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Article type: Cover
2004 Volume 11 Issue 2 Pages
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Published: September 18, 2004
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Article type: Appendix
2004 Volume 11 Issue 2 Pages
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Article type: Index
2004 Volume 11 Issue 2 Pages
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Yasuhiro INUKAI
Article type: Article
2004 Volume 11 Issue 2 Pages
2-3
Published: September 18, 2004
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Effective materials for developing oral proficiency of higher level foreign students studying Japanese are not prolific. In response to student needs, the author has developed a trial version of a material using meta-linguistic expressions used in class. The class was conducted as follows: 1) Listening to models; 2) Reproducing them orally; 3) Student practice of the target expressions; and 4) feedback. In the questionnaire, which was conducted after a series of classes, most learners responded positively in that this approach and material was effective in mastering academic Japanese. From this result, it was concluded that these materials are beneficial in developing oral proficiency, which the learners nut effective use in their own specific fields.
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Yoko NAKAI
Article type: Article
2004 Volume 11 Issue 2 Pages
4-5
Published: September 18, 2004
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This study examines the effectiveness of a 45-hour intensive Japanese conversation course training the storytelling techniques at higher-intermediate level. The main goal of this course was that the students promote their skills to describe what they saw on the clips of the movie. In the feedback sessions, the students listen to their recorded storytelling with the written scripts, analyze how they construct storytelling, and discuss more effective techniques of it. I will make a syllabus for the Japanese conversation class practicing storytelling. I will also demonstrate how the students analyze their own storytelling and try to improve their skills.
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Hiroshi MATSUZAKI, Toshiyuki KAWANO
Article type: Article
2004 Volume 11 Issue 2 Pages
6-7
Published: September 18, 2004
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In this study, after the compound accent rules were taught to 10 Korean learners of advanced Japanese, the change of their knowledge of the rules, pronunciation and perception was investigated. The following conclusions are arrived at: (1) The knowledge of the compound accent rules and the perception improved easily by the instruction, but the pronunciation didn't. (2) The knowledge of the rules influenced the perception. (3) The learners applied the knowledge of the rules to the compound words the rule of which has not been instructed.
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Focus on Kanji 'Readings'
Kaoru MAEHARA
Article type: Article
2004 Volume 11 Issue 2 Pages
8-9
Published: September 18, 2004
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The kanji class for elementary level learners from non-kanji backgrounds is required to take into consideration the learners' ability of recognition on shape and meaning for kanji character, the stage of vocabulary acquisition, and the attainment targets of kanji learning. This paper discusses these points with particular emphasis on how to teach 'readings (sounds)' of kanji, through introducing various improvement efforts in our kanji class; kanji practices based on sounds familiar to learners, tasks focusing on inflectional endings (okurigana) with cards, and drills to guess the meanings and readings of kanji compounds.
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Takao KINUGAWA, Meekyung HWANG, Naho KIMPARA
Article type: Article
2004 Volume 11 Issue 2 Pages
10-11
Published: September 18, 2004
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The International Student Center of the University of Tsukuba began to offer an oral presentation skills training class for fostering self-regulated learning abilities in 2004. Focusing on the class and its contents with their goal of internalizing the "evaluation criteria," this study examines their effectiveness in improving students' meta cognitive strategies based on their self-assessment. The results of the study show that the class in which the students established their own evaluation criteria for "oral presentation" and presented those criteria improved their meta cognitive strategies for the oral presentation.
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Reiko SATOH, Tomomi SAKURAGI
Article type: Article
2004 Volume 11 Issue 2 Pages
12-13
Published: 2004
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Currently, Japanese exchange students entering Hiroshima University do not have opportunities to study Japanese prior to arrival. Current students have commented that they are worried about basic communication problems when they first arrive in Japan. For example, how to take a train, order food and make introductions. Therefore, we developed a website to address these issues and make the students first days in Japan easier. The website consists of survival phrases with situational photographs, vocabulary lists, cultural notes, printable pages and interactive quizzes. The survival phrases are written in Roman characters and have voice extracts to help their listening comprehension and pronunciation.
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Machiko KUSHIDA, Nobumi TSUKIJI, Rumiko MUKAI, Makiko KANNO
Article type: Article
2004 Volume 11 Issue 2 Pages
14-15
Published: September 18, 2004
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This paper reports on the textbook Kanji DonDon. Some students know many kanji but cannot use them in sentences because they do not understand words that combine both kanji and kana, nor do they know how to use kanji/kana combinations grammatically within sentences. These students do not have an image of kanji/kana sentences and, therefore, often do not have motivation to use kanji. Kanji DonDon aims to help these students by introducing three steps to learning kanji. Students learn (1) the meaning of words that combine kanji/kana, (2) how to use kanji/kana combinations grammatically within a sentence, (3) to get a feeling for kanji/kana that belong together within a sentence.
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Haruo KANAI
Article type: Article
2004 Volume 11 Issue 2 Pages
16-17
Published: September 18, 2004
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The purpose of this study is to analyze the acquisition's environment of JSL. As a result, the foreigners who are good at Japanese have own strategy to master Japanese in good Japanese environment, don't have much image of stereo type about Japan and realize the importance what they are in Japan.
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Satoshi KOJIMA
Article type: Article
2004 Volume 11 Issue 2 Pages
18-19
Published: September 18, 2004
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It is important to design an outline before writing documents. But some students are not good at it. The output process of documents was. divided into three stages. They are (I) comprehension of information, (II) formation of opinion, (III) design of outline. In order to enhance the ability of stage III, a composition class beginning from the cultivation of the ability of stage I was considered.
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Yuko YANO, Hitona HAMAWAKI
Article type: Article
2004 Volume 11 Issue 2 Pages
20-21
Published: September 18, 2004
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We found that it was a problem to teach by logically progressing through a textbook at the community Japanese language class. There were two main reasons for this. Firstly, participants did not always attend class every week. Secondly, new participants joined during the course. These may be common problems for teachers teaching at community classes. So, instead of progressing through a grammar-based textbook, we tried teaching one-lesson modules that even learners who were attending class for the first time could understand. By doing this, our Action Research aimed to find some constructive suggestions for Japanese language teachers of community classes.
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Yoshiro OGAWARA, Akiko TAKAHASHI, Izumi SAITA, Yasushi INOGUCHI, Hiros ...
Article type: Article
2004 Volume 11 Issue 2 Pages
22-23
Published: September 18, 2004
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For autonomous learners of Japanese language, especially for the overseas' residents, speaking is the most difficult skill to develop when learning through Internet or e-Learning. The authors, Japanese language teachers and the Information Scientists, propose the effective courseware design for Japanese e-Learning by adopting video-taped class instruction and 3-dimensional video transmission technology. It equips different modules for encouraging learners to speak out-loud, giving confidence on pronunciation and keeping their motivation high.
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A Case Study of Teachers and Learners of Japanese in Thailand
Tomomi OKAZAKI
Article type: Article
2004 Volume 11 Issue 2 Pages
24-25
Published: September 18, 2004
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In this analysis, perspectives of Japanese and Thai teachers of Japanese on foreign and/or Japanese language education were examined. Data was collected in Thailand from a sample of 60 Japanese teachers, a sample of 64 Thai teachers and a sample of 324 Thai learners of Japanese. Data collected from a sample of 135 Japanese teachers in Japan was also analyzed in order to determine the differences in educational style between Japanese and Thai teachers. The results of the chi-square test on the data reveal that there are more disparities than similarities between Japanese teachers and Thai earners when compared with Thai teachers and Thai learners.
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Masaki ONO
Article type: Article
2004 Volume 11 Issue 2 Pages
26-27
Published: September 18, 2004
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This study reports about a class for advanced students of Japanese with as topic metaphors, color terms, synaesthesia, onomatopoeia and mimesis, and polysemy, which are the field of cognitive semantics. Analyzing the use of metaphor expressions by students, 4 types are found; 1) Japanese characteristic expressions, 2) Multilingual expressions, 3) Expressions based on the way of thinking of the 1st language, and 4) Original expressions. Especially 3) and 4) demand a high level of Japanese. This study suggests 1) that some students ask to learn about metaphors in order to improve their reading skills, and 2) that students need to understand the character of the source.
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Hongquan CAO, Kikuko NISHINA
Article type: Article
2004 Volume 11 Issue 2 Pages
28-29
Published: September 18, 2004
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Focusing on the usage of the words, we extracted and analyzed the unsuitable usage of words from the speech manuscript of Japanese learners in China. As a tendency of the errors, a gap of usage, the inadequate semantic understanding, and pragmatic transfer attracted attention. Furthermore we considered the problems of L1 transfer during vocabulary learning, and proposed the teaching-materials presentation methods and the improvement of study environment based on the results of error analysis.
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Machiko BABA, Teiko OGUMA, Tomoko HONGO, Machiko UEHARA, Taeko HIROTA, ...
Article type: Article
2004 Volume 11 Issue 2 Pages
30-31
Published: September 18, 2004
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"Presentation Training" is a series of integrated communicative activities that develop a variety of language skills needed in presentation. This paper focuses on the interactions between a learner and a teacher, negotiating the contents of the presentation at the beginning stage of the sequence. As a result of analyzing data from those interactions, elicitation and facilitation by teachers are found to be effective in narrowing down the contents, and activating learners' strategies to convey what they want to express.
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Kumiko SAKODA
Article type: Article
2004 Volume 11 Issue 2 Pages
32-33
Published: September 18, 2004
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The research was conducted involving eight JSL students for 3 months. The subjects participated in Shadowing Activity (a task of listening the recorded text and repeating it as exactly as possible). The subjects' speech was recorded as they repeated the recorded text. The analysis of the collected data has revealed that (1) there are lots of errors in the repeated text; e.g., overuse of NO and mis-use of WA and GA, and (2) the subjects made production errors even though they heard the Japanese input correctly during the shadowing. The finding indicates that Shadowing Activity could be useful not only for training second language learners' production skill but also as a research tool in investigating the problems of learning such as the phenomena of fossilization.
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Rumiko MUKAI, Shino TAKAHASHI, Ruth VERGIN, Kazuhiro MURAKAMI, Midori ...
Article type: Article
2004 Volume 11 Issue 2 Pages
34-35
Published: September 18, 2004
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The first priority of international students is often how to adjust themselves to life in Japan. The presenters introduce Ehime University's Japan Survival Course. The course's main objectives are: (1) to provide students with survival level Japanese language skills and necessary life skills, and (2) to systematically integrate the acquisition of these skills into the class. This course unifies a general support system in place to help students go about their daily lives more easily. The presenters outline the course and show how to accomplish these objectives. They also delineate ways to improve the course in the future.
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Yuko NAKAISHI
Article type: Article
2004 Volume 11 Issue 2 Pages
36-37
Published: September 18, 2004
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The goal of this project is to provide the effective audio-visual aid on transitive-ntranstive verb pairs of Japanese, which is generally taught at the beginner level. Some of previous studies claim that pragmatic usage should be taught in more advanced level. Audio or visual devices need to be developed to help learning and understanding usage of transitive and intransitive verbs. I explored the general way of teaching transitive-intranstive verb pairs of Japanese and contrast with the new audio-visual aid for teaching them.
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: a case study of Mongolian University students majoring in Japanese language
Eri IKOTA
Article type: Article
2004 Volume 11 Issue 2 Pages
38-39
Published: September 18, 2004
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The purpose of this research is to examine the beliefs of good learners who study Japanese as a foreign language. I asked 25 Mongolian students who have just started learning Japanese at Mongolian University to fill in a modified version of BALLI and to have interview. 9 months later, when the result came out, I analyzed the result of the 6 highest learners and 7 lowest. The highest learners tend to have more confidence on their own foreign language abilities than the lowest ones and they have strong will to join the class activity. Furthermore, the former clearly remembered how they learned foreign languages, before they started learning Japanese.
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-A Report of the Community Learning Japanese Language Class "Toyonaka-Nihongo Moku-Hiru"-
Makiko SHIN'YA, Keiko MIKOGAMI, Takako KAWASHIMA, Yukiko KINGETSU ...
Article type: Article
2004 Volume 11 Issue 2 Pages
40-41
Published: September 18, 2004
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This study reports and examines the concepts and practices of the community learning Japanese language class "Toyonaka-Nihongo Moku-Hiru". The class programs are based on the understanding of human rights and diversity and aim at interactive learning between Japanese and foreigners. By analyzing the development and practice process of "Interactive Communication Activities Using Japanese Language (Nihon-go Koryu Katsudo)", the study examines how collaboration among the participants was made, how the Japanese volunteers and foreigners participated in the community of practice, and how dialogue and comprehension were constructed among the participants.
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Article type: Appendix
2004 Volume 11 Issue 2 Pages
App2-
Published: September 18, 2004
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Article type: Appendix
2004 Volume 11 Issue 2 Pages
App3-
Published: September 18, 2004
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Article type: Cover
2004 Volume 11 Issue 2 Pages
Cover2-
Published: September 18, 2004
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Article type: Cover
2004 Volume 11 Issue 2 Pages
Cover3-
Published: September 18, 2004
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