[in Japanese]

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[in Japanese]

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[in Japanese]

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This article analyzed teachers’ verbal feedback (FB, hereafter) in the creation process of oral presentations, aiming at obtaining suggestion for more beneficial academic presentation education for students. Those who cooperated this study were graduate-level foreign research students with lower intermediate proficiency in Japanese and teachers, and the analysis subjects were conversation data at the elaboration, presentation papers and their slides as well as interviews to the students and the teachers. The results show that the teachers provided their students with directive, cooperative, and facilitative FB while taking into consideration the students’ academic experiences. Its main subjects can be categorized into 4 types; visual resources, logical arguments, specialized contents and verbal expressions. It can be said that the students are able to recognize the importance of the transmission paying attention to multilateral thought and analysis of contents, the consideration of composition and expression methods and the presence of an audience. The cultivation of grounded ability beyond such limited language ability, which becomes a foundation necessary for the students’ future research activities, can be considered to be the meaning of teaching in specialized Japanese education using their academic experience and knowledge.

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This study analyzed sentence structure and expressions used in “complex” type academic papers featuring statistical materials and case studies. Five of the papers concerned agricultural economics and five concerned fishery economics. In the section where each paper discussed the statistical materials used in a given study and the study’s results, typical expressions as are featured in composition textbooks were noted and several variations were evident. Depending on the methodology, some of the papers studied had contextualized language that reduced the technical nature of the writing while others language that increased it. In the section presenting a given study’s results, papers often had contextualized language and evaluative expressions. The degree of decontextualization changed as papers interpreted a given study’s results. These findings suggest the need for instruction with a focus on levels of interpretations when teaching how to present materials and case studies and how to discuss a study’s findings.

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In order to efficiently enhance understanding of business knowledge, it is important to select essential business words and teach with appropriate example sentences to non-native Japanese business people, Japanese learners as well as native Japanese. This study aims to create a Business Japanese Word List based on Companies’ Annual Reports. The list of 100 loanwords include the technical terms in the fields of Financial Accounting, Marketing and Corporate Management. In addition to Corporate Governance terms which are not yet part of the Academic Japanese Word List, it also includes high frequency words and “Common Business Words” which have particular meanings in the business field.

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This paper analyzes data collected from work experience participants that included Japanese native speakers (JNS) and Taiwanese learners of Japanese (TLJ), and examines the discourse structure and linguistic forms of spoken refusals to a request made in business settings. The results revealed that both JNS and TLJ confirmed the content of a request, provided a reason for the refusal, proposed an alternative solution, and expressed their willingness to help the requester. However, while JNS tended to follow a step-wise pattern, TLJ were inclined to focus on the first stage. Alternatively, in a contact situation, JNS made adjustments for effective communication while TLJ interacted relatively in a simplified manner; consequently, necessary improvements in the expressions of TLJ, have to be investigated.

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This paper aims to discuss the industry-academic cooperative approach used in a course taught in the Department of Applied Japanese at Chung Hua University, in cooperation with the tourism industry. The course focused on workplace experience, with the goal of cultivating the skills of Japanese tour guides. Professionals with tourism expertise were invited to work with the professor and to undergo training outside of the school. A survey was conducted to determine students’ reactions to the course and their success after the training. It revealed that a satisfying outcome had been achieved in the students’ ability improved and their career goals were enhanced. Thus, the goal of cultivating professional development in the tourism industry was achieved.

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We surveyed the current state of classical Japanese education for foreign students majoring in Japanese studies in and outside of Japan, and presented its educational vision, significance and challenge in this paper. For aspiring scholars, it is indispensable to acquire the independent and critical reading literacy of classical Japanese. For those who do not necessarily need to use classical Japanese as well, studying classical Japanese is significant as it provides deeper understanding of Japanese history and culture. The future issues are the following: (1) developing teaching materials of basic classical Japanese for self-study, (2) creating a network among instructors of classical Japanese.

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Researchers and graduate students focusing on Japanese studies are often required to read a Classical Chinese text kanbun, using a Japanese method of reading “kundoku”. Learning kanbun-kundoku for beginners involves various difficulties. The lack of introductory teaching materials is one of these. In this paper, we suggest four-character idioms as one kind of material at the introductory stage of kanbun-kundoku education, and inquire into the effective methods of its’ usage. First of all, we introduce the results of a dictionary survey, listing up 1377 four-character idioms with kundoku-reading provided. Then, we present a method of classification for these idioms from a standpoint of kanbun-kundoku education, focusing on usage of return marks “kaeriten”. Next, we introduce top 15 four-character idioms, out of 108 idioms with the usage examples discovered in the "Balanced Corpus of Contemporary Written Japanese". Moreover, we measure the degree of difficulty of each character, by using the software "Reading Tutor". In conclusion, basing on the above-mentioned research and analysis, we provide several recommendations on how to select and use four-character idioms as study material, e.g. grammar examples or exercises, according to the students’ needs.

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