Departmental Bulletin Paper 学習者の情意面の評価に基づくピア・リーディングの授業改善の可能性 : 学術的文章を読む読解授業の談話データから
Study on Potential Improvement of Peer Reading Class on the Basis of Learners' Emotional Evaluation of the Class: From the Data on the Reading Comprehension Class for Academic Writing

田中, 啓行  ,  布施 悠子  ,  胡, 方方  ,  石黒, 圭  ,  Hiroyuki, TANAKA  ,  Yuko, FUSE  ,  Fangfang, HU  ,  Kei, ISHIGURO

(13)  , pp.187 - 208 , 2017-07 , 国立国語研究所
ISSN:2186-134x print2186-1358 online
Focusing on peer reading practiced by learners to improve their academic reading ability, this study examines the emotional aspect of learners' evaluation of reading comprehension class, group discussion members, and the frequency and function of speech observed in discussion. Regarding entire-class evaluations, the learners accepted the class flow: individually reading text, working on assignments, having discussion, and giving feedback to the class. Regarding individual-class evaluations, those positive about discussion tend to give higher scores on evaluating the class. Discourse data on group discussion indicates that the members deepened their reading ability with discussion. However, those in the same group were negative about the class when their individual reading was insufficient because of difficulty and lack of time. Additionally, imbalance in the frequency and function of speech among members in discussion typically resulted in negative evaluations. The analysis of decision-making for a group’s collective answer revealed that the group with members that were all positive about the class did not make a majority decision on its answer and had little imbalance in the frequency of speech. This was a successful discussion. There were differences in the problems of discussion between fill-in-the-blank assignments of conjunctions and those of sentences. These findings suggest that more effective peer reading is realized by 1) offering appropriately designed assignments and to-the-point instructions for answering, 2) creating an atmosphere ensuring learners' positive attitude towards discussions, and 3) arranging groups after considering the emotional aspect of learners' evaluation and devising ways of allowing members to fulfill their own roles.

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