A Research on the Relationship between Japanese Language Learning Process and Learning Environment of the Research Student in the In-service Teacher Training Program

本研究探讨海外在职培训教师的日语习得与学习环境的关系。本研究的第一年，即2001年，我们对大阪大学日语强化班的10名学员进行了访谈。通过半结构式访谈报告了受试者的认知维度：(1)对留学目的的认知，(2)对日语学习的信念，(3)对日语习得过程的认知，(4)与实验室内外学习环境的互动，(5)网络的形成。同时，对实验室成员(教授和官员)进行了访谈，对学习环境进行了多维度的考察。访谈的结果是，学员和实验室成员之间在项目内容和活动种类上的形象差异以及网络的不均匀分布。在研究的第二年，2002年，我们进行了问卷调查，以获得关于在职培训项目学习环境的更多概括性信息。问卷发放给了接受在职教师培训的大学，我们收到了来自52所大学的回答。结果表明，大多数高校没有专门为海外学员安排培训项目。一些曾为海外学员提供特殊培训计划的大学停止了这类计划。这被认为与招收海外受训人员的大学数目增加，导致每个院校的受训人数下降有关。

This study examined the relationship between the acquisition of Japanese and learning environment by the members of in-service training teachers from overseas program.Through the first year of this study, 2001, we conducted we conducted interviews to the 10 of the trainees who, at the time of the investigation, attended Intensive Japanese Program at Osaka University for four times. The following dimensions of the subjects' recognition were reported through the half-structured interviews ; (1) recognition of the aim of study abroad, (2) beliefs on Japanese language learning, (3) recognition of the process of Japanese language acquisition, (4) interaction with the learning environment in and out of their laboratories, (5) formation of network. At the same time, interviews to the laboratory members (professors and officers) were conducted to examine the learning environment multi-dimensionally.As the result of the interviews conducted, differences concerning images of the contents of program and the varieties k)f the activities between trainees andlaboratory members and the uneven distribution of the networks were observed.In the second year of the study, 2002, we conducted a questionnaire-based survey to obtain more generalized information on the learning environment of the in-service training program. The questionnaires were distributed the universities which accommodated in-service teacher trainees and we received answers from 52 universities. The results shows that, in most universities, there were no specially arranged program for the trainees from overseas. Some universities which had offered special training programs for the overseas trainees discontinued the programs of this kind. This is considered to be related to the decline of the number of trainees per institutions as the number of the universities which accommodated overseas trainees increase.