英語コミュニケーションにおける不安と⾃信 国際英語論の視点
本研究は、⽇本⼈の英語使⽤者が⾃分の話す英語に対する不安と⾃信に関する認識を探り、国際英語論の⼀つである「リンガフランカとしての英語（English as a Lingua Franca; ELF）」の観点の影響を探求した。6 ⼈の⽇本⼈英語使⽤者が、3 つのリサーチクエスチョンに回答するために、インタビュー、教育的インタビュー、及び⾃由記述型の質問紙に参加した。その結果、研究対象者は英語を話す際にかなりの不安と⾃信の問題を経験しており、全員が ELF の視点が英語コミュニケーションにおける不安を軽減し⾃信を⾼めることができると考えていることが報告された。本研究は、⽇本の英語教育に国際英語論の...
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| Published in | メディア・英語・コミュニケーション Vol. 13; no. 1; pp. 9 - 29 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | Japanese |
| Published |
一般社団法人 日本メディア英語学会
30.09.2023
|
| Subjects | |
| Online Access | Get full text |
| ISSN | 2186-1420 2436-8016 |
| DOI | 10.11293/james.13.1_9 |
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| Abstract | 本研究は、⽇本⼈の英語使⽤者が⾃分の話す英語に対する不安と⾃信に関する認識を探り、国際英語論の⼀つである「リンガフランカとしての英語（English as a Lingua Franca; ELF）」の観点の影響を探求した。6 ⼈の⽇本⼈英語使⽤者が、3 つのリサーチクエスチョンに回答するために、インタビュー、教育的インタビュー、及び⾃由記述型の質問紙に参加した。その結果、研究対象者は英語を話す際にかなりの不安と⾃信の問題を経験しており、全員が ELF の視点が英語コミュニケーションにおける不安を軽減し⾃信を⾼めることができると考えていることが報告された。本研究は、⽇本の英語教育に国際英語論の観点を導⼊することで、英語使⽤者だけでなく英語学習者の不安を軽減し、⾃信を⾼めることができることを⽰唆している。また本研究では、⽇本の英語教育において、学習者の感情⾯への影響、⾃信を⾼める教育、不安を軽減させるための教育環境の向上などの教育的アプローチの改善・改⾰の必要性も強調している。 |
|---|---|
| AbstractList | 本研究は、⽇本⼈の英語使⽤者が⾃分の話す英語に対する不安と⾃信に関する認識を探り、国際英語論の⼀つである「リンガフランカとしての英語（English as a Lingua Franca; ELF）」の観点の影響を探求した。6 ⼈の⽇本⼈英語使⽤者が、3 つのリサーチクエスチョンに回答するために、インタビュー、教育的インタビュー、及び⾃由記述型の質問紙に参加した。その結果、研究対象者は英語を話す際にかなりの不安と⾃信の問題を経験しており、全員が ELF の視点が英語コミュニケーションにおける不安を軽減し⾃信を⾼めることができると考えていることが報告された。本研究は、⽇本の英語教育に国際英語論の観点を導⼊することで、英語使⽤者だけでなく英語学習者の不安を軽減し、⾃信を⾼めることができることを⽰唆している。また本研究では、⽇本の英語教育において、学習者の感情⾯への影響、⾃信を⾼める教育、不安を軽減させるための教育環境の向上などの教育的アプローチの改善・改⾰の必要性も強調している。 |
| Author | 林, ゆみ |
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| Copyright | The Japan Association for Media English Studies |
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| References | Jenkins, J. (2015a). Global Englishes. London: Routledge. DʼAngelo, J. F. (2017). The status of ELF in Japan. In: J. Jenkins, W. Baker & M. Dewey, (eds.) The Routledge handbook of English as a lingua franca. London: Routledge, 165-175. Dornyei, Z. (2003). Questionnaires in second language research construction, administration, and processing. Mahwah: Lawrence Erlbaum Associates. Luo, W. H. (2017). Teacher perceptions of teaching and learning English as a lingua franca in the expanding circle: A study of Taiwan: What are the challenges that teachers might face when integrating ELF instruction into English classes?. English Today, 33(1), 2-11. Wong, R. (1987). Does pronunciation teaching have a place in the communicative classroom? In: J. Moreley, ed. Current Perspectives on Pronunciation: Practices Anchored in Theory. Georgetown: Georgetown University Press, 226-235. Kachru, B. B. (Ed.). (1992). The other tongue: English across cultures. University of Illinois Press. Saurez, A. & Tanaka, Y. (2001). Japanese Learners' Attitudes Towards English Pronunciation 新潟⻘陵⼤学紀要, 1, 99-111. Punch, K. F. (2005). Introduction to social research. Thousand Oaks California: Sage. Murata, K. (2016). Introduction: Researching ELF in academic and business context. In: K. Murata, ed. Exploring ELF in Japanese academic and business context: Conceptualization, research and pedagogic implications. London: Routledge, 1-13. Taguchi, N. & Naganuma, N. (2006). Transition from learning English to learning in English: Studentsʼ perceived adjustment difficulties in an English-medium university in Japan. Asian EFL Journal, 8(4), 52-73. Lee, M., Schutz, P. A., & van Vlack, S. (2017). Non-native English-speaking teachersʼ anxieties and insecurities: Self-perceptions of their communicative limitations. In: J. Martínez Agudo (ed.) Native and non-native teachers in English language classrooms (pp. 119-138). De Gruyter Mouton. 北條礼⼦ (1993) 外国語 (英語) 学習に対する学⽣の不安に関する研究 (2).『上越教育⼤学研究紀要』 12(2), 409-421. Gun, B. (2010). Quality self-reflection through reflection training. ELT Journal, 65(2), 126-135. 北條礼⼦ (1996) 外国語 (英語) 学習に対する学⽣の不安に関する研究 (6).『上越教育⼤学研究紀要』 15(2), 495-506. Butler, Y. G. & Iino, M. (2005). Current Japanese reforms in English language education: the 2003 “Action Plan”. Language Policy, 4, 25-45. Aida, Y., (1994). Examination of Horwitz, Horwitz, and cope's construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78(2), 155-168. MacIntyre, P. D. (1995). How does anxiety affect second language learning? A reply to Sparks and Ganschow. The modern language journal, 79(1), 90-99. Krippendorff, K. (2013). Content analysis: An introduction to its methodology. Thousand Oaks, CA: Sage. Ministry of Education, Culture, Sports, Science and Technology (MEXT). (2009). Course of Study for upper secondary schools, my translation. Retrieved from August 2, 2018, from http://www.mext.go.jp/a_menu/shotou/new-cs/youryou/1304427.html Dornyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press. 北條礼⼦ (1994) 外国語 (英語) 学習に対する学⽣の不安に関する研究 (4).『上越教育⼤学研究紀要』 13(2), 351-362. Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford: Oxford University Press. Matsuura, H., Rilling, S., Chiba, R., Kim, E. Y. J., & Rini, N. (2017). Intelligibility and comprehensibility in English as a lingua franca: nativized English in Japanese. Asian Englishes, 19(1), 2-21. 塩澤正 (2016) 今, なぜ国際英語論の視点が必要か. 塩澤正・吉川寛・倉橋洋⼦・⼩宮富⼦・下内充 (編)『「国際英語論」で変わる⽇本の英語教育』, 27-51. Khusnia, A. N. (2017). Students' perspectives on speaking anxiety in the English foreign language classroom. Journal of Education and Learning, 11(1), 83-90. Gonzales, L., Brown, M. S. & Slate, J. R. (2008). Teachers who left the teaching professions: a qualitative understanding. Qualitative Report, 13(1), 1-11. 柳恒⼀ (2020)「世界の英語⼈⼝ 15 億⽇本も急増中! 英語を習得すべき 8 つの理由」（The English Club). Retrieved March 16, 2023 from https://english-club.jp/blog/english-world-population Toh, G. (2012). Having English as a resource for multicultural understanding: Exploring possibilities in Japanese ELT. Journal of Multilingual and Multicultural Development, 33(3), 301-311. Anderson-Hsieh, J., Riney, T., & Koehler, K. (1994). Connected speech modifications in the English of Japanese ESL learners. Issues and Developments in English and Applied Linguistics, 7, 31-52. Seargeant, P. (2008). Ideologies of English in Japan: The perspective of policy and pedagogy. Language Policy, 7(2), 121-142. Kubota, R. (1999). Japanese culture constructed by discourses: Implications for applied linguistics research and ELT. TESOL Quarterly, 33(1), 9-35. Ishikawa, T. (2017). Japanese university studentsʼ attitudes towards their English and the possibility of ELF awareness. Journal of English as a Lingua Franca, 6(2), 1-27. MacIntyre, P. D., & Gardner, R. C. (1991). Language anxiety: Its relationship to other anxieties and to processing in native and second languages. Language learning, 41(4), 513-534. Cohen, L., Manion, L. & Morrison, K. (2011). Research methods in Education. London: Routledge. Jenkins, J. (2015b). Repositioning English and multilingualism in English as a lingua franca. Englishes in Practice, 2(3), 49-85. Otsu, A. (2017). The gap between educational policies and actual workplace communication in ELF: a Japanese case. European Journal of Language Policy, 9(1), 105-118. Mauranen, A. (2012). Exploring ELF: Academic English shaped by non-native speakers. Cambridge: Cambridge University Press. Sevinç, Y. (2018). Language anxiety in the immigrant context: Sweaty palms? International Journal of Bilingualism, 22(6), 717-739. Horwitz, E. K., Horwitz, M. B. & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. Smith, L. E. (Ed.). (1983). Readings in English as an international language. Pergamon. |
| References_xml | – reference: Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford: Oxford University Press. – reference: DʼAngelo, J. F. (2017). The status of ELF in Japan. In: J. Jenkins, W. Baker & M. Dewey, (eds.) The Routledge handbook of English as a lingua franca. London: Routledge, 165-175. – reference: ⼩柳恒⼀ (2020)「世界の英語⼈⼝ 15 億⽇本も急増中! 英語を習得すべき 8 つの理由」（The English Club). Retrieved March 16, 2023 from https://english-club.jp/blog/english-world-population/ – reference: Anderson-Hsieh, J., Riney, T., & Koehler, K. (1994). Connected speech modifications in the English of Japanese ESL learners. Issues and Developments in English and Applied Linguistics, 7, 31-52. – reference: Toh, G. (2012). Having English as a resource for multicultural understanding: Exploring possibilities in Japanese ELT. Journal of Multilingual and Multicultural Development, 33(3), 301-311. – reference: Gonzales, L., Brown, M. S. & Slate, J. R. (2008). Teachers who left the teaching professions: a qualitative understanding. Qualitative Report, 13(1), 1-11. – reference: Wong, R. (1987). Does pronunciation teaching have a place in the communicative classroom? In: J. Moreley, ed. Current Perspectives on Pronunciation: Practices Anchored in Theory. Georgetown: Georgetown University Press, 226-235. – reference: Luo, W. H. (2017). Teacher perceptions of teaching and learning English as a lingua franca in the expanding circle: A study of Taiwan: What are the challenges that teachers might face when integrating ELF instruction into English classes?. English Today, 33(1), 2-11. – reference: Sevinç, Y. (2018). Language anxiety in the immigrant context: Sweaty palms? International Journal of Bilingualism, 22(6), 717-739. – reference: Saurez, A. & Tanaka, Y. (2001). Japanese Learners' Attitudes Towards English Pronunciation 新潟⻘陵⼤学紀要, 1, 99-111. – reference: Jenkins, J. (2015a). Global Englishes. London: Routledge. – reference: MacIntyre, P. D., & Gardner, R. C. (1991). Language anxiety: Its relationship to other anxieties and to processing in native and second languages. Language learning, 41(4), 513-534. – reference: Kubota, R. (1999). Japanese culture constructed by discourses: Implications for applied linguistics research and ELT. TESOL Quarterly, 33(1), 9-35. – reference: Seargeant, P. (2008). Ideologies of English in Japan: The perspective of policy and pedagogy. Language Policy, 7(2), 121-142. – reference: Punch, K. F. (2005). Introduction to social research. Thousand Oaks California: Sage. – reference: Dornyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press. – reference: Matsuura, H., Rilling, S., Chiba, R., Kim, E. Y. J., & Rini, N. (2017). Intelligibility and comprehensibility in English as a lingua franca: nativized English in Japanese. Asian Englishes, 19(1), 2-21. – reference: 北條礼⼦ (1996) 外国語 (英語) 学習に対する学⽣の不安に関する研究 (6).『上越教育⼤学研究紀要』 15(2), 495-506. – reference: Mauranen, A. (2012). Exploring ELF: Academic English shaped by non-native speakers. Cambridge: Cambridge University Press. – reference: 北條礼⼦ (1994) 外国語 (英語) 学習に対する学⽣の不安に関する研究 (4).『上越教育⼤学研究紀要』 13(2), 351-362. – reference: Murata, K. (2016). Introduction: Researching ELF in academic and business context. In: K. Murata, ed. Exploring ELF in Japanese academic and business context: Conceptualization, research and pedagogic implications. London: Routledge, 1-13. – reference: Butler, Y. G. & Iino, M. (2005). Current Japanese reforms in English language education: the 2003 “Action Plan”. Language Policy, 4, 25-45. – reference: Aida, Y., (1994). Examination of Horwitz, Horwitz, and cope's construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78(2), 155-168. – reference: Khusnia, A. N. (2017). Students' perspectives on speaking anxiety in the English foreign language classroom. Journal of Education and Learning, 11(1), 83-90. – reference: Kachru, B. B. (Ed.). (1992). The other tongue: English across cultures. University of Illinois Press. – reference: Otsu, A. (2017). The gap between educational policies and actual workplace communication in ELF: a Japanese case. European Journal of Language Policy, 9(1), 105-118. – reference: Gun, B. (2010). Quality self-reflection through reflection training. ELT Journal, 65(2), 126-135. – reference: Ishikawa, T. (2017). Japanese university studentsʼ attitudes towards their English and the possibility of ELF awareness. Journal of English as a Lingua Franca, 6(2), 1-27. – reference: Dornyei, Z. (2003). Questionnaires in second language research construction, administration, and processing. Mahwah: Lawrence Erlbaum Associates. – reference: 北條礼⼦ (1993) 外国語 (英語) 学習に対する学⽣の不安に関する研究 (2).『上越教育⼤学研究紀要』 12(2), 409-421. – reference: Taguchi, N. & Naganuma, N. (2006). Transition from learning English to learning in English: Studentsʼ perceived adjustment difficulties in an English-medium university in Japan. Asian EFL Journal, 8(4), 52-73. – reference: Cohen, L., Manion, L. & Morrison, K. (2011). Research methods in Education. London: Routledge. – reference: Ministry of Education, Culture, Sports, Science and Technology (MEXT). (2009). Course of Study for upper secondary schools, my translation. Retrieved from August 2, 2018, from http://www.mext.go.jp/a_menu/shotou/new-cs/youryou/1304427.html – reference: Horwitz, E. K., Horwitz, M. B. & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. – reference: Jenkins, J. (2015b). Repositioning English and multilingualism in English as a lingua franca. Englishes in Practice, 2(3), 49-85. – reference: Lee, M., Schutz, P. A., & van Vlack, S. (2017). Non-native English-speaking teachersʼ anxieties and insecurities: Self-perceptions of their communicative limitations. In: J. Martínez Agudo (ed.) Native and non-native teachers in English language classrooms (pp. 119-138). De Gruyter Mouton. – reference: MacIntyre, P. D. (1995). How does anxiety affect second language learning? A reply to Sparks and Ganschow. The modern language journal, 79(1), 90-99. – reference: 塩澤正 (2016) 今, なぜ国際英語論の視点が必要か. 塩澤正・吉川寛・倉橋洋⼦・⼩宮富⼦・下内充 (編)『「国際英語論」で変わる⽇本の英語教育』, 27-51. – reference: Krippendorff, K. (2013). Content analysis: An introduction to its methodology. Thousand Oaks, CA: Sage. – reference: Smith, L. E. (Ed.). (1983). Readings in English as an international language. Pergamon. |
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| Title | 英語コミュニケーションにおける不安と⾃信 |
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