Junior Seminar 2003

授業目標

Akamatsu Junior Seminarでは、第二言語または外国語としての英語に関して、認知言語学および認知心理学的観点から、その習得・学習・教授法について考察・研究します。

春学期は特に以下の６点を重点的に学びます。
　　(a) Krashenの第二言語習得に関する5つの仮説
　　(b) SwainのComprehensive Outout Hypothesis
　　(c) 文法知識の習得(Focus on Form)
　　(d) Affective Factors in Language Learning
　　(e) 語彙習得
　　(f) 学習動機

また、自ら問題意識をもって課題に対処する習慣を身につけ､
疑問や問題視する課題に対して､ディスカッションできることを目指します☆

授業形態

授業は学生による口頭発表とディスカッションから成り立っています。
口頭発表では３～４人が１グループとなり、その週の課題となる論文(1～4編)を熟読し、レジュメを作成し、発表します。そのためには学生の自主的な勉強会が必須となってきます。発表前は徹夜必至と言っても過言ではないくらいハードですが、発表を終えたあとは何とも言えない充実感と仲間との深い絆を感じることが出来るでしょう(^o^)/
ディスカッションでは小グループに分かれ、質問・疑問点や意見などを自由に討議します。基本的には発表者がリーダーとなって、ディスカッションを引っ張っていきます。

プレゼン内容

Dates	Contents
4/24	Krashen's Five Hypotheses
5/8	Critiques to Krashen's Hypotheses
5/22	Comprehensive Output Hypothesis (1)
5/29	Comprehensive Output Hypothesis (2)
6/6	Focus on Form
6/12	Affective Factiors (1)
6/19	Affective Factors (2)
6/26	Affective Factors (3)
7/3	Affective Factors (4)
7/10	Motivation
7/15	TBA

Reading Assingnments

Dates	Required reading	Additional reading
4/24	Krashen, S. (1982). Second language acquisition theory (Ch.2) (pp.9-56) in Principles and practice in second language acquisition. New York: Pergamon Press.
5/8	McLaughhlin, B.(1978). The monitor model, some methodological considerations. Language Learning, 28, 309-332.	Gregg, K. (1984). Krashen's monitor and Occam's razor. Applied Linguistics, 5, 79-101.
5/8		Sharweood Smith, M. (1981). Consciousness-raising and the second language learner. Applied Linguistics, 11, 159-163.
5/22	Swain, M (1995). The functions of output in second language learning. In G. Cook & B. Seildhofer (Eds.),Principals and Practice in applied linguistics: Studies in honor of H. G. Widdowson (pp.125-144). Oxfprd: Oxford University Press.	Swain, M. (1993). The output hypothesis: Just speaking and writing aren't enough. Canadian Modern Language Review, 50(1),158-164.
		Swain, M. (1985). Communicative competance: Some roles of comprehensible input and comprehensible output in its developement. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp.235-253). Rowley, MA: Newbury House.
		Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16, 371-391.
5/29	Krashen, S. (1998). Comeprehensive output? System, 26, 175-182.	Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. Modern Language Journal, 73, 440-464.
5/29	Krashen, S. (1994). The input hypothesis and its revals. In N. Ellis (Ed.), Implicit and explicit learning of languages (pp.45-77). London: Academic Press.	Zobl, H. (1995). Coverging evidence for the 'Acquistion-Learning' distinction. Applied Linguistics, 16, 25-26
6/5	Doughty, C., & William, J. (1998). Issues and terminology. In C. Doughty, & J. William (Eds.), Focus on Form in classroom second language auquisition (pp.1-11).	Swain, M. (1998). Focus on form through conscious reflection. In C. Doughty, & J. William (Eds.), Focus on form in classroom second language auquisition (pp.64-81). Cambridge: Cambridge University Press.
6/5	Long, M., & P. Robinson. (1998). Focus on form: Theory, research and practice. In C. Doughty, & J. William (Eds.), Focus on form in classroom second language auquisition (pp.15-41). Cambridge: Cambridge University Press.
6/12	Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 206-226.	Truscott, J. (1998). Noticing in second language acquisition: A critical review. Second Language Research, 14, 103-135.
6/19	Dornyei, Z. (2001). Motivation to learn a foreign/second language. In Teaching and researching motivation (pp.46-100). Harlow, England: Longman.	Dornyei, Z. (2001). Main challenges of motivation reseach. In Teaching and researching motivation (pp.7-17). Harlow, England: Longman.
6/19		Dornyei, Z. (2001). Theorie of motivation in psychology. In Teaching and researching motivation (pp.18-45). Harlow, England: Longman.