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

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

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

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
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

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
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
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

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
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

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
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

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
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

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

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
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
小出 寿彦
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.22, no.1, pp.86-87, 2015-03-28

For this paper, research on the "interpretation" suggested by "-noda" was conducted using Najima (2007) as the theoretical framework. First, a test was conducted on scenes containing "-noka" (-"ndesuka") and "non-noka" ("-masuka") sentences targeting 33 foreign students, and simultaneously, a questionnaire survey was conducted on metacognition of "-noka" and "non-noka" sentences and on teaching methods used. Following this, teaching of "-noka" and "non-noka" sentences was executed using pictorial teaching materials and review exercises. In addition, a follow-up survey was conducted. In this paper, the results of the research are reported and analyzed.
著者
藤森 弘子 前田 真紀
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.102-103, 2015-03-28

In order to develop academic Japanese abilities in students on the Japanese Language Program at Tokyo University of Foreign Studies (JLPTUFS), teaching materials based on can-do list are being developed. The can-do list indicates learners' proficiency and skills of academic Japanese. This paper examines how a textbook with a task-based syllabus based on can-do list that we are developing can be applied in a beginners' classroom. In this presentation, we will report the procedure of task-based activities used and discuss the effectiveness of a task-based syllabus.
著者
金森 由美 坂井 美恵子 中溝 朋子
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.18-19, 2013-09-21

This report introduces teaching materials to learn collocations of the type which consist of a noun, a particle and a verb. 120 nouns chosen among those of the levels 1 and 2 of the old JLPT are divided into 20 topics. To make a list of collocations for each noun, some verbs with high frequency and variations of use were selected and examples with typical modification are shown. In addition, two kinds of exercise help to check the meaning and the usage of collocations. A blended learning approach using ICT will be developed in the future.
著者
伊月 知子
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.21, no.1, pp.82-83, 2014-03-15

The information about Japan and Japanese people contained in the textbooks has a great influence on Japanese language students' view of Japan. By this point of view, this study has analyzed the influence of the textbooks used in the Japanese language education in the former Manchuria during the Japanese imperialist education. The possibility that the textbooks influenced the students' view of Japan were examined. This study also demonstrates the contents of the Japanese language education during that time, which was not thoroughly imperialistic.
著者
衣川 隆生 田中 典子 内山 喜代成 近藤 行人 松尾 憲暁
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.3, pp.94-95, 2016-03-19

Nagoya University created teaching materials centered on social issues when they became a popular topic in modern Japanese society. These materials aim to foster academic literacy required from international students. This study examines a practice led by teaching materials on "Black baito", and analyzes what kind of dialogic activity and students' interpretation has occurred. The results of the analysis show that students created their own interpretation through the act of redefining the term "Black baito" as part of an explanation activity that entails looking at the working environment from both the employers' and employees' points of view.
著者
内藤 真理子 西村 由美 竹内 茜
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.2, pp.32-33, 2015-09-19

The purpose of this paper is to aid teachers who struggle to select topics for debate. Although many books and studies have been published concerning methods of teaching debate, few address methods of topic selection. Nevertheless, this topic is an important factor in determining the success or failure of teaching debate, and therefore must be considered. The researchers interviewed multiple teachers and asked them to describe their methods of topic selection; based on their responses, suggestions are provided to assist teachers in selecting debate topics.
著者
柴田 あづさ
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.19, no.2, pp.58-59, 2012-09-15

In a Japanese language class for international students, I teach a play in the Kobe dialect with the help of Japanese students. To enhance leaning effect and create a play with higher quality, it is essential for all students to actively take part in all the process. In order to sustain the motivation of all the students for the whole semester, I made each student set individual objectives (assessment points) beforehand, assess them with each other among all the students after the performance day, and the average scores were integrated into part of their grades in the 2011 fall semester.
著者
木田 真理 山本 実佳
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.22, no.1, pp.76-77, 2015-03-28 (Released:2017-05-17)

In intermediate and advanced grammar classes for foreign Japanese-language teachers at the Japan Foundation Japanese-Language Institute, improvement of the teaching ability is an important objective, because the trainees are not only learners but also teachers of Japanese. The trainers give variety to explanations and exercises in teaching, so that the foreign trainees can get tips for teaching grammar in their own countries by experiencing a variety of instructions by themselves. This paper discusses the practices in grammar classes during the long-term training courses for foreign teachers in 2014, using the class records and the participant questionnaire as references, to organize the practices from the viewpoint of variation in grammar teaching.
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.