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The Effects on the Attitudes of Female University Students to Sports for the Disabled: In Relation to their Fields of Specialty and Sports Experience
No full textThe effects of reflection of success and failure experience on the confidence and effort
No full text経験から学ぶためには, ただ経験するだけではなく, その経験を振り返ることで行動と結果の結びつきの仮説を導きだし, その後の行動や経験の指針とすることが必要である｡本研究では, 自己と他者における成功経験と失敗経験の振り返りを対象とし, それらの経験の振り返りが課題に対する自信と努力量に及ぼす影響を検討した｡大学生121名を対象とした質問紙調査の結果, (1)自分自身の失敗経験と他者の成功経験に対する振り返りが, 他の振り返りよりも多くなされており,(2)課題に対する自信は, 自己の成功経験の振り返りと自尊心から正の影響を受け, 課題に対する努力量は, 自己の成功経験の振り返りから正の影響をうけていた｡これらの結果は, 高関心課題と低関心課題の両条件に認められたことから, 成功経験の意識的な振り返りを行うことによって経験からの学習効果が高まる可能性が示唆された
第二言語学習タスクにおける言語の補助的主体的役割
No full textMaking use of an ecological perspective, activity theory and systemic functional linguistics, this study presents a theoretical framework for designing second language classroom tasks. An ecological perspective implies that language use emerges as learners take action to mediate cognition, making use of a rich 'semiotic budget' ( van Lier, 2000) present within the environment. This suggests that the quality of an environment, learners' perception of that environment, and their utilization of the environment for taking action are of vital importance. Activity theory theorizes the relationship between human action and language use. Activities are realized by multiple actions, which are specific to contexts. In order to achieve goals human action is taken mediated either by material tools or symbolic tools. Language use is a meditational tool to achieve human action. Systemic functional linguistics is adopted to explain the role of language. A key factor is the degree of context dependency in language use. Hasan (1985) makes a distinction between language being either ancillary or constitutive in different events. Tasks eliciting ancillary language use make low language demands that restrict learners to an unchallenging learning opportunity lacking in affordances for learners to invest themselves beyond the physical action required. In contrast, tasks requiring learners to engage in context-independent language use make a higher demand on lexico-grammatical use. The author argues that successful learning emerges from task design incorporation an appropriate level of challenge in meaningful tasks that enable learners to transform their particiaton
The transition of the school stage in the adolescence and friend relations with the new friend : Examination of an ideal and the reality for the new friend and the gap
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Is It a "Win-Win" Solution or "Blackmailing"? : Notes on Recent Trends in Turkish Repatriation Claims for the Objects Taken Abroad through Illicit Antiquities Trade
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