探討透過圖像與日文交流促進主動學習的可行性──以Instagram為例的JFL日語教學研究（The possibility of active learning through Japanese language exchange and communication in images）

画像と日本語による交流を通したアクティブラーニングの可能性―Instagramを例としたJFL日本語教育の事例研究―

本稿為台北的A大學日文系夜間部二年級會話課程14位學生為對象所進行的實踐研究。本課程以促進學生主動學習的模式授課，藉由Instagram的網路媒體，透過圖像與日語文進行互動交流，例如對日文使用者提問，或自己選擇圖像在圖像旁加上日文寫成文章，回應送出，完成與日文使用者溝通互動為學習目標，同時體認網路上的溝通日語與教科書不同，使用常體表達為普遍現象，透過實際的運作，能學會使用日文常體進行互動。分析一個學期的學習記錄，結果發現初期學習者參與度不高，但隨著同學間彼此互相討論，分享解決困難方法，探討如何突破的過程中，參與度日增，使用日語進行網路的日常互動現象日漸活絡。同時參與度頻繁的學生日語文常體的使用頻率大幅增加。另外，學習記錄顯示，參與度低的學生透過同儕的經驗分享，調整了自己的想法，同時持續參與網路互動活動，整體反映出學生參與主動學習的效用。

This practical study conducted experiment on 14 students in their sophomore conversation course in the night school o f a university. The course adopted active learning by using Instagram, to communicate and interact through graphics and in Japanese. Students were allowed to question Japanese speakers, and choose pictures and add subtitles to make posts, aiming to allow the Japanese learners to interact and communicate with Japanese speakers and meanwhile, realize the differences between the plain form used on the Internet and the form on the textbooks. Through practical operations, students would learn to interact with native speakers in plain form. According to the record, though students didn't participate actively in the beginning, the interactions between the students and Japanese speakers were facilitated with their discussion about the solutions to the difficulties they were confronted with. As a result, students showing positive response in the activity were more inclined to use plain form in communication. Through observation, students who were not positive for the activity also learned thr o ugh others, adjusted their thoughts, and started to show the tendency to participate in the a ctivity, which shows the effectiveness of active learning.