TAKUSHOKU-University 拓殖大学 機関リポジトリ
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“Yasasii nihongo” among “Gendai no kokugo” ―Teaching Writting in Comupulsory Subjects―
Get PDF平成三十年に改訂された学習指導要領において、高等学校国語科の新しい共通必履修科目として「現代の国語」が誕生した。今回の改訂では、「論理国語」と「文学国語」をめぐる盛んな議論の影に隠れて、共通必履修科目である「現代の国語」という新設科目についての検討は、私見だがあまり活発に行われてはいない感がある。そこで本稿では、「現代の国語」の授業において、「やさしい日本語」に書き換える、という実践を提案してみたい。「やさしい日本語」に書き換えるという学習活動は、「実社会に必要な国語の知識や技能を身に付けるようにする」という「現代の国語」の「目標」に正対した言語活動であると考えるからである。これからの「実社会」で生きて働いていく若者にとって、この「知識や技能」を身につけていることは大きなアドバンテージとなると考える。departmental bulletin pape
Practice Using Comment Sheets to Link to Report Writing : How did the availability of evaluations and feedback affect the students’ learning?
Get PDF大学生にとって重要なレポート・ライティングの課題として，問題設定への支援の少なさと，継続的に書く機会の少なさが挙げられている。本研究ではその対策として，コメントシート（CS）を活用した実践を試み，その効果を検証した。その結果，CSへの評価を示し，評価の高いCSの例をクラスで共有することでCSの質が上がり，授業の後半でCSの質が高ければ，レポート評価も高い傾向が見られた。また，学生に対するアンケート調査およびインタビュー調査の結果から，CSを継続的に書くことがレポートの問題設定に役立っており，CSには，効率的なノートとしての役割と，主体的な学びを促進する役割があることがわかった。そして，CS を書くための積極的な学びの積み重ねが，レポートの質の向上に役立つことが示唆された。departmental bulletin pape
Research on a hugging type biosignal measurement system with neural network configuration
Get PDF拓殖大学博士(工学)2022doctoral thesi
Longitudinal Growth in Vocabulary Size, Vocabulary Learning Strategy Use, Motivation, and Self-efficacy in Japanese EFL Learners
Get PDF拓殖大学博士(言語教育学)2022This study investigates growth in vocabulary size and potential causal factors in a three-year high school EFL course in Japan. The study is presented in two phases: (1) the validation and equating of three vocabulary size tests using Rasch analysis, and (2) a longitudinal analysis of growth in vocabulary size and its relationship to four individual differences: use of vocabulary learning strategies, motivation, self-efficacy, and time on task. The participants were 189 Japanese high school EFL learners majoring in science and engineering, ranging in age from 16 to 18. Measurements of vocabulary size and the three individual differences were taken in April of their first, second, and third year and again in December of their third year, at a National Institute of Technology (NIT) in Japan.
The first phase of the research involved a Rasch analysis and linking of vocabulary size measures. Although the three forms of the Vocabulary Size Test (VST) created by Aizawa and Mochizuki (2010) were designed to be of equal difficulty, formal equating of the three forms had not been carried out. In order to verify whether gains in test scores were due to growth in vocabulary size or differences in difficulty among the three forms, a fourth form (VST 4) comprised of items selected from VST 1–3 was developed and administered in December of Year 3. The four test forms were then equated using Rasch analysis, placing persons and items on a single, uniform logit scale. The study systematically describes a method for equating test forms that lack common items, as well as a Rasch-based method for estimating total vocabulary size based on test scores. The first phase provides additional insight into the relationship between word frequency and word difficulty, and concludes that participants, on average, increased their vocabulary size by about 1,000 lemma during their three-year course of study.
The second phase of the research examined relationships among vocabulary size, use of vocabulary learning strategies, motivation, self-efficacy, and time on task. Longitudinal descriptive plots indicated that both strategy use and motivation decreased somewhat at the beginning of the second year (Time 2) and then fluctuated slightly during the remainder of the study. Cluster analysis of a vocabulary learning strategies questionnaire administered at the end of Year 3 (Time 4) identified three learner profiles, which were labeled High, Medium, and Low frequency strategy users. The High group were particularly frequent in their use of higher-order strategies such as metacognitive, grouping, and contextualizing strategies. Qualitative analysis of an open-ended questionnaire added additional insight into how the three groups used vocabulary learning strategies. A two-way repeated measures ANOVA demonstrated that the strategy use profiles were significantly related to vocabulary size at all four time points, as well as the rate of gain in vocabulary size over three years.
A second cluster analysis based on longitudinal measures of vocabulary learning strategy use identified four clusters. Cluster 1 used strategies frequently and consistently throughout the three years. Cluster 2 used strategies consistently but somewhat less frequently than the first group. Cluster 3, however, showed a substantial decline in strategy use at Time 2 and then slowly recovered to match Cluster 2 at Time 4. Finally, Cluster 4 began as low frequency users of strategies and continued to decrease their use even further during the course of the study. A second two-way repeated measures ANOVA confirmed a significant relationship between longitudinal strategy use patterns and vocabulary size at each time point, as well as the rate of growth in vocabulary size.
In a final analysis, structural equation modeling (SEM) was employed to investigate relationships among estimated vocabulary size and the individual difference measures at Time 4. Two models were specified and tested. A simple model demonstrated that vocabulary learning strategy use directly and positively influenced vocabulary size, while motivation had a positive influence on frequency of strategy use but did not directly influence vocabulary size. A second model added self-efficacy and time on task in a reciprocal path. Success at learning vocabulary positively influenced self-efficacy, which in turn increased motivation, which positively influenced both strategy use and time on task. Strategy use then directly influenced vocabulary size, creating a virtuous circle. The final model showed good fit to the data (CMIN/DF = 2.080, CFI = .931, PCFI = .692, RMSEA = .076).
Training in the implementation of certain higher order vocabulary learning strategies, such as grouping by semantic theme or type of affix employed, was included as a regular part of classroom instruction by the researcher and other teachers at the research site during the course of the study. Although the study was not designed to directly investigate the efficacy of strategy training, a steady increase in the use of these strategies was noted in the results. Consequently, the study has included a detailed description of materials and methods employed for strategy training at the research site.thesi
Die Absicht der Löschung oder Beschädigung von Informationen und Zueignungsabsicht
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Motivation in English language learning : Comparison between High school students and University students
Get PDF必修英語を受講している大学生は，高校受験を終え，テスト疲れや苦手意識などの理由から英語学習へのモティヴェーションが低いと言われている。対照的に高校生は，入学試験に英語が必要なことが多い理由から英語学習へのモティヴェーションは高いとされている。しかし高等教育が進んでいる日本では，高校卒業後，大学で学ぶという選択をする割合が増えている。社会で活躍をするには英語の必要性を感じ大学生の英語学習へのモティヴェーションを維持し続けても良いのではないか。その疑問から高校生と大学生の英語学習に対するモティヴェーション調査を行うことにした。そこでわかったことは，大学生も英語はできるようになりたいと考えていた。モティヴェーションは低いとは言い切れない結果となった。departmental bulletin pape
What should be covered in the course “Kokusai-Nihongo-ron （Discussions over “Japanese Language” in a global context）”?
Get PDF本稿は， 本学外国語学部国際日本語学科の必修科目「国際日本語論」の目的について考察を深め，扱う内容について検討し，一定の枠組みを作り上げた過程を記録したものである。どのような問題意識を背景に，どういった項目を扱うのかの検討に焦点を当てているため，授業の実践報告としての要素は薄いが，2022年度の授業実践によって見えてきた課題についても整理した。
具体的にはまず，「国際日本語論」を，「日本語が日本という国で日本人が用いている言語であるという意識をある程度相対化し，そこから見えてくる日本語の多様な姿に目を向け，日本社会や世界における日本語の役割について，自ら主張できる土台を作るための議論」と解釈した。そして，言語と社会の関係についての一般知識を横軸に，近代以降の日本語に関する議論や政策についての理解を縦軸に，学生が日本語の将来像を描いていけるような授業設計を試みた。結果として，扱うトピックが多岐にわたっているため，広い視野から問題を捉えることと，それぞれの論点を深く理解することの両立が課題として残った。扱う範囲をどう取捨選択するかについては，情報収集と試行錯誤を続けるしかないが，あわせて他の科目との連携が欠かせないことを指摘した。departmental bulletin pape
Corruption and Anti-corruption from the perspective of Development andSecurity of Border Remote Islands ーCase Study on Bribery Case by the Ex-Mayor of Miyakojimaー
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A Verification of the Biography of Suzuhiko Tsukagoshi, from His Birth in Ohta to His Arrival in San Francisco ―Focusing on His Study of Chemistry, Medicine and English
Get PDF1870年6月に横浜から出航し，サンフランシスコに向かった船に，8人の日本人が乗っていた。そのうちの1人の塚越酸素彦は，伝記が存在し，現在の群馬県太田市出身の平民で，小浜藩に英学教師として雇われていたことが分かった。
本稿では，塚越の伝記の記述内容を，出生から江戸，横浜，江戸（牛込矢来），小浜のそれぞれの時代に分けて，関連史料を使い事実確認を行った。その結果，蘭学から英学への移行の様子，米国人宣教師等に英語を学ぶために全国から横浜に集まってきていた英学生コミュニティの存在等，幕末維新期の英語を巡る興味深い史実が明らかになった。departmental bulletin pape
Examination of autonomous behavior of biped robot by learning camera images considering time series
Get PDFCurrently, COVID-19 is prevalent worldwide, and people spend more time at home avoiding contact with others. In such an environment, it is expected that avatars with physicality will act in the real world. This makes it possible to promote social life and economic activities through each person’s avatar, even if people do not engage in face-to-face activities. In such a world, it is desirable for humans to remotely control robots, and for robots to learn from those logs and operate autonomously.
Therefore, in this paper, as a basic study on this, we examined a method in which the robot continues its autonomous behavior without colliding with the environment.departmental bulletin pape