Foreword

Indonesia University of Education (UPI) takes an important role and responsibility in teachers' training of Japanese language education which is popular at senior high school in Indonesia. UPI is supposed to provide with training regularly to generate qualified Japanese language teachers. Even so, it is seen a significant difference among students in terms of the motivation toward learning Japanese language education and the effort to acquire title for being Japanese language teachers. This research aims to know the motivation of Japanese Education Study Program's students through analysis of the open-ended questionnaire survey result. From the coding result acquired, it was discovered that the majority of the students who were motivated to choose Japanese Education Study Program were influenced by their interest in Japanese language itself, and this interest is affected by the presence of an interest in pop culture and their learning experience in senior high school. In addition, 33% of all the students are considering becoming a Japanese language teacher as one option, which is less than the ones who are considering finding a job as not Japanese language teacher. Also, more than 50% of all the students want to continue their study to the higher level, i.e. master degree.

… multicultural education does not necessarily have to imply the study of foreign second languages but the former without the later is limited and will have difficulty in producing the results it often claims to want to achieve, i.e. tolerance, peace and cross-cultural understanding (Crozet et al., 1999). This volume of Acta Linguistica Asiatica is dedicated to the area of teaching Asian languages in non-native surroundings. It is our great pleasure to announce 9 research papers on language teaching and articulation covering a wide-area of Central and Eastern Europe. The papers show us a map of Asian language teaching sites, including secondary and tertiary education, and their background systems.In her work “Poučevanje tujih jezikov v slovenskem šolskem sistemu: prostor tudi za japonščino?”, which opens the present volume, Bronka STRAUS outlines the picture of Slovene educational system. The paper reminds us that language teaching when taught as a curricular course, must be incorporated into the country’s system.The article »Chinese as a Foreign Language in Slovene Upper Secondary Education and Outline of Curriculum Renewal«by Mateja PETROVČIČ proposes a dynamic curriculum reform in secondary education mostly but targets tertiary education as well.The next article, authored by Nagisa MORITOKI ŠKOF and named »Learner Motivation and Teaching Aims of Japanese Language Instruction in Slovenia«, discusses main aims and objectives to teaching Japanese at secondary level education, and looks into the ways of how to find the place for Japanese language teaching in Slovene language curricula.Kristina HMELJAK SANGAWA in her paper “Japanese Language Teaching at Tertiary Level in Slovenia: Past Experiences, Future Perspectives” gives an introduction to the history and contents of Japanese language teaching in tertiary education in Slovenia.Following are the two articles concern teaching Asian languages in Serbia. Ana JOVANOVIĆ’s research, entitled »Teaching Chinese at the University Level – Examples of Good Practices and Possibilities for Further Developments«, presents several cases of Chinese language teaching and articulation from primary all the way to tertiary education.On the other hand, »Current State of Japanese Language Education in Serbia and Proposal for Future Solutions« by Divna TRIČKOVIĆ’s similarly discusses the Japanese language courses and their present situation in secondary education. The author points out the need for a well-thought pick up of both the teacher and the textbook, and offers an exemplar from University of Beograd.The next two articles on teaching Asian languages in Romania concern articulation mainly. Angela DRAGAN in her work »Teaching Japanese Language in Tertiary and Secondary Education: State and Private Institutions in Romania« offers a perspective on articulation at tertiary level mainly, while on the other hand, Mariana LUNGU discusses it from the view of secondary education. The Ion Creanga National college in Bucharest is the only institution in Romania which provides Japanese language education at secondary level ongoing every year.The final article by Karmen FEHER MALAČIČ “Teaching of the Japanese and Chinese Language in Extracurricular Courses for Children, Adolescents and Adults in Slovenia” brings the story back to Slovenia in a form of a survey on teaching Asian languages as extracurricular subjects. The author considers the problems and perspectives that arise within such extracurricular course and at the same time shape language education within curricular course. Nagisa Moritoki Škof

In the Japanese language, the term “native speaker” takes two forms—the loanword “ネイティブスピーカー” and its Japanese equivalent “母語話者”, which literally means “mother tongue speaker”—and these words are often used in different contexts. In Japan, “native speaker” is a political construction that facilitates the use of native speakers of English within the Japanese education system. This chapter examines how the two terms for native speaker are used by Japanese government offices and compares this with Japanese language teachers’ perceptions and understanding of the terms. It reveals that, although the term “mother tongue speaker” has not been widely used by the general public, government offices tend to use the term in order to emphasise the “non-native” status of Japanese language learners and teachers, meaning that they are foreigners. It also reveals that the Japanese teachers are aware of the absurdity of native-speakerist practices while at the same time believing in the inseparable relationship between people, language and place, which is extended to the assumed qualities of native speakers of Japanese. The findings suggest that more diverse teaching experience outside Japan would help teachers to realise that whether or not the assumed qualities of native-speaker teachers make them fully functional as teachers often depend on the local context, and such a realisation would lead to post-native speakerist practices in Japanese language teaching.

Martin, Samuel (b. 1924)

This thesis discusses the current Japanese language (nihongo) education for immigrant students at public schools in Japan and provides recommendations through the study of language policy and the comparison of bilingual education in the United States. The current situation of a decreasing birth rate and increasing aging population in Japan has led to the acceptance of more foreign workers. Due to this change, language education in Japan has increasing development. The focus of chapter 1 is on the theories of language policy. This paper particularly focuses on the ideas of Wright (2004), Neustupný (2006), Spolsky (2004), and Cooper (1989), and discusses similarities and differences between them. By applying these theories to language policy in Japan, chapter 1 shows how language policy changed throughout Japanese history. Chapter 2 discusses the current environment surrounding immigrant students. It includes a description not only of the expanding population of foreign students, but also the history of Japanese language education and the laws related to it. This chapter also presents the present movement of language policy in Japan and how the movement affects Japanese language education for language minority students. Chapter 3 compares bilingual education in the United States to bilingual education in Japan, and makes three suggestions to improve Japanese language education at public schools in Japan, particularly addressing the classification of language levels for immigrant students, teaching styles, and the limitation of qualified bilingual teachers.

Abstract
 The teaching of Japanese language as third language to foreign students has its own issues and challenges. It does not merely involve only teaching the four language skills. Japanese language has its own unique values. These unique values also tend to differentiate the teaching of Japanese language as a third language from other third language acquisitions. The teaching of Japanese language as third language to foreign students also involves the teaching of its writing system. This makes the teaching of Japanese language rather complicated because Japanese language has three forms of writings, namely: Hiragana, Katakana and Kanji. Students are required to fully understand the Hiragana system of writing first before proceeding to learn the other two forms of writings. The main challenge in the teaching of Japanese writing systems is the time allocated that can be considered as very limited as other language aspects need to be taught too. This, which relates directly to students’ factor very much contribute to the challenges foreseen. Students are likely to face problems in understanding and using the writings as they simultaneously need to adhere to the findings teaching and learning schedules. This article discusses on the analysis conducted in terms of the learning of the Hiragana and Katagana systems of writing among foreign students. The discussion in this article is based on the teaching of Japanese language to students of Universiti Teknologi MARA(UiTM), Shah Alam.
 Keywords: Third language, Hiragana, Katakana, Kanji

As a mode of Japanese language education, a spoken Japanese course without Japanese characters (Hiragana, Katakana, Kanji) for reading/writing is a promising option to attract more Japanese learners with easier beginning to make. However, existing language teaching methods, even using ICT, suffer from issues of scalability and learning effect when deployed in a large-scale spoken language class. This paper proposes to effectively use Learning Management System to improve the scalability, efficiency, and effectiveness of Japanese language and culture education. The course using LMS is practiced and evaluated in an actual large-scale Japanese language class with more than 100 students in an overseas university. The proposed LMS 1) enables individual monitoring and feedback mechanism of each student, 2) visualizes the learning progress and achievement, and 3) provides a comprehensive User Interface to manage online homework and exams. To the best knowledge of the authors, the use of LMS in a large-scale spoken Japanese class has not been well studied. The evaluation results exhibited the load reduction of course management and the various benefit of LMS, which natively digitizes the contents management and can increase the students' engagement in the class.

Purpose: This study explored the changes and prospects of Korean language instruction in the Edutech era, and the direction in which teachers should respond and evolve in the changing educational environment of Edutech. To this end, it proposes the concept of Edutech and changes in Korean language classes, implications for Korean language education and learning in the Edutech era, and the role of teachers in Korean language classes in the Edutech era. Methods: To this end, we examine the concept of Edutech and previous studies related to innovation in Korean language classes, were examined, and changes in Korean language classes in the Edutech era were explored. In order for Edutech to be applied correctly in schools, teachers in charge of Korean language classes must first have a correct perception and understanding of Edutech, and the role of teachers is important. Through the literature review, a discussion based on the key question of what and how to learn implications for Korean language education and learning in the Edutech era was developed. Results: In the era of Edutech, the question of ‘how do students learn?’ can be realized in connection with various areas, levels, and contexts of Korean language education. In Korean language classes, teachers should strive to strengthen customized education for learners, expand interactivity that expands the subject and object, connect it with life, and strengthen the totality and practicality of the communication context in the digital technology environment. The suggestions are as follows: first, sharing practical knowledge and abilities for classes utilizing Edutech; second, strengthening ethical and moral judgment abilities and critical thinking abilities outside of the learning aspect; and third, improving the professionalism of Korean language teachers in systems thinking, design thinking, and computational thinking. Conclusion: Through the role of Korean language teachers in the Edutech era proposed in this study, a discussion based on the key question of what and how to learn implications for Korean language education and learning in the Edutech era was developed.

The article has an attempt to prove the genetic level of relationship between the Korean *mōi(h), *mòró “1) mountain; 2) forest” and Japanese *mǝ́rí “forest” that reach the Altaic *mōr[u] “tree, forest”. It is based on the comparison of the genetic matches of the Korean and Japanese languages, proposed by Starostin in The Global Lexicostatistical Database “Babel Tower”. The three versions of the degree of affinity between these languages are provided: genetic (according to Kyzlasov) and universal (according to Burykin), as well as its absence (according to Vynogradov). A historical note on the Korean-Japanese linguistic relations with the assumption of the areal contacts has been presented.Although the reconstruction of the Altaic took place based on the reconstructed etymons from different language groups: 1) Mongolian *mo-du (< *mor-du) “tree”; 2) Tungus Manchu *mō “tree”, the article focuses on 3) Korean *mōi(h), *mòró “1) mountain; 2) forest” and Japanese *mǝ́rí “forest”.In the process of the study, an attempt was made to prove the genetic relationship between the Korean and Japanese languages based on the phonomorphological processes that appeared to be common to these languages: 1) the law of prosody as a doctrine of emphasis in the Altaic languages, where the presence of low and high tones, as well as musical accent is observed; 2) the law of articulation; 3) the law of the morphemic structure of words, the effect of which is to fix the law of composition for the Korean and Japanese languages. In this case, the actions of certain laws are typical only for the Korean language: 1) the law of palatalization of the sonorat phoneme /m/, which hardness / softness becomes soft /m'/ in the Modern Korean language; 2) the law of articulation while pronouncing the palatalized consonants; 3) the law of harmony of vowels; 4) the law of prosody, in particular the presence of a long tone and force accent; the Japanese language: 1) the law of articulation, while pronouncing the velar consonants; 2) the law of the morphemic structure of words, in particular the law of the mora as a special unit of the Japanese language, which is absent in the composite languages, as well as the law of open composition.The comparison of the semantic structure of genetic matches has shown that the meaning of “forest” is common to the Korean *mōi(h), *mòró “1) mountain; 2) forest” and Japanese *mǝ́rí “forest” that reach the Altaic *mōr[u] “tree, forest”. Its choice is associated with the archeological culture of the Huns on the system of homebuilding and heating.

It has been pointed out that there are some crucial differences about the nature of the Japanese language education in the Japanese territories of Southeast Asia. It, however, is difficult for us to recognize the differences because “assimilation policy” and “kominka policy” have been interpreted imprecisely.The aim of this paper is to compare and contrast the case in Malaya with that in the other territories of Southeast Asia on the Japanese language education under the Japanese occupation (1941-45) and direct our attention to the case in Malaya within the framework of the history of Japanese language education.In the early period Military Administration of the Japanese occupation, the Gunseikambu (Military Administration) attached a great deal of importanceto primary education as a means of popularizing the Japanese language. In the middle period Military Administration, however, it shifted the emphasis to the Japanese teaching coordinated with the spiritual training of Rensei Kyoiku. In the late period Military Administration, it emphasized more on strengthening Japanese language education and primary education.But at the final stage of the late period, the Gunseikambu shifted to relaxing its language policy, because the policy that instructors employed only Japanese as a teaching language was implemented too soon, so that it failed.For the reasons stated above, the Gunseikambu played a minimal role in the education policy, particularly during the initial and middle periods of the Japanese occupation. We can confirm that the Japanese language education policy in Malaya during the late period was more directly influenced by the Japanese language education policy of the Japanese government than that in the other Japanese territories of Southeast Asia.This policy in Malaya, however, was entirely based on the kokugo (national language) ideology, and the same teaching methodology used to teach in Japan and the Japanese colonies was employed in Malaya. Therefore, we can say that the Japanese language education policy in Malaya was ideologically a copy of the internal Japanese language education policy itself in some school, and it was most influenced by the kokugo ideology in the Japanese territories of Southeast Asia. But it eventually failed in Malaya because Japanese was not a Malayan common language nor the kokugo Malayans. In this sense, the nature of the Japanese language education in Malaya was different from that in the Japanese colonies.

Present American language policy recommends a subtractive policy of language assimilation for language minorities, while it encourages an additive policy of foreign language study for mainstream English monolinguals. This article examines how these two diverging principles of American language policy affect Japanese language education for Shin Nisei (new second generation Japanese) students in the US, especially in Hawaii. These principles are particularly relevant to Hawaii's Shin Nisei students; the state does not have a formal bilingual education programme that supports Japanese language maintenance,but itprovides extensive educationalopportunities for learning Japanese as a foreign language.First,this article discusses a recent trend in and political debate about bilingual education in American schools. Second, it reviews US foreign language education in general as well as Japanese language education in particular. Third, it examines how the paradox of American language policy influences Japanese language education in Hawaii. It includes the author's personal insights as a Japanese language teacher in Hawaii as well as a summary of data from her recent survey of Shin Nisei university students. Fourth, it emphasises how little attention teachers and researchers have paid to American Shin Nisei students in the past. It concludes with implications for Japanese language teachers and researchers in the US/Hawaii.

This paper constructs a diversified Japanese language course recommendation model based on the autoencoder network model using deep learning, which includes stack autoencoder, self-attention mechanism encoder, and relevance decoder. A system for evaluating the quality of Japanese language education was constructed using hierarchical analysis. The correlation between the Japanese listening test and the degree of innovation of diversified Japanese language education courses and the influence of the innovation of diversified Japanese language education courses on students’ Japanese language performance were analyzed, respectively. The study showed that the correlation coefficient between the Japanese listening test score and the diversified Japanese language education program was 0.865, and the students who received the diversified Japanese language education program scored 7 points higher than the students who received the traditional Japanese language education program.

Currently, Japanese language courses in some colleges and universities are still based on didactic teaching, with a lack of interaction between teachers and students, which makes it challenging to meet the needs of students’ communicative ability development. This paper constructs a blended teaching model of the Japanese language in colleges and universities based on the SPOC teaching platform, selects two Japanese language parallel classes in the second year of a university in H city as the research object, and designs the relevant teaching process. Based on the students’ learning data in the SPOC teaching platform, the learners’ behavioral characteristics are analyzed. The K-Means algorithm is improved to obtain the optimal clustering center by using the density weights, and the learning characteristics are clustered. Then, the effectiveness of the SPOC teaching model was responded to by the teaching effect of students’ Japanese speaking and reading skills. In addition, the correlation between learner behavioral characteristics was analyzed using Pearson’s correlation coefficient. It was found that SPOC-based Japanese language teaching increased students’ willingness to learn independently by 5% to 31%, and students’ Japanese reading posttest scores in the experimental group increased by 5.123 points compared with the control group, and online learning behaviors showed a high degree of correlation with learning achievements. The application of the SPOC teaching mode in Japanese language teaching can effectively enhance students’ learning engagement, promote the enhancement of students’ intercultural communication skills, and provide a new path to improve the quality of Japanese language teaching.

Cel badań Podstawowym celem badawczym niniejszego artykułu jest przedstawienie zjawiska japońskiego języka postaci (jap. yakuwarigo, ang. role language), określanego mianem języka fikcyjnego, z perspektywy nauczania języka japońskiego na polskiej japonistyce. Wpływ japońskich komiksów manga oraz animacji anime na rozwijanie kompetencji językowych studentów japonistyki, a także obecność języka postaci w dialogach występujących w podręcznikach do nauki współczesnej japońszczyzny stanowią interesujący punkt odniesienia do analizy aktualnych zdolności językowych i komunikacyjnych studentów. Metoda badań Główną metodą badawczą jest sondaż przeprowadzony wśród studentów pierwszego, drugiego i trzeciego roku studiów licencjackich japonistyki Uniwersytetu Jagiellońskiego. W badaniu uczestniczyło pięćdziesięciu siedmiu studentów. Naukowe zaplecze dla niniejszych badań stanowiły japońsko i angielskojęzyczne opracowania poświęcone zjawisku stylizacji językowej, przede wszystkim prace Satoshiego Kinsuiego, którego uznaje się za twórcę konceptu yakuwarigo. Wyniki badań Pierwsze dwa pytania ankiety dotyczyły ogólnego zainteresowania studentów językiem japońskim, a także formami popkultury takimi jak komiksy, gry i animacje. Przeważająca większość studentów zadeklarowała zainteresowanie japońską mangą i anime. Celem drugiego pytania było zbadanie, którymi japońskimi zaimkami pierwszej i drugiej osoby studenci posługują się najczęściej podczas zajęć oraz poza zajęciami. W toku badania okazało się, iż wybory studentów są często dyktowane stylizacją językową proponowaną przez japońskie podręczniki, komiksy i ulubione animacje. W trzecim pytaniu studenci mogli wykazać się wiedzą dotyczącą różnych form języka postaci dopasowując podane wyrażenie do określonej roli. Zadanie to nie sprawiło im większych trudności. Celem ostatniego pytania było zbadanie ogólnej wiedzy i świadomości językowej studentów w zakresie opracowywanych materiałów, dokonanie oceny podręczników oraz wyrażenie swojego stosunku do wprowadzenia fragmentów japońskich komiksów i animacji do materiałów dydaktycznych. Studenci otwarcie skrytykowali nienaturalność tekstów zawartych w japońskich podręczników, a także wyrazili pozytywny stosunek do niestandardowych metod nauczania japońszczyzny. Wnioski Wyniki badania wskazują, iż język postaci w zasadniczym stopniu zostaje odzwierciedlony w mowie studentów japonistyki. W pozytywny i negatywny sposób wpływa na ich zdolności językowe. Z jednej strony, studenci, którzy interesują się japońskimi formami popkultury mają bogatszy zasób leksykalny i przewyższają kolegów pod względem kompetencji słuchowo-konwersacyjnych. Z drugiej strony niejednokrotnie popełniają błędy językowe i socjolingwistyczne, gdyż w rezultacie naśladowania postaci, nieświadomie ignorują ograniczenia wywołane przynależnością i charakterystyką bohatera. Co więcej, język postaci opierając się na cechach wyrazistych i często przerysowanych w widocznym stopniu promuje myślenie stereotypowe, które zagraża obiektywnemu oglądowi i ocenie kultury japońskiej. Niezwykle istotna staje się zatem osoba nauczyciela, który korzystając z materiałów dostarczanych przez teksty popkultury ma za zadanie uzupełnić te informacje rzetelną i popartą faktami wiedzą językowo-kulturową. W związku z powyższym zasadniczą kwestią jest wprowadzenie fragmentów mangi i anime do edukacji językowej jako materiałów uzupełniających.

<p style="text-align:justify">This study examined the relationship between Japanese language (JL) anxiety, beliefs about JL learning, and the amount of JL used in JL classes. The participants in this study were 670 undergraduate students studying JL at the Institute of Technology in Bangkok, Thailand, as compulsory subjects. A questionnaire survey was conducted, and a stepwise multiple regression analysis found that the amount of JL used by learners had a negative relationship with JL anxiety and a positive relationship with beliefs about JL learning and the amount of JL used by both native Thai and Japanese teachers. In addition, JL anxiety interacted with the amount of JL used by native Japanese teachers and beliefs about JL learning. JL teachers, especially native Japanese teachers, should attempt to reduce their learners' JL anxiety in order to maximize the effect of teachers’ JL use and learners’ beliefs and to support them in using JL more in classes.</p>