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Accepted Poster
Description
Through practical implementation of Japanese language learning, I aim to focus on students and self-directed learning from a longitudinal perspective. Autonomous learning has garnered more attention in Japanese language education in recent years, and research on university Self-Access Learning Centers has advanced. However, reports on the long-term implementation of self-directed learning classes as required courses at universities remained sparse.
This practice was conducted in a JSL environment, where self-directed learning classes were implemented over three semesters as a compulsory university Japanese language course. Students identified their own challenges in Japanese language proficiency, planned their learning, and independently selected learning materials. Each learner set personal goals, and at the end of every class, self-evaluated their progress and the extent to which they had achieved their goals. Their progress was recorded in a cloud-based learning log sheet shared with the instructor, who also provided written comments on the learners’ reflections. The instructor’s role was less that of a traditional teacher, and more that of a learning facilitator.
This practice involved a total of 130 learners. Among them, data from 43 subjects who consented to participate in the study were analyzed, including their learning records over the first to third semesters and their reflective reports written at the end of the third semester. The analysis was conducted using coding methods, with Self-Determination Theory and the L2 Motivational Self System as the analytical frameworks. In the first and second semesters, many of the learners’ comments focused on learning methods and perceived deficiencies in their Japanese proficiency. By the third semester, however, statements reflecting awareness of autonomous learning began to emerge, such as: “Since everyone has different levels in Japanese, this type of class is the most useful,” and “Collaborating with classmates helped me maintain motivation,”. In addition, some descriptions corresponded to the three basic psychological needs identified in Self-Determination Theory: autonomy, competence, and relatedness.
Motivation and persistence are often challenges in learning Japanese in a JFL environment. I hope that this practice, grounded in Self-Determination Theory, will contribute to Japanese language education in Europe.
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References
Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon Press.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
青木直子・中田賀正（2011）『学習者オートノミー 日本語教育と外国語教育の未来のために』ひつじ書房.
| Poster abstract in Japanese: | 大学における自律学習型授業の実践 -内発的動機づけと自己決定理論に着目して- 松本 知子（東京都立大学大学院） 日本語教育の実践を通して、学習者の自律学習を促す要因と、教師のどのような足場かけが自律学習を支援できるか研究をしている。本実践報告では、その中でも、学習者に焦点を当て自律学習を縦断的に考察することを目指す。昨今は英語教育のみならず日本語教育においても自律学習が研究され、大学のSALCに関する研究は深まっている。しかし、大学の必修科目として自律学習型授業を長期間取り入れた実践報告は少ない。 本実践はJSL環境のもと、大学の日本語必修科目として自律学習型授業を３学期間取り入れ実施した。学習者は日本語能力における自己課題を認識し、学習を計画し、学習リソースも自ら選択した。各自、学習目標を立て、毎回授業の最後は自身の学習を振り返り、目標の達成度や内容を自己評価した。このような学習過程はcloud上で教師と共有する学習記録シートに残し、教師も学習者の振り返りにコメントを書き込んだ。教師というより、学習支援者としての役割が強い。 本実践は延べ130人の学習者を対象とし、そのうち実践研究に同意が得られた43名の1-3学期分の学習記録と、3学期目終了時の振り返りレポートの記述を分析し、考察した。自己決定理論と第二言語における動機づけ自己システム(L2MSS)を枠組みとして進め、コーディング分析を行なった。1、2学期目は学習方法、日本語能力不足、集中できないなどの記述が多かった。３学期目には、「各々日本語レベルが異なるので、このような授業が一番役に立つ」、「クラスメイトと協学することでやる気が保てた」、「自律学習では目標設定が最重要」など、自律学習そのものへの気づきの内容も見られるようになった。また、記述には、自己決定理論の「自律性」「有能感」「関係性」という３つの心理的欲求に当てはまるものもあった。 JFL環境での日本語学習は動機づけや継続が課題となる。本実践が自己決定理論に基づき、ヨーロッパの日本語教育に寄与することを願う。 参考文献 青木直子・中田賀正（2011）『学習者オートノミー 日本語教育と外国語教育の未来のために』ひつじ書房. Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon Press. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. |
Association of Japanese Language Education poster session 1
Session 1