The purpose of this study is to develop Can-do statements (Cds) for the workplace that enable people in workplaces to reflect dialogically their ways of communicating with foreign staff. With the Cds, we aim to contribute to create a workplace environment where foreign staff can work comfortably. We report on interactive evaluation activities conducted in actual workplaces using Cds for directive settings.

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This study examined the use of "te-shimau " by Japanese native speakers （JNS） and Japanese language learners （JLL） using a narrative task which is Task 12 of the YNU corpus. The results showed that JNS often use [non volitional verb + te-shimau ] to describe unfavorable situations that happened at the climax of the story, while JLL use it less frequently and at different parts of the story. Based on these results, it was suggested that when teaching "te-shimau ", a narrative task helps to practice using [non volitional verb + te-shimau ] in situations where something unfavorable happened.

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This study focuses on the differences between a Japanese staff worker and a technical intern trainee when verbally communicating with nursing care facility residents. and I observed the recreational activity of "coloring" in there. As a result, when communicating with residents, the Japanese staff worker looked for cues in the unrelated talk when communicating with residents and promoted recreational activities. In contrast, the trainee often communicated through simple "question-answer" exchanges. When the nursing care facility residents replied with a non sequitur, the trainee was not able pick up on the verbal cues. Therefore, the trainee was unable to promote recreational activities.

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The purpose of this paper is to review our online lessons this semester and help solve any problems. This paper introduces our students' situation and the process of preparing online lessons. We gave questionnaires to students in September and December and compared their answers. The results show our students feel positive about online lessons. Teachers also have the advantages of showing news articles, illustrations, and videos. On the other hand, it is difficult for teachers to understand when students have problems. We are concerned that if we continue online lessons in the long term, students' mentality may be adversely affected.

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Recently supports for children with developmental disabilities has been improved at educational sites in Japan. On the other hand, it is far from satisfaction in the field of Japanese education for students from abroad. Nevertheless, efforts can be confirmed such as to adjust fonts and sizes of letters and to increase pair or group activities. Authors investigated if these supports are useful for university exchange students. It revealed that their problems are too multifarious to be responded with uniform methods. It is essential to ascertain what they are perplexed by and what kind of supports are required. It is desired to examine and implement effective methods constantly.

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The purpose of this research is to provide support for current international students by conducting interviews on what kind of careers international students have taken after graduation and what kind of working life they are experiencing, and using these interviews as video teaching materials in classes. Class practice using interview videos revealed a change in the consciousness of current international students. In addition, it was confirmed that thinking about what to do and what they should do for themselves led to independent learning.

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This is a report for Chinese-Japanese learners to improve their Japanese writing Skills by teacher's FB. As a result, the learners learned vocabulary, syntax selection, and syntactic relations. It was motivated by being able to make self-corrections compared with correctness rather than giving many explanations.

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This research focuses on parents of "children crossing borders (Kawakami 2010)". Aim of the research is to clear what parents think about the experience of moving children. Data from 5 longitudinal interviews with the father who is from Uzbekistan is analyzed by Trajectory Equifinality Approach. The analysis shows a change in thinking from "to improve the environment in which children grows" to "to be involved in the growth of children every day". Furthermore, there was a change in the viewpoint of meaning to moving. These changes indicate that the parents' view of language and education fluctuated as the parents and children moved.

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This paper reports about a TADOKU class for an advanced-level learner of Japanese who is reading to learn about Japanese culture. Learners do not merely improve language skills through TADOKU(extensive reading), but also develop knowledge. Especially for advanced learners, reading Japanese books means getting to know Japan. The learner enjoyed reading and changed attitude toward reading in TADOKU class, and became more interested in reading to know more about Japan.

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It is said that the Japanese evidential form soo da ‘it appears’ does not connect to nouns; however, in its actual use, soo da can be seen to occur with some nouns as in ii hito soo da ‘appear to be a nice person’. By using corpus data, this study examined what type of nouns occur with soo da. The result has shown that in the majority of cases, soo da is used with a noun that expresses a person's state or nature.

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Due to the growing number of care workers from Asia to Japan, there is an increasing need for learning specialized vocabulary and expressions in the nursing care domain. Since there is a lack of specialized corpora, this study explores two ways to create nursing care corpora. The first method creates a corpus from the Internet using selected seed words. Meanwhile, the second way builds a text corpus from the State Examination for Certified Care Workers database. Both approaches give a useful return of specific terminology related to the nursing care domain.

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This study aims to extract frequently used words from educational TV programs for lower grades of elementary school to assist people who teach non-native Japanese-speaking children. Words extracted from transcript of about 51 hours of NHK programs were ranked with respect to a word usefulness metric proposed by Asai et al. (2020). Top 30 of six thousand words were listed in the main text.

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Akita International University has introduced a group of educational dormitories named Themed Houses, in which students who share a particular interest live together and carry out activities related to that interest. Nihongo House, one of the Themed Houses, holds a Japanese conversation table as a place of exchange for Japanese students and international students. Under the Covid-19 pandemic, it has been holding the conversation table online in an attempt to provide students with opportunities to interact with each other. This paper attempts to clarify issues of the online conversation table by conducting research. It also reflects on possible approaches to encourage students to regularly participate in the conversation table on a voluntary basis.

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For the pre-enrollment international students in a distant country, the education center for international students in NITech developed the Hiragana learning video. This paper reports on: (1)the need for developing the Hiragana learning video, (2) the contents and the characteristics of the video, (3)the survey results of interviewing the students who learned Hiragana through the video, (4)the things that are needed to add or improve later. This paper highlights the effectiveness of learning Hiragana at a very early stage before joining a Japanese-class. It helps Hiragana to be settled down to students and encourages the students to adjust to further study.

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This paper discusses the role of Japanese language (JL) teachers in collaboration with professional course teachers (PCT). Most educational institutions insufficiently provide JL subjects. Non-JL subjects desirably cover JL skill building. With JL subjects positioned as "opportunity for PCT to glimpse adjusting Japanese for non-native JL speakers", learners' difficulties in professional subjects were identified based on JL education and shared with PCT, triggering PCT to seek professional education covering JL skill building. Although educational effects remain unverified, a new role of JL teachers, i.e., contribution to transformation of Japanese-based professional education for non-native JL speakers, has been successfully found.

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We designed and trialled a reference framework for language ability for our Japanese language courses designed for overseas graduate students (beginner and intermediate levels). It lists the CEFR guidelines and what students should be able to do (Can-do) for the offered classes. The results of the students' self-evaluation of their Japanese ability (Can-do) showed the reference framework to be generally appropriate as a tool for teachers and students to recognize the relationship between the class levels and student abilities, and indicated that some of the students' descriptions of what they ‘can do’ needed to be reconsidered for certain skills.

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In September and November 2020, the YOKOHAMA KANAGAWA International Student Career Development Program conducted online classes of Business Japanese courses, which were conducted in a face-to-face format in February and July 2019 and February 2020. By converting to an online format, taking the courses became possible for international students in remote areas or those engaged in research activities. As a result, the number of students enrolled in the online classes exceeded that of the face-to-face format. However, raising questions, chatting, and exchanging information were considered difficult aspects of the online classes. To address these concerns, teachers and staff were required to spend substantial amounts of time and effort in monitoring and providing feedback to the students.

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The intermediate kanji and vocabulary textbooks were revised at a university preparatory institute. In the selection of words to be presented in the intermediate kanji textbook, the first priority was placed on collecting the words that were already learned by students on the basic level. Also, the words appeared with high frequency in past EJUs (Examination for Japanese University Admission for International Students) were selected for the intermediate kanji and vocabulary textbooks. As a result, the revised textbooks made the burden of kanji vocabulary learning lighter and also made the efficiency of vocabulary learning for EJU higher compared to the former versions.

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Learners' use of cooperative skills to find better ways of discussing was investigated. Transcribed data of task discussions were examined in terms of "functioning" and "fermenting" skills in cooperative learning, and it was found that members of one group improved their task answers. Further analysis revealed that 1) members of this group used the skill of "asking facts and grounds for inference," a "functioning" skill, 2) this use of the skill constituted "probing by asking questions that lead to deeper understanding," a "fermenting" skill, 3) which enabled learners to "generate further answers," also a "fermenting" skill.

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[in Japanese]

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This paper investigates the feasibility of carrying out mixed-class field-trips (Okumura&Kubo 2020) in an online setting, in which Japanese language learners and Japanese native speakers participate together. A small-scale trial is analyzed with focusing on participant collaboration. The results show that active participation and collaboration is maintained regardless of the type of setting. We conclude that online, mixed-class field-trips can be a useful alternative to conventional, offline mixed-class field-trips, even in a post-pandemic environment.

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This study reports on a teaching practice in a beginner's class that transformed the mindset of a Japanese language teacher and shifted students from inductive learning to deductive learning. International students at our university take only 175 hours of Japanese classes during their enrollment, and just 50 hours are allocated to the "beginner level" class. Now that the number of international students who are looking for jobs in Japan is increasing at our university, the biggest challenges are how to encourage them to study Japanese autonomously and how to ensure to what extent they can acquire solid Japanese language skills within the limited time.

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This work attempts to clarify the classification of grammatical cases based on syntax. Combining with the research results of Takahashi Taro's theory, the grammatical cases are divided into three types: "grammatical cases related to predicates", "grammatical cases related to attributives", and "grammatical cases composed of coordinating particles". The special forms of grammatical cases are divided into two types: one is "toritate(とりたて) particle" the other includes "grammatical cases composed of adverbs" and "grammatical cases composed of compound case auxiliary words".

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In academic writing, it is important to develop not only Japanese language skills but also motivation, learning attitude, and self-regulation skills. This study investigated how the self-regulation skills of international graduate students develop through the experience of writing papers in Japanese for the first time. This study found three major results: (1) Students' friends outside their academic field were important support resources for their motivation, (2) the experience of losing a sense of competence led them to analyze their learning experience, and (3) the increase in knowledge and the experience of this obligatory passage point encouraged affective strategies and self-regulated learning.

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This paper reports on an online hands-on workshop about how to use the video conference tool Zoom for local Japanese language supporters in Akita, where introducing IT is a key task to overcome geographical constraints in teaching/learning. In collaboration with the local government in Akita, the workshop aims to provide participants with opportunities to familiarize themselves with the tool, develop their IT skills, and expand their network. Details of the preparation process, the actual operation of the day, and reflections will be discussed for future implementation.

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This study examines how native Japanese-speaking teachers judge the differences in Japanese-language levels of non-native speakers through conversation. Based on analysis of native Japanese-speaking teachers' comments of follow-up interview, two criteria were extracted. The first one is "Judgment based on observation of non-native speakers' speech", and the other is "Judgment based on self-reflection". Native Japanese-speaking teachers who have expertise in Japanese language education tended to use their expertise to judge the level of Japanese language of non-native speaker. Simultaneously, they also pay attention to the considerations they have generated during the conversation.

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This is a report of a class for students majoring in Japanese language education that aimed at enhancing onomatopoeic education and cultivating educational abilities to teach onomatopoeic. It was taken up from " Activity Reviewing Subject of Textbooks and Creating Model Conversations ". While ambitious voices were heard for the activity, there was discomfort or inappropriate use of onomatopoeia in model conversations, and it was found that it was necessary to promote knowledge and facts about workplaces where diverse learners work.

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This paper reports the activities and the results of the "Theater Workshop" course held in 2016-2017 at INALCO in France. Training on pronunciation, intonation, rhythm, and advanced activities of theatrical presentations using the Role Language, resulted in improved learning motivation, student self-awareness and self-learning, and improved learner-centered collaborative activities. This can be an example of useful activities for future Japanese language education in that it provided an inclusive place for students with various language skills and backgrounds to participate and learn together.

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This study concerns gapless noun-modifying constructions in Japanese and Chinese. As the result, in Japanese, when the predicate verb takes the form of TA, predicative verbs that are closely related to the head noun are supplemented by pragmatic reasoning, and it was shown they have a correlation between head noun and clause; in Chinese, the syntactic elements need to be replenished.

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The number of universities that offer English Degree Program has been increasing. The students in the program may not require mastering each Japanese skill equally, however, some students are highly motivated to learn. In order to clarify their motivation, I conducted an interview and revealed their learning process, their changes in consciousness and its factors. It is the "others" that influenced their motivation. They found that learning Japanese was important to deepen their relationships, to enter Japanese society and to widen future options.

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This study investigated the tendency of the amount of information in Japanese subtitles and Chinese subtitles, and the reasons for the tendency, using the movie Frozen as an object. I found that the amount of information in Chinese subtitles was more than those in the source text, while Japanese subtitles often contain less information than the source text. The reasons are considered to be 1) each Chinese subtitle contains more information per Chinese character, 2) as well as the different subtitle translation norms between Japan and China.

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This study focuses on and analyzes the change in characteristics that occur by including international student alumni who participate in the university's employment program into JLPT classes. Even though the class' main aim is to learn the Japanese language, it was discovered through a questionnaire and interview survey that potentially both the current students and alumni benefit. The current students have the opportunity to study practical business Japanese from the alumni, and the alumni in turn have a relaxing and safe place to continue studying.

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The paper describes online extensive reading lessons by emphasizing student's independence in two creative activities. One activity is to read out loud same texts in turn and exchange opinions. Another activity is to set up a room, where students can exchange their opinions and thoughts at any time. The survey from students shows that most students were satisfied with these two creative activities.

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This study reports on the task of creating Kanji learning materials for Japanese language learners by university students in a Japanese teacher training course. The created materials had many ideas to motivate learners to learn kanji and promote their understanding of these characters. It was found that although the students created materials from the learners' viewpoint, most of the materials were only to help the learners to visually recognize the kanji being learned. The materials that were developed for this task show that it is necessary for teacher educators to guide students toward thinking about improving the actual Kanji operation aspect for the learners.

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This paper describes a case study to teach the differential use of "gen'in" and "riyū". First, we analyzed a corpus of essays to identify any problems. We found that "gen’in" was sometimes used where "riyū" should have been used ("reasons for action" or "arguments for claims and judgements") in the essays of native Chinese speakers. Next, we analyzed the use of these words in published papers, and found that "riyū" is often used to indicate "reasons for action" and "arguments for claims and judgements". These results suggest that it is necessary to indicate the range of use of "gen'in" and to increase students' awareness of the contexts where "riyū" is used.

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The Society of Japanese Language Education Methods(JLEM) has functioned as an opportunity for academic communication by allowing presenters and listeners to expand their discussions in face-to-face poster presentations. However, the 54th meeting had to be cancelled due to the pandemic, and the 55th and 56th meetings were held online, as it was not possible to find a way to hold the regular face-to-face meetings safely. In order to verify whether it was possible to hold an efficient poster presentation online to provide a place for communication and exchange, JLEM has conducted several trials and examined the method of holding the meeting. This paper reports the process of the trials.

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This paper reports the results of a multi-instructor evaluation of a newspaper article summary exercise conducted in the first class of the course. The evaluation points were decided among the teachers to be "elements", "structure" and "expressions". In terms of structure, the teachers' written summaries had the same information at the beginning and end, suggesting that there was a common "recommended structure" for the summary. For better summaries, it is necessary to not only list up individual points but also to construct it so that the logic is reflected in the output. This indicates the need for exercises to focus on all facets of "elements", "structure", and "expression"．

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In this study, I conducted a life story research and investigated a semi-structured interview in order to clarify the factors that are deeply related to the learning significance of Syrian learners of Japanese. I focused on the words "become proficient" and "perfect", which are related to the factors that lead to the significance of learning for Syrian learners. As a result, while I did learn that Learner (A) had hidden worries and fears, I concluded that these feelings did not have a negative effect, instead they gave rise to a driving force to move towards (A)'s life goals.

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In this study, we report on the practice of collaborative learning in Japanese language and communication classes conducted online. The three activities introduced in the class are individual learning using the Learning Management System (NUCT), classroom learning using Zoom and Google Classroom, and group work using Google Classroom. This was the first Japanese class conducted online only, but the effect of collaborative learning among learners was confirmed by the learner's reflections.

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The relationship between the main Autonomous learning materials and speech rate was investigated using a statistical approach. There was a correlation between watching anime or a drama television series and speech speed rate. This study offers an approach to increase fluency, with possible implications for teaching and testing languages and researching second language acquisition processes.

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When teaching academic writing, in addition to the citation format which is generally taught, there are various other citation styles. The results of a previous survey, conducted by the authors, of Japanese and international graduate students showed that the students had trouble recognizing the non-standard styles of citation. Based on those results, we investigated what non-standard citation context and role caused difficulties for the students and two characteristics were identified. We clarify the factors which contribute to the difficulties and provide suggestions for instruction.

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This study considers an attempt to promote active learning in a business Japanese language course that identifies one or two business fields per lesson. Before each lesson, students conduct research on the business fields in Japan and their home countries. During each lesson, they share their homework in a multinational group. Questionnaires about this course show that the students derive meaning from the command of the Japanese language they acquire in discussions rather than knowledge of business fields.

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The purpose of this study is to report on how I dealt with a situation in which a textbook assigned to me by an educational institution differed from my own educational policy, and to provide a reference for educators. The learning objectives I set for the learners were in line with those of the institution in question: "To develop the proficiency to read and summarize materials correctly, and to establish expressions that can be used in report writing". However, another teacher who created the syllabus chose a textbook that was not aligned with the learning objectives, and that was also not an ideal choice for the learners. Finally, I would like to go beyond the examination of my individual case to provide an opportunity to reexamine the educational system itself.

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Writing in Japanese is a difficult task for Chinese learners of Japanese. Because of the differences between Chinese and Japanese in semantics and grammar, students often get confused when they write their compositions. Writing a composition in the habit of using the Chinese language, there are mistakes in terms and grammar. In this text, the author of the university's third-year students as the object, through the writing class submitted essays, carried out an investigation and analysis. As a result, it was found that the main errors were in vocabulary and grammar. In terms of vocabulary, it is mainly mother tongue interference, while in terms of grammar, it is mainly tense, flexible use and misuse of auxiliary words.

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In this study, I conducted a survey in order to make suggestions to the teachers of Japanese regarding how they enhance learners’ motivations to learn Japanese. The survey (N=444) revealed strong correlations among all the factors specific in the theoretical framework developed for this study. Correlation analysis and path analysis revealed that learners' perception of their teachers' autonomy support leads to a higher evaluation of the teachers, which in turn leads to a stronger motivation to learn Japanese. The most effective way for teachers to increase learner motivation is to review their own teaching style and change it to the one that respects learners' autonomy.

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This paper reports on the online class for school children with foreign backgrounds. The aim of the online class is for the teacher training course students to know that there are many school children with foreign backgrounds in Japan, to understand their difficulties in learning Japanese and other subjects, and to support their learning through online class. This paper introduces the online class design and learning of the students. The results indicate that the students had difficulties in communicating with children in Japanese and online-supporting, but they learned that they need to understand the children's language and cultural background to support them properly.

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In the real life of Japanese learners, there are more and more opportunities to read not only one text but also multiple texts. In this paper, we surveyed Japanese language learners in JSL and JFL environments to find out whether they read multiple Japanese texts in their daily lives. The results showed that regardless of whether they were in a JSL or JFL environment, they did read multiple texts in real life, and they read materials related to their daily lives, information gathering, hobbies, and study. It was also found that the students felt difficulty in reading multiple texts.

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This paper is a practical report of exchange meeting with the topic cross-cultural understanding for international students in Japanese Language Education Course and Japanese students. An analysis of questionnaire conducted after the exchange meeting showed that this meeting was significant for international students from the two viewpoints: (1)Increasing motivation for learning, (2)Having the opportunity for monitoring Japanese ability. On the other hand, because some of students may fall into a dilemma of Japanese cultural adjustment, the problem of how to conduct next exchange meeting remains.

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