| Project/Area Number |
15K02664
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Japanese language education
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| Research Institution | Suzuka University of Medical Science |
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Principal Investigator |
KANG Fengli 鈴鹿医療科学大学, 保健衛生学部, 准教授 (30399034)
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| Co-Investigator(Kenkyū-buntansha) |
森脇 健夫 三重大学, 教育学部, 教授 (20174469)
坂本 勝信 常葉大学, 外国語学部, 講師 (40387501)
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| Project Period (FY) |
2015-04-01 – 2018-03-31
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| Project Status |
Completed (Fiscal Year 2017)
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| Budget Amount *help |
¥4,420,000 (Direct Cost: ¥3,400,000、Indirect Cost: ¥1,020,000)
Fiscal Year 2017: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2016: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2015: ¥1,950,000 (Direct Cost: ¥1,500,000、Indirect Cost: ¥450,000)
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| Keywords | 日本語教師 / 熟練日本語教師 / 二重の応答性 / ライフヒストリー的アプローチ / 熟練性 / 二重の応答性の発達 / 目標概念 |
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| Outline of Final Research Achievements |
We focused on case studies focusing on acquiring "double responsiveness" and developing its "skill" of skilled Japanese teachers. We conducted a case study of first-term, middle-term and experienced teachers for Japanese teachers in Taiwan and for Japanese teachers in Tianjin. As a result, the first term teacher who has a major interest in the content of the education can not look to the learner or the learning environment. So "double responsiveness" itself does not work, but , middle-term teacher established his(her) teaching style can monitor the response of the learner, that is, "double responsiveness" works well. For a skilled teacher, it became clear that it has the ability to instantaneously and flexibly change his(her) response to the learner's response.
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