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主体的かつ総合的な日本語運用活動を可能とするポスター発表クラスの試み
副田, 恵理子;平塚, 真理
Permalink : http://hdl.handle.net/2115/45661
KEYWORDS : ポスター発表;総合的な日本語運用活動;短期留学生;発表者と聞き手;プレゼンテーション
Abstract
本稿では、様々な言語知識や技能を総合的に、かつ主体的に運用する活動を取り入れた『ポスター発表クラス』の授業内容を報告する。このクラスでは、最終日にポスター発表を行い、初回から発表前まではそれに向けての準備活動を行っている。この過程で、各自選んだテーマについての情報収集、発表内容・構成の検討と組み立て、原稿作成、発表練習などのタスクに加え、原稿・ポスター作成のために必要な日本語ワープロ指導や質疑応答の練習を行う。授業の形式は、講義形式や、教師と学生または学生間のやり取りのセミナー形式、教師と学生1対lの個別指導など、内容と活動によって様々なスタイルを試みている。ポスタ一発表に対する学生からのコメントでは、「いい練習になった」「おもしろかった」という肯定的な意見が聞かれた一方で、同時に全員が発表を始めると話しづらい、聞きづらい、という意見も出され、発表方法による問題点が明らかになった。以前行っていた口頭発表と比べると、発表者はより聞き手を意識した発表を行っており、聴衆との間にはより活発なやりとりが見られた。また、大学ロビーを使用して発表を行ったことで、面識の無い不特定多数の人を聴衆とすることが可能となり、よりオーセンティックなインタラクションを行う機会が作れた。
This paper reports on classroom activities in a poster presentation class promoting active and comprehensive use of a variety of language knowledge and skills. In preparing the presentation, various activities are conducted in this class, such as gathering information on presentation topics, organizing content and structure, writing the speech manuscript, making the poster, and practicing speeches and question-and-answer sessions. In addition, the use of Japanese word processors is taught for writing the manuscript and preparing the poster. A variety of instruction styles are used depending on content and activities, such as lectures, seminars including interaction between the teacher and students, and individual instruction. The results of a student questionnaire show that they enjoyed the poster presentation session and regarded it as good practice in Japanese. However, their comments reveal that their presentations sometimes interrupted each other because the all students performed them at the same time in a limited space. Compared with their earlier oral presentations, the poster presentation prompted the learners to give their presentations with awareness of the audience, and to more actively interact with them. Using the lobby in the University for the presentation enabled the learners to gain wider audience participation, and provided them with an opportunity for authentic interaction with a variety of listeners.
This paper reports on classroom activities in a poster presentation class promoting active and comprehensive use of a variety of language knowledge and skills. In preparing the presentation, various activities are conducted in this class, such as gathering information on presentation topics, organizing content and structure, writing the speech manuscript, making the poster, and practicing speeches and question-and-answer sessions. In addition, the use of Japanese word processors is taught for writing the manuscript and preparing the poster. A variety of instruction styles are used depending on content and activities, such as lectures, seminars including interaction between the teacher and students, and individual instruction. The results of a student questionnaire show that they enjoyed the poster presentation session and regarded it as good practice in Japanese. However, their comments reveal that their presentations sometimes interrupted each other because the all students performed them at the same time in a limited space. Compared with their earlier oral presentations, the poster presentation prompted the learners to give their presentations with awareness of the audience, and to more actively interact with them. Using the lobby in the University for the presentation enabled the learners to gain wider audience participation, and provided them with an opportunity for authentic interaction with a variety of listeners.
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