2018 Volume 170 Pages 107-121
This study seeks to discover the behavioral characteristics of outstanding Japanese language assistants (JA) from the standpoint of secondary school Japanese Language Teachers (JLT) in Anglosphere countries. A questionnaire, modified from past studies, was employed and obtained responses from 212 teachers. Analysis revealed four notable factors: JLT’s expertise, English ability and discipline; the basic attitude toward learners of the person engaged in teaching; cheerfulness; and diligence and role recognition. Those factors could be classified into four groups: ones which are strongly desired, ones which are less desired, ones which are held in common between both the teacher and JA, and ones which are essential characteristics of JA.
A non-parametric test was conducted in order to investigate the relationships among the four factors, and (1) the experience, or lack of it, of the JLT with language assistants, and (2) whether teachers would wish to accept JA or not. Results showed a significant difference among them related to the first factor of teacher’s expertise, English ability and discipline, and it was found that both (1) and (2) are important elements for recognizing the role distinctions between JA and JLT. Moreover, there were many applicants wishing to accept JA, but there were also many who could not clearly distinguish between the role of JA and JLT.
We believe that the results present some basic indicators useful for overseas JA.
