Relevant bibliographies by topics / Japanese language program

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Japanese language program'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Japanese language program"

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Tan Abdullah, Nur Anisah, Pow Yean Choong, G. Sharina Shaharuddin, and Nor Rasimah Abdul Rashid. "Japanese Language Students' Perceptions on Online Nihongo Partner Program." International Journal of Modern Languages and Applied Linguistics 5, no. 3 (September 13, 2021): 138–58. http://dx.doi.org/10.24191/ijmal.v5i3.14374.

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The pandemic that hit in early 2020 has caused face-to-face Nihongo Partner Program to be postponed. As a result, Japanese language lecturers in a public university have come out with an online program to be utilized by students who are learning Japanese and also Japanese students who will be participating in the practical training in teaching Japanese. A study using a quantitative approach was conducted once the program ended. 465 students who participated in the program responded to the survey. The survey questions which consisted of two parts were answered by the respondents. Part A questions related to the background of the respondents while part B has five components which includes (i) respondent reaction during the program, (ii) respondent reaction before the program,(iii) respondent reaction during the program, (iv) respondent reaction after the program, (v) comments and suggestions for improvement. In components i-iv, respondents have to choose five likert scales, while component (v) requires respondents to provide comments and suggestions in written form. The questions of the survey are to answer (1) respondents’ perceptions of this program, (2) strengths and weaknesses of this program, (3) improvements that can be made for the future program. The results of the study found that most of the students agreed that the online NP Program (1) is positive and can be utilized for learning Japanese, (2) improves speaking skills with the correct pronunciation and intonation, increases confidence to speak in Japanese either with Japanese people or classmates, providing an opportunity for respondents to use Japanese language. However, (3) some respondents expressed a fear of making mistakes with the presence of native speakers. From the survey a total of 19 suggestions and improvements were given by the respondents.
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Kato, Fumie. "Innovations in Integrating Language Assistants: Inter-Collaborative Learning." Journal of Language and Education 4, no. 4 (December 31, 2018): 54–62. http://dx.doi.org/10.17323/2411-7390-2018-4-4-54-62.

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A language assistant (LA) program was introduced into a university-level Japanese program. The LAs in this program consisted of Japanese study abroad students, that is English as a second language students, coming to study from Japanese universities for either one semester or one academic year, as well as American learners returning from a one-year academic study abroad program in Japan. In the southeastern region of the United States, the Japanese language is not yet considered a major foreign language, thus few opportunities exist for American learners to connect with native speakers of Japanese. The LA program endeavors to ease this limitation. It has been extremely beneficial for our American learners to have opportunities to communicate regularly with Japanese study abroad students in the classrooms. Furthermore, it was found tremendously valuable for Japanese study abroad students and greatly helpful for the instructors as well. This paper describes the procedures and examines the effectiveness of introducing an LA program into Japanese language classes. To analyze the program, questionnaires were distributed to LAs (N=20); five department instructors wrote comments concerning the program; and five Japanese language learners submitted reflection papers. Analyses of the qualitative data indicate that the LA program has many advantages for everyone participating.
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Kato, Fumie. "Innovations in Integrating Language Assistants: Inter-Collaborative Learning." Journal of Language and Education 4, no. 4 (December 31, 2018): 88–96. http://dx.doi.org/10.17323/2411-7390-2018-4-4-88-96.

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A language assistant (LA) program was introduced into a university-level Japanese program. The LAs in this program consisted of Japanese study abroad students, that is English as a second language students, coming to study from Japanese universities for either one semester or one academic year, as well as American learners returning from a one-year academic study abroad program in Japan. In the southeastern region of the United States, the Japanese language is not yet considered a major foreign language, thus few opportunities exist for American learners to connect with native speakers of Japanese. The LA program endeavors to ease this limitation. It has been extremely beneficial for our American learners to have opportunities to communicate regularly with Japanese study abroad students in the classrooms. Furthermore, it was found tremendously valuable for Japanese study abroad students and greatly helpful for the instructors as well. This paper describes the procedures and examines the effectiveness of introducing an LA program into Japanese language classes. To analyze the program, questionnaires were distributed to LAs (N=20); five department instructors wrote comments concerning the program; and five Japanese language learners submitted reflection papers. Analyses of the qualitative data indicate that the LA program has many advantages for everyone participating.
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Saputri, S.Pd., M.Pd, Lenggahing Asri Dwi Eko. "Pengembangan Materi Basic English Berbasis Pariwisata Untuk Program Studi Bahasa Asing Terapan Konsentrasi Bahasa Jepang." KIRYOKU 4, no. 2 (December 4, 2020): 137–41. http://dx.doi.org/10.14710/kiryoku.v4i2.137-141.

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In 2019, Vocational School Diponegoro University opened several new study programs. One of them is Applied Foreign Language Program. This study program has 2 majors namely English and Japanese. In the third semester, students are directed to take one of the majors based on their interests and talents. Although they have chosen their major that can be English or Japanese, they still have to study both of them. For 3rd semester students of Japanese major, they are also required to take Basic English courses. This course itself will be based on tourism in accordance with the vision of the Applied Foreign Language program that is not only to give the students the competence of mastering English and Japanese languages but also give them the competence of tourism and hospitality. The aim of this research is to develop Tourism based Basic English material for Japanese major of Applied Foreign Language program. The method used in this research is Research and Development while the model that researchers use is ADDIE model (Analysis-Design-Develop-Implement-Evaluate). The result of this research is Tourism based Basic English material for Japanese major of Applied Foreign Language program which consists of four tourism themes namely An Introduction to Travel and Tourism, Tourism Organisations, Promotion and Marketing and Types of Transport and Accommodation. Those themes will be discussed in four integrated English skills which include listening activity, speaking activity, reading activity and activity writing.
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Shishido, Michiyasu. "The Japanese Language Program at Tuscaloosa Academy." Journal of the Association of Teachers of Japanese 20, no. 1 (April 1986): 60. http://dx.doi.org/10.2307/489520.

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Kataoka, Hiroko C. "Televised Japanese Language Program: The First Year." Foreign Language Annals 19, no. 6 (December 1986): 491–98. http://dx.doi.org/10.1111/j.1944-9720.1986.tb01039.x.

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Yean, Choong Pow, Sarinah Bt Sharif, and Normah Bt Ahmad. "The Involvement of Native Speakers in Teaching and Learning Japanese Language at UiTM." International Journal of Modern Languages And Applied Linguistics 4, no. 3 (August 1, 2020): 14. http://dx.doi.org/10.24191/ijmal.v4i3.8545.

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The Nihongo Partner Program or “Japanese Language Partner” is a program that sends native speakers to support the teaching and learning of Japanese overseas. The program is fully sponsored by The Japan Foundation. The aim of this program is to create an environment that motivates the students to learn Japanese. This study is based on a survey of the Nihongo Partner Program conducted on students and language lecturers at UiTM, Shah Alam. This study aims to investigate if there is a necessity for native speakers to be involved in the teaching and learning of Japanese among foreign language learners. Analysis of the results showed that both students and lecturers are in dire need of the Nihongo Partner Program to navigate the learning of the Japanese language through a variety of language learning activities. The involvement of native speaker increases students’ confidence and motivation to converse in Japanese. The program also provides opportunities for students to increase their Japanese language proficiency and lexical density. In addition, with the opportunity to interact with the native speakers, students and lecturers will have a better understanding of Japanese culture as they are able to observe and ask the native speakers. Involvement of native speakers is essential in teaching and learning of Japanese in UiTM.
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Hiroaki, Kenko. "Implementation and achievement in the Intensive Japanese Language Program:Improvement in Intensive Japanese Language Program, 2014." Korean Journal of Japanology 112 (August 30, 2017): 1–21. http://dx.doi.org/10.15532/kaja.2017.08.112.1.

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Yamada, Mieko. "Evaluation of an EFL Teacher Training Program in Japan." Journal of Applied Social Science 12, no. 1 (February 19, 2018): 25–45. http://dx.doi.org/10.1177/1936724418755420.

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This article presents a study undertaken to evaluate how effectively an English as a Foreign Language (EFL) training program helps Japanese EFL teacher trainees prepare for their future positions. Data were collected via both interviews and surveys. Interviews were first conducted with Japanese teacher trainees enrolled in the program to identify concerns related to their EFL learning and teacher training. Since the interviews revealed potential areas for a new direction in the EFL curricula, surveys were later conducted to focus on the teacher trainees’ perceptions of Japan’s diversity. This article discusses the findings from interviews and surveys, and offers recommendations for further improvement to the Japanese EFL program.
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Oguro, Susan, and Robyn Moloney. "Misplaced Heritage Language Learners of Japanese in Secondary Schools." Heritage Language Journal 9, no. 2 (June 30, 2012): 207–21. http://dx.doi.org/10.46538/hlj.9.2.5.

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While heritage language learners are becoming visible in the research literature as a distinct group of language learners with specific needs, existing curriculum structures in secondary schools often focus on programs either for foreign language learners or for first language learners. The study reported here examines the experiences of heritage learners of Japanese who have been inappropriately placed in courses designed for native speakers and as a result, in some cases, have withdrawn from taking any formal program of Japanese language study. Focusing on the situation of Australian senior secondary Japanese students, this article reports the findings of questionnaire and interview data, featuring the voices of both teachers and heritage learners of Japanese. The data identify the issues that delineate heritage language learners from native speakers and highlight, through the experiences of misplaced learners, the need for appropriate placement, pedagogy and curriculum
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Dissertations / Theses on the topic "Japanese language program"

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Mawbey, Angela, and n/a. "The implementation of the Japanese language program at Macquarie Primary School : an evaluation." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060907.131034.

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The need for an increase in the learning of foreign languages in primary schools in Australia was noted by the Senate Standing Committee on Education and the Arts (Report on a National Language Policy, 1984, Recommendation 78, p230). The introduction of the Japanese language program at Macquarie Primary School, ACT, in 1984, was a response to this need, combined with the expressed wish of the local community. Within this program it was decided that an unpublished curriculum developed and used in the ACT by a native speaker of Japanese, would be trialled. The purpose of this study, within a Master of Education degree, was to evaluate Book 1 of this curriculum, and the process by which it was implemented at the school, during the first year of operation of the program. The framework around which the evaluation was organised was Sanders and Cunningham's (1973) Structure for Formative Evaluation in Product Development. The evaluation sought to answer five questions which focussed on the validity, appropriateness and consistency of the broad goals of the program, and the extent of achievement of those goals by the students; the effect of the implementation of the program on school organisation; unexpected outcomes of the program; and revisions and modifications which were necessary to the program as the curriculum was trialled. A number of data gathering techniques was used to obtain the information required to answer these questions. The results of this study suggest that the curriculum being trialled was based on an eclectic approach to the teaching of a foreign language (Prator, 1980; Bell, 1981), selecting from various theories and methodologies, components deemed appropriate for primary age students in their first year of Japanese. The study also provided evidence that, after one year's participation in the Japanese program all children were, to an extent, achieving both broad goals of the program. There was some evidence however, that achievement of the goals was mediated by several learner characteristics, the most influential of these falling into the broad category of 'attitude'. It was discovered also, that the introduction of such a program into an already crowded school curriculum affected aspects of organisation within the school, and that all the outcomes of the program were not necessarily planned, or expected. Finally, certain changes, both organisational and to the curriculum, were made and implemented during the 'formative interim evaluation' stage. The conclusions of this thesis are offered at two levels: conclusions concerning the evaluation process itself, and those arising from the teaching of Japanese to primary age students.
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Brown, Kathleen Annette. "An Iterative Needs Assessment/Evaluation Model for a Japanese University English-language Program." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/66807.

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CITE/Language Arts
Ed.D.
The focus of this study is the development and implementation of the Iterative Needs Assessment/Evaluation Model for use as part of an English curriculum reform project at a four-year university in Japan. Three questions were addressed in this study: (a) what model components were necessary for use in a Japanese university setting; (b) what survey instruments would work with such a model; and (c) what needs would the stakeholders in the project report? The site for the study was a mid-sized private, four-year university in Japan. Set as an instrumental case study (Stake, 1998), multiple methods and sources were employed. Stakeholders in the project included university students (n = 1533), teaching staff (n = 33), university administrators and staff (n = 5), and domain experts (n = 7). Data collection included the use of questionnaires, unstructured and semi-structured interviews, and systems and materials analyses. Questionnaires were developed and analyzed using Rasch analysis. The Needs Assessment/Evaluation Model was assessed using a modified version of the Checklist for Judging the Adequacy of an Evaluation Design (Sanders & Nafziger, 1985). Implementation of a full iteration of the Model indicated that use of the Iterative Needs Assessment/Evaluation Model could guide the development and evaluation of the English language program. As part of the study, valid survey instruments that can continue to aid the assessment of needs for and evaluation of the courses were developed. Data from multiple sources indicated a difference in the perception of needs between stakeholders. The processes followed through the development and application of the Iterative Needs Assessment/Evaluation Model served to incorporate these different perceptions into a cohesive language program curriculum.
Temple University--Theses
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Yoshii, Ruri. "Language Skill Development in Japanese Kokugo Education: Analysis of the Television Program Wakaru Kokugo Yomikaki No Tsubo." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2074.

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Any type of education implemented by a modern nation-state is, at least in part, a tool for socializing its people. In this regard, Japanese language and literature education, kokugo, has played an important role in Japan by emphasizing nationalism and the integrity of a Japanese identity. According to Ishihara (2007) and Lee (1996 [English translation 2010]), kokugo, since its inception in 1900, has promoted moral awareness and assimilation of Japanese ideals across the country. However, responding to unsatisfactory test results in the Program for International Student Assessment (PISA) in 2003 and 2006, Japan's Ministry of Education Culture, Sports, Science and Technology (MEXT) adjusted kokugo education policies. A decision was made to place more emphasis on language skills rather than on the traditional kokugo approach that had been in place from the beginning of the Meiji era (1868-1912). Based on an analysis of Wakaru Kokugo Yomikaki no Tsubo (WKYT) (Understanding Kokugo: The Secrets of Reading and Writing), an educational television program for elementary school kokugo classes by Nippon Hōsō Kyōkai (NHK), this thesis discusses how language skill development has recently been introduced into the kokugo curriculum and Japanese kokugo education policies. This thesis also uses the historical-structural approach of critical language policy research developed by Tollefson (1991, 2013) and Street (1993) to analyze how this modified kokugo education has the potential to affect the social development of students.
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Harley, Elizabeth Anna. "An Exploratory Evaluation of Language and Culture Contact by Japanese Sojourners in a Short-term US Academic Program." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5168.

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Short-term intercultural exchange programs provide a wealth of information and experiences for participants. Participants are given the opportunity to travel out of their native country and are exposed to new languages and cultures. This case study looks at the Japanese sojourners in the Northwest/ Pacific Rim {NWPR) summer program. The purpose was to examine the language use of the Japanese sojourners throughout the course of the NWPR program. This case study sought to determine when the Japanese sojourners used English and/or Japanese, in which situations, what strategies the Japanese sojourners employed and who initiated contact with whom. All of the data was gathered from a participant observer who also employed various ethnographic methods. The Japanese sojourners were observed informally and six were interviewed formally. All four of the ESL teachers were also formally interviewed to provide as wide a range of information as possible. The results showed that the Japanese sojourners did, in general, have a positive experience in the NWPR program but they did not learn as much English and intercultural sensitivity as they could have. Although this case study was focused on the language use of the Japanese sojourners aspects of program evaluation inevitable infiltrated in.
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Butterfield, Carol Long. "Multiple stories: Developing literacy in an ESL/ESP aviation program." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186785.

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A basic goal of an English for Specific Purposes (ESP) program is to enable the language learner to function within an academic discipline, science and technology occupation, or a vocational occupation by using English. This teacher researcher case study explores the English literacy development of three adult Japanese student pilots within a holistic English for Specific Purposes (ESP) program. The setting of this five month naturalistic case study was on a small airport in the Southwestern United States. Experiential literacy events were provided to encourage student pilots to develop English literacy while learning aviation concepts. A preliminary case study with one student was conducted to evaluate and modify data collection methods, and ESP curriculum and organization. Data collection included participant observation and field notes, dialogue journals between students and the teacher researcher, oral and written interviews, checklists, and audio-taping methods. Three themes emerged through the constant comparative method of data analysis: (1) self perception, (2) developing relationships, and (3) developing literacy strategies. These three themes reflect the process of how and through what particular issues students developed English literacy. Findings from the analysis of data suggest that English literacy develops differently, and has distinct meanings for each person. In contrast to traditional ESP and ESL programs that emphasizes the transmission of language, a holistic ESP program provides opportunities for adult student pilots to develop English literacy through a process of inventing and appropriating English for his/her own purposes and needs. Findings also indicate that learning the form and function of language is not enough. Other language processes and social interactions enhance learning and support language development. Current research within the English for Specific Purposes field focuses on the description of the language as product of a particular academic/scientific/occupational situation that a student needs to learn to be successful. This dissertation seeks to refocus the direction in ESP research and contribute to the understandings of the process of literacy development in a holistic ESP program.
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Luft, Stephen D. "Japanese Language Learners' 2019; Out-Of-Class Study: Form-Focus and Meaning-Focus in a Program that Uses the Performed Culture Approach." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1388397080.

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Kurihara, Yuka. "Appropriating pedagogical tools a case study of Japanese secondary school EFL teachers returning from overseas in-service teacher education program /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187097104.

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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 Art
Ed.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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Stout, Timothy G. "Understanding Successful Japanese Language Programs: Utah Case Study." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/2047.

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Recent world events have caused Americans to reassess national political, economic, and educational priorities, resulting in a shift towards Asia. The schools in response have begun to introduce less commonly taught languages, such as Japanese and Chinese. Many Utah public schools have tried to implement less commonly taught language programs. Some have succeeded, and other others have not. The purpose of this study was to understand how and why some schools were able to successfully integrate less commonly taught language programs, and why others were not.The results of this study suggest that the factors relating to students’ interests and the teacher/administrator relationship were the most important positive factors affecting the success of the Japanese programs with staying power. It was also found that the factors relating to funding issues and student enrollment were the most important negative factors affecting the failure of the long-term Japanese programs that were eliminated.
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Yamada, Etsuko. "Fostering criticality in a beginners’ Japanese language course : a case study in a UK higher education modern languages degree programme." Thesis, Durham University, 2008. http://etheses.dur.ac.uk/2160/.

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This thesis examines the development of criticality based on an empirical study in beginners' Japanese language courses within a UK Modem Languages Degree Programme. A starting point for this study is Barnett's (1997) claim concerning the significance of fostering criticality and setting educational aims against the current trend of mass education at the Higher Education. The empirical base is inspired by the Criticality Project by the University of Southampton which, also based on Barnett's model, investigates a whole Modern Languages course. This thesis, however focuses on the phases of Modern Language Studies which have not been explored: beginners' level language courses with the example being a n on-European language. The examination of the current issues of Modem Languages Degree Programmes illustrates the fact that there is a problem of a lack of coordination of the diversity of various components within programmes. The nature of language modules, especially at beginners' level, inclines to the acquisition of practical language skills focusing on grammar rather than on 'content', and widens the gap from academic content modules. In this thesis, the notion of criticality is highlighted as a single 'linkage' connecting each component to others. This issue needs to be examined from two perspectives: the empirical study of criticality development in beginners' level language courses and the theoretical concept of criticality. Action Research was conducted in beginners' Japanese language courses at a Modern Languages Degree Programme where the researcher was teaching. Lessons with activities which target criticality development in cultural and language dimensions were inserted in the existing grammar based language course framework. The observations of beginners' level language lessons in other institutions ensured the aims and syllabus of the normal lessons of the target courses have the same standard as them. Various types of qualitative data were collected. Among them, particularly the participants' output data; group interviews and post-lesson questionnaires became the main sources of analysis of this study. The analysis of empirical data made two important resources for criticality visible: skills and knowledge. Skills appeared as the students' theory building process comprising three stages: inquiry, analysis and conclusion. The concept of inquiry stage corresponds to inquiry and scepticism which was highlighted by a review of Critical Pedagogy and Critical Thinking. From these examinations of two perspectives, one from empirical and another one from theoretical, the fundamental concept of 'being critical' is defined as inquiry and scepticism. During the theory building process, various kinds of knowledge are employed, and the students' theories were presented according to nine thematic categories comprising culture, language, and learning process. The factors contributing to the development of criticality are found to be cultural and linguistic dimensions and also the learning process itself. The analysis of empirical data also highlights the existence of criticality specifically in the language modules and that criticality could work as a connection among the components of Modern Languages Degree Programme. Barnett's theoretical criticality model of domains and levels is supported by the empirical data, but they also showed that criticality development does not appear in a neat order nor the steady progression from lower to higher levels as in his framework. It is concluded from this study that both instrumental and educational aims can be and need to be compatible in language modules even at the beginners' level and all the components of Modern Languages Degree Programme need to be connected by a single linkage, criticality, which realizes an educational aim of the Modern Languages Degree Programme. However, it also implies that further research is needed to bring the issues to the level of curriculum development.
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Books on the topic "Japanese language program"

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Speak Japanese today: A self-study program for learning everyday Japanese. Rutland, Vt: C.E. Tuttle, 1989.

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Learning, Alberta Alberta. Japanese language and culture nine-year program, grades 7-9. Edmonton, AB: Alberta Learning, 2007.

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Williams, Lynn. N. T. C. 's basic Japanese: A communicative program in contemporary Japanese. Lincolnwood, IL: N.T.C.Publishing Group, 1994.

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Learning, Alberta Alberta. Japanese language and culture nine-year program (grade 4 to grade 12). Edmonton, AB: Alberta Learning, 2004.

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Association of Teachers of Japanese (U.S.). Seminar. ATJ Seminar, March 27, 2003: Program. [Ithaca, N.Y.?]: Association of Teachers of Japanese, 2003.

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Alberta. Alberta Education. Learning and Teaching Resources Branch. Japanese language and culture: 9-year program guide to implementation, grades 4-5-6. Edmonton, AB: Alberta Education, 2008.

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Tucker, G. Richard. Documenting an exemplary Japanese FLES Program: In pursuit of Goals 2000. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1995.

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Alberta. Alberta Education. Curriculum Sector. Japanese language and culture: 3-year program guide to implementation, 10-3Y, 20-3Y, 30-3Y. Edmonton, AB: Alberta Education, 2009.

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Learning, Alberta Alberta. Japanese language and culture, grades 4-12 (nine year program), grades 7-9, 10S-20S-30S (six year program), 10-20-30 (three year program: Alberta authorized resource list. Edmonton, AB: Alberta Learning, 2004.

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Swift, David W. First class: Nisei linguists in World War II : origins of the Military Intelligence Service Language Program. 2nd ed. San Francisco, Calif: National Japanese American Historical Society, 2008.

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Book chapters on the topic "Japanese language program"

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Yamada, Toru, Takako Sakai, and Cade Bushnell. "6. Rakugo CALL Program for Japanese Language Learning: Its Development and Possibilities for Implementation." In Technology-Supported Learning In and Out of the Japanese Language Classroom, edited by Erica Zimmerman and Abigail McMeekin, 149–70. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923514-009.

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Ohe, Hye-Gyeong. "Technology-Enhanced Approaches to the Development of Intercultural Sensitivity in a Collaborative Language Program: A Japanese-Korean Case." In Education Innovation Series, 61–74. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2877-0_6.

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Langlitz, Nicolas. "Japanese Syntheses." In Chimpanzee Culture Wars, 194–230. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691204284.003.0007.

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This chapter details how Pan and Homo came to share a life in the Japanese laboratory. Tetsuro Matsuzawa's Ai Project, named after his most famous nonhuman “research partner,” began as the Japanese ape language project in 1976. But it soon morphed into a much broader comparative cognitive science program that provided a new face to Japanese primatology in the post-Imanishi era. For both methodological and ethical reasons, Matsuzawa sought to square tight experimental control with maximizing the captive chimpanzees' freedom to show spontaneous behavior. The often violent nature of chimpanzee social life strictly limited how much humans could take part. At Kumamoto Sanctuary, however, younger researchers from Matsuzawa's lineage had repurposed participant observation to apply delicate measuring instruments such as EEG caps or head-mounted eye tracker goggles to otherwise unruly apes. Thus, a new generation of Japanese primatologists integrated high-tech laboratory experiments, field observations in the laboratory, and participant observation — and eventually extended this synthetic primatology to the field.
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Hasegawa, Hiroshi, Julian Chen, and Teagan Collopy. "First-Year Japanese Learners' Perceptions of Computerised vs. Face-to-Face Oral Testing." In New Technological Applications for Foreign and Second Language Learning and Teaching, 203–20. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2591-3.ch010.

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This chapter explores the effectiveness of computerised oral testing on Japanese learners' test experiences and associated affective factors in a Japanese program at the Australian tertiary level. The study investigates (1) Japanese beginners' attitudes towards the feasibility of utilising a computer-generated program vs. a tutor-fronted oral interview to assess their oral proficiency, and (2) the challenges and implications of computerised oral testing vis-à-vis Japanese beginners. It presents the initial findings of the qualitatively analysed data collected from student responses to open-ended survey questions and follow-up semi-structured interviews. A thematic analysis approach was employed to examine student perceptions of the two different test settings and their effects on students' oral performance in relation to test anxiety. Despite the fact that computerised oral testing was overall perceived to be beneficial for streamlining the test process and reducing learners' test anxiety, the findings also identified its limitations.
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Obari, Hiroyuki, and Stephen Lambacher. "Improving the English skills of native Japanese using artificial intelligence in a blended learning program." In CALL and complexity – short papers from EUROCALL 2019, 327–33. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1031.

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A constructivist approach to language learning can motivate students by activating their brains to create new knowledge and reflect more consistently and deeply on their language learning experience. The present study focused on assessing the use of the Artificial Intelligence (AI) speakers Google Home Mini and Amazon Alexa as part of a Blended Learning (BL) environment to improve the English skills of two groups of native Japanese undergraduates. The participants were 47 native speakers of Japanese, all third-year business majors at a private university in Tokyo. Pretest and posttest Test of English for International Communication (TOEIC) scores, as well as results from a post-training survey, were used in evaluating the overall effectiveness of the program. Gains in TOEIC scores indicated the BL program incorporating AI speakers improved the students’ overall English skills, particularly listening comprehension. The results suggest the integration of AI, along with social media and 21st-century skills, may be an effective way to improve the English language proficiency of adult L2 learners.
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Matsuda, Toshiki. "Cultivating Student-Teachers’ Problem-Solving Abilities by Promoting Utilization of Various Ways of Thinking through E-Learning and E-Portfolio Systems." In Cases on Inquiry through Instructional Technology in Math and Science, 439–63. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0068-3.ch016.

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This chapter presents a teacher training program that promotes the use of various views and ways of thinking in each subject area (e.g., analogy and quantify in mathematics, and 5W1H in Japanese language courses) to cultivate problem-solving abilities. Although these views and ways of thinking are currently objectives in the Japanese National Course of Studies, teachers have not been instructed on how to teach them. The program was part of the Exercise of Integrated Learning, which is a compulsory course according to the Japanese national standards for teacher preparation programs. The course consisted of five three-hour lessons devoted to practice. Two additional sessions, each seven and a half hours long, were conducted with presentations on problem-solving exercises and a workshop on lesson plan revisions, respectively. The content of each practice lesson focused on one of the two following goals: (1) providing experience with problem-solving-related learning and (2) ensuring that teachers are able to create lesson plans for this type of learning activity. The program proposed in this chapter falls into the former category. In the program, students received homework assignments on the e-learning system after each lesson. In these e-learning materials, they practiced applying what they had learned during the lessons, such as problem-solving methodologies and views and ways of thinking in various subject areas. After the five practice lessons, there was a two-week gap before students gave presentations during a presentation session. The learners completed problem-solving exercises using the e-portfolio system the team developed. This e-portfolio system allowed learners to conduct collaborative problem-solving exercises while utilizing the aforementioned views and ways of thinking. Furthermore, learners automatically shared their performance records and outcomes after completing the tasks, and they were able to perform self-evaluations by following a rubric. Finally, the teacher analyzed the effectiveness of the course and revised the program.
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Iino, Atsushi. "Effects of HVPT on perception and production of English fricatives by Japanese learners of English." In CALL and complexity – short papers from EUROCALL 2019, 186–92. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1007.

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This study investigated the effects of High Variability Phonetic Training (HVPT) on beginner level English as a Foreign Language (EFL) Japanese learners’ perceptions and productions of the English fricatives /f/, /v/ and /θ/. With the use of the computer program ‘English Accent Coach’ (EAC, Thomson, 2017), two groups of participants were engaged in learning the sounds in a two-syllable environment: target consonant + vowels (CV) and target consonant + vowels + consonant (CVC). The perception training with EAC was conducted for five weeks between a pre-test and a post-test in perception and production. Production was measured in the form of recorded reading aloud and was evaluated by native English speakers and a Japanese teacher of English. The results indicated the advantageous effects of CVC environments on perception as well as on production.
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Rentoule, Damian Paul. "The Consistency Dilemma." In Educational Reform and International Baccalaureate in the Asia-Pacific, 215–33. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5107-3.ch012.

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The International Baccalaureate (IB) offers curriculum frameworks within which schools and teachers experience a degree of creative freedom in the planning and delivery of the programs. This results in a potential consistency dilemma when an IB school is required to foster creative professionalism through collaborative practices, yet needs to ensure consistency of both content and pedagogical approaches. A collaborative environment requires a clearly defined balance between teacher autonomy and school direction in order to align pedagogical practices with curriculum intent. Teachers moving from a Japanese Article 1 school where limited autonomy is required may experience challenges when adjusting to requirements for a greater role in curriculum design in an IB Dual Language Diploma Program. Collaborative practices may not result in the necessary shifts in pedagogical practices if teachers are not adequately prepared for a school culture focused on creative professionalism.
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Campbell, Rikki. "Language Learners' Social Interaction during Study Abroad." In Handbook of Research on Study Abroad Programs and Outbound Mobility, 722–54. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0169-5.ch029.

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There is a common belief that one of the best methods for learning a foreign or second language is to develop social relationships with native speakers and to communicate with them using that language. In order to increase such interactional opportunities, participation in study abroad programs where the target language is spoken is frequently recommended. However, language learners often report disappointment in their degree of interaction and friendship development with native speakers while abroad. With a focus on learners of Japanese, the study reported in this chapter examines the contexts in which study abroad students in Japan find opportunities to interact and establish friendships with native Japanese speakers, and discusses the participants' satisfaction with and benefits of such interaction and friendships. The results draw upon 36 questionnaire responses, as well as in-depth interviews with four focal informants, all of who experienced a study abroad in Japan between 2010-2013.
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Carter, Beverly-Anne, Min He, and Tsubura Kawasaki. "Using YouTube and WeChat to Promote Communicative and Intercultural Competence in Japanese and Mandarin." In Language Learning and Literacy, 594–609. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9618-9.ch031.

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Web 2.0 technologies are omnipresent in the lives of the digital natives who are the majority of learners in the language centre's non-specialist programme. However, there is no automatic transfer from personal to pedagogical use especially when linguistic and intercultural competence is also at play. The Japanese and Chinese teachers, who are the chapter's co-authors see technology as an affordance and thus necessary for developing their students' proficiency. The chapter examines learners' perspectives on the technology used and whether it facilitates the degree of engagement intended.
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Conference papers on the topic "Japanese language program"

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Rosiah, Rosi, and Arsyl Machawan. "Application of e-Learning in Japanese Learning at Japanese Language Education Program Universitas Muhammadiyah Yogyakarta." In Proceedings of the Third International Conference on Sustainable Innovation 2019 – Humanity, Education and Social Sciences (IcoSIHESS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icosihess-19.2019.31.

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Mubin, Ilham. "Intonation Indonesian Utterances of Japanese Speaker." In Proceedings of the 2nd Konferensi BIPA Tahunan by Postgraduate Program of Javanese Literature and Language Education in Collaboration with Association of Indonesian Language and Literature Lecturers, KEBIPAAN, 9 November, 2019, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.9-11-2019.2295044.

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Yuniarsih and Iin Yulianti. "Analysis of Agreement and Disagreement Expressions in Japanese (On Kaiwa Text Books I- IV at Japanese Language Education Program Universitas Negeri Jakarta)." In Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.27.

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Danendra, Maulidyawan, and Silvia Nurhayati. "The Analysis Of Personal Deixis In The "Kaiwa" Practice Of The Fifth Semester Students Of Japanese Education Program In Unnes." In Proceedings of the 1st International Conference on Language and Language Teaching, ICLLT 2019, 12 October, Magelang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2292206.

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Suryadi, Dedi, and Poppy Rahayu. "The Problems in the Writing of the Thesis by Final Year Students in the Japanese Language Study Program in Indonesia." In 4th International Conference on Sustainable Innovation 2020–Social, Humanity, and Education (ICoSIHESS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210120.134.

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Lloyd, John R., and Ronald C. Rosenberg. "Creating Global Mechanical Engineers Through New Education-Industry Partnerships." In ASME 1997 International Gas Turbine and Aeroengine Congress and Exhibition. American Society of Mechanical Engineers, 1997. http://dx.doi.org/10.1115/97-gt-046.

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A new language-based global undergraduate mechanical engineering education program is being developed to produce “globally educated” mechanical engineers ready for practice in the 21st century. The Global Education Program is accomplished through partnerships established with middle and high schools, companies, a network of international engineering schools and Michigan State University. Typically the incoming students have studied French, Spanish, or German, but we also find students in increasing numbers who have had Japanese and Chinese. The MSU Mechanical Engineering Global Education Program begins by partnering with key middle and high schools for recruiting of top quality, properly prepared students. At Michigan State University during the first two years they complete their language preparation and their cultural awareness preparation. In the third year the students study and co-op abroad. In the fourth year the students serve as mentors to underclass students in the program. Industrial partners participate by sponsoring students, recommending international academic partners, helping in the development of curriculum, and by providing co-op opportunities. This partnership for education program has the long term goal of involving 50% of the MSU Mechanical Engineering BS graduates in a global education experience.
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Putri, Meira Anggia. "Morphological Errors on Japanese Verb Conjugation to Passive Form at Third-Year Students of Japanese Education Study Program of UNP." In Eighth International Conference on Languages and Arts (ICLA-2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200819.052.

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YULIA, Nova. "The Analysis of Student's Writing Abilities of Kanji at Japanese Education Study Program of UNP." In Sixth International Conference on Languages and Arts (ICLA 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icla-17.2018.19.

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Reports on the topic "Japanese language program"

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Yoshii, Ruri. Language Skill Development in Japanese Kokugo Education: Analysis of the Television Program Wakaru Kokugo Yomikaki No Tsubo. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2073.

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Harley, Elizabeth. An Exploratory Evaluation of Language and Culture Contact by Japanese Sojourners in a Short-term US Academic Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7044.

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