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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Chan, Yeehan, Nganling Wong i Leeluan Ng. "JAPANESE LANGUAGE STUDENTS’ PERCEPTION OF USING ANIME AS A TEACHING TOOL". Indonesian Journal of Applied Linguistics 7, nr 1 (31.05.2017): 93. http://dx.doi.org/10.17509/ijal.v7i1.6862.
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Studies showed that interest in anime motivates students to learn the Japanese language and culture (Manion, 2005; Fukunaga, 2006; William, 2006). However, little has been written about the practical use of anime in a Japanese language classroom. By employing the method of classroom research, this study will try to narrow the gap between theory and practice of using anime as a teaching tool in the Japanese language classroom. This qualitative study will focus on discussing what the participants think about the use of anime as a teaching tool. A course named “Learning Japanese language and Culture through Anime” was planned and conducted in a public university in Malaysia. During the administration of the course, the data were collected via the participants’ learning diaries at 7 intervals and a group interview at the end of the semester. The findings presented from the data analysis on the participants' perception of the use of anime as a teaching tool include motivation, language and cultural awareness, critical thinking, sense of prejudice, and stereotypes. The findings reveal that giving a place for anime in the Japanese language classroom is like opening a new door for educators to connect with the students and deepen understanding about the students’ learning experiences of using anime as a language and culture learning tool. This is important to provide insightful ideas to the Japanese language educators regarding the option of using anime as a teaching tool.
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Turnbull, Blake. "The use of English as a lingua franca in the Japanese second language classroom". Journal of English as a Lingua Franca 7, nr 1 (26.03.2018): 131–51. http://dx.doi.org/10.1515/jelf-2018-0006.
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AbstractDespite the growing interest surrounding the use and role of the first language in the second language classroom, the vast majority of research in the field has been conducted in classrooms where English is taught as a second language in English-speaking countries. Very little research has investigated the role of English as a lingua franca (ELF) in other language learning environments, such as those in which Japanese is learnt as a second language (JSL) in Japan. This paper investigates the purposes for which ELF is employed, and the perspectives of learners from multilingual and multicultural backgrounds on the use of ELF, in the JSL classroom. The findings show that English is employed to varying degrees in relation to proficiency level, and that learners themselves are generally welcoming of this use. The author suggests that learners seek security and comfort in what they already know, with ELF easing the gap between their L1 and their developing Japanese skills.
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Chikamatsu, Nobuko, i Miho Matsugu. "Translating Literature in an Advanced Japanese Language Classroom: Izu no odoriko". Japanese Language and Literature 56, nr 2 (30.09.2022): 383–410. http://dx.doi.org/10.5195/jll.2022.246.
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This paper argues that translation — especially of works of literature — allows advanced language learners to pursue their intellectual interests, challenge their linguistic knowledge, and explore possibilities for further language learning. Translating literature not only puts their knowledge and repertories to test but also exposes them to the joy of using language for creative activity. Working with classmates through discussion and peer review, learners accustomed to independent work will learn to appreciate collaboration as well. Practice of translanguaging, i.e., a fluid use of two (or more) languages back and forth (García & Wei, 2014), in process of translation, maximizes the accessibility of learners’ semiotic resources in diverse contexts for their meaning-making process. This paper focuses on a case study to demonstrate the positive outcomes of language learning with literature translation and concludes with suggestions for future study.
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Chan, Yee-Han, i Ngan-Ling Wong. "Learning Japanese through Anime". Journal of Language Teaching and Research 8, nr 3 (2.05.2017): 485. http://dx.doi.org/10.17507/jltr.0803.06.
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While studies have confirmed that there is apparent connection between interest in anime and Japanese language learning among the Japanese language learners (Manion, 2005; Fukunaga, 2006; William, 2006; Abe, 2009), the practical use of anime in teaching Japanese Language as a Foreign Language has not been studied in depth. The present study aimed to discover the language features that can be learned by the Japanese language learners through critical viewing of anime in classroom. A course named “Learning Japanese language through Anime” was carried out in one public university in Malaysia for a duration of 10 weeks. Along with the administration of the course, the participants’ worksheets on language analysis and learning diaries were collected. The findings showed that language used in anime is more casual in most of the contexts involving daily life. This language use is quite different from what the students usually listen to and use in the classroom where the educators heavily emphasis on the polite ways of speaking using the material designed specifically for pedagogical purposes such as textbooks. Although at times, the language presented in anime maybe even harsh or rough in an exaggerated way, rather than ignore this, it may be better to address it critically under the guidance of educator.
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Miles, Richard. "From Thunberg to the L2 Classroom: Public Speaking Techniques". Language Teaching Research Quarterly 22 (grudzień 2021): 49–63. http://dx.doi.org/10.32038/ltrq.2021.22.04.
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To participate in the global conversation on how to combat climate change, Japanese university students need to better utilise their English for Academic Purposes (EAP) skills outside the second language (L2) classroom. Therefore, this study seeks to enhance the public speaking skills of Japanese university students by analysing and drawing from a series of recent speeches by Swedish climate-change activist Greta Thunberg. Being of a similar age and speaking in a second language, Thunberg resonates as a public speaker that Japanese university students can model. The research design for this study consisted of two phases. Initially, a structural analysis of Thunberg’s speech transcripts was conducted, exploring her use of positive and negative message framing approaches. Secondly, an analysis of the persuasive discursive techniques (PDTs) used in her speeches was conducted, focusing on identifying established rhetorical devices such as tripling, contrasting, and personalising, as well as the use of inclusive language and exclusive language. This paper details and analyses the approaches and techniques used by Thunberg (framing and rhetorical) and then discusses how they can be taught to Japanese university students seeking to move beyond generic English language classroom presentations.
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Doi, Megumu, i John Peters. "Engaging in Collaborative Learning in a Japanese Language Classroom". Language Teacher 36.1 36, nr 1 (1.01.2012): 17. http://dx.doi.org/10.37546/jalttlt36.1-3.
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This article discusses the experiences of Megumu (first author) and her students as they engaged in collaborative learning (CL) in their intermediate Japanese course at an American university. CL was one of three types of teaching and learning employed in Megumu’s course, but it enabled students to learn aspects of Japanese language and culture that other types of teaching and learning are not designed to accomplish. We first discuss the concept of CL from our social constructionist perspective; i.e., we see learning as a social process of knowing instead of merely a construct of individual minds (Berger & Luckmann, 1966; Gergen, 1999). This is then followed by a description of how this social constructionist perspective was incorporated in Megumu’s course, based on her and students’ reflections on their CL experiences. Finally, we close with an invitation to readers to explore the potential of CL in various Japanese language classroom environments. 本論では、米国大学の中級日本語のクラスで、筆者とその学生達が協働学習教授法（Collaborative learning: CL）に参加した際の経験を論じる。CLはこのクラスで用いられた3種類の教授法の1つで、学生達が日本の言語や文化を学ぶ上で、他の教授法では可能でないことを達成するのに大変役立った。本論では、まず、社会構造主義の視点に基づいたCLの概念を論じる。ここで言う社会構造主義とは、学習を単に個人の知の構築ではなく、物事を知るという社会的過程であるとみなす理論である (Berger & Luckmann, 1966; Gergen, 1999)。次に、この社会構造主義の側面が筆者のクラスでどう用いられているかを、学生達との実際の経験を振り返って叙述する。最後に、様々な日本語教育現場におけるCLの可能性を、共に探求するよう読者に提案する。 *A version of this paper was presented at the 25th Annual Conference of the Southeastern Association of Teachers of Japanese (SEATJ) at Duke University, NC, in May 2010.
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SHUKURI, Yukiko. "Japanese Language and "Characters": From the Perspective of Teaching Japanese as a Foreign Language". Acta Linguistica Asiatica 5, nr 2 (29.12.2015): 61–68. http://dx.doi.org/10.4312/ala.5.2.61-68.
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This paper introduces current status of "role language" and the "speaker's character" and their applications in Japanese teaching materials. Besides it studies the knowledge of Russian learners of Japanese and carefully examines their knowledge of four typical kinds of "role language" in Japanese anime and manga by using a questionnaire and follow-up interviews. From the results of the textbook research, the following two things are revealed; (a) first person pronouns except for watashi are rarely used, (b) there is not enough explanations about different "speaker's characters" in detail. Furthermore, findings of the questionnaire show that some of the learners who have the same impression of the characters as Japanese native speakers, wrongly connect a certain "role language" to illustrations of a character, and results of as much as three kinds of "role language" have a low positive correlation with the learners' results of the Japanese Language Proficiency Test. Results also reveal that all four kinds of "role language" have no correlation with other factors, such as student's duration of learning Japanese, or frequency of the use of Japanese outside the classroom.
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Muliadi, Muliadi, Wawan Danasasmita i Susi Widianti. "Language Anxiety in Online Japanese Speaking Learning: Study on Beginner Level of Japanese Language Students". Journal of Japanese Language Education and Linguistics 6, nr 1 (19.02.2022): PRESS. http://dx.doi.org/10.18196/jjlel.v6i1.12268.
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Anxiety in the language classroom is an affective filter that interferes with input from being used for language acquisition (Krashen, 1982). Moreover, Ellis (2015) stated that anxiety could cause poor learning outcomes. This study aims to investigate 1) level of language anxiety in beginner level of Japanese language students in online learning situations; 2) relation between language anxiety and self-perception; 3) relation between language anxiety and speaking-based learning outcomes; 4) relation between self-perception and speaking-based learning outcomes, and 5) the sources of language anxiety. A survey was administered to 149 Japanese language students from two state universities in Sumatra. There were 67 students in their first year and 82 in the second year. About 20 students participated in the interview. This study adopted the Japanese language anxiety scale developed by Motoda (2000) to measure anxiety level and used the self-perception scale developed by Kitano (2001) to measure students’ perception of speaking ability. The study found that language anxiety in online learning situations was high. Correlation analyses showed a negative correlation between language anxiety and self-perception. If the level of anxiety rises, self-perception will decrease. Meanwhile, there was a positive correlation between self-perception and student speaking-based learning outcomes. Then, if self-perception increases, student outcomes will increase. There was no correlation between anxiety and speaking-based learning outcomes. The study identified that anxiety in online learning activities stems from personal and interpersonal anxiety, beliefs about teachers, classroom procedures, interaction activities, aspects of infrastructures, and aspects of the language test.
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Turner, Marianne. "The positioning of Japanese in a secondary CLIL science classroom in Australia". Journal of Immersion and Content-Based Language Education 7, nr 2 (25.09.2019): 192–211. http://dx.doi.org/10.1075/jicb.18021.tur.
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Abstract In Australia, content and language integrated learning (CLIL) is commonly implemented as a way to encourage innovation in language teaching. This paper explores how Japanese can also be used to innovate the teaching of content. Qualitative data are drawn from a Year 8 science Japanese CLIL classroom in a secondary school with an opt-in CLIL program. In the class, a monolingual (in English) science teacher was co-teaching with a Japanese language teacher. Findings from observations, after-class reflections, teacher and student interviews, a student survey and work samples revealed that students were highly engaged with the Japanese component of their science lessons. Kanji was further positioned as a way for students to deepen their understanding of scientific concepts. However, there also appeared to be a separation in the way both teachers and students spoke about Japanese language use and learning science. Implications of these findings are discussed in the paper.
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Handayani, Umi. "Campur Kode dan Alih Kode pada Mahasiswa S1 Sastra Jepang Angkatan 2017/2018 Universitas Ngudi Waluyo". PHILOSOPHICA Jurnal Bahasa, Sastra, dan Budaya 2, nr 1 (28.06.2019): 42. http://dx.doi.org/10.35473/po.v2i1.239.
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Code switching and code mixing is one phenomenon in social interaction. Thisphenomenon often arises in bilingual or people who speak more than two languages(multilingual). Japanese Literature Students of Universitas Ngudi Waluyo, 2017/2018 aspart of a multi-lingual society, also experienced events called code switching and codemixing. Mastery of Japanese is certainly influential on student interaction outside theclassroom. This research needs to be done to fnd out the events of code switchingand code mixing that occur. This research is based on the idea that the language usedby Japanese Literature students at Universitas Ngudi Waluyo in class of 2017/2018 ininteracting with each other outside the classroom also includes the Japanese languageas a second language, even the third language that students master. Besides that, it alsolooks at how the 2017/2018 Japanese literature students enter Japanese in interacting, asa choice of language that they think is appropriate.Keywords: code, code switching, code mixing
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Efron, Kate. "Opportunities for Anti-Bias Frameworks in Japanese EFL Textbooks". Babylonia Journal of Language Education 1 (28.04.2021): 48–57. http://dx.doi.org/10.55393/babylonia.v1i.23.
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In Japan, recent Foreign Language Activities (2018-2020) policies have explicated the importance of facilitating multiculturalism and global thinking through education and educational tools, including through the use of textbooks. Accordingly, an Anti-Bias Framework (ABF) is one way for educators to develop learners’ global and cultural identities, as well as learners’ appreciation of human differences. ABFs are of particular relevance in multicultural textbooks and classrooms, as they are used for helping students develop local and international identities, and for helping learners eliminate biases. However, the current EFL textbooks (2018-2020) issued by the Japanese Ministry of Education are not inclusive of ABFs. Consequently, there are numerous missed opportunities for teachers and learners to engage in active anti-bias lessons for the facilitation of global citizenship. This paper seeks to address this gap in the textbooks by discussing opportunities for EFL teachers in Japan (and elsewhere) to use anti-bias frameworks in language and culture education. Elaborating upon the Teaching Tolerance Anti-Bias Framework (2017), this article proposes that EFL students in Japan can develop intercultural competencies and anti-bias thinking through an ABF, and offers suggestions for lesson activities, guided classroom discussions, engagement with local interlocutors, for English language development. While positioned against the backdrop of the Japanese EFL elementary classroom, these suggestions can be adapted to other EFL in-person and online classrooms, as well.
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Xu, Jun. "Why Japanese? Why Not Japanese?" Journal of International Students 10, nr 4 (15.11.2020): 1023–39. http://dx.doi.org/10.32674/jis.v10i3.1327.
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As Chinese students have become a larger share of the international student population at U.S. universities, their participation in Japanese language classes has increased. However, Chinese student enrollment significantly decreases after the completion of the first Japanese class, and consequently, fewer Chinese students take intermediate or advanced level classes. This study examined the experiences of Chinese international students enrolled in Japanese classes as well as those who stopped taking Japanese after the first quarter or first-year class in a private university in the United States. We used semistructured interviews to investigate the reasons and goals of Chinese international students for studying the Japanese language, the successes or challenges both inside and outside of the Japanese classroom, and the reasons students continue or discontinue learning Japanese.
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Armour, William S., i Sumiko Iida. "Editorial: Contextualizing Japanese popular culture in and out of the Japanese-language classroom". East Asian Journal of Popular Culture 4, nr 2 (1.08.2018): 147–51. http://dx.doi.org/10.1386/eapc.4.2.147_2.
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Asquith, Steven, Phoebe Lyon i Kathryn Jurns. "Taking an English Language Curriculum Online". JALTCALL Publications PCP2020, nr 1 (15.02.2021): 19. http://dx.doi.org/10.37546/jaltsig.call2020.2.
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Whilst online courses have become ever more prevalent in the educational field in recent decades, their efficacy is still debated, especially with respect to language communication classes, which traditionally entail human interactions. Although there has been previous, limited research conducted into online learning options at the same tertiary institution (Mynard & Murphy, 2012), online courses were still far from ubiquitous in the Japanese landscape of tertiary language education curricula at the time of this study. However, adoption of online courses would allow for the expansion of current programs, enabling non-traditional students access to equal education opportunities as well as offer institutions a practical alternative to having to cancel lessons owing to unforeseen circumstances. This study investigates whether online lessons of the core curriculum classes offered at a language-focused Japanese university context, and which were based upon the regular in-class course content, offer comparable value to the regular classroom-based lessons in terms of students’ perceptions of the delivery, structure and usefulness of the lesson. By providing practical descriptions of how the traditional classroom lessons were adapted and delivered online, as well as quantitative feedback comparing the students' perceptions of the online versus classroom lessons, the paper will highlight the challenges of creating online course content, considering both instructors' and students’ viewpoints.
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Hondo, Junko. "Second Language Acquisition Processes in the Classroom: Learning Japanese (review)". Language 79, nr 4 (2003): 815. http://dx.doi.org/10.1353/lan.2003.0240.
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Redzuan Abdullah, Muhammad Alif, i Sanimah Hussin. "Perception and Expectation of Elective Japanese Language Learners in Malaysian Higher Education Institution: A Case Study". International Journal of Education 13, nr 3 (24.09.2021): 80. http://dx.doi.org/10.5296/ije.v13i3.18884.
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Japanese language course registered as either compulsory elective or free elective foreign language course at University Putra Malaysia (UPM). The Japanese language is the most popular among 11 foreign language courses offered for foreign language students who wish to take global languages proficiency courses. However, their achievements in the course are inadequate as most of them are incompetent in communication skills upon completion of the course. Therefore, this article aims to identify the perception of Japanese language students in UPM to enhance their understanding of the issue. This quantitative research applies questionnaires and random purposive sampling techniques as instruments for collecting data. The sampling consists of 84 students who had enrolled in Basic Japanese level 1course. The findings show there are significant factors attribute to students’ preference for learning the Basic Japanese language. The result of the study also indicated the Kana writing and numbers are easier to acquire compared to vocabulary, sentences, grammar, and particles in the Basic Japanese 1 course. The study also revealed that mastering vocabulary plays a vital role in speaking, reading, and writing well in the Japanese language. Therefore, this study suggests that the instructor should include more engaging activities, teaching aids, and tools in the classroom to make the teaching and learning process more conducive and friendly for the students to excel in this course.
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Mori, Setsuko, i Peter Gobel. "Motivation and gender in the Japanese EFL classroom". System 34, nr 2 (czerwiec 2006): 194–210. http://dx.doi.org/10.1016/j.system.2005.11.002.
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Jiang, Tingting. "Research and Analysis on Japanese Teaching Mode of Online Education under Multimedia Network Environment". Mobile Information Systems 2022 (5.10.2022): 1–11. http://dx.doi.org/10.1155/2022/4821034.
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Japanese is among the international languages in extreme demand in the modern education system. There is a technological revolution in language learning, with blended learning (BL) in the classroom and online resources offering the possibility of autonomous learning education. The advancement of Information Communication Technology (ICT) and the development of the Internet, predominantly the Web, has transformed the way students get curriculum materials in online environments. Teaching Japanese languages has experienced crucial changes with multimedia technologies aimed at simulating a native-speaking environment in audition and oral communication. Evaluating student readiness for online learning is the beginning point for online course design using the multimedia network. Hence, this paper proposes the Multimedia Network-assisted Online Japanese Language Teaching Method (MN-OJLTM) to enhance student engagement in the online learning environment. This study identifies probabilities for better incorporation of technology and Japanese language learning and learners’ interest and desires via tactical education of Japanese online courses. This paper examines the role and influence of an intelligent learning environment of ICT multimedia in Japanese education. Experimental outcomes show that the suggested MN-OJLTM method enhances the accuracy of usage and Japanese language students’ fluency and expression in writing and speaking. The simulation outcomes demonstrate that the proposed MN-OJLTM method improves student learning ability ratio by 98.4%, language fluency level by 96.2%, performance ratio by 97.5%, student engagement ratio by 95.6%, and efficiency ratio by 97.9% compared to other popular methods.
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Mori, Yoshiko, i Junko Mori. "Review of recent research (2000–2010) on learning and instruction with specific reference to L2 Japanese". Language Teaching 44, nr 4 (26.08.2011): 447–84. http://dx.doi.org/10.1017/s0261444811000292.
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This review aims to identify major issues in and the direction of recent L2 Japanese research by reviewing over 200 empirical studies published in English or Japanese between 2000 and 2010. The first part of this article examines topics in second language acquisition (SLA) research with regard to L2 Japanese, including vocabulary andkanji(Chinese characters transferred into Japanese) learning, syntactic development, reading and writing in L2 Japanese, interlanguage pragmatics and language socialization, affective factors, and multilingualism and the acquisition of Japanese as a heritage language. The second part offers an overview of issues and problems in pedagogical practices, including curriculum design, culture in language education, classroom discourse, and study abroad. The review of these themes illustrates a broad picture of current research in L2 Japanese learning and instruction inspired by general trends in SLA and applied linguistics research, as well as unique features of Japanese language and social contexts.
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Fitri, Zainur, Bertha Nursari, Metty Suwandany i Tia Martia. "The Effectiveness Of The Flipped Classroom Method In Dokkai 3 Course To Improve The Reading Skills Of Students Of Japanese Language And Culture Studies Level II Darma Persada University". Aksara: Jurnal Ilmu Pendidikan Nonformal 8, nr 2 (6.05.2022): 1043. http://dx.doi.org/10.37905/aksara.8.2.1043-1054.2022.
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<p>This study aims to determine the implementation of The Flipped Classroom Method in Dokkai 3 Course which focuses on reading comprehension skills in Japanese and the effectiveness of The Flipped Classroom Method in Dokkai 3 Course to improve students' reading comprehension skills in Japanese. The research design used was a quasi-experimental method with One Group Pre-Test and Post-Test Design. Participants in this study were second-level students in the 2019/2020 academic year of the Japanese Language and Culture Study Program, Faculty of Japanese Language and Culture, Darma Persada University, totaling 47 people, with details of male 28 students and 19 female students. The results showed that there was a significant difference between students' skills before and after using The Flipped Classroom Method in the Dokkai 3 Course. This can be seen from the score before being given The Flipped Classroom Method was 68, while the average reading comprehension skills after being given The Flipped Classroom Method was 71. This means that descriptively it is known that the reading comprehension skills of The Flipped Classroom Method was increased. In The T-Test, it can be seen that the Aysmp.Sig value obtained from the average value of personality ideas is 0.024 <0.05 at the 95% significance level. This showed that the reading comprehension skills between before and after being given The Flipped Classroom Method is significantly different or in other words The Flipped Classroom Method provides a significant increase in reading comprehension skills. Related to the results of the questionnaire, it was obtained that most of the respondents responded very positively to the implementation of The Flipped Classroom Method and agreed that The Flipped Classroom Method was in The Dokkai 3 Course. This was because they felt the many benefits derived from the application of that method. </p>
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Koeswiryono, Dika Pranadwipa, i Francisca Titing Koerniawaty. "Journeys to polyglotism: a case study of French, Spanish, and Japanese tourist guides". Journal of Applied Studies in Language 5, nr 2 (7.12.2021): 252–58. http://dx.doi.org/10.31940/jasl.v5i2.252-258.
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The study aimed at discovering the process through which three tourist guides of French, Spanish, and Japanese acquired different foreign languages. The data was taken through in-depth interviews to explore the motivation that drove their language learning, the language interference, the technique they used to self-teach themselves the language, and their immersion in the language’s native country. The recorded interviews were then transcribed and analyzed through data reduction, data display, and verification drawing. The results were then given to the subjects to ensure trustworthiness and to verify the researcher’s interpretation of the interview. The study found that 1) one of the most crucial factors of language learning success was strong motivation, which led to consistency and risk-taking attitude; 2) a significant growth of language mastery took place when the subjects spent extended time in the language’s native country; 3) both formal classroom instruction and informal independent learning were essential for their language improvement; 4) the subjects proactively consulted the native speakers to improve their vocabulary inventory, to correct inaccuracies or to gain new language expressions; and 5) due to the different nature of the languages they were learning, each subject had a diverse view on grammar and language interference. In pedagogical implication, teachers could foster students’ willingness to learn with either instrumental motivation, i.e. by raising awareness of the benefit of foreign language ability, or with integrative motivation, i.e. by raising students’ interest in the culture or people whose language was being studied. Besides, language learners, or language teachers, might reflect on this research to complement formal-classroom learning with a large degree of informal-independent learning.
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Leis, Adrian, Akihiko Tohei i Simon D. Cooke. "Smartphone Assisted Language Learning and Autonomy". International Journal of Computer-Assisted Language Learning and Teaching 5, nr 3 (lipiec 2015): 75–88. http://dx.doi.org/10.4018/ijcallt.2015070105.
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In the present study we investigate the advantages of using smartphones in an English as a foreign language (EFL) classroom. We compared two groups of Japanese university students who were either prohibited from using their smartphones in the classroom, or encouraged to use them for academic purposes, examining whether those using smartphones in their EFL lessons would show a tendency toward being autonomous. The results indicated that students who were encouraged to use their smartphones during class were inclined to study more in their free time as well as show signs of autonomy by taking charge of their learning and consider ways to improve their own study habits and English proficiency. Our conclusion is that language teachers and learners should be encouraged to use smartphones in the classroom as a means of fueling the desire to learn.
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Febriyanti, Rike. "Japanese Language Rhetoric of the Japanese Education Students’ at the Speech Contest". Lingua Cultura 13, nr 3 (12.09.2019): 181. http://dx.doi.org/10.21512/lc.v13i3.5742.
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The research aimed to analyze the speech rhetoric quality of the students of Japanese Language Education, Brawijaya University using a descriptive qualitative design. The method applied a discourse analysis method written by Krippendoff which included coding, classification, interpretation, and evaluation. The object of this research was students’ speech for Japanese Speech Contest of UB 2018. The data were seven video recordings of seven speeches delivered by seven students who participated in this speech contest. It it concluded that the quality of the students’ speech is not satisfactory in the criteria of content and expression. The students also show weaknesses in pronunciation and grammar in their speech. This research indicates that when the students are allowed to be honest to express their mind freely in the Japanese language, the speech will reflect each student’s actual language mastery, because language teaching inside the classroom is the most dominant language exposure for the students, any advancement in Japanese language teaching will significantly uplift the quality ofthe speech.
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Evans, Naoko, Miki Kaneko, Ivan Seleznov, Taiki Shigematsu i Ken Kiyono. "An Acoustic Way to Support Japanese Children’s Effective English Learning in School Classrooms". Applied Sciences 11, nr 13 (29.06.2021): 6062. http://dx.doi.org/10.3390/app11136062.
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In this paper, the importance of implementing good acoustic conditions in classrooms using sound amplification systems is investigated to support more effective English education for elementary school children. To date, the failure of educating English as a second language at Japanese schools has been demonstrated by poor English conversation ability of those who completed a compulsory six-year English language course at Japanese junior-high and high schools (age 12–18). To amend the situation, teaching English became compulsory at grade three (age 8–9) and above at most Japanese elementary schools in the 2020 academic year. We conducted acoustic measurements of two types of sound amplification systems, a pair of PC loudspeakers and another with a loudspeaker array, in a typical classroom at an elementary school in Japan. We also analysed English listening test results of 216 Japanese native children (age 11–12) who were learning English in their usual classes in Japan, to compare the effects of those two systems. Results of logistic regression analysis adjusted by the discrimination difficulty of word pairs demonstrated the statistically significant association between correct answer rate of the English tests and classroom acoustic factors. Although, on average, upgrading the sound amplification system had positive effects on the correct answer rate, it also had a negative impact when the word pairs had English phoneme contrasts that do not appear in Japanese phoneme structure. Combined with the acoustic measurements’ results, it was also revealed that heterogeneous sound fields that depend on seat positions could be compensated using sound amplification systems with loudspeaker arrays. Our findings suggest that improvement of both acoustic quality and teaching methods is required for children to acquire English communication skills effectively in their classroom.
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Jin, Yinxing, Kees de Bot i Merel C. J. Keijzer. "Factors associated with foreign language anxiety". Dutch Journal of Applied Linguistics 4, nr 1 (17.08.2015): 67–85. http://dx.doi.org/10.1075/dujal.4.1.07jin.
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This paper reports a study that investigates and compares the effects of foreign language proficiency, social status of a learner’s family, self-esteem, and competitiveness on FL anxiety. Chinese university students (N = 146), who were learning Japanese and English, participated in this study. Social status data were collected once with the Social Status Scale. Other variables were measured twice over a two-month interval, using the Competitiveness Index, the Self-esteem Scale, the English/Japanese Classroom Anxiety Scale, and the English/Japanese Proficiency Scale. Results showed that foreign language proficiency, competitiveness, and self-esteem all significantly predicted foreign language anxiety levels. Foreign language proficiency was the best predictor, followed by self-esteem, then competitiveness. A negative relationship was revealed between these predictor variables and foreign language anxiety. Social status was not related to foreign language anxiety, either directly or indirectly.
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Mahoney, Caroline. "Teaching culture in the Japanese language classroom: A NSW case study". New Voices 3 (grudzień 2009): 104–25. http://dx.doi.org/10.21159/nv.03.06.
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Kumagai, Yuri. "TENSION IN A JAPANESE LANGUAGE CLASSROOM: AN OPPORTUNITY FOR CRITICAL LITERACY?" Critical Inquiry in Language Studies 4, nr 2-3 (19.09.2007): 85–116. http://dx.doi.org/10.1080/15427580701389391.
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Hirata, Yoko, i Yoshihiro Hirata. "Applying ‘Sketch Engine for Language Learning’ in the Japanese English classroom". Journal of Computing in Higher Education 31, nr 2 (27.02.2019): 233–48. http://dx.doi.org/10.1007/s12528-019-09208-z.
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Tsuchiya, Shinsuke. "From Acting Out Stories to Telling Stories: Elicitation of Oral Narrative Productions in the Japanese Language Classroom". Japanese Language and Literature 56, nr 2 (30.09.2022): 355–81. http://dx.doi.org/10.5195/jll.2022.238.
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Given the complexity and difficulty of discourse-level grammar acquisition, narrative construction can be a challenging task for many language learners as well as for language teachers to provide guidance in classroom. This paper provides a structure for narrative production practices that are based on assigned dialogues in classroom setting by following the Japanese narrative structure of kishōtenketsu 起承転結 (introduction, development, twist, and conclusion), and William Labov’s (1972) six components of a natural narrative model—Abstract Orientation, Complicating Action, Resolution, Evaluation, and Coda. Sample narrations in Japanese are provided to discuss a selected set of discourse-level features commonly used in each phase of narrative production. As pedagogical implications, this paper provides a step-by-step instruction on how to conduct narrative rehearsals in classroom by using a dialogue from the NihonGO NOW! series (Noda, et al. 2020). It also discusses ways to provide support and opportunities for language learners’ narrative skill development.
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Horwitz, Elaine K. "Classroom Management for Teachers of Japanese and Other Foreign Languages". Foreign Language Annals 38, nr 1 (marzec 2005): 56–64. http://dx.doi.org/10.1111/j.1944-9720.2005.tb02453.x.
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Et.al, Kew, S. N. "Japanese Students’ English Language Learning Experience through Computer Game-Based Student Response Systems". Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, nr 3 (10.04.2021): 1993–98. http://dx.doi.org/10.17762/turcomat.v12i3.1036.
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Technology has been vastly used in learning context for the purpose of enhancing students’ learning performance. The integration of computer in language teaching and learning is growing. In particular, the computer game-based student response systems such as Kahoot! application is implemented by some educators in their teaching classesto improve students’ learning experience. Meanwhile, collaborative learning plays an important role in teaching and learning practice. Thus, this paper aims to examine the use of Kahoot! application integrated with collaborative learning approach influences the learning experiences of Japanese students in English language classroom. An experimental research approach was conducted to study how Kahoot! application is affecting the learning experiences of Japenese students. Student engegement observation checklist and feedback form were used as the research instruments in this study. The population comprised 20 Japanese students who enrolled in English language classroom participated in this experiment. The findings show that Kahoot! integrated with collaborative learning approach made positive impact on students by contributing to better engagement and enhanced learning experience of students. This study can be a reference for instructors who plan to implement game-based student response systems and collaborative learning in English language classroom.
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Mao, Kun, i Tianle Yang. "Emotion-related One-on-one Japanese Online Classroom Study". Journal of Education, Humanities and Social Sciences 8 (7.02.2023): 2022–32. http://dx.doi.org/10.54097/ehss.v8i.4637.
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The development of distance communication technology has sparked discussion on new education models such as one-on-one online study (OOS). However, existing literature on emotion-related Second Language (L2) acquisition draws disproportionately from large-scale classroom studies such as lectures. Such research is often assumed to reveal psychological universals even though emotions have been proven to be a transient and compound experience that is susceptible to environmental changes. Based on the collected interview data, this study filled in the gap of less studied online one-on-one classroom scenarios and explored new perspectives on achievement emotions' relationship with OOS classroom and Asian culture. In this paper, interviews were conducted in Japanese and Mandarin separately to study emotions' function in online one-on-one L2 acquisition. This research found that achievement emotions can be highly culturally, environmentally, and individually based. Finally, suggestions were proposed for future emotion-related one-on-one L2 teaching strategies. This research provided updated findings of new technology-assisted education and emotional variations in OOS, which eventually contributed to understanding how emotions affect the process of second language acquisition.
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Cui, Xiuxia, Hiroyuki Honda i Yukari Nagai. "The Application of Japanese Electronic Media in Japanese Learning". E3S Web of Conferences 251 (2021): 03089. http://dx.doi.org/10.1051/e3sconf/202125103089.
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With the development of internet technology, language learning had become different from the past. A variety of electronic media are used as a means of learning Japanese. This paper makes a questionnaire survey of Japanese majors in a university in China, and clarifies the students’ application of Japanese electronic media, and analyzes the problems faced by students. This paper makes suggestions on how to use Japanese electronic media correctly to help to learn Japanese. Using learners’ love of Japanese electronic media, stimulating their motivation to learn Japanese, making full use of online resources, encouraging learners to use time outside the classroom to learn scientifically and effectively is our research topic.
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Harumi, S. "Classroom silence: voices from Japanese EFL learners". ELT Journal 65, nr 3 (30.09.2010): 260–69. http://dx.doi.org/10.1093/elt/ccq046.
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Oga-Baldwin, W. L. Quint, i Yoshiyuki Nakata. "How teachers promote young language learners’ engagement". Language Teaching for Young Learners 2, nr 1 (2.03.2020): 101–30. http://dx.doi.org/10.1075/ltyl.19009.oga.
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Abstract Teachers of young learners often seek guidance on how best to engage and motivate their students. In this study, we aimed to document engaging teacher practices in the context of foreign language classes in Japanese elementary schools. We surveyed 16 public elementary school foreign language classes in western Japan using quantitative (questionnaire; external rating) and qualitative (naturalistic observation) tools grounded in self-determination theory. Classes were sorted into three groups of high, middle, and low teacher support based on student surveys, and observed for practices that influenced student engagement in each tercile. Results indicate that students are most responsive in classrooms involving teacher warmth and strictness, homeroom teacher involvement, appropriate pacing, instructional clarity, and a balance of activities. We offer descriptions of how these practices were employed, with implications for classroom practice and teacher training.
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Aubrey, Scott. "Inter-cultural contact and flow in a task-based Japanese EFL classroom". Language Teaching Research 21, nr 6 (25.12.2016): 717–34. http://dx.doi.org/10.1177/1362168816683563.
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Flow represents a state of complete involvement and heightened intensity that leads to improved performance on a task (Csikszentmihalyi, 1975, 1990). The notion of flow has the potential to provide worthwhile insights into the area of task engagement, yet the construct has received relatively little empirical attention by second language acquisition (SLA) researchers. This article uses flow theory to investigate the relationship between flow and engagement in second language (L2) use for inter-cultural and intra-cultural task-based interactions in a Japanese classroom for English as a foreign language (EFL) learners. The study employed a quasi-experimental design in which learners in the inter-cultural group ( n = 18) and the intra-cultural group ( n = 18) completed five dialogic, oral tasks. Tasks were then repeated, during which time the intra-cultural group continued to perform the tasks with Japanese peers, while the inter-cultural group performed the tasks with international interlocutors ( n = 18). Analysis of flow questionnaires and task transcripts showed that inter-cultural contact had a significant positive effect on flow and one aspect of engagement in L2 use (turn-taking). In terms of the relationship between flow and engagement in L2 use, inter-cultural task interactions had a significant positive correlation between flow and turns. The findings are discussed in terms of two pedagogical implications: the provision of inter-cultural contact in language classrooms and the flow-enhancing potential of task design features.
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Wang, Qiao. "The Role of Classroom-Situated Game-Based Language Learning in Promoting Students' Communicative Competence". International Journal of Computer-Assisted Language Learning and Teaching 10, nr 2 (kwiecień 2020): 59–82. http://dx.doi.org/10.4018/ijcallt.2020040104.
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The study is the second in a series of mixed-methods studies on the integration of The Sims 4, a life-simulation game, into language classrooms. In this study, the researcher explores the effect of game-based language learning (GBLL) on students' English communicative competence from three aspects, interaction, fluency and content, in a Japanese university. In class, students received instruction from the teacher on game language and gameplay skills, played the game on their own and presented gameplay stories. The presentations were recorded for evaluation. Surveys were also administered for students' perceptions on the GBLL classroom. Results showed that no clear improvement in communicative competence was suggested by quantitative evaluation. Qualitatively data, however, indicated that the game afforded students interesting events and proper expressions in presentations and that the teacher played a vital role in ensuring ample interactional opportunities and linguistic support. Suggestions for future research in classroom-situated GBLL were also proposed.
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Higgins, Christina. "Intersecting scapes and new millennium identities in language learning". Language Teaching 48, nr 3 (25.03.2014): 373–89. http://dx.doi.org/10.1017/s0261444814000044.
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This paper examines how flows of people, media, money, technology, and ideologies move through the world, with attention to how these scapes (Appadurai 1990, 1996, 2013) shape identity construction among language learners, both in and out of classrooms. After illustrating intersecting scapes in sociolinguistic terms, I explore the relevance of these ideas to identity formation among language learners, using three case studies. First, I examine the mediascape of hip hop in the ideoscape of education in Hong Kong, where an ELT Rap curriculum was designed for working class students in a low-banded secondary school. Next, I discuss how the confluence of transnationals and cosmopolitan urban residents in Tanzania provides a range of identity options for learners of Swahili that challenge nation-state-based associations of language. Finally, I consider how learners’ engagement in anime and manga from the mediascape is taken up in an introductory university-level Japanese language classroom in Hawai’i. These examples demonstrate how individuals are increasingly learning and using additional languages in the contexts of cultural mélange and new identity zones.
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Jin, Yinxing, Kees De Bot i Merel Keijzer. "The anxiety-proficiency relationship and the stability of anxiety: The case of Chinese university learners of English and Japanese". Studies in Second Language Learning and Teaching 5, nr 1 (1.01.2015): 41–63. http://dx.doi.org/10.14746/ssllt.2015.5.1.3.
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Adopting a longitudinal design, this study investigates the effects of foreign language anxiety on foreign language proficiency over time within English and Japanese learning contexts. It also explores the stability of anxiety in English and Japanese over time and the stability of anxiety across English and Japanese. Chinese university students (N=146), who were simultaneously learning Japanese and English, participated in this study. Data were collected twice over a 2-month interval, using the Foreign Language Classroom Anxiety Scale, the English Proficiency Scale, and the Japanese Proficiency Scale. Results showed that anxiety changes had a significantly negative, but weak, correlation with the development of overall proficiency and the proficiency in sub- skills such as reading or speaking, for both English and Japanese, suggesting the interference of anxiety with proficiency levels. Anxiety in Japanese tended to decrease significantly over time, but no significant change was found for English. Furthermore, no significant difference between anxiety in Japanese and English was found at either testing time.
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Mori, Yoshiko, Atsushi Hasegawa i Junko Mori. "The trends and developments of L2 Japanese research in the 2010s". Language Teaching 54, nr 1 (27.07.2020): 90–127. http://dx.doi.org/10.1017/s0261444820000336.
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AbstractThis article updates the trends and developments of Japanese as a second language (JSL) research since Mori and Mori (2011) by reviewing nearly 200 selected empirical studies published in English or Japanese between 2010 and early 2019. The first section of this review examines the cognitive aspects of second language (L2) Japanese development, focusing on vocabulary and kanji (i.e., Chinese characters transferred into Japanese) learning, syntactic development, and the issues surrounding reading and writing. The second part investigates sociocultural issues in L2 Japanese development and use, including pragmatic development, multilingual/translingual perspectives, and multilingual youth. The third section explores the role of affective variables (primarily learner motivation) in L2 Japanese development. The last section considers various pedagogical issues, including corpus-based studies and the development of materials and resources, instructional designs and classroom studies, technology-enhanced language learning and new instructional models, critical approaches to teaching Japanese and content-based instruction. The review of these themes illuminates trends and emerging areas of interest in post-2010 L2 Japanese research inspired by current developments in applied linguistics and second language acquisition (SLA) research, as well as unique features of Japanese language and sociocultural contexts.