本論文は，公立中学生に対して動機づけ (内発的動機づけ・外発的動機づけ), 無動機と学習意欲減退要因 (興味の欠如，内容の関心，教師の行動，失敗の経験) に関する質問紙調査を行い，全体傾向，要因間の関係性，学習者の特徴を明らかにしている。調査対象者は公立中学生1年生～3年生の388名であり，内訳は1年生122名，2年生144名，3年生122名であった。結果として，内発的動機づけや同一視調整が高い傾向にあり，無動機が低い傾向にあった。また相関分析では，無動機が学習意欲減退要因と正の相関関係にあることが明らかになった。クラスター分析では，学年全体として3群に分かれ，動機づけ高位群・中位群・低位群があり，これまでに明らかでなかった動機づけや無動機、学習意欲減退傾向に関する中学生英語学習者の特徴を明らかにした。

エンゲージメントは動機づけ風土、教師・生徒関係、達成度といった複数の構成要素や成果に関連する教育心理学の構成要素である。本研究では日本の大学学部1年生316名を対象に英語におけるエンゲージメントと達成度を予測するための調査を実施した。相関分析及び階層的に重回帰分析を行い検討した結果、2つのモデルを得た。同時効果（モデル1）と直接媒介（モデル2）である。この2つのモデルに共分散構造モデリング（SEM：Structural Equation Modeling）を行い、適合度やパス係数を検討した。その結果、直接媒介の方がより適切であった。その結果、教師の自律性支援は心理的欲求を満たし、それがエンゲージメントを予測し、英語学習の達成度を向上させることが明らかとなった。したがって、英語教育において、学生の基本的心理的欲求を満たすための教師の自律性支援指導の重要性が示唆された。

本研究の目的は，日本人英語学習者における核配置のパフォーマンスについて，音響分析によってその客観的な記述を行うことである。UME-ERJ内に収録されている30名分の音声データをPraatにより計測した。その結果，日本人英語学習者の核におけるピッチ変動幅は平均6 st程度であった。UME-ERJ内に収録されている日本人英語学習者の発声では，核の正配置率は63.3％であった。実際の指導では， データベース作成時の参加者への教示にあるようなイントネーションの解説文，サンプル音声などの特定の資料が，核の正配置を大幅に増加させる可能性が高いことが示唆された。誤配置は名詞，代名詞，動詞，前置詞において観察された。日本人学習者における核の誤配置を整理した類型にはない統語範疇でも核の誤配置が生じる可能性に留意しておいた方がよいかもしれないことが示唆された。

This paper investigated the relationship between metacognitive reading strategies at pre-, during-, and post-reading stages among two English groups: Higher-level and Lower-level. Eighty-four participants were first-year Japanese female university students enrolled in a study abroad program. A twenty-seven-item questionnaire was conducted in the Intensive Reading Class to investigate the frequency of use at each stage. The result found that Higher-level students tend to use the strategies significantly at the post-reading stage. A factor analysis was performed identifying two factors at the post-reading stage: Reflection on Reading Materials (Factor 1) and Reflection on Reading Process (Factor 2). An independent samples t-test was performed to compare these factor scores between the two groups. There was a significant difference in Factor 1. This suggests that Higher-level students tend to reflect more on the content of the reading topics. This indicates the importance of the reflection at the post-reading stage.

This study aims to verify the effects of Information Gap Activities on children learning English at the kindergarten or elementary school levels. Seven preschoolers on the verge of entering elementary school and two students in the third grade took part in this research as participants. To test how the activities fostered interaction in the classrooms, coloring activities were introduced to the preschoolers and picture-placement activities to the third graders. The participants' performances were videotaped and observed, and their negotiations were examined by counting and analyzing the number of communication strategies used by the participants. The results from analyses show that, if taught appropriately, and the students were accustomed to using them, the participants learned proactively and used the strategies successfully. Moreover, findings from the study conclude communication strategies should be taught deliberately as learners who have such strategies are able to interact more actively.

There have been many cross-sectional studies comparing second language learners at different proficiency levels to investigate changes in their interlanguage. However, longitudinal studies are necessary to observe continuous changes in the same second language learners. This study used longitudinal data to reveal how the writing of the same Japanese learners of English changed over time. Specifically, the English diaries of three Japanese learners of English were examined over a period of 6 to 9 months. The results showed that the frequency of prepositions and determiners increased with the time the three learners had kept the diaries. Conversely, in some diaries, the frequency of adjectives and particles tended to increase over time, whereas it decreased in others. These findings indicate that longitudinal studies of an interlanguage can reveal both common and individual changes in second language learners.

The purpose of this study is to examine ways to enhance the social presence of presenters and viewers (listeners) in asynchronous English presentations. There were two steps in this study. First, three individual presentation activities were conducted at university, where students experienced in-group practice and asynchronous English presentation using the video-sharing service, Flip. Students were asked to write reflective comments and answer a survey. Second, a high school English teacher was asked to view and evaluate three student presentation videos. Meanwhile, eye tracking and interviews were conducted on the teacher. The results indicated that interaction among students in class contributed to the development of reciprocal intimacy. This might develop viewers' social presence. Also, language use such as clear intonation, asking questions and word use may relate to immediacy and develop presenters' social presence.