まとまりのある作文を中級学習者が書くための作文指導についての試論

概要

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This study investigated the role of a teacher who guides an intermediate student in her/his composition. Mostly, intermediate students have the ability to write understandable sentences. However, they cannot write well-organized compositions. To elicit the clear role of a teacher in solving this kind of problem, this study solicited a Japanese teacher and an Australian learner, and observed their composition elaboration process and analyzed their compositions. The data of the analysis was the learner's composition, learner's elaborated compositions, the teacher's composition and also the author's interview with the teacher. The results of the analyses suggested the following: (1) If there was a gap between the teacher and the learner with regard to the images of an ideal composition, the orthodoxstyle of guidance of the composition would be useless. (2) A composition considered to be well-organized by the teacher included the writer's comments about given facts, and naturally led the reader to a conclusion. (3) The issue of organization contained many problems, i.e., problems of conjunction, sentence order, and cohesion. To comprehend these problems of the composition, the organization chart was useful, however, effects of organization chart could not be substantiated in this study.
岐阜大学の論文