JACETSIG-ELE Journal JACET 教育問題研究会 会誌

1 JACETSIG-ELE JournalJACET Japanese edition Online edition: ISSN 2188-8264 Print edition: ISSN 2188-8256 Language Teacher Education 2015 JACETSIG-ELE Journal JACET 2015 3 JACET Language Teacher Education , No. 1, JACETSIG-ELE Journal Published by the Special Interest Group of the Japan Association of College English Teachers on English Language Education c/o Hisatake Jimbo, School of Commerce, Waseda University 1-6-1 Nishi-Waseda, Shinjuku-ku, Tokyo 169-8050 JACET SIG on English Language Education 2015 Online edition: ISSN 2188-8264 Print edition: ISSN 2188-8256 No part of this Journal may be reproduced in any form without permission in writing from JACET SIG on English Language Education.

2 Printed by Tobunsha for the JACET SIG in Japan. i .. (ii) 2015 1 31 .. / 13 1 CEFR/CEFR-J A1-C2 2014 9 14 .. 14 J-POSTL J-POSTL .. 21 .. 41 J-POSTL .. 59 .. 78 2 .. 93 2.

3 102 .. 111 .. 114 2014 .. 117 2015 .. 119 Language Teacher Education .. / 124 122 2015 ii Language Teacher Education 2015 2015 1 2015 2015 1

4 31 ( Deepak Chopra & Rudolph E. Tanji. Super Brain SB ) (SB :24) (SB :3) feedback loop SIFT SIFT Sensation Image Feeling Thought (SB :88-89) 1.

5 Face to face communication (interaction) , (imitation) (reaching) 1996:86-7 2 2015 (1) (crying) 1996:80 (2) (cooing) 6-8 2011:59 , 2011:186 (3) (babbling) 6-9 (articulation) , 2011:61 2011:62 (echoic responding 2011:63 1996.)

6 83 (4) (empathy) 10-9 2011:29 2011:70 (5) (caretaker speech): (motherese) , 2011:39 (motionese) 2011:40 (teacher talk) (patronizing speech) 3 2015 (young child) (usage-based model) 2011.

7 53 ( Brown: 25-6) 1 milk 1 (telegraphic utterances) want milk, all gone milk 2 What pa doing? That not red, that blue 3 nonstop chattering, incessant conversation 4 5 (child school age) (literacy) 2 2 2 Natural Approach (exposure) 2 (The Barcelona Age Factor Project) Carmen Munoz (2006: 34).

8 Younger learners may be deprived of their potential advantage when there is not enough exposure and contact with the language for L2 to proceed in the same way as L1 learning. 2 2 4 2015 2. EU CEFR 21 (Common European Framework of Reference - CEFR) CEFR (plurilingualism) (multilingualism) CEFR Plurilingualism differs from multilingualism, which is the knowledge of a number of languages, or the co-existence of different languages in a given society.

9 The plurilingual approach emphasizes the fact that an individual person s experience of language in its cultural contexts expands, from the language of the home to that of society at large and then to the languages of other peoples. (CEFR: 4) 2004:4 .. he or she does not keep these languages and cultures in strictly separated mental compartments, but rather builds up a communicative competence to which all knowledge and experience of language contributes and in which languages inter-relate and interact.

10 (CEFR: 4) ( ) 2004:4 .. The aim is no longer seen as simply to achieve mastery of one or two, or even three languages, each taken in isolation, with the ideal native speaker as the ultimate model. Instead, the aim is to develop linguistic repertory, in which all linguistic abilities have a place. 3 5 2015 2004:5 , 2010.