An Application of the Learning Through Discussion Method to a Reading Comprehension Class

Effects on Discussion Skills and Belief in Cooperation

Abstract

The purpose of this paper is to examine the effects of the Learning Through Discussion Method (hereinafter "LTD") on advanced Japanese learners. LTD comprises the preparation for a reading class and a group meeting of several students. In this research, students in an advanced Japanese learning class answered questionnaires about discussion skills and belief in cooperation at the beginning and end of classes. The results showed improvement in three factors of discussion skills (progression and response to the situation, active contribution and self-assertiveness, and creation of an atmosphere) and two factors of belief in cooperation (individual orientation and inequity). These results indicate that LTD is also effective for improving the discussion and cooperation abilities of advanced Japanese learners. In addition, this study suggests three points requiring attention in the application of the method: the LTD procedure, the indication of the discussion language, and the selection of assignment texts.