要旨

本研究では、中国人学習者に対する日本語オンライン授業で行った話し合いの技能を高める活動における、学習者の話し合いの仕方の変遷プロセス、および、学習者の学びの振り返りを分析した。その結果、話し合いの仕方の変遷プロセスとしては、「段階1：教師と日本人ボランティアの進行が中心の話し合い」から、徐々に「段階2：学習者の司会進行と教師の支援が見られる話し合い」、そして「段階3：学習者の司会進行・議論を深める質問と教師の日本語訂正が見られる話し合い」への変化が観察された。特に、話し合いの仕方を意識化する活動を行った直後の授業では、段階2と段階3の話し合いの仕方が見られるグループが混在している様子が見られた。さらに、学習者の学びの振り返りからは、「司会者の重要性」を意識化しながら、「話し合いの姿勢」「日本語で話す能力」を培っていった様子が見られた。これらをもとに、今後の海外での話し合い教育のあり方を検討した。

Abstract

In this study, the author analyzed the process through which Chinese learners of Japanese changed how they engaged in discussion, and how they reflected on what they had learned in activities designed to improve their discussion skills, in an online class. The results demonstrated that they gradually changed how they engaged in discussion, beginning with a discussion style characterized as Discussion in which a teacher and a Japanese volunteer mainly moderated in the first stage, to Discussion in which a learner moderated and the teacher supported in the second stage, and then Discussion in which a learner moderated and asked questions to deepen the discussion, as well as the teacher corrected learners’ Japanese utterances in the third stage. Notably, it was observed that immediately after learners engaged in activities aiming at raising their awareness of how to engage in discussion, some groups only advanced to the second stage while other groups advanced to the third stage of discussion. Furthermore, examination of the learners’ reflections demonstrated that they had honed their Japanese speaking ability and discussion attitude, while being aware of the importance of the moderator. In conclusion, the author proposed ways of teaching students how to engage in discussion, that could be utilized in overseas Japanese education in the future.