自己添削とピア・レスポンスの段階的導入による作文授業の試み

• 平野 宏子

  吉林華橋外国語学院

書誌事項

タイトル別名

• Redesign of a Writing Class by Phased Introduction of Self-editing and Peer Response

抄録

I examined effectiveness of self-editing and peer response compared to conventional teacher editing for improving students writing skills using thirty-item questionnaire conducted at the end of the semester. Self-editing with teacher's limited error markers or questions was preferred by students to teacher's entire error correction. As for peer response, reading peers' writings was considered meaningful and helpful overall, but commentating each other was in some situations considered unrewarding and unreliable. Final teacher feedback was in strong demand in both phases.

収録刊行物

• 日本語教育方法研究会誌

  日本語教育方法研究会誌 17 (2), 8-9, 2010

  日本語教育方法研究会

キーワード

• 作文教育
• 中国語話者
• 教師添削
• 自己添削
• ピア・レスポンス

詳細情報

• CRID: 1390282680758065408
• NII論文ID: 110009497367
• DOI: 10.19022/jlem.17.2_8
• ISSN: 24239909
• ISSN: 18813968
• 本文言語コード: ja
• データソース種別:
  • JaLC
  • CiNii Articles
• 抄録ライセンスフラグ: 使用不可