| 研究課題/領域番号 |
16K02835
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| 研究機関 | 筑波大学 |
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研究代表者 |
Schmidt M・G 筑波大学, 人文社会系, 准教授 (20400616)
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| 研究分担者 |
長沼 君主 東海大学, 国際教育センター, 教授 (20365836)
Imig Alexander 中京大学, 国際教養学部, 准教授 (50511143)
永井 典子 茨城大学, 人文学部, 教授 (60261723)
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| 研究期間 (年度) |
2016-04-01 – 2019-03-31
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| キーワード | CEFR / 言語教育理念 / カリキュラム設計 / 評価方法 / 育成支援 / 自律的学習者 / 教師自律性支援 |
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| 研究実績の概要 |
As first step in academic year 2016, the research group did get an overview of various CEFR-related international homepages for teacher training and started to review them. The next step was to design a homepage (a portal site for a toolkit) adressing especially the needs of English teachers in Japan. Finally the new homepage https://cefrjapan.net was set, for creating the toolkit and for informing about the progress of the kaken-research projects. The reserach in the first year focused on four topics at first: (1) knowledge of the generel concept of the CEFR (CEFRの意義・言語教育理念), (2) the lesson and curriculum design (CEFRに依拠したカリキュラム設計), (3) assessment with rubrics (CEFRに依拠した評価方法) and (4) the aspect of learner autonomy (自律的学習者の育成支援). The results of the review and the research were presented by the research group at JALT International conference (November 2016) and at 言語教育エキスポ March 2017(JACET). These presentations were used to discuss the results and get new, detailled feedback through a questionaire from teachers. Some aspects of the research were presented at JACET International Convention, IAFOR ACE conference and at the 6th Bremen Symposium (Germany). The basis for the next step, to develop self study teaching material for teacher training (5)教師自律性支援から精査し，日本における言語教育改善に資する情報を特定する) are now given.
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| 現在までの達成度 (区分) |
現在までの達成度 (区分)
1: 当初の計画以上に進展している
理由
At the beginning the topic seemed to be huge, but a detailled step by step plan after several research meetings with all members of the research group have given everybody an exact focus of the tasks to be done: (1) Hunke - overview (2) Nagai - curriculum (3) Naganuma - assessment (4) Schmidt - learner autononomy and (5) Imig - homepage helped to progess in the research of the project smoothly. Especially the coordination for the joint presentations and the feedback by the teachers were very helpful and created new input. Finally, the decision to ask for professional support for the homepage was a wise step, because of the safety measurements for the data that will be created by the homepage.
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| 今後の研究の推進方策 |
The next step in academic year 2017 is to set up the portal site, which will guide the teachers through the information of the CEFR. The first step is a presentation of the actual newly build homepage at May in Akita. By the end of August (JACET) the first accessible database will be compiled and presented. With the feedback, by November (JALT) the first proto-version of the database for teacher training will be presented in November (JALT). One meeting-seminar meeting is planned in September with all members of the reserach group and some teachers will be invited to work on the design of the homepage and especially addressing the user side. After reviewing the information of the presentations by March 2018 the first open trial version of the portal site including reliable and helpful information for teachers on the CEFR will be available. これらの情報を1つのポータルサイトにまとめ，使用者が必要な時に，必要な情報に容易にアクセスできるようにポータルサイトを設計し，活用促進のためのネットワークを構築することも今後の課題である。
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| 次年度使用額が生じた理由 |
The money will be used for travelling to conferences to present data and for the homepage.
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| 次年度使用額の使用計画 |
In fiscal year 2017 we will work on the homepage and the related database.
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| 備考 |
The homepage was set up and will be filled with detailled information especially on the CEFR related kaken-project
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