{"_buckets": {"deposit": "c46c0940-ce15-47ad-a69b-6a217fa9b79a"}, "_deposit": {"id": "16182", "owners": [], "pid": {"revision_id": 0, "type": "depid", "value": "16182"}, "status": "published"}, "_oai": {"id": "oai:soar-ir.repo.nii.ac.jp:00016182", "sets": []}, "author_link": ["46452"], "item_10_biblio_info_6": {"attribute_name": "書誌情報", "attribute_value_mlt": [{"bibliographicIssueDates": {"bibliographicIssueDate": "2006-03-31", "bibliographicIssueDateType": "Issued"}, "bibliographicPageEnd": "157", "bibliographicPageStart": "147", "bibliographicVolumeNumber": "2", "bibliographic_titles": [{"bibliographic_title": "信州大学高等教育システムセンター紀要"}]}]}, "item_10_description_20": {"attribute_name": "抄録", "attribute_value_mlt": [{"subitem_description": "本稿では、Abraham Maslowの「欲求の階層理論」及びAlbert Banduraの「社会的学習理論」を中心に、これらが日本の英語教育にどのように利用でき、また実際に役に立つのかを検討する。もともと両理論は特定の学究分野を目指して立てられたものではないが、前者は学習のモーティベーションの面で、後者はモデルをターゲットに、真似て、繰り返すという学習の効果という面で、語学学習に充分応用できるものだと思われる。そこでそれを証明するために、筆者の受け持ちのクラスでアンケートを行い、学生の学習心理を調べ、上記の理論に照らし合わせて検討した。結果は国籍を問わず、また英語教育という環境においても応用できるものであり、きわめて有効であることが判明した。", "subitem_description_type": "Abstract"}]}, "item_10_description_30": {"attribute_name": "資源タイプ（コンテンツの種類）", "attribute_value_mlt": [{"subitem_description": "Article", "subitem_description_type": "Other"}]}, "item_10_description_31": {"attribute_name": "フォーマット：mimeタイプ", "attribute_value_mlt": [{"subitem_description": "application/pdf", "subitem_description_type": "Other"}]}, "item_10_description_5": {"attribute_name": "引用", "attribute_value_mlt": [{"subitem_description": "信州大学高等教育システムセンター紀要 2: 147-157(2006)", "subitem_description_type": "Other"}]}, "item_10_publisher_4": {"attribute_name": "出版者", "attribute_value_mlt": [{"subitem_publisher": "信州大学高等教育システムセンター"}]}, "item_10_select_64": 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