Action Research : Effectiveness of learners-centred lesson toward less motivated learners

다국어 초록 (Multilingual Abstract)

The purpose of this action research is to know whether lerner centred lesson is effective to motivate learners who lost motivation. The result in students' questionnaire shows that only 8 students (32%) out of 25 students wanted to continue to study in lerner centred lesson. Thus learner-centered lesson is not approved to be effective to raise motivation in this action research. There are some reasons for this I can think. Firstly, I was only thinking about attracting students' interest and I did not set goal of whole course. Considering that my whole course did not have final goal and consistency, my students could not have explicit objective of learning and expect what they would learn next. At the point, course based on a textbook can show learners clear purpose of learning and context of learning. That is why some students wanted to have textbook-based lesson and watch TV program or movies (each 4 students). Secondly, activities in this research could not satisfy my students because there is a gap in activities between what students feel fun and what they feel they fulfill learning. Although students wanted to have speaking activities which they can feel they are learning as well, I could not provide them with such activities. Thirdly, Korea has lecture typed class even in a language lesson, my students did not get used to other style of learning. Finally, due to finding a job, students did not have interest in learning Japanese at all.
From the result of students' questionnaire, it was found out that my students preferred speaking activity in term of fun, and they liked activity of reading and writing in terms of learning. This is because they take time in reading and writing but can not in speaking and their level of Japanese is good enough to speak Japanese instantaneously. Therefore to match their needs and proficiency, it is necessary to have pre-activity when they have speaking activity like discussion or explaining something in Japanese. For instance, prepared speech, presentation of reports and skit playing might be useful.
After I did learners-centered lesson, reaction of students were not so good as I expected. However, many my students were more alive in the classroom and studied Japanese more actively.
I would like to do learner-centered lesson in the next year giving attention following points. First of all, I set a goal of a whole course for learner centered learning, and then make classroom activities in each lesson. Secondly, I will make prepared speaking activities, such as prepared speech or a skit in the run-up to high level speaking activity. Thirdly, I will introduce activity like Japanese word processor, which matches more with students' needs. Finally, lerner centered activity is introduced more early because my students do not need familiarization with it.

목차 (Table of Contents)

• 목차
• 1. Problem identification=115
• 2. Preliminary investigation=116
• 3. Hypothesis=116
• 4. Plan intervention=117
• 5. Outcome=119
• 6. Conclusion=123
• Reference=125