「笑い」をテーマとした落語の授業におけるフロー条件の考察

石塚健 동북아시아문화학회 2006 동북아시아문화학회 국제학술대회 발표자료집 Vol.- No.-

韓国人学習者に共通する誤用の研究

石塚健 동북아시아문화학회 2014 동북아시아문화학회 국제학술대회 발표자료집 Vol.2014 No.10

ピア・リーディングによる読解授業の問題点を探る

石塚健 대한일어일문학회 2010 일어일문학 Vol.47 No.-

韓国人学習者に共通する韓国語的語彙の誤用分析

石塚健 대한일어일문학회 2014 일어일문학 Vol.64 No.-

This study is a research about the misuse of learners of Korean to study Japanese. It was analyzed for misuse by analyzing the composition data of 427 persons obtained in nine years up to 2013 from 2005, to share in the Korean learners. By performing a classification of misuse whole, it was divided into five "A grammar", "B expression", "C vocabulary," " D notation " and "E sentence rules". And, it was analyzed with a focus on "C vocabulary", about what kind of misuse in this paper. In addition, we consider citing misuse example why misuse such about what happens. Finally, I gave recommendations also considering the future development of teaching materials. Rather than simply end with error analysis study, we noted the need to continue to apply to the field of useful actual learning.

JFL環境における韓国人学習者の日本語教師イメージ

石塚健,孫東周 대한일어일문학회 2011 일어일문학 Vol.51 No.-

ピア·ラーニングにおける教師の役割

石塚健 대한일어일문학회 2013 일어일문학 Vol.60 No.-

I made it clear what kind of claim about the role of teachers from research from the viewpoint of the role of the teacher in Peer Learning, are addressed Cooperative Learning, Japanese education, previous studies of Peer Learning in this paper. Research on the role of teachers in Peer Learning a lot, but that is summarized as research history is this paper’s first. First, I analyzed the role of teachers has been described in the field of Cooperative Learning as the role of the teacher in Collaboration Learning. “Development of learning environment” “Promote and Support” in Cooperative Learning of one of “Evaluation” is included as the role of teacher. It is a role to “Achieve a learning autonomous in task performance’s” also common to any claim, the spirit of Cooperative Learning of these is a great influence to Peer Learning in Japanese education it was found that you are. Subsequently, we analyzed the claims of some of the role of the teacher in Japanese education. Although not a direct mention of the role of teachers in collaboration learning but, in common with Collaboration Learning was seen many pointed out the role of each teacher. And, it is the study of the role of the teacher in Peer Response of Peer Learning then. And claims, Ikeda introduced into the Japanese education Peer- Response, and the practice of academic Japanese in addition to the claim of Kuroda and Matsuzaki, and that it take a look at the debate on the role of teachers in terms of teaching facilitation, and coating, I explored how the role of the teacher in writing education by cooperating or if it is being considered. In addition, I have also analyzed the role of teachers stated in the Practical Study of Jigsaw Reading and Peer Reading. Point that is common in the field of one is three “Development of learning environment,” “Support and promote” and “Evaluation”. And has also been found that it is a general view as represented by the file Series theta over , the role of the teacher is that is the role to help to teach the learner. What is covered in this paper is the first stage of the study of the role of the teacher in Peer Learning, in addition to the theoretical approach of this time, in addition to the results of the “Survey of learner” of the second stage in the future , it is expected that we consider a more comprehensive.

韓国人学習者に共通する誤用の研究 一 韓国語的表現の分析および教材開発の試み 一

石塚健 동북아시아문화학회 2014 동북아 문화연구 Vol.1 No.40

落語を取り入れた日本語授業の報告

石塚健 동북아시아문화학회 2005 동북아시아문화학회 국제학술대회 발표자료집 Vol.- No.-

This study is the practice report of the lesson which took in Rakugo which is traditional performing arts of Japan in the conversation lesson of the summer Japanese intensive program in Pukyong National University in July, 2005. One comic storyteller who has the limited tool should perform a lot of characters in the story. And storyteller has to play different characters. Making Rakugo not only getting to know a Japanese conversational style but phase difference that there is an effect also in noticing. Moreover, it had a class from the viewpoint that the amount of utterance will also increase, by taking in the way of the (三題?)"improvised tale on the given three topics" of a comic story. The understanding level of the shape of the pronunciation of learner's level, consideration to Rakugo, and a Japanese phase, the dialect, and the spoken language was investigated by a prior questionnaire. After it had taught it, it questioned on 56 items concerning the entire class that centered on the achievement level of the class, the effect, the difficulty, and the method, in the questionnaire. The view and the problem of the ideal way of the class in the future were considered based on the result of the questionnaire at the end.

JFL環境の韓国人学習者を対象としたピアㆍレスポンスの研究 - 話し合いの言語およびグループを中心に -

石塚健 동북아시아문화학회 2012 동북아 문화연구 Vol.1 No.31

The study of the peer response for the Korean learner of the JFL environment - Focusing on the spoken dimension of language and group organizing - Ishizuka ken This study is about the bileaf investigation for Korean learners and the comparison with the Chinese learner in this study and analyzed the effect of about thing and being read and the comment to read the composition of the friend mainly. This study focuses on the spoken dimension of language, group organizing, quality of group members, and differences between learning from peers or teachers, and then learners’ awareness is analyzed by way of a Belief Survey. Conduct classes in response to those who peer learning Korean, Korean learners in peer-response activities, the learner is focusing on whether you have a consciousness like any belief were investigated. Data were analyzed as answers to questions about the differences between organized groups to learn from the teacher of language and how to use in the discussion, the quality of the group members, especially with friends. For organized groups and the language of discussion is, as compared with the results of the investigation belief that target learners environment JSL was conducted (2007) Tanaka, the results of the survey, learners and Chinese learners Koreans how was analyzed whether the differences seen not.

ライブ配信授業のピア․ラーニングにおける学習者の意識 - ピアㆍレスポンスの実践授業を通して -

石塚健 동북아시아문화학회 2020 동북아 문화연구 Vol.1 No.65

This study is a practical research with a primary focus on the learner’s perception during pair and group work activities through peer response in composition classes during live online lessons. A survey was conducted using various methods centred on questionnaires in order to comprehend how the learners perceived these lessons and what the reasons were for any positive or negative perceptions. The pair and group work activities during the live lessons were carried out using mainly Zoom’s breakout room feature. Further, taking into account the future rise of online learning, not only the student’s perception but also the kind of issues that occurred during peer learning were observed and surveyed during live online lessons. In this paper, we analysed and considered whether collaborative learning is possible when peer response- which is part of peer learning- is performed in a situation where online classes have to be conducted due to the spread of the Coronavirus disease. Regarding the positive aspects of peer response on the one hand, it was found that the learners recognise the significance of communication with other learners. And as for the negative aspects on the other hand, many learners stated their lack of confidence in their abilities, as expected. There were also issues with internet connection due to the nature of online live lessons. Regarding the learners’ positive thoughts concerning online live lessons, the fact that they can communicate with others and exchange opinions is perceived as a plus, with the keywords being ‘communication’ and ‘interaction’. As for the negative thoughts on the online live lessons, feedback stood out that roles are difficult to assign, there is a sense of awkwardness, some learners do not participate, and some learners are timid. In addition, due to the nature of online live lessons, there were significant issues with the computers and the internet connection. As for the form of online learning that learners desire, for language lessons there was a strong preference for online live lessons and there were no learners who hold negative perceptions towards Zoom. Through this practical research, it has been found that it is possible to conduct online lessons even in peer learning and, although the basic elements of collaborative learning can be satisfied, due to the sense of distance that cannot be surpassed it is difficult to conclude from the results of this study that peer learning in live online lessons has more merits. Although it is acceptable as an alternative method in a situation where face-to-face lessons cannot be conducted due to the Coronavirus disease pandemic, further practical research will be necessary in the future to determine whether peer learning will be more effective.