{"created":"2023-05-15T12:19:16.144537+00:00","id":375,"links":{},"metadata":{"_buckets":{"deposit":"de966f62-aad6-4509-b7fa-706e40fbe443"},"_deposit":{"created_by":14,"id":"375","owners":[14],"pid":{"revision_id":0,"type":"depid","value":"375"},"status":"published"},"_oai":{"id":"oai:jpf.repo.nii.ac.jp:00000375","sets":["70:65:35"]},"author_link":["1256","1257"],"item_1689315340000":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"国際交流基金日本語事業部企画調整課","subitem_publisher_language":"ja"}]},"item_3_biblio_info_12":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2006-08-31","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"73","bibliographicPageStart":"53","bibliographicVolumeNumber":"16","bibliographic_titles":[{"bibliographic_title":"世界の日本語教育. 日本語教育論集","bibliographic_titleLang":"ja"},{"bibliographic_title":"Japanese language education around the globe ; Japanese language education around the globe","bibliographic_titleLang":"en"}]}]},"item_3_description_10":{"attribute_name":"抄録(日)","attribute_value_mlt":[{"subitem_description":"日本語作文教育において、教師主導型の添削に対し、最近ピア・レスポンスが注目を集めている。ピア・レスポンスとは、学習者同士で進める推敲活動のことであり、学習者が協働で互いの作文を推敲することから、相互支援的な活動として評価することができる。\n\n 　 本研究では、そのような協働作文活動にとって、学習者の組み合わせにおける言語能力の差が負の要因となるかどうかを問題とする。本研究では、ピア・レスポンスが日本語能力に差のある組み合わせにおいて、対等で相互支援的な活動として展開されているかを探ることを目的とし、研究1,2を行なった。研究1は、言語能力の差が読み手、書き手という役割の遂行の仕方に影響を及ぼすかどうか、研究2は、役割の遂行の仕方に違いがあるとすれば、それが活動の積み重ねによって変化するかどうかを検討する。\n\n 　 発話機能と会話例の分析の結果、研究1では、初期のピア・レスポンスにおいて、日本語能力にかかわらず読み手、書き手という役割意識があり、両者にはアドバイスの伝達・受容という一方向的な関係が観察される。しかし、話し合いの場の調整や社会的関係性の構築に向けての努力が行なわれ、日本語能力の低い読み手が書き手に対して発言を繰り返すことによって、書き手にもそれを受け止める兆しが表れている。\n\n 　 研究2では、活動の積み重ねによる変化に焦点を当てた。その結果、活動の推移とともに、読み手と書き手の発話機能がアドバイスの授受から「意見」「反論」「説明」「補足」などへと変化した。このことは会話例によっても裏付けられ、学習者の間には対等な立場で問題解決に取り組もうとする、相互支援的な活動が生じていると考える。活動の積み重ねによって、支援の方向は一方向から双方向へと変化し、読み手の日本語能力が書き手より低い場合であっても、対等で相互支援的な関係に基づく対話生成の過程が展開されていると考える。 ","subitem_description_language":"ja","subitem_description_type":"Other"}]},"item_3_description_11":{"attribute_name":"抄録(英)","attribute_value_mlt":[{"subitem_description":"In recent times, in Japanese writing education, peer response has been given greater attention than teacher-centered writing correction. Peer response implies the improvement of manuscripts by exchanging them among students and can be thought of as a highly interactive activity. I would like to raise the following question: Are the differences among students with regard to different language proficiencies a negative factor in such collaborative writing activities? The purpose in this paper is to see whether peer response is held as equal and interactive activities between students with different Japanese proficiency. I present two studies.\n1. Do different levels of proficiency in Japanese influence the way in which the role of a reader or writer is carried out?\n2. Does the manner in which the roles are carried out change due to peer responses?\n\nIn Study 1, by analyzing speech functions and conversational examples, it was found that students first performed the roles of a reader or a writer regardless of the proficiency level in Japanese. The former gave advice, and the latter accepted it. This implies a one-way relationship. However, they tried to precede their own discussions and built a social relationship. Readers with lower Japanese proficiency often repeated their opinion to the writers. I observed that the writers were gradually influenced by readers' suggestions.\n\nIn Study 2, I focused on the changes in students' relationships through peer responses. The speech functions changed from “give and accept advice” to “opinion,” “counter-argument,” “explain,” and “supplement.” This result was shown in conversational examples as well. The students attempted to tackle the problems using the same stance. Their activities changed from one way to reciprocal. The process of dialogue based on equal and interactive relationships was maintained even in the case of readers with lower proficiency and writers with higher proficiency. ","subitem_description_language":"en","subitem_description_type":"Other"}]},"item_3_description_15":{"attribute_name":"表示順","attribute_value_mlt":[{"subitem_description":"4","subitem_description_type":"Other"}]},"item_3_description_16":{"attribute_name":"アクセション番号","attribute_value_mlt":[{"subitem_description":"KJ00004340735","subitem_description_type":"Other"}]},"item_3_identifier_registration":{"attribute_name":"ID登録","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.20649/00000369","subitem_identifier_reg_type":"JaLC"}]},"item_3_source_id_1":{"attribute_name":"雑誌書誌ID","attribute_value_mlt":[{"subitem_source_identifier":"AN10390791","subitem_source_identifier_type":"NCID"}]},"item_3_source_id_19":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"09172920","subitem_source_identifier_type":"ISSN"}]},"item_3_title_3":{"attribute_name":"論文名よみ","attribute_value_mlt":[{"subitem_title":"チュウキュウ ニホンゴ サクブン ニ オケル ガクシュウシャ ノ ソウゴ シエン カツドウ : ゲンゴ ノウリョク ノ サ ハ ピア・レスポンス ニ トッテ フ ノ ヨウイン カ","subitem_title_language":"ja-Kana"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"原田, 三千代","creatorNameLang":"ja"},{"creatorName":"ハラタ, ミチヨ","creatorNameLang":"ja-Kana"}],"nameIdentifiers":[{}]},{"creatorNames":[{"creatorName":"HARATA, Michiyo","creatorNameLang":"en"}],"nameIdentifiers":[{}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2017-01-10"}],"displaytype":"detail","filename":"Sekai16_harada.pdf","filesize":[{"value":"138.6 kB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"Sekai16_harada","url":"https://jpf.repo.nii.ac.jp/record/375/files/Sekai16_harada.pdf"},"version_id":"9f469fa3-3307-4e93-ac91-2b1f76ba9427"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"journal article","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"中級日本語作文における学習者の相互支援活動 : 言語能力の差はピア・レスポンスにとって負の要因か","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"中級日本語作文における学習者の相互支援活動 : 言語能力の差はピア・レスポンスにとって負の要因か","subitem_title_language":"ja"},{"subitem_title":"Interactive Activities between Students in an intermediate Japanese Writing Class : A Discussion on the Negative Factors Due to the Differences in the Language Proficiency between Students in Peer Response","subitem_title_language":"en"}]},"item_type_id":"3","owner":"14","path":["35"],"pubdate":{"attribute_name":"PubDate","attribute_value":"2017-01-10"},"publish_date":"2017-01-10","publish_status":"0","recid":"375","relation_version_is_last":true,"title":["中級日本語作文における学習者の相互支援活動 : 言語能力の差はピア・レスポンスにとって負の要因か"],"weko_creator_id":"14","weko_shared_id":-1},"updated":"2023-07-18T06:09:15.988261+00:00"}