-
2016 年 23 巻 1 号 p.
Cover1-
発行日: 2016年
公開日: 2017/10/24
研究報告書・技術報告書
オープンアクセス
-
2016 年 23 巻 1 号 p.
Toc1-
発行日: 2016年
公開日: 2017/10/24
研究報告書・技術報告書
オープンアクセス
-
―体験型授業での日本語学習と異文化理解―
林田 なぎ, 秋葉 幹枝, 井上 里鶴
2016 年 23 巻 1 号 p.
2-3
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
This paper is a practice report on the Japanese Culture class which aimed at fulfilling the purpose of "teaching classes relevant to the real world" in a Japanese language school. Following the class design, I meant to explore the moral background of the Japanese traditional culture by means of getting first-hand experience trying it out. In my report, I provide further details and elaborate on the linguistic and cultural aspects of the participants' studies as well as argue how they can be relevant to the real world.
抄録全体を表示
-
―B1 レベルの教科書作成の実践から―
櫻井 直子
2016 年 23 巻 1 号 p.
4-5
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
The CEFR (Common European Framework of Reference for Languages) published by the Council of Europe in 2001 was created based on plurilingualism and pluriculturalism as educational principles and on an Action-oriented approach as concept for language education. The Japanese-language teachers at the University of Leuven introduced the CEFR into their curriculums since its publication. Currently they are engaged in compiling a CEFR B1-level textbook taking into account the results of a four years' collaborative research with the Université de Grenoble on CEFR B1 level as well as the knowledge gathered throughout their teaching experiences. I would like to introduce the
抄録全体を表示
-
平山 允子
2016 年 23 巻 1 号 p.
6-7
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
Our school provides preparatory courses for overseas students intending to enter an academic institution in Japan. To fulfill their needs, the development of new teaching material has been proposed for the more efficient learning of Japanese vocabulary and kanji. The following three conditions were considered: kanji learning should be postponed until after some vocabulary is learned, the learning of opposites or synonyms at the same time should be avoided, and the selection of words to learn and their order should be based on the result of a word frequency survey relevant to our students' needs – learning Japanese for academic purposes.
抄録全体を表示
-
―教材分析を通して―
近藤 裕子, 中村 かおり, 向井 留実子
2016 年 23 巻 1 号 p.
8-9
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
This research is to examine effective methods of teaching proper citation skills in academic writing in college. The authors conducted an analysis of fifteen different teaching materials in terms of seven factors in citation analysis: necessity, re-quotation, relevancy, summary, form of citation, length, and interpretation; and the result of the analysis was then examined for correlation with three core elements of citation that include: academic paper structure, argument development, and purpose of citation. This research has revealed that those fifteen teaching materials do not deal with all of the seven factors exhaustively and also that they focus mainly on explanations and exercises that are not associated with the three elements, which seldom helps students better understand citation in academic writing.
抄録全体を表示
-
上原 真知子, 小熊 貞子, 広田 妙子, 山崎 真弓, 本郷 智子
2016 年 23 巻 1 号 p.
10-11
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
This paper examines the effectiveness of the presentation activity that takes place while students draw interactively. The exercise targets the graduate students who research the agricultural science. Through the process of preparing for the presentation, the study observed the active interactions in a series of rotating pairs over their drawing. Those interactions help them define the presentation topics and content and develop the logical structure needed for effective scientific presentation. It was also found that some assistance or tools to record the contents would make the activity more sustainable.
抄録全体を表示
-
楠田 瑛子
2016 年 23 巻 1 号 p.
12-13
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
Technical trainees in Osaka are often spoken to in the Osaka dialect by Japanese employees. However, in their pre- and post-arrival training, they study the common Japanese language and customs, and once assigned to corporations, they have on-the-job training and overtime, so they have little time to study the Osaka dialect. With these limitations, and because they only need the dialect during their training there, they should be taught efficiently, focusing on elements of the dialect often used by Japanese employees. The author experimented in teaching the Osaka dialect to six Vietnamese trainees. A post-lesson survey showed that they found it confusing that the Osaka dialect structures connecting to the plain form use different connectives than the corresponding structures in common Japanese, among other findings.
抄録全体を表示
-
河野 俊之
2016 年 23 巻 1 号 p.
14-15
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
It is often said that for learners of Japanese to acquire Japanese accent of simple words, they can only memorize each words individually. However, it is unlikely that Japanese native speakers follow the same process. Thus this study clarified a tendency in the accent pattern and its rules. Based on the results, a practice was conducted in which the teacher taught the tendency and rules. It was observed that consciousness can be raised through comparing the difference between his own accent and that of the native speaker's.
抄録全体を表示
-
青木 由香利, 山田 裕紀
2016 年 23 巻 1 号 p.
16-17
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
When international students study mathematics and physics in Japan, they need to study terminologies in Japanese. Without understanding Japanese, it is not possible to study physics. On the other hand, in mathematics, since numbers and equations are world common, students are able to learn topics without Japanese knowledge. However, once starting university lectures, students have to understand mathematic terminologies. Otherwise, they understand quite less of contents. In this paper, intelligibility of terminologies for two subjects are surveyed, because these two subjects have several common keywords teaching by quite different method. The main purpose of this paper is to develop the student's Japanese ability, especially at mathematics. It can be seen how students learn terminologies in Japanese.
抄録全体を表示
-
―新聞記事を利用した読解授業―
森山 仁美
2016 年 23 巻 1 号 p.
18-19
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
The Learning Through Discussion (LTD) method was used in a reading lesson for Japanese language education as one of the techniques used in cooperative learning. Through peer discussion, LTD was used with the intention to deepen each participant's learning and their understanding of teaching materials. Based on the teaching practice of Moriyama (2014) (2015), using the results of applying the LTD method of using newspaper articles, and targeting advanced learners, it was possible to generate full discussion with each learner and see a deepening in his or her ideas on the topics covered. In addition, by using newspaper articles, we were able to increase learner interest in current events and engagement in discussions about news with friends and Japanese people even outside the classroom.
抄録全体を表示
-
―語句の正確性―
駒田 朋子, 伊東 克洋, 井手 友里子
2016 年 23 巻 1 号 p.
20-21
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
This paper reports on a task-based learning classroom activities conducted in a pre-advanced Japanese course. In this class, students were given a task, had a brainstorming session within a group of three-persons to complete the task, and then gave an oral presentation to other groups. Sessions were recorded and transcribed. Upon analysis, it was found that students looked for the proper words to express their ideas from the brainstorming session and used more accurate expressions in the oral presentation than in the brainstorming session. This indicates that task-based learning improves the language ability in accuracy of students.
抄録全体を表示
-
内田 さくら
2016 年 23 巻 1 号 p.
22-23
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
This study focuses on communication in Japanese writing classes in Taiwan. Through observations of classroom dynamics the author has found that Taiwanese university students majoring in Japanese have a negative image of their writing classes, .To solve this problem, based on concept of CEFR (Common European Framework of Reference for Languages: Learning, teaching, assessment), which draws attention to language education in recent years, some courses focusing on communication were designed. In order to determine the influence of practice on students, questionnaires and interviews using the PAC method were carried out.
抄録全体を表示
-
―主に会話の機能的要素について―
趙 麗
2016 年 23 巻 1 号 p.
24-25
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
Regarding Japanese and Chinese native speakers' language patterns, Japanese native speakers tend to consider their conversation from partner's point of view; while Chinese native speakers tend to speak in a more self–centered manner. These statements are examples of stereotypical thinking which read to be corrected. This research deal with six specific points: apology, rejection, solicitation, request, requiring and point out. This research was conducted based on a questionnaire which was districted among Japanese and Chinese native speakers in their 20s. Based on those responses, we will be addressing common similarities and differences between Japanese and Chinese native speakers.
抄録全体を表示
-
―好印象を与える／受ける要因に着目して―
玉石 知佳, 武田 誠, 伊吹 香織, 岩崎 浩与司, 杉本 美穂, 藤本 恭子
2016 年 23 巻 1 号 p.
26-27
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
The authors conducted a conversational session in a first-time-meeting situation in order to offer those students who have completed the first half of the beginning level opportunities so that they could communicate with unacquainted conversation partners by focusing more on building a personal relationship than on practicing Japanese grammatical structures. Post-session reflective procedures including interviews revealed that three elements are factors for giving/receiving good or bad impressions to/from the conversation partners: the attitude, personality, and appearance; the development of the conversation; and the proficiency in the Japanese language.
抄録全体を表示
-
―アメリカのある大学での実践から―
末松 大貴
2016 年 23 巻 1 号 p.
28-29
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
In this study, the author investigated the following two points: (1) how university Japanese learners in the United States perceived the reflection of their learning (2) how they have reflected on their own learning. As a result, some points were clarified: some students thought the reflection was good or helpful however other students thought meaningless. The author also found out the students who feel positive about reflection relate their previous experiences or future plans to their reflection. This result shows that it is important to connect each student's former experiences and future aspirations to their reflection in order to make reflection more effective.
抄録全体を表示
-
―教師対象アンケートから見えてくるもの―
渋谷 博子, 清水 由貴子
2016 年 23 巻 1 号 p.
30-31
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
We conducted a survey focusing on teachers of domestic Japanese language schools, to investigate further methods of support necessary for learning outside the classroom. Questions: (1)Support that has been requested. (2)Support that has been provided. (3)Support that is thought teachers should provide. Responses: (1)Mainly information about materials for exam preparation as well as learning methods for listening comprehension. (2)Mainly paper-based materials or conventional study methods. (3) Provision of information for learning outside of classroom. However, it has not yet been possible to fully achieve this. We will summarize the findings of our research and present some methods for learning outside the classroom.
抄録全体を表示
-
北村 達也, 篠本 尚輝, 今村 かほる, 岩城 裕之
2016 年 23 巻 1 号 p.
32-33
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
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 and corresponding speech sounds play when a user clicks or taps on a body part. This system will help both non-native workers and native Japanese people who are unfamiliar with the dialect.
抄録全体を表示
-
―学習歴の違いによる興味の内容の異なりに注目して―
佐藤 梓
2016 年 23 巻 1 号 p.
34-35
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
This study aims to provide a detailed description of Japanese language learners' interests. Interests in learning, particularly for foreign language learners, are important in promoting the desire to facilitate and continue learning. In most previous research focusing on learner motivation, interests have been simply classified under intrinsic motivation and hence have not been described in detail. Therefore, this study analyzed the interests of Mexican learners of Japanese. The results indicate some qualitative differences in the contents of the interests according to learners' learning experiences.
抄録全体を表示
-
―『みんなの日本語』と比較して―
松田 真希子, 松田 佳子
2016 年 23 巻 1 号 p.
36-37
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
In recent years, task-based Japanese teaching materials, such as Dekiru Nihongo (DK), have been published. This study provides a practical report of an intensive Japanese language program using the textbook DK for international university students, comparing it with the program that uses Minna no Nihongo (MN). The results indicate that students can improve their listening and production skills more by using DK, less grammatical knowledge is provided in DK, and academic contextualization is required to fulfill students' learning needs.
抄録全体を表示
-
内丸 裕佳子
2016 年 23 巻 1 号 p.
38-39
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
This paper reports the challenges in designing lessons for intermediate and advanced students of Japanese to teach them about local culture and industries and their implementations. Based on the results of a survey on the lessons conducted in the first year, improvements such as revising the theme and learning form and incorporating extra-curricular activities were made in the second year. This paper describes the differences in the lessons used in the two implementations, points to consider when teaching lessons including extra-curricular activities, methods for providing materials to the students by considering the differences in their proficiency levels, learning evaluation, survey results, and suggestions for future improvements.
抄録全体を表示
-
―コースの枠組みとその意図を学習者と共有することに着目して―
畠山 理恵
2016 年 23 巻 1 号 p.
40-41
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
I conducted a project work for the advanced to superior level international students in their Japanese language class. In the earlier sessions, the students and I noticed something wasn't quite right in the course, and the class came to a deadlock. A correction was made and the class rebounded as we had spent several sessions rethinking and confirming the course design, the intention behind it, and the aim/working process/goal of the project. In this paper, I review this class as a case for determining the teacher's role in a project as well as the importance of bringing the students into the decision making process for course management.
抄録全体を表示
-
―評価観点の「ずれ」に着目して―
安田 励子, 山同 丹々子, 高橋 雅子, 伊藤 奈津美, 藤本 朋美
2016 年 23 巻 1 号 p.
42-43
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
In the former half of the upper level Japanese class, for which the authors are in charge, eight instructors are teaching four classes, managed under the same syllabus. The report assignment occupied forty-five percent of the class activities, therefore, the fair and equal evaluation by several instructors are necessary. For these reasons, the researchers created the referenceable rubric for both instructors and students and adjusted each evaluation point. As the result, we conclude that differences in inter-rater reliability is caused from differing interpretations of descriptions and vagueness in some parts of the rubric. Further the rubric's reliability can be iteratively improved upon throughout its use and the vagueness removed and clarified.
抄録全体を表示
-
―ピア・ラーニングの視点から―
清水 慶子
2016 年 23 巻 1 号 p.
44-45
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
This paper discusses group activities in an Oral Presentation Class. A large number of Japanese learners feel anxiety about their oral ability in official presentations. In the class, learners presented in groups which became gradually larger until presenting to the whole class. The purpose of this procedure was to reduce psychological anxiety of learners. The results of surveys targeting the learners' views on peer learning were analyzed. The learners considered the gradual increase in group size favorably and felt that it was necessary to practice their presentations repeatedly. It seems that gradually increasing the group size for presentations reduces learners' anxiety.
抄録全体を表示
-
中野 陽, 内藤 真理子
2016 年 23 巻 1 号 p.
46-47
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
During lessons of listening comprehension and oral expression intended for Japanese language beginners, we carried out the following activities: 1) Learners wrote their familiar questions about Japan in their notebooks, 2) shared them in a group, and 3) speculated on the possible reasons. Although these classes tend to deal with functional conversation, we thought that it was also necessary to enhance self-expression activities. Therefore, these activities were carried out throughout the semester. In this paper, we describe the significance of these activities using a survey analysis and notebook review, and consider improvements for future classes.
抄録全体を表示
-
副田 恵理子, 舩橋 瑞貴, 中井 好男
2016 年 23 巻 1 号 p.
48-49
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
In recent years, as SNS has rapidly become popular, it has become important for international students to acquire the skills necessary for non-face-to-face communication. Therefore, this study analyzed the communication in a LINE group consisting of an undergraduate international student and two Japanese tutors, as well as interview data, to clarify what kind of problems may occur in LINE group communication. Problems attributed to the characteristics of LINE were observed, such as instantaneity, parallelism of subjects, and the lack of non-verbal information, as well as problems unique to tripartite communication. In addition, Japanese participants pointed out the pragmatic aspect as a problem.
抄録全体を表示
-
工藤 嘉名子, 大津 友美
2016 年 23 巻 1 号 p.
50-51
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
"JLPTUFS Can-do List" is currently being developed by the Japanese Language Center for International Students,Tokyo University of Foreign Studies. It describes eight levels of Japanese language proficiency for academic reading, listening, writing and speaking. It aims to provide a common evaluation index, and to establish coherent connections between Japanese language curricula across institutions, programs, and levels. This study firstly discusses the developmental process of the "JLPTUFS Can-do List", and the domains of evaluation for academic listening, common to all levels. Following that, can-do descriptors for academic listening and their subordinate descriptors are shown.
抄録全体を表示
-
岩崎 浩与司
2016 年 23 巻 1 号 p.
52-53
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
The author conducted a writing activity using an educational SNS, Edmodo. The learners of the class were asked to post a photo and a short passage on a specific topic before class, and these were then discussed in class. The interview data collected from the learners shows that the activity gave them an opportunity to acquire new vocabulary and to learn written expressions from the other learners' posts. The activity also induced the learners to be interested in what others were writing, and this greatly helped to create a 'supportive climate' in the class.
抄録全体を表示
-
―文法・トピック・機能融合型シラバスの設計―
今泉 智子
2016 年 23 巻 1 号 p.
54-55
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
This paper reports on a lower-intermediate level "Interaction" class, which focuses on developing communication skills that contribute to cooperating and constructing relationships with others. In negotiation-type interactions, which aim at problem-solving, one needs to consider how the other person would interpret his/her utterances and take a suitable approach. In exchange-type interactions, which aim at mutual understanding, one needs to guess what the other person intends to say and give an appropriate response. The syllabus design for this class is based on grammar, topics and functions so that students pay attention to strategies and grammar necessary for smooth communication in those two types of interaction.
抄録全体を表示
-
―日・韓母語話者の使用実態に基づいて―
山本 花江
2016 年 23 巻 1 号 p.
56-57
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
We convey or receive information by non-verbal behavior in conversation, too. This means there is each of the language system even in non-verbal behavior. Therefore, in this study, I would like to investigate and analyze nods in the conversation of Japanese native speakers and Korean native speakers and clarify the characteristics of each of nods. As a result, in addition to the differences in the number and function of nod, Japanese native speakers often nod consecutively. On the other hand Korean native speakers often nod with language behavior. It is caused by the difference in the style that Japanese conversation is a cooperative style, and the Korean conversation is dialogue.
抄録全体を表示
-
田中 千恵
2016 年 23 巻 1 号 p.
58-59
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
Classes were carried out for beginner learners of Japanese to check the effect that the differences in slide presentation has on the learners' understanding and thinking processes. They were taught using two kinds of methods; one is by presenting the illustration in the slide gradually, the other is showing it all at once. The results of the questionnaire given to the learners suggested that it might promote the understanding and thinking of the learners in the case of the former in the relatively more difficult grammar section, while the latter promotes understanding and thinking in the relatively easier grammar section.
抄録全体を表示
-
―教科書分析および日本語教師へのアンケート調査をもとに―
井口 祐子
2016 年 23 巻 1 号 p.
60-61
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
This study aims to view ways of advancement in the oral proficiency of beginner Japanese students and to analyze these from the viewpoint of conversation management in conversation between native speakers and nonnative speakers. Through the analysis, the following have been found. First to use back-channels and fillers makes conversation natural. Second, teachers are not conscious of conversation management well in conversation classes. Third, it is suggested that lesson plans should include conversation management.
抄録全体を表示
-
高橋 志野
2016 年 23 巻 1 号 p.
62-63
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
The Kanji B class at Ehime University is a course designed for low-intermediate students and above. The course is conducted in small groups of students with a Japanese language volunteer and is overseen by the main instructor. This study reports the reasons behind why the students chose their "My Best Sentence" from a selection of sentences written during the kanji class. The results of interviews showed that both assessment by the Japanese volunteers and sentence content, which incorporates the individual personality of each student and the content the other students would find interesting, were used to select their sentence.
抄録全体を表示
-
―授業ダイアリの分析から―
河住 有希子, 浅野 有里, 北川 幸子, 藤田 恵, 秋元 美晴
2016 年 23 巻 1 号 p.
64-65
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
We analyze a teacher diary of Japanese-language lessons given to visually-impaired learners, and find differences between teaching for the sighted and that for the visually-impaired. We gave Japanese supplementary classes from April to July 2016 in an educational institution where visually-impaired foreign students were enrolled. We wrote and shared the diary, which shows confusion of the learners seen in the introduction of vocabulary and sentence patterns and in oral practices, and also shows items of learning difficult for the teachers to give explanations. Through the analysis of the diary, this research will make clear the items with difficulties unique to visually-impaired learners and will provide classroom solutions.
抄録全体を表示
-
金庭 久美子, 川村 よし子, 橋本 直幸
2016 年 23 巻 1 号 p.
66-67
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
This study aims to develop a Japanese writing style checker as a tool of a writing tutorial system on the web. This tool will divide input text into words, and show the writing style of each sentence using a writing style list. We have already developed a trial version of this tool, and conducted an experiment using text written by JNS and JFL/JSL learners. The results show that almost every end of a sentence can be determined correctly, but suggest the necessity of modification of the tool to indicate the right style of declinable words in a sentence.
抄録全体を表示
-
―連語の観点から―
安藤 句美子
2016 年 23 巻 1 号 p.
68-69
発行日: 2016年
公開日: 2016/12/22
研究報告書・技術報告書
フリー
In this study, the author analyzed vocabulary in elementary and junior high school textbooks for children with foreign backgrounds from the perspective of collocations. The types of collocations used in BCCWJ textbooks were surveyed, analyzed. This resulted in the compilation of a "List of collocations and related vocabulary in elementary and junior high school textbooks" by subject. The list includes supplementary information on the meanings of nouns and verbs, context, antonyms and contrary phrases, and common expressions. Finally, based on this list, as a basic pedagogical method, the author created sample assignments and review exercises.
抄録全体を表示
-
2016 年 23 巻 1 号 p.
App1-
発行日: 2016年
公開日: 2017/10/24
研究報告書・技術報告書
オープンアクセス
