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原稿種別: 表紙
2008 年 15 巻 2 号 p.
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発行日: 2008/09/20
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原稿種別: 付録等
2008 年 15 巻 2 号 p.
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原稿種別: 目次
2008 年 15 巻 2 号 p.
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―電話による問い合わせ・依頼の場面を中心に―
澤 恩嬉, 後藤 典子, 渡辺 文生, 山上 龍子
原稿種別: 本文
2008 年 15 巻 2 号 p.
2-3
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This paper is a report about giving classroom instruction to Japanese language beginners in order to support activities in Japanese outside the classroom. Based on the conversational data from personal project work, in which the learners perform the tasks of requesting catalogues and making inquiries about travel information with telephone call, this paper investigates the effect of the classroom advance instruction and clarifies remaining communicative problems.
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―フランス人初級後半日本語学習者の事例を中心に―
寺尾 梓
原稿種別: 本文
2008 年 15 巻 2 号 p.
4-5
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The research analyzes the usage and abusage patterns of sentence final particles in a conversation between close friends among French learners of beginner's Japanese (JFL) in the second half in France. Analyzing conversation scripts written by learners with 200 hours and 300 hours of learning time respectively, it has been proved that the usage of sentence final particle doesn't significantly increase even if learning time increases. The result of correction of the conversation scripts written by JFL conducted by Japanese native speaker (JNS) was that speech sentences without sentence final particle were most corrected by JNS. JNS added "yo" most at the end of speech sentences without sentence final particle. In addition, "nda" and "ne" were also added in many cases. Since the major factor that JNS feels odd in conversation scripts between friends arises from nonuse of "yo", it has been proved it is necessary to take attention to instructing "yo".
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―教師と学習者による研究と実践の連携―
中井 陽子
原稿種別: 本文
2008 年 15 巻 2 号 p.
6-7
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In this study, I will analyze the possibilities of integrated Japanese class activities by conversation analysis activities, conversation practices and a video-making project. I will demonstrate how students utilize conversational characteristics they have analyzed and learned, in their own video works. I will propose the importance of the link between study and practice, by both teachers and students, in order to promote student's conversational ability.
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―文章表現クラスの学習者の気づきを中心に―
内丸 裕佳子, 木原 郁子
原稿種別: 本文
2008 年 15 巻 2 号 p.
8-9
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This is a practical study on a writing class for lower-advanced Japanese learners. They drew a visual map ('mind map') to compose a text, and carried out a peer activity using the map. A distinctive feature of 'mind maps' is to use colors and pictures to draw content which cannot be expressed only by words. We clarify the effect of the map for the learners in the peer activity based on the records of the learners' introspection.
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田中 喜美代
原稿種別: 本文
2008 年 15 巻 2 号 p.
10-11
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International students will need to be able to act appropriately in the framework of Japanese society. I provided very practical activities in my Japanese classes to improve their linguistic competence, communicative competence and cultural competence based on teaching the difference of male and female vocabulary and the usage of honorific language with the help of Japanese students. The classes were organized with the cooperation of both the international and Japanese students and the activities were self-evaluated.
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曹 紅荃, 仁科 喜久子
原稿種別: 本文
2008 年 15 巻 2 号 p.
12-13
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This study investigates the corrections of Japanese collocations based on a judgment survey. It was administered to 72 native Chinese learners (CN) and 20 native Japanese speakers (JN). Participants were asked to judge the naturalness of collocations and provided the corrections. The results indicate that there are 4 types of corrections: EC (error usage to correct usage), EE (error usage to error usage), CC (correct usage to correct usage), and CE (correct usage to error usage). The study finds that CN have difficulties with Japanese collocations, especially when they are different from those in Chinese. CN's monitoring system and difficult points can be observed from their EE and CE corrections. The study also finds out the evaluation attitude of JN from their corrections.
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―タイ人学習者を対象としたパイロット調査から―
林 朝子
原稿種別: 本文
2008 年 15 巻 2 号 p.
14-15
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This paper is the report about the effectiveness of using "Fude-Pen" when teaching Japanese Kanji to Thai learners. They have much difficulty about writing Kanji because of defects of knowledge about Kanji constructive system and about ways of writing the basic dots and lines constructing Kanji. Using "Fude-Pen" in teaching Kanji could make the learners be able to see their own Kanji with their objective viewpoints and notice the necessity of the basic dots and lines for writing balanced Kanji. This paper concludes that the effectiveness of using "Fude-Pen" was confirmed.
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―韓国人学習者を対象に―
安 祥希
原稿種別: 本文
2008 年 15 巻 2 号 p.
16-17
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Often 'no particle,' meaning a particle is omitted from where it is supposed to be and still is grammatically correct appears, exists in both Japanese and Korean languages. However, this phenomenon is seldom recognized in language learning processes. Therefore this research has been designed to find the patterns and habits shown in the group of Japanese Language learners those who never had formal education in the usages of 'No Particle'.
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―IARU-GSPにおける初級レベルのコースデザイン―
増田 真理子, 前原 かおる, 菊地 康人, 李 相穆
原稿種別: 本文
2008 年 15 巻 2 号 p.
18-19
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This paper introduces the two-week Japanese course for beginners that International Center of the University of Tokyo provided in June 2008 as a part of International Alliance of Research Universities Global Summer Program (IARU-GSP). This course is characterized by 1) its application of preparatory learning through e-learning contents prior to the students' arrival in Japan, and 2) its syllabus, which enable the learners to acquire conversational ability, balanced with knowledge or cultural literacy on Japanese language, such as the system of characters, verb conjugation, and on search methods for Kanji Dictionaries and Japanese-English Dictionaries.
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田中 真寿美
原稿種別: 本文
2008 年 15 巻 2 号 p.
20-21
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This paper reports on a summary writing activity and an oral presentation about a newspaper profile piece. The results of the questionnaire and students' comments revealed the following: 1) students had not been taught how to make a summary in Japanese, 2) students found the practice of summarizing to be helpful, 3) students found the use of a profile piece for writing a summary and oral presentation to be interesting and 4) students found that Writing a summary to make a presentation about a profile piece was difficult regarding sorting out the information and reconstructing the contents of the text.
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高橋 志野, 向井 留実子
原稿種別: 本文
2008 年 15 巻 2 号 p.
22-23
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The Career Development Program for Foreign Students from Asia encourages language instructors to adopt "Project Based Learning (PBL)" in class so that students can cultivate the skills necessary for entry into the Japanese corporate world. To prepare the groundwork for employing PBL smoothly, Ehime University has students share the roles in "visitor-sessions". This study will show what the students achieved by using "visitor-sessions" in Japanese business language education. It will also identify problems and suggest solutions.
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川村 よし子, 北村 達也
原稿種別: 本文
2008 年 15 巻 2 号 p.
24-25
発行日: 2008/09/20
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In this presentation, we report on the development of a word level checking system for determining word levels in a text. The Word Familiarity Checker was developed using data found in Special Characteristics of Japanese Vocabulary (Amano & Kondo, 1999) and ranks all words in a text into one of five levels depending on the degree of familiarity. It also creates word lists corresponding to each level of difficulty, and shows a total count for the number of words from the combined lists. This checker will be available on-line in the near future at the Japanese Language Reading Tutorial System "Reading Tutor". (http://language.tiu.ac.jp)
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―日本語クラスでのタブレットPCの使用―
橋本 智, 大石 寧子
原稿種別: 本文
2008 年 15 巻 2 号 p.
26-27
発行日: 2008/09/20
公開日: 2017/06/07
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Some institutions of secondary and higher education in Japan have recently introduced tablet PCs for educational purposes. Since learners can freely write on the touch screen of a tablet PC with a digital pen and can easily save their handwritten data, the PCs have a much broader range of applications in Japanese language classrooms than the traditional paper-and-pencil instructions. Given that the PCs can automatically read their handwriting and can easily save their products as a digital image or as a document, they have tremendous amount of potential to make the language classroom more active and dynamic.
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―アンケート調査結果より―
大久保 雅子
原稿種別: 本文
2008 年 15 巻 2 号 p.
28-29
発行日: 2008/09/20
公開日: 2017/06/07
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This paper discusses about how important the pronunciation lesson is for Japanese teachers of private Japanese schools and what kinds of problems are encountered. Research was conducted of 19 teachers through questionnaires about the experience, the frequency, the necessity, and the difficulty of pronunciation lessons. Despite recent academic emphasis on "pose", "prominence", "intonation", and "rhythm" in conjunction with teaching methods of Japanese pronunciation, the results of the research suggests that active teachers want effective teaching methods of "single sound" and "special beat". It also reveals the dilemma teachers have about pronunciation lessons.
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―成績別、問題の難易度の分析―
築地 伸美
原稿種別: 本文
2008 年 15 巻 2 号 p.
30-31
発行日: 2008/09/20
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A native speaking teacher's ability to listen for pitch accents differs greatly from person to person. This ability is necessary to teach Japanese accents, therefore, it is important to develop it. However, an effective method has not yet been established. To develop an effective method, we need to identify what the difficulties are. This presentation reports the results of an accent test classified into 3 groups by level. This presentation clarifies the problem areas through analysis of the correct or incorrect answers of each group.
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―枠組みを言語化するための教材を用いて―
長濱 友子, 犬飼 康弘
原稿種別: 本文
2008 年 15 巻 2 号 p.
32-33
発行日: 2008/09/20
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This report concerns changes made to the Thesis Composition class for International students taught at Hiroshima International Center. The previous approach of individual instruction with a goal of completing two theses in six months has been changed to a group instruction with a goal of using prepared contents to write several introductions, bodies and conclusions of unrelated theses separately before writing complete theses. This allows increased amounts of both practice and feedback, and a greater feeling of accomplishment. Students learnt to visualize the entire theses beforehand, and to express themselves in Japanese. By focusing on feedback and skills necessary for composition, students learnt to write a complete thesis.
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柳田 直美
原稿種別: 本文
2008 年 15 巻 2 号 p.
34-35
発行日: 2008/09/20
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This study reports on the effects of preparation activities of ice breaking and pre-debate for debate in intermediate intensive Japanese class. The process of ice breaking involved self introduction, interviewing each others and reporting to class about the interview. Not only were the students able to express their opinions freely, but they also able to form the foundations for debate which are "listening to and understanding others" and "speaking plainly to the audience". Pre-debate makes students notice the importance of respect for others' opinions, cooperation in the group, and using suitable ways to express their opinions.
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―「アジア人財資金構想」共通カリキュラムのカスタマイズを踏まえて―
大石 寧子, 石田 愛, 遠藤 かおり
原稿種別: 本文
2008 年 15 巻 2 号 p.
36-37
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From this spring the University of Tokushima has been participating in the "Career Development Program for Foreign Students from Asia". The curriculum on this program is called "Project Based learning", and is jointly used by the other universities on this program. We have been conducting classes using this curriculum but have encountered numerous problems such as students with different levels in ability, and different university majors and grade levels. As a result, a plan developed to make up the gap in the learner's ability is currently being used. This report will try to show the findings of this plan.
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―韓国在住日本語学習者を対象に―
高橋 恵利子, 松崎 寛
原稿種別: 本文
2008 年 15 巻 2 号 p.
38-39
発行日: 2008/09/20
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This paper looks into the introspections of Korean JFL learners on the accent of compound words during a three month conversation class. Major findings of the study suggest the following. 1) The instruction on the accent of compound words can reduce the burden of learning individual accent patterns, 2) can build students' interest towards accent learning, and 3) support autonomous learning. However, further studies are necessary to investigate how knowledge gained an accent rules is automatically applied in accent production.
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岡田 美穂
原稿種別: 本文
2008 年 15 巻 2 号 p.
40-41
発行日: 2008/09/20
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The following practice was done for Chinese speakers who relied on the Chinese characters too much. Even if they listen to the lecture of Department of Economics, they hardly understand. The practice consists of expanding the economic words that speakers understand only from listening it. The practice is continued for one year, therefore I have understood the effect of the practice.
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小林 由子
原稿種別: 本文
2008 年 15 巻 2 号 p.
42-43
発行日: 2008/09/20
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The purpose of this presentation is to examine about the role of vocabulary lists for kanji and vocabulary learning in intermediate and advanced level studies. Vocabulary lists are mainly used as reading materials to provide information about the reading, meaning and part of speech of unfamiliar words. The roles of vocabulary lists are to reduce learners' burden and help learners focus on new words. However, there are few studies about the role of vocabulary lists. In kanji and vocabulary learning, vocabulary lists are not used much, but these lists have potential to enrich learners' vocabulary. Lists including collocations, case relations, synonyms, autonyms and relational words can provide knowledge, help learners learn by themselves and 'deepen' their vocabulary. In this presentation, the use and potential of vocabulary lists will be discussed.
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中西 琴子
原稿種別: 本文
2008 年 15 巻 2 号 p.
44-45
発行日: 2008/09/20
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The purpose of this paper is to analyze how Japanese teaching experience influences on Non-Native Speakers' (NNS) conversation strategy. This study is based on practical experiments conducted with two groups: NNS and Experienced Teachers (NS-E) and NNS and Inexperienced Teachers (NS-I) -The groups were asked to talk for 10 minutes. Then, for each conversation, the contributions and the frequency of each group were calculated. The results show that when NNS talks with NS-E, they provide more information and back-channels if compared with NNS and NS-I group. However, when NNS interacts with NS-I they asked more questions and negotiated more frequently.
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―同文化内会話と異文化間会話の場合―
大津 友美
原稿種別: 本文
2008 年 15 巻 2 号 p.
46-47
発行日: 2008/09/20
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This is a study of requests for information sought by Japanese native speakers during conversations between unacquainted pairs. The data was collected and analyzed both in intra-cultural and intercultural settings. The first step of the analysis consists of the tallying of information-eliciting utterances within each conversation. The second step consists of the description of conversational sequences, including question-answer adjacency pairs, with a focus on how the recipients of questions react in the forth slot of the sequence following their own prior responses.
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―サバイバルコースでの円滑な運用を目指して―
菅野 真紀子, 串田 真知子, 田中 喜美代, 土井 美智子, 林 智子, 藤田 紀代子
原稿種別: 本文
2008 年 15 巻 2 号 p.
48-49
発行日: 2008/09/20
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The Ehime University International Center provides a Survival Course as support for international students who have just arrived in Japan. J-support students (volunteer Japanese students) assist the program as conversation partners, etc. In order to provide more effective support to the international students, we created a J-support manual and conducted a survey to learn how effective the manual is. This presentation will report the results of the survey and propose revisions of the manual.
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鶴町 佳子
原稿種別: 本文
2008 年 15 巻 2 号 p.
50-51
発行日: 2008/09/20
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This paper reports on an activity making a set of karuta in a class for adult students of intermediate and advanced level Japanese. "Life in Tsukuba as foreign students" was the theme of the karuta. From the students' comments, it can be said that the students worked on the activity with joy and that their interest in Japanese had increased. Through this activity, the students could become familiar with beats and rhythms of the Japanese language by fitting content that they would like to express onto a set pattern and were able to experience the satisfaction of creating a final product.
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山本 幸子
原稿種別: 本文
2008 年 15 巻 2 号 p.
52-53
発行日: 2008/09/20
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We often try to adopt a movie as a raw audiovisual material in the classroom of teaching Japanese. The high quality movie attracts the students and motivates them to learn harder. We think it helps them to learn Japanese. In this study, I analyzed the part of lines in the screenplay "Closed Notebook". Firstly, I classified it into three including the dialogue part. Secondly, I counted the number of Japanese vocabulary and expressions used in it. Learners can know the degree of difficulty of the movie. If we try more, we will offer them many good materials.
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原稿種別: 付録等
2008 年 15 巻 2 号 p.
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原稿種別: 付録等
2008 年 15 巻 2 号 p.
App3-
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原稿種別: 表紙
2008 年 15 巻 2 号 p.
Cover2-
発行日: 2008/09/20
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原稿種別: 表紙
2008 年 15 巻 2 号 p.
Cover3-
発行日: 2008/09/20
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