日本語授業の診断 : 教師のフィードバック行動を中心に
広島大学教育学部紀要. 第二部 Issue 41
Page 253-265
published_at 1993-03-05
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この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/25140
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BullFacEduHU2-CRD_41_253.pdf
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Title ( jpn ) |
日本語授業の診断 : 教師のフィードバック行動を中心に
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Title ( eng ) |
Analyzing Teacher Feedback Behaviors in Japanese Language Classes on the Base of Counselling
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Creator |
Nuibe Yoshinori
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Source Title |
広島大学教育学部紀要. 第二部
Bulletin of the Faculty of Education, Hiroshima University. Part 2
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Issue | 41 |
Start Page | 253 |
End Page | 265 |
Abstract |
Teacher leadership can be divided into two functions: performance functions and maintenance functions. I studied the latter in the present article. One of the central issues of maintenance functions is facilitative teacher feedback behaviors, which are subdivided into six components derived from counselling called 'encounter group.' They are 1. active listening, 2. clarification, 3. repetition, 4.support, 5. acceptance and 6. questioning. . I transcribed all the utterances in my five 90 minute-Japanese language classes taught in a humanistic way and tried to analyze feedback behaviors according to them and to study error correction on the basis of them from the standpoint of counselling.
Moreover, I classified all the students' utterances into four: mechanical, meaningful, communicative and self-disclosing. My hypothesis is this: the more communicative and humanistic teaching is, the more communicative and self-disclosing utterances will increase and the less mechanical and meaningful utterances will decrease. |
NDC |
Education [ 370 ]
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Resource Type | departmental bulletin paper |
Publisher |
広島大学教育学部
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Date of Issued | 1993-03-05 |
Publish Type | Version of Record |
Access Rights | open access |
Source Identifier |
[ISSN] 0440-8713
[NCID] AN0021336X
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