米国大学の日本語学習者における場独立と到達度についての一研究(学習者の個人差と日本語教育-「場依存・場独立」認知スタイルと日本語学習の一研究)
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概要
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The results from both quantitative and qualitative phases of this study were presented in this chapter. The quantitative results of this study showed no significant correlation between the degree of field independence/dependence and achievement in Japanese, despite the investigator's expectation. In the section on qualitative results, two instructors, the classroom settings, and the typical class procedure were first described, and then seven characteristics of the classes were pointed out in order to present the context in which the learning of Japanese was taking place. Secondly, cases of four selected students with extreme degrees of field independence/dependence and levels of achievement were investigated. Their strong and weak points were uncovered, using the observation and interview data. Some of their problems seemed to be related to their degrees of field independence/dependence. There seemed to be various other factors which might have affected their problems, but it is beyond the scope of this study to investigate them. At the end, the students' opinions about the key factors to succeed in learning Japanese were summarized. They agreed on the importance of investing time and effort in order to learn Japanese successfully. The following chapter will discuss ways to bridge the quantitative and qualitative results, and attempt to explain the unexpected quantitative results in the light of the qualitative results. Pedagogical implications and limitations of this study will be also discussed. This study attempted to discover the relationship between the degree of field independence and achievement in learning Japanese in a formal classroom setting of an American state university. The results in the quantitative part of the study suggested no statistically significant relationship between field independence/dependence and the four measures of achievement. The qualitative part of the study suggested reasons for the unexpected quantitative results. It was found that the students used a compensation strategy for their weaknesses in order to meet the requirements of the course, regardless of their degree of field independence/dependence. It was conjectured that different levels of success were closely related to different amounts of time and effort expended by the students. The qualitative phase also provided findings concerning the difficulties that students with different degrees of field independence encounter in learning Japanese, and it suggested solutions to the difficulties. The four focused students with extreme degrees of field independence and levels of achievement exhibited differences among difficulties in learning Japanese. However, they agreed on the importance of investing time and effort in order to be successful in the given learning environment. Teachers could help students succeed in learning Japanese by making their difficulties related to cognitive style explicit and by encouraging them to compensate for and overcome such difficulties. Every student in the study appeared to have the potential to become a good language learner, and in general, everyone has strengths and weaknesses in language learning. The students who participated in this study demonstrated that many of them could compensate for their shortcomings and meet the teachers' expectations very well, regardless of their degree of field independence. This finding seems quite logical in that learners tried to overcome their shortcomings related to individual differences in order to learn Japanese well and to do well in the course. This may be part of the characteristics of individual difference called "one of the conundrums in the second-language acquisition field" (Larsen-Freeman & Long, 1991). We can learn from the participants of this study by avoiding the seemingly obvious but perhaps erroneous assumption that FI learners are better in learning language than FD learners. As far as the results of this study are concerned, individual difference in the cognitive style of field independence/dependence did exist but did not explain the difference in achievement of Japanese. I believe it essential for educators to empower students so that they can identify and overcome their weaknesses and thus become successful language learners.
- 1998-02-27
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