2017 Volume 41 Issue 2 Pages 109-123
We developed learning system T3 to support the classroom language adjustment training of student teachers, and we examined the effects of teaching with T3 in terms of the student teachers’ awareness of classroom language adjustment and their language use. The participants of this study were students who took courses on Japanese language teaching methods. They were categorized into the T3 group, where students received a class that focused on classroom language adjustment with T3, and the NT3 group, where students received a web-based class focusing on classroom language adjustment with T3 after a post-test. The results of the questionnaire survey showed significant differences between the pre-test and post-test for the T3 group, suggesting that instructions with T3 statistically improve student teachers’ awareness of gestures in classroom. The results of teacher talk tests showed significant differences between the pre-test and post-test for the T3 group, suggesting that instructions with T3 statistically increase the use rate of vocabulary and grammar that were already taught according to the given level of the target learners. Moreover, the results of the teacher talk tests with the Japanese language teachers’ judgement showed significant differences between the pre-test and post-test for the T3 group, suggesting that instructions with T3 statistically improve the adequacy of student learners’ utterances in the classroom; this means that instructions with T3 improve classroom language adjustment ability.
