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2019 年 25 巻 2 号 p.
Cover-
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
オープンアクセス
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2019 年 25 巻 2 号 p.
Toc-
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
オープンアクセス
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ボイクマン 総子, 根本 愛子, 松下 達彦
2019 年 25 巻 2 号 p.
2-3
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
A placement test (PT) should be administered to many test-takers simultaneously, simply, and in a short period of time. Additionally, its results should have high reliability. However, conventional speaking tests do not satisfy these conditions. To address this, we have developed STAR, Speaking Test of Active Reaction, along with two evaluation tools: a rubric and audio samples. Using these, five evaluators graded the performance of 32 test-takers. We found a high intraclass correlation coefficient and that the raters gave results consistent with one another. Time spent on evaluation was short— fewer than two minutes per test-taker. Therefore, we conclude that as a speaking test for PT, STAR has the necessary qualities of reliability, validity, and usefulness.
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―ライティング時の辞書使用に注目して―
板井 芳江, 寺嶋 弘道
2019 年 25 巻 2 号 p.
4-5
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
A corpus function that provides information on collocations and example sentences is effective for Japanese learners when they write compositions. However, if the actual word searched for in the corpus tool does not fit the context of the composition, then such effectiveness cannot be on full display. At present, authors are aiming to develop teaching materials to train skilled users of corpus tools; meanwhile, we believe there is also a need for research on dictionary usage among learners. As such, this study conducted a questionnaire survey with 307 beginning to advanced learners and analyzed the results to reveal how learners actually use dictionaries when writing short compositions or essays and what problems they experience with dictionaries.
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梁 穎穎
2019 年 25 巻 2 号 p.
6-7
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
The translation of expressions is one of the learning items difficult to master for Japanese learners whose native language is Chinese. The reason is thought that the understanding of the direction and the viewpoint don't proceed. Therefore, not only misuse, for example, rather than saying "the teacher wrote for me", something like "written by the teacher" is often seen. Also, comparing the Chinese and Japanese versions of the novel, many Chinese versions are not translated about the expressions. Lots of research has been done of the misuse of expressions, but few studies have been done on non-use. Therefore, in this research, Chinese learners of Japanese will be chosen as the objects, and clarify under what condition omission of a translated version takes place.
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松井 一美
2019 年 25 巻 2 号 p.
8-9
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
This study reports the effects and issues of lessons provided in a multimedia classroom using NHK NEWS WEB EASY as subject matter. These lessons encourage students to acquire independent Japanese reading habits to increase spontaneous language learning. During lessons, the instructor provides background support for students who use PCs, mobile phones and classmates to solve a problem. Such lessons were effective, in that students who previously did not read news in Japanese started to do so, and learned how to utilize resources independently.
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―学生の論理的思考変化に注目して―
芝田 沙代子
2019 年 25 巻 2 号 p.
10-11
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
This study was conducted in a debate course which was adopted with active learning in order to strengthen students' communication ability. In a third grade conversation class of Japanese department of certain university in Taipei, learners were asked to think about how to debate and use Japanese to debate with other learners instead of being lectured by teacher. After debates, students' self-reflection sheets were collected and analyzed in order to understand the change on students' logical thinking ability. Through observation, students' way of thinking had changed during the process of presentation and debate. In addition, learners also recognized their progress in Japanese.
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世良 時子
2019 年 25 巻 2 号 p.
12-13
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
The Question Formula Technique (QFT), is a method based on Rothstein & Santana (2015), it is an activity through which learners can experience divergent, convergent and metacognitive thinking and which can deepen their learning. For this study, QFT was used in Advanced Level Japanese class for the following purposes: 1) to help plan the presentation, 2) to pay attention to forms of expression including the use of questions in speaking. The analysis of the feedback from the participants and recordings of their presentations proved that QFT is a useful method and positively affects structure and expressions in presentations.
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―日本での就職を選ばなかったT にとって日本語学習はどのような意義があったのか―
秋田 美帆, 梨本 麻理子, 三上 文香
2019 年 25 巻 2 号 p.
14-15
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
In this research, an interview with an English degree program student (alias: T) was analyzed. Initially, T was motivated to work in a Japanese company. However, T ultimately chose not to opt for finding a job in Japan. This presentation made clear what kind of process and factors were initially followed by T before deciding her employment place. In the case of T, there was some expectation of working in a multilingual usage environment. It can be said that the significance of learning Japanese for T was one of the tools in realizing her hope.
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井上 正子, 山方 純子
2019 年 25 巻 2 号 p.
16-17
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
Increasingly, international university students have been conducting their studies in English and studying Japanese on a voluntary basis. We conducted an attitude survey to gauge these students'use of Japanese. About half of those surveyed had experienced problems because of insufficient knowledge of Japanese, but they solved such problems with help from others. They found value in using Japanese, feeling a sense of accomplishment when speaking the language. Based on these results, I want to identify effective teaching content and assistance that teachers can offer international students.
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―大人数会話授業での実践報告―
東出 朋
2019 年 25 巻 2 号 p.
18-19
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
Conversation courses often need to be taught to large groups of over 40 people because of various management factors of universities. In a large class, the language level of students is not the same and they are motivated differently. Under these circumstances, peer learning seems to be an effective way to manage a class. In this paper I propose voice recording on a smartphone as a tool for conversation training, through which students record their speech, check and correct it with peers. The post-course survey shows that most of students accept this method and see effectiveness in it, however, a few of them are embarrassed to do this activity.
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―韓国の国語と英語教育課程を中心に―
金 ヘイン
2019 年 25 巻 2 号 p.
20-21
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
It is commonly trusted that grammar of foreign language which is similar to one's first language is easier to be acquired. However, even though Korean and Japanese have similar concept of transitive and intransitive word, it seems there is no clear benefit for Korean students to learn the same grammar in Japanese. In this paper, I shall suggest the possibility of learning the grammar of English, whose transitive and intransitive word are determined by the existence of object, affects learning Japanese based on Korean school curriculum.
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坪田 めぐみ
2019 年 25 巻 2 号 p.
22-23
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
This study examined the effects of pair work revision on L2 writing, and the individual differences in pair work. 14 Chinese-speaking Japanese learners participated in a three-stage writing task under two conditions, pair and individual. (1) writing a first draft → a teacher reformulated the learner's texts. (2) compared their first draft to the reformulation. (3) writing a second draft (rewrite) individually. Furthermore, divided the pair of learners into upper, middle and lower groups, and compared the accuracy of the second drafts for each learner between the two task conditions and analyzed the effect of pair work.
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加藤 恵梨
2019 年 25 巻 2 号 p.
24-25
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
This study conducts an investigation into what examples students taking Japanese teacher training course think they should give and how they think they should explain in the case that they are to explain to intermediate learners of Japanese the differences in meaning between synonyms "tanoshii" and "yukai," in order to clarify its characteristics. It also presents differences between typical examples of these words they think of and examples frequently used according to "The Balanced Corpus of Contemporary Written Japanese." In addition, the study discusses what examples should be given and how the differences in meaning should be explained in order to facilitate learners to understand those differences when they are to be given an explanation about these synonyms.
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中村 かおり, 向井 留実子, 近藤 裕子
2019 年 25 巻 2 号 p.
26-27
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
As part of a Japanese language academic writing class for international graduate students, a trial activity to enhance the understanding of the use of references in specialized fields was used. The students considered the placement and purpose of citations and how they were introduced in papers in their own fields of study and responded to questions about what they found. Their responses showed that, through this activity, they gained not only a better understanding of the use of references, but their understanding of the content of the paper deepened and they were better able to evaluate the paper. It appears that this activity can be effective with a class of students from different fields.
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河野 俊之
2019 年 25 巻 2 号 p.
28-29
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
The pronunciation checklist was previously developed by the author, and it was for Japanese language learners with any language background. The data indicated that the judgement by some of the learners corresponded to that of the teachers, and the learners were conscious of their pronunciation problems. Recently, the speech recognition technology such as smartphone virtual assistant has been advanced, and it is now widely used among language learners. Based on the pronunciation evaluation by the learners and the author, and the pronunciation check by the speech recognition device, it was shown that the speech recognition device can be used effectively to improve the learners' pronunciation.
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秋澤 委太郎
2019 年 25 巻 2 号 p.
30-31
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
Previous studies and practices have revealed that literary works increase learners' motivation to study and help them improve their reading skills by providing them with various real-world usage examples of linguistic items. However, instructors can also use novels to improve students' productive skills. To take advantage of masterpieces that evoke the readers' deep emotion and contemplation, the author has made his class read a series of short novels and has guided them in turning their ambiguous feelings about the stories into analytical language concerning the plots, characters and narrative. The students actively struggle to speak and write Japanese in the process of investigating why they feel the way that they feel.
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―第二言語話者同士の雑談の分析―
大津 友美
2019 年 25 巻 2 号 p.
32-33
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
Second language speakers often encounter communication problems caused by a lack of linguistic resources in the second language. Communication strategies are employed by second language speakers to overcome these problems, in order to convey their intended meaning and continue the current conversation. Through analyzing the actual conversation data, this study focuses on one such strategy, switching languages, and shows how second language Japanese speakers smoothly switch over to English. It is argued that (1) the switch to English occurs most frequently in the context of performing a word search, (2) linguistic expressions of speech difficulty or word searches foretell a potential switch to English, and (3) non-linguistic resources accompany English expressions so that the intended meaning becomes clear.
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―授業動画の分析を通して―
嵐 洋子, 倉林 秀男, 田川 恭識
2019 年 25 巻 2 号 p.
34-35
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
In introductory or beginning Japanese classes overseas, teaching is often conducted in the learners' first languages. In Japan, teaching Japanese in English as an intermediary language has become more popular. However, little research on using an intermediary language in Japanese classrooms has been done. In this study, video data on beginning Japanese classes where teachers used English as an intermediary language was analyzed to consider approaches to using English more efficiently.
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本郷 智子, 山崎 真弓, 上原 真知子
2019 年 25 巻 2 号 p.
36-37
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
This paper reports a newly-developed Japanese language learning website focusing on multimodal communication. The video clips of the website show a series of daily conversations that take place on a university campus. The website has been designed for international students and researchers to learn how to engage themselves in having active interactions with people around them. It gives viewers' opportunities to realize the importance of non-verbal behavior such as body movements, distance, posture, eye gazes and so on to make conversations more interactive and meaningful. We also developed a platform to share the students' own experiences stimulated by the video-clips of the website through SNS.
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重田 美咲
2019 年 25 巻 2 号 p.
38-39
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
We conducted pre-graduation semi-structured interviews with foreign students enrolled in a "Japanese for Job Hunting" course as second-year students regarding the relationship between the course content and the students' job-hunting activities and career selection process since taking the course. The eight interviewees were all students from China. The interviews revealed that the students' career selection was greatly influenced by parental assistance related to job-hunting in their home countries; some students could use the course content directly in their own job-hunting but others could not; and some elements of the course were useful for job-hunting in both Japan and China.
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市村 佳子
2019 年 25 巻 2 号 p.
40-41
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
This paper outlines the results of an action research report conducted on a blog project held in a Basic Japanese Language writing course. The task was for students to write blogs with the aim of reducing stress of, and the feeling of being "poor" at writing, due to lack of practice. Many don't write in their daily life outside of homework and texting. Most blog topics were on the students' weekends or hobbies. The students also used class time to write comments to each other. Feedback data was collected through the questionnaire and interviews. Students gave positive feedback and stress levels were reported to have decreased.
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―ソウダ否定表現の扱いと学習者の知識との隔たりに注目して―
宮口 徹也
2019 年 25 巻 2 号 p.
42-43
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
Soo da 'it looks like' is known to have many negative expressions. Although Japanese textbooks list soo de wa nai and soo ni (/mo) nai as its negative forms, it is also common among native speakers to use soo da with the negative form of a verb as in furana(sa) soo da. Through a questionnaire survey, this study investigated how learners of Japanese understand these different negative expressions of soo da. The result has shown that their understanding of na(sa) soo da is generally higher than that of soo de wa nai and soo ni (/mo) nai, implying a gap between the content of textbooks and learners' actual knowledge.
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―アンケート結果から見えてきた改善の成果と今後の課題―
金 蘭美, 半沢 千絵美
2019 年 25 巻 2 号 p.
44-45
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
This presentation reports on the 2018 YNU Summer Program which was held to promote a "college experience in Japan" for international students. A Total of 25 students from 6 countries and regions participated in the program. This year, no Japanese language class was provided for the summer program, and the students participated in the pre-existing Japanese language and other classes. Furthermore, a graduate college orientation was held to encourage the students to consider YNU as a study abroad option. In the presentation, we will discuss how we made changes in the curriculum based on the survey results from the previous year and talk about future planned improvements.
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横山 りえこ
2019 年 25 巻 2 号 p.
46-47
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
In recent years, the universal design of classes is being studied in Japan. In the field of Japanese language education, it can be thought in terms of 'ingenuity for environment and easy-to-understand guidance that factors in individuality'. However, based on our review of literature, there are no report on what kind of environment is conducive for learning Japanese. In this paper, we conducted a questionnaire survey on the learning environment preferences among 95 people of different nationality. The learning environment was evaluated in terms of background color for power point presentation, font type and layout in handouts (e.g., line spacing).
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高橋 亘
2019 年 25 巻 2 号 p.
48-49
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
In recent years, researchers have rapidly conducted some studies intended for learners who participate in extensive reading (ER) activities in Japanese. However, it is necessary to focus on the supporters— such as teachers—of ER activities. This study evaluated such support before starting the first activity, and reported a case of a startup seminar for graduate students and teachers at a foreign university. The author conducted a post-seminar questionnaire survey and clarified their perceptions of ER. Based on the analysis, the author discusses not only how to encourage the supporters of ER sessions but also issues relevant for future research.
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―大学教育の観点からのアプローチ―
鹿目 葉子, 大橋 真由美
2019 年 25 巻 2 号 p.
50-51
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
Business Japanese education was introduced in "The Asia Human Resources Fund" in 2007 and in "Plan for 300,000 Exchange Students" in 2008 by the Japanese government to promote the employment of foreign students in Japan. To prepare these students to enter the workforce, universities must offer courses that teach the communication and interpersonal skills needed to succeed in Japanese companies. We reviewed business Japanese lessons and materials that universities have provided, and we recommend that revisions be made. In this paper, we will evaluate business Japanese education in terms of university education and propose revised course content and materials.
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―より効果的な授業を目指して―
岩井 智重, 石山 友之, 山下 由美子, 神村 初美
2019 年 25 巻 2 号 p.
52-53
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
Pronunciation is indispensable for Japanese learners to have smooth communication. Shadowing classes as pronunciation education for one year were examined by questionnaire survey of selection formula and description formula. Respondents were 95 junior and senior students of the 5 classes, 73% Chinese and 20% Vietnamese. We used R and KH Coder for the analysis. The experienced group was higher than the unexperienced group at the average value of "Q5. I noticed mistakes in pronunciation" and "Q7. I improved pronunciation". By the co-occurrence network, the consciousness of his pronunciation was confirmed, and there was a ripple effect in mastering honorifics.
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―学習者のコメントから―
渡辺 民江, 上田 美紀
2019 年 25 巻 2 号 p.
54-55
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
The authors analyzed negative comments from the results of a survey which was administered to students in an advanced JSL reading class after a peer-learning activity. Negative feelings from students towards the activity included the time inefficiency, the preference of studying style, other languages used by members of the group, and the group members' language level differences. In this paper the authors will discuss some techniques that help students realize peer-learning activities are helpful to them. After including those techniques, the result of the survey showed that students better understood the significance of this peer-learning process and had a positive reaction towards it.
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―質問リストを用いたペアワーク―
井脇 千枝
2019 年 25 巻 2 号 p.
56-57
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
Classroom activities are supposedly designed to help students in developing communicative competence. However, grammatical accuracy is usually focused while the significance of fluency in spoken Japanese has often been ignored. Thus, the author adopted the approach of maximizing enjoyable conversation practice. The students practiced the activity as pair work. A list of questions was provided, which facilitated interaction between students and fostered better understanding of each other. During the activity, the students with the same mother tongue also took an active role in the conversation and showed the increased interest in the language. As a result, all the students were actively engaged.
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―文法項目からの考察―
大谷 つかさ, 白鳥 文子, 篠原 みゆき
2019 年 25 巻 2 号 p.
58-59
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
The most important purpose of placement testing is to place learners in a class that is appropriate for their level. It is also important to grasp the learners' ability to effectively use grammar, not just their knowledge of it. In this report, the authors added description-type and conversational style grammar questions to conventional tests and verified the effectiveness of the new question formats to measure the test takers' ability to use Japanese grammar properly as well as their knowledge of it. As a result, it was found that conversational style questions are more effective than conventional selective questions to place intermediate learners into appropriate classes.
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―日本語教員の管理運営業務に関する調査―
平山 允子, 中川 健司, 浦 由実
2019 年 25 巻 2 号 p.
60-61
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
Japanese language teachers in Japan have various duties other than teaching. Unlike teaching or research, there are almost no opportunities in public to share information or discuss teachers' duties such as management and operational tasks. Therefore, teachers have to struggle with these duties by themselves with little chance to learn good practices from other institutions. We conducted a questionnaire survey to see what kind of management and operational duties are required for Japanese language teachers, how much burden they feel and what resources they regard as helpful. The results show the breadth of teachers’ duties and how much each duty burdens teachers.
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―実際の使用場面から―
ザン カリン
2019 年 25 巻 2 号 p.
62-63
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
The word "mentsu exists in both Chinese language and Japanese language. So far, there are lots of studies on the word, most of which are based on the cultural perspective and get to the conclusion that the word "mentsu" has cultural difference in the two language. But there is still room for discussion. The meaning and usage of word "mentsu" in the Japanese language may be not as the same as that in Chinese language. Nevertheless, "mentsu" was not strictly defined in any of previous studies, therefore some researchers may tend to use it to express themselves from their native language system and get to the conclusion that the cultural difference probably causes a difference in the literal meaning. Hereby this thesis aims to contrast the word "mentsu" in two aspects according to surveys semantic fields and practical application.
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―日本語教育副専攻課程における実践から―
瀬尾 匡輝
2019 年 25 巻 2 号 p.
64-65
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
Japanese students often introduce Japanese culture to international students in an essentialist manner. However, this approach can lead stereotypes and ethnocentrism. In order to overcome this problem, I asked students enrolled in a Japanese language teacher education program to critically introduce Japanese culture to students learning Japanese language in the United States using Kubota's (2008; 2015) 4D (Descriptive, Diversity, Dynamic, and Discursive) Approach. In this paper, I will introduce this teaching practice by analyzing students' reflection papers and semi-structured interviews conducted with students.
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寺嶋 弘道, 板井 芳江
2019 年 25 巻 2 号 p.
66-67
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
In recent years, there has been a rapid proliferation of smartphones and a noticeable progress in the development of dictionary applications for Japanese learners. Under these circumstances, the number of learners choosing smartphone dictionary apps has increased. However, at present, neither learners nor teachers have a thorough understanding of the results that are displayed and the problems that can occur when searching in a dictionary app. Therefore, this study examines how appropriately users are able to search Japanese text on "Google Translate" and "imiwa?". In addition, the study discusses the problems that arise during searches. Furthermore, it examines example sentences displayed in "imiwa?" and the issues related to them.
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―来日直後と1 年後の能力の比較―
本田 明子
2019 年 25 巻 2 号 p.
68-69
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
This study compared the natural conversations of six learners immediately after arriving in Japan to their conversations one year later, in order to investigate changes in learners' conversation management skills in contact situations. Our analysis found that in a high percentage of conversations immediately after arriving in Japan, native speakers asked questions to advance the conversation whereas learners only provided minimal information. In contrast, in conversations one year later, learners also advanced the conversation, and did so in a layered fashion, seeking further information from the other person. Through this analysis, it was found that their conversation management skills had changed.
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―辞書引き行動の観察及びインタビューの結果から―
八木 真生, 川村 よし子
2019 年 25 巻 2 号 p.
70-71
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
Japanese learners encounter more unfamiliar words, as the level of Japanese classes rises. In response to the inflation of unknown vocabulary, learners decide whether to use a dictionary or not. Previous studies on reading comprehension rarely examined learners' dictionary use. This study focuses on how participants determine to use dictionary while reading. The study observed participants' dictionary use pattern and conducted an interview to ascertain their dictionary use strategy. The study finds that the dictionary use varies according to learners. Furthermore, the results indicate that several factors (learning style, interest, and valuing speed-reading) may have affected the participants' dictionary use.
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―台湾人中級日本語学習者を対象に―
小山内 早織, 菅谷 奈津恵
2019 年 25 巻 2 号 p.
72-73
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
This study observed the usage of the sentence final particle ne by a Taiwanese learner of Japanese. It focused on ne's frequency and function. The research was carried out over 6 months through LINE conversation once a week and an oral conversation once after six LINE conversations. Analysis revealed that oral conversation did not show changes while LINE conversation showed some changes in frequency and function. Notably, in the third term soudesune may have been used as a chunk. In addition, the usage of sone rapidly increased in the fourth term perhaps due to having more input and opportunities to use it.
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―秋田市日本語教室を事例に―
荒井 美帆
2019 年 25 巻 2 号 p.
74-75
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
This paper reports on the study session which was conducted in collaboration with Akita City government, with the aim of providing opportunities for communication and building relationships between teachers of the Akita City Japanese Class. In the session, teachers collaboratively created teaching plans by sharing their ideas in groups. Based on the results of the questionnaires and interview findings obtained from the participants, I analyze the achievements and challenges of the session and provide means by which sessions of the like can be improved.
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才田 いずみ, 稲飯 亜有美
2019 年 25 巻 2 号 p.
76-77
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
It is essential for Japanese language learners to have sufficient skills to conduct casual conversations with native speakers to develop their language proficiency as well as their personal networks. The analysis of casual conversations in contact situations shows us the reaction to "iisashi" ―the suspended sentences or the sentence-ending ellipsis is one of the critical points for the smooth interactions and even a learner in advanced level needs practice to give proper reaction to it.
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―高専入学予備教育生を対象に―
濱野 哲子, 佐藤 曜子, 笠原 (竹田) ゆう子
2019 年 25 巻 2 号 p.
78-79
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
In the studying of undergraduate science and engineering subjects, the Japanese language expressions that used in the Japanese high school textbook is required. In terms of the expression of the physics problem solving formulated by international students is often technically inappropriate, regardless of whether or not they have used the Japanese textbooks during their preparatory education period. In order to provide effective guidance for the international students on their fundamental education, we analyzed the descriptive content answered by the international students who have studied physics by using a Japanese high school textbook. In particular, the relevance of the expression, and the correctness of the answers were verified.
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―中上級日本語学習者を対象とした活動の分析―
谷口 南
2019 年 25 巻 2 号 p.
80-81
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
In an "Integrated Japanese" class for the exchange students of the Pre-Advanced level, teacher worked out "Adding Subtitles (Telop) Activity" for a video which was author prepared. Students could freely add information that they felt a need. This activity is based on the "Adding Subtitles Activity model" that made by an interview to Japanese learners with the experience of adding subtitles. In the process of adding subtitles, the learners kept listening to the characters' dialog and discussed the content of the video in pairs in order to check their understanding and create suitable Japanese subtitles. Their action and processes were identical with the "Adding Subtitles Activity model". This activity might foster students' expression and transmission ability which they choose the information from the video.
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―中学校教科書『公民』を用いた授業の実践―
岡村 佳代, 阿久澤 弘陽, 棚橋 明美, 松村 憲
2019 年 25 巻 2 号 p.
82-83
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
This report discusses the classroom practices common in classes of "Academic Japanese" (a Japanese language subject) and "Politics and Economics" (a Liberal Arts subject) for Seigakuin University's international students. These subjects were introduced in 2018 to help these students gain basic knowledge about the Japanese society and perform better in the specialized subjects they have to learn in the second grade. This report introduces the class contents and presents our questionnaire results on related matters. We present relevant effects and problems, including the future course directions, by examining learners' awareness regarding the classes.
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アイダイエヴァ ザリファ
2019 年 25 巻 2 号 p.
84-85
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
This research is about difference of rejection phrases in Japanese and Azerbaijan Languages. The difference may occur a misunderstanding among Japanese speakers and Japanese language learners of Azerbaijan. Especially, the reason explanation of rejection plays different role and has different meaning in both languages. This could be an obstacle for Japanese learners during communication with native speakers.
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田中 典子, 近藤 行人
2019 年 25 巻 2 号 p.
86-87
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
The teaching materials which are made to improve academic skills include specialized knowledge and concept. Therefore the learners are required to develop their comprehensive Japanese proficiency which includes language knowledge and thought. We decided to use listening materials dealt with lectures and research presentations and incorporated activities and interactive dialogue which enhance comprehension. By inputting contents step by step and incorporating integrated dialogue activities, the learners developed deeper comprehension which they could apply to different contexts. In this paper, we introduce the transition of learners comprehension process and propose the importance of the practice which enhance content comprehension.
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林田 なぎ
2019 年 25 巻 2 号 p.
88-89
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
The non-kanji Japanese learners will be facing many problems on their kanji learning process. Along with increase of their vocabulary, the pronunciation and strokes will be more and more complex which adds more burdens to them. In order to increase the kanji-adaptability of those who is above intermediate-level, as well as a method for laying a good foundation at the very beginning of learning kanji, to focus on the kanji-components Katakana and Hiragana which shown at the preliminary stage of learning progress and were the basic materials while practice them to write the strokes in order and to make them to recall the meaning of the words as soon as possible is my goal. This work will be discussing the progress and methods which I have took.
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―あん摩マッサージ指圧師国家試験「生理学」分野の過去問題を再構成した 自習用教材の作成―
河住 有希子, 浅野 有里, 北川 幸子, 藤田 恵
2019 年 25 巻 2 号 p.
90-91
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
This research proposes self-study materials for learners of Japanese language aiming at passing the state examination for anma, massage, and shiatsu practitioners. A glossary is created by categorizing exam questions and answers, most of which include definition and practical knowledge of technical terms. Additional explanations on vocabulary and sentence patterns covering the scope of Japanese-Language Proficiency Test allow even Japanese language teachers without special knowledge to create self-study materials on expertise. If learners' understanding of the expertise is
insufficient, Japanese language teachers give them a linguistic support so that they ask expertise teachers questions related to the expertise.
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工藤 嘉名子, 大津 友美, 熊田 道子
2019 年 25 巻 2 号 p.
92-93
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
Students are often encouraged to write down ideas generated while brainstorming. However, the act of "writing" sometimes leads to unproductive discussions and/or insufficient outcomes. In this study, we analyzed the students' interactions during a brainstorming task in order to figure out how the act of "writing" influences the outcomes. The following problematic behaviors attributed to "writing" were identified: 1) they focused on "how" rather than "what" to write, 2) they tended to select ideas that are easier to write down in Japanese, and 3) they failed to attend to some suggestions which might have potential for expanding ideas.
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手塚 まゆ子
2019 年 25 巻 2 号 p.
94-95
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
This study aimed to examine lesson structure using the flipped classroom in an advanced Japanese grammar class. Traditionally, teachers introduce basic sentence patterns before the exercise. Time is spent on introducing and explaining grammatical sentence patterns. Students spend some class time attempting to understand sentence meanings. We instructed students through video-based homework, which allowed us to spend much more time on the exercise and feedback inside the classroom. We confirmed the effectiveness of the flipped classroom based on an achievement test and interview (古川・手塚2016). However, this technique needs to be improved in classroom activities.
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―日本文学非専攻の学部留学生を対象に―
山﨑 智子
2019 年 25 巻 2 号 p.
96-97
発行日: 2019年
公開日: 2019/07/02
研究報告書・技術報告書
フリー
In this paper, I will report on activities carried out in the class "Japanese Culture Studies" that assumes a point of view on Japanese literature. For foreign undergraduate students not specializing in Japanese literature, learning objectives are set to make them use their Japanese language proficiency to the fullest, and to allow them to express their thoughts and doubts in a small number of morae. For that purpose, they read literature on senryû and analyzed prize-winning works from various competitions.
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