Analysis of classroom discourse between Japanese volunteers and non-native speakers of Japanese

日本志愿者与非日语母语者的课堂对话分析

• 批准号: 17520346
• 负责人: OZAKI Akito
• 金额: $ 1.25万
• 依托单位: Nagoya University of Foreign Studies (2006-2007)Nagoya University (2005)
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2005
• 资助国家: 日本
• 起止时间: 2005 至 2007
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-17520346/
• 关键词: Japanese language teaching; Japanese language teaching in the community; Volunteer Japanese classes; Japanese language teaching volunteer; Classroom activities; Classroom discourse; Contact situations; Intercultural communication

In this project, two questions were posed: (1) how do non-native speakers learn and acquire Japanese through communication with Japanese volunteers? and (2) what do Japanese volunteers learn from communication with non-native speakers?In the first year, 1000 questionnaires were mailed to Japanese language teaching volunteers in Aichi prefecture. 475 completed forms were collected and analyzed. Some of the findings were:107 out of 475 (23%) were females in their 50s and they formed the largest group of the volunteers; approximately 10% of the respondents completed a 420-hour teacher training course and they were qualified as Japanese language teachers; teacher-fronted classroom activity was most common. Many of the volunteers regarded their activities as rewarding.182 out of 475 reported that they were happy when their non-native partners expressed gratitude for their help.123 respondents reported that they could expand their view on the world through the activities with their non-native partners. However, 270 volunteers reported that they had some problems. One common problem was the gap in Japanese language proficiency among non-native partners in their classes.After observing a Japanese volunteer class 36 times in 2005 and 2006, 16 classes were video-recorded and 7 classes were transcribed in 2006. In the third year of the project, on the basis of the transcripts, a typical classroom procedure was described, and the teaching strategies employed by a Japanese volunteer teacher were analyzed. It was also reported how a non-Japanese partner acquired a common Japanese set-phrase. The classroom data helped us to capture a part of a process of language acquisition.

本研究提出了两个问题：（1）非母语者如何通过与日本志愿者的交流来学习和习得日语？（2）日本志愿者从与非母语人士的交流中学到了什么？在第一年，向爱知县的日语教学志愿者邮寄了1000份问卷。收集并分析了475份完整的表格。调查结果如下：475人中有107人（23%）是50多岁的女性，她们构成了最大的志愿者群体;约10%的受访者完成了420小时的教师培训课程，他们获得了日语教师资格;教师主持的课堂活动最常见。475名志愿者中有182人表示，当他们的非本地伙伴对他们的帮助表示感谢时，他们感到高兴。123名受访者表示，他们可以通过与非本地伙伴的活动扩大他们对世界的看法。然而，270名志愿者报告说，他们遇到了一些问题。在2005年和2006年对一个日语志愿者班进行了36次观察后，2006年对16个班级进行了录像，7个班级进行了录音。在第三年的项目中，在成绩单的基础上，描述了一个典型的课堂程序，并分析了日本志愿者教师所采用的教学策略。还报告了一名非日本伙伴如何获得一个共同的日本固定短语。课堂数据帮助我们捕捉到语言习得过程的一部分。