筆記ランゲージング研究の動向と展望 日本の英語授業における活用の可能性と課題
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| Published in | 関東甲信越英語教育学会誌 Vol. 37; pp. 183 - 196 |
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| Main Author | |
| Format | Journal Article |
| Language | Japanese |
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関東甲信越英語教育学会
2023
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| Subjects | |
| Online Access | Get full text |
| ISSN | 2185-8993 2432-7409 |
| DOI | 10.20806/katejournal.37.0_183 |
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| Author | 髙木, 哲也 |
|---|---|
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| Copyright | 2023 関東甲信越英語教育学会 |
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| References | Ishikawa, M. (2015). Metanotes (written languaging) in a translation task: Do L2 proficiency and task outcome matter? Innovation in Language Learning and Teaching, 9(2), 115–129. doi.org/10.1080/17501229.2013.857342 和泉伸一. (2009). 『「フォーカス・オン・フォーム」を取り入れた新しい英語教育』東京: 大修館書店 Moradian, M. R., Ramezanzadeh, A., & Rostamian, N. (2021). A contribution of teacher vs. student languaging in response to direct corrective feedback to Iranian EFL learners’ writing accuracy. Teaching English Language, 15(1), 251–280. https://doi.org/10.22132/TEL.2021.134980 杉田由仁. (2014). 「第5 章ライティング 4 ライティングの評価」全国英語教育学会(編).『英語教育学の 今：理論と実践の統合』(pp. 134–139) 東京: 全国英語教育学会. 髙木哲也. (2022b). 「ライティング指導の一環で筆記ランゲージングを試みる―筆記ランゲージング・エ ピソードの分析に関する一考察―」『英語授業研究学会紀要』31, 98–109. Simard, D. & Zuniga, M. (2020). Exploring the mediating role of emotions expressed in L2 written languaging in ESL learner text revisons. In Suzuki, W, Storch, N (Eds.), Languaging in Language Learning and Teaching: A Collection of Empirical Studies (Language Learning & Language Teaching) (pp. 287–307). London: Continuum. 英語教育編集部. (2022). 『英語教育2022 年12 月号』東京: 大修館書店. Abd Rahim, S., Othman, I. W., Bakar, A. L. A., & Tobi, B. (2022). Languaging and written corrective feedback in L2 writing. International Journal of Education, Psychology and Counseling, 7(47), 701–713. https://10.35631/IJEPC.747052 Manchón, R. M., Nicolás-Conesa, F., Cerezo, L., & Criado, R. (2020). L2 writers’ processing of written corrective feedback. In Suzuki, W, Storch, N (Eds.), Languaging in Language Learning and Teaching: A Collection of Empirical Studies (Language Learning & Language Teaching) (pp. 241–265). London: Continuum. Williams, J. (2012). The potential role (s) of writing in second language development. Journal of second language writing, 21(4), 321-331. https://doi.org/10.1016/j.jslw.2012.09.007 布川裕行. (2021). 「書記訂正フィードバックにおけるランゲージングの効果―誤り訂正の種類、文法項目 の違いを中心に―」東北大学国際文化研究科博士論文. 森千鶴. (2014). 「第5 章ライティング 5 実践的研究事例」全国英語教育学会(編)『英語教育学の今：理 論と実践の統合』(pp. 140–143) 東京: 全国英語教育学会. Yilmaz, M. (2016). Improving Turkish EFL learners writing accuracy: Effects of written languaging and languaging type. Procedia – Social and Behavioral Sciences, 232, 413–420. https://doi.org/10.1016/j.sbspro.2016.10.057 Hoomanfard, M. H. & Rahimi, M. (2021). Effect of computer-mediated vs. face-to-face peer feedback on L2 introverted vs. extroverted learners’ writing ability and language-related episodes. Journal of Language Horizons, 5(2), 51–73. https://doi.org/10.22051/lghor.2020.32628.1353 Ishikawa, M. (2018). Written languaging, learners’ proficiency levels and L2 grammar learning. System, 74, 50–61. https://doi.org/10.1016/j.system.2018.02.017 Niu, R. & Li, L. (2017). A review of studies on languaging and second language learning (2006-2017). Theory and Practice in Language Studies, Vol. 7, No. 12, 1222–1228. http://dx.doi.org/10.17507/tpls.0712.08 広瀬恵子. (2014). 「第5 章ライティング 3 ライティングのフィードバック」全国英語教育学会(編).『英 語教育学の今：理論と実践の統合』(pp. 132–135) 東京：全国英語教育学会. Suzuki, W. (2017). The effect of quality of written languaging on second language learning. Writing & Pedagogy, 8(3), 461–482. https://doi.org/10.1558/wap.27291 Fukuta, J, Tamura, Y, & Kawaguchi,Y. (2019). Written languaging with indirect feedback in writing revision: Is feedback always effective? Language Awareness, 28:1, 1–14. doi.org/10.1080/09658416.2019.1567742 Nicolás–Conesa, F., Manchon, R. M., & Cerezo, L. (2019). The effect of unfocused direct and indirect written corrective feedback on rewritten texts and new texts: Looking into feedback for accuracy and feedback for acquisition. The Modern Language Journal, 103(4), 848–873. https://doi.org/10.1111/modl.12592 生田裕二. (2019).「『A のB』をどう表現するか―日本語の『A のB』構造が日本人英語学習者の前置詞選 択に与える影響」言語学習と教育言語学 2016 年度版, pp. 1–9, 日本英語教育学会・日本教育言語学 会合同編集委員会編集, 早稲田大学情報教育研究所発行, 2017 年 3 月 31 日. 石川正子・鈴木渉. (2022). 「筆記ランゲージングを取り入れた教室実践の試み」『城西大学語学教育センター研究年報』14, 1–11. https://doi/10.20566/18801919_14_1 Ishikawa, M. & Révész, A. (2020). L2 learning and the frequency and quality of written languaging. In Suzuki, W, Storch, N (Eds.), Languaging in Language Learning and Teaching: A Collection of Empirical Studies (Language Learning & Language Teaching) (pp. 219–240). London: Continuum. 布川裕行. (2018). 「ランゲージングのＬ２文法習得に対する効果―書記フィードバックにおける促進的役 割―」『東北大学高度教養教育・学生支援機構紀要』4, 339–353. 文部科学省. (2018). 「高等学校学習指導要領」平成30 年3 月告示. https://www.mext.go.jp/content/1407073_09_1_2.pdf (2023.1.26 最終閲覧) Swain, M., Lapkin, S., Knouzi, I., Suzuki, W., & Brooks, L. (2009). Languaging: University students learn the grammatical concept of voice in French. The Modern Language Journal, 93(1), 5–29. https://doi.org/10.1111/j.1540-4781.2009.00825.x Abd Rahim, S. & Jaganathan, P. (2022). Languaging, corrective feedback, and writing accuracy among low proficiency L2 learners. REiLA: Journal of Research and Innovation in Language, 4(1), 1–14. https://doi.org/10.31849/reila.v4i1.7420 国立教育政策研究所. (2021). 「『指導と評価の一体化』のための学習評価に関する参考資料 高等学校 外国語」https://www.nier.go.jp/kaihatsu/shidousiryou. html (2023.1.26 最終閲覧) Moradian, M. R., Miri, M., & Hossein-Nasab, M. (2017). Contribution of written languaging to enhancing the efficiency of written corrective feedback. International Journal of Applied Linguistics, 27(2), 406–426. https://doi.org/10.1111/ijal.12138 Suzuki, W. (2012). Writing languaging, direct correction, and second language writing revision. Language Learning, 62, 1110–1133. https://doi.org/10.1111/j.1467-9922.2012.00720.x 白井恭弘. (2012). 『英語教師のための第二言語習得論入門』東京: 大修館書店. Falhasiri, M. (2021). Written languaging and engagement with written corrective feedback: The results of reflective teaching. TESL Canada Journal, 38(1), 67–80. https://doi.org/10.18806/tesl.v38i1.1348%20 Kazemi, P., Pourdana, N., Khalili, G. F., & Nour, P. (2022). Microgenetic analysis of written languaging attributes on form-focused and content-focused e-collaborative writing tasks in Google Docs. Education and Information Technologies, 1–24. https://doi.org/10.1007/s10639-022-11039-y Moradian, M. R. & Hossein-Nasab, M. (2019). Revisiting the role of indirect written corrective feedback in the light of written languaging. Teaching English Language, 13(2), 79–94. doi.org/10.22132/TEL.2019.92803 Suzuki, W. (2019). The effects of written languaging on new essay writing: a qualitative analysis. Bulletin of Miyagi University of Education, 53, 239–246. Retrieved from http://id.nii.ac.jp/1138/00000779 Suzuki, W. & Itagaki, N. (2009). Languaging in grammar exercises by Japanese EFL learners of different proficiency. System, 37, 217–225. https://doi.org/10.1016/j.system.2008.10.001 Suzuki, W. (2009). Improving Japanese university students’ second language writing accuracy: Effects of languaging. Annual Review of English Language Education in Japan, 20, 81–90. 10.20581/arele.20.0_81 Niu, R. & You, X. (2020). Effects of indirect corrective feedback with and without written languaging on L2 written accuracy: A multitask intervention study. Asia-Pacific Edu Res 29, 343–351 https://doi.org/10.1007/s40299-019-00488-8 Suzuki, W. & Storch, N. (2020). Languaging in Language Learning and Teaching: A Collection of Empirical Studies (Language Learning & Language Teaching). Amsterdam: John Benjamins. Swain, M. (2006). Languaging, agency and collaboration in advanced second languaging proficiency. In H. Byrnes (Ed.), Advanced Languaging Learning: The contribution of Halliday and Vygotsky (pp. 95–108). London: Continuum. Keshanchi, E., Pourdana, N., & Famil Khalili, G. (2022). Differential impacts of pair and self-dynamics on written languaging attributes and translation task performance in EFL context. English Teaching & Learning, 1–22. https://doi.org/10.1007/s42321-022-00113-w Ishikawa, M. & Suzuki, W. (2016). The effect of written languaging on learning the hypothetical conditional in English. System, 58, 97–111. https://doi.org/10.1016/j.system.2016.02.008 鈴木渉・佐久間康之・寺澤孝文 (編). (2021). 『外国語学習での暗示的・明示的知識の役割とは何か』東 京:大修館書店. Polio, C. (2012). The relevance of second language acquisition theory to the written error correction debate. Journal of second language writing, 21(4), 375–389. https://doi.org/10.1016/j.jslw.2012.09.004 髙木哲也. (2022a). 「高校英語授業における間接書記訂正フィードバックに対する筆記ランゲージングの 効果」『関東甲信越英語教育学会誌』36, 141–154. Moradian, M. R., Miri, M., & Hossein-Nasab. (2020). Effects of written languaging in response to direct and indirect corrective feedback on developing writing accuracy. In Suzuki, W, Storch, N (Eds.), Languaging in Language Learning and Teaching: A Collection of Empirical Studies (Language Learning & Language Teaching) (pp. 267–286). London: Continuum. Nicolás–Conesa, F., de Larios, J. R., & Monteverde, M. Á. (2017). The language learning potential of writing through EFL students’ processing of feedback. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, (2), 187–200. https://doi.org/10.30827/Digibug.54146 |
| References_xml | – reference: Suzuki, W. (2012). Writing languaging, direct correction, and second language writing revision. Language Learning, 62, 1110–1133. https://doi.org/10.1111/j.1467-9922.2012.00720.x – reference: 英語教育編集部. (2022). 『英語教育2022 年12 月号』東京: 大修館書店. – reference: Nicolás–Conesa, F., de Larios, J. R., & Monteverde, M. Á. (2017). The language learning potential of writing through EFL students’ processing of feedback. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, (2), 187–200. https://doi.org/10.30827/Digibug.54146 – reference: Swain, M., Lapkin, S., Knouzi, I., Suzuki, W., & Brooks, L. (2009). Languaging: University students learn the grammatical concept of voice in French. The Modern Language Journal, 93(1), 5–29. https://doi.org/10.1111/j.1540-4781.2009.00825.x – reference: Yilmaz, M. (2016). Improving Turkish EFL learners writing accuracy: Effects of written languaging and languaging type. Procedia – Social and Behavioral Sciences, 232, 413–420. https://doi.org/10.1016/j.sbspro.2016.10.057 – reference: Simard, D. & Zuniga, M. (2020). Exploring the mediating role of emotions expressed in L2 written languaging in ESL learner text revisons. In Suzuki, W, Storch, N (Eds.), Languaging in Language Learning and Teaching: A Collection of Empirical Studies (Language Learning & Language Teaching) (pp. 287–307). London: Continuum. – reference: 鈴木渉・佐久間康之・寺澤孝文 (編). (2021). 『外国語学習での暗示的・明示的知識の役割とは何か』東 京:大修館書店. – reference: Suzuki, W. (2019). The effects of written languaging on new essay writing: a qualitative analysis. Bulletin of Miyagi University of Education, 53, 239–246. Retrieved from http://id.nii.ac.jp/1138/00000779/ – reference: Kazemi, P., Pourdana, N., Khalili, G. F., & Nour, P. (2022). Microgenetic analysis of written languaging attributes on form-focused and content-focused e-collaborative writing tasks in Google Docs. Education and Information Technologies, 1–24. https://doi.org/10.1007/s10639-022-11039-y – reference: Moradian, M. R., Miri, M., & Hossein-Nasab, M. (2017). Contribution of written languaging to enhancing the efficiency of written corrective feedback. International Journal of Applied Linguistics, 27(2), 406–426. https://doi.org/10.1111/ijal.12138 – reference: 国立教育政策研究所. (2021). 「『指導と評価の一体化』のための学習評価に関する参考資料 高等学校 外国語」https://www.nier.go.jp/kaihatsu/shidousiryou. html (2023.1.26 最終閲覧) – reference: Ishikawa, M. (2015). Metanotes (written languaging) in a translation task: Do L2 proficiency and task outcome matter? Innovation in Language Learning and Teaching, 9(2), 115–129. doi.org/10.1080/17501229.2013.857342 – reference: 布川裕行. (2021). 「書記訂正フィードバックにおけるランゲージングの効果―誤り訂正の種類、文法項目 の違いを中心に―」東北大学国際文化研究科博士論文. – reference: Keshanchi, E., Pourdana, N., & Famil Khalili, G. (2022). Differential impacts of pair and self-dynamics on written languaging attributes and translation task performance in EFL context. English Teaching & Learning, 1–22. https://doi.org/10.1007/s42321-022-00113-w – reference: 文部科学省. (2018). 「高等学校学習指導要領」平成30 年3 月告示. https://www.mext.go.jp/content/1407073_09_1_2.pdf (2023.1.26 最終閲覧) – reference: Moradian, M. R., Miri, M., & Hossein-Nasab. (2020). Effects of written languaging in response to direct and indirect corrective feedback on developing writing accuracy. In Suzuki, W, Storch, N (Eds.), Languaging in Language Learning and Teaching: A Collection of Empirical Studies (Language Learning & Language Teaching) (pp. 267–286). London: Continuum. – reference: Niu, R. & Li, L. (2017). A review of studies on languaging and second language learning (2006-2017). Theory and Practice in Language Studies, Vol. 7, No. 12, 1222–1228. http://dx.doi.org/10.17507/tpls.0712.08 – reference: 白井恭弘. (2012). 『英語教師のための第二言語習得論入門』東京: 大修館書店. – reference: Swain, M. (2006). Languaging, agency and collaboration in advanced second languaging proficiency. In H. Byrnes (Ed.), Advanced Languaging Learning: The contribution of Halliday and Vygotsky (pp. 95–108). London: Continuum. – reference: Fukuta, J, Tamura, Y, & Kawaguchi,Y. (2019). Written languaging with indirect feedback in writing revision: Is feedback always effective? Language Awareness, 28:1, 1–14. doi.org/10.1080/09658416.2019.1567742 – reference: Polio, C. (2012). The relevance of second language acquisition theory to the written error correction debate. Journal of second language writing, 21(4), 375–389. https://doi.org/10.1016/j.jslw.2012.09.004 – reference: Suzuki, W. (2017). The effect of quality of written languaging on second language learning. Writing & Pedagogy, 8(3), 461–482. https://doi.org/10.1558/wap.27291 – reference: Falhasiri, M. (2021). Written languaging and engagement with written corrective feedback: The results of reflective teaching. TESL Canada Journal, 38(1), 67–80. https://doi.org/10.18806/tesl.v38i1.1348%20 – reference: Niu, R. & You, X. (2020). Effects of indirect corrective feedback with and without written languaging on L2 written accuracy: A multitask intervention study. Asia-Pacific Edu Res 29, 343–351 https://doi.org/10.1007/s40299-019-00488-8 – reference: Ishikawa, M. & Suzuki, W. (2016). The effect of written languaging on learning the hypothetical conditional in English. System, 58, 97–111. https://doi.org/10.1016/j.system.2016.02.008 – reference: Abd Rahim, S., Othman, I. W., Bakar, A. L. A., & Tobi, B. (2022). Languaging and written corrective feedback in L2 writing. International Journal of Education, Psychology and Counseling, 7(47), 701–713. https://10.35631/IJEPC.747052 – reference: Suzuki, W. (2009). Improving Japanese university students’ second language writing accuracy: Effects of languaging. Annual Review of English Language Education in Japan, 20, 81–90. 10.20581/arele.20.0_81 – reference: 髙木哲也. (2022a). 「高校英語授業における間接書記訂正フィードバックに対する筆記ランゲージングの 効果」『関東甲信越英語教育学会誌』36, 141–154. – reference: Suzuki, W. & Itagaki, N. (2009). Languaging in grammar exercises by Japanese EFL learners of different proficiency. System, 37, 217–225. https://doi.org/10.1016/j.system.2008.10.001 – reference: 髙木哲也. (2022b). 「ライティング指導の一環で筆記ランゲージングを試みる―筆記ランゲージング・エ ピソードの分析に関する一考察―」『英語授業研究学会紀要』31, 98–109. – reference: 和泉伸一. (2009). 『「フォーカス・オン・フォーム」を取り入れた新しい英語教育』東京: 大修館書店 – reference: Williams, J. (2012). The potential role (s) of writing in second language development. Journal of second language writing, 21(4), 321-331. https://doi.org/10.1016/j.jslw.2012.09.007 – reference: Abd Rahim, S. & Jaganathan, P. (2022). Languaging, corrective feedback, and writing accuracy among low proficiency L2 learners. REiLA: Journal of Research and Innovation in Language, 4(1), 1–14. https://doi.org/10.31849/reila.v4i1.7420 – reference: Ishikawa, M. & Révész, A. (2020). L2 learning and the frequency and quality of written languaging. In Suzuki, W, Storch, N (Eds.), Languaging in Language Learning and Teaching: A Collection of Empirical Studies (Language Learning & Language Teaching) (pp. 219–240). London: Continuum. – reference: Hoomanfard, M. H. & Rahimi, M. (2021). Effect of computer-mediated vs. face-to-face peer feedback on L2 introverted vs. extroverted learners’ writing ability and language-related episodes. Journal of Language Horizons, 5(2), 51–73. https://doi.org/10.22051/lghor.2020.32628.1353 – reference: Suzuki, W. & Storch, N. (2020). Languaging in Language Learning and Teaching: A Collection of Empirical Studies (Language Learning & Language Teaching). Amsterdam: John Benjamins. – reference: 杉田由仁. (2014). 「第5 章ライティング 4 ライティングの評価」全国英語教育学会(編).『英語教育学の 今：理論と実践の統合』(pp. 134–139) 東京: 全国英語教育学会. – reference: 布川裕行. (2018). 「ランゲージングのＬ２文法習得に対する効果―書記フィードバックにおける促進的役 割―」『東北大学高度教養教育・学生支援機構紀要』4, 339–353. – reference: 広瀬恵子. (2014). 「第5 章ライティング 3 ライティングのフィードバック」全国英語教育学会(編).『英 語教育学の今：理論と実践の統合』(pp. 132–135) 東京：全国英語教育学会. – reference: Manchón, R. M., Nicolás-Conesa, F., Cerezo, L., & Criado, R. (2020). L2 writers’ processing of written corrective feedback. In Suzuki, W, Storch, N (Eds.), Languaging in Language Learning and Teaching: A Collection of Empirical Studies (Language Learning & Language Teaching) (pp. 241–265). London: Continuum. – reference: Moradian, M. R. & Hossein-Nasab, M. (2019). Revisiting the role of indirect written corrective feedback in the light of written languaging. Teaching English Language, 13(2), 79–94. doi.org/10.22132/TEL.2019.92803 – reference: 石川正子・鈴木渉. 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