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  1. A100 文学部/人文学研究科・文学研究科・国際言語文化研究科
  2. A100b 紀要
  3. 名古屋大学人文学フォーラム
  4. 4

日本語授業場面における葛藤に対する原因帰属と改善策 : ある日本語学校の教師と学習者の比較

https://doi.org/10.18999/humfnu.4.345
https://doi.org/10.18999/humfnu.4.345
9e699acd-ef25-488c-b256-e6c72b1268c0
名前 / ファイル ライセンス アクション
humfnu_4_345.pdf humfnu_4_345.pdf (1.2 MB)
Item type itemtype_ver1(1)
公開日 2021-06-18
タイトル
タイトル 日本語授業場面における葛藤に対する原因帰属と改善策 : ある日本語学校の教師と学習者の比較
言語 ja
その他のタイトル
その他のタイトル Causal Attributions and Solutions of the Conflicts in the Education Scene Comparison between Teachers and Foreign Students at the Private Japanese Language School
言語 en
著者 水野, 瑛子

× 水野, 瑛子

ja 水野, 瑛子

en MIZUNO, Eiko

Search repository
アクセス権
アクセス権 open access
アクセス権URI http://purl.org/coar/access_right/c_abf2
キーワード
主題Scheme Other
主題 葛藤
キーワード
主題Scheme Other
主題 原因帰属
キーワード
主題Scheme Other
主題 改善策
キーワード
主題Scheme Other
主題 日本語学校
キーワード
主題Scheme Other
主題 教師と学習者
キーワード
主題Scheme Other
主題 conflict
キーワード
主題Scheme Other
主題 causal attribution
キーワード
主題Scheme Other
主題 solution
キーワード
主題Scheme Other
主題 Japanese language school
キーワード
主題Scheme Other
主題 teachers and foreign students
内容記述
内容記述 This study focused on teachers and learners of a Japanese language school, and made a comparison of the ways in which causal attributions towards conflict situations and solutions regarded a s effective in such situations would differ between the teachers and learners. First, the conflicts that teachers and learners would feel during class were investigated, and then two situations where both parties commonly felt conflicts were determined and set as conflict situations, namely “a situation where learners have a conversation in their native languages” and “a situation where learners fall asleep.” Following this, research was conducted using questionnaires prepared, and the data collected were a nalyzed using statistical methods. The results of the analysis indicate that the teachers attributed the cause of the conflict situations to their lessons, while the learners attributed the cause to others, the surrounding environment, or to learners themselves depending on each situation. With regard to solutions to conflict situations, the teachers considered improving their lessons most effective. On the contrary, the learners viewed that the most effective solution was the one in which the teachers would encourage the learners to study for themselves and their futures. In addition, more teachers than the learners considered the activities that would facilitate learners to naturally speaking less in their native languages effective, while more learners than the teachers considered the response of blaming them would be effective. Previous studies had only clarified causal attributions of conflict situations and resolution behaviors for those situations. However, this study revealed the divergence between the perception of effective solutions to conflict situations between teachers and learners. Thus, for achieving conflict solutions, it is considered necessary going forward to implement the solutions supported by learners, in addition to the measures that teachers view desirable, and to investigate whether or not any changes occur in conflict situations.
言語 en
内容記述タイプ Abstract
出版者
言語 ja
出版者 名古屋大学大学院人文学研究科図書・論集委員会
言語
言語 jpn
資源タイプ
資源タイプresource http://purl.org/coar/resource_type/c_6501
タイプ departmental bulletin paper
出版タイプ
出版タイプ VoR
出版タイプResource http://purl.org/coar/version/c_970fb48d4fbd8a85
ID登録
ID登録 10.18999/humfnu.4.345
ID登録タイプ JaLC
収録物識別子
収録物識別子タイプ PISSN
収録物識別子 2433-2321
書誌情報 ja : 名古屋大学人文学フォーラム
en : Humanities Forum, Nagoya University

巻 4, p. 345-360, 発行日 2021-03-31
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