{"created":"2021-03-01T06:44:43.544739+00:00","id":38784,"links":{},"metadata":{"_buckets":{"deposit":"90d99321-7510-4d5f-bf5d-36b9f9a09c72"},"_deposit":{"id":"38784","owners":[],"pid":{"revision_id":0,"type":"depid","value":"38784"},"status":"published"},"_oai":{"id":"oai:teapot.lib.ocha.ac.jp:00038784","sets":["347:372:780"]},"item_11_biblio_info_8":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2004-11-20","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"21","bibliographicPageStart":"15","bibliographicVolumeNumber":"28","bibliographic_titles":[{"bibliographic_title":"言語文化と日本語教育"}]}]},"item_11_description_17":{"attribute_name":"フォーマット","attribute_value_mlt":[{"subitem_description":"application/pdf","subitem_description_type":"Other"}]},"item_11_description_46":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"subitem_description":"紀要論文","subitem_description_type":"Other"}]},"item_11_description_6":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"学習者の主体性が外国語学習で強調されるようになって久しい。この学習観では,言語教室もそこで完結する教授行為の場でなくコースを修了した学習者が,教師の指示のない状態で自分で課題に向かう能力を育成する場であることを視野に入れる必要があろう。それでは,主体的な学習は具体的な教室活動の中でどのようになされるだろうか。本稿は,ピア・チュータリング(Reciprocal Peer Tutoring)を日本語の読解授業に導入し,その特徴を見るとともに,将来自ら学ぶ能力を備えるという視点からその意義を考察した。方法として,ピア・チュータリングの様子を録音,文字化し,学習者同士の読解学習の特徴が現れていると思われる箇所を考察した。また,アンケートを行い,ピア・チュータリングについての学習者の認識を確認した。その結果,ピア・チュータリングには,やり取りを持続するための発話の工夫が見出された。課題の解決にはストラテジーが使用され,話し合い重視の意識がペア間に認められた。ピア・チュータリングは,学習者に学習の主導権が任される柔軟な活動である一方,教師の評価がないという不安定さを解決するために,学習者があらゆる方略を試す活動だと考えられる。この点で,ピア・チュータリングは学習者の主体性発揮の機会になり得ると考えられた。","subitem_description_type":"Abstract"},{"subitem_description":"Reciprocal Peer-Tutoring (RPT) is currently being adapted in some educational fields. Pertinent thereto, in reading comprehension of Japanese language learning, RPT is said to help the learners to be more active. However, the \"how\" and \"why\" learners are motivated by RPT, remains to be proven. The purpose of this study is to investigate the elements/characteristics of interaction between two learners in RPT setting; and, the strategies that learners use. The data to be discussed were the transcript analysis of RPT interaction and questionnaire survey. As a result, the findings were - 1) the initiative of interaction transfers from one to the other; 2) the tag questions used by learners in their discussions were effective in initiating the peer to speak out; 3) the learners were able to choose the strategies suited for RPT, thereby, using them accordingly; and 4) the discussions were active - peer learners were convincing each other. In view of the above, subsequent examinations to obtain \"samples of the RPT interaction\" may be emphasized - to enable learners, as well as teachers, to take RPT more efficiently and\\\nconfidently.","subitem_description_type":"Abstract"}]},"item_11_full_name_2":{"attribute_name":"著者(ヨミ)","attribute_value_mlt":[{"nameIdentifiers":[{"nameIdentifier":"73016","nameIdentifierScheme":"WEKO"}],"names":[{"name":"たかさき, みちよ"}]}]},"item_11_publisher_36":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"お茶の水女子大学日本言語文化学研究会"}]},"item_11_source_id_11":{"attribute_name":"書誌レコードID","attribute_value_mlt":[{"subitem_source_identifier":"AN10426480","subitem_source_identifier_type":"NCID"}]},"item_11_source_id_9":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"09174206","subitem_source_identifier_type":"ISSN"}]},"item_11_subject_20":{"attribute_name":"日本十進分類法","attribute_value_mlt":[{"subitem_subject":"810.7","subitem_subject_scheme":"NDC"}]},"item_11_text_18":{"attribute_name":"形態","attribute_value_mlt":[{"subitem_text_value":"669395 bytes"}]},"item_11_text_47":{"attribute_name":"資源タイプ・ローカル","attribute_value_mlt":[{"subitem_text_value":"紀要論文"}]},"item_11_text_48":{"attribute_name":"資源タイプ・NII","attribute_value_mlt":[{"subitem_text_value":"Departmental Bulletin Paper"}]},"item_11_text_49":{"attribute_name":"資源タイプ・DCMI","attribute_value_mlt":[{"subitem_text_value":"text"}]},"item_11_text_50":{"attribute_name":"資源タイプ・ローカル表示コード","attribute_value_mlt":[{"subitem_text_value":"03"}]},"item_11_text_79":{"attribute_name":"所属","attribute_value_mlt":[{"subitem_text_value":"デ・ラ・サール大学 日本研究プログラム"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"高崎, 三千代"}],"nameIdentifiers":[{"nameIdentifier":"73015","nameIdentifierScheme":"WEKO"}]},{"creatorNames":[{"creatorName":"TAKASAKI, Michiyo","creatorNameLang":"en"}],"nameIdentifiers":[{"nameIdentifier":"73017","nameIdentifierScheme":"WEKO"}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2018-04-20"}],"displaytype":"detail","filename":"03_015-021.pdf","filesize":[{"value":"669.4 kB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"03_015-021.pdf","url":"https://teapot.lib.ocha.ac.jp/record/38784/files/03_015-021.pdf"},"version_id":"d1fe78a9-dd46-42bd-8def-19ab339db6fe"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"ピア・チュータリング","subitem_subject_scheme":"Other"},{"subitem_subject":"読解","subitem_subject_scheme":"Other"},{"subitem_subject":"学習者","subitem_subject_scheme":"Other"},{"subitem_subject":"やり取り","subitem_subject_scheme":"Other"},{"subitem_subject":"reciprocal peer tutoring","subitem_subject_scheme":"Other"},{"subitem_subject":"reading comprehension","subitem_subject_scheme":"Other"},{"subitem_subject":"learner","subitem_subject_scheme":"Other"},{"subitem_subject":"interaction","subitem_subject_scheme":"Other"}]},"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":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"ピア・チュータリングによる読解過程に関する考察 : 同一母語学習者の場合","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"ピア・チュータリングによる読解過程に関する考察 : 同一母語学習者の場合"},{"subitem_title":"Reading Process through Reciprocal Peer-Tutoring : A Case Study of the same mother tongue learners","subitem_title_language":"en"}]},"item_type_id":"11","owner":"1","path":["780"],"pubdate":{"attribute_name":"公開日","attribute_value":"2011-03-16"},"publish_date":"2011-03-16","publish_status":"0","recid":"38784","relation_version_is_last":true,"title":["ピア・チュータリングによる読解過程に関する考察 : 同一母語学習者の場合"],"weko_creator_id":"1","weko_shared_id":null},"updated":"2022-12-12T05:44:25.369108+00:00"}