Revisiting Challenges by Reflecting on Language Learning and Language Teaching Experiences

本論では，言語教員の課題や，異文化コンテクストの中で教員の理解がどのような影響を与えるかの調査を行った。一人の日本語言語教員である日本人が，ハンガリー人に対しての日本語言語教育と，一人のハンガリー人英語教員の日本人学生に対しての英語教育を，インタビューを通じ検証した。この分析で，言語の壁や，時間の制約，文化の違いが主な課題として明らかにされた。又，これらの主要課題を克服することに伴い，日本人学生の会話力の上達や，ハンガリー人学生の奨学金の授与という成果が得られ，二人の教員に達成感を与えた。

This study discusses some challenges language teachers face, and how teacher cognition in intercultural contexts affects the learning outcome. A Japanese language teacher, teaching Japanese to Hungarian students, and a Hungarian language teacher, teaching English to Japanese students, reflected on their classroom practices in Hungary in the form of in-depth, semi-structured interviews. Narrative analysis revealed that the main challenges were language barriers, time constraints, and intercultural differences. Overcoming these challenges gave both teachers feelings of success: Japanese students were able to improve their speaking skills, whereas Hungarian students received scholarships to Japan due to enhanced Japanese language proficiencies.