Motivation

The data reveal that memorization, presentations, and free conversations motivated students the most. Among the three practices, memorization (32%) ranked the highest, suggesting that students felt input perhaps plays the most important role in their acquisition of Chinese.

Students noted that they felt that not committing any words to memory made forming sentences difficult and thus hindered basic communication, and that memorization best helps internalize acquired knowledge. Other activities students believed motivated them were all related to output; presentation (28%) and free conversation (28%) both ranked the second highest, followed by transcription of one's own speech (8%), and written journals (4%). The reason that almost one third of students agreed that presentation motivated them seems to be based on the fact that presentations are comprehensive activities; it draws upon vocabulary and memorization, pronunciation, speaking, listening, etc. The time spent preparing for the presentations appears to have pushed students to process input information. Students also noted that presentations gave them the opportunity to gauge the levels of their fellow classmates and how their language use/performance was different from their own, thus motivating them to make any necessary adjustments.

Almost one third of students believed that free conversation motivated them the most, with many make similar claims about the comprehensive nature of the activity and the opportunity it provides them to draw upon all of the other skills they have been honing. Additionally, free

conversation is a student-led activity, putting the students in control and allowing them to further develop their creative capacities and situation the vocabulary and structures they have acquired into a context that is highly relevant to them. Based on reactions during the activity itself, it appears that students view free conversation as more of a treat, rather than a just another language-learning exercise.

Conclusion

In this paper, the concepts of input, output, internalization and interlanguage, and teaching of L2 speaking have been discussed in relation to the sequential multiple-activity approach. In terms of input, corrective feedback on individual pronunciation practice, memorization, and transcription as strategies to push university students to process input information in order to trigger internalization was covered, and in terms of output, writing journals, giving presentations in front of the class, and free conversation as strategies to push university students to develop fundamental skills required for carrying out conversations and automating L2 speech was covered as well.

The key aspect of this approach is to ‘push’ students to process input and output L2 ‘beyond their current level’ (Swain, 1985). The paper reported reflections of beginner Japanese university students of Chinese on the implementation of this approach. The students’ reflections reveal that this circular approach integrated reading aloud, listening, writing, and speaking, allowing students to improve their Chinese in a multi-component manner; the in-class corrective feedback on individual pronunciation enabled students to gain confidence in pronouncing and speaking Chinese and developed their autonomy in language use, and the out-of-class memorization of texts helped push students further to understand material and facilitate the process of input and internalization; the out-of-class journal assignment helped push students to externalize and contextualize input information, facilitate speaking skills, and also further develop students’

cognitive learning, organize their thinking, improve writing ability; the out-of-class transcription helped students process auditory information and improve listening comprehension; the in-class presentation allowed students to notice the importance of pronunciation, the differences in each other's levels, and raised their consciousness in learning Chinese, additionally motivating them to challenge themselves and improve; and finally the in-class free conversation as the final stage of the approach enabled students to make use of learned information and acquired skills to communicate with their peers, to exchange their opinions with each other, and to enjoy time

speaking with their partners about their own life in Chinese.

The data proved that most students have confidence in speaking Chinese in their first year, however there are still some students that have not gained enough confidence when speaking Chinese, based on everyday class observation and the result of daily tests. Some students either are not good at memorization, or did not realize the importance of memorization, and therefore were a little behind compared to others, and some students did not realize that time spent on corrective feedback on individual pronunciation practice was important. Additionally, age and other individual differences might have caused the delay of acquiring native-like pronunciation, and some students did not gain enough confidence because they feel their peers are much better.

Further investigation and attention are needed to find out the reasons for the students who have gained less confidence psychologically, methodologically, and pedagogically. Testing was implemented daily to push students to memorize for each class, however such was not included in the present study, and warrants further attention in the future. As a whole, most students agreed that this approach helped them acquired native-like pronunciation, improved their listening comprehension, writing ability, speaking ability, and that it helped enhanced their ability to organize their thinking and express their opinion, and their ability to collaborate with others.

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連動的且つ多様な授業活動による初級中国語会話 教授法

全　民

本稿は日本の大学の中国語専攻の学生を対象に実施した連動的且つ多様な授業活動による初 級中国語会話の教授法を紹介し、1年間に2回授業に参加した学生の意見を調査した結果から、

その教育の実施効果について纏めたものである。

この教授法は螺旋状的なイメージで、インプット、インターノライゼション（内面化）、ア ウトプットを連動的に強化する方法で、授業内活動と授業外課題をシステマチックに連携させ て授業を進めながら、学生達の中国語会話力を向上させるようにしていくものである。

本調査では、2回実施したアンケートを通して学生達が授業中に行った①発音の個人的矯正、

②定期的な個人の作文の発表、③ペアによる自由会話、授業外課題の④本文の暗記、⑤中国本 土テキストのCDの書き取り、⑥本文のテーマごとの作文など、六つの分野に関する学生達の 意見をインプットとアウトプットの二つの側面から、日本人の大学生達が中国語を第二言語と して習得する際にどのようにして会話力を身につけたかに焦点を当てて、実施した。調査後得 られたデータを分析した結果から次のことがわかった。

1. 本教授法の一環として授業中に定期的且つ継続的に発音を矯正することにより、学生達はよ りネーティブらしい発音を身につけることができ、大多数の学生は自分の発音に自信を持つ ことができた。

2. 本教授法の一環として学生達が本文を暗記することによりに本文の内容の理解や発音の確認 を促すのに役立ち、学んだ知識をより吸収することで内在化させる機能を果たし、また会話 力を向上させることができた。

3. 本教授法の一環として毎課ごとの作文の課題を実施することにより、学生達が吸収した知識 を様々な状況に合わせ活性化させて会話力の向上を促し、さらに自分の考えを纏める力や、

中国語で文章を書く力を向上させることができた。

4. 本教授法の一環として定期的に行う各自で作成した作文の発表は、学生の中国語力を集大成 的に伸ばすことができることのみならず、同級生の発表を聞くことで自己の達成レベルに気 づき、更なる動機ずけをすることができた。

5. 中国本土テキストのCD内容を書き取る課題は、学生達に大量の中国語を繰り返し聴かせ、

また書かせることにより中国語の音声処理の力や、中国語から日本語への変換時間の短縮に