日本語 English
| 開講年度/ Academic YearAcademic Year |
20262026 |
| 科目設置学部/ CollegeCollege |
異文化コミュニケーション研究科/Graduate School of Intercultural CommunicationGraduate School of Intercultural Communication |
| 科目コード等/ Course CodeCourse Code |
WV260/WV260WV260 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
|
| 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 |
講義/LectureLecture |
| 校地/ CampusCampus |
池袋/IkebukuroIkebukuro |
| 学期/ SemesterSemester |
春学期/Spring SemesterSpring Semester |
| 曜日時限・教室/ DayPeriod・RoomDayPeriod・Room |
水4/Wed.4 Wed.4 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 |
ICC7141 |
| 使用言語/ LanguageLanguage |
英語/EnglishEnglish |
| 履修登録方法/ Class Registration MethodClass Registration Method |
科目コード登録/Course Code RegistrationCourse Code Registration |
| 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 |
－（履修中止制度なし/ No system 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。 https://www.rikkyo.ac.jp/about/disclosure/educational_policy/ic.html |
| 備考/ NotesNotes |
By the end of this course, students will be able to explain major psychological theories and constructs relevant to language learning, including learner strategies, motivation (e.g., the L2 Motivational Self System and Self-Determination Theory), engagement, self-efficacy, and willingness to communicate (objective 1). Building on this theoretical foundation, students will also be able to critically evaluate empirical research in the psychology of language learning, with attention to its methodological bases and theoretical and practical implications (objective 2). In addition, students will analyze and compare competing models of language learner motivation and engagement, including major challenges to established frameworks (objective 3). Through integrating these perspectives, students will synthesize multiple psychological approaches to develop a coherent understanding of how individual differences influence language learning processes and outcomes (objective 4). Finally, students will apply psychological theory and research findings to practical issues in language teaching and learning and be able communicate these insights effectively through academic presentations (objective 5).
From lessons 1 to 12, the course follows a semi-flipped active learning approach where content is learned outside of and before each lesson and then actively engaged with during class. These lessons will be delivered in a ‘seminar’ style where each lesson (or block of lessons) has a theme/focus. The themes are sequenced in a manner to allow students to understand the ‘story’ of how psychology in language learning emerged as a consequential area in both second language practice and research. Lessons 13 and 14 feature summative assessments of the course’s intended learning objectives/outcomes.
| 1 | Overview of Educational Psychology and Introduction to Measurement and Inquiry in Social Science I |
| 2 | Overview of Educational Psychology and Introduction to Measurement and Inquiry in Social Science II |
| 3 | Language Learner Strategies (LLS) |
| 4 | The Challenge to LLS and the Emergence of Dörnyei’s L2 Motivational Self System (L2MSS) |
| 5 | L2MSS I: Breakthrough Research |
| 6 | L2MSS II: Becoming the Establishment |
| 7 | The Challenge & Refutation of the L2MSS |
| 8 | Other Approaches to Language Learners’ Motivation: Self-Determination Theory |
| 9 | Extending from Motivation: Engagement in Language Learning |
| 10 | Learner- and Practice-Level Individual Differences and Language Learners’ Engagement |
| 11 | Self-Efficacy and Language Learning |
| 12 | Willingness-to-Communicate and Language Learning |
| 13 | Putting it Together: Psychology in Language Learning and Practice (Student Presentations) |
| 14 | Final Test |
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
From Lessons 2 through 12, students will be required to read teacher-provided materials outside of class and before each lesson. These readings will be assessed via paper-and-pencil quizzes. Students will also discuss these readings in class. For Lesson 13, students will prepare a presentation based on the completed readings, complementary student-selected journal articles, and their implications for language teaching practice. Lesson 14 will include a written final test, which will also require study outside of class. The teacher will continuously consult with students on how to carry out their out-of-class study. In accordance with Rikkyo policy, the total time of course study (both inside and outside of class) is planned to total to 45 hours.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Lesson Quizzes(40%) Discussion Performance(20%) Lesson 13 Presentation(10%) 最終テスト(Final Test)(30%) |
| 備考 (Notes) | ||
| **In principle, work and quizzes cannot be made up with a university-approved excuse. Students will fail the course if they miss more than 3 classes with an excuse. **A greater expectation of task fulfillment beyond the Master's level across all assigned work is expected. | ||
なし/None
| その他 (Others) | |||||
|---|---|---|---|---|---|
| **Provided by the teacher via Canvas in digital format. |
**It would be helpful to have a device in class (e.g., a tablet or laptop) to view materials distributed via Canvas.
The following minimum level of English Language Proficiency is expected at the time of registration: TOEFL (iBT) 95/5.0 and/or IELTS 6.5.
By the end of this course, students will be able to explain major psychological theories and constructs relevant to language learning, including learner strategies, motivation (e.g., the L2 Motivational Self System and Self-Determination Theory), engagement, self-efficacy, and willingness to communicate (objective 1). Building on this theoretical foundation, students will also be able to critically evaluate empirical research in the psychology of language learning, with attention to its methodological bases and theoretical and practical implications (objective 2). In addition, students will analyze and compare competing models of language learner motivation and engagement, including major challenges to established frameworks (objective 3). Through integrating these perspectives, students will synthesize multiple psychological approaches to develop a coherent understanding of how individual differences influence language learning processes and outcomes (objective 4). Finally, students will apply psychological theory and research findings to practical issues in language teaching and learning and be able communicate these insights effectively through academic presentations (objective 5).
From lessons 1 to 12, the course follows a semi-flipped active learning approach where content is learned outside of and before each lesson and then actively engaged with during class. These lessons will be delivered in a ‘seminar’ style where each lesson (or block of lessons) has a theme/focus. The themes are sequenced in a manner to allow students to understand the ‘story’ of how psychology in language learning emerged as a consequential area in both second language practice and research. Lessons 13 and 14 feature summative assessments of the course’s intended learning objectives/outcomes.
| 1 | Overview of Educational Psychology and Introduction to Measurement and Inquiry in Social Science I |
| 2 | Overview of Educational Psychology and Introduction to Measurement and Inquiry in Social Science II |
| 3 | Language Learner Strategies (LLS) |
| 4 | The Challenge to LLS and the Emergence of Dörnyei’s L2 Motivational Self System (L2MSS) |
| 5 | L2MSS I: Breakthrough Research |
| 6 | L2MSS II: Becoming the Establishment |
| 7 | The Challenge & Refutation of the L2MSS |
| 8 | Other Approaches to Language Learners’ Motivation: Self-Determination Theory |
| 9 | Extending from Motivation: Engagement in Language Learning |
| 10 | Learner- and Practice-Level Individual Differences and Language Learners’ Engagement |
| 11 | Self-Efficacy and Language Learning |
| 12 | Willingness-to-Communicate and Language Learning |
| 13 | Putting it Together: Psychology in Language Learning and Practice (Student Presentations) |
| 14 | Final Test |
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
From Lessons 2 through 12, students will be required to read teacher-provided materials outside of class and before each lesson. These readings will be assessed via paper-and-pencil quizzes. Students will also discuss these readings in class. For Lesson 13, students will prepare a presentation based on the completed readings, complementary student-selected journal articles, and their implications for language teaching practice. Lesson 14 will include a written final test, which will also require study outside of class. The teacher will continuously consult with students on how to carry out their out-of-class study. In accordance with Rikkyo policy, the total time of course study (both inside and outside of class) is planned to total to 45 hours.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Lesson Quizzes(40%) Discussion Performance(20%) Lesson 13 Presentation(10%) 最終テスト(Final Test)(30%) |
| 備考 (Notes) | ||
| **In principle, work and quizzes cannot be made up with a university-approved excuse. Students will fail the course if they miss more than 3 classes with an excuse. **A greater expectation of task fulfillment beyond the Master's level across all assigned work is expected. | ||
なし/None
| その他 (Others) | |||||
|---|---|---|---|---|---|
| **Provided by the teacher via Canvas in digital format. |
**It would be helpful to have a device in class (e.g., a tablet or laptop) to view materials distributed via Canvas.
The following minimum level of English Language Proficiency is expected at the time of registration: TOEFL (iBT) 95/5.0 and/or IELTS 6.5.