A2レベルの課題遂行を目指した学習デザイン及び授業実践
The framework of learning and teaching practice with reference to A2 level assignment
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The purpose of this study is to design a framework of learning design that aims to illustrate the process of setting the A2 level and selecting <marugoto A2>. The study reflects <Activity> part with <Comprehension> part into class activities with the usage of <marugoto A2>, the structured learning design. The results of the class activities were analyzed in terms of midterm, final exam, CAN-DO checklist, learners’ evaluation, and comments on future classes. Based on these analysis results, we proposed the following tasks. Despite the fact that CEFR is specifically classified into basic level of A1 and A2, at present, in the undergraduate curriculum, A1 and A2 are all set at the beginner level, and the professors in charge of the standards of A and B tend to depend on the judgment. This study proposes ideas on level-classification considering learners’ voluntary CAN-DO settings and learners’ characteristic. CAN-DO ability and skill statement is reflected in the content of the actual scene, and a method of utilizing the knowledge about the Japanese and the cross-cultural society learned in the classroom for the actual language use.The study proposes a learning process that improves learning efficiency through understanding the sentence, grammar and vocabulary needed for the topic task, confirming CAN-DO, understanding of language and cross-cultural understanding, task execution and self-evaluation through enlightenment and perception processes.
Abstract
The purpose of this study is to design a framework of learning design that aims to illustrate the process of setting the A2 level and selecting <marugoto A2>. The study reflects <Activity> part with <Comprehension> part into class activities with the usage of <marugoto A2>, the structured learning design. The results of the class activities were analyzed in terms of midterm, final exam, CAN-DO checklist, learners’ evaluation, and comments on future classes. Based on these analysis results, we proposed the following tasks. Despite the fact that CEFR is specifically classified into basic level of A1 and A2, at present, in the undergraduate curriculum, A1 and A2 are all set at the beginner level, and the professors in charge of the standards of A and B tend to depend on the judgment. This study proposes ideas on level-classification considering learners’ voluntary CAN-DO settings and learners’ characteristic. CAN-DO ability and skill statement is reflected in the content of the actual scene, and a method of utilizing the knowledge about the Japanese and the cross-cultural society learned in the classroom for the actual language use.The study proposes a learning process that improves learning efficiency through understanding the sentence, grammar and vocabulary needed for the topic task, confirming CAN-DO, understanding of language and cross-cultural understanding, task execution and self-evaluation through enlightenment and perception processes.
참고문헌 (24)
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