19 research outputs found
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çæNNTç ä¿®ã«ãããé©åãªç®æšèšå®ãšç ä¿®æ¹æ³ã«ã€ããŠææ¡ãè¡ã£ããThis paper reports the results of a survey on a minimal short-term program (3 weeks) for non-native Japanese teachers (NNT) implemented by the Japan Foundation Japanese-language Institute, Kansai. The program introduced action-oriented language learning which is able to learn language and culture through real activities to respond to the needs of the NNT. The survey was administered to NNT from Australia and Thailand and aimed to interpret how NNT recognized the results of the program and how they evaluated the method. The result shows that NNT perceived the change of awareness as the results of the program such as being confident and encouraged for using Japanese and reflecting on their teaching from the learner\u27s view point together with explicit results such as collection of teaching resources. Additionally, the NNT evaluated the method positively. Based on these results, we proposed the appropriate target and method for minimal short-term program for NNT
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èŠãšãªãæåž«ã®å€æåé€æãžã®äžå©ãšãªã£ãŠãããThis report attempts a review and examination of more than 30 studies on Japanese language education practices which have been conducted by language education specialists at The Japan Foundation, Japanese language education, Kansai over the last decade. The findings are elaborated as follows:Elective subjects should be offered to promote learning by giving learners the opportunity to manage their learning. Arrange subjects to reduce learner load. Conduct learning activities that make use of the specific backgrounds of learners. Provide profession-related activities such as âpracticeâ in a more authentic field and support learners.Authors also refer to the importance of longitudinal and continuous studies on diversified educational practices. It is possible to foster teacherâs professional ability, such as prompt judgment in daily situation, through reflecting oneâs work place
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ãšã®çžäºäœçšã«ãã£ãŠå€å®¹ããåçãªååšã§ããããšãèªèŠããªããã°ãªããªããThe Japanese-Language program for researchers and post-graduate students implemented by the Japan Foundation Japanese-Language Institute, Kansai, has introduced a âself-evaluation support system âin order to support students in managing language learning and research activities through the self-evaluation cycle of setting the goal, monitoring the process, and adjusting the goal as needed. This paper attempts to examine this system through interviews with students and reflection by teachers. The results show that the most students found that the system was effective for both language learning and research activity. During the program, students sometimes felt uncomfortable with the system, and some received messages that teachers did not intend through the procedure of the system. In one case, however, a student became to realize the positive aspect of the system by interacting with the surroundings, as well as with the teacher who changed her role. To realize a self-directed learning environment, teachers should be careful about the method and timing of supporting students, and should know that the teacher is a part of the learning resource and it is possible to change through interaction with students
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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