I. 担当者
担当者 竹内 理 所属 関西大学 外国語学部・大学院外国語教育学研究科 住所 〒564-8680 吹田市山手町3-3-35 関西大学内 takeuchi@kansai-u.ac.jp URL http://www2.itc.kansai-u.ac.jp/~takeuchi/
II. 授業目的
この授業を、学習者要因の総合的な解明への試みとして位置づけ、外国語学習における個人差 (ID)の問題に取り組む。
III. 授業形態
講義形式をとるが、教員が一方的に話すのでなく、受講生が考え、意見を述べる活動や場面を多く設け、インターアクティブな授業になるよう心がける。受講生には、授業に積極的に参加すること、ならび指定文献や参考文献を随時読むことが求められる。
IV. 授業計画
月日 内容 09/25 オリエンテーション (Orientation)：学習者要因の総合的研究をめざして 10/02 開始年齢 (Age) 10/09 中田賀之先生講演会予定 10/16 言語適性 (Aptitude) 10/23 性格 (Personality) 10/30 学習スタイル (Learning Style) 11/06 信念とマインドセット（Beliefs & Mindsets 11/13 校務出張のため休講 11/20 動機づけとエンゲージメント (Motivation & Engagement) 11/27 学習不安 (Anxiety) 12/04 コミュニケーション方略 (Communication Strategy) 12/11 学習方略と自己調整学習 (Language Learning Strategy & SRL) 12/18 学習方略と方略指導 (Learning Strategy & Strategy Instruction) 01/08 研究方法論 (Research Methodology) 01/15 まとめのディスカッション
V. 指定文献
毎回の授業終了後、その回の指定文献（毎回のレジメ末尾に明記）を必ず読むこと。なお、論文の入手方法については、1回目の授業で説明する。また、* 印の文献は教科書として購入すること。Bailey, K. M. (1991). Dairy studies of classroom language learning: The doubting game and the believing game. Proceedings of the SEAMEO/RELC Conference , 1-40.
バトラー後藤裕子 (2016). 『英語学習は早いほど良いのか』岩波新書
Cheng, H.-Fu, and Dornyei, Z. (2007). The Use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. Innovation in Language Learning and Teaching, 1, 153-174.
Cohen, A., and Wang, I. K-H. (2018). Fluctuation in the functions of language learner strategies. System, 74, 169-182. DOI: 10.1016/j.system.2018.03.011
Dewaele, J.-M. and Alfawzan, M. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance? Studies in Second Language Learning and Teaching, 8, 21–45.
Dewaele, J.-M., Cherr, X., Padilla, A. M., and Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, 10, 1-13.
Dörnyei, Z. (1995). On the teachability of communication strategies. TESOL Quarterly, 29(1), 55-85.
*Dörnyei, Z. (2003b). Questionnaires in second language research: Construction, administration, and processing. LEA. (八島智子、竹内 理 監訳『外国語教育学のための質問紙調査入門』松柏社, 2006年)
Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei and E. Ushioda (Eds.). Motivation, language identity and the L2 self (pp. 9-42). Multilingual Matters.
Dörnyei, Z., and Csizer, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research, 2, 203-229.
Dörnyei, Z., and Thurrell, S. (1991). Strategic competence and how to teach it. ELT Journal, 45(1), 16-23.
Dörnyei, Z., and Ushioda, E. (2021). Teaching and researching motivation (3rd ed.). Routledge.
Griffiths, C. (2007). Language learning strategies: Students' and teachers' perceptions. ELT Journal, 61, 91-99.
Griffiths, C. (2020). Language learning strategies: Is the baby still in the bathwater? Applied Linguistics, 41 (4), 607-611.
Gu, P.-Y. (2003). Fine brush and freehand: The vocabulary-learning art of two successful Chinese EFL learners. TESOL Quarterly, 37(1), 73-104.
Gu, P.-Y. (2019). Approaches to learning strategy instruction. In A.U. Chamot and Harris (Eds.). Learning strategy instruction in the language classroom: Issues and implementation (pp.22-37). Multilingual Matters.
Gu, Y., Wen, Q., and Wu, D. (1995). How often is often? Reference ambiguities of the likert-scale in language learning strategy research. Occasional Papers in English language Teaching, 5, 19-35. (ERIC ED391 358)
Hajar, A., and Karakus, M. (2025). Five decades of language learning strategy research: a bibliometric review and research agenda. The Language Learning Journal, 53(2), 220-249.
Hartshorne, J. K., Tenenbaum, J. B., and Pinker, S. (2018). A critical period for second language acquisition: Evidence from 2/3 million English speakers. Cognition, 177, 263-277.
Horwitz, E.K. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, 72, 283-294.
Horwitz, E.K. (2016). Reflections on Horwitz (1986), “Preliminary Evidence for the Validity and Reliability of a Foreign Language Anxiety Scale. TESOL Quarterly, 50, 932-935.
Horwitz, E.K., Horwitz, M.B., and Cope, J.A. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125-132.
Ikeda, M., Takeuchi, O., and Imai, H. (2020). Investigating dynamic changes in Elementary school teachers’ anxiety when teaching English. In C. Gkonou, J-M. Dewaele, and J. King (Eds.) The emotional rollercoaster of language teaching (pp.173-192). Multilingual Matters.
Jin, J. Chen, S., Zhang, J. McIntyre, J. and Snow, C. (2025). Learning English in China: The earlier, the better? International Journal of Applied Linguistics, On-Line First, 1-10.
Lethaby, C., and Mayne, R. (2020). A critical examination of perceptual learning styles in English language teaching. International Review of Applied Linguistics (IRAL), 58, 221-237.
Li, S. (2015). The associations between language aptitude and second language grammar acquisition: A meta-analytic review of five decades of research. Applied Linguistics, 36(3), 385-408.
Mercer, S., and Dörnyei, Z. (2020). Engaging language learners in contemporary classrooms. Cambridge.
Mercer, S., and Ryan, S. (2010). A mindset for EFL: Learners’ beliefs about the role of natural talent. ELT Journal, 64(4), 436-444.
Mizumoto, A., and Takeuchi, O. (2012). Adaptation and validation of self-regulating capacity in vocabulary learning scale. Applied Linguistics, 33, 83-91.
Moyer, A. (2014). Exceptional outcomes in L2 phonology: The critical factors of learner engagement and self-regulation. Applied Linguistics, 35, 418-440.
長野和雄 (2015). 日本語の程度用語と頻度用語の高さに関する調査『日本建築学会環境系論文集』81 (719), 9-17.
Nakata, Y., Takeuchi, O., and Sugita-McEown, M. (2025). Ability beliefs: Why believing in your ability matters in self-regulated language learning. Studies in Second Language Learning and Teaching, 15(2), 375-399.
Nakatani, Y. (2005). The effects of awareness-raising on oral communication strategy use. The Modern Language Journal, 89(1), 75-90.
Nakatani, Y. (2006). Developing an oral communication strategy inventory. The Modern Language Journal, 90(2), 151-168.
織田揮準 (1970)．日本語の程度量表現用語に関する研究『教育心理学研究』, 18, 166-176.
Oxford, R., Cho, Y., Leung, S. and Kim, H.J. (2004). Effect of the presence and difficulty of task on strategy use: An exploratory study. International Review of Applied Linguistics in Language Teaching (IRAL), 42(1), 1-47.
Plonsky, L. (2019). Language learning strategy instruction: Recent research and future directions. In A. U. Chamot and V. Harris (Eds.), Learning strategy instruction in the language classroom: Issues and implementation (pp.3-21). Multilingual Matters.
Purpuri, S., Vasta, N., Filippi, R., Wei, L., and Mulatti, C. (2023). The foreign language effect on tolerance of ambiguity. Bilingualism: Language and Cognition, 27(1), 16-24.
Reid, J.M. (1987). The learning style preferences of ESL students. TESOL Quarterly, 21, 87-111.
Rose, H., Briggs, J.G., Boggs, J.A., Serio, L., and Ivanova-Slavianskaia, N. (2018). A systematic review of language learner strategy research in the face of self-regulation. System, 72, 151-163.
Rubin, J. (1975). What the 'good language learner' can teach us? TESOL Quarterly, 9, 41-51.
Sugita-McEown, M., and Takeuchi, O. (2014). Motivational strategies in EFL classrooms: How do teachers impact students’ motivation? Innovation in Language Learning and Teaching, 8, 20-38.
Sun, Q., Alhowail, A., and Beckmann, N. (2025). Is foreign language anxiety malleable? A systematic review of longitudinal observation studies. System, 133,103782.
鈴木克明 (1995). 「魅力ある教材」設計・開発の枠組みについて-ARCS 動機づけモデルを中心に- 『教育メディア研究』1, 50-61.
Takeuchi, O. (2003). What can we learn from good language learners: A qualitative study. System, 31, 313-432.
Takeuchi, O. (2019). Language learning strategies: Insights from the past and directions for the future. In Gao X. (Ed.), Second handbook of English language teaching. NY: Springer. https://doi.org/10.1007/978-3-319-58542-0_37-1
＊竹内 理 (2003). 『よりよい外国語学習法を求めて-外国語学習成功者の研究』（第2章「12才では遅すぎるのか」、第３章２節「方略は教えることができるのか」）松柏社
竹内 理 (2010). 学習者の研究からわかること−個別から統合へ 小嶋英夫，尾関直子，廣森友人（編）『成長する英語学習者—学習者要因と自律学習』（英語教育学体系第6巻, pp.3-20）大修館書店
竹内 理 (2014). 第二言語習得研究における共約可能性を求めて 『JACET中部支部紀要』12, 13-22.
Teimouri, Y., Goetze, J., and Plonsky, L. (2019). Second language anxiety and achievement. Studies in Second Language Acquisition, 41, 363-387.
Ueki, M. (2013). L2 communication anxiety levels in relation to different communication patterns: An empirical study in Japanese EFL classrooms. JACET Kansai Journal, 15, 25-39.
Ueki, M., and Takeuchi, O. (2013). Forming a clearer image of the ideal L2 self: The L2 motivational self system and learner autonomy in a Japanese EFL context. Innovation in Language Learning and Teaching, 7, 238-252.
Wei, R., Kang, Y., and Wang, S. (2022). The relationship between tolerance of ambiguity and multilingualism revisited. System, 107, 102798. https://doi.org/10.1016/j.system.2022.102798
Wen, Z. E., Biedron, A., and Skehan, P. (2017). Foreign language aptitude theory: Yesterday, today and tomorrow. Language Teaching, 50, 1-31.
Wen, Z. E., Skehan, P., Biedron, A, Li, S., and Sparks, R.L. (2019). Language aptitude: Advancing theory, testing, research and practice. Routledge.
VI. 参考文献
『外国語学習者論』の参考文献一覧
VII. 成績評価
この授業では、1) クラスにおける意見の表明と質問を50％、2) レポート（講義内容に関して自分が最も関心を持った点を掘り下げた研究）を50％として評価する。レポートは、Due Date を2026年1月15日（木）として、電子ファイルとして提出する。フォーマットはA4サイズで、章・節を作り、APA形式の参考文献一覧を必ず付けること。なお、図表なども利用して、説得力のある構成のレポートにすること。また、レポートとは別に、指定文献のうち５つの内容（あるいは教科書１冊）を要約したものを、電子ファイルとして提出すること。なお、レポート等に剽窃行為が見つかった場合には、単位の認定は行わないので、十分に注意すること。
Released: 08/12/25
Revised: 08/31/25