Publication: タイ人日本語教師の教師認知—タイ中等教育機関におけるビリーフ調査から—
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2015
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jp
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国際交流基金バンコク日本文化センター
วารสารเจแปนฟาวน์เดชั่น กรุงเทพฯ
วารสารเจแปนฟาวน์เดชั่น กรุงเทพฯ
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12
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27
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36
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タイ人日本語教師の教師認知—タイ中等教育機関におけるビリーフ調査から—
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Teacher cognition of Thai JFL teachers –A belief survey in Thai secondary schools–
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Abstract
本研究では、タイ中等教育機関のタイ人日本語教師(n=106)の教師認知を質問紙調査(笹島・ボーグ 2009)によって明らかにすることを目的とした。全 33 項目の質問は、a)日本語の知識と技能、b)指導に関する知識と技能、c)教育目的と価値、d)教職教養、e)教員採用、f)校内研修、g)教材、h)仕事、i)生徒との関係、の 9 領域に分類される。分析結果から、正確な日本語の発音、文法や語彙学習の重要性を認識している教師が多数を占め、その教授方法として、反復練習、ついで、翻訳することを重視している教師が多かった。また、コミュニケーション能力を育む日本語授業実践の必要性を認識しながらも、日本語教授能力向上のための機会が十分でないことも判明した。
This research aims to investigate the nature of language teacher cognition of Thai JFL teachers in Thai secondary schools utilizing a questionnaire survey (Sasajima & Borg 2009). 106 of teachers were asked 33 questions, divided between nine areas: a) language (Japanese) learning knowledge and skills, b) language teaching knowledge and skills, c) educational purposes/values, d) pedagogy/education, e) recruitment and employment, f) within school/collaborative studies, g) materials, h) workload, i) relationships with students. The results indicate that the majority of Thai JFL teachers place an emphasis on native-like Japanese pronunciation, grammar, and vocabulary learning. Regarding the methods used to achieve these goals, the Thai teachers believed that repetition drills and translation methods are effective for Japanese learning. It was also revealed that although Thai teachers recognize the great importance of communicative language teaching, there are few opportunities for teachers to receive the training.
This research aims to investigate the nature of language teacher cognition of Thai JFL teachers in Thai secondary schools utilizing a questionnaire survey (Sasajima & Borg 2009). 106 of teachers were asked 33 questions, divided between nine areas: a) language (Japanese) learning knowledge and skills, b) language teaching knowledge and skills, c) educational purposes/values, d) pedagogy/education, e) recruitment and employment, f) within school/collaborative studies, g) materials, h) workload, i) relationships with students. The results indicate that the majority of Thai JFL teachers place an emphasis on native-like Japanese pronunciation, grammar, and vocabulary learning. Regarding the methods used to achieve these goals, the Thai teachers believed that repetition drills and translation methods are effective for Japanese learning. It was also revealed that although Thai teachers recognize the great importance of communicative language teaching, there are few opportunities for teachers to receive the training.