著者
黒田 史彦 尾関 史 古屋 憲章 宮崎 七湖 李 羽喆
出版者
日本語教育方法研究会
雑誌
日本語教育方法研究会誌 (ISSN:18813968)
巻号頁・発行日
vol.20, no.1, pp.40-41, 2013-03-09 (Released:2017-05-24)

Center for Japanese Language at Waseda University held a "kanji workshop" to provide international students with an environment in which they can master not only kanji but also kanji learning methods, and then proceed with their kanji learning autonomously. This workshop consisted of the following activities: 1) an introduction to kanji learning resources, as well as tasks introducing the use of the kanji learning tools; 2) the planning of kanji learning and its review; 3) the sharing of kanji learning methods among learners; and 4) the creation of personalized dictionaries and their sharing among learners. This paper describes the activities carried out in this workshop, and reports on the results of a questionnaire survey.
著者
佐藤 友則
出版者
日本語教育方法研究会
雑誌
日本語教育方法研究会誌 (ISSN:18813968)
巻号頁・発行日
vol.1, no.2, pp.2-3, 1994-04-02 (Released:2017-02-27)

日本人が外国人の話す日本語の音声を評価する際、単音と韻律のどちらがその評価に大きな影響力を持つかを明らかにするために、合成音声を作成し、日本人を対象に聴取実験を行った。その結果、中国語・韓国語を母語とする日本語学習者については、韻律の影響力が単音の影響力を上回るという結果が得られた。
著者
松田 真希子 松田 佳子
出版者
日本語教育方法研究会
雑誌
日本語教育方法研究会誌 (ISSN:18813968)
巻号頁・発行日
vol.23, no.1, pp.36-37, 2016 (Released:2016-12-22)
参考文献数
6

In recent years, task-based Japanese teaching materials, such as Dekiru Nihongo (DK), have been published. This study provides a practical report of an intensive Japanese language program using the textbook DK for international university students, comparing it with the program that uses Minna no Nihongo (MN). The results indicate that students can improve their listening and production skills more by using DK, less grammatical knowledge is provided in DK, and academic contextualization is required to fulfill students' learning needs.
著者
河野 俊之
出版者
日本語教育方法研究会
雑誌
日本語教育方法研究会誌 (ISSN:18813968)
巻号頁・発行日
vol.3, no.2, pp.12-13, 1996

It is pointed out that in textbooks based on a communicative approach, the amount of grammatical items at early stages is very large and the learner's load might be very great since they aim at introducing natural conversations as a very early stage. Thus this study investigated the amount of grammatical items in main Japanese textbooks for beginners. The results showed that even in sentence pattern oriented textbooks, the amount of grammatical items is very large at early stages and it varies greatly at later stages.
著者
中村 かおり 近藤 裕子 向井 留実子
出版者
日本語教育方法研究会
雑誌
日本語教育方法研究会誌 (ISSN:18813968)
巻号頁・発行日
vol.25, no.1, pp.10-11, 2018 (Released:2019-02-06)
参考文献数
15

In academic writing, citation instruction is necessary, but there has not been sufficient study on teaching it effectively. Especially in the case of indirect quotations, the tendency to summarize or explain the original text can be seen and there has been very little discussion on how to adapt a summary to an indirect quotation. On the other hand, summarization has long been carried out and researched as a part of reading and writing instruction and that knowledge has accumulated. This paper will examine whether or not the summarization taught in reading/writing is relevant for the purpose of indirect quotation instruction.
著者
小山内 早織 菅谷 奈津恵
出版者
日本語教育方法研究会
雑誌
日本語教育方法研究会誌 (ISSN:18813968)
巻号頁・発行日
vol.25, no.2, pp.72-73, 2019 (Released:2019-07-02)
参考文献数
3

This study observed the usage of the sentence final particle ne by a Taiwanese learner of Japanese. It focused on ne's frequency and function. The research was carried out over 6 months through LINE conversation once a week and an oral conversation once after six LINE conversations. Analysis revealed that oral conversation did not show changes while LINE conversation showed some changes in frequency and function. Notably, in the third term soudesune may have been used as a chunk. In addition, the usage of sone rapidly increased in the fourth term perhaps due to having more input and opportunities to use it.
著者
中村 かおり 向井 留実子 近藤 裕子
出版者
日本語教育方法研究会
雑誌
日本語教育方法研究会誌 (ISSN:18813968)
巻号頁・発行日
vol.25, no.2, pp.26-27, 2019 (Released:2019-07-02)
参考文献数
7

As part of a Japanese language academic writing class for international graduate students, a trial activity to enhance the understanding of the use of references in specialized fields was used. The students considered the placement and purpose of citations and how they were introduced in papers in their own fields of study and responded to questions about what they found. Their responses showed that, through this activity, they gained not only a better understanding of the use of references, but their understanding of the content of the paper deepened and they were better able to evaluate the paper. It appears that this activity can be effective with a class of students from different fields.
著者
古本 裕子
出版者
日本語教育方法研究会
雑誌
日本語教育方法研究会誌 (ISSN:18813968)
巻号頁・発行日
vol.20, no.1, pp.80-81, 2013-03-09 (Released:2017-05-24)
被引用文献数
1

Sentences written by students for self-promotion in job application forms (entry sheets) to companies are analyzed. Implicit patterns and common expressions in the forms are investigated. The genre analysis (Swales, 1990) reveals the following components in student's essays on their past efforts. The moves are (1) answers, (2) episodes, and (3) applications. The steps of move (1) are (i) title and (ii) answer. Move (2) comprises (i) setting, (ii) goal, (iii) difficulty, (iv) reason, (v) attempt, and (vi) outcome. The steps of move (3) are (i) state, (ii) usefulness, (iii) appear, and (iv) hope.
著者
ボイクマン 総子 根本 愛子 松下 達彦
出版者
日本語教育方法研究会
雑誌
日本語教育方法研究会誌 (ISSN:18813968)
巻号頁・発行日
vol.25, no.2, pp.2-3, 2019 (Released:2019-07-02)
参考文献数
5

A placement test (PT) should be administered to many test-takers simultaneously, simply, and in a short period of time. Additionally, its results should have high reliability. However, conventional speaking tests do not satisfy these conditions. To address this, we have developed STAR, Speaking Test of Active Reaction, along with two evaluation tools: a rubric and audio samples. Using these, five evaluators graded the performance of 32 test-takers. We found a high intraclass correlation coefficient and that the raters gave results consistent with one another. Time spent on evaluation was short— fewer than two minutes per test-taker. Therefore, we conclude that as a speaking test for PT, STAR has the necessary qualities of reliability, validity, and usefulness.
著者
才田 いずみ 稲飯 亜有美
出版者
日本語教育方法研究会
雑誌
日本語教育方法研究会誌 (ISSN:18813968)
巻号頁・発行日
vol.25, no.2, pp.76-77, 2019 (Released:2019-07-02)
参考文献数
7

It is essential for Japanese language learners to have sufficient skills to conduct casual conversations with native speakers to develop their language proficiency as well as their personal networks. The analysis of casual conversations in contact situations shows us the reaction to &quotiisashi" ―the suspended sentences or the sentence-ending ellipsis is one of the critical points for the smooth interactions and even a learner in advanced level needs practice to give proper reaction to it.
著者
畠山 理恵
出版者
日本語教育方法研究会
雑誌
日本語教育方法研究会誌 (ISSN:18813968)
巻号頁・発行日
vol.24, no.1, pp.46-47, 2017 (Released:2017-12-28)
参考文献数
2

In this paper, I will examine advanced level learners' thinking process from their talks after completion of the writing task requiring citation along with their works. The purpose is to find clues for effective teaching of citation, one of the necessary skills for academic writing. In a writing class for advanced level learners, I introduced a practice determining whether to use direct citation or indirect citation for several times during the course. The said task was given at the closing hours. First I would examine effectiveness of the practice and then present the clues for further teaching.
著者
大沼 敦子
出版者
日本語教育方法研究会
雑誌
日本語教育方法研究会誌 (ISSN:18813968)
巻号頁・発行日
vol.21, no.1, pp.52-53, 2014-03-15 (Released:2017-05-18)

In this paper, I analyze how Japanese textbooks for prospective foreign caregivers teach the euphemistic polite expressions which caregivers should use with their patients. In order to obtain a license as a caregiver in Japan, foreigners must pass an exam demonstrating proficiency in the Japanese language. Because foreign caregivers may experience cultural confusion in addressing their patients because of many euphemistic Japanese expressions, textbooks explain the importance of polite ways to express euphemistic issues. Textbooks don't distinguish between ways to speak about technical terms and general ones, this paper focuses on how textbooks teach the euphemistic expression of general terms.
著者
中川 千恵子 木原 郁子 篠原 亜紀 嵐 洋子 田川 恭識
出版者
日本語教育方法研究会
雑誌
日本語教育方法研究会誌 (ISSN:18813968)
巻号頁・発行日
vol.20, no.1, pp.36-37, 2013

We have applied the teaching of Japanese pronunciation using chunking, posing and 'へ' shaped intonation as an approach that is teachable and learnable. We have already compiled a pronunciation textbook for Japanese beginners and advanced learners and are currently developing teaching material for upper-intermediate learners of Japanese. The upper-intermediate learners have already learnt basic Japanese but need to develop the variation in expression and pronunciation and the ability to use the variation appropriately. Our textbook for the learners, therefore, facilitates the development of learners' pronunciation through various tasks, such as speech and discussion, to acquire the variation in expression and pronunciation. For each task, the learner outcomes are elucidated to both teachers and learners. This paper discusses the process of creating the textbook.
著者
安藤 句美子
出版者
日本語教育方法研究会
雑誌
日本語教育方法研究会誌 (ISSN:18813968)
巻号頁・発行日
vol.23, no.1, pp.68-69, 2016

In this study, the author analyzed vocabulary in elementary and junior high school textbooks for children with foreign backgrounds from the perspective of collocations. The types of collocations used in BCCWJ textbooks were surveyed, analyzed. This resulted in the compilation of a "List of collocations and related vocabulary in elementary and junior high school textbooks" by subject. The list includes supplementary information on the meanings of nouns and verbs, context, antonyms and contrary phrases, and common expressions. Finally, based on this list, as a basic pedagogical method, the author created sample assignments and review exercises.
著者
河野 俊之
出版者
日本語教育方法研究会
雑誌
日本語教育方法研究会誌 (ISSN:18813968)
巻号頁・発行日
vol.5, no.1, pp.30-31, 1998

This study investigated the explanations of "accent," "intonation," and "prominence" in the introductions for students in popular Japanese textbooks. The results show that; 1) there is very little explanation of pronunciation beyond the word level, e.g. of such areas as "accentuation in connected speech," "intonation," and "prominence;" 2) all textbooks mention "accent," but mostly to distinguish the meanings of words which are homonyms; and 3) there exists quite a range in the number of intonation patterns described, from 2 to 8.
著者
河野 俊之 小河原 義朗
出版者
日本語教育方法研究会
雑誌
日本語教育方法研究会誌 (ISSN:18813968)
巻号頁・発行日
vol.14, no.2, pp.10-11, 2007

We are currently making the textbook for the pronunciation of Japanese. The textbook contains a list of words that many learners have problems with pronunciation. The voice of learners reading the list was recorded, and then the learners judged their pronunciation by themselves. The result shows that the judgment by some of the learners corresponded to that of the teachers, and the learners are conscious of their pronunciation problems.
著者
副島 健作
出版者
日本語教育方法研究会
雑誌
日本語教育方法研究会誌 (ISSN:18813968)
巻号頁・発行日
vol.4, no.2, pp.46-47, 1997

In this study, we report the result of a questionnaire survey of advanced students who are in our graduate school on the shitsutsuaru form acquisition. It was found that they made more errors of that form than the sbiteiru form and couldn't understand the criteria of choice between these two forms in the expression of progressive action. The significant correlation between the errors of the shitsutsuaru form and the length of their stay in Japan wasn't found in an examination with the F-test. From all of these pieces of evidence, we need to establish how to teach the shitsutsuaru form effectively in Japanese language classrooms.
著者
角田 三枝
出版者
日本語教育方法研究会
雑誌
日本語教育方法研究会誌 (ISSN:18813968)
巻号頁・発行日
vol.1, no.3, pp.10-11, 1994-09-27 (Released:2017-02-27)

日本語では、「ありがとうございます」と「ありがとうございました」という表現がある。両者の違いは丁寧さの度合いが異なるとか、あるいは感謝の気持ちが現在であるか過去であるか、といったようなことではない。「ありがとうございました」はひとつの場面を終わりにするという話者の意向を表す印である。時制の違いによって場面の切り替えを表す例は、この他にもいろいろある。特に挨拶表現、応答表現などの時制の切り替えが、場面の区切り、会話の区切りの合図として有効な働きをする。小論ではこのような、時制の切り替えがもたらす語用論的効果を述べると共に、この視点が日本語教育の中でも必要かつ重要であることを述べる。
著者
河住 有希子 浅野 有里 北川 幸子 藤田 恵 秋元 美晴
出版者
日本語教育方法研究会
雑誌
日本語教育方法研究会誌 (ISSN:18813968)
巻号頁・発行日
vol.23, no.1, pp.64-65, 2016

We analyze a teacher diary of Japanese-language lessons given to visually-impaired learners, and find differences between teaching for the sighted and that for the visually-impaired. We gave Japanese supplementary classes from April to July 2016 in an educational institution where visually-impaired foreign students were enrolled. We wrote and shared the diary, which shows confusion of the learners seen in the introduction of vocabulary and sentence patterns and in oral practices, and also shows items of learning difficult for the teachers to give explanations. Through the analysis of the diary, this research will make clear the items with difficulties unique to visually-impaired learners and will provide classroom solutions.
著者
三宅 和子
出版者
日本語教育方法研究会
雑誌
日本語教育方法研究会誌 (ISSN:18813968)
巻号頁・発行日
vol.1, no.1, pp.6-7, 1993-09-23 (Released:2017-02-27)

本稿では日本人の言語行動を分析する方法として、ウチ・ソト・ヨソの概念モデルを提唱する。この概念は従来のウチ・ソト2元論では説明できなかった言語使用の変化(とりわけ待遇表現の)のみならず、社会学、文化人類学的な考察にも有効と考える。