Relevant bibliographies by topics / Japanese language Study and teaching Victoria

Academic literature on the topic 'Japanese language Study and teaching Victoria'

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Published: 10 December 2022
Last updated: 30 January 2023

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Journal articles on the topic "Japanese language Study and teaching Victoria"

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OTSU, Yukio. "On the New Course of Study: Toward Integrating Japanese Language "Kokugo" Teaching and English Language Teaching." TRENDS IN THE SCIENCES 22, no. 11 (2017): 11_101–11_103. http://dx.doi.org/10.5363/tits.22.11_101.

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Kutafeva, Natalia V. "Teaching of Japanese Language through Zoomorphic Metaphor." Oriental Studies 19, no. 10 (2020): 141–50. http://dx.doi.org/10.25205/1818-7919-2020-19-10-141-150.

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In this article, the author proposes a method for the consistent acquaintance of Russian students studying the Japanese language by way of zoonymes and zoomorphic metaphors based on the example of the transcription of Aesop’s fable “The Dragonfly and the Ant”. In the Japanese transcription, instead of the zoonyme “dragonfly”, another zoonyme “grasshopper” is used. In addition, in Japanese linguistic culture, there are two versions of the fable. In one version, the ants refuse to help the grasshopper, and he dies. In another version, the ants help the grasshopper, and he lives through the winter with the ants and plays the violin. A type of entertainment that has existed for a long time in traditional Japanese culture is to listen to the sounds of insects. In modern-day Japan, there is a subculture of kirigirisu, the culture of street musicians, which entertain listeners. Besides, some even choose cosplay costumes in order to dress up as a grasshopper. The teaching method consists of several stages: - Introduction of a zoonyme (its meanings and spelling options); - Explanation of its significance in Japanese linguistic culture; - Descriptions of associations connected with this zoonyme in Japanese linguistic culture; - The use of the zoonyme in its direct meaning; - The use of the zoonyme as a metaphor in phrases, sentences and proverbs. The teaching of zoonymes and zoomorphic metaphors has both an applied and theoretical significance. In applied terms, it will help students who study Japanese learn more about Japanese linguistic culture; to get acquainted with the legends and traditions connected with these insects; to understand the associations that exist in Japanese society in connection with these insects; to learn the use of zoonymes in direct and figurative meanings in phrases and sentences, as well as to understand idioms in which the names of the insects are used. In theoretical terms, learning zoonymes will help students to understand Japanese linguistic culture and the essence of metaphorical meanings on the basis of examples of a non-native language. The proposed method can be used to get acquainted with any zoonymes and zoomorphic metaphors.
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Momose, Minori. "Filler words in Japanese textbooks and Japanese classes." Journal of Japanese Linguistics 38, no. 1 (April 1, 2022): 71–96. http://dx.doi.org/10.1515/jjl-2022-2051.

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Abstract The purpose of this study is to report differences in the use of filler words in Japanese language textbooks and provides examples. Filler words like “Ano(o),” “E(e),” “Ma(a),” and “De(e)” are used as fillers in Japanese conversation, but in Japanese language textbooks, they are not considered appropriate teaching items for actual use. Specifically, examples of filler-like usage that need to be adopted as teaching items include “Ano(o),” which appears commonly in the beginning or middle of sentences; “E(e)”,which is used in situations with a large number of listeners; “Ma(a),” which is used in response to questions; and “De”, which appears in the middle of sentences.
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Mahoney, Caroline. "Teaching culture in the Japanese language classroom: A NSW case study." New Voices 3 (December 2009): 104–25. http://dx.doi.org/10.21159/nv.03.06.

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Riani, Rosalina Wahyu, Umi Handayani, and Teguh Santoso. "ANALYSIS OF MARUGOTO TEACHING MATERIALS IN JAPANESE LANGUAGE AND CULTURE: A1 ACTIVITIES FOR BEGINNERS." Philosophica: Jurnal Bahasa, Sastra, dan Budaya 5, no. 1 (July 11, 2022): 20. http://dx.doi.org/10.35473/po.v5i1.1751.

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Marugoto Japanese Language and Culture teaching materials: Beginner A1 Activities can be used by Japanese language instructors and Japanese language learners as material resources to improve Japanese language skills. The purpose of this study is to describe the content components contained in the Marugoto Japanese Language and Culture teaching material: Beginner A1 Activity. This study uses a qualitative research method. This research is included in the type of content analysis used to examine teaching materials for Marugoto Japanese Language and Culture: Beginner A1 Activity. The data source is teaching material for Marugoto Japanese Language and Culture: Beginner A1 The activity. The results of this study indicate that the material and language components presented have been in accordance with the main objectives of language teaching. The advantage of this teaching material is that there are photographs and illustrative images that are colorful and interesting so that language learners are more interested in reading them. Then the textbook, also available in an online version (web). Meanwhile, the disadvantage is that the material in the teaching book is arranged randomly, making it difficult for teachers to deliver it. In addition, the learner has difficulty applying the material in it because the explanation books are arranged separately so that it is less optimal to use to learn independently.
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Sutiyarti, Ulfah, Ive Emaliana, and Edy Putra. "Kumori: Teaching Media for Interactive Japanese Language Learning." JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 4, no. 2 (December 29, 2019): 74–83. http://dx.doi.org/10.17509/japanedu.v4i2.18060.

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This paper centers around the ideas of developing students' media literacy through integrating Japanese language learning and multimedia form. This media is utilized to facilitate Japanese irregular verbs (Doushi) learning on the basis of morphological changes. One of Japanese verb forms which is employed frequently are words which have suffix -te, for they are use ask, order and allow interlocutors to do something (-te kudasai); to show present activities (-te imasu), to give permission (-temo ii desu); and to show prohibitions (-tewa ikemasen). Preliminary study elucidated that students found these Doushiare problematic and complex; thus, additional learning media to learn autonomously is inevitable for students to practice outside the classroom tasks. Researchers attempt to achieve this by developing appropriate teaching media by using Macromedia Flas8 software based on ADDIE model research and design steps, including Analysis, Design, Development and Implementation, Evaluation. The media is called Kumori, which provides interactive and meaningful media for student self-directed learning. The findings shows that Kumorias the instructional media in learning Japanese vocabulary which follows steps of the ADDIE model in order to produce an effective and efficient instructional tool for language learning, can give positive impact to students’ academic achievement. Therefore, adopting an appropriate instructional model must because it is a systematic process in developing proper instructional materials for an effective education and training program. Further, Kumorialso expected to able to contribute and implicated in Japanese language teaching and learning.
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Yogyanti, Devita Widyaningtyas, Angela Bayu Pertama Sari, and Dwi Iswahyuni. "Second Language Acquisition of the Professional Japanese Tour Guides as the Core of Japanese Teaching Development for Tourism Students." IZUMI 9, no. 1 (June 1, 2020): 83–103. http://dx.doi.org/10.14710/izumi.9.1.83-103.

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In line with the significance of appropriate Japanese learning methods and materials for tourism students, this study investigates how Japanese tour guides in Indonesia learn Japanese. This study aimed to find out some factors which influenced the process of Japanese tour guides’ second language acquisition and the integration of those factors into Japanese teaching. This study was a qualitative study with ethnography method approach. Interviews and observation were employed in this study as the research instruments in which 12 Japanese tour guides became the research objects. The findings showed that two main factors influenced the process of Japanese tour guides’ second language acquisition, namely intrinsic factors and extrinsic factors. Intrinsic factors were the factors which emerged within the tour guides themselves that affected the success of the language acquisition such as age, motivations, personality, aptitudes and the attitudes towards the Japanese language. Meanwhile, the extrinsic factors encompassed learning styles and teaching method that determined the success of language acquisition. Furthermore, the integration of those factors into the Japanese teaching generated some focuses on the teaching process, which were speaking fluently and interacting easily. Speaking fluently put more emphasis on the fluency rather than grammar mastery, while interacting easily was related to the implementation of intercultural language teaching.
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Chen, Sibo, and Hossein Nassaji. "Focus on form and corrective feedback research at the University of Victoria, Canada." Language Teaching 51, no. 2 (March 15, 2018): 278–83. http://dx.doi.org/10.1017/s026144481800006x.

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The Department of Linguistics at University of Victoria (UVic) in Canada has a long-standing tradition of empirical approaches to the study of theoretical and applied linguistics. As part of the Faculty of Humanities, the department caters to students with a wide range of backgrounds and interests, and provides crucial language teaching support in collaboration with other teaching units at UVic. Accordingly, some applied linguistics studies concern language teaching and learning, some of which are conducted in classroom settings. In this article, we provide a brief overview of recent corrective feedback research conducted by UVic Applied Linguistics Research Group.
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Shigemori Bučar, Chikako, Hyeonsook Ryu, Nagisa Moritoki Škof, and Kristina Hmeljak Sangawa. "The CEFR and teaching Japanese as a foreign language." Linguistica 54, no. 1 (December 31, 2014): 455–69. http://dx.doi.org/10.4312/linguistica.54.1.455-469.

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Soon after the publication of the CEFR in 2001, the Association of Japanese Language Teachers in Europe (AJE) started a research project on the history of language teaching in Europe, carried out a survey of language policies in various European countries, and presented prospects for learning and teaching Japanese as a foreign language in Europe. The association recognizes the need to share the concepts and achievements of the CEFR.The Japan Foundation (JF), partially influenced by the CEFR, set up the JF Standard for Japanese Language Education in 2010. This standard offers tools that teachers and students can use to plan their teaching/learning through self-assessment of their language ability levels. The JF is also publishing new types of textbooks for Japanese education, emphasizing cross-cultural understanding between peoples.The Japanese Language Proficiency Test was revised in 2010 and is now ability-oriented; it is indirectly influenced by the CEFR.The authors analyzed Japanese education at the University of Ljubljana in relation to the CEFR assessment levels. At the end of their undergraduate study, students reach approximately level B1/B2 of the CEFR, and at the end of the master’s course level C1. There are difficulties in assessing the current Japanese courses using the CEFR framework due to the specific character of Japanese, particularly in relation to the script, politeness and pragmatic strategies, and students’ familiarity with current events in Japan and background knowledge of Japanese society. Nevertheless, the CEFR framework offers concrete ideas and new points of view for planning language courses, even for non-European languages.
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Pradhana, Ngurah Indra. "Indonesian Language Acquisition for Japanese Descendants in Sanur-Bali." International Journal of Linguistics 11, no. 3 (June 16, 2019): 1. http://dx.doi.org/10.5296/ijl.v11i3.14716.

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In social interaction with indigenous people (Indonesian people), Japanese people must equip themselves with Indonesian language skills to establish good communication. The same is true of the descendants of those who will make association with Indonesian children. In this case Indonesian is very important to be taught so that children of Japanese descent can interact and live well with the surrounding community. This is what attracts researchers to find out, patterns or ways of Japanese society in teaching Indonesian to their children. This research was conducted in the Sanur area, Denpasar City, Bali. This study uses the theory of sociology of language, teaching Indonesian, and using a questionnaire as a tool to obtain data. The results of this study reveal that the teaching pattern used consists of two types, namely the naturalistic and the formal type. While teaching Indonesian to his children, he found several problems. One of them is the complexity of using polite language and special expressions when communicating to each person in their respective positions. From the parameters of language skills, the most important thing to be taught to children of Japanese descent is the ability to speak (conversation).
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Dissertations / Theses on the topic "Japanese language Study and teaching Victoria"

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Jennings, Stephen. "Implementing communicative language teaching : a case study of English language teaching reform in a Japanese science university." Thesis, Open University, 2018. http://oro.open.ac.uk/58102/.

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This thesis considers an example of English language teaching (ELT) reform in the context of internationalisation at Noda campus, Tokyo University of Science, Japan. Research questions not only enquire into institutional policy, but also teacher beliefs, attitudes and perceptions about a greater use of communicative language teaching activities and how these notions play out in examples of teaching practice. I take an interpretive stance to the enquiry and conduct a qualitative case study. As a participant in the research context, I am able to gain insight into the wider social processes of a purposely chosen group of seven Japanese English teachers. I employ Wolcott's (2008) notion of an ethnographic perspective on data gathering with 1) institutional documents regarding ELT reform and other ethnographic material, 2) field notes taken during classroom observations; and, 3) a theme analysis of semi-structured interview transcripts. Findings suggest there has been a move towards 1) the implementation of communicative language teaching activities with a large increase in the number of oral English courses, 2) a more student-centred approach; and, 3) the introduction of oral communication activities on a trial-and-error basis. I contend that findings are relevant to educational theory in illuminating the extent to which perceived negative attitudes towards ELT reform may be mitigated through constructive engagement. Moreover, in terms of educational practice, the study of participants' apparent attitudes and beliefs may be analogous to other groups of teachers engaging with foreign language education reforms. The thesis concludes by recommending future investigation into educational contexts viewed as inter-related systems (Larsen-Freeman and Cameron, 2008). Such future investigations will focus on the constant mutual restructuring of teaching policy, theory and practice (Johnson, 2008). This type of research will provide insight into how educators mediate national and institutional policy initiatives in order that they be suitable for local contexts.
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Hirakawa, Makiko. "Unaccusativity in second language Japanese and English." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36771.

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This thesis investigates L2 acquisition of intransitive verb constructions in Japanese and English. Within the Generative framework, the Unaccusative Hypothesis has been proposed, which divides intransitive verbs into two syntactically distinct classes: unergatives and unaccusatives (Burzio 1986). The sole argument of unergative verbs is an Agent generated in subject position, whereas that of unaccusative verbs is a Theme or Patient base-generated in object position. While the unaccusative/unergative distinction at the level of Deep (D)-Structure holds universally, as derived by a universal principle called the Uniformity of Theta Assignment Hypothesis (UTAH, Baker 1988), languages differ as to where the underlying object of unaccusatives may be positioned at the level of Surface (S)-structure. In the case of English, it surfaces in the subject position where it receives Nominative Case. In the case of Japanese, on the other hand, it has been argued that the argument of unaccusative verbs remains in its base-generated object position and that Nominative Case is assigned within the Verb Phrase.
Experimental studies are conducted to examine learners' knowledge of unaccusativity at the two levels, i.e. D-Structure and S-Structure. It is hypothesized that learners will show sensitivity to unaccusativity at D-Structure, but that they may not acquire the correct representation of unaccusativity in the L2 at S-Structure, at least in an earlier stage. The first two studies present the L2 acquisition of English by Japanese speakers. The next two studies are concerned with the L2 acquisition of Japanese by English speakers. Overall, results of the four studies confirm the hypotheses, and L2 learners appear to have problems where the L1 manifests a different representation from the L2. Nevertheless, it is observed that L2 learners behavior is not random even when difficulty arises, in that the L2 learners are often consistent with one class of verbs, but not with the other. Thus, it is suggested that the L2 acquisition of intransitive verb constructions is constrained by universal principles, such as the Unaccusative Hypothesis and the UTAH.
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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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Yoshimitsu, Kuniko 1944. "Language maintenance efforts of Japanese school children in Melbourne." Monash University, School of Asian Languages and Studies, 1999. http://arrow.monash.edu.au/hdl/1959.1/8560.

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Ozawa, Michiyo. "Japanese Students' Perception of Their Language Learning Strategies." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5160.

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Students' use of language learning strategies (LLSs) is affected by their educational backgrounds and academic requirements, and so are their attitudes toward language learning. This study investigates Japanese students' perception of their English LLSs in different language environments: Japan and the United States. A group of 43 Japanese students from Otemae College participated in a cultural study program at Portland State University. The group consisted of 28 students who studied for two terms (ST Group) and 15 students who studied for three terms (LT Group). In this study, a combination of a self-assessment questionnaire, dialogue journals, and a card-ranking activity was employed. The self-assessment questionnaire, SILL (Rebecca Oxford's Strategy Inventory for Language Learning), was administered at different times during the learning period for identification of students' English LLSs in Japan (Ll) and in the United States (L2). The SILL provided this study with quantitative data; whereas, dialogue journals and the card ranking activity supplied qualitative data that more insightfully indicated students' perception of language learning, learning experiences, and insight into the students themselves. Dialogue journals allowed students to record their positive and negative experiences in the L2 related to language learning, emotions, concerns, problems, and questions. The students' LLSs increased in frequency and variety of use when the language environment changed from the Ll to the L2. The LLSs of the LT Group continued to improve during an additional term in the L2. Conversely, the LLS use by the ST Group regressed after only four months back in the Ll (except Affective and Social Strategies). The results of the SILL indicated direct strategies were adjusted according to English learning experience in a different learning environment. Three administrations of the SILL, dialogue journals, and the card ranking activity gave students opportunities to review the process of their English learning. This process functioned in raising students' awareness of language learning from cognitive, psychological, social, and cultural perspectives. Such conceptual development of metalinguistic awareness of the language and culture helped the students recognize their language learning experiences in the L2 as the process of human development.
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Surma, Miyuki U. "Autonomy in foreign language learning: An exploratory analysis of Japanese learners." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/785.

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Learner autonomy has received increased attention: in the recent language teaching and learning literature. Although Holec (1981) proposed a somewhat categorical definition of learner autonomy, this concept can be viewed in various ways depending on factors such as context and culture. One may posit, for example, that learner autonomy is based on Western values and as such, is not as easily accessible in the Asian context. With such variables in mind, the purpose of this study is to gain a greater understanding of Japanese students' beliefs regarding foreign language learning in a particular context. This is undertaken by utilising multi-modal investigation procedures, consisting of three studies. Little's learner autonomy theory is utilised throughout this study to provide the theoretical framework. The current research is divided into three interrelated studies. Study One attempt to identify high achievers' beliefs about effective foreign language learning strategies, teacher/learner roles, classroom expectations, self-motivation strategies, and their concept of the self as a learner. In Study One, Little's definition of learner autonomy is considered as the basic concept and used to examine whether or not the collected data in this research supports his theory. Study Two attempts to discover Japanese students’ beliefs and expectations about foreign language learning in a particular context, namely, learning English in Japan. Study Three reports the students’ views on inside/outside classroom environment their journal writings. The researcher takes the position, based on Little's theory, that learner autonomy means both awareness of self-direction and the need for collaboration. In addition, she believes that autonomous learning is not just a matter of offering freedom of time and space, but that internal flexibility should be given some consideration in the development of learner autonomy. Based on Study One, learner autonomy is defined as learners' internal attitude for self-motivation, which leads to effective language learning. Positive self•beliefs and metacognitive awareness con be considered as keys in promoting learner autonomy. Study Two results confirmed high achievers' higher self•efficacy beliefs as compared with average students. The high achievers tended to have more confidence in their ability to learn a language successfully and showed a greater understanding for and use of metacognitive knowledge and strategies. In Study Three, low•middle English level students' beliefs were extracted from their journals and presented in detail. These showed that confidence•building and metacognitive awareness for self•reflection affected their motivation for autonomous learning. Results suggest that teachers should not impose restrictions on their students' potential based on their external judgement of the students' capabilities. Therefore, instead of training learners to satisfy teacher expectations, or simply giving students unbounded freedom to make decisions, learner development that promotes autonomy should be more concerned with the nature of both students’ and teachers’ learning as a path towards self growth.
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Miyazaki, Junko. "A communicative approach to computer-assisted-learning in teaching Japanese as a foreign language." Thesis, Canberra, ACT : The Australian National University, 1987. http://hdl.handle.net/1885/133490.

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This study looks at the use of CAL (Computer-AssistedLearning) for TJFL (Teaching Japanese as a Foreign Language). An Appropriate model of CAL is sought based on language teaching and learning theories. The model consists of teachers' and students' aspects. Core ideas of language teaching, factors of learning, and an educational aspect are blended into a theoretically ideal CAL syllabus. Existing course (soft) ware systems are classified based on this model and are examined. Suggestions for improvements and ideas for CAL in TJFL are presented.
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Anzai, Yukie. "Teaching WA and GA to English-speaking students." Thesis, Canberra, ACT : The Australian National University, 1985. http://hdl.handle.net/1885/132949.

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To English speakers the distinction between the uses of the Japanese particles, "WA" and "GA", is one of the most difficult problems in learning Japanese, and this is particularly true in the case where "WA" and "GA" marks the NP which is equivalent to the subject in English. This usage of "WA" and "GA" is also extremely problematic for instructors in teaching Japanese to students whose native language is English. The present sub-thesis firstly introduces the major theories concerning the two particles, "WA" and "GA", advanced by several linguists. Secondly, on the basis of these theories, a critical survey of several Japanese textbooks is presented, which examines how the two particles are introduced in these textbooks, when they are used to mark the NP which is equivalent to the subject in English. Finally, on the basis of the theories discussed and the critical survey presented, methodological suggestions are advanced, concerning how to introduce this particular usage of "WA" and "GA", to English speaking students. These suggestions are intended to make up for the inadequacies in the textbooks examined. They are concerned with the following four points: 1.The logical introduction of "WA" and "GA". 2.The presentation of several charts representing the functions of "WA" and "GA" in the basic sentence patterns of Japanese. 3.The initial introduction of "WA" and "GA". 4.The order of introducing the four basic functions of "WA" and "GA".
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Eda, Sanae. "Processing of intonation patterns in Japanese implications for Japanese as a foreign language /." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086187589.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xiv, 164 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Mari Noda, Dept. of East Asian Languages and Literatures. Includes bibliographical references (p. 157-164).
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Sagayama, Junko. "On Cantonese learners' handing of phonetic length in Japanese." Thesis, Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31572108.

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Books on the topic "Japanese language Study and teaching Victoria"

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Benati, Alessandro G. Japanese language teaching: A communicative approach. London: Continuum, 2009.

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Benati, Alessandro G. Japanese language teaching: A communicative approach. London: Continuum, 2009.

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Japanese language teaching: A communicative approach. London: Continuum, 2009.

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Jenkins, Joyce. Japanese =: Nihongo. London: Centre for Information on Language Teaching and Research, 1993.

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California. Office of Bilingual Bicultural Education., ed. Handbook for teaching Japanese-speaking students. Sacramento, CA: The Department, 1987.

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Learning, Alberta Alberta. Japanese language and culture10-20-30. Edmonton, AB: Alberta Learning, 2004.

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Takahashi, Peter X. Jimi's book of Japanese: A motivating method to learn Japanese. [Los Angeles, Calif.]: PB&J Omnimedia, 2002.

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Jorden, Eleanor Harz. Japanese: The spoken language. New Haven: Yale University Press, 1990.

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Ueda, Masanobu. Nihongo o gakumonsuru: Gengo Bunkabu kōkai shinpojūmu = Japanese linguistics, generative grammar, teaching Japanese. Sapporo-shi: Hokkaidō Daigaku, 1998.

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Learning, Alberta Alberta. Japanese language and culture 10S-20S-30S. Edmonton, AB: Alberta Learning, 2004.

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Book chapters on the topic "Japanese language Study and teaching Victoria"

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Hashio, Shimpei, and Nobuyuki Yamauchi. "A Note on the Influence of Topic Prominence in Japanese on Japanese Beginner-Level EFL Learners’ Interlanguage: An Empirical Study." In Second Language Learning and Teaching, 291–311. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66022-2_16.

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Iwasaki, Junko. "Acquiring Japanese as a second language (JSL) in a naturalistic context: A longitudinal study of a young child from a Processability Theory (PT) perspective." In Language Learning & Language Teaching, 231–53. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/lllt.23.15iwa.

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Leis, Adrian. "Content-Based Language Teaching and the Flipped Classroom: A Case Study in the Japanese EFL Environment." In Innovations in Flipping the Language Classroom, 221–30. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6968-0_15.

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Ohta, Amy Snyder. "A longitudinal study of the development of expression of alignment in Japanese as a foreign language." In Pragmatics in Language Teaching, 103–20. Cambridge University Press, 2001. http://dx.doi.org/10.1017/cbo9781139524797.010.

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Nagami, Masanori. "Chapter 15. HOW PARTICIPANTS MANAGE THEIR UNDERSTANDING IN CONVERSATION? A CASE STUDY OF CONVERSATION BETWEEN L1 AND L2 USERS OF JAPANESE." In Processes and Process-Orientation in Foreign Language Teaching and Learning, edited by Wai Meng Chan, Kwee Nyet Chin, Masanori Nagami, and Titima Suthiwan. Berlin, Boston: DE GRUYTER, 2011. http://dx.doi.org/10.1515/9781614510185.303.

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Shi, Jie. "Chinese." In Language Communities in Japan, 91–98. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780198856610.003.0009.

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The inseparable relationship between Japan and China spans 1,400 years from the kentoshi (official envoys from Japan to China) and kanbun kyoiku (漢文教育‎)—the study of ancient Chinese literary works, an essential part of the Japanese school curriculum. An increasing population of Chinese residents and visitors signifies a cultural ‘tilt’ towards Chinese in Japanese society. The linguistic landscape includes multilingual signs, public information, Chinese language manuals and restaurant menus, and Chinatowns (Yokohama, Kobe, Nagasaki). There is dialectal and generational language variation in the bilingual Huaqiao 華僑‎(overseas Chinese) community. Heritage language maintenance is a major concern. Newcomer parents mostly abandon teaching Chinese to their children. The boom in Chinese language learning worldwide has led to numerous standardized proficiency tests; half a million students are engaged in Chinese language study in 86% of all Japanese universities.
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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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Leis, Adrian, Akihiko Andrew Tohei, and Simon Cooke. "Smartphone-Assisted Language Learning and Autonomy." In Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching, 307–27. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5140-9.ch015.

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This chapter discusses the advantages of using smartphones in an English as a foreign language (EFL) classroom from the perspective of motivation and autonomy among learners. The authors compared two groups of Japanese university students who were either prohibited from using their smartphones in the classroom or encouraged to use them for educational purposes, concentrating on whether those using smartphones in their EFL lessons would show tendencies toward being autonomous in their language studies. The results indicated that students who were encouraged to use their smartphones during class were inclined to study more in their free time as well as show signs of autonomy by taking charge of their learning and consider ways to improve their study habits and English proficiency. The conclusion is that language teachers and learners should be encouraged to use smartphones to create more productive classroom environments and as a means of fueling a desire to learn.
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Yonemoto, Kazuhiro, Asami Tsuda, and Hisako Hayashi. "Implementing a Flipped Classroom in Teaching Second Language Pronunciation." In Preparing Foreign Language Teachers for Next-Generation Education, 114–29. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0483-2.ch007.

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While the philosophy of flipped classroom has recently been drawing much attention of second language teachers, integrating technology into pedagogy is often an issue. This is also the case in pronunciation teaching. Second language pronunciation teaching has been largely dependent on teachers' intuition and beliefs, realized by repetition. Although recent technology developments in the field of linguistics, namely ultrasound imaging, enable visualization of movement and motion inside the mouth, it has not yet been widely used in second language education. In this chapter, taking a self-learning website for Japanese language pronunciation, the authors explore what makes teachers stay away from technology integration into language learning and how this barrier can be overcome to implement a flipped classroom. Specifically, the authors address the importance of taking initiative in planning how technology can be integrated into pedagogy while closely collaborating with and involving other fields of study, like linguistics, as well as information technology.
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Obari, Hiroyuki, Steve Lambacher, and Hisayo Kikuchi. "The impact of using AI and VR with blended learning on English as a foreign language teaching." In CALL for widening participation: short papers from EUROCALL 2020, 253–58. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.48.1197.

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This study focuses on the use of emerging technologies such as Artificial Intelligence (AI) smart speakers and smartphone applications for improving the English language skills of L1 Japanese undergraduates. An empirical investigation was carried out with 82 Japanese students. Participants were required to study a variety of online English programmes using AI speakers over an eight-month period. The results showed that students using AI speakers outperformed on the Test of English for International Communication (TOEIC) a group of non-AI users, who instead exclusively used online materials. This research suggests integrating blended learning, including AI and Virtual Reality (VR), may be an effective way to improve the English proficiency of native Japanese.
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Conference papers on the topic "Japanese language Study and teaching Victoria"

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Tianliang, Deng. "Study on the Application of Project-based Learning in Japanese Practical Teaching." In Proceedings of the 5th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icelaic-18.2018.61.

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He, Jingshu. "An Exploratory study on the application of artificial intelligence technology in the teaching of Japanese language in university." In 2021 2nd International Conference on Information Science and Education (ICISE-IE). IEEE, 2021. http://dx.doi.org/10.1109/icise-ie53922.2021.00324.

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Honda, Hiroshi. "Course EC320: The Contemporary Economy of Japan Taught for Non-Japanese Students." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60443.

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Course EC320 “The Contemporary Economy of Japan” was taught by the author in Fall 2003 Semester for a total of fourteen American, Chinese, Korean, Vietnamese and Venezuelan undergraduate students who came to IES Tokyo to study Japanese language, culture, economics, social structure and politics among others. The subject of paper introduces the outline of Course EC320 and its teaching methodology such as collaborative learning approach and utilization of field studies, and discusses interests and motivations of the students in learning in general, and in writing semester reports, based on their performance, their comments, and the author’s observation.
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Reports on the topic "Japanese language Study and teaching Victoria"

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Escobar Hernández, José Carlos. Working paper PUEAA No. 15. Teaching Spanish to Japanese students: The students’ profile, their needs and their learning style. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2022. http://dx.doi.org/10.22201/pueaa.013r.2022.

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This paper focuses on the Japanese students’ learning process when they study Spanish as a second language. First, it mentions some students’ profile characteristic and their interests in learning a new language. Second, it describes the learning language system in Japan, the students’ behavior in the language classes, and which activities they prefer to do in class. In addition, it describes different kinds of learning methods that could be applied depending on the students’ interests and cultural differences. Finally, the author considers that teaching Spanish to Japanese students raises several issues that have to be attended in order to achieve success. Since learning a language implies hard work and effort, teachers must try different methods and approaches relying upon scientific evidence based on one fundamental assumption: people learn by doing things themselves.
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