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ID 44792
本文ファイル
別タイトル
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
著者
方 正
キーワード
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
教育
抄録(英)
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.
掲載誌名
広島大学大学院教育学研究科紀要. 第二部, 文化教育開発関連領域
66号
開始ページ
175
終了ページ
184
出版年月日
2017-12-22
出版者
広島大学大学院教育学研究科
ISSN
1346-5554
NCID
言語
日本語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
部局名
教育学研究科
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