24 research outputs found
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åœé亀æµåºéæ¥æ¬èªåœéã»ã³ã¿ãŒã§ã¯ãå€åœäººæåž«ãå°åã®äžé«çãã©ã³ãã£ã¢ã®æ¯æŽãåããèªåãã¡ãæ¥æ¬èªã®ææ¥ã§äœ¿ãçŽ æãåéãææåãããçŽ æåéåã亀æµæŽ»åãè¡ãªã£ãŠãããæ¬çš¿ã§ã¯ãé«æ ¡çã®èªç±èšè¿°ã¢ã³ã±ãŒããšã€ã³ã¿ãã¥ãŒãããçŽ æåéäœæ¥ã«åäžããé«æ ¡çã«ã©ã®ãããªæ°ã¥ããçºèŠããã£ãã®ããåæãããçµæã以äžã®ç¹ãæããã«ãªã£ããé«æ ¡çã¯ã1)ç°ãªãèŠç¹ã®ååšã«æ°ã¥ãã身è¿ãªçŸè±¡ãäºç©ã«æ°ããæå³ã䟡å€ãèŠåºãããšãã§ããã2)å€åœäººæåž«ãšã®ã€ã³ã¿ãŒã¢ã¯ã·ã§ã³ã楜ãã¿ãªãããã³ãã¥ãã±ãŒã·ã§ã³ã«ã€ããŠæ°ããçºèŠãããããšãã§ããã3)æåž«ãšçåŸãšãã圹å²ãæ宀ãææ¥ãšããæ ã«ãšããããã«æŽ»åããããšã«ãã£ãŠããæ§æ䞻矩ã«åºã¥ãåŠç¿ããäœéšããããšãã§ããã é«æ ¡çã®åäžãææåããã»ã¹ãŸã§æ¡ããããšãšãå€åœäººæåž«ã«å¯Ÿãããã©ããŒã¢ãã調æ»äœå¶ãæŽããããšãä»åŸã®èª²é¡ã§ãããThe Japan Foundation Japanese-Language Institute, Urawa, provides cultural exchange programs for non-native teachers of Japanese. Teachers gather resources for making teaching materials with the support of volunteer students from local high schools. The change of awareness of the students, who participated in collaborative activities with the teachers, was examined through analyzing their comments in questionnaires and interviews. Three main findings are: 1) Students found new meanings and values in familiar things and events through the differing perspectives of the teachers. 2) Students acquired a new awareness about how to communicate with others through interaction with the teachers. 3) Students experienced âlearning based on constructivismâ through participation in various activities away from their ordinal school restraints (timetables, classrooms, and roles as students). For further development of these programs, the following issues are needed: 1) More studentsâ involvement in the process of making teaching materials 2) Follow-up research on teachersâ self-evaluation of their material
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ã«ããè«è©±è¡åã«ãããŠãåç以å€ã®ãµãã¿ã€ããå¯èœã«ããŠããããšãææãããIn this paper, we analyze the interaction between the respondents in three survey interviews of two respondents each, as instances of three-party discourse. Given the basic question-answer structure of the survey interview, interaction between the respondents has the potential of becoming disruptive behavior. However, we found that on the contrary it functioned as answering behavior. We observed the following types of utterance functions: 1) opinion confirmation (agreement requests) /information confirmation requests and responses to these confirmation requests, 2) comments on the other respondent\u27s answers, and answers/responses to these comments, 3) answers based on the other respondent\u27s utterances, and 4) back channel and responses to the other respondent\u27s answers. We also demonstrate that these interactions gave rise to subtypes of answering behavior other than "each respondent answering questions separately," as well as subtypes of respondents\u27 communicational behavior other than answering
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çãæ°ã¥ããä¿ãæ¹æ³ãä»åŸãèããŠãããããJapanese-Language Institute provides a graduate program (Masterâs course) for non-native teachers of Japanese in liaison with two other institutes in order to foster future leaders of Japanese language educational communities in their own countries. In this paper, the change of awareness of four students, who did classroom research, was examined through analyzing their journals. Three most common themes shown in their comments were: (1) Approach toward their research (2) Difficulties and importance of the collaborative activities (3) Changes of their teaching and learning beliefs The analysis showed that their change of awareness occurred beyond anticipation. At the same time, the diversity of the changes was also apparently found. These findings coincide with the approach of the teacher education that has begun to garner attention recently. Based on the philosophy that teacher development can be realized in their own contexts, we would like to consider how to encourage student selfreflection and awareness
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