The aim of this paper is to seek better way of teaching Japanese pronunciation by analyzing my teaching activities in the oral reading class conducted in the spring practicum. There are two types of my teaching activities in the oral reading class. The first one is teaching activities in the repeating practice. The second one is teaching activities in giving corrective feedback on learners’ oral errors.
After analyzing these two teaching activities, it was found that the reason caused learners couldn’t construct their own pronunciation norms, which led to their repetitive occurrence of the oral errors, is that phonetic knowledge wasn’t provided in the repeating practice. It was also found that, explicit correction, one of the methods of corrective feedback, was mostly used in teaching activities. By studying these two problems in the oral reading class, I have sought the better way of teaching Japanese pronunciation. Firstly, I suggest to teaching related phonetic knowledge to learners to help them foster their own pronunciation norms. Secondly, by giving corrective feedbacks which push learners to modify their errors, to those learners who had constructed their pronunciation norms, could make learners to think the correct answer based on their pronunciation norms.
I want to give the positive feedback that increases learners’ motivation and the negative feedback that does not decrease learners’ motivation as Japanese language teacher. I have studied what the effective teacher feedback for learners’ motivation is and the teacher should do to give more effective feedback by reflecting on the teaching practices in graduate school.
The aim of this paper is to seek possible improvements of my teaching skills, so that I can promote interactions among learners in classroom activities, by analyzing my teaching activities in the spring practicum. Reflecting on the practicum conducted in fall 2015, I realized that I gave teacher-centered feedbacks to students. Accordingly, I tried to improve my way of giving feedback during the practicum in winter 2015. As a result of self-reflection, I found another problem; there were too few chances of interactions among learners during the class. To increase an amount of interactions among learners, I used group activities that involve elements of “Cooperative Learning” in the spring practicum. Through the investigation, it became clear that I intervened with students too much so that students could not interact with each other during group activities. A classroom management where student-student interactions occur a lot will be possible by giving proper roles to students and lowering teacher’s intervention.