Blended Learning 要 旨 / Moodle Blended Learning Moodle キーワード:Blended Learning Moodle 1 2008 Moodle e Blended Learning 2009..
1994 2005 1 2 93% 95% 2002, 2004, 2011 2011 1 Dunkel 1986, p.100 1
Blended Learning 2 3 4 4 O Malley et al. 1989 effective listener 1 self-monitoring 2 elaboration 3 inferencing 3 1995 4 1 2 3 4
. 2009.. II 2 2009 40 18 3 21 14 5 19 3 1 II 2009 90 15 18 3 21 14 5 19 2. Moodle Blended Learning Moodle Modular Object-Oriented Dynamic Learning Environment CMS Course Management System LMS Learning Management System
Blended Learning 1 2 3 5 6 14 Moodle Blended Learning 4 Moodle e Blended Learning 2008 Moodle 1 2 34 1 PC 3 Moodle Forum Blended Learning
. 2 Moodle
Blended Learning Moodle Forum Nation, 2001, p. 74 5 Forum 2 1988 1988 extensive listening practice ELP intensive listening practice ILP
Nation, 2001, p. 119 6 1993, pp.274 278 14.. 60 4 1 3 4 5 20 20 5=100 1 2 3 4 5 4 5 4 1 30 2 5 2 1 2 3 4 5 14.0 4.9 14.3 3.7 13.9 3.6 7.5 5.0 9.6 3.5 59.4 15.0 17.4 2.4 16.5 2.7 16.6 2.6 12.5 4.0 11.6 3.8 74.6 9.8 3.4 2.2 2.7 5 2 15.2 20
Blended Learning 5 4 5.0 3 4. 3 20 1 20 7.2 1 2 116 59 2 3 3 4 9 6 4 5 5 90% 6 6
=% 2 1 2 2 1 1 1 1 1 1 2 2001 1989 1 1 38 66 2 32 52 2 42 62 1 32 29 2 2 58 52 1993 2001 1989 1 3 2 1 2 1 7
Blended Learning 2 1 3 6 7 5 5 2 20% 68 100 1 53 90 68 90 68 95 / / 7 9 4 1 3 1 1 1 1 1 2 1 1996
. 4 4 1 30 15 2 20 1 2 3 4 392 2008 NHK % % 1 58 71 2 1 2 42 86 3 58 90 4 32 71 5 4 42 33 6 21 14 7 1 0 24 8 2 53 90 9 2 47 76 10 5 33 13 3 /19 1 /21
Blended Learning 18 /21 7 10 56 3.3.1 2003 2
2003.. 4 5 6 7 7 9 1 2 3 4 5 6 7 8 9 10
Blended Learning 1 2 5 10.. 4 6 /19 15 /21 /r/ /n/ 8 3 1 1 1 1 1 1 1 3 1 6 21 6 6 19 1 7 2 /19 8 /21 2 8 /19 18 /21
9 /11 2 /3 3 5 10 1 /19 7 /21 3 3 1 3 3 /8 2 /3 10 7 2 3 11 12
Blended Learning. Blended Learning 7 e / / 3 1 1 2 3 4
4 1 3 4 2 2011 1 2008, p. 22 2 3 r=.64pt 42007 2007 Goetz 2009 Gorringe 2007 Swanson 2007 2010 2007 2009 5 2008; pp. 12 21 6 Schmitt 2000; p. 151 narrow reading
Blended Learning 7 1993; p. 132 100% 30% 8 1989 /r/ /n/ 2007 e- Moodle 30 11 16 2007 Moodle CALL 26 11 26 2001 14 1 24 2002 9 3 17 2004 121 86 95 2011 8 1 31 2008 5 2010 Moodle e 51 21 34 1993 79 126 136 1989 24 pp.116 129 1993 8 pp.274 278 2003 18 125 135 1988 64 59 73 1988 64 27 43 2007 Moodle e-learning 2 41 51 2009 Moodle Obirin Today 9 113 128 1996 11 21 40 2005 125 76 85 1995 87 66 78 1994 82 34 46 2010 Moodle 17 (2), 46 47 Dunkel, P. A. (1986) Developing Listening Fluency in L2: Theoretical Principles and Pedagogical Considerations, The Modern Language Journal, 70(2), 99 106
Goetz, T. H. (2009) Language Teaching With Moodle, 46 55 63 Gorringe, A. (2007) Using Moodle in a Reading Class, 50 35 41 Malcolm, S. R. (2007) Online Course Management Systems: A Viable Option for Language Education?, 11 99 107 Nation, I. S. P. (2001) Learning Vocabulary in Another Language, Cambridge, Cambridge University Press. O Malley, J. M., Chamot, A. U. &Kupper, L. (1989) Listening Comprehension Strategies in second language acquisition. Applied Linguistics, 10(4), 418 437 Schmitt, N. (2000) Vocabulary in Language Teaching, New York, Cambridge University Press. Evaluation of a Listening Class for Undergraduate International Students that Uses a Blended Learning Approach through an Analysis of Dictation Test Results Shio WATANABE Sachiko KITAGAWA Abstract This study examines the course design of an advanced Japanese listening class for international students mainly from China and Korea and assesses the pedagogical benefits of a blended learning approach using Moodle. Through the analysis of dictation test results, this study suggests some improvements for this listening class. The analysis shows that repeated class activities which provide learners with opportunities to keep to encounter repeatedly the target words or expressions by hearing several stories on the same topic were effective to enhance the acquisition of the words and expressions. Our analysis also indicates that some learners are having difficulties in catching some specific sounds as observed in prior research and some learners cannot use collocational knowledge (words which frequently occur together) actively in order to monitor whether the answer is correct. For listening, some learners do not monitor the words they choose from a dictionary or prior knowledge to see if the word is appropriate in the context. Keywords: listening comprehension, advanced, blended learning, moodle, news