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. Printed by Tobunsha for the JACET SIG in Japan. i.

2 (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 .. 102 .. 111 .. 114 2014 .. 117 2015 .. 119 Language Teacher Education .. / 124 122 2015 ii Language Teacher Education 2015 2015 1 2015 2015 1 31 ( Deepak Chopra & Rudolph E.)

3 Tanji. Super Brain SB ) (SB :24) (SB :3) feedback loop SIFT SIFT Sensation Image Feeling Thought (SB :88-89) 1. 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.

4 61 2011:62 (echoic responding 2011:63 1996:83 (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) 2011:53 ( Brown: 25-6) 1 milk 1 (telegraphic utterances) want milk, all gone milk 2 What pa doing?)

5 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) .. 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.

6 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.. 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.

7 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. (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 , 2010:152 (plurilingual and pluricultural competence) (interculturality) Plurilingual and pluricultual competence refers to the ability to use languages for the purpose of communication and to take part in interculrural interaction, where a person, viewed as a social agent has proficiency, of varying degrees, in several languages and experience of several cultures.

8 (CEFR: 168) 2004:182 CEFR (action-oriented approach) can-do list (partial competence) (the learner as a social agent) Newby CEFR ( JACET 2011:80 2011:124) (a) linguistic: that language can be seen as an expression of cultural norms, referred to as sociolinguistic competence (CEFR: 118-119) this can be seen in categories such as politeness conventions . (b) educational: that the language classrooms provides a suitable environment for furthering the aim of fostering understanding of different cultures, seen in categories such as intercultural awareness and existential competence, for example, willingness and ability to distance oneself from conventional attitudes to cultural difference (CEFR: 105) (c) socio-political: that foreign language teaching provides a forum for promoting plurilingualism and pluri-culturalism.

9 In essence, plurilingual means that languages that have been learnt and related cultural manifestations are seen as separate entities 6 2015 but as an integrated whole, as what might be termed as the personal linguistic and cultural habitus of the student. EU EU 2012:19-20 plurilingual (1) 2003a 21 2011 (2) 2003b 10,000 10 SELHi 2012 CAN-DO 7 2015 (3)

10 5 6 35 4 20-30 6 22 (CLT: Communicative Language Teaching) 2013 (1) (2) 2 (The earlier, the better.) (Scovel, T. 1988) native-speaker-like (foreign accent) 2013 6 17 5 6 8 2015 JACET 2013 (2014) :26-27 1) 305 ( ) 344 ( ) 24 673 100% 5 3 311 ( ) 336 26 673 100%