タンデム授業における学習者の自律学習の実際 -ふり返りとアンケート調査を通して-

Abstract

The paradigm of the recent implementation of foreign language learning has shifted to autonomous learning style in which the learner control his own learning from the lecture style class controled by a teacher. This paper introduces the Japanese-Korean Tandem Class, as an example of the courses based on autonomous leaning, and reports the aspects of the students' autonomous leaning in this class. To investigate how the ability of students' autonomous leaning appears in the Tandem Language Leaning, this paper analyses the words described by the students in their leaning diaries. The result of analysis is contrary to the researchers expectation that achievement level of leaning would increase gradually as the leaning experiences. Therefore, in order to find the factors that influence the achievement in addition to the number of learning experiences, this paper examines the value of the scale selected by the students and the reasons of the decisions. Both Japanese students and Korean students marked the highest point of the learning achievement when they could describe the contents well to their partners and they understand well what the partner say. On the other hand, they marked lower points when they could not describe well using their target language, in the case of the conversation them they chose was not appropriated, in the case of lack of preparation, and when they could not communicate smooth. In addition, the lack of consideration of the goal was appeared through the research. Therefore teachers support as a learning consultation and an adviser is seemed important. However, through this Tandem class, the learners understand more about the cooperative and autonomous learning, and they are expected to use the skills they learned in Tandem Class for further leaning.