This article examines the historical change of Okinawa language by focusing on the change of homonym [∫i:∫i:]: soot(煤) and soeishi (name of place)(添石). The two different terms, /susu/ and /sopeisi/, have transformed into a phonologically similar term.

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In foreign language learning, learners tend to learn their target languages with too much dependence on their mother tongue's translation, in spite of the fact that very few words between 2 different languages correspond one to one in meaning. In the present paper, therefore, an example taken from some Chinese vocabulary related to 'running' and the Japanese counterparts to 'walking' clarifies a perspective relationship between words. A table with the relationship between the words and its meaning case in it can be made and a cluster analysis can be made of the data as well. As a result, the Chinese language has turned out to have more meaning cases than the Japanese. It follows that a new teaching approach in which even a fine difference in meaning is to be noted is definitely necessary.

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This paper analyzed the different aspects of polysemous words used in the National Nurse's Examination which tests the general knowledge of nurses. Out of the 36,119 words that appeared in the six examinational, the study mainly focused on 25,269 words that are found in Second Edition Shincho Contemporary Japanese Dictionary by Yamada Toshio. The results reveal that words used with multiple meanings cover 25% of the words that were analyzed. However, words that have multiple meanings but were used with its primary meaning sum up to 20% of the words analyzed. Moreover, words that are used with multiple meanings cover up to 97% of the standard vocabulary below the level 2 Japanese Language Proficiency Test. Taken together, the results suggest the importance of learning the vocabularies and its multiple meanings below the level 2 of the Japanese Language Proficiency Test in order to fully comprehend the questions and problems in the National Nurse's Examination.

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This paper analyzes function of an ellipsis of the teidai-hyougen (terminology which has been usually termed as a subject or a topic of the sentence in accordance with Sakuma's definition) in Japanese written text. It firstly gathers no teidai-hyougen sentences, approximately 23% from the various opinionative sentences. Those sentences which do not have teidai-hyougen can be classified into four cases: (1) of expressing one's ideas, wishes, feelings and actions; (2) of recitation of behaviors or states of being; (3) of explaining the idea concretely accompanied with the sentences which provide framework; (4) of recommending actions or of prohibiting ones to the public. From these analyses, the ellipsis of the teidai-hyougen can take place not only in the case of the first person and same actor sentences but also in the case of the sentences emphasizing cohesion as recitation and explaining ideas concretely.

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The present study investigates the effects of the introduction of visual support in the shadowing of Japanese. The study involves one group of native speakers of Japanese and a second group of intermediate and advanced learners of Japanese. Both groups were asked to perform two types of shadowing tasks: one with texts and one without. Performance was measured for the degree of comprehension and oral accuracy. The main results were as follows: (1) for Japanese native speakers, the visual presentation of sentences had an influence on both the degree of comprehension as evaluated by the recall test and on oral accuracy; (2) for Japanese learners, the visual support did not influence the degree of comprehension, but it did have an influence on oral accuracy, and (3) for Japanese learners, the precessing of visually-presented sentences and sentences with no written support in shadowing tasks are different from hose go native speakers.

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In Javanese, it is common to have different degrees in a hierarchy of respect for each part of speech. For example, the verb "eat" is represented on three levels. Starting from the low level of respect and moving to the high level in Javanese "eat" is 'mangan', 'nedha' and 'dhahar'. The levels of respect are called "Ngoko" for the low level, "Madya" for the middle level, and "Krama" for the high level. In Japanese, 'mangan' is equivalent to 'taberu', 'nedha' is equivalent to 'tabemasu', and 'dhahar' is equivalent to 'meshiagaru'. The lexical phenomenon that uses this sort of replacement is found not only in verb, but also in all parts of speech as noun, adjective, etc. Honorific language must be used when speaking to elders in Javanese, and also to parents or other older relatives. Krama (honorific language) is commonly used when speaking to un-known younger persons too. In contrast, modern Japanese, except for some dialects, does not use honorific language toward older relatives. In observing this phenomenon comprehensively, Javanese honorific usage is called absolute honorific, while Japanese honorific usage is called relative honorific.

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International institutions have tried to spread the culture of peace through holistic peace education approach in many countries. However, Peace Eduction should be variety based on the social/historical/ political/economical condition in the society. Therefore, this article aims to develop a curriculum framework for the peace education in order to suit it to one's own context of the country, schools and students. For this purpose, this article focuses on the 'peace education' directed recently by Ambon, Indonesia as one of the case studies. First, it examines the characteristics and problems of the original curriculum which some Ambon teachers developed. Secondly, it examines a case of peace education practice in one junior high school. Finally, it shows a model of peace education curriculum management framework utilizing the local curriculum.

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