33 research outputs found
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éã§èµ·ãã£ãåŠã³åããšãç ä¿®ã®ææãçŸå Žã§ã®å®è·µãšãã圢ã§æŽ»çšãããäºäŸãæŽçã»æ€èšãããThis paper reports the practices and the outcome of âThe Wednesday Coursesâ for Thai teachers of the Japanese language conducted by The Japan Foundation, BangkokïŒJFBKKïŒfor 2 and a half years. The courses aimed to develop the participantsâprofessionalism as teachers, and to maintain and to improve their Japanese language proficiency. The author examined the papers submitted by the participants at the end of each course and found that participants learned with one another as teachers in spite of the diversity of their backgrounds and that they applied what they had learned during the courses to their own teaching practices
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ã«èŽè§£åãã€ããŠãããç©æ¥µçã«è©±ãããšãããªã©ãè¯å®çãªåå¿ãåŸãŠãããMarugoto: Japanese language and culture is a series of Japanese coursebooks for mutual understanding. This paper reports on how Japanese language proficiency and intercultural competence are interpreted and embodied in `Marugoto\u27. The new attempt in `Marugoto\u27, first, is based on the JF standard for Japanese−language Education starting from A1 level which has never been acknowledged. Secondly, it uses Can−do statements, which describe specific human activities with language, for goal−setting and evaluating learners\u27 proficiency. `Marugoto\u27 puts emphasis on language input and practice in teaching, referring to knowledge from cognitive processes of language acquisition. In addition, `Marugoto\u27 focuses on the knowledge, skill and attitude of learners to enhance intercultural competence. Finally, this paper offers some examples of conversations for mutual understanding in `Marugoto\u27. `Marugoto\u27 is now being tested, and we have received positive feedback from teachers and learners abroad
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容ã»æ§æã«ã€ããŠå ±åãããThe Japan Foundation has been developing coursebooks to embody the JF Standard for Japanese-Language Education and to use them for Japanese-language courses in JF overseas centers. And`MARUGOTO: Japanese language and Culture A1\u27, the first book of the series, was published in May 2011. Aiming at Japanese-language for mutual understanding, `Marugoto A1\u27is designed for learning not only the Japanese language but different cultures. It is characterized as JF Standard course-book in level setting, learning objectives by Can-do, topics of lessons, activities and ideas to learn different culture and portfolio. `Marugoto A1\u27is consisted of two main coursebooks and vocabulary book. The coursebook for activities is designed to practice communicative language activities and the coursebook for comprehension is to nourish linguistic competences. Both books are to be used independently. Being written in the same topic based structures, they could also be used complementarily. This paper reports the framework of designing `Marugoto\u27 and its contents and structures
ãã³ãã€ãã£ã ã·ã³ãžã³ ããã³ãŽãã§ãŠã· ã ããã ã ã±ã³ã·ã¥ãŠ ã ã€ã® -PAC ãã³ã»ã ã ãšã« ã¿ã€ãžã³ ã·ã³ãžã³ ããã³ãŽãã§ãŠã· ã ããªãŒããã§ãŠãµ ã«ã©-
æ¬çš¿ã§ã¯ã2åã®ãã³ãã€ãã£ã(察人)æ°äººæ¥æ¬èªæåž«ã«å¯ŸããŠç ä¿®æéã®ååŸã«ãããæ¥æ¬èªæåž«åããæ¢ãPACåæãè¡ããã€ã³ã¿ãã¥ãŒã«è¡šããæåž«ã®ããªãŒãã«é¢ããèªããã©ã®ããã«å€åãããããã®å€åã«æåž«ç ä¿®ãã©ã®ããã«é¢ãã£ãŠããããåæããããã®çµæã2åãšããç ä¿®ã§åŸããã³ããåºã«ææ¥æ¹åãè¡ã£ãããšããã®æåŠãåŠçã®åå¿ãªã©ããå€æããå¹æãäžãããšæããŠããããšãä»åã®ææ¥æ¹åã§æºè¶³ãããããã«åŠã³ç¶ããæ欲ãæã£ãŠããããšãç ä¿®åã«å
±ã«æã£ãŠããåé¡æèãç ä¿®ã§åºæ¿ãããçºå±ããå¯èœæ§ãããããšãæããã«ãªã£ããããã«ãèªå·±ç ä¿®åã®æåž«é€æãç®æãç ä¿®ã§ã¯ãæåž«ã®ããªãŒãã«åããããåå è
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±æããŠããããšãåŠãã ããšãå®è·µããçµæããµãè¿ãæ©äŒãäœãããšãç¶ç¶çãªç ä¿®åå ãä¿ãããšãéèŠã§ããããšã瀺åããããThis paper analyzes two Thai novice Japanese-language teachers\u27 beliefs on "good Japanese-language teachers" using PAC analysis, to assess their change in beliefs after a training program. The paper makes it clear that both teachers:1) made improvements in their teaching practice, which were stimulated by what they learned during the program,2) observed their students\u27 responses, then evaluated their new lesson plans as effective, and3) were not totally satisfied with the improvements, and therefore showed motivation for more learning.It also points out the stimulation by the program may have increased the two teachers\u27 awareness of the issues they faced before participating the program.These findings suggest following three important steps for developing self-directed Japanese-language teachers:1) promote clarification and sharing of beliefs among the teachers, 2) arrange opportunities to put into practice what teachers learned and reflect on the practice, and 3) encourage teachers to participate in the program repeatedly
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