タンデム学習を支援する日本語教材の開発 ―タスク・タイプに着目して―

　本稿では，日本人学生および留学生間のタンデム学習用の日本語教材の開発および教材を用いた実践について報告する。言語教師ではない母語話者同士の自律的な文化および言語の学び合いを支援するため，「意味」に焦点が当たるタスクベースの中級入門レベルの教材開発を行った。具体的には，（1）情報交換タスク，（2）比較・分析タスク，（3）協同タスクの順に配列し，認知的負荷や意味交渉の量が段階的に増える構成とした。開発した教材を用いたタンデム学習の実践において，参加者から教材の構成やトピックに関し高い評価が得られた。一方で，タスク遂行中のやり取りを分析したところ，難易度が高い協同タスクにおいて，留学生の理解度が低く，意思決定のプロセスへの関与が不十分な事例が観察された。

This paper reports on the development and practical application of Japanese language teaching materials for tandem learning between Japanese and international students. In order to support autonomous cultural and language learning among Japanese native speakers who are not language teachers, task-based introductory intermediate-level learning materials focusing on meaning were developed. Specifically, the materials were arranged in the following order: (1) information exchange tasks, (2) comparison and analysis tasks, and (3) cooperative tasks, with the cognitive load and the amount of negotiation of meaning increasing step by step. Participants gave high marks to the structures and topics of these materials in the tandem learning practice. However, analysis of the participant interactions revealed that in the more difficult cooperative task, the level of understanding of the foreign students was low, and they were not fully involved in the decision-making process with their Japanese partner.

実践報告