学習者の親疎が協働学習に及ぼす影響 -日本語ディベートのトピック設定過程を通して-

Abstract

In this study, I focused on the process of 'topic selection' in the group activityat the Japanese Debate class that aim to analyze and consider the impact therelationship of the members in the group. It will be an opportunity to think the futureof Japanese classes required for the education at university. SHIN(2013) has practiced a "Japanese debate" as a lesson to enhance the learningsatisfaction and achievement of the Japanese Learners. Class has experienced"collaborative learning". Through the group activities, Learners found that thelearning of socio-cultural knowledge and behavior is more important than Japaneselanguage itself. The level of achievement and satisfaction of students of class wasappeared highly. However, Learners introspection after the semester was spoken that the successof group activities at the "Japanese Debate" largely determined by the relationshipof the members in the group. As the result, in GOOD group members were using communication and networklively and working properly as a community member. They've got the knowledgeand information successfully and easily more than BAD group members. Also, GOODgroup members experienced that socio-cultural roles from the collaboration andcontribution to the each other in the group. However, BAD group members, it wasimpossible to satisfy even one from five basic elements for collaborative learning. It's not only the problem in students or participatory lessons. Language teachersshould design the learner-centered class and coordinate group activities, facilitatethe lessons. In the future, it's necessary to examine the role of the teacher as a participantof activity member, to reconsider the relationship among students in group activitiesas a foundation for collaborative learning.