Masamizu Tokita. Dictionary of Japanese Illustrated Proverbs. (Tokyo 2008) – (Yoko Mori)

Dictionary of Japanese Illustrated Proverbs. By Masamizu Tokita. Tokyo: Tokyo Shoseki Publ. Co., 2008. Pp. 845. With 4127 illustrations

Japanese Society of Paremiology, eds. Warai to kotowaza (Laughter and the Proverb). (Tokyo 2013) – (Yoko Mori)

Warai to kotowaza (Laughter and the Proverb). Ed. by the Japanese Society of Paremiology. Tokyo: Ningennokagakushinsha, 2013. Pp. 354 (in Japanese). Instead of a normal review of this essay volume by Japanese scholars, Yoko Mori is providing a list of the authors, the titles in Japanese and English translation, and the page numbers of the in-dividual essays. This information indicates the exciting and important paremiological work that is going on in Japanese by mem-bers of the Japanese Society of Paremiology

Japanese Society of Paremiology, eds. Warai to kotowaza (Laughter and the Proverb). (Tokyo 2013) – (Yoko Mori)

Warai to kotowaza (Laughter and the Proverb). Ed. by the Japanese Society of Paremiology. Tokyo: Ningennokagakushinsha, 2013. Pp. 354 (in Japanese). Instead of a normal review of this essay volume by Japanese scholars, Yoko Mori is providing a list of the authors, the titles in Japanese and English translation, and the page numbers of the in-dividual essays. This information indicates the exciting and important paremiological work that is going on in Japanese by mem-bers of the Japanese Society of Paremiology

Masamizu Tokita. Dictionary of Japanese Illustrated Proverbs. (Tokyo 2008) – (Yoko Mori)

Dictionary of Japanese Illustrated Proverbs. By Masamizu Tokita. Tokyo: Tokyo Shoseki Publ. Co., 2008. Pp. 845. With 4127 illustrations

ニホンゴ キョウイク ト ナラティブ

第二言語習得過程において、学習者が第一言語と同様に第二言語を介して個人の過去の経験や思い出などについて他者と共有してみたいと思うのはごく当然である。本研究では、英語を母語とする上級の日本語学習者に自身の過去の思い出について日本語で語ってもらい、ラボヴィアン・アプローチを用いて行われた研究結果（南2004）にふれながら、特にナラティヴの特徴や使用されたストラテジーについて議論する。また、日本語学習者が直面する壁を乗り越えて言語運用能力を高めていくために、日本語教育の現場でどのようにナラティヴを活用すべきかを、フィードバックおよびアプローチにもふれながら考察する

The practice of peer-learning at Kansai-Gaidai University : A case of intermediate reading and writing class

日本語教育の現場において、一般に読み書きのクラスでは会話のクラスと比較し学習者間のインターラクションが少なく単調なものになる傾向があると言われる。また、読み書きクラスと称してはいるが、実際には読解に多くの時間が割かれ、作文などの「書く」という作業には、カリキュラムなどの都合上、多くの教育機関では時間が少なくなってしまうのが現状であろう。しかし、「書く」という技能は、日本の大学あるいは大学院への編入や進学を考える学習者や、日本企業への就職を試みようとする学習者にとって必要とされるだけでなく、他の技能と密接に関連しており、日本語の総合的な能力を反映するスケールに成りうるものでもある。今回、関西外国語大学中級読み書きのクラスに在籍する日本語学習者を対象に、ピア・ラーニングにおけるピア・レスポンスの実践を試みた。ピア・レスポンスの実践は、英語の第二言語教育現場においてかなり前から取り入れられており、既に様々な効果が認められている。教師から学習者へという一方的なフィードバックに依存せず、学習者間の建設的なインターラクションを通して、学習者がさらに書く力を高めていくことができればと考える。本論では、ピア・ラーニングの実践における利点や問題点、また学習者に実施したアンケートをもとにピア・レスポンスのさらなる可能性と今後の課題について考察する

A comparison of cooking recipe named entities between Japanese and English

In this paper, we analyze the structural differences between the instructional text in Japanese and English cooking recipes. First, we constructed an English recipe corpus of 100 recipes, designed to be comparable to an existing Japanese recipe corpus. We annotated recipe named entities (r-NEs) in the English corpus according to guidelines previously defined for Japanese. We trained a state-of-art NE recognizer, PWNER, on the English r-NEs, and achieved very similar accuracy and coverage to previous results for the Japanese corpus, thus demonstrating the quality and consistency of the annotations. Second, we compared the r-NEs annotated in the Japanese and English corpora, and uncovered lexical, semantic, and underlying structural differences between Japanese and English recipes. We discuss reasons for these differences, which have significant implications for cross-language retrieval and automatic translation of recipes

A comparison of cooking recipe named entities between Japanese and English

In this paper, we analyze the structural differences between the instructional text in Japanese and English cooking recipes. First, we constructed an English recipe corpus of 100 recipes, designed to be comparable to an existing Japanese recipe corpus. We annotated recipe named entities (r-NEs) in the English corpus according to guidelines previously defined for Japanese. We trained a state-of-art NE recognizer, PWNER, on the English r-NEs, and achieved very similar accuracy and coverage to previous results for the Japanese corpus, thus demonstrating the quality and consistency of the annotations. Second, we compared the r-NEs annotated in the Japanese and English corpora, and uncovered lexical, semantic, and underlying structural differences between Japanese and English recipes. We discuss reasons for these differences, which have significant implications for cross-language retrieval and automatic translation of recipes

English recipe flow graph corpus

We present an annotated corpus of English cooking recipe procedures, and describe and evaluate computational methods for learning these annotations. The corpus consists of 300 recipes written by members of the public, which we have annotated with domain-specific linguistic and semantic structure. Each recipe is annotated with (1) `recipe named entities' (r-NEs) specific to the recipe domain, and (2) a flow graph representing in detail the sequencing of steps, and interactions between cooking tools, food ingredients and the products of intermediate steps. For these two kinds of annotations, inter-annotator agreement ranges from 82.3 to 90.5 F1, indicating that our annotation scheme is appropriate and consistent. We experiment with producing these annotations automatically. For r-NE tagging we train a deep neural network NER tool; to compute flow graphs we train a dependency-style parsing procedure which we apply to the entire sequence of r-NEs in a recipe.In evaluations, our systems achieve 71.1 to 87.5 F1, demonstrating that our annotation scheme is learnable

セイネンキ ゼンハン オ カタル バ トシテノ ガクセイ ソウダンシツ ノ ヤクワリ

The purpose of this paper is to consider the role of the student counseling room as a space of the narrating of the student's early adolescence. This study presents two cases of students who tried to re-tell their traumatic experiences. First case is successful. On Second case the client was able to narrate his early adolescence. But he was not able to re-tell his traumatic experiences deeply with psychotherapist. Therefore his developmental subjects were not achieved fully.These findings suggests that the student counseling room as a space of the narrating of the student's early adolescence has very important role