The twofold purpose of this paper is to clarify the concept of human beings and to contrast the d... more The twofold purpose of this paper is to clarify the concept of human beings and to contrast the difference between aim and objective, or goal and end from the viewpoint of English Language Teaching. The analysis is conducted through the frameworks of social philosophies, particularly those by Arendt, Habermas, Luhmann, Negri and Hardt. The paper argues that the aim/goal of English Language Teaching in this global society is to develop plurilingual abilities to continue communication, appreciating and utilizing differences that communication assumes and produces. The paper also pointed out that the descriptions in Japanese ELT discourse are individualistic and technocratic and neglect the social and political dimensions of language teaching
本論文では、言語習得・使用に関する規則の種類を整理し、Chomskyの言語哲学とも、私たちの日常的体験とも整合する規則論を提示し、第二言語習得におけるコミュニケーション経験の必然性について論考す... more 本論文では、言語習得・使用に関する規則の種類を整理し、Chomskyの言語哲学とも、私たちの日常的体験とも整合する規則論を提示し、第二言語習得におけるコミュニケーション経験の必然性について論考する。1ではKrashen以降の規則論を検討し、(1)「コミュニケーションの学びは、基本的にはコミュニケーションを重ねることではないのか」、(2)「形と意味を結びつける規則には意識的なものもあるのではないのか」という問題点を提示する。2では(2)の問題点を解決する新しい規則論を展開する。3では「発話規則」の実践上の問題を考える中で、(1)の主張が、単なるトートロジーを超えて、正しく妥当なものであることを論証する
While many teachers acknowledge that school-based lesson studies are useful for their professiona... more While many teachers acknowledge that school-based lesson studies are useful for their professional development, those studies occasionally become routinized and fail to deliver diverse perspectives without promoting collegiality. This paper selects “Tojisha-kenkyu,” a community-based study of mutual help by those concerned with difficulties, as a type of practitioner research that may evolve school-based lesson studies into a new kind of research activity with distinct procedures and epistemology. School-based lesson studies inspired by “Tojisha-kenkyu” require changes in the conceptual understanding of causality, agency, practice, power, and teacher competency. The paper also discusses the feasibility of introducing such research into the current school education context in Japan.本研究はJSPS科研費JP16K04770の助成を受けたものです
Despite the significance of interview studies, methodological awareness is not necessarily shared... more Despite the significance of interview studies, methodological awareness is not necessarily shared in the field of English Language Education in Japan. Previous studies have only provided general methodology of interview studies, failing to pay special attention to the language in the interview and the skill which the language is supposed to explicate. The language of the skills (maxim) does not present a full account of the skill, nor is the skill fully translated into words. In this paper, we introduce the epistemology by a philosophical scientist (M. Polanyi) and two theoretical practitioners (H. Mitsuoka and Y. Kona) to explain a partial, yet important, contribution of language for skill acquisition. Following this theoretical argument, three practical suggestions are offered for interview studies
and Action Research (AR) in their features and roles in the s 七udies of English Language IDeachin... more and Action Research (AR) in their features and roles in the s 七udies of English Language IDeaching (ELT)as a second or fbreign language ． It argues that EP should take priority over AR and SR for teacher development in the sense that it deepens understanding of ELT by teachers ． Understallding is the first requirement for teachers ， for otherwise a ' problem solvi 且 g ' may be misdirected and a scientific ' research question ' may be totally irrelevant to the practice of EI ． T ． The concept of understanding is further explored by introducing Heidegger
The twofold purpose of this paper is to clarify the concept of human beings and to contrast the d... more The twofold purpose of this paper is to clarify the concept of human beings and to contrast the difference between aim and objective, or goal and end from the viewpoint of English Language Teaching. The analysis is conducted through the frameworks of social philosophies, particularly those by Arendt, Habermas, Luhmann, Negri and Hardt. The paper argues that the aim/goal of English Language Teaching in this global society is to develop plurilingual abilities to continue communication, appreciating and utilizing differences that communication assumes and produces. The paper also pointed out that the descriptions in Japanese ELT discourse are individualistic and technocratic and neglect the social and political dimensions of language teaching
本論文では、言語習得・使用に関する規則の種類を整理し、Chomskyの言語哲学とも、私たちの日常的体験とも整合する規則論を提示し、第二言語習得におけるコミュニケーション経験の必然性について論考す... more 本論文では、言語習得・使用に関する規則の種類を整理し、Chomskyの言語哲学とも、私たちの日常的体験とも整合する規則論を提示し、第二言語習得におけるコミュニケーション経験の必然性について論考する。1ではKrashen以降の規則論を検討し、(1)「コミュニケーションの学びは、基本的にはコミュニケーションを重ねることではないのか」、(2)「形と意味を結びつける規則には意識的なものもあるのではないのか」という問題点を提示する。2では(2)の問題点を解決する新しい規則論を展開する。3では「発話規則」の実践上の問題を考える中で、(1)の主張が、単なるトートロジーを超えて、正しく妥当なものであることを論証する
While many teachers acknowledge that school-based lesson studies are useful for their professiona... more While many teachers acknowledge that school-based lesson studies are useful for their professional development, those studies occasionally become routinized and fail to deliver diverse perspectives without promoting collegiality. This paper selects “Tojisha-kenkyu,” a community-based study of mutual help by those concerned with difficulties, as a type of practitioner research that may evolve school-based lesson studies into a new kind of research activity with distinct procedures and epistemology. School-based lesson studies inspired by “Tojisha-kenkyu” require changes in the conceptual understanding of causality, agency, practice, power, and teacher competency. The paper also discusses the feasibility of introducing such research into the current school education context in Japan.本研究はJSPS科研費JP16K04770の助成を受けたものです
Despite the significance of interview studies, methodological awareness is not necessarily shared... more Despite the significance of interview studies, methodological awareness is not necessarily shared in the field of English Language Education in Japan. Previous studies have only provided general methodology of interview studies, failing to pay special attention to the language in the interview and the skill which the language is supposed to explicate. The language of the skills (maxim) does not present a full account of the skill, nor is the skill fully translated into words. In this paper, we introduce the epistemology by a philosophical scientist (M. Polanyi) and two theoretical practitioners (H. Mitsuoka and Y. Kona) to explain a partial, yet important, contribution of language for skill acquisition. Following this theoretical argument, three practical suggestions are offered for interview studies
and Action Research (AR) in their features and roles in the s 七udies of English Language IDeachin... more and Action Research (AR) in their features and roles in the s 七udies of English Language IDeaching (ELT)as a second or fbreign language ． It argues that EP should take priority over AR and SR for teacher development in the sense that it deepens understanding of ELT by teachers ． Understallding is the first requirement for teachers ， for otherwise a ' problem solvi 且 g ' may be misdirected and a scientific ' research question ' may be totally irrelevant to the practice of EI ． T ． The concept of understanding is further explored by introducing Heidegger
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Papers by Yosuke Yanase