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北海道大学における日本語補講プログラムデザインのための基礎調査
小林, 由子
Permalink : http://hdl.handle.net/2115/45581
KEYWORDS : 補講コース;指導教官;日本語履修歴;専門日本語教育
Abstract
留学生センターの日本語補講コースは、どのような役割を持つべきであろうか。北海道大学留学生センターでは、全学の研究留学生を対象に「全学日本語」という日本語補講コースを開講しているが、学生の専門領域とどのように関わっていくべきかはまだ議論されていない。1996年に行われた指導教官への意見調査では留学生の日本語に対して多様なニーズがあることが示唆されている。本稿では、全学向け補講コースの方向性を明確にするための基礎資料を提供することを目的とし、学生の「全学日本語」受講状況と、1996年の調査を裏付けるための教官に対するインタビュー調査から考察を行う。「全学日本語」受講歴を見ると、受講期間は大半が1年以内であり、初級のみを学習する者と中級を学習する者が分化している。この結果は、学習者の日本語学習期間が限られていること、学習者はそれぞれの日本語能力に合ったレベルを選択し参加できる期間内で必要な技能を学習していることを示唆している。一方、理系の指導教官によると、研究のための専門的な日本語の教育は同一学部内でも専門によるばらつきが大きいため、講座の作業を通じて行われることが多い。また、発表・論文は英語でもよいことが多いため、留学生には主に日常的な場面でコミュニケーションがとれる日本語が要求されている。学習者の専門のばらつきや専門教官のニーズを考えると、現行の全学補講コースでは専門別の日本語よりも、ある程度広いレベルの専門に共通する日本語技能を養成していくのが適当であろう。
'The Open Japanese Course at Hokkaido University' is supplementary Japanese language course for post-graduate foreign students. The nature of such a course is a central issue in the Open Japanese Course curriculum. A survey by Hokkaido University student Exchange Committee (1996) suggests that foreign students have a variety of Japanese language needs, but no further research has been carried out in this question. This paper aims to discuss the role of the Open Japanese Course based on interviews with teachers and on students' learning history in the course over the last two and a half years. Japanese language training in specific academic areas occurs through work in their particular departments and the teachers in these department look for Japanese language for communication in everyday life not in academic areas. On the other hand, most students can take the Japanese language course for less than one year, and students who take elementary level and intermediate level are almost separated. This suggests that students should take appropriate level classes for a limited period as their situation allows and that some students who need higher ability take many units for long period. Based on these results the Open Japanese Course should provide units where students can gain general Japanese ability in a short period of less than one year as well as units which allow them to continue studying to gain high level Japanese for general purposes if they want.
'The Open Japanese Course at Hokkaido University' is supplementary Japanese language course for post-graduate foreign students. The nature of such a course is a central issue in the Open Japanese Course curriculum. A survey by Hokkaido University student Exchange Committee (1996) suggests that foreign students have a variety of Japanese language needs, but no further research has been carried out in this question. This paper aims to discuss the role of the Open Japanese Course based on interviews with teachers and on students' learning history in the course over the last two and a half years. Japanese language training in specific academic areas occurs through work in their particular departments and the teachers in these department look for Japanese language for communication in everyday life not in academic areas. On the other hand, most students can take the Japanese language course for less than one year, and students who take elementary level and intermediate level are almost separated. This suggests that students should take appropriate level classes for a limited period as their situation allows and that some students who need higher ability take many units for long period. Based on these results the Open Japanese Course should provide units where students can gain general Japanese ability in a short period of less than one year as well as units which allow them to continue studying to gain high level Japanese for general purposes if they want.
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