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Article type: Cover
2007 Volume 14 Issue 2 Pages
Cover1-
Published: September 22, 2007
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Article type: Appendix
2007 Volume 14 Issue 2 Pages
App1-
Published: September 22, 2007
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Article type: Index
2007 Volume 14 Issue 2 Pages
Toc1-
Published: September 22, 2007
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Kazuo SUGAWARA, Sumiko TAKAHASHI
Article type: Article
2007 Volume 14 Issue 2 Pages
2-3
Published: September 22, 2007
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The authors have carried out the project work done by the beginning Japanese learners. The aim is that the students produce their message as well as their own outcomes, based on the data collected by interviewing Japanese native speakers. As a result, the learners and the Japanese audience made preferable comments, however, some problems should be solved, in terms of the assessment of the project and how to deal with linguistically lower students well as with those with weak motives.
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Reiko WADA
Article type: Article
2007 Volume 14 Issue 2 Pages
4-5
Published: September 22, 2007
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Kagoshima University conducts a poster session at the end of it's basic Japanese language training course. Each speaker makes his presentation 9 to 13 times to different listeners. The main features of this poster session are the repeated interactions on the same topic using a visual aid. No similar research has been discovered through a review of the literature. This study analyses how repeated speeches are actually made and changed by clarifying the presentation contents depending on the listener, how the presentation speed tends to become faster and how the interaction with a listener affects topic selection and explanation for the consecutive stage of presentation.
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Yoko SUZUKI, Masayoshi HIROSE, Ikumi OZAWA
Article type: Article
2007 Volume 14 Issue 2 Pages
6-7
Published: September 22, 2007
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The Japanese-language 6 education program at International Christian University in Tokyo includes a first-year special course mainly for native speakers who have been educated overseas or in international schools and lack proficiency at reading and writing. It is divided into three levels. The intermediate level focuses on (1) mastering commonly used kanji, (2) reading news stories, entry-level academic texts, and novels and writing reports on them, and (3) composing a substantial essay. In the light of the first-year objective of fostering logical thinking and ability to express oneself, along with the overall goal of promoting international understanding, the course needs to be improved so as to further enhance students' communication proficiency.
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Mariko INAMURA
Article type: Article
2007 Volume 14 Issue 2 Pages
8-9
Published: September 22, 2007
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This paper discusses the development of a Kanji textbook for intermediate learners. In order to improve the skills of verbal presentation, discussion and writing a paper or a report, it is necessary to acquire the academic vocabulary as productive vocabulary. The structure of this textbook is designed to realize an effective way of learning productive vocabulary. The specific features of the book are as follows: (1) Setting authentic theme for each lesson. (2) Arranging academic vocabulary in the thematic groups. (3) Activating learners' partial knowledge of words. (4) Showing vocabulary in context with typical usages and collocations. (5) Providing active exercises for accurate reading for word processing. (6) Accent marks are attached.
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Toshiyuki KAWANO, YOSHIRO OGAWARA
Article type: Article
2007 Volume 14 Issue 2 Pages
10-11
Published: September 22, 2007
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We are currently making the textbook for the pronunciation of Japanese. The textbook contains a list of words that many learners have problems with pronunciation. The voice of learners reading the list was recorded, and then the learners judged their pronunciation by themselves. The result shows that the judgment by some of the learners corresponded to that of the teachers, and the learners are conscious of their pronunciation problems.
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A Case of Conversations on Study Introduction between Research Students and a Japanese Speaker
Hiromi NISHINA
Article type: Article
2007 Volume 14 Issue 2 Pages
12-13
Published: September 22, 2007
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This study examines the deviation (Itsudatsu) through out conversations on the study introduction between non-Japanese speaking research students (NNS) and a native speaker (NS). The results indicate 2 adjustment types. One type is surface deviation in which it is easy to return to the main sequence; this results from errors such as the NNS's incorrect pronunciation and misuse of technical terms. The other type requires multiple interactions. The causes are the NNS's explanations without concrete examples or meta-language, and descriptions too specialized for the listener's requirements. The results also indicate the importance of using strategies of presenting key words and accessible examples, utilizing the NS's knowledge.
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CHIA-HSIU CHEN
Article type: Article
2007 Volume 14 Issue 2 Pages
14-15
Published: September 22, 2007
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In Japanese language, there are two kinds of adjectives.i (regular)-adjectives And na(irregular)-adjectives. Although Japanese language adjectives have functions to modify nouns. They also function as verbs when used predicates. The irregular adjectives do not conjugate. So in this thesis I will discuess in this two kind adjectives form position in the verb and nouns.
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Hongquan CAO, Kikuko NISHINA
Article type: Article
2007 Volume 14 Issue 2 Pages
16-17
Published: September 22, 2007
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This study investigates L1 transfer in the acquisition of Japanese collocations. A collocation judgment survey was administered to 72 Chinese learners (CN) and 20 native Japanese speakers (JN). Participants judged the naturalness of collocations, with four types varying in their naturalness in Japanese and in Chinese as direct translation: T1 (J-high / C-high), T2 (J-high / C-low), T3 (J-low / C-low), and T4 (J-low / C-high). Results indicate that (1) collocation acquisition is delayed in intermediate CN and even advanced CN have difficulties with collocations. (2) T1 and T3 are easier than T2 and T4 for learners, with T1 eliciting positive transfer and T4 eliciting negative transfer. (3) Natural collocations are easier for JN to judge, but variations in their judgments of unnatural collocations indicate lenient attitudes about them.
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Youngsoo CHOI, Manabu SAITO
Article type: Article
2007 Volume 14 Issue 2 Pages
18-19
Published: September 22, 2007
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Korean speakers often make a mistake in using the past tense form '-ta' where the resultative aspectual form '-teiru' should be used. In order to figure out why they make the error frequently, we first survey how those two forms are treated in Japanese text books, and how Korean speakers understand those descriptions/explanations. We then discuss how the appropriate usage of '-teiru' should be taught to Korean students.
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Shino TAKAHASHI
Article type: Article
2007 Volume 14 Issue 2 Pages
20-21
Published: September 22, 2007
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Japanese language support is provided by the volunteer group, J-Support, in the Ehime University Survival Course which students attend immediately after arriving in Japan. The purpose is to 1) increase the amount of language practice and 2) to provide a chance to meet Japanese students. The instructors have mentioned that there are problems with the use of J-Support in class. This paper will discuss the measures taken in the 1st term of 2007 to improve this situation and also report on the results of an interview survey of the J-Support participants. The results revealed that 1) their tendency to use English was a problem and 2) the need for clearer directions from the instructor is required.
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Yasuko OISHI, Takahito UEDA
Article type: Article
2007 Volume 14 Issue 2 Pages
22-23
Published: September 22, 2007
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We primarily focus on "Useful Japanese Language" to teach, and we have been developing a sub textbook for that. The main and sub textbooks are consisted of 4 steps, and, in these textbooks we have made up the situations below. 1. They support the course design to manage the language. 2. They help the learners to use the language by themselves with reviewing what they learned on the day. 3. It is assumed that it makes it possible to use it as a listening material for the classes.
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Makiko KANNO, Machiko KUSHIDA, Kimiyo TANAKA, Michiko DOI, Tomoko HAYA ...
Article type: Article
2007 Volume 14 Issue 2 Pages
24-25
Published: September 22, 2007
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Ehime University provides a Survival Course on three campuses (the Johoku campus, the Faculty of Agriculture campus, and the School of Medicine campus) as part of our support for students who have just arrived in Japan. The course consists of two parts: Language Skills and Life Skills. We have created an original textbook and this year it was revised in order to adjust the contents to each campus. We also added practical sections to raise the level of the students. This presentation will show the revised textbook and report on how it is used in the program.
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Satoshi KOJIMA
Article type: Article
2007 Volume 14 Issue 2 Pages
26-27
Published: September 22, 2007
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The audio description of the movie "Shigatsu Monogatari (April Story)" we made has been evaluated that it is different from that anticipated by blind people. In our audio description, mental parts were included. From the view point of Japanese language education, discussion on these mental parts are very important, however, blind people feel that the description of the mental parts are not necessary. The solution to minimize this discrepancy has been discussed.
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Research in Ukraine
Yumi ONISHI
Article type: Article
2007 Volume 14 Issue 2 Pages
28-29
Published: September 22, 2007
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Language learners' motivation for studying has a great impact on their achievement level and desire to study. Research over the past decade for example which was conducted in New Zealand by Nuibe et al.(1995), has explored the motivation of Japanese language learners motivation. However it couldn't fully reveal their motivations, because the questions have depended on the researcher's pre-conception. I have developed a motivation scale based on the results of pilot research at three universities in Kiev, Ukraine that involved 127 students by using free description questionnaire.
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Noriko GOTO, Eunhee SAWA, Fumio WATANABE, Ryuko YAMAKAMI
Article type: Article
2007 Volume 14 Issue 2 Pages
30-31
Published: September 22, 2007
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This paper is a report about giving feedback instruction to Japanese language learners in the classroom, based on conversational data from personal project work, in order to raise their awareness of communicative problems. Personal project work is a task activity which learners perform, in Japanese, outside the classroom. Investigation of the conversational data revealed 211 instances of communicative problems the learners encountered in completing the tasks, though they tended not to be aware of most of these problems. This report will try to show that helping learners notice their own problems contributes to raising the quality of their overall daily life in Japan.
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Tomomi OTSU
Article type: Article
2007 Volume 14 Issue 2 Pages
32-33
Published: September 22, 2007
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This is a practical report on a collaborative writing activity for advanced students of Japanese. Students were audiotaped as they jointly produced a written text in a small group. Following co-production, learners' reflections on the experience were also elicited and recorded. In terms of the process of writing, an analysis of the dialogues shows that collaboration affords the students the opportunity to interact on different aspects of writing and to share their own writing processes with others. Feedback from the students on the experience of collaborative writing was overall very positive despite the intricacies of maintaining active co-participation.
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Toward Autonomy in Japanese Language Learning
Akiko TAKAHASHI
Article type: Article
2007 Volume 14 Issue 2 Pages
34-35
Published: September 22, 2007
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This paper reports an intermediate listening class of Japanese using the news sites to help learners acquire an autonomous Japanese learning ability out of the class. The news sites were used in the class, because the intermediate learners of Japanese have strong will to understand the authentic news. The news sites, which provide the news scripts and the movie files, stimulate learners' interest and motivate to try to improve their listening comprehension. The news sites are also helpful for learners to access and learn by themselves. Results showed that the news sites are effective for learners to improve learners' autonomy.
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-Confirming the Degree of Understanding and Output Using a "Summary Sheet"-
Tomoko NAGAHAMA, Yasuhiro INUKAI
Article type: Article
2007 Volume 14 Issue 2 Pages
36-37
Published: September 22, 2007
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In most cases confirming a learner's ability to read and understand a text is done by monitoring student output. However, little consideration has been given to determining the most suitable method for this. Therefore, we attempted to develop reading materials for academic Japanese that enable the confirmation of the degree of learner understanding by centering on composition using a "summary sheet". Through this approach, learners were able to verify their degree of understanding based on previous corrections and debate with other students thus becoming aware of their own reading problems and level of understanding. Instead of merely practicing passive reception, we were able to effectively connect the reading exercises to active production of resumes and abstracts.
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Mari YAMADA, Tomoko KOMADA, Akemi YASUI
Article type: Article
2007 Volume 14 Issue 2 Pages
38-39
Published: September 22, 2007
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In an intermediate-advanced level class, we had students write magazine articles about current events. With the reader-friendliness that magazine articles require, students can read and learn from each other's articles. Believing this may improve the difficult-to-understand essays that are common in intermediate-advanced level students, we analyzed 19 articles, using comments by 75 Japanese students who read them. We found four aspects to reader-friendly essays. One, the use of conjunctions and the cohesiveness of each paragraph that makes multiple paragraphs cohesive. Two, the sequence and method of explanations or statements. Three, the provision of reasons for the explanation or statement. Four, well-devised titles and layouts.
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-findings from protocol data of advanced Japanese learners-
Ryoko MIYAJIMA
Article type: Article
2007 Volume 14 Issue 2 Pages
40-41
Published: September 22, 2007
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The present study investigated what non-native Japanese as second language learner's (JSLs)feel while evaluating Japanese compositions. Seven Chinese students of advanced Japanese language, who are aspiring to be teachers in future, were asked to rate ten letters written in Japanese by Chinese students of intermediate level on the scale of 1 to 10, based on common criteria. Think-aloud protocols and semi-structural interviews were recorded. It highlighted various difficulties and problems faced by the JSLs, while evaluating composition written by Japanese language learners. And, few suggestions for the rater and points to be considered, while assessment are also proposed.
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A Practical Report of Investigation Announcements and Making Texts for Reading
Haruka MATSUMOTO
Article type: Article
2007 Volume 14 Issue 2 Pages
42-43
Published: September 22, 2007
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The purpose of this paper is to report effective activities in a Japanese culture and society class, that is, investigation announcements regarding themes and making texts for reading by pre-intermediate Japanese learners. In these activities 3 points were recognized, 1) social relations between the learners and others 2) intellectual curiosity to the theme 3) Japanese competence that can consider assumption readers of the text. With these points, this report also shows that the learners went through materials, caught the meaning of the theme, narrowed down problems through dialogue in the class, and developed their own opinion with creating their own expressions.
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-In case of teachers in Japan and China-
Yoshio NAKAGAWA
Article type: Article
2007 Volume 14 Issue 2 Pages
44-45
Published: September 22, 2007
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What is Communicative Competence? And what kind of competence are the Japanese students expected to learn, or the teachers of Japanese asked for acquiring? This paper carries out analyzed reporting of the questionnaire result about the Japanese Communicative Competence which the Japanese Teachers in Japan and China consider.
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Reona OKUYAMA, Tassawan CHONGPENSUKLERT, Chia Chun HSU, Youngsoo CHOI, ...
Article type: Article
2007 Volume 14 Issue 2 Pages
46-47
Published: September 22, 2007
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Japanese learners often face with the need of using expressions of request. However, as the style varies depending on the recipient, the using of the expressions of request is difficult even for Japanese native speakers, and we also find many errors in advanced Japanese learners. This research analyzes the problems that advanced Japanese learners are facing when they use these expressions in writing E-mails of request.
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Yufang KUO
Article type: Article
2007 Volume 14 Issue 2 Pages
48-49
Published: September 22, 2007
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It is thought that knowledge of Chinese Kanji Compounds is often helpful to Taiwanese Japanese learners, who speak Chinese as their native language, when learning Japanese Kanji Compounds. For the purposes of this research, a study was conducted concerning the use of Japanese Kanji Compounds by Taiwanese learners who attend a four-year university with Japanese as their major. Through controlled composition, we collected samples of and analyzed learners' use of Japanese Kanji Compounds. The results of this analysis identified that there were errors in their use of Japanese Kanji Compounds. It is thought that these errors resulted from their knowledge of Chinese Kanji Compounds.
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Hui juan DONG
Article type: Article
2007 Volume 14 Issue 2 Pages
50-51
Published: September 22, 2007
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The purpose of this study was to investigate the usage of contracted forms by Chinese-speaking advanced learners of Japanese (JSL, JFL), and the way this usage varies with interpersonal relationship. The following conclusions were reached. First, learners of Japanese do not use contracted forms as much as the Japanese Native Speaker (JNS). Second, the variety of usages of the learners of Japanese is less than the JNS. Moreover, the two are different in regard to their use with different interpersonal relations.
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Rumiko MUKAI, Shino TAKAHASHI
Article type: Article
2007 Volume 14 Issue 2 Pages
52-53
Published: September 22, 2007
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In order to provide a better leaning environment for Japanese language students, it is necessary to expose students to people outside the classroom to experience a social and cultural environment away from the university. At Ehime University we are using home stays as a means to achieve this. At present, there is a problem that it appears that the international students are not gaining as much information about Japanese culture as expected through this experience, and using home stays effectively as a means to use the social and cultural environment in language learning requires more study.
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Kaoru MAEHARA, Mariko MASUDA, Sangmok LEE, Yasuto KIKUCHI
Article type: Article
2007 Volume 14 Issue 2 Pages
54-55
Published: September 22, 2007
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In this paper, we introduce the auditory-based online learning materials, in which elementary level's learners will get used to basic structure of Japanese. Our materials contain the following tasks; for example, to judge whether the sentence is affirmative or negative, to determine whether the actioner in the sentence of offering or asking a favor is a speaker or a listener, etc. Each task consists of 3 steps; 1) to listen to the essential grammatical element which is important to understand the whole meaning of the sentence, 2) to listen to the preceding word of the element above, and 3) dictation practice. Our new development enables learners to learn Japanese, keeping their own paces.
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Teiko Nakano, Kikuko Nishina
Article type: Article
2007 Volume 14 Issue 2 Pages
56-57
Published: September 22, 2007
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This study constructs a composition support system which provides users with co-occurring words extracted from technical science papers. The system supports Japanese language learners in their acquisition of case-making particles by providing them with co-occurrence examples of nouns and verbs involved in combination patterns with case-making particles and verb inflections. The system also supports Japanese learners in using appropriate expressions by providing alternative co-occurring verbs depending on the target corpus. The results of an evaluation study involving three conditions-using a limited set of verbs output by the system, using an electronic dictionary, and no support-indicated that the system provided the same level of information as the dictionary.
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Tomoko HONGO
Article type: Article
2007 Volume 14 Issue 2 Pages
58-59
Published: September 22, 2007
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This paper introduces a series of tasks applying English - Japanese translation strategies for upper intermediate to advanced level learners. These tasks modify Japanese four-frame comic strips and enhance noticing the characteristics of Japanese spoken language by the learners during the translation process to produce meaningful output. The results of carrying out such tasks show that even advanced learners have difficulty in producing socially and linguistically appropriate Japanese texts, unless they comprehend clearly the notions that have been expressed in the original context.
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-aiming at awareness of content elaboration and form of presentation in a speech-
Masumi TORAMARU
Article type: Article
2007 Volume 14 Issue 2 Pages
60-61
Published: September 22, 2007
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When we make a speech in public, it is essential to express its content which is enough for the listeners with simple composition and form of presentation. However, elaborating the content and developing one's ability at metacognition of composition and form of presentation only with the educative guidance not only turn out to be time-consuming but also prevent us from valuing the learners' identity sufficiently. Therefore, it is reported in this paper that the learners took the class in order to elaborate the speech and develop his/her awareness of form of presentation, showing his/her identity in cooperation with the volunteers. In this class, the learners succeeded in raising his/her performance level of the content and the form of presentation in a speech, while how each of them formed the social relationship with the participants was observed.
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-A Pilot Program Using Supplementary Reading and Video Materials-
Keiko HORI
Article type: Article
2007 Volume 14 Issue 2 Pages
62-63
Published: September 22, 2007
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This article reports the classroom practice of reading-centered comprehensive learning for the advanced learners with science and engineering major. The main textbook was selected for two reasons: the logic of the reading material is clear and a speaking task is integrated with each reading material. Moreover, the supplementary reading and video materials give a boost in the knowledge of science and technology, and the level of vocabulary and sentence-pattern is suitable for the learners. According to the survey conducted, by using a questionnaire after finishing the course, the learners evaluate that the course was interesting and their reading and grammatical competence have improved.
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Riko WAKITA
Article type: Article
2007 Volume 14 Issue 2 Pages
64-65
Published: September 22, 2007
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Upper Japanese learners require not only to communicate their ideas clearly with others but also to communicate their ideas reflected other's opinion and make an objective judgment of the argument in oral expression class. In order to develop such a communicative proficiency, teachers often take up a debate in the class. But when students have no experience of a debate, it is difficult to success the debate activity just introducing its procedures and the Japanese expressions. I suggest that students need to learn logical construction "patterns" by Kitagawa (2004) at first and speak coherently. So I have introduced Kitagawa's logical construction "patterns" firstly, a mini-mini debate secondly, and a debate finally at the class.
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Yuji TAWARAYAMA
Article type: Article
2007 Volume 14 Issue 2 Pages
66-67
Published: September 22, 2007
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In practical training of teaching Japanese, it is needless to say that the feedback session is very important. However, the participants cannot share all analyses of teaching and advice with the conventional method. Besides, some shy trainees don't get the fulfillment and easily lose their motivations because they have difficulty in contributing to other trainee's feedback. To solve this problem, the author conducted the feedback session by using workshop style. The result shows that the workshop style feedback session is effective in keeping a friendly atmosphere, extending the network of study, and the occurrence of positive and active study.
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Article type: Appendix
2007 Volume 14 Issue 2 Pages
App2-
Published: September 22, 2007
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Article type: Appendix
2007 Volume 14 Issue 2 Pages
App3-
Published: September 22, 2007
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Article type: Cover
2007 Volume 14 Issue 2 Pages
Cover2-
Published: September 22, 2007
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Article type: Cover
2007 Volume 14 Issue 2 Pages
Cover3-
Published: September 22, 2007
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