日本語教育方法研究会誌

表紙

原稿種別: 表紙
2009 年 16 巻 2 号 p. Cover1-
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_Cover1

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日本語教育方法研究会誌(標題紙)

原稿種別: 付録等
2009 年 16 巻 2 号 p. App1-
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_App1

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目次

原稿種別: 目次
2009 年 16 巻 2 号 p. Toc1-
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_Toc1

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対話による日本事情クラスの実践報告

―ステレオタイプを乗り越える試み―

松本明香

原稿種別: 本文
2009 年 16 巻 2 号 p. 2-3
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_2

研究報告書・技術報告書オープンアクセス

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In the Japanese society class with dialogue, learners initiated dialogue based on their own experiences, not from a textbook. The learners then changed their identity further in discussions with others, and talked about Japanese circumstances from various points of view. As a result, it was observed that learners developed their own topic in the dialogue and learned dynamic Japanese circumstances, with overcoming typical stereotype information in the textbook.

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日本語教員養成課程受講生の実習前段階における教案評価の視点

栗原通世

原稿種別: 本文
2009 年 16 巻 2 号 p. 4-5
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_4

研究報告書・技術報告書オープンアクセス

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This study investigated the viewpoints of the students in the teacher training course of Japanese language by mutual evaluation on their lesson plans. The details of the comments include: 1) impression if a plan is easy to understand on surface, 2) concrete suggestions that are related to the Japanese language pedagogical knowledge, predicting how a lesson could develop in a classroom, and 3) opinion that are based on their experiences of learning foreign languages. The results indicate that the students tend to assess a plan on semblance, not on the content. Therefore, the instructions on developing lesson plans need to encourage students to examine that the content is appropriate to a material.

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日本語母語話者の「文型の文体」意識はどの程度一致するか

―文型辞典・複合辞用例集における文体情報の調査から―

黒岩幸子

原稿種別: 本文
2009 年 16 巻 2 号 p. 6-7
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_6

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"Written language" and "Formal expression" are often mentioned in teaching sentence patterns of Japanese. How is the concept of "the style of sentence patterns" shared between native Japanese speakers? I examined the issue based on "Japanese-Language Proficiency Test: Test Content Specifications (Revised Edition)" in 5 sentence pattern dictionaries. "The style of sentence patterns" varied a great deal depends on the style dictionary. I am going to find out "the style of sentence patterns" which is commonly shared between native Japanese speakers, and apply them to the teaching method of Japanese sentence patterns.

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日本企業に就職する工学系留学生への「ビジネス日本語」とは?

―アジア人財コンソーシアム企業に対するヒアリング調査より―

古本裕子, 川口直巳, 山本いずみ

原稿種別: 本文
2009 年 16 巻 2 号 p. 8-9
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_8

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The results of a survey of 10 industrial companies brought forward several recommendations regarding the future of the university course "Business Japanese." There was no request that exchange students in technical fields study Japanese language for business situations. Rather, because such courses are provided by OJT upon employment in Japanese companies, the desire is sufficient proficiency in Japanese to participate smoothly in the OJT program. Furthermore, the desired proficiency level was frequently described as "the same as that of the Japanese" native speaker, and very high.

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プレースメントテストにおける中上級「漢字SPOT」の項目分析

―漢字圏・韓国・非漢字圏受験者の比較を通して―

楊元, 加納千恵子, 酒井たか子

原稿種別: 本文
2009 年 16 巻 2 号 p. 10-11
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_10

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This study analyzes the advanced level "Kanji SPOT" placement test results of 260 Japanese language learners. These learners are divided into three groups: learners with Kanji knowledge background, Korean background, and non-Kanji background. The test results are compared and analyzed among the three groups for their item difficulty, item discrimination, Kanji discerning abilities, and the influences of the First Language.

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漢字表記のある基本動詞の意味上の母語転移 : 中国語を母語とする学習者の場合

曹紅荃, 仁科喜久子

原稿種別: 本文
2009 年 16 巻 2 号 p. 12-13
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_12

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This study investigates L1 transferability in the acquisition of Japanese basic verbs by Chinese native speakers (CN). L1 verbs are selected from corresponding verbs with matching Chinese character taken from the JLPT level 4. A lexicality judgment test consisting of 78 cases of correct usage and 86 cases of erroneous usage was administered to 20 advanced-level CNs. It was found that for 45 cases of correct usage, the rate of the positive transferability was more than 75%; for 18 cases of erroneous usage, the rate of the negative transferability was more than 50%. The result suggests that our approach is useful to CNs' vocabulary acquisition and to Japanese language teaching in China.

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日本人ボランティアのための漢字指導マニュアル

―非漢字系日本語学習者の漢字字形改善に向けて―

向井留実子, 高橋志野

原稿種別: 本文
2009 年 16 巻 2 号 p. 14-15
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_14

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Many students of Japanese language, who are not Kanji literate, do not get enough instruction in the writing of Kanji, resulting in the formation of bad habits in the shape and form of their written characters. At Ehime University a manual prepared by language instructors for Japanese volunteers with no experience in language teaching to help these students improve their character writing is being tested. In this study, we will introduce the use of this manual and discuss the issues related to such specific instruction.

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日本語の結果継続表現の使用場面に関する一考察

蔡葶葳

原稿種別: Article
2009 年 16 巻 2 号 p. 16-17
発行日: 2009年
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_16

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-te iru, passive form with -te iru and -te aru all show a state of affairs and are usually taught in Japanese classes for beginners. But most of the Japanese learners can not use them in the right place even they achieved advanced class. This study aims to figure out how Japanese use the three expressions by using composition test and follow-up questionnaire.

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日本語学習者のための話しことばを書きことばに直す練習の報告

岡田美穂

原稿種別: 本文
2009 年 16 巻 2 号 p. 18-19
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_18

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The sentence where the writing words coexistent with the spoken words is seen in the Japanese learner's reports of the university. I made six tasks for Japanese learner. Japanese learner used and practiced the tasks. Japanese learner practice the spoken words change to writing words 14 times. Afterwards, I compared the 1st and the 14th. As a result, I report that Japanese learner was able to do by 80% or more except one.

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実質的アクティビティを扱った会話教育実践の分析

―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 2 号 p. 20-21
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_20

研究報告書・技術報告書オープンアクセス

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I analyze a Japanese language learner's opportunities to develop conversational competences while interacting with a Japanese native speaker during a fieldtrip. The data consists of a 60-minute conversation which took place when the learner and Japanese native speaker explored the area surrounding a university campus. I demonstrate the learner's practical uses of his linguistic, socio-linguistic and social-cultural competences. Finally, I discuss the effectiveness of field trips in acquiring conversation skills: During field trips, learners have opportunities to develop practical speaking skills while engaged in substantial activities, something they cannot experience during conversation practice in the language classroom.

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自然会話を利用したプロジェクトワークの試み

関崎博紀

原稿種別: 本文
2009 年 16 巻 2 号 p. 22-23
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_22

研究報告書・技術報告書オープンアクセス

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This study presents an attempt at Project Work. It involved the participation of advanced Japanese learners at International Student Center in University of Tsukuba, who recorded and transcribed natural conversations between Japanese L1 conversants. The learners then made presentations based upon these materials according to their own questions and interests. This study reveals that, through this activity, the learners' relative amounts of speaking and listening were increased. Furthermore, the learners' understandings of the features of spoken Japanese, and their levels of integrated motivation were elevated.

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異なるコーパスを元に開発した単語レベル判定システムの比較運用実験

川村よし子, 北村達也, 冨岡洋介

原稿種別: 本文
2009 年 16 巻 2 号 p. 24-25
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_24

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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), word familiarity, and word frequency (Kawamura and Kitamura, 2008), and released them on our web page (http://language.tiu.ac.jp/) as part of Reading Tutor. However, they are not sufficient enough to rate the level of Japanese words for JSL/JFL learners. We are developing two kinds of word level rating systems based on the inverse document frequency (IDF): calculated from a newspaper database and from Yahoo-Chiebukuro. In the present study, these two systems are evaluated with texts at different levels.

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読解力向上のための一考察

―漢語と和語に着目して―

高野多江子

原稿種別: 本文
2009 年 16 巻 2 号 p. 26-27
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_26

研究報告書・技術報告書オープンアクセス

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The present study classified Sino-Japanese (Kango) and native Japanese (Wago) words in texts to identify their effects on reading comprehension skills. Path analysis was conducted among semantic and phonological knowledge of Kango and Wago predicting reading comprehension skills. The results depicted that semantic and phonological knowledge of Wago showed direct influence on reading comprehension, while Kango affected reading comprehension indirectly via Wago. Consequently, the present study proposes that teaching semantic and phonological knowledge of Wago is the key to improving the Japanese reading comprehension of Chinese native speakers learning Japanese.

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韓国中等教育機関への日本語ネイティブ留学生派遣プログラムの成果と課題

―日本語ネイティブ留学生へのアンケートから―

長田佳奈子, 北村武士, 中沢徳子

原稿種別: 本文
2009 年 16 巻 2 号 p. 28-29
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_28

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In 2007 and 2008, The Japan Foundation, Seoul implemented the dispatch program that a Japanese student studying in a Korean university participates in the Japanese classes at a Korean secondary education school to help the Korean teacher of Japanese Language. We report problems when the Japanese student participate in the Japanese classes. We want to show this program as a prototype of the native speaker participation in Japanese class in foreign countries.

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訪日日本語研修における学びの意識化を促す協働学習の試み

―コメントカードを活用した「振り返り」活動の実践報告―

境田徹, 今井寿枝, 和泉元千春

原稿種別: 本文
2009 年 16 巻 2 号 p. 30-31
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_30

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This paper aims to report how a collaborative learning in 'reflection' activities by using comment cards in a 4 week Japanese language training program has facilitated the learners' learning processes. The main objective of the activities was to improve the learners' understanding of Japan and help them newly find some tips for further study of Japanese. Some of them recorded their findings with ease, considered the other learners and the teacher as peers, and consequently deepened their learning. The results also show other good cases of deepening learners' reflection, but at the same time they show some cases of the limits due to the lack of experiences of collaborative learning, insufficient Japanese language ability, time constraints, and so on.

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日本人ティーチングアシスタントの誤用訂正の実態

楊帆

原稿種別: 本文
2009 年 16 巻 2 号 p. 32-33
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_32

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This study investigated on the dialogues between four students from Japanese junior class and three Japanese TAs, covering six topics for 472 minutes, and analyzed error-corrections and non-error-corrections for 971 errors. Analysis results revealed that overall error-correction ratio was low, and the highest one is about lexical errors. Explicit correction was used commonly, while guiding students for self-correction was few. Most of the error-corrections didn't break down the communication, while when pronunciation was incorrect, the communication was easily broken down. In addition, when the meaning of students was ambiguous, error-correction ratio was relatively high, and repetition and clarification request were usually employed.

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中国人日本語学習者の暗示的知識と明示的知識測定の試み

張文麗

原稿種別: 本文
2009 年 16 巻 2 号 p. 34-35
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_34

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This study investigated the implicit and explicit knowledge of 30 Chinese learners of Japanese who are studying in a university in China through an 'oral-imitation test' and an 'untimed grammaticality judgment test'. The result indicated that 1) the developments of the implicit and explicit knowledge are different; 2) the difference is related to proficiency level; 3) there were two types of grammatical items of undeveloped implicit knowledge.

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論理的に書くためのフレームワークの習得を目指したビジネス作文授業

俵山雄司

原稿種別: 本文
2009 年 16 巻 2 号 p. 36-37
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_36

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Texts on business writing for Japanese learners deal with, among many other things, styles for writing reports and proposals. However, if learners are not accustomed to reading these documents, it is difficult for them to remain motivated to study them completely. To keep learners motivated, I have introduced a new framework in a book on logical business writing for Japanese writers, and given them exercises related to learners' life experiences. Results indicate that most of the learners consider the framework useful in real-life business situations, and experience a sense of fulfillment through the exercises.

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意見文における意見表明と反論提示

―日中韓大学生の日本語作文を分析して―

石塚ゆかり, 成田育男

原稿種別: 本文
2009 年 16 巻 2 号 p. 38-39
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_38

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During this presentation a comparison and analysis will be made about how 65 Japanese university students, 65 Chinese university students and 63 Korean university students (total 193 students) express themselves when writing an Opinion Essay. Particular attention will be directed toward: what styles Japanese, Chinese and Korean students use to make their assertions; how each group considers opinions from different perspectives; and, how each group addresses these arguments. Attention will also be directed toward: ascertaining differences between the characteristics of each group; and, a discussion on how educators can guide students on how to write essays in Japanese.

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漢字学習における「語彙先習」の再検証

虫明美喜, 菅原和夫

原稿種別: 本文
2009 年 16 巻 2 号 p. 40-41
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_40

研究報告書・技術報告書オープンアクセス

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This study follows on from our previous study focused on "Assessing the efficiency of 'prior learning of Kanji vocabulary"', which did not give an expected outcome with regard to learning Kanji, whereas this approach is believed to be efficient without any rigorous assessment of this method. We introduced a new teaching network, materials, and evaluation system that support our approach and make it more efficient. Using this system, we observed that the students were interested in and motivated to learn Kanji. In this study, we present a progress report on the "prior learning of Kanji vocabulary" approach and the achievements of this system by showing test results and a questionnaire completed by the students. It turns out that 'prior learning of Kanji vocabulary' requires a stepwise approach for defining concrete goals of learning Kanji among teachers and students.

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「効力・記録」の「ている」の「場の共有」という機能について

― 現在と関係させる過去の表現―

江田すみれ

原稿種別: 本文
2009 年 16 巻 2 号 p. 42-43
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_42

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Kudo (1995) claims that the function of -teiru used for past events in novels is to shift the speaker's view point to the past, and refers this function as perfect teiru. This paper examines this function in conversations. The result of our corpus analysis shows that the use of teiru presents three functions: 1) to avoid declaration, which is conveyed by the use of -ta; 2) to connect the past event with the present; and 3) to include the listener in the event to make it a shared event, which conveys the speaker's consideration to the listener's feelings. We refers to these functions as effect extending teiru.

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自己の発話を管理する言語形式

―インタビューにおける応答発話から―

市川明美, 舩橋瑞貴

原稿種別: 本文
2009 年 16 巻 2 号 p. 44-45
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_44

研究報告書・技術報告書オープンアクセス

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The aim of this study is to examine Oral education from an analysis of learner's utterances based on OPI interviews. Learners overuse some speaking style like "SOYUKOTO", "YONE" and so on. It will be useful for teachers to know how learners accept and understand these styles, when teachers point them out to learners. This study examines one method of Oral education based on this perspective by the use of data from 'feedback'.

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第三者敬語表現の教育における村上春樹の短編小説の利用

―中国の大学における日本語学習者を対象として―

林春

原稿種別: 本文
2009 年 16 巻 2 号 p. 46-47
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_46

研究報告書・技術報告書オープンアクセス

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The Japanese learning students at university in China are confused about the use of honorific expression referring to the third person. According to investigation of the textbook, the reasons are inadequacy of explanation about honorific expression and only focusing on learning vocabulary and grammar for honorific guidance. In order to solve this problem, we use the short story of Haruki Murakami to explore the teaching plan. The learner can deepen the understanding by studying the honorific expression in the short story. In addition, the learner is able to obtain expression ability of honorific through the activities of the short play.

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日本語と韓国語の授受表現の対応関係について

―補助動詞「～てもらう」のコーパス分析を通して―

林世涓

原稿種別: 本文
2009 年 16 巻 2 号 p. 48-49
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_48

研究報告書・技術報告書オープンアクセス

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This study was aimed at clarifying grammatical differences of benefactive expression between Japanese and Korean languages, focusing on a Japanese auxiliary verb: te-morau. Main verbs of benefactive expression between Japanese and Korean languages are quite similar. However when the main verbs of benefactive expression are used as auxiliary verb, there would be many differences between the two. In my opinion, especially Japanese auxiliary verb te-morau implies modesty and benefits of speaker, and this characteristic can't be seen in the benefactive expressions of Korean language. Learners need to learn how to avoid misunderstandings and conflicts between Japanese native speakers and learners themselves, considering these characteristics of Japanese.

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「丁寧な」と「cortes」の連想語の比較

―日本語母語話者とメキシコ人スペイン語母語話者の質問紙調査から―

里見文

原稿種別: 本文
2009 年 16 巻 2 号 p. 50-51
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_50

研究報告書・技術報告書オープンアクセス

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This thesis aims to clarify the recognition of the native speakers, Japanese and Spanish, with regard to the word "teineina" and "cortes" in how each vocabulary network. This survey was conducted with the questionnaire, which designed to investigate their assumption patterns of Japanese native speakers and Mexican-Spanish native speakers with "teineina/cortes". The result showed the both similarity and difference. The former revealed that "reigitadashii" ranks higher and the words meaning personal grace and attribute were frequently assumed, while the latter suggested that Japanese interviewees have wide-ranging assumption patterns and Mexican interviewees often assumed the word meaning familiarity such as "amigable".

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短期プログラムにおけるボランティア・クラスの意義

保坂敏子, 小笠恵美子

原稿種別: 本文
2009 年 16 巻 2 号 p. 52-53
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_52

研究報告書・技術報告書オープンアクセス

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At Nihon University's short-term (three month) Japanese Language and Japan Studies Program, students take Japanese classes in which Japanese volunteers also partake. This offers students the opportunity to talk and interact with Japanese who are not teachers. Volunteers are selected and registered for each class. They sometimes ask foreign students to go out for sightseeing or have a meal together, and most foreign students enjoy their life in Japan with the help of these volunteers immensely. We would like to explain to you here in what way volunteers would get in contact with foreign students and what this means for foreign students.

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学習要因の意識化を目指した教室活動の検討

衣川隆生

原稿種別: 本文
2009 年 16 巻 2 号 p. 54-55
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_54

研究報告書・技術報告書オープンアクセス

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In the process of autonomous language learning, it is essential for learners to become conscious of their language-learning environment to the point of being able to verbalize it, and to participate in activities where they can establish appropriate goals and learning plans given those learning environments. This presentation reviews two types of classroom activities that the author has used, and compares outcomes in order to discuss their respective effectiveness and challenges.

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日本語教育方法研究会運営委員

原稿種別: 付録等
2009 年 16 巻 2 号 p. App2-
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_App2

研究報告書・技術報告書オープンアクセス

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奥付

原稿種別: 付録等
2009 年 16 巻 2 号 p. App3-
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_App3

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裏表紙

原稿種別: 表紙
2009 年 16 巻 2 号 p. Cover2-
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_Cover2

研究報告書・技術報告書オープンアクセス

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CONTENTS

原稿種別: 表紙
2009 年 16 巻 2 号 p. Cover3-
発行日: 2009/09/26
公開日: 2017/06/02

DOIhttps://doi.org/10.19022/jlem.16.2_Cover3

研究報告書・技術報告書オープンアクセス

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