大学の通常の日本語授業におけるPBL型言語景観調査の 導入と学習者評価

Abstract

The purpose of present research is to improve the efficiency of linguistic landscape survey of PBL (Project-Based Learning) type as a Japanese learning resource by focusing on Japanese vocabulary which can be observed in daily lives and deepen the to deepen the methods for learning Japanese vocabulary. The results of learner evaluation showed that autonomous survey and learning not only helped understanding of the learning contents but also contributed to arousing the learners’ awareness about Japanese and to making the learners understand Japanese society (regional characteristics of Japan) and Japanese acquisition environment Based on the evaluation chart written during the presentation of linguistic landscape survey of PBL type and the final examination, the major accomplishments are as follows. 1. Through the linguistic landscape survey of PBL type, learners voluntarily selected the assignments and followed a process of conversation → survey → presentation → peer instruction between learners and provided a peer feedback without being limited in time and space. 2. Among the course contents of 「Japanese vocabulary」, 65% of learners evaluated that it helped understanding of the 「Word type」 as well as 「Word structure」, 「Syllable classification」, and 「Word analysis」. 3. As a result of confirming the validity of the linguistic landscape survey of PBL type as an educational resource through learner evaluation, it was particularly effective in 「Misuse identification, inducement of interest, Japanese regional characteristics」 among the educational resources suggested by ISONO (2011,2013,2019), LONG (2014,2017,2018), and KOGA (2019). These results support the findings of LEE, Soonhyeong (2019) which suggested a possibility of using Japanese linguistic landscape as a learning environment for Japanese.