{"created":"2021-03-01T07:21:19.691955+00:00","id":41841,"links":{},"metadata":{"_buckets":{"deposit":"aab42e6a-31af-4a5a-a2c9-9b84d5204211"},"_deposit":{"id":"41841","owners":[],"pid":{"revision_id":0,"type":"depid","value":"41841"},"status":"published"},"_oai":{"id":"oai:tsukuba.repo.nii.ac.jp:00041841","sets":["3:2622:1168:5998"]},"author_link":["165507"],"item_4_biblio_info_6":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2017-02","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"61","bibliographicPageStart":"43","bibliographicVolumeNumber":"9","bibliographic_titles":[{"bibliographic_title":"国際日本研究","bibliographic_titleLang":"ja"},{"bibliographic_title":"Journal of International and advanced Japanese studies","bibliographic_titleLang":"en"}]}]},"item_4_description_4":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"ピア・レスポンス（以下 PR）とは「学習者が自分たちの作文をより良いものにしていくために仲間同士（peer)で読み合い、意見交換や情報提供（response)を行いながら作文を完成させていく活動方法」（池田 2004:37－38）である。従来の日本語教育現場における PR に関する研究において、PR のプロダクトに関する研究は数多くなされており、PR の有効性はある程度検証されている。一方、PR のプロセスに関して、相互行為という視点からの研究は管見のかぎりまだなされていない。特に、相手の作文に否定的なコメントをすることは、相手のフェイスを脅かす危険性があるため、学習者にとって容易なことではないと考えられる。そこで、本研究では、会話分析を用いて、PR における学習者の会話データを分析し、読み手がどのように問題点を指摘するかを明らかにすることを目的とする。分析の結果、学習者は１）ほかの書き方の可能性を探る質問をすること；２）上昇イントネーションを付加することによって、問題部分を特定すること；３）指摘する前に、書き手に説明を要求すること、という３つの問題点指摘のやり方を用いることが明らかになった。さらに、PR は学習者の社会的関係の構築の学びにおいて、非常に大きな意義を持っていることが示唆された。","subitem_description_language":"ja","subitem_description_type":"Abstract"},{"subitem_description":"Peer Response (PR) is a form of learning in which learners read each other’s compositions and respond to them by offering corrections and elaborations to make their compositions better (Ikeda 2004: 37?38). In research on PR in Japanese language education thus far, much research has been done on the product of PR (i.e., the resulting changes to the compositions), and the effectiveness of PR has been verified. On the other hand, with respect to the process, not much research has been done yet. However, because there is a risk concerning facing threats, making a negative comment on another’s composition is not likely to be easy for learners. Therefore, in this study, I used conversation analysis to analyze data collected from actual PR to clarify how learners point out incorrect parts in others’ compositions. The results of the analysis show that learners may use at least three ways to make negative comments: 1) by asking questions to explore other possibilities; 2) by using a rising intonation to identify incorrect parts; 3) by requesting an explanation before making negative comment. In addition, the present study shows that PR constitutes one underexplored data domain whereby we can gain a greater understanding of how participants construct their social relations and identities as learners. ","subitem_description_language":"en","subitem_description_type":"Abstract"}]},"item_4_identifier_registration":{"attribute_name":"ID登録","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.15068/00146778","subitem_identifier_reg_type":"JaLC"}]},"item_4_publisher_27":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"筑波大学人文社会科学研究科国際日本研究専攻","subitem_publisher_language":"ja"},{"subitem_publisher":"Master's and Doctoral Program in International and Advanced Japanese Studies, Graduate School of Humanities and Social Sciences, University of Tsukuba","subitem_publisher_language":"en"}]},"item_4_rights_12":{"attribute_name":"権利","attribute_value_mlt":[{"subitem_rights_resource":"http://japan.tsukuba.ac.jp/research/about.html"}]},"item_4_source_id_7":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"2186-0564","subitem_source_identifier_type":"PISSN"}]},"item_4_source_id_9":{"attribute_name":"書誌レコードID","attribute_value_mlt":[{"subitem_source_identifier":"AA12424473","subitem_source_identifier_type":"NCID"}]},"item_access_right":{"attribute_name":"アクセス権","attribute_value_mlt":[{"subitem_access_right":"open access","subitem_access_right_uri":"http://purl.org/coar/access_right/c_abf2"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"吉, 陽","creatorNameLang":"ja"},{"creatorName":"JI, Yang","creatorNameLang":"en"}],"nameIdentifiers":[{}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2017-07-13"}],"displaytype":"detail","filename":"JIAJS_9-43.pdf","filesize":[{"value":"1.2 MB"}],"format":"application/pdf","mimetype":"application/pdf","url":{"objectType":"fulltext","url":"https://tsukuba.repo.nii.ac.jp/record/41841/files/JIAJS_9-43.pdf"},"version_id":"00ba499e-2851-45fc-8191-87eb4014be51"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"<論文>ピア・レスポンスにおける学習者の問題点指摘の構造 : 問題点指摘を開始する連鎖に着目して","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"<論文>ピア・レスポンスにおける学習者の問題点指摘の構造 : 問題点指摘を開始する連鎖に着目して","subitem_title_language":"ja"},{"subitem_title":"<Article>Indicating Problems in Another's Composition during Peer Response : Examining the Sequential Structure of Correction Initiation","subitem_title_language":"en"}]},"item_type_id":"4","owner":"1","path":["5998"],"pubdate":{"attribute_name":"PubDate","attribute_value":"2017-07-13"},"publish_date":"2017-07-13","publish_status":"0","recid":"41841","relation_version_is_last":true,"title":["<論文>ピア・レスポンスにおける学習者の問題点指摘の構造 : 問題点指摘を開始する連鎖に着目して"],"weko_creator_id":"1","weko_shared_id":-1},"updated":"2023-04-03T05:47:01.199023+00:00"}