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Eruditi : The CGCS Journal of Language Research and Education >

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タイトル: モスクワの大学生は学習者主導型の日本語授業から何を学ぶか
その他のタイトル: What did University Students in Moscow Learn from a Student-led Japanese Class?
著者: 小熊, 利江
著者(別言語): Oguma, Rie
キーワード: 第二言語習得
自律学習
アクティブラーニング
外国語としての日本語環境(JFL)
ロシア人大学生
Second Language Acquisition
Learner's Autonomy
Active Learning Style
Japanese as a Foreign Language
Russian Students
発行日: 2017年6月
出版者: Centre for Global Communication Strategies, College of Arts & Sciences, The University of Tokyo
掲載誌情報: Eruditi : The CGCS Journal of Language Research and Education. Vol. 1, 2017.6, pp. 1-16
抄録: This study investigates a student-led Japanese language class at a university in Moscow. It was an experimental class for Russian students who were accustomed to a traditional passive-learning style. It aims to foster the students’ autonomy in Japanese language learning. The purposes of the study are (1) describing the student-led class in detail to share the practice, (2) investigating what the students thought of the class which was their first experience with an active-learning style as opposed to a passive-learning style, and (3) analyzing what they had learned from the student-led class. For these purposes, students’ reflection notes and a year-end survey are used for analysis. The design of the class is one in which each student has to search what the entire class should learn and conduct the class on his or her own. It has been revealed that the students took a long time to prepare the materials before leading the class, which made them learn on their own. The types of learning materials that they chose for the class are discussed in the paper. Some students used the same resources or topics as other students. It indicates that they had learned about the new learning resources from each other, in addition to where they should look for the materials. The study also examines how the student-led class was perceived by Russian students. It was apparent that the students highly evaluated the new style of the class. It was observed that the students understood other students’ thoughts and opinions through discussion, which in turn led to them better understanding their own. The students were stimulated by one another. Lastly, their reflections showed some clear assessments of what they have learned. However, it seemed difficult for them to put their learning into words; students might need further support from the teacher in this area.
内容記述: Section 1: Original Research
URI: http://hdl.handle.net/2261/72785
出現カテゴリ:Eruditi : The CGCS Journal of Language Research and Education
Eruditi : The CGCS Journal of Language Research and Education

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