実際使用アクティビティーを使用した海外での日本語教育例

Page No.: 
77
Writer(s): 
加藤好崇, 東海大学留学生センター

ネウストプニー(1 995) によるとインターアクション教育のためには、「解釈ア
クテイピティーJ 、「練習アクティピティーJ 、「実際使用アクテイピティーJ の三つ
のアクテイピティーの適用が必要である。まず、「解釈アクティピティーJ で講義など
による説明で知識を与え、「練習アクテイピティーJ でロールプレーなどの形で練習を
する。そして、最後に「実際使用アクティピティーJ において実際使用場面を教育過程
の中に導入する。本稿は、上記の考え方をハバロフスク国立教育大学目本脂学科におい
て適用した授業報告例である。ここでは、日本人ビジネスマンへのインタビュー依頼の
手紙、電話での場所や日時等の決定、インタビュー、結果発表などが「実際使用アク
ティピティーJ として導入されている。また、それぞれの段階において「解釈J と「練
習J のアクティピティーも「実際使用アクテイピティーJ に先立って実施された。最後
にこのプロジェクトワークの結果得られた冒話学上、社会雷語学上、社会文化上の有効
点、問題点を考察する。

Neustupny (995) claims that learners need to be engaged in three kinds of
activities to acquire interactive competence in a second language. The first of
these is interpretation activities. These aim to provide learners with linguistic
knowledge, including explanations by lectures and the learners' own research
in the form of project work. Second is practice activities, which entail drills,
role plays, and simulations. Third is performance activities. These differ from
practice activities in that they provide authentic situations for learns to interact
in the target language. Examples of performance activities are immersion courses
and inviting native speakers of the TL to the classroom. This article reports the
process and outcome of project work organized by two classes of advanced
learners of japanese at a Russian university folloWing the framework suggested
by Neustupny. This project focused on opinions of japanese native speakers
(NSs) working in Khabarovsk about Japanese and Russian working customs.
The project, conducted during 10 classes of 80-minute each, followed five
stages: preliminary preparation stage, writing a letter asking for an interview,
making an appointment on the phone, interviewing a japanese NS, and
presentation of the results to the entire class. Each stage consisted of a sequence
of interpretation actiVities, practice activities, and performance activities.
Interviews were recorded and used for follow-up interviews with the subjects.
In addition, the author interviewed four of the eight japanese NSs who had
been interviewed by the subjects. From the analyses of the recorded NS/subject
interviews, the follow-up interviews with subjects and NSs, and the content of
the presentations, it was found that: 1) some of idioms and vocabulary
encountered by the subjects for the first time during their interviews of the NSs
were adopted into the subjects' active vocabulary; 2) some of the vocabulary
provided by the instructor in the preliminary stage was reinforced through use
in the interviews and presentations, again entering the subjects' active
vocabulary; 3) subjects became aware of the variety of japanese dialects; 4)
subjects became aware of the japanese view toward Russian customs, and 5)
subjects participated more actively and spontaneously during the project than
they did during classroom-based activities. Major problems perceived were: 1)
the use of japanese dialects by the NSs made comprehension difficult for the
subjects; 2) the interviews were not always well structured and some of the
japanese NSs interviewed felt that they had been asked an unorganized list of
questions, and 3) the content and the language of the answers by the japanese
NSs were not adjusted to the linguistic level of the subjects, who were then
unable to use appropriate communication strategies to repair communication
breakdowns. The author suggests similar projects be undertaken, especially
ones with follow-up interviews of all the NSs interviewed, in order to establish
clear criteria for teaching and evaluation. The author also suggests teacher
intervention during the planning stage, especially in the preparation of interview
questions, to aid learners in organizing the interview and keeping the language
from the NSs at a level the learners would find manageable.

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