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2018 Volume 24 Issue 2 Pages
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Published: 2018
Released on J-STAGE: August 16, 2018
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2018 Volume 24 Issue 2 Pages
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Published: 2018
Released on J-STAGE: August 16, 2018
RESEARCH REPORT / TECHNICAL REPORT
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Tae HOMMA, Hiroko YAMAMOTO, Ritsuko NAKABAYASHI
2018 Volume 24 Issue 2 Pages
2-3
Published: 2018
Released on J-STAGE: August 16, 2018
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Thought before writing is necessary for convincing compositions. However, many students become stuck when they don't know how to plan or what to think about; they choose a theme that seems easy and proceed with whatever comes to mind. The authors gave undergraduate international students four exercises: for supporting claims, "Giving pertinent examples" and "Stating multiple reasons" for strengthening claims, "Stating an opposing viewpoint and refuting it" and for making points clear, "Establishing definitions and scope". As a result, the students showed awareness of choosing examples and reasons, as well as requirements for argumentation, and could closely examine their themes.
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A Comparison of Beginner and Intermediate /Advanced Level Learners
Hironori SEKIZAKI
2018 Volume 24 Issue 2 Pages
4-5
Published: 2018
Released on J-STAGE: August 16, 2018
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This study seeks to uncover effective methods for helping Japanese language learners notice features of natural conversation. Three methods were tested: 1) video alone, 2) video with transcript, and 3) video with instruction to focus on specific features. Zero beginner learners noticed non-linguistic actions and gross conversational structures if asked to focus on them. Intermediate and advanced learners noticed features of the talk itself, such as pronunciation, vocabulary, and grammar—even when not instructed to do so. Furthermore, learners used the transcripts to confirm noticings, and attempted to interpret the meanings of features upon which they were asked to focus.
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Lin LIU
2018 Volume 24 Issue 2 Pages
6-7
Published: 2018
Released on J-STAGE: August 16, 2018
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Japanese integrated courses are the main lessons of Japanese language education and teaching in China. The traditional methodology in this course now could not nurture compound talents needed by the society. This study proves that JF Can-do can not only be taken as the reference for the design of goals of Japanese education and teaching in colleges and universities in China, but also as the standard to evaluate the teaching effect. This standard embodies the student-orientation and endeavors to build the advanced teaching concept to enhance the comprehensive capability of language, but it needs to be improved by practice, and combined with actual Japanese teaching in China.
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Focusing on Consciousness and Stipulation of Logical Connection at Sentence Level
Kaori NAKAMURA, Hiroko KONDO, Rumiko MUKAI
2018 Volume 24 Issue 2 Pages
8-9
Published: 2018
Released on J-STAGE: August 16, 2018
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The study aimed to carry out an activity in terms of consciousness and stipulation of logical connection at sentence level for learning important argument skills of academic writing. After practicing a 3-level exercise for gaining awareness towards a logical leap, it was suggested that there was leap consciousness and an effect to facilitate a writing motivation without leap.
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With Using Text Mining for National Examination
Kiyoshi ISHII, Ai NOMURA, Kyoko OKUMURA, Keiko OKUMURA, Mamiko KATO
2018 Volume 24 Issue 2 Pages
10-11
Published: 2018
Released on J-STAGE: August 16, 2018
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International University of Health and Welfare advocates development of global human resource in training educational curriculum for medical doctor, nurse and rehabilitation specialist. These courses have accepted many foreign students from China, Korea, Taiwan, however the number of international students from non-kanji countries have also increased, recently. This time we report the result of text mining toward national examination of occupational therapy. The result of this study shows possibility that we can grasp the tendency and the frequent appearance word easily.
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Tamie WATANABE, Miki UEDA
2018 Volume 24 Issue 2 Pages
12-13
Published: 2018
Released on J-STAGE: August 16, 2018
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The authors introduced a summary writing activity with a peer-learning technique to an advanced Japanese as a second language class. After this activity, a survey was administered to the students. The results of the survey show that the students were, by and large, satisfied with this activity. However, some issues were brought to light, which led to certain points that needed to be improved. This paper discusses some techniques you could use to avoid the pitfalls of the peer-learning activity which we found from this survey.
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Yufang KUO
2018 Volume 24 Issue 2 Pages
14-15
Published: 2018
Released on J-STAGE: August 16, 2018
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This qualitative study investigates the learning strategies of non-majoring Japanese elementary-level students in Taiwan, focusing on the transformation process of learning strategy awareness over time. In this investigation 17 students were interviewed, and analyzed with consideration to how student awareness was transformed. The results showed that non-majoring Japanese elementary-level students employed "Method of contact with Japanese" to start their journey of learning Japanese. During their learning process, they encountered "Improvement and Non-Improvement in their Japanese learning" after which learners then achieved "Breakthrough in Japanese learning" through the use of various kinds of learning strategies.
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Kumiko MORIYA
2018 Volume 24 Issue 2 Pages
16-17
Published: 2018
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This paper is a report on an E-tandem session in which Japanese and Chinese learners collaborate via Internet to improve their target language. The participants were paired and each pair was asked to communicate using text and voice messages in a chat session and write a summary about what previously discussed. The participants were also requested to give corrective feedbacks to their partner during the online communication session. Results of questionnaires show that the participants found various difficulties in giving corrective feedbacks both in text and voiced chat. However, it is clear that they have learned how to produce more effective feedbacks in the online communication process.
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Act to Understand Japanese Voice Expressions
Yuko KUNO, Kanae TAGUCHI, Akiko UEDA
2018 Volume 24 Issue 2 Pages
18-19
Published: 2018
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Japanese passive, causative and causative-passive expressions are intricate for learners. To promote understanding and production, we present a skit making classroom activity named "Bunpoo Dorama" (grammar drama). The groups of learners are presented with the sets of target sentences which describe incidents from the viewpoint of the giver and the receiver of the action. Each group creates a skit to show the situation which leads to the given target sentences. After the performance, the class tries to reproduce the target sentences concentrating on the voice expressions. We exhibit the implemental method, the responses of learners, and discuss the potentials of this activity.
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A Preparatory Course about Technical Terms
Rieko YOKOYAMA, Kumi KURIKI
2018 Volume 24 Issue 2 Pages
20-21
Published: 2018
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At Nagoya University of Economics, all international students are required to take the special subject "Bookkeeping". According to professional teachers of Bookkeeping, it is necessary that students learn about the technical terms first before they can take the course. However, most of these technical terms use kanji. This is considerably burdensome, especially to students with no background in Kanji. In our university, we offer a learning support course to prepare the students who will be taking Bookkeeping. In this presentation, we will discuss the practical lessons that are currently being implemented which includes the use of vocabulary cards and Quizlet. We will also talk about the challenges encountered.
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Formative Assessment and Feedback about the Oral Performance Test in the Elementary Level
Yukihito KONDO, Hidemi FUJIMORI, Noriko TANAKA, Yuko FURUMOTO
2018 Volume 24 Issue 2 Pages
22-23
Published: 2018
Released on J-STAGE: August 16, 2018
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To assess our students' performance effectively, we conducted an oral performance test in each unit of our elementary-level Japanese language classes, and developed an assessment sheet in the form of a "Cando Statements" checklist. This sheet contains content relating to each unit's tasks, language to improve communication skills, and confirmation of whether or not the student can complete the task. Through the assessment sheet, 1) teachers and students can share understanding of assessment points; 2) students can easily understand assessment and feedback; and 3) students can clearly see assessment targets when preparing for the test and this can enhance the washback effect of learning.
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Effective Introduction to the Japanese Syllabary and Pronunciation
Yasuko SENSUI
2018 Volume 24 Issue 2 Pages
24-25
Published: 2018
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The applicability of the Silent Way (hereafter SW) to contemporary Japanese-pedagogy has not been well recognized; however, the modern aspect of the SW, which the teacher devotes full attention to the students to facilitate their learning process, might be quite useful to promote the new educational paradigm of the 21st century. In this paper, I describe the variations of SW that effectively introduce the Japanese syllabary. Also, I suggest that the freedom of exploration allowed in the SW seems to contribute to increasing motivation for learning, although it is hard to examine SW based on the traditional approach for research.
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Tomoko KOMADA, Yuriko IDE, Katsuhiro ITO
2018 Volume 24 Issue 2 Pages
26-27
Published: 2018
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This study investigates the factors facilitating successful language learning in task activities. Komada, Ide and Ito (in printing) reported that a group session in a pre-advanced Japanese course, wherein each member's language ability improved through the activity, include successful communication factors. These have been outlined by FitzGerald (2003) as: 1) a willingness to shift positions or appreciate the others' point of view, 2) a high level of interactivity and inclusivity, and 3) participants adopting a facilitating role, and 4) interjection of humor or readiness to see humor. This study found that a group session, wherein lesser language improvements were observed, included 1), 2) and 4) but not 3), thereby indicating the importance of facilitators in task activity discussion.
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Rieko OHBA
2018 Volume 24 Issue 2 Pages
28-29
Published: 2018
Released on J-STAGE: August 16, 2018
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We earlier created a book and electronic book (e-book) version of "HANASHITEMIRANNE SASHIYORI! KUMAMOTOBEN". Since then, we have improved the e-book version to make this teaching material easier to use by more people. In addition, we added an app so that learners can study by themselves easily at any time and any place. The app version includes Kumamoto dialect listening practice and a function to record the learner's pronunciation.
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Airi NAKAGAWA
2018 Volume 24 Issue 2 Pages
30-31
Published: 2018
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Recently more and more people studying Japanese come from regions or countries where Kanji is not used. This study is aimed at discerning what these learners' motivation is for learning Kanji, what their Kanji-awareness-level is and what Kanji learning strategies they use before, during and after their stay in Japan. This research is also aimed at finding out what process divides "learners who are good at learning kanji" and "learners who are bad at learning Kanji". The survey results make clear that there are learners who feel that "As I am living in Japan I should use my environment for the studying of Kanji," while other learners feel: "I like Japanese but I can't learn to love Kanji."
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From Statements by a Brazilian Student
Junko YAMAGATA, Shoko INOUE
2018 Volume 24 Issue 2 Pages
32-33
Published: 2018
Released on J-STAGE: August 16, 2018
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Language study awareness and the reason for studying vary among learners. In this research, we interviewed a Brazilian learner who started studying Japanese as a child and who continues to study it even now, confirming that her purpose is not just to use Japanese as a tool, but that she has discovered value in its study and use. In other words, we learned that she confirmed her "individuality" and reconstructed her identity by embracing Japanese society and culture, and studying and using Japanese as a member of this society.
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A Study Based on Student Interviews
Yuko FUJITA, Tomoko FUKUSHIMA, Hiromi HAKUTO, Wakana MIYAKE, Satoko SU ...
2018 Volume 24 Issue 2 Pages
34-35
Published: 2018
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This is a practical report focused on using reading material to promote metacognitive ability for students with an advanced level of Japanese. The material enables students to learn reading strategies related to four metacognitive processes: planning, monitoring, problem solving, and evaluation. A questionnaire was distributed before and after using the material in class to assess students' metacognitive awareness and perceived use of reading strategies. This was followed by an interview survey of students whose questionnaire results changed significantly and of those who did not change. The data suggests using the classroom practices had various effects on students' metacognitive awareness when reading.
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Mitsuko KIDO
2018 Volume 24 Issue 2 Pages
36-37
Published: 2018
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This study insists that correction in writing is important not only to correct errors of learners' compositions, but also to understand learner writing skills. We examined the structure of each in-class composition through an on-the-spot discourse analysis in order to connect the analysis to the actual in-class activities. It seems that correction has low learning effects in terms of time and effort. However, by devising the viewpoints and methods of correction, teachers can clarify individual learner errors, and are able to give individual learning support. Especially in advanced composition classes individual learners make different kinds of errors. I suggest that teachers adjust the ways of correction to match individual learner errors.
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An Investigation into the Coexistence of Autonomy and Diversity
Satomi SAITOU, Kaori SANO, Jaehee CHUNG, Yoshimi YOSHIDA
2018 Volume 24 Issue 2 Pages
38-39
Published: 2018
Released on J-STAGE: August 16, 2018
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At our university, Japanese courses for comprehensively learning four skills are divided into six levels, but placement tests are not conducted. The students autonomously choose their course. The second half of the beginners course has been planned with continuity coming from the first half of the beginners course, and those students to be treated as having already learned the grammar from the first half of the beginners course. However, our results suggested that those students were not the majority. We found that there was diversity in students' states of continuation.
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A Report from Practice in Japanese Language Beginners Class
Emi KOGA, Yumiko IMAMURA, Midori IWATA, Yukari SONE
2018 Volume 24 Issue 2 Pages
40-41
Published: 2018
Released on J-STAGE: August 16, 2018
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The agency the authors belong to have preparatory Japanese classes for the participants who visit Japan to undertake technical training for several months. The Japanese classes aim to allow them to communicate through Japanese with people they meet during their training, and to come to understand Japanese customs and culture. We provide the activities outside the classroom to create opportunities for them to interact with people in a social environment. This paper reports the outcomes of these activities and investigates what the participants learned from them based on the results of questionnaires and hearings.
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Kumiko KANENIWA, Yoshiko KAWAMURA, Naoyuki HASHIMOTO
2018 Volume 24 Issue 2 Pages
42-43
Published: 2018
Released on J-STAGE: August 16, 2018
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Hanadayori provides advice by considering the readers of e-mails written by students for tasks. The system conducts a morphological analysis of the text and checks it against a stylistic list, mistaken use list by task, and a list of necessary expressions by task. If the expressions needed for the task are missing, it indicates mistaken usage and provides suggestions. An operational experiment using student data indicated that stylistic errors and advice on necessary expressions were as anticipated. However, sometimes, findings for mistaken usage could not be displayed. Hanadayori should henceforth become more useful by adding to the mistaken use list.
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Mee SONU
2018 Volume 24 Issue 2 Pages
44-45
Published: 2018
Released on J-STAGE: August 16, 2018
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This study investigated how Japanese learners of Japanese as a second language learn pronunciation in Japanese using a shadowing application, with a focus on the effect of shadowing on improving intonation and accent specifically. Thirty-eight participants used a shadowing application individually without explicit instruction. After the experiment, a broad range of F0 movements were observed in participants' speech, which suggests that the characteristics of Japanese intonation (e.g. henoji intonation) can be learned through shadowing.
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Yoshiko KOBAYASHI
2018 Volume 24 Issue 2 Pages
46-47
Published: 2018
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"Japanese Manga as Culture" is one of "Co-learning classes in multi-cultural environment" of Hokkaido University. Foreign students and Japanese students who are interested in the Japanese Manga study together using Japanese language. Foreign Students must achieve tasks such as discussion and writing papers in this class. The class is intended to develop understanding and awareness about culture not to learn Japanese language. But it is predicted that the foreign students can learn Japanese language from the point of view of intrinsic motivation theory. This study aims to discuss what foreign students learn in this class.
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A Comparison of Japanese and Foreign Students in the Engineering and Technology Seminars
Tomomi NABATAME
2018 Volume 24 Issue 2 Pages
48-49
Published: 2018
Released on J-STAGE: August 16, 2018
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This study focused on Japanese expressions used when interpreting quantitative data in oral presentations, comparing the characteristics of Japanese students to international students. The results showed that Japanese and international students alike frequently used "[Finding] ga wakaru/mirareru". On the other hand, a difference was found in the expression for the [finding] itself: while Japanese students used expressions of modality, and the "N ga Verb" form such as "N ga N wo maneku/motarasu", which expresses a causal relationship, such usage was not observed among the international students. This result indicated the need to focus on expressions that are available when interpreting an assertion.
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Chiemi HANZAWA
2018 Volume 24 Issue 2 Pages
50-51
Published: 2018
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Different types of opinion-seeking questions were asked to 20 Chinese learners of Japanese. The learners were prompted to agree, disagree, or explain their reasoning in response to a variety of questions, and the expressions they used to express their opinions were analyzed. The results showed that even undergraduate or graduate students who regularly use Japanese in academic contexts struggle to utilize broad range of expressions, and their expressions were mostly limited to -to omoimasu (I think that～) without any softening expressions such as "kana" or "njanaika." Helping learners gain a broader repertoire of expressions is necessary in order for them to produce more natural, audience-aware opinion statements.
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Sakurako TSUJIMOTO
2018 Volume 24 Issue 2 Pages
52-53
Published: 2018
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In the Japanese language, there are linguistic variations such as regional dialects, gender language differences, and wakamono-kotoba. This paper is a practical report on teaching Japanese language learners that focuses on wakamono-kotoba, one of these linguistic variations. First, the learners collected wakamono-kotoba outside of the class through conversations with Japanese university students or SNS, and brought the expressions they collected to the class. Next, they verified and learned these wakamono-kotoba through a group interview with Japanese students. The learners then made a presentation, summarized the result, and created the "Wakamono-kotoba Handbook." The process used to create the handbook is also included in this report.
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Shino TAKAHASHI, Nobumi TSUKIJI, Makiko KANNO
2018 Volume 24 Issue 2 Pages
54-55
Published: 2018
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Information about pronunciation is seldom provided when training local Japanese language volunteers (hereafter JLV), but in 2017 the authors started teaching pronunciation in classes for local and university JLV. According to the results of a questionnaire and a following discussion, it was revealed that the JLV clearly felt the need for doing something about the pronunciation of the Japanese learners, but were not sure how to do it. In addition, what is taught in JLV training classes is not 'phonetic education', rather, it is suggested that first what is necessary is to provide the JLV examples of pronunciation and to raise the tolerance of the JLV of the learners' pronunciation.
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Kahori YUMOTO
2018 Volume 24 Issue 2 Pages
56-57
Published: 2018
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The course on "Teaching Japanese" was part of a six-week Japanese-Language program aimed at enhancing practical Japanese skills of visiting undergraduate students from Vietnam who wished to become Japanese-language teachers. The content of the course was - 1) What constitutes a good class, 2) About speaking classes, 3) Using "Marugoto", 4) Evaluation and portfolio, 5) Participation in a mock lesson and 6) Team teaching. The participants' feedback included comments like, "I was able to learn about teaching methods", "I want to apply what I learnt in my classes" etc. However, we have to improvise ways to elicit feedback other than unequivocally positive assessments in the future.
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Keiko HORI, Noriko OSUMI, Tokiko SERA
2018 Volume 24 Issue 2 Pages
58-59
Published: 2018
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The Question Formula Technique(QFT) enables, based on Rothstein & Santana (2015), learners to conceptualize and express their convergent, divergent and meta-cognitive thinking skills. The QFT consists of seven key steps:1) introducing the Question Focus, 2) explaining the QFT rules, 3) learners produce questions, 4) improving questions, 5) prioritizing questions, 6) active use of the prioritized questions, 7) reflection of the learning process. This paper discusses the QFT method when used in Japanese reading class. Research results showed that learners can archive more when having a clear task for their reading, can understand the text more deeply when having a clear goal in their reading and can strongly improve their reading predictions skills.
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Attempt at Creating Digital Storytelling in the Upper Intermediate Level Class
Kiyonori UCHIYAMA
2018 Volume 24 Issue 2 Pages
60-61
Published: 2018
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The upper intermediate level Japanese class involved the creation of Digital Storytelling (DST). The learner, through internal dialog, and communication with others, solidified the themes they wanted to express and to whom they wanted to express them, and, using the features of Japanese as a foreign language, created a DST to express those things that they did not have the opportunity, or were too embarrassed, to express in their native language. This serious of activities was an opportunity for self-recognition experienced by the learner in using a foreign language as "the part of me I can only express in Japanese".
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Tomoko MURAKAMI
2018 Volume 24 Issue 2 Pages
62-63
Published: 2018
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This paper reports the practice of activities aimed at cultivating the competences for interaction, centering on actual Japanese usage scenes. CEFR encourages the learner to participate in society by carrying out tasks as "social agents" based on an action-oriented approach, and advocates setting tasks aimed at letting the learner participate in meaningful communication. In this practice, I set up the task in anticipation that both international learners and native Japanese speakers will learn interactively as "those who act in society". I report on the significance of this practice and whether the activity was able to provide the meaningful contact scenes.
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Particularly on Use of Quotation
Eri KAZUNO
2018 Volume 24 Issue 2 Pages
64-65
Published: 2018
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This paper reports a practice in a writing class to improve Japanese language learners' academic writing skills, and particularly analyzes papers written by a Chinese exchange student who had never learned quotations. While in the beginning of the semester, the student did not understand what type of paper was required in the course thus just reported the facts she found in the documents, in the second half of the semester she incorporated several quotations to support her claims. However, there were cases where she failed to accomplish the purpose of the quotation due to lack of accurate understanding and summarization of the material.
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Wakiko FUTAKUCHI
2018 Volume 24 Issue 2 Pages
66-67
Published: 2018
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The purpose of this study was to investigate whether the strategy connecting vocabulary meaning and emotion facilitates memorizing vocabulary. In the experiment, 11 university students encoded unknown vocabulary as positive, negative or neutral vocabulary. After encoding, the participants completed a free recall task. Evidence was found which suggests that there is no significant effect on reproduction numbers among positive, negative or neutral condition. Therefore, it is possible to say that this strategy may promote memorizing vocabulary in spite of the presence or absence of image and good or bad meaning.
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Focusing on Eye Movements and Protocol Data
Mika SUZUKI, Michiko KUMADA
2018 Volume 24 Issue 2 Pages
68-69
Published: 2018
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The research aimed to clarify the effect of extensive reading on Japanese language learning. The investigation was designed to record and analyze reader eye movements and determine how that related to text comprehension. After three months of practice with a variety of reading materials, the results showed that readers at the intermediate level controlled their reading more and that they adjusted the manner in which they read to the content of the reading, by changing reading speed, for example.
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Chiharu OHGA
2018 Volume 24 Issue 2 Pages
70-71
Published: 2018
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Ohga(2017) examined the mechanism of the interlanguage in the process of the acquisition of collocations formed with a polysemous verb by Chinese learners of Japanese from the perspective of two processes of the interactive model, typicalizing and generalizing. This study investigated how Chinese learners of Japanese understand and use the collocations formed with those synonyms by focusing on differentiating, another process of the interactive model. The results showed that although the intermediate learners did acquire appropriate collocations of each word, the meanings of which used as synonyms were unrelated. Advanced learners acquired the collocations formed with synonyms.
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Poster Session and Drama Production for Advanced Learners
Naoko MORIKAWA
2018 Volume 24 Issue 2 Pages
72-73
Published: 2018
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Advanced learners in some cases cannot use acquired grammar when speaking and writing. In this regard, students conducted projects focused on "teaching by showing" via drama productions and sessions with illustrations and posters expressing acquired grammar as learning activities. This helped students to identify situations in which they are able to use acquired grammar. These projects resulted in marshaling fragmented knowledge, building linguistic connections and awareness of usage, and providing suggestions for the future direction of grammar learning.
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Riko WAKITA, Yasuyo MURAKAMI
2018 Volume 24 Issue 2 Pages
74-75
Published: 2018
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Japanese students are believed to have a declining affinity for reading books these days. However, it goes without saying that the skill of reading is essential when studying. This paper aims to clarify the reading activities of undergraduate overseas students. Hence, we conducted a questionnaire survey among 219 students and follow-up interviews with some of the students. We set up 22 questions, such as the time of day spent reading, the number of books read in a month, the reading field, the use of e-books, and so on. In the interviews, we surveyed which languages students read in, how they use e-books, and so on.
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Yuki KAWARAI
2018 Volume 24 Issue 2 Pages
76-77
Published: 2018
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Many students from The Center for Japanese Law of Nagoya University mention that the Vietnamese writing style and the Japanese writing style are different and they are confused. Lecturers should know their students' educational backgrounds before telling them about Japanese writing style. The purpose of this study is to investigate the text styles which Vietnamese students learned at school and the points that have significant value in terms of writing. It is found that Vietnamese students focus on analysis of the writing in novels and poems at school and that they are expected to memorize the general critical points which teachers describe in class.
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Akiko KUDO
2018 Volume 24 Issue 2 Pages
78-79
Published: 2018
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In recent years, a shortage of human resources has been a serious problem in the social welfare field in Japan. Due to this, the hiring of foreign staff has always been expected to be legal. In such circumstances, the necessity of not only toward examination studies but also the study of practical Japanese-language education that can be used immediately in the workplace has been drawing attention. This research focuses on the vocabulary used in a "care house" aimed at elderly people trying to have an independent life, while receiving minimal living support services in an environment as close to everyday life in the home.
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Feedback from Lecturers
Yukari AOKI, Yo KITAMURA
2018 Volume 24 Issue 2 Pages
80-81
Published: 2018
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The authors have been creating a practice text book of mathematical/scientific terminology for the international students. The Kanji text book was used in math I and physics classes in the autumn semester, 2017. On this paper, investigation of this text was made by a lecturer using it. Also, a lecturer teaching Japanese answered some questions about this book from a Japanese teaching point of view. The results of this survey will be used to improve this text book. The idea for revising this text book is also presented in this paper.
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To Enable the Writer or the Person Checking to Learn Sustainably
Chihiro KIMIMURA
2018 Volume 24 Issue 2 Pages
82-83
Published: 2018
Released on J-STAGE: August 16, 2018
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This study is a report regarding the strategy in which non-native Japanese students and native students checking learn sustainably through "Native Checks". This paper is classified by type and positioning "Native Checks" to make checks effectively while respecting the intentions of the writer. As a result, it was suggested that it is important to conduct "Native Checks" while checking "Syntactic Motivation" of the writer face to face. This paper proposes a method of "Native Checks" in which both sides are satisfied with not only "the correction of the paper" but leading to learning.
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Eri KATO, Yuichiro FUJITA
2018 Volume 24 Issue 2 Pages
84-85
Published: 2018
Released on J-STAGE: August 16, 2018
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When a teacher asked elementary & pre-intermediate non-native students of Japanese language 'How is life in Japan?' some students answered that it was boring. The teacher was concerned that perhaps the students had little understanding of everyday life and customs in Japan. However, when we questioned the same students in more detail about their thoughts, we discovered that they were often using the language incorrectly which frequently distorted the meaning. Negative adjectives were being used in the wrong context causing them to be misunderstood by listeners. In this paper, we analyze negative Japanese expressions which appear to be very similar but are actually closer to antonyms, (for example boring/not interesting and dislike/don't like) and show the differences in meaning between them. This paper will demonstrate how to teach these negative adjectives more effectively.
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Discussion Based on Pilot Program
Kazumi MATSUI, Harumi TOKUMA, Jaehee CHUNG
2018 Volume 24 Issue 2 Pages
86-87
Published: 2018
Released on J-STAGE: August 16, 2018
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The study conducted participant observations, questionnaires, and interviews of flipped teaching on subjects of kana learning and survival conversation. The participants learned typing instead of hand-writing kana, which received favorable comments. Participants were also required to watch a situational video before attending the class. Since grammatical instruction was limited, it was not necessary to introduce a scene or vocabulary in class and participants were able to engage in a number of practice conversations. It is suggested that the practice method using video cues is close to actual information processing, thus it is a valid learning method for survival conversation.
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Yasutaka HIWATARI, Yosuke HASHIMOTO
2018 Volume 24 Issue 2 Pages
88-89
Published: 2018
Released on J-STAGE: August 16, 2018
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There were two students whose scores of hiragana exam were less than 50% at the semester's beginning. They had individualized instruction during different periods of the semester. This study investigates the ways in which their learning situations have changed after receiving the special care by interviewing the students and observing their learning situations and grades. As a result, it is highly likely that finding students of this kind and giving them special care in the early period improve their situations dramatically. We suggest a more systematic way to deal with the students more effectively.
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Yoko NAKAI, Rie SUGANAGA, Hiroko SHIBUYA
2018 Volume 24 Issue 2 Pages
90-91
Published: 2018
Released on J-STAGE: August 16, 2018
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The authors introduced reading materials to international students that described the experiences of former international students, with the goal of giving them the opportunity to consider their own career development. These materials included former students' descriptions of difficult episodes they had dealt with both while at university and while at work. The students thus had the opportunity to consider problems that they themselves will face in considering their future careers. However, some students were frightened by the episodes about former students; several wished that the readings had addressed a more diverse field of majors and careers. It was clear that diversifying the experiences presented was necessary.
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WenLan YANG
2018 Volume 24 Issue 2 Pages
92-93
Published: 2018
Released on J-STAGE: August 16, 2018
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Corpus analysis (YUK Japanese essay corpus of Chinese native speakers studying Japanese with taggers 2016, Ver. 6) reveals that the uses of "KARA" and "KARANO", "DE" and "DENO" confuse Chinese Japanese learners. Questionnaire previously conducted by the author with native speakers of Japanese and Chinese Japanese learners being the participants further suggests the tendency of Chinese Japanese learners not differentiating "KARANO" and "NO", "DENO" and "NO". This study investigated the actual uses of case particles "KARA" "KARANO" and compound adnominal particles "DE" "DENO" in Japanese language textbooks, trying to suggest improvement for teaching methods.
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Ai NOMURA, Kyoko OKUMURA, Keiko OKUMURA, Mamiko KATO, Mami SAITO, Kiyo ...
2018 Volume 24 Issue 2 Pages
94-95
Published: 2018
Released on J-STAGE: August 16, 2018
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The present study reports an attempt to enhance learner autonomy outside classrooms using ICT in Japanese language education for candidates of foreign care workers. The authors developed an online platform and delivered study materials such as vocabulary lists and review quizzes to the candidates online. The authors also asked the candidates to review the online activities. While the authors appreciated the use of ICT, several issues concerning security and registration were identified. The authors also acknowledged the importance of developing learning environment using ICT and the efficacy of candidates' reflections on the development.
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Connecting Japanese Learning and Specialized Knowledge.
Tomoko TANI, Yoshie TAKASHIMA, Maiko IN
2018 Volume 24 Issue 2 Pages
96-97
Published: 2018
Released on J-STAGE: August 16, 2018
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In recent years, Japanese for specific purposes (JSP) has been receiving much attention in Japanese language education. This paper introduces two specific JSP classroom practices for international students majoring in information technology; practice 1 is for elementary level students, and practice 2 is for intermediate and advanced level students. In practice 1, we used a Japanese picture book about programming to introduce some concepts and terminologies in Japanese. In practice 2, we gave the students opportunities to create their own website using the knowledge they gained in the information technology classes. These practices gave them opportunities to both input (practice 1) and output (practice 2) Japanese in relation to their specialized knowledge.
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