Mizushima, L., & Watari, Y. “Do English education in Japanese high schools provide sufficient pragmatic instruction?: A quantitative and qualitative study of English textbooks and teachers." at the 14th International Pragmatics Conference (The University of Antwerp, Belgium, Jul. 26-31)
4. 質的研究とは(テキストpp. 242-243)
• 留学経験がアイデンティティ形成に与える影響
• 新人英語教師の課題克服と成長のプロセス
• DaSilva Iddings & Jang (2008). The meditational
role of classroom practice during the silent period:
A new-immigrant student learning the English
language in a mainstream classroom.(前回授業
参照)
15. データ収集と留意点
誘発データ
• determining the focus of the interview and the topics
to be investigated.
• 自由回答形式の質問を優先; はい/いいえで答える質
問を最低限に:
• ▲Do you like the textbook?
• ⃝What do you think of the textbook?
16. データ収集と留意点
誘発データ
• determining the focus of the interview and the topics
to be investigated.
• はい/いいえで答える質問を最低限に:
• 特定の反応を誘導するような質問を避ける
• ▲What is stressful about speaking English?
• ⃝How do you feel when speaking English?
17. データ収集と留意点
誘発データ
• determining the focus of the interview and the topics
to be investigated.
• はい/いいえで答える質問を最低限に:
• 特定の反応を誘導するような質問を避ける
• 複雑な質問を避ける: ▲What do you think of the textbook
and if you don’t like it how would you improve it?
18. データ収集と留意点
誘発データ
• determining the focus of the interview and the topics to
be investigated.
• はい/いいえで答える質問を最低限に:
• 特定の反応を誘導するような質問を避ける
• 複雑な質問を避ける
• その質問が理解可能かどうか: ▲How often do you reactive
focus on form?