Language：English  

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Language：Japanese   Publisher：文教大学  

The present study examined the relation between phonological working memory capacity (PWMC) and vocabulary or listening comprehension ability by Japanese Language learners from the initial stage of learning to after three month' learning. Previous studies indicated that the PWMC, measured by a non-word repetition task, has a relation with vocabulary by children and listeningcomprehension by adult Japanese learners. We conducted an experiment to 18 graduate- and exchange-program students. Most of them showed a significant increase in their scores of the PWMC. The results showed some relation between the PWMC and vocabulary, but no relation between the PWMC and listening comprehension. The results indicated that the students' ability to keep Japanese phonemes for a short period and to repeat them correctly increased. As indicated in the case of the vocabulary, the adult Japanese language learners behaved similarly to children. We argue that the PWMC in the early stage of language learning may predict the future ability of their vocabulary.

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Language：Japanese   Publisher：文教大学国語研究室, 文教大学日本語日本文学科研究室, 文教大学国文学会  

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Language：Japanese   Publisher：凡人社  

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Language：Japanese  

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Language：Japanese   Publisher：留学生教育学会  

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Language：Japanese   Publisher：留学生教育学会  

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Language：Japanese   Publisher：日本読書学会  

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Language：Japanese   Publisher：日本教科教育学会  

The present article aims to find out which behavioral characteristics are associated with "outstanding" Japanese language teachers by students of Japanese language both at secondary schools and universities. A questionnaire consisting of 37 items, modified from past studies, was employed, and administered to 280 high school students and 222 university students. The data were subjected to statistical testing by means of factor analysis and structural equation modeling. It was predicted that there would be some difference between high school students and university students in how they felt about "outstanding" teachers, but it was found there was no significant difference between them. There was a statistically significant difference among the three groups according to the duration of their Japanese study. Concerning the former, the factors which students evaluated high were factors HI ('facilitating the classroom atmosphere') and VI ('Japanese language ability and cultural knowledge'). The latter were grouped into two: those factors for which the evaluation progressed from high to low (Factor I ('teaching skill')) and those that experienced a continual decline year by year (factors II ('specialist knowledge and cultural level'), IV ('concern for learners and professionalism as a teacher') and V ('teaching experience and qualifications')).

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Language：Japanese   Publisher：Japan Curriculum Research and Development Association  

The Bunkacho (The Agency for Cultural Affairs) publicly announced the new syllabus for educating Japanese language teachers on the base of its new philosophy and directions in March 2000. The old syllabus is characterized by an overemphasis on language whereas the new one has the feature of balancing pedagogies, linguistics and culture. The increase in breadth of the new syllabus has introduced a need in universities for teachers of Japanese teacher training courses with additional specialties. This article characterizes each university according to its ability to administer the new syllabus. A questionnaire was sent to all 89 universities that offer Japanese teacher training courses. Based upon the responses, universities were classified into four groups: The first group places an emphasis on teaching Japanese language and culture. The second group satisfies almost all requirements of the new syllabus. The third group satisfies the requirements of the old syllabus. The fourth group satisfies only a few requirements of the new syllabus. The conclusion is to suggest an increase in inter-university collaboration in order to meet the requirements of the new syllabus. This inter-university collaboration is described in further detail, including the use of Video On Demand for this purpose.

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Language：Japanese   Publisher：日本読書学会  

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Publisher：京都外国語大学  

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Language：Japanese   Publisher：広島大学大学院教育学研究科  

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Language：Japanese   Publisher：中国四国教育学会  

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Language：Japanese   Publisher：Hiroshima University  

This paper overviews selected theoretical and research literature on metacognition in order to suggest improvements to the way learners are taught to read. I describe two aspects of metacognition, knowledge of cognition (metacognitive awareness) and regulation of cognition (planning, monitoring, evaluating), and how they are related to their reading comprehension. The results of metacognition research suggest that learners who are more aware of the way they read have a higher level of reading proficiency, and that explicit metacognitive strategy training, promoting awareness about comprehension and reading strategies, is effective in enhancing learners' reading comprehension. Teachers also can help learners identify their own current reading strategies through such verbal-report techniques as discussion, interviewing, questioning.

DOI： 10.15027/16200

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Language：Japanese   Publisher：広島大学大学院教育学研究科日本語教育学講座  

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Language：Japanese   Publisher：中国四国教育学会  

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Event date： 2009.3

Language：Japanese  

One of the difficult points in learning Japanese is Kanji. This study investigate the influence of three activities on the motivation of students for learning Kanji: Word guessing, Karuta Cards, and a Kanji crossword puzzle. The participants were 21 undergraduate students majoring in Japanese at Chiangmai-Rajabhat University, Chiangmai, Thailand. It is found that the motivation of students in Kanji learning increases when they use those three activities.

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Event date： 2009

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Event date： 2006

Language：Japanese   Presentation type：Poster presentation  

Venue：岡山コンベンションセンター  

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Event date： 2005.3

Language：Japanese  

This study aims to evaluate and improve the website "First Step". The website was developed for exchange students who do not have an opportunity to study Japanese in depth prior to arrival. In the development of learning materials, especially online materials, the quality and ease of use of the material must be evaluated to improve it. Six novice Japanese learners were asked to use "First Step" for approximately thirty minutes. They were then interviewed about their impressions. Through observation, we found four learners studied the material in the order presented and two learners tried the quizzes before they studied the material. The comments from the interviews showed that the material satisfied their needs and learners preferred a simple structure with essential phrases.

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Event date： 2004.9

Language：Japanese  

Currently, Japanese exchange students entering Hiroshima University do not have opportunities to study Japanese prior to arrival. Current students have commented that they are worried about basic communication problems when they first arrive in Japan. For example, how to take a train, order food and make introductions. Therefore, we developed a website to address these issues and make the students first days in Japan easier. The website consists of survival phrases with situational photographs, vocabulary lists, cultural notes, printable pages and interactive quizzes. The survival phrases are written in Roman characters and have voice extracts to help their listening comprehension and pronunciation.

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Event date： 2004

Language：Japanese  

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In 2016, the GELS network created a framework of communication skills specifically designed for engineers. The GELS framework is based on the CEFR’s self-evaluation grid and the results of several surveys of language use by professional engineers (Rinder, et al., 2016, 2020). The GELS framework was originally conceived in English, and there followed translations into French, Spanish, Swedish, and German. A Japanese version of the framework was created in 2023 through collaboration between teachers in Europe and Japan. This paper addresses the issues and challenges that emerged during that process, with specific reference to the following points: 1. Purpose and Context of Use: Casual conversation and small talk in the workplace. 2. Proficiency Levels: The subdivision of levels A1 and A2, the addition of Japanese scripts for reading and writing, and the use of digital tools. 3. Technical Terminology: The difficulty of introducing technical terminology at A1 level as recommended by the GELS framework. 4. Desirable Communication Skills: Emphasis on prioritizing overall harmony by avoiding conflict, discord, debate, and self-assertion. 5. Register: Attitudinal Expressions and the use of honorifics. For engineers working in global environments where teamwork is emphasized, learning languages and cultures that are significantly different to English and being aware of differences in communication styles can improve communication skills, promote intercultural understanding, and foster critical thinking. Keywords: Global engineers language skills, Language for Specific Purposes (LSP), Communication skills, International collaboration

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Presentation type：Poster presentation  

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Presentation type：Poster presentation  

Venue：九州大学  

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Presentation type：Poster presentation  

Venue：韓国・釜山外国語大学  

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Presentation type：Poster presentation  

Venue：台北  

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Venue：早稲田大学  

音韻的作動記憶（phonological working memory）は，短時間の音声情報の保持・処理を担うシステムであり，幼児を対象とした研究で母語（e.g., Baddeley, Gathercole, & Papagno, 1998）や第二言語（Hu, 2003）の新しい単語の習得とも関わることが報告されている． 音韻的作動記憶の能力の測定がより純粋にできる方法として，近年，非単語反復課題が用いられるようになった．英国のGathercoleらのグループが開発したCNRep（Children’s Test of Nonword Repetition）が代表的な課題として挙げられる．これは単語としては存在しない音の羅列（非単語）を聴覚提示し，それを口頭で即時再生（反復）させるという課題である． 先行研究では幼児を対象としているが，本研究では日本語学習者を言語習得の途上にあると捉え，音韻的作動記憶の能力を測定し，語彙力や聴解力などの言語能力との関係を探ることを目的とする．音韻的作動記憶の能力を測定するため，CNRepの考え方に基づき，日本語学習者向けのテストを新たに作成した．

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Venue：台北  

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Presentation type：Poster presentation  

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Presentation type：Poster presentation  

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Venue：Kuala Lumpur  

This study investigated the role of teachers and the outcomes of intermediate-level learners in a CLIL (Content and Language Integrated Learning) lesson on global food topics. The “4Cs” framework was used to assess the learning outcomes, which focused on critical thinking, creativity, communication, and collaboration. The lessons were designed to have learners identify food topics by recording their daily meals, then read data on global food problems, and finally propose ideas for solving the problems. Participants were 20 Japanese language learners, all graduate students. The lessons were recorded, and the teacher and observer analyzed the classroom interaction using the observation support system “FishWatchr” ver.1.0. The results showed that the CLIL lesson enhanced learners’ Japanese language skills, as well as their ability to read data and information, deepen their critical thinking, and demonstrate their creativity. The teacher actions that supported these outcomes included providing scaffolding, promoting cooperative learning, and asking open-ended questions. The findings of this study suggest that CLIL can be an effective way to teach intermediate-level learners at higher education levels. The teacher’s role is essential in ensuring that learners have a positive learning experience, and the 4Cs framework can be used to assess the learning outcomes.

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Venue：東京工業大学  

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Venue：Sendai  

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Venue：Kuala Lumpur  

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Language：English   Presentation type：Oral presentation (general)  

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