일본어 프레젠테이션 수업의 설계 및 실천과 학습자간 상호평가의 효과에 관한 연구

Abstract

In this paper, I examine the design and practice of Japanese presentation classes and demonstrate the efficacy of mutual assessments among the class participants. As a result of a Japanese presentation class, the students’ presentation abilities were generally improved, and they were satisfied with the class. Through mutual assessments, the students exchanged their feedback about their presentations, and they reflected on their own presentations from a hearer’s perspective. Also, whilst assessments relying on a teacher’s feedback tend to be subjective, the present manner of mutual assessments maintains objectivity in evaluation. Still, the mutual assessments are not without problems. To mention a few, many students feel burdened because their own assessments lead to their grades, and lack of internalized criteria for evaluation makes it hard to give consistent assessments in many cases. It is thus necessary for students to reflect on their own criteria for evaluation to internalize mutual assessments.