Japanese Language Classroom Research Articles

Triangulated Studies on Teacher Talk and Student Comprehension in Japanese (as a Second/Foreign) Language Classrooms at American Colleges and Universities

Triangulated Studies on Teacher Talk and Student Comprehension in Japanese (as a Second/Foreign) Language Classrooms at American Colleges and Universities

JAPANESE LANGUAGE STUDENTS’ PERCEPTION OF USING ANIME AS A TEACHING TOOL

Studies showed that interest in anime motivates students to learn the Japanese language and culture (Manion, 2005; Fukunaga, 2006; William, 2006). However, little has been written about the practical use of anime in a Japanese language classroom. By employing the method of classroom research, this study will try to narrow the gap between theory and practice of using anime as a teaching tool in the Japanese language classroom. This qualitative study will focus on discussing what the participants think about the use of anime as a teaching tool. A course named “Learning Japanese language and Culture through Anime” was planned and conducted in a public university in Malaysia. During the administration of the course, the data were collected via the participants’ learning diaries at 7 intervals and a group interview at the end of the semester. The findings presented from the data analysis on the participants' perception of the use of anime as a teaching tool include motivation, language and cultural awareness, critical thinking, sense of prejudice, and stereotypes. The findings reveal that giving a place for anime in the Japanese language classroom is like opening a new door for educators to connect with the students and deepen understanding about the students’ learning experiences of using anime as a language and culture learning tool. This is important to provide insightful ideas to the Japanese language educators regarding the option of using anime as a teaching tool.

Can-do statementsを用いた自己評価に学習者の特性が及ぼす影響 ―地域日本語教室における外国籍住民を対象として―

Can-do statementsを用いた自己評価に学習者の特性が及ぼす影響 ―地域日本語教室における外国籍住民を対象として―

Incorporating Global Englishes into the ELT classroom

Increasing students’ awareness of the globalization of English is a daunting task for teachers, especially considering the lack of globally oriented ELT materials available. This study builds on previous research in response to recent calls for more classroom-level research, and reports on the use of a student presentation task to introduce and raise awareness of Global Englishes in a Japanese English language classroom. An analysis of student reflections showed that the presentation task allowed students to select and explore Englishes salient to their experiences and interests. In researching and imparting knowledge of their chosen variety, and by listening to their classmates’ presentations, the task raised students’ awareness of variation in English, and challenged attitudes towards Englishes that differed from standard models presented in typical ELT materials in Japan. Tasks such as the one presented here provide practitioners with avenues to incorporate Global Englishes into classroom practice.

日本語授業における協働の学びの場のデザイン -「なぜ協働するのか」を問い直す-

日本語授業における協働の学びの場のデザイン -「なぜ協働するのか」を問い直す-

Flipping a Japanese language classroom

The ‘flipped classroom’ is gaining popularity in university teaching. However sceptics question if students actually come to classes prepared by viewing the given video. In this study, 163 university students enrolled in an intermediate level Japanese subject that was taught in a flipped mode were surveyed on their experiences of viewing the pre-learning video. The access records to the video were also analysed to determine how students behaved online. The survey showed only 50% of students had viewed the video regularly, but had done so thoroughly. On the other hand, 17% answered that they did not even attempt to access the video. This paper will present reasons the students gave for watching or not watching the video as a part of their learning and argue for an improved methodology.

Intersecting scapes and new millennium identities in language learning

This paper examines how flows of people, media, money, technology, and ideologies move through the world, with attention to how these scapes (Appadurai 1990, 1996, 2013) shape identity construction among language learners, both in and out of classrooms. After illustrating intersecting scapes in sociolinguistic terms, I explore the relevance of these ideas to identity formation among language learners, using three case studies. First, I examine the mediascape of hip hop in the ideoscape of education in Hong Kong, where an ELT Rap curriculum was designed for working class students in a low-banded secondary school. Next, I discuss how the confluence of transnationals and cosmopolitan urban residents in Tanzania provides a range of identity options for learners of Swahili that challenge nation-state-based associations of language. Finally, I consider how learners’ engagement in anime and manga from the mediascape is taken up in an introductory university-level Japanese language classroom in Hawai’i. These examples demonstrate how individuals are increasingly learning and using additional languages in the contexts of cultural mélange and new identity zones.

地域日本語教室で居場所感を得るために必要なこと:――「多文化社会型居場所感尺度」の活用――

地域日本語教室で居場所感を得るために必要なこと:――「多文化社会型居場所感尺度」の活用――

Engaging in Collaborative Learning in a Japanese Language Classroom

This article discusses the experiences of Megumu (first author) and her students as they engaged in collaborative learning (CL) in their intermediate Japanese course at an American university. CL was one of three types of teaching and learning employed in Megumu’s course, but it enabled students to learn aspects of Japanese language and culture that other types of teaching and learning are not designed to accomplish. We first discuss the concept of CL from our social constructionist perspective; i.e., we see learning as a social process of knowing instead of merely a construct of individual minds (Berger & Luckmann, 1966; Gergen, 1999). This is then followed by a description of how this social constructionist perspective was incorporated in Megumu’s course, based on her and students’ reflections on their CL experiences. Finally, we close with an invitation to readers to explore the potential of CL in various Japanese language classroom environments. 本論では、米国大学の中級日本語のクラスで、筆者とその学生達が協働学習教授法（Collaborative learning: CL）に参加した際の経験を論じる。CLはこのクラスで用いられた3種類の教授法の1つで、学生達が日本の言語や文化を学ぶ上で、他の教授法では可能でないことを達成するのに大変役立った。本論では、まず、社会構造主義の視点に基づいたCLの概念を論じる。ここで言う社会構造主義とは、学習を単に個人の知の構築ではなく、物事を知るという社会的過程であるとみなす理論である (Berger & Luckmann, 1966; Gergen, 1999)。次に、この社会構造主義の側面が筆者のクラスでどう用いられているかを、学生達との実際の経験を振り返って叙述する。最後に、様々な日本語教育現場におけるCLの可能性を、共に探求するよう読者に提案する。 *A version of this paper was presented at the 25th Annual Conference of the Southeastern Association of Teachers of Japanese (SEATJ) at Duke University, NC, in May 2010.

Learning Japanese by Reading ‘manga’: The Rise of ‘Soft Power Pedagogy’

Multimodal examples of Japanese language input (such as ‘manga’ and anime) have now become the default choice for curriculum designers, material developers, and classroom teachers to make learning ‘fun’. More traditional written only text-based materials are now in direct competition with such materials. While there has been a comfortable relationship in additional language (L2) teaching between using text and image, for example, pictures, fuzzy felt boards, and now much more sophisticated technology (e.g. Rosetta Stone™) to explicitly teach the lexico-grammar, the proliferation of ‘manga’ in Japanese language textbooks and as stand alone course materials, for example, has largely been left unproblematized. In this paper I explore three issues to using material examples of Japanese popular culture in the Japanese language classroom and beyond. First, I focus on ‘manga’ as a case study and relate it to a course that I have been teaching for the last five years using ‘manga’ as artefact. Second, I explore how using ‘manga’ and other J-pop artefacts can impact on how the notions of legitimacy and appropriateness are linked to constructions of learner and teacher identities. Third, I will introduce the concept of what I’ll call ‘soft power pedagogy’ as a way of theorizing the use and potential abuse of ‘manga’, anime and other examples of Japanese popular culture in and out of the classroom.

How Do Teachers and Learners Perceive Corrective Feedback in the Japanese Language Classroom?

This study examined Japanese language teachers' and learners' perceptions of corrective feedback (CF), focusing on the cases in which the learners responded to the teachers' CF. Data were collected from the second‐year course of an Australian university for 1 semester by classroom observation and audio recording and stimulated recall interviews. Two teachers and 7 learners participated in the study. According to the data analysis, learners' responses to CF did not necessarily indicate their noticing or understanding of the CF. The teachers tended to overestimate “strong” students' noticing of CF and their understanding of correct forms when they responded to their CF. Implicit CF, which was much more frequently used than explicit CF, did not tend to lead to the learners noticing of CF. The learners' responses to CF without noticing the CF seemed to be related to their preference of not triggering social strain or embarrassment in the classroom. The results suggest that teachers' and learners' perceptions of CF and the learners' responses to CF are associated with the teachers' perceptions of individual learners, the learners' perceptions of classroom interactions, as well as the various types of CF.

Doing role-play successfully in Japanese language classrooms

Roleplay is a traditional EFL technique included in many books on EFL methodology as well as mass-market English textbooks. However, roleplay can be a challenge in Japanese EFL classrooms, and teachers are often wary of the uncomfortable silence that can result when trying this relatively open-ended activity with students accustomed to teacher-fronted classes and tightly controlled language-practice activities focused on form. In fact, roleplay can be a great tool for language learning and considerable fun for students and the teacher alike if set up and monitored carefully with attention to a few key points. When done successfully, roleplays can also transform the atmosphere of the classroom as students manage the risk and unpredictability of freer language use. ロールプレイは市販の教科書で使われているだけでなくＥＦＬ方法論テキストにも明記されている従来からあるテクニックである。しかしながら、教師主導型の授業や厳しく制限された言語形態重視の練習に慣れている学生相手に、この比較的無制限の言語活動を行うと不快な沈黙を伴うことが多く、日本の授業で行うには課題の多いテクニックである。だが実際、いくつかのカギとなる点を考慮に入れて注意深く組み立て調整すれば、学生にとっても教師にとっても言語学習の効果的、かつ楽しみを与えてくれる手段でもある。ロールプレイがうまく作動すると、学生は自由な言語活動が持つ危険性と予測不能性にうまく対処し、クラスの雰囲気は大きく変わるのである。

Code-switching in Japanese language classrooms: An exploratory investigation of native vs. non-native speaker teacher practice

Research on language classroom code-switching ranges from describing both teachers’ and learners’ first language and target language use to making connections between code-switching and student learning. However, few studies compare differences in practice between native and non-native speaker teachers and even fewer consider culture of learning as a variable. This paper presents recent results of a study documenting how three Japanese teachers, one of British and two of Japanese origin, differed in their use of classroom language delivered in the target language vs. the students’ first language. Findings include that language teachers’ code-switching practices can and often do differ substantially, influenced by the teacher's culture of learning. Incorporating examples from data in the form of classroom observation field notes and semi-structured interviews, this study adds to the discussion surrounding the importance of language teacher education programs which prioritize investigation of teachers’ background and teaching context in course content.

Teaching culture in the Japanese language classroom: A NSW case study

This study examines, through a qualitative case study approach, how non-nativespeaking (NNS) Japanese language teachers in New South Wales (NSW) teach culture and why. The study seeks to understand the pedagogy used to teach culture, teachers’ attitudes and beliefs on teaching culture and how these attitudes and beliefs have been influenced by past experiences. This study also explores how the NSW K-10 Japanese syllabus and concepts of Intercultural Language Learning (IcLL) are being implemented in teachers’ classrooms. Two non-native-speaking (NNS) Japanese language teachers from a selective secondary school in NSW were interviewed and their classes observed over three days. Analysis of interview and observation data shows that these teachers teach culture as determined by language content, integrate language and culture teaching and teach culture as observable and factual. The study shows that both teachers view culture teaching as easier than language teaching, however their views on the influence of the syllabus differ. The study explores the teachers’ past experiences and how these affect how they feel towards, and teach culture. Finally, this study looks at how the teachers’ practices reflect concepts of IcLL such as integrating language and culture, student-centred learning and how their status as NNS teachers affects their culture teaching.

A Reconstruction of Japanese Language Classroom Activities Taught by a Japanese Soldier in Northern Occupied China during the Sino-Japanese War

A Reconstruction of Japanese Language Classroom Activities Taught by a Japanese Soldier in Northern Occupied China during the Sino-Japanese War

A Computer Program for Pronunciation Training and Assessment in Japanese Language Classrooms – Experimental Use of ‘Pronunciation Check’

E-learning is today an ever more popular mode for second language learning. However, the relative newness of using a computer program for pronunciation training and assessment (CAPTA) in language classrooms presents the need to explore possibilities and limitations of this mode to achieve the most effective outcomes possible. This paper illustrates the process to develop CAPTA from the perspective of educators and discuss the effectiveness and limitations of CAPTA in the current technological environment.

Functions of Repetition in Learners' Private Speech in Japanese Language Classrooms

Studies investigating repetition in SL/FL learners' private speech have focused mainly on its cognitive and metacognitive functions. In the present study, the classroom observations, video-recordings of lessons, audio-recordings of six learners and two teachers and simulated recall interviews were conducted in Japanese language classes over two semesters. Repetition was found to have not only cognitive and metacognitive functions such as processing and monitoring, but also social and affective functions such as increasing learners' involvement and enjoyment. Repetition appears to promote learners' participation in both classroom and conversational situations.

Perceptions of Learners’ Private Speech by Teachers and the Learners in Japanese Language Classrooms

The present study examines how teachers and learners perceive learnersâ?? private speech in FL (foreign language) classrooms, which are social settings, at university. Data were collected by classroom observations, audio recording of individual speech of six learners and two teachers, video recording of the classes, and stimulated recall interviews with both teachers and learners. The learners were aware of their use of private speech and they seemed to use their preferred learning strategies such as vocalisation in the classes as well as at home, although they may not have used the vocalisation intentionally. They were sometimes aware of being overheard by their classmates while using private speech. The teachers’ perception of the learners’ private speech varied between them. They tended to notice the learnersâ?? private speech when it matched their teaching objective in the classroom.

Functions of Repetition in Learners' Private Speech in Japanese Language Classrooms

Studies investigating repetition in SL/FL learners' private speech have focused mainly on its cognitive and metacognitive functions. In the present study, the classroom observations, video-recordings of lessons, audio-recordings of six learners and two teachers and simulated recall interviews were conducted in Japanese language classes over two semesters. Repetition was found to have not only cognitive and metacognitive functions such as processing and monitoring, but also social and affective functions such as increasing learners' involvement and enjoyment. Repetition appears to promote learners' participation in both classroom and conversational situations.

Intercultural Communication in the Japanese Language Classroom in Singapore: A Comparison of Students’ and Teachers’ Perceptions

Exploring the communicative behavior of teachers and students in the Japanese language classroom in Singapore is one important way of looking at intercultural communication between Japanese and Singaporeans. Ease in effective communication is often hindered by differences in expectations resulting in communication gaps. In this study, attempts were made to explore the differences in perceptions held by students and Japanese teachers of (i) a good teacher versus a Japanese teacher; and (ii) a good student versus a university student. A questionnaire based on previous findings was constructed using a 5-point semantic differential scale for this purpose. A comparison of results showed that there were significant differences in students’ and teachers’ perception of a good teacher/student versus the teacher/student in reality.