自我評量導入會話活動之初探－以第二外文日語課為例

A Study of Conversation Activities Using Self-assessment: An example of a Japanese as a Second Foreign Language Class

本研究透過第二外文日語課的會話活動中之學習者自我評量及教師評量的結果來探討自我評量導入會話活動中的可能性。自我評量可以讓學習者意識到自己會和不會的部分。然而部分學習者能夠有意識，而部分的學習者卻無法有意識，其中的差異為何？本研究透過比較會話活動前後填寫的自我評量和教師評量來考察其中的差異。結果顯示偏差值高的學習者的自我評量結果比教師低，偏差值不高的學習者的自我評量有高低，但是比起教師評量而言有偏高的傾向。此外，對於習慣「教師主導」型評量的學習者而言，會如何看待以學習者為中心的自我評量呢？根據活動後進行的問卷調查顯示，學習者對於可瞭解會話活動之準備方向，自己需要注意的學習項目以及掌握自己能和不能的部分等給予高度的評價。

This study reports the result a practical activity using self-assessment in a Japanese as a second foreign language class. Self-assessment is able to promote self-awareness of what a student can or cannot do. However, while some learners are able to recognize this through self - assessment, some are not. What is the difference between these types of student? This study analyzed self-assessments forms filled in both before and after conversation activities, and compared this data with teacher assessment to try to understand this difference. Results showed that learners with higher deviation values tended to evaluate themselves lower than the teacher assessment. However, learners with lower deviation values tended to give themselves a higher rating than the teacher observed. There remains another question: how do learners feel about self -assessment when they are accustomed to the ''teacher-centered'' assessment model? As the result of a follow-up questionnaire, it was determined that learners highly valued self - assessment as it gave them a better understanding of the orientation for preparation of conversation activities and the specific aspects of conversation activities that required attention, and a clearer grasp of what they could and could not accomplish.