Development study of "double responsiveness" of Japanese teachers by life history approach

2017 Fiscal Year Final Research Report

• Project/Area Number: 15K02664
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Japanese language education
• Research Institution: Suzuka University of Medical Science
• Principal Investigator: KANG Fengli 鈴鹿医療科学大学, 保健衛生学部, 准教授 (30399034)
• 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)
• Project Period (FY): 2015-04-01 – 2018-03-31
• 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

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.

Free Research Field

日本語教育