著者

嵐 洋子 倉林 秀男 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.25, no.2, pp.34-35, 2019 (Released:2019-07-02)

参考文献数

4

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In introductory or beginning Japanese classes overseas, teaching is often conducted in the learners' first languages. In Japan, teaching Japanese in English as an intermediary language has become more popular. However, little research on using an intermediary language in Japanese classrooms has been done. In this study, video data on beginning Japanese classes where teachers used English as an intermediary language was analyzed to consider approaches to using English more efficiently.

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)

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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)

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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

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

巻号頁・発行日

vol.1, no.3, pp.10-11, 1994

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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

阿部 新 嵐 洋子 木原 郁子 篠原 亜紀 須藤 潤 中川 千恵子

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

巻号頁・発行日

vol.20, no.2, pp.2-3, 2013-09-21

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This study comprises a survey regarding the thoughts of Japanese teachers working in various educational institutions on improving the teaching approach of Japanese pronunciation in class and phonetics in training Japanese teachers. In this study, the relationship between teachers' beliefs (regarding language learning and teaching Japanese pronunciation) and backgrounds will be discussed on the basis of the results of the pilot survey. In conclusion, three patterns of beliefs and four groups of informants were found: Two groups teaching advanced level Japanese and taking pronunciation into consideration and other two groups teaching primary level Japanese, and not taking pronunciation into consideration.

著者

柳田 直美

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

巻号頁・発行日

vol.17, no.1, pp.52-53, 2010-03-27

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In this paper, I report on "Daily Talk," which is a talking activity with the aim of helping advanced beginners improve their communication ability. "Daily Talk" is a short, immediate communication activity which is repeated many times throughout the course. Through this activity, learners recognized "Daily Talk" as an enjoyable, significant and useful for improving communication ability. Therefore, while this activity takes up only 10 minutes of class time, it can motivate learners and satisfy their needs to communicate with others in Japanese.

著者

井上 正子

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

巻号頁・発行日

vol.22, no.1, pp.88-89, 2015-03-28

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Recently Vietnamese Japanese learners have been rapidly increasing, and various kinds of problems have been found with their pronunciation. This is a longitudinal study of raising consciousness to Vietnamese learners that have difficulty in pronouncing "su" including devoiced vowel /u/ from "desu" or "masu". Giving simple advice repeatedly in the class lead them to raise consciousness of their pronunciation problems in around 3 months, and pronunciation of devoiced "su" not only in the end but also in the middle of words in 10 months. A practice report on a trial of teaching pronunciation is presented in this research.

著者

柳田 直美

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

巻号頁・発行日

vol.9, no.1, pp.28-29, 2002-03-20

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This study examines the difference between the strategies of experience of contact situations and the strategies of native speakers without such experience. The subjects consist of three Japanese language teachers, three professors and three Japanese native speakers who have scant experience in contact situation. The result shows that Japanese language teachers and professors groups succeed in obtaining accurate information, and that Japanese teachers group does support conversations positively and effectively.

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

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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

柳田 直美

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

巻号頁・発行日

vol.15, no.2, pp.34-35, 2008-09-20

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This study reports on the effects of preparation activities of ice breaking and pre-debate for debate in intermediate intensive Japanese class. The process of ice breaking involved self introduction, interviewing each others and reporting to class about the interview. Not only were the students able to express their opinions freely, but they also able to form the foundations for debate which are "listening to and understanding others" and "speaking plainly to the audience". Pre-debate makes students notice the importance of respect for others' opinions, cooperation in the group, and using suitable ways to express their opinions.

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

被引用文献数

1

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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

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

巻号頁・発行日

vol.21, no.1, pp.8-9, 2014-03-15

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Text modification is essential to adjust the lexical level of texts for various purposes. This study describes how an online lexical analyzer of Japanese texts named J-LEX was developed. After putting a target Japanese text in the input window, J-LEX returns the lexical frequency profile (a table for the proportion of text coverage by vocabulary frequency level) and the analysis result window where words beyond the designated frequency level are highlighted in red. J-LEX is expected to facilitate and simplify the analysis of the lexical level and the lexical adjustment of texts.

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

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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

田川 恭識 神山 由紀子 渡部 みなほ 小西 玲子

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

巻号頁・発行日

vol.20, no.1, pp.76-77, 2013-03-09

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The need for foreign students to pronounce naturally is of significant importance. In general, classes in which students learn by listening, speaking, reading, and writing, there is little room to focus on teaching natural pronunciation. We have been developing teaching material - the "Kotoba sheet" that can be used while teaching vocabulary to address this problem. The "Kotoba sheet" enables one to effectively teach pronunciation in a short time. In response to our questionnaire, most teachers affirmed the sheet's effectiveness; however, some expressed difficulties in teaching pronunciation. Thus, this prompted the development of a teachers' manual for the "Kotoba sheet." This study gives an overview of the development of the teachers' manual for the "Kotoba sheet."

著者

村上 京子

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

巻号頁・発行日

vol.20, no.1, pp.104-105, 2013-03-09

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In this study, we utilized portfolio evaluations in a Japanese language class in order to facilitate students' autonomous learning habits. Students determined their target levels of proficiency based on their own self-evaluation, and they were able to reflect on their learning activities through preparing their portfolio. Some learners, however, evaluated their proficiency after class as being lower, which we interpreted as the result of the students raising their target proficiency. Students were made aware of the areas where they need to improve, and were able to find new goals of their learning by drawing up their portfolio.

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

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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

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

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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

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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

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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

宮原 温子 藤森 景子

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.26, no.2, pp.20-21, 2020

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In the current era where information equipment is widespread, research was conducted regarding the extent to which beginner Kanji learners -whose native language does not include Kanji characters in their writing system- are seeking recognition, reading, meaning, usage, and reproduction of the shape of Kanji characters. As a result, it was found that all of them seeked to learn to read Kanji words and to convert Kanji through typing. It was also revealed that many students sought the ability to handwrite Kanji, demonstrating their desire to be able to use Kanji through both handwriting and typing.