Kiyoshi Noguchi

In this workshop, participants will experience a new form of collaborative learning called relay writing. After the experience, we hope to provide an opportunity for reflection and discussion to deepen participants' understanding of relay writing and to motivate them to try it out in their own classes. We also hope to provide an opportunity to exchange opinions on how to make the practice more effective. Relay writing is an activity in which several students write and connect the content of their essays through discussion to complete a story. The effectiveness of reciprocal action in foreign language learning has been argued from both language acquisition theory (Long 1983 et al.) and teaching methods (Canale & Swain 1980 et al.), and collaborative learning has been actively used in Japanese language education, but there are many issues that need to be resolved. One of these issues is the difference in the level of learner involvement (Fernández Dobao 2012 et al.) In this respect, in relay composition, learners are given equal opportunities to write sentences, and it is easy for them to give their opinions and explanations about their own writing parts. Therefore, differences in learner involvement can be reduced considerably. In addition, unlike writing by learners alone, relay composition requires learners to write with an awareness of the reader in front of them, and to write with the writer's intentions in mind, so learners' learning is diverse (Noguchi 2023, et al.). In this workshop, we would like learners to experience this learning by all means. The structure of this workshop is as follows. First, the presenters will introduce their methods and examples (1-4), after which the participants will actually experience relay composition (5), followed by reflection and discussion with the presenters (6, 7). By doing so, we would like to achieve the objectives stated at the beginning of this document: (1) to deepen understanding of relay composition and increase motivation to practice it, and (2) to provide a forum for exchanging opinions on how to effectively practice it. 1. overview of relay composition - 5 minutes 2. introduction of examples of practice at the zero-beginner level: careful preparation and practice that can be done even at the zero-beginner level... 10 minutes 3. introduction of practical examples at the second half of the beginner level: creative writing activities using chronological and plot structure... 10 min. 4. intermediate level: writing the ending of a short story to creating an original story. 10 min. 5. group activity: participants who wish to participate in one of the activities above 2-4... 25 minutes 6. group meeting: each group reflects on the activity... 15 minutes 7. plenary meeting: sharing, discussing, and summarizing questions, problems, insights, and lessons learned from the experience: 15 minutes

In project-type collaborative writing, we discussed (1) how interactions are developed and how they are reflected in deliverables, (2) what effects the interaction will have on learners, (3) learners' learning.

This presentation will report on the collaborative relay writing and critical rewriting activities conducted in an advanced level Japanese language class. It will respond to the following three questions: 1.How will the students conduct group rewriting activities? 2.How will the students improve and complete their writings? 3.What will the students learn through the activities?

日本語の論文指導書の特徴比較と問題点の考察

本発表は、舘岡（2007他）が提案・実践するピア・リーディングを応用して行った読解活動の実践報告である。

当発表は、Tohsaku（2007）の提言するTruly communicative activitiesを念頭に置いた作文指導が学習者の作文産出にどのような効果をもたらすのかを考察するものである。

学生の作文に見られる結束性・一貫性の問題を考察した上で、結束性・一貫性を意識させる練習問題を紹介する