Table of Contents



  • 真嶋 潤子 (Junko MAJIMA)



  • バンクス祥恵 (Sachie BANKS)

Print ISSN: 1481-5168 Online ISSN: 1929-3135

学習者の多様性と日本語教育における「評価」ー何のために何をもって「評価」するのかー <PDF

真嶋 潤子


Diversity of Learners and ‘assessment’ in Japanese Language Education:
To what ends and what means should we assess?


This paper urges the readers, who are professionals in the field of JSL/JFL, to (re-) consider why we do what we have been doing in terms of ‘assessment’ and ‘evaluation’ in the language classrooms.  We need to think about various purposes and backgrounds of the learners of the language, though many of us have been mainly teaching JSL/JFL to the learners with academic purposes.  In order that we can properly assess or evaluate our students’ performance/ proficiency in Japanese, we need to know the historical development of the field of assessment and language teaching, with the macro-perspective in mind.  We also need to know the societal change due to the impact of ‘neo-liberalism’, where Laws of Jungles are applied and where the effect of education is considered measurable solely by tests and numbers.  Those who are involved in the field of JSL/JFL in Japan and abroad, should be aware of the demographic change of the country and its impact on the language education for the foreign-workers in Japan from now on.





本研究は、日本語中上級クラスで実施したコミュニケーション活動「MOZO」について報告するとともに、その効果と今後の課題を分析する。MOZOは参加者が協力してバラバラになった絵のつながりを探すというゲームで、協働の中で新たな知覚を獲得するための異文化シミュレーションとして異文化コミュニケーション分野で開発されたものである。本研究では、他者とのつながりの中で言語や文化について理解を深めることを促す「Social Networking Approach(以下SNA)」(當作 2013, 2017a, 2017b)の観点からMOZOを日本語教育に応用し、学習者用に補足説明を行いながら活動を実施した。その結果、本活動を通して問題解決能力や協働力を発揮することが促され、コミュニケーションに消極的だった学習者が、人とのつながりを築くための「本物の会話」を練習する必要性に気づいたことが明らかになった。

MOZO: Building Connections among Students through Communication 

Sachie BANKS

This study analyzed the effectiveness of communication activity called “MOZO.” MOZO was a game in which participants sought for connections among pictures without looking at them. It was developed in the field of intercultural communication as a practice to see the world from another perspective. MOZO was applied to Japanese language classroom based on the concept of Social Networking Approach (Tohsaku, 2013, 2107a, 2017b). It was revealed that the students’ problem-solving and collaborative skills were stimulated and the reserved students realized the importance of practicing real communication, which connects people.