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原稿種別: 表紙
2015 年 22 巻 1 号 p.
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発行日: 2015/03/28
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原稿種別: 付録等
2015 年 22 巻 1 号 p.
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発行日: 2015/03/28
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原稿種別: 目次
2015 年 22 巻 1 号 p.
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発行日: 2015/03/28
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―ディベートを用いた論理的思考育成の試み―
塩谷 由美子, 小野塚 若菜
原稿種別: 本文
2015 年 22 巻 1 号 p.
2-3
発行日: 2015/03/28
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"Japanese Culture" classes for undergraduate foreign students are currently designed in various ways in terms of class style, purpose, and content. This paper reports the class activities of debate in "Japanese Culture" designed to cultivate the ability of logical thinking as an academic skill. In order to draw the students' attention to logicality, the teachers presented to the students two versions of video of debate performance: logical debates and logically deficient debates. It was remarkable from the students' self-evaluation statements at the end of the semester that the students had started focusing on how to make logical debates.
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本郷 智子, 上原 真知子
原稿種別: 本文
2015 年 22 巻 1 号 p.
4-5
発行日: 2015/03/28
公開日: 2017/05/17
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This paper reports on a short-term exchange program in a science university. The participants are undergraduate engineering students from Singapore. The purpose of the program is for them to gain insight into research activities while familiarizing themselves with the system and practice of research laboratories at a Japanese graduate school. The program provided the participants with the opportunities to be engaged in collaborative learning and mutual exchange with Japanese students and scholars in the plurilingual environment as they achieved their presentation tasks together. The participants gain not only the knowledge in their related fields, but also the Japanese language communication skills through the process.
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―日本語学習者が感じる不安と成長 ―
寺嶋 弘道, 戸坂 弥寿美, 井上 佳子, 髙尾 まり子
原稿種別: 本文
2015 年 22 巻 1 号 p.
6-7
発行日: 2015/03/28
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Many institutions providing Japanese language education require their learners to interact with native Japanese speakers outside the classroom. Learners often feel more anxious about their ability to use Japanese outside the classroom while the nature of these anxieties is still not well-understood. This project investigated the concerns of intermediate-level learners during an off-campus interview activity. Pre- and post-surveys were employed to determine the nature of learners' general concerns about their ability and self-perceived performance during the activity. The results provide a clearer understanding of learners' types of anxieties and the self-perceived changes they observed in this regard.
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―「読書ダイアリー」と「POP」作りの実践から―
尾関 史
原稿種別: 本文
2015 年 22 巻 1 号 p.
8-9
発行日: 2015/03/28
公開日: 2017/05/17
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To support the ability of self-directed reading, it is necessary to do not only classroom activities but also reading activities outside of the classroom. Especially abroad, where there is minimal access to Japanese, supporting and cultivating self-directed reading could become a problem. In this article, I will report on and analyze the effectiveness of the reading activities "Reading Diary" and making a "POP". These activities were held in a training program for teachers of Japanese from abroad. As a result, these activities increased their motivation to read as well as broadened the variety in their choice of reading material. In addition to that, some of them said that they would like to try these activities in their classroom.
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―『できる日本語初中級』を使って ―
山森 理恵, 外崎 淑子
原稿種別: 本文
2015 年 22 巻 1 号 p.
10-11
発行日: 2015/03/28
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This study reports on Pre-intermediate Japanese classes utilizing ICT. The contents of the textbook, "Dekiru Nihongo Shochukyu", which aims to help learners achieve behavioural objectives, were edited as PowerPoint files and the contents of the supplementary materials were converted into PDF files to realize the objectives of the textbook more effectively. In this paper we show how we made the PowerPoint files and how we conducted the classes. We also report the results of an attitude survey of Japanese learners in the classes and consider the benefits of these classes and improvements that could be made.
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―インタビューの質的分析を通して―
服部 明子
原稿種別: 本文
2015 年 22 巻 1 号 p.
12-13
発行日: 2015/03/28
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In order to review the guidance offered to students writing undergraduate theses, an interview was conducted with an international student from China who had submitted the thesis. The student was asked about any difficulties they had in writing the theses as well as with the Japanese language, and what they found helpful. Qualitative analysis suggested that even though the schema was still in the process of formation, writing the thesis contributed to the second language acquisition through students' awareness of the importance of logical description, and ongoing motoring and evaluation.
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北村 達也, 住田 真一, 孝橋 一希
原稿種別: 本文
2015 年 22 巻 1 号 p.
14-15
発行日: 2015/03/28
公開日: 2017/05/17
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This study introduces an editing system for writing Japanese texts with vocabulary that is more accessible to non-native speakers of Japanese. The system, Kabuto editor, will automatically identify the word level by color-coding words based on a predefined word list. The word list can be compiled by each user, so that they can personally identify word levels based on their own criterion. Word level evaluation function is invoked by clicking on the "analyze word level button" which appears at the bottom of the editor. Kabuto is written in Java programming language, as to be compatible with any type of OS.
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池田 富見子
原稿種別: 本文
2015 年 22 巻 1 号 p.
16-17
発行日: 2015/03/28
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For more than 15 years Kurume University has been conducting a short-time Japanese program every summer. In the year 2014, we incorporated a process model of learning activation in order to maintain students' interest in learning more about the Japanese language, Kurume University and Kurume-city itself. Using a pre-survey and post-survey format, and by having participants create individual portfolios, the students became more aware of objectives and achievements throughout the process of the program. We discovered almost all students were inspired by the program and planned to continue their studies in Japanese and even join our long-term study program.
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―非漢字系若手教師への質問紙調査より―
濱川 祐紀代
原稿種別: 本文
2015 年 22 巻 1 号 p.
18-19
発行日: 2015/03/28
公開日: 2017/05/17
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A questionnaire survey was conducted among 60 non-native teachers (NNT) about kanji learning. Several previous studies on Japanese language learners highlight the difficulties of kanji learning. However, this study revealed that NNT do have a positive outlook toward kanji learning with 78.1% and 21.9% having a positive and negative perception, respectively; further, kanji learning is not perceived as negative. Many believe that understanding kanji is advantageous, attainable with effort and that studying kanji is necessary, in spite of using computers. In further studies, I aim to clarify the relationship between these results with kanji learning strategies and kanji ability.
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平田 未季
原稿種別: 本文
2015 年 22 巻 1 号 p.
20-21
発行日: 2015/03/28
公開日: 2017/05/17
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This project work is aimed at creating a "Cultural Booklet" which discloses the life stories of people in Toyokawa area, Katagami city, Akita prefecture. The area examined is based on the spot of elementary school which is closed due to depopulation. Through this project, Regional Revitalization Consortium is established by international students who acted as a medium between Toyokawa inhabitants, NPOs, Japanese students interested in international exchange, and the design team. In addition, the project can contribute to play the role previously retained by Toyokawa elementary school, which is "Interaction between generations".
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― 「言語と教育」から「社会・文化・地域」まで―
篠崎 大司
原稿種別: 本文
2015 年 22 巻 1 号 p.
22-23
発行日: 2015/03/28
公開日: 2017/05/17
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This paper is a subsequent report of Shinozaki on Practice and Analysis of Flipped Classroom for Japanese Teacher Training by employing e-learning contents. Based on the result and consideration of Shinozaki I taught class having changed the 2 following points. 1. I moved "Active 1" (check problem about the lecture contents) from implementation during class to preparation. 2. The number of problems of the achievement test (restriction time for 50 minutes) was increased to 100 questions from 40 questions. According to class evaluation by participants, 80% of students had a positive view.
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上田 美紀, 渡辺 民江
原稿種別: 本文
2015 年 22 巻 1 号 p.
24-25
発行日: 2015/03/28
公開日: 2017/05/17
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Many of the reading materials for elementary level Japanese learners are designed to acquaint them with basic grammatical structures and vocabulary. Others are designed to develop reading survival skills by presenting living situations that they might encounter. Although these materials are effective for intensive reading activities in class, we wanted students to experience the pleasure of reading as well. This paper presents the trial version of what we have called "reading for fun" materials for elementary level students. A survey given to instructors indicates that as a result, students' interest in reading has increased. Points for improvement will be discussed.
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―開発のプロセスと教科書の概要について―
工藤 嘉名子, 大津 友美, 菅長 理恵, 中井 陽子
原稿種別: 本文
2015 年 22 巻 1 号 p.
26-27
発行日: 2015/03/28
公開日: 2017/05/17
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"Deai", an intermediate Japanese textbook, is currently being developed at the Japanese Language Center for International Students, Tokyo University of Foreign Studies. This textbook is targeted at international students who reside and study in Japan. It is comprised of six themes and four closely related tasks. By coordinating the themes and tasks organically, the textbook aims at enabling the students to obtain (1) knowledge about Japanese society and its culture, (2) the ability to communicate thoughts in Japanese, and (3) the ability to actively build and sustain relationships with others.
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― 「N1のN2の…のN」の形を中心に―
毛 莉
原稿種別: 本文
2015 年 22 巻 1 号 p.
28-29
発行日: 2015/03/28
公開日: 2017/05/17
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Based on a questionnaire about the learning of auxiliary word 「の」 by Chinese students of Japanese majors, the paper found out that they often make mistakes in such sentence: 田中さんは人民大学の日本語先生です, whose correct form should be 田中是人民大学的日語老師. The error underlined indicates that students were influenced by Chinese language and omitted the Japanese auxiliary word 「の」 in Chinese-Japanese translation. Focusing on such language errors taken by Chinese students, this paper will discuss the relationship between the two auxiliary word: 「的」 and 「の」.
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― 中国における日本語を専攻とする学習者の一事例―
許 晴
原稿種別: 本文
2015 年 22 巻 1 号 p.
30-31
発行日: 2015/03/28
公開日: 2017/05/17
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This study aims, on the basis of interviews, at clarifying the processes leading to demotivation especially in relation to learning objectives and examinations by learners in China who majored in Japanese and gave up their studies. In the conclusion of the analysis of the M-GTA, the following concepts have been extracted: regarding learning goals, the concept of "not having the goal to improve his proficiency in the Japanese language" seems to be important. Regarding examinations, the concepts of "poor grades", "of being able to somehow pass the exam without learning" and "of a temporizing point of view towards exams" have been identified.
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―生成された自己質問の分析―
二口 和紀子
原稿種別: 本文
2015 年 22 巻 1 号 p.
32-33
発行日: 2015/03/28
公開日: 2017/05/17
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This work examines how Japanese learners read a text through generating self-questions in a reading class. This study asked Japanese learners with intermediate level to make a question and give an answer about a text. Then they were asked to share their questions with the other students. The result was that they tend to make either arrangement self-questions or inquiry self-questions only. This suggests that the way of reading has not changed after self-questioning and answering other student's questions.
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―日本語教育の視点から―
丁 尚虎
原稿種別: 本文
2015 年 22 巻 1 号 p.
34-35
発行日: 2015/03/28
公開日: 2017/05/17
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There are restrictions on the usage of polite language, which depend on the relationship between the speaker and the listener. This paper aims to investigate the definition and characteristics of polite language usage restriction mechanisms based on interpersonal relations and the author hopes it will have implications for teaching and learning Japanese. The paper examines the polite phrases "konnichiwa" and "sayonara" in Japanese as an example to explain this mechanism, and their counterparts in Chinese to further illustrate the differences between Japanese and Chinese politeness mechanisms. Finally, the paper shows the importance of these mechanisms through analyzing common mistakes made by foreigners who learn Japanese.
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―KYコーパスを対象に―
李 凌潔
原稿種別: 本文
2015 年 22 巻 1 号 p.
36-37
発行日: 2015/03/28
公開日: 2017/05/17
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The purpose of this paper is to investigate the acquisition status of adnominal clauses for Japanese learners. Firstly, the sentences from the learners' conversation that contain adnominal clauses are extracted from the KY corpus, and then these sentences are analyzed statistically. From the result, it can be observed that adnominal clauses can be divided into four categories by the word class and the acquisition levels of the different categories are affected by the students' Japanese proficiency.
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―補助的視聴覚教材の使用を手がかりに ―
汪 夢情
原稿種別: 本文
2015 年 22 巻 1 号 p.
38-39
発行日: 2015/03/28
公開日: 2017/05/17
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The purpose of this study is to research how to improve the conversation abilities of Chinese university students through the use of conversation activities for learners in classes. While observing the conversation classes in China by using the IRF model, there was little independent conversation from learners. Audiovisual materials are used to create an opportunity for conversation or for the continuation of conversation between the teachers and students. To make the conversation of learners be active, the appropriate use of audiovisual material is very important.
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―中上級日本語学習者を対象とした口頭発表技能クラスにおいて―
末松 大貴, 衣川 隆生
原稿種別: 本文
2015 年 22 巻 1 号 p.
40-41
発行日: 2015/03/28
公開日: 2017/05/17
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Teacher intervention can have a variety of effects on the learner. The purpose of this study is to analyze how teacher intervention affects the collaboration activities of Japanese learners in a class about oral presentation skills. It was found that there are several types of teacher intervention and each learner is impacted differently by these different types of teacher intervention. Based on the analysis and the results, we will consider how teachers should intervene in collaboration activities of Japanese learners in order to facilitate collaborative learning.
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岩崎 浩与司
原稿種別: 本文
2015 年 22 巻 1 号 p.
42-43
発行日: 2015/03/28
公開日: 2017/05/17
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This paper is on a distance education meeting using ICT (Information communication technology) held in the autumn of 2014. The meeting aimed that the participants improve their intercultural competence. The meeting involves Japanese learners of three different countries and native Japanese speakers. The findings based on the analysis of questionnaires to the participants suggest that the meeting helped the participants 1) improve their communicative competence and knowledge on their own and others' culture and 2) change their attitude towards different cultures.
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鈴木 庸子
原稿種別: 本文
2015 年 22 巻 1 号 p.
44-45
発行日: 2015/03/28
公開日: 2017/05/17
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"Harmonica" is a portal site developed to support fostering Culturally, Linguistically Diverse (CLD) children's languages in multilingual situations. It aims to broaden the knowledge about the importance of one's mother tongue for CLD children. "Harmonica" is linked to around 200 websites with the following six main categories: learning materials and online book sites for Kids and Students, useful information for Parents, sites for practical and academic resources for Teachers, Volunteers, Researchers and Stakeholders. Linked websites were collected through information delivered via related association's mailing lists, presentations of research results, and originally conducted surveys.
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藤田 朋世, 前原 かおる, 渡部 みなほ, 野口 真早季, 増田 真理子
原稿種別: 本文
2015 年 22 巻 1 号 p.
46-47
発行日: 2015/03/28
公開日: 2017/05/17
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This paper introduces a listening comprehension task, which focuses on Kango; words of Chinese origin, for students from Chinese backgrounds. This task aims to improve the ability to comprehend Kango correctly by listening and using knowledge of kanji sound alternation rules (e.g. shippai(失敗)=shitsu+hai). The result of the trial was that we found different levels of specifying the correct Kango corresponding to sound: Failure in the perception of sound; success in the transformation from sound to hiragana as phonograms; and success in the transformation from hiragana to kanji as ideograms. This suggests that proper assistance is required for each level, which all have their own aspects of difficulty.
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松崎 寛, 高橋 恵利子
原稿種別: 本文
2015 年 22 巻 1 号 p.
48-49
発行日: 2015/03/28
公開日: 2017/05/17
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This study aims at developing a new system that outputs a visual representation of prosody. It employs an automatic speech-recognition system and analyzes the segmental and prosodic features of a speech to provide an easy-to-understand visual feedback to Japanese learners. The problem of delayed F0 fall is corrected by assigning the F0 value to the mora that immediately precedes the segment in which the pitch drops. However, the inaccuracy in representing sentence-final intonation remains unsolved.
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宮林 賀奈子
原稿種別: 本文
2015 年 22 巻 1 号 p.
50-51
発行日: 2015/03/28
公開日: 2017/05/17
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This study examined Japanese beginner learners' understanding of the locative case particles "de" and "ni" through interviews. Unlike the results from a previous study by Iwasaki (2001), approximately half of the learners appeared to understand that both "de" and "ni" mark place, even if they did not necessarily have a clear target-like understanding. The results suggest that learners do not necessarily consider that only one of the particles is a locative particle even at the beginning stage of the interlanguage construction.
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―自分の「読み」を表現する授業―
片山 智子
原稿種別: 本文
2015 年 22 巻 1 号 p.
52-53
発行日: 2015/03/28
公開日: 2017/05/17
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The class reported on here is an "extensive reading class" for foreign students from an advanced beginners' level to the start of the intermediate level. The course had two major objectives: (1) acquiring a natural rhythm of Japanese reading by reading many easy Japanese-language books. (2) deepen the students' reading comprehension through various activities representing the "situation model" that they have constructed. The activities included individual reading, selecting their favorite books and introducing them to their classmates, writing a fictional diary of one of the characters, writing a letter to the author.
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田辺 淳子
原稿種別: 本文
2015 年 22 巻 1 号 p.
54-55
発行日: 2015/03/28
公開日: 2017/05/17
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Japan faces a manpower shortage in care service industries and non-native Japanese carers such as EPA care worker candidates are essential. Japanese language materials for non-native Japanese carers are being developed, however as of yet little attention has been given to either materials for beginners, or to listening materials. This report suggests that conversation based materials that make use the "shadowing" technique could help develop: 1) pronunciation and intonation; 2) listening ability; 3) repeating ability; 4) speech speed; 5) vocabulary; 6) language processing ability; 7) terms and expressions specialized in care, and 8) functions and grammar necessary for natural conversation.
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佐藤 礼子
原稿種別: 本文
2015 年 22 巻 1 号 p.
56-57
発行日: 2015/03/28
公開日: 2017/05/17
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As an activity to enhance the cognitive awareness of evaluation criteria for advanced Japanese language learners' presentation by a group the effects of the feedbacks: peer evaluation and teacher's comments and peer reflection, were investigated. The results indicated that the peer reflection derived more specific descriptions of their presentations. The peer evaluation score was shown as a feedback that gave an effect in increasing the number of description items. However, the teacher's comments did not connect the number of learners' reflection.
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―短期日本語プログラムに参加した日本人ボランティアの場合―
武田 知子
原稿種別: 本文
2015 年 22 巻 1 号 p.
58-59
発行日: 2015/03/28
公開日: 2017/05/17
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This study aims to examine how students' majors and interests influence their reflections on experience. I used the following three types of data: Pre- and post-questionnaires and comment sheets from students. From the results, I found that students' reflections were related to their interests. Students who are interested in Japanese education tend to mention language teaching experience, while students who are interested in international communication tend to refer to cross-cultural experience. I concluded that to broaden students' perspectives from their experience, it is necessary to give students the opportunity to share their reflections among themselves.
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後藤 典子
原稿種別: 本文
2015 年 22 巻 1 号 p.
60-61
発行日: 2015/03/28
公開日: 2017/05/17
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Dialects are often used in hospitals and nursing facilities in local areas. Most of the patients and nursing facility users express their pain or discomfort using their own dialect. But sometimes they are very difficult to understand, especially for foreigners. We are developing online Yamagata dialect referencing. The character input method is based on dialect expression dictation answer variations given by foreign students. When foreign nurses or care-givers cannot understand complicated dialect expressions, the system we are devising allows them to access unknown and uncertain dialects using keywords they can pick up comparatively easily.
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佐々木 良造
原稿種別: 本文
2015 年 22 巻 1 号 p.
62-63
発行日: 2015/03/28
公開日: 2017/05/17
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The author coordinated a short movie-making project to introduce the good characteristics of Akita. The project aimed to develop the "Fundamental Competencies for Working Persons" proposed by the Ministry of Economy in 2006. There were 26 participants: 17 foreign students and 9 Japanese students. They were divided into five groups consisting of foreign and Japanese members. This paper examines whether group diversity contributes to the development of the "Fundamental Competencies for Working Persons." Interviews with the four student managers and the teacher in charge suggested that the project did contribute to the development of these competencies.
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高橋 亜紀子
原稿種別: 本文
2015 年 22 巻 1 号 p.
64-65
発行日: 2015/03/28
公開日: 2017/05/17
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Learners in an upper intermediate and advanced Japanese language class were assigned to read the expository text, to construct a graphic organizer of the text, and to describe the contents of it. The results indicate that advanced learners can recognize text structure which has the most important main idea at the top level of structure of the text and supporting idea at the lower level of structure. However it was found that it was not easy for upper intermediate learners to do this. The task of using a graphic organizer allowed learners and teachers to visualize the reading process and identify problems with reading comprehension.
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―その多様性に着目して―
前原 かおる, 菊池 富美子, 増田 真理子
原稿種別: 本文
2015 年 22 巻 1 号 p.
66-67
発行日: 2015/03/28
公開日: 2017/05/17
研究報告書・技術報告書
オープンアクセス
In this paper, an interview research is conducted to investigate how eight intermediate and advanced level learners from non-kanji background have been learning kanji. Through comparing their strategies and preferences to learning stroke and shape of kanji, two implications are suggested: (1) the individual differences of their approach to kanji learning have been changed along with the development of language level, (2) the present approaches reflect their goals of language learning. Our paper also reports four cases of kanji learning by intermediate level learners.
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中野 光, 北村 達也
原稿種別: 本文
2015 年 22 巻 1 号 p.
68-69
発行日: 2015/03/28
公開日: 2017/05/17
研究報告書・技術報告書
オープンアクセス
We developed a web system for assisting Japanese language teachers in selecting example sentences according to the progression of lessons. This system is based on the "Minna no Nihongo" series of 3A Corporation and identifies the lesson numbers associated with the words and phrases as they first appear in the textbooks. When a user inputs sentences into a textbox and selects an arbitrary lesson number in the web browser, currently learned and unlearned words, based on lesson progression, are displayed in different colors. By using the proposed system, teachers can significantly save time and effort preparing educational materials.
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中川 健司, 角南 北斗, 齊藤 真美, 布尾 勝一郎, 橋本 洋輔
原稿種別: 本文
2015 年 22 巻 1 号 p.
70-71
発行日: 2015/03/28
公開日: 2017/05/17
研究報告書・技術報告書
オープンアクセス
A great number of research projects take a form of "group research project". The purpose of this presentation is to discuss benefits and disadvantages of conducting group research projects and how we can pursue a successful research projects with co-researchers by categorizing the type of group research projects by 1)affiliated institutes and 2)fields of study of the participating researchers. Group research projects are considered to bring both benefits(specialities in different fields, diverse viewpoints, efficient networks, etc.) and disadvantages(costs in communication, barriers caused by different belief, etc.) to participating researchers; however, this issue has not been discussed in the field of Japanese language education.
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山田 裕紀, 青木 由香利, 斉木 ゆかり
原稿種別: 本文
2015 年 22 巻 1 号 p.
72-73
発行日: 2015/03/28
公開日: 2017/05/17
研究報告書・技術報告書
オープンアクセス
The authors found three main difficulties to teach mathematics and physics in Japanese to students who speak Arabic. The first difficulty is their poor communication ability. The second one is lack of basic knowledge. Final one is the low attendance rate. To solve these issues, the authors have tried several different ways. For example, media resources were used. Also, the lecturers let students discuss freely in the class to exchange their questions. Moreover, students should solve the exercises during the class using black board. These teaching methods were considered to success to increase their knowledge and their attendance rate.
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―精読から速読へ―
澁谷 きみ子
原稿種別: 本文
2015 年 22 巻 1 号 p.
74-75
発行日: 2015/03/28
公開日: 2017/05/17
研究報告書・技術報告書
オープンアクセス
This paper reports on a reading class for upper-intermediate level learners of Japanese language. Japanese reading comprehension classes usually utilise a bottom-up approach, from vocabulary up to sentences and paragraphs; however this tends to stop at reading preparation exercises. In order to put the exercises into practice, this research involved students intensively reading the exercises followed by silently rapid reading newspaper articles on the same topics. The results of the post-experiment survey suggested that this method was useful, however there is a need for effective vocabulary teaching.
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―外国人日本語教師研修における試みの整理―
木田 真理, 山本 実佳
原稿種別: 本文
2015 年 22 巻 1 号 p.
76-77
発行日: 2015/03/28
公開日: 2017/05/17
研究報告書・技術報告書
オープンアクセス
In intermediate and advanced grammar classes for foreign Japanese-language teachers at the Japan Foundation Japanese-Language Institute, improvement of the teaching ability is an important objective, because the trainees are not only learners but also teachers of Japanese. The trainers give variety to explanations and exercises in teaching, so that the foreign trainees can get tips for teaching grammar in their own countries by experiencing a variety of instructions by themselves. This paper discusses the practices in grammar classes during the long-term training courses for foreign teachers in 2014, using the class records and the participant questionnaire as references, to organize the practices from the viewpoint of variation in grammar teaching.
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金 元正
原稿種別: 本文
2015 年 22 巻 1 号 p.
78-79
発行日: 2015/03/28
公開日: 2017/05/17
研究報告書・技術報告書
オープンアクセス
This research examines the impact of the 3.11 earthquake (in Tohoku in 2011) on Korean students who lived in Japan at the time so that it offers data to the Koreans who are considering Japan for their overseas studies. The research involves five Korean students (two from Tokyo and three from Fukuoka) who were interviewed regarding their experiences about the 3.11. It reveals that the students in Tokyo increased their trust on Japan and Japanese people as well as their self-confidence as foreign students after the earthquake, while those in Fukuoka did not show any notable changes except for their concern about the influences of atomic radiation.
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―上級日本語学習者を対象に―
森山 仁美
原稿種別: 本文
2015 年 22 巻 1 号 p.
80-81
発行日: 2015/03/28
公開日: 2017/05/17
研究報告書・技術報告書
オープンアクセス
In this study, we utilized the Learning Through Discussion (LTD) method in a reading lesson of Japanese language education to investigate whether it is effective in increasing learning activity. It is one technique of the cooperative learning. Through peer discussion, it was intended to deepen the understanding of learning and teaching materials for each participant. Based on the teaching practice of Moriyama (2014), in the result of applying the LTD method targeting advanced learners, it was possible to generate full discussion with each learner deepening his or her ideas for the topic. In addition, by applying the LTD, we were able to promote the understanding and the critical thinking skills related to Japanese culture.
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―中国語の可能文と対照しながら―
呉 志寧
原稿種別: 本文
2015 年 22 巻 1 号 p.
82-83
発行日: 2015/03/28
公開日: 2017/05/17
研究報告書・技術報告書
オープンアクセス
It has been proved that volitionality is imperative to the formation of Japanese's potential clause. However, including the truth, it does not means that all of the volitionality are the same. In this paper, the way volitionality should be, the pivotal part to the formation of potential clause will be subjected. With the goal of revealing the truth of volitionality, the approach called contrast between Sino-Japanese example sentences will be utilized.
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孫 莉
原稿種別: 本文
2015 年 22 巻 1 号 p.
84-85
発行日: 2015/03/28
公開日: 2017/05/17
研究報告書・技術報告書
オープンアクセス
This paper analyzes and compares the characteristics of connective expressions in group discussion between both Chinese Japanese language learners (CJLL) and Japanese native speakers based on Sakuma's classification (2002). Excessive use of connective expressions has been identified when CJLLs intended to achieve better logical relationship in their information. Instead of achieving what expected, CJLLs' excessive use of connective expressions leads to further obscured and less comprehensible utterance in group discussions. Therefore, CJLLs are hindered from both conversation management and keeping other interlocutors engaged in discussion given their inadequate application of connective expressions.
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―ノダの教え方に向けて―
小出 寿彦
原稿種別: 本文
2015 年 22 巻 1 号 p.
86-87
発行日: 2015/03/28
公開日: 2017/05/17
研究報告書・技術報告書
オープンアクセス
For this paper, research on the "interpretation" suggested by "-noda" was conducted using Najima (2007) as the theoretical framework. First, a test was conducted on scenes containing "-noka" (-"ndesuka") and "non-noka" ("-masuka") sentences targeting 33 foreign students, and simultaneously, a questionnaire survey was conducted on metacognition of "-noka" and "non-noka" sentences and on teaching methods used. Following this, teaching of "-noka" and "non-noka" sentences was executed using pictorial teaching materials and review exercises. In addition, a follow-up survey was conducted. In this paper, the results of the research are reported and analyzed.
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―フィードバックの事例,無声化した「す」に着目して―
井上 正子
原稿種別: 本文
2015 年 22 巻 1 号 p.
88-89
発行日: 2015/03/28
公開日: 2017/05/17
研究報告書・技術報告書
オープンアクセス
Recently Vietnamese Japanese learners have been rapidly increasing, and various kinds of problems have been found with their pronunciation. This is a longitudinal study of raising consciousness to Vietnamese learners that have difficulty in pronouncing "su" including devoiced vowel /u/ from "desu" or "masu". Giving simple advice repeatedly in the class lead them to raise consciousness of their pronunciation problems in around 3 months, and pronunciation of devoiced "su" not only in the end but also in the middle of words in 10 months. A practice report on a trial of teaching pronunciation is presented in this research.
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王 俊
原稿種別: 本文
2015 年 22 巻 1 号 p.
90-91
発行日: 2015/03/28
公開日: 2017/05/17
研究報告書・技術報告書
オープンアクセス
The purpose of this paper is to study the changes in the learning motivations and other correlated factors, influencing distinguished Japanese major students in the course of their studies, using open-ended questions, interviews, diaries, and classroom observations. A longitudinal study was conducted on 2 students over 3 years. Results presented that learning was most frequently driven by compulsory motivation. A student, learning under self-efficacy, compulsory motivation, and intrinsic motivation, was influenced by results, scholarship, and purpose. Another student, shifted gradually from compulsory and intrinsic motivation to compulsory motivation, with intrinsic motivation catalyzed only when the learning contents are intriguing.
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金庭 久美子
原稿種別: 本文
2015 年 22 巻 1 号 p.
92-93
発行日: 2015/03/28
公開日: 2017/05/17
研究報告書・技術報告書
オープンアクセス
This study aimed to reveal how Japanese learners use different writing styles in a variety of media. This study analysed written language materials from the "YNU corpus", which contains 720 specimens of written material by 60 Japanese learners. These were analysed to see if they were written based on specific, expected writing styles. As a result, they were felt to be awkwardly written even if high grade learners had written them. And it was found that the written material contained inadequate greetings, irrelevant content in e-mails, inappropriate sentences in the first or last line of magazine articles. Therefore, it is necessary to teach a writing style appropriate to each media type.
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王 尤
原稿種別: 本文
2015 年 22 巻 1 号 p.
94-95
発行日: 2015/03/28
公開日: 2017/05/17
研究報告書・技術報告書
オープンアクセス
Various issues need to be solved in Japanese teaching in Chinese universities. The author performed extracurricular activities at Jilin Huaqiao Foreign Languages Institute in April 2013, researched opinions in October 2013, and researched achievements in January 2014. The results proved that performance of extracurricular activities related to Japanese learning was useful (presented in 2014). Since two years had passed since the beginning of these activities, the author conducted additional research into how the original participants had progressed with their Japanese learning. The author intends to further investigate the conclusion so far reached, based on the results of the present research.
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