@article{oai:kansai-u.repo.nii.ac.jp:00010262,
 author = {エスカンドン, アルトゥーロ},
 journal = {関西大学外国語教育フォーラム},
 month = {Mar},
 note = {application/pdf, 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., 和訳 小松晶子},
 pages = {17--29},
 title = {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},
 volume = {1},
 year = {2002}
}