@article{oai:jpf.repo.nii.ac.jp:00000188,
 author = {大橋, 純 and 大橋, 裕子 and OHASHI, Jun and OHASHI, Hiroko},
 journal = {世界の日本語教育. 日本語教育論集, Japanese language education around the globe ; Japanese language education around the globe},
 month = {Mar},
 note = {英語圏で行なわれた教材に関する2つのアンケート(英国、ニュージーランド)の結果 にもとづき、教材の見直しの必要性を指摘。特に、タスクの質、量の充実と教師の自己研修の一助となるような教材作りに焦点をあてる。
 現在広く用いられている教材のタスク(＜アクティビティ)について考察し、今後改善されるべき点を以下のように指摘。 
1.学習者に発話の必要性を感じさせているのか？
2.学習者にタスクの問題を解決しなければならない必然性があるのか？
3.学習者にロールの役割をする必要性があるのか？
4.警察官やホテルの受付などのロールは学習者に適切なのか？
どれだけ現実にそういうことが起こりうるのか？

また、同じ言語材料を目的とするような、2種のタスクを比較し、‘～ごっこ’に留まりやすく、スクリプトがあらかじめ設定され、学習者自身の経験が取り上げられにくいロールプレイの問題点を提示した。
‘Meaningfulness’と‘communicative’の定義を再確認したうえで、学習者自身を題材とし学習者の考えや判断を最大限に取り入れられるような意味のあるタスクについて考察した。最後に意識的な文法や文体の教授、学習の必要性についても言及し、効果 的な学習者中心の教授法、教材開発を訴えた。, Based on two surveys implemented in English-speaking countries (U.K. and New Zealand) concerning teaching materials, the authors point out that there is a great demand for supplementary materials which enable the teacher to further his/her personal teaching techniques.
 First, activities and tasks of some popular textbooks are observed and a comparison is made of what teachers need with what the textbooks offer, and how the gap can be narrowed is discussed.
 Secondly, the importance of "process" as the central priority, which should be taken into consideration when designing activities, in teaching/learning the language, is stressed.
 Then, four criteria are established in order to evaluate activities.
 These are: 1.Do the learners have a real need to act their roles?
2.Are the learners practically solving their problems or merely taking their assigned Parts?
3.Do they use the language because they need to or just because they are assigned the role?
4.How likely is it that they will become policemen, hotel receptionist, attendants at rental shops and so forth?

And also two types of tasks are presented comparatively to uncover problematic features.
 The definitions of "meaningfulness" and "communicative" are discussed. Learner-centered teaching where the learner's decision-making and experience are primarily taken into account, and meaningful tasks are sought.
 Finally, it is pointed out that formal teaching which aims at the learner's conscious learning cannot be ignored in order to consolidate what the learner has learnt and to increase the efficiency of language teaching and learning., 4, KJ00000611466},
 pages = {49--61},
 title = {学習者中心のタスク},
 volume = {3},
 year = {1993},
 yomi = {オオハシ, ジュン and オオハシ, ヒロコ}
}