著者

小熊 利江

出版者

Centre for Global Communication Strategies, College of Arts & Sciences, The University of Tokyo

雑誌

Eruditi : The CGCS Journal of Language Research and Education

巻号頁・発行日

vol.1, pp.1-16, 2017-06

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Section 1: Original ResearchThis study investigates a student-led Japanese language class at a university in Moscow. It was an experimental class for Russian students who were accustomed to a traditional passive-learning style. It aims to foster the students' autonomy in Japanese language learning. The purposes of the study are (1) describing the student-led class in detail to share the practice, (2) investigating what the students thought of the class which was their first experience with an active-learning style as opposed to a passive-learning style, and (3) analyzing what they had learned from the student-led class. For these purposes, students' reflection notes and a year-end survey are used for analysis. The design of the class is one in which each student has to search what the entire class should learn and conduct the class on his or her own. It has been revealed that the students took a long time to prepare the materials before leading the class, which made them learn on their own. The types of learning materials that they chose for the class are discussed in the paper. Some students used the same resources or topics as other students. It indicates that they had learned about the new learning resources from each other, in addition to where they should look for the materials. The study also examines how the student-led class was perceived by Russian students. It was apparent that the students highly evaluated the new style of the class. It was observed that the students understood other students' thoughts and opinions through discussion, which in turn led to them better understanding their own. The students were stimulated by one another. Lastly, their reflections showed some clear assessments of what they have learned. However, it seemed difficult for them to put their learning into words; students might need further support from the teacher in this area.

著者

中川 康弘

出版者

Center for Global Communication Strategies, College of Arts & Sciences, The University of Tokyo

雑誌

Eruditi : The CGCS Journal of Language Research and Education

巻号頁・発行日

no.4, pp.3-16, 2020-08

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In the field of Japanese language education, there is still a strong tendency to depict culture as a singular phenomenon. People and things, in particular, are often explained in educational materials using stereotypes. In this study, I conducted an open-ended questionnaire using Japanese language teaching materials with a small class of international students, the majority of whom are from Western countries. The purpose of the study was to examine how stereotypes contained within the teaching materials, such as those relating to gender and nationality, were perceived by beginner-level exchange students. The results revealed a mixture of neutral and negative opinions and responses. The findings indicated that although adult learners recognize the stereotypes, they tolerated them, sifted through the information, and proceeded with their learning, accepting the sentences as typical examples for the purpose of learning Japanese grammar and expressions. Regarding the question of whether teachers should discuss the topic of stereotypes, many students agreed, but some believed that it was not necessary. However, another concern arose between the attitude that teachers should not discuss stereotypes at all in class and the attitude that they should be employed excessively and whether such would invite students to scrutinize grammar rules and usage. Based on these findings, teaching materials should not be viewed only objectively as material for intellectual consumption; it is also important to consider them as a chance to present the various stereotypes that people encounter in everyday social situations in Japan. Accordingly, it is important to determine to what extent should stereotypes be used in time-limited courses that are focused on grammar learning.Guest Article