Gotowa bibliografia na temat „Japanese language classroom”
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Artykuły w czasopismach na temat "Japanese language classroom"
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.
Pełny tekst źródłaSakui, 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.
Pełny tekst źródłaKitano, 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.
Pełny tekst źródłaWang, 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.
Pełny tekst źródłaMuliadi, 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.
Pełny tekst źródłaBurrows, 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.
Pełny tekst źródłaMinami, 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.
Pełny tekst źródłaSukmara, 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.
Pełny tekst źródłaMakita-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.
Pełny tekst źródłaJulia, 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.
Pełny tekst źródłaRozprawy doktorskie na temat "Japanese language classroom"
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.
Pełny tekst źródłaOnitsuka, 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.
Pełny tekst źródłaKono, Nariyo. "American Students' Expectations of Teachers in the Japanese Language Classroom". PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5261.
Pełny tekst źródłaKajiwara, Hajime. "Internationalizing the Japanese classroom with computer-mediated instruction". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2456.
Pełny tekst źródłaInada, 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/.
Pełny tekst źródłaFincher, 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.
Pełny tekst źródłaBonn, Suzanne. "Teacher use of personal narratives in the Japanese university English language classroom". Thesis, Aston University, 2015. http://publications.aston.ac.uk/26749/.
Pełny tekst źródłaNishino, 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.
Pełny tekst źródłaEd.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
Fincher, Amanda. "Functions of Self-Initiated Self-Repairs in an Advanced Japanese Language Classroom". Thesis, Griffith University, 2007. http://hdl.handle.net/10072/365758.
Pełny tekst źródłaThesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Faculty of Education
Full Text
Yoshida, Reiko Languages & Linguistics Faculty of Arts & 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.
Pełny tekst źródłaKsiążki na temat "Japanese language classroom"
Iwata-Consul, Sonomi. Collaborative learning in a Japanese as a foreign language classroom. St. Catharines, Ont: Brock University, Faculty of Education, 2002.
Znajdź pełny tekst źródłaZimmerman, 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.
Pełny tekst źródłaAlberta. Alberta Education. Learning and Teaching Resources Branch. Japanese language and culture nine-year program: Grade 6 classroom assessment materials. Edmonton, AB: Alberta Education, 2010.
Znajdź pełny tekst źródłaAlberta. Alberta Education. Learning and Teaching Resources Branch. Japanese language and culture: Nine year program classroom assessment materials, grade 4. Edmonton, AB: Alberta Learning, 2008.
Znajdź pełny tekst źródłaAlberta. Alberta Education. Learning and Teaching Resources Branch. Japanese language and culture nine-year program: Grade 5 classroom assessment materials. Edmonton, AB: Alberta Education, 2009.
Znajdź pełny tekst źródłaTode, Tomoko. Effects of frequency in classroom second language learning: Quasi-experiment and stimulated-recall analysis. Bern: Peter Lang, 2008.
Znajdź pełny tekst źródłaKyōshitsu bunka to Nihongo kyōiku: Gakushūsha to tsukuru taiwa no kyōshitsu to kyōshi no yakuwari. Tōkyō: Akashi Shoten, 2008.
Znajdź pełny tekst źródłaLearners in Japanese language classrooms: Overt and covert participation. London: Continuum International Pub. Group, 2009.
Znajdź pełny tekst źródłaInaba, Miho. Second Language Literacy Practices and Language Learning Outside the Classroom. Multilingual Matters, 2019.
Znajdź pełny tekst źródłaInaba, Miho. Second Language Literacy Practices and Language Learning Outside the Classroom. Multilingual Matters, 2018.
Znajdź pełny tekst źródłaCzęści książek na temat "Japanese language classroom"
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.
Pełny tekst źródłaKawamitsu, 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.
Pełny tekst źródłaIshihara, 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.
Pełny tekst źródłaSnyder, 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.
Pełny tekst źródłaLeis, 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.
Pełny tekst źródłaTsuchiya, 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.
Pełny tekst źródłaTateyama, 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.
Pełny tekst źródłaThanyawatpokin, 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.
Pełny tekst źródłaHoshi, 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.
Pełny tekst źródłaSakamoto, 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.
Pełny tekst źródłaStreszczenia konferencji na temat "Japanese language classroom"
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.
Pełny tekst źródłaFukuoka, 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.
Pełny tekst źródłaMuliadi 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.
Pełny tekst źródłaNovianty, 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.
Pełny tekst źródłaCheng, 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.
Pełny tekst źródłaFerdiansyah, 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.
Pełny tekst źródłaBasri, 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.
Pełny tekst źródłaJiang, 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.
Pełny tekst źródłaMariotti, 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.
Pełny tekst źródłaLingling, 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.
Pełny tekst źródłaRaporty organizacyjne na temat "Japanese language classroom"
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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