192 research outputs found
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ãã«åçºã®ä»æ¹ã«çžç°ããããšæšè«ã§ããã§ããããAs a reaction against male-brothers assault, both Japanese goddess Amaterasu and Greek goddess Demeter react the same way —by hiding in a cave.Can the similarity be explained in terms of universal gender-related tendencies? This will be the issue to be considered in this paper
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šã浞éããŠããªãã£ãããšã窺ããçµæãšãªã£ããThe researcher conducted a survey in his seven classes of English at Shobi University in April, 2009. The purpose of the survey was mainly for revising his curriculum and syllabus for future English courses. At the same time, he also asked his students of their opinions toward English as an International Language, or "World Englishl," which was a world-wide trend in ESL society at that time.The results show the students\u27 unclear image toward English in the future. In spite of Japanese globalization in recent years, the students seem not to understand the need of English in job hunting or in their future workplaces. Along with their low self-evaluation on their English language ability, this research suggests we instructors take a more concrete approach to improve this wide-spread phenomenon.This research also reveals the double standard of students have toward "World English, " English as an International Language. That is to say, the students accept the notion that other people can communicate in Japanese-accented English, but, they refuse it for themselves. In other words, the results state that students do not accept the concept, "World English, " nor they understand the fact that English is used as English as an International Language world-wide
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ãç¥è©±ããšã¯äœããç¥è©±ãèšé²ãããçç±ãå³ã¡ç¥è©±ã®äžã«é ãããŠããã€ããªãã®ãŒãšã¯äœã§ããããã 19äžçŽã«ã¯ãã°ããšããŠèãããããç¥è©±ãã®æŠå¿µã¯ã20äžçŽã«å
¥ããšæ°ããææ³ã®ããšã«æ¹ããŠèããããããã«ãªã£ããæ¯èŒæåŠã®äžã§ãå容çŸåŠããããã¯ã¹ãã®äžç¢ºå®æ§ããææãããªã©ãç¥è©±ã®æå³ãçåèŠããããã®ã絶察çãã»ã客芳çããªæå³ã倱ã£ããç¥è©±ã®æŽå²æ§ãèžè¡æ§ã¯ãšããããšããŠããäžéšæ§é ããæãã¯ããžã§ã³ããŒå·®ããšããæèµ·ãéèŠãªãã®ãšãªããç¥è©±åŠç 究ã®äžå¿ãšãªãã æ¥æ¬ç¥è©±ã§ããã¢ããã©ã¹ãããã€ã¶ãããã®è±¡åŸŽæ§ã圹å²ãåæãããšãæçµãªã©ã®ã女æ§ã®ãã€ç¥ç§æ§ãã®äžã«ãæ§çæå§ãã®æå³ãé ãããŠãããšèããããã ããã«ããéå£ã®ã¢ã€ãã³ãã£ãã£ã匷ãããç¥è©±ã®äžã«ã瀟äŒã«å¯Ÿããã¡ãã»ãŒãžãã©ããªé¢šã«çŸããŠããã®ãã1950〜60幎代ã®å粟ç¥å»åŠãããã¥ãŒã»ãšã€ãžã«è¡šããã¢ã«ã¿ãŒããã£ããªæåãçŸä»£ã®ç¥è©±ã®ããã«èãããããWhat does Myth mean and what is its purpose? Since 20th Century, when Absolute Truths began to be questioned, the hidden ideology beyond mythological discourse has been the focus of a great number of Mythologists researches. Gender Studies or Marxist Criticism emphasized the importance of the discourse behind the words, to be found in any kind of literary production.As for Japanese Myth, some aspects about Amaterasu or Izanami figures can lead us to think about the role of sexual repression, as much as women coercion, in the society-modelling aspect of Myths.Another point to be considered in this paper is the role of alternative discourses, as opposed to the Ideology of Power, and its suffocation−being labeled as Rebels or Alienated, in terms of hidden discourse. Those alternative ideologies leading, by the other hand, to Antipsychiatry or New Age Myths
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ç¥è©±ã®æ§é ã«ã¯ã瀟äŒã®åºç€ã«ããèŠåæãã¯ã³ã³ãããŒã«ã»ã¡ã«ããºã ãéèŠãªåœ¹å²ãæããããã®ã¡ã«ããºã ã«ãã£ãŠã瀟äŒã«æ§ãšãæãªã©ã®é©ã»äžé©ãšãã人éé¢ä¿ãè¡šçŸããããæ§æå§ã¯ä»£è¡šçãªã¡ã«ããºã ãšããŠæãããããæ¬è«ã§ã¯ããå€äºèšãã«èŠãããæ§æå§åã³èº«äœã®èªèŠã«é¢ãã幟ã€ãã®äŸãæ€èšããããMyths reflect social and religious norms. Thus, myths can be considered as a tool toenforce citizens into a given way of behaviour. Sexual repression being considered oneof the most representatives mechanisms of social control, I would like to consider thephysical references that appear in the Kojiki from the point of view of their meaningfulnessin regard to body awareness and sexual repression
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床ã«ã圱é¿ãäžããå¯èœæ§ãããããšãåãã£ããThe researcher conducted a survey in all six English-mandatory classes for freshmen at Shobi University in December, 2010. The purpose of the survey was mainly to investigate the students\u27 self-evaluation in English, the importance of English to them, and their English needs in the future. He also examined any tendency among the Yutori-generation toward a lack of interest in learning. The results show that despite the students feelings inadequate in English, they recognize the need of the language in their future careers. They demonstrate a strong desire to communicate with non-Japanese people in English when they acquire fluency in the language. This survey also shows that common classroom activities, such as presentation in English, speeches in English, and preparation for English proficiency tests (i.e. TOEIC), do not attract the attention of students enough in this generation. This research also reveals the possibility of change not only in students\u27 language abilities, but also in their attitude toward English and English learning motivation even in the short term
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ã«ãªã£ãŠããããã®çµæãææ¥ã®éæç®æšã§ããè±èªã§ã®ã³ãã¥ãã±ãŒã·ã§ã³èœåã«ã€ããŠã¯ãã»ãšãã©ã®åŠçãèªåèªèº«ã®è±èªã®æèãå€ãã£ããšè¿°ã¹ãŠãããæ宀掻åãè¯å®çã«æããŠããããã§ãããèå³æ·±ãã®ã¯åŠçã®äžã§ãåã«è±èªãå€åœäººãžã®èŠææèãæ¶ããã ãã§ãªããå€åœäººãå€åœæåãžã®èå³ãåºãŠããããšã§ãã£ããThere is no chance to win a game without knowledge of the rules of that game. According to the idea that languages and sports are similar, the Japanese language belongs to the same type of activity as bowling or Japanese archery, and American English to that of basketball or American football. These two types are not only obviously different, but opposite. It is said that people will acquire a target language if they go and live in the country where that language is spoken. However, the real experiences of Japanese immigrants to the U.S. shows this statement is not true. Because those immigrants lack knowledge of the cultural norms of the country they fail to communicate properly, and as a result, they find it hard to acquire the language.The author proposes a teaching method to improve his Japanese students\u27 communication skills by focusing on the cultural norms of the American English language. He believes that, just like sets of standard movements in martial arts, students can learn the real basics of language communication, as well as the ways to apply that knowledge later for more advanced movements.After the completion of the course work, his students demonstrated better performance and gave positive feedback about the instructor and the curriculum. Furthermore, they showed more interest in foreign languages and people at the end
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ã§ã®ç©æ¥µçãªè¡åãçã¿åºãããšããæ宀å€ã§ããã®å¹æãããããšãæããã«ãªã£ããThe researcher used the method of communication-based teaching for mandatory English classes atJapanese colleges in which his students presented positive feedback in a paper survey at the end of thecourse. Since most students finish his class in one year, the long-term effects of the class wereunknown. However, there are cases where the students repeat the class for up to three years. As a result,these students have shown higher-performances in English conversation than other students taking theclass for just one year.The purpose of the survey was to investigate what motivated these students and what led them tohave higher communication skills. The researcher interviewed seven students who took the class formore than a year and asked them about their viewpoints regarding their English communication skills.The results show that they need a certain period of time in order to change their attitude towardsEnglish communication and to act spontaneously even to strangers. They also indicate that the pairworkand group-work of the class ease their burden in speaking English and cross-cultural points ofview are essential in learning English as a second language. The long-term effects reveal the possibilitythat Japanese students can be lead not only into more active engagement in English communication inclass, but also into more communication with people in all situations
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žäž»çŸ©çæŒåãã®å¹œéã§ããã æ¬çš¿ã§ã¯ãå€ä»£ã®ãªã·ã¢ã®ãæ²åããšäžäžæ¥æ¬ã®èœæ¥œã®ãå€å
žäž»çŸ©çæŒåãã®å¹œéåã³ãšãªã¶ãã¹ææ代ã®ã·ã§ã€ã¯ã¹ãã¢åãšæ±æžæ代ã»ææ²»æ代ã®æèäŒã®ããããã¯çæŒåãã®å¹œéãããããæ¯èŒããªãããããã«ããããã幜éã®æ°æçç¹æ§ãšæŒåçæ®éæ§ããã©ã®ãããªãã®ããæããã«ãããThe present paper is a contribution toward a comparison the characteristics and theatrical functionsof ghosts on the classical theatres and the baroque theatres.Similarities and differences between the ghosts of the classical theatres and the baroque theatres, inconclusion, the result of complex, very different traditions, which differently stress objective versussubjective perception, and realistic versus stylized artistic expression
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