@article{oai:jrckicn.repo.nii.ac.jp:00000379,
 author = {MURAOKA, Takako and 村岡, 貴子 and CHINAMI, Kyoko and 因, 京子 and NISHINA, Kikuko and 仁科, 喜久子},
 issue = {11},
 journal = {専門日本語教育研究, Journal of technical Japanese education},
 month = {},
 note = {40017331802, application/pdf, 専門的文章作成を支援する方法の開発を目標に、日本語テキスト分析タスク等を行う15週間のライティング授業に参加した受講者16名の文章評価と学習活動に対する内省を分析し、対象者の在学段階、母語、職歴、研究歴等、複数の背景要因を考慮しつつ、スキーマ形成との関連を考察した。コース終了後の3種の報告文の評価において、筆者らが作成した完成度が高い模範的な文章に高い評価を行った者は16名中13名で、うち9名が、文体、構成、文の長さと段落サイズ、表現と論理展開の明快さ等、適切な基準を示し、1)評価基準として複数の要因の間に優先順位を認識し、部分より構造や論理展開等の全体的特徴を重視する、2)日本語学習の意義を経験や現在の活動と関連づけて捉える、3)明確な外国語学習観を持つという特徴が見られた。テキスト分析タスクは、スキーマ獲得に成功しつつある学習者にもそれが困難な学習者にも有用であるが、後者にはそれに加えて、他の学習者による学習や文章へのコメントをリソースとして提供することがスキーマ形成を助けるための一つの可能性であると考えられた。, This article, combining findings of our previous work and new observations, analyzed the results in text-evaluation and reflective comments by 16 regular participants in 15-week writing course that offered text-analyzing tasks as one of its major activities, considering the learners' academic standings, learning experiences and various cultural/environmental backgrounds to identify possible influential factors on schema formation and develop resources and activities to assist it. Thirteen learners gave a correct judgment, and 9 of them based their judgments on reasonable internalized standards on style, organization, length of sentence, size of paragraph, and clarity in expression and argumentation. The following were observed in the more successful learners: 1) they had a set of well-stated, ordered standards of good writing with a priority on organization and argumentation, 2) were aware of common features their Japanese learning had with their experiences and also of its implications on their achievements in research, and 3) have specific expectations for the process of learning. While text-analyzing tasks were useful both for the more and the less successful learners, the latter were expected to be benefited from exposure to reflections by others. Learners' comments will be usefully incorporated into resources for the teaching of academic writing.},
 pages = {23--30},
 title = {専門文章作成支援方法の開発に向けて : スキーマ形成を中心に},
 year = {2009},
 yomi = {ムラオカ, タカコ and チナミ, キョウコ and ニシナ, キクコ}
}