31 research outputs found
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ããã¢ã¯ã»ã¹ãããã ãŠãŒã¶ãŒã®å£°ããµã€ãæ¹åã«çãããŠãããToday, Japanese anime and manga are popular among young people around the world and are motivating many to start learning Japanese. However, many words and phrases in these media are not found in standard textbooks or dictionaries, making it even more difficult for foreigners to understand their contents in Japanese. For these Japanese learners fond of anime and manga, The Japan Foundation, Japanese-Language Institute, Kansai has launched an e-learning site, âJapanese in Anime & Mangaâ, to help them learn various character / genre-based Japanese expressions found in the media. Basic website development policies are set from needs analysis thus ; (1) Connecting Anime & Manga and Japaneselanguage learning, (2) Making use of perspectives unique to Anime & Manga, (3) Making learning fun and supporting learner autonomy. Since it opened, the website has had over 1,550,000 page views from 168 countries within 8 months. User feedback has helped improve the website
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ãã¢ãã¡ã»ãã³ã¬ãã¯æµ·å€ã§ã®æ¥æ¬èªåŠç¿ã®å€§ããªåæ©ã¥ãã®äžã€ãšããŠæ³šç®ãããŠãããããããå®éã«æµ·å€ã§ã¯ã©ã®çšåºŠãã¢ãã¡ã»ãã³ã¬ããæ®åããŠããã®ã ãããããŸãããã®ãã¢ãã¡ã»ãã³ã¬ã人æ°ãæ¥æ¬èªæè²ãžå¿çšããã«ã¯ã©ãããã°ããã®ã ããããé¢è¥¿åœéã»ã³ã¿ãŒã§ã¯åŠç¿è
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å ±åéãããŸããŸãªå°åã®ç ä¿®çãžã®èãåã調æ»ãå§ãããæ¬çš¿ã¯æµ·å€ã«ããããã¢ãã¡ã»ãã³ã¬ãã®æ®åãçŸç¶ãªã©ã®å°åäºæ
ããã¢ãã¡ã»ãã³ã¬ããå©çšããæ¢åã®æ¥æ¬èªææãWebãµã€ãã«ã€ããŠã®èª¿æ»ç 究ã®äžéå ±åã§ããã"ANIME & MANGA" has become one of the biggest reasons to enter into Japanese-language learning. But, do we know how far and deep "ANIME & MANGA" has reached into each region overseas, and how can we make good use of the popularity of "ANIME & MANGA" for Japanese-Language education? The Japan Foundation, Japanese-Language Institute, Kansai has started to explore the possibility of supporting Japanese-Language learners utilizing "ANIME & MANGA" in Japanese-Language education. As a basic research we have conducted information collection and interviews with students from various regions. This is a progress report of regional information of "ANIME & MANGA" overseas, existing Japanese-Language materials and Web-sites utilizing "ANIME & MANGA"
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ããŠãããããThis paper aims to examine how beginner-level learners of the Japanese-Language Course for Foreign Service Officers and Public Officials acquire âVocabulary for Specific Purpose (VSP).â Two analyses were conducted using oral-test manuscript data, and speech manuscripts written in an oral-presentation course: 1) we examined the appearance of VSP in oral-test manuscripts; 2) we compared and examined the speech manuscripts and oral-test manuscripts. The results show that even beginner-level learners can acquire VSP at performance level. Moreover, the topic range and the characteristics in usage in each level were specified. âRepeated learning environmentâ in oral presentation course and the organic link with other subjects seems to affect the acquisition of VSP. These results should contribute to set the goal of VSP for learners and could also be a guide for material development and course design for teachers
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ã«ãªããªã©ãæ¥æ¬èªãªãã§ã¯ã®èª²é¡ãæããã«ãªã£ããThe Japan Foundation overseas offices are expanding Japanese-language courses based on JF standards. In Europe, learners require certification based on CEFR, so 3 JF centers are developing a test (A1) for this purpose. We collected and analyzed test manuals and samples. We structured the test based on "Manual for Language Test Development and Examining" (ALTE 2011). Like other language tests, this test has 4 sections: Listening, Reading, Writing and Conversation. Topics, task difficulty levels, sentence patterns, vocabulary and use of Japanese characters are based on "Marugoto" according to JFS/CEFR. The results of the trials confirmed that this test level can be certified as A1 and that a Japanese-Language Test based on JFS/CEFR can be developed. However, there were some problems that need to be improved upon. For example, a listening test with written choices can be more difficult for Japanese than for other European languages because of the writing system
ããã㪠ã ã¢ã« ããã· ã² ã¹ã« ã¿ã¡ ã ãã§ãŠã¶ã€ ã ã»ã€ãµã¯ -ãã·ã§ãã¥ãŠ ã«ã© ã ããã³ãŽ ã¹ããŒã - ã¯ãããã³ã«ãã·ã£ã«ã€ ã ãã€ã ããããã¿ ããã· ã² ã¹ã« ã¿ã¡ã -ãã»ã€ãµã¯ ã ãžãã»ã³ ã«ã©
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ã®èå³ã瀟亀äžã®ããŒãºã«å¿ãããã話é¡ãåãäžãããé¢è¥¿åœéã»ã³ã¿ãŒã§æ¬æžã䜿çšããçµæã(1)èšèªèœåã®åäžã(2)話é¡ã«é¢ããç¥èã®ç²åŸã(3)æºè¶³æãéææã«ããæ¥æ¬èªäœ¿çšã«å¯Ÿããèªä¿¡ã(4)ã¯ã©ã¹ã¡ã€ãããã³æåž«ãšã®ä¿¡é Œé¢ä¿ã®æ§ç¯ããšããåŠç¿å¹æã確èªããããThe Japan Foundation Japanese-Language Institute, Kansai has developed and published âSpeech for Basic Level Japaneseâ for teaching organized oral presentation. This material guides the students through the process of speech making -recognition of story development â Q&A â confirmation of the story development â writing a speech manuscript â present a speech-, in order to bridge the gap between the studentâs actual ability and the level of language required. The students can acquire needed vocabulary and expressions as well. In addition, the selected topics are those likely to meet their interests and social needs. As a result of using the book at the Institute, we have recognized the four positive effects in users: 1)improvement of linguistic proficiency, 2) acquirement of new information about a given topic, 3) selfconfidence in Japanese language use based on their satisfaction from achievement, and 4) building good relationships with classmates or a teacher through the course activities
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·äœåããææå¶äœã«ã€ããŠå ±åããæ宀ã®ããŠãããšããœãããã€ãªããå®éã®å Žã§ãè¡åã§ãããèœåãé€æããããã®ããäœéšäº€æµæŽ»ååæ¥æ¬èªåŠç¿ããšããæ°ããªåŠç¿æ¹æ³ãææ¡ãããThe Japan Foundation, Japanese-Language Institute, Kansai has been conducting short-term (2 - 6weeksïŒJapanese-language programs to encourage Japanese language study overseas. Aiming to make the best use of the participantsâresidential circumstances, we set the goals of these programs as follows: (1) To use the Japanese language effectively,(2) To experience and understand Japan, and (3) To find useful strategies to study the Japanese language further. Utilizing various resources outside the classroom, we designed a course which places âsocio-cultural experience and exchange activitiesâ at the center of learning and supports this with an autonomous learning support system. This article reports how we crystallized our accumulated know-how into the development of materials, and proposes âaction-oriented Japanese language learningâ as a new learning approach which connects the âinsideâ and âoutsideâ of the classroom and leads learners to âbe able to actâ in the real world
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容ãäŒããããããšãäŒè©±ã®éå§ãå±éã®ããŒãšãªãè¡šçŸã®äœ¿çšãè·åäžã®å Žé¢ã«å¯Ÿå¿ããããã«éèŠãªèŠçŽ ã§ããããšãããã£ããããããŠãã®åæçµæãããšã«è¡ã£ãè©äŸ¡åºæºæ¹èšã«ã€ããŠå ±åãããThe Japan Foundation Japanese-Language Institute, Kansai has developed an Oral Communication Test together with evaluation criteria for Foreign-Service Officers and Public Officials. The Japanese-Language programs for Foreign-Service Officers and for Public Officials focus on developing communication skills in their work. In this paper we consider how we can best assess oral communication skills by analyzing the 2002-2003 final oral test for Foreign-Service Officers and Public Officials. Our analysis shows that;1) even at the beginnersâ level, it is possible to convey the contents of their special field by using high-level vocabularies in the basic sentence patterns and y making paragraphs with cohesive sentences.2) key expressions to start and spread conversations are important to carry out their job duties. Examining the results of the analysis we have revised the evaluation criteria of oral communication