評価の高い日本語作文における推敲過程 －読み手としてのコメントと書き手としての修正に 着目して－
Revision Process of Highly Evaluated Essay -Comments as A Reader and Modification as A Writer-
0
조회
0
다운로드
5
인용
0
참고문헌
키워드
초록
In this study, I aim to clarify how the Japanese language learners who are highly evaluated in writing revise their essays. To do this, I conducted a quantitative and qualitative analysis on the comments at the time of mutual revision between the learners and the comments at the time of self-revision after the mutual revision. Results showed that there was no difference in the type and frequency of the comments between the groups of learners with high evaluation in writing and low evaluation and that the learners mutually give many comments on the contents and structures of essay. On the other hand, results also showed that the group of learners with high evaluation in writing actively modify both the contents and language when compared with the group of learners with low evaluation in writing. In addition, the learners reflected the experience of giving comments as a reader in the process of self-revision of their essays as shown by the examples of the essay. The above results revealed that the Japanese language learners aggressively revise their essays by using the experience of mutual revision. This study suggests that this way of revision is one of the factors that increase the perfection level of essay.
Abstract
In this study, I aim to clarify how the Japanese language learners who are highly evaluated in writing revise their essays. To do this, I conducted a quantitative and qualitative analysis on the comments at the time of mutual revision between the learners and the comments at the time of self-revision after the mutual revision. Results showed that there was no difference in the type and frequency of the comments between the groups of learners with high evaluation in writing and low evaluation and that the learners mutually give many comments on the contents and structures of essay. On the other hand, results also showed that the group of learners with high evaluation in writing actively modify both the contents and language when compared with the group of learners with low evaluation in writing. In addition, the learners reflected the experience of giving comments as a reader in the process of self-revision of their essays as shown by the examples of the essay. The above results revealed that the Japanese language learners aggressively revise their essays by using the experience of mutual revision. This study suggests that this way of revision is one of the factors that increase the perfection level of essay.
참고문헌 (11)
- 易暁莉, "中国における読解授業の現状とピア･リーディングの試み─上級学習者 を分析対象にして", 日本言語文化研究会論集, 3, pp.87~114 (2007), 日本言語文化研究会
- 池田玲子, "日本語学習における学習者同士の相互助言", 日本語学, 23(1), pp.36~50 (2004), 明治書院
- 岩崎朱美, "ピア･レスポンス的手法ではどのように推敲されたか─中上級学習者 のための作文授業の報告", 高知大学総合教育センター就学･留学生支 援部門紀要, 2, pp.84~98 (2008), 高知大学
- 田中信之, "学習者作文に対するピア･フィードバックの分析─フィードバックの 教示と推敲の二つの観点から", 小出記念日本語教育研究会論文集, 18, pp.81~94 (2010), 小出記念日本語教育研究会
- "マルチプルトレイト評価基準(簡略版)" (2013)[URL]
- 原田三千代, "中級学習者の作文推敲過程に与えるピア･レスポンスの影響─教師 添削との比較", 日本語教育, 131, pp.3~12 (2006), 日本語教育学会
- 深谷優子, "適切な文章にするための推敲とは", 東京大学大学院教育学研究科紀要, 39, pp.313~317 (2000), 東京大学
- 深谷優子, "協同的な推敲におけるピアについて書き手はどう認識して いるのか", 東北大学大学院教育学研究科研究年報, 65(2) (2017), 東北大学
- 古田一恵, "作文指導におけるピア･レスポンス後の推敲", 第17回第二言語習得研 究会全国大会予稿集, pp.75~76 (2006), 第二言語習得研究会
- 余佳, "母語によるピア･レスポンスの有効性─作文授業に対する学習者の意識変 化と関連して", 平安女学院大学研究年報, 13, pp.41~50 (2013), 平安女学院大学
- Faigley, L., "Analyzing revision", College Composition and Communication, 32, pp.400~414 (1981), National Council of Teachers of English