The purpose of this study was to examine the effect of motivational strategy for Japanese high school students. The increasing number of researches has been conducted to propose motivational strategies, though the effect of them has not been examined yet. Based on Deci and Ryan's Self-determination theory, Group Presentation Activity was proposed as a motivational strategy to facilitate intrinsic motivation. After the preliminary survey, the experiment was conducted in a high school classroom for 20 days. The participants were 40 highs school students in Hiroshima prefecture. The results showed that 1) Group Presentation Activity was effective in facilitating intrinsic motivation or identified regulation in spite of learners' individual differences in motivation, 2) Group Presentation Activity was the most effective toward 'low English language learning motivation' group. The educational implication was discussed based on these results for the teachers who have trouble in motivating their students.

The main purpose of this paper was to consider the problem concerning the dfficulties that most researchers of the qualitative studies are confronted with. From an overview of recently conducted studies in the academic field of English language education in Japan, it appeared that most researches using qualitative verbal data were categorized into hypothesis examination or hypothesis generation studies. Nevertheless, few of the hypothesis generation studies were able to help the researchers overcome the difficulties of objectivity and generalizability in treating the data. This suggested that most of the researchers did not give a sufficient amount of consideration to the transfer of their knowledge to future studies. To overcome the difficulties, we proposed to add a new approach, the hypothesis succeeding approach, to the traditionally used hypothesis generation approach. The hypothesis succeeding approach is conducted by a combination of hypothesis generation and hypothesis testing. The former is for interpreting verbal data qualitatively and the latter is for complementing the generated hypothesis. We have shown the extent of the effectiveness of this approach in overcoming the difficulties.

The main purpose of this paper is to make suggestions concerning combination of quantitative and qualitative research in order to utilize the advantages of both types of research. Although there are many kinds of studies that combine quantitative and qualitative methodologies, it seems that few of them can be called "publicized" because of the absence of discussion concerning the method of qualitative research in particular. Showing our possible combined research design like a "catalogue", we would like to give rise to implications for future research. Our suggestion as a catalogue can be called a "hypothesis-succeeding" study (Saijo, 2002) using the KJ method (Kawakita, 1967):

The purpose of this study was to conduct a preliminary survey to describe the nature of foreign language learning motivation of high school students in Japan. The subjects were 102 high school students in Hyogo prefecture, and they were asked to complete a questionnaire. The questionnaire contains a wide range of theories proposed so far in motivational studies. After a hypothetical model of motivation was constructed using an Exploratory Factor Analysis, the model was then validated by Confirmatory Factor Analysis. As a result, a 4-factor model ("core motivation", "instrumental/extrinsic motivation", "attribution toward achievement", and "anxiety toward showing English proficiency") was adopted. The results suggested that in order to fully understand the nature of motivation, an inclusive study is needed. It might also be possible to assume that motivation consists of several variables which have a double structure rather than a single structure. Finally, implications for teaching are discussed concerning motivational strategies and a shorter form of the questionnaire which would be more practical in a classroom situation.

本研究の目的は習者の内発的動機づけを高めるアクティブラーニング型授業の開発，実践および効果検証である。自己決定理論の3欲求を満たすアクティブラーニング型授業を開発し，その効果を大学生を対象に検証した。３つの量的・質的調査を行った結果，内発的動機づけを高めるアクティブラーニング型授業は，有能感を高め，英語授業レベルの内発的動機づけを高める効果が大きかった。特に学習者の学習内容に対する知的好奇心や興味，満足感を高め，学習目標の内在化を促進することが示された。またこのアプローチは従来の対面授業だけでなく，リアルタイム配信によるオンライン講義でも有効であることも示された。

研究1で質問紙の開発と改良を行った後，研究2で質的研究を用いて動機づけを高める方略の開発を行った。自由記述データの分析の結果，英語が嫌いで習熟度の低い学習者の意識の根底には，自分自身の英語力不足の実感があり，それにやる気を削ぐ要因が加わり，嫌気や苦手意識が生まれることが示された。そこで目標達成型の学習活動を動機づけを高める方略として設定し，研究3で効果検証を行った。その結果，SDTの3欲求を満たすことができ，英語授業レベルの動機づけを高め，学習活動の取り組みも向上させた。また動機づけの低い学習者のみを対象に検討した結果，より高い動機づけを高める効果が確認された。

本研究では,動機づけの低い学習者を対象にした「動機づけを高める方略」(MotivationalStrategies)の確立を目的としている。質的研究の結果を「自己決定理論」(Self-determinationtheory)から裏づけを行い,動機づけを高める方略の開発を行った。それを用いた実験授業を行い,その結果,この方略は学習者の3つのレベルの内発的動機づけを高める効果が確認された。特に学力の観点では,TOEICで500点程度の中レベル程度の学習者に効果的であることが分かった。

本研究では個人差に対応した学習意欲を高める授業実践を確立した上で, ナビゲーション・データベースの開発を行った。具体的には1)英語学習意欲を高める授業実践法の確立, 2)学習者の個人差要因の把握, 3)ナビゲーション・データベースの開発の3点である。その結果, 外国ドラマ・映画を用いたコミュニケーション活動とGP活動を, 学習意欲を高める授業実践法とし, 英語学力と動機づけの質を指標とするデータベースを作成した。