日本語教育のオンライン授業における問題とその調整の分析 : 教師と学生のIRF連鎖構造の観点から

Analysis on Problems and Adjustment Implementation in Online Japanese Language Classroom: IRF Sequence between Teachers and Students

[Abstract] This study aimed to examine problems noted by teachers in online Japanese language classrooms and adjustments implemented to overcome problems related to interaction among class participants. The data consisted of the authors’ self-recall about 20 classes they taught in 2020-2021. The 20 classes included Japanese language classes for international students and teacher-training classes in Japanese language in Japanese universities. Ninety problems were collected and then examined in the following manner: (1) classification of the problems in the IRF (initiation-response-feedback) framework, (2) classification of the cause of problems into three categories, i.e. technical, environmental, and learner, and (3) examination of whether the adjustments implemented accomplished the IRF sequence. A quantitative analysis indicated: a 70% deviation in R; 70% of the IRF sequence were fulfilled; problems in I and F were mainly caused by technical problems; problems in R were caused by students. A qualitative analysis also suggested that technical problems hindered the smooth progress of the IRF sequence in online classes, a sequence which is easily completed in face-to-face classrooms. Such hindrances resulted in teachers negatively evaluating these online classes. In addition, it was found that most issues were due to technical problems, which negatively affected the IRF sequence.

https://opac.ll.chiba-u.jp/da/curator/900121643/

https://opac.ll.chiba-u.jp/da/curator/900121643/379-p086.pdf

千葉大学大学院人文公共学府

Chiba University. Graduate School of Humanities and Studies on Public Affairs

Departmental Bulletin Paper

2434-8473

千葉大学大学院人文公共学府研究プロジェクト報告書 = Chiba University. Graduate School of Humanities and Studies on Public Affairs. Research Project Reports

379

86

101

2023-02-28

publisher

Chiba University Graduate School of Humanities and Study of Public Affairs Research Project Reports (ONLINE ISSN 2434-8473)