Junior High School Students' Perceptions of Writing Difficulties and Their Effects on Strategy Use in Relay－Note Activity in English Lessons

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(1)J㎜iorHigh Schoo1Students’Perceptions ofW批ingDi冊。u1ties㎜dTheirE脆。ts on StrategyUse in沢eZαγ一Moκノ。ガ切砂in Eng1ish Lessons. 教科・領域教育学専攻言語系コース. M08137B 川上典子 Both nationwide surveys on academic abiHty. Group members share a notebook in which each student. conducted by M㎞is町。f Education，Cu1ture，Science. writes a short passage（usually more th8㎜three sen−. and Tec㎞ology（M児XT）㎞2004and曲。se su㈹ys. tences），and as each group member莉nisbes writing，tbe. ㎞p1emented by loca1boards of education d㎜竹9. notebook is passed to allo血er group member．The. 2004−2005㎞d｛cated that the English wr言t㎞g abi−ity of. teacher provides stude耐s with危edback that曲。uses on. j㎜ior high school students had not reached a satisfac・. content rather than fom．The relay−note activity is a. toワlevel，The suweys concluded曲at j㎜ior high. concrete exarnp−e of cooperadve −earning，because the. schoo1stude11Its had not suf6ciently experienced lan・. activity a11ows studellts to interact with the teacher and. guage activities whe1＝e they thihk and w柏te abo佃t a. peers by “Titillg theh own thouεhts，readiIlg Peers’. given topic，expressing theh thoughts in a shorユpara・. writillgs，being provided with comective危edback丘。m. grapb．It was thus suggested曲at1ミmguage㎞stmction. a teacher，and ai二ming fbr mutual development．. be e血h測。ed to provide students with more oppo血mi−. In the present study，one hundred seventy＿seven. ties to practice writing their oΨm ideas 誕bout var｛ous. 8血餌aders㎞a pub1ic j㎜ior high school had pa耐ici・. topics．Based on the s㎜vey血d㎞gs，MEXT，aiming to. pated㎞the reIay−note activi収，的r over six months．To. implement the w㎡ting p訟。tice，has revised the Cowse. ident軸how s伽dents’Perceptions ofw㎡ting di嗣。ulties. ofStudyforEnglishatthej㎜iorhighschool level，㎝d. changed and how the chaIlge a脆。ted their “πit㎞g. the new progra㎜will be impIeme耐ed in2013．. strategy use，questiomaire s㎜veys were conducted iI1. S伽dents de遁niteIy needto be providedwith more. October2008be向re the rese砒。h began，and h M町。h. writing Practice．However，we need to㎞vestigate what. 2009 i皿Imediately a丘er the research was co㎜p1eted．. conditions㎞the c1assroom wou1d contribute to the im−. The improvement h witing skms was measured by. proveme耐。f their witing abilities1To answer this. co㎜ting曲e number of words㎞each s血de耐’s wTit㎞g. question we would版e to consider a writing activity. texts．In addition，hteπiews were conducted with ten. ca11ed昭Jψ＿〃。胞αぴ加j砂ONakashjma，2000）。The re，. vol㎜卿students㎞M町。h2009toprobe曲eextentto. 1ay−note activity assigm stu」dents to work on a witing. which they were engaged in the activity．0ur speciic. task言n a sma11group−of3−4腕embers，Each group is. research questio・ns were制1ow㎞gs：. given a topic as a writ㎞g assignment eveΨweek．. 1．How do j㎜ior high school students’Perceptions of. 274.

(2) wl・iting dif日。ulties and their willi血gness tO write. demts miψt have grad㎜alIy leamed to write longer sen−. change over time？. tences，thouεh the progress of each student varied sig，. 2．How町e students’perceptions of writ㎞g difllicu1ties. nificantly among individuals，（c）the first writer of a. re1ated to their writing s航ategy use？. 浄。up，who produced曲e greatest mmber of words. 3．Whatqu㎝titativecha㎎esareobserved㎞students’. among the飾ur group members，appeared to血mcti011as. Writing teXtS？. a mode1他r the rest ofthe group members．. The detaiIed analysis of the questionna吐es indi＿. Based on the血idings above，we discussed some. cated曲at students’wilIiIigness to w㍑e was raised a危er. 1ssueswhichwoulda11owusto㎜derstandthena山e of. Pa「ticipating i皿tlle relay−note activity．Then，the stu＿. relay−note activity and considered necessary conditions. dents㎞the−ower group，who had had more di冊。ult｛es. which shouId be satis脆d㎞cond皿。ting the relay−mte. ㎞0ctober2008，experienced reduced perceptions of. activi奴：（a）toes晩blishgoodco㎜㎜icationamo㎎. writing d量価。u附es，whereas曲e opposite施nd was ob−. students during the activity，（b） to provide ef亀。tive. sewed向r the upper group，who had had a Iower per−. teacher and peer危edback，and（c）to develop students’. ception ofdi揃。u−ties㎞0ctober2008．F㎜他e㎜ore，・the. audience awareness as we11as曲e廿writ㎞g skiI1s．. strategies stuLdents in both groups used were confined to. The paper coI1cluded that the re1ay−note activity. a paれicu1価set of strategies，regard1ess of how they. would provide students with more oppo血mities which. pe1−ceived the writing activity；that is，7碓re〃。e Coρeer8’. compensate｛br the lack of the廿experience of writing. w伽93，〃e”ε附加伽。o泌ε脇and棚eψ∫e舳加g. ㎞mean㎞g曲1ways，8md as a resu1t reduce their per−. reso〃。e∫were more缶equent1y obsewed血an the o血er. ceptions of wdting di冊。ulties．This is made possib1e. d血ee，α∫虎加9ρeεr8ノらアんeφ，㎜eヴ炎edわαck，and∫e〃∫e. bycreat㎞gasupPoれive le㎝㎞genvko㎜ent，where. 伽伽。e．S血dentl’co㎜㎝㎞el㎞thl㎞terviewor. students are amowed to ask peers施r llelp…md work. responses to the open，ended question im the second. conaboratively ㎞ a group．In ordel’to improve stu−. questlomare c1㎡Hed that students were mo耐ated to. dents’witing abiHty，however，we班gue that it is es−. work on the relay−mte activity because it w担s a new. sentiaHo equip them with tec㎞ical㎞owledge of. 1㎜guage1eamhg experience，un1ike exercises㎜d me−. writing（e．g．，e脆。tive use of dictiom㎡es，methods of. chanica一㎞us．Students were more㎞terested in w㎡ting. lramsto㎜g）aswe1111pr1vld1ngthemwlt1asup−. about血eir own thoughts and ideas about the given top−. poれiveleaming㎝廿。㎜ent．. ics8md reading wllat peers wote about the topics．The. 主任指導教員吉田達弘. resu1ts obta㎞ed丘。m quantitative㎝alysis of students’. 指導教員吉田達弘. w流㎞g texts i皿dicated that：（a）血e volume of students’. wTitings apPeared to depend upon the topics，（b）stu一. 275.

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