日本語授業場面における葛藤に対する原因帰属と改善策 : ある日本語学校の教師と学習者の比較

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  • Causal Attributions and Solutions of the Conflicts in the Education Scene Comparison between Teachers and Foreign Students at the Private Japanese Language School

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This study focused on teachers and learners of a Japanese language school, and made a comparison of the ways in which causal attributions towards conflict situations and solutions regarded a s effective in such situations would differ between the teachers and learners. First, the conflicts that teachers and learners would feel during class were investigated, and then two situations where both parties commonly felt conflicts were determined and set as conflict situations, namely “a situation where learners have a conversation in their native languages” and “a situation where learners fall asleep.” Following this, research was conducted using questionnaires prepared, and the data collected were a nalyzed using statistical methods. The results of the analysis indicate that the teachers attributed the cause of the conflict situations to their lessons, while the learners attributed the cause to others, the surrounding environment, or to learners themselves depending on each situation. With regard to solutions to conflict situations, the teachers considered improving their lessons most effective. On the contrary, the learners viewed that the most effective solution was the one in which the teachers would encourage the learners to study for themselves and their futures. In addition, more teachers than the learners considered the activities that would facilitate learners to naturally speaking less in their native languages effective, while more learners than the teachers considered the response of blaming them would be effective. Previous studies had only clarified causal attributions of conflict situations and resolution behaviors for those situations. However, this study revealed the divergence between the perception of effective solutions to conflict situations between teachers and learners. Thus, for achieving conflict solutions, it is considered necessary going forward to implement the solutions supported by learners, in addition to the measures that teachers view desirable, and to investigate whether or not any changes occur in conflict situations.

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