読み手を意識した作文授業の試み‏― 日本人学生を遠隔チューターとして ―

Abstract

In mainstream composition classes, students focus on translating and teachers correct them rather than the student being conscious of the reader. Recently, peer response has become a popular method of assessment; however, in Korea, there are many limitations. Utilizing Japanese readers who understand no Korean enables Korean students in that they cannot rely on their Korean abilities, and this motivates them to write better because they are more conscious of the reader. The knowledge that there will be a Japanese reader removes the limits of the peer response. In this study, Japanese students were remote tutors via Skype in a composition class. There were four benefits for the Korean students: freedom from translation, awareness of cultural differences, ability to internalize the writing process, and ability to write what they want to convey.