Kay Irie

本研究の目的はドルネイが提唱する比較的新しい言語学習モチベーション理論モデルである L2 Motivational Self Systemにおいて核をなしている可能自己(possible selves)を測定する尺度の開発にある。本稿では、この概念を実際に教育に活かす第一歩として、L2 学習者自身が考えるL2話者としての現在自己(actual self)と将来における理想自己(ideal self)の差、及び理想自己がモチベーションとして機能するための要素を測定する調査紙の予備研究の初期分析結果を報告する。分析の目的は主に二つである。(1) 各尺度の信頼性と一面性の確認、(2)モチベーションや能力レベルとの相関関係。その結果、使用された調査項目に関し、高い信頼性と一面性が認められ、現在と未来自己がそれぞれモチベーションや能力レベルと有効な相関関係にあった。また、 モチベーションは可能性の認識の高さ(Likelihood)と想像する頻度(Frequency)とは関係が強く、期待されている自己像(ought-to L2 self)を表す義務感(Obligation)との関係が弱いことが示唆された。

The purpose of this paper is two-fold: a) to examine Dornyei's L2 Self System (2005) which is one the most comprehensive L2 motivation models after Gardner's socio-psychological model (1985) and b) to consider a way to apply the model in classroom practice to increase Japanese students' L2 motivation. The School-to-Job program (an academic motivation intervention program) developed at University of Michigan will be used as a framework as it is an example of applying Possible Self Theory in educational psychology, which Dornyei based his L2 Self System on. Each of the 11 sessions in the program will be re-considered in English learning contexts in Japan in relation to the three constructs of L2 Self System (L2 Ideal Self, L2 Ought-to-Self, and L2 Learning Experiences.)

It has been a difficult task for teachers to compare the abilities of students from different grades or levels using traditional testing theory (TTT) because all students must take a common test that includes items covering the entire range of abilities. However, by using Rasch measurement theory (RMT), it is possible to give graded forms of the test to each group of students by including some overlapping items. This study provides a brief introduction to RMT followed by a demonstration of an application of the theory to measure abilities of students from different grades in junior high schools. The process of equating three different English achievement test forms, one for each grade administered to a total of 900 junior high school students is described. A list of useful resources on RMT is also provided in the appendix.