日本語教育方法研究会誌

専門講義理解支援のための説明活動

―対話を通じた学習者の理解の変容―

近藤行人, 西坂祥平, 衣川隆生

2017 年 23 巻 2 号 p. 98-99
発行日: 2017年
公開日: 2017/07/10

DOIhttps://doi.org/10.19022/jlem.23.2_98

研究報告書・技術報告書フリー

抄録を表示する抄録を非表示にする

This class is designed to build the student's own interpretation of a "lecture" through collaborative activities. We create a way of explanation for students to convey the contents to students who are from different backgrounds. By doing this, students deepen their understanding and become more reflective.For this purpose, students attended a lecture on "soil mechanics." Later, they had discussion about the contents of the lecture through group work. Next students explained the contents of the lecture to the Japanese students who are from Art majors. Through these repetitive explanations, one of the students was able to explain the concept clearly which he could not point out in the early stage.

抄録全体を表示

PDF形式でダウンロード (350K)
ある中級日本語学習者の読解過程の分析

高橋亜紀子

2017 年 23 巻 2 号 p. 100-101
発行日: 2017年
公開日: 2017/07/10

DOIhttps://doi.org/10.19022/jlem.23.2_100

研究報告書・技術報告書フリー

抄録を表示する抄録を非表示にする

The aim of this study is to investigate the problems of reading comprehension in a non-Kanji background intermediate learner of Japanese. In this study, a learner read reading materials for JLPT N2 and N1 and answered the comprehension questions about each text. In this comprehension process, a learner reported the difficult parts of the reading materials, such as unknown words, kanji, grammar, expressions. Then the author and a learner discussed solving those difficulties. The results indicate that the learner constructed limited mental representation of meaning from the text due to engaging much time in lower-level linguistic processing.

抄録全体を表示

PDF形式でダウンロード (209K)
ディスレクシアを抱える学習者の日本語習得の様子およびそれに対するチューター指導の実践報告

國友愛珠, 橋本洋輔

2017 年 23 巻 2 号 p. 102-103
発行日: 2017年
公開日: 2017/07/10

DOIhttps://doi.org/10.19022/jlem.23.2_102

研究報告書・技術報告書フリー

抄録を表示する抄録を非表示にする

There is a facility called the Academic Achievement Center (AAC), where the presenter belongs to. At the AAC, trained student tutors provide the main source of academic self-study support through peer-tutoring which includes active listening and the facilitation of tutee's self-efficacy. From October to December of 2016, every week for an hour, I had tutoring sessions with a Japanese Language learner who has dyslexia. This is a practice report of the tutoring sessions that supported the learner to clarify her learning difficulty of Japanese Language, while also encouraging her to achieve her goals.

抄録全体を表示

PDF形式でダウンロード (331K)
日本語上級クラスにおける「話す」Can-do 自己評価の実施とその効果

手塚まゆ子

2017 年 23 巻 2 号 p. 104-105
発行日: 2017年
公開日: 2017/07/10

DOIhttps://doi.org/10.19022/jlem.23.2_104

研究報告書・技術報告書フリー

抄録を表示する抄録を非表示にする

This study aims to examine how learners focus on their speaking proficiency and reflect on it by using can-do statements (Cds). As a self-assessment exercise, learners answer a questionnaire with CEFR Cds 24 items and provide their comments after watching their presentation video on the LMS. The learners gave themselves higher marks on the 24-item Cds exercise; however, more than half of them mention that while they felt that their own speaking proficiency was better than expected, they must improve in many areas of their speaking. On the other hand, their comments on their video do not reflect similar self-assessment with Cds. Thus, it is found that self-assessment with Cds is effective, but one needs to review the effective use of Cds for self-assessment by watching the video.

抄録全体を表示

PDF形式でダウンロード (265K)
日本人学生との合同授業を通した若者ことば指導の実践報告

辻本桜子

2017 年 23 巻 2 号 p. 106-107
発行日: 2017年
公開日: 2017/07/10

DOIhttps://doi.org/10.19022/jlem.23.2_106

研究報告書・技術報告書フリー

抄録を表示する抄録を非表示にする

Although a common language is normally taught in Japanese language education, there are linguistic variations such as regional dialects, gender language differences, and wakamono-kotoba. As contact with Japanese students increases after they enter a higher institution such as junior college, University, and graduate school, Japanese language learners will realize there are such variations used outside of language classes. This paper is a practical report on teaching Japanese language learners wakamono-kotoba, one of the linguistic variations, through lessons with the Japanese native students who use wakamono-kotoba daily. The results of pre- and post-surveys and interviews are included in this report.

抄録全体を表示

PDF形式でダウンロード (224K)
サウジアラビア人留学生に対する学習補助と生活サポートの試み

竹内沙於, 青木由香利

2017 年 23 巻 2 号 p. 108-109
発行日: 2017年
公開日: 2017/07/10

DOIhttps://doi.org/10.19022/jlem.23.2_108

研究報告書・技術報告書フリー

抄録を表示する抄録を非表示にする

There are 780 international students studying at Tokai University, including 108 Saudi Arabian students. A large gap exists between Japan and Saudi Arabia, including culture, religion, lifestyle, and so on. Therefore, many students feel some difficulty to study in Japan. Since September 2016, Tokai University has given Arabian students special support and supplemental lectures. The supplemental lectures include monitoring and supporting their study with tutors. This special support is life support by a researcher who can speak Arabic. In this paper, the results of this project are reported. It is believed that these kinds of support will help to improve the quality of the international student's life.

抄録全体を表示

PDF形式でダウンロード (324K)
奥付

2017 年 23 巻 2 号 p. App1-
発行日: 2017年
公開日: 2017/10/24

DOIhttps://doi.org/10.19022/jlem.23.2_App1

研究報告書・技術報告書オープンアクセス

PDF形式でダウンロード (172K)

J-STAGEへの登録はこちら（無料）