The Japan Foundation Repository / 国際交流基金リポジトリ
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Whether Beginner Level Common Language Multinational Learners Group Could Make Inventive Dialogue : Practice of Project Work with 5 South East Asian Countries and Japanese High School Students
Get PDFグローバル時代の社会では、多様な人々が英知を出し合い、新たな知を共に創ることを目的とした「共創型対話」が重要な役割を果たすと考えられる（多田 2016）。本稿では、共通言語が初級で多国籍の学習者集団において「共創型対話」は生まれたのかを、「にほんご人フォーラム2017生徒プログラム」の実践から検証する。実践デザインは、日本の学校教育の実践から得られた共創型対話を引き出すための教師の手立てと日本語教育の実践から得られた多国籍集団における困難点を踏まえて行った。その結果、最終課題を考える対話のプロセスから「共創型対話」が観察され、具体的な対話からは、共創型対話の姿勢や態度が観察された。また、ふり返りの記述から、言語能力が初級の生徒も共創型対話に貢献したという意識を持ったり、自己成長を感じたりしていることがわかった。引率スタッフや各国の教師のアンケートからも生徒の成長が示されていた。An “inventive dialogue” is considered to play an important role in global society. The aim of this dialogue is sharing knowledge with various different people and creating a new intellectual world with each other (Tada 2016). In this paper, I will examine whether an inventive dialogue was born in a multinational and multi first language (L1) learners’ group with varying beginner levels of common language competency, at “Nihongo−jin Forum 2017 students’ program”. The practice used in this group was derived from two sources : two Japanese junior high school teachers’ pedagogical methods and obstacles in multinational Japanese language education. Consequently, inventive dialogues were observed in students’ dialogue processes when discussing the final task, and attitudes towards inventive dialogues were also observed from students’ discourse. In addition, it turned out that students with a low level of common language also reported a sense of contributing to inventive dialogues and a sense of self−growth. The growth of the students was supported by the guidance staff and teachers from each country.departmental bulletin pape
The Review of the 25−Year History of Chinese University Japanese−Language Teacher Training: The Changes of Circumstances Surrounding Chinese University Japanese−Language Teachers
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The Impact of the Maidan Revolution and Subsequent Situations on Japanese Language Education in Ukraine : On the Basis of the Implementation of JLPT Focusing on Ukraine
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Development of Course Design Theory in Japanese Education and Its Issues
Get PDF日本語教育におけるコースデザインは、１９８０年代の英語教育でのコースデザイン論に基づき導入された。その後も日本語教師に広く共有され、教育実践の計画・把握・改善のための枠組みとして共有されていることが、政策文書や関連研究からうかがえる。しかし、日本語教育におけるコースデザイン論は、目標設定プロセスのモデルが提示されておらず、社会的な活動や人間教育などを踏まえた教育内容の広がりが具体的に示されていないなど、英語教育と比べて概念的な整備が不足している。また、事業として日本語教育を見るためには十分とは言えないなどの課題が見られる。そこで、今後の日本語教育の社会的要請を受けた政策立案や教育実践を計画・実施していく上で、さらに、教師養成課程などの教師教育での現状に適した教育実践を考えていく上で、その枠組みの再検討と関連概念間の関係性の整理を行っていく必要があると考える。Course design theory in Japanese language education was introduced based on that in the English education in the 1980’s. According to policy documents and related researches since then, it has been widely shared by Japanese teachers, and has been shared as a framework for planning, grasping and improving educational practices even now. However, there are some problems in the course design theory in Japanese language education comparing with English education, such that a clear process model of the setting objectives has not presented yet, and that the scope of the educational content has not sufficiently based on views of social activities and education with a view to human development. For considering realizing the sound policy planning or educational practice that corresponding social demands of Japanese language education and conducting appropriate teacher education such as teacher training courses, there is a need to review the framework of the concept of course design and examining the relationship between related concepts to course design.departmental bulletin pape
Designing Grammar Lesson to Develop Language Analysis Ability for Intermediate/Advanced Learners of Japanese : An Attempt in the Training Program for Foreign Teachers of Japanese-Language
Get PDF本稿は、外国人日本語教師（Non-Native Teacher 以下、NNT）を対象とした中・上級の文法授業において、NNT が帰国後も自己の課題を認識し、自律的に日本語に向き合い分析する力を育成することを目標に行った授業の実践報告である。本実践では、日本語の分析能力を育成するために必要な要素を、「日本語の実態を客観的に観察し」「自分でルールを考え」「必要な情報を取捨選択し整理する」と考え、この３つの要素を取り入れ文法授業を実践した。分析能力育成の試みの中から、「調べ学習」「用例探索」「おもしろ日本語発見」について以下に報告する。そして、受講したNNT への質問紙調査から、分析能力育成の可能性を探った。NNT はこの実践を通して、主体的に活動することや協働することで、ある程度分析能力が高まったと評価しており、文法授業についてのイメージの変容も確認された。This is a study report on intermediate to advanced grammar lessons for Non-Native Teachers (hereinafter NNTs) that were given to develop their ability to recognize their own assignments, and address and analyze Japanese spontaneously, even after they go back to their countries. In this study, grammar lessons were given adopting three factors that were considered to develop analytical ability for Japanese : “observe the actual condition of Japanese objectively”, “work out rules on their own”, and “sort out and put in order necessary information”. From our attempt to develop analytical ability, this paper presents our trials for “investigative learning”, “example searching” and “discovering interesting (omoshiro) Japanese”. And then, the possibility for development of analytical ability was explored in the questionnaire forms collected from the NNTs. The NNTs perceived that they had developed their ability for analysis to an extent by acting on their own initiative and working collaboratively through the lessons. Changes in images they have about grammar lessons were also confirmed.departmental bulletin pape
Operation and Result of the “Marugoto (A1) Tutor Support Course” : Student Support in Online Courses
Get PDF本稿では、国際交流基金が２０１６年７月より運用している日本語学習のためのプラットフォーム「JF にほんごe ラーニングみなと」において開講している「まるごと（A１）教師サポート付きコース」のコースデザインと運用の成果について報告する。本コースは、「まるごと日本語オンラインコースサイト」での自学自習に、①課題の添削、②ライブレッスン、③オーラルテスト、④グループ運用、⑤教師からのお知らせ・メッセージ、の教師による５つのサポートが付いたコースである。２０１６年度には延べ３コースを運用し、教師によるサポートを行うことで、「みなと」のコンセプト実現のため「学びが選べる」、「人とつながる」場が提供でき、さらに学習の継続率にも効果が見られた。一方で、「人とつながる」場として実施したライブレッスン、グループ運用には課題が残った。In this post we would like to report on the results of our course design and operation of the course ‘Marugoto (A1) Tutor Support Course’, which we have available on the Japanese language learning platform ‘JF Japanese e-Learning Minato’, being operated by the Japan Foundation since July 2016.
This course comes with 5 types of tutor support - together with self-study at the ‘Marugoto Japanese Online Course site’ − ① Assignment corrections, ② Live lesson, ③ Oral test, ④ Group noticeboard, ⑤Notifications/Messages from the instructor.
In 2016 we operated a total of 3 courses, and with the tutor-support course we were able to realize the concept of ‘Minato’ by providing a place that both allows ‘selectable study’ and is also an enjoyable ‘meeting place’. We were also able to see the effect of this reflected in the learning continuation rate.
On the other hand, we do have some issues remaining with the operation of the Live lessons and Groups, with respect to the concept of them being a ‘meeting place’ or place to connect with others.departmental bulletin pape