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

本研究旨在探讨日语课堂中的跨文化因素如何影响受训教师和学习者的认知和/或情感领域。本研究的主要数据来源于1995年在东北大学举办的暑期教学培训项目，该项目的研究生为韩国全北大学的20名二年级学生开设了一个月的日语强化课程。1996年，主要数据来自本科生秋季教学实践班。在调查的第一年，主要关注学习者的认知/情感修正，第二年，教师实习生的认知/情感修正。通过语言学习信念问卷、课堂观察、个人态度结构分析、刺激回忆和日记记录等多种程序收集数据。PAC分析被发现在接近受试者的情感状态…方面是相当强大的此外，刺激回忆给学习者在课堂上大声说出自己的想法带来了很大的困难，因此，跨文化环境提高了学习者对自己的需要和愿望的意识。有趣的是，根据语言水平的不同，学习者对课堂活动的感知也有很大的不同。高水平的学生几乎可以使任何一种活动对自己有意义，而低水平的学生往往认为这些活动的意义不大，因此认为这些活动太不切题，太以教师为中心。对于教师培训生来说，课堂的跨文化环境对他们语言学习观念的改变影响不大。事实上，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，教学经验降低了学员对课堂上跨文化交际的焦虑。较少

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