探討學生參加相互鑑賞作文活動網之意義

Report on a Project “Japanese Essay-Mediated Mutual Communication Process on E-Bulletin Board”

本研究是探討大學生跨國參加國際日文作文網站，彼此透過隨筆互相鑑賞，互動體驗後的意識變化分析。筆者架設電子網站（http://www.sakubun.org）於2006年4月至7月期間，聯合指導學生參加「隨筆相互鑑賞活動」。開放期間學生完成以下四個步驟。（1）執筆書寫作文（隨筆）後投上電子公佈欄（步驟一）（2）上網互相閱讀隨筆，選擇一篇書寫感想投上電子公佈欄（步驟二）（3）仔細閱讀別人回應的感想文後，作者再寫一篇回應文（步驟三）（4）參加此次活動的感想文（步驟四）。跨國同學互守時間，依上述步驟書寫作文。鼓勵同學從自己的角度發揮思考，規定每篇文章400字以上。同學們在閱讀欣賞與擬稿回應時，各教師授課並視同學們需求給予協助指導，適時建言或批閱作文。本研究以上述第四個步驟，即「參加此次活動的感想文」台灣大學生作品44篇為分析對象，解析學生參與跨國隨筆互相鑑賞，如何自我定位的意義探討。由資料可分析出，學生意識上的變化歸納為，參加交流網在表達自我現實文脈中，獲得回響的新體驗，成就感中喚起書寫意願，並更進一步引發提高學習日語動機。

This research analyzes how students participating in an essay-exchange project on an e-bulletin board have assessed the significance of essay-exchange experiences. The authors set up an e-bulletin board (http://www.sakubun.org) in a period of April to July, 2006 exclusively for this purpose.A series of activities were organized in four steps: composing an essay and contributing to the bulletin board (Step 1), contributing impressions of others' essays (Step 2), responding to others' impressions of one's own essay (Step 3), and contributing feedbacks on this project (Step 4).Feedbacks in Step 4 were analyzed to study how the students thought of their essay-exchange experiences in the project, with reference to 44 essays composed by those learning Japanese in Taiwan. The analysis shows that the students had the experience of ”responding directly” in a reality context, so that they were increasingly motivated to learn Japanese and participate in essay-exchange activities.