「リサーチ」とは
• is“a wayof finding out answers to questions.”
• 日常的に誰もがやっていること
• “can be expressed by concepts such as
• ‘organized’, ‘structured’, ‘methodical’, ‘systematic’,
‘testable’,’… disciplined inquiry’
• 「科学的リサーチ」の特徴
12.
「リサーチ」とは
• Theories andhypotheses which are used in research are
formulated so that they can be tested by the researcher
and others who wish to replicate the research.
• 追試可能＝後にand/or他の人が確かめられる
• 客観性 ＞特定の人間（対象・方法）
• 再現性 ＞特定の時間・空間（結果）
• 普遍性 ＞特定の地域・社会（結果・方法）
13.
「リサーチ」とは
• “A conclusionin research is another way of
stating that we know something we did not know
before we began the investigation. …
• [I]n all of these forms of research, the final
objective is to arrive at some form of knowledge
that we did not possess before the investigation
began.”
• 卒論・修論、教師としての研究も同じ
４タイプの知識
• 先験的な知識（A prioriknowledge）
• “Overall, previous studies investigating the relationship
between task repetition and L2 oral performance have
generally found a facilitative role of task repetition in
the quality of L2 learners’oral output but only when
learners repeat the same exact task (Gass et al., 1999;
Bygate, 2001); the positive effects of task repetition
have not clearly been shown to carry over to new
versions of a task (i.e., same task procedure with
different content).”(Kim & Tracy-Ventura, 2013, p. 830)
(英語)教師がリサーチメソッドを学ぶ理由
• … teachersmust be confident that change is
likely to be worthwhile.
• So, changing teaching behavior on the basis of
research is only advisable when we are convinced
that (a) the research has been done well (…), and
(b) is likely to apply in our own professional
context – which may be quite different from the
sites where a published study is carried out (…).”
Task 2
• 結論を一言でいうと？
•Q1. 発音練習をしたグループと発音練習をしな
かったグループで発音テストの平均点の差が統
計的に有意かを確かめるために，有意水準5%で
両側検定のt検定を行なったところ，t (46) = 1.84,
p = .07であり，両グループの平均点の差に有意差
は見られなかったが，Cohen’s d = 0.53で中程度
の効果量が認められた。
36.
Task 2
• 結論を一言でいうと？
•Q1. 発音練習をしたグループと発音練習をしな
かったグループで発音テストの平均点の差が統
計的に有意かを確かめるために，有意水準5%で
両側検定のt検定を行なったところ，t (46) = 1.84,
p = .07であり，両グループの平均点の差に有意差
は見られなかったが，Cohen’s d = 0.53で中程度
の効果量が認められた。
37.
Task 2
• 結論を一言でいうと？
•Q2. 大学生の英文ライティングに対する4コマタ
スクの効果研究
Washino 21
Table 3-4
The Result of Comparing Two Independent Samples
Group A
n = 17
Group B
n = 16
M 1.92 1.27
SD 0.82 0.64
t 2.53
p 0.02
d [95% CI] 0.88 [0.14, 1.63]
Washino 2
Table 3-4
The Result of Comparing Two Independent Samples
Group A
n = 17
Group B
n = 16
M 1.92 1.27
SD 0.82 0.64
t 2.53
p 0.02
d [95% CI] 0.88 [0.14, 1.63]
Figure 3-1. The result of comparing two independent samples
Group A Group B
38.
Task 2
• 結論を一言でいうと？
•Q3. TOEIC® Readingセクションの妥当性検証研究
participants use vocabularie
section.
For research question 2
comprehension, in TOEIC m
Japanese-English translation
relations to the validation
participants’ English skills b
also significant factors as par
They mean that other elem
should be clear by further res
8. References
Educational Testing Service (ET
Retrieved from http://www.t
Jeon, E. H., & Yamashita, J. (201
analysis. Language Learning
Mizumoto, A. (n.d.) Langtest We
Mizumoto, A. (n.d.) Langtest We
Mizumoto, A. (n.d.) Langtest We
Mochizuki, M. (1998). Nihonjin
test for Japanese English lea
Teaching, 12, 27-53.
Shiotsu, T., & Weir, C. J. (2007).
breadth in the prediction of r
99-128.
Shizuka, T. (2002). Eigo test sak
correctly]. Taisyukan.
Wakabayashi, S., & Negisgi, M.
tadashii mondai sakusei he n
English test such as midterm
Jeon, E. H., & Yamashita, J. (201
analysis. Language Learning
Figure 2-1. The histogram of M of each
section
Figure 2-2. The box plot of M and SD
of each section with individual points
到達目標
0
• 結論を一言でいうと？
• 中学生に対する語彙学習方略の効果的な導入Sasakawa29
similar between the School X and School Y.
Note. A = schools, B = uses of VLSs
+p < .10, *p < .05, **p < .01, ***p< .001
Table 3
SS df MS F-ratio p-value p.eta^2
15.735 1 15.735 9.935 .002** .018
842.606 532 1.584
70.300 2.88 24.425 55.421 .000*** .094
2.759 2.88 .959 2.175 .092** .004
674.825 1531.2 .441
1610.201 2135
The results of two-way ANOVA of the students in School X and School Y
Source
A
s x A
B
A x B
s x A x B
Total
43.
到達目標
0
• 結論を一言でいうと？
• 中学生に対する語彙学習方略の効果的な導入Sasakawa29
similar between the School X and School Y.
Note. A = schools, B = uses of VLSs
+p < .10, *p < .05, **p < .01, ***p< .001
Table 3
SS df MS F-ratio p-value p.eta^2
15.735 1 15.735 9.935 .002** .018
842.606 532 1.584
70.300 2.88 24.425 55.421 .000*** .094
2.759 2.88 .959 2.175 .092** .004
674.825 1531.2 .441
1610.201 2135
The results of two-way ANOVA of the students in School X and School Y
Source
A
s x A
B
A x B
s x A x B
Total
Figure 19. The results of Factor 2.
Note. Factor 1: 1 = the students in School X, 2 = the students in School Y.
Factor 2: 1 = Organization, 2 = Repetition, 3 = Image, 4 = Meta-cognitive strategies.
![「リサーチ」とは
• “A conclusion in research is another way of
stating that we know something we did not know
before we began the investigation. …
• [I]n all of these forms of research, the final
objective is to arrive at some form of knowledge
that we did not possess before the investigation
began.”
• 卒論・修論、教師としての研究も同じ](https://image.slidesharecdn.com/rm201504151key-150725112503-lva1-app6892/85/Rm20150415-1key-13-320.jpg)
![例題２: センパイの卒論
• 1. 大学生の英文ライティングに対する
4コマタスクの効果
• 2. 中学生に対する語彙学習方略の効果
的な導入
• 3. 小学校外国語活動における「学び」
と「楽しさ」の両立に関して
• 4. 国語科と連携した小学校外国語活動
の効果
[実験]
[横断] 2群比較
[調査] 質問紙
[横断] 2校 2学年
[調査] 観察
[横断] 4校
[実践] 模擬授業
[横断] 比較なし](https://image.slidesharecdn.com/rm201504151key-150725112503-lva1-app6892/85/Rm20150415-1key-20-320.jpg)
![Task 2
• 結論を一言でいうと？
• Q2. 大学生の英文ライティングに対する4コマタ
スクの効果研究
Washino 21
Table 3-4
The Result of Comparing Two Independent Samples
Group A
n = 17
Group B
n = 16
M 1.92 1.27
SD 0.82 0.64
t 2.53
p 0.02
d [95% CI] 0.88 [0.14, 1.63]
Washino 2
Table 3-4
The Result of Comparing Two Independent Samples
Group A
n = 17
Group B
n = 16
M 1.92 1.27
SD 0.82 0.64
t 2.53
p 0.02
d [95% CI] 0.88 [0.14, 1.63]
Figure 3-1. The result of comparing two independent samples
Group A Group B](https://image.slidesharecdn.com/rm201504151key-150725112503-lva1-app6892/85/Rm20150415-1key-37-320.jpg)
![Task 2
• 結論を一言でいうと？
• Q3. TOEIC® Readingセクションの妥当性検証研究
participants use vocabularie
section.
For research question 2
comprehension, in TOEIC m
Japanese-English translation
relations to the validation
participants’ English skills b
also significant factors as par
They mean that other elem
should be clear by further res
8. References
Educational Testing Service (ET
Retrieved from http://www.t
Jeon, E. H., & Yamashita, J. (201
analysis. Language Learning
Mizumoto, A. (n.d.) Langtest We
Mizumoto, A. (n.d.) Langtest We
Mizumoto, A. (n.d.) Langtest We
Mochizuki, M. (1998). Nihonjin
test for Japanese English lea
Teaching, 12, 27-53.
Shiotsu, T., & Weir, C. J. (2007).
breadth in the prediction of r
99-128.
Shizuka, T. (2002). Eigo test sak
correctly]. Taisyukan.
Wakabayashi, S., & Negisgi, M.
tadashii mondai sakusei he n
English test such as midterm
Jeon, E. H., & Yamashita, J. (201
analysis. Language Learning
Figure 2-1. The histogram of M of each
section
Figure 2-2. The box plot of M and SD
of each section with individual points](https://image.slidesharecdn.com/rm201504151key-150725112503-lva1-app6892/85/Rm20150415-1key-38-320.jpg)
