Language：Japanese   Publishing type：Research paper (scientific journal)  

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Publishing type：Research paper (scientific journal)   Publisher：Walter de Gruyter GmbH  

Abstract

The Global Engineers Languages and Skills (GELS) framework, developed as a language-neutral framework of engineering-specific communication skills, was adapted in 2023 for Japanese to address the language’s unique linguistic and cultural features. Adjustments included subdividing beginner levels, adding a guideline for learning the complex writing system, delaying the learning of specialized vocabulary to match the learner’s kanji proficiency, and aligning communication skills with Japanese norms, such as prioritizing harmony and indirectness in interactions. These changes ensure the Japanese GELS framework reflects Japanese learning contexts and supports learners’ progress effectively. This report advocates for language-specific frameworks for Language for Specific Purposes (LSP) that go beyond English-centric models, addressing diverse linguistic and cultural needs and thereby enhancing engineers’ intercultural competence, critical thinking, and diversity management. This report also underscores the need for ongoing updates to frameworks to reflect technological and pedagogical advancements and calls for international collaboration among teachers to promote multilingual awareness. By integrating the Japanese version, the GELS framework expands its scope, better preparing engineers for diverse global environments.

DOI： 10.1515/cercles-2024-0109

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Other Link： https://www.degruyterbrill.com/document/doi/10.1515/cercles-2024-0109/pdf

Publishing type：Research paper (scientific journal)   Publisher：John Benjamins Publishing Company  

Abstract

This study investigated the effects of task complexity on the linguistic dimensions of comprehensibility and perceived fluency in L2 Japanese. 36 Chinese-speaking learners of Japanese performed two argumentative speech tasks with differing levels of complexity. These audio samples were judged by eight experienced native raters of Japanese for comprehensibility and perceived fluency and then analyzed in terms of complexity, accuracy, and fluency. The results showed that linguistic correlates of comprehensibility exhibit a task-specific effect, with additional linguistic dimensions (e.g., syntactic density, explicit grammatical marking) becoming increasingly relevant as task complexity rises. In contrast, perceived fluency also undergoes a task-specific shift but differently: rather than expanding the set of predictors, it changes the nature of primary cues, placing greater emphasis on syntactic sophistication alongside (but not replacing) temporal aspects. Findings underscore the unique role of Japanese linguistic system in shaping listeners’ judgments of L2 Japanese.

DOI： 10.1075/jslp.24057.lu

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Publishing type：Research paper (scientific journal)   Publisher：Institute of Electrical and Electronics Engineers (IEEE)  

DOI： 10.1109/access.2025.3610786

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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：Sendai  

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Venue：Kuala Lumpur  

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Language：English   Presentation type：Oral presentation (general)  

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