中部大学教育研究17
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―58―JournalofChubuUniversityEducationNo.17(2017)Peer-LearningActivityinAdvancedJSLClassThroughSummaryWritingUEDAMiki*1andWATANABETamie*2*1Professor,CenterforLanguagesandCultures,ChubuUniversity*2AssociateProfessor,CenterforLanguagesandCultures,ChubuUniversityAbstractManyoftheadvancedlevelJSLstudentsstudyingintheJapaneseLanguageandCultureProgramatChubuUniversityhavesetloftygoalsforthemselvessuchasenteringgraduateschoolatauniversityinJapan,writingathesisorotherresearchpapersinJapanese,and/orworkingforaJapanese-affiliatedfirm.Therefore,forthemtoaccomplishthesegoals,itisimportanttoincreaseandhonetheirJapanesewritingskills.Onewaytoachievethisisbywritingsummariesofvariousarticles.Thispaperintroducesapeer-learningactivityforanadvancedJapaneseasaSecondLanguage(JSL)reading/writingclassforsummarywriting.Insteadofwritingsummariesrepeatedlyinclassandtheteachercorrectingthemindividually,studentsweredividedintogroupsandgiventhesamearticle.Theyweretheninstructedtowriteasummaryontheirown.Aftercompletingtheirindividualsummary,theywereaskedtowriteasummaryofthesamearticletogetherwiththeirgroup.Noinstructionwasgivenonhowtowritethegroupsummary,andtheprocessvariedconsiderablyfromgrouptogroup.However,bydoingthis,studentsinallgroupsnotonlyactivelylearneddifferentwritingtechniquesforsummariesfromtheirpeers,butalsoincreasedtheirabilitytocooperatewithothersbysharingideas.Areflectionandevaluationsurveyswereconductedafterthisactivity,whichshowedstudentsbasicallyratedthispeer-learningexerciseasapositiveexperience.Possibilitiesforfutureactivitiesanddiscussionaboutsomeoftheproblemsthatwererevealedfromthesurveyarealsoprovided.Keywordspeer-learning,reading,summarywriting,reflection,evaluation

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