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教師が問いかけを繰り返す実態 : 中国で行われた同期型オンライン初級日本語授業に基づいて
https://kufs.repo.nii.ac.jp/records/2000174
https://kufs.repo.nii.ac.jp/records/20001743e32cbd5-8f46-46e9-b8db-f513a75c8e22
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
kokusaigengo08_09.pdf (367 KB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2025-06-10 | |||||
| タイトル | ||||||
| タイトル | 教師が問いかけを繰り返す実態 : 中国で行われた同期型オンライン初級日本語授業に基づいて | |||||
| 言語 | ja | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 言語 | ja | |||||
| 主題Scheme | Other | |||||
| 主題 | オンライン | |||||
| キーワード | ||||||
| 言語 | ja | |||||
| 主題Scheme | Other | |||||
| 主題 | 初級日本語授業 | |||||
| キーワード | ||||||
| 言語 | ja | |||||
| 主題Scheme | Other | |||||
| 主題 | 教師の問いかけ | |||||
| キーワード | ||||||
| 言語 | ja | |||||
| 主題Scheme | Other | |||||
| 主題 | 繰り返し | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_93fc | |||||
| 資源タイプ | report | |||||
| その他（別言語等）のタイトル | ||||||
| その他のタイトル | Repetition of Teacher Inquiries: A Case Study Based on Synchronous : Online Elementary Japanese Classes in China | |||||
| 言語 | en | |||||
| 著者 |
李, 迅
× 李, 迅 |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This research revealed the underlying reasons why teachers cannot improve learners' responses by repeatedly posing questions. Previous studies have frequently mentioned "repetition" as a teacher's strategy when learners' responses are insufficient. However, previous studies have not extensively explored the specific details of which parts of the question’s teachers repeat and how these repeated questions differ. This study observed recorded synchronous online beginner Japanese classes conducted in China, extracted repeated questions, and analyzed the actual practices of teachers' question repetition. As a result, the repetition of questions was categorized into complete "repetition" and partial "repetition." Furthermore, among partial "repetitions," two patterns were identified : repeating the target of the question and repeating the question's subject. Additionally, tendencies were observed where Chinese mood particles, personal pronouns, and demonstrative pronouns were altered in the repeated questions. Such "repetition" was identified as an unconscious act by teachers, suggesting the potential for questions to become redundant and unsuitable for adult learners. These findings are meaningful in understanding the actual strategies used by teachers when questioning. |
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| 言語 | en | |||||
| bibliographic_information |
ja : 国際言語文化 en : International Language and Culture 号 8, p. 105-114, ページ数 10, 発行日 2024-03-30 |
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| 出版者 | ||||||
| 出版者 | 国際言語文化学会 | |||||
| 言語 | ja | |||||
| item_10002_source_id_9 | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 2189-3349 | |||||
| item_10002_source_id_11 | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA12712605 | |||||
| item_10002_relation_12 | ||||||
| 識別子タイプ | CRID | |||||
| 関連識別子 | 1520584033293382400 | |||||
| 出版タイプ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
