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Article type: Cover
2006 Volume 13 Issue 1 Pages
Cover1-
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Article type: Appendix
2006 Volume 13 Issue 1 Pages
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Article type: Index
2006 Volume 13 Issue 1 Pages
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Tomoko HONGO, Machiko UEHARA, Akiko ECHIZENYA
Article type: Article
2006 Volume 13 Issue 1 Pages
2-3
Published: March 18, 2006
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This paper reports the results of interactive activities called "Campus Tour: Mini-Talk Show" by beginning learners of Japanese of a short-tern exchange program. In the video-production group project, the students introduce some university campus facilities through their interactions in a talk show. The project aims to develop the students' communication skills with special focus on: 1) effective use of the information the students collect on campus; 2) collaborative listener/speaker role-playing for effective interactions in a group of three or more persons. Throughout the series of activities involved, the students performed their roles in a collaborative manner and were always conscious of verbal and non-verbal behaviors needed to interact cooperatively.
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-Case of the formative evaluation for foreign graduate students-
Hiromi NISHINA
Article type: Article
2006 Volume 13 Issue 1 Pages
4-5
Published: March 18, 2006
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The purpose of this study is to investigate the relationship between the oral test scores marked by Japanese language teachers and actual utterance data in formative evaluation. Teachers evaluated 7 criterias; vocabulary, grammar, pronunciation, repetition, silence, quantity of speech, and sentence type. The utterance data was quantitatively analyzed at morpheme level and was investigated in correlation with the scores. The results show that repetition, silence, quantity of speech, and the sentence type significantly correlate with the utterance data. However grammar and pronunciation do not correlate significantly with the utterance data and appear to be influenced more by qualitative aspects rather than quantitative ones.
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Takae HAGIWARA
Article type: Article
2006 Volume 13 Issue 1 Pages
6-7
Published: March 18, 2006
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The backchannel 'sodesu-ka' is considered a signal which functions to indicate one's understanding of information. This study examines how a hearer uses 'sodesu-ka' in actual conversations. The data used in this study is from the conversations of the intermediate level learners in KY corpus. The results of this investigation show that the form of 'sodesu-ka' appears with emotional expressions. This implies that 'sodesu-ka' as a backchannel has a function as a communicative strategy. It also has an active function as a procedural device in situations using languages.
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Yoko TAKAHASHI, Mayumi WATANABE
Article type: Article
2006 Volume 13 Issue 1 Pages
8-9
Published: March 18, 2006
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This study analyzes the usages of "ru"(non-past) and "ta"(past) at the end of sentences in Japanese by observing native speaker's utterances when they are talking about the past events. Although "ta" is the standard past tense ending of a sentence, this study found that native speakers use "ru" for remarking on the unknown events that happened in the past but are introduced newly by their partner. However, the main difference in the use of "ta" and "ru" in the hurry of speech is only in special cases when, in the text of the past event, they can omit verbs with "ta" at the end of the sentence, but never omit those with "ru".
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Tomoko FUJIMURA
Article type: Article
2006 Volume 13 Issue 1 Pages
10-11
Published: March 18, 2006
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Through comparing between the textbooks on politics and elementary Japanese language, displaying meaning of the intermediate level words, 5W1H, and questions and answers about the summary of a paragraph, will help Japanese language learners(elementary level) when they should read the textbooks on politics which is written with intermediate level words.
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Riko WAKITA, Youji OCHI
Article type: Article
2006 Volume 13 Issue 1 Pages
12-13
Published: March 18, 2006
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There are nine Japanese classes at the Center for Japanese Language of Doshisha University. Students have Japanese class for 10 periods per a week. As several teachers take charge of one class using one textbook, it is essential to have better contact with each other on a daily lesson report. Until this point the lesson report was written, and faxed to the teachers of the class. However, it was a problem that fax communication raised a transmitting expense and an increase in use of paper. And so, the lesson report of one Japanese class was tried to introduce and use Moodle as an e-Learning Software in 2005 autumn semester.
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Akemi ICHIKAWA, Etsuo UMEDA, Tomohisa YAMADA, Machiko TOMITA
Article type: Article
2006 Volume 13 Issue 1 Pages
14-15
Published: March 18, 2006
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This study aims at developing teaching materials for introductory reading classes of Japanese, which are not mere reviews of grammar class but focus on obtaining information from texts. The materials, which are based on authentic materials found in daily life, are designed for working up students' interests so that they can bridge the class and the students' self-directed study outside class. The materials are also to encourage students to guess the meanings of unfamiliar words and phrases in the texts.
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Aya YAZAKI, Hai nan LI, Sureeru WONGSAMING, Minori TAKAHASHI, Takako S ...
Article type: Article
2006 Volume 13 Issue 1 Pages
16-17
Published: March 18, 2006
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SPOT is a gap-filling test which requires test takers to listen to an audio tape consisting of 60 isolated sentences and to fill in the blank on an answer sheet, each with a single hiragana character. However, as the former SPOT A-B was found not to be able to distinguish the proficiency between advanced and superior learners, we challenged making the Trial SPOT with high degree of difficulty for the purpose of examining learners' proficiency more exactly. This trial test contains of advanced grammatical items and also every question was read by two native speakers in high speed. This paper discusses the overview of the trial SPOT and the comparison of the test results administered to 50 advanced level learners and 50 Japanese native speakers.
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Makiko MATSUDA, Kumi KANAMURA, Hiroki GOTO, Atsushi MORI
Article type: Article
2006 Volume 13 Issue 1 Pages
18-19
Published: March 18, 2006
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In this research the following results were pointed out by analyzing the incorrect usage of the noun phrase seen in the Japanese composition database by the Vietnamese native speaker with their translation. (1) There are many errors of noun-phrase concerning the selection of the affix. (2) A number of complex noun phrases are seen. And it was pointed out that those tendencies depended on the influence of the native language transfer and the vagueness of the classification of Japanese language.
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Hiroshi MATSUZAKI
Article type: Article
2006 Volume 13 Issue 1 Pages
20-21
Published: March 18, 2006
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The aim of this study is to make proposals for establishing a method of teaching prosodic features to learners of Japanese as a second language. The experiment was conducted by two teachers, non-specialists of teaching prosodic features. Through observation of their teaching difficulties, the following proposals are made; (1) Design the curriculum based on a careful analysis of the textbook. (2) Model pronunciation need not put too much emphasis on each syllable. (3) Enough time to monitor the pronunciation should be given to learners. (4) Check errors strictly and do not fail to notice and correct them. (5) Use different approaches to correct their pronunciations besides making the learner repeat the model. For example, by making them notice their mistakes showing the prosody graph on the board.
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Hongquan CAO, Kikuko NISHINA
Article type: Article
2006 Volume 13 Issue 1 Pages
22-23
Published: March 18, 2006
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The aim of this research is to investigate the acquisition of Japanese adjective and adjectival collocations by learners from France. This study analyzes collocations in a bilingual corpus of Japanese and other languages. The rate of collocations errors was 12.4%. The collocation errors can be divided into two types, namely, 21 'usage errors' and 36 'semantic errors'. However, comparisons of learner collocations with collocations produced by native Japanese speakers in the corpus indicated that there was little difference between them. The comparisons also suggested that while the distribution for i-adjectives used was quite similar, there were greater differences in the distributions of na-adjectives.
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―For a Japanese Composition System―
Teiko NAKANO, Kikuko NISHINA
Article type: Article
2006 Volume 13 Issue 1 Pages
24-25
Published: March 18, 2006
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The purpose of this paper is to investigate various corpora as a pilot study for a Japanese composition system. The results of a previous study showed that Japanese learners have difficulties in choosing lexical collocations. In order to provide Japanese learners with examples of collocational usage, our system gathers combinations involving adverbs and predicates as co-occurrences from various corpora. In this study, we examine newspapers, novels, and science textbooks, and classify the features of the co-occurrence words from these three corpora.
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Word selection and order of word definitions
Kumiko KANENIWA, Yoshiko KAWAMURA
Article type: Article
2006 Volume 13 Issue 1 Pages
26-27
Published: March 18, 2006
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This study reports our ongoing international project on developing a web-based multilingual dictionary for Japanese language learners (http://marmot.chuta.jp/). After reporting the history of basic word selection, we discuss how word entries should be selected and in what order word definitions should be presented. Then we discuss the editing system and the editorial standard for our web-based dictionary based on the above discussion.
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Hiroshi MATSUMOTO
Article type: Article
2006 Volume 13 Issue 1 Pages
28-29
Published: March 18, 2006
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Tokiko UJIMIYA
Article type: Article
2006 Volume 13 Issue 1 Pages
30-31
Published: March 18, 2006
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This report suggests that using peer response in an advanced Japanese writing class_for learners of Japanese as a second language, is an effective way to develop leaner autonomy in writing. Writing skills are essential in university; however, it is mentioned in other studies that the papers L2 learners write have problems related to logical structure. Analysis of the data shows 1) areas of difficulty in writing for advanced learners, 2) learners did not notice their problems and 3) peer response helps learners to notice their mistakes and correct them by themselves.
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Sumiko TAKAHASHI, Kazuo SUGAWARA
Article type: Article
2006 Volume 13 Issue 1 Pages
32-33
Published: March 18, 2006
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Oral and poster presentations have been introduced into the Japanese language education, however, the question period after the presentation has not been strongly focussed on. The authors have considered the question period as an actual question period, providing the learners with opportunity for the interactions with the native speakers and have had them interact during the question period. This paper reports: 1) how the activities are planned to deal with a question period, 2) how the focus of class activities have been shifted, based on the results of the learners' performance, 3) the comments from the learners and the participants on the learners' performance. The authors suggest that the question period should be made use offer the beginning Japanese learners.
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-An Analysis on the Integration of Visual Information and Auditory Information-
Miki SAIJO, Fumio WATANABE
Article type: Article
2006 Volume 13 Issue 1 Pages
34-35
Published: March 18, 2006
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In this study 15 international undergraduates studying at Tokyo Tech watched a 20-minute DVD lecture, and they were instructed to write what they understood. Since the lecture contained visual information through an OHP, a handout was given students with visual information on the transparency. The information in their protocols was divided into four categories; visual, auditory, meta-linguistic, error and these units distribution were analyzed. The results showed that the students who understand well located different categories of units in time order by using three means' understanding the handout itself and writing information heard on the handout and organizing visual and auditory unites by meta-linguistic units.
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Mika SUZUKI, Masayo KASHIWAZAKI, Rie SUGANAGA
Article type: Article
2006 Volume 13 Issue 1 Pages
36-37
Published: March 18, 2006
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Instructional materials for reading comprehension were developed and a reading comprehension training program was implemented for this study. The materials developed provided opportunities to: 1) practice processing sets of meaningfully associated language components correctly and quickly, 2) compensate and/or confirm learners' understanding of conjunctions, demonstrative pronouns and logical flow of text; 3) understand cohesion in texts. Learners with lower proficiency were presented with opportunities 1) and 2), and when it was regarded appropriate 3), whereas learners with higher proficiency were given 1), 3) and other reading materials. This program was evaluated as "effective" by 90% of the learners. Based on an analysis of pre-test and post-test scores, low-scoring learners tended to receive greater benefit from the program.
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Yukari KATO, Minoru AKIYAMA
Article type: Article
2006 Volume 13 Issue 1 Pages
38-39
Published: March 18, 2006
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This paper describes prototype system to support scientific and technical reading for advanced Japanese learners and native high school students. The purpose of this development has two fold: (1) realizing flexible learning environment with multimedia on Web Based Language Learning, (2) sharing instructional knowledge for foundation with researchers in the filed of science, agriculture, and technology. The prototype system has been developed on Moodle (Learning Management System), which provides three learning sessions (reading, lecture, comprehension) and three supportive modules (dictionary of technical term, grammar and expression, graphic understanding) to realizing flexible learning environment.
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Youko TANATA, Akiko YOSHIZAWA
Article type: Article
2006 Volume 13 Issue 1 Pages
40-41
Published: March 18, 2006
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The purpose of this paper is to assert the importance of teaching the final particle "yone". An investigation was made on a native speakers' conversation corpus taken from the following settings, namely, idle talk and discussion. It was found that "yone" has the main function of developing the conversation while taking the other party in consideration. The main uses of "yone" are as follows. (1) Confirmation can be made while considering the other party. (2) Direct statements can be avoided and thus, the attitude of "kyo-wa" is shown. (3) The speaker's argument is developed effectively by sharing common awareness with the other party before an assertion is made.
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Hitomi ABE, Masako ISHIJIMA
Article type: Article
2006 Volume 13 Issue 1 Pages
42-43
Published: March 18, 2006
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The purpose of this study is to point out why the intermediate-advanced learners sometime produce unnatural Japanese sentences; such as "ashita kenkyuushitsuni mairu to sensei ni otsutaekudasai." The results show that the activities to get the skill of distinguishing the differences between the usages of the humble word MAIRU, UKAGAU and the usages of polite word MAIRU are provided in the intermediate-advanced class.
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Takao KINUGAWA
Article type: Article
2006 Volume 13 Issue 1 Pages
44-45
Published: March 18, 2006
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The International Student Center of the University of Tsukuba offers an academic Japanese class designed to foster self-regulated learning abilities for oral presentation skills. This study examined the effectiveness of class activities in raising awareness of achievement goals and study plans for oral presentations using student study reports. The results showed that simulated selection interview activities were effective in raising the awareness of motivations, achievement goals, and study plans.
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Shinsaku HASHIMOTO, Kikuko NISHINA
Article type: Article
2006 Volume 13 Issue 1 Pages
46-47
Published: March 18, 2006
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The aim of this study is to develop an error-tagging support system for the construction of a Japanese language learner corpus. This study implements a proposed system ([[cite to previous presentation ・ ie., "Hashimoto, 2005"]]) and conducts an evaluation experiment. The system identifies errors by means of a hierarchically structured set of error items and a database of errors. The database was created by analyzing errors for declinable words made by Japanese language learners. The evaluation experiment investigated whether the system is capable of selecting correct items for identified errors.
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Article type: Appendix
2006 Volume 13 Issue 1 Pages
App2-
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Article type: Appendix
2006 Volume 13 Issue 1 Pages
App3-
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Article type: Cover
2006 Volume 13 Issue 1 Pages
Cover2-
Published: March 18, 2006
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Article type: Cover
2006 Volume 13 Issue 1 Pages
Cover3-
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