日本語教育方法研究会誌
Online ISSN : 2423-9909
Print ISSN : 1881-3968
22 巻, 3 号
選択された号の論文の52件中1~50を表示しています
  • 原稿種別: 表紙
    2016 年 22 巻 3 号 p. Cover1-
    発行日: 2016/03/19
    公開日: 2017/05/17
    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
    2016 年 22 巻 3 号 p. App1-
    発行日: 2016/03/19
    公開日: 2017/05/17
    研究報告書・技術報告書 オープンアクセス
  • 原稿種別: 目次
    2016 年 22 巻 3 号 p. Toc1-
    発行日: 2016/03/19
    公開日: 2017/05/17
    研究報告書・技術報告書 オープンアクセス
  • ―日本語学習者対象の意識調査を中心に―
    高嶋 幸太, 桐山 岳寛
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 2-3
    発行日: 2016/03/19
    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, an attitude survey using rating scales was conducted with 111 Japanese language learners. This was done to examine what kind of design is desired for their understanding in terms of Japanese language learning materials. As a result, "underlining" was statistically desired in input enhancement techniques which emphasize the key language form. Also "photos" was statistically rated higher than "drawings." In addition, the results reveal that learners consider "explanation about grammar," "correct usage / example," "incorrect usage / example," "icon / pictogram," "table," "summary," "numbering learning contents," and "captions" as useful to facilitate their understanding. Based on the results, this study proposes a model design of learning material as a draft plan.
  • ―フライトアテンダントとホテルスタッフを例に―
    赤城 永里子
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 4-5
    発行日: 2016/03/19
    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 thesis aims to introduce a method of Needs Analysis and argue how to grade the learning contents to meet the needs of JOP (Japanese for Occupational Purposes) learners, who usually have relatively short-term periods of learning. Such learners need to learn efficiently Japanese expressions that enable them to complete their duties in their vocational workplace. For efficient learning, the needs analysis has to identify which duties learners have to undertake in target language. After these duties are identified, they should be graded based on frequency so that learner can learn the most necessary ones.
  • 平山 允子
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 6-7
    発行日: 2016/03/19
    公開日: 2017/05/17
    研究報告書・技術報告書 オープンアクセス
    Learning Japanese vocabulary written with Kanji characters is necessary for foreign students who intend to take academic education in Japan. The learning of kanji, though, in many cases presents a heavy burden. To lighten this burden and enhance the effect of learning, an intermediate Kanji course was designed with every lesson divided into small steps; the previewing of target words, vocabulary practice, Kanji reading and writing, the reviewing of Kanji vocabulary and confirmation quizzes. This course was highly evaluated by students in the end-of-term questionnaire. Suggestions for revising the textbooks presently used in school have also emerged from this course.
  • ― 初対面の日本語学習者と母語話者の会話に見られる発話の分析を通して―
    許 明子, 永井 絢子, 井上 里鶴, 小川 恭平
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 8-9
    発行日: 2016/03/19
    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 study is to disclose how Japanese language learners and native Japanese speakers trespass into the personal territory of one another. This study examines cases in conversations between Korean and Chinese Japanese language learners interacting with native Japanese speakers, exchanged opinion expresses in the conversation for the first time. The results show that learners tend to abruptly trespass into the personal territory of the listener. Contrasting this, native Japanese speakers tend to trespass into personal territory in order to smoothly switch the topic of the conversation.
  • 世良 時子, 根本 愛子
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 10-11
    発行日: 2016/03/19
    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 introduces the workshop "Yasashii Nihongo: Easy Japanese" for nursing students. The medical field is diversifying due to increasing foreigners as clients and non-native Japanese speaking nurses. In order to accommodate this increasing diversity nurses need to adjust their communication skills. The workshop had two sections. The first section was a practical task based group activity where non-native speakers of Japanese acted as clients and native Japanese as nurses. The second section consisted of an exchange and discussion between the non-native speakers and the native Japanese speakers. This opportunity gave the students, who rarely contact foreigners, to increase their awareness of others and develop new ideas of communication.
  • ―アウトカム重視型のコースデザイン―
    鄭 惠先, 須藤 むつ子, 今泉 智子, 水谷 圭子
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 12-13
    発行日: 2016/03/19
    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 Intermediate "Interaction" classes started from 2015 following a reorganization of the Japanese language curriculum at Hokkaido University. The new curriculum, which consists of three modes: "Interaction" "Expression" and "Comprehension", aims at enabling international students to participate equally with Japanese students in problem-solving and project-based classes. This report introduces class design and activities implemented in Intermediate "Interaction (Basic)" and "Interaction (Practical)" classes in 2015 to achieve goals, skills, and outcomes set for each of these three levels. Some problems and issues that require improvement and further consideration are also discussed.
  • 呉 佳穎
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 14-15
    発行日: 2016/03/19
    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 aims to investigate that how visuals implicate L2 learners' listening comprehension during the lecture. Nine Taiwanese students are divided into two groups: audiovisual group and audio-only group. Data are collected through a verbal translation task in Chinese and analyzed qualitatively. The findings show that there are five differences between the two groups. The audiovisual group used more top-down processing, whereas the audio-only group used more bottom-up processing when they translated into Chinese. A vocabulary error is also found in the process that may have occurred due to the visual cue.
  • ―『ハルミブック』手話版・日本語版を例に―
    長谷部 倫子, 佐々木 倫子
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 16-17
    発行日: 2016/03/19
    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 theme of this study is the development of Japanese language materials for the Deaf. The traditional deaf education in Japan had been oral-centered, discouraging the use of the Japanese sign language (JSL). In order to solve this problem, the Meisei Gakuen School for the Deaf was established in 2008 to provide bilingual instruction of both JSL and the Japanese written language. To meet this bilingual and bicultural educational goal, a new textbook, the Harumi Book was developed to include both JSL and written Japanese instruction. This study illustrates the details of the development, specific features, curriculum use and problems encountered in the revision of the Harumi Book.
  • ―ニュース番組との比較から―
    志賀 玲子
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 18-19
    発行日: 2016/03/19
    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 importance of raw teaching materials is increasing due to the expanding need for authenticity at school and the widening diversity of learners. In this research, documentary programs were used for MBA candidates, which brought out their inspiration and interest in Japanese society and Japan's current economic conditions. Analysis of the documentary programs revealed that shorter and simpler sentences are used compared to news, which enhanced the effect of using these programs in Japanese classes.
  • 岩本 穣志
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 20-21
    発行日: 2016/03/19
    公開日: 2017/05/17
    研究報告書・技術報告書 オープンアクセス
    At a Japanese university, zero-beginner Japanese language learners struggle to learn Hiragana and Katakana effectively. International students who study in Japan often have short interval between arrival and the start of the first semester. In order to succeed in their daily life and in their studies, they need to have effective self-study learning materials for acquiring Hiragana and Katakana before arrival in Japan. This study introduces a new online system based off of the "Association Method" that can be accessed on both computers and smartphones. Results of the study indicate that learners remained highly motivated and acquired Hiragana and Katakana efficiently.
  • ― 気持ちを伝えるために―
    中川 千恵子, 中山 由佳
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 22-23
    発行日: 2016/03/19
    公開日: 2017/05/17
    研究報告書・技術報告書 オープンアクセス
    Japanese learners need to learn to express emotion which is an important part of verbal communication. Emotion is often conveyed through Jouyo expressions which include onomatopoeia, interjections, supportive responses, various tones and paralanguage. However, these features are often not a focus of comprehensive Japanese textbooks. This paper introduces Japanese Drama Projects as a cooperative method to assist learners to develop their ability to express emotion. The activities include writing scripts, rehearsing, and holding performances (that are open to the public). During these activities, learners focus on conveying their feelings naturally.
  • ―初級レベル編―
    井上 正子, 水谷 梢太, 栄 瑋, 丁 美貞
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 24-25
    発行日: 2016/03/19
    公開日: 2017/05/17
    研究報告書・技術報告書 オープンアクセス
    Conventionally, picture cards and intermediary language teaching materials have been mainly used when introducing vocabulary. But with the spread of mobile devices, accessing videos online have become easier. Therefore the development of accessing videos as learning support tools is useful for any learner. Understanding that the meaning of words can be versatile is important to accurately use verbs and expressions to describe actions. Overall, this study aims at developing an online vocabulary support tool which can assist learners with studying verbs and practice pronunciation by watching videos with different scenarios.
  • ―タスク達成プロセスの相互行為からみる多文化共生―
    山田 明子
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 26-27
    発行日: 2016/03/19
    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 attempts to reveal the interaction in the task activities by foreign and Japanese university students using a conversation analytic approach. The sequential context that involves the use of repetitions of other group member's utterance by referencing turn-taking system and sequence organization was examined. Results show that foreign and Japanese students cooperatively proceed the tasks by goal-oriented interaction. There is also a possibility that the goal-oriented interaction might inhibit the occurrence of dialogues between foreign and Japanese students towards multiculturalism.
  • ―ダイアグラムを視覚的補助として―
    吉田 千寿子
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 28-29
    発行日: 2016/03/19
    公開日: 2017/05/17
    研究報告書・技術報告書 オープンアクセス
    "Video teaching materials of Song and Drill" were produced for the learners to practice Japanese rhythm. In these videos, the rhythm patterns are displayed as rectangle diagrams on the screen along with sound. They also practiced the pitch accent patterns with videos produced in the same way. Then, they were able to pronounce the word being aware of the patterns of both rhythm and accent. It's been verified that the song has the ability to promote the recognition of the word, and it was considered that the prosodic features had also been recognized by colorful visual stimulus.
  • 伊藤 秀明, 石井 容子, 前田 純子, 山下 万吉
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 30-31
    発行日: 2016/03/19
    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, we report on a kanji animation that we designed for learners for the purpose of "enjoying kanji learning" by reducing the consciousness that "learning kanji is difficult." Compared with other illustrations/movies with a similar purpose, this animation differs in 5 respects: 1. It is a story-based movie; 2. the movie shows not simply a single kanji but is designed as one work; 3. BGM and sound are used effectively; 4. it is not based on the history of the kanji, nor on the meaning of each part; 5. kanji are selected from the point of view of "enjoyment", rather than "necessity of learning."
  • 北村 達也, 川村 よし子
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 32-33
    発行日: 2016/03/19
    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 aims to reveal how much time and effort Japanese language learners should devote to learning idiomatic phrases, and which idiomatic phrases should be learned preferentially. We measured the frequency of use of idiomatic phrases in numerous of sentences appearing in articles from the newspapers Asahi, Mainichi, and Yomiuri. Idiomatic phrases were extracted from "Nihongo no Kan'youhyougen Jiten" (2014), written by Yoshiyuki Morita, and notational variants of these phrases were added manually. The results showed that less than one idiomatic phrase occurred in every 1,000 characters of the newspaper articles. The 30 idiomatic phrases with the highest frequency were revealed in this study.
  • 倉品 さやか, 竹内 明弘, 松田 由美子
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 34-35
    発行日: 2016/03/19
    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 introduces a set of educational movie clips for zero beginners which offers an introduction to and practice of useful expressions of Japanese. These clips were created for students in English-medium Japanese universities, where these learners often encounter problems outside the campus due to lack of Japanese proficiency. To help such learners resolve these problems, the authors incorporated linguistic, socio-linguistic, socio-cultural and local elements that are pertinent to real-life daily situations. Ten five-minute clips have been completed, which are available on YouTube.
  • 冨並 美希
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 36-37
    発行日: 2016/03/19
    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 is about foreign students in a professional school who took up 1 year of NIE lessons having to summarize the lessons into a newspaper format relating to the student's self-evaluation. From the results, there was one that had a higher rating than the others that were the basic item. In the one year of NIE lessons the foreign students were able to learn content, representation and presentation which were the basic items. Because of our effort in these new NIE lessons, students learn via a new method by repeating the content over and over again that will enhance the student's self-evaluation. The other items were featured only once so the self-evaluation was low. By performing self-evaluation, students will come to know their own level of achievement from the classes by reflecting on them.
  • ―より実践的な練習問題作成の試み―
    中林 律子, 山本 裕子, 本間 妙
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 38-39
    発行日: 2016/03/19
    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 are attempting to create teaching materials which allow Japanese university students and international students to learn to write logical compositions. These materials, in addition to practice ordering content, also include staged expression practice. This expression practice includes exercises made from various mistakes collected from previous papers. These include common mistakes and mistakes which are difficult to recognize even after they have been pointed out. Upon actual testing, we found that students can generally fix mistakes such as the use of spoken language and sentences with mismatching subject and predicate in single-sentence level practice, but have trouble fixing those mistakes in longer composition-level practice, indicating that more practice finding and fixing errors in a composition is necessary. After this practice, an improvement was seen in assessments of the expressions in students' compositions.
  • ―初級日本語クラスにおけるアドラー心理学の応用―
    元田 静, 葛西 里奈, 小林 尚美
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 40-41
    発行日: 2016/03/19
    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 sense of belonging is very important in every classroom environment or setting. Each student must have a feeling of being the member of, and/or having his or her own place in the class. We worked on class making to enhance the sense of belonging in our Beginner Japanese language class, because we thought that if the learners have a higher sense of belonging in the class, they can learn Japanese with more confidence. In the process, we have applied a part of Alfred Adler's psychoanalytic theory, specifically, Class meeting, Language improvement records and notes, Conclusion peer check test, and the like. At the end of the course, we did a survey and interviews with the learners and examined the effect and future issues of this practice. From the results, by applying the current practice there is possibility that the learner may show an improved sense of belonging in the class.
  • ―中級前期の学部レベルの短期留学生を対象に―
    石田 麻実
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 42-43
    発行日: 2016/03/19
    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 class focusing on Japanese linguistic variations. The purpose of this class is to get short-term international students to experience the Japanese language from a perspective apart from the grammatical level, and to incorporate cultural elements to enrich their experience as short-term students. The class focused mainly on dialects, though dealing also with registers and gender-/age-based differences in word usage. The results of the post-course survey show that learners found the class to be useful in daily life and felt their Japanese had broadened. Furthermore, the possibility that an increase in communication skills and intellectual interests facilitates the learning of Japanese through a class like this is considered.
  • ―日本語教育分野以外の仕事をしている2名を例に―
    中井 陽子
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 44-45
    発行日: 2016/03/19
    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, I analyze how foreign workers try to utilize their knowledge and experiences acquired at Japanese language education major at graduate schools into their work fields. I interviewed two foreign workers who had studied Japanese language education at Japanese graduate schools and then started to work at Japanese companies. I demonstrate how they play active roles as well as have difficulties at their work places. Then, I suggest how the knowledge from Japanese language education could contribute to growing global talent.
  • ―ペアワークで学習者はパートナーをどうアシストしているか―
    中原 なおみ, 河内 彩香, 藤田 朋世, 増田 真理子
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 46-47
    発行日: 2016/03/19
    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 in detail on learners' interactions during conversation practice in pairs, based on recorded data of elementary-level classes (total 900 min.). In Nakahara et al. (2013), we already reported on the dynamic aspect of expanding the context of the model conversation through members' cooperative interactions. In this study, we focused on one learner, regarded as a "favorable partner" by classmates, to examine how the learner assists partners using Ohta's framework(2001). The result shows that the learner assisted in various ways, adjusting to the partners' language levels or their characters (e.g. suggesting better situations, deepening the content, etc.), which enabled their activities to be more fruitful.
  • ―教師へのアンケート調査から―
    藤田 百子, 柴田 幸子, 伊藤 奈津美, ドイル 綾子, 石川 早苗
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 48-49
    発行日: 2016/03/19
    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 investigated the teachers' views on "successful" and "unsuccessful" practice of peer response activity through questionnaire survey. We found that teachers tended to focus on different elements for "successful" and "unsuccessful" practice. While descriptions of "successful" practice included elements of the liveliness of the activity as a whole and the reflection of the discussion on the actual essays, "unsuccessful" practice tended to be attributed to the students' individual ability, attitude, and their understanding of the purpose of the activity. We concluded that teachers' instructive support to improve students' understanding of the activity would be effective to encourage unmotivated individuals.
  • ―自律的学習能力の育成を目指して―
    相場 いぶき
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 50-51
    発行日: 2016/03/19
    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 is becoming more and more important to foster learners' ability to learn the Japanese language outside of a class setting. Popular culture, ubiquitous on the internet, can provide motivation for them to do so. This study reports how learners set goals, selected material, and structured their own learning in a seven-week course titled "Japanese Language in Films." A questionnaire conducted after the course shows that the learners were able to grasp what/how they could learn using films as a versatile material and that they acquired confidence in their autonomous learning for the future.
  • ―聞き手の働きかけに着目した試み―
    押尾 和美, 長坂 水晶
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 52-53
    発行日: 2016/03/19
    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 focuses on the teaching of techniques and behaviors that a listener in a conversation exhibits to deepen mutual understanding. The participants were non-native teachers of Japanese in lessons designed to improve oral proficiency and were of B2 level under the JF standard. The participants realized that to deepen mutual understanding, making comment, asking questions and "aizuchi" were all extremely important. They were also keen to put this knowledge to work in their own classrooms.
  • 舩橋 瑞貴
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 54-55
    発行日: 2016/03/19
    公開日: 2017/05/17
    研究報告書・技術報告書 オープンアクセス
    Advanced-level Japanese learners who had not received training in presentations conducted a presentation according to their own specialty, and it was recorded. A self-assessment was conducted. Thereafter, the audience commented on the learners' presentations. Furthermore, the learners listened to two examples of presentations given by a native Japanese speaker and a non-native Japanese speaker. Subsequently, the author discussed the importance of the activity by examining how the learners use the comments to improve their presentation skills.
  • 山本 悠人, 北村 達也, 岩城 裕之, 今村 かほる
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 56-57
    発行日: 2016/03/19
    公開日: 2017/05/17
    研究報告書・技術報告書 オープンアクセス
    When non-native clinical nurses and care workers provide care to native Japanese speakers, the use of dialect words denoting human body parts and physical symptoms might create communication barriers between them. We have thus developed a system that indicates dialect words corresponding to body parts on PCs and tablets. The system displays an illustration of the head and entire body (front and back sides); dialect words pop up when a user clicks or taps on a body part. The user can change the local region and dialect by using pull-down menus. This system will help both non-native workers and native Japanese people who are unfamiliar with the dialect.
  • ―ポートフォリオ活動をとおして―
    黒田 史彦, 山内 薫
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 58-59
    発行日: 2016/03/19
    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 held a Japanese language class for foreign students called "Reflecting on Japanese language learning through a portfolio". The portfolio included setting a learning objective, recording the learning process, and measures meant to encourage self-reflection. As part of the class, we held sessions for exchanging opinions on a variety of topics, starting from the notes in the portfolios. In this paper, we focus on one of the learners and analyze her portfolio, end-of-term paper, questionnaire responses, and interview answers. As a result, it has become clear how the learner has come to reframe her learning behavior, the changes in her perceptions of learning and the results of these changes, as well as her personal connection with Japanese language. Thus, we were able to support with data the effectiveness of the portfolio activity.
  • ―点字五十音図を素材として―
    河住 有希子, 浅野 有里, 藤田 恵, 北川 幸子, 秋元 美晴
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 60-61
    発行日: 2016/03/19
    公開日: 2017/05/17
    研究報告書・技術報告書 オープンアクセス
    Towards the realization of inclusive education in Japanese language education, we propose a class intended to deepen understanding of visual impairment and develop a viewpoint of learning together. The speakers created in 2015 a Braille transcription of Japanese syllabary chart as a teaching material for introducing characters to visually-impaired learners. None of Braille transcription of Japanese teaching materials has such chart. Ours is useful for introductory-stage learners. We extend the use of the chart to a material for sighted teachers and learners to understand the social environment surrounding the visually-impaired, expected to deepen understanding of diverse others and create an environment to learn together.
  • ― 『介護の漢字サポーター』『介護のことばサーチ』の実例を基に―
    中川 健司, 角南 北斗, 齊藤 真美, 布尾 勝一郎, 橋本 洋輔, 野村 愛
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 62-63
    発行日: 2016/03/19
    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 have been developing learning websites, 'KAIGO NO KANJI SUPPORTER' and 'KAIGO NO KOTOBA SEARCH', for the EPA caregiver candidates and have opened the websites to the public. However, opening up the learning websites to the public is only the first stage of their development. In this study we will introduce what we have achieved with the websites so far. Our main purposes in holding this study are a) to demonstrate our results, b) to inform participants of how to use the websites and c) to improve the website content based on user feedback.
  • 澁谷 きみ子
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 64-65
    発行日: 2016/03/19
    公開日: 2017/05/17
    研究報告書・技術報告書 オープンアクセス
    Advanced Japanese language learners have interests towards current events in Japan, and various topics are dealt with even in reading comprehension courses. However, students have difficulties of understanding the topic without any pre-knowledge because of their various fields of study and interests. Therefore, auditory and visual news was utilized as a pre-reading tool for reading comprehension. Providing reading materials, allows students to gain knowledge and have a deeper understanding of the topic. This study examines the practice of the utilization of auditory and visual news in a newspaper reading comprehension course by focusing on the contents of the news and newspaper.
  • 渡辺 民江, 上田 美紀
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 66-67
    発行日: 2016/03/19
    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 have been developing supplementary materials for elementary level students studying Japanese as a second language. The main focus of this material is for students to experience the pleasure of reading. This paper will discuss the results of a survey administered to the students who used the materials after they were revised according to the results of previous research. The current survey revealed what peaked the interest of the students using the materials as well as the important elements needed for when producing these types of supplementary materials.
  • 川崎 一喜
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 68-69
    発行日: 2016/03/19
    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 describes assertiveness training in a Japanese oral expression class. "Assertiveness" is one of the communication skills necessary for a person to conduct oneself socially. In this class, first-year foreign students were taught "assertiveness" and encouraged to practice assertive communication through role-play. As a result, the author found that students understood the importance of respecting others' feelings while being assertive. However, a number of students found it difficult to share their feelings openly with their partners.
  • 佐藤 曜子, 笠原(竹田) ゆう子
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 70-71
    発行日: 2016/03/19
    公開日: 2017/05/17
    研究報告書・技術報告書 オープンアクセス
    Kanji Learning is one of the difficult subjects for Japanese Learners with Non-Kanji Background. Particularly, many learners experience difficulty in early intermediate level where volume of Kanji vocabulary has increased and becomes more complicated. However, there are learners who show improvement from beginner to intermediate level. We conducted a survey on the Strategies Used for Kanji Learning among 170 Malaysian students of Preparatory Education Course to Japan. From the result, it is shown that 80% of the students were using the Compensation Strategies. Based on this result, we suggest the improvement of the Kanji classes.
  • ―身体運動と指導後の評価の伸び―
    中村 則子, 木下 直子, 柳澤 絵美
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 72-73
    発行日: 2016/03/19
    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 aim of this research was to clarify the relation between body movements and improvement in the evaluation of special morae. This was done through interviews. The subjects were 35 intermediate level students studying at a Japanese language school. We provided them with two, one-hour one-to-one classes, using movement of body which they selected themselves. We observed that the way they grasped the special morae varied, e.g., there were changes in their rhythm-making, corresponding to morae or syllable, and in their body movements, according to the type of special morae. We concluded that the skill in pronunciation was clearly improved, and it should be noted that the students showing good improvement tended to make rhythm by morae.
  • 根本 愛子, 世良 時子
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 74-75
    発行日: 2016/03/19
    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 describes a lecture and workshop that were conducted with the aim of introducing Easy Japanese to medical social workers in Tochigi prefecture. The lecture was about foreigners in Tochigi prefecture, what "Easy Japanese" means, and the needs of Easy Japanese. The workshop conducted involved interaction between the participants and foreigners to facilitate communication with each other. Participants held high opinions about both the lecture and the workshop because they were instrumental in helping the participants know the points of communication with foreigners in Japanese and understand what foreigners need.
  • ―ビジネスマナークラスの実践報告―
    林田 なぎ, 井上 里鶴
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 76-77
    発行日: 2016/03/19
    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 presentation aims to give an overview of the Business Etiquette class, which was held as one of the optional courses in the Japanese language school. The course (one class approximately 90 minutes, total 6 classes) lasted approximately 3 months in each term, and in 2015 had 89 attendees, including 4 regular students. The class plan included real world business simulations and extensive use of honorifics. This presentation provides an overall description of the classes and the state of learners during the lectures. We additionally interviewed learners, who got employed after attending the course, and obtained information regarding the class contents, which were applied in society, as well as, suggestions for class improvement.
  • 中溝 朋子
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 78-79
    発行日: 2016/03/19
    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 reports observations from using the Flipped Classroom teaching method in a grammar course for intermediate and advanced learners. The participants watched grammar videos before the class, individually answered exercises about them, and checked themselves in small groups during the class. The analysis of the feedback among the groups defined by the placement tests shows the low-scoring group has more positive attitude and felt they improved speaking and listening skills besides grammar. In the case of the comprehension quizzes, any notable significance cannot be found in terms of the difference within groups and among groups.
  • 高井 美穂
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 80-81
    発行日: 2016/03/19
    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 discusses the design of a JSL class centered on the subject of traditional performing arts. Over the course of the class, learners collected information on each performing art form, in order to create posters for presentation. After watching plays, students also submitted essays to be evaluated by their peers. Students then submitted scores of their classmates' papers, as well as one-minute course response papers. Analysis of these scores and papers showed that the student, whose peer scores improved most dramatically over the course of study, showed a tendency to give language-proficiency-based evaluations of others' course essays at the beginning of the course, but referred more to quality of his peers' essays in his later evaluations.
  • 西山 友恵, 久津間 幸子
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 82-83
    発行日: 2016/03/19
    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 discusses classes where students read each other's compositions. The intention was to encourage students to write with multiple readers in mind. The class teacher corrected first drafts and commented on contents. Students then typed their compositions. Students were instructed to write down their comments after reading their classmates' compositions. Class members were positive about this activity and considered it a valuable learning experience. They enjoyed reading each other's writing as well as receiving comments on their own writing from someone other than their teacher. Students' responses showed that this activity led them to mutual understanding, improved motivation to write, and made them more aware of their readers.
  • ―中上級日本語学習者を対象として―
    山田 野絵
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 84-85
    発行日: 2016/03/19
    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 is a practical report on vocabulary learning through a dictionary-making process for students' own interesting things. The class opened for exchange students to learn Japanese language deeply touching its culture and society. Through authentic Japanese, they can improve their skills gathering more vocabulary and expressions and enrich their Japanese world view. Making dictionaries with their own words seemed effective. As another expectation, they can feel achievement by finished task which boosts autonomous learning. The questionnaire after the class showed that it was evaluated with "satisfaction" and "self-learning improving". Practical lessons using the dictionaries have been expected.
  • ―タスク内容の検討―
    金庭 久美子
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 86-87
    発行日: 2016/03/19
    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 forms part of an attempt to develop an "online email text correction system". From the result of Kim, Hashimoto, and Kaneniwa (2015), this study made ten new simple email tasks using a limited vocabulary and then analyzed how ten native Japanese speakers and ten Korean learners of Japanese used the required words. The members of both groups used almost exactly the same number of required words for each task with a few exceptions. The result therefore showed that these new tasks can be used to help evaluate the new correction system.
  • 游 能睿
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 88-89
    発行日: 2016/03/19
    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 Chinese-speaking Japanese learners, understanding Chinese can help in learning Japanese kanji, but it can also become a learning impediment sometimes. The reason lies in Japanese-Chinese homographs. The purpose of this study is to explore various teaching methods of homograph in both languages and its related topics when teaching Japanese beginners. The results of this study showed that: (1) Although they know homographs shared in both languages, they would like to know the specific content; (2) It is necessary to study Japanese-Chinese homographs systematically; (3) If the information of a Japanese-Chinese homograph is side noted to a new Japanese vocabulary, it will help learning.
  • 熊田 道子
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 90-91
    発行日: 2016/03/19
    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 research is to study changes in the reader's awareness during reading in order to verify the effectiveness of Extensive Reading for Japanese language learners in the early stage of intermediate level. I introduced Extensive Reading for a semester during an intermediate reading class and conducted surveys twice a semester. For the first time, all of the subjects spoke mainly about vocabulary. For the second time, they talked more about the contents of a sentence or multiple sentences.
  • ―先行タスクの影響と既知語の利用に注目して―
    渡部 みなほ, 藤田 朋世, 猪股 来未, 前原 かおる, 増田 真理子
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 92-93
    発行日: 2016/03/19
    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 examines the learning process for the awareness-raising task of the environment that determines the readings of Kango words of Chinese origin. This task is designed to encourage learners to be aware of Kanji sound alternation rules on their own. The target of this study is Kango words including "b" sound, and that is following Watabe et al. (2015) which focused on "h/p" sound alternation. We found that learners 1) confused rules from the effects of the previous task, and 2) used specific known words rather than rules. From these observations, we discuss what kind of improvement is needed on Kanji sound task.
  • 衣川 隆生, 田中 典子, 内山 喜代成, 近藤 行人, 松尾 憲暁
    原稿種別: 本文
    2016 年 22 巻 3 号 p. 94-95
    発行日: 2016/03/19
    公開日: 2017/05/17
    研究報告書・技術報告書 オープンアクセス
    Nagoya University created teaching materials centered on social issues when they became a popular topic in modern Japanese society. These materials aim to foster academic literacy required from international students. This study examines a practice led by teaching materials on "Black baito", and analyzes what kind of dialogic activity and students' interpretation has occurred. The results of the analysis show that students created their own interpretation through the act of redefining the term "Black baito" as part of an explanation activity that entails looking at the working environment from both the employers' and employees' points of view.
feedback
Top