Departmental Bulletin Paper 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

小熊, 利江

1pp.1 - 16 , 2017-06 , Centre for Global Communication Strategies, College of Arts & Sciences, The University of Tokyo
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.
Section 1: Original Research

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