The Teacher-Learner Relationship and Classroom Interaction in Distance Learning: A Case Study of the Japanese Language Classes at an American High School

Authors

  • Hyangsoon Yi,

    1. University of Georgia
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      Hyangsoon Yi (Ed. D. candidate, University of Georgia) is teaching assistant of Korean at the Universityof Georgia, Athens.

  • Junko Majima

    1. University of Georgia
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      Junko Majima (Ed. D. candidate, University of Georgia) is a teaching assistant of Japanese at the University of Georgia, Athens.


Abstract

ABSTRACT  With a growing demand for Japanese language courses at secondary schools, satellite language programs have become a solution to the shortage of qualified classroom teachers In the disrance learning Japanese classes of the high school where our research was conducted, various aspects of the teacher's role in traditional Foreign language classes were divided and handled by different people. This article examines the role of the facilitator in distance learning classes by analyzing the mechanism of distance teaching and describing students' perceptions of the teacher and their classroom interaction. It argues that the classroom Facilitator's function to mediate betwen the remote teacher and the learner is a key Factor in the successful operation of distance learning language classes.

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