從 「語言共同體」建構過程來看 「學習」－以不同語言話者的電子郵件交換內容為對象

The ''learning'' happens in the ''Language community'': ''Language community means ''E-mail which is the fictional space

本論文是基於社會文化理論的學習觀－學習是在和他人相互作用作用下，所發生的－來設計教學活動。主要是以「和他人關係的建構」、「自我形成」的概念來進行分析。本論文所探討的是，當母語不同的人，在電子郵件這樣的一個虛擬空間中碰面時，他們是如何透過對話來進行學習。所得到的結果如下：從「和他人關係的建構」來看時，日語學習者太多是從自己的興趣為做和對方交流之要點；而進修教育實習的日語母語話者，則是把從學習者那得來的情報規是為「一般性」的存在，但隨著交流的行進，本來是一般的情報，也慢慢成為附有意義且會去關心的事象。而從「自我形成」的觀點來分析時，可得知不論是日語學習者或是選修教育實習的日語母語話者，皆透過和對方的交流而對未來自己的目標會變得較具體，並依據其目標來省視自己現在的問題點。如：選修教育實習的日語母語話者在日語教授法的概念上起了變化，並對自己的將來有來一些省思；而日語學習者方面則是看到學習者會去省思為了達成目標，現下做為學生的自己站如何充實自己的實力等，以上的這些變化皆可從兩方的作文中看到。

In this paper, ”learning” is defined as what will be implemented in an active interaction with others. So we will take two perspectives to do the analysis, which are ”building relationships with others” and ”forming by oneself”, The analysis shows how people with different mother tongues learn a foreign language through the use of E-mail, a fictional space.The outcome from ”building relationships with others,” we found, when learning Japanese, learners would using their own hobbies to build the relationships. However, the Japanese speakers would change the general information into the concrete: object that they care, One the other hand, from ”forming by oneself,” we found, through the interaction with others, learners will build their own future images, then take some actions in order to achieve their future ”selves”. They will know their own problems, and find how to solve the problems. We can see these changes from their composition writings.