International Christian University Repository / 国際基督教大学リポジトリ
Not a member yet
5325 research outputs found
Sort by
Language Units and Communicative Competence
Full text link1950年代以降，言語能力はより小さな単位をより大きな構造に正しく組み合わせるために必要な理想化された知識として伝統的に理解されてきた（§ 1）。したがって，言語能力モデルは言語単位を定義しなければならないが，会話音声に適用する場合は特に厄介となる（§ 2）。発話単位は普遍的な根拠に基
づいて動機づけられるが，発話単位化のいくつかの側面は言語固有であり，言語能力と密接に関係する（ § 3）。本論文では，伝統的な能力の概念に黙示的または明示的な挑戦を投げかける初期の文献を紹介し，特にパフォーマンスに帰属する要素（発話速度など § 4），文より大きな構造に関連する言語知識（段落など § 5），文法的な正しさを超えた他の要素（適切さなど § 6）を取り入れ，言語産出の評価を行う。本論文では，過去50年間，言語教育の研究や言語評価の実践において大きな役割を果たした言語能力に対するコミュニカティブ・アプローチの台頭の背景を説明する（ § 7）。Since the 1950s, linguistic competence has been traditionally understood as the idealized knowledge that is required to combine smaller units (e.g. words, phrases) into greater structures (e.g. clauses, sentences) in a correct way (§1). Models of competence therefore need to deal with the problem of the efinition of linguistic units, which is especially thorny when applied to conversational speech (§2). While the emergence of speech units can be motivated on universal grounds, some aspects of speech unitization are languagespecific,
and thus tightly linked to linguistic competence (§3). In this study, I provide a documented account of the early literature (1900~1975) which poses implicit or explicit challenges to the traditional notion of competence, and notably by incorporating factors usually ascribed to performance (e.g. speech rate, §4),
linguistic knowledge relative to structures larger than sentences (e.g. paragraphs, §5), and other dimensions for the evaluation of language production beyond grammatical correctness (e.g. appropriateness, §6). This brief account offers some context for the rise of communicative approaches to linguistic competence, which in the last 50 years played a major role in research on language education and in language assessment practices (§7).departmental bulletin pape
Myside Bias and the Impact of Decontextualizing Instructions on Debiasing
Full text linkAn important objective of critical thinking instruction is to help learners make more informed and rational choices when facing problems and analyzing information. However, a slew of obstacles can interfere in attaining this goal; one of these is myside bias where learners have difficulties decoupling prior beliefs and evaluating evidence effectively. This study examined the degree of myside bias in informal reasoning tasks and the effect of decontextualizing instructions on bias mitigation. Three informal reasoning tasks (an argument generation task, a thought experiment, and an experiment evaluation task) were used to investigate myside bias. A thought experiment was employed to observe the extent and degree of myside bias in the participants. Moreover, an argument generation task and an experiment evaluation task were utilized to explore the impact of decontextualized instructions when assessing research and formulating arguments to reduce myside bias. The results indicate that myside exists and had a significant effect in the experiment evaluation task and, to some extent, in the argument generation task. The debiasing effect of decontextualizing instructions found in this study was particularly large and adds to the existing literature that stresses the importance of implementing more debiasing strategies in critical thinking instruction.departmental bulletin pape
