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Analysis of Teacher’s Comments on Learners’ Presentation Materials in Advanced Japanese Conversation Class
The Japanese Language Association of Korea
Abbr :
JLAK
2018, (58), pp.27-44
DOI :https://doi.org/10.14817/jlak.2018.58.27
Publisher : The Japanese Language Association Of Korea
Research Area : Japanese Language and Literature
2018, (58), pp.27-44
DOI :https://doi.org/10.14817/jlak.2018.58.27
Publisher : The Japanese Language Association Of Korea
Research Area : Japanese Language and Literature
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For the ultimate purpose of creating textbooks for advanced Japanese conversation which pay due attention to the logicality and the organization of contents, we present an analysis of the teacher’s email-based comments on the presentation materials prepared by 111 students whose Japanese proficiency levels range from the intermediate to the advanced level. The analysis indicates that the passages commented are captured in terms of 117 “codes.” In this article, we focus on the most-commented 35 codes, which themselves are largely divided into 6 codes relating to the design of presentation slides, 6 codes relating to data, and 23 codes relating to the contents of presentations. In most of the comments on the design of presentation slides, amendments were not difficult. We thus created a checklist, which will help the learners modify their presentation materials on their own and also lessen the burden of teachers who are supposed to check these materials. As for the comment “Content needs to be presented concisely,” the learners tend to be unaware of this point by themselves, and we propose two class activities which incorporate this point. The codes about data concern the paucity of data, irrelevance of data to the claim in question, and so forth, and we propose two class activities which reflect these points. The number of the codes about the contents of presentations is particularly high (23), and these points need to be carefully addressed in class. More precisely, our analysis reveals the directness of rebuttal and surrebuttal, the vagueness of expressions and definitions, the paucity of explanation, and the necessity for critical discussion of content. Based on the analysis of the comments as well as the proposed class activities, we created a textbook for advanced Japanese conversation.
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