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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
http://hdl.handle.net/2261/72785
http://hdl.handle.net/2261/7278528b351eb-1a34-4fc4-be89-693c9875a38f
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
Eruditi_01_01.pdf (432.3 kB)
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CC BY-NC-ND 4.0
http://creativecommons.org/licenses/by-nc-nd/4.0/ |
| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2017-07-31 | |||||
| タイトル | ||||||
| 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 | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 第二言語習得 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 自律学習 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | アクティブラーニング | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 外国語としての日本語環境（JFL） | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | ロシア人大学生 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | Second Language Acquisition | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | Learner's Autonomy | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | Active Learning Style | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | Japanese as a Foreign Language | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | Russian Students | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| その他のタイトル | ||||||
| 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
× 小熊, 利江 |
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| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 142844 | |||||
| 姓名 | Oguma, Rie | |||||
| 著者所属 | ||||||
| 値 | The University of Tokyo, Center for Global Communication Strategies | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | 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 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | Section 1: Original Research | |||||
| 書誌情報 |
Eruditi : The CGCS Journal of Language Research and Education 巻 1, p. 1-16, 発行日 2017-06 |
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| 権利 | ||||||
| 権利情報 | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | |||||
| 著者版フラグ | ||||||
| 値 | publisher | |||||
| 出版者 | ||||||
| 出版者 | Centre for Global Communication Strategies, College of Arts & Sciences, The University of Tokyo | |||||
