Gotowe bibliografie tematyczne / Japanese language classroom

Gotowa bibliografia na temat „Japanese language classroom”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Japanese language classroom"

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Sybing, Roehl, Steven Urick i Rintaro Sato. "Point to Point: Responses to “Reconsidering the Effectiveness and Suitability of PPP and TBLT in the Japanese Classroom”". JALT Journal 33, nr 1 (1.05.2011): 67. http://dx.doi.org/10.37546/jaltjj33.3-4.

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Point to Point A Response to Criticism of TBLT in Japan’s Language Classrooms — Roehl Sybing On Methodology in Japanese Secondary English Classrooms — Steven T. Urick The Author Responds: A Reply to Responses to “Reconsidering the Effectiveness and Suitability of PPP and TBLT in the Japanese Classroom” — Rintaro Sato (佐藤臨太郎)
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Sakui, Keiko. "Classroom management in Japanese EFL classrooms". JALT Journal 29, nr 1 (1.05.2007): 41. http://dx.doi.org/10.37546/jaltjj29.1-2.

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The problems of classroom management in many academic subjects are an important area of research in general education in many countries (Doyle, 1990; Jones, 1996; Kagan, 1992; Tauber, 1999). Compared to the level of interest in the field of general education, not enough attention is paid to classroom management issues in language classrooms, and in particular there is little empirical research on classroom management in English as a Foreign Language (EFL) in Japan. To fill the gap, this study will report on: a) classroom management difficulties that arise in Japanese EFL classrooms when teachers try to teach English communicatively, b) how teachers conceptualize and attempt to deal with these problems, and c) what strategies can be offered to alleviate these problems. 教室内における指導運営はどの国においても重要な課題である。このテーマについてこれまで多くの研究が行われてきたが (Doyle, 1990; Jones, 1996; Kagan, 1992; Tauber, 1999)、言語教育の分野では実証研究がほとんど行われていないと言ってもよく、日本の英語教育界ではさらに関心が低いように思われる。本論文は、a) 英語をコミュニケーションの手段として指導しようとする場合には特に運営指導が難しくなること、b) 教員はこのような困難に直面した場合どのように対処しているのか、c) 効果的な対象方略とはどのようなものか、これら３点について実地調査の報告を行った。
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Kitano, Kazu. "Anxiety in the College Japanese Language Classroom". Modern Language Journal 85, nr 4 (grudzień 2001): 549–66. http://dx.doi.org/10.1111/0026-7902.00125.

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Wang, Xiaodong, Zhaohui Li, Lin Dong i Wanting Li. "The Flipped Classroom Model of Japanese Teaching Based on Intelligent Decision-Making System". Scientific Programming 2022 (15.06.2022): 1–12. http://dx.doi.org/10.1155/2022/2792428.

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Invert the model of learning in the classroom as a new model in the field of education as modern Internet technologies develop and the concept of learning is updated. It is widely used and promoted in various disciplines. Scholars and front-line teachers have begun to try to introduce the flipped classroom teaching model into language classrooms. With this opportunity, practical studies on flipping classes in foreign languages have emerged. At the same time, the study of the learning process in the classroom has become a problem that needs to be urgently addressed. At present, the linguistic field generally regards the specific teacher-student discourse interaction and verbal communication patterns in the teaching process as a research trend. For the Japanese teaching field, the research on the specific characteristics and patterns of teacher-student verbal communication in classroom discourse is a top priority. Drawing on previous research theories and research methods, the two key research topics are combined. Taking the foreign language curriculum under two different classroom teaching modes as the empirical research object, this paper studies the specific classroom teaching process by using the interaction theory of sociology. At the same time, it uses the Flanders Interaction Analysis System (FIAS) to conduct detailed quantitative research on the interaction of teachers and students in classroom discourse, and analyze and discuss the statistical results. The relevant teaching suggestions for the application of the Japanese flipped classroom teaching mode are put forward, and the problems that must be paid attention to in the practical application are pointed out, in order to provide meaningful reference and reference for the construction of the Japanese teaching mode.
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Muliadi, Muliadi. "The Affecting Factors of Willingness to Communicate of Inside Classroom, Outside Classroom, and Digital Setting on Japanese Language Students". Japanese Research on Linguistics, Literature, and Culture 5, nr 1 (30.11.2022): 1–11. http://dx.doi.org/10.33633/jr.v5i1.5895.

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The present study investigates the variables believed to relate to and affect Japanese language students’ willingness to communicate in Japanese in online learning situations. This study was a quantitative study that used questionnaire data as the main data distributed through the Google Form platform. A total of 81 Japanese language students from three universities participated. The findings showed that anxiety negatively correlated with willingness to communicate inside the classroom. Meanwhile, self-rating and virtual intercultural experiences positively correlated with willingness to communicate inside the classroom, outside the classroom, and in digital settings. The regression analysis showed that language anxiety, self-rating, and virtual intercultural experiences variables had a minor effect on willingness to communicate inside the classroom (19%) and digital setting (22.5 %). The results of this study indicate that besides the factors of anxiety, self-rating, and virtual intercultural experience, other variables are considered to be more contributing to how Japanese language students have the will to communicate in the target language.
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Burrows, Christian. "An evaluation of task-based learning (TBL) in the Japanese classroom". English Today 24, nr 4 (7.11.2008): 11–16. http://dx.doi.org/10.1017/s0266078408000345.

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ABSTRACTA study of the need for attention to cultural aspects of task-based learning and teaching of English as a foreign language. In recent years applied linguistics has seen a move away from a linguistic syllabus to one built around the sequencing of real-life, communicative tasks. This shift, it is argued, offers a richer exposure to language use, while providing the motivation required for students to build on their existing language repertoire. Proponents claim this use of the language satisfies what is known about second language acquisition, by furnishing contexts that make the learning process closer to real-life language situations, as: ‘People of all ages learn languages best, inside or outside a classroom, by not treating the languages as an object of study, but by experiencing them as a medium of communication.’ (Long & Robinson, 1998:18)
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Minami, Masahiko. "Second language acquisition processes in the classroom: Learning Japanese. Amy Snyder Ohta. Mahwah, NJ: Erlbaum, 2001. Pp. 316." Applied Psycholinguistics 23, nr 1 (marzec 2002): 159–62. http://dx.doi.org/10.1017/s0142716402230088.

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In traditional foreign-language classrooms, students are explicitly taught grammar and vocabulary. Language learners' difficulties in conveying their messages in the target language, however, may relate to the development of interactional competence, which is achieved through interactions with peers and teachers within the classroom setting. Unfortunately, the importance of such pragmatic development is not always emphasized in traditional classrooms. To address this inadequacy, Amy Synder Ohta's new book provides an introduction to the complex process of learning a second or foreign language (L2) in a classroom setting.
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Sukmara, Rina. "Project Based Learning (PBL) Implementation for Improving Japanese Language Grammar Competence in Virtual Classroom". JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 6, nr 1 (30.06.2021): 77–82. http://dx.doi.org/10.17509/japanedu.v6i1.29746.

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This study aims to determine the implementation and improvement of learning outcomes in the virtual classroom method through Project Based Learning (PBL) method on learning Japanese grammar. The application of PBL in virtual classrooms is an alternative for active learning. Virtual classroom is one form of learning space that applies the use of current technology to shorten and eliminate distance and space, where learning is able to be carried out through social media. PBL itself emphasizes the learner’s ability to apply learning into daily life through certain projects. This study uses a quasi-experimental method. The sample or data source of this research was students in semester 3 of the Japanese Language Education Study Program at one of the private universities in Jakarta. Based on the Mann Whitney test using SPSS 25, the sig value was 0.001. Because the value of sig = 0,000 0.005, there is a significant difference between the pre-test and post-test values between before and after the application of the virtual classroom method through PBL. Based on the results of the gain in pre-test and post-test values, the result was 17%. So it can be concluded that PBL implementation in the virtual classroom cannot increase the value of learning outcomes in learning Japanese grammar.
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Makita-Discekici, Yasuko. "Creative Skit Activity in the Japanese Language Classroom". Canadian Modern Language Review 55, nr 3 (marzec 1999): 403–11. http://dx.doi.org/10.3138/cmlr.55.3.403.

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Julia, Tanabe. "Sustaining Language Learning through Social Interaction at a Japanese National University". IAFOR Journal of Education 9, nr 6 (18.12.2021): 112–25. http://dx.doi.org/10.22492/ije.9.6.06.

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The careful use of online learning can achieve a variety of goals in sustainable education, such as providing access for students, particularly in times of crisis, as well as providing them with opportunities to study interdependently. Also, it gives them the opportunity to develop thinking skills and awareness to become active in working towards sustainable societies, ones where the actions of the current society do not damage the abilities of future generations to address their own needs. In this small-scale study at a Japanese national university, the switch from classroom-based teaching to online study in language education is considered in relation to flipped learning. This involved videoconferencing software and the organization of “study buddy” groups, supported by materials on a learning management system. The effect of the change has been investigated using a mixed-methods approach with survey data from students and data from two classroom observations by external observers. The data has been analyzed and framed in relation to sustainable education goals, produced by Japan’s Ministry of Education, Culture, Sports, Science and Technology (MEXT), such as cooperation, interdependence, sense of responsibility, and international awareness. The author of this study found that the flipped learning approach was successful in building an online community and social interaction that provided the framework for achieving education for sustainability. In conclusion, the author considers how hybrid courses involving both classrooms and online technology may be the future for English language courses in Japanese universities.
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Rozprawy doktorskie na temat "Japanese language classroom"

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Kono, Nariyo. "Language orientations: Case study of a Japanese-as-a-foreign-language classroom". Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280530.

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The purpose of this study is to examine the theories of orientations in the context of a Japanese-as-a-foreign-language (JFL) classroom in the Northwest of the United States. Using a Grounded Theory methodology, this study includes data from card-sorting activities, teacher and student interviews, classroom observations, and scenario studies. The perspectives of language planning--theories of orientations--bring socio-political aspects to the foreign language classroom context, and help to describe the participants' voices, hopes and determinations toward learning Japanese in a foreign language classroom setting. The existing theories of orientations and the abstraction of the data results are merged into a new taxonomy. The notion of Grounded Theory--an interplay of data and theories--is a central perspective throughout the study. The JFL program in the Northwest reflects many aspects of the language-as-resource orientation. Most of the participants' voices and hopes are explicitly included in the program and in some standards on foreign language education. However, heritage language and identity issues are not explicitly discussed in this program. The research suggests that this program consider this aspect and develop an appropriate methodology for this population. In addition, a new descriptive orientation taxonomy is suggested in the coding process: Language as means of communication, Language as linguistic means, and Language as a mediator of culture (with two different emphases: First language and culture; and Any language and culture). The research findings and interpretations were negotiated with the participants in order to assure their appropriateness, and the study includes two-year data from various interviews, ranging from a pilot study to final interviews. Final interviews were conducted in addition to the main study in order to assure the results and my interpretations of interview quotations. This study contributes to research methodology itself by incorporating various research tools including descriptive statistics and traditional qualitative methods. As an exploration of this topic, this study presents important implications to foreign language education and pedagogy, and to theory development in language planning and policy.
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Onitsuka, Yukiko. "Teachers’ Language Choices and Functions in Japanese as a Foreign Language Classroom Instruction". University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535704466237068.

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Kono, Nariyo. "American Students' Expectations of Teachers in the Japanese Language Classroom". PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5261.

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The Japanese as a foreign language classroom in the United States is full of information about the target culture and cross-cultural interaction between American students and Japanese instructors. This cross-cultural interaction promotes culture learning but sometimes produces potential conflicts due to American students and Japanese instructors having different expectations of each other. The purpose of this study was to investigate student expectations of their Japanese teachers and to explore similarities and differences among Japanese and American expectations. The research questions addressed were 1) What do American students expect of their Japanese teachers in the Japanese language classroom? Do their expectations have any distinctive features?, and 2) What do Japanese teachers expect of themselves in the Japanese language classroom? Do their expectations have any distinctive features? The data was gathered in the two Japanese programs at universities in the Northwest. This exploratory study used both the quantitative and descriptive research methods. There were three primary data analysis procedures: multidimensional scaling analysis, hierarchical cluster analysis, and rank-order analysis. These multidimensional and hierarchical clustering analyses explored the underlying structure of the concept of what makes a good Japanese language teacher. The rank-order analysis revealed which beliefs were most important for different groups' judgments of who is a good teacher. In addition, the results of these analyses were discussed with the subjects through interviews. The results suggested a major similarity and also some culture differences. Both Americans and Japanese seemed to share a very basic framework about what makes a good teacher, which contained three domains: Classroom management, Interaction and Personality. However, some of the results seemed to reflect a difference between the role-specific aspects of Japanese society and the individualistic elements of American society. In addition, the rank-order analysis seemed to reveal a difference between the two schools.
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Kajiwara, Hajime. "Internationalizing the Japanese classroom with computer-mediated instruction". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2456.

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Inada, Takako. "Determinants of foreign language classroom anxiety in a Japanese EFL university classroom and its relationship to native language use by students". Thesis, Birkbeck (University of London), 2017. http://bbktheses.da.ulcc.ac.uk/333/.

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This research was conducted to investigate foreign language classroom anxiety (FLCA) among Japanese college students taking English as a foreign language (EFL), focusing mainly on the relationship between FLCA and first language (L1) use in English task-based classes. Factors possibly affecting FLCA, such as gender, proficiency level, enthusiasm, self-confidence, and teacher-type preference, were also investigated to obtain a holistic picture. A cross-sectional research design with a mixed-methods approach (questionnaires, classroom observations and interviews) was adopted. Japanese EFL college students were found to have various degrees of FLCA. Overall, students with the highest anxiety levels were females (who felt stronger self-consciousness and peer pressure), beginners, and those who had poorer comprehension, showed less enthusiasm, studied less at home, spoke less English outside class, had lower self-confidence, took fewer risks, exhibited a higher desire to use Japanese in class, and preferred bilingual Japanese-native teachers (BJNT). However, even students who were enthusiastic about studying English sometimes had higher anxiety, which was considered to be facilitative in nature on the basis of the existing literature. Beginners wanted to use more L1 than advanced-level students for clarification, but advanced-level students also needed L1 for understanding difficult materials. Higher enthusiasm was important for reducing anxiety and increasing self-confidence. Interestingly, although higher self-confidence was important for reducing anxiety, higher proficiency, rather than higher self-confidence, affected the amount of L1 use by students. The finding that the more English students spoke outside class, the less anxious they became suggests that students need more practice speaking TL to decrease their anxiety. However, even students with higher enthusiasm who took optional classes sometimes wanted to use L1 in class. Qualitative observations lent support to quantitative findings and helped to explain a number of interesting phenomena. The implications and limitations of the study are discussed, together with suggestions for further research.
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Fincher, Amanda, i n/a. "Functions of Self-Initiated Self-Repairs in an Advanced Japanese Language Classroom". Griffith University. School of Education and Professional Studies, 2007. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20080613.161329.

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In the current research project the functions of self-initiated self-repairs in an advanced Japanese language classroom were investigated. From the reviewed literature it was found that repairing is possible through monitoring, which includes error detection, and involves attention and memory. Therefore, data was collected on the abilities of the participants in the current research project to repair, monitor and their attention levels and memory. There were seven methods used to collect data; participant observation, classroom interaction tape recordings, a questionnaire, stimulated recall interviews, attention test, memory and attention test and proficiency level assessments. From the participant observation, classroom interaction tape recordings and stimulated recall interviews data was collected on the repairs that the participants made and the way in which they monitored was explored. The questionnaire revealed relevant background information, such as, number of years the participants had studied Japanese, which supplemented other information collected. The attention test and memory and attention tests were used to obtain information on the participants’ perceptions of their levels of attention and their actual levels of attention and memory respectively. The final data collected was on the participants’ own perceptions of their speaking proficiency levels in Japanese and an independent judge’s evaluation of their levels. The results of the data collected on the way in which the participants repaired and monitored showed that overall the participants repaired and monitored in ways that had been discussed in previous research on repairing and monitoring. However, for the first known time, phenomena related to repairing and monitoring, which the researcher terms as communication strategies, are used frequently by the participants and also, that these communication strategies used and repairs made by the participants were not needed to be made. In other words, the participants in the current research project were often repairing errors that had not been made. As for the data collected on the participants’ attention levels and memory, no significant differences were found between the participants and neither did any differences reflect on the ways in which the participants repaired. From the proficiency level assessments, further evidence was found that supported previous research done on repairing and monitoring as well. Also, it was found that the participants under-estimated their levels of proficiency in comparison to the independent judge’s evaluations. Therefore, the participants both over repair and under estimate their Japanese speaking abilities. This is seen as detrimental to the participants’ performances in Japanese. Recommendations are made to use this data provided by Japanese language learners when repairing to guide instruction and to encourage learners to gain fluency by repairing less often than is thought necessary.
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Bonn, Suzanne. "Teacher use of personal narratives in the Japanese university English language classroom". Thesis, Aston University, 2015. http://publications.aston.ac.uk/26749/.

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While storytelling in conversation has been extensively investigated, much less is known about storytelling in the English language classroom, particularly teachers telling their personal experience stories, termed teacher personal narratives in this study. Teacher personal narratives, a combination of the ancient art of human storytelling and the current practices of teaching, offer an innovative approach to language teaching and learning. This thesis examines teacher personal narrative use in Japanese university English language classrooms and is of relevance to both practicing classroom teachers and teacher educators because it explores the role, significance, and effectiveness of personal stories told by teachers. The pedagogical implications which the findings may have for language teaching and learning as well as for teacher education programs are also discussed. Four research questions were posed: 1. What are the characteristics of teacher personal narratives? 2. When, how, and why do language teachers use personal narratives in the classroom? 3. What is the reaction of learners to teacher personal narratives? 4. How do teacher personal narratives provide opportunities for student learning? A mixed methods approach using the tradition of multiple case studies provided an in-depth exploration of the personal narratives of four teachers. Data collection consisted of classroom observations and audio recordings, teacher and student semi-structured interviews, student diaries, and Japan-wide teacher questionnaires. Ninety-seven teacher personal narratives were analyzed for their structural and linguistic features. The findings showed that the narrative elements of orientation, complication, and evaluation are almost always present in these stories, and that discourse and tense markers may aid in student noticing of the input which can lead to eventual student output. The data also demonstrated that reasons for telling narratives mainly fall into two categories: affectiveoriented and pedagogical-oriented purposes. This study has shown that there are significant differences between conversational storytelling and educational storytelling.
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Nishino, Takako. "Communicative Language Teaching in Japanese High Schools: Teachers' Beliefs and Classroom Practices". Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/54812.

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CITE/Language Arts
Ed.D.
This study was an investigation of Japanese high school teachers' (N=139) beliefs and practices regarding communicative language teaching (CLT). Four research questions were posited concerning the beliefs that Japanese high school teachers hold regarding CLT, how Japanese high school teachers use CLT in the classroom, how Japanese teachers' beliefs and practices differ between academic and vocational high schools, and how the beliefs of Japanese high school teachers, their classroom practices, their learning experience, pre- and in-service training, perceived teaching efficacy, and contextual factors relate to and influence each other regarding the use of CLT. In order to provide answers to these questions, a survey, classroom observations, and interviews were conducted. Before conducting the quantitative analyses, the questionnaire data were analyzed using the Rasch rating-scale model to confirm the validity and reliability of the questionnaire and to transform the raw scores into equal interval measures. Regarding the first and second research questions, the descriptive statistics showed that despite holding positive beliefs about CLT, the respondents to the survey did not frequently use communicative activities. With respect to the third research question, a MANOVA indicated that the types of schools (academic and vocational) did not significantly influence the survey respondents' beliefs and practices regarding CLT. Concerning the fourth research question, the Pearson correlation coefficients showed relatively strong correlations between (a) Classroom Practices and Student-related Communicative Conditions (r = .56) and (b) L2 Self-confidence and CLT Self-efficacy (r = .55). Also, the best fitting path model indicated that (a) Student-related Communicative Conditions impacted Classroom Practices, (b) Positive CLT Beliefs indirectly influenced Classroom Practices via CLT Self-efficacy, and (c) Exam-related Expectations affected most of the indicator variables and Classroom Practices. Related to this, qualitative results indicated that the respondents' learning experience, in-service training, and contextual factors influenced their beliefs and practices.
Temple University--Theses
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Fincher, Amanda. "Functions of Self-Initiated Self-Repairs in an Advanced Japanese Language Classroom". Thesis, Griffith University, 2007. http://hdl.handle.net/10072/365758.

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In the current research project the functions of self-initiated self-repairs in an advanced Japanese language classroom were investigated. From the reviewed literature it was found that repairing is possible through monitoring, which includes error detection, and involves attention and memory. Therefore, data was collected on the abilities of the participants in the current research project to repair, monitor and their attention levels and memory. There were seven methods used to collect data; participant observation, classroom interaction tape recordings, a questionnaire, stimulated recall interviews, attention test, memory and attention test and proficiency level assessments. From the participant observation, classroom interaction tape recordings and stimulated recall interviews data was collected on the repairs that the participants made and the way in which they monitored was explored. The questionnaire revealed relevant background information, such as, number of years the participants had studied Japanese, which supplemented other information collected. The attention test and memory and attention tests were used to obtain information on the participants’ perceptions of their levels of attention and their actual levels of attention and memory respectively. The final data collected was on the participants’ own perceptions of their speaking proficiency levels in Japanese and an independent judge’s evaluation of their levels. The results of the data collected on the way in which the participants repaired and monitored showed that overall the participants repaired and monitored in ways that had been discussed in previous research on repairing and monitoring. However, for the first known time, phenomena related to repairing and monitoring, which the researcher terms as communication strategies, are used frequently by the participants and also, that these communication strategies used and repairs made by the participants were not needed to be made. In other words, the participants in the current research project were often repairing errors that had not been made. As for the data collected on the participants’ attention levels and memory, no significant differences were found between the participants and neither did any differences reflect on the ways in which the participants repaired. From the proficiency level assessments, further evidence was found that supported previous research done on repairing and monitoring as well. Also, it was found that the participants under-estimated their levels of proficiency in comparison to the independent judge’s evaluations. Therefore, the participants both over repair and under estimate their Japanese speaking abilities. This is seen as detrimental to the participants’ performances in Japanese. Recommendations are made to use this data provided by Japanese language learners when repairing to guide instruction and to encourage learners to gain fluency by repairing less often than is thought necessary.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Faculty of Education
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Yoshida, Reiko Languages &amp Linguistics Faculty of Arts &amp Social Sciences UNSW. "Overt and covert partcipation of learners in Japanese language classrooms". Publisher:University of New South Wales. Languages & Linguistics, 2008. http://handle.unsw.edu.au/1959.4/41212.

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This thesis investigates corrective-feedback episodes and learners?? private speech in Japanese language classrooms at a university to examine both overt and covert speech of the adult learners in relation to their target language learning. Corrective-feedback episodes between teachers and learners in language classrooms have been focused on as typical interactions in the classrooms and a factor that contributes to learning of target languages. Ohta (2001) found that learners noticed their teachers?? corrective feedback to the other learners and responded to the feedback in their private speech, and that they also repeated others or manipulated sounds or forms by using their private speech. As learners notice a gap between what they actually can produce and what they want to say, when they produce target languages, even without feedback (Swain, 1985; Swain and Lapkin, 1995), learners?? private speech should be examined as well as their corrective-feedback episodes in classrooms. The data were collected from six learners and two teachers at a Level 2 (upper beginning) Japanese course for two semesters (throughout a year). The data are composed of classroom observations, audio and video-recordings of the classrooms, and stimulated recall interviews with both the teachers and the learners following the classroom recordings. All corrective-feedback episodes and the learners?? private speech were transcribed and coded according to error type, corrective-feedback type, types of response to the feedback, and types of the learners?? private speech. The teachers tended to use recasts often because of the time limitation of the classroom teaching and their teaching policy. However, all the learners preferred to be given opportunities to self-correct their own errors before being provided with correct answers by recasts. Private speech had functions of cognitive/metacognitive, affective/social, and self-regulation, which overlapped with each other. The learners were aware of their use of private speech in the classrooms. The teachers sometimes noticed their learners?? use of private speech in the classes. The learners used both Japanese and English as cognitive tools as well as communicative tools. The learners used every opportunity for their learning, by overtly and covertly participating, in the class.
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Książki na temat "Japanese language classroom"

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Iwata-Consul, Sonomi. Collaborative learning in a Japanese as a foreign language classroom. St. Catharines, Ont: Brock University, Faculty of Education, 2002.

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Zimmerman, Erica, i Abigail McMeekin, red. Technology-Supported Learning In and Out of the Japanese Language Classroom. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923514.

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Alberta. Alberta Education. Learning and Teaching Resources Branch. Japanese language and culture nine-year program: Grade 6 classroom assessment materials. Edmonton, AB: Alberta Education, 2010.

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Alberta. Alberta Education. Learning and Teaching Resources Branch. Japanese language and culture: Nine year program classroom assessment materials, grade 4. Edmonton, AB: Alberta Learning, 2008.

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Alberta. Alberta Education. Learning and Teaching Resources Branch. Japanese language and culture nine-year program: Grade 5 classroom assessment materials. Edmonton, AB: Alberta Education, 2009.

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Tode, Tomoko. Effects of frequency in classroom second language learning: Quasi-experiment and stimulated-recall analysis. Bern: Peter Lang, 2008.

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Kyōshitsu bunka to Nihongo kyōiku: Gakushūsha to tsukuru taiwa no kyōshitsu to kyōshi no yakuwari. Tōkyō: Akashi Shoten, 2008.

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Learners in Japanese language classrooms: Overt and covert participation. London: Continuum International Pub. Group, 2009.

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Inaba, Miho. Second Language Literacy Practices and Language Learning Outside the Classroom. Multilingual Matters, 2019.

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Inaba, Miho. Second Language Literacy Practices and Language Learning Outside the Classroom. Multilingual Matters, 2018.

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Części książek na temat "Japanese language classroom"

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Jorden, Eleanor H. "Acquired Culture in the Japanese Language Classroom". W Language Policy and Pedagogy, 207. Amsterdam: John Benjamins Publishing Company, 2000. http://dx.doi.org/10.1075/z.96.13jor.

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Kawamitsu, Shinji. "Teaching Explanation in an Intermediate Japanese Language Classroom". W Genre in World Language Education, 161–83. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429321009-9.

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Ishihara, Noriko. "Teacher-based assessment of L2 Japanese pragmatics: Classroom applications". W Assessing Second Language Pragmatics, 124–48. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137003522_5.

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Snyder, Bill. "Creating engagement and motivation in the Japanese university language classroom". W Teaching English at Japanese Universities, 137–43. London ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315147239-15.

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

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Tsuchiya, Keiko. "Translanguaging Performances in a CLIL Classroom at a Japanese University". W Content and Language Integrated Learning in Spanish and Japanese Contexts, 263–84. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27443-6_11.

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Tateyama, Yumiko, i Gabriele Kasper. "3. Talking with a Classroom Guest: Opportunities for Learning Japanese Pragmatics". W Investigating Pragmatics in Foreign Language Learning, Teaching and Testing, redaktorzy Eva Alcón Soler i Alicia Martínez-Flor, 45–71. Bristol, Blue Ridge Summit: Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690869-005.

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Thanyawatpokin, Benjamin, i Carl Vollmer. "Language Learner Identity and Games and Gamification in the Language Learning Classroom: Observations from the Japanese Context". W Individual and Contextual Factors in the English Language Classroom, 323–44. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91881-1_16.

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Hoshi, Saori, i Ayaka Yoshimizu. "Promoting translingual and transcultural literacies in a collaborative content-based Japanese classroom". W A Transdisciplinary Approach to Chinese and Japanese Language Teaching, 81–96. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003266976-8.

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Sakamoto, Kiyo. "Translation of Japanese Poems into English: Literature in the First Language as a Motive to Communicate in a Second Language". W Literature and Language Learning in the EFL Classroom, 197–211. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443663_14.

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Streszczenia konferencji na temat "Japanese language classroom"

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Rismorlita, Cut Erra, Emzir i Yumna Rasyid. "Linguistic Environment in Japanese Speaking Classroom". W International Conference on Education, Language, and Society. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0008994501090114.

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Fukuoka, Yuko. "MAXIMIZING CLASSROOM LEARNING OF ELEMENTARY JAPANESE LANGUAGE". W 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2207.

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Muliadi i Nuria Haristiani. "Code-Mixing in Japanese Language Beginner Level Classroom". W 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.074.

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Novianty, Dian Dwi, i Nuria Haristiani. "Analysis of Code-Switching in Japanese Language Classroom". W 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200325.082.

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Cheng, Yan. "Research on the Classroom Teaching of “Comprehensive Japanese Course” of Japanese Major". W 2020 Conference on Education, Language and Inter-cultural Communication (ELIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201127.034.

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Ferdiansyah, Veri, i Seiichi Nakagawa. "English to Japanese spoken language translation system for classroom lectures". W 2014 International Conference of Advanced Informatics: Concept, Theory and Application (ICAICTA). IEEE, 2014. http://dx.doi.org/10.1109/icaicta.2014.7005911.

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Basri, Merri Silvia, Zainal Rafli i Fathiaty Murtadho. "The Effect of Motivation, Concentration and Vocabulary Mastery on Students’ Listening Skill in Japanese Classroom". W International Conference on Education, Language, and Society. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0008998203070317.

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Jiang, Ni. "An Exploration of Japanese Audio-visual and Oral Course Teaching Based on Flipped Classroom Teaching Model". W 7th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.303.

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Mariotti, Marcella. "No-Level Brick Foreign Language Education: Definition of the Field and Explanation of the Purposes – Japanese Language Classroom as Case Study". W The IAFOR International Conference on Education – Hawaii 202. The International Academic Forum(IAFOR), 2020. http://dx.doi.org/10.22492/issn.2189-1036.2020.20.

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Lingling, Cui, Liu Xu, Liu Weibin i Li Xiaoyu. "Research on the application of flash animation design language in 5g smart education for moral education classroom: -Take the creation of Anti Japanese Alliance story animation short film as an example*". W 2021 2nd International Conference on Education, Knowledge and Information Management (ICEKIM). IEEE, 2021. http://dx.doi.org/10.1109/icekim52309.2021.00182.

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Raporty organizacyjne na temat "Japanese language classroom"

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Kono, Nariyo. American Students' Expectations of Teachers in the Japanese Language Classroom. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.7134.

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