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ユニバーサル・デザインの観点からcan-do能力記述文を再検討する
http://hdl.handle.net/10112/00020117
http://hdl.handle.net/10112/000201177cd4517c-3fe1-47f3-94c0-ba26a2c99ddb
名前 / ファイル | ライセンス | アクション |
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KU-1100-20200300-04.pdf (400.3 kB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2020-06-04 | |||||
タイトル | ||||||
タイトル | ユニバーサル・デザインの観点からcan-do能力記述文を再検討する | |||||
言語 | ||||||
言語 | jpn | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | departmental bulletin paper | |||||
その他のタイトル | ||||||
その他のタイトル | Reconsidering Can-do Statements from the Viewpoint of Universal Design | |||||
著者 |
山崎, 直樹
× 山崎, 直樹 |
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著者別名 | ||||||
姓名 | Yamazaki, Naoki | |||||
概要 | ||||||
内容記述タイプ | Other | |||||
内容記述 | The purpose of this paper is to examine the descriptions of can-do statements in standards for foreign language education used in Japan, from the viewpoint of universal design, and to show how they are described by the viewpoint of the majority. The majority here are foreign language learners who are generally assumed to be typical, that is, learners who hardly ever feel physical, sensory, cognitive, psychological or language barriers in classrooms. | |||||
書誌情報 |
関西大学外国語学部紀要 = Journal of foreign language studies 巻 22, p. 79-92, 発行日 2020-03 |
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ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 18839355 | |||||
書誌レコードID | ||||||
収録物識別子タイプ | NCID | |||||
収録物識別子 | AA12450939 | |||||
著者版フラグ | ||||||
出版タイプ | VoR | |||||
出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
出版者 | ||||||
出版者 | 関西大学外国語学部 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | Universal design | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | Can-do statements | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | Standards for language education | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | Majority viewpoints | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | Language learning strategies | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 関西大学 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | Kansai University |