Teaching Japanese as a Foreign Language

English-derived words (EDWs), either English loanwords or made-in-Japan English expressions, are ubiquitous throughout the Japanese lexicon. Though educators may exploit them to aid vocabulary learning, their meanings often diverge from their words of origin, and many EDWs are not used in most English-speaking contexts. This study surveyed six native speakers of Japanese (NSJ) and six native speakers of English (NSE) to examine participants’ knowledge of the meanings of both English words with Japanese equivalents and made-in-Japan EDWs. These NSJs often assigned English words the meaning of Japanese EDWs and were unaware that many EDWs are not used outside of Japan. We investigated the attitudes that NSJs maintain toward made-in-Japan EDWs. Reactions were mixed. We proffered several explanations for why this was the case. The pedagogical implications are that English language teachers must be cautious when using EDWs to build vocabulary. We suggested several ways that this learning...

Abstrak Penguasaan kata sangat penting bagi pembelajar bahasa. Salah satu jenis kata yang harus dikuasai oleh seorang pembelajar bahasa adalah kata sifat. Penelitian tentang penguasaan siswa terhadap kata sifat bahasa Jepang menunjukkan bahwa siswa mengalami kesulitan dalam memahami materi kata sifat bahasa Jepang. Berdasarkan latar belakang tersebut, penelitian ini dilakukan untuk mendeskripsikan pengaruh media gambar kreatif dengan metode Kooperatif tipe NHT ( Numbered Head Together ) terhadap penguasaan kata sifat bahasa Jepang siswa dan mendeskripsikan tanggapan siswa mengenai media gambar kreatif dengan metode Kooperatif tipe NHT ( Numbered Head Together ). Media gambar kreatif adalah media gambar yang dibuat sendiri oleh siswa berdasarkan kreativitas siswa. Gambar yang dibuat meliputi kosakata benda dan kata sifat yang telah dipelajari. Metode Kooperatif tipe NHT ( Numbered Head Together ) adalah metode pembelajaran yang dirancang untuk mempengaruhi pola interaksi siswa di dal...

本稿は、2007年12月に中国・重慶大学日本語科で開催された「グループ・スピーチコンテスト」について報告し、ピア・ラーニングの概念を取り入れたスピーチコンテストの可能性について述べるものである。 本稿で報告する「グループ・スピーチコンテスト」は、教師が一切介入せず、学生間の協働によってスピーチ原稿の執筆から発表までを準備するという形式で行われた。開催の発端は、当時の重慶大学日本語科で、(1)教師主導から学習者中心の学習体制へ変えていくこと、(2)他の学年の学生との交流により日本語レベルの向上を目指すこと(「学年を超えたつながり」の創造)の必要性が感じられたことにある。これらの目的を達成するため、本実践ではピア・ラーニングの概念を取り入れ、さらに、1、2年生または3、4年生の学生混合のグループで行うという形式のスピーチコンテストを試みた。 スピーチコンテストの後、参加者にアンケートを行い、どのように準備をしたか、グループ内で問題はあったか、コンテスト後にどのような変化があったかなどを聞いた。その回答から、学生同士で意見交換を行ったり、文法、表現、スピーチの指導をし合ったりするなど、協力し合って準備をしていたことがわかった。また、グループ活動を通じ、他の学生と知識を共有することで新しいことを発見できた喜び、同じ目標に向かって協力することで達成感を感じたという意見が多く聞かれた。そして、その達成感が「日本語が上達した」という実感につながったこともアンケートの結果からうかがわれた。さらに、コンテスト終了後も他の学年の学生との交流が続いていることや、学習方法が変化したことなどがアンケートでは報告された。一方で、グループ活動がうまく機能しなかったグループもあり、今後の課題としては、グループで行う目的を十分に説明することや、普段の授業から学生主体の活動やグループ活動を取り入れることが挙げられる。In December 2007, a group speech contest was held by the Japanese Department of Chongqing University in China. This report demonstrates the effectiveness of peer learning by documenting student...

An essay on Hobbes's translation of Thucydides : the meaning of prudence and wisdom Author 川添, 美央子(Kawazoe, Mioko) Publisher 慶應義塾大学日吉紀要刊行委員会 Publication year 2020 Jtitle 慶應義塾大学日吉紀要. 社会科学 (The Hiyoshi review of the social sciences). No.30 (2019. ) ,p.1-24 JaLC DOI Abstract Notes Genre Departmental Bulletin Paper URL 830-20200331-0001 慶應義塾大学学術情報リポジトリ(KOARA)に掲載されているコンテンツの著作権は、それぞれの著作者、学会または出版社/発行者に帰属し、その 権利は著作権法によって保護されています。引用にあたっては、著作権法を遵守してご利用ください。 The copyrights of content available on the KeiO Associated Repository of Academic resources (KOARA) belong to the respective authors, academic societies, or publishers/issuers, and these rights are protected by the Japanese Copyright Act. When quoting the content, please follow the Japanese copyright act.

Presenting elementary vocabulary in the form of a list is a significant exercise; these lists are then used to create teaching materials and vocabulary tests. However, the vocabulary lists from Levels 4 and 3 of the former Japanese Language Proficiency Test, which are among the most commonly referenced, no longer suit to the changes in society, necessitating a reassessment of elementary vocabulary lists. This study aims to explore the ideal structure of such vocabulary lists. It begins by examining the issues with existing lists and reviewing discussions and outcomes related to basic vocabulary selection, including studies on English vocabulary lists. Subsequently, it identifies seven key conditions for elementary vocabulary, namely frequency, range, and lexical system, and advocates the creation of domain-specific vocabulary modules tailored to 1) everyday life, 2) academics, 3) work and business, and 4) hobbies, culture, and arts. Moreover, the study also identifies vocabulary resources that can be used to select elementary vocabulary and outlines an 11-step procedure for vocabulary selection and validation. These steps include evaluating the characteristics of lexical frequency in corpora, applying weighting to frequency data, determining standard rankings while considering dispersion, and confirming the frequency and range of vocabulary within lists. Furthermore, this study highlights the key considerations in creating vocabulary lists, such as addressing the needs of overseas learners, incorporating perspectives on situational and topical contexts, distinguishing between importance and difficulty, differentiating receptive and productive vocabulary, and managing issues related to polysemous words, thereby providing a structured framework for developing these lists.

Education and training play an important role as a central factor, a driving force for economic development. The government always highly appreciate the role of education and training, especially higher education. After a period of rapid development in quantity, "Quality" is the most important matter of Vietnamese higher education, as well as the expectation of a whole nation, Vietnamese generations towards for the Vietnamese education in the current context. In order to catch up with the world trend, universities in Vietnam need to innovate and constantly improve the quality of their teaching staff, especially in the current period when universities are gradually implementing the autonomy. On the basis of Japan's experience in developing the quality of lecturers, the author gives suggestions on solutions for Vietnam to improve the quality of domestic lecturers, thereby promoting the development of the higher education system.

This paper explores the critical role of language in understanding diverse cultures and developing critical thinking, as emphasized by the International Baccalaureate Organization (IBO) and Ritchhart’s educational theory. It also delves into the notion that every teacher is a language teacher, regardless of one’s subject area. The discussion extends to Japanese language education as a foreign/second language, illustrating that language education transcends mere language acquisition to foster critical thinking and the capacity to act as social beings. In the fundamental principles of the IB, language plays a crucial role in thinking, learning, and the construction of individual identity, with discussions based on the theories of Vygotsky, Bakhtin, and Freire being developed in “Language and Learning in IB Programmes.” The “IB Language Tenets” emphasize the diversity and variability of language, the various modes of communication, and the close relationship between language learners and their identity.
  Ritchhart’s educational theory emphasizes that language permeates all activities in the classroom. It advocates for cultivating “cultures of thinking” in schools and classrooms, respecting students’ thoughts, visualizing thinking, and creating “mindful classrooms.” For this, language is crucial. The idea that every teacher is a language teacher not only highlights the importance of language skills for acquiring knowledge and expressing ideas, which are priorities in all subjects but also signifies the significance of language for individual identity and for fostering a safe and educational classroom culture.
  The paper presents a practical example of Japanese language education aimed at developing “critical Japanese language users” in a Japanese university. The course, designed for international students, focused not only on improving Japanese reading and writing skills but also on fostering the ability to critically analyze logical texts. Themes related to culture and identity were addressed, and students aimed to have their own “voice” by exchanging their experiences and emotions. Also, the diverse backgrounds of the students enriched the discussions and reflections, encouraging critical thinking. However, the evaluation of the class highlighted challenges in establishing clear policies and methods for evaluating the development of critical thinking. While the activities within the class promoted critical thinking, the evaluation did not explicitly assess the logical and reflective aspects of thinking, which is a future challenge.
  In conclusion, language education, as exemplified by the Japanese language education discussed in this paper, aims to go beyond language acquisition to nurture critical thinking and the ability to act as social beings. We believe that recognizing the significance of language as an integral part of our thinking, identity, and culture, as encapsulated in the statement “Every teacher is a language teacher,” is critical for all educators.

ディスカッション練習が学習者同士の活動であることに注目し、学習者が主体的に関わり目標を共有して協力すること、また教師がそれを支えることを目指した活動デザインを試みた。具体的には、学習者はディスカッションの前に全員でルールを決める、ディスカッション後に振り返りのための内省シートに記入する、教師はディスカッションの内容を板書する、各自の内省シートにコメントすることにした。実践後の検証から1.ルールがディスカッションへの関与の仕方、日本語の学習目標、人間関係保持の意識化を促し、2.内省シートが学習内容の確認、日本語学習の課題の意識化を学習者に促していたことが明らかになった。さらに3.教師の板書や内省シートへのコメントが議論の要点の把握や学習目標の設定等を促し、この活動を支えていたこともわかった。学習者同士の活動を考える際、教師の関わり方も含めたデザインが重要であることが示唆された。We have attempted to design an activity aiming for active learner participation and cooperation in Japanese class through the sharing of their learning objectives with on another and the provision of effective teacher support. Under this design, learners themselves 1. decide the rules for discussion prior to the practice, 2. fill in a reflection sheet following practice. The teacher 3. writes the points of each learner’s opinions on the whiteboard during practice, and 4. provides feedback to each learner’s reflection. The interviews with the learners reveal that 1. the rules help learners to be co...

Annotation. In recent years, teachers have had students from diverse language and cultural backgrounds in their classrooms due to increasing human migration in many countries. Therefore, multilingual learning and teaching have become a widespread phenomenon. Research on English language teaching and learning in multilingual contexts has gained great importance. However, teaching languages other than English and foreign language teachers' practices in this specific context have received little attention so far. Teaching the highly contextualised Japanese language poses challenges in multilingual classrooms, and teachers more frequently resort to using English as the medium of instruction. To shed light on Japanese non-native teachers' practices, the study explored and analysed two hundred and seventy-four teachers' responses to the questionnaire "Teaching the Japanese language in multilingual classrooms -English medium instruction approach (EMI)". The research attempts a worldwide study on using EMI in teaching Japanese as a foreign language (JFL). It examines a broad geographic scope of JFL teachers' practices from fifty-seven predominantly non-Anglophone countries. The present article focuses on investigating various factors affecting JFL teachers' willingness to use EMI that can be classified into demographic, linguistic, and contextual. The results revealed several factors of significant influence, such as JFL teachers' work experience, the highest education level attained, educational stage, geographic region, native language group, Japanese language proficiency, and knowledge of other languages (multilingualism). The factors that appeared to be of insufficient influence were age, study of teaching methods/linguodidactics and level of Japanese taught. The factor of JFL teachers' language proficiency (both English and Japanese) falls into a separate category of influence, where a significant difference was noted for proficient and near-native levels.

The social categories that characterize a speaker frequently correlate with the use of specific linguistic variables. Research suggests that such correlations are sometimes recognized as socially-indexed meanings. This study examines Japanese individuals’ attitudes toward variables that have been shown to correlate with the social category of gender in production. In particular, we contrast patterns of gendered variation that (i) have been prescriptively associated with speaker sex and (ii) tend to correlate with gender in speech production but are outside of the set of prescriptive “women’s language”. We found that individuals have formed associations between the gender of the speaker and prescriptive variables but not other patterns of variation. Additionally, knowledge of the speech context of the variables had no significant effect on individuals’ judgments. The results indicate that not all social information available from patterns of language use is recovered by listeners. Mo...

The paper presents our experiences in producing a hypertext learners ’ Japanese-Slovene dictionary jaSlo, which currently contains over 10,000 entries. The paper discusses the conversion of the dictionary from the legacy encoding, which consisted of many separate files in a mixture of different tabular formats, into to a standardised XML format. The conversion consisted of uptranslation from the legacy formats, the enrichment of the dictionary with third-party resources, merging of the data, manual verification, and the deployment of the dictionary via a Web interface. The presented methodology ensures that the resulting dictionary is of a high quality, addresses user

This paper discusses approaches that promote the ability of Japanese language learners to carry out bottom-up processing when reading texts. Chunking and reading aloud have been suggested to automate bottom-up processing skills and are thought to facilitate bottom-up processing as follows: 1) Chunking or word segmentation is an activity that helps students to recognize word clusters and narrow their visual range through the practice of separating strings of letters into shorter words. This process is expected to prevent any misrecognition of letters and words; 2) Chunk reading involves processing on a multiword unit-by-multiword unit basis rather than a sentence-by-sentence basis, which reduces the cognitive load of processing in longer sentences with complex syntactic structures; 3) Chunk reading is a method of reading using the word order of the target language, which increases reading speed by preventing return reading; 4) Reading aloud is a language activity that links the written word to its pronunciation. Reading aloud speeds up the process of converting written words into phonemes. When phonological encoding is accelerated, word recognition, a lower processing task, becomes automatic; 5) Reading aloud is an activity that makes the word-internal repetitions that take place in the mind and promotes the speeding up of word-internal repetitions. When word-internal repetition is accelerated, the capacity for processing resource allocation is increased and the surplus can be allocated to content comprehension.

~m ruffi@ Lh J!iL6U'9-ffim ffi, u 6Wfl 6T m @rfu@ ~ m Yl ffi ffiU u@ffi1!!)~ (Bygate, Skehan and Swain , 2001 ). u 6liUfl a=ITITJB !fj ~mll@ (Yl61D JDll..IW GUJ rrlP' u u UJ riru IT@ ili ~LD Jban...!Du ul.. L u6Wfl a=rriTd;~ ~gwJ@ Q:P m JDu516b Q ru 61flll..I6U ffi1 tfu• 6T6irrm Qa=tiJffi1~JDff~LDrr ~~ 6lJ@UU6m!J)u5ltfu J!iLBlffi ~rufiilrr@l.il. ~~IT6lJ~ ~fiilrr6mLD rurr!Jlffimffiu u6Wfl (Authentic Task) 6T6irru~ u'ilffi Q:Jlffiffi1wLDrrm~. @uu6Wfl 6TmU~ ffiJDU6UIT ffiorflm 6lll(!!}UU~6m ~!b ~Blffi6m6lJBlffiffi 6n...'9-W~ff@)Ul, Qurr (!!}6m6TT ~!!5161J~ Q:Jlffiffi1WLDff60T ~J!iff BlffiLDff ffi !!Lm6TT ~rr 6T6ifrWJI.h, Q:P'9-6llltfu UWm ~m6TT ~rr 6T 6irr w w u rr IT ffi ffi ~ ru fiilrr@ Lh. ~ ru ru rr w @ ® u t5lm ~ m ~ u u 6Wfl a= rr IT d; ~ ~gwJ@ Q:P6m !D 6Tm ffi Q ffirrmm6\lrrl.h (~~ 6irr 6llltfu 61516iu, 2 0 0 0). @!b ~m ffiW u6Wflmw6= Qa=ww ~fiilrrmLD rurr!JJ6lll6b @LI.ilGuwt.O Q~rrLITLJffi ffi(!!}6lllwrrm ~UffBiGlUJrrlPlU UWmUIT{b) Lli)a; @m!DlW6mUIWIT~~• 6J<D1mffilcfu J!iiTUl 6f@~~ GILD~ rurnlll6\lrrffi Qru61flll..I6Uffi!b G~ITLrTLJ @a;!Jl!b~ t!:Jli¥-Wrr~. ~uB=BiGLD~~ITm ~rfu@ (Ylffiffi1w @Lt.0GuWJffi1!D~• @rrl..mL 6U!:Jlffi@ GLDrrlPlwrrm (Diglossic language) ~u'illP16U ~u6=Bi GLDrrlPlffi®Lh 6f@!b~ GLDrrlPlffi®Lh @mLGruorfl . ~~ffiLDffffi ~mm @m6Uu5lru ~U6BiGLDrrlPlmwu uwmu@!b~ru~ ffiruffilffia;uuL ~rufiilrr19-w ~m!!JIT a; ~rn-m ~• (gLD~Lh u6Wflmw6= Ga=wllJt.b~urr ~ ~@cfu U~¥-@6m6\lffim !!Lmmm. ~~rrru~ GLDrrlPlmwu uwmu@!b~ru~ UJL (b)UJru 6UrrUJ6U ~rum6U m w 6= Gmu llJW u19-@m6U u5l ~t.b UJIT6Ulllru1T ffim a;ruml.h Ga=~~~ruiTIT a;m. UJIT6Ul!Tru~ ffim ~rfuffim Ga=ITdJ~ ~WJururfua;mmu urrL~~~rr® @m6W~~u urr~uurr~ffim. rurr!Jl6lll6b ~ruGruiT(!96lJ®ffi®Lh ~ffiluul.. UliT 6W 6lJ ~ ffi 6Tr u 6Tr 61fl ffi@) 6lJ ® 6lJ ~ !D@) (Yl m 60TIT 6U @ 6U 6U t.O ® ® ffi ffi) !D ~.

The aim of the current paper is to introduce the different patterns of Asian languages, specifically Japanese in comparison to English. The following research covers the syntactical systems of each language, their word order with given examples as well as a section that discusses grammar: the tenses and when they are used. Thus, it discusses the diversities and challenges that take place when translating & interpreting the following languages.

The study used a descriptive method. To obtain the data, the instrument used a questionnaire and results from reading comprehension of The Japanese Language Proficiency Test N3 that third grade received on 2013th. While the sample is third grade of Department of Japanese Language Education FPBS UPI academic year 2013/2014. As a result of analyzing the data, the average reading ability of third grade in 43,58% point, there is short above. In addition, results of the analysis data obtained by the questionnaire, the difficulties of reading ability for Japanese Language Proficiency Test N3 are, 1) grammar is weak; 2) Time is not enough to answer the reading comprehension test N3; 3) Difficult to answer slightly difficult writings encountered in everyday situations and understand the main points of the content if some alternative phrases are available to aid one's understanding; 4) Can not concentrate (The cause is ventilation of the room less). Then to improve the reading ability for Japanese Language Proficiency Test N3 they do some effort like, 1) Read the Japanese text out of class; 2) One month prepare; 3) Participate in Kaiwakai, watching drama and anime, also listening to Japan music in order to increase the vocabulary.

This study aims to determine the respondents' responses to the Kanji Learning! media. The research method used is the ADDIE (Analysis, Design, Development, Implementation, Evaluation). Kanji Learning! is made using software Adobe Flash CS6 and Adobe Photoshop CC 2015 for it's media design. The questionnaire was used to collect respondents' responses and distributed to 13 peoples of first-year students academic year 2020/2021 at the Japanese Department, Universitas Komputer Indonesia. The results to the Kanji Learning! shows that it belong to a good interval with a criterion value of 502 on the rating scale with a percentage of 85.8%. The results of these criteria can be concluded that the Kanji Learning! is good and can help learn kanji as well as an alternative media for learning kanji. This learning media is expected to help learners in learning the N5 kanji.

This research has the main objective to study structures that the participants enable to recall when they learn the new lessons in the following semester. For Level of processing is chosen to conduct this research. There are three levels of level of processing including Structural processing, Phonemic processing and Semantics processing. Semantics processing is considered as the level that the students acquire language. For data collection, the participants were 502 university students who studied in the course JPN-102 (Business Japanese 2) taught in the second semester in the academic year 2019 (2/2019) at Thai-Nichi Institute of Technology. For the research instrument, the rating-scale questionnaire was applied to collect data. The statistics used for the analysis were

The purposes of this research were 1) to study how to memorize Japanese vocabulary for beginner level students 2) to compile supplemental opinions and suggestions of beginner level students. Research samples were 100 undergraduate students at Thai-Nichi institute of Technology in the second semester of 2018 academic year.

The purposes of this research were 1) to study effects of Japanese vocabulary instruction through social media; 2) to compare TNI students' Japanese vocabulary ability before and after the class; and 3) to compare Japanese vocabulary ability o f control group and experimental group before and after the class. The subjects were 42 students divided into 21 students for control group and 21 students for experimental group at Thai-Nichi Institute of Technology during second semester of 2017 academic year which derived through simple random sampling technique. The instruments used in this experiment were t h e p r e-p o s t J a p a n e s e v o c a b u l a r y t e s t a n d 5 J a p a n e s e v o c a b u l a r y l e s s o n s. T h e experimental process and data collection were conducted as follows: The subjects were given a Japanese vocabulary pre-test. Then, the 5 Japanese vocabulary lessons which consisted of reading short stories with vocabulary lists were used 2 weeks through Social M edi a. The dat a were st at istically anal yz ed by m ean scores, st andard devi ation, percentage and t-test for independent samples. The results were as follows; 1. Japanese vocabulary ability of Thai-Nichi Institute of Technology students was at high level. 2. The students' Japanese vocabulary ability after the class was significantly higher than before, with instruction constructed at 0.05 level. 3. The students in experimental group acquired 3.81words on average by 5 Japanese vocabulary lessons which consisted of reading short stories with vocabulary lists through Social Media. 4. The students' Japanese vocabulary ability of experimental group was higher than control group.

The purposes of this research were 1) to study of effectiveness of learning Japanese by using assignments through Facebook, 2) to compare effectiveness of learning Japanese by using assignm ents through Facebook according to genders and faculties, and 3) to com pile supplemental opinions and suggestions of TNI students. Research samples were 255 undergraduate students at Thai-Nichi Institute of Technology in 2017 academic year, derived through simple random sampling technique. The instruments used for gathering the data were the rating-scale and open-ended questionnaire. The statistics used for analyzing the data were frequency, percentage, mean, standard deviation, t-test, One Way ANOVA and content analysis. Research findings were as follows: 1. Effectiveness of learning Japanese by using assignments through Facebook of TNI students was at a high level (𝑥̅ =3.65). 2. TNI students with different genders had no statistically significant differences at 0.05 level. 3. TNI students with different faculties had no statistically significant differences at 0.05 level. 4. TNI students had various suggestions such as; Teacher should use more technology at teaching; Teacher should notice submission deadline; Teacher should explain grammar in power point by Thai; Teacher should make video of lesson; and Teacher should teach Japanese typing.

The extensive reading (Tadoku) conducted in this study during class was implemented online, and targeted students who were required to take the relevant subject. It was predicted that students would not read as much as they would during in-person classes. However, students read the same amount of material as they would during in-person classes. Furthermore, the results of a selfevaluation questionnaire on extensive reading (Tadoku) conducted after class showed that students had a high level of intrinsic motivation for extensive reading (Tadoku). To explore the factors behind this high motivation, exploratory factor analysis was conducted on the questionnaire results, and students were classified using cluster analysis based on the extracted factors, reading volume, and participation rate. Based on the results, the study examined the factors that contribute to high intrinsic motivation from the perspective of cognitive evaluation theory, a sub-theory of selfdetermination theory. The study found that autonomy was satisfactory, a sense of competence was enhanced, and there was support for autonomy and competence, all of which contributed to the high level of intrinsic motivation.

Torodd Kinn and Bente Hannisdal for arranging a Masterclass in linguistics in June 2016 where I could present parts of my research for an audience at the University of Bergen. My opponent then was Lars Larm, University of Gothenburg, who agreed to supervising the remainder of my research process. I want to thank Lars especially for having confidence in my work from the day he started reading it, and for the conscientious and encouraging supervision he provided through the final stages of the writing process. Special thanks also go to: Miguel Quesada, for reading the entire draft at a late stage and providing constructive comments and advice. Kjersti Fløttum, for helpful comments and invaluable encouragement during the last year. Linda Aas, for excellent and efficient proof-reading, and Kikuko Setojima, for proof-reading of the Japanese examples. My closest colleagues, Harry Solvang, Nazuki Kobayashi, Yuko Ringdal and Mikuri Seki, for constantly improving the quality of our Japanese language bachelor´s program through their diligent teaching and true care for our many students. Friends and colleagues Kjersti Halvorsen, Ann-Kristin Molde and Kari Haugland, for precious support and encouragement on a personal level. And finally, to my family, for putting up with me through all these years.

This paper investigates the importance of context in the analysis and interpretation of Ogundimu"sA Silly Season. It aims to describe, analyse and interpret linguistic context, situational context, and cultural context of the production of speech events in A Silly Season. Basing on a descriptive survey method relevant passages that require the clarification of contexts for their full understanding have been selected. It has been contended that the description of the linguistic context of the highlighted lexical items has helped determine who the speakers and hearers are in terms of the roles they have played either individually or collectively. In the same way, the description of the situational context clarifies the circumstances in which the speech events take root and even helps disambiguate ambiguous sentences. The description of the cultural context of words and expressions used has helped contend that the author values Yoruba culture and tradition.

The paper presents our experiences in producing a hypertext learners&#x27; Japanese-Slovene dictionary jaSlo, which currently contains over 10,000 entries. The paper discusses the conversion of the dictionary from the legacy encoding, which consisted of many separate files in a mixture of different tabular formats, into to a standardised XML format. The conversion consisted of uptranslation from the legacy formats, the enrichment of the dictionary with third-party resources, merging of the data, manual verification, and the ...

The paper set out to explore pre-and in-service foreign language teachers' perceptions of attributes of effective teachers in Ukraine within a framework developed by the authors of the study to unravel the construct of effective language teaching. Two groups of pre-service (n=105) and in-service (n=127) teachers were recruited using a snowball sampling technique. The independent samples t-test and MANOVA statistical procedures were utilised to analyse and compare data generated from a self-report questionnaire. The findings indicated that the highest value was assigned to the performance category of teacher effectiveness, followed by the prerequisite category, including teacher competence, with the lowest value attached to the output category. A considerable degree of convergence was observed in students' and teachers' views on many attributes of teacher effectiveness. Both groups endorsed such attributes as clear teaching, target language proficiency, knowledge of language pedagogy, active engagement of learners, downplaying the importance of learners' test scores. Nevertheless, a statistically significant difference was detected between the perceptions of the two groups of subjects. The students accentuated teachers' personality and rapport domains, as well as motivating instruction. They also endorsed traditional approaches to language teaching in giving preference to form-focused instruction. Conversely, the teachers associated effective teaching with competence, careful planning and ongoing professional development. Teachers gave precedence to current methodological approaches in favouring meaning-focused instruction. A conclusion was drawn that teachers form more sophisticated cognitions of effective teaching in the process of professional maturation, thus implying the necessity for closer attention to the development of prospective teachers' cognitions in teacher education programmes.

How is the Interpersonal Relationship Constructed Through Interaction？ Miyuki Takenoya The present study explores how individua］s relate to each other ill computer-mediated communication(CMC)． Parti四larly、 the communication through postillgs on a bulletin board system(BBS)for the buyers of real estate was chosen for the analysis because this type of communication has been changing dra由cally by the development of the IntemeしOn thi．s arena of coInnlunicatiol1、 prospective buyers of condominiums were encouraged to exchange information and opinions on the properties they were hlterested in． Employing the f1'amework of speech act theory(Austh11962． Searle l969)with an interactive perspective(Sch▲ffrill 1994

The present study investigates the relationship between of Japanese kanji strokes and their printed-frequencies of occurrence, compositional asymmetry and kanji multiple readings. First, dis- tributions of kanji strokes in both samples of the 1,945 basic kanji and of 6,355 kanji appearing in the Asashi Newspaper published between 1985 and 1998 followed a negative hypergeometric distribution as demonstrated by Figure 1. The distribution of strokes of the 1,945 kanji with their printed-frequen- cies is rather rhapsodic, as shown in Figure 2, but a rough-fitting model is drawn in Figure 3. Math- ematical modelling for kanji strokes with lexical compositional asymmetry reveals the interesting ten- dency of regressive compounding; that is, that the greater the number of strokes in a kanji, the more it tends to produce two-kanji compound words by adding a kanji on the right side of the target kanji, as shown in Figure 4. A kanji may often have multiple readings; this study also examines t...

日本語初中級文法項目の「やりもらい表現（授受表現）」の導入に際して、動詞「～あげる（やる）/～くれる/～もらう」、補助動詞「～てあげる（やる）/～てくれる/～てもらう」と三種類の授受行為の方向性（誰から誰に授受が行われるのか）についての使い方を習得する。同じ「やりもらい表現」でも英語では“give”と“receive”の二項対立であるのに対して、日本語では「あげる/くれる/もらう」と三項対立になっている。そのため、英語を母語とする日本語学習者にとっては、この「やりもらい表現」の習得が難しくなっている。特に、「～（が）くれる」と「～（に）もらう」の正しい使い方が定着していないようである。実際、本大学に在籍した留学生を対象にした調査でも、授受補助動詞「～（が）～てくれる」と「～（に）～てもらう」の違いを正しく理解して使える学生が少なかった。これは、ある恩恵・利益の授受行為の方向性を話者の視点から主観的に把握する日本語に対して、話者が授受行為を客観的に俯瞰する英語との違いに原因があると考えられる。つまり、授受行為を客観的に俯瞰視する傾向にある英語では、話者の目を通して見る授受の方向性の違いには関係なく、「～（が）～てくれる」と「～（に）～てもらう」のどちらを使ってもその授受行為を表現できるからである。この授受方向性についての状況把握の相違が「やりもらい表現」習得の難しさに繋がっていると考えられる。そこで、本発表では、日本語の持つ話者の視点で見た主観的把握を基底にして、「～（が）～てくれる」と「～（に）てもらう」が本来持っている意味上の違いを強調する教え方を提案する。主に「感謝」を表す「～てくれる」と、「依頼」を表す「～てもらう」の使い方に留意し、その特徴を強調する教え方の一試案を提案する

The paper set out to explore pre-and in-service foreign language teachers' perceptions of attributes of effective teachers in Ukraine within a framework developed by the authors of the study to unravel the construct of effective language teaching. Two groups of pre-service (n=105) and in-service (n=127) teachers were recruited using a snowball sampling technique. The independent samples t-test and MANOVA statistical procedures were utilised to analyse and compare data generated from a self-report questionnaire. The findings indicated that the highest value was assigned to the performance category of teacher effectiveness, followed by the prerequisite category, including teacher competence, with the lowest value attached to the output category. A considerable degree of convergence was observed in students' and teachers' views on many attributes of teacher effectiveness. Both groups endorsed such attributes as clear teaching, target language proficiency, knowledge of language pedagogy, active engagement of learners, downplaying the importance of learners' test scores. Nevertheless, a statistically significant difference was detected between the perceptions of the two groups of subjects. The students accentuated teachers' personality and rapport domains, as well as motivating instruction. They also endorsed traditional approaches to language teaching in giving preference to form-focused instruction. Conversely, the teachers associated effective teaching with competence, careful planning and ongoing professional development. Teachers gave precedence to current methodological approaches in favouring meaning-focused instruction. A conclusion was drawn that teachers form more sophisticated cognitions of effective teaching in the process of professional maturation, thus implying the necessity for closer attention to the development of prospective teachers' cognitions in teacher education programmes.

Media pembelajaran merupakan sarana untuk menyampaikan pesan dari sumber secara terencana sehingga tercipta lingkungan belajar yang kondusif dan efisien. Pada penelitian ini, peneliti menggunakan media pembelajaran J-Word Game berbasis komputer terhadap penguasaan kosakata dan kalimat bahasa Jepang (tema donna fuku wo kite imasuka). Tujuan dari penelitian ini untuk memecahkan masalah pengaruh penggunaan media pembelajaran J-Word Game berbasis komputer terhadap penguasaan kosakata dan kalimat bahasa Jepang (tema donna fuku wo kite imasuka) pada kelas XI tahun ajaran 2012/2013. Penelitian ini merupakan penelitian kuantitatif menggunakan pendekatan eksperimental dengan rancangan true eksperimen yakni perlakuan terhadap dua kelas. Kelas kontrol menggunakan media konvensional dan kelas eksperimen menggunakan media J-Word Game. Sampel pada penelitian ini adalah siswa kelas IPA 1 sebagai kelas kontrol dan IPA 2 sebagai kelas eksperimen. Populasi dalam penelitian ini adalah kelas XI SMA Negeri 1 Menganti. Berdasarkan Hasil analisis data pada kelas kontrol dan eksperimen menghasilkan nilai t-score =-5.289< t(0,05,db=26) =-2.056, dan nilai rata-rata kelas kontrol (Mk) = 71.78 < nilai rata-rata kelas kontrol (Me) = 82.48. Dapat ditarik kesimpulan bahwa penggunaan media pembelajaran J-Word Game berbasis komputer memberikan pengaruh positif terhadap penguasaan kosakata dan kalimat bahasa Jepang (tema donna fuku wo kite imasuka). Kata-kata kunci : Media J-Word Game Berbasis Komputer, penguasaan kosakata dan kalimat bahasa Jepang

The purpose of this systematic review was to examine the effects of the first language (L1) writing system on the second language (L2) reading among Japanese learners of English. Previous studies have documented that the word reading strategies shaped by the properties of L1 writing system could transfer to L2 word recognition, indicating that readers from L1 logographic/Chinese backgrounds may show a heavy bias towards more holistic orthographic processing whereas L1 alphabetic readers tend to utilize more analytic and phonological processing in reading L2 English words. However, no systematic research synthesis has been conducted on L2 word recognition of L1 Japanese learners of English, and, as a result, how they learn to read the typologically distinct L2 writing system is largely unknown. In order to fill the gap, this review identified 19 relevant studies and narratively synthesized the findings of these studies. Analysis showed that L1 Japanese learners of English may transfer their Kanji reading strategies to L2 English reading, suggesting their greater reliance on visual information and less on phonological cues of English words. It was also shown that although their transferred word recognition skills may be qualitatively different from those of readers with L1 alphabetic backgrounds, both groups could attain the same level of L2 English reading skills, implying the different developmental pathways for each group. Pedagogical implications for instructions that take into account the characteristics of readers’ L1 writing system are discussed, followed by future research opportunities on the consequences of L1 writing system.

This book is in part the translation of Beyond the Self: Wittgenstein, Heidegger, and the Limits of Language, the main substance of which was written in the 1980s. The text published here constitutes a revision of parts of the earlier book, together with additional essays prepared with a Japanese audience in mind. In this

Neriko and Masashi share an interest in the education of heritage language speakers. Montrul (2016) defines a heritage speaker as “a bilingual speaker who grew up exposed to the heritage language and culture in the home and the societal majority language beyond the home, speaks the majority language fluently, and possesses productive or receptive ability in the heritage language” (p. 20). However, the conversation proceeded in a
direction that criticizes how labeling practices are done by researchers and language educators, not by speakers themselves. Starting with Neriko’s background as a cultural anthropologist, Masashi asked questions related to heritage language education, its research, and any future directions. The importance of interdisciplinary approaches was emphasized, the application of “unit thinking” in language that sees each language as internally homogeneous was critiqued, and the utilization of “integrationist linguistics” to capture the dynamics of fluid human communication activities across time and space was discussed. The conversation took place between participants in two different countries, Japan and the United States, and was conducted via a video conferencing platform on June 10, 2024.

© 2009 by the English Linguistic Society of Japan * This research was supported by the Japan Society for the Promotion of Science Grant-in-Aid for Scientific Research (#20320060), the Japanese Ministry of Education, Culture, Sports Science & Technology Grant-in-Aid for Scientific Research on Priority Areas—System Study on Higher-Order Brain Functions—(#20020020), and the Japan Promotion for Science & Technology RISTEX Brain Science and Education Research Development Program Type II (PI, Hiroko Hagiwara, Tokyo Metropolitan University). The contents of this research were presented at the symposium entitled “The Emergence of Functional Categories from a Cross-Linguistic Perspective” at the 26th Conference of the English Linguistics Society of Japan held at University of Tsukuba. We appreciate the comments and suggestions from the audience. We are also grateful to Rosalynn S. Chiu for English language proofreading and the anonymous reviewers of English Linguistics for their valuable sug...

The paper aims to show the structural foundations on which Jaroslav Průšek (1906-1980) and Vlasta Hilská (1909-1968) built the Prague School of Japanese Scholars in post-war Czechoslovakia and to interpret the founding myth associated with this process. The paper examines the scientific school as an influence structure that interacted with the field of power and provided scientific infrastructure for the transfer of technologies from Japan to Czechoslovakia, thus strengthening its legitimizing pillars and influencing the management of Czechoslovak science.