Kansai University: KUIS-MAPS / 関西国際大学機関リポジトリ
Not a member yet
1094 research outputs found
Sort by
The Relationship Between Adherence and Withdrawal from Adolescence to Adulthood
Get PDFP(論文)本研究では,パーソナリティの発達に関して,同一性形成をめぐって生じる執着的態度と退却的態度という対極的な態度のあり方に着目した。青年期と成人期を対象とした調査により,それらの態度のあり方を比較検討し,青年期と成人期の心性の一側面を捉えることを試みた。また,執着的態度と退却的態度の意味を明らかにするため,両者と自己イメージとの関連について分析を行ない,その結果青年期と成人期とでは退却的態度の意味が異なるということがいくつかの点で示唆された。これらの結果は,青年期から成人期にかけてのパーソナリティの発達の一側面を明らかにする際,執着的態度と退却的態度という視点を取り入れることの有効性を示唆するものであった。This study explored the attitude of adherence and that of withdrawal, which appeared in the process of identity formation. Scales on adherence and withdrawal, and self-differential scale were administered to 199 subjects, 96 of whom were adolescent and 103 of whom were adult. The results were as follows : (a) In adolescents negative correlation between adherence and withdrawal was remarkable while in adults correlation between them was non significant. (b) Adolescents were higher than adults in the apathy factor score of withdrawal scale. (c) Adherence correlated to unpleasant mood and rigidity, on the other hand, withdrawal correlated to unpleasant mood, smallness and unstableness. (d) Because there were interactions between withdrawal and rigidity, and between withdrawal and potency, it was cleared that the meaning of withdrawal in adolescence was different from that in adulthood. These results explained an important aspect of personality development from the viewpoint of adherence and withdrawal.departmental bulletin pape
Comparison of Japan and Germany concerning the Realization of an Environmental Conscious Society that causes Low Environmental Loads
Get PDFdepartmental bulletin pape
Teaching Materials in English Pronunciation
Get PDFP(論文)本稿では,英語の発音指導における教材の果たす役割について検討する為に,7種類の教材を母音・子音,音声変化,リズムと強勢,イントネーションの各項目について分析した。結果として,従来型の教材では退屈な練習の割にはコミュニケーションへの転移があまり期待できないが,語からではなく文から,言い換えると単音の練習からではなくリズムから英語の発音練習を行う,いわゆるtop-downの方向性を持つ教材が望ましいと言える。また,同時に教材を扱う教師の役割が重要であることは,これまでの拙論で繰り返し主張してきたことでもある。This paper is intended as an investigation of teaching materials in English pronunciation. First, seven typical textbooks are analyzed from a phonetic point of view; vowels and consonants, sound changes such as linking, elision, etc., stress and rhythm, and intonation. Then eight problems are introduced for discussion. These problems relate to the teaching of pronunciation to Japanese learners of English. In general, teaching pronunciation is regarded as a boring exercise. The reasons are that the materials are artificial and there are few possibilities to transfer results. We need new types of materials which are not only interesting and authentic, but also made for Japanese students to cover their weak points. Moreover, the ordering of teaching pronunciation should be from sentence to words, i.e. from rhythm and sound changes to consonants and vowels. It is, of course, necessary to consider the importance of English teachers' ability to instruct pronunciation effectively.departmental bulletin pape
A Study of Loneliness (III) : On causes, feelings, and coping behaviors
Get PDFP(論文)Peplau, & Perlman (1982)は、孤独感を研究する際に、孤独感の先行条件、孤独感経験の諸特性、および孤独感に対処する方法の三者を区別することが有益であることを見出した。本研究では、この考え方に準拠し、(a)孤独に対する原因帰属、感情反応、対処行動、および孤独感との相互関係、ならびに(b)対処行動の因子構造について吟味された。調査は、大学生を対象に3種類の質問紙と2種類の尺度を用いて実施された。それらの質問紙および尺度は、孤独の原因、感情反応、および対処行動に関する質問紙と、改訂版UCLA孤独感尺度、ならびに異なった関係における孤独感尺度であった。結果は、以下の通りである。1)孤独に対する原因帰属と感情反応は高度に構造化され、Weiss (1973)の提案する情緒的孤立と社会的孤立の区別に充分適合することが示された。2)対処行動の主成分分析により、男子では6因子、女子では7因子が抽出された。そして、男女間の因子の重要性の順位、およびその内容に差異のあることが示された。Peplau, & Perlman (1982) found it useful to distinguish among antecedents of loneliness, characteristic of the experience of being lonely, and ways in which people cope with loneliness. Utilizing the distinction, this study examined (a) the relationships among causal attributions for loneliness, feelings associated with loneliness, coping behaviors with loneliness and loneliness, and (b) the factor structure of coping behaviors with loneliness. Three kinds of questionnaires and two kinds of scales were administered to undergraduate students (N=402). They were questionnaires with regard to causes, feelings, and coping behaviors, Revised UCLA Loneliness Scale and Differential Loneliness Scale (DLS). The results are as follows. 1) Causal attributions for loneliness and feelings associated with loneliness were highly structured, and these structures fit well with Weiss's (1973) distinction between emotional and social isolation. 2) The factor analysis of coping behaviors with loneliness produced six factors in males and seven factors in females. It was found that there are differencies between the two sexes in the order of the produced factors and items highly loaded with each factor.departmental bulletin pape