台湾初中級日本語作文クラスにおける作文指導の再考–「自己PR」をテーマとした授業活動へのTAE 導入–

台灣初中級日語作文課程中的新嘗試──以TAE指導「自我PR」教學活動為例（Attempt of writing instruction in Pre-intermediate Japanese writing class in Taiwan: Using TAE steps for A ＂SELF-PR＂as an example）

既有的初中級的日語作文教學中，主要是以學習語彙．文型為主要的學習內容，然書寫本身也是一種溝通行為，有著其目的。故既有的日語寫作教科書似乎較少加強每個主題的溝通目的。筆者以此為出發點，希望能藉由導入TAE步驟式教學方法來重新檢討有關以自我分析為中心的「自我介紹」之作文教學活動；希望藉由學習單或學生的作品來分析學習者意識自我分析的過程，並從學習者的觀點來反省整個教學活動的成效。其結果顯示有82.8%的學習者認同此教學設計的轉變並認為在寫作過程導入TAE步驟式教學方法的引導有助於自我推薦文章的撰寫。 In the traditional Japanese writing education, which centered on the acquisition of vocabulary and grammar are normal. But the writing Purpose is lack. In this paper, I will introduce the TAE steps to the practice, and rethink about the practice process of ＂self-introduction＂. Then, I collected the opinions about self-analysis from the learners. The results showed 82.8% of learners agree this instructional design changes and considered in the process of writing the introduction guide TAE step teaching methods also contribute to self-referral of the article.