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2021 Volume 28 Issue 1 Pages
Cover-
Published: 2021
Released on J-STAGE: January 01, 2022
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2021 Volume 28 Issue 1 Pages
Toc-
Published: 2021
Released on J-STAGE: January 01, 2022
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Masashi KIKO
2021 Volume 28 Issue 1 Pages
2-3
Published: 2021
Released on J-STAGE: January 01, 2022
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Learning technical terms in Japanese is important, but difficult for international students. Thus, it is important for both instructors and students to determine the vocabulary of terms needed for basic communication in a specialized field. In previous papers, the author showed that characteristic words in physics were efficiently extracted from questions (a high school workbook, National Center Test, and EJU). This paper aims to identify important trends in part-of-speech ratios by analyzing university entrance examinations and then comparing the results with previous studies. It is expected to provide a guide to effective teaching and learning strategies.
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Focusing on Usage Frequency, Context Development, and Function Acquisition
Nana YOSHIZAKI
2021 Volume 28 Issue 1 Pages
4-5
Published: 2021
Released on J-STAGE: January 01, 2022
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This study examines types and changes in conjunctions used in 2 essays written by Advanced Chinese-learner. The functional retention of "shikashi" and "ga", which students learned at the basic level, functional understanding and selective production as advanced Japanese learners were observed in the students' attempts to maximize functional variations and make arguments while garnering interpretation and sympathy in exchanges with readers. Conversely, despite 7 years of learning history, tendencies to overuse additive conjunctions due to the influence of the students' native language were still observed.
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Encouraging All to Stay Motivated and Promote Active Learning
Kaoru KUNO, Shintaro NAMIMURA, Tomohiro TSUSAKA, Yuji MIYAKE, Toshihik ...
2021 Volume 28 Issue 1 Pages
6-7
Published: 2021
Released on J-STAGE: January 01, 2022
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The content of this article includes our online orientations, lesson contents, students' attendance, and current challenges. Due to the COVID-19 pandemic, no new international students can arrive in Japan as of the end of June. Thus, we have been conducting online pre-lessons since this April. We have a total of 141 students from Nepal, Sri Lanka, and China. We requested their Japanese schools to check internet connection and their willingness of participation. Then, we sent our institute guidebook, Hiragana-Katakana worksheets and so on by airmail. Our lessons are 60 minutes via Zoom app 1 or 2 days a week.
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Rie OSAKA, Ryozo SASAKI
2021 Volume 28 Issue 1 Pages
8-9
Published: 2021
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The authors conducted a reading class in which students read one paperback book in one term. Of the 10 undergraduate students in the class, half faced three major difficulties in reading the book by themselves: selecting a book suited to their interests, planning their reading time, and writing summaries in Japanese. The authors determined that they needed to clarify the aim of the task for the students and revise their approach to checking students' understanding of the books that they had read and were expected to summarize.
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Evaluation Criteria Considered Important by Native Japanese Language Teachers
Eri KAZUNO, Yoko KAGEYAMA, Yukari TSUBONE, Mieko THOMPSON
2021 Volume 28 Issue 1 Pages
10-11
Published: 2021
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To develop the first-ever evaluation criteria for Japanese narrative writing, this research aims to clarify points considered important by Japanese as a second language (JSL) teachers upon evaluation to explore “good writing” in narrative writing. Based on their own criteria, twenty JSL teachers evaluated ten essays by JSL learners on“Unforgettable Incident”, then answered how they decided priorities and what they considered important upon evaluation. As a result, it is suggested that “achieving goal”, “clarity of main points” and “consistency” are minimum requirements and “interestingness”, “the right amount of description”, “sequence”, and “accuracy” are also considered important in good writing.
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Comparing with ii hito no yoo da ‘seem to be a nice person’
Tetsuya MIYAGUCHI
2021 Volume 28 Issue 1 Pages
12-13
Published: 2021
Released on J-STAGE: January 01, 2022
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Although it is said that
soo da ‘it appears’ cannot be used with a noun, an expression like
ii hito soo da ‘appear to be a nice person’ is often used by native speakers of Japanese. Based on the actual usage, this study considers the function of this expression and discusses how it differs from that of L
ii hito no yoo da ‘seem to be a nice person’, a traditional form of expression expected to be used in the same situation. The study argues that while
ii hito no yoo da expresses the speaker’s judgement,
ii hito soo da expresses their intuitionand is used in a casual manner when evaluating a person.
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Kanako MISAWA
2021 Volume 28 Issue 1 Pages
14-15
Published: 2021
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It is difficult for Japanese language learners to use case particles that express space, "ni" and "de",
properly. L1 influence on the use of Japanese spatial expressions and others have been researched, but research about French influence on that has not been conducted thoroughly. However, the author expected that French-speaking learners and English-speaking learners have a similar tendency in the choice of "ni" and "de" because French resembles English in the use of prepositions. As a result of the study, it was found that French speaking learners do in fact have a similar tendency to English-speaking learners in the use of Japanese spatial expressions, "ni" and "de".
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A Preliminary Interview Study on the Use of Sino-Vietnamese Words
Thi My Loan PHAN, Fumie MICHIGAMI, Yoichi HIRUMA
2021 Volume 28 Issue 1 Pages
16-17
Published: 2021
Released on J-STAGE: January 01, 2022
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The aim of this study is to clarify how intermediate to advanced-level Japanese language learners whose native language is Vietnamese use Sino-Vietnamese words when learning Japanese kanji characters and vocabulary. Interviews with seven intermediate to advanced Japanese language learners revealed that while all of them recognized the effectiveness of using Sino-Vietnamese vocabulary for learning kanji, some Sino-Vietnamese words cannot be associated with the Japanese meanings of the respective kanji, so this method cannot be used with all Sino-Vietnamese words. Furthermore, some learners at the intermediate to advanced levels did not use this method for fear of interference from related Sino-Vietnamese words with different meanings.
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A Case Study of Japanese Language Community Classes, Akita City, Akita Prefecture
Rino FURUTA, Shuku MIYA, Yuka HIRATA
2021 Volume 28 Issue 1 Pages
18-19
Published: 2021
Released on J-STAGE: January 01, 2022
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In this paper, we report on the challenges faced by Japanese teachers when conducting online classes for foreign students in the Akita City Japanese Language community classes. The authors have collaborated with other teachers to introduce a number of teaching innovations. These innovations aim to help improve the teaching quality as online classes may be required in remote areas where teachers and foreign students are not co-located, or when weather situations do not permit face-to-face classes. We also make a number of recommendations to improve communication between teachers and students and deepen students’ understanding of the culture of the community.
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Mioko YOSHINAGA
2021 Volume 28 Issue 1 Pages
20-21
Published: 2021
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This paper reports on online Japanese classes using Japanese-language TEDtalks. Undergraduate and graduate students at the late-intermediate level of Japanese engaged in asynchronous classes in which they watched 10 TEDtalks and submitted assignments and synchronous classes in which they engaged in discussions and presentations related to the TEDtalks’ content. At the end of the semester, student evaluations included comments on the TEDtalks’ authenticity, the importance of output connecting the speeches to their own experiences, and the acquisition of knowledge beyond Japanese. In the future, it will be necessary to attend to the difficulty of understanding and teach students appropriate self-study methods.
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Ranmi KIM, Kumiko KANENIWA
2021 Volume 28 Issue 1 Pages
22-23
Published: 2021
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This study compared the use of "~Nara" in outgoing and reply e-mail. The results showed that there was a difference between native Japanese speakers and non-native Japanese speakers when sending reply e-mail. In the case of outgoing e-mail, non-native Japanese speakers were able to assume the relationship with the other party by themselves, but it is thought that they were not accustomed to sending reply e-mail, and their writing style was different from that of native Japanese speakers. Therefore, it is necessary to provide instruction, not only for sending outgoing e-mail, but also for sending reply e-mail.
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Rumiko MUKAI, Kaori NAKAMURA, Hiroko KONDO
2021 Volume 28 Issue 1 Pages
24-25
Published: 2021
Released on J-STAGE: January 01, 2022
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The results of a survey of the form and context of 248 citations used in five sociology papers revealed that 101 were written as introduced in academic writing textbooks, with few indirect citations. More than 30% of the total citations were presented in parentheses only, a form not presented in the textbooks. There were 108 cases in which verbs were used to denote quotations, and 45% of them used the "-te iru" form. This trend in usage may be helpful for future instruction.
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Analysis of Teacher-Student Interactions
Kaori HAMADA, Tomomi OTSU, Satomi SAITO
2021 Volume 28 Issue 1 Pages
26-27
Published: 2021
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This study analyzes discourse of one-to-one teacher-student interactions in a high school Japanese class. Through the examination of speech acts of classroom interactions, it was revealed that both the teachers and the student show a bias towards certain acts in their utterances, and the student rarely takes the initiative to move the conversation forward. In addition, nearly 70% of the teacher's questions are polar questions, which only ask the student for short answers. This study also suggests ways teachers can improve students’ utterances both in quality and quantity.
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Bich Diep LE
2021 Volume 28 Issue 1 Pages
28-29
Published: 2021
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This paper analyzes the semantic features of Japanese affective passives and Vietnamese "bị" passives. From the point of contrastive linguistics, the similarities and differences between the two languages can be observed and considered through the characteristics of the subject and the conditions for forming affective passives and "bị" passives. Although both Japanese indirect passives and "bị" passives take similar constructions and imply adversity, it is revealed that "bị" passives need the adversity to the subject in a direct way.
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Wipawee SRISURAPANON, Ryozo SASAKI
2021 Volume 28 Issue 1 Pages
30-31
Published: 2021
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The authors implemented an extensive reading activity in an online Japanese course with two participants in Thailand. They read graded readers written in Japanese and logged the day of the reading activity, the book title, their reading time, and comments on the book. Their comments demonstrated the possibility of implementing online extensive reading activities. The authors found that extensive reading activities increased their fluency in reading Japanese, the feasibility of online extensive reading because of the availability of Japanese extensive reading online materials, and the necessity of assessment to motivate participants to read autonomously. The authors suggested the feasibility of implementing extensive reading in a hybrid class as a future issue.
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Supansa PINSRI
2021 Volume 28 Issue 1 Pages
32-33
Published: 2021
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Some novice Thai Japanese learners thought the meaning of 「Tɔˆŋ」is equal to 「nakerebanaranai」. However, the previous study found 「Tɔˆŋ」has a broader meaning and scope than 「nakerebanaranai」, 「Tɔˆŋ」is used for indicating expectation both from logical reason and personal feeling reasons while 「nakerebanaranai」can be used only from logical reason. Therefore, The purposes of this study were to find out the usage function of 「tTɔˆŋ」 interpreting from Japanese to Thai. In this case, 「Tɔˆŋ」was used 55 times and translated from varied words such as 「naitoikenai」 「nakerebanarimasen」「hitsuyou ga arimasu」「mashou」 「tekudasai」 Moreover,「Tɔˆŋ」is also used from interpreter's explanation about 45%.
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Comparing the Textbooks of Myanmar and Japan in Electromagnetics of Physics
Nao-Yuki TANABE, Masashi KIKO
2021 Volume 28 Issue 1 Pages
34-35
Published: 2021
Released on J-STAGE: January 01, 2022
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By comparing the Myanmar's national high school physics textbook with a Japanese textbook, we show the differences between the two and how they can help students from Myanmar to learn physics. Comparing Japanese and Myanmar textbooks in the field of electromagnetics, 26% of the equations, diagrams and tables and 54% of the topics are consistent. In addition, Myanmar textbooks include many engineering topics, while Japanese textbooks do not. Instructors are expected to be aware of these differences so that they can teach the field of electromagnetics to students from Myanmar more efficiently.
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Akiko HATTORI
2021 Volume 28 Issue 1 Pages
36-37
Published: 2021
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The number of workplaces where both Japanese and Vietnamese work together is increasing. It is pointed out that good communication within the company leads to more efficient operations. The data in this study are natural conversations in Japanese featuring non-work-related chat situations between Japanese and Vietnamese employees at three IT companies. In this presentation, the results of observing the subjects of chat and the interaction in conversation show that, although chat is not directly related to performing tasks at work, it is a venue to understand each other better and build smooth relationships. It is also emphasized that interaction through chat is important, particularly in the workplace in situations where people make contact with each other.
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A Case Study of a Graduate International Student Whose Oral Proficiency Showed Improvement
Chiemi HANZAWA
2021 Volume 28 Issue 1 Pages
38-39
Published: 2021
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The purpose of this research is to investigate the international student’s use of Japanese language in relation to the student’s social network. In this paper, a case of Sam, who showed improvement in the oral proficiency while in-person interaction is limited during COVID-19 pandemic, is reported. Sam maintained Japanese language interaction with his teachers, peer, and friend, and that seems to create opportunities for him to speak Japanese in different topics and receive various language input. Furthermore, results indicate that Sam’s
kenkyuushitsu (laboratory-group) network promoted his Japanese language use in different contexts, such as small talk and discussion about the research.
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Tomoko MURAKAMI, Sachiko KITAGAWA
2021 Volume 28 Issue 1 Pages
40-41
Published: 2021
Released on J-STAGE: January 01, 2022
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Exchange students at higher education institutions today demonstrate varied objectives and readiness in learning the Japanese language. To encourage them to learn Japanese under their own initiative, a Language Portrait exercise was tried in a Japanese language class. Their submitted language portraits and reviews of the exercise indicated that the students reexamined their individual use of languages through the exercise, while also reflecting on the positioning and significance of the Japanese language for them. The exercise also helped students to communicate with each other by exchanging their portraits, resulting in better understanding of their fellow learners and stronger motivation to learn.
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Tomoko HONGO, Natsumi ITO
2021 Volume 28 Issue 1 Pages
42-43
Published: 2021
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This paper reports on the language support established by the authors to maximize the use of limited resources after downsizing classes due to a university policy. Three approaches to the new language support are:1) Multimodalization of communication education, 2) Individualization of language support, and 3) Collaborative learning with Japanese students. The use of online and web-based educational tools played a crucial role in allowing students' continuous and autonomous learning. Optimizing this support post-Covid- 19 requires further efforts in the future.
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Jin ZHANG
2021 Volume 28 Issue 1 Pages
44-45
Published: 2021
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According to the language type theory, the grammatical function of Japanese nouns is expressed by the case of nouns. The meaning of "case of a noun" indicates the meaning relationship between the lexical meaning of “case of a noun” and the other elements of the sentence. Therefore, this paper argues that a simple explanation of “case of noun” in the field of Japanese teacher education will not only help students to clearly understand the noun, but also understand the structure of auxiliary words and sentences, as well as the meaning relationship of the corresponding parts.
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Kenji NAKAGAWA
2021 Volume 28 Issue 1 Pages
46-47
Published: 2021
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It would not be uncommon for researchers to change the subject of their interest in their research. There would be various reasons for this change of interest, but, finding new needs and new issues in the course of research could be one of the biggest reasons. The author, together with a co-researcher, has been involved in research on Japanese language education research for caregiving for more than 10 years, and has conducted surveys and research on kanji and vocabulary used in the state examinations for certified care workers, as well as study support for foreign nursing care workers taking the examinations. This study provides an overview of how and why the author's research interests have shifted over the years.
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Visualization of Interpretation Using a Life-Line Chart
Takao KINUGAWA
2021 Volume 28 Issue 1 Pages
48-49
Published: 2021
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This paper will report on an educational activity that was conducted with the aim of encouraging identity formation among international students and providing opportunities for them to consider how they should spend their time at university and what career path they should pursue. In this activity, a learner reads the Life Story of another person, draws an interpretation of the story on a Life-Line chart, and use the chart to explain the trajectory of the other person’s life. The results of this activity suggested that the charts drawn by the learners were diverse, and that this may reflect the trajectory of the reader’s own life.
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A Report Based on a Survey of Online Japanese TADOKU Classes
Nanae SAKUTA
2021 Volume 28 Issue 1 Pages
50-51
Published: 2021
Released on J-STAGE: January 01, 2022
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Because of the ongoing pandemic, Japanese TADOKU (extensive reading) classes have been forced to go online all over the world since the spring of 2020. In this situation, teachers turned to online materials such as YouTube videos. This paper reports on the practice of extensive listening and video watching in Japanese TADOKU classes based on interview surveys with the teachers.
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Hiroko YAMAMOTO
2021 Volume 28 Issue 1 Pages
52-53
Published: 2021
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This study analyzed a corpus of four anime scripts regarding 1) the coverage of grammatical items at each level of the former criteria for proficiency test and 2) what and how grammatical items are used at each level. In all scripts, the coverage of items at old level 1 was less than 10%, while that at old levels 3 and 4 was over 80%. Taking the usage of “V-tai” as an example, only about 30% of the usage fell within the scope of old level 4, and most such instances co-occurred with items at old level 3. Furthermore, the results suggest that the use of grammatical items is influenced by the content and characters of the anime.
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-The Effect of Peer Learning from the Introduction of Japanese Culture-
Megumi ONOZATO, Machiko UEHARA, Hideka SHIMAZAKI, Satomi SHIGA, Nami K ...
2021 Volume 28 Issue 1 Pages
54-55
Published: 2021
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This paper focuses on peer learning between Korean and Japanese students in the online short-term Japanese program at Keisen University. We chose some cultural topics familiar to both of Korean and Japanese students as materials and made use of them in online breakout rooms, so that students could communicate on their own initiative. As a result, each Japanese student served as an essential resource for the Korean students to learn Japanese and Japanese culture, and vice versa. In this way, both the Korean and Japanese students participated in the classroom activities spontaneously and learned from each other, which resulted in the highly satisfactory evaluations of the program.
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Context Research and Learning Outcomes
Reiko NAKANO, Haruka KUSANO
2021 Volume 28 Issue 1 Pages
56-57
Published: 2021
Released on J-STAGE: January 01, 2022
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Task-Based Language Teaching (TBLT) for foreign workers in order to fully participate at work by using Japanese is mainly discussed in this presentation. Firstly, the research of learners’ tasks at work was necessary. The result of the research shows they have difficulties in making reports of their job. Secondly, the curriculum design of the course was based on the learners’ context. Through this process, achievement was definitely confirmed both in linguistic and non-linguistic outcomes. Non-linguistic ability includes meta-recognition towards their Japanese training. On the other hand, insufficient support from their workplaces and interactions with Japanese staff remain issues.
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Effect of Online Tools During the COVID-19 Pandemic
Yaeko KABE
2021 Volume 28 Issue 1 Pages
58-59
Published: 2021
Released on J-STAGE: January 01, 2022
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Covid-19 pandemic necessitated the implementation of ICT (Information and communication technology) supported learning for educators and students on an unprecedented scale. This paper presents the scope of how instructor and students adapted to online class, shifting from in person class using various technology tools in Japanese Intermediate class. According to the survey at the end of semester, students confirmed the efficacy of the use of LMS and various online tools and showed their satisfaction.
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Noticing through Interview Tasks
Sumiko KIDO, Mie SHIROKI
2021 Volume 28 Issue 1 Pages
60-61
Published: 2021
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In this study, we examined, using questionnaires, what kind of noticing occurred through tasks of interviewing. Learners mostly noticed their "incapabilities" through the two tasks, which in turn led to motivation among some of them. In terms of learning methods, thirty to forty percent of learners noticed the necessity to change their learning methods. They were especially aware of the necessity to do more conversational practices. Adopting this kind of task activities regularly is expected to improve learning methods and learning motivation.
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Targeting the Questions on the National Examination for Care Workers
Yoichi HIRUMA, Ryozo SASAKI, Thi My Loan PHAN, Yukari AMANO
2021 Volume 28 Issue 1 Pages
62-63
Published: 2021
Released on J-STAGE: January 01, 2022
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This case study investigated the reading difficulties that a Vietnamese care student experienced at the National Examination for Care Workers. It was found that the student used some strategies, one of which was surmising the meaning of unfamiliar Japanese words. The student succeeded in finding the proper meaning one time and failed two times. However, the student was able to select one proper answer among four choices with expertise in caring.
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Yu HIRATA
2021 Volume 28 Issue 1 Pages
64-65
Published: 2021
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This study examines the brain activation of a left-handed, intermediate-level Japanese learner while they take written tests and make conversation. The written tasks were modeled based on the Japanese-Language Proficiency Test, and the brain data were collected using the fNIRS system. The participant was moderately left-handed, and the activation of the left and right hemispheres was confirmed in all tasks. Overall, the activation level for the written tasks was evidently lower than that for the conversation tasks. However, it was found that the sorting task may be closer to the conversation tasks because of its higher-level brain activation.
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Aiming to Make an Anxiety-Free Classroom Environment
Kanae TAGUCHI, Keiko SHIMIZU, Tomoe NISHIYAMA
2021 Volume 28 Issue 1 Pages
66-67
Published: 2021
Released on J-STAGE: January 01, 2022
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This paper explores the use mini-speech activities conducted in hybrid face-to-face/on-line Japanese language classes. The purpose of these activities was to provide students with an opportunity to speak Japanese and familiarize themselves with other participants in the class. The study revealed that these activities were effective, not only to practice speaking, but also to develop good listening skills. Furthermore, by providing an opportunity for the class participants to establish meaningful relationships which encouraged the listening of speeches with “unconditional positive regard”, the classroom became a place where the learners could express themselves without anxiety.
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Makiko OHIRA, Rin YASUHARA
2021 Volume 28 Issue 1 Pages
68-69
Published: 2021
Released on J-STAGE: January 01, 2022
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In recent years, the number of Japanese non-native interns has increased. So, it is important to consider how to train Japanese non-native interns for Japanese language education. Further, the training of self-directed teachers has also been aimed at. In order to foster self-directed teachers, it is necessary to develop the consciousness of lessons by themselves and establish teaching values. Therefore, we investigated the perspective of Japanese non-native interns observing mock lessons. As a result, it was clear that they were most interested in the instructional explanations which were more prominent than the others.
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Yihan LIU, Morihisa HASEGAWA
2021 Volume 28 Issue 1 Pages
70-71
Published: 2021
Released on J-STAGE: January 01, 2022
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This research shows the construction process and the research practice of the summary corpus for Japanese learners and native speakers. It is demonstrated that the text mining method can compare summaries before and after intensive reading.
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Focusing on the Description in the Self-evaluation Sheet by the Learners
Wakako YANO
2021 Volume 28 Issue 1 Pages
72-73
Published: 2021
Released on J-STAGE: January 01, 2022
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In a class for short-term foreign students, I sought to improve presentation skills by clarifying the rubric’s description and by sharing the rubric between teachers and learners. In their self-evaluations, learners consistently demonstrated their awareness of measures to improve their own performance. Accordingly, it was suggested that clarifying and sharing the rubric would encourage learners to engage in autonomous effort that directly reflected specified measures for improvement.
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A Study on the Use of Japanese Textbooks by Volunteers
Shino TAKAHASHI, Rumiko MUKAI, Nobumi TSUKIJI
2021 Volume 28 Issue 1 Pages
74-75
Published: 2021
Released on J-STAGE: January 01, 2022
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An interview survey of the staff of a local international association which holds Japanese language classes was conducted to determine what training is necessary in a course for the volunteers who help with Japanese language study. As a result, in learning about the situation of the volunteers' use of Japanese language textbooks, it suggested that the course instructors need to provide basic knowledge about Japanese textbooks and consider the fact that volunteers have certain preferences in the textbooks they use. The instructors need to plan according to the actual situation and the volunteers' level of understanding.
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A Study on Participants from the Pacific Islands
Tomiko KATO
2021 Volume 28 Issue 1 Pages
76-77
Published: 2021
Released on J-STAGE: January 01, 2022
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University of the Ryukyus held a short-term visit program in January 2021 for foreigners from the Pacific Islands. Despite the Covid-19 pandemic, the program was successful. This study shows that through the program, participants developed a better understanding of the culture in Japan, especially Okinawa. Furthermore, they displayed keen interest in recommending the program to people back home. This helps in strengthening the bilateral relations of Japan and the Pacific Islands.
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An Analysis of Japanese Language Education Teaching Materials in Vietnam
Thi Thanh Thao PHAM
2021 Volume 28 Issue 1 Pages
78-79
Published: 2021
Released on J-STAGE: January 01, 2022
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This research analyzes how Japanese compound verbs are treated in educational materials used at a foreign language university in Vietnam. Specifically, this research examines the polysemic compound verb stems
-komu, -dasu, -ageru/agaru from the perspective of both frequency and semantic use. It was found that while
-dasu occurs relatively frequently, the verb stems
-komu and
-ageru/agaru occur too infrequently. Additionally, all of these verb stems were hardly ever shown in forms expressing grammatical aspect. The results suggests a need for educational materials to address the expression of aspect using compound verbs, and for students to be encouraged to use them.
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Through International Corpus of Japanese as a Second Language
Haruna FUJIMURA
2021 Volume 28 Issue 1 Pages
80-81
Published: 2021
Released on J-STAGE: January 01, 2022
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The purpose of this study is to examine the actual usage of conditional
tara by Indonesian Japanese learners because little is known about their usage of Japanese conditional expressions. To examine this usage, data were studied from the
“International Corpus of Japanese as a Second Language.” The results show that when Indonesian Japanese learners use
tara correctly, more than half of conditional usages are hypothetical. Regarding tara errors, speakers often confuse
tara and
temo. Future researchers should explore the backgrounds of such errors.
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Interaction between Chinese Learners of Japanese Who Intend to Study in Japan and Undergraduate/Graduate Students in Japan
Yoko NAKAI, Yiran DING, Yujia XIA
2021 Volume 28 Issue 1 Pages
82-83
Published: 2021
Released on J-STAGE: January 01, 2022
RESEARCH REPORT / TECHNICAL REPORT
FREE ACCESS
The authors examined the merits and potential issues in conducting online-conversation sessions between Chinese learners of Japanese who intend to study in Japan and undergraduate/graduate students in Japan. Analysis of the learners5 comments on the merits of the sessions revealed that the learners5 motivation to learn Japanese was raised through the experience of engaging in authentic communication in Japanese and the acquisition of conversational competence and social-cultural knowledge. The authors conclude that it is important to develop suitable conversational materials and carefully consider issues such as group formation and conversation partners5 adjustments in order to successfully conduct conversation sessions.
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Lin LIU
2021 Volume 28 Issue 1 Pages
84-85
Published: 2021
Released on J-STAGE: January 01, 2022
RESEARCH REPORT / TECHNICAL REPORT
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With widespread use of the Internet, and the rise of new media and technologies, great changes have taken place in teaching from its philosophy to methodology. This article attempts to change the traditional methods of Japanese reading course and optimize the teaching effectiveness. Aiming to set up a teacher guide, student-centered model to develop active learning ability, and promote independent knowledge construction.
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Midori KOMATSU, Mika EBARA
2021 Volume 28 Issue 1 Pages
86-87
Published: 2021
Released on J-STAGE: January 01, 2022
RESEARCH REPORT / TECHNICAL REPORT
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In this paper, a report is provided from the standpoint of the coordinator with regard to hybrid international exchange projects implemented simultaneously online and in person by the Tokyo Institute of Technology. The questionnaires administered to the participants showed that these activities enabled them to easily learn about the Japanese culture and that opportunities were provided for deeper exchange by means of group work, both online and in person. It was also suggested that the exchange was promoted by teaching assistants through facilitation.
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Roman-Kana input implementation and difficulty adjustment
Reiko SATO, Mika EBARA, Hilofumi YAMAMOTO
2021 Volume 28 Issue 1 Pages
88-89
Published: 2021
Released on J-STAGE: January 01, 2022
RESEARCH REPORT / TECHNICAL REPORT
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LEAP is an online test sets for assessing the language ability of learners of Japanese. This takes about three minutes a part and was based on the concept of SPOT developed at the University of Tsukuba, which was paper-based and asked test takers to fill a hiragana by handwriting in the blanks. The format was, however, changed to a multiple-choice style in the online SPOT. LEAP adopts the original SPOT design and asks test takers to answer by typing romaji (automatically converted into hiragana). It includes 30 questions in a page. In this study, we implemented a system that allows the use of language loading by inputting one or two hiragana characters. As a result, not only did the level of difficulty increase, but differences in scores were also observed according to the ability of Japanese.
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Ryozo SASAKI
2021 Volume 28 Issue 1 Pages
90-91
Published: 2021
Released on J-STAGE: January 01, 2022
RESEARCH REPORT / TECHNICAL REPORT
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The author investigated the reading speed of intermediate and advanced level Japanese language learners with non-kanji background. The results showed that the average reading speed of graded reader (GR) level 0 is the slowest speed, despite using the easiest reading materials. The average reading speeds of GR levels 1 and 4 are slower than that of GR levels 2 and 3. Along with the reading speed, it is possible to plan an extensive reading course for a language class or an individual learner. The author suggested that a smart phone application will make it easier to measure the reading speed of the learners.
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Language Input for Advanced Learners in an Online Exchange Program
Kôji HAGIHARA
2021 Volume 28 Issue 1 Pages
92-93
Published: 2021
Released on J-STAGE: January 01, 2022
RESEARCH REPORT / TECHNICAL REPORT
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In this paper, I will report on my practice of TADOKU (extensive reading) in Japanese using
NagoyaVoicy Novels Cabinet, a website that currently hosts over a hundred short stories available to read online. The subjects were advanced learners who are currently unable to come to Japan and are taking part in Japanese language courses through a one-term online exchange program. I mainly taught writing in the class, but also set aside time once a week for the students to organize book discussions based on their TADOKU. The purpose of introducing TADOKU was to provide students with a variety of Japanese language input, but also to keep them interested in Nagoya, where many of the stories are set, and to keep their hope of someday going there alive.
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Yoshiko ICHIMURA
2021 Volume 28 Issue 1 Pages
94-95
Published: 2021
Released on J-STAGE: January 01, 2022
RESEARCH REPORT / TECHNICAL REPORT
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Students and teachers feel that it is difficult to practice speaking online. Visitor sessions were conducted in Japanese class to allow Japanese speakers to spend time with non-Japanese speakers. How was the visitor session perceived by the students and visitors in the online class? This research is the report about the Visitor Sessions of the Oral Intensive Course in Fall 2020. The questionnaire was given to the students and visitors about their perception of this activity. Most participants felt that they could communicate with each other in Japanese through this activity and learn from their partner.
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Jinsun LEE
2021 Volume 28 Issue 1 Pages
96-97
Published: 2021
Released on J-STAGE: January 01, 2022
RESEARCH REPORT / TECHNICAL REPORT
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In active-learning classes where students are encouraged to express themselves, students’ self-disclosure is often observed. This paper reports how students reveal themselves in Japanese language classes with group discussions and presentations. Observations of classes, analysis of students’ essays, and follow-up interviews showed various aspects of students’ self-disclosure: 1. The degree of students’ self-disclosure depends on the atmosphere and the environment of the class. 2. Extroversion and introversion are not positively related to the degree of self-disclosure. 3. There is a difference in self-disclosure between the evaluation by themselves and by others. 4. Students remember self-disclosure of others with a great impression.
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