| Project/Area Number |
16520326
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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 | Tokai University |
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Principal Investigator |
TATEOKA Yoko Tokai University, International Student Education Center, Professor, 留学生教育センター, 教授 (10338759)
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| Co-Investigator(Kenkyū-buntansha) |
MOTODA Shizuka Tokai University, International Student Education Center, Assistant Professor, 留学生教育センター, 講師 (40349428)
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| Project Period (FY) |
2004 – 2006
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| Project Status |
Completed (Fiscal Year 2006)
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| Budget Amount *help |
¥2,900,000 (Direct Cost: ¥2,900,000)
Fiscal Year 2006: ¥600,000 (Direct Cost: ¥600,000)
Fiscal Year 2005: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 2004: ¥1,600,000 (Direct Cost: ¥1,600,000)
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| Keywords | collaborative learning / collaboration / cognition / affection / motivation / join / discussion / interaction / 認知面 / 情意面 / 参加の動機づけ / 学び / 内省 / 創発 |
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| Research Abstract |
Recently much attention is paid to collaborative learning in the field of education. However, cognitive aspects as performance and affective aspects as motivation are analyzed independently.
In this research, collaborative learning in Japanese language classroom was analyzed in the both points of cognition and affection through recording data by digital video camera and observing the interaction in the classroom. Japanese language learners read the texts by Peer Reading, which is the reading method in the classroom invented by Tateoka(2001). Learners read the text by helping each other through discussions.
In the cognitive aspect, learners reviewed and elaborated their own comprehension of the text through the interaction with their peer readers in the classroom. In the affective aspects, their motivation was influenced by the degree of difficulty of the tasks. Both cognitive and affective aspects were related with each other, and the groups which succeeded in collaborative learning generated a good cycles of the connection between cognitive and affective aspects.
Motivation which urges the joining process to the collaborative activities was particularly important in the collaborative learning. In this kind of motivation, cognitive and affective aspects can not divide each other.
From now on, we will keep on pursuing the relationship between the cognitive and affective aspects, especially in the process of joining to the collaborative activities.
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