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原稿種別: 表紙
2009 年 16 巻 1 号 p.
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発行日: 2009/03/21
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原稿種別: 付録等
2009 年 16 巻 1 号 p.
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原稿種別: 目次
2009 年 16 巻 1 号 p.
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原稿種別: 目次
2009 年 16 巻 1 号 p.
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―Can-do-statementsを利用して―
保坂 敏子
原稿種別: 本文
2009 年 16 巻 1 号 p.
2-3
発行日: 2009/03/21
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The report is about a trial of the level setting of Japanese Language classes in a very short-term program, using Can-do-statements. "Japanese Language and Japan Study Program (JLSP)" in Nihon University accept not only JLSP students but also the other exchange students in departments and the regular undergraduate students, the graduate students to Japanese classes. We have difficulties with the placement and the class management. In order to solve these problems, we began to investigate how to describe Japanese language class levels using can-do-statements questionnaire.
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―「日本語観察館」が目指すもの―
植木 正裕, 有賀 千佳子, 二瓶 知子
原稿種別: 本文
2009 年 16 巻 1 号 p.
4-5
発行日: 2009/03/21
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In this study, we introduce the website "Nihongo Kansatsu-kan ('A Site for Observing Japanese Language')" which is for teaching Japanese vocabulary. It is not easy for native speakers to explain why Japanese language learners' use of certain Japanese vocabulary is incorrect, though native speakers know that it is. It is most important that instructors of Japanese language become conscious of their normative knowledge of vocabulary use so that they can effectively point out the learners' errors and explain them. The purpose of the website is to offer instructors hints which help them be aware of their own normative knowledge.
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―教室談話との違いから―
吉田 睦
原稿種別: 本文
2009 年 16 巻 1 号 p.
6-7
発行日: 2009/03/21
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Recent Japanese language class introduces practical Japanese conversation focused on discourse development. However, it is not easy for foreign learners to understand on-going context and to maintain continuous conversation with Japanese native speakers. Then, this study aimed to clarify the difference of discourse structures between classroom discourse and practical discourse, and performances of advanced Japanese learners were investigated. Through the analysis, question sentences proved to be important function in both situation, and it found that used questioning sentences had different characteristics into strategies.
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―ノンネイティブ教師とネイティブ教師によるチームティーチングでの実践―
高橋 雅子
原稿種別: 本文
2009 年 16 巻 1 号 p.
8-9
発行日: 2009/03/21
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When teaching Japanese using team teaching, classes are run according to the schedule, passed on by reports and reporting on the learner's situation in meetings. However, it is rare that each teacher's beliefs are noted in team teaching. The speaker has taught Japanese by team teaching overseas, and has practiced awareness and sharing of belief with non-native teachers. As a result, there were very little belief gap among the teachers during classroom activities. The method for causing awareness and sharing of belief, and the content of the classes will be introduced in this presentation.
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坂口 和寛, 河野 俊之
原稿種別: 本文
2009 年 16 巻 1 号 p.
10-11
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We made a strategy training for making concrete example sentences that are useful for synonym analyses. We attempted the strategy training for making sentences more complex and concrete, paying attention to the forms; 1) the number of phrases, 2) complex sentences, 3) conversational sentences. As a result, the native speakers without previous experiences in analyzing Japanese sentences produced complex example sentences smoothly, and made examples that showed distinguished features of the synonyms.
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鈴木 美加
原稿種別: 本文
2009 年 16 巻 1 号 p.
12-13
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The purpose of this research is to introduce vocabulary through practice that has been developed to achieve better understanding as well as memorization of the core meaning of target words. The material is geared to Japanese language learners at the intermediate level. Each practice includes a short passage illustrating the context, along with a multiple-choice question for comprehension of the target word. In this presentation, the author also examines various characteristics of learners' vocabulary knowledge. In order to maximize the effect of the material, it can be inferred that appropriate instructor feedback concerning targeted words is essential.
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―類義語の副詞に対する調査から―
前坊 香菜子
原稿種別: 本文
2009 年 16 巻 1 号 p.
14-15
発行日: 2009/03/21
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We report on the result of our survey on how learners conceptualize stylistic differences among synonymous adverbs. We presented 38 adverbs grouped into 13 synonymous groups to non-native learners of Japanese and asked if they thought those words are appropriate for use in term papers in questionnaires and follow-up interviews. Colloquial expressions such as "anmari" and "yappari" are properly understood as colloquial but learners often did not have a clear understanding of the stylistic characteristics of words such as "totemo" and "takusan", to which they are typically exposed at an early stage of their learning.
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殷 悦, 仁科 喜久子
原稿種別: 本文
2009 年 16 巻 1 号 p.
16-17
発行日: 2009/03/21
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This study analyzes gender-specific portrayal in dialogue taken from Japanese Language textbooks published in Japan, China and the United States, focusing on the use of sentence final particles (SFPs) and differences in politeness between male and female dialogue. For each textbook, we show that correlations between the frequencies of SFPs used in male and female dialogue align with differences in gender. Next, classifying politeness into three levels, we calculate the frequency of polite language use according to gender. These results make clear the differences in gender-specific portrayal in Japanese Language textbooks by country.
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伊藤 亜紀
原稿種別: 本文
2009 年 16 巻 1 号 p.
18-19
発行日: 2009/03/21
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This paper is a report about conducting business telephone practice using Skype and Pamela Call Recorder, which respectively allow free telephone calls over the Internet and the recording thereof. Recording the learners' telephone calls can encourage them to participate in the class positively. Moreover, listening to their own recorded speech can enable learners to become objectively aware of their problems in both the verbal and nonverbal areas. I will introduce the method of practice, as well as its merits and problems.
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―教室内での会話練習とフィールドトリップでの会話―
中井 陽子
原稿種別: 本文
2009 年 16 巻 1 号 p.
20-21
発行日: 2009/03/21
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I analyze how a native speaker of Japanese adjusts her linguistic, socio-linguistic and social-cultural behaviors when interacting with a non-native speaker. I demonstrate the adjustments she made in two contexts, during conversation practice in a Japanese language classroom and during interactions with a non-native speaker while on a fieldtrip. For the purpose of conversation practice, the native speaker required linguistic and socio-linguistic competence. However, in interactions during a fieldtrip, social-cultural competence was required. Finally, I insist on the importance of training native speakers to make linguistic, socio-linguistic and socio-cultural adjustments for the purpose of interacting with non-native speakers.
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―学習者はどのような表現を必要としているのか―
市川 明美
原稿種別: 本文
2009 年 16 巻 1 号 p.
22-23
発行日: 2009/03/21
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How do students use and express items which they learned in the classroom? Students often use unnatural expressions and attempt to make a speech from items not yet taught. This study examines what kind of reasons and explanations should be given by teachers in such cases. The author brought date together from "short speech" given in class. This research focuses on the conjunctions "SOSHITE" and "SOREKARA" and describes the importance of contextualization.
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前原 かおる, 李 相穆
原稿種別: 本文
2009 年 16 巻 1 号 p.
24-25
発行日: 2009/03/21
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This paper introduces digital audio Kanji materials for upper-elementary learners. The materials display 10-15 characters each for approximately 500 Kanji through various subjects such as radicals, situation, and function. These materials have the characteristics of being learned via audio and through the relationship between the meaning of each word and its Kanji. Further, reading practice can be made by placing the cursor over each word and Simple and Detailed versions allow the learner to judge their level and goals. In addition, it provides examples of the materials in use among learners from Kanji and non-Kanji based languages.
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向井 留実子, 高橋 志野
原稿種別: 本文
2009 年 16 巻 1 号 p.
26-27
発行日: 2009/03/21
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At Ehime University we are using Japanese volunteers on a one-to-one basis to support the teaching of kanji to students with no kanji background. This system has been well-received by both the students and the volunteers. In addition, a class was held in tandem for the volunteers to provide an opportunity to examine and improve skills for support in teaching kanji. In this report, I will introduce the kanji class, the class for the volunteers and the various possibilities for using volunteers to support the teaching of kanji.
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―英語で研究活動を行うコースの単位取得科目として―
田崎 敦子, 越前谷 明子, 小熊 貞子, 上原 真知子, 中川 和枝
原稿種別: 本文
2009 年 16 巻 1 号 p.
28-29
発行日: 2009/03/21
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This paper presents the content of an elementary-level Japanese language course at a graduate school. The Japanese course was a part of a graduate school curriculum, and international students who conducted research in English earned credits by completing it. It was found that the system worked well to encourage them to take the Japanese course and keep them motivated, which helped them improve their Japanese language skills. This was useful in networking among students as well as in their daily life.
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田中 敦子
原稿種別: 本文
2009 年 16 巻 1 号 p.
30-31
発行日: 2009/03/21
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This report focuses on the Business Japanese for Preparing for Job Hunting class at Tokai University, for students participating in the Career Development Program for Foreign Students from Asia. It is becoming apparent that international students will play a larger role in Japanese society and business in the future. Therefore, in this class, learners will collaborate with classmates to practice the situation of job hunting and business in Japan, and hone their ability and knowledge through peer work.
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―プログラムの「実践年表」から見える支援のあり方―
齋藤 伸子, 鈴木 理子
原稿種別: 本文
2009 年 16 巻 1 号 p.
32-33
発行日: 2009/03/21
公開日: 2017/06/02
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The "Tutorial" program has been in effect from 2003 to present at a university in Tokyo. It is an independent course offered in the Japanese language program aimed at international students, the goal of which is to foster learners' autonomy. The Tutorial, while influencing the content and structure of other Japanese language courses, has changed. By putting the implementation status of the program and Tutorial on a yearly time line and looking at the results over time, we are able to see the process of change. Tutorial teachers listened to each opinion of the learners, and in supporting them came to feel the need of a multifaceted and comprehensive support system.
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―多文化共生社会における日本語教員の文化能力―
安達 万里江
原稿種別: 本文
2009 年 16 巻 1 号 p.
34-35
発行日: 2009/03/21
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For the future of Japanese language, discussion between international students and Japanese teaching professionals seems to me as the most important task for the years to come. We must be well prepared to meet our students expectations and to introduce Japanese culture to them in the best possible way. It will make studying of the language only easier and more enjoyable.
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渡邊 芙裕美
原稿種別: 本文
2009 年 16 巻 1 号 p.
36-37
発行日: 2009/03/21
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This paper reports on reading class for Japanese language learners, who studies in Japanese university. During the class, to encourage learners to read texts actively, some students explained the text contents in front of others, like teacher, to support text comprehension of other students. After that, they gave some comprehension questions which they made. Consequently, these activities positively affected on students' attitude to reading. Many students came to pay more attention to the explanation which other students gave and often asked them when they could not interpret. Moreover, they often had discussion when the explanation was not clear or incorrect.
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―中国の大学における日本語学習調査から―
伊月 知子
原稿種別: 本文
2009 年 16 巻 1 号 p.
38-39
発行日: 2009/03/21
公開日: 2017/06/02
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A course of study of Japanese was revised in 2001. An important point of the education turned into practical Japanese operational capability from a repetition exercise. At the same time, the textbooks were replaced with a new one. I conducted an investigation into Japanese learning to students. As a result of investigation, I understood that students' evaluation of new textbooks was higher than it of old textbooks. In other words, new education was accepted by students. In addition, I understood that the students are interested in a modern Japanese action custom and thought method. And, the students make much of newness of the information.
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―学習行動の変化に着目して―
佐藤 梓
原稿種別: 本文
2009 年 16 巻 1 号 p.
40-41
発行日: 2009/03/21
公開日: 2017/06/02
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The Japanese language learners who are studying in foreign countries have little chance to use Japanese outside of the classroom. However, it is possible to give them opportunity to communicate with native Japanese speakers with the internet. Therefore this study organized an out-of-class weblog project through which elementary-level learners in Mexico communicate with native Japanese speakers. The data were collected from the learners through the pre- and post-questionnaires and interviews and were analyzed. The findings suggest that the weblog activities encourage learners to use more of available materials.
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コンラチャック ガルナー, 佐藤 礼子
原稿種別: 本文
2009 年 16 巻 1 号 p.
42-43
発行日: 2009/03/21
公開日: 2017/06/02
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One of the difficult points in learning Japanese is Kanji. This study investigate the influence of three activities on the motivation of students for learning Kanji: Word guessing, Karuta Cards, and a Kanji crossword puzzle. The participants were 21 undergraduate students majoring in Japanese at Chiangmai-Rajabhat University, Chiangmai, Thailand. It is found that the motivation of students in Kanji learning increases when they use those three activities.
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―地域の協力者とのワークショップ及びホームステイ事前活動の報告―
石井 容子, 川嶋 恵子
原稿種別: 本文
2009 年 16 巻 1 号 p.
44-45
発行日: 2009/03/21
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In Japanese language program there are many opportunities to request the cooperation from local Japanese residents in the exchange programs such as home stay, visitor session and so on. In this presentation we will report about 2 activities. 1) Workshop: in order to maintain a good partnership with community residents, 2) Information exchange activity before home stay program. Although both are very ordinary activities, we strongly believe that they are very meaningful and they contribute to the good relationship with the local community even though the procedure is complicated.
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柳澤 絵美, 大木 理恵, 鈴木 美加
原稿種別: 本文
2009 年 16 巻 1 号 p.
46-47
発行日: 2009/03/21
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This study attempts to analyze and clarify the reading processes employed by different level students using an eye-camera. As a result, Japanese levels were associated with a time of reading, number of "beta-readings," such as reading each single word from the beginning to the end of the text, and the degree of understanding demonstrated after reading a text. It was observed that some subjects reread certain words crucial to understanding the text after the "beta-reading." This was termed "keyword reading."
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虫明 美喜, 菅原 和夫
原稿種別: 本文
2009 年 16 巻 1 号 p.
48-49
発行日: 2009/03/21
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This study quantitatively assessed Kanji education that involved teaching vocabulary with a grammar textbook before teaching Kanji. We selected vocabulary from the test and divided them into two groups: those that had been learned from both grammar and Kanji textbooks and those that had been learned only from a Kanji textbook. There was no significant difference between the error scores for the two groups. Therefore, the current approach to teaching Kanji does not achieve the expected outcome. We propose a new teaching method that more efficiently contextualizes Kanji in textbooks.
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―まとまりのある話ができるために―
工藤 嘉名子, 藤森 弘子
原稿種別: 本文
2009 年 16 巻 1 号 p.
50-51
発行日: 2009/03/21
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This research was undertaken with the purpose of clearly determining the effectiveness of using one-minute speech instruction with beginners. Oral expression tests conducted upon completion of the beginning course provide the data herein. Results of analysis show that more than 70% of students that began the program with no prior Japanese study were able to meet the achievement goals set forth for oral expression in the beginning level program. This clearly indicates that the speech instruction method is valid.
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北村 達也, 冨岡 洋介, 川村 よし子
原稿種別: 本文
2009 年 16 巻 1 号 p.
52-53
発行日: 2009/03/21
公開日: 2017/06/02
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The aim of this study is to establish a reliable criterion for rating the level of Japanese words, and to develop an automatic word level rating system based on the criterion. We have already developed word level rating systems based on the coverage for the Japanese language proficiency test (Kawamura, 1999), the word familiarity, and the word frequency (Kawamura, 2008), and released them on our web page (http://language.tiu.ac.jp/) as parts of Reading Tutor. In the present study, the inverse document frequency (IDF) calculated from a newspaper database is employed and evaluated.
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―「公民」「現代社会」教科書を資料として―
小宮 千鶴子
原稿種別: 本文
2009 年 16 巻 1 号 p.
54-55
発行日: 2009/03/21
公開日: 2017/06/02
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Although all fluent and appropriate language use requires collocational knowledge, it is difficult to know technical collocation(which expresses technical concept). The present study seeks to identify the revised basic economic collocation, using junior and senior high school text boos as data.
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―日本語学習と日本語教育実習の観点から―
嶺岸 玲子
原稿種別: 本文
2009 年 16 巻 1 号 p.
56-57
発行日: 2009/03/21
公開日: 2017/06/02
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Skype is a free software which enables people to have free conversation over internet. Language learners can use it to practice their language skill with the native speakers abroad. Students of Morioka University taking Japanese Teaching Courses had conversation sessions with Canadian Japanese learners as a teaching practice. Research after the sessions proved both learners and student teachers felt it effective to have a real conversation using Skype.
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―日本語母語話者に対する質問紙調査をもとに―
里見 文
原稿種別: 本文
2009 年 16 巻 1 号 p.
58-59
発行日: 2009/03/21
公開日: 2017/06/02
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In the field of Japanese language education, "teineini hanasu" is one of the most frequent ways in the instruction when people speak to those who are senior and not familiar with. However, it is not argued enough that how the concept of "teineini hanasu" is regarded to Japanese native speakers. Therefore, in this research, the survey is conducted in order to clarify the respect written above. As a consequence, the attribution of listeners is the key to transform the concept of "teineini hanasu".
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―マルチリンガル間日本語日常会話を通して―
原田 幸一
原稿種別: 本文
2009 年 16 巻 1 号 p.
60-61
発行日: 2009/03/21
公開日: 2017/06/02
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This paper analyzes failed cases of "Error Correction (EC)" by analyzing mundane conversations in Japanese between 2 multilinguals. It has been revealed it can be one of the reasons for EC failure that the identities the participants orient to differ with one another, in other words, L2 users do not always orient to "learner" identity when L1 users orient to "teacher" identity. The findings suggest that learning can achieve maximum results only by the learning process being embedded in mutual understanding enhancement.
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大津 友美
原稿種別: 本文
2009 年 16 巻 1 号 p.
62-63
発行日: 2009/03/21
公開日: 2017/06/02
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This study examines Japanese native speakers' evaluations of Chinese JSL students' conversational behavior during initial interactions. The data was collected during playback sessions with the Japanese native speakers following conversations with the Chinese students. This study documents the positively/negatively evaluated behavior of the Chinese JSL students. Further discussion is made of conversational behavior according to Japanese proficiency.
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李 相穆, 増田 真理子, 前原 かおる, 菊地 康人
原稿種別: 本文
2009 年 16 巻 1 号 p.
64-65
発行日: 2009/03/21
公開日: 2017/06/02
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This paper will introduce a web-based learning system developed to support the learning of Japanese notation. While directing the learner to the correct character string, the materials provide effective feedback on the word or word portion that the learner entered based on the illustration or audio provided. Through this, it supports self-directed, conscious learning. The system is also responsive to a wide range of learning, such as for vocabulary, dictation, verb conjugation, and Kanji readings. Further, it allows the learner to freely set the presentation of questions to fit with their goals and level.
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―異文化と個人の多様性の捉え方―
仁科 浩美, 鈴木 敏之
原稿種別: 本文
2009 年 16 巻 1 号 p.
66-67
発行日: 2009/03/21
公開日: 2017/06/02
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This study reports on some course-work which has been carried out by international students, who aimed at finding work at some Japanese enterprise, together with Japanese students. The courses did not aim at experiencing cultural differences but rather, at obtaining career knowledge together, towards the common purpose of 'getting a job'. Even so, the participants realized their cultural differences through their cooperative work. At the same time, common points within their thinking and sense of values also caught their attention and made them realize how important their individual diversity was.
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高橋 志野, 向井 留実子
原稿種別: 本文
2009 年 16 巻 1 号 p.
68-69
発行日: 2009/03/21
公開日: 2017/06/02
研究報告書・技術報告書
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At many universities, the level and number of Japanese language classes vary with the campus. Ehime University offers Japanese classes on three campuses. On the main campus, Japanese language volunteers are actively used, but it is difficult to find enough participants for the School of Medicine classes. To solve this, a class for Japanese language volunteers was offered in the same community as the School of Medicine. As a result, although contact with the community and the number of volunteers increased, it became clear that the School of Medicine curriculum and the content of the volunteer class needed revision.
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―教師の専門性を考える―
鈴木 理子
原稿種別: 本文
2009 年 16 巻 1 号 p.
70-71
発行日: 2009/03/21
公開日: 2017/06/02
研究報告書・技術報告書
オープンアクセス
This presentation reports on and examines the case of student A, a beginner in an individualized Japanese language class based on autonomous learning for international college students. In this case the student, through repeated interaction with the teacher, clarified his needs, selected kanji learning, and changed the resources he used. The teacher determined how best to respond to him by observing student A's learning process. Through analysis of this mutual decision process we clarify seven points in teacher specialization necessary to support autonomous learning including as follows: "hints on how to enable learners to think about the learning process", "appropriate awareness of learner's needs, learning style, Japanese ability", and "approaches controlled in timing and degree".
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ヴォロビヨワ ガリーナ
原稿種別: 本文
2009 年 16 巻 1 号 p.
72-73
発行日: 2009/03/21
公開日: 2017/06/02
研究報告書・技術報告書
オープンアクセス
The purpose of research is development of new kanji indices. Look up a kanji in the dictionary is so complicated that it makes difficult to read and write Japanese texts. Comparison of existing indices by criterion of selectivity was performed and their coefficients of selectivity were calculated. Based on the kanji decomposition, three new kinds of indices with high selectivity have been developed: the indices by alphabetic codes, by structural codes and by semantic codes.
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―活動に参加した学習者の意識を中心として―
津崎 浩一, 山本 智子
原稿種別: 本文
2009 年 16 巻 1 号 p.
74-75
発行日: 2009/03/21
公開日: 2017/06/02
研究報告書・技術報告書
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This presentation reports the results of classes in which a scenario-drama activity employing TV dramas was used. The class was previously designed by Tsuzaki and Yamamoto (2009-B), in order to solve problems that Korean learners of Japanese have. The participants were 191 Korean university learners of Japanese and eight Japanese native teachers in seven universities in Korea. All the participants followed the designed syllabus and responded to the attitude survey. The effects of the classes are also discussed.
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―日本留学試験の記述問題を使用して―
宮島 良子
原稿種別: 本文
2009 年 16 巻 1 号 p.
76-77
発行日: 2009/03/21
公開日: 2017/06/02
研究報告書・技術報告書
オープンアクセス
The present study investigated what is logical writing in academic writing. About 100 Cambodian freshmen in law course wrote on EJU (Examination for Japanese University Admission for International Students) essays. It divided by rhetorical pattern. Three Cambodian were asked to rate about these essays written in Khmer by them on the scale of 0 to 3, based on EJU criteria. Semi-structural interviews for few students and raters were recorded. It highlighted various difficulties and problems faced by the same back ground evaluator, while evaluating essays written by students. And, few suggestions for the logical writing for Cambodian and points to be considered, while assessment are also proposed.
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―タイの「選択科目」受講学生の場合―
中村 伊予子
原稿種別: 本文
2009 年 16 巻 1 号 p.
78-79
発行日: 2009/03/21
公開日: 2017/06/02
研究報告書・技術報告書
オープンアクセス
It overlooks 'the problems about keep on motivation of Japanese study' for Japanese for beginners of elective class at Thailand, and they do not keep on studying by the failure of study Hiragana. From keep on motivating to study, I think Hiragana with helping letters of teaching materials, while it has some problems from 'easy to read the write' and their Japanese skills. I reexamined situation of them and way of learn Hiragana.
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大和 啓子, 生天目 知美, 永井 涼子
原稿種別: 本文
2009 年 16 巻 1 号 p.
80-81
発行日: 2009/03/21
公開日: 2017/06/02
研究報告書・技術報告書
オープンアクセス
Students of Teacher Training Courses must widen their perspective when analyzing their performance as teachers. We wanted the students to build an introspective cycle, by becoming aware of problems, solving them and applying the solutions in class. We offered evaluation meetings as a place where they can practically learn to widen their perspective. The post-lesson meetings focused on clarifying the educational goals and the learners' perspective. We also introduced questionnaires before and after the meetings, to monitor the students' improvement. Our analysis showed that the perspective on practical issues was easily widened, while adopting the learners' perspective was more difficult.
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―日本語らしい発音への意識化―
田口 香奈恵, 柿崎 里奈
原稿種別: 本文
2009 年 16 巻 1 号 p.
82-83
発行日: 2009/03/21
公開日: 2017/06/02
研究報告書・技術報告書
オープンアクセス
Stressing the importance of natural accent from beginning level and as students progress through the following levels, will help to develop a better Japanese pronunciation. We used Dekirumade Ondoku method in order to focus on accent and intonation. This method uses audio recording, for individual study both at home and during lessons, with individual feedback from a teacher advising on areas of improvement. Using this method, it is possible to improve the Japanese pronunciation. Furthermore, this method also helps students to have a more deep understanding of Japanese pronunciation.
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原稿種別: 付録等
2009 年 16 巻 1 号 p.
App2-
発行日: 2009/03/21
公開日: 2017/06/02
研究報告書・技術報告書
オープンアクセス
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原稿種別: 付録等
2009 年 16 巻 1 号 p.
App3-
発行日: 2009/03/21
公開日: 2017/06/02
研究報告書・技術報告書
オープンアクセス