中国人日本語専攻生の学術コミュニティへの参加過程の分析 : 中国の大学から日本の大学院へ

華中科技大学一橋大学大学院 博士課程一橋大学大学院 博士課程一橋大学大学院 博士課程Huazhong University of Science and TechnologyPh.D. Student, Hitotsubashi UniversityPh.D. Student, Hitotsubashi UniversityPh.D. Student, Hitotsubashi University本稿では，中国から来日した一人の日本語専攻生Iさんを対象に，彼女が来日前及び来日後に参加した複数のコミュニティへの参加過程を分析した。調査はIさんに対して一年半に渡り，5回の半構造化インタビューを行い，そのデータをSCAT（Steps for Coding and Theorization）を用いて分析した。分析の結果，中国の大学の日本語授業とゼミ，日本の大学（院）の授業とゼミ，また，より大きな研究者コミュニティや学術コミュニティに参加することを通して，Iさんは学術コミュニティへの参加姿勢が能動的になったことが確認された。分析の結果に基づき，筆者らは学術コミュニティ間の移動が中国人日本語専攻生に何をもたらしたのかをアイデンティティ変容の側面から考察した。その結果，中国人日本語専攻生の持つ固有のアイデンティティに加え，日本語学習者と日本語使用者が統合された「日本語話者」，さらに大学院に進学することによるキャリア転換がもたらす「〇〇専門家」という多層なアイデンティティの獲得があったことが分かった。最後に，本調査結果を踏まえた日本語教育への提言として，「学習者と接する際の見方の転換」，「キャリア形成を踏まえた上での日本語教育」，及び「学びの実感を生み出す授業の工夫」という三つを指摘した。The subject of this study is Ms. I, a Chinese-born Japanese-language graduate in Japan. We analyzed her participation process in multiple communities before and after arriving in Japan. The survey was conducted over the course of 1.5 years and involved 5 semi-structured interviews with Ms. I. We analyzed the interview data using the Steps for Coding and Theorization (SCAT). The results of the analysis showed that Ms. I\u27s participation in Japanese-language classes and seminars at her Chinese university, in classes and seminars at her Japanese university (graduate school), as well as in a wider community of researchers and the academic community, allowed her approach to participation to become more active and her identity to become more multi-layered. It then appears that her movement between the multiple communities transformed her Japanese from a learning content to a tool for participation. Moreover, it was suggested that her identity changed from that of a Japanese learner to that of a Japanese user and that her career movement from Japanese-major student to 〇〇 expert facilitated the formation of a new identity. Lastly, we pointed out a “change of the angle of observation on the Japanese learners,” “Japanese-language education as a foundation of career development,” and “classroom techniques to create student awareness of their own learning” as three suggestions for Japanese-language education

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