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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Efimova, Sardana. "Recognition of Linguistic Characteristics of Bilingual Students when Teaching Japanese at North-Eastern Federal University." SHS Web of Conferences 134 (2022): 00034. http://dx.doi.org/10.1051/shsconf/202213400034.
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The article justifies the need to take into account the linguistic characteristics of bilingual students from among the indigenous inhabitants of the Republic of Sakha (Yakutia) when teaching the Japanese language at the North-Eastern Federal University named after M.K. Ammosov. The purpose of this study is to analyze the linguistic phenomena of the Japanese and Yakut languages for the effective development of foreign language communicative competence of students. The author of the study revealed a contradiction at the methodological level between the need to train specialists with knowledge of the Japanese language from among the indigenous peoples of Yakutia and the lack of a methodology that takes into account the linguistic characteristics of bilingual students. The research methods were theoretical and empirical methods. Due to the fact that the key feature of teaching foreign languages in the Republic is bilingualism of students, the author of the article analyzed scientific literature on the topic of bilingualism, justified the need to take into account bilingualism of students when teaching Japanese in the national Republic. Difficulties arising in the study of the Japanese language are considered. As a result of the study, the grammatical, lexical and phonetic phenomena of the Japanese language, which have similarities in the Yakut language, have been identified, it is proposed to explain these phenomena in the process of teaching the Japanese language based on the Yakut language.
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Padmadewi, Ni Nyoman, and Desak Made Sri Mardani. "The Perception of Japanese Language Education Students About Microteaching." JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 5, no. 2 (December 31, 2020): 69–81. http://dx.doi.org/10.17509/japanedu.v5i2.27493.
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Microteaching is one of the subject matters to prepare student teachers. Many publications confirm the function and importance of microteaching in improving the student teachers’ teaching skills. However, publication on the perception of Japanese Language Education students about microteaching is still limited, despite its importance in guiding the students for better improvement. This study aimed at analyzing the students’ perception on the implementation of microteaching at the Japanese Language Education in a university in Bali on 2018. This study used qualitative research, and the data collected by questionnaire and interview. The results of the analysis showed that holistically, the students have postive perception and microteaching is perceived as very useful to improve the student teachers’ teaching skills. The instrumens used are not only relevant to assess the progress and the achievement of the student teachers but also can function as guideline for students on what to do in improving the teaching skills.
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Idrus, Idrus, and Fithyani Anwar. "TANTANGAN BARU PENGAJARAN KESUSASTERAAN JEPANG DI INDONESIA." Puitika 14, no. 2 (September 30, 2018): 163. http://dx.doi.org/10.25077/puitika.14.2.163--173.2018.
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In S1 Japanese Literature Study Program at the universities in Indonesia today, in addition to the general language competence, there are 3 main competencies namely linguistics, literature, and culture. The curriculum is then compiled with various lesson compositions to support these 3 competencies. Based on the research conducted in 2016-2017, the lessons for students in years 1 and 2 are generally focused on improving language skills. At the next level, the students are begun to be directed to the 3 fields mentioned earlier so that the final task in form of the thesis will adjust to the selected field of competencies. Teaching the literature of Japan on S1 Japanese Literature Study Program in Indonesia can be said to have not been well developed compared to the teaching of language or linguistic fields. The same thing happened with the studies that took the object of Japanese literature. Based on the results of the study, the main obstacle is the absence of Magister or doctoral program for this field in Indonesia so that the number of teachers with Japanese Literature background is still minimal when compared to the field of language education or Japanese Linguistics. In 2017, Kemristek DIKTI issued Permenristekdikti No 15 of 2017 concerning the adjustment of study program name according to the clusters of knowledge that give effect to S1 Japanese Literature Study Program throughout Indonesia. There are 4 choices, namely Japanese Language, Japanese Language and Culture, Japanese Literature, and Japanese Studies. This change made Study Program make several changes in accordance with the name while still prioritizing on the work prospects of graduates after graduation. This change 57 has become the major challenge for the development of Japanese Literature teaching and research in Indonesia. This paper aims to give an overview of Japanese Literature teaching at the university and the form of changes that have occurred in the current Japanese Literature teaching curriculum at the universities in Indonesia. Keywords: Curriculum, Japanese Department, Japanese Literature, Subject
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Nagata, Noriko. "An Effective Application of Natural Language Processing in Second Language Instruction." CALICO Journal 13, no. 1 (January 14, 2013): 47–67. http://dx.doi.org/10.1558/cj.v13i1.47-67.
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This paper presents an intelligent CALI system called "Nihongo-CALI" (Japanese Computer Assisted Language Instruction), which employs natural language processing to provide immediate, grammatically sophisticated feedback to students in an interactive environment. Using this system, Nagata (1993) previously compared the effectiveness of the two different levels of computer feedback for teaching Japanese passive sentences: traditional feedback (which follows simple pattern-matching error analysis and indicates only missing/unexpected words in the learners' responses) and intelligent feedback (which utilizes a parsing technique to provide detailed grammatical explanations for the source of the learners' errors). The study found a statistically significant difference between traditional and intelligent feedback, favoring intelligent feedback. The present study compares the efficacy of intelligent CALI feedback with that of a more advanced, traditional CALI feedback (which also indicates the positions of missing particles in the learners' responses) for teaching basic sentence constructions in Japanese. The result indicates that the Intelligent CALI feedback is more effective than even the enhanced version of traditional CALI feedback, underscoring the importance of natural language processing technology in second language instruction.
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Nagatomo, Diane. "A case study of how beliefs toward language learning and language teaching influence the teaching practices of a Japanese teacher of English in Japanese higher education." Language Teacher 35, no. 6 (November 1, 2011): 29. http://dx.doi.org/10.37546/jalttlt35.6-5.
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Japanese teachers of English in Japanese higher education are an under-researched, yet a highly influential group of teachers. A yearlong case study with one teacher, a literature specialist who is relatively new at teaching English, was conducted. Through multiple interviews and classroom observations, it was found that the teacher’s beliefs toward language learning and language teaching are deeply rooted in how she successfully learned English and are shaped by her love for literature. The paper concludes with a call for more qualitative and quantitative research investigating the teaching practices and the English pedagogical beliefs of Japanese university English teachers in order to deepen our understanding of English language education in Japan. 日本の高等教育機関における日本人の英語教師の役割は大きいにもかかわらず、これまで十分に研究の対象になって来なかった。文学が専門の比較的経験の浅い1人の教師を対象として1年間、ケーススタディを行った。数回のインタビューおよび教室での観察を通じて、その教師の言語学習・言語教授についての本人の信条が、自分の英語学習における成功体験および文学への愛情に少なからず影響されていることが判明した。本論では、日本における英語教育の理解を深めるためには、大学教師がどのような教育を行っているか、どのような教育上の信念を持っているのかを、質的にも量的にもさらに研究する必要性があると結論づけている。
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Redzuan Abdullah, Muhammad Alif, and Sanimah Hussin. "Perception and Expectation of Elective Japanese Language Learners in Malaysian Higher Education Institution: A Case Study." International Journal of Education 13, no. 3 (September 24, 2021): 80. http://dx.doi.org/10.5296/ije.v13i3.18884.
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Japanese language course registered as either compulsory elective or free elective foreign language course at University Putra Malaysia (UPM). The Japanese language is the most popular among 11 foreign language courses offered for foreign language students who wish to take global languages proficiency courses. However, their achievements in the course are inadequate as most of them are incompetent in communication skills upon completion of the course. Therefore, this article aims to identify the perception of Japanese language students in UPM to enhance their understanding of the issue. This quantitative research applies questionnaires and random purposive sampling techniques as instruments for collecting data. The sampling consists of 84 students who had enrolled in Basic Japanese level 1course. The findings show there are significant factors attribute to students’ preference for learning the Basic Japanese language. The result of the study also indicated the Kana writing and numbers are easier to acquire compared to vocabulary, sentences, grammar, and particles in the Basic Japanese 1 course. The study also revealed that mastering vocabulary plays a vital role in speaking, reading, and writing well in the Japanese language. Therefore, this study suggests that the instructor should include more engaging activities, teaching aids, and tools in the classroom to make the teaching and learning process more conducive and friendly for the students to excel in this course.
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Maruki, Yasutaka. "CLIL and intercultural competence in teaching Japanese language and literature." Journal of Language and Cultural Education 8, no. 1 (September 1, 2020): 53–63. http://dx.doi.org/10.2478/jolace-2020-0004.
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Abstract In the U.S. colleges and universities, language courses and cultural studies courses are usually under separate departments and programs. This separation represents the heart of liberal arts education, where students can explore a variety of disciplines. However, a comparative nature of cross-cultural analyses may cause generalized and stereotypical views toward the target country. This present study will introduce the practice of CLIL (Content and Language Integrated Learning) and examine the value of studying the literature in the original language, so that the students will improve linguistic skills, gain knowledge on Japanese literary characteristics, and build on their intercultural competence skills.
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김현희. "The Study for working memory on Japanese Sign Language:Using Japanese Sign Language on Japanese vocabulary teaching in the deaf school." Journal of Japanese Language and Literature 72, no. 1 (February 2010): 115–32. http://dx.doi.org/10.17003/jllak.2010.72.1.115.
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LUNGU, Mariana. "Overview of Japanese Language in Upper Secondary Education and School Curriculum in Romania." Acta Linguistica Asiatica 8, no. 1 (January 30, 2018): 101–10. http://dx.doi.org/10.4312/ala.8.1.101-110.
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In this paper, I focus my attention on the problem of teaching Japanese as part of compulsory subjects in an upper secondary education to pupils aged between 15 to 19. This article starts out with a brief overview of the Romanian education system and the current state of Japanese teaching in the upper secondary education. As compared to other educational curricula, the Romanian education system focuses on competency-based curriculum emphasizing the applicability of knowledge and the development of competences in an integrated and inter-disciplinary approach. The Japanese Language is part of that curricular area named as Language and Communication. In the Romanian educational system, the process of teaching the Japanese language starts from lower secondary school and continues to upper secondary and then to university level. In the lower secondary school, pupils study the Japanese Language as an elective subject, while in the upper secondary school, they learn Japanese as a mandatory subject of the core curriculum and as an elective one of school-based curriculum. Next, attention is paid to outline the current situation of teaching Japanese in the upper-secondary education system, providing details of our curricula, types of subjects, and specific features of Japanese classes. Forms of Japanese language education vary greatly, as well as their target students and objectives. However, the focus of all is a balanced education in the four language skills: reading, writing, listening and speaking. In addition to the Japanese language study, Japanese syllabi provide cultural and general education to learn the properties in Japanese Society and about contemporary culture.
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Chan, Yeehan, Nganling Wong, and Leeluan Ng. "JAPANESE LANGUAGE STUDENTS’ PERCEPTION OF USING ANIME AS A TEACHING TOOL." Indonesian Journal of Applied Linguistics 7, no. 1 (May 31, 2017): 93. http://dx.doi.org/10.17509/ijal.v7i1.6862.
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Studies showed that interest in anime motivates students to learn the Japanese language and culture (Manion, 2005; Fukunaga, 2006; William, 2006). However, little has been written about the practical use of anime in a Japanese language classroom. By employing the method of classroom research, this study will try to narrow the gap between theory and practice of using anime as a teaching tool in the Japanese language classroom. This qualitative study will focus on discussing what the participants think about the use of anime as a teaching tool. A course named “Learning Japanese language and Culture through Anime” was planned and conducted in a public university in Malaysia. During the administration of the course, the data were collected via the participants’ learning diaries at 7 intervals and a group interview at the end of the semester. The findings presented from the data analysis on the participants' perception of the use of anime as a teaching tool include motivation, language and cultural awareness, critical thinking, sense of prejudice, and stereotypes. The findings reveal that giving a place for anime in the Japanese language classroom is like opening a new door for educators to connect with the students and deepen understanding about the students’ learning experiences of using anime as a language and culture learning tool. This is important to provide insightful ideas to the Japanese language educators regarding the option of using anime as a teaching tool.
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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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Kataoka, Hiroko C. "A Pilot Study of Japanese Language Students at Three State Universities in the United States: Implications for Japanese Language Teaching Policy." Journal of the Association of Teachers of Japanese 20, no. 2 (November 1986): 179. http://dx.doi.org/10.2307/488989.
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Han, Joung-Youn. "A Study on ‘Ui’’ for Teaching Japanese KFL(Korean as Foreign Language) Learners." Comparative Japanese Studies 52 (September 30, 2021): 375–94. http://dx.doi.org/10.31634/cjs.2021.52.375.
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Retnani, Retnani, Didik Nurhadi, and Masilva Raynox Mael. "HANASHIKATA TEACHING MATERIAL DEVELOPMENT." Paramasastra 7, no. 2 (March 14, 2022): 147. http://dx.doi.org/10.26740/paramasastra.v7n2.p147.
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The compulsion to enter Hanashikata (speaking Japanese) class really makes it difficult for them to adjust to the learning process of Japanese speaking skills. There are many ways to improve speaking skills, but researchers prefer to develop teaching materials because they have a special attraction for students. Why is that? First, students compile a narrative first, they accidentally learn to arrange sentences according to correct Japanese grammar. If the sentences they produce are not in accordance with the correct grammar and correct vocabulary, it will make understanding difficult for the interlocutor or those who are listening. This can be used as a venue for the development of Hanashikata (Speaking Japanese) teaching materials.The objectives of this study are 1. To describe the quality of the feasibility of Hanashikata teaching materials for class B students of class B Japanese Language Education Study Program, FBS Unesa 2. To describe student responses to the development of Hanashikata teaching materials. This research is a development (R&D). The research subjects were 2018 class B students of the Japanese Language Education Study Program, FBS Unesa. The research data were in the form of the development of Hanashikata teaching materials, the quality of teaching materials and student responses to the development of Hanashikata teaching materials. Data analysis using descriptive method. The results of the first problem formulation research indicate that the average score of the validation results by experts on the feasibility of the Hanashikata teaching material used is known that the average score of the observer is 3.81. These results indicate that the development of Hanashikata teaching materials is categorized as feasible. The result of the second problem formulation research is that the student response shows higher learning outcomes after being given the development of Hanashikata teaching materials compared to learning outcomes before being given the development of Hanashikata teaching materials. Testing student responses using the Independent Sample T-Test.
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MORITOKI ŠKOF, Nagisa. "Foreword." Acta Linguistica Asiatica 8, no. 1 (January 30, 2018): 5–6. http://dx.doi.org/10.4312/ala.8.1.5-6.
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… multicultural education does not necessarily have to imply the study of foreign second languages but the former without the later is limited and will have difficulty in producing the results it often claims to want to achieve, i.e. tolerance, peace and cross-cultural understanding (Crozet et al., 1999). This volume of Acta Linguistica Asiatica is dedicated to the area of teaching Asian languages in non-native surroundings. It is our great pleasure to announce 9 research papers on language teaching and articulation covering a wide-area of Central and Eastern Europe. The papers show us a map of Asian language teaching sites, including secondary and tertiary education, and their background systems.In her work “Poučevanje tujih jezikov v slovenskem šolskem sistemu: prostor tudi za japonščino?”, which opens the present volume, Bronka STRAUS outlines the picture of Slovene educational system. The paper reminds us that language teaching when taught as a curricular course, must be incorporated into the country’s system.The article »Chinese as a Foreign Language in Slovene Upper Secondary Education and Outline of Curriculum Renewal«by Mateja PETROVČIČ proposes a dynamic curriculum reform in secondary education mostly but targets tertiary education as well.The next article, authored by Nagisa MORITOKI ŠKOF and named »Learner Motivation and Teaching Aims of Japanese Language Instruction in Slovenia«, discusses main aims and objectives to teaching Japanese at secondary level education, and looks into the ways of how to find the place for Japanese language teaching in Slovene language curricula.Kristina HMELJAK SANGAWA in her paper “Japanese Language Teaching at Tertiary Level in Slovenia: Past Experiences, Future Perspectives” gives an introduction to the history and contents of Japanese language teaching in tertiary education in Slovenia.Following are the two articles concern teaching Asian languages in Serbia. Ana JOVANOVIĆ’s research, entitled »Teaching Chinese at the University Level – Examples of Good Practices and Possibilities for Further Developments«, presents several cases of Chinese language teaching and articulation from primary all the way to tertiary education.On the other hand, »Current State of Japanese Language Education in Serbia and Proposal for Future Solutions« by Divna TRIČKOVIĆ’s similarly discusses the Japanese language courses and their present situation in secondary education. The author points out the need for a well-thought pick up of both the teacher and the textbook, and offers an exemplar from University of Beograd.The next two articles on teaching Asian languages in Romania concern articulation mainly. Angela DRAGAN in her work »Teaching Japanese Language in Tertiary and Secondary Education: State and Private Institutions in Romania« offers a perspective on articulation at tertiary level mainly, while on the other hand, Mariana LUNGU discusses it from the view of secondary education. The Ion Creanga National college in Bucharest is the only institution in Romania which provides Japanese language education at secondary level ongoing every year.The final article by Karmen FEHER MALAČIČ “Teaching of the Japanese and Chinese Language in Extracurricular Courses for Children, Adolescents and Adults in Slovenia” brings the story back to Slovenia in a form of a survey on teaching Asian languages as extracurricular subjects. The author considers the problems and perspectives that arise within such extracurricular course and at the same time shape language education within curricular course. Nagisa Moritoki Škof
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Shirban Sasi, Abolfazl, Toshinari Haga, and Heng Yu Chen. "Applying the Silent Way in Teaching Japanese Language to University Students in Taiwan." World Journal of Education 10, no. 3 (June 20, 2020): 160. http://dx.doi.org/10.5430/wje.v10n3p160.
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The present study investigated the feasibility of applying the Silent Way in teaching Japanese to Taiwanese university students. A total of 168 (96 female and 72 male) students in a university in central Taiwan were the subjects of this study. They were studying Japanese as a general course, and were grouped in five classes ranging from freshmen to juniors. Some basic principles and techniques of the Silent Way were adopted in teaching them some vocabulary and 50 Japanese Hiragana sounds during six successive sessions in three weeks. Each administration took about 20 minutes embedded in the normal class time. A 25-item Hiragana sounds oral test was used as the pre-test and post-test in order to examine the effects of applying this method. Using a paired sample T-test (α ≤.05) significant difference between students’ knowledge of the Japanese sounds before and after the experiment was observed. However, comparing female and male students’ gained scores via applying a Mann Whitney U-test, no significant difference was observed. Thus, this study shows that the Silent Way can be used in teaching Japanese sounds and vocabulary, and that the effects for both females and males seem to be the same.
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Winch, Junko. "An investigation of students’ preferences in Japanese teaching and learning." Global Journal of Foreign Language Teaching 10, no. 1 (February 29, 2020): 72–84. http://dx.doi.org/10.18844/gjflt.v10i1.4571.
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The teachers in the individualist country usually teach students using individualist approach while teachers in the collectivist countries teach students using collectivist approach. However, teachers and students do not usually share the same educational culture in language classrooms. The purpose of this study has two: first, to examine individualist and collectivist characteristics; second, to ascertain the students’ teaching preference whether it is individualist or collectivist approach in a British university. Participants were 19 students who study Japanese language through institution wide language program at a British university in the South of England. The collected data consist of two: questionnaire and an informal interview, both of which were conducted at the end of spring term 2019. The data were analysed using mixed methods. The quantitative results showed that students preferred a mixture of both educational cultures. The ratio of individualist:collectivist:neutral position was 74:11:16 in spite of the fact that this study was conducted in an individualist education culture.
Keywords: Collectivist, educational culture, higher education, individualist, Japanese learning.
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Hosseininasab, Khatereh. "Rethinking Privilege in Teaching English in Japanese Higher Education." International Journal of Learning, Teaching and Educational Research 19, no. 10 (October 30, 2020): 100–114. http://dx.doi.org/10.26803/ijlter.19.10.6.
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This article addresses the issue of native-speakerism in teaching English in the context of Japanese higher education and the privilege arising from it. Previous research has shown that native speakers are often regarded as highly skilled and qualified teachers in teaching their mother tongue. This has often led to the marginalization of teachers who speak the language they teach as an additional language. In the case of Japan, however, there is doubt about the existence of such a privilege for native-speaker teachers and some studies have shown that native speakers of English do not receive preferential treatment in this context as they are often perceived as replaceable and temporary. The present study aimed to further explore this issue by focusing on the varieties of English Japanese universities expect their teachers to speak. In so doing, the study has investigated hiring policies of Japanese universities with reference to the job advertisements they post on a designated portal. The results of the qualitative thematic analysis indicated that the majority of the advertisements demanded prospective candidates to be native speakers of English, which also meant that this subgroup of teachers has a privilege in landing academic jobs by token of the variety of English they speak. The article suggests that the critical pedagogical approach of teaching English as an international language (TEIL) can mitigate such privilege by raising awareness towards the validity and appropriateness of different varieties of English spoken in the world.
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이미향. "A Study of Teaching Korean Language in Early Modern Period’s Korean Textbooks for Japanese." Journal of Korean Language Education 18, no. 1 (April 2007): 331–57. http://dx.doi.org/10.18209/iakle.2007.18.1.331.
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Kato, Kiyokata. "A Study on the Globalization of Testing and Teaching Japanese as a foreign Language." Japanese Language and Literature Association of Daehan ll, no. 39 (August 2008): 93–108. http://dx.doi.org/10.18631/jalali.2008..39.007.
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Liu, Zhe. "Mother Tongue Interference in Japanese Passive Sentence Teaching —— Analysis Based on Functional Grammar." Review of Educational Theory 1, no. 4 (December 4, 2018): 101. http://dx.doi.org/10.30564/ret.v1i4.337.
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For foreign language learners, whether Chinese people are learning Japanese or Japanese learning Chinese, if they can eliminate the interference of basic knowledge of the mother tongue, the efficiency of foreign language learning will be greatly improved. This paper mainly analyzes the problem of mother tongue interference encountered by Japanese learners who use Chinese as their mother tongue in the study of "passive sentences". It focuses on introducing Japanese functional grammar on the basis of traditional grammar to eliminate these interference problems.
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Dos Santos, Luis Miguel. "Evaluation of a Foreign Language Textbook Used in the Greater Boston Region: An Evaluation of a Japanese as a Foreign Language Textbook." International Research in Education 5, no. 1 (April 1, 2017): 152. http://dx.doi.org/10.5296/ire.v5i1.10191.
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Textbook materials continue to play an important role in foreign language teaching and learning classroom. Textbooks are significant because these materials are considered elements in the field of foreign language learning. Teachers are often engaged in the application of textbooks for common teaching goals. Although the significance of the application of textbooks is accepted, ideas on whether textbooks could assist or hinder the teaching–learning process seem polarizing. This study employed a Likert scale survey to collect data on the evaluation of Japanese for busy people I: Romanized version (3rd Edition), a Japanese language textbook for new learners. The survey checklist yielded a highly unusual result, that is, all the participants advocated the use of the textbook. This study was conducted in the Greater Boston region in Massachusetts, MA, USA. Upon investigation, over 30 language learning centers, nearly 20 postsecondary institutions, and above 20 secondary schools were determined to be offering Japanese language courses. A total of 49 participants responded to the survey. None of the participants provided negative comments about the textbook. In addition, over 90% of the participants believed that the textbook materials and exercises were organized, contemporary, and applicable.
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Liu, Yuqin, Lanling Han, Bo Jiang, and Xiaoyan Su. "The application and teaching evaluation of Japanese films and TV series corpus in JFL classroom." Electronic Library 36, no. 4 (August 6, 2018): 721–32. http://dx.doi.org/10.1108/el-09-2017-0193.
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Purpose The aim of this paper is to solve the problem of lack of real context in JFL (Japanese as Foreign Language) classroom with video corpus-based teaching. It also offers reference for the development of video corpus. Design/methodology/approach The authors designed an intelligent Japanese online video corpus, namely the JV Finder, which is a corpus of Japanese films and TV series. The authors applied the JV Finder to JFL teaching to solve the problem of lack of real context and designed several teaching experiments to validate its benefits. Findings The results of teaching experiments show that the video corpus-based teaching significantly improves the learning effect. The JV Finder can help students memorize vocabularies and understand the meaning of new vocabularies in a better way. Research limitations/implications There are still some differences in language context between real life and films, which cannot fully reflect the state of native speaker in real life. Meanwhile, the number of students participating in this experiment is relatively small, so the universality of the result need further study. Practical implications This study combined linguistics with software engineering to solve the problem of lack of real context. Video corpus-based teaching not only can be used in Japanese teaching field but also provide value for other foreign language teaching. Social implications The JV Finder has obtained Chinese national patent license (patent no. 20131118). The video corpus (the JV Finder) has a far-reaching impact on JFL teaching. Originality/value This paper provides an intelligent Japanese online video corpus. It is applied to JFL teaching to solve the problem of lack of real context. The findings show that the video corpus can significantly improve the effectiveness of Japanese learning.
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Xin, Ying. "A Systematic Study on the Application of Information Technology in Teaching Japanese Translation Courses." Wireless Communications and Mobile Computing 2022 (August 24, 2022): 1–8. http://dx.doi.org/10.1155/2022/7556009.
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Technological for the purpose of interlingual communication has gone through tremendous changes because of mechanical progressions. The significance of two important technological advancements in current translation is as follows: PC helped translation apparatuses and machine translation, which is talked about in this article. These innovations have further developed translation efficiency and quality, supported overall communication, and underlined the developing requirement for state-of-the-art specialized answers for the deep rooted challenge of language boundaries. These instruments, then again, give extensive obstacles and vulnerability to the deciphering calling and industry. People have proposed new standards for several disciplines and their own lifestyles based on computer technology. Because of its significant data advantage, network information technology plays a key role in traditional language translation. Thus, it is basic to comprehend how to more readily involve network data assets in the Japanese translation process, as well as to investigate changes in network data assets and merge the commonsense headway of the Japanese translation process, in light of the significant issue of Japanese learning and exploration.
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Jodoin, Joshua John. "Promoting language education for sustainable development: a program effects case study in Japanese higher education." International Journal of Sustainability in Higher Education 21, no. 4 (May 14, 2020): 779–98. http://dx.doi.org/10.1108/ijshe-09-2019-0258.
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Purpose The purpose of this study is to examine the effectiveness of education for sustainable development (ESD) approaches in English as a foreign language (EFL) in Japanese higher education. Design/methodology/approach A content and language integrated learning (CLIL) University-level course was run over two separate semesters: the first as a lecture-based course and the second was a similar course that integrated ESD best-practice. A program effects case study was used to see if any significant changes could be measured between the separate semesters. A mixed-methods approach to data collection was used and student marks, survey results using values, beliefs and norms (VBN) model and reflection tasks were collected across the two courses. Findings A meaningful change in the ascription of responsibility and personal norms was present in the ESD best-practice course. This shows that ESD best-practice integration into language teaching has a positive impact on student environmental VBN and more research is necessary for this area. Practical implications ESD integrated into language teaching correlates positively with environmental behavior change according to the VBN-model. A new field of study is proposed, language education for sustainable development, to better integrate the disciplines of EFL and ESD. Originality/value This study is looking at the integration of ESD in language teaching and CLIL based courses in Higher Education and, at present, there are no other studies of this kind.
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Chironov, S. V. "School of teaching Japanese, Korean, Mongolian and Indonesian languages." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 267–69. http://dx.doi.org/10.24833/2071-8160-2014-5-38-267-269.
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School of teaching Japanese, Korean, Mongolian and Indonesian languages is a continuation of the synonymous department at Moscow state university. Teaching materials at the Department of Oriental languages are designed in such a way that make it possible to study not only these complex languages, but also the state and political system, history, culture and traditions of the countries the language. Articles of the department's members are published in various volumes of scientific papers both in Russia and abroad
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Chan, Yee-Han, and Ngan-Ling Wong. "Learning Japanese through Anime." Journal of Language Teaching and Research 8, no. 3 (May 2, 2017): 485. http://dx.doi.org/10.17507/jltr.0803.06.
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While studies have confirmed that there is apparent connection between interest in anime and Japanese language learning among the Japanese language learners (Manion, 2005; Fukunaga, 2006; William, 2006; Abe, 2009), the practical use of anime in teaching Japanese Language as a Foreign Language has not been studied in depth. The present study aimed to discover the language features that can be learned by the Japanese language learners through critical viewing of anime in classroom. A course named “Learning Japanese language through Anime” was carried out in one public university in Malaysia for a duration of 10 weeks. Along with the administration of the course, the participants’ worksheets on language analysis and learning diaries were collected. The findings showed that language used in anime is more casual in most of the contexts involving daily life. This language use is quite different from what the students usually listen to and use in the classroom where the educators heavily emphasis on the polite ways of speaking using the material designed specifically for pedagogical purposes such as textbooks. Although at times, the language presented in anime maybe even harsh or rough in an exaggerated way, rather than ignore this, it may be better to address it critically under the guidance of educator.
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Hosook Youn, 최진희, and 윤정훈. "A study on the South Koreans’ interest of Japanese culture and learning Japanese language Focusing on the viewpoint for developing Japanese teaching materials." Journal of Japanese Language and Literature 99, no. 1 (November 2016): 271–88. http://dx.doi.org/10.17003/jllak.2016.99.1.271.
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Yonezawa, Yoko. "Constructing fluid relationships through language: A study of address terms in a Japanese drama and its pedagogical implications." Journal of Japanese Linguistics 35, no. 2 (November 26, 2019): 189–211. http://dx.doi.org/10.1515/jjl-2019-2010.
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Abstract This study investigates address practices among family members in a Japanese TV drama. It qualitatively analyses not only a speaker’s culturally normative use of address terms but also his/her deviations from the norm, including the use of terms that are atypical in Japanese communication. The study sheds light on dynamic aspects of interaction in Japanese in which the speaker creates meaning and constructs fluid relationships with other interlocutors through the use of address terms. The pedagogical implications of these findings are discussed, along with the value of using telecinematic discourse in teaching, to give learners of Japanese a socio-pragmatic understanding of address practices.
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Sutedi, Dedi. "The semantic roles of ‘kaku-joshi’ in Japanese textbooks." Indonesian Journal of Applied Linguistics 9, no. 3 (February 10, 2020): 545–58. http://dx.doi.org/10.17509/ijal.v9i3.23204.
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Case particles are an important Japanese language learning aspect that the learners should have learned since the beginner level, yet there are still many who still do not grasp the meaning and function of each particle. This is because in the instructional process, the elaboration of such articles is confined to the external structure, while the inner structure (semantic roles) is rather neglected in the textbooks. This study seeks to explain each semantic role of the particles 'kaku-joshi' contained in Japanese language teaching materials starting from elementary to secondary levels used in Indonesia. The method used is descriptive, with textual analysis employed as a data analysis technique. Findings reveal that all Japanese case particles have appeared in elementary level textbooks, namely particles GA, WO, NI, DE, TO, E, KARA, MADE, and YORI which are used to follow arguments or syntactic functions in the form of subject, object, complement, and adjunct. However, not all semantic roles appear in the textbook; 14 semantic roles are evidently not present. The findings of this study can be used as reference material for Japanese instructors in the teaching of Japanese case particles, so that the differences among the particles will be clearer and more easily understood by Japanese language learners in Indonesia.
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Teranishi, Masayuki, Aiko Saito, Kiyo Sakamoto, and Masako Nasu. "The role of stylistics in Japan: A pedagogical perspective." Language and Literature: International Journal of Stylistics 21, no. 2 (May 2012): 226–44. http://dx.doi.org/10.1177/0963947012444034.
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This article surveys the history of English studies and education in Japan, paying special attention to the role of literary texts and stylistics. Firstly, the role of literature and stylistics in Japan is discussed from a pedagogical point of view, including both English as a foreign language and Japanese as a native language. Secondly, the way in which stylistics has contributed to literary criticism in the country is examined, with reference to the history of literary stylistics since 1980. Finally, this article considers further applications of stylistics to language study in Japan, offering two examples: analysis of thought presentation in Yukio Mishima’s Megami (2006[1955]), and the teaching of an English poem and a Japanese haiku to Japanese EFL students. The overall aim of this article is to demonstrate that literature as language teaching material and stylistics as a critical and teaching method are significant not only in understanding English, but also in appreciating our own native language if it is not English.
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Jiang, Tingting. "Research and Analysis on Japanese Teaching Mode of Online Education under Multimedia Network Environment." Mobile Information Systems 2022 (October 5, 2022): 1–11. http://dx.doi.org/10.1155/2022/4821034.
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Japanese is among the international languages in extreme demand in the modern education system. There is a technological revolution in language learning, with blended learning (BL) in the classroom and online resources offering the possibility of autonomous learning education. The advancement of Information Communication Technology (ICT) and the development of the Internet, predominantly the Web, has transformed the way students get curriculum materials in online environments. Teaching Japanese languages has experienced crucial changes with multimedia technologies aimed at simulating a native-speaking environment in audition and oral communication. Evaluating student readiness for online learning is the beginning point for online course design using the multimedia network. Hence, this paper proposes the Multimedia Network-assisted Online Japanese Language Teaching Method (MN-OJLTM) to enhance student engagement in the online learning environment. This study identifies probabilities for better incorporation of technology and Japanese language learning and learners’ interest and desires via tactical education of Japanese online courses. This paper examines the role and influence of an intelligent learning environment of ICT multimedia in Japanese education. Experimental outcomes show that the suggested MN-OJLTM method enhances the accuracy of usage and Japanese language students’ fluency and expression in writing and speaking. The simulation outcomes demonstrate that the proposed MN-OJLTM method improves student learning ability ratio by 98.4%, language fluency level by 96.2%, performance ratio by 97.5%, student engagement ratio by 95.6%, and efficiency ratio by 97.9% compared to other popular methods.
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DRAGAN, Angela. "Teaching Japanese Language in Tertiary and Secondary Education: State and Private Institutions in Romania." Acta Linguistica Asiatica 8, no. 1 (January 30, 2018): 91–99. http://dx.doi.org/10.4312/ala.8.1.91-99.
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In Romania, Japanese language, literature and culture are taught at university level in two private universities and two state universities. Japanese departments are part of either a Faculty of Letters or a Faculty of Languages and Literatures. Students have to choose another language to study, in addition to Japanese. This gives them a dual major / dual specialization. A large number of graduates decide on pursuing a teaching career in one of their specializations. My paper looks at the way in which university provides an educational background for teachers at lower and upper education. It also looks into the way it shapes secondary education through its curriculum. This refers to compulsory education in an integrated national system of education. But, in the last ten years, this perspective has broadened. Language schools, which are not part of this integrated system, have appeared. Some of them teach exclusively Japanese language and Japanese culture classes. In the beginning, the students were mainly adults, age 18+ but in the last several years, more children have started to be interested in attending classes in these language schools. My paper also discusses this new perspective. A questionnaire and its results will also be presented on this topic. It will show not only the increasing number of young learners but also, their very young age, which goes as far as primary school. This tendency, in studying Japanese as a foreign language, could provide a preview into its development at the secondary level.
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Sutherland, Sean. "'Real English' in Japan : team teachers' views on nativeness in language teaching." Journal of English Studies 10 (May 29, 2012): 175. http://dx.doi.org/10.18172/jes.186.
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In Japan, English is often taught by teams composed of a local Japanese teacher of English (JTE) and a native English speaking assistant English teacher (AET). This form of team teaching is typically assumed to be beneficial as it provides the students with exposure to models of native English which they would otherwise not encounter. Research has found that students and JTEs approve of team teaching as it provides students with motivation to study a language that would otherwise have little relevance to their daily lives. Less research has been done to explore how team teaching affects the JTEs with regards to their feelings about their own skills as English language users. In this paper, based on interview research with JTEs, I argue that team teaching reinforces the dichotomy between native and non-native speakers to the detriment of both Japanese teachers and their students.
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Hirata, Yu. "A study of similarity and/or dissimilarity of brain activation of Japanese learners during written tests and conversation." Impact 2021, no. 2 (February 26, 2021): 70–72. http://dx.doi.org/10.21820/23987073.2021.2.70.
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In modern-day language teaching, ensuring that there is a practical communicative proficiency is the first priority, rather than trying to enhance a learner's grammatical knowledge. This can be said to be true in a first language, as well as when somebody attempts to learn a second language. Researchers are now exploring ways that written tests can be used to assess a learner's speaking ability or communicative proficiency. Dr Yu Hirata is based within the Graduate School of Language Education and Information Science at Ritsumeikan University in Japan, and is heading up a study of the similarities and dissimilarities of brain activity in Japanese learners during written tests and conversation, which could provide significant benefits to those teaching and studying language courses.
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YU, QING. "The internal and external and external consciousness of Japanese Students' Intercultural Language Communication." Journal of International Education and Practice 5, no. 2 (November 18, 2022): 10. http://dx.doi.org/10.30564/jiep.v5i2.5046.
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Japanese strictly distinguish between inside and outside, that is, they have a strong sense of inside and outside. The character has penetrated the study and life of Japanese students. Living in a different cultural environment, Japanese students are more influenced by Internal and External Consciousness in cross-cultural communication. The purpose is to draw out the influence of Internal and External Consciousness on the intercultural communication of Japanese students and put forward targeted teaching strategies accordingly by listing the misunderstandings among Japanese students in intercultural communication through the HSK dynamic corpus of Beijing Language and Culture University.
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Et.al, Kew, S. N. "Japanese Students’ English Language Learning Experience through Computer Game-Based Student Response Systems." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 1993–98. http://dx.doi.org/10.17762/turcomat.v12i3.1036.
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Technology has been vastly used in learning context for the purpose of enhancing students’ learning performance. The integration of computer in language teaching and learning is growing. In particular, the computer game-based student response systems such as Kahoot! application is implemented by some educators in their teaching classesto improve students’ learning experience. Meanwhile, collaborative learning plays an important role in teaching and learning practice. Thus, this paper aims to examine the use of Kahoot! application integrated with collaborative learning approach influences the learning experiences of Japanese students in English language classroom. An experimental research approach was conducted to study how Kahoot! application is affecting the learning experiences of Japenese students. Student engegement observation checklist and feedback form were used as the research instruments in this study. The population comprised 20 Japanese students who enrolled in English language classroom participated in this experiment. The findings show that Kahoot! integrated with collaborative learning approach made positive impact on students by contributing to better engagement and enhanced learning experience of students. This study can be a reference for instructors who plan to implement game-based student response systems and collaborative learning in English language classroom.
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Gayevska, Olena, and Nataliia Soroko. "PEDAGOGICAL STRATEGIES WITH IMMERSIVE TECHNOLOGIES FOR TEACHING AND LEARNING THE JAPANESE LANGUAGE." Information Technologies and Learning Tools 92, no. 6 (December 30, 2022): 99–110. http://dx.doi.org/10.33407/itlt.v92i6.5133.
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The article addresses the choice of pedagogical strategies for application of immersive technologies in foreign language teaching and learning, using the Japanese language as an example. The authors defined and substantiated the main pedagogical strategies using immersive technologies: inquiry-based approach, project-based learning, mixed learning, flipped learning, mobile learning, game learning, joint learning, and independent learning. A study was conducted on the aspects of application of immersive technologies by 3rd year students of the Education and Research Institute of Philology of the Taras Shevchenko National University of Kyiv during their educational projects. The students’ attitude to pedagogical strategies using augmented and virtual reality was analyzed. It has been determined that it is difficult for students to apply these technologies, because they do not have enough experience of using them in language learning. Nevertheless, these tools significantly help them in the formation and development of research skills, digital competence, expand their ability to use information and communication technologies in learning Japanese. In our further research, we plan to actively implement augmented and virtual reality in the teaching of the Japanese language to students using basic pedagogical strategies, especially through the inquiry-based approach and project-based learning, combined with other applicable pedagogical strategies - such as blended learning, flipped learning, mobile learning, game-based learning, collaborative learning and self-directed learning.
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TETU, M. G., Claudiu COMAN, and C. NANU. "The particularities of the cultural centers specialized in teaching japanese language and culture." SERIES VII - SOCIAL SCIENCES AND LAW 13(62), no. 1 Special Issue (January 2021): 175–88. http://dx.doi.org/10.31926/but.ssl.2020.13.62.3.18.
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This paper analyzes the particularities of the cultural centers specialized in teaching the Japanese language and culture. Thus, the study begins with a brief presentation of the cultural centers and the legal conditions for their establishment and operation. It highlights the role of these centers, generating non-formal education, in completing the formal education specific to the compulsory education system and in carrying out the permanent education programs. The applicative part, respectively the concrete contribution through this work, consists in presenting the particularities of the Japanese Cultural Center in the city of Brasov-Romania including collected and analyzed data reflecting the past and current situation of this center.
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Okada, Reiko. "Challenges in Teaching Japanese EFL Students to Express Themselves Logically." Asian Education Studies 3, no. 1 (January 31, 2018): 73. http://dx.doi.org/10.20849/aes.v3i1.335.
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This paper describes a study conducted with twenty-five Japanese lower-level EFL students to develop their ability to write logically in English. In school, Japanese students rarely express their opinions in writing supported by facts or reasons, a result of an important characteristic of Japanese culture: people focus more on emotion than on critical reasoning. Teachers of English often instruct students to add reasons, examples, or conclusions to their written expressions of opinion, but students often fail to do so because they do not grasp their purpose. In this study, students were explicitly instructed in 1) the different values in Western and Japanese culture, 2) alternate ways of thinking and expression, 3) the importance of logic in English rhetoric, and 4) paragraph structure in written English. Students practice writing using English paragraph structure, first in Japanese and then in English. The results indicated that initially only about one third of the students acquired an understanding of how to organize a paragraph logically when writing in Japanese, indicating the difficulty Japanese students have in adopting the principles of English rhetoric even in their native language. After explicit instructions were given repeatedly, another one third of the students were able to structure their paragraphs logically when writing in English. Throughout the six sessions of the study, however, the rest of the students (32%) continued to write their paragraphs in both Japanese and English according to the conventions of Japanese rhetoric, or without logical reasoning.