第二言語としての日本語予備教育課程における授業外活動の有用性に関する研究 : 10年間の教育実践に対する省察とナラティヴ・データを用いた質的研究

機関リポジトリ Web Site

書誌事項

タイトル別名
  • A Study of the Effectiveness of Out-of-class Activities in a JSL (Japanese as a Second Language) Pre-admission Course : Qualitative Research by Reflection on Ten Years of Educational Practice together with Narrative Data of Students
  • ナガノショウ ロンブン ダイ2 ゲンゴ ト シテ ノ ニホンゴ ヨビ キョウイク カテイ ニ オケル ジュギョウガイ カツドウ ノ ユウヨウセイ ニ カンスル ケンキュウ 10ネンカン ノ キョウイク ジッセン ニ タイスル ショウサツ ト ナラティヴ データ オ モチイタ シツテキ ケンキュウ
公開日
2006-03-15
資源種別
departmental bulletin paper
公開者
東京 : 東洋英和女学院大学大学院

この論文をさがす

説明

P(論文)

The JSL pre-admission course is a preparatory course for foreign university students in Japan. The educational target is acquisition of Japanese language proficiency sufficient to qualify students for entrance to university. This is an important period of study, as it can heavily influence the success or failure of a student's overseas education. The specified targets cannot be achieved in classroom hours alone: after-hours dialog among students as well as among students and teachers is necessary. The reality of this course is that nearly double the number of classroom hours are spent on out-of-class activities and communication, especially during peak times when students are guided through the process of choosing appropriate universities to apply to and actually taking the entrance examinations. This study attempts to clarify the role of out-of-class activities in the JSL pre-admission course. As for research methods, I drew upon alternative perspectives on educational research based on socio-cultural, social-constructionist, feminist and other approaches, and applied the following two qualitative approaches. First, I examined the transformational process, over the ten-year period between 1994 and 2003, within the JSL pre-admission course in which I was personally engaged and also my experiences pertaining to the role of out-of-class activities in the course. Secondly, I interviewed students who had participated in the course in the past and explored the effectiveness of out-of-class activities based on their responses. In conclusion, this study revealed that out-of-class activities function as a vital bridge to the social context of real life, and, moreover, that these activities occur in the context of "intimate everyday life," which includes the domain of "self." By shifting the focus away from classroom activities, which tend to give priority to acquisition of knowledge and skills, this study clarified the significant role of out-of-class activities in contributing not only to attaining specified educational outcomes but also to the development of a student's identity. This study of out-of-class social activities developed through interrelationships among students and teachers in the course offers new perspectives on educational practice.

収録刊行物

キーワード

詳細情報 詳細情報について

問題の指摘

ページトップへ