A Situated Approach to English Learning in Distance Collaborative Course Which Connect Japanese Students and American Students

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  • 日米間の遠隔協同授業における日本側学習者の英語学習への状況論的アプローチ
  • ニチベイカン ノ エンカク キョウドウ ジュギョウ ニ オケル ニホンガワ ガクシュウシャ ノ エイゴ ガクシュウ エノ ジョウキョウロンテキ アプローチ

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In this paper, we analyzed Japanese students' English learning in an electronic learning environment where they were asked to use English practically using qualitative research method. As a result, we revealed that (1.) In a reading and writing situation, Japanese students used a learning strategy based on their past experience of English use in an examination culture. (2.) Japanese students faced a conflict because of the difference of English use between in an examination culture and in a practical culture. (3.) In the process of adjusting to a practical culture, Japanese students referred to resources such as American students' patterns of vocabulary or translation software on a web site. (4.) By referring to these resources, Japanese students transformed their learning strategy and perspective on English which had been based on an examination culture. From the above, it was suggested that English learning in an electronic learning environment was woven in the historical context of students' English use and the situational context of relation between students and resources such as others and resources, being influenced by the peculiarity of the technology used in the practice.

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