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On the Cognitive/Affective Modification of Japanese Language Learners and Teacher Trainees

日语学习者和见习教师的认知/情感修正

基本信息

批准号：
07680303
负责人：
SAITA Izumi
金额：
$ 1.41万
依托单位：
Tohoku University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1995
资助国家：
日本
起止时间：
1995 至 1996
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-07680303/
关键词：
Japanese language teaching teacher trainee cross-cultural situation Japanese language learner teaching practices affective modification belief about language learning personal attitude construct analysis 個人的態度構造分析異文化変容学習者授業観

项目摘要

The purpose of the research is to investigate how the cross-cultural factors in the Japanese language classroom give influence on the cognitive and/or affective domain of teacher trainees and the learners.In 1995, the main data was collected at the summer teaching training program held at Tohoku University, where the graduate students operated one month intensive Japanese language course for the 20 second year students from Chon Buk University, Korea. In 1996, major data came from the autumn teaching practice course for the undergraduates. In the first year of the survey, the main focus was on the learners' cognitive/affective modification, and the second year, those of teacher trainees'.Data has been gathered through various procedures such as questionnaire on belief about language learning, classroom observation, PAC (personal attitude construct) analysis, stimulated recall, and journal keeping. PAC analysis is found to be quite powerful for approaching to subjects' affective conditi … More on, whereas stimulated recall gave great difficulty to the learners to speak aloud what they were thinking during the class.As a result, cross-cultural environment have raised learners' consciousness towards their needs and wants. Interestingly, depending on the proficienct level, the learners' perception of the classroom activities differs greatly. The high proficiency students could make almost any kind of activities meaningful to themselves, whereas the lower proficiency students often found little significance in the activities, thus evaluated them to be too irrelevant and too teacher-centered.For the teacher trainees, the cross-cultural environment of the classroom gave little influence towards the modification of their belief about language learning. Actually their main concern were on the teaching skills and prosedures rather than on the learners' perfoemances, reactions and behaviors. The PAC analysis, however, revealed that the teaching experiences had reduced trainees' anxiety towards the cross-cultural communication in the classroom. Less

本研究的目的是调查跨文化因素对日语教师和学生认知和情感领域的影响。主要数据是1995年在日本东北大学举办的暑期教学培训项目中收集的。在那里，研究生为来自韩国全布克大学的20名二年级学生开设了为期一个月的日语强化课程。主要数据来自1996年秋季本科教学实习。在第一年的调查中，主要关注学习者的认知/情感变化，第二年则关注受训教师的认知/情感变化，数据的收集采用了各种方法，如语言学习信念问卷、课堂观察、个人态度结构分析、刺激回忆和日记记录。PAC分析被发现在接近被试的情感状态方面是相当有效的。 ...更多信息而刺激回忆则使学习者在课堂上很难说出自己的想法，因此，跨文化环境提高了学习者对自己需要和愿望的意识。有趣的是，根据熟练程度的不同，学习者对课堂活动的看法有很大的差异。高水平的学生能使任何活动对自己都有意义，而低水平的学生往往认为活动没有意义，因此评价活动过于无关紧要，过于以教师为中心;对于师范生来说，课堂的跨文化环境对他们改变语言学习观念的影响不大。实际上，他们主要关注的是教学技巧和过程，而不是学习者的表现、反应和行为。然而，PAC分析显示，教学经验降低了受训者对课堂跨文化交际的焦虑。少