{"created":"2023-05-15T14:23:19.573211+00:00","id":1394,"links":{},"metadata":{"_buckets":{"deposit":"da68115e-4df5-467a-aafc-c8a694891fbb"},"_deposit":{"created_by":3,"id":"1394","owners":[3],"pid":{"revision_id":0,"type":"depid","value":"1394"},"status":"published"},"_oai":{"id":"oai:repository.ninjal.ac.jp:00001394","sets":["38:238"]},"author_link":["6123","6125","6119","6121","6124","6122","6126","6120"],"item_10002_biblio_info_40":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2017-07","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"13","bibliographicPageEnd":"208","bibliographicPageStart":"187","bibliographic_titles":[{"bibliographic_title":"国立国語研究所論集"},{"bibliographic_title":"NINJAL Research Papers","bibliographic_titleLang":"en"}]}]},"item_10002_description_34":{"attribute_name":"著者所属","attribute_value_mlt":[{"subitem_description":"国立国語研究所 研究系 日本語教育研究領域 非常勤研究員","subitem_description_type":"Other"},{"subitem_description":"国立国語研究所 研究系 日本語教育研究領域 非常勤研究員","subitem_description_type":"Other"},{"subitem_description":"一橋大学 大学院生","subitem_description_type":"Other"},{"subitem_description":"国立国語研究所 研究系 日本語教育研究領域","subitem_description_type":"Other"}]},"item_10002_description_35":{"attribute_name":"著者所属(英)","attribute_value_mlt":[{"subitem_description":"Adjunct Researcher, JSL Research Division, Research Department, NINJAL","subitem_description_type":"Other"},{"subitem_description":"Adjunct Researcher, JSL Research Division, Research Department, NINJAL","subitem_description_type":"Other"},{"subitem_description":"Graduate Student, Hitotsubashi University","subitem_description_type":"Other"},{"subitem_description":"JSL Research Division, Research Department, NINJAL","subitem_description_type":"Other"}]},"item_10002_description_36":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"本研究は学術的文章のピア・リーディングの実践において，学習者による授業に対する情意面の評価と，グループ・ディスカッションのメンバー構成，および学習者の発話回数と発話機能を組み合わせて分析したものである。授業全体に対する評価では，まず一人で文章を読んで課題に取り組み，ディスカッションを行い，クラス全体にフィードバックするという授業の流れが学習者におおむね受け入れられていた。また，各回の授業に対する評価では，ディスカッションへの評価が肯定的な学習者で構成されたグループは，メンバーが当該回の授業を高く評価する傾向が見られ，グループ・ディスカッションの談話データから，メンバーがディスカッションの中で自分の読みを深めていることがわかった。しかし，同様の構成のグループのメンバーでも，課題の難しさや課題に取り組む時間の短さによって一人で文章を読む段階が不十分な場合に，当該回の授業に対して否定的評価をする例が見られた。また，ディスカッションにおけるメンバー間の発話回数，発話機能に偏りがあると，否定的評価につながりがちであった。さらに，課題に対するグループとしての解答をどのように決めているかを分析したところ，メンバー全員が当該回の授業に対して肯定的評価をしているグループは，多数決で解答を決めることはしておらず，発話回数の偏りも少なかった。このようなグループは良いディスカッションができていると考えられる。また，空欄に接続詞を入れる課題と空欄に数文を入れる課題では，ディスカッションの問題点に違いが見られた。これらのことから，ピア・リーディングを効果的なものにするには，①適切な課題設計と，課題解答段階での要を得た指示，②ディスカッションに対する学習者の肯定的な姿勢の醸成，③学習者のディスカッションに対する情意的評価を考慮したグループ構成と，メンバー全員がそれぞれの役割を果たせる仕掛け作りが必要であることが示唆された。","subitem_description_type":"Abstract"}]},"item_10002_description_37":{"attribute_name":"抄録(英)","attribute_value_mlt":[{"subitem_description":"Focusing on peer reading practiced by learners to improve their academic reading ability, this study examines the emotional aspect of learners' evaluation of reading comprehension class, group discussion members, and the frequency and function of speech observed in discussion. Regarding entire-class evaluations, the learners accepted the class flow: individually reading text, working on assignments, having discussion, and giving feedback to the class. Regarding individual-class evaluations, those positive about discussion tend to give higher scores on evaluating the class. Discourse data on group discussion indicates that the members deepened their reading ability with discussion. However, those in the same group were negative about the class when their individual reading was insufficient because of difficulty and lack of time. Additionally, imbalance in the frequency and function of speech among members in discussion typically resulted in negative evaluations. The analysis of decision-making for a group’s collective answer revealed that the group with members that were all positive about the class did not make a majority decision on its answer and had little imbalance in the frequency of speech. This was a successful discussion. There were differences in the problems of discussion between fill-in-the-blank assignments of conjunctions and those of sentences. These findings suggest that more effective peer reading is realized by 1) offering appropriately designed assignments and to-the-point instructions for answering, 2) creating an atmosphere ensuring learners' positive attitude towards discussions, and 3) arranging groups after considering the emotional aspect of learners' evaluation and devising ways of allowing members to fulfill their own roles.","subitem_description_type":"Other"}]},"item_10002_description_51":{"attribute_name":"フォーマット","attribute_value_mlt":[{"subitem_description":"application/pdf","subitem_description_type":"Other"}]},"item_10002_identifier_registration":{"attribute_name":"ID登録","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.15084/00001378","subitem_identifier_reg_type":"JaLC"}]},"item_10002_publisher_39":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"国立国語研究所"}]},"item_10002_source_id_41":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"2186-134X","subitem_source_identifier_type":"ISSN"},{"subitem_source_identifier":"2186-1358","subitem_source_identifier_type":"ISSN"}]},"item_10002_source_id_44":{"attribute_name":"書誌レコードID","attribute_value_mlt":[{"subitem_source_identifier":"AA12536262","subitem_source_identifier_type":"NCID"}]},"item_10002_version_type_52":{"attribute_name":"著者版フラグ","attribute_value_mlt":[{"subitem_version_resource":"http://purl.org/coar/version/c_970fb48d4fbd8a85","subitem_version_type":"VoR"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"田中, 啓行"},{"creatorName":"タナカ, ヒロユキ","creatorNameLang":"ja-Kana"}],"nameIdentifiers":[{}]},{"creatorNames":[{"creatorName":"布施  悠子"},{"creatorName":"フセ, ユウコ","creatorNameLang":"ja-Kana"}],"nameIdentifiers":[{}]},{"creatorNames":[{"creatorName":"胡, 方方"},{"creatorName":"イシグロ, ケイ","creatorNameLang":"ja-Kana"}],"nameIdentifiers":[{}]},{"creatorNames":[{"creatorName":"石黒, 圭"}],"nameIdentifiers":[{}]},{"creatorNames":[{"creatorName":"TANAKA, Hiroyuki","creatorNameLang":"en"}],"nameIdentifiers":[{}]},{"creatorNames":[{"creatorName":"FUSE, Yuko","creatorNameLang":"en"}],"nameIdentifiers":[{}]},{"creatorNames":[{"creatorName":"HU, Fangfang","creatorNameLang":"en"}],"nameIdentifiers":[{}]},{"creatorNames":[{"creatorName":"ISHIGURO, Kei","creatorNameLang":"en"}],"nameIdentifiers":[{}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2019-02-20"}],"displaytype":"detail","filename":"papers1310.pdf","filesize":[{"value":"874.3 kB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"papers1310.pdf","url":"https://repository.ninjal.ac.jp/record/1394/files/papers1310.pdf"},"version_id":"bfd1477f-fa76-4503-884e-fd1857df471d"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"ピア・リーディング","subitem_subject_scheme":"Other"},{"subitem_subject":"学術的文章","subitem_subject_scheme":"Other"},{"subitem_subject":"協働学習","subitem_subject_scheme":"Other"},{"subitem_subject":"情意面の評価","subitem_subject_scheme":"Other"},{"subitem_subject":"発話機能","subitem_subject_scheme":"Other"},{"subitem_subject":"peer reading","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"academic writing","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"collaborative learning","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"evaluation of emotion","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"speech function","subitem_subject_language":"en","subitem_subject_scheme":"Other"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"学習者の情意面の評価に基づくピア・リーディングの授業改善の可能性 : 学術的文章を読む読解授業の談話データから","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"学習者の情意面の評価に基づくピア・リーディングの授業改善の可能性 : 学術的文章を読む読解授業の談話データから"},{"subitem_title":"Study on Potential Improvement of Peer Reading Class on the Basis of Learners' Emotional Evaluation of the Class: From the Data on the Reading Comprehension Class for Academic Writing","subitem_title_language":"en"}]},"item_type_id":"10002","owner":"3","path":["238"],"pubdate":{"attribute_name":"公開日","attribute_value":"2017-07-11"},"publish_date":"2017-07-11","publish_status":"0","recid":"1394","relation_version_is_last":true,"title":["学習者の情意面の評価に基づくピア・リーディングの授業改善の可能性 : 学術的文章を読む読解授業の談話データから"],"weko_creator_id":"3","weko_shared_id":-1},"updated":"2023-05-16T10:15:42.154942+00:00"}