高校日本語敎育における學習者主導の授業模型 - 學習者主導の正確性模型の考察 -

Abstract

In this article, I propose a class model of Japanese teaching in high schools which attracts learner’s interests and which enables effective teaching. I delivered experimental classes employing this model, conducted a questionnaire‐based survey, and analyzed the results. Our class model is theoretically based on the learner‐oriented accuracy model developed by D. Byrne. I selected practice activities by taking into consideration the proficiency levels of the learners, in accordance with the learner‐oriented principle emphasized in the Seventh School Curriculum (第七次教育課程). Within the learner‐oriented accuracy model, teachers present the content of practice activities for all classes, and divide classes in terms of the proficiency levels of learners. The results of the questionnaire‐based survey are as follows: (i) the positive responses to the question “Have you become interested in Japanese?” account for 53.1%, (ii) the positive responses to “Is this effective for Japanese learning?” account for 74.1%, (iii) the positive responses to “Can you ask Japanese people what they favor?” account for 70%, and (iv) the positive responses to “Are these activities necessary in class?” account for 55.6%. The students recognize the learning effects of the experimental classes, but they also seem to not be familiar with learner‐oriented classes. Overall, it appears that the students generally regard the experimental classes as an effective mode of teaching. The present research targeted 81 students, and my future prospect is to conduct a more large‐scale analysis and develop more attractive experimental classes to be conducted in the environments of Japanese teaching in high schools.