἲ࡟㛵ࡋ

࡚ࡣࠊⱥㄒ⬟ຊࡢ㧗࠸Ꮫ⏕ࡢከࡃࡣᩥἲࡢ㔜せᛶࢆ⌮ゎࡋ࡚࠸ࡿࡢ࡟ᑐࡋ

࡚ࠊⱥㄒ⬟ຊࡢప࠸Ꮫ⏕ࡢ୍㒊ࡣࠊࠕⱥㄒࢆ౑࠺ࡓࡵ࡟ᩥἲࡣᚲせ࡞࠸ࠖ

࡜⪃࠼࡚࠸ࡓࠋࡇࡢࡼ࠺࡞ᩥἲ㍍どࡢ beliefs ࡟ࡼࡗ࡚ⱥㄒຊࡀఙࡧᝎࡴ

ྍ⬟ᛶࡀ࠶ࡿࡇ࡜(Mantle-Bromley 1995)ࢆࠊᩍᖌࡀᏛ⩦⪅࡟⇍▱ࡉࡏࡿࡇ

࡜ࡀ㔜せ࡛࠶ࡿࠋ

◊✲ㄢ㢟㸱

ࠕᩍᖌࡣࠊⱥㄒ⬟ຊࡢ㧗࠸Ꮫ⏕࡜ప࠸Ꮫ⏕࡟ࠊ࡝ࡢࡼ࠺࡞ᤵᴗᙧែࡀⰋ࠸

࡜ᛮࡗ࡚࠸ࡿࡢ࠿࡛ࠖࠊᩍᖌࡣࠊཷࡅ㌟ࡢᤵᴗ࡛ࡣᏛ⏕ࡢ㞟୰ຊࡀ⥆࠿࡞

࠸ࡓࡵࠊᏛ⩦⪅࡟ཧຍࡉࡏࡿᤵᴗᙧែ࡜ࡋ࡚ࠊ࣌࢔ࡸࢢ࣮ࣝࣉ࡛ࡢ఍ヰࠊ

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ࣉࣞࢮࣥࢸ࣮ࢩࣙࣥ࡞࡝ࡀຠᯝⓗࡔ࡜⪃࠼࡚࠸ࡿࠋࡓࡔࡋࠊⱥㄒຊࡢࣞ࣋

ࣝ࡟ࡼࡗ࡚ࡣࠊᨭ᥼ࡸ㊊ሙ࠿ࡅࡢᚲせᛶࡀᣦ᦬ࡉࢀࡓࠋ

㛗ᮇⓗ࡞ດຊࢆせࡍࡿゝㄒᏛ⩦ࢆᣢ⥆ࡉࡏࡿ࡟ࡣࠊࠕᙺ࡟❧ࡘࠖ࡜࠸࠺

☜ಙࡸࠕᴦࡋ࠸ࠖ࡜࠸࠺Ẽᣢࡕࡀ୙ྍḞ࡛࠶ࡿࠋࡇࡢࡼ࠺࡞ẼᣢࡕࢆᏛ⩦

⪅ࡀᣢ࡚ࡿࡼ࠺࡞ᤵᴗᙧែࢆᤵᴗ࡟⤌ࡳ㎸ࡴࡇ࡜ࡸࠊteachers’ beliefs ࡟ᇶ

࡙࠸ࡓᤵᴗィ⏬ࢆᏛ⩦⪅ഃࡣ࡝ࡢࡼ࠺࡟ཷࡅṆࡵ࡚࠸ࡿࡢ࠿ࢆᢕᥱࡍࡿ

ࡓࡵ࡟ learners’ beliefs ࢆㄪᰝࡍࡿࡇ࡜ࡣࠊᏛ⩦⪅ࡢࡸࡿẼ࡜‶㊊ឤࢆᣢ

⥆ࡉࡏࡿࡇ࡜࡟ࡘ࡞ࡀࡿࡢ࡛ࠊࡁࢃࡵ࡚㔜せ࡛࠶ࡿࠋ

ᮏ◊✲ࡣࠊ ᖺ ᭶ ᪥࡟ி㒔⪷ẕዪᏛ㝔▷ᮇ኱Ꮫ࡛㛤ദࡉࢀࡓ᪥ᮏⱥㄒ⾲⌧

Ꮫ఍➨ ᅇ඲ᅜ኱఍ࠕࢸ࣮࣐㸸ⱥㄒࡢᤵᴗ࡜⾲⌧࡛ࠖࡢཱྀ㢌Ⓨ⾲࡟ຍ➹ࠊಟṇࢆ

ࡋࡓࡶࡢ࡛࠶ࡿࠋ

ཧ⪃ᩥ⊩

Benson, P. & Lor, W. (1999). Conceptions of language and language learning.

System, 27(4), 459-472.

Crotty, M. (1998). The foundations of social research. London: SAGE Publications.

Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.

Horwitz, E.K. (1987). Surveying student beliefs about language learning. In A.

Wenden and J. Rubin (Eds.), Learner Strategies in Language Learning (119-129). London: Prentice Hall.

Mantle-Bromley, C. (1995). Positive attitudes and realistic belies: Links to proficiency. The Modern Language Journal, 79(3), 372-386.

Richards, J.C. & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.

ᤵᴗ䛻䛴䛔䛶䛾 Learners’ beliefs 䛸 Teachers’ beliefs 䛻㛵䛩䜛⪃ᐹ