| 研究実績の概要 |
The basis for further analysis were two main data sets: 1. Retrospective interviews with students of German at a university in Japan from a collaborative online project with students at a university in Germany. 2. Interactional data from group work tasks from a collaborative online class with German as lingua franca for students from Taiwan, Korea, and Japan.
One major finding was, that the Japanese students see a difference concerning the roles within the groups between the German students and themselves. They expect their German counterparts to take the initiative to lead the group during the collaborative project, while feeling not being able to contribute sufficiently to the task. However, the perception of the collaborative process differs between individuals depending on the group atmosphere. Furthermore, results from previous studies were confirmed, such as the importance of seeing each other (turning on the camera) during the interaction and getting to know each other on a personal level before working together on the task.
Interactional data from the online classes showed similarities to the original data. Even though different groups work on the same task, the in-group organization differs. While one group is led by a single student another group might chose a collaborative approach characterized by mutuality and equality. In addition to techniques from in-person interaction like confirmation checks or approval, meta-communicative explanations and screen sharing are used to establish mutual understanding within the groups.
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