| Project/Area Number |
13680357
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Japanese language education
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| Research Institution | Osaka University |
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Principal Investigator |
AOKI Naoko Osaka University, Graduate School of Letters, Assoc.Professor, 大学院・文学研究科, 助教授 (20184038)
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| Co-Investigator(Kenkyū-buntansha) |
NISHIGUCHI Koichi Osaka University, International Students Center, Professor, 留学生センター, 教授 (50263330)
OZAKI Akito Nagoya University, Foreign Students Education Center, Professor, 留学生センター, 教授 (60119659)
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| Project Period (FY) |
2001 – 2003
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| Project Status |
Completed (Fiscal Year 2003)
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| Budget Amount *help |
¥4,000,000 (Direct Cost: ¥4,000,000)
Fiscal Year 2003: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 2002: ¥900,000 (Direct Cost: ¥900,000)
Fiscal Year 2001: ¥2,600,000 (Direct Cost: ¥2,600,000)
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| Keywords | Japanese as a second language / relationship / social roles / foreign residents in Japan / volunteer teachers / learning activities / second language acquisition / language related episodes / languege related episode / language relates episode |
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| Research Abstract |
This study examined learning activities by foreign residents and volunteer helpers in local JSL study groups to find out how acquisition of Japanese is influenced by relationship between a learner and a volunteer, their beliefs about social roles, types of activities, topic of interaction, discourse structure, and number of participants in discourse. The result shows: 1) learners aspire to lead an independent life as an adult; 2) learners often perceive volunteers as teachers; 3) learners are not necessarily satisfied with the content and process of activities, but they seldom tell volunteers about their opinions and preferences; 4) the reasons of 3) are likely to be learners' beliefs about social roles of teachers and students, their gratitude and reservation for those teaching them for free, and lack of language competence to express their opinions and preferences; 5) volunteers predominantly take initiative of activities; 6) activities are mainly structure drills with elementary learners and reading aloud and comprehension check with intermediate learners; 7) other types of learning activities are embedded within the main activities; 8) in conversations without any target language forms or skills volunteers most often talk about learners whereas learners talk about learning most; 9) volunteers are not necessarily aware of whether learners understand what is going on; 10) volunteers often interfere with learners' utterances; 11) in triads with a volunteer and two learners a learner benefits from peer teaching and listening to interaction with a volunteer and another learner.
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