日本語 English
| 開講年度/ Academic YearAcademic Year |
20252025 |
| 科目設置学部/ CollegeCollege |
異文化コミュニケーション学部/College of Intercultural CommunicationCollege of Intercultural Communication |
| 科目コード等/ Course CodeCourse Code |
DM144/DM144DM144 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
Combining the Psychology of Language Learning and Research Methods |
| 授業形態/ Class FormatClass Format |
対面（全回対面）/Face to face (all classes are face-to-face)Face to face (all classes are face-to-face) |
| 授業形態（補足事項）/ Class Format (Supplementary Items)Class Format (Supplementary Items) |
|
| 授業形式/ Class StyleCampus |
演習・ゼミ/SeminarSeminar |
| 校地/ CampusCampus |
池袋/IkebukuroIkebukuro |
| 学期/ SemesterSemester |
秋学期/Fall semesterFall semester |
| 曜日時限・教室/ DayPeriod・RoomDayPeriod・Room |
木1/Thu.1 Thu.1 ログインして教室を表示する（Log in to view the classrooms.） |
| 単位/ CreditsCredits |
22 |
| 科目ナンバリング/ Course NumberCourse Number |
ICC2621 |
| 使用言語/ LanguageLanguage |
英語/EnglishEnglish |
| 履修登録方法/ Class Registration MethodClass Registration Method |
抽選登録/Lottery RegistrationLottery Registration（定員：35人/ Capacity：35） |
| 配当年次/ Assigned YearAssigned Year |
配当年次は開講学部のR Guideに掲載している科目表で確認してください。配当年次は開講学部のR Guideに掲載している科目表で確認してください。 |
| 先修規定/ Prerequisite RegulationsPrerequisite Regulations |
|
| 他学部履修可否/ Acceptance of Other CollegesAcceptance of Other Colleges |
履修登録システムの『他学部・他研究科履修不許可科目一覧』で確認してください。 |
| 履修中止可否/ Course CancellationCourse Cancellation |
〇（履修中止可/ Eligible for cancellation） |
| オンライン授業60単位制限対象科目/ Online Classes Subject to 60-Credit Upper LimitOnline Classes Subject to 60-Credit Upper Limit |
|
| 学位授与方針との関連/ Relationship with Degree PolicyRelationship with Degree Policy |
各授業科目は、学部・研究科の定める学位授与方針（DP）や教育課程編成の方針（CP）に基づき、カリキュラム上に配置されています。詳細はカリキュラム・マップで確認することができます。 |
| 備考/ NotesNotes |
This class aims to help students understand the basic concepts of learner psychology in second language acquisition and the fundamentals of research methods related to each concept. Through literature reading and group activities, students will gain deep insight into learner psychology by discussing how data is obtained, what procedures are followed, and what characteristics and problems exist in various research methods.
While most people acquire their native language naturally, learning a second language has many challenges and difficulties. This course addresses learner psychology in second language acquisition, discussing its theories and concepts and how they affect the acquisition process and outcomes. We will also discuss the psychological factors of learners with the typical (or emerging) research methods and examine what research methods apply to second language acquisition through actual data collection experiences. Students will learn learner psychology and its research methods independently through reading in a circle and group work.
| 1 | Course guidance: What is psychology? Introduction to Psychology and its relevance to language learning |
| 2 | Psychology and language learning: Major psychological perspectives that influence education |
| 3 | Language learning strategy: Techniques and approaches for effective language acquisition |
| 4 | Self-regulation: How learners manage their own second language learning |
| 5 | Questionnaire survey: Designing and analyzing surveys for language learning research |
| 6 | Mini project 1 |
| 7 | Affect: The role of emotions in a second language learning |
| 8 | Motivation: Understanding and enhancing motivation in second language acquisition |
| 9 | Narrative method: Using personal stories to explore language learning experiences |
| 10 | Mini project 2 |
| 11 | Understanding the self and willingness to communicate: Exploring identity and communication in second language learning |
| 12 | Final project: Team building, theme setting, and collaborative planning |
| 13 | Final project: Data collection, discussion, and presentation preparation |
| 14 | Final project: Summary, presentation, and sharing of the project findings |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
At Rikkyo University, students are required to spend 45 hours of study (including class time) per credit. Please prepare for classes and review the materials accordingly.
The teacher will distribute the literature to be read before the next class on the Canvas LMS. Since group work and discussion will be conducted in class based on the readings, students are expected to download and read the material on their own. They may also be required to engage in collaborative learning outside of class, such as data collection activities and presentation preparation. Specific study instructions will be given separately as necessary.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
In-class assignments(30%) Final project presentation(20%) Final report(30%) Active participation(20%) |
| 備考 (Notes) | ||
| その他 (Others) | |||||
|---|---|---|---|---|---|
| Texts will be distributed in class by the teacher. |
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Dörnyei, Z. & Ryan, S. | The Psychology of the Language Learner Revisited | Routledge | 2015 | 9781138018747 |
| 2 | Li, S., Hiver, P., & Papi, M. | The Routledge Handbook of Second Language Acquisition and Individual Differences | Routledge | 2022 | 9781032219141 |
| 3 | Williams, M., Mercer, S., & Ryan, S. | Exploring Psychology in Language Learning and Teaching | Oxford | 2015 | 9780194423991 |
| 4 | Williams, M., Puchta, H., & Mercer, S. | Psychology in Practice | Helbling | 2021 | 9783990897751 |
This class will focus on theories, concepts, and the history of psychology in language learning and education. Students interested in educational psychology and related areas of language learning and teaching are welcome. In addition, this class is intended to be a small (first) step toward learning the role of psychology through research-based activities. Although we will not discuss the technical details of research methods but only a basic overview, students willing to learn such procedures in groups or pairs are welcome to participate. Since there are many opportunities for cooperative learning with classmates, students are expected to participate in activities autonomously.
Handling of late arrivals and absences will be explained in the guidance of the first lecture.
It is recommended that the student’s English level is at or above
TOEFL(iBT) 68, TOEFL(PBT) 520, IELTS 5.5, or TOEIC L&R 650.
This class aims to help students understand the basic concepts of learner psychology in second language acquisition and the fundamentals of research methods related to each concept. Through literature reading and group activities, students will gain deep insight into learner psychology by discussing how data is obtained, what procedures are followed, and what characteristics and problems exist in various research methods.
While most people acquire their native language naturally, learning a second language has many challenges and difficulties. This course addresses learner psychology in second language acquisition, discussing its theories and concepts and how they affect the acquisition process and outcomes. We will also discuss the psychological factors of learners with the typical (or emerging) research methods and examine what research methods apply to second language acquisition through actual data collection experiences. Students will learn learner psychology and its research methods independently through reading in a circle and group work.
| 1 | Course guidance: What is psychology? Introduction to Psychology and its relevance to language learning |
| 2 | Psychology and language learning: Major psychological perspectives that influence education |
| 3 | Language learning strategy: Techniques and approaches for effective language acquisition |
| 4 | Self-regulation: How learners manage their own second language learning |
| 5 | Questionnaire survey: Designing and analyzing surveys for language learning research |
| 6 | Mini project 1 |
| 7 | Affect: The role of emotions in a second language learning |
| 8 | Motivation: Understanding and enhancing motivation in second language acquisition |
| 9 | Narrative method: Using personal stories to explore language learning experiences |
| 10 | Mini project 2 |
| 11 | Understanding the self and willingness to communicate: Exploring identity and communication in second language learning |
| 12 | Final project: Team building, theme setting, and collaborative planning |
| 13 | Final project: Data collection, discussion, and presentation preparation |
| 14 | Final project: Summary, presentation, and sharing of the project findings |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
At Rikkyo University, students are required to spend 45 hours of study (including class time) per credit. Please prepare for classes and review the materials accordingly.
The teacher will distribute the literature to be read before the next class on the Canvas LMS. Since group work and discussion will be conducted in class based on the readings, students are expected to download and read the material on their own. They may also be required to engage in collaborative learning outside of class, such as data collection activities and presentation preparation. Specific study instructions will be given separately as necessary.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
In-class assignments(30%) Final project presentation(20%) Final report(30%) Active participation(20%) |
| 備考 (Notes) | ||
| その他 (Others) | |||||
|---|---|---|---|---|---|
| Texts will be distributed in class by the teacher. |
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Dörnyei, Z. & Ryan, S. | The Psychology of the Language Learner Revisited | Routledge | 2015 | 9781138018747 |
| 2 | Li, S., Hiver, P., & Papi, M. | The Routledge Handbook of Second Language Acquisition and Individual Differences | Routledge | 2022 | 9781032219141 |
| 3 | Williams, M., Mercer, S., & Ryan, S. | Exploring Psychology in Language Learning and Teaching | Oxford | 2015 | 9780194423991 |
| 4 | Williams, M., Puchta, H., & Mercer, S. | Psychology in Practice | Helbling | 2021 | 9783990897751 |
This class will focus on theories, concepts, and the history of psychology in language learning and education. Students interested in educational psychology and related areas of language learning and teaching are welcome. In addition, this class is intended to be a small (first) step toward learning the role of psychology through research-based activities. Although we will not discuss the technical details of research methods but only a basic overview, students willing to learn such procedures in groups or pairs are welcome to participate. Since there are many opportunities for cooperative learning with classmates, students are expected to participate in activities autonomously.
Handling of late arrivals and absences will be explained in the guidance of the first lecture.
It is recommended that the student’s English level is at or above
TOEFL(iBT) 68, TOEFL(PBT) 520, IELTS 5.5, or TOEIC L&R 650.