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国語科教材におけるアイデンティティの問題圏 : 藤野可織「アイデンティティ」を読むための視点
No full text本稿は2022年8月11日に広島大学で行われた「第63回 広島大学 国語教育学会」での口頭発表をもとにしている
広島県神石高原町猿ケ馬場第１号古墳の測量と周辺古墳
No full textAbout 40 mounded tombs (kofun) were located in Jinseki-kōgen chō, Hiroshima Prefecture.These tombs had corridor-style stone chambers with both sides of the corridor directly in line with the chamber’s lateral walls (musodegata yokoana sekishitsu) that were built during the Late Kofun period (the second half of 6th century to the middle third of 7th century A.D.). However, no detailed information about them was available to the public at al. The Sarugababa mounded tomb No. 1 is one of the few remaining musodegata corridor-style stone chambers in Jinseki-kōgen chō.
The Department of Archaeology at Hiroshima University conducted a field survey of the Sarugababa mounded tombs No. 1 and No. 2, the surrounding topography, and Sue ware (sueki), that was believed to have been unearthed from the Sarugababa mounded tomb group (kofun gun). Considering the change of musodegata corridor-style stone chambers in the Bingo region (the eastern part of Hiroshima Prefecture), Sarugababa mounded tomb No. 1 was built during the TK209-TK217 phase (end of the 6th century to the first half of the 7th century A.D.). However, most of the Sue ware was found to be unearthed from the mounded tomb group, which is slightly older than mounded tomb No. 1. The other mounded tomb groups are thought to have been built before mounded tomb No. 1. Additionally, a field survey was conducted on the mountain ridges around the Sarugababa mounded tomb group. It became clear, however, that all the tombs targeted in the field survey had vanished or were destroyed. The Nakayama-Yotuzuka mounded tomb group was one of those that disappeared. Nevertheless, objects (horse bits and stirrups) are now in the possession of the Hiroshima Prefectural Museum of History. Like the Takafuta-Tsukatani mounded tomb, horse bits with gourd-shaped iron cheek rings (hisagogata kanjō kagami itatsuki kutsuwa) are distinctive features of mounded tombs in the Kibi region (ancient province consisting of Okayama Prefecture and the eastern part of Hiroshima Prefecture)
成島信遍年譜稿（二十六）
No full textIn my previous paper, I serially recorded Narushima Nobuyuki's career from 1689 to 1748. This paper presents a detailed account of the articles provided to him in 1742 and 1744, as addenda.
Nobuyuki kept up a pleasant friendship with Nittyou, the chief priest of the Minobusan-Kuonji temple. Nobuyuki presented classical Chinese poems on famous scenic in Kuonji temple, and Waka of celebration
オンデマンド授業を補完する取り組み : ライブ講座と学習支援動画を通して
Get PDFThis paper reports the results of monthly online lectures implemented in 2021 to complement a regular on-demand course. The complementary lectures aimed to further students’ understanding of regular-class content and secure interactive learning opportunities between instructors and students. In the lecture, instructors addressed and explained difficult questions from the coursebook and answered students’ questions. Although we started with live online lessons in the first semester and high participation was observed, the number of participants decreased over time. Therefore, in addition to these lectures, we recorded learning-support videos in the second semester and broadcast them on the learning management system at our university, allowing all students to access them anytime from anywhere. Consequently, numerous students watched and made use of them in language learning. These complementary lectures seemed to assist students with their chances of relearning and interacting among themselves. Future research is required to conduct complementary classes by incorporating collaborative learning with a break-out function, targeting students’ proficiency levels and collecting participants’ responses
Expansion of the Hiroshima University English Can-Do List to Support English Learning Outside the Classroom
Get PDF本論文は，広島大学外国語教育研究センターが開発した広島大学英語Can-Do リストについて，有効性を高めるために実施した再調査とその結果を報告する。本リストは，学生による目標設定と自主学習の支援ツールとして広島大学の英語教育に貢献することを目指して開発が開始され，その後もデータ収集を継続していた。前回発表されたリストは単年のデータのみに基づくものであったが，このリストの期待される役割の大きさを考えると，複数年のデータ収集による追加の検討が必要である。そこで，2016年から2019年にかけて新たに収集したデータで再調査を行った。しかし，残念ながら，この再調査ですべての問題点を解消することはできなかったため，今後もリストの修正を継続すべきであると考える。今後，検討すべき点を二つ指摘する。一つは，分析する得点帯の範囲である。今回の調査では，TOEIC® Listening & Reading IP テストのスコア800点以上および295点以下に該当する学生が少なく，分析から除外した。これらの得点帯に該当する学生は少ないと判断し，このまま除外とするのか，それとも，得点帯の拡大を目指すのか，今後さらに検討する必要がある。もう一つは，前回調査と同様にIIBC が開発した既存のリストを用いてCan-Do 分析を行ったことである。次回以降の調査では，リストにCan-Do ステイトメントの追加や削除を施し，精緻化や修正が必要である。We report on a re-survey of the Hiroshima University English Can-Do List, developed by the Institute for Foreign Language Research and Education at Hiroshima University, and the results of the survey conducted to improve the validity of the list. The development of this list was initiated with the aim of contributing to English language education at Hiroshima University as a tool to support students’ goal setting and self-access learning, and data collection has continued since then. The previously published list was based on only one year of data, but given the expected role of this list, additional studies based on multi-year data collection are desirable. Therefore, a re-survey was conducted with newly collected data from 2016 to 2019. Unfortunately, however, this re-survey did not resolve all the remaining challenges, and we believe that the list should continue to be revised in the future. We suggest two issues that should be explored in the future. One is the range of score bands to be analyzed. In this study, a small number of students who scored 800 or above and 295 or below on the TOEIC® Listening & Reading IP Test were excluded from the analysis. Further study is needed to determine whether to exclude students in these score ranges, given the small number of students who fall in these ranges, or to expand the range of scores. The other issue is that, as in the previous survey, a can-do analysis was conducted using an existing list provided by the International Institute for Business Communication (IIBC). In the next and subsequent surveys, the list will need to be refined and modified by adding or deleting can-do statements.This work was supported by the Japan Society for the Promotion of Science (JSPS) Grant-in-Aid for Scientific Research (B), Grant Number JP19H01283
A Pedagogical Framework for the Development of Software for EFL Learners
Get PDF本論文は，日本の高等教育に属する学生の英語語彙習得を支援することを目的としたWeb ベース・プラットフォーム形成の初期段階について報告し，本Web ベース・ソフトウェアの開発に影響した教育学的および実践的な議論について概説するものである。先行研究レビューを通して日本人EFL 学習者が語彙学習において直面しうる課題を明らかにすることにより，本研究は，既存ソフトウェアと高等教育における日本人EFL 学習者のニーズとの間に存在するギャップを埋めるだけでなく，EFL 学習者というより幅広い学習者集団にとっても適用可能なプログラムを開発することを目指し，枠組みを設定している。本ソフトウェアは，学習者の自律的なデータ駆動型学習を支援するように作られており，学習者はソフトウェア上でコーパスや標準化された単語リストの利用を通して自身のニーズに合った単語リストを作成することができる。近年，クラウドコンピューティングが，より安く簡単に利用できるようになってきており，利用者は今後の学習のために単語リストのデータを保存も可能だろう。さらに，クラウドコンピューティングの分析によって，研究者や指導者は学生のソフトウェアの利用状況についてデータを収集することが可能となり，自分たちの実践についてより多くの情報を得ることができるようになる。This article reports on the initial conceptualization of a web-based platform aimed at supporting Japanese tertiary-level students in English vocabulary acquisition. It outlines some of the pedagogical and practical considerations that have influenced the development of this web-based software. By reviewing previous literature and highlighting some of the challenges that Japanese EFL learners may face in learning vocabulary, it sets a framework for the development of a program that can contribute to filling some of the gaps between existing software and the needs of Japanese EFL students in tertiary education, as well as being applicable to a wider population of EFL learners. The software is intended to support autonomous, data-driven learning by allowing learners to develop personalized word lists through the use of corpus tools and standardized word lists. As cloud computing has become cheaper and more easily accessible in recent years, users will be able to save word list data for future study. Furthermore, researchers and instructors will be able to collect data-usage information to better inform their practices.This work was supported by JSPS KAKENHI Grant Number JP20K13155
A Review of McLean’s Evidence for the Adoption of the Flemma as an Appropriate Word Counting Unit
Get PDF本稿は，第二言語（L2）語彙研究の分野における重要なギャップ，すなわち第二言語（L2）学習者が単語の屈折形や派生形を理解する能力を扱ったMcLean（2018）の論文を検証するものである。彼の研究において，McLean は，ワードファミリーを適切なカウント単位として用いるべきとする研究に於ける結論に疑問を投げかけている。日本人EFL 学習者（N=279）を3 つの習熟度グループ（初級，中級，上級）に分け，屈折形と派生形の知識を英日翻訳テストにより測定した。その結果，全レベルの学習者において，12単語について，基本形，屈折形，派生形を理解する能力に差があることがわかった。McLean は，単語の基本形と関連する屈折形であるフレマが，ワードファミリーよりも適切な単語カウント単位であると結論付けている。
本稿では，まず主要な用語と概念について説明し，次にMcLean の論文の概要を述べる。その後，McLean の主張の妥当性を検証し，L2 語彙研究分野での重要性を評価するために，この研究の長所と短所を評価した上で，この論文の批評を行う。最後に，L2教室における形態論の扱いを含む，この研究の教育的示唆について考察する。This review article examines a paper by McLean (2018) in which he addresses an important gap in the field of second language (L2) vocabulary research: the ability of L2 learners to understand the inflected and derived forms of words. In his study, McLean questions the inferences made in research that uses the word family as an appropriate unit of counting. Japanese EFL learners (N=279) were divided into three proficiency groups (beginner, intermediate, and advanced), and their knowledge of inflectional and derivational forms was measured using an English to Japanese translation test. It was found that learners at all levels differed in their ability to understand the base form, inflected forms, and derived forms of 12 words. McLean concludes that the flemma, a word’s base form and associated inflectional forms, is therefore a more appropriate word counting unit than the word family.
Our review begins with an explanation of the key terms and concepts in this field of research, followed by an overview of McLean’s paper. A critique of the paper follows in which we examine the validity of McLean’s argument, and evaluate the strengths and weaknesses of the study with a view to assessing its importance in the L2 vocabulary research field. We close with a consideration of the pedagogical implications of the study, including the treatment of morphology in the L2 classroom
幼稚園における「森にいる空想上の存在」が幼児に果たす役割
No full textThe purpose of this study was to show how the role played by an imaginary being from the forest (named “Gory”) was described in kindergartens with forest themes. We examined how five-year-old kindergarteners responded after meeting Gory, as impersonated by an adult. We noted that Gory, an imaginary being from the forest, assumed the following four roles for children: a) By seeing Gory in real life, he became a close companion to the children. allowing their own thoughts to be projected in various ways and for children to freely create narratives about him. Through his presence, Gory encouraged children not only to explore reality, but also to be imaginative while thinking about him. b) Gory represented the intersection between reality and the imaginary world surrounding children, encouraging them to think logically. c) The image children formed from meeting Gory and the feeling of “our Gory” generated from these encounters made Gory a symbol of something for kindergarteners and could help young children to recall symbolic and concrete common images. d) By creating an image of Gory as a presence that gives a sense of security, the anxiety that young children felt toward the natural environment, such as forests, was reduced and a sense of security was instilled in them