自己評価活動における学習者の意識と評価シートの分析 -教科書を用いる一斉授業の韓国人中級日本語学習者を対象に-

Abstract

The main objective of this paper is to improve self-assessment activities to encourage autonomous learning in intermediate level classroom lesson using textbooks, and this paper carried out a questionnaire survey on the learners’ perception of self-assessment and analyzed Can-do check sheets used in self-assessment activities. The questionnaire survey shows that some learners recognize the self-assessment helps them “to grasp their own ability” and “to grasp the contents of learning and reflection”, while others find the difficulty with self-assessment “to assess themselves objectively”, “to set assessment criteria on their own” and “to describe what they noticed from their learning”. In addition, it was revealed that there are certain factors that reduce the learners’ motivation for self-assessment and learners judge that the self-assessment is useless for their Japanese learning. The factors are the repetition of self-assessment activities for each part of the textbook with the same procedure and no teacher feedback. Furthermore, a classification of learners was attempted associated with the result of the questionnaire survey and descriptive quantity in Can-do check sheets. However, it can be judged that there is no relation between the perception of self-assessment and the descriptive quantity. In addition, from the viewpoint of descriptive contents, it could not be either found any characteristic differences depending on the classification. The result of survey shows that, in order to make the self-assessment activities more effective, it is more important to increase leaners’ interest and concern for self-assessment by making them fully understand the significance and usefulness of self-assessment or motivating them with feedback of teacher rather than teaching how to describe what they noticed from their learning in self-assessment activities.