Japanese Course Research Articles

Exploration and Research on the Mixed Teaching Mode of Basic Japanese Course under the Background of Information Technology

At present, the general trend of information technology development is changing from the typical technology-driven development mode to the combination of application-driven and technology-driven mode. The development of information technology brings both opportunities and challenges to the reform and innovation of foreign language teaching. This paper starts with features and types of information-based foreign language teaching, to explore the mixed teaching mode of basic Japanese course under the background of information technology. Choose a reasonable teaching platform and teaching resources according to the teaching objectives; make a good teaching design for online autonomous learning for each chapter before class; to do well in offline classroom teaching development and classroom network-assisted teaching; and supplement online learning materials effectively for students after-class learning. Pay more attention to process evaluation, multi-subject evaluation and visual data analysis and evaluation based on big data. Pay attention to the role of games in basic Japanese learning, applying information technology to the teaching of basic Japanese courses and exploring the mixed teaching mode of basic Japanese courses can improve teaching effectiveness in all directions and contribute to the overall improvement of teaching quality.

Reflections on the Role of Teachers Under the Concept of Flipped Classroom—A Case Study of Rain Classroom Practice in Basic Japanese Course

Reflections on the Role of Teachers Under the Concept of Flipped Classroom—A Case Study of Rain Classroom Practice in Basic Japanese Course

Speaking ability progress of language learners in online and face‐to‐face courses

AbstractThis study's goal was to determine if appropriately designed, completely virtual formats of language courses are able to engender in students speaking ability progress comparable to that fostered within traditional face‐to‐face (F2F) classrooms. The study further sought to clarify language learners' perceptions of online Japanese courses. The speaking ability of all participants was assessed at the beginning and end of their Japanese language course. A mixed‐design analysis of variance was conducted to analyze the effect of course type on speaking ability. Results showed that participant speaking ability improved significantly over time regardless of course type (online or F2F). This study also revealed that the majority of participants were able to use online tools with ease and found the online format to be an effective method of learning Japanese. Two principal reasons for studying Japanese online are reported. Implications and suggestions are discussed.

온라인 수업에 대한 대학생의 인식 조사 - 교양 일본어 수업을 대상으로 -

본 연구는 현재 대학의 온라인 수업에서 가장 많이 채택되는 방식인 ‘녹화식 수업’과 ‘실시간 수업’에 대한 일본어 학습자의 선호 및 효과를 조사한 것이다. 학습자가 각 방식을 어떠한 식으로 인식하며 양 방식 중 어느 쪽을 선호하고 효과적이라 느끼는지 알아보고 온라인 수업의 방향성을 생각해 보았다. 본고에서 논한 사항을 정리하면 다음과 같다. 첫째, 수강생들은 녹화식 수업의 시공간적 편의성, 반복학습 등 수업 진행을 자율적으로 조절할 수 있는 것을 장점으로 생각했다. 실시간 수업에 대해서는 커뮤니케이션과 즉시성, 대면수업과 유사한 현장성을 장점으로 꼽았다. 둘째, 초급 수업의 학습자는 녹화식 강의에 대한 선호가 두드러졌다. 초급 수업은 발언 내용이 한정되고 한 반 안에도 레벨 차이가 있어 반복학습을 원하는 학습자가 많기 때문이라고 생각된다. 셋째, 학습자는 흥미, 집중도, 학습효과에 있어 실시간 수업 쪽을 높게 평가했다. 일방향적인 녹화방식에 비해 상호작용과 즉시성이 있는 실시간 강의가 흥미와 집중 유지에 유리하며 학습자는 이를 학습에 효과적이라고 느꼈을 가능성이 있다. 넷째, 그럼에도 수업에 대한 선호는 혼합식-녹화식-실시간 순이었다. 두 가지의 장점을 결합할 수 있는 혼합식이 가장 이상적이고, 실시간 수업은 녹화식에 비해 편의성이 떨어지고 제약이 많기 때문이라 생각된다. 다섯째, 현재의 긴급상황이 해소된 뒤에도 수업 전체를 교실의 대면수업으로 하기를 원하는 수강생은 소수였다. 학습자는 온라인 강의의 편의성을 경험하며 온라인을 도입한 블렌디드 러닝 형태의 수업을 선호하게 되었을 가능성이 있다. 따라서 이전과 같이 전통적 교실 수업으로 돌아가게 되더라도 온라인 수업의 도입을 적극적으로 검토할 필요가 있으며, 온라인 수업의 경우도 녹화식 강의와 실시간 강의의 장단점을 고려하여 두 가지를 적절히 활용하는 형태의 수업을 고려해야 한다.

Metode dan Ideologi Penerjemahan Kotowaza dalam Blog Kursus Bahasa Jepang Evergreen

This study is aimed at identifying the type of translation methods and their application in translating kotowaza on the Japanese Course blog Evergreen. The data were obtained by using observation method and note-taking technique. Furthermore, the analysis of the data was done by applying the translational identity method and glossing technique. The theory of translation methods by Newmark (1988) was also used in this study. The result shows that the translation of 40 kotowaza on the Japanese Course blog Evergreen use only four from eight translation methods proposed by Newmark. Based on its translation methods, the study found out that 13 data use literal translation, 9 data use adaptation, 14 data use the free translation, and 4 data use communicative translation. Kotowaza that has an equivalent in Indonesian proverb tends to be translated by using adaptation and communicative translation. However, not all kotowaza are equivalent to Indonesian proverbs with both of those methods. In this case, using literal translation is another way of translating kotowaza. Meanwhile, kotowaza which its equivalent cannot be found in Indonesian proverb is translated with literal translation or free translation. 

Errors Analysis of Directive Speech Act and Politeness Strategy in Kaiwa Chukyu Learning

The research aimed to explain types of directive speech act encompassed meirei (order), irai (plea), kinshi (prohibition), kyoka (permit), and teian (suggestion) in the Japanese language. Directive speech acts were common for students in the kaiwa chukyu zenhan level (basic intermediate speaking lesson). The present research employed a listening method with the basic technique, i.e., tapping method. Further, involved and uninvolved conversation observation techniques, note-taking, and recording were applied to collect the data. The data object was the documentation of student conversations in class. The data, consisting of the directive speech act of the politeness principles in the conversation during the Japanese course kaiwa chukyu zenhan, were analyzed using an identity method. In conclusion, the research identifies several directive speech acts that are used during the class. Those are zenhan (order, three data), requesting (two data), suggesting (one data), prohibiting (one data), and permitting (one data). Moreover, the honorifics used include the teineigo and kenjogo. Among the nine data, directive speech acts are identified in the class, and only one data indicates the indirect speech act.

A Study on Fact Finding Survey and Activation Method for Japanese Course as Lifelong Education - Focused on Public Libraries in Daegu -

A Study on Fact Finding Survey and Activation Method for Japanese Course as Lifelong Education - Focused on Public Libraries in Daegu -

The Efficacy of Gesture on Second Language Pronunciation: An Exploratory Study of Handclapping as a Classroom Instructional Tool

AbstractIn this study, we examined the efficacy of gestures for the acquisition of L2 segmental phonology. Despite teachers’ frequent use of gestures in the classroom to teach pronunciation, the field lacks empirical support for this practice. We attempted to fill this gap by investigating the effects of handclapping on the development of L2 Japanese segmentals (long vowels, geminates, and moraic nasals). We assigned L1 English university students in beginning Japanese courses to one of two groups where they practiced pronouncing the targets with or without handclapping in the classroom. They also completed picture elicitation (production) and dictation (perception) tasks as pretests, immediate posttests, and delayed posttests. The results show that, on the delayed perception posttest, only those who saw and performed handclapping maintained the instructional effect, indicating that the memory‐enhancing effect of gestures, at least in the form of handclapping, might reach the level of segmental phonology in L2 acquisition.

Prospects for Citizenship Formation in Social Studies: Reflection on My Study and Practice of Social Studies Lessons

本稿の問題意識は二つある。一つ目は、「社会認識を通して市民的資質を育てる」とされる社会科のあり方について、社会認識と市民的資質の関係をどう考えるかの問いである。それは、「社会科とは何か」という「大きな物語」（規範的・原理的研究）への問いである。前者を優先する社会科の規範は「狭い社会科」であり、後者を優先する社会科の規範は、「広い社会科」とされる。本稿では、シティズンシップ教育や昨今の日本の学習指導要領における持続可能な社会の創り手育成などの観点から、後者の立場に立って「広い社会科」すなわち「市民形成社会科」を主張するものである。二つ目は、授業者、実践者として日々の社会科の授業をどう作ればよいか、社会科授業デザインという「小さな物語」への実践的な問いである。筆者は、高等学校教員として社会科授業の実践をデザインし、また実際に行ってきた。実践者としては手探りであったが、国際理解教育やグローバル教育の目指すグローバルシティズンシップ育成の視点から社会科授業づくりと実践に取り組んだことで、「広い社会科」に出会うことになった。研究者としても実践者としても「市民形成社会科」が私の社会科授業デザインの中心となっている。There are two research questions addressed in this paper. Generally, Social Studies is the subject of “citizenship development through social recognition.” The first question is concerned with the way of thinking about the relationship between social recognition and citizenship formation. It is a question of the “big story”, that is the normative and fundamental question of “What is Social Studies.” Social Studies that prioritizes the former (social recognition) are called “narrow Social Studies”, and Social Studies that prioritizes the latter (citizenship formation) are called “broader Social Studies.” In this paper, from the viewpoint of citizenship education and the fostering of a sustainable society in the current Japanese course of study, I insist on the importance of “broader Social Studies” from the standpoint that “Social Studies as Citizenship Formation” is necessary. The second question is concerned with the “small story”, that is a practical question for Social Studies. It is a question about how to make lessons in daily Social Studies classes as a teacher or a practitioner. As a high school teacher, I designed and taught many lessons of Social Studies. As a practitioner, through the process of trial and error, I have been making and implementing lessons of Social Studies from the perspective of fostering global citizenship with the aim of international and global education, and I came to be engaged with “broader Social Studies.” Both as a researcher and a practitioner, “Social Studies as Citizenship Formation” is the center of my social studies design.

A Practical Study of Task-based Language Teaching in Elementary Japanese Course

A Practical Study of Task-based Language Teaching in Elementary Japanese Course

На пути к мультикультурализму в Японии – популяризация «простого японского языка»

Modern Japan is resolutely turning towards creating a full-fledged multicultural society. Becoming aware of the depopulation crisis, many municipalities are actively working to attract foreigners. In combination with other measures of the Japanese government, teaching Japanese to foreigners of all levels ensures mutual understanding. The concept of “Plain Japanese” (PJL) implies the use of a simplified language with limited vocabulary and a set of elementary grammar. “Plain Japanese” was created as a means of providing information to foreigners, firstly for emergency situations, and secondly for everyday life. The scope of application of “Plain Japanese” over the past 25 years has expanded considerably. The leading role in the study of “Plain Japanese” belongs to the research team of Professor Iori Isao from Hitotsubashi University (Pref. Tokyo). Prof. Iori believes that “Plain Japanese” can perform the following key functions: 1. “Plain Japanese” as a state guarantee of “compensatory education”. Children of foreigners who grew up in Japan should also be able to socialize unhindered. “Plain Japanese” is suitable for this purpose as well as possible. 2. “Plain Japanese” as a language of communication in regional communities. In order for “Plain Japanese” to successfully perform the role of an intermediary language, not only foreigners should speak and study it, but also the Japanese who work with foreigners. 3. “Plain Japanese” as the initial level of the Japanese language across all regions. These are schools and Japanese courses for foreigners. To teach the initial level of the Japanese language in a very short time, it is necessary to considerably cut down the grammatical and lexical minimum compared to, for example, the school course of the Japanese language. At present, digital technologies have been created for translating texts to the European Congregation Campaign, research groups are being conducted, and educational literature is being produced by initiative groups.

A Comparison of the Family Life Area in Korean Practical Arts Course and Japanese Home Economics Course : An Analysis of Curriculum and Textbooks

본 연구의 목적은 한국 초등학교 실과와 일본 소학교 가정과의 가족생활 영역에 대한 교육과정 및 교과서의 내용을 비교 분석함으로써, 향후의 실과 가족생활 영역의 내용 개선에 시사점을 얻고자 하는 데 있다. 이를 위해 한국 실과는 2011 개정 교육과정과 4종의 검정 교과서, 일본 가정과는 2008년에 개정된 소학교 학습지도요령 가정 편 및 그 해설과 2종의 검정 교과서를 선택하여 심층적으로 비교 분석하였다. 연구결과는 먼저, 양국 모두 ‘나의 성장과 가족’, ‘가정일과 가족원의 역할’에 관한 단원은 공통적으로 다루어지고 있었는데, 일본 가정과에는 ‘가족·이웃과의 관계 에 관한 단원이 추가 적으로 다루어지고 있었다. 가정이 지역사회와 분리된 영역이 아닌, 연계된 영역이라는 것을 고려했을 때 학습내용 대상의 범위 확대를 제안할 수 있겠다. 또한 양국이 공통적으로 다루고 있는 단원에 있어서도, 구체적인 학습내용에는 차이가 보였다. 한국 실과는 자신의 성장 과정의 특징, 가족의 의미, 다양한 가족의 형태 등 구체적인 설명에 중점을 둔 내용인 데 비해, 일본 가정과는 학습내용에 관한 정의 및 종류, 예시 설명은 거의 다루어지고 있지 않았다. 자신의 성장을 돌이켜 보거나, 자신과 가족의 생활시간을 살펴봄으로써 가족의 소중함을 깨닫고, 가정생활(의식주생활, 소비생활과 환경)의 협력의 필요성을 이끄는 데에 주안점을 두고 있었다. 이렇듯 본 연구에서는 가족생활 영역에 관한 교육과정 및 교과서의 한일 비교 분석을 통하여 공통점과 차이점을 도출하고자 하였다. 이러한 연구결과는 가족생활 영역의 학습을 통해서 가정생활 전반에 관한 관심을 높이는 동시에 타 영역과의 연계 학습을 고려하는 데 있어서 참고할 수 있는 계기가 될 것이다.This study aims to obtain implications for improving the contents of family life area in the Korean practical arts course and the Japanese home economics course through analyzing the contents of curriculum and textbooks in both countries. To this end, the authors of this study selected and compared the Korean 2011 revised curriculum, Korean four authorized textbooks for the practical arts course, and the Japanese elementary school teaching instruction for home economics and two Japanese authorized textbooks for Japanese course. The results of this study are as follows. First, the chapters titled “My Growth and Family” and “Family Life” were commonly included in both countries, and the chapter titled “Relations with Family and Neighbors” was included only in the Japanese home economics course. Considering that the family life is not a separate area from the community, it could be suggested that extending the scope of the learning contents. Second, there was a difference in the units of specific learning contents in the same titled chapters. In the case of the Korean practical arts course, the contents were knowledge-oriented and focused on providing a detailed explanation of meaning, including one’s own personal background, meaning of the family, and various forms of family. In the case of the Japanese home economics course, on the other hand, the definition and kinds of family and explanations of examples were barely discussed in the textbooks. As a result, in this study, commonalities and differences were drawn through the comparative analysis of the curriculum and textbooks on the area of family life in Korea and Japan respectively. These findings may serve as an opportunity to raise the overall interest in family life through the learning of family life areas and to consider the study of links with other areas.

The comparative effects of metalinguistic clue and metalinguistic explanation in computer-mediated form-focused practice: Does prior knowledge matter?

The present quasi-experimental study investigated the comparative effects of metalinguistic clue (MC) and metalinguistic explanation (ME) on the accurate use of Japanese transaction expressions. The study recruited 25 learners in a second-semester Japanese course (i.e. non-introduced group) and 17 students in a fourth-semester course (i.e. introduced group) at an American university. They worked on computer-delivered picture description practice with either type of feedback. Their production during the practice was analyzed in terms of successful uptake, and the test instrument consisted of timed oral production and untimed true/false judgment. The results from the uptake analysis indicated that the ME elicited significantly more successful uptake than the MC. However, multiple regression analyses showed that successful uptake was only marginally predictive of immediate performance on the timed oral production. In addition, a pretest, immediate posttest, and delayed posttest demonstrated that the ME led to retention for the introduced group, while it did not for the non-introduced group. Meanwhile, the effects of the MC were not moderated by prior knowledge. The results were attributed to the different cognitive processing of feedback engendered from feedback type and prior knowledge.

CLIL in Practice in Japanese Elementary Classrooms: An Analysis of the Effectiveness of a CLIL Lesson in Japanese Traditional Crafts

This study focuses on how elementary school students learn and think about the development and sustainability of Japanese traditional crafts through a CLIL lesson. The Japanese Course of Study (MEXT, 2017) emphasizes the importance of fostering regionalism and the development of Japanese traditional culture. This plays a significant role in global education. Students must have the knowledge, ability and the will to talk about Japanese culture to non-Japanese people in English. Fostering student’s cross-cultural understanding is crucial to achieve this. The researcher carried out the CLIL lesson with a total of 175 elementary students in Nara, Japan. The students were given instruction in the history, the present situation and the construction of Nara Fans, which are a traditional product of Japan. The results show that students were able to use various English target expressions during the lesson and were not bothered about whether the lesson was in Japanese or English but instead concentrated on the lesson content. In addition, the students learned that Nara is popular among foreigners and that there are many ruins in their surrounding area. In conclusion, CLIL lessons should be continued in various subjects, while taking into consideration individual support for each student, and the importance of constant verification of lesson targets and content.

Membership in an Imagined Home Community and Stance Toward English among University Students in Japan

ABSTRACTThis article was prompted by my experience teaching a Japanese university English course in which students journaled about their English learning. In doing so, they drew heavily upon perceived membership in an imagined community associated with being Japanese as a means to explain their relationship with English. Analyzing this body of students’ work, I tease out important aspects of selfhood meaningful to these individuals in understanding their stance toward English. These include being a speaker of the Japanese language, a resident of Japan, a stakeholder in the Japanese nation-state, a student in Japanese formal education, and a guardian of Japanese culture. While much scholarship has considered the imagined community associated with the target language, this study highlights the importance of an imagined “home” community for language learning. These findings shed light upon relationships among identity, the role of imagined communities for language learners, ideology, and Japanese English education.

College Students’ Perception of General Foreign Language Education -An Analysis based on Students of English, Chinese, and Japanese Elective Courses-

College Students’ Perception of General Foreign Language Education -An Analysis based on Students of English, Chinese, and Japanese Elective Courses-

The Next Course of Study from 2022 and a History of the Subject “Informatics” in Japanese High Schools

In Japan, all senior high schools have had the subject “Informatics” since 2003. Before that, there were not any regular classes for informatics in Japanese senior high schools. Japanese Course of Study is revised approximately every ten years. The current one was implemented in 2013; the next one, published on March 2018, will be implemented in 2022. The authors outline the history as well as the prospect from 2022 on of the information studies education in Japanese senior high schools.

観察・実験が指導できる小学校教員養成の試み : 理科観察実験体験プログラムの開発と実践

観察・実験が指導できる小学校教員養成の試み : 理科観察実験体験プログラムの開発と実践

The Construction of Japanese Professional Writing Courses Under the Background of Double-Create Education

The Construction of Japanese Professional Writing Courses Under the Background of Double-Create Education

Frank Daniels' report on the wartime Japanese courses at SOAS

AbstractThis article consists mainly of an annotated transcription of a report on the wartime courses in Japanese at SOAS prepared by Frank Daniels in August 1945. An introduction is provided setting his report in context and providing some of the background relating to the attempts by SOAS, well before the outbreak of war with Japan, to persuade the government that training needed to begin without delay. These attempts were unsuccessful, but Frank Daniels and the teachers assembled to help him, including his Japanese wife and some Japanese released from internment in the UK, successfully developed a teaching programme that went on to train many individuals who were to become the first generation of university Japanologists in the UK.