I would like to address young Japanese language instructors who are teaching Japanese in Japan. If possible, you should at some point try teaching Japanese abroad, particularly in Europe, and inform Japanese language instructors there of new developments in the field. Abroad you will also be able to have experiences unavailable in Japan, which will allow you to re-examine your teaching methods and see Japan from a new perspective.

　It is said that Europe has only 3.4 percent of the learners of Japanese, but there is a great variety of types of learners, and they are all very serious in their own way. For example the learners in France have great respect for Japanese culture, and may even feel deeply attracted to kanji. By opening yourselves to such feelings, and helping them in their learning of Japanese, you would already be forming a vital locus for communication between France and Japan. Consequently I have recently strongly felt how learning of Japanese language in Europe is impossible to separate from knowledge of traditional and modern Japanese culture.

　The present study analyzes the written comments provided by 33 teachers in revising ten essays written by Japanese learners. Specifically, the analysis contrasts the characteristics of the comments provided by experienced teachers (ET; n = 15), with more than three years of teaching experience, and those written by non-experienced teachers (NET; n = 18), with less than three years experience.

　The results indicate that 1) the comments provided by ETs were more specific; 2) negative evaluation comments from both ETs and NETs tended to be more specific; and 3) there were no significant differences in terms of concrete positive evaluations due to level of teaching experience.

　These results indicate that while experience influences the specificity of written comments provided by teachers, it is still difficult for ETs to make specific comments when writing positive evaluations. The author suggests that teachers need to be more specific and analytical, especially when providing positive comments.

　A common inter-level scale for the four levels of the Japanese Language Proficiency Test was developed by conducting a vertical equating monitor test using an Anchor-test design (a test design in which an examinee answers question items chosen from two adjoining levels). The results are as follows:

1) Distribution of item difficulty of the common scale: In the Writing-Vocabulary and Listening sections, the difficulty gradually increased as the level increased. However, in the Reading-Grammar section, the difficulty did not increase in stages, and when considering the Reading section in isolation, there was hardly any overlap between Level 3 and Level 2.

2) Total scaled score corresponding to the total score of each level: The cut-off scores were aligned at nearly regular intervals from Level 4 to Level 1.

3) Distribution of scaled scores of examinees based on native language groups (Chinese, Korean, or Others): The difference in mean scores between Level 3 and Level 2 in the Writing-Vocabulary and Reading-Grammar sections of Korean students and others was relatively small in comparison to Chinese students. This finding suggests that speed of progression of Korean and Other students from Level 3 to Level 2 is slower than that of Chinese students.

　This paper aims to analyze mōshiokuri, which are nurses’ reports about their patients when they change shifts. The discourse of the mōshiokuri consists of monologue sections and dialogue sections, which frequently alternate. In a monologue section, only the main speaker speaks, and the others just listen. On the other hand, in a dialogue section, all speakers exchange utterances. The main speaker shifts style (between standard language and dialect, or between polite and casual style) as a strategy to assist the transition from monologue sections to dialogue sections, and vice versa. Specifically, the main speaker shifts style at the end of a section, thus creating a base for smooth change. For instance, when moving on from a monologue section to a dialogue section, the main speaker shifts from standard language and polite style to dialect and casual style before the transition. In addition, repetitions and expressions of request (mainly by the main speaker) are often observed before transitions.

　The study emphasizes the fact that only the main speaker has initiative in mōshiokuri, regardless of the interaction from other participants, and the main speaker communicates information rapidly and correctly.

　Owing to the Economic Partnership Agreement between the Philippines and Japan, Japan is accepting Philippine nurses，who must take Japanese lessons for 6 months. In order to respond to the increased interest in medical Japanese in Japanese Language Education, the present study aims to be a foundation study for teaching Japanese to foreign nurses.

　Dictogloss is one of the teaching techniques based on the focus on form methodology. It is said that dictogloss promotes processes of second language acquisition such as noticing and hypothesis testing. This article reports on the development of computer assisted language learning (CALL) materials involving the idea of dictogloss, and the Japanese classes that make use of it. In addition, this paper analyzes data collected from learner surveys. The following observations were made: (1) these CALL materials are effective in that teachers can develop exercises appropriate to the level of their students; (2) it is confirmed that we can combine them with other teaching techniques such as shadowing and story retelling; and (3) we find that the learners gave positive ratings for these teaching materials. There are some learners who have typing difficulties, but the data show that this did not influence their evaluation of these teaching materials.