As a part of the project that improves training system for Multicultural Teachers, the survey was conducted to analyze how the participating teachers' beliefs change before and after the training. The results show that there seems to be little change in their beliefs after a short and lecture-centered training. To further explore how the teachers' beliefs are formed, interviews were conducted to in-service teachers. The results revealed that some beliefs are affected by the teachers' real experience; while others such as relationship between BICS and CALP are affected by the teachers' knowledge.

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　学生が学術的な文章を書けるようになるには，文章全体の根本を成す骨組み，所謂，序論・本論・結論という文章構造内で書くべき項目とされる構成要素について理解する必要があると考える．本研究では，この構成要素に焦点を当て，論文に記すべき構成要素を明確にした上で，初年次学生が執筆した課題論文全体の中に必要な構成要素がどれくらい存在しているのか，また，その記述内容を数値化し論文の文章構造面の特徴や問題点を明らかにした．

　本研究では，6回のアカデミック・ライティング授業内で3編の小論文（小論文①，小論文②，小論文③）を執筆し，小論文②と小論文③においては，序論・本論・結論で何を書くのかを文字化できる「小論文アウトラインシート」を使用した．小論文3編全体の文章構造分析を行った結果，序論「問題提起」と結論は，執筆回数を重ねる度に明確に表現できるようになり，特に序論「問題提起」に関しては「小論文アウトラインシート」の効果が確認できた．しかしながら，本論「客観的データ解釈や考察」，「自身の意見の提示」の表現に課題が残ることが明らかとなった．これらの課題はOECDのPISA2018読解力低下に繋がるものであり，課題を克服すべく，読解力リテラシーを身に付けるための授業デザインの構築を思案すべきであると考える．

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In order to provide a better leaning environment for Japanese language students, it is necessary to expose students to people outside the classroom to experience a social and cultural environment away from the university. At Ehime University we are using home stays as a means to achieve this. At present, there is a problem that it appears that the international students are not gaining as much information about Japanese culture as expected through this experience, and using home stays effectively as a means to use the social and cultural environment in language learning requires more study.

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Discussion in small groups can offer the learner the opportunities to be involved in genuine exchanges of information, not just a simulation of them, but it is not easy to get a discussion to work at the beginning level as learners are yet limited in vocabulary and skills. I report three efforts to have a successful discussion among the beginners: 1) To use the topics of the learners' own choice; 2) To get the learners be prepared for the discussion in terms of ideas as well as vocabulary; 3) To provide the learners with concrete tasks for preparation by giving a task-sheet in advance. These efforts have caused highly active communication among the participants. Also, spontaneous uses of compensational strategies have been observed to happen frequently.

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The purpose of this study is to analyze the acquisition's environment of JSL. As a result, the foreigners who are good at Japanese have own strategy to master Japanese in good Japanese environment, don't have much image of stereo type about Japan and realize the importance what they are in Japan.

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本研究では南米出身の日系研修員を対象とした日本語短期コースにおける漢字指導について取り上げた。日系人は家庭内言語や現地での学習経験、学習開始時期によって個人差が大きく、また来日後も必要とされる領域に個人差が出てくる。そこで背景の異なる3人の研修員を対象に1年間の追跡調査を行い、ニーズと実際使用の様子を観察した。その結果から個人の到達目標やニーズを考慮したコースデザインを提案した。

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Some practitioner studies of Japanese pronunciation teaching don't describe the practice in detail. Thus, in this study, emotional experiences and discoveries, and themes which I'd like to consult or discuss with others were extracted from videos of my pronunciation teaching practice utilizing self-monitoring. It's a result, it was able to separate the practices from the contexts and provide only the superficial activities. On the other hand, there are limitation in trying to provide the background and activities fully in a one-way report. How to further describe the practice should be considered in the future.

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