ディープ・アクティブラーニングの理論を取り入れた授業 ― 韓国の大學におけるビジネス日本語での実践報告 ―

Abstract

This paper reports on a class practice that incorporated the theory of deep active learning in a business Japanese course at a Korean university. Business Japanese requires not only proficiency in the Japanese language but also a systematic understanding of honorific expressions. Recognizing that active learning alone is insufficient, we implemented deep active learning that focuses on the depth of learning. The course aims to help students acquire the linguistic forms of honorific expressions and develop the ability to select appropriate honorific expressions depending on the context (e.g., the person, the setting, and the content of the conversation). The class was designed to follow six steps: (1) motivation, (2) orientation, (3) internalization, (4) externalization, (5) critique, and (6) control. At the end of the semester, a post-class survey was conducted to assess whether the participants had achieved deep learning. The result clearly indicates that the participants were deeply involved in their learning and had adopted a deep approach. These findings suggest that the participants were engaged in deep active learning. On the other hand, it also became clear that deep learning does not automatically occur just by conducting lessons in which participants feel their ‘minds were actively engaged.’ Furthermore, correlation coefficients between the responses to each question in the questionnaire were analyzed. The result of study shows that activities promoting holistic learning and efforts to create a positive classroom atmosphere foster deep learning in students. The study also suggests that classes helping participants discover the patterns and principles of honorific expressions can enhance student satisfaction.