{"created":"2023-05-15T09:30:15.780725+00:00","id":1226,"links":{},"metadata":{"_buckets":{"deposit":"e9dc199e-99f3-471e-a694-b491af748896"},"_deposit":{"created_by":3,"id":"1226","owners":[3],"pid":{"revision_id":0,"type":"depid","value":"1226"},"status":"published"},"_oai":{"id":"oai:icu.repo.nii.ac.jp:00001226","sets":["12:2:10:122"]},"author_link":["2245","2246","2244"],"item_1_biblio_info_14":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2006-03-31","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"48","bibliographicPageEnd":"255","bibliographicPageStart":"247","bibliographic_titles":[{"bibliographic_title":"国際基督教大学学報. I-A, 教育研究"},{"bibliographic_title":"Educational Studies","bibliographic_titleLang":"en"}]}]},"item_1_creator_6":{"attribute_name":"著者名(日)","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"山下, 智子"}],"nameIdentifiers":[{"nameIdentifier":"2244","nameIdentifierScheme":"WEKO"}]}]},"item_1_creator_7":{"attribute_name":"著者名よみ","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"ヤマシタ, トモコ"}],"nameIdentifiers":[{"nameIdentifier":"2245","nameIdentifierScheme":"WEKO"}]}]},"item_1_creator_8":{"attribute_name":"著者名(英)","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"YAMASHITA, Tomoko","creatorNameLang":"en"}],"nameIdentifiers":[{"nameIdentifier":"2246","nameIdentifierScheme":"WEKO"}]}]},"item_1_description_1":{"attribute_name":"ページ属性","attribute_value_mlt":[{"subitem_description":"P(論文)","subitem_description_type":"Other"}]},"item_1_description_11":{"attribute_name":"抄録(日)","attribute_value_mlt":[{"subitem_description":"過去のTBLT(Task Based Language Teaching)の認知的側面の研究は,主に中間言語理論によってたつことが大きかったことを踏まえ,他の認知的言語理論をタスクの学習者の認知過程との関連において,より詳細に検討することが本稿の目的である.そこで,ここでは,7種類の認知過程を説明する言語プロセシングの理論を取上げる.それぞれ,タスクとは独立した言語理論として存在していたが,これらの言語理論が如何にTBLTに連関しうるか,という事実の認識こそが,教室タスク導入者にとって必要であり,かつ,教授理論の一貫として運用が可能であることを実証する.そこで導入するタスクを設定し,学習者認知プロセスのモデルをそれぞれ仮定,検証する.実際の学習場面で学習者の認知プロセスは如何なる方向をとるかを検証し,教師がこれらの認知プロセスの知識を背景とした場合に生徒の学習に介入する方法を考察する.そして教室で教師がそれらの理論を背景とした授業構成とフィードバックを行なう際の検討事項を考察する.","subitem_description_type":"Other"}]},"item_1_description_12":{"attribute_name":"抄録(英)","attribute_value_mlt":[{"subitem_description":"Past theoretical bases of cognitive processing in TBLT (Task Based Language Teaching) had mainly focused on the process of interlanguage transformation. (Doi, 1995) From the view that previous studies of TBLT (Task Based Language Teaching) have not sufficiently restructured cognitive theories pertaining to it, this study will review the process of students' cognitive language development in TBLT through seven theories that can be hypothesized to relate to successful outcomes of TBLT. Then, examples of task activities, implying different linguistic procedures are examined, and students' processing strategies are studied in relation to the cognitive theories. The author then concludes that TBLT is a multi-faceted instruction method, not only in terms of the skills acquired but also in terms of the various cognitive processes and strategies involved. Last, effective ways of teacher assistance and feedback, including a proposal for appropriate period of TBLT implementation that incorporate the above cognitive models are considered.","subitem_description_type":"Other"}]},"item_1_identifier_registration":{"attribute_name":"ID登録","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.34577/00001212","subitem_identifier_reg_type":"JaLC"}]},"item_1_source_id_13":{"attribute_name":"雑誌書誌ID","attribute_value_mlt":[{"subitem_source_identifier":"AN0008887X","subitem_source_identifier_type":"NCID"}]},"item_1_text_10":{"attribute_name":"著者所属(英)","attribute_value_mlt":[{"subitem_text_language":"en","subitem_text_value":"Ashikaga Institute of Technology"}]},"item_1_text_2":{"attribute_name":"記事種別(日)","attribute_value_mlt":[{"subitem_text_value":"研究論文"}]},"item_1_text_3":{"attribute_name":"記事種別(英)","attribute_value_mlt":[{"subitem_text_language":"en","subitem_text_value":"Research Article"}]},"item_1_text_9":{"attribute_name":"著者所属(日)","attribute_value_mlt":[{"subitem_text_value":"足利工業大学"}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2006-03-01"}],"displaytype":"detail","filename":"KJ00005609044.pdf","filesize":[{"value":"797.1 kB"}],"format":"application/pdf","licensetype":"license_11","mimetype":"application/pdf","url":{"label":"認知モデルを通したTask Based Language Teachingの言語理論の再構成","url":"https://icu.repo.nii.ac.jp/record/1226/files/KJ00005609044.pdf"},"version_id":"d39e0e6a-d6db-4ee9-9149-067deda8b462"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"タスクを用いた教授法","subitem_subject_scheme":"Other"},{"subitem_subject":"認知変数","subitem_subject_scheme":"Other"},{"subitem_subject":"アウトプット","subitem_subject_scheme":"Other"},{"subitem_subject":"処理モデル","subitem_subject_scheme":"Other"},{"subitem_subject":"学習理論","subitem_subject_scheme":"Other"},{"subitem_subject":"Task Based Language Teaching","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"cognitive variables","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"output","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"processing model","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"learning process theories","subitem_subject_language":"en","subitem_subject_scheme":"Other"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"eng"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"認知モデルを通したTask Based Language Teachingの言語理論の再構成","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"認知モデルを通したTask Based Language Teachingの言語理論の再構成"},{"subitem_title":"Processing in Task Based Language Teaching in Relation to Cognitive Models","subitem_title_language":"en"}]},"item_type_id":"1","owner":"3","path":["122"],"pubdate":{"attribute_name":"公開日","attribute_value":"2006-03-01"},"publish_date":"2006-03-01","publish_status":"0","recid":"1226","relation_version_is_last":true,"title":["認知モデルを通したTask Based Language Teachingの言語理論の再構成"],"weko_creator_id":"3","weko_shared_id":3},"updated":"2023-09-25T05:50:55.653287+00:00"}