誤用と内容に焦点を当てた教師のフィードバックが推敲作文に与える影響

概要

論文の詳細を見る
The syllabus of the composition I class at University of Tsukuba Japanese language program was redesigned in accordance with the task-based Grammar I syllabus in 1998. The purpose of this class is to consolidate material that was introduced in Grammar I and to provide to be achieved sufficient content for accomplishing the language tasks. For errors the teacher collected and categorized from writings submitted by the learners before class. In the class, learners discussed with their peers how to correct the errors which collected by the teachers and edited their own writings. In order to create sufficient content for the accomplishment of the language tasks, the teacher added leading questions to parts which lacked sufficiency to explanation. In class, the learners tried to find the answers to the leading questions through peer discussion and revised their own writing based on the result of the discussion. The result showed that the error rate had not decreased significantly but content that did not appear in their first drafts was added.
日本語教育方法研究会の論文
2000-09-16