Dissertations / Theses on the topic 'Japanese high school'
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Backwell, Benjamin Edward. "Applying cooperative learning lessons in a Japanese junior high school /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,292.
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Kimber, Larry David. "Japanese junior high school students' attitudes toward English partial immersion." Thesis, University of Exeter, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.479291.
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Kikuchi, Keita. "LEARNER PERCEPTIONS OF DEMOTIVATORS IN JAPANESE HIGH SCHOOL ENGLISH CLASSROOMS." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/157753.
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CITE/Language ArtsEd.D.
The primary purpose of this study is to investigate external and internal factors that act as learning demotivators that can discourage students from learning in Japanese high school English classrooms. More than 1,200 students responded to two questionnaires designed to measure five external demotivators, Teachers, Characteristics of Classes, Experiences of Failure, Class Environment, Class Materials, and one internal demotivator, Learners‘ Lack of Interest. Using the Rasch rating scale model and confirmatory factor analysis, the questionnaire results were analyzed to test the inter-relationships among the six hypothesized demotivators. Qualitative data were also obtained from an open-ended questionnaire asking the participants what demotivated them from learning. Two models, a six-factor and a four-factor demotivation model, were tested. As the four-factor model displayed slightly better fit than the six-factor model, it was selected as the final model. In this model, the first-order latent variable that best explained Demotivation was Experiences of Difficulty (b = .74), which was followed by Class Environment (b = .72), and Loss of Interest (b = .71). In contrast to the findings of previous studies, teachers‘ direct behaviors (b = .51) were the least influential of all the demotivators studied. In a follow up study, relationships between the teacher ratings of students‘ motivation, the students‘ perception of their current motivational level and their motivation in high school were investigated. Although it was anticipated that students‘ self-reported motivational states and teacher ratings of students‘ motivation would have a reasonably strong relationship, a series of regression analyses indicated that the teacher rating of students‘ motivation was not significantly related to either motivational level. While students might appear to be motivated in the classroom from the teachers‘ point of view, the students might feel otherwise. The first important finding concerned the two hypothesized demotivation models that were tested using confirmatory factor analysis. In the final four-factor model, the first-order latent variable that best explained Demotivation was Experiences of Difficulty followed by Loss of Interest, and Class Environment. In contrast to the findings of previous studies, teachers‘ direct behaviors were the least influential of all the demotivators studied. The results revealed that Japanese high school English learners can become demotivated due to difficult experiences they encounter or loss of interest in studying in the classroom. While influences from teacher behaviors can also cause demotivation, it appears that the approach or materials that focus on difficult reading passages and/or vocabulary cause the strongest sense of demotivation. The second important findings concerned group differences. The high and low motivation groups and the male and female groups differed in their perceptions of Class Environment. However, no statistically significant differences were found among the first- and second-year groups, and the students attending academic and non-academic schools. The third finding was from the follow-up study. It was found that the teacher rating of students‘ motivation is not related to the students‘ perception of their current motivational level and their motivation in high school time. While students might appear to be motivated in the classroom from the teachers‘ point of view, the students‘ perception of their current motivational level and their motivation in high school can differ greatly. Overall, the results revealed that Japanese high school English learners can become demotivated due to the difficulties they experience in the English language classroom, or a loss of interest in classroom study. While influences from teacher behaviors can also cause demotivation, this study shows that an approach or materials that focus on difficult reading passages and/or vocabulary cause the strongest sense of demotivation.
Temple University--Theses
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Kanda, Makiko. "DEVELOPMENT OF ENGLISH ORAL PROFICIENCY AMONG JAPANESE HIGH SCHOOL STUDENTS." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/355716.
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Language ArtsEd.D.
This study is a longitudinal study that investigated the development of English oral proficiency—complexity, accuracy, and fluency—under the pre-task and on-line planning conditions with task repetition among Japanese high school students. This study is unique because it is longitudinal and includes qualitative data. The participants were 15 Japanese high school students whose English proficiency level is categorized as low proficiency. Narrative tasks, post-task questionnaires, journals, and interviews were used in this study. In the narrative tasks, they were asked to describe a four-picture story three times with two minutes planning time, when they were allowed to listen to an ALT (assistant language teacher) tell the story and take notes. They completed a post-task questionnaire and a journal after completing the task. Interviews were conducted two times to further investigate their questionnaire responses and what they wrote in their journal entries. The results showed that low proficiency learners increased oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy through repeating the same task within a single session, and syntactic complexity and lexical complexity through repeating the same type of task during the academic year. The aural input between the first, second, and third performance can lead them to draw their attention to form-meaning connections, resulting in increased oral performance. In addition, low and intermediate beginners benefited in increasing oral fluency, syntactic complexity, and syntactic accuracy, while high beginners benefited in improving oral fluency and lexical complexity under pre-task and on-line planning conditions with repetition during the academic year. The study suggests that the combined use of pre-task planning, on-line planning, and task repetition have a cumulative effect and can facilitate the development of oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy for low proficiency high school learns of English. If learners are given the opportunity to plan before and during task performance with repetition, and to make the condition that draws their attention to both form and meaning, it is the most effective strategy to improve oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy in task-based teaching in the classrooms.
Temple University--Theses
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Hoichi, Asako. "The relationship between hopelessness and anxiety levels and school performance among Japanese high school students." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998hoichia.pdf.
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Shirahata, Tomohiko 1957. "The learning of English grammatical morphemes by Japanese high school students." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276802.
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This thesis is a study of the learning of English grammatical morphemes (copula, possessive, ING, plural, progressive auxiliary, irregular-past, regular-past, definite article, indefinite article, and the third-person-singular-present) by 31 Japanese high school students. The data were based on the results of the subjects' spoken language, which were tape-recorded and carefully investigated. The results indicated some similarities and differences between the present study and the previous L1 and L2 studies. The present study showed more similarities to the studies which dealt with Japanese subjects by both the Spearman rank order correlation coefficients and the Implicational Scaling Analysis based on Group Range. This indicates strong transfer from the Japanese language. But language transfer is not such a simple phenomena as the researchers in the Behaviorism era thought. Some methodological problems concerning the grammatical morpheme studies and possible determinants of the accuracy order of the morphemes were also discussed.
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Parmenter, Lynne K. "Becoming international in a Japanese junior high school : an ethnographic study." Thesis, Durham University, 1997. http://etheses.dur.ac.uk/1635/.
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Butto, Louis. "THE EFFECTS OF EMPLOYING MINDFULNESS ACTIVITIES WITH JAPANESE HIGH SCHOOL STUDENTS." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/484377.
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Teaching & LearningEd.D.
Learning a foreign language can be challenging. If the learning environment is compulsory, motivation can also contribute to the struggles. Mindfulness, a psychological construct, is a robust topic in the academic literature. Mindfulness is a mindset that views the world from multiple perspectives, reorganizing what is perceived, focusing on the present moment and keeping open to new ideas (Langer, 1997). Moreover, mindfulness is claimed to increase interest and academic outcomes. Therefore, the construct was employed in this research to validate these claims and to contribute to second language education. This study was designed to fill several gaps in the second language acquisition (SLA) literature. First, the construct of mindfulness has not been explored in SLA as a mindset to engage students in learning. Second, the construct of interest has not been investigated in SLA in tandem with mindfulness. Lastly, mindfulness has never been employed with motivated or unmotivated high school students in the compulsory education system in Japan. The following research hypotheses and research question were investigated: (a) The treatment group receiving the mindful tasks will outperform the comparison group receiving normal foreign language instruction on vocabulary learning and reading comprehension measures; (b) The treatment group receiving mindful tasks would be more engaged, interested, and like English more than before. Increased interest will lead to improvements in language performance; and, (c) To what extent do mindful practices assist low-achieving proficiency high school students in enhancing their abilities? The participants were students attending a private high school in Japan. Both the treatment and comparison groups included 45 female and 34 male students, respectively, for a total of 79 participants. A Rasch analysis was utilized to confirm the validity and reliability of the mindfulness and interest questionnaires and to transform the raw scores into equal interval measures. MANOVA, ANOVA and Pearson correlation coefficient data were analyzed to ascertain differences between groups and within groups for all tests and constructs measured. The results indicated that mindfulness was not a significant influence on improved outcomes in language performance for the treatment group, although the descriptive statistics did show small gains in the hypothesized direction. The dependent variables included the mindfulness and interest questionnaires, as well as vocabulary and reading comprehension questions. The independent variable was the mindfulness tasks. The dependent variables were vocabulary and reading comprehension measures. The results of the MANOVA were the treatment effect was not significant, F(2,81) = .397, p < .67, η2 = .01. The results of the ANOVA were the treatment effect was not significant, F(1,82) = .82, p < .77, η2 =. 001. There was also no significant correlation between increased mindfulness and increased interest. Out of the six factors, all except for sensitivity to new contexts, showed negative relationships. The only positive relationship was not significant. Lastly, a one-way repeated measures ANOVA showed no improvement for the low-proficiency treatment group, ∧= .30, F(2,18) = 1.30, p < .30, η2 = .13, over time. The effect of mindfulness on improved language performance outcomes might have been influenced by the following: shallow levels of processing, lack of clear goals for the participants, unclear task design protocols, working memory issues and environmental restraints. A lack of correlation between increases in mindfulness and interest gains might have been attributable by the compulsory nature of the course, time constraints and the lack of perceived utility of the tasks by the part pants. Lastly, the reason for the lack of improvement for the low-achieving proficiency participants might not be an issue of proficiency, because both the low- and high-achieving participants of the treatment condition did not improve. Overall, these findings suggest that mindfulness is more nuanced and more complex than originally expected.
Temple University--Theses
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Thompson, Gene R. "Japanese high school English teachers' self-Efficacy beliefs about teaching English." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/99500/1/Gene_Thompson_Thesis.pdf.
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This study used a sequential mixed method design to investigate the self-efficacy for teaching beliefs of Japanese high school teachers of English (JTEs). It identified five dimensions of teacher efficacy beliefs related to student achievement, English capability, communicative teaching, collective collaboration, and workload regulation. Findings indicate that contextual and personal factors influence JTE self-efficacy for teaching beliefs, and suggest that social persuasion (i.e., a source of efficacy beliefs) may be a stronger influence on the development of teacher efficacy beliefs in the Japanese context.
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Kiyosue, Teppei. "Teaching Japanese in an American high school how Japanese teachers make sense of their American students' communication styles /." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=476.
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Kasai, Masataka. "Global education in practice a case study of one Japanese high school /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1173109492.
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Hosack, Ian Trevelyan. "Japanese high-school English teachers' role as citizenship educators : an exploratory study." Thesis, University of York, 2018. http://etheses.whiterose.ac.uk/21018/.
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The study discussed in this thesis addressed the question of how Japanese high-school English teachers (JTEs) may play a role in citizenship education. Similar to other countries, Japan faces challenges in preparing young people for citizenship in the context of globalization and increasing cultural diversity. Previous research from several countries has suggested that foreign language teachers (FLTs) can contribute to citizenship education by teaching intercultural communication skills and nurturing positive attitudes towards diversity. It suggests they can employ materials that promote reflection on contemporary issues, and help learners develop skills for dialogue. Notwithstanding the importance of English in Japan’s high schools, there has been little or no research on JTEs’ role in citizenship education, and an opportunity exists to contribute to knowledge in the field. The study discussed in this thesis explored JTEs’ role in citizenship teaching through the perceptions of JTEs who were purposively selected for their interest in this area. A questionnaire survey gathered views of 46 JTEs on citizenship and the possibility of incorporating citizenship education into English classes. Semi-structured interviews with 14 JTEs focused on ways they say they teach for citizenship and issues they say they confront in doing so. The study suggests participants tend towards a cosmopolitan view of citizenship, seeing the need for a strong Japanese identity combined with a sense of global citizenship. They believe JTEs can promote a cosmopolitan outlook by nurturing respect for human rights and cultural diversity and raising global awareness, and tend to emphasize the knowledge and values dimensions of citizenship rather than skills. The study highlights aspects of the local teaching environment that participants perceive as affecting their ability to pursue citizenship-related aims. It suggests JTEs’ role in citizenship education may be constrained by the extent to which schools prioritize entrance exam preparation and associated grammar-translation pedagogies.
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Mitsuo, Sadayuki. "A JAPANESE COLT: ANALYZING TEACHING PERFORMANCE IN A JUNIOR HIGH SCHOOL PRACTICUM." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/82910.
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CITE/Language ArtEd.D.
The two main purposes of this study were to create a systematic observation instrument in order to obtain clearer and more specific feedback from junior high school teachers about student teachers' teaching performances during their practicum, and to provide a way for junior college, university teachers, student teachers, and practicum supervisors to observe student teachers' teaching and then to communicate their observations more effectively with one another. The participants were 57 student teachers, 19 college teachers, and 28 junior high school teachers. Four instruments were used: a written consent form, a questionnaire about 15 teaching skills (The Teaching Skill Questionnaire), a 60-minute videotape with a checklist (The Japanese COLT), and a 42-item questionnaire (The Student Teachers' Videotaped Instruction). The study produced four major findings. First, by using the Japanese COLT (Communicative Orientation of Language Teaching Observation scheme), the three groups of raters (student teachers, college teachers, practicum supervisor) identified four specific problems with individual student teacher's teaching. They (a) explained new sentence patterns without interacting with the students, (b) asked fewer questions than expected, (c) had the students practice reading for a shorter time than expected, and (d) provided few opportunities for the students to speak in Japanese or English, and spoke Japanese more than necessary. The second finding was that the student teachers differed from the older teacher groups in their views of specific teaching skills because of their limited teaching experience and lower English proficiency. The third finding was that the three groups of raters perceived the student teachers' teaching on the videotape similarly. The fourth finding indicated that there was no statistically significant difference in the three groups' views of the teaching techniques used by the student teachers; however, a statistically significant difference was found for the three groups' evaluations of the student teachers' teaching. The Japanese COLT was a useful instrument for assessing the student teachers' classroom performances, as it provided more specific feedback to the student teachers, and allowed the three groups to share their viewpoints more effectively.
Temple University--Theses
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Perche, Michelle. "Students' needs and attitudes: EFL education in Japanese high schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/747.
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Much of the literature on EFL education in Japan describes a system that is fraught with problems. Over the last decade the Japanese Education Ministry (Monbusho) has introduced a number of reforms and introduced some new EFL courses into Japanese schools. The stated aim of the new courses has been to focus on the development of students' communicative abilities in English. However, the effectiveness of these reforms has been questioned particularly at the senior high school level. According to a number of commentators, difficulties occur because of a back wash effect of the university entrance examinations. Others criticise the teachers for continuing to use traditional teaching methods that may no longer satisfy the needs of present generation students.
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Derrah, Richard. "GAKUNEN: TEACHER PRACTICES AT A PRIVATE JAPANESE HIGH SCHOOL IN THE EARLY 21st CENTURY." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/457873.
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Teaching & LearningPh.D.
This three-year study is an ethnography of communication of a private high school in Japan. The purpose of this study is to investigate how teachers at this private high school understand their environment in the context of changes in Japanese education and even larger changes in Japanese society. These changes include a decreasing population in Japan, shifting university admission policies, and changes to teacher licensing regulations. Methods of data collection include participant observations, interviews, artifact collection, and focus groups. Although the focus is on teachers, students and informants outside of the school are included in order to provide a fuller picture of the context in which the study is conducted. These data are viewed through the lens of Communities of Practice developed by Etienne Wenger and also through the Ethnography of Communication framework. The intended audience for this study includes people interested in cross-cultural studies, Japanese studies, educators teaching in or studying secondary education outside of Japan, teacher trainers, and western educators working in Japan as well as Japanese educators. The findings suggest that changes in student population numbers, university entrance requirements, and licensing procedures have all placed new demands upon teachers. Japan’s decreasing population places greater requirements upon teachers in private high schools to help with student recruitment, and one way to do this is by supporting efforts to brand the school name. In addition, shifting admission policies have placed an emphasis on the connection between high schools and their associated universities. Schools actively work to protect this relationship by introducing new elements to the curriculum in an attempt to better prepare students for the university experience. Finally, changes to teacher licensing regulations have introduced teacher training to private high schools as well as new members to the central community of practice in the school, the gakunen, or the group of teachers and students assigned to a year grade. The response to these new members has varied both among the newcomers and the teachers who were licensed before the changes were introduced. Further data collection and analysis reveal how other societal trends shape the local practices of teachers, and how the teachers in the gakunen community of practice work at times together, and at times to resolve conflicts with each other, students, and parents as they confront demands being placed on educators in Japan in the 21st century.
Temple University--Theses
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Ho, Wing-sze Caterina. "A study of the use of language learning strategies by Hong Kong junior secondary students in learning Japanese as a third language." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36734111.
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Kobayashi, Yoko. "Japanese social influences on academic high school students' attitudes toward long-term English learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/NQ53707.pdf.
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Watanabe, Michinobu. "Motivation, Self-determination, and Willingness to Communicate by English Learners at a Japanese High School." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/207090.
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CITE/Language ArtsEd.D.
In this longitudinal study, I investigate changes in Japanese high school English learners' motivation over time, and whether the initial individual differences and the changes in those differences over time predict their final English achievement and overall academic achievement in high school. A questionnaire, which was developed by drawing on the Attitude/Motivation Test Battery (Gardner, 1985b), the self-determination-theory scale (e.g., Noels, Pelletier, Clément, & Vallerand, 2000), and the willingness-to-communicate scale (e.g., McCroskey, 1992), was administered to 190 students three times at the beginning of each academic year of high school; follow-up interviews were conducted with 13 selected students. The questionnaire data were analyzed using the Rasch rating scale model, ANOVAs, and the latent growth curve modeling. The major findings include the following. First, twelve motivational constructs were identified. Second, significant differences were found over time for Attitudes Toward Learning English, Desire to Learn English, and Motivational Intensity; the other constructs were stable across time. Third, the students' average motivational profile was characterized by high External Regulation and Instrumental Orientation, and low Willingness to Communicate with Strangers across time. Fourth, Motivational Intensity, Attitudes Toward Learning English, and Intrinsic Motivation appear to directly affect both English achievement and overall academic achievement. The interview data were transcribed and analyzed qualitatively. The major findings include the following. First, the students' motivation seemed to be temporarily raised or lowered by `motivation-fluctuating factors' (e.g., test results), but it was stabilized by motivation-stabilizing factors (e.g., past travel and learning experiences). Second, in the face of university entrance examinations, the students' negative feelings toward examination English seemed to decrease their motivation, whereas positive attitudes toward examination English later in high school seemed to enhance motivation. Third, the students had a growing awareness of the need for practical and communicative English skills in the future. However, this awareness did not lead to greater willingness to communicate probably because of various interfering factors. Other interview results provided an in-depth understanding of and supporting evidence for some of the questionnaire results. Implications for researchers, school administrators, and teachers are provided.
Temple University--Theses
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Ohashi, Takashi. "The effect of Holland's RIASEC interest inventory on the vocational identity development of Japanese high school students." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1237247929.
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Hersey, Stewart Matthew. "From Dewey to Bruner : overcoming structural deficiencies in Japan's English language conversation programs for high school students :." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69561.
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This thesis examines several possible contributions and limitations of John Dewey's Progressive educational theory towards creating an effective program for improving the teaching of oral English courses in Japanese high schools.In particular, the study attempts a critical examination of Dewey's theory of Instrumentalism as a standpoint from which it continues to contribute to the retrogressive state of contemporary Japanese pedagogical orientation. In so doing, the thesis attempts to elicit, find speculative guidance in, and occasionally utilize in the clarification process, critical evaluations of Japan's university entrance examination system.
The aspects of Dewey's theory which are considered as conducive to the above goal are: his approach to the relationship between educator and student, teaching techniques, and his research in the realm of education as it applies to meeting the needs of society. It is put forth that although Dewey's ideology in these areas has actually contributed to pedagogical dilemma which may impede the compulsory teaching of English conversation in Japanese high schools, such a contribution must be considered en route to reaching an accurate solution.
It is contended that the cognitive-linguistic theory of Jerome Bruner is required as a viewpoint which serves to supplement, ameliorate and to assimilate Dewey's proposals in order to clearly elaborate a method by which Japanese adolescents may fluently express their hopes for participating in global ecology.
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Bouchard, Jeremie. "Interrogating the presence and importance of the Nihonjinron discourse in Japanese Junior High School EFL classrooms." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6633/.
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This Modular PhD research project investigates the relationship between \(nihonjinron\) and EFL classroom practices in Japanese junior high schools. Its overarching concerns are Can traces of \(nihonjinron\) be found in the body of data gathered for this module? and How important are these traces to observed EFL practices? By adopting a social realist approach to critical social research, attention is brought to agentive processes – as revealed through ethnographic means of inquiry – in the study of ideological discourse. In the process, the gaps and contradictions between what people say and what they do emerge as important research concerns, and as points of interest in the analysis of the complex links between structural and agentive processes shaping Japanese EFL education in secondary schools. Analysis of the data collected for this module reveals that the presence of \(nihonjinron\) in, and its importance to, observed EFL practices is marginal.
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Hansen, Jerrod Ernest. "Culture, self, and study abroad : The effects of living in Canada among Japanese high school students." Kyoto University, 2004. http://hdl.handle.net/2433/147717.
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Kyoto University (京都大学)0048
新制・課程博士
博士(人間・環境学)
甲第10959号
人博第246号
15||201(吉田南総合図書館)
新制||人||61(附属図書館)
UT51-2004-G806
京都大学大学院人間・環境学研究科文化・地域環境学専攻
(主査)教授 杉万 俊夫, 助教授 三谷 惠子, 助教授 ハヤシ ブライアン マサル
学位規則第4条第1項該当
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Bolick, Jonathan. "Over there: a preparation course for Japanese high school students embarking on a student exchange year abroad /." Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/8/.
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Takeuchi, Mito. "A Case Study of “Othering” in Japanese Schools: Rhetoric and Reality." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371593.
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Kawano, Madoka. "An analysis of cultural contents of high school English textbooks in Japan." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26851.
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This study was conducted for the following two purposes: 1) to create and test a process by which cultural information in English textbooks in Japan can be analyzed, and 2) to examine what and how much information about foreign culture is taught in English classes in Japan.
First, a process was developed from Joiner's evaluation form to gauge the cultural content of EFL textbooks. Action was taken to ensure that the process included both qualitative and quantitative steps. Second, the process entailed an analysis of the cultural content of 10 senior high school English textbooks published in Japan.
The process was found to be functional and the analysis revealed that the textbooks were inadequate for the purpose of raising students' cultural awareness. The results of this study may be utilized not only for the improvement of textbooks, but also for future studies which might examine junior high school and college English textbooks.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Lindberg, Sabina. "なぜ日本語Naze nihongo? : A Study of the Variables Affecting Senior High School Students’ Choice to Study Japanese." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-242958.
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In recent years Japanese has become an increasingly popular language choice among students in senior high school in Sweden, but very little research has been conducted as to why this trend has emerged. This study aims to investigate the variables affecting senior high school students’ choice to study Japanese and to proceed with it in institutions of higher education, as well as to delineate any gender-specific and socioeconomic discrepancies amongst them based on Bourdieu’s sociology of education. In addition, it strives to shed light on the students’ attitudes toward Japan and the Japanese culture. The empirical data of the study consists of a survey collection of 112 respondents from 4 senior high schools in Stockholm, Uppsala and Västerås. The results indicate that interest in Japanese popular culture, mainly anime and manga, is the main incentive for learning Japanese and that this interest is commenced many years prior to the instruction. The prospect of traveling, studying and working in Japan, as well as to engage further in their interest in the Japanese culture, appears to be what motivates further and higher education in Japanese. The attitudes toward Japan and the Japanese culture are generally positive and the negative opinions expressed mainly derive from cultural difference. The students in the study are predominantly female who carry a strong cultural capital that stems from a middle class family and household of higher education. Hopefully, this study will contribute to the research field of Japanese language learning and inspire others to broaden the discipline.
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Blanco, Diez Juan Carlos. "Learning contexts available for Japanese teachers in a top tier public high school : encompassing a demanding work environment with adult education needs." Thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148929.
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Japanese high school teachers are extremely busy. They are covering a myriad of duties in exceedingly long shifts when compared to their colleagues from across the world. The tasks that teachers have to undergo on a daily basis could vary greatly every semester and so does their need for interaction with peers, superiors, society, parents and students. This puts them at the forefront of a wide array of ever changing learning contexts while perhaps also compromising their needs for personal and professional development. Nevertheless, the degree of sophistication and variety of learning settings available to teachers, quite often, mirrors their work commitment and obligations. Teachers are also aware of additional threats hampering their performance and aims for empowering their students with holistic education. The aim of this research is to identify the strategies that teachers use for satisfying their own adult learning interests and professional development while highlighting the biggest impediments to their learning goals. This study pretends to be a snapshot of the current state of affairs of high school English teachers in Japan as well as a reflection of the resilience of other English teachers across Japan. I have used a qualitative approach using theme analysis in the interpretation of semi-structured interviews.
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Miyamoto, Kiyoshi 1956. "Japanese high school students' motivation in band as it relates to the gender of the band directors and the student." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/284363.
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The purpose of this study was to examine Japanese high school students' motivation in band as it relates to the gender of the band director and the student. A total of 790 band students from 20 Japanese high schools (10 male and 10 female band directors) completed a modified version of the Academic Motivation Scale (AMS). The scale is based on Deci and Ryan's self-determination theory and was modified from the original so it could be used with Japanese music students. It consists of 28 items describing why students play in a band. The students indicated a level of agreement for each reason according to 7-points on a Likert-type scale. Reasons were categorized into three types intrinsic motivation, three types of extrinsic motivation, and amotivation. The score of JAMSM was used as parametric data and analyzed using a two-way multivariate analysis of variance (MANOVA) to find any significant (p < .05) main effects or interactions among variables when compared by gender of the director and gender of the student. The results of the study showed that there were no significant differences (p < .05) by gender of band directors for all of the motivational types. This result indicates the female band directors are as effective as male band directors in terms of motivating students to play in a band. Additional findings include (1) male students seem to be more extrinsically motivated than are female students, (2) friend related reasons and fondness for music and/or instruments are important reasons for students to play in a band, (3) public school students seem to be more intrinsically motivated than private school students whereas private school students seem to be more extrinsically motivated than public school students. Implications for music education and further research are discussed.
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Ho, Wing-sze Caterina, and 何穎斯. "A study of the use of language learning strategies by Hong Kong juniorsecondary students in learning Japanese as a third language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36734111.
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Alexander, Mariko Mizuno. "The Social Organization of High School Sojourner Experiences: At the Intersection between Corporate Transnationalism and Educational Processes." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397576060.
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Ito, Genji. "Teaching EFL reading in Japanese High Schools : an exploratory study." Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390756.
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Davies, Walter John Havard. "English language education reform in Japanese high schools : a qualitative study." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439872.
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Nishino, Takako. "Communicative Language Teaching in Japanese High Schools: Teachers' Beliefs and Classroom Practices." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/54812.
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CITE/Language ArtsEd.D.
This study was an investigation of Japanese high school teachers' (N=139) beliefs and practices regarding communicative language teaching (CLT). Four research questions were posited concerning the beliefs that Japanese high school teachers hold regarding CLT, how Japanese high school teachers use CLT in the classroom, how Japanese teachers' beliefs and practices differ between academic and vocational high schools, and how the beliefs of Japanese high school teachers, their classroom practices, their learning experience, pre- and in-service training, perceived teaching efficacy, and contextual factors relate to and influence each other regarding the use of CLT. In order to provide answers to these questions, a survey, classroom observations, and interviews were conducted. Before conducting the quantitative analyses, the questionnaire data were analyzed using the Rasch rating-scale model to confirm the validity and reliability of the questionnaire and to transform the raw scores into equal interval measures. Regarding the first and second research questions, the descriptive statistics showed that despite holding positive beliefs about CLT, the respondents to the survey did not frequently use communicative activities. With respect to the third research question, a MANOVA indicated that the types of schools (academic and vocational) did not significantly influence the survey respondents' beliefs and practices regarding CLT. Concerning the fourth research question, the Pearson correlation coefficients showed relatively strong correlations between (a) Classroom Practices and Student-related Communicative Conditions (r = .56) and (b) L2 Self-confidence and CLT Self-efficacy (r = .55). Also, the best fitting path model indicated that (a) Student-related Communicative Conditions impacted Classroom Practices, (b) Positive CLT Beliefs indirectly influenced Classroom Practices via CLT Self-efficacy, and (c) Exam-related Expectations affected most of the indicator variables and Classroom Practices. Related to this, qualitative results indicated that the respondents' learning experience, in-service training, and contextual factors influenced their beliefs and practices.
Temple University--Theses
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Honda, Sotaro. "Budo or sport? : competing conceptions of Kendo within the Japanese upper secondary physical education curriculum." Thesis, University of Gloucestershire, 2003. http://eprints.glos.ac.uk/3096/.
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Kendo is one of the Japanese martial arts (Budo). Kendo within the Physical Education( PE) curriculum at upper secondary schools is taught with the aim of learning the traditional etiquette of Budo, to learn skills and to lay the foundation for lifelong sports participation. The Japanese Ministry of Education, Science and Culture expects school Kendo teachers to achieve these aims within a child-centred approach, not in a traditional drill-type approach to teaching. This thesis aims to explore school Kendo teachers'views of Kendo within the PE curriculum as sport and / or as Budo, and the teaching of tactics and strategies in their Kendo lessons. It also attempts to develop and present a new approach to the teaching of Kendo making use of tactical and strategic ideas. The thesis IS multi-layered in methodological terms. The research was conducted by the use of two rounds of semi-structured interviews with seventeen and then fifty-three upper secondary school Kendo teachers respectively. The final phase of the research was a practical action research project carried out in a Japanese Secondary School. A range of methods was employed, comprising: participative observation, documentary analyses, a written test and a skill-related test. The data from the interviews revealed that school Kendo teachers wish to have their lessons aimed at character building such as learning the traditional etiquette by following the traditional approach to Kendo as Budo. The results of the interviews also revealed that most teachers were reluctant to teach sport tactics as it was counter to the dominant ideology of Budo as "real Kendo". These teachers believe that teaching tactics was inconsistent with the traditional etiquette of fighting fairly, and that would only help pupils to understand "Kendo as a competitive sport" as opposed to "real Kendo" as Budo. The results of the action research at an upper secondary school in Fukuoka Prefecture show that pupils developed their skills and understanding of competitive, cultural and attitudinal domains of Kendo as Budo through a tactical approach. They also expressed pleasure in this planning and execution of their own learning goals. I conclude, then, that the tactical approach to the teaching of Kendo can be incorporated into the PE curriculum without compromising the essential philosophy of Kendo as Budo.
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Hall, James M. "A linguistic ethnography of learning to teach English at Japanese junior high schools." Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/26002.
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The study examined three Japanese junior high-school English teachers’ initial years of full-time employment. It investigated the type of pedagogical puzzles these teachers experienced, how their practice developed over 18 months, and my role as a Teacher of Teachers (TOT). Drawing on linguistic ethnography, this study took an ethnographic approach to understanding the teachers’ social context and used techniques from discourse analysis to consider how they interpreted their puzzles and constructed their practice. These techniques were also used to analyze my working relationship with the teachers. The purpose of this endeavor was to contribute to the understanding of novice teacher development in an ‘expanding circle’ country. Over the course of the study, I observed the teachers’ classes and interviewed them once or twice a month. Using the coding of interview transcripts and class fieldnotes, I identified Critical Incidents that represented the teachers’ pedagogical puzzles and typical practice, as well as my role as a TOT. Using Cultural Historical Activity Theory(CHAT), I analyzed how elements of the social context brought about the teachers’ pedagogical puzzles and affected their capacity to address them. Coding of the interviews and a microanalysis of the interactions showed my role as a TOT. Overall, the CIs gave an emic portrait of each teacher’s experience and my efforts to support them. The pedagogical puzzles the teachers faced were a result of their personal histories and school conditions. These puzzles did not change, which indicates that teachers will face complex issues that cannot be resolved. Understanding them, however, can promote teacher development. Applying CHAT, I could identify the conditions that helped determine the types of pedagogy in which teachers engaged. I tried to fulfill my role as a TOT by conducting a form of reflective practice (RP). An examination of the RP I conducted with the teachers challenged the notion that it involves the sequential steps of identifying issues, attempting to resolve them, and reflecting on one’s efforts. This dissertation concludes with a discussion about the contributions it has made toward the field of English teacher development: using CHAT to understand the English teaching experiences, the development of an understanding of RP as it can be carried out in the field, an understanding of novice teachers in expanding circle countries, and the value of linguistic ethnography for researching novice teachers.
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Leyland, Christopher Patrick. "The English 'native speaker' teacher as a language resource : conversation analytic examinations of backstage interactions in Japanese high schools." Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/2423.
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Faced with fewer employment opportunities at home, more British and American university graduates are moving abroad to teach English as ‘native speakers’. In 2013 Japan’s JET Programme employed over 4000 ‘native speaker’ ‘Assistant Language Teachers’ (ALTs)1. While ALT’s primary professional responsibility is widely considered to be teaching English to elementary, junior high and high school students, this study reveals they frequently provide their Japanese co-workers with English language help. After collecting around 80 hours of audio-recordings from two Japanese high school staffrooms, this study underwent a Conversation Analytic examination of English language learning encounters between ALTs and their Japanese co-worker English teachers. There is a considerable body of Conversation Analytic research examining Second Language Acquisition processes in formal educational environments. However, with second language users engaged in formal learning constituting but a small fraction of the global L2-user community, “[w]hy, then, are the doors of classrooms still locked?” (Wagner, 2004: 615). This study considers English language learning processes occurring outside the classroom - in Japanese high school staffrooms. Analysis reveals these language learning encounters invariably consist of three distinct actions: the English L2 user requests help, the English L1 user provides help and the sequence is closed. Within this basic structure, however, various phenomena occur. Rather than considering learning in the teachers’ “frontstage” setting of a classroom, this study examines learning occurring in the “backstage” (Sarangi & Roberts, 1999) setting of school staffrooms. Staffrooms are considered an important site for identity construction (Richards, 2007). Indeed, this analysis of language learning processes reveals complex identity negotiations. ALTs and their co-workers show themselves to be particularly resourceful communicators - utilizing different multilingual competencies, and dealing with various interactional ‘troubles’ and ‘hesitancies’. This study adds to the body of SLA research using a ‘social’ approach - thus contributing to a redressing of an imbalance in the field (Firth & Wagner, 1997), and examines language learning in an under-researched site. Furthermore, the findings indicate that language learning is interwoven with identity work related to knowledge. This utilizes and informs Heritage’s recent influential work on ‘epistemics’ (2012a, 2012b), applying it to L2 interaction.
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Ogawa, Harumi. "Investigating the effect of incorporating cultural elements in English Language teaching to enhance Japanese college students' L2 vision as intercultural speakers." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8446/.
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This thesis concerns an exploratory practice (EP) project conducted at a two-year college in north east Japan, which was severely affected by the earthquake of March 2011. The focus of research is a 13-week EFL course for 25 first-year college students, specifically designed to enhance their future visions of themselves as L2 users (Dörnyei & Kubanyiova, 2014). This study examined opportunities that the course created for the students’ vision development in the classroom and the factors that may have contributed to these opportunities. The data came from 1) students’ written narratives, 2) semi-structured interviews, 3) teacher/researcher reflections, field notes and audio- and video- recordings of the classes, and 4) course evaluation questionnaires. Findings show that the course was beneficial for enhancing students’ appreciation of their language-relevant futures and the thesis engages with the factors that contributed to these findings by 1) tracing the trajectories of L2 learning and intercultural experiences of selected interview participants, 2) examining group dynamics and pedagogy adopted for the course, and 3) piecing together an understanding of the role that the teacher played in mobilising one focal participant’s future vision. The key contribution of this EP inquiry turned out to be more far-reaching than originally envisaged; however, pointing to the broader role that language education can play in young people’s lives. The thesis concludes by discussing educational and research consequences of this finding.
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Chen, Mei-hua, and 陳美樺. "Japanese Education in Taiwan Aborigines High School : A Case of Si-Wei High School." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/10612920868004693850.
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碩士國立高雄第一科技大學
應用日語研究所
101
Abstract Aboriginal education-related issues in Taiwan have been emphasized in recent years since the concern over racial integration and equality. In 2010, the White Paper on Indigenous Educational Policy, including basic guiding pricinples and policies for aboriginal education in Taiwan was released by the government. Especially, the overall investigation in the currency of aboriginal education was conducted and reported in Chapter 3 of the paper. It indicates that the rate of employment for aboriginal senior high graduates is much higher than the nationwide average . Therefore, how to learn Japanese language well in the learning period of senior high school to accord with the demands of the market, such as tourism in the internationalized society of Taiwan has become an important part in aboriginal education. The thesis first introduces the history of aboriginal people and the developmental process of aboriginal education in Taiwan. Then, it categorizes theories of Japanese language instruction and related studies in vocational education. Specifically, the case study was conducted to discuss the condition of Japanese language instruction in the major aboriginal high school, Siwei Senior High School, which is the only one with the specialized Japanese language course in the areas of Yilan, Hualien, and Taitung. Research methods include the primary data collections (e.g., the student enrollment, graduates’ employment/ learning statuses, etc.), interviews with school-related staffs, and the questionnaire survey among students in the applied Japanese language course. In the study, it was done to realize the evolution of Siwei Senior High School with its history of fifty years in the aboriginal region as well as the development and change of the applied Japanese language course. Besides, the questionnaire survey was performed to know instructional goals, curriculums, teaching/ learning materials and equippments, and teachers’ specialties in the applied Japanese language course. Finally, the findings of existing problems and related sugesstions were proposed through the analysis of questionnaires and interview results. Key Words: Aboriginal people, Japanese language instruction, Siwei High School
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Coombe, Deneys Laurence. "The cohesion factor : a study of Japanese junior high school writing." Diss., 2015. http://hdl.handle.net/10500/19659.
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This study compared cohesive devices in texts written by Japanese second-year junior high school learners with those in texts that appeared in the textbook they were studying. The purpose of the study was to determine which cohesive devices were being used in the textbook and which were used in the learners’ writing. The study used both quantitative and qualitative analysis. The quantitative analysis began by determining whether there was any significant difference between the textbook readings and the learners’ writing in terms of the frequency of cohesive devices. It then examined the kinds of devices that were used by both groups of texts. The qualitative analysis compared the patterns of reiteration in two textbook readings with those in a sample of six student texts of different levels of success. The results showed no significant differences between the student texts and the textbooks in terms of the overall frequency of cohesive devices. Among the individual devices, however, there was a significantly higher frequency of ellipsis and synonyms in the textbook readings than in the student texts. There was also a significantly higher frequency of conjunction and reference in the student texts relative to the textbook readings. In all other devices, there was no significant difference between the textbook readings and the student texts. The qualitative study revealed the importance of strong opening sentences, reinforcement of the main topic through repetition, as well as of linking new topics with the main topic in the textbook readings. However, the presence of these features varied in the selected student texts. Accordingly, stronger texts contained all these features, average texts contained some of them, and weaker texts contained few or none. This study consequently supports other studies that have shown that the way in which cohesive devices are used is far more important in determining text quality than the number of devices used. The findings of this study showed the strengths and weaknesses in the students’ writing, and highlighted the need for a greater awareness of cohesion by focusing more on sentence building, and the use of a greater variety of cohesive devicesEnglish Studies
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Peng, Yu-Chia, and 彭郁家. "Gender issues into the high school Japanese elective courses of action research." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/6v63b2.
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碩士國立東華大學
課程設計與潛能開發學系
100
This study aimed to apply the gender issues into the high school Japanese language courses and explore the teaching procese and the effect of the proram on students' gender awareness of Japanese culture. The course consisted of the Japanese audio-visual media such as film, animation and Japanese culture material. The data collection method included students' feedback form, self-rating scale, classroom observation, interview record, and the researcher's reflection logs.The main findings and conclusions are as follows: (1) The participants who learned the gender issues program for a semester, have increased their gender awasreness and reduce gender strerotype. (2) The teacher has improved her teachging skill and curriculum design ability for appling the gender issues into the Japanese language course after implementing the action reaseach for a semester. (3) Based on the results of this study, more integration of the gender issues and teaching materials is recommended for the future study.
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Ou, Li-Wen, and 歐麗雯. "A Study of the Relationships among Japanese Learning Motivation, Japanese Learning Strategies and Japanese Learning Proficiency of High School Students in Applied Foreign Language Japanese Group." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/06419890371326598194.
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碩士國立彰化師範大學
教育研究所
104
A Study of the Relationships among Japanese Learning Motivation, Japanese Learning Strategies and Japanese Learning Proficiency of High School Students in Applied Foreign Language Japanese Group Advisor: Hsin-Yi Kung, Ph. D. Author: Li-Wen Ou Abstract The purpose of this study was to explore the relationships among Japanese learning motivation, Japanese learning strategies and Japanese learning proficiency of High School students in Applied Foreign Language Japanese Group. The participants were 705 students in applied foreign language Japanese group in northern and middle Taiwan. Descriptive statistics, independent sample t-test, Pearson’s product-moment correlation, and multiple regression analysis were conducted to analyze the date. The major findings were summarized as following: first, students’ Japanese learning motivation was medium-high level and the best three were to understand Japanese culture, being interested in Japanese popular culture and to enhance ability and promote social status. Second, students frequently used multiple strategies in learning Japanese and the best three were social strategies, metacognitive strategies and cognitive strategies. Third, students’ Japanese learning proficiency were about average level. Fourth, there were significant differences in students’ learning motivation with respect to gender and whether or not learning Japanese experience. Fifth, there was a significant difference in students’ learning strategies in whether or not learning Japanese experience. Sixth, there was a significant difference in students’ learning proficiency in whether or not learning Japanese experience. Seventh, there were correlations among Japanese learning motivation, Japanese learning strategies and Japanese learning proficiency. Final, students’ Japanese learning motivation and Japanese learning strategies can significantly predict students’ Japanese learning proficiency and cognitive strategy was the strongest predictor. Based on the findings of the study, the suggestions were provided to teachers, students and future researchers. Keywords: Japanese language motivation, Japanese learning strategies, Japanese learning proficiency, Applied Foreign Languages Japanese Group
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NAKANO, SAEKO, and 中野冴依子. "Applying Japanese MANGA to Teach Chinese as a Second Language: An Empirical Study on Japanese High School Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/66450197995054499450.
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碩士國立臺灣師範大學
華語文教學研究所
99
What motivates contemporary Japanese teenagers to learn? Instead of merely criticizing the low level of motivation among teenage students, educators should seek a solution to the fundamental problem by understanding the teenagers' perspective. This thesis first focuses on the increasing of the number of Chinese language courses in Japanese high schools and the number of the students taking them. Next, an assessment is made of current programs teaching Chinese as a second language in the Japanese high school system, including a diagnosis of their problems, followed by proposed solutions to said problems. Additionally, the impact of the Japanese educational system as a whole is also addressed. Lastly, a more effective method for teaching Chinese to Japanese high school students is presented. It was suggested by Satō Manabu (2001) that the educational system in Japan leads teenagers into nihilism and cynicism. A serious side-effect of this is that these students end up turning to “escaping from learning [sic]” as a coping mechanism. Machida Morihiro (2005), extending Satō’s research, points out that educators should not to force students afflicted by “escaping from learning” back into the classroom, but rather to help them establish learning in the real-life context of “here and now.” So what then is the real-life context of "here and now" for Japanese teenagers? By way of literature review and a questionnaire survey, it was found that one thing that Japanese teenage students cherish is MANGA, a type of Japanese comic book. As such, MANGA is one of the main forms of media taken seriously by Japanese youth subculture. For this reason, this study focuses on MANGA. The possibility and rationality of using it as a teaching tool is discussed from various perspectives, followed by an introduction to the proper use of MANGA as a medium for language instruction. Based on the theoretical foundation mentioned above, a questionnaire survey was conducted on Japanese high school students studying Chinese, with a total of 91 students participating in the survey. A second survey was also conducted consisting of interviews with two high school Chinese language teachers. Based on the results of these two surveys, a learner-oriented Chinese language course was designed utilizing popular MANGA as a medium of instruction. Both the results of this study and the language course presented herein will aid students in the acquisition and development of natural Chinese conversation skills as well as return to them the fun and excitement of learning.
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Liang, Yi-Ting, and 梁怡婷. "The design of Internet Materials and Blended Teaching in Japanese: Beginning-level Japanese Learners at Nanzi Senior High School." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/8z28px.
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碩士國立高雄第一科技大學
應用日語研究所
101
Since 2005, when Taiwan’s Ministry of Education started promoting its“Second 5-Year Program to Promote Second Foreign Language Education”,Japanese has become the most popular foreign language other than English in normal and comprehensive high schoolsHowever, the curriculum indicates that out of 126 elective credits, Japanese language instruction only makes up two credits and most schools only offer only one school year of courses, in stark contrast to the time allocated to other courses. This research focuses on how to raise student learning motivation during this short period of time.In order to make learning more interesting, in addition to using different teaching methods, teachers’ appropriate selection of materials is necessary for success. In recent years, with the growth of technology and the Internet, blended teaching methods incorporating the Internet or digital materials are gradually replacing traditional teaching methods. In Taiwan, at present, a considerable amount of digital learning materials are being produced, however the majority are Chinese or English language teaching materials. As part of this research, the author developed online materials for Japanese learning and used them to teach in combination with blendedmaterials. . The researcher first examines theories and existing research on blended learning. Then the researcher used Lessons 1 and 2 from日本語 GoGoGoⅠ（Nihongo GoGoGo I）as a blueprint for designing Internet materials on the hiragana syllabary “ 五十音(gojyuuon)”:of”.Next, the researcher taught 36 beginning students who were enrolled in an elective Japanese course at Kaohsiung Municipal Nanzi Senior High School. Findings indicate that most of the students hold positive views regarding the use of blended teaching methods, in particular due to the fact that the images and sound in the online materials can assist in memory retention. They also believe that blended materials are more beneficial for learning Japanese, increasing their learning motivation. Finally, most students expressed the hope that blended teaching methods could be used in other subjects in the future.
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Slater, David Hunter. "Class culture : pedagogy and politics in a Japanese working-class high school in Tokyo /." 2003. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3077076.
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Chao, Ting-yu, and 趙庭妤. "An Analysis of Learner Satisfaction Survey of the High School Sudents Learning Japanese." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/07327019298828437336.
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碩士明道大學
教學藝術研究所
94
In Taiwan, “second foreign language education” in high schools has entered its 7th year. Are the learners satisfied with the courses provided now? Understanding the learners’ perceptions about the existing courses will be critically important in determining the future direction of designing the courses and materials and of implementing them. Factors determining the degree and aspects of the learner satisfaction are diverse; teachers’ ways of instruction, learning materials, learning environments, and so forth, in addition to the learners’ motivations or “needs”. This thesis discusses intensively the result of a questionnaire survey designed to find how and why the learners see or do not see their needs are met in the Japanese language courses being implemented at their schools, and analyzes the relationship between the learner needs and their perceived sense of satisfaction and, also, the relationship between the learners’ perceived sense of satisfaction of their needs and the “teacher” and the “materials” factors. 270 high school students in Taichung answered the questionnaire. It is found that the strong learning needs are “to use Japanese in travel situations”, “to understand Japanese society”, “to communicate with the Japanese”, “to use Japanese in daily life” and “to know or to pursue Japanese popular culture”. A positive co-relation is found between the learners’ perceived sense of achieving their needs and their satisfaction toward their “teachers”. Teachers’ experiences and management of the classes affect the learner satisfaction. Regarding the materials, teachers’ hand-made additional materials have achieved high learner satisfaction because they are edited according to the learners’ particular learning orientations and stages. Audiovisual materials taken from Japanese media generally contribute to the learner satisfaction because they seemingly meet their needs to know more about the Japanese popular culture. However, it is found that these materials are not perceived by the learners as being effective in improving their competence in Japanese language. They are usually not in compliance with the textbook and the learners’ current stage of learning, and, therefore, they may not always contribute to high learner satisfaction. The conclusion of this thesis is that the educators can better support their learners if they better understood the learners’ needs and inclination toward learning Japanese. It is this thesis’ recommendation that the Taiwanese government reinforced its efforts to provide experts in Japanese language teaching both in quality and quantity, to institutionalize the teaching qualifications, and to compile materials meeting the high school students’ learning needs.
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MA, CHIA-LING, and 馬嘉羚. "Content Analysis of the War of Chinese- Japanese in the Junior High School." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/31074847016450915588.
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碩士國立臺中教育大學
課程與教學研究所
98
This purpose of research was to explore the contents of " War of Chinese-Japanese " in the junior high school social study textbooks in Taiwan, China and Japan. The research employed both content analysis and comparative education methods to do this study. The research done for the thesis focuses on three major aspects: Firstly, understanding about " War of Chinese-Japanese " in Taiwan, China and Japan in the location of the community syllabuses. Secondly, understanding " War of Chinese-Japanese " about the content of social study textbooks in Taiwan, China and Japan. Thirdly, comparing with “War of Chinese-Japanese” differences of the location of the community syllabuses and the content of social study textbooks in Taiwan, China and Japan. From the above, the main results were synthesized as follows: 1. To the community syllabuses the war of Chinese-Japanese, Taiwan and China regard War of Chinese-Japanese content of for the curriculum necessity, but Japan desalinates the description. 2. The textbooks main text narration, the textbook in China occupies quantity is short in the textbooks in Taiwan and Janpan; in the picture quantity proportion, the textbook in Taiwan occupies quantity is more than the textbooks in China and Japan. 3. The textbooks in Taiwan, China and Japan present in the war of Chinese-Japanese four time main text narrations and the picture, the event describe different. 4. In the textbook main text narration, different has a difference in the material choice because of narration independent, especially the textbook in China national consciousness and the national standpoint are intense. 5. The textbook of pictures, all because three textbooks main text narration event quantity how much, and the assistance main text explanation, the textbook in Japan all has in particular at the war of Chinese-Japanese four stages presents. The textbook in Taiwan puts event related character in the pictures, the textbook in China puts in the scene of many wars, but the textbook in Japan puts pictures in the many wartime people's life and the event. Synthesizing the discovery of research results, this researcher offers the following suggestions for the references of future teachers’ teaching, textbooks writing and follow-up researches: 1.The writers regard the war Chinese-Japanese in the textbooks, besides describe the independent compilation, and describe the content also should be able to conform to the correct historical evidence from the objective angle. 2.It remembers the historical lesson in the historical education function, the writers should remember the enlightenment to the historical event, only then conforms to the historical education function. 3. The social teachers at junior high school should compare the historical evidence which the different scholar describes and take to the student the objective historical content when teaching the war of Chinese-Japanese. 4. The following research may conduct the longitudinal research to the war Chinese-Japanese in social study textbooks at elementary, junior high school and senior high school in Taiwan.
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Grimes-MacLellan, Dawn Marie. "Performing self and society : growth and maturity at a Japanese junior high school /." 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3314780.
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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008.Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1851. Adviser: Janet D. Keller. Includes bibliographical references (leaves 351-370) Available on microfilm from Pro Quest Information and Learning.
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Yang, Chin-Hsing, and 楊進興. "A Study of Japanese Education in Tourism Bureau of Vocational High School in Taiwan." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/85015934926528731308.
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碩士國立高雄第一科技大學
應用日語所
97
Faced with the demand for future employment, as well as the development of Taiwan''s tourism industry trends, Taiwan tourism have also begun a series of its education reforms. The basis tourism education for the Tourism Bureau of vocational high school and, in the course also has considerable changes. Among them, the courses in the Tourism Bureau have been considerable attention to the Japanese courses, but under a series of curriculum reform, with considerable changes. Changes in the Japanese language courses, and let the Japanese study in Tourism Bureau of vocational high school have a different development. In this paper, aimed at the Japanese study in Tourism Bureau of vocational high school to investigate the current situation in order to understand the current situation of Japanese study in Tourism Bureau of vocational high school as well as its problems. This paper as an approach to the study questionnaire, and based on the results of the survey to give a suggestions to the problems of Japanese study in Tourism Bureau of vocational high school. Explored in the literature part, first of all, for the Taiwan Tourism Bureau in vocational technical and vocational education system under the tourism development process to understand the situation, and to explore in recent years carried out the reform of vocational education courses, tourism generated by curriculum changes. Next, to further explore the Japanese language courses at all stages of curriculum reform in the changes. Finally, aim new courses of Japanese language study for the planned analysis of year 2009, to explore the problems and the cause of the problem lies. From the point of these problems can be learned that is indeed necessary for the Tourism Division in vocational high school of Japanese language study to investigate the current situation. The use of questionnaires for the whole nation in 42 Japanese Study in Tourism Division of vocational high schools to investigate their current status. Targeted at the school personal whom in charge of Tourism Studies, Japanese teachers, and students. From the survey results to analyze current Tourism Division of Vocational Schools current operating conditions, the employment situation of Japanese teachers, Japanese courses in the implementation of the current state of academic analysis of tourism, students academic performance and learning condition, as well as the Tourism Division for the future of Japanese education planning expectations and so on. Finally, for the actual situation of Japanese language education, I also made the following recommendations to the course provider who is responsible for planning or researchers in related fields of reference, and look forward to the future course of Japanese Tourism Bureau plans can be helpful. Tourism Division I in Japanese Education as follows: 1. Japanese language courses should be in the main academic curriculum and planning in the Department require subjects 2. Set Japanese as a second language test subjects 3. Add extra points of the Japanese Language Proficiency Test on professional license 4. Provide learning opportunities to increase the capacity of Japanese teachers’ teaching. 5. Provide students the right to professional language learning
49
Chou, Ya-Hsin, and 周雅馨. "The studies on the problem of senior high school Japanese teacher training in Taiwan." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/34924549559281302802.
Full textAbstract:
碩士銘傳大學
應用日語學系碩士班
98
In Taiwan, the international business, trade, and cultural interaction activities are frequently in recent years. The policy of foreign language education be also valued. In order to satisfy the needs of the country, the Ministry of Education continued to implement and improve the second foreign language education. The second foreign language teachers'' growing be also valued. In the first, this research explored and illustrated the stipulation changes of teacher curriculum in Taiwan. Than carried on a questionnaire to students who study the Japanese teacher curriculum of Secondary School Education Program to know students’ problems and opinions. Finally, carry on opinion proposal. I hope to understand and survey the Japanese teacher curriculum of Secondary School Education Program and the follow-up researchers can get some helps from this thesis. This thesis covered four following points: 1.To explore the stipulation changes of teacher grow in Taiwan, and introduce the process of Japanese teacher grow. 2.To explore essential abilities and examination of Japanese teacher. 3.To explore Japanese teacher curriculum from university websites. 4.To carry on a questionnaire to students who study the Japanese teacher curriculum.
50
Huang, Chia-Chun, and 黃家君. "A Study of the Effect of Flipped Classroom on High School Students’Learning of Japanese." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/heu2v7.
Full textAbstract:
碩士中原大學
教育研究所
107
This study aims to explore the impact of flipped teaching on high school students’ in learning motivation and learning achievement. This study adopted a nonequivalent – group pretest – posttest of quasi–experimental design. Ninety tow students from a public high school participated in the study. Forty nine students (science major: 35 students,liberal art major : 14 students) were assigned to the experimental group that were taught Japnese by flipped teaching method ,and the other 43 students (all liberal art major) were assigned to the controll group that were taught Japnese by traditonal teaching method. Before the experimental teaching, both groups of students accepted the Japanese review achievement test and the Japanese learning motivation scale as pretests, and then conducting an 11-week experimental teaching, the first phase of experimental teaching is 5 weeks, and the second phase of experimental teaching is 6 weeks. At the end of each phase,the Japanese learning achievement test was conducted as a post-test. And after the the second Japanese learning achievement test, the Japanese learning motivation scale is measured as a post-test. Based on the results of the data analysis, the conclusions of this study are as follows: 1. Flipped teaching and traditional teaching have the same effect on high school in learning motivation. 2. Flipped teaching and traditional teaching have the same effect on high school in learning achievements. 3. For those receiving flipped teaching, liberal art major students performed better than science major students.