Language Learner in “Context and Wisdom”　

Masao Kaneoka (金岡正夫) 

 

 

菊 

384 

4,950円 （本体4,500円 ）

2026年8月31日 

ISBN978-4-86327-703-8 

 

英語教育
 

The word“Context”frequently appears in research papers and academic books of teaching English as a foreign/second language (TEFL/TESL). However, materials that provide full-fledged investigation and discussion of“what context really means and ought to be”are rarely found. In particular, materials covering both theory and pedagogy are rare, that is, initiating from the original meaning of context (etymology) then extending to classroom-based English language teaching (ELT) with focus on L2 learners’authentic self-growth from inner spiritual parts (spirituality). In addition, research and pedagogical studies combining “Context”and“Language Learner”with“Wisdom” as a new mode of ELT are rarely found in applied linguistics. This book thoroughly discusses these issues from theoretical and pedagogical viewpoints, and explores their mutual, reciprocal, interdependent relationships, namely-their ecological interrelationship.
本書は「コンテクスト、英語学習者、叡智（ウィズダム）」をキーワードに「コンテクスト」の語源から始まり、英語学習者の自己成熟（内面的成長）とそれを支える英語学習の成熟（目的、動機づけ、方法論を含む）の到達に向け、ウィズダム（叡智）教育をコンテクストに融合させていく取り組みまでを詳述している（理論構築と授業実践）。応用言語学・第二言語習得に止まらず、それをこえた学際的融合を重視した大学英語教育の専門書であり、そこには15年にわたり採択された、5つの科研費研究課題の有機的なつながりが根底にある。

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Author Biography
Acknowledgments
Introduction

【PART I：Language Learner-Concept, Research Perspective, Educational Practice】
Chapter 1 (Theory)
　Language Learner Aiming for Authentic Self-Growth and Autonomous Learning
　Section 1： Self-and-Identity-Focused Language Learning： Its Role and Value
　Section 2： Learner Autonomy and EAP, ESP, EDP, CAL-with Social Constructivist Approach
　Section 3： Agency and Authenticity, and Spirituality-Involved Language Learning Motivation
　Section 4： Reciprocal Relation of Spirituality and Character Formation, Together with Relevant Language Education

Chapter 2 (Research)
Curriculum Inquiry in Relation to Self-Directed Language Learning： Theoretical Implications Based on the Perceptional Disparities Between College EFL Instructors and First-Year Students

Chapter 3 (Pedagogical Study1)
Social Constructivist L2 Curriculum and Multi-Faceted L2 Self： Exploratory Insight into Possible Development of Learner Autonomy

Chapter 4 (Pedagogical Study 2)
Multi-Faceted Self, Social Constructivist Context, and Communication
Practice to Promote Learner Autonomy 78

【PART Ⅱ：Context-Concept, Research Perspective, Educational Practice】
Chapter 5 (Theory)
Context for Balancing Self-Growth and Language Development
　Section 1： Meanings of Context
　Section 2： The Study of Context in Applied Linguistics-with Brief Underpinnings of Complexity Theory, Dynamic Systems Theory, Socialization of SLA, Ecological Linguistics, and L2 Motivation

Chapter 6 (Theory)
Context in Language Learning Motivation-Focus on Meaningfulness, Authenticity, Spiritual Development
　Section 1： Globalization and Self-and-Identity-Focused Language Learning Motivation
　Section 2： Context-Valued, Dynamics-Oriented Language Learning Motivation： Looking into Spirituality and Character and Their Connection with PCRV and CDST

Chapter 7 (Research)
A Person-in-Context Theory, Spirituality, 1C2As for 4As Framework： Implications for College ELT and the Revision of L2 Motivation Instrumentation

Chapter 8 (Pedagogical Study 1)
L2 Motivation and Spirituality in College ELT： Changing L2 Learning and L2 Self with a Self-Determined Message

Chapter 9 (Pedagogical Study 2)
College ELT Adapted from PICT and Spirituality： Pedagogical Impacts in Promoting Maturity-Aimed L2 Strategies and L2 Use through Self-Development

Chapter 10 (Theory)
Context Study in Ecological Linguistics-Focus on Complexity, Dynamics, Inter-Relation, Co-Adaptiveness
　Section 1： Understanding Context： Leo van Lier’s Ecological Linguistics
　Section 2： Complex Theory and Dynamic Systems Theory
　Section 3： A Human Ecological Language Pedagogy

Chapter 11 (Pedagogical Study 1)
Transforming L2 Learning Strategies, Enhancing L2 Use Capability, and Fostering Solid Mindset of Medical Students： Embracing Tripartite Development toward the Maturity of Person

Chapter 12 (Pedagogical Study 2)
ELT, L2 Learning Style, L2 Capabilities, L2 Task Interest Aimed at‘Person’-Focused Self-Growth and Matured L2 Use： A PCRV-CDST-HELP Laden Multi-Faceted Context

【PART Ⅲ： Wisdom-Concept, Research Perspective, Educational Practice】
Chapter 13 (Theory)
Wisdom for Spirituality, Character, and Public Philosophy
　Section 1： Wisdom-Its Basic Meaning and More Meanings from Various Disciplines
　Section 2： Aristotle’s Philosophy and Practical Wisdom
　Section 3： Wisdom Education Involving Public Philosophy and Justice, and its Role in Foreign Language Education

Chapter 14 (Classroom-Based Research)
Exploring Educational Values and Pedagogical Feasibility of Wisdom-Focused College EFL： A Preliminary Research Using a Questionnaire Survey

Chapter 15 (Pedagogical Study 1)
College Learners’ Self-Growth and Matured English Learning Style via Wisdom-Laden L2 Contextualization： With Reference to Leo van Lier’s Ecological Linguistics

Chapter 16 (Pedagogical Study 2)
Rethinking Context and Ecological Contextualization by Involving Wisdom Education： Developing Motivation, Practice, Efficacy of L2 Learning, and the Maturity of L2 Self

Chapter 17
Valuable Messages from Human History： Toward Future Study of “Wisdom English”

Coda
Name Index
Subject Index