Paper short abstract:

This study aims to determine the effectiveness of teaching materials based on the Usage-based Model and peer learning theory in Moscow's workshop for teachers. I suggest what tasks help children participate actively in learning and how tasks can be prepared, as well as key points to remember.

Paper long abstract:

In this research, I report on a workshop for Japanese teachers conducted in Moscow and study the effectiveness of the materials and teaching method based on the Usage-based model from observations and questionnaire.

Since 1997, Japanese has been introduced as the second language in elementary and secondary education in Russia. However, as the curriculum and the teaching materials have not been well-organized, teachers are currently using materials created for adults or materials published in other foreign languages. Teachers report that it is difficult to maintain student motivation for learning because there are not enough materials for learning activities. They also report a lack of support from their schools. Such problems are not limited to Russia, but are seen elsewhere in Europe as well.

In recent years, the Usage-based Model is advocated as an English acquisition theory (Langacker 2000, Tomasello 2003). It is indicated that language is acquired through real world experiences and acquisition begins by mapping unanalyzed expression and context which has pragmatic meaning. Regarding Japanese acquisition, Hashimoto (2006, 2011) has shown the validity of using the Usage-based Model. The basic concept of the Usage-based Model can be applied to creating teaching materials and formulating a method of teaching Japanese for children.

This workshop consisted of two sections; 1) a lecture explaining the basic concept and language acquisition process of the Usage-based Model and the peer learning theory (Ikeda 2004), 2) preparation of and experiencing the teaching materials (tasks) using pictures, games, etc. from the perspective of context-consciousness.

From the results of the questionnaire, it is shown that the workshop participants have reviewed their own activities in perspective of the Usage-based Model. The validity of applying the Usage-based Model thinking in making teaching materials and teaching children Japanese is also revealed. Through this research, I suggest what tasks induce children to participate actively in learning, how creative activities help develop their thinking, how such tasks can be prepared, and what teachers need to pay attention to in making teaching materials.