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外国語教育と学習の記述・分析・理論化における方法論の限界
http://hdl.handle.net/10112/1275
http://hdl.handle.net/10112/1275aa59c28b-1418-4d11-880d-82a519774433
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KU-1100GI-20020331-02.pdf (1.4 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2010-03-05 | |||||
| タイトル | ||||||
| タイトル | 外国語教育と学習の記述・分析・理論化における方法論の限界 | |||||
| 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 | The Limits Of Methodology In Describing, Analysing And Theorising Foreign Language Teaching/Learning | |||||
| 著者 |
エスカンドン, アルトゥーロ
× エスカンドン, アルトゥーロ |
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| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 20984 | |||||
| 姓名 | Escandón, Godoy Arturo Javier | |||||
| 概要 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | This paper reflects on the limits of methodological approaches when describing, analysing and theorising on the teaching/learning process. Methodological approaches have been largely dominated by positivism (technical rationalism). And positivist methodology, in turn, leaves tacit knowledge (on which professional practice is built) outside of the research process. Furthermore, educational issues (course curriculum, students' approaches to learning/study, critic theory, etc.) are also omitted from the theoretical endeavour. While this methodological approach may have been valid in an industrial (Fordist) educational setting dominated by vocational and technical oreientations to educaiton, it now clashes with approaches that are more suited to teaching/learning foreign languages in the present. The lack of a curriculum, its domination by the language of positivism, or the conflinting influences of methodologies derived from discriplines more established (and considered more prestigious), i.e. Literature and Linguistics (which reproduce their own methodologies), produces in many case's an implosion of incoherent educational objectives. The methodology of practice (teaching and learning a foreign language) should be dealt with within new epistemic frameworks, such as Schön's 'reflection-in-action', which embraces professional (and students) performances based in tacit knowledge (knowing-in-action). This paper proposes to set the methodological issue of teaching/learning foreign languages within the discipline of Applied Linguistics, which by definition incorporates tacit lelments of practice and other disciplines' interdisciplinary constituents. | |||||
| 内容記述 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | 和訳 小松晶子 | |||||
| 書誌情報 |
関西大学外国語教育フォーラム 巻 1, p. 17-29, 発行日 2002-03-31 |
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| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 13472925 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA11755690 | |||||
| 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 | 関西大学外国語教育研究機構 | |||||
| 出版者（他言語） | ||||||
| 値 | Institute of Foreign Language Education and Research Kansai University | |||||
| フォーマット | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | application/pdf | |||||
