Practice and Support for Promoting “Autonomous Learning” in Japanese Language Education : A review of research since 1990s

ニホンゴ　キョウイク　ニ　オケル　ジリツ　テキナ　ガクシュウ　ソクシン　ノ　ジッセン　ト　シエン　1990　ネンダイ　イコウ　ノ　ギロン　ヲ　タドル

セイ, ヨウコ

Sei, Yoko

Center for International Education and Exchange, Osaka University

学習者オートノミー

学習者主体

学習ストラテジー

日本語教育

Article

The Common European Framework of Reference for Languages, presented by the Council of Europe in 2001, provided guidelines for the development of socially engaged citizens and language teaching and learning as permanent education. It drastically impacted the conventional view of language teaching and learning globally. Japanese language education was no exception, and a qualitative shift occurred in education, from the former teacher- and grammar-centered focus to one that considered the subjectivity and autonomy of the learner. This review summarizes the concepts of subjectivity and autonomy developed in Japanese language education since 1990. Moreover, this review clarifies the categories and practices of “learner subjectivity” (i.e., the cultivation of citizens with social subjectivity) and “learner autonomy” and “learning strategies” (i.e., trends in language education and learning as permanent pursuits). Finally, based on the 2018 companion volume to the Common European Framework Reference of Languages, this review proposes that advisors and teachers who promote metacognitive awareness will become even more important in supporting autonomous learning in the future.