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原稿種別: 表紙
2011 年 18 巻 1 号 p.
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発行日: 2011/03/26
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原稿種別: 付録等
2011 年 18 巻 1 号 p.
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原稿種別: 目次
2011 年 18 巻 1 号 p.
Toc1-
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―上級日本語文法BLモデルの改良―
篠崎 大司
原稿種別: 本文
2011 年 18 巻 1 号 p.
2-3
発行日: 2011/03/26
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The aim of this presentation is to examine the Blended Learning Model which has been constructed as preparation for JLPT Level N1 Grammar. Concretely, the two points are discussed: (1) the improvements in e-learning contents based on Shinozaki (2011a), (2) the reports of the classes and the observation of effectiveness of the model. According to the questionnaire to the learners, it can be observed that 93.2% of them were satisfied with this model. In addition, the educational effectiveness of this model can be recognized by the fact that the average point of the test was improved by 63.9%.
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―母語話者との比較から―
佐藤 礼子, 福田 倫子
原稿種別: 本文
2011 年 18 巻 1 号 p.
4-5
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The ability of phonological memory was investigated by using a nonword repetition test. The nonwords were developed within the range of four- to seven- mora of Japanese, and dealing with 71 intermediate-level Japanese learners and 20 native speakers of Japanese. The result showed a significant difference between five- and six- mora in both learners and native speakers, and between six- and seven- mora in learners. Learners had more difficulty than native speakers, for repeating longer nonwords. Even in longer nonwords, accuracy of repetition is high in vowels but low in the case of consonants.
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張 文麗
原稿種別: 本文
2011 年 18 巻 1 号 p.
6-7
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Japanese-learning Chinese usually watch Japanese TV drama in their daily lives. However, do they notice the pragmatic meaning during watching TV? This research investigated the noticing of pragmatic meaning of Japanese language, for 30 learners studying in a university of China, by the protocol analysis. According to the analysis results, it was found that the learners noticed the pragmatic routines ("sumimasen", "shitsureishimasu", etc.), speaking behaviors, honorific expressions, Japanese language's variations due to gender, age, and the superior-inferior relationship.
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神崎 道太郎, 向井 留実子, 橋本 智, 正楽 藍
原稿種別: 本文
2011 年 18 巻 1 号 p.
8-9
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Skills and proficiency taught in academic Japanese and those taught in business Japanese should be categorized, analyzed, and compared in order to effectively cultivate students who want to work for Japanese companies in future. Business Japanese consists of items in academic Japanese and of those which are related to communication skills with Japanese people, business manners, and other cultural knowledge.
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―形式・内容の違いとその変化について―
趙 恩英, 長谷川 守寿
原稿種別: 本文
2011 年 18 巻 1 号 p.
10-11
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In this paper, we analyse class reports on Moodle that were written by teaching assistants who were experienced (ETA) or inexperienced (ITA) as Japanese language teachers. As a result, it became clear that compared to ETA, ITA have the same style of writing but use different vocabulary and didn't show development in this area. It is important to train teaching assistants who are not experienced as teacher on how to write class reports.
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―現在に関係させる過去の出来事―
江田 すみれ
原稿種別: 本文
2011 年 18 巻 1 号 p.
12-13
発行日: 2011/03/26
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The present paper elaborates on the usage of perfective -teiru in daily conversation. As it shows that the influence of the past event still remains, we can convey this aspect to the listener by the manner in which we use -teiru. For example, if a speaker describes the listener's matter using the perfective -teiru and his/her own matter with only the past tense, then it means that the event is still occurring from the listener's perspective and has been completed in the speaker's perspective. On the contrary, if a speaker wants to argue his own matter, he might describe his own events using this -teiru to avoid it being considered as something that has passed.
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野村 愛, 川村 よし子
原稿種別: 本文
2011 年 18 巻 1 号 p.
14-15
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Care worker candidates work at nursing care facilities and also are required to prepare to take Japan's national certification exams. As a result, these candidates occasionally use the technical terms that they are studying for the exam in everyday conversations with patients in the care home. In this study, we identified the characteristics of vocabulary used in national certification exams for care workers, and made a list of words for care worker candidates with synonyms in easy Japanese.
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―教室内外での自律的な学習のために―
谷口 美穗
原稿種別: 本文
2011 年 18 巻 1 号 p.
16-17
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The aim of this study is to accomplish effective class activity by introducing audiovisual media, such as movies, dramas and animated cartoons in Japanese language education. Through semi-structured interviews, it was revealed how important audiovisual media was for the learners to keep their motivation; how learners bring these media into language learning outside of classrooms; and what the learners expect in the classroom. Therefore, the role, possibilities and problems are considered for teachers to make the best use of audiovisual media as learning resources.
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大津 友美
原稿種別: 本文
2011 年 18 巻 1 号 p.
18-19
発行日: 2011/03/26
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This study qualitatively assesses the effectiveness of an article report activity implemented in essay writing classes. The students' finalized article reports, their notes and marks on the articles, and the recordings of their oral presentations and classroom discussions are analyzed. This paper outlines how students become conscious of the relationship between their essay themes and the articles, while searching for newspaper articles, sharing the information and discussing with peers. In addition, students' problems with this activity are outlined, which is particularly important with regard to the future implementation and development of this task.
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―「コレ/ソレ」と「这/那」「这个/那个」を中心に―
朱 峰
原稿種別: 本文
2011 年 18 巻 1 号 p.
20-21
発行日: 2011/03/26
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In primary stage of Japanese study, demonstrative pronouns often appear in Noun-predicate sentences, as is the way in Kore wa hon desu, which can be translated as Zhe shi shu in Chinese. Therefore, it is generally believed that ko/so(a) in Japanese equal to zhe/na in Chinese. The author, based on Chinese students' learning experience of Japanese, conducts a contrastive study of demonstrative pronouns in Chinese and Japanese texts so as to explore the similarities and differences between demonstrative pronouns in Chinese and Japanese discourses.
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―上級学習者と母語話者の指示表現を中心に―
坂口 清香
原稿種別: 本文
2011 年 18 巻 1 号 p.
22-23
発行日: 2011/03/26
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In this study, native speakers and advanced learners were asked to paraphrase repeating noun phrases in texts such as novels and critical essays. The focus was on demonstratives and the results between the two groups were compared. There is no tendency to avoid using demonstratives by the advanced learners. Differences were observed between genres of text, repeating phrases that cross over the paragraph, the types of nouns, and so on.
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―日本語非母語話者の会話における修復に注目して―
初鹿野 阿れ, 岩田 夏穂
原稿種別: 本文
2011 年 18 巻 1 号 p.
24-25
発行日: 2011/03/26
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In conversation, various types of understanding problems occur. Participants try to solve these problems locally through verbal and non-verbal means (e.g., gesture, gaze). Competence in solving problems is as important as knowledge of vocabulary and grammar for language learners. Japanese language learners, however, have limited opportunities to learn how to solve interactional problems with co-participants. Focusing on this question of "solving interactional problems", we explore a new textbook on conversation in second language based on "conversation analysis" (CA). In this presentation we show some important features of the textbook with analysis of conversational data between native and non-native speakers.
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―ケースメソッドの応用を踏まえて―
古川 明子
原稿種別: 本文
2011 年 18 巻 1 号 p.
26-27
発行日: 2011/03/26
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The Case Method has been highly qualified as one of skillful teaching methods. We could take the essence of this method to revitalize discussions in the classroom. For example, setting up the effective goal of each class, understanding students' background and leading discussions with writing on the blackboard - these processes could be valuable to manage discussions in each classroom, especially when we set up a definite goal in the classroom. Foreign students would not only learn Japanese language but also organize and describe their own ideas, if teachers guide them to the goal with proper methods.
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吉田 聖子
原稿種別: 本文
2011 年 18 巻 1 号 p.
28-29
発行日: 2011/03/26
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These few years, we have some big problems of the Japanese volunteer training course. Some of them caused by the changes by the social background of volunteers. The other side, judging from the view point of "the learning of Japanese as a language for communication and as a basis for cultural dissemination in response to the diversification of purposes of learning Japanese among foreigners", those variety of social backgrounds will be a big help.
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―提示方法の効果を中心に―
叢 立群
原稿種別: 本文
2011 年 18 巻 1 号 p.
30-31
発行日: 2011/03/26
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The purpose of the study was to check the differences during the process of vocabulary acquisition using different methods of presentation (showing by vocabulary list only, with sentence examples, and with passage) to Chinese students at Japanese elementary level. The result revealed that to acquire knowledge of the meaning and reading of a new vocabulary, the most efficient way was to present it by a vocabulary list. On the other hand, it is proved that for effective learning of the usage of the words, the best way is to use 'with passage' and 'with sentence examples'.
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―トリニダード・トバゴの学習者の事例研究―
川崎タル つぶら
原稿種別: 本文
2011 年 18 巻 1 号 p.
32-33
発行日: 2011/03/26
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This is a case study research about an anime fan in Trinidad and Tobago, who started to watch Japanese anime in childhood and plays the "cosplay" at the local anime convention. Then she becomes a Japanese language autonomous learner in order to understand the meanings of the anime theme songs' lyrics. This research tries to find how the Japanese learner has been motivated to study Japanese language and how she becomes an autonomous learner before joining the Japanese language class.
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―地域日本語教室における外国籍住民を対象として―
入江 友理
原稿種別: 本文
2011 年 18 巻 1 号 p.
34-35
発行日: 2011/03/26
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In the "Toyota Japanese Language Learners' Support System," which assists the setup and administration of Japanese classrooms aimed at non-Japanese residents and workers in Toyota City, personal evaluations using Can-do statements are carried out, along with assessment tests for the purposes of judging the acceptance of entrants to Japanese classes. With the aim of clarifying the effects of non-Japanese residents' individual characteristics on personal evaluations, this research evaluates the influences of nationality, sex, and number of years' stay on the personal evaluations of 190 participants who took the eligibility assessment test in 2010.
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―TNeとよた日本語eラーニング―
石崎 俊子
原稿種別: 本文
2011 年 18 巻 1 号 p.
36-37
発行日: 2011/03/26
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The Japanese Language Learning Support System for Toyota City was established in 2008, and is developed and managed by Toyota City with the help of Nagoya University. The System aims to give non-native learners of Japanese language living or working in Toyota City the support they need to master the language. As a part of the system I have been developing "TNe Toyota Nihongo e-learning". I would like to discuss how different it is to develop the e-learning material for higher education and community-based Japanese learning.
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曹 紅荃, 仁科 喜久子
原稿種別: 本文
2011 年 18 巻 1 号 p.
38-39
発行日: 2011/03/26
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The authors collected and analyzed Japanese L2 learners' essays for errors, and constructed an error database. This paper examines the error classification process and details the classification hierarchy used. This hierarchy can be broadly described as consisting of four levels divided along several lines that take into consideration multiple viewpoints including L1 negative transfer as well as register. Our findings suggest that automatic processing of error data is relatively straightforward at the level of grammatical relations and spelling mistakes, while processing of semantic relations such as vocabulary choice needs further study.
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清水 慶子, 斉木 ゆかり
原稿種別: 本文
2011 年 18 巻 1 号 p.
40-41
発行日: 2011/03/26
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In this poster session, we report on the results of a study which used shadowing with intermediate students to increase their speaking and listening accuracy and fluency. The results indicated that both accuracy and fluency rate increased, but in follow-up interviews some students mentioned that they did not like some aspects of the shadowing task. It was clear from the reports that, even when tasks are effective, teachers may need to help students understand the benefit of the task.
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―小学校の日本語教室での学習支援活動を通して―
古川 敦子
原稿種別: 本文
2011 年 18 巻 1 号 p.
42-43
発行日: 2011/03/26
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This paper reports on the Japanese teacher training course held at Maebashi Kyoai Gakuen College in 2010. Each student who took this course went to a primary school for five days, and supported foreign national pupils studying in a separate the Japanese language class. In addition, they made lesson plans and teaching materials based on the experience of their teaching practice. In this paper, I will clarify what students were able to learn through the course and, through the analysis of a questionnaire and a course evaluation, consider what kinds of training contents are effective.
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―初級漢字クラスでの実践―
鈴木 理子, 齋藤 伸子
原稿種別: 本文
2011 年 18 巻 1 号 p.
44-45
発行日: 2011/03/26
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Teachers at a private university in Tokyo conducted an introductory kanji class for English-speaking students, providing them with a dictionary application on iPod touch devices. We analyzed the use of iPod touch from the viewpoint of functionality and literacy. Given the assignment of creating a "kanji network" the students, using a single application, moved smoothly among the following three tasks; (1) using touch to look up kanji or kanji compounds by inputting English, (2) looking up kanji using Japanese, (3) inputting kanji to look up meanings and readings. Comparing the gap between thought and execution, we found the speed of input, scrolling and touch on iPod touch to be superior to the use of both paper and electronic dictionaries.
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宮崎 恵子, 二瓶 知子, 鈴木 秀明, 許 明子
原稿種別: 本文
2011 年 18 巻 1 号 p.
46-47
発行日: 2011/03/26
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At the International Student Center of the University of Tsukuba, we have developed a new series of grammar texts, "Practical Japanese Grammar, vol. 1 and 2," focusing on solidifying intermediate level grammar. These texts are designed to review and organize introductory level grammar while building up intermediate level grammar. Additionally, in effort to move beyond the simple attainment of grammatical knowledge, situations and model sentences are also provided to help students develop an understanding of usage situations. The results of a post-instructional survey revealed high ratings, which is suggestive that the texts provide a good match to student needs.
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難波 康治, 角南 北斗
原稿種別: 本文
2011 年 18 巻 1 号 p.
48-49
発行日: 2011/03/26
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In order to accommodate the increase of international students, Osaka University has been striving to develop the "OU standard Curriculum" to serve as a foundation for the Japanese language education system since year 2009. The OU Standard is characterized by the integration of IT elements since the early stages of its development. The implementation of its supporting IT platform will officially commence on the academic year 2011. The objective of this paper is hence to outline the IT platform, particularly highlighting the concept and process of integration of the information technology into the curriculum in parallel with the new education system.
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―プレゼンテーション能力の向上を目指して―
内藤 真理子
原稿種別: 本文
2011 年 18 巻 1 号 p.
50-51
発行日: 2011/03/26
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The purpose of this paper is to introduce the task named "Figure card array," which makes students be aware of the audience when giving a presentation. As students unaccustomed to making a presentation tend to speak without paying enough attention to the audience, they often fail to make their points clear. When students listen to a speech, they understand the importance of paying attention to listeners, but they easily forget about this when they speak. The task I will introduce in this paper is useful in helping these students notice the difficulty of conveying their idea effectively without being aware of the audience.
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衣川 隆生
原稿種別: 本文
2011 年 18 巻 1 号 p.
52-53
発行日: 2011/03/26
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The author has been conducting a course for pre-advanced Japanese language learners that focuses on enhancing monitoring skills during oral presentations. In the course, learners are required to state the goals of their oral presentation prior to giving their talk. After their presentations, students evaluate each other with respect to whether the stated goals were achieved. This presentation examines the points that are focused on in goal setting and evaluation, and investigates the progress in learner goal setting and evaluation through repeated practice.
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神谷 英里
原稿種別: 本文
2011 年 18 巻 1 号 p.
54-55
発行日: 2011/03/26
公開日: 2017/05/25
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To improve students' motivation and learned behavior, a Japanese intermediate language class was conducted with Indonesian students for four months with a TV conferencing system and Moodle - learning management system. An interview activity with native Japanese speakers was built into the course, and changes were investigated based on the Self-Determination Theory. The interview activity was evaluated highly and it was indicated that the success or failure of the interview influenced students' motivation and learned behavior. Furthermore, the importance of having a chance to interact with authentic Japanese speakers and materials in class or for homework allowed students to more objectively judge their Japanese language ability.
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―学習者の目標設定と自己評価の観点から―
澤 恩嬉, 後藤 典子, 渡辺 文生, 山上 龍子
原稿種別: 本文
2011 年 18 巻 1 号 p.
56-57
発行日: 2011/03/26
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The aim of this study is to analyze portfolios of project work activities outside the classroom by beginner level students of Japanese and to investigate how they choose their activities based on their objectives and evaluate them. The result shows that experiencing various activities made the students confident in speaking Japanese and led to positive influence on their motivation to improve their linguistic abilities.
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―2週間の短期研修における実践―
吉川 裕子, 菊池 富美子, 山田 明子
原稿種別: 本文
2011 年 18 巻 1 号 p.
58-59
発行日: 2011/03/26
公開日: 2017/05/25
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Kyushu University has conducted a two-week immersion program for Thai college students. This program is designed to provide the students with various opportunities to experience Japanese culture from their own viewpoints. As part of the program, the Japanese language classes supported experiential activity by equipping students to plan and carry out activities on their own initiative. This paper reports on a group activity in which students conducted a field trip and made follow-up group presentations. Results show that the course support which made use of students' interest and interaction enabled their trips and the presentations reflecting their own points of view.
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ヴィモンヴィタヤー チョーラッダー
原稿種別: 本文
2011 年 18 巻 1 号 p.
60-61
発行日: 2011/03/26
公開日: 2017/05/25
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This study investigates the kanji learning strategies used by Thai high school students in beginning level Japanese class. It explores 4 research questions: (1) What kanji learning strategies do Thai high school students use in general? (2) In which areas of learning (reading, writing and/or meaning) are the strategies used? (3) Do Thai students apply their Thai linguistic knowledge in learning kanji or not, and if yes, in which areas of learning do they mainly apply it? (4) What are likely to be the effective ways of learning kanji for Thai high school students? The results show that 14 strategies were used in general. Concerning Thai linguistic knowledge, Thai students tend to use the strategy on associating the parts indicating the position of a vowel and a consonant in Thai language with the structure of a kanji. As for the effective ways for each skill, recognition of kanji's shape is considered to be the most effective way to learn reading, while recognition of kanji's shape together with frequency use are considered to be the most effective ways to learn writing kanji.
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―ビリーフスの観点から―
向井 留実子, 高橋 志野, 村上 和弘
原稿種別: 本文
2011 年 18 巻 1 号 p.
62-63
発行日: 2011/03/26
公開日: 2017/05/25
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A seminar was held at Ehime University with native and non-native Japanese language teachers and students studying to be teachers of Japanese language from three partner universities. Groups, each consisting of members from all four countries, worked together to make lesson plans and do practice teaching. Differences in 'beliefs' of the non-native students caused friction, but they managed to reach a compromise for the practice teaching presentation. Using the observations recorded of this process in the reflection reports of the Japanese students, this paper will consider the role of 'beliefs' in language teaching.
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水嶋 博志, 内田 聖也, 北村 達也, 川村 よし子
原稿種別: 本文
2011 年 18 巻 1 号 p.
64-65
発行日: 2011/03/26
公開日: 2017/05/25
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We developed a system for detecting sentences considered difficult for Japanese language learners. This system will be a part of a text difficulty evaluation system, and is able to detect three sentence patterns; te-form and masu-form used as the gerundive form, and noun modification. We applied some rules to the results obtained by using a morphological analysis system JUMAN and a sentence structure analysis system KNP. It was found that this system was able to identify these three sentence patterns accurately. In cases where it is difficult to determine whether the text being analyzed includes any of the above sentence patterns, the system returns an unassertive judgment and leaves the decision to users.
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―オーストラリアと中国の大学生が考える「いい授業」―
中川 良雄, 天満 理恵, 上野山 愛弥, 安立 友野
原稿種別: 本文
2011 年 18 巻 1 号 p.
66-67
発行日: 2011/03/26
公開日: 2017/05/25
研究報告書・技術報告書
オープンアクセス
All the teachers hope to carry out "a good lesson". Then, what lesson is "a good lesson"? In this presentation, the questionnaire about "a good lesson" is carried out for the Australian and Chinese university students, and the result is analyzed from the contrastive view-point. The result shows that the students might gain a new sense of values and educational philosophy by touching the different classroom culture, however, some senses of values govern the students without changing as a belief.
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保坂 敏子
原稿種別: 本文
2011 年 18 巻 1 号 p.
68-69
発行日: 2011/03/26
公開日: 2017/05/25
研究報告書・技術報告書
オープンアクセス
The paper reports and examines a design of oral presentation & discussion class in order to promote interaction. In the class that train academic speaking skill such as oral presentation and discussion I realized that it is more difficult to improve discussion skill than academic presentation skill. To solve the problem, I designed and practiced the class based on social constructivism. Social constructivists view learning as a social process and individuals create meaning through their interactions with each other and with the environment they live in.
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衣川 隆生, 森 仁美
原稿種別: 本文
2011 年 18 巻 1 号 p.
70-71
発行日: 2011/03/26
公開日: 2017/05/25
研究報告書・技術報告書
オープンアクセス
In order to enhance learner autonomy, it is essential for learners to acquire the ability to objectively recognize different factors impacting the learning process, such as learning experiences, the learning environment, one's language ability and needs, and the ability to create concrete and feasible goals and learning plans based on information obtained from this recognition process. In this presentation, authors review and examine issues around course designs developed and repeatedly improved by the authors that aim to elaborate goals and learning plans toward acquisition of oral presentation skills.
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原稿種別: 付録等
2011 年 18 巻 1 号 p.
App2-
発行日: 2011/03/26
公開日: 2017/05/25
研究報告書・技術報告書
オープンアクセス
-
原稿種別: 付録等
2011 年 18 巻 1 号 p.
App3-
発行日: 2011/03/26
公開日: 2017/05/25
研究報告書・技術報告書
オープンアクセス