著者

茂住 和世

出版者

北海道大学高等教育推進機構高等教育研究部

雑誌

高等教育ジャーナル : 高等教育と生涯学習 (ISSN:13419374)

巻号頁・発行日

vol.30, pp.1-15, 2023-03

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This study refers to those students, provisionally called “Jizo”, who are present in group activities but do not (cannot) move autonomously and do not (appear to) contribute to the activities. These “Jizo” students are different from free riders who deliberately avoid work. This study aims to explore these students’ viewpoints and clarify the circumstances that led to their becoming “Jizo”. The interviewees were chosen students from four universities who attended PBL (project based learning) classes in the first semester of their first year. The responses were collected through semi-structured interviews. The data collected indicated that becoming a Jizo was a result of failing at problem-solving and the fact that it was a group activity. The former was due to 1) the inability to comprehend the business issues, and 2) “group thinking”. The latter was seen in situations of 1) staying silent because they can’t help it, 2) a sense of selfperipheralization, 3) avoidance of people they disliked, and 4) withholding power due to annoyance. Situations 1-3 were thought to be due to a lack of psychological safety and the lost feeling of personal causation. In addition to these situations, this study also demonstrated that to encourage active participation without allowing students to become Jizo, it is necessary to consider the phenomenon in which group activities progress without their involvement.

著者

茂住 和世 モズミ カズヨ Kazuyo Mozumi

雑誌

東京情報大学研究論集

巻号頁・発行日

vol.9, no.2, pp.63-69, 2006-02-20

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日本人大学生に、就職模擬面接というフォーマルな場面で彼らが過去に参加したプロジェクトについての説明を求めた。それを録音したものを書き起こし、その話し方のわかりにくい部分を抽出し、それらを言語的要因ごとに分析した。その結果、聞き手の理解を妨げる要因は19項目見つかり、それらは大きく、語彙・文法・表現・内容という4つのグループに分けられた。これらのわかりにくさの諸相の背景には、話すことが音声による情報伝達であること、及び、聞き手が知らない内容についてわかりやすく説明することの難しさがあると思われる。このように明らかになった彼らの話し方の問題点は、就職活動を控えた学生たちの話し方の訓練のために有用な情報であると言えよう。

著者

茂住 和世

出版者

日本語教育方法研究会

雑誌

日本語教育方法研究会誌 (ISSN:18813968)

巻号頁・発行日

vol.12, no.1, pp.2-3, 2005

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This report looks at the instruction of second-year university foreign students as part of Japanese language training. Resumes must logically summarize a text. Writing one entails listing points, classifying them, processing, comparing, identifying causal relationships, and comprehension. Advantages for learner-acceptance: a) strong incentive to present well in year 3, b) less effort than that for theses or reports, c) comparison of their resume with others', to easily identify their own weaknesses. We see the following as necessary for resume writing: 1) reading comprehension - understand each point and its relative importance, 2) logical organization - for structure, 3) the ability to list points concisely.