Basic study of understanding of lectures from an interdisciplinary point of view

2017 Fiscal Year Final Research Report

• Project/Area Number: 15K02667
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Japanese language education
• Research Institution: Waseda University
• Principal Investigator: MOHRI Takami 早稲田大学, 日本語教育研究センター, 准教授(任期付) (60623981)
• Co-Investigator(Kenkyū-buntansha): 古川 智樹 関西大学, 国際部, 准教授 (60614617) ; 中井 好男 同志社大学, 日本語・日本文化教育センター, 助教 (60709559)
• Project Period (FY): 2015-04-01 – 2018-03-31
• Keywords: 日本語教育 / 講義理解 / マルチモダリティ / ノートテイキング / メタ言語 / 学習者オートノミー / 質的研究

Outline of Final Research Achievements

1)We extracted words and phrases related to the function of metalanguage expressions from notes taken by 30 faculty overseas exchange and 30 Japanese students who participated in a web lectures and the results of t-tests showed a significant difference in emphatic indication and subject summarization and it was discovered that NS were writing the above words and phrases.
2) We analyzed approximately 4,000 web lectures from Japanese universities and the results of analysis of 9 representative language behaviours showed that multimodal information indication such as non-verbal cues in places which have metalanguage expressions were being conducted.
3) We conducted interviews with 15 overseas exchange students and the results of analysis using M-GTA showed that affordance with factors such as material and human resources, teachers’ multi-modal behaviour and knowledge that has already been obtained help learners to understand an academic lecture autonomously.

Free Research Field

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