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2022 Volume 29 Issue 1 Pages
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Published: 2022
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2022 Volume 29 Issue 1 Pages
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Published: 2022
Released on J-STAGE: February 08, 2023
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Group Discussion Analysis
Yuko MIYOSHI
2022 Volume 29 Issue 1 Pages
2-3
Published: 2022
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From the perspective of word usage, we created questions to teach not only vocabulary but also grammar, including particles and other concepts. Through an analysis of the group discussions in class, we explored their efficacy and areas for improvement. As a result, students learned about key vocabulary learning concepts such as grammatical contexts and became familiar with using corpora to look up word usage. However, we also found the need for some fixes, including the fact that there were some aspects that they were not sufficiently aware of because the questions were biased.
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As a Task Activity for Learning Negotiation Phrases and Understanding International Cooperation
Chihiro MORIOKA, Nao KAWANISHI
2022 Volume 29 Issue 1 Pages
4-5
Published: 2022
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The trading game has been conducted in many countries to enhance students’ awareness towards international cooperation. The authors attempted to apply this game for Japanese language classroom with the aim of making students learn negotiation phrases and understand the idea of international cooperation. They have learned the Japanese phrases for negotiating explicitly in advance. The result was, according to students’ reflections, although they felt difficulty negotiating in Japanese, they tried to use the phrases and experienced devising strategies for win-win negotiation. Moreover, the game provided a chance to think deeply about the world society and importance of cooperating with other countries for further development.
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Considering Roles of a Japanese Teacher as a Supporter
Tetsuya MIYAGUCHI
2022 Volume 29 Issue 1 Pages
6-7
Published: 2022
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Due to the worldwide spread of COVID-19, Japan banned foreigners from entering the country in 2021, forcing many international students to study online in their home countries over the entire academic year. This paper discusses Japanese teachers’ roles in their interactions with students in and outside the traditional classroom setting before the global pandemic, and how it changed after classes transitioned to online. There is also a report on the author’s attempts at student support through online conversation sessions.
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Noriko TANAKA, Yukihito KONDO
2022 Volume 29 Issue 1 Pages
8-9
Published: 2022
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Content-based instruction aiming to cultivate intercultural competences was utilized in an intermediate Japanese language class. To encourage the students to, take the initiative to practice, associate with oneself, and develop problem solving skills, the Learning through Discussion (LTD) method was adopted. In this method, learners have meetings based on a prepared worksheet. After considering the content pertaining to association with oneself described in the learners' preparation worksheet and the discussions during class activities, it was observed that the learners’ understanding of the concepts improved while discovering inconsistencies between the individual experiences and concepts of the text.
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Collaborative Learning to Build a Learning Community
Takao KINUGAWA
2022 Volume 29 Issue 1 Pages
10-11
Published: 2022
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I held classes with international students to help them form their identity through interactive activities on their own and others’ “life trajectories”, and to offer opportunities to think about how they should spend time while studying abroad and what career paths they should take in the future. Multiple layers of the following interactive activities were incorporated into the classes: (1) drawing a life trajectory of another person on the lifeline chart, (2) drawing one’s own life trajectory on the lifeline chart, (3) conducting an interview about someone’s life story and preparing and presenting a summary article. The results revealed a process through which the students became aware that they had gone through various routes to reach the “here and now”.
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Toward the Development of Online Japanese Learning Materials for Beginners
Kanako KUDO, Katsuhiro ITO, Eriko NISHIJIMA
2022 Volume 29 Issue 1 Pages
12-13
Published: 2022
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This paper reports on a trial of the "Grammar Learning Video" developed as an online Japanese learning material for beginners. Video viewing was implemented as a prior learning assignment in two classes. Based on questionnaire responses, the learners' impressions were analyzed from three perspectives: 1) usefulness, 2) sense of burden, and 3) slide design. Although the online materials themselves received a high evaluation, further refinement is needed to reduce the learners' sense of burden.
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Exploring the Characteristics of the Common Vocabulary of Social Studies
Hiroko YAMAMOTO, Yoshiko KAWAMURA, Yukimi SUMI
2022 Volume 29 Issue 1 Pages
14-15
Published: 2022
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The authors have been conducting research on the vocabulary used in elementary school textbooks with the goal of providing a Japanese language support environment for children. In this presentation, we report the results of our survey and analysis of social studies textbooks, focusing especially on vocabulary that is common to all grades. The total number of words was 133,185, and the number of different words was 8,321. The number of words increased as the school year progressed, with the number of words in the 6th grade being five times that of the 1st grade. The common words used in textbooks for all grades were mostly for learning, such as "gakushu," "yoosu"," tashikameru," "matomeru," and "hanashiau," while words specific to social studies, such as "machi-zukuri," "suii", "haku- chizu" and "sakan," were used more in grades 3 to 6.
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Chiharu OHGA, Junko MORITA, Michiko ASO, Ayano SUZUKI, Fumiko HAYASHI
2022 Volume 29 Issue 1 Pages
16-17
Published: 2022
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This research conducted a survey of which meanings of the polysemous verbs “aru,” “kiru,” “deru,” “tsukeru,” and “suru” are the basic meanings to Japanese-language learners whose native language is Chinese and to native Japanese speakers. Both the learners and the native speakers most often selected the same meanings as the basic meanings, but the learners’ answers tended to vary more than those of the native speakers, depending on the verb. It is considered that for the learners, a meaning to which they are often exposed is likely to come to mind as a verb’s basic meaning.
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JueiChi WANG
2022 Volume 29 Issue 1 Pages
18-19
Published: 2022
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In this study, the current state of JSL students with delayed second language acquisition was analyzed, and a variety of support was attempted using picture books and audio material in addition to paper Japanese texts. The result was a confirmation that the support for Japanese learning and Japanese input at home were nearly zero. It was also noted that there was an effect on understanding and fixing of vocabulary, and motivation maintenance from using audio and visual tools in addition to text, when compared to text only.
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Focusing on the “Sentence Function”
Hiroto IKEDA
2022 Volume 29 Issue 1 Pages
20-21
Published: 2022
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Regarding the use of “tara” and “ba” to make conditional sentences, it has been said that “ba” has syntactic constraints. However, for learners' use, it is necessary to describe when “ba” is actively used. Therefore, this paper conducted a survey in which Japanese native speakers were presented with conditional sentences and asked whether “tara” or “ba” was more natural. The results suggest that explanations based on the concept of “Sentence Function” may reduce the burden on learners.
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Through the Analysis of Classes Ending Essays in the Japanese Communication Theory
Myeongja HEO, Hanyue XIE, Moeki NISHIZAWA
2022 Volume 29 Issue 1 Pages
22-23
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In this study, through the analysis of KH coder, we examined how Japanese learners and Japanese students became aware of their communicative activities and how they would like to utilize them in the future. The results showed that through this practice, "self and the other person" and "speaker and listener" co-occurred in communicative activities for both Japanese students and Japanese language learners and that they were aware of their roles in interpersonal relationships.
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Chika HATADE
2022 Volume 29 Issue 1 Pages
24-25
Published: 2022
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“Easy Japanese” was created so that foreigners in Japan would have fewer issues with communicating in the event of a disaster. However, while disaster prevention radio broadcasts are an important source of information in disasters, research on such broadcasts from the perspective of “Easy Japanese” has yet to be conducted. In this study, disaster prevention radio broadcasts during the Great East Japan Earthquake were analyzed from this perspective. Based on the results, reconsidering the rules for “Easy Japanese,” and applying them to the rules of disaster prevention radio broadcasts is necessary.
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For Learners of Japanese as a Second Language and Learners of Japanese as a Third Language
Shinichi HOTEI
2022 Volume 29 Issue 1 Pages
26-27
Published: 2022
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Focusing on the improvement of Japanese language listening skills through shadowing, we explored the effects of shadowing by comparing the improvement of listening skills between learners who study Japanese as a second language (i.e., second language learners) and learners who study Japanese as a third language (i.e., third language learners). There were no significant differences between second and third language learners in listening comprehension test scores due to the improved listening skills from shadowing. There was, however, a significant difference in mean scores on listening comprehension questions within each learner in terms of improvement in listening ability due to shadowing, suggesting that shadowing was effective in improving listening comprehension.
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Lingyi SONG
2022 Volume 29 Issue 1 Pages
28-29
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One of the speech acts that easily disrupts human relationships is giving advice. This paper aims to clarify how Chinese learners of Japanese (CJL) give advice compared with native speakers of Japanese (JN). One of the frameworks used most frequently in pragmatics to explain cross-cultural differences is Brown and Levinson’s Politeness Principle (1987). However, this paper argues that the rapport management model may provide a more powerful way of explaining pragmatic findings within Japanese contexts. The data collected from a discourse completion task (DCT) were analyzed in terms of semantic formula sequences and were categorized according to meaning.
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Yuki YOSHII
2022 Volume 29 Issue 1 Pages
30-31
Published: 2022
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Verbal behavior of questions inquiring the age of participants hasn't been well studied. This study examined how the format of asking age is handled in the context of Japanese language textbooks. The result of the analysis revealed that many questions were direct questioning, and it can lead to transfer-of-training and the burden of participation in classroom activities.
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From the Learner's Point of View
Xuezhen LI
2022 Volume 29 Issue 1 Pages
32-33
Published: 2022
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The purpose of this study is to clarify advantages of both Japanese native and non-native speaker teachers from the learner's point of view. The analysis was conducted using a free-form questionnaire for learners. As a result, the advantages of non-native Japanese teachers are summarized in "Teacher's own characteristics", "class contents and practice", "understanding learners", and "employment guidance". On the other hand, the advantages of native Japanese speakers are summarized in "teacher's own characteristics", "Class contents and practice", "Social and cultural aspects", and "Japanese resources".
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Akihiko YAMAMOTO, Tomoko FURUTA
2022 Volume 29 Issue 1 Pages
34-35
Published: 2022
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This study presents a practice report on developing scenarios based on the actions and facial expressions of characters while watching scenes from a Western movie in which the sound has been erased, and conducting voice-over activities. As a result of this practice, an awareness of registers based on consideration of expressions suited to the scene and the character was observed. Moreover, an activation of logical thinking, such as formulating a hypothesis from a question and explaining the basis, and utterances and behaviors displaying awareness of facilitating collaborative work were also observed.
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Focusing on the Differences of Evaluation Viewpoints and Results
Jialong LI
2022 Volume 29 Issue 1 Pages
36-37
Published: 2022
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This paper analyses the differences in evaluations by Chinese learners of Japanese and native Japanese speakers for apology emails. The results suggest that the Chinese learners of Japanese place more importance on the format of emails, while the native Japanese speakers place more importance on the content of apologies and attitude of the apologists. In addition, there are differences in views between the two groups of collaborators regarding the content that should be written in the apology emails.
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Taking Writing Classes as the Case
Rie HATAKEYAMA
2022 Volume 29 Issue 1 Pages
38-39
Published: 2022
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The purpose of this paper is to inspect and understand the author’s view of lessons and lesson management during the online teaching caused by the Covid-19 Pandemic. As a teacher, for the first time in my life, from the academic year 2020-2021, I was forced to manage classes in a non-face-to-face manner. To evaluate how I had managed, I took writing classes as a case and found out that the voices of students were my greatest source of information and that the burden and the relationship between class members were my centres of attention. With the prolonged online classes, the perception about it has also gradually changed.
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Practice of International Online Exchange between Japan and China
Shungo HOSOI, Maki KATAKAMI
2022 Volume 29 Issue 1 Pages
40-41
Published: 2022
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This paper conducted a retrospective questionnaire survey after an online exchange between Chinese Japanese language majors and undergraduates in Japan. We examined the possibilities of online exchanges for a promoting deep understanding of people with different cultures and values, as well as the building of relationships. The result of the questionnaire found providing opportunities for online exchange regularly led to deeper understanding of different cultures and building relationships. In addition, the results of the free response section suggested that it is also necessary for learners studying Japanese overseas to build a tool for continuous interaction with Japanese students other than online exchange.
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Yuka HIRATA, Rino FURUTA, Shuku MIYA
2022 Volume 29 Issue 1 Pages
42-43
Published: 2022
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The authors taught online Japanese language classes for two years due to Covid-19, with face-to-face classes resuming in April 2022. This study reflects our experiences and thoughts about this as Japanese language teacher. In the face-to-face classes, we consider lessons that make the most of non-verbal communication, listening, speaking, reading, and writing, and the fact the learners are in Japan. We conclude that efforts need to be made to build a 'new face-to-face' Japanese language class that also utilizes what we learned in making online classes convenient and efficient.
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Kaoru SEKI, Genya ONUMA, Yuriko SUNAKAWA
2022 Volume 29 Issue 1 Pages
44-45
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This paper reports the research results on how to describe adverbs with similar meanings and are difficult to distinguish between, and examples of their usage in Japanese monolingual dictionaries for learners. It is very difficult to show how to distinguish the usage of synonyms by annotation in a small dictionary of this kind. The research results indicate, however, that showing vocabulary and expressions that co-occur in the descriptions of the glossary and examples may help learners when they are not sure which of the similar expressions they should use.
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Based on the Data of Food-texture Expression
Yizhuo HOU
2022 Volume 29 Issue 1 Pages
46-47
Published: 2022
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This study is to explore onomatopoeias in Japanese and the teaching strategies of them for Chinese speakers. We have collected 153 Japanese onomatopoeias from the cooking variety show Pekojyani, and 45 Chinese onomatopoeias from Home for Dinner and Chinese Onomatopoeia Dictionary. According to the analysis, the food-texture onomatopoeias in Japanese and Chinese share similarities in sound symbolism in several ways. Based on this, seven groups of onomatopoeias in Japanese and Chinese with the similar sound symbolism have been investigated among Chinese speakers by an interview method. Accordingly, we advise teachers to use words with the similar sound symbolism when instructing Chinese learners on onomatopoeias.
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Heba RAMADAN
2022 Volume 29 Issue 1 Pages
48-49
Published: 2022
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This study utilizes Trajectory Equifinality Modeling (TEM) to clarify Japanese learner`s roles. I describe the learning experience using TEM diagram by surveying semi-structured interviews. The interviews are divided into three motivation stages of participant narratives. The survey and analysis of these interviews indicate that the Japanese learner`s role is to Set goals and Maintain motivation for the Japanese language.
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Tou TYOU
2022 Volume 29 Issue 1 Pages
50-51
Published: 2022
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The traditional listening class is only to develop students’ listening comprehension. Therefore, many students say, “Listening class is difficult, not interesting.” Especially for Chinese students, listening has become an impassable gap. After the adoption of the new teaching method of paying attention to spoken language ability, the listening class has stimulated the students’ learning enthusiasm and improved the students’ autonomous learning ability. This in turn improves students’ academic performance.
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Ayumi TODA
2022 Volume 29 Issue 1 Pages
52-53
Published: 2022
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This study aims to clarify the characteristics of self-promotion among Chinese students. The results showed that the content was distracting or had nothing to do with self-promotion. Additionally, no significant deviation was observed even if I did not instruct the structure of self-promotion. Further, a higher Japanese language level among students did not mean less misuse.
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Promoting Motivation to Study Kanji
Kaoru KUNO, Shintaro NAMIMURA, Tomohiro TSUSAKA, Yuji MIYAKE
2022 Volume 29 Issue 1 Pages
54-55
Published: 2022
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We had been conducting online pre-lessons since April 2021 for the students who could not come to Japan. Since the easing of entry restrictions, a total of 170 students have arrived as of the end of June. In this article, we will report the results of the online pre-lessons, what we realized in our online pre-lessons about Kanji study and methods to promote motivation towards Kanji study that we found through our placement test.
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Tae HOMMA, Ritsuko NAKABAYASHI, Hiroko YAMAMOTO
2022 Volume 29 Issue 1 Pages
56-57
Published: 2022
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In order for the learners to develop their ability to write compositions that convey their intentions with the reader in mind, the authors asked Japanese university students to comment on the compositions. As a result, the learners received the comments positively and experienced the joy of having their Japanese communicated. However, it was also found that comments are not always useful for revising and that quality is required and teacher guidance is indispensable.
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A Study on Japanese Vocabulary List Trends in Popular Vocabulary Learning Apps
Nora ABUELLIL
2022 Volume 29 Issue 1 Pages
58-59
Published: 2022
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In this research, we discuss the benefits and potential of using vocabulary learning apps, more traditionally known as “flashcard apps”. The challenges and the unresolved issues are then discussed, and the 3 most downloaded vocabulary learning apps on Android Play Store were chosen for content analysis, namely Memrise, Anki and Quizlet. The analysis of the titles of a total of 14776 vocabulary lists, and the comparison of the trends of lists in each app revealed a big gap in supply between different genres of vocabulary lists. It also revealed that each app has a disproportionally high supply of a different genre of vocabulary lists.
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Miwa HAMADA
2022 Volume 29 Issue 1 Pages
60-61
Published: 2022
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Kanji teaching materials used in online classes must allow students to easily read the text when presented through the screen sharing function of a remote conference system, be simple for teachers to operate on a computer, and allow quick modifications of the content in a lesson to tailor it to the learner. This paper reports on Kanji teaching materials (presentation slides with basic information about Kanji such as the meanings, the readings, idioms, example sentences, etc.; videos showing Kanji stroke order written by hand; Kanji images in Kyokasho script) that are being developed based on the concepts of "support for synchronous online classes " and "easy customization. "
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Survey Based on BTSJ Corpus
Xiaoting ZHANG
2022 Volume 29 Issue 1 Pages
62-63
Published: 2022
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Using the BTSJ corpus, the study examines the frequency of interruptions by Japanese learners in conversation as well as transition of speakers which may take place after each interruption has occurred. As a result, in the cases of conversation at first-time meetings by people of equal relationship occurrences of interrupts is less frequent than in the case of known people. In addition, in the case of friend’s conversations, there was a tendency to liven up the conversation caused by the high rate of transition between the speaker and the turn-taking after the interruptions occurred.
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From the Perspective of Pattern Language for Creating Collaborative Communities
Yuki NABESHIMA, Fumihiko KURODA, Naoko KINOSHITA
2022 Volume 29 Issue 1 Pages
64-65
Published: 2022
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This study reports the Japanese language support for foreign employees available in Japanese companies by the identification of the pattern language used to create a collaborative community. Pattern Languages are the descriptions of the methods used to achieve a specified goal. 26 Interviews were conducted with employees who were interacting with non-Japanese employees from 11 companies. As a result, 31 patterns were obtained using the KJ method. Three of the patterns were related to the use of Japanese in the work environment. These will be described in detail.
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Eleonora YOVKOVA-SHII, Kazue INABA, Yoshiko KUBOTA, Keiko HORI
2022 Volume 29 Issue 1 Pages
66-67
Published: 2022
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The aim of this research is to create a beginner’s Japanese grammar web tool for learners. The main point of the grammar is to give sufficient information about the functions and uses of the grammatical expressions/forms described in the grammar in regard to the grammatical expressions/forms with which every single function of a grammatical expression/form should be distinguished.
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Yukihito KONDO, Shogo SAKURAI, Takao KINUGAWA
2022 Volume 29 Issue 1 Pages
68-69
Published: 2022
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We interviewed a participant who has experience as a student who required Japanese language support and is currently employed as a Japanese language assistant at a high school. Her job description includes mediation between parents and the school, teachers and students, and students and curriculum. Our aim is to disclose what she considers the most invaluable aspect of her job. In the interview, she indicated that teaching concepts which students have not learned in their first language in both Japanese and their native language is challenging. Also, a critical factor is maintaining and improving the learning attitude and behavioral interactions of students by “breaking the invisible wall” which Japanese language learners often face in our society.
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Masashi KIKO
2022 Volume 29 Issue 1 Pages
70-71
Published: 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, EJU, and university entrance examinations). This paper aims to identify important trends in technical terms by analyzing physics lecture audio 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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Zhu JIN
2022 Volume 29 Issue 1 Pages
72-73
Published: 2022
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Teachers always make students read aloud in Japanese Language class. On the other hand, the absence of a natural “rhythm” when reading aloud is frequently observed in Japanese learners. This study examined the relationship between sentence comprehension and prosodic production of oral reading. We focused on relationship for speaking speed and pause and analyzed the impact of speaking speed and pause on oral reading. A native speaker of Japanese was also included in the analysis to compare reading prosody. Experimental results suggest that the learners were often incapable of producing the correct prosody, despite their generally high comprehension ability.
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Yaeko KABE
2022 Volume 29 Issue 1 Pages
74-75
Published: 2022
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Translation is rarely discussed in Japanese language education, as the emphasis is on using the target language. However, translation is an important part of intercultural communication in today's society, and translation activities allow students to view both the source and target languages from multiple perspectives. This paper describes Japanese language teaching in a translation course. The effectiveness and challenges of using a translation course to teach Japanese will be examined through analysis of student discussion and the end of term survey. Students evaluated favorably learning of translation theory techniques and learning Japanese through translation activities and projects.
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A practical report using Google Jamboard
Erika SAKO
2022 Volume 29 Issue 1 Pages
76-77
Published: 2022
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This study proposes the advantages of using visual images in upper intermediate Japanese classes. First, I gave learners the same task in face-to-face and online classes, and they chose the tools (Google Jamboard, Microsoft Word, Handout) to complete the task. I then conducted a t-test on the learners’ total number of letters and visual images. The p-value for the total number of letters was 0.5253, whereas that for the number of visual images was 0.0006. Finally, I discussed the factors that led to the difference in the number of visual images and the significance of using Google Jamboard as a tool in a face-to-face class.
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Kenji NAKAGAWA, Yumi URA, Chiemi HANZAWA, Ranmi KIM
2022 Volume 29 Issue 1 Pages
78-79
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Japanese language instructors perform a wide range of administration and management tasks in addition to teaching, but there are very few opportunities to learn about these tasks. It is uncommon for Japanese language teacher training courses or undergraduate and graduate courses in Japanese language education to cover the area of administration and management, and information sharing and discussions across institutions on the topic are rarely held at academic societies. There have been some attempts in recent years to provide a forum for learning about administration and management in Japanese language education. This presentation reports on a case study of a graduate course in Japanese language education that deals with administration and management in Japanese language education.
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Tong CHANG
2022 Volume 29 Issue 1 Pages
80-81
Published: 2022
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Shadowing is a theoretically and empirically well-recognized method to develop L2 learners' listening comprehension. However inappropriately overusing of Shadowing practice turned out to cause a series of problems such as the lack of confidence of students. This project investigated the concerns of Japanese language learners in China during an questionnaire survey. According to the survey results, the majority of participants perceive that they do feel anxiety during shadowing practice. To arouse their enthusiasm, the leading role of teacher and appropriate materials are also discussed in this study.
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Moeka ITO, Tomoko KITANO, Chihiro MORIOKA, Narumi KURAMOTO
2022 Volume 29 Issue 1 Pages
82-83
Published: 2022
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The Japanese language is known for having copious amounts of onomatopoeia (a general term for imitative and mimetic words), of which a large amount is used in everyday conversation. This study selected everyday vocabulary, and describe the characteristics of onomatopoeia used on everyday basis by native speakers of Japanese. The conclusion for research is as follows: the selected everyday vocabulary has a function as mimetic words. Furthermore, 36% of the selected vocabulary has usages not restricted to the mimetic function. In addition, based on the Word List by Semantic Principle (2004), the most commonly observed semantic category was the so-called “abstract relations”. Additionally, onomatopoeia related to the category of “mind” was the most common out of secondary items.
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Focusing on Collocation
Xinlin LIU
2022 Volume 29 Issue 1 Pages
84-85
Published: 2022
Released on J-STAGE: February 08, 2023
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This study discusses the Japanese and Chinese homographs [hyouban] and considers its collocation. In addition, this research is based on both the Japanese corpus and Chinese corpus. As a result, [hyouban] in Chinese is used as both a verb and a noun, but [hyouban] in Japanese is now mainly used as a noun. It should also be noted that the collocations are different when both are used as noun.
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Haruna OBINATA, Ryoko MATSUDA
2022 Volume 29 Issue 1 Pages
86-87
Published: 2022
Released on J-STAGE: February 08, 2023
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This paper examines and analyzes the motivations of trainees participating in the Japanese Teacher Training Program, which began in July 2022. The program aims to train teachers on how to teach Japanese at public secondary schools in the Philippines. The results of the analysis revealed that there are differences in the trainees' motivations for participating in the training, depending on the region in which they are located and the main subject that they teach in their schools. The analyzed results will be used to review training content and support for the participants.
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An Attempt to Gain Multiple Perspectives and Develop Critical Thinking Through Reading and Dialogue
Kôji HAGIHARA
2022 Volume 29 Issue 1 Pages
88-89
Published: 2022
Released on J-STAGE: February 08, 2023
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This paper reports on the authors practice in a Japanese language class for exchange students. They expressed a strong interest in the reality of Nagoya and the people living there. The author responded by having the students read an essay on the subject of the people of Nagoya in class, and then encouraged them to talk to these “Nagoya people” themselves to verify the accuracy of the events described in the essay. Furthermore, the students were asked to write down their opinions by comparing “Nagoya people” with the locals of their own home town. The author intended for them to not only receive information about a different country or region, but also to gain multiple perspectives and develop critical thinking through dialogue.
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Analysis about Narratives of One Teacher who Have Instructed for the Contest in China
Daiki SUEMATSU, Shungo HOSOI, Akane YAMADA
2022 Volume 29 Issue 1 Pages
90-91
Published: 2022
Released on J-STAGE: February 08, 2023
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Recently, in the field of Japanese language education there has been multiple discussions about the professionalism of Japanese language teachers. This research presents the analysis of one teacher’s view on the professionalism in the context of the Japanese speech contest in China. In this research qualitative method (SCAT) was used and multiple interviews were conducted. From the analysis, it was suggested that two things can affect teachers’ recognition about their own professionalism: their view of a non-ideal teacher, and students’ words and behaviors inside or outside of their speech training.
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Miho SUZUKI
2022 Volume 29 Issue 1 Pages
92-93
Published: 2022
Released on J-STAGE: February 08, 2023
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In this study, we designed Japanese conversation activities using augmented reality (AR) technology. We explored the possible effects of activities using AR technology on learning and motivation. Students were interviewed after recording their conversations. The results showed that it enhanced their motivation and promoted autonomous learning. Development of a pseudo-Japanese speaking environment enhanced students’ awareness of conversational styles and politeness in customer service.
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Taking Economic Technical Collocation as an Example
Chizuko KOMIYA
2022 Volume 29 Issue 1 Pages
94-95
Published: 2022
Released on J-STAGE: February 08, 2023
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Undergraduate international students should acquire high-school-level technical terms and
technical collocations before or soon after entering university as an undergraduate. This presentation uses economic technical collocations selected from junior high and high school textbooks to clarify the following two roles of technical collocations: (1) meaningful usage of technical terms; and (2) learning items for technical concepts. It is pointed out that (2) can be used as a classification standard for learning technical vocabulary and as a resource for learning technical collocations.
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2022 Volume 29 Issue 1 Pages
96-97
Published: 2022
Released on J-STAGE: February 08, 2023
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