108 , 2015-09-28 , 金沢大学大学院人間社会環境研究科 = Graduate School of Human and Socio-Enviromental Studies Kanazawa University
This study is based on a survey consisting of questionnaires, interviews, and classroom observations conducted with Malaysian secondary school Japanese language teachers in 2014. The study aimed to clarify how the beliefs that form the basis of teachers' work are influenced by changes in national syllabi -standard syllabi for teaching Japanese set by a national government, hereafter referred to as the National Japanese Syllabus (NJS)-as well as by differences in sociocultural backgrounds in a multilingual society such as Malaysia. In this study, the results of survey questionnaires covering 44 items in 7 categories are analyzed to (1) determine the possible influences of changes in NJS over teachers' beliefs and to (2) clarify how teachers' beliefs are influenced by their own sociocultural contexts. According to the results, several factors of teachers' beliefs were in line with educational reforms: fostering of students' learning ability, flexibility towards students with regard to teaching methods and contents, and collaborative learning such as group work. The fact that Malaysian teachers are aware of the importance of autonomous learning despite the greater emphasis on the role of teachers in learning, and of the effectiveness of teaching methods for accomplishing communication-focused lessons, is also in line with the new NJS. However, the fact that a tendency toward activities such as memorization and repetition is also seen in the results indicates that characteristics from the era prior to educational reforms in the 1980s remain prevalent.