2年次における日本語ライティング力育成の試み

抄録

This paper reports on the practice and the results of writing skill training of sophomore students. In American tertiary education where freshman training is progressive, students receive considerable support. In their sophomore year, however, much more is expected from them as they must bear the demands of independence and decision making. Many fail to cope with these new pressures, as evidenced by the increase in dropout rates. This study was carried out with the assumption that it is highly probable that a similar situation occurs in Japanese higher education, particularly in writing centers educating sophomore students. From self-evaluations of students who participated in this study, three important factors affecting the learning process were obtained. Also, there was a high realization of the importance of the students' study materials, an understanding of the significance of evaluating written works, and a realization of the significance of showing willingness to discuss and exchange opinions. Likewise, the challenges for developing a curriculum became apparent. The main three factors clarified were the time of execution of the training, the method of guidance, and the period of execution.