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Autore: Grafiati

Pubblicato: 25 luglio 2024

Ultima modifica: 31 luglio 2024

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1

Kobayakawa, Mayumi. "Analyzing Writing Tasks in Japanese High School English Textbooks: English I, II, and Writing". JALT Journal 33, n. 1 (1 maggio 2011): 27. http://dx.doi.org/10.37546/jaltjj33.1-2.

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A quantitative comparative analysis of writing tasks in English I, II, and Writing textbooks was conducted in this study. Writing tasks in the textbooks were classified into four categories: controlled writing, guided writing, translation, and free writing; and 14 subcategories. The results of the analysis show that both English I and II textbooks featured mostly controlled writing tasks and fill-in-the-blank with translation tasks, while Writing textbooks included various translation and controlled writing tasks. Overall, guided writing and free writing tasks rarely appeared in the textbooks analyzed. According to the Japanese government’s (MEXT) course of study, writing instruction is generally related to free writing tasks. Therefore, free writing skills are necessary to develop students’ practical communication abilities as defined by MEXT. These findings suggest that teachers need to support the development of practical communication abilities by proactively increasing the free writing activities in English classes. 高等学校英語教科書における「書くこと」の課題比較分析：英語Ⅰ・Ⅱ、ライティングについて本研究では、英語Ⅰ・Ⅱ、ライティング教科書における「書くこと」の課題の量的比較分析を行った。分類方法としては、教科書の書く活動を制限作文、誘導作文、和文英訳、自由英作文の4つに大別し、さらにこれらの活動を14種類の課題に分類した。分析結果によると、英語Ⅰ・Ⅱ教科書では制限作文や日本文を見て一文埋める問題、ライティング教科書では和文英訳や制限作文の課題が多く設定されていた。全体的な特徴として、誘導作文と自由英作文の課題の占める割合は少なかった。「書くこと」に関する学習指導要領の記述内容は主に自由英作文の課題と関連していることから、文部科学省が定義する「実践的コミュニケーション能力」を育成するためには、自由英作文を書く技能が必要である。したがって、英語授業における書く活動では、自由英作文を書く機会を積極的に増やすことにより、「実践的コミュニケーション能力」の育成を支援する必要があると示唆される。

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Delve, Michael. "Aural Recognition of English-Based Loanwords by Japanese Learners". JALT Postconference Publication - Issue 2021.1; August 2022 2021, n. 1 (1 agosto 2022): 194. http://dx.doi.org/10.37546/jaltpcp2021-22.

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Research suggests that Japanese learners have extensive knowledge of English vocabulary through their existing familiarity with loanwords. They may also be able to identify English words with associated loanwords more easily than those without loanwords. This pilot study tested Japanese university students’ aural recognition and ability to spell and translate 20 English words, 10 with associated loanwords drawn from the Academic Borrowed Words List (Daulton, 2008) and 10 without associated loanwords from the Academic Word List (Coxhead, 2000). The results indicate that participants were able to spell and translate English words with associated loanwords at, on average, more than twice the rate of words without loanwords. These results suggest that educators need to give attention to the existence of loanwords and adjust their teaching of vocabulary items accordingly. Problems with the present study are discussed, along with directions for further research. 日本人学習者は、既存の借用語に慣れ親しんでいるために、英単語の知識が豊富であるという研究結果がある。また、借用語に関連する英単語は、借用語に関連しない英単語よりも容易に識別できる可能性がある。本研究では、日本の大学生が20の英単語を聴覚的に認識し、スペルおよび翻訳する能力をテストした。そのうち10語はAcademic Borrowed Words List (Daulton, 2008) から抽出した借用語関連のもの、あとの10語は Academic Word List (Coxhead, 2000) から抽出した借用語と無関連のものであった。その結果、借用語関連の英単語は、そうでない英単語に比べ、平均して2倍以上の確率でスペルと翻訳ができることがわかった。この結果は、教育者が借用語の存在に注意を払い、それに応じて語彙項目の指導を調整する必要があることを示唆している。また、本研究の問題点と今後の研究の方向性についても考察した。

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Porcaro, James. "Perspectives: A Rationale for Ll-to-L2 Literary Translation in College EFL Instruction". JALT Journal 23, n. 2 (1 novembre 2001): 248. http://dx.doi.org/10.37546/jaltjj23.2-4.

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Translation is a much-neglected area ofEFL instruction, long shunned by many within the field of ELT. However, there are various kinds of translation and some can be very effective pedagogical instruments. A course in]apanese-toｭ English literary translation in EFL college programs in]apan has demonstrated its effectiveness in developing students'w ritten expression in English. A rationale for this approach lies within the relationships across languages and across the modalities of L1 reading and L2 writing. This needs to be unified with an understanding ofp ractice, in partic凶ar， teacher-student conferencing and peer collaboration.It is hoped thata s ynergism1w ill emerge from further study and research on this topic along with more teachers ass凶ning positive views toward this kind of translation instruction and attempting to undertake it in their classrooms. 翻訳はEFLの授業で非常に軽視され、ELTの分野の多くの教師によって長らく避けられてきた領域である。しかし、翻訳には様々な種類があり、使い方によっては大変効果的な教育手段になりうるものである。日本語から英語への文学作品の翻訳演習を行う日本の大学でのある講座は、翻訳演習が学習者の英語での文章表現力を養うのに有効であることを既に示している。このような教授法の理論的根拠は、異なった言語の聞の相互関連性および\第1 言語の読解力と第2 言語の文章表現力の問の相互関連性に存するものであり、実践方法の理解、とりわけ教師と学習者の問での相談や学習者同士の共同作業のやり方についての理解が統合される必要がある。このテーマについてのさらなる研究の進展と、この種の翻訳演習の授業に肯定的な見解を持つより多くの教師による教室での実践が相乗効果をあげることが望まれる。

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Kato, Kazumi. "Task-based Methods and iPad Materials for Active Learning". JALT2018—Diversity and Inclusion 2018, n. 1 (1 agosto 2019): 369. http://dx.doi.org/10.37546/jaltpcp2018-49.

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When Japanese students try task-based group work in their classes, they often rely on their first language. To solve this problem, I asked UK university students to do the same task-based group work, recorded their interactions, and created a model video. Using the video materials, I designed a methodology for teaching group work. The unique points of the method are as follows: First, the students in Japan recorded their own task-based group work with iPads, analyzed it, and compared it to the model video. Second, the students wrote down Japanese expressions they would like to say in English during the discussion and the teacher created an input activity according to their needs. Finally, the students tried the same task with different group members and gave feedback on their communication skills. This paper introduces model video materials and methodology and presents potential implications for future study. 日本人英語学習者が英語でグループ活動を行う際、いまだ日本語が飛び交う傾向が多く、タスク活動の後のプレゼンテーションのみ英語を使用する場合が多い。その問題を解決するため、著者はイギリスの大学にてグループ活動の様子を録画しモデルビデオを作成した。さらにそのビデオ教材を利用してグループ活動のための指導法を作成した。この指導法の特徴は、日本人学習者が自身のグループ活動の様子を動画に録画しモデルビデオと比較分析しフィードバックができること、日本人英語学習者がグループ活動中に「言いたかった英語表現」を提出し、教師が英訳して配布することによって学生のニーズに応えていること、学生が異なるグループのメンバーで再度同じグループ活動を行い、書き起こしをしてフィードバックをしていることである。本稿では、日本人学習者が英語で円滑にグループ活動を行うための教材と教授法を紹介し、英語による円滑なグループ活動を目指す。

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5

Soonboon Cheong. "外国文学受容と翻訳問題―『蜻蛉日記』英訳を一つの例として―". Journal of Japanese Culture ll, n. 40 (marzo 2009): 217–35. http://dx.doi.org/10.21481/jbunka..40.200903.217.

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6

Fifer, Mark. "Obstacles to Japanese membership in the imagined global community of English users". Language Teacher 37, n. 5 (1 settembre 2013): 39. http://dx.doi.org/10.37546/jalttlt37.5-11.

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Although Japanese English learners are well aware of the potential of English as a means to communicate with the world, this remains an abstract concept for most, who have limited English interaction outside the classroom and continue to associate the language primarily with the people and cultures of traditionally English-speaking countries. Japanese university students, furthermore, tend to have less experience with international online English communication than their counterparts in many other countries. In this article, the author discusses several factors that contribute to the difficulty many Japanese students have conceptualizing themselves as members of an imagined global community of English users: the Japanese discourses of Nihonjinron and kokusaika, the Japanese translation and publishing industries, and a preference for domestic social networking websites. He concludes by advocating increased employment of international Internet exchange projects in Japanese English as a foreign language (EFL) classrooms as the best hope for facilitating membership in the imagined global community of English users. 日本人の英語学習者たちは、世界中の人々とのコミュニケーションをとる手段としての英語の可能性をよく理解しているが、教室以外で英語を使用することがあまりなく、多くの人々は英語を主に伝統的な英語圏の国の人々や文化に連想づけ、英語は抽象的な概念にとどまっている。さらに、日本の大学生は他の多くの国の大学生より英語による国際的なオンラインコミュニケーションをした経験が少ない傾向にある。本論では、多くの日本人に英語ユーザーとして自分自身を仮想国際社会の一員と見ることを難しくしているいくつかの要因を述べる。（例えば、日本人論と国際化という日本語の言説、日本の翻訳、出版業界、日本国内のソーシャルネットワーキングサイトを好む傾向など。）国際的なインターネット交流プロジェクトは、日本のEFLクラスで使用することによって日本人の英語ユーザーが仮想国際社会の一員となりうる最善の希望的方法であると締めくくる。

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7

Takanashi, Kenkichi. "B H. Chamberlain's Translations of “Urashima”". Historical English Studies in Japan, n. 21 (1989): 113–27. http://dx.doi.org/10.5024/jeigakushi.1989.113.

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8

Kawamura, Hatsue. "Dickins and HYAK NIN IS'SHIU". Historical English Studies in Japan, n. 24 (1992): 15–31. http://dx.doi.org/10.5024/jeigakushi.1992.15.

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9

Johnson, Diane, Keiko Umeda e Kyoungja Oh. "Teaching English Through English: An Analysis of a Sample of Japanese and South Korean Textbooks". Language Teacher 41, n. 6 (1 novembre 2017): 15. http://dx.doi.org/10.37546/jalttlt41.6-3.

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In many parts of Asia, the national curriculum for English in schools recommends that teachers should use English as a medium of instruction. We analyzed samples of Ministry of Education-approved textbooks and teachers’ guides produced in Japan and South Korea in order to determine how the authors interpret this recommendation. There were clear indications that they had difficulty in complying with it. The selection, ordering and presentation of materials appeared to be predicated on the assumption that the teachers would use translation as a primary means of conveying meaning. However, the appearance of at least partial compliance was provided by the inclusion in teachers’ manuals of formulaic monologue sections in English which could be used to frame lessons and lesson segments. アジアの多くの地域では、英語の授業はできるだけ英語で行うことが学校教育課程で奨励されている。本論では日本、韓国の文科省により採択された教科書と教師用指導書を分析し、著者らがどのようにその状況を解釈しているかを調べた。著者らはその勧告の適応に困難を感じていることは明らかであり、そういった教材は教師による翻訳が主な意味伝達手段であることを前提としているようである。とはいえ、期待されている状況に応じるべく教師用指導書の中では、少なくとも定型表現を含むモノローグが英語で提供されている。これは授業やその一部を構成する上で使用可能であろうが、生徒からの想定回答も提示され、その結果、人工的でオーセンティック(生きた英語)ではない教師中心の授業になる傾向がある。

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Binns, Akierah. "Impact of Assistant Language Teachers on English Education in Shizuoka". JALT Postconference Publication - Issue 2021.1; August 2022 2021, n. 1 (1 agosto 2022): 89. http://dx.doi.org/10.37546/jaltpcp2021-11.

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Previous research on Assistant Language Teachers (ALTs) continues to expand since Japan embarked on the Japan Exchange and Teaching (JET) Programme in 1987. However, few studies have explored ALTs and Japanese Teachers of English (JTEs) teaching practices and their impact upon student English language outcomes at the prefectural level. Through the findings of a questionnaire administered to 33 ALTs and 22 JTEs in Shizuoka, it was identified that traditional grammar translation methods continue to persist within the Japanese English language classroom; however, there are efforts to integrate Communicative Language Teaching (CLT). Interestingly, there is some discrepancy in how teacher collaboration is viewed between ALTs and JTEs. Although teachers perceive that some students perform well on English tests, this does not appear to be translated to real-world contexts. A model is offered for improving teaching practices within Japanese English language classrooms, with the aim of advancing classroom teaching and student English language outcomes. 1987年のJETプログラム開始以来、外国語指導助手（ALT）に関する先行研究は拡大し続けている。しかし、ALTやJTE（日本人英語教師）の教育実践や生徒の英語学習成果への影響について都道府県レベルで調査した研究はほとんどない。本研究はそのギャップを埋めるものである。静岡におけるALT33人とJTE22人に行ったアンケートの結果、日本の英語教室では伝統的な文法翻訳法が依然として残っているが、コミュニカティブ・ランゲージの技術を統合する努力もなされていることが確認された。また、ALTとJTEの間で、教師のコラボレーションに対する考え方に相違があるという興味深い結果も明らかになった。最後に、教師は生徒が英語のテストで良い結果を出していると認識しているが、それが実社会の文脈に反映されていないようである。本研究は、教室での指導と生徒の英語の成果を強化することを目的とした指導方法の改善モデルを提示する。

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YAMAURA, Ayumu. "English Translations of the Shobogenzo with a Focus on Problems of Interpretations of Buddhist and Zen Concepts". Journal of Indian and Buddhist Studies (Indogaku Bukkyogaku Kenkyu) 63, n. 2 (2015): 1078–75. http://dx.doi.org/10.4259/ibk.63.2_1078.

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MOTOAKI, HIROSHI, TSUYOSHI SHIGEHISA e TSUNEO SHIMABUKURO. "English/Japanese literal and free translation versions of the M-G Personality Questionnaire". Japanese Psychological Research 28, n. 3 (1986): 109–19. http://dx.doi.org/10.4992/psycholres1954.28.109.

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13

ENDO, Tomo-o. "The Lists of the Owners of A Pochet Dictionary of the English and Japanese Language (sic) , First, and Second & Revised Edition". Historical English Studies in Japan, n. 39 (2006): 117–29. http://dx.doi.org/10.5024/jeigakushi.2007.117.

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14

HIRATA, Yuji. "How was “Kyoiku Chokugo” translated into English ?" Historical English Studies in Japan, n. 26 (1993): 59–70. http://dx.doi.org/10.5024/jeigakushi.1994.59.

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ENDO, Tomo-o. "A Comparative Study of A Pocket Dictionary of theEnglish and Japanese Language (sic) and Dictionnaire Francais-Anglais-Japonais". Historical English Studies in Japan, n. 34 (2001): 53–70. http://dx.doi.org/10.5024/jeigakushi.2002.53.

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Akagi, Hirofumi. "英文技術論文の執筆にAI翻訳をいかに活用するか". IEEJ Transactions on Industry Applications 144, n. 4 (1 aprile 2024): 205–14. http://dx.doi.org/10.1541/ieejias.144.205.

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MIYOSHI, Akira. "Some considerations on names of birds in “The New Pocket Dictionary of English and Japanese Language” compiled by Hori Tatsnoskay". Historical English Studies in Japan, n. 39 (2006): 59–79. http://dx.doi.org/10.5024/jeigakushi.2007.59.

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Aline, David, e Yuri Hosoda. "Team Teaching Participation Patterns of Homeroom Teachers in English Activities Classes in Japanese Public Elementary Schools". JALT Journal 28, n. 1 (1 maggio 2006): 5. http://dx.doi.org/10.37546/jaltjj28.1-1.

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Since Monbukagakusho (Ministry of Education, Culture, Sports, Science and Technology (MEXT)) introduced its new course of study guidelines, most public elementary schools now offer English Activities classes, mostly classes team-taught by the homeroom teacher (HRT) and an assistant language teacher (ALT). Although team teaching has received a lot of attention in Japan, there are few studies on team teaching at elementary schools. This observational study examines the interaction among HRT, ALT, and students, with a focus on HRTs’ participation patterns in the interaction. The data come from six team-teaching English Activity classes in five randomly selected public elementary schools. The data revealed four observable ways HRTs participated: by being (a) a “bystander,” (b) a “translator,” (c) a “co-learner” of English, or (d) a “co-teacher.” The various participation patterns exhibited by the HRTs affected the classroom interaction in distinct ways. Teaching implications for both experienced and novice teachers are discussed. 「総合的な学習の時間」が本格的に開始されて以来多くの公立小学校で英語活動が導入されてきた。多くの学校では学級担任と外国人指導助手のティームティーチングによる授業を行っている。日本ではティームティーチングという言葉をよく耳にするが、小学校におけるティームティーチングの研究はまだ進んでいない。本稿では、学級担任、外国人指導助手、児童の英語活動授業における相互行為を検証し、学級担任の相互行為への参加パターンについて考察する。本研究では公立小学校５校６教室における英語活動を分析した。分析の結果、学級担任は(a) 傍観者、(b) 通訳、(c) 生徒 (d) 教師、として授業に参加していたことがわかった。また、学級担任のそれぞれの授業参加パターンは教室内相互行為の軌道に様々な影響を与えていることがわかった。学級担任と外国人指導助手は今後どのようにティームティーチングを進めていくべきなのかについて示唆する。

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NOMURA, Yoshihiko, e Ryota SAKAMOTO. "E-Learning System for English Education to emphasize Pronunciation, Word-for-Word Translation and Free Translation". Journal of JSEE 56, n. 6 (2008): 96–101. http://dx.doi.org/10.4307/jsee.56.6_96.

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Birdsell, Brian. "Enhancing Phrasal Verb Learning: A Quasi-experimental Study of Different Approaches". JALT Postconference Publication - Issue 2020.1; August 2021 2020, n. 1 (1 agosto 2021): 244. http://dx.doi.org/10.37546/jaltpcp2020-30.

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Phrasal verbs (PVs) are notoriously difficult for language learners since they are numerous in number, highly polysemous, as well as metaphorical, and the meaning is often opaque. Over the past two decades, researchers have shown the benefits of using a cognitive linguistic approach to teaching them. Expanding this line of research, a quasi-experimental study was conducted to investigate the effects of an embodied approach to teaching phrasal verbs. An embodied learning approach focuses on movement, gesture, and enactment as a way to facilitate language learning. Student participants (N = 80) were divided into 3 groups; an L1 translation approach group, a cognitive approach group, and an embodied learning approach group. They took pre- and post-PV tests and learned 29 PVs in 2 teaching interventions. All students significantly improved their scores, but those in the cognitive and embodied learning groups significantly outperformed the L1 translation group. 句動詞（phrasal verbs）は、数が多く、多義性が高く、比喩的であり、意味が不透明であることが多いため、英語学習者にとって難しいことでよく知られている。過去数十年の研究で、句動詞教育には認知言語学的アプローチが有効であることが示されたが。本研究はそれを発展させつつ、からだで学ぶアプローチ（身体運動、ジェスチャー、実演を用いた学習促進法）の効果を検証するための準実験的研究を行った。本研究では学生参加者(N=80)を、第一言語への翻訳アプローチ、認知的アプローチ、からだで学ぶアプローチの3つのグループに分けた。学生参加者たちは、事前及び事後に句動詞テストを受け、2回の教育的介在において29個の句動詞を学習した。結果は、すべての学生がスコアを大きく伸ばしたが、なかでも認知的学習グループとからだで学ぶグループの学生たちは、第一言語への翻訳グループを大きく上回る学習成果を示したことを本研究で明らかにした。

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Byrne, Jason, e Robert Diem. "CALL SIG: A survey of mobile English language learners". Language Teacher 38, n. 5 (1 settembre 2014): 10. http://dx.doi.org/10.37546/jalttlt38.5-3.

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The purpose of this study was to use an app-embedded survey to profile language learner demographics. 3,759 EFL language learners from primarily eight L1 backgrounds (French, German, Italian, Japanese, Korean, Russian, Spanish, and Thai) responded to the survey embedded within a popular English grammar app that has 500,000 downloads and over 100,000 active users. While presently there is very little concrete research on autonomous mobile language learning, it is hoped that this research will provide a methodological foundation for more in-depth research into learner habits and preferences. 本論の目的は、携帯アプリに組み込まれた調査結果を使用することにより、アプリを使用した言語学習者の実態を明らかにすることである。3,759人のEFL学習者（L1の内訳はフランス語、ドイツ語、イタリア語、日本語、韓国語、ロシア語、スペイン語、タイ語の8カ国語）が、ダウンロード数50万、アクティブユーザー数10万以上の人気の英文法アプリに組み込まれた質問項目に解答した。現時点では携帯電話を使用した自主的な言語学習に関する具体的研究はあまり見受けられないが、本論が携帯を使用した言語学習者の特性や傾向についての更なる研究の方法論的基礎となることを期待する。

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ENDO, Tomo-o. "Why Did Dr. Tomitaro Makino Possess A Pocket Dictionary of the English and Japanese Language (sic) , First Edition and Secondand Revised Edition ?" Historical English Studies in Japan, n. 36 (2003): 101–16. http://dx.doi.org/10.5024/jeigakushi.2004.101.

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HIRATA, Yuji. "A Study of the English Translation of the Report on the Result of the Investigations concerning Music in 1884". Historical English Studies in Japan, n. 39 (2006): 1–17. http://dx.doi.org/10.5024/jeigakushi.2007.1.

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24

SAKAGAMI, Yasuhiko, Takayuki TOTSUKA, Kazuo SAITO, Wataru GOMIBUCHI, Hiroyuki OKANO e Kunihiko SHIRAYAMA. "Japanese-English Table of JICST Thesaurus 1981." Journal of Information Processing and Management 29, n. 7 (1986): 567–76. http://dx.doi.org/10.1241/johokanri.29.567.

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Uehara, Suwako. "Teacher Perspectives of Machine Translation in the EFL Writing Classroom". JALT Postconference Publication - Issue 2022.1; August 2023 2022, n. 1 (1 agosto 2023): 270. http://dx.doi.org/10.37546/jaltpcp2022-31.

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This is a study investigating instructor belief on students’ use of machine translation (MT) for language learning in the EFL writing classroom, and how teachers react when they discover students have been using machine translation. A qualitative research design with a constructivist approach, based on the Naturalistic Inquiry of Lincoln and Guba (1985) was used. Four experienced English teachers at Japanese universities were selected as participants. Interview questions on teacher beliefs were developed using findings in related literature. After interviews with the participants, a deep assessment of the interview transcripts and follow-up questions were conducted. The assessment followed Maxwell’s (2012) guidelines of descriptive, interpretive, and theoretical validity. Then values coding (Saldaña, 2021) was used and several key themes on the beliefs of teachers emerged. The teachers were in support of embracing the technology of MT for classes. Moving forward, such teachers might benefit from training on integrating MT appropriately and effectively. 本研究では、EFLのライティング授業において、生徒が言語学習で機械翻訳（MT）を使用することに対する教員の信念と、学生による機械翻訳の使用が発覚した際の教員の反応を調査した。Lincoln & Guba（1985）の自然主義的探究に基づく構成主義的手法による質的研究デザインを用い、日本の大学において、4名の経験豊富な英語教員を参加者として選定し、関連文献の知見をもとに、教員の信念に関するインタビューの質問リストを作成した。参加者とのインタビューの後、Maxwell（2012）の記述的妥当性、解釈的妥当性、理論的妥当性の指標に従い、インタビュー筆記録及び、フォローアップ質問の記録の深い評価を実施した。次にSaldaña（2021）の価値観コーディングを用いたところ、教員の信念に関する重要なテーマが浮かび上がった。教員達は授業でMTの利用を取り入れることをに肯定的であった。今後、こうした教員達は、MTを適切かつ効果的に利用するためのトレーニングから恩恵を受けられるかもしれない。

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HARUTA, Seiro. "A New Translation of the Avroman Parchment No. 3 (British Library Or. 8115)". Bulletin of the Society for Near Eastern Studies in Japan 44, n. 2 (2001): 125–34. http://dx.doi.org/10.5356/jorient.44.2_125.

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27

Tezuka, Tatsumaro. "Kazutaka Itoh : His life and work". Historical English Studies in Japan, n. 17 (1985): 1–6. http://dx.doi.org/10.5024/jeigakushi.1985.1.

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28

Albertson, Nicholas. "Koigoromo (Robe of Love) Part 2: A Translation of Masuda Masako’s “Complete Devotion” / 『恋衣』英訳(2):増田雅子の「みをつくし」". U.S.-Japan Women's Journal 65, n. 1 (2024): 75–108. http://dx.doi.org/10.1353/jwj.2024.a922156.

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Abstract: “Complete Devotion” ( Miotsukushi ), by Masuda Masako, is Part Two of Robe of Love ( Koigoromo , 1905), a book of poems she published with Yamakawa Tomiko and Yosano Akiko. Here I present a brief introduction to Masuda Masako’s life and poetry, followed by translations of the 114 tanka of “Complete Devotion.” For a fuller introduction to Robe of Love and a translation of Yamakawa Tomiko’s “White Lily,” please see “ Koigoromo (Robe of Love) Part 1” in the U.S.-Japan Women’s Journal , number 63/64 (2023), pages 53–97. The third and final section of Robe of Love , consisting of Yosano Akiko’s tanka and shintaishi (new-style poems), will appear in the next issue of this journal.

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29

ハヤシザキ, カズヒコ. "クリスティ・クルツ［著］仲田康一［監訳］濱元伸彦［訳］『学力工場の社会学：英国の新自由主義的教育改革による不平等の再生産』". Journal of Educational Sociology 109 (21 febbraio 2022): 119–21. http://dx.doi.org/10.11151/eds.109.119.

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30

大塚俊秀. "英語使役構文に対する日ㆍ韓ㆍ中国語の対訳文の対照比較－その１－". Journal of Japanese Language and Literature 80, n. 1 (febbraio 2012): 377–404. http://dx.doi.org/10.17003/jllak.2012.80.1.377.

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31

ARAMAKI, EIJI, SADAO KUROHASHI, HIDEKI KASHIOKA e HIDEKI TANAKA. "Word Selection based on Source Language Similarity and Parallel Alignment Confidence". Journal of Natural Language Processing 11, n. 1 (2004): 107–23. http://dx.doi.org/10.5715/jnlp.11.107.

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32

ZHANG, YUJIE, QING MA e HITOSHI ISAHARA. "Automatic Construction of Japanese-Chinese Translation Dictionary Using English as Intermediary". Journal of Natural Language Processing 12, n. 2 (2005): 63–85. http://dx.doi.org/10.5715/jnlp.12.2_63.

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33

UTSURO, TAKEHITO, KOHEI HINO, TAKASHI HORIUCHI e SEIICHI NAKAGAWA. "Estimating Bilingual Term Correspondences from Relevant Japanese-English News Articles". Journal of Natural Language Processing 12, n. 5 (2005): 43–69. http://dx.doi.org/10.5715/jnlp.12.5_43.

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34

Albertson, Nicholas. "Koigoromo (Robe of Love) Part 1: An Introduction and Translation of Yamakawa Tomiko’s “White Lily” / 『恋衣』英訳(１) ：解説、山川登美子の「白百合」". U.S.-Japan Women's Journal 63/64, n. 63/64 (2023): 53–97. http://dx.doi.org/10.1353/jwj.2023.a903682.

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Abstract (sommario):

Abstract: Robe of Love ( Koigoromo , 1905) is a collection of 393 tanka and six shintaishi (new-style poems) by Yamakawa Tomiko, Masuda Masako, and Yosano Akiko, three of the leading female poets who wrote for the literary magazine Morning Star ( Myōjō ). Part One provides a historical and critical overview of Robe of Love and brief portraits of the three poets, followed by a complete English translation of the 131 tanka in Yamakawa Tomiko’s section “White Lily.” The rest of Robe of Love will appear in subsequent issues of the journal.

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Ishikawa, Yoshie, e Ayano Otaki. "英語語彙学習の効果に関する研究－高校生を対象としたチャンク学習と単語単独学習の比較－ Comparison Between Learning Words in Chunks and in Isolation by Japanese High School Learners of English". Language Teacher 45, n. 1 (1 gennaio 2021): 15. http://dx.doi.org/10.37546/jalttlt45.1-3.

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第二言語における語彙学習について、文章を読んだり聞いたりしながら文脈の中で行うべきだとする主張がある一方で、文脈から切り離して単語を単独で明示的に学習する方法の有効性も報告されている。本研究の目的は、日本語を母語とする高校生にとって、英単語をチャンクで覚える方法と単独で覚える方法のどちらが英単語の日本語訳を覚えるのに有効であるかを検証することであった。それら二つの方法を用いた語彙指導を3週間行い、事前テストおよび計3回の事後テストを実施した。実験の結果、両方法ともに学習後18週間まで効果があり、二つの学習法に統計的に有意な差は認められないことが判明した。また、調査した20語の中には覚えにくい単語や忘れやすい単語があり、単語単独で学習する方法では、長期的に記憶に留めておくことが難しい単語があることが明らかになった。よって、これら二つの語彙学習法を相互補完的に用いることが望ましいことが示唆された。 Some researchers argue that vocabulary should be learned with context since it provides learners with the idea as to how the word is used in communication. However, other researchers insist that teaching vocabulary in isolation from context is also effective since learners can concentrate on learning the target words. Thus, the purpose of this study is to investigate the effectiveness of two methods of learning vocabulary: learning words in chunks and in isolation. The study also aims to analyze if there are any words that are easy or difficult to learn and to retain. The results of the posttests showed that the two methods were equally effective for memorizing Japanese translations of English words. However, it was revealed that some words were difficult to retain when they were learned in isolation. The authors argue that teachers should complementarily make efficient use of these two methods in their classroom.

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ENDO, Tomo-o. "What did Prof. Senkichiro Katsumata Contribute to theStudy of A Pocket Dictionary of theEnglish and Japanese Language (sic) ?" Historical English Studies in Japan, n. 38 (2005): 83–95. http://dx.doi.org/10.5024/jeigakushi.2006.83.

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37

Matsumura, Koki, Yuji Tamekuni e Shuhei Kimura. "Automatic Generation of English-Japanese Translation Pattern Utilizing Genetic Programming Technique". IEEJ Transactions on Electronics, Information and Systems 130, n. 6 (2010): 1078–88. http://dx.doi.org/10.1541/ieejeiss.130.1078.

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38

KUMANO, TADASHI, HIDEKI KASHIOKA e HIDEKI TANAKA. "Japanese-English Translation Selection Using Vector Space Model." Journal of Natural Language Processing 10, n. 3 (2003): 39–59. http://dx.doi.org/10.5715/jnlp.10.3_39.

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39

SHIMOHATA, SAYORI, e HITOSHI ISAHARA. "Retrieving Translation Candidates from Patent Corpora". Journal of Natural Language Processing 14, n. 4 (2007): 23–41. http://dx.doi.org/10.5715/jnlp.14.4_23.

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40

Endo, Tomo. "A Study of the Influence of English-Chinese Dictionaries on the First Printed English-Japanese Dictionary". Historical English Studies in Japan, n. 27 (1994): 135–49. http://dx.doi.org/10.5024/jeigakushi.1995.135.

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41

이해미. "日本語と英語の＜新情報提示＞比較分析 - 「The Adventure of the speckled band」とその日本語翻訳本を対象に -". Journal of Japanese Language and Literature 96, n. 1 (febbraio 2016): 149–71. http://dx.doi.org/10.17003/jllak.2016.96.1.149.

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42

Yoshimi, Takehiko, Katsunori Kotani, Takeshi Kutsumi, Ichiko Sata e Hitoshi Isahara. "Automatic Evaluation of the Fluency of English-to-Japanese Machine Translation Using Word Alignment". Journal of Natural Language Processing 17, n. 1 (2010): 7–28. http://dx.doi.org/10.5715/jnlp.17.1_7.

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43

HORI, Takahiko. "Some Considerations on newly-discovered manuscripts of the first published English and Japanese Dictionary". Historical English Studies in Japan, n. 40 (2007): 69–85. http://dx.doi.org/10.5024/jeigakushi.2008.69.

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44

Matsubara, Shigeki, Satoru Asai, Katsuhiko Toyama e Yasuyoshi Inagaki. "Incremental English-Japanese Spoken Language Translation Utilizing Ill-formed Expressions". IEEJ Transactions on Electronics, Information and Systems 118, n. 1 (1998): 71–78. http://dx.doi.org/10.1541/ieejeiss1987.118.1_71.

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45

MIYOSHI, Akira. "Prompt Report on Recently-found Manuscripts of the English-Japanese Dictionary first published in Japan". Historical English Studies in Japan, n. 40 (2007): 87–103. http://dx.doi.org/10.5024/jeigakushi.2008.87.

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46

Kikuchi, Keita. "Perspectives: Revisiting English Entrance Examinations at Japanese Universities after a Decade". JALT Journal 28, n. 1 (1 maggio 2006): 77. http://dx.doi.org/10.37546/jaltjj28.1-5.

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Abstract (sommario):

Since Brown and Yamashita (1995a, 1995b) criticized the high difficulty of reading passages and the discrete-point, passive nature of the university English language entrance examinations at 10 private and 10 prestigious public universities and one nationwide examination in 1994, no studies have been conducted to monitor changes in such exams. A decade later, the current study replicates Brown and Yamashita, and seeks to identify differences in entrance examinations at the same universities in 2004. Although some changes were found, the types of items, their variety, and the skills measured did not look substantially different. Reading passages still seemed very difficult and translation tasks were still often used in 2004. The present study calls for future studies to analyze entrance examinations at different universities or to be given to students of different major fields. Brown and Yamashita (1995a, 1995b)により1993・1994年に実施された有名私立・国公立大学各１０校とセンター試験の入学試験問題における読解問題の難易度、細かい言語項目の使用や受動的である点に関して批判がされてからこれらの日本国内の大学英語入試問題の変化を調査する研究はされてこなかった。１０年を経てこの研究では、Brown and Yamashitaの研究に基づき、2004年に実施された同じ大学の入試問題の変化を調査した。いくつかの変化は見られたが、2004年の試験問題において問題項目のタイプ、多様性、測定されているスキルにほとんど変化はみられなかった。また読解問題の難易度は未だ非常に高く、翻訳を課す問題も多く使用されていた。また最後に、当研究では、今後の研究のために他の学部学科や他大学の入学試験問題を分析することなどの幾つかの提言を行う。

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47

堀, 健彦. "ロバート・デヴィッド・サック著（山﨑孝史監訳，今野泰三・倉田英法・佐久眞沙也加・全ウンフィ・高﨑章裕・田中靖記・寺谷裕紀・林修平訳）『人間の領域性―空間を管理する戦略の理論と歴史―』". Japanese Journal of Human Geography 75, n. 1 (2023): 54–55. http://dx.doi.org/10.4200/jjhg.75.01_054.

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48

Sasayama, Manabu, Shingo Kuroiwa e Fuji Ren. "Extracting Date/Time Expressions in Super-Function Based Japanese-English Machine Translation". IEEJ Transactions on Electronics, Information and Systems 128, n. 8 (2008): 1342–50. http://dx.doi.org/10.1541/ieejeiss.128.1342.

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49

YOSHIMI, TAKEHIKO, TAKESHI KUTSUMI, KATSUNORI KOTANI, ICHIKO SATA e HITOSHI ISAHARA. "Acquisition of Translation Knowledge of Syntactically Ambiguous Named Entity". Journal of Natural Language Processing 12, n. 5 (2005): 91–110. http://dx.doi.org/10.5715/jnlp.12.5_91.

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50

Fuji, Masaru, Atsushi Fujita, Masao Utiyama, Eiichiro Sumita e Yuji Matsumoto. "Patent Claim Translation based on Sublanguage-specific Sentence Structure". Journal of Natural Language Processing 23, n. 5 (2016): 407–35. http://dx.doi.org/10.5715/jnlp.23.407.

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