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自由記述分析からみたウォーキングフットボール教材がサッカー単元へもたらす学習効果に関する研究
Get PDFtext本研究は、技能/体力差を踏まえたサッカー教材の開発に向け、ウォーキングフットボール（ＷＦ）を活用した単元を実践し、自由記述をテキストマイニング分析することで授業における学びを明らかにすることとした。被験者は大学共通教育科目の体育を受講する大学生 92 名（男性 48 名、女性 44 名）とし、ＷＦゲームを中心とする授業を計５時間行った。自由記述分析には KHcoder を用いて、頻出語の抽出、共起ネットワーク図の作成、その後各授業の分析を行うため時間ごとの特徴的な語の抽出、対応分析を行った。なお、それぞれの分析の中で KWIC コンコーダンスによる使用語の文脈確認を行った。共起ネットワーク図および対応分析の結果から、各時間ともに「パス」という語が特徴的な語として確認された。「ドリブル」ではなく「パス」という特徴からは、そのプレーによってＷＦゲームを楽しむだけでなく、仲間と協働することの楽しさも感じたと考えららえる。また、対象者がこれまでに経験してきたサッカーゲームとの違いを発見したことを示す語も発現させた。以上の結果から、ＷＦを授業教材に取り入れることはサッカー単元で求められる空間を活用した攻防の学習や合意形成を促し、授業を重ねるたびに「パス」戦術や仲間とのコミュニケーションが深まっていく点において、サッカー単元における「パス」戦術学習や単元の導入として活用できると結論された。The purpose of this study is to examine walking football as a soccer material in which many people can participate. The subjects were 92 university students (48 males and 44 females) taking a common university physical education course. The total class time was 5 hours, and the unit was centered on games. This study used text mining to analyze free descriptions, extracting frequently occurring words, creating co-occurrence network diagrams, extracting words characteristic of the class, analyzing correspondence, and checking context. The results of the co-occurrence network diagram and correspondence analysis identified the word “pass” as a characteristic word in all classes. The word “pass” rather than “dribble” can be thought of as a connection between enjoying the WF game and collaborating with others. In addition, words indicating that the learners found differences from soccer games they had experienced in the past also emerged. These results indicate that WF encourages the learning of “attack and defense using space” and “consensus building” required in the soccer unit, and deepens “passing” tact ics and communication with others with each passing session. It was concluded that WF materia ls can be used as teaching materials for introductory lessons and for learning “passing” tactics.departmental bulletin pape
小説における頭韻の定義とパターン分析序論—ジェイムズ・ジョイス作『ユリシーズ』の三つの挿話を対象として
Get PDFtextAlliteration is commonly used in proverbs and idioms as well as in poems. Fionnuala Carson Williams, who has done remarkable research on alliteration in English idioms and proverbs, defined the device as “a language enhancing marker which viewers, listeners and performers find attractive.” Yet, there seems to be only a few systematic analyses about how it is employed in novels, much less about its definition. I have focused on a representative modernist novel Ulysses by James Joyce to analyze alliteration systematically as the author uses alliteration a lot. Helena Halmari, who analyzed successive US presidents’ inauguration speeches, offered seven criteria to define alliteration in prose, and Gustavo A. Rodríguez Martín changed some of them and analyzed the density of alliteration in each episode of Ulysses. I have compared these two preceding analyses and definitions and proposed my own seven criteria and categorized all alliterations in the three episodes of Ulysses, namely, ‘Telemachus,’ ‘Proteus,’ and ‘Calypso’ into six patterns: Single Alliteration, Double Alliteration, Cross Alliteration, Reverse Alliteration, Successive Alliteration, and Complex Alliteration. Then I have calculated the number of each pattern in the three episodes as well as its density and found out that the density of the total of all alliteration patterns is the highest in ‘Proteus’ and the lowest in ‘Calypso.’ As for individual patterns, the same is true with Cross, Successive, and Complex Alliteration. This tendency can be attributed to the fact that a would-be poet Stephen Dedalus is the central psyche of ‘Proteus.’ On the other hand, the density of Reverse Alliteration is the highest in ‘Calypso’ and the lowest in ‘Proteus.’ As for Double Alliteration, its density is higher in ‘Calypso’ than in ‘Proteus.’ In addition, alliteration of /p/, for example, is also the highest in ‘Calypso.’ This may suggest that Bloom, the central psyche of ‘Calypso,’ also has a poetic potential. If so, this latent poeticism could be another trait necessary for a modern Ulysses, a heroic figure to whom Bloom is supposed to be comparable in terms of “mythical method.” Consequently, I would like to suggest that alliteration is not only a language enhancing marker but also a potent factor to produce semantic effects in the novel.departmental bulletin pape
Investigating the Felt Need to Use and Study English in Japan: An Experience Sampling Approach
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