韓国語母語話者を対象としたピア․ラーニングにおける学習形態の違いに対する学習者の意識 - 教室空間とグループ編成を中心に - = Learners’ Mindset When Methods Are Different in Peer Learning that Targets Native Korean Learners - Focused on learning space and grouping -

다국어 초록 (Multilingual Abstract)

Learners’ Mindset When Methods Are Different in Peer Learning that Targets Native Korean Learners - Focused on learning space and grouping - Ishizuka Ken This study conducted a survey to clarify how different learning spaces (or classrooms) and grouping (or pair) methods of peer learning affect the mindset of a learner. Also, an interview was carried out to add a qualitative factor. In the three different class types of uniform learning, ‘ㄷ,’ and a fixed group, a Japanese class with a peer learning concept was given, and then the survey and the interview were conducted. Before the survey, a preliminary survey was conducted to identify the learner’s tendency and to set questions.
In the uniform types of learning classroom, learners freely choose seats and members to do assignments with, but they normally do activities with the same members. They accept positively that they can study both in the seats and with the friends they like, but from the perspective of peer learning, only a few pairs or groups achieve effective learning. Intimacy reduces psychological anxiety, but it is hard to balance language level or motivational differences between group members, so this method is effective on only a portion of learners.
In the ‘ㄷ’ type of classroom, a sense of unity, partner diversity, and novelty are accepted positively, but it has a negative impact on building relationships with partners. The survey result shows that it is better to have the same partners for a certain period, rather than to have a new partner in every class. Also, having a teacher to choose partners, who knows the readiness of the learners (*readiness refers to a learner’s information such as one’s learning maturity, the learner’s condition, or the learning environment), gives more balanced learning pairs.
In the fixed group types of classroom, the learners accepted this method positively from the perspective of interactive learning. Not only was their own Japanese learning stimulated through activities with other members, but it also clearly showed that the burden on learners was reduced. However, it became clear that motivation, cooperation, and appropriate level differences in the group members are the necessary conditions to achieve those effects. Even from a conductor’s point of view, this type can control both small and large groups; it is expected to be one of the most effective learning space methods in peer learning.

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