WEKO3
アイテム
留学生TAが行うスピーチフィードバックの実態と特徴 English Communication Aでの実践報告
https://doi.org/10.24655/0002002028
https://doi.org/10.24655/00020020287f73f6ff-4108-4d99-ac9e-97bcfc58c943
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
kyoyokyoiku_10_1.pdf (2.1 MB)
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| アイテムタイプ | リポジトリ登録用アイテムタイプ（フル）(1) | |||||||||||
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| 公開日 | 2026-03-31 | |||||||||||
| タイトル | ||||||||||||
| タイトル | 留学生TAが行うスピーチフィードバックの実態と特徴 English Communication Aでの実践報告 | |||||||||||
| 言語 | ja | |||||||||||
| タイトル | ||||||||||||
| タイトル | Practices and Features of Speech Feedback by International Teaching Assistants A Case Report from the English Communication A | |||||||||||
| 言語 | en | |||||||||||
| 作成者 |
佐藤, 剛
× 佐藤, 剛
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| アクセス権 | ||||||||||||
| アクセス権 | open access | |||||||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||||
| 内容記述 | ||||||||||||
| 内容記述タイプ | Abstract | |||||||||||
| 内容記述 | This study examines the nature and characteristics of feedback provided by international student teaching assistants (TAs) in a team-taught university English Communication course. All TA feedback during students’ final speech checks was audio-recorded, transcribed, and analyzed quantitatively. The results show that the TAs frequently used question forms such as why, what, know, and want, prompting students to clarify reasoning and provide justification. Initial praise phrases and positive expressions such as interesting and thank you indicated strong attention to learners’ affective needs. Although linguistic accuracy was not a stated evaluation criterion, the TAs often praised grammar, pronunciation, and word choice, introducing suggestions gently with expressions like just a little bit. Feedback episodes also revealed that culturally specific experiences familiar to Japanese students are not always accessible to interlocutors from different backgrounds, offering students valuable insight into authentic communication. Correspondence analysis further showed substantial differences in vocabulary range and feedback variation between the two TAs, underscoring the need for instructors to provide ongoing guidance rather than relying solely on TAs’ native-speaker competence. The study suggests that text-mining analysis offers a practical approach for enhancing feedback quality and reflective practice in team- teaching contexts. | |||||||||||
| 言語 | en | |||||||||||
| 内容記述 | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | Keywords: ティームティーチング, スピーキング指導, 教養教育 | |||||||||||
| 言語 | ja | |||||||||||
| 出版者 | ||||||||||||
| 出版者 | 弘前大学 教育推進機構 教養教育開発実践センター | |||||||||||
| 言語 | ja | |||||||||||
| 言語 | ||||||||||||
| 言語 | jpn | |||||||||||
| 資源タイプ | ||||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||||
| 出版タイプ | ||||||||||||
| 出版タイプ | VoR | |||||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||||
| ID登録 | ||||||||||||
| ID登録 | 10.24655/0002002028 | |||||||||||
| ID登録タイプ | JaLC | |||||||||||
| 収録物識別子 | ||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||
| 収録物識別子 | AA12787364 | |||||||||||
| 収録物識別子 | ||||||||||||
| 収録物識別子タイプ | EISSN | |||||||||||
| 収録物識別子 | 2432-7425 | |||||||||||
| 書誌情報 |
ja : 弘前大学教養教育開発実践ジャーナル p. 1-13, 発行日 2026-03-31 |
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