内省活動から見た学習者の情意面と教師の役割 －韓国の大学の教養科目における初級日本語学習者を中心に－

Abstract

Reflection activities by the learners and the teacher were integrated into an elementary Japanese course. Based on the results of these self-reflection activities, the present paper aims to understand how the learners consider the classes as well as learning and thus reconsider the roles of the teacher.　This analysis revealed the following: reflection means comprehensively considering the content of learning and the attitude toward, the ability of and the thinking about learning; and these considerations deepen, and become conscious and internalized, thereby triggering various emotions and leading to next learning. The paper reveals six roles of the teacher　.Firstly, when it comes to the “difficult level of classes” ad the “speed of classes”, what the learners often negatively consider is the content of learning, as they specifically mention the amount of learning in each class and the speed of classes. Therefore, in response to the reactions of the learners, the teacher must adjust the difficulty level and the speed in terms of teaching methods, teaching materials, and practice methods, as needed. Secondly, with regard to the “form of learning”, the “practice methods”, and the “proceedings of classes”, the learners very highly evaluated group work. This means that the teacher must consider activities and practice methods that suit the content of learning as well as the class members. Lastly, with respect to the “questions”, most of the negative opinions of the learners revolve around the difficulty of the learning content. Therefore, the teacher must understand which parts of the learning content the learners find difficult and do not understand. Based on such an understanding, the teacher must also add extra explanations, modify the practice methods, and in some cases engage in one-on-one interactions with each learner, as needed.