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ID 44792
file
title alternative
Evaluation Behavior toward Essays by Chinese Learners of Japanese: A Comparison between Native Japanese-speaking Teachers and Native Chinese-speaking Teachers by Means of Protocol Analysis
creator
Fang, Zheng
subject
assessment
writing
validity
protocol analysis
evaluation behavior
評価
作文
妥当性
プロトコル分析
評価行動
NDC
Education
abstract
This study used think-aloud protocols to compare evaluation behaviors between native Japanese-speaking teachers and Chinese-speaking teachers when they evaluate writing by Chinese learners of Japanese. A group of three native Japanese-speaking teachers and three native Chinese-speaking teachers evaluated four essays using both holistic and analytic scales while providing think-aloud protocols. The findings show that the native Chinese-speaking teachers paid more attention to the grammar used in the essays, while the native Japanese-speaking teachers were more likely to confirm the meaning and also made judgments about the logical aspect of the support for the main idea. Furthermore, it was found that, even for the same essay, the native Japanese-speaking teachers and Chinese-speaking teachers both had different views regarding the coherence of the main idea.
journal title
Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education
issue
Issue 66
start page
175
end page
184
date of issued
2017-12-22
publisher
広島大学大学院教育学研究科
issn
1346-5554
ncid
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
department
Graduate School of Education
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