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RISS 인기검색어
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- 저자 : 西村美保 ( Nishimura Miho ) (검색결과 1 건)
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韓日大学生間の同時双方向型交流授業の実践 - 互いの学習目標を達成する手段としての交流 -
中島忍 ( Nakajima Shinobu ),西村美保 ( Nishimura Miho ) 한국일어교육학회 2021 일본어교육연구 Vol.- No.57
本稿は、韓国と日本の大学において実施した同時双方向型交流授業の実践報告である。COILの教授法を部分的に取り入れ、互いの教科目の学習目標やシラバスに沿ってデザインすることで、単なる交流とは一線を画すことを狙った。具体的には、韓国(語)と日本(語)が比較されるようなタスクを日本語で遂行することで、両校の学生が自身の履修している教科目の学習ができるというものである。授業参加者が今回の交流をどのように捉えていたかを、授業後アンケートとグループ活動後の一言感想を対象として分析した。アンケート内の5段階の評価による分析では、参加者たちは交流授業を「楽しく、大変ではなく、ためになった」と捉えていることがわかった。また、アンケート内の自由記述とグループ活動後の一言感想の部分をCOILの効用の観点から分析したところ、授業参加者たちは「異文化理解と教育」に楽しさを感じながら新しい何かに気づき、「言語」を使用することに対して大変だと感じる反面、スキル向上にためになったとしていることがわかった。「言語」の小分類である「言語使用」、「言語スキル」、「学習動機」の観点では、韓国人学生は日本語の使用に楽しさを感じ自身のためになったと感じるとともに、日本語能力の不足を実感し学習動機を高めたことがわかった。一方、日本人学生は韓国人学生が日本語を駆使している姿を目の当たりにすることで韓国語の学習動機を高めた。「理解/教育」の小分類である「異文化理解」、「人間教育」、「交流授業」の観点では、参加者たちは交流授業を楽しむだけでなく、自分の文化とは異なる文化があるということを理解したことがわかった。 This paper reports a practical lesson that partially incorporates the COIL teaching method. This exchange class was designed according to each other's learning goals and syllabus. Specifically, I performed a task in Japanese that would compare Korea and Korean with Japan and Japanese. This allowed students from both schools to study the subjects they were taking. The question of how the class participants perceived this exchange was clarified by analyzing the post-class questionnaire and one-word impressions after the group activities. An analysis based on a five-point scale found that participants perceived the exchange class as “fun, not difficult, and informative.” In addition, the free description and one-word impressions were analyzed from the viewpoint of the utility of COIL. As a result, the participants noticed something new while enjoying “intercultural understanding and education.” And while I felt that it was difficult to use “language”, I felt that it was useful for improving their skills. “Language” has created sub-categories of “language use”, “language skills”, and “learning motivation”. From these sub-categories, it was found that Korean students enjoyed using Japanese and felt that it was beneficial for them, and that they realized that they lacked Japanese proficiency and increased their motivation for learning. On the other hand, Japanese students increased their motivation to learn Korean by witnessing Korean students making full use of Japanese. “Understanding / Education” has created sub-categories of “Intercultural Understanding,” “Human Education,” and “Exchange Classes.” From these sub-categories, it was found that the participants not only enjoyed the exchange class, but also understood that there was a culture different from their own.
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