This case study explores teacher demotivational factors of an advanced Japanese language class taught by an experienced instructor in a private language school in Japan. The class consisted of seven Asian students who followed the instructor’s instruction well with a serious attitude, however, they did not mix well and did not try to collaborate each other. A variety of pedagogical interventions to promote interaction among the students and their spontaneous utterances apparently did not work. As a result, the instructor described the class as “unsuccessful”. The present study aimed to identify possible factors that demotivated the instructor. Student interview, course feedback from the students, and semi-structured interview to the instructor were analyzed qualitatively. The result suggested possible factors that demotivated the instructor: belief of the instructor, the students’ lack of autonomy, individual differences in the target language proficiency among the students, and difference of instructional mode among the instructors. Previous studies showed that student attitudes such as sleeping in class or forgetting homework could be a crucial factor for demotivating teachers (Sugino 2010a and Sugino 2010b). Present study, however, suggests teacher could be demotivated by students with good attitudes.

発表者らはモデル会話に依存しない会話活動を目指し，大学での初級日本語科目のカリキュラムの一環として，初対面初級学習者同士の会話活動を実践した。学習者が会話を自己評価した「振り返りシート」，および半構造化インタビューの文字化データを，学習者の気づきや意識という視点で分析し，「言語」「話題」などの6つのカテゴリと「会話相手との日本語力の差」「話題への規範意識とコントロール」などの11のコードを生成した。 その結果，学習者が場面や相手を意識して話題を選択したり，日本語表現や非言語行動を調整したりしていることがうかがえた。また会話活動に関連して，自分の性格や会話スタイルなどの特性を意識していたことなどがわかった。学習者のこれらの気づきや意識は現実に近い初対面場面を設定したことにより得られたもので，モデル会話の練習からは得られないものだろう。また，学習者の「どうありたいか」という意識の反映だと言える。

The author published a textbook for lower-intermediate learners of Japanese entitled “Interaction in Japanese” in 2014. This textbook is based on the concept of “teaching Japanese as a foreign language for interaction” (Neustupný 1995, Fan et.al. 2014) and aims at facilitating the learners to participate in interactions in a variety of daily life situations. It stresses sociolinguistic and sociocultural aspects of interaction, as well as linguistic competence whose achievement has been the primary goal of foreign language education. It also considers uniqueness of “contact situation”, which the learners experience in authentic interactions. The author will first introduce characteristic features of the textbook in the poster presentation. Subsequently, the authors will share what they felt in the process of developing and publishing the textbook with regard to accommodation between actualization of educational philosophy and commodification.