参考文献

(c) 2015 Takeuchi, O.

A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, R, S, T, U, V, W, X, Y, Z

2003までの Age Factorに関する論文


【A】

Abrahamsson, N., and Hyltenstam, K. 2008. The robustness of apptitude effects in near-native second language acquisition. Studies in Second Language Acquisition, 30, 481-509.

Abrahamsson, N., and Hyltenstam, K. 2009. Age of onset and nativelikeness in a second language: Listener perception versus linguistic scrutiny. Language Learning, 59, 249-306.

Agullo, G.A. 2006. Overcomning age-related differences. ELT Journal, 60,4, 365-373.

Akbari, R., and Hosseini, K. 2008. Multiple intelligences and language learning strategies: Investigating possible relations. System, 36, 141-155.

Andreou,G., Vlachos, F. and Andreou, E. 2005. Affecting factors in second language learning. Journal of Psycholinguistic Research, 34, 429-438.

Alderson, J. C., and Hudson, R. 2013. The metalinguistic knowledge of undergraduate students of English language or linguistics. Language Awareness, 22, 320-337.

Alpert, R. and Haber, R. 1960. Anxiety in academic achievement situations. Journal of Abnormal and Social Psychology, 61, 207-221.

Andersen, P.A., Andersen, J. F., and Garrison, J.P. 1978. Singing apprehension and talking apprehension: The development of two constructs. Sign Language Studies, 19, 155-186.

Apple, M. T., Da Silva, D., and Fellner, T. (Eds.), 2013. Language learning motivation in Japan. Bristol: Multilingual Matters.

Arnold, N. 2007. Reducing foreign language communication apprehension with computer-mediated communication: A preliminary study. System, 35, 469-486.

Ayaduray, J., and Jacobs, G.M. 1997. Can learner strategy instruction succeed?: The case of higher order questions and elaborated responses. System, 25, 561-570.

Click here to go back to the top of the page.


【B】

Baba, K., and Nitta, R. 2014. Phase transitions in development of writing fluency from a compex dynamic systems perspective. Language Learning, 62, 1-35.

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.

Bailey, K.M., and Ochsner, R. 1983. A Methodological review of the diary studies: Windmill tilting or social science? In K.M. Bailey, M.H. Long, and S. Peck, (Eds.), Second language acquisition studies. Rowley: Newbury House.

Banno, E. 2003. A cross-cultural survey of students' expectations of foreign language teachers. Foreign Language Annals, 36, 339-346.

Basturkmen, H. 2012. Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40, 282-295.

Benson, P. 2001. Teaching and researching autonomy in language learning. Harlow: Longman, Pearson.

Benson, P. and Voller, P. (Eds.), 1997. Autonomy & independence in language learning. London: Longman.

Bialystok, E. 1979. The role of conscious strategies in second language proficiency. Canadian Modern Language Review, 35, 372-394.

Bialystok, E. 1983. Some factors in the selection and implementation of coummnication strategies. In C. Faerch, and G. Kasper (Eds.), Strategies in interlanguage communication. London: Longman.

Bialystok, E. 1990. Communication strategies: A psychological analysis of second-language use. Oxford: Basil Blackwell.

Bialystok, E., and Frohlich, M. 1978. Variables of classroom achievement in second language learning. The Modern Language Journal, 62, 327-335.

Bialystok, E., and Hakuta, K. 1994. In other words: The science and psychology of second-language acquisition. New York: Basic Books.

Bialystok, E., and Hakuta, K. 1999. Confounded age: Linguistic and cognitive factors in age differences for second language acquisition. In D. Birdsong (Ed.), Second language acquisition and the critical period hypothesis . Mahwah: Lawrence Erlbaum.

Bialystok, E., Majumder, S., and Martin, M.M. 2003. Developing phonological awareness: Is there a bilingual advantage? Applied Psycholinguistics, 24, 27-44.

Birdsong, D. 1992. Ultimate attainment in language acquisition. Language, 68 ,706-755.

Birdsong, D. 1999. Introduction: Why and why nots of the critical period hypothesis for second language acquisition. In D. Birdson (Ed.), Second language acquisition and the critical period hypothesis . Mahwah: Lawrence Erlibaum.

Birdsong, D. 2005. Nativelikeness and non-nativelikeness in L2A research. International Review of Applied Linguistics, 43, 319-328.

Birdsong, D. 2006. Age and second language acquisition and processing: A selective overview. Language Learning, 56-S1 , 9-49.

Bley-Vroman, R.W. 1989. What is the logical problem of foreign language learning. In S. Gass, and J. Schachter (Eds.), Linguistic perspectives on second language acquisition . Cambridge: Cambridge University. Press.

Bongaerets, T. 1999. Ultimate attainment in L2 pronunciation: The case of very advanced late L2 learners. In D. Birdsong (Ed.), Second language acquisition and the critical period hypothesis. Mahwah: Lawrence Erlibaum.

Bongaerts, T. 2005. Introduction:Ultimate attainment and the critical period hypothesis for second language acquisition. International Review of Applied Linguistics, 43, 259-267.

Borg, S. 2006. The distinctive characteristics of foreign language teachers. Language Teaching Research, 10, 3-31

Borg, S., and Al-Busaidi, S. 2012. Teachers’ beliefs and practices regarding learner autonomy ELT Journal, 66, 283-292. doi:10.1093/elt/ccr065

Bradlow, A.R., Pisoni, D.B., Akahane-Yamada, R., and Tohkura, Y. 1997. Training Japanese listeners to identify English /r/ and /l/: IV. Some effects of perceptual learning on speech production. Journal of the Acoustical Society of America, 101:4, 2299-2310.

Brown, H.D. 1987. Principles of language learning and teaching. Prentice-Hall: Englewood Cliffs.

Bruen, J. 2001. Strategies for success: Profiling the effective learner of German. Foreign Language Annals, 34, 216-225.

Bullock, D. 2011. Learner self-assessment: An investigation into teachers' beliefs. ELT Journal, 65, 114-125.

Busch, D. 1982. Introversion-extroversion and the EFL proficiency of Japanese students. Language Learning, 32, 109-132.

Busch, M. 1993. Using Likert Scales in L2 research: A researcher comments… TESOL Quarterly, 27, 733-736.

Busse, V., and Walter, C. 2013. Foreign language learning motivation in higher education: A longitudinal study of motivational changes and their causes. The Modern Language Journal, 97,435-456.

Click here to go back to the top of the page.


【C】

Campbell, C.M., and Ortiz, J.A. 1991 Helping students overcome foreign language anxiety: A foreign language anxiety workshop. In E. Horwitz, and D. Young (Eds.), Language anxiety: From theory and research to classroom implications. Englewood Cliffs: Prentice Hall.

Canale, M., and Swain, M. 1980. Theoretical bases of communicative approaches to second language and testing. Applied Linguistics, 1, 1-47.

Cao, Y. 2011. Investigating situational willingness to communicate within second language classrooms from an ecological perspective. System, 39, 468-479.

Carreira,, J. M., Ozaki, K., and Maeda, T. 2013. Motivational model of English learning among elementary school students in Japan.System, 41, 706-719.

Carrell, P. L., Prince, M. S., and Astika, G. G. 1996. Personality types and language learning in an EFL context. Language Learning, 46, 75-99.

Carroll, J.B. 1981. Twenty-five years of research on foreign language aptitude. In K.C. Diller (Ed.), Individual differences and universals in language learning aptitude. Rowley: Newbury House.

Castro, O., and Peck, V. 2005. Learning styles and foreign language learning difficulties. Foreign Language Annals, 38, 401-409.

Chamot, A.U. 2004. Preparing language teachers to teach learning strategies. In W.M. Chan, K.N. Chin, P. Martin-Lau, and T. Suthiwan (Eds.),Proceedings of the CLaSIC2004 Conference. pp.87-95. Singapore: Center for Language Studies, NUS ISBN: 981-05-2289-4.

Chamot, A.U., and Rubin, J. 1994. Comments on Janie Rees-Miller's "A critical appraisal of learner training: Theoretical bases and teaching implications." TESOL Quarterly, 28, 771-775.

Chapelle, C., and Roberts, C. 1986. Ambiguity tolerance and field independence as predictors of proficiency in English as a second language. Language Learning, 36, 27-45.

Chapelle, C., and Green, P. 1992. Field independence/dependence in second-language acquisition research. Language Learning, 42, 47-83.

Chang, L. Y.-H. 2007. The influences of group processes on learners' autonomous beliefs and behaviors. System, 35, 322-337.

Chang, L. Y.-H. 2010. Group processes and EFL learners' motivation: A study of group dynamics in EFL classrooms. TESOL Quarterly, 44 , 129-154.

Chen, J.F., Warden, C.A., and Chang, H-T. 2005. Motivators that do not motivate: The case of Chinese EFL learners and the influence of culture on motivation. TESOL Quarterly, 39, 609-633.

Chen, T-Y., and Chang, G.B.Y. 2004. The relationship between foreign language anxiety and learning difficulties. Foreign Language Annals, 37, 279-289.

Chen, J.F., Warden, C.A., and Chang, H.-T. 2005. Motivators that do not motivate: The case of Chinese EFL learners and the influence of culture on motivation. TESOL Quarterly, 39 , 609-634.

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.

Christison, M.A. 1996. Teaching and learning languages through multiple intelligences. TESOL Journal, Autumn 96, 10-14.

Clement, R., Dornyei, Z., and Noels, K.A. 1994. Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44, 417-448.

Cochran, J. L., McCallum, R. S., and MeeBell S. 2010. Three A’s: How do attributions, attitudes, and aptitude contribute to foreign language learning? Foreign Language Annals, 43, 566-582.

Cohen, A.D. 1998. Strategies in learning and using a second language. London: Longman. Cohen, A.D., Weaver, S. J., and Li, T-Y 1996. The impact of strategies-based instruction on speaking a foreign language. Minneapolis: CARLA, University of Minnesota.

Cohen, J. 1988. Statistical power analysis for the social sciencies. Hillsdale: Lawrence Erlbaum.

Coleman, J. A. 2009. Why the British do not learn langauges: Myths and motivation in the United Kingdom. Language Learning Journal, 37, 111-127.

Cronbach, L. J., and Snow, R.E 1977. Aptitudes and instructional methods: A handbook for research on interactions. New York: Irving.

Crookes, G. and Shcmidt, R.W. 1991. Motivation: Reopening the research agenda. Language Learning, 41, 469-512.

Cross, J. 2010. Raising L2 listeners' metacognitive awareness: a sociocultural theory perspective. Language Awareness, 19, 281-297.

Csikszentmihalyi, M., and Nakamura, J. 2003. フロ−理論のこれまで 今村浩明、浅川希洋志(編)『フロ−理論の展開』京都:世界思想社

Cummins, J. 1980. The cross-lingual dimensions of language proficiency: Implications for Bilingual Education and the optimal age issue. TESOL Quarterly, 14, 175-187.

Csizer, K. and Dornyei, Z. 2005a. The internatl structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal, 89, 19-36.

Csizer, K., and Dornyei, Z. 2005b. Language learners' motivational profiles and their motivated learning behavior. Language Learning, 55, 613-659.

Csizer, K., and Lukacs, G. 2010. The comparative analysis of motivation, attitudes and selves: The case of English and German in Hungary. System, 38, 1-13.

Csizer, K., and Kormos, J. 2008. Modelling the Role of Inter-Cultural Contact in the Motivation of Learning English as a Foreign Language. Applied Linguistics, 30, 166-185.

Click here to go back to the top of the page.


【D】

Dadour, E.S., and Robbins, J. 1996. University-level strategy instruction to improve speaking ability in Egypt and Japan. In Oxford, R. (Ed.), Language learning strategies around the World: Cross-cultural perspectives. Honolulu: Second Language Teaching & Curriculum Center, University of Hawai'i at Manoa.

Dahlen, K., and Caldwell-Harris, C. 2013. Rehearsal and aptitude in foreign vocabulary learning. The Modern Language Journal, 97, 902-916.

Daly, J.A., and Miller, M.D. 1975. The empirical development of an instrument to measure writing apprehension. Research in the Teaching of English, 9, 242-299.

DeCapua, A., and Wintergerst, A.C. 2005. Assessing and validating a learning styles instrument. System, 33, 1-16.

DeKeyser, R. M. 2013. Age effects in second language learning: Stepping stones toward better understanding. Language Learning, 63, Suppl.1, 52-67. DOI: 10.1111/j.1467-9922.2012.00737.x

Diab, R.L. 2006. University studentsユ beliefs about learning English and French in Lebanon. System, 34, 80-96.

Dimroth, C. 2008. Age effects on the process of L2 acquisition? Evidence from the acquisition of negation and finiteness in L2 German.Language Leanring, 58, 117-150.

Doiz, A., Lasagabaster, D., and Sierra, J. M. 2014. CLIL and motivation: the effect of individual and contextual variables. The Language Learning Journal, 42, 209-224.

Dornyei, Z. 1990. Conceptualizing motivation in foreign- language learning. Language Learning, 40, 45-78.

Dornyei, Z. 1994. Motivation and motivating in the foreign language classroom. The Modern Language Jorunal, 78, 273-284.

Dornyei, Z. 1995. On the teachability of communication strategies. TESOL Quarterly, 29, 55-85.

Dorneyi, Z. 2001a. Teaching and researching motivation. Harlow: Longman Peason Ed. Group

Dornyei, Z. 2001b. Motivational strategies in the language classroom. Cambridge: Cambridge Univ. Press.

Dorneyi, Z. 2003. Questionnaires in second language research: Construction, administration, and processing. Mahwah, NJ.: Lawrence Erlbaum.

Dornyei, Z. 2003. Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications Language Learning, 53, 3-32.

Dornyei, Z. 2005. The psychology of the language learner: Individual differences in second language acquisition. Mahwah, New Jersey: Lawrence Erlbaum

Dornyei, Z. 2014. Researching complex dynamic systems: ‘Retrodictive qualitative modelling’ in the language classroom. Language Teaching, 47, 80-91.

Dornyei, Z., and Chan, L. 2013. Motivation and vision: An analysis of future L2 self images, sensory styles, and imagery capacity across two target languages. Language Learning, 63, 437-462.

Dornyei, Z., and Ushioda, E. (Eds.), 2009. Motivation, language identity and the L2 self. Bristol: Multilingual Matters.

Dorneyi, Z. and Skehan, P. 2003. Individual differences in second language learning. In C. J. Doughty, and M.H. Long (Eds.), The handbook of second language acquisiton. Oxford: Blackwell.

Dornyei, Z., and Csizer, K. 1998. Ten commandments for motivating language learners: Results of an empirical study.Language Teaching Research, 2, 203-229.

Dornyei, Z., and Murphey, T. 2003. Group dynamics in the language classroom. Cambridge: Cambridge Univ. Press.

Dornyei, Z. and Thurrell, S. 1991. Strategic competence and how to teach it. ELT Journal, 45, 16-23.

Dornyei, Z., MacIntyre , P. D., and Henry, A. 2014. Motivational Dyanmics in Language Learning. Bristol: Multilingual Matters.

Dreyer, C., and Nel, C. 2003. Teaching reading strategies and reading comprehension within a technololy-enhanced learning environment. System, 31, 349-365.

Click here to go back to the top of the page.


【E】

Egbert, J. 2003. A study of flow theory in the foreign language classroom. The Modern Language Journal, 87, 499-518.

Ehrman, M.E. 1996. Understanding second language learning difficulties. Thousand Oaks: Sage Publications.

Ehrman, M., and Oxford, R. 1989. Effects of sex differences, career choice, and psychological type on adult language learning strategies. The Modern Language Journal, 72, 1-13.

Ehrman, M., and Leaver, B.L. 2003. Cognitive styles in the service of language learning.System, 31, 393-415.

Ehrman, M., Leaver, B.L., and Oxford, R. 2003. A brief overview of individual differences in second language learning. System, 31, 313-330.

Elkhafaifi, H. 2005. Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal, 89, 206-220.

Elliott, A.R. 1995. Field independence/dependence, hemispheric specialization, and attitude in relation to pronunciation accuracy in Spanish as a foreign language. The Modern Language Journal, 79, 356-371.

Ellis, N.C., and Sagarra, N. 2010. The bounds of adult language acquisition: Blocking and learned attention. Studies in Second Language Acquisition, 32, 553-580.

Ellis, R. 2009. A reader responds to Guilloteaux and Donyei's "Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation". TESOL Quarterly, 43, 105-109.

Ely, C.M. 1986. Language learning motivation: A descriptive and causal analysis. The Modern Language Journal, 70, 28-35.

Ely, C.M. 1989. Tolerance of ambiguity and use of second language strategies. Foreign Language Annals, 22, 437-445.

Ericsson, K.A., and Simon, H.A. 1980. Protocol analysis: Verbal reports as data. Psychological Review, 87, 215-251.

Ericsson, K.A., and Simon, H.A. 1993. Protocol analysis: Verbal reports as data (Revised edition). Cambridge: MIT Press.

Erlam, R. 2005. Language aptitude and its relationship to instructional effectiveness in second language acquisition. Language Teaching Research, 9, 147-171.

Eward, J.D. 2007. Foreign language learning anxiety in upper-level classes: Involving students as researchers. Foregin Language Annals, 40, 122-142.

Click here to go back to the top of the page.


【F】

Faerch, C., and Kasper, G. 1983. Plans and strategies in foreign language communication. In C. Faerch, and G. Kasper (Eds.), Strategies in interlanguage communication. London: Longman.

Fidler, A. 2006. Reconceptualizing fossilization in second language acquisition: A review. Second Language Research, 22, 398-411.

Flege, J.E. 1987. A critical period for learning to pronounce foreign languages? Applied Linguistics , 8, 162-177.

Flege, J.E. 1999. Age of learning and second language speech. In Birdsong, D. (Ed.), Second language acquisition and the critical period hypothesis . Mahwah: Lawrence Erlbaum.

Francois , P. 2009. Second language anxiety and distance language learning. Foreign Language Annals, 42, 77-93.

Fry, L. K., Ozono, S., Carter, P., Nakao, K., and Anderson, C. J. 2014. Instrumental reasons for studying in compulsory English courses: I didn't come to university to study English, so why should I? Innovation in Language Learning and Teaching, 8, 239-256.

Fujiwara, B.K. 1989. Helping students become self-directed listening learners. Unpublished MA thesis, School for International Training, Vermont, USA.

Fushino, K. 2010. Causal relationships between communication confidence, beliefs about group work, and willingness to communicate in foreign language group work. TESOL Quarterly, 44, 700-724.<

Click here to go back to the top of the page.


【G】

Gan, Z., Humphreys, G., and Hamp-Lyons, L. 2004. Understanding successful and unsuccessful EFL students in Chinese University. The Modern Language Journa, 88l, 229-244.

Gao, (Andy) X. 2010a. Autonomous language learning against all odds. System, 38, 580-590.

Gao, (Andy) X. 2010b.Strategic language learning: Thre roles of agency and context. Bristol: Multilingual Matters.

Gao, (Andy) X. 2014. The dilemma of being English language teachers: Interpreting teachers' motivation to teach, and professional commitment in China's hinterland regions. Language Teaching Reserach, 18, 152-168.

Gao, Y. 2014. A sociocognitive perspective on second language classroom willingness to communicate. TESOL Quarterly, 48, 789-814.

Gardner, H. 1983. Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Gardner, H. 1998. A multiplicity of intelligences. Scientific American Presents, 9,18-23.

Gardener, R.C. 2001. Integrative motivation and second language learning: Practical issues. Journal of Foreign Language Education and Research, 2, 71-91.

Gardner, R.C., and MacIntyre, P.D. 1993. On the measurement of affective variables in second language learning. Language Learning, 43, 157-194.

Gardner, R.C., Tremblay,, P. F., and Masgoret, A.-M. 1997. Towards a full model of second language learning: An empirical investigation. The Modern Language Journal, 81, 344- 362.

Gardner, R.C., Masgoret, A.-M., Tennant,, J., and Mihic, L. 2004. Integrative motivation: Changes during a year-long intermediate-level language course. Language Learning, 54, 1-34.

Garrett, P. and Young, R.F. 2009.Theorizing affect in foreign language learning: An analysis of one learner's responses to a communicative portuguese course. The Modern Language Journal 93,, 209-226.

Gregersen, T., Macintyre, P. D., & Meza, M. D. (2014). The motion of emotion: Idiodynamic case studies of learners’ foreign language anxiety. The Modern Language Journal, 98, 574-588.

Ghanizadeh, A., and Moafian, F. 2010. The role of EFL teachers’ emotional intelligence in their success. ELT Journal, 64, 424-435.

Ghonsooly, B., and Ghanizadeh, A. 2013. Self-efficacy and self-regulation and their relationship: a study of Iranian EFL teachers. The Language Learning Journal, 41, 68-84. http://dx.doi.org/10.1080/09571736.2011.625096

Goad, H., and White, L. 2006. Ultimate attainment in interlanguage grammars: A prosodic approach. Second Language Research, 22, 243-268.

Graham, S. 2004. Giving up modern foreign languages? Students' perceptions of learning French. The Modern Language Journal, 88, 171-191.

Graham, S. 2006. A study of students' metacognitive beliefs about foreign language study and their impact on learning. Foreign Language Annals, 39, 296-309.

Granena, G. 2013. Individual differences in sequence learning ability and second language acquisition in early childhood and adulthood. Language Learning, 63, 665-703. DOI: 10.1111/lang.12018

Granena, G., and Long, M.H., 2013. Age of onset, length of residence, language aptitude, and ultimate L2 attainment in three linguistic domains. Second Language Research, 29, 311-344. DOI: 10.1177/0267658312461497

Gregersen, T. S. 2005. Nonverbal cues: Clues to the detection of foreign language anxiety. Foreign Language Annals, 38, 388-400.

Gregg, K.R. 2006. Taking a social turn for the worse: The language socialization paradigm for second language acquisition. Second Language Research,22, 413-442.

Griffiths, C. 2003. Patterns of language learning strategy use. System, 31, 367-383.

Griffiths, C. 2007. Language learning strategies: Students' and teachers' perceptions. ELT Journal, 61, 91-99.

Griffiths, C. and Parr, J. M. 2001. Language-learning strategies: Theory and perception. ELT Journal, 55, 247-254.

Griffiths, C., and Oxford, R. (2014). The twenty-first century landscape of language learning strategies: Introduction to this special issue. System, 43, 1-10.

Griffiths, C., Oxford, R., Kawai, Y., Kawai, K., Park, Y.Y., Ma, X., Meng, Y., and Yang, N.D. (2014). Focus on context: Narratives from East Asia. System, 43, 50-63.

Gu, P.-Y. 2003. Fine brush and freehand: The vocabulary-learning art of two successful Chinese EFL learners. TESOL Quarterly, 37, 73-104

Guilloteaux, M.J. 2013. Motivational strategies for the language classroom: Perceptions of Korean secondary school English teachers. System, 41, 3-14. http://dx.doi.org/10.1016/j.system.2012.12.002

Guilloteaux, M.J., and Dornyei, Z. 2008. Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation.TESOL Quarterly, 42, 55-77.

Guilloteaux, M.J., and Dornyei, Z. 2009. The authors reply to R. Elllis. TESOL Quarterly, 43, 109-111.

Click here to go back to the top of the page.


【H】

Hahne, A. 2001. What's different in second-language processing? Evidence from Event-related brain potentials. Journal of Psycholinguistic Research, 30 , 251-266.

Hansen, J. and Stansfield, C. 1981. The relationship of field dependent-independent cognitive styles to foreign language achievement. Language Learning, 31, 349-367.

Harley, B., and Hart, D. 1997. Language aptitude and second language proficiency in classroom learners of different starting ages. Studies in Second Language Acquisition, 19, 379-400.

Heeren, T. and D'Agostino, R.B. 1987. Robustness of the two independent samples t-test when applied to ordinal scaled data. Statistics in Medicine, 6, 77-90.

Henry, A. 2014. The motivational effects of crosslinguistic awareness: developing third language pedagogies to address the negative impact of the L2 on the L3 self-concept. Innovation in Language Learning and Teaching, 8, 1-19.

Henry, A., and Cliffordson, C. 2013. Motivation, gender, and possible selves. Language Learning, 63, 271-295. DOI: 10.1111/lang.12009

Hinenoya, K., and Gatbonton, E. 2000. Ethnocentrism, cultural traits, beliefs, and English proficiency: A Japanese sample. The Modern Language Journal, 84, 225-240.

廣森友人 2006. 『外国語学習者の動機づけを高める理論と実践』 東京:多賀出版

Hiromori, T. 2009. A process model of L2 learners' motivation: From the perspectives of general tendency and individual differences. System, 37 , 313-321.

Horwitz, E.K. 1987. Surveying student beliefs about language learning. In A.L. Wenden, and J. Rubin (Eds.), Learning strategies in language learning. Englewood Cliffs: Prentice Hall International.

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. 2010. Foreign and second language anxiety. Langueage Teaching, 43 , 154-167.

Horwitz, E.K., Horwitz, M.B., and J.A. Cope 1986. Foreign language classroom anxiety. The Modern Language Journal, 70, 125-132.

Hsieh, P. P-H., and Kan, H-S. 2010. Attribution and self-efficacy and their interrelationship in the Korean EFL context. Language Learning, 60, 606-627.

Huang, K-M. 2011. Motivating lessons: A classroom-oriented investigation of the effects of content-based instruction on EFL young learnersユ motivated behaviours and classroom verbal interaction. System, 39, 186-201.

Humphreys, G., and Spratt, M. 2008. Many languages, many motivations: A study of Hong Kong students' motivation to learn different target languages. System, 36 , 313-335.

Hurd, S. 2007. Anxiety and non-anxiety in a distance language learning environment: The distance factor as a modifying influence. System, 35, 487-508.

Hyltenstam, K., and Abrahamsson, N. 2001. Comments on Stefka H. Marinova-Todd, D. Brandford Marshall, and Catherine E. Snow's "Three misconnects about age and L2 learning." TESOL Quarterly, 35 , 151-170.

Hyltenstam, K. and Abrahamsson, N. 2003. Maturation constraints in SLA. In C. J. Doughty, and M.H. Long Eds.) The handbook of second language acquisiton. Oxford: Blackwell.

Click here to go back to the top of the page.


【I】

Ikeda, M. 2007. EFL reading strategies: Empirical studies and an instructional model. Tokyo: Shohakusha.

池田真生子 2002. 言語学習方略の指導法:研究の方向性をさぐって 森住 衞(監)『言語文化教育学の可能性を求めて』 東京:三省堂

Ikeda, M., and Takeuchi, O. 2000. Tasks and strategy use: Empirical implications for questionnaire studies. JACET Bulletin, 31, 21-32.

Ikeda, M., and Takeuchi, O. 2002. A qualitative analysis of strategy instruction: A portfolio study. A paper read at AILA'02 in Singapore.

Ikeda, M., and Takeuchi, O. 2003. Can strategy instruction help EFL learners to improve reading ability?: An empirical study. JACET Bulletin, 37, 49-60.

Ikeda, M., and Takeuchi, O. 2006. Clarifying the Differences in Learning EFL Reading Strategies: An Analysis of Portfolios. System, 34, 384-398.

In'nami, Y. 2006. The effects of test anxiety on listening test performance. System, 34, 317-340.

Isemonger, I. and Watanabe, K. 2007. The construct validity of scores on a Japanese version of the perceptual component of the Style Analysis Survey. System, 35, 134-147.

Islam, M, Lamb, M., and Chambers, G. 2013. The L2 Motivational Self System and national interest: A Pakistani perspective. System, 41, 231-244. http://dx.doi.org/10.1016/j.system.2013.01.025

Iverson, M. 2010. Informing the age-of-acquisition debate: L3 as a litmus test. International Review of Applied Linguistics, 48, 221-243.

岩井千秋 2000. 『第二言語使用におけるコミュニケーション方略』 広島: 渓水社

Click here to go back to the top of the page.


【J】

Jacobs, B. 1988. Neurobiological differentiation of primary and secondary language acquisition. Studies in Second Language Acquisition, 10 , 303-337.

Jeong, H., Hashizume, H., Sugiura, M., Sassa, Y., Yokoyama, S., Shiozaki, S., and Kawashima, R. 2011. Testing second language oral proficiency in direct and semidirect settings: A social-cognitive neuroscience perspective. Language Learning, 61, 675-699.

Johnson, J., and Newport, E. 1989. Critical period effects in second language learning: The influence of maturational state on the acquisition of ESL. Cognitive Psychology , 21, 60-99.

Johnson, J., and Newport, E. 1991. Critical period effects on universal properties of language: The status of subjacency in the acquisition of a second language. Cognition, 39 , 215-258.

Jones, C. 2009. Parental support and the attitudes of boys and girls to modern foreign languages. The Language Learning Journal, 37, 85-97.

Click here to go back to the top of the page.


【K】

海保博之、加藤 隆(編著)『認知研究の技法』東京:福村出版

Kalaja, P., and Ferreira Barcelos, A.M. 2003. Beliefs about SAL: New research approaches. London: Springer.

鎌原雅彦、宮下一博、大野木裕名、中澤 潤(編)1998.『質問紙法』京都: 北大路書房

Kang, S-J. 2005. Dynamic emergence of situational willingness to communicate in a second language. System, 33, 277-292.

Keller, J.M. 1983. Motivational design of instruction. In Reigeluth (Ed.), Instructional designing theories and models: An overview of their current status. Hillsdale: Lawrence Erlbaum

Keller, J.M. 1987. Use of the ARCS motivaton model in courseware design. In D.H. Jonassen (Ed.), Instructional designs for microcomputer courseware. New York: Lawrence Erlbaum.

Kern, R.G. 1989. Second language reading strategy instruction: Its effects on comprehension and word inference ability. The Modern Language Journal, 73, 135-149.

Kim, S-Y. 2009. Questioning the stability of foreign language classroom anxiety and motivation across different classroom contexts. Foreign Language Annals, 42, 138-157.

Kim, S-Y. 2010. Is foreign language classroom anxiety context free or context dependent? Foreign Language Annals, 43, 187-189.

Kim, T-Y., and Kim, Y. K. 2014. A structural model for perceptual learning styles, the ideal L2 self, motivated behavior, and English proficiency. System, 46, 14-27.

Kinsella, C., and Singleton, D. 2014. Much more than age. Applied Linguistics, 35, 441-462.

Kleinmann, H. 1977. Avoidance behavior in adult second language acquisition. Language Learning, 27, 93-107.

Knouzi, I., Swain, M., Lapkin, S., and Brooks, L. 2010. Self-scaffolding mediated by languaging: microgenetic analysis of high and low performers. International Journal of Applied Linguistics, 20, 23-49.

Koga, T. 2010. Dynamicity of motivation, anxiety and cooperativeness in a semester course. System, 38,172-184.

小池生夫(編)1994. 『第二言語習得研究に基づく最新の英語教育』東京:大修館書店

小池生夫(編集主幹)2004. 『第二言語習得研究の現在ーこれからの外国語教育への視点』東京:大修館書店

Kormos, J., and Csizer, K. 2008. Age-related differences in the motivation of learning English as a foreign language: Attitudes, selves, and motivated learning behavior. Language Learning, 58, 327-355.

Kormos, J., and Csizer, K. 2014. The interaction of motivation, self-regulatory strategies, and autonomous learning behavior in different learner groups. TESOL Quarterly. 48,275-299.

Kormos, J., and Kiddle, T. 2013. The role of socio-economic factors in motivation to learn English as a foreign language: The case of Chile. System, 41, 399-412. http://dx.doi.org/10.1016/j.system.2013.03.006

Kormos, J. , Kiddle, T., and Csizer, K. 2011. Goals, attitudes, and self-related beliefs in second-language-learning motivation: an interactive model of language learning motivation. Applied Linguistics, 32, 495-516.

Kormos, J., and Csizer, K. 2014. The interaction of motivation, self-regulatory strategies, and autonomous learning behavior in different learner groups. TESOL Quarterly, 48, 275-299.

Koul, R., Roy, L., Kaewkuekool, S., and Ploisawaschai, S. 2009. Multiple goal orientations and foreign language anxiety. System, 37, 676-688.

Kouritzin, S.G., Piquemal, N.A., and Renaud, R.D. 2009. An international comparison of socially constructed language learning motivation and beliefs. Foreign Language Annals, 42, 287-317.

Kozaki, Y., and Ross, S. J. 2011. Contextual dynamics in foreign language learning motivation. Language Learning, 61, 1328-1354.

久保信子 1997. 大学生の英語学習動機尺度の作成とその検討 『教育心理 学研究』, 45:4, 449-455.

Click here to go back to the top of the page.


【L】

Lamb, M. 2004. Integrative motivation in a globalizing world. System, 32 , 3-19.

Lamb, M. 2012. A self system perspective on young adolescents’ motivation to learn English in urban and rural settings. Language Learning, 62, 997-1023. DOI: 10.1111/j.1467-9922.2012.00719.x

Lamendella, J. 1977. General principles of neurofunctional organization and their manifestations in primary and non- primary language acquisition. Language Learning, 27, 155-196.

Lantolf, J. 2006. Sociocultural theory and L2. Studies in Second Language Acquisition, 28, 67-109.

Lardiere, D. 2006. Attainment and acquirability in second language acquisition. Second Language Research, 22, 239-242.

Larson-Hall, J. 2008. Weighing the benefits of studying a foreign language at a younger starting age in a minimal input situation. Second Language Research, 24, 35-63.

Larsen-Freeman, D., and M.H. Long 1991. An introduction to second language acquisition research. London: Longman.

Lee, I. 2009. Ten mismatches between teachers' beliefs and written feedback practice. ELT Journal, 63, 13-22.

Lee, J.H., and Macaro, E. 2013. Investigating age in the use of L1 or English-only instruction: Vocabulary acquisition by Korean EFL learners. The Modern Language Journal, 97, 887-901. DOI: 10.1111/j.1540-4781.2013.12044.x

Lenneberg, E. 1967. Biological foundation of language. New York: John Wiley.

Levine, G.S. 2003. Student and instructor beliefs and attitudes about target language use, first language use, and anxiety: Report of a quesionnaire study. The Modern Language Journal, 87, 343-364.

Li, D. 2004. Trustworthiness of think-aloud protocols in the study of translation process. International Journal of Applied Linguistics, 14, 301-313.

Li, N. 2006. Researching and experiencing motivation: a plea for 'balanced research'.Language Teaching Research, 10, 437-456.

Li, J., and Quin, X. 2006. Language learning styles and learning strategies of tertiary-level English learners in China. RELC Journal, 37 67-90.

Liao, P. 2006. EFL learners' beliefs about and strategy use of translation in English learning. RELC Journal, 37, 191-215.

Lin, H-.L., Chang, H-.W., and Cheung, H. 2004. The effects of early English learning on auditory perception of English minimal pairs by Taiwan University students. Journal of Psycholinguistics Research, 33, 25-49.

Linck, J.A., Hughes, M. M., Campbell, S. G., Silbert, N. H., Tare, M., Jackson, S. R., Smith, B, K., Bunting, M. F., and Doughty, C. J. 2013. Hi-LAB: A new measure of aptitude for high-level language proficiency. Language Learning, 63, 530-566. DOI: 10.1111/lang.12011

Liu, L. 2010. An investigation of Chinese undergraduates' foreign language anxiety: Changes and differences. Asian Journal of English Language Teaching, 20, 47-64.

Liu, M., and Jackson, J. 2008. An exploration of Chinese EFl learners' unwillingess to communicate and foreign langauge anxiety. The Modern Language Journal, 92, 71-86.

Little, D. 2007. Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching, 1, 14-29.

Littlejohn, A. 2008. The tip of the iceberg: Factors affecting learner motivation. RELC Journal, 39, 214-225.

Liu, M. 2006. Anxiety in Chinese EFL students at different proficiency levels. System, 34, 301-316.

Long, M. 1990. Maturational constraints on language development. Studies in Second Language Acquisition, 12, 251-285.

Long, M. 2005. Problems with supposed counter-evidence to the critical period hypothesis.International Review of Applied Linguistics, 43, 287-317.

Long, M. 2007. Problems in SLA (Ch.3, Age differences and the sensitive periods controversy in SLA.) Mahwah, H.J.: LEA.

Littlemore, J. 2003. The communicative effectiveness of different types of communication strategy. System, 31, 331-347.

Llurda, E. and Jasagabaster, D. 2010. Factors affecting teachersユ beliefs about interculturalism. International Journal of Applied Linguistics, 20, 327-353.

Click here to go back to the top of the page.


【M】

Macaro, E. 2001. Learning strategies in foreign and second language classrooms. London: Continuum.

Macaro, E. 2006. Strategies for language learning and for language use: Revising the theoretical framework The Modern Language Journal, 90, 320-337.

Macaro, E., and Erler, L. 2008. Raising the achievement of young-beginner readers of French through strategy instruction. Applied Linguistics, 29, 90-119.

Macaro, E., and Lee, J.H. (2012). Teacher langauge background, codeswitching, and English-only instruction: Does age make a ifference to learners' attitudes? TESOL Quarterly, 47, 717-742.

Marcos-Llinas, M., and Garau, M. J. 2009. Effects of language anxiety on three proficiency-level courses of Spanish as a foreign language. Foreign Language Annals, 42, 94-111.

MacIntyre, P. D. 2007. Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. The Modern Language Journal, 91, 564-576.

MacIntyre, P. D., and Blackie, R.A. 2012. Action control, motivated strategies, and integrative motivation as predictors of language learning affect and the intention to continue learning French. System, 40, 533-543. http://dx.doi.org/10.1016/j.system.2012.10.014

MacIntyre, P. D., and Doucette, J. 2010. Willingness to communicate and action control. System, 38, 161-171.

MacIntyre, P. D., and Legatton, J.J. 2011. A dynamic system approach to willingness to communicate:Developing an idiodynamic method to capture rapidly changing affect. Applied Linguistics, 32, 149-171.

MacIntyre, P. D., Burns, C, and Jessome, A. 2011.Ambivalence about communicating in a second language: A qualitative study of French immersion students' willingness to communicate. The Modern Language Journal, 95, 81-96.

MacIntyre, P. D., Noels, K.A., and Clement, R. 1997. Biases in self-ratings of second language proficiency: The role of language anxiety. Language Learning, 47, 265-287.

MacKay, I. R., and Flege, J.E. 2004. Effects of the age of second language learning on the duration of first and second language sentences: The role of suppression. Applied Psycholinguistics, 25, 373-396.

MacKay, I. R., Flege, J.E., and Imai, S. 2006. Evaluating the effects of chronological age and sentence duration on degree of perceived foreign accent. Applied Psycholinguistics, 27, 157-183.

Magid, M., and Chan, L. 2012. Motivating English learners by helping them visualise their Ideal L2 Self: lessons from two motivational programmes. Innovation in Language Learning and Teaching, 6, 113-125.

Magogwe, J. M., and Oliver, R. 2007. The relationship between language learning strategies, proficiency, age and self-efficacy beliefs: A study of language learners in Botswana. System, 35, 338-352.

Major, R.C. 2001. Foreign accent: The ontogeny and phylogeny of second language phonology. Mahwah, N.J.: Lawrence Erlbaum.

Mak, B. 2011. An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39, 202-214.

Matthews, P. H. 2010. Factors influencing self-efficacy judgments of university students in foreign language tutoring. The Modern Language Journal, 94, 618-635.

Marinova-Todd, S., Bradford Marshall, D., and Snow, C.E. 2000. Three misconceptions about age and L2 learning. TESOL Quarterly, 34, 9-34.

Marinova-Todd, S., Bradford Marshall, D., and Snow, C.E. 2001. Missing the point: A response to Hyltenstam and Abrahamsson. TESOL Quarterly, 35, 171-176.

Masgoret, A.-M. and Gardner, R.C. 2003. Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and Associates. Language Learning, 53, 123-163.

Matsuda, S., and Gobel, P. 2004. Anxiety and predictor of performance in the foreign language classroom. System, 32, 21-36.

Matsumoto, K. 1987. Diary studies of second language acquisition: A critical review. JALT Journal, 9, 17-34.

Matsumoto, K. 1994. Introspection, verbal reports and second language learning strategy research. Canadian Modern Language Review, 50 , 363-386.

Matsumoto, H., Hiromori, T., and Nakayama, A. 2013. Toward a tripartite model of L2 reading strategy use, motivations, and learner beliefs. System, 41, 38-49.

Matsumoto, H., Nakayama, A., and Hiromori, T. 2013. Exploring the development of individual difference profiles in L2 reading. System, 41, 994-1005.

Matthews, P.H. 2010.Factors influencing self-efficacy judgments of university students in foreign language tutoring. The Modern Language Journal, 94, 618-635.

Mayberry, R.I., and Lock, E. 2003. Age constraints on first versus second language acquisition: Evidence for linguistic plasticity and epigenesis. Brain and Language, 87, 369-384.

McCroskey, J.C. 1978. Validity of the PRCA as an index of ral communication apprehension. Communication Monographs, 45, 192-203.

McLaughlin, B. 1981. Theory and research in second language learning: An emerging paradigm. Language Learning, 30, 331-350.

McLaughlin, B. 1990. The relationship between first and second languages: Language proficiency and language aptitude. In B. Harley, P. Allen, J. Cummins, and M. Swain (Eds.), The development of second language proficiency. Cambridge: Cambridge University Press.

Mercer, S. 2011. The beliefs of two expert EFL learners. The Language Learning Journal, 39, 57-74.

Mercer, S., and Ryan, S. 2010. A mindset for EFL: learners' beliefs about the role of natural talent.ELT Journal, 64, 22-29.

Mills, N., Pajares, F., and Herron, C. 2006. A reevaluation of the role of anxiety: self-efficacy, anxiety, and their relation to reading and listening proficiency. Foreign Language Annals, 39, 276-295.

Mills, N., Pajares, F., and Herron, C. 2007. Self-efficacy of college intermediate French students: Relation to achievement and motivation. Language Learning, 57, 417-442.

436-444.

宮崎里司 2001. 『外国人力士はなぜ日本語がうまいのか』 東京:明治書院 

Mizumoto, A. 2012. Exploring the effects of self-efficacy on vocabulary learning strategies. Studies in Self-Access Learning Journal, 3, 423-437.

Mizumoto, A., and Takeuchi, O. 2008. Exploring the driving forces behind TOEIC scores: Focusing on vocabulary learning strategies, motivation and study time. JACET Journal, 46, 17-32.

Mizumoto, A., and Takeuchi, O.2009a. A closer look at the relationship between vocabulary learning strategies and the TOEIC scores. TOEIC Research Report, 4, 1-34. Tokyo: IIBC.

Mizumoto, A., and Takeuchi, O. 2009b. Examining the effectiveness of explicit instruction of vocabulary learning strategies with Japanese EFL university students. Language Teaching Research, 13, 425-449.

Mizumoto, A., and Takeuchi, O. 2012. Adaptation and validation of self-regulating capacity in vocabulary learning scale. Applied Linguistics, 33, 83-91.

Mohebi, S. G., and Khodadady, E. 2011. Investigating university students’ beliefs about language learning. RELC Journal, 42, 291-304.

元田 靜 2000. 日本語不安尺度の作成とその検討 『教育心理学研究』, 48, 422-432.

元田 靜 2005. 『第二言語不安の理論と実態』広島:渓水社

Mori, S., and Gobel, P. 2006. Motivation and gender in the Japanese EFL classroom. System, 34, 194-210.

Mori, Y., and Calde, T. M. 2013. Bilingual vocabulary knowledge and arrival age among Japanese heritage language students at Hoshuukoo. Foreign Language Annals, 46, 290-310. DOI: 10.1111/flan.12027

Moskovsky, C., Alrabai, F., Paolini, S., and Ratcheva, S. 2013. The effects of teachers' motivational strategies on learners' motivation: A controlled investigation of second language acquisition. Language Learnng, 63, , 34-62. DOI: 10.1111/j.1467-9922.2012.00717.x

Moyer, A. 1999. Ultimate attainment in L2 phonology. Studies in Second Language Acquisition, 21, 251-286.

Moyer, A. 2004. Age, accent, and experience in second language acquisition: An integrated approach to critical period inquiry. Clevedon: Multilingual Matters.

Moyer, A. 2014. Exceptional outcomes in L2 phonology: The critical factors of learner engagement and self-regulation. Applied Linguistics, 35, 418-440.

Mulder, K., and Hulstijn, J.H. 2011. Linguistic skills of adult native speakers, as a function of age and level of education. Applied Linguistics, 32, 475-494.

Munoz, C. 2011. Input and long-term effects of starting age in foreign language learning. International Review of Applied Linguistics, 49, 113-133.

Munoz, C. (Ed.), 2006. Age and the rate of foreign language learning. Clevedon: Multilingual Matters.

Munoz, C., and Singleton, D. 2011. State-of-the-art article: A critical review of age-related research on L2 ultimate attainment. Language Teaching, 44, 1-35.

Munro, M., and Mann, V. 2005. Age of immersion as a predctor of foreign accent. Applied Psycholinguisticsx, 26, 311-341.

Murphey, T., Falout, J., Fukuda, T., and Fukada, Y. 2014. Socio-dynamic motivating through idealizing classmates. System, 45, 242-253.

Murray, G., X. (Andy) Gao, and T. Lamb 2011. (Eds.), Identity, motivation and autonomy in language learning. Bristol: Multilingual Matters.

Click here to go back to the top of the page.


【N】

Naiman, N., Frolich, M., Stern, H.H., and Tedesco, A. 1978. The good language learner. Toronto: Ontario Institute for Studies in Education. (Reprinted from Multilingual Matters, 1996.)

Nakatani, Y. 2005. The effects of awareness-raising training on oral communication strategy use. The Modern Language Journal, 89, 76-91.

Nakatani, Y. 2006. Developing an oral communication strategy inventory. The Modern Language Journal, 90, 151-168.

Nakatani, Y. 2010. Identifying strategies that facilitate EFL learners' oral communication: A classroom study using multiple data collection procedures. The Modern Language Journal, 94, 116-136.

中谷安男 2005. 『オーラル・コミュニケーション・ストラテジー研究』 東京:開文社

Negueruela-Azarola, E. 2011. Changing reasons as reasoning changes: a narrative interview on second language classroom motivation, telecollaboration, and the learning of foreign languages. Language Awareness, 20, 183-201.

Neufeld, G.G. 1979. Towards a theory of language learning ability. Language Learning, 29 , 227-241.

Neufeld, G.G. 1980. On the adult's ability to acquire phonology. TESOL Quarterly, 14 , 285-298.

Newport, E. 1990. Maturational constraints on language learning. Cognitive Science, 14 , 11-28.

Nida, E.A. 1957. Learning a foreign language: A handbook prepared especially for missionaries. New York: Friendship Press.

西田 司 1986. コミュニケーション不安の測定 『国際関係学部研究紀要』, 8, 109-117.

西田 司 1988. 日本人大学生のコミュニケーション不安 『国際関係研究』, 8, 171-183.

西田 司、西田ひろ子、津田幸男、水田園子 1989. 『国際人間関係論』 東 京:聖文社

Nikolov, M., and Mihaljevic Djigunovic, J. 2011. All shades of every color: An overview of early teaching and learning of foreign languages. Annual Review of Applied Linguistics, 31, 95-119.

Noels, K.A., Clement, R. and Pelletier, L.G. 1999. Perceptions of teachers' communicative style and students' instrinsic and extrinsic motivation. The Modern Language Journal, 83, 23-34.

Norton, B., and Toohey, K. 2011. State-of-the-art article: Identity, language learning, and social change. Language Teaching, 44, 412-446.

Click here to go back to the top of the page.


【O】

Oakes, L. 2013. Foreign language learning in a ‘monoglot culture’: Motivational variables amongst students of French and Spanish at an English university. System, 41, 178-191. http://dx.doi.org/10.1016/j.system.2013.01.019

Obler, L. K. 1989. Exceptional second language learners. In S. Gass, C. Madden, D. Preston, and L. Selinker (Eds.), Variation in second language acquisition. New York: Multilingual Matters.

Obler, L. K., and Gjerlow, K. 1999. Language and the brain. Cambridge: Cambridge University Press.

織田揮毫 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』18:3, 166-176.

小河原義朗 2001. 外国人日本語学習者の日本語発音不安尺度作成の試み−タイ人大学生の場合 『世界の日本語教育』11, 39-53.

Okada, M., Oxford, R., and Abo, S.1996. Not all alike: Motivation and learning strategies among students of Japanese and Spanish in an exploratory study. In R. Oxford (Ed.), Language learning motivation: Pathways to the new century. Honolulu: Second Language Teaching & Curriculum Center, University of Hawai'i at Manoa.

O'Malley, J. M. and Chamot, A. U. 1990. Learning strategies in second language acquisition. Cambridge: Cambridge University Press.

苧阪満里子 2002. 『脳のメモ帳 ワーキングメモリ』 東京:新曜社

Osaka, M., and Osaka, N. 1992. Language-independent working memory as measured by Japanese and English reading span tests. Bulletin of the Psychonomic Society, 30, 287-289. Oxford, R. 1990. Language learning strategies: What every teacher should know. New York: Newbury House.

Oxford, R. 1996. Employing a questionnaire to assess the use of language learning strategies. Applied Language Learning, 7:1&2, 25-45.

Oxford, R. 1999. Anxiety and the language learner: New insights. In J. Arnold (Ed.), Affect in language learning. Cambridge: Cambridge Univ. Press.

Oxford, R. 2011. Teaching and researching strategies Harlow: Longman Peason Ed. Group

Oxford, R., and Burry-Stock, J. 1995. Assessing the use of language learning strategies Worldwide using the strategy inventory for language learning (SILL). System, 23, 1-23.

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. Inernational Review of Applied Linguistic, 42s, 1-47.

Oyama, S. 1976. A sensitive period in the acquisition of a non-native phonological system. Journal of Psycholinguistic Research, 5 , 261-285.

Oyama, S. 1978. The sensitive period and comprehension of speech. Working Papers on Bilingualism , 6, 1-17.

Click here to go back to the top of the page.


【P】

Pae, T.-I. 2012. Skill-based L2 anxieties revisited: Their intra-relations and the inter-relations with general foreign language anxiety. Applied Linguistics, 34, 232-252. doi:10.1093/applin/ams041

Papi, M., and Abdollahzadeh, E. 2012. Teacher Motivational practice, student motivation, and possible L2 selves: An examination in the Iranian EFL context, Language Learning, 62, 571-594.

Papi, M., and Teimouri, Y. 2014. Language learner motivational types: A cluster analysis study. Language Learning, 64, 493-525.

Park, G-P., and French, B. F. 2013. Gender differences in the Foreign Language Classroom Anxiety Scale. System, 41, 462-471. http://dx.doi.org/10.1016/j.system.2013.04.001

Patkowski, M. S. 1980. The sensitive period for the acquisition of syntax in a second language. Language Learning, 30 , 449-472.

Patkowski, M.S. 1990. Age and accent in a second language: A reply to James Emil Flege. Applied Linguistics, 11 , 73-89.

Penfield, W., and Roberts, L. 1959. Speech and brain mechanism . New York: Atheneum.

Peterson, M. 2010. Learner participation patterns and strategy use in Second Life: an exploratory case study. ReCALL, 22, 273-292.

Pinker, S. 1994. The language instinct: How the mind creates language . New York: Morrow. (『言語を生み出す本能(上、下)』 東京:日本放送出版協会)

Piske, T., MacKay, I.R.A., and Flege, J.E. 2001. Factors affecting degree of foreign accent in an L2: A review. Journal of Phonetics, 29,191-215.

Plonsky, L. 2011. The effectiveness of second language strategy instruction: A meta-analysis. Language Learning, 61, 993-1038.

Polat, N. 2009. Matches in beliefs between teachers and students, and success in L2 attainment: The Georgian example. Foreign Language Annals, 42, 229-249.

Polat, N. 2010. A comparative analysis of pre-and in-service teacher beliefs about readiness and self-competency: Revisiting teacher education for ELLs. System, 38, 228-244.

Politzer, R., and Weiss, L. 1969. An experiment in improving achievement in foreign language learning through learning of selected skills associated with language aptitude. (ERIC Document, ED046261).

Price, J., and Gascoigne, C. 2006. Current perceptions and beliefs among incoming college students towards foreign language study and language requirements. Foreign Language Annals, 39, 383-394.

Click here to go back to the top of the page.


【R】

Rastegar, M., and Memarpour, S. 2009. The relationship between emotional intelligence and self-ecacy among Iranian EFL teachers. System, 37, , 700-707.

Rees-Miller, J. 1993. A critical appraisal of learner training: Theoretical bases and teaching implications. TESOL Quarterly, 27, 679-689.

Rees-Miller, J. 1994. The author responds... TESOL Quarterly, 28, 776-781.

Reichle, R. 2010. Judgment of information structure in L2 French: Nativelike performance and the critical period hypothesis. International Review of Applied Linguistics, 48, 53-85.

Reid, J.M. 1987. The learning style preferences of ESL students. TESOL Quarterly, 21, 87-111.

Riley, P. A. 2009. Shifts in beliefs about second language learning RELC Journal, 40, 102-124.

Robinson, P. (2005). Aptitude and second language acquisition. Annual Review of Applied Linguistics, 25, 46-73.

Roehr, K. 2007. Metalinguistic knowledge and language ability in university-level L2 learner. Applied Linguistics, 29, 173-199.

Rodrigues, M. 2010. A Response to Kim's "Questioning the Stability of Foreign Language Anxiety and Motivation Across Different Classroom Contexts." Foreign Language Annals, 43, 185-186.

Rodrigues, M., and Abreu, O. 2003. The stability of general foreign language classroom anxiety across English and French. The Modern Language Journal, 87, 365-374.

Rose, H. 2012a. Reconceptualizing strategic learning in the face of self-regulation: Throwing language learning strategies out with the bathwater. Applied Linguistics 33, 92-98. doi:10.1093/applin/amr045

Rose, H. 2012b. Language learning strategy research: Where do we go from here? Studies in Self-Access Learning Journal, 3, 137-148.

Rubin, J. 1975. What the 'good language learner' can teach us? TESOL Quarterly, 9, 41-51.

Rubin, J., and Thompson, I. 1982. How to be a more successful language learner. Boston: Heinle & Heinle.

Click here to go back to the top of the page.


【S】

de Saint Leger, D., and Storch, N. 2009. Learners' perceptions and attitudes: Implications for willingness to communicate in an L2 classroom. System, 37, 269-285.

斉藤兆史 2000. 『英語達人列伝』 東京:中公新書

斉藤兆史 2003. 『日本人に一番合った英語学習法』 東京:祥伝社

Saito, Y., Horwitz, E. K., and Garza, T. J. 1999. Foreign language reading anxiety. The Modern Language Journal, 83, 202- 218.

Sakui, K., and Cowie, N. 2012. The dark side of motivation: teachers’ perspectives on ‘unmotivation’. ELT Journal, 66, 205-213, doi:10.1093/elt/ccr045

Sakai, H., and Kikuchi, K. 2009. An analysis of demotivators in the EFL classroom. System, 37, 57-69.

Sasaki, M. 1996. Second language proficiency, foreign language aptitude, and intelligence. New York: Lang.

Sawyer, M., and Ranta, L. 2001. Aptitude, individual differences, and instructional design. In P. Robinson (Ed.), Cognition and second language instruction. Cambridge: Cambridge University Press.

Scharle, A., and Szabo, A. 2000. Learner autonomy: A guid to developing learner responsibility. Cambridge: Cambridge University Press.

Shen, M-y. 2010. Effects of perceptual learning style preferences on L2 lexical inferencing. System, 38, 539-547.

Shibata, M. 2010. How Japanese teachers of English perceive non-native assistant English teachers. System, 38, 124-133.

Schmidt, R. 1990. The role of consciousness in second language learning. Applied Linguistics, 11, 17-46.

Schmidt, R. 1993. Awareness and second language acquisition. Annual Review of Applied Linguistics, 11, 206-226.

Schmidt, R. 1994. Implicit learning and the cognitive unconscious: Of artificial grammars and second language acquisition. In N. Ellis (Ed.), Implicit and explicit learning of languages. London: Academic Press.

Schmidt, R. 1995. Consciousness and foreign language learning: A tutorial on attention and awareness in learning. In R. Schmidt (Ed.), Attention and awareness in foreign language learning. Honolulu: University of Hawaii, SLTCC.

Schmidt, R., and Frota, S. 1986. Developing basic conversational ability in a second language: A case study of an adult learner of Portuguese. In R. R. Day (Ed.), Talking to learn: Conversation in second language acquisition. Rowley: Newbury House.

Schmidt, R., Boraie, D., and Kassabgy, O. 1996. Foreign language motivation: Internal structure and external connections. In R. Oxford (Ed.), Language learning motivation: Pathways to the new century. Honolulu: SLTCC, Univ. of Hawaii at Manoa

Schumann, J. H. 1997. The neurobiology of affect in language. Oxford: Blackwell

Scovel, T. 1978. The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28, 129-142.

Scovel, T. 1988. A time to speak: A psycholinguistic inquiry into the critical period for human speech. Rowley: Newbury House.

Scovel, T. 2001. Learning new languages: A guide to second language acquisition. Boston: Heinle & Heinle.

Seliger, H. 1983. The language learner as linguist: Of metaphors and realities. Applied Linguistics, 4, 179-191.

Sellers, V.D. 2000. Anxiety and reading comprehension in Spanish as a foreign langauge. Foreign Langauge Annals, 33, 512-521.

Shen, M-y. 2010. Effects of perceptual learning style preferences on L2 lexical inferencing. System, 38, 539-547.

Simard, D., French, L., and Fortier, V. 2007. Elicited metalinguistic reflection and second language learning: Is there a link? System, 35, 509-522.

Singleton, D. 2005. The critical period hypothesis: A coat of many colours. International Review of Applied Linguistics, 43, 269-285.

Skehan, P. 1988. A comparison of first and foreign language learning ability: A follow-up to the Bristol Language Project. (ESOL working Document, 8) London: London University.

Skehan, P. 1989. Individual differences in second-language learning. London: Edward Arnold.

Skehan, P. 1991. Individual differences in second language learning. Studies in Second Language Acquisition, 13, 275-298.

Skehan, P. 1998. A cognitive approach to language learning. Oxford: Oxford University Press.

Slabakova, R. 2006. Is there a critical period for semantics? Second Language Research, 22, 302-338.

Smith, B. 2003. The use of communication strategies in computer-mediated communication. System, 31, 29-53.

Sparks, R.L., and Ganschow, L. 2007. Is the foreign language classroom anxiety scale measuring anxiety or language skills? Foreign Language Annals, 40, 260-287.

Sparks, R.L. and Patton, J. 2013. Relationship of L1 skills and L2 aptitude to L2 anxiety on the foreign language classroom anxiety scale. Language Learning, 63, 870-895.

Sparks, R.L., Patton, J., and Ganschow, L. 2011. Subcomponents of second-language aptitude and second-language proficiency. The Modern Language Journal, 95, 253-273.

Stevens, G. 2006. The age-length-onset problem in research on second language acquisition among immigrants. Language Learning, 56, 671-692.

Sugita, M., and Takeuchi, O. 2010. What can teachers do to motivate their students? A classroom research on motivational strategy use in the Japanese EFL context. Innovation in Language Learning and Teaching, 4, 21-35.

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.

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.

鈴木克明 2002. 『教材設計マニュアル:独学を支援するために』京都:北大路書房

Swain, M. 2013. The inseparability of cognition and emotion in second language learning. Language Teaching, 46, 195-207. doi:10.1017/S0261444811000486

Click here to go back to the top of the page.


【T】

Tardy, C.M., and Snyder, B. 2004. That's why I do it: Flow and EFL teachers' practices. ELT Journal, 58, 118-128.

Tarone, E. 1977. Conscious communication strategies in interlangauge: A progress report. In H. Brown, C. Yorio, and R. Crymes (Eds.), On TESOL'77. Washington, D.C. TESOL

Tarone, E. 2007. Sociolinguistic approaches to second language acquisition research---1997-2007 The Modern Languaage Journal, 91, Focus Issue. 837-848.

Takeuchi, O. 1991. Language learning strategies in second & foreign language acquisition. Bulletin of the Institute for Interdisciplinary Studies of Culture, Doshisha Women's College of Liberal Arts, 8, 64-83.

Takeuchi, O. 1993. Language learning strategies and their relationship to achievement in English as a foreign language. Language Laboratory, 30, 17-34.

竹内 理 2001. 外国語学習方略の使用に対して「有効性」、「コスト」、 「好み」の認識が与える影響について『ことばの科学研究』2, 23-33.

Takeuchi, O. 2002a. What can we learn from good foreign language learners?: Qualitative studies in the Japanese FL context. Proceedings of the 29th JACET Summer Seminar, 20-26. Tokyo: JACET (ISSN 1347-3964)

竹内 理 2002b. 外国語習得の成否:教室外の努力がカギ 毎日新聞(大阪 本社版)コラム「言」(2002/8/20)

Takeuchi, O. 2003a. What can we learn from good language learners?: A qualitative study in the Japanese foreign language context. System, 31, 313-432.

竹内 理 2003b.『より良い外国語学習法を求めて--外国語学習成功者の研究』 東京:松柏社

竹内 理 2007.『達人の英語学習法--データが語る効果的な外国語習得法とは』 東京:草思社 pp.1-166.

Takeuchi, O. 2009. Learning from good language learners in a specific context. In T. Yoshida et al. (Eds), Researching Language Teaching and Learning: An Integration of Practice and Theory . (pp. 305-322). Oxford: Peter Lang.

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)東京: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.

Takeuchi, O., Griffiths, C., and Coyle, D. 2007. Applying strategies to context: The role of individual, situational, and group differences. In A. Cohen and E. Macaro (Eds.), Language Learner Strategies: Thirty Years of Research and Practice. (Ch4. pp.69-92) Oxford: Oxford University Press.

Takeuchi, O., Mine, H., Yoshida, H., and Yoshida, S. 1999. Toward the establishment of country-by-country SILL norms. Language Laboratory, 36, 51-62.

竹内 理、池田真生子 2000. 質問紙法と外国語学習方略:研究手法の観点か ら 『ことばの科学研究』1, 67-81.

Takeuchi, O., and Wakamoto, N. 2001. Language learning strategies used by Japanese college learners of English: A synthesis of four empirical studies. Language Education and Technology, 38, 21-43.

Taylor, F. 2013. Self and identity in adolescent foreign language learning. Bristol: Multilingual Matters.

Thompson, A. S., and Lee, J. 2014. The impact of experience abroad and language proficiency on language learning anxiety. TESOL Quarterly, 48, 252-274.

Tomiyama, M. 2008. Age and proficiency in L2 attrition: Data from two siblings. Applied Linguistics, 30, 253-275.

Trang, T. T. T., Baldauf, R. B., and Moni, K. 2013. Foreign language anxiety: Understanding its status and insiders' awareness and attitudes. TESOL Quarterly, 47, 216-243. doi: 10.1002/tesq.85

Tseng, W.T., and Schmitt, N. 2008. Towards a model of motivated vocabulary learning: A structural equation modelingapproach. Language Learning, 58, 357-400.

Tsuda, A., and Nakata, Y. 2013. Exploring self-regulation in language learning: a study of Japanese high school EFL students. Innovation in Language Learning and Teaching, 7, 72-88, DOI: 10.1080/17501229.2012.686500

都築幸恵 2007. 『すぐに役立つ教師のための心理学講座』東京:大修館書店

Turner, J. 1993. Using Likert Scales in L2 research: Another researcher comments… TESOL Quarterly, 27, 736-739.

Click here to go back to the top of the page.


【U】

内田伸子 1999. 第2言語学習における成熟的制約 『ことばの獲得』京都:ミネルヴァ書房

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. 2012. Validating the L2 motivational self system in a Japanese EFL context: The interplay of L2 motivation, L2 anxiety, self-efficacy, and the perceived amount of information. Language Education & Technology, 49,1-22.

Ueki, M., and Takeuchi, O. 2013a. Exploring the concept of the ideal L2 self in an Asian EFL context: The case of Japanese university students. The Journal of Asian TEFL, 10, 25-45.

Ueki, M., and Takeuchi, O. 2013b. 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.

Ushioda, E. 2011a. Language learning motivation, self and identity: Current theoretical perspectives. Computer Assisted Language Learning, 24, 199-210.

Ushioda, E. 2011b. Why autonomy? Insights from motivation theory and research. Innovation in Language Learning and Teaching, 5, 221-232.

Ushioda, E. 2013. Motivation matters in mobile language learning: A brief commentary. Language Learning & Technology, 17, 1-5. http://llt.msu.edu/issues/october2013/commentary.pdf

Ushioda, E. (Ed.), 2013. International perspectives on motivation. NY: Palgrave Macmillan.


【V】

Vandergrift, L. 2005. Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26, 70-89.

van Hell, J.G., and Tokowicz, N. 2010. Event-related brain potentials and second language learning: syntactic processing in late L2 learners at different L2 proficiency levels. Second Language Research, 26, 43-74.

van Lier, L. 2007. Action-based teaching, autonomy and identity. Innovation in Language Learning and Teaching, 1, 46-65.


【W】

Wakamoto, N. 2000. Language learning strategy and personality variables: Focusing on extroversion and introversion. International Review of Applied Linguistics, 38, 71-81.

Weber-Fox, C., and Neville, H. J. 1999. Functional neural subsystems are differentially affected by delays in second language immersion: ERP and behavioral evidence in bilinguals. In E. Birdsong (Ed.), Second language acquisition and the critical period hypothesis. Mahwah: Lawrence Erlbaum.

Wenden, A. L. 1987. How to be a successful language learner: Insights and perceptions from L2 learners. In A. L. Wenden and J. Rubin (Eds.), Learner strategies in language learning. Englewood Cliffs: Prentice-Hall.

West, M. 1959. At what age should language study begin? ELT Journal, 14, 21-26.

Wesely, P.M. 2012. Learner attitudes, perceptions, and beliefs in language learning. Foreign Langauge Annals, 45 Suppl., S98-S117.

Weyers, J.R. 2010. Speaking strategies: Meeting NCATE oral proficiency standards. Foreign Language Annals, 43, 384-394.

White, L., and Genesee, F. 1996. How native is near-native? The issue of ultimate attainment in adult second language acquisition. Second Language Research, 12, 233-265.

Wintergerst, A.C., DeCapua, A., Verna, M.A. 2003. Conceptualizing learning style modalities for ESL/EFL students. System, 31, 85-106.

Wong, J., and Waring, H. Z. 2009. 'Very good' as a teacher response. ELT Journal, 63, 195-203.

Wong, M.S-L. 2010. Beliefs about Language Learning: A Study of Malaysian Pre-Service teachers.RELC Journal, 41, 123-136.

Wong, L.L.C., and Nunan, D. 2011. The learning styles and strategies of effective language learners. System, 39, 144-163.

Wong, R. M. H. 2014. An investigation of strategies for student motivation in the Chinese EFL context. Innovation in Language Learning and Teaching, 8, 132-154.

Woodrow, L. 2006. Anxeity and speaking English as a second language. RELC Journal, 37, 308-328.

Wuillemin, D., and Richardson, B. 1994. Right hemisphere involvement in processing later-learned languages in multilinguals. Brain and Language, 46 , 620-636.

Wyatt, M. 2010. An English teacher's developing self-efficacy beliefs in using groupwork. System, 38, 603-613.

Click here to go back to the top of the page.


【X】

Xie, Y. 2014. L2 self of beginning‐level heritage and nonheritage postsecondary learners of Chinese. Foreign Language Annals, 47, 189-203.

Xu. H., and Gao, Y. 2014. The development of English learning motivation and learners' identities: A structural equation modeling analysis of longitudinal data from Chinese universities. System, 47, 102-115.


【Y】

Yamane, S., Kanzaki, K., and Suenobu, M. 1995. The relationship between psychological pressure and learners' utterances. International Journal of Psycholinguistics, 11 , 315-325.

Yan, J. X., and Horwitz, E. K. 2008. Learners' perceptions of how anxiety interacts with personal and instructional factors to influence their achievement in English: A qualitative analysis of EFL learners in China. Language Leanring, 58, 151-183. Yang, J. S. R. 2003. Motivational orientations and selected learner variables of East Asian language learners in the United States.Foreign Language Annals, 36, 44-56.

Yanguas, I. 2011. The dynamic nature of motivation during the task: can it be captured? Innovation in Language Learning and Teaching, 5, 35-61.

Yashima, T. 2002. Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86, 54-66.

八島智子 2004. 『外国語コミュニケ−ションの情意と動機:研究と教育の視点』大阪:関西大学出版部

Yashima, T., and Zenuk-Nishide, L. 2008. The impact of learning contexts on proficiency, attitudes, and L2 communication: Creating an imagined international community. System, 36, 566-585.

Yashima, T., Zenuk-Nishide, L., and Shimizu, K. 2004. The influence of attitudes and affect on willingness to communicate and L2 communication. Language Learning, 54, 119-152.

Click here to go back to the top of the page.


【Z】

Zhang, L. J. 2010. A dynamic metacognitive systems account of Chinese University Students' knowledge about EFL reading. TESOL Quarterly, 44, 320-353.

Zhang, X. 2013. Foreign language listening anxiety and listening performance: Conceptualizations and causal relationships. System, 41, 164-177.http://dx.doi.org/10.1016/j.system.2013.01.004

Zhang, X., and Cui, G. 2010. Learning beliefs of distance foreign language learners in China: A survey study. System, 38, 30-40.

Zhong, Q. 2013. Understanding Chinese learners’ willingness to communicate in a New Zealand ESL classroom: A multiple case study drawing on the theory of planned behavior.System, 41, 740-751.

Zietek, A. A., and Roehr, K. 2011. Metalinguistic knowledge and cognitive style in Polish classroom learners of English. System, 39, 417-426.

Click here to go back to the top of the page.


(c) Takeuchi, O. 2015-
Last Updated: 07/30/15