Self-Access Center(SAC)を通した自律学習プロセス : 構造構成主義を理論的枠組みとして

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  • Structuring the Autonomous Learning Process for a Self-Access Center (SAC) : Applying Structural Constructivism as the Framework
  • Self-Access Center(SAC)オ トオシタ ジリツ ガクシュウ プロセス : コウゾウ コウセイ シュギ オ リロンテキ ワクグミ ト シテ

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説明

This study is an attempt to investigate how language learners voluntarily and autonomously use a self-access center (hereafter SAC) to learn English in a Japanese EFL context. For this purpose, semi-structured interviews were conducted with five language learners who used a SAC in a Japanese university for a year, in order to explore their perception toward their language learning experience there. In addition, the particular SAC in this study was described in detail to enrich the analysis of the phenomena. The interview data were analyzed qualitatively using M-GTA, invented by Kinoshita (2003, 2007). As the theoretical framework for the present study, Structural Constructivism, developed by Saijo (2005a, 2005b, 2007, 2008), was applied. The results suggested that language learners at a SAC in a Japanese EFL context become autonomous and continue to learn outside classrooms, based on self determination, receiving support from counselors, student teaching assistants, the SAC itself, learning materials, and especially the other language learners who use the SAC. Furthermore, the necessity of an "acclimation period" is suggested, until language learners are able to use a SAC feeling comfortable, accepted, and competent. Finally some possible educational implications are provided that may be useful to support EFL learners at SACs in other Japanese universities.

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