e-learning을 통한 자율학습의 기초적 연구 및 실천 사례

A Preliminary Survey of Self-Learning based on E-Learning - A Case Study of the Misuses of Postpositional Particles -

IT技術の発達により日本語教育のパラダイムが変化している中で、日本語学習者の急増と合わせて学習者の多様化による自律学習の必要性が浮き彫りになっている。 本稿では、自律学習に最も適切だと考えられるe-learningの運営事例と実践を通じて自律学習の効果を模索した。特に誤用例が最も多い助詞を中心に、作文自己主導型自律学習の一環である、自己訂正フィードバックを通じて考察した結果、かなりの効果があることが分かった。しかし、助詞は自己訂正がし易い傾向がある反面、誤用数が多いため時間がかかる場合もあり、複数のフィードバックによる訂正効果が高くなる。本調査では3回に渡った自己訂正フィードバックの結果、複数の自己訂正フィードバックによる訂正効果が非常に高まる事が分かった。授業に対するアンケートの結果、学習者は自ら誤用を訂正することが勉強に大変役立ったという意見が大部分だった。

There has been a growing amount of necessity for self-learning due to the increasing number of the learners of Japanese as well as various types of learners, against the situation where IT-technologies have been developed and the paradigm of Japanese teaching has been shifted. In this article, we shall attempt to point out the effectiveness of selflearning by presenting a case study of the “e-learning” method. We applied the method to the learning of particles in composition class since the wrong use of grammar/vocabulary is observed frequently particularly in the case of particles. Our analysis based on the self-correction feedback reveals that the method is quite effective. Nevertheless, though it is relatively easy for the learners to self-correct the misuses of particles, a large amount of time may be required due to the high frequency of misused particles. Thus, multiple feedbacks are effective, as demonstrated in our survey with regard to three self-correction feedbacks. This result is also supported by a questionnaire test, where the leaners reported that they found it quite effective to selfcorrect their own mistakes.