@article{oai:jpf.repo.nii.ac.jp:00000234,
 author = {田中, 共子 and 秦, 喜美恵 and TANAKA, Tomoko and SHIN, Kimie},
 journal = {世界の日本語教育. 日本語教育論集, Japanese language education around the globe ; Japanese language education around the globe},
 month = {May},
 note = {われわれはこれまで、とくに海外の日本語学習者にむけた、日本文化を理解するための教材開発を指向して、「日本語の習得と文化理解」について研究してきた。本研究はその一貫として、理論モデルから教材構成の試論を展開するものである。まず、文化特殊語彙の知識をもとに、日本文化における社会的文脈の理解を導き、さらに個人の価値観との葛藤の調整を含む社会的次元の判断を指向した。こうした語義的理解、文脈的理解、社会的理解のレベルへと順次導くことを、文化理解の階層性モデルと称した。そして異文化理解における葛藤をマトリクスモデルに集約し、文化理解はそこでの意思的選択を可能にするものと位 置づけた。
 次に留学生用に開発された、文化的な文脈性を持った15場面からなる文化場面 理解尺度を日本人学生に適用して、基準サンプルとした。その回答を留学生サンプルと比較し、両群における回答の頻度、属性による影響、内在要因の把握から、場面 を教材化する手がかりを得た。尺度項目から3場面を選び、そのダイアログと反応パタンを素材にして、討論を基本とした文化理解教材の試案を構成した。学習者は、自分の意見をサンプル集団の反応と比較して、位 置づけを知ることができ、指導者は場面に含まれるポイントを説明しながら、順次理解レベルを上げて文化理解を導く。
 最後に文化理解を試みる接近領域を整理し、日本語教育の関わりと位置づけを論じた。, We have conducted a series of studies concerning Japanese language acquisition and cultural understanding, with the objective of using our research results to create teaching materials to further Japanese cultural understanding among students studying Japanese, especially those studying in foreign countries.
 In this paper, our theoretical framework is applied to the preparation of teaching material. First, culture specific vocabulary is learned. Next, social context in the culture is understood. Third, social dimensions, including adjusting the conflict between personal and social values, are considered.
 This framework is based on our hierarchy model of cultural understanding: that 1) vocabulary level, 2) context level, and 3) social level of understanding should be learned in this order. Students can understand the culture and make their own decisions about cultural conflict, as is shown in our matrix model, with culture awareness.
 The Japanese cultural context dialogue test, which was developed for international students in our previous study, was given to Japanese college students and functioned as a control sample in this study. We then compared the test results of the Japanese students to those of the the international students and analyzed the frequency of each response, the effects of demographic variables, and the classification of dialogue.
 Next, a few dialogues were selected in order to construct sample teaching materials; each consisted of l) personal responses to the dialogue, 2) the teacher's explanation about the context of the dialogue, 3) an introduction of the Japanese and international students' responses to the same dialogue, and 4) group discussion of their own responses, as well as the sample responses presented.
 Last, the relationship among the inter-diciplinary fields which are important in cross-cultural understanding and the expected role for Japanese language education are discussed., 2, KJ00000611512},
 pages = {13--34},
 title = {日本文化理解のための教材構成の理論と試案 : 社会的文脈をともなう対話場面を中心に},
 volume = {6},
 year = {1996},
 yomi = {タナカ, トモコ and シン, キミエ}
}