- 期刊
テキストマイニングによる自己主導型学習の可視化－「アニメ．マンガの日本語」の授業実践からの考察－
藉由文字探勘進行自我導向學習之可視化－「動漫日語」教學實踐之考察－｜Self-Directed Learning through Text Mining: Considerations from the Practice of Teaching "Japanese in Anime and Manga
摘要
日本のアニメ．マンガへの嗜好が日本語学習を始める契機であることはすでに実証されている。しかし、日本語を専攻する学習者にとってそれらがいかなる自発的な学習行動につながっていくのかは、あまり明らかにされていない。本稿は「アニメ．マンガの日本語」という授業でみられた学習者の強い動機づけに着目し、コースデザインを行い、自己主導型学習を促した。学習者による自由記述回答二回分をテキストマイニングの手法で分析、学習者が自己主導型学習を目指した授業により受けた影響の実態を可視化した。テキストマイニングにより、本論では以下の結果が得られた。まず、学習者には学習行動の個人化が見られた。日本語に関する実質的かつ具体的な学習目標．行動から、作品への解釈．理解．探究など個人的な考え方への変化があることが証明された。次に回答本文との照合により、将来のアニメ．マンガの扱い方など、授業による日本語学習の契機を再確認することができた。
並列摘要
對於日本動漫的喜好是影響學習日語的契機，關於此點已經被研究所證實。然而，對於專攻日語的學習者來說，動漫與自發性學習行為的關連性，至今還沒有被很明確的提出來。本論文著眼於學習者在「動漫日語」課程當中所呈現的強烈學習動機，藉由課程設計來引導學生進行自我導向學習。並將期初與期末兩次學習者的自由回答進行文字探勘分析，嘗試將自我導向學習的實際情形視覺化。透過文字探勘，本論文提出以下研究結果。首先是可以觀察到學習行為的個人化。從實際且具體的日語學習目標、行為設定到對於作品的解釋、理解與探究等等趨向個人思考的變化，經過文字探勘後，足以證明其存在。接下來，以學習者的回答例子進行對照，也發現學習者會考慮到將來要如何使用日本動漫等等，經由課程重新確認了當初學習日語的契機。｜It is well established that the preference for Japanese anime and manga is an opportunity to influence Japanese language learning. However, for learners who specialize in Japanese, the association between anime and spontaneous learning behavior has not been clearly identified yet. In this paper, we focus on the strong motivation of learners in the "Anime and Manga Japanese" course and use the course design to guide students to engage in self-directed learning. The free responses of the learners at the beginning and the end of the course are analyzed in text mining to visualize the actual situation of self-directed learning. Through text mining, this thesis presents the following findings. First, the personalization of learning behaviors can be observed. From the actual and specific goals and behavioral settings of Japanese language learning to the interpretation, understanding, and exploration of the works, the textual investigation proved the existence of individualized thinking. Next, we used examples of learners' responses and found that learners considered how they would use Japanese anime and manga in the future, and that the course reaffirmed the opportunity to learn Japanese in the first place.｜It is well established that the preference for Japanese anime and manga is an opportunity to influence Japanese language learning. However, for learners who specialize in Japanese, the association between anime and spontaneous learning behavior has not been clearly identified yet. In this paper, we focus on the strong motivation of learners in the "Anime and Manga Japanese" course and use the course design to guide students to engage in self-directed learning. The free responses of the learners at the beginning and the end of the course are analyzed in text mining to visualize the actual situation of self-directed learning. Through text mining, this thesis presents the following findings. First, the personalization of learning behaviors can be observed. From the actual and specific goals and behavioral settings of Japanese language learning to the interpretation, understanding, and exploration of the works, the textual investigation proved the existence of individualized thinking. Next, we used examples of learners' responses and found that learners considered how they would use Japanese anime and manga in the future, and that the course reaffirmed the opportunity to learn Japanese in the first place.