Behavioral Characteristics of Outstanding Japanese Language Assistants from the Standpoint of Secondary School Japanese Language Teachers in the Anglosphere

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  • 英語圏中等教育機関日本語教師が日本語アシスタントに求める資質
  • 英語圏中等教育機関日本語教師が日本語アシスタントに求める資質 : 語学アシスタント経験の有無が日本語教師の意識に及ぼす影響についての検討
  • エイゴケン チュウトウ キョウイク キカン ニホンゴ キョウシ ガ ニホンゴ アシスタント ニ モトメル シシツ : ゴガク アシスタント ケイケン ノ ウム ガ ニホンゴ キョウシ ノ イシキ ニ オヨボス エイキョウ ニ ツイテ ノ ケントウ
  • The Influence of the Assistant’s Experience on the Perspective of Japanese Language Teachers
  • ―語学アシスタント経験の有無が日本語教師の意識に及ぼす影響についての検討―

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<p>This study seeks to discover the behavioral characteristics of outstanding Japanese language assistants (JA) from the standpoint of secondary school Japanese Language Teachers (JLT) in Anglosphere countries. A questionnaire, modified from past studies, was employed and obtained responses from 212 teachers. Analysis revealed four notable factors: JLT’s expertise, English ability and discipline; the basic attitude toward learners of the person engaged in teaching; cheerfulness; and diligence and role recognition. Those factors could be classified into four groups: ones which are strongly desired, ones which are less desired, ones which are held in common between both the teacher and JA, and ones which are essential characteristics of JA.</p><p>A non-parametric test was conducted in order to investigate the relationships among the four factors, and (1) the experience, or lack of it, of the JLT with language assistants, and (2) whether teachers would wish to accept JA or not. Results showed a significant difference among them related to the first factor of teacher’s expertise, English ability and discipline, and it was found that both (1) and (2) are important elements for recognizing the role distinctions between JA and JLT. Moreover, there were many applicants wishing to accept JA, but there were also many who could not clearly distinguish between the role of JA and JLT.</p><p>We believe that the results present some basic indicators useful for overseas JA.</p>

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