846 research outputs found
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ã£ãŠãããThis study examines introspective accounts about how they selected the answers, provided by non-native Japanese speakers in an interview survey that was conducted immediately after they answered two "Quick response" listening questions from the Japanese Language Proficiency Test. By going through the recorded utterances, this report clarifies how the correct answer was selected as well as why the wrong answers were chosen.The results showed even higher level Japanese learners could not choose the correct answer, because they misunderstood the meaning of \u27Te-form\u27 words in the subordinate clause, or failed to pay attention to case particles and mistook the agent of verbs. In addition, when the examinees were entirely unable to figure out the correct answer, their observed strategy was to make a choice depending on their conjecture about the function of the sentence or the mood of the script.This study serves as a means of validation for the listening comprehension test in the Japanese Language Proficiency Test
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ã®èªå·±å®çŸããµããŒãããæè²ãç®æããæ¬çš¿ã§ã¯ãã®æ¹æ³è«ãšãªã瀟äŒæèåã軞ãšããŠãŠãºããã¹ã¿ã³ã»æ¥æ¬äººæéçºã»ã³ã¿ãŒã®å®è·µãäŸã«ç¶æ³èšè¿°ãã³ãŒã¹èšå®ãŸã§ãå ±åãããThe purpose of this paper is to demonstrate course design for Japanese-language education in âisolated circumstancesâ, which implies the absence of a Japanese-language community, the lack of a chance to go to Japan for a trip or study, and radically differs from that in Japan or countries having comparatively strong relations with Japan. The authors consider learnersâ self-realization as the one of the main learning objectives, and aim for Japanese-language teaching, supporting the learnersâ self-realization through socialcontextualization. The activities in the Uzbekistan Japan Center for Human Development are reported, as they are based on the idea mentioned above
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è¡ç 究ã¯ãè€ååè© (N1ã»N2) ãâçãâè€ååè© (N2âŠäºæ)ãšâé·ãâè€ååè© (N2â§äžæ)ã«å€§å¥ããâçãâè€ååè©ã®ã¢ã¯ã»ã³ãåã¯äºæž¬ãé£ãããâé·ãâè€ååè©ã®ã¢ã¯ã»ã³ãåã¯ãè€ååã® N2 ã®ã¢ã¯ã»ã³ãæ žäœçœ®ãåããã°ãããçšåºŠäºæž¬å¯èœã ãšææããŠããã æ¬çš¿ã¯ãå
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šäœã®ã¢ã¯ã»ã³ãåãã è€ååã® N2 ã®ã¢ã¯ã»ã³ãæ žäœçœ®ã«é¢ä¿ãªããåã« N2 ã®é»åŸçé·ãã«åŸã£ãŠæ¯èŒçç°¡åã«äºæž¬ã§ããããšãå€ã£ããããã«ããæ¥æ¬èªåŠç¿è
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ã¯å€§ãã軜æžãããããšã«ãªããPrevious studies (McCawley 1977, Higurashi 1983, Tsujimura and Davis 1987, Sato 1989, Akinaga 2001) divide Japanese noun-noun compounds (N1*N2) into two types â\u27short\u27 (N2âŠ2 morae) and \u27long\u27 (N2â§3 morae) nominal compounds. It is agreed in the literature that a generalized prediction of the accent pattern of \u27short\u27 nominal compounds is difficult, but the accent pattern of \u27long\u27 nominal compounds can be predicted to a certain extent by finding the position of the accented mora in N2. This paper will focus on \u27long\u27 nominal compounds and examine their accent patterns based on a metrical approach. To do this, a series of \u27long\u27 nominal compounds are extracted from the NHK Dictionary of Pronunciation and Accents (1998) and examined according to the rules of metrical phonology (Hayes 1995). It has then become clear that there exists a difference (dividing line) in the rhythm construction process for N2\u27s composed of 3 or 4 morae and N2\u27s with 5 or greater than 5 morae. Furthermore, these findings make the prediction of the accent pattern for \u27long\u27 nominal compounds possible in a principled way regardless of the position of the accented mora in N2 (which previously was held to be unpredictable). That is to say, the memory burden on the learner of the language could be alleviated significantly
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容ã®äžéšãä»ãå ããããã«çšããããã®ã§ã¯ãªããèãæãšã®éã§ã® ãèªç¥ç°å¢ã ã®ç°ãªããæŽããããšã«ããã話ã®æµãã«èãæãã²ãããããã«çšãããããã®ã§ããããšãè¿°ã¹ãã ãããŠæåŸã«ããã¡ãªã¿ã«ãã䜿ããªãæãåãäžããæ¬çš¿ã§æåºãããã¡ãªã¿ã«ãã®æå³ã»çšæ³ã®èšè¿°ããããã®æã説æã§ããããšã瀺ããThe purpose of this paper is to describe the meaning and the use of the Japanese conjunction "chinami ni," which has normally been explained as a conjunction that is used by speakers to add a following proposition concerned with the preceding proposition. However, little is known about the conditions of use that restrict the speaker to use "chinami ni." In this paper, I point out that there are three uses of "chinami ni". The first one is used to help the hearer realize more about the people or the event mentioned by the speaker in the preceding proposition. The second is used to help the speaker achieve the communicative purpose of his or her preceding utterance. And the third is used to help the conversational participants to exchange their opinions or information. From these three uses, I derive the essential meaning of "chinami ni" as follows: "chinami ni" is used to adjust the differences of the cognitive environment between conversational participants so that the speaker could have the hearer participate more in the conversation
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æ¬å ±åã¯Intercultural Language Teaching and Learning(ILTL)ãProfessional standards for accomplished teaching of languages and culturesãªã©ã®è¿å¹Žã®ãªãŒã¹ãã©ãªã¢ã®åäžçæè²ã«ãããå€åœèªæè²ã®åããèžãŸããŠåœé亀æµåºéã·ãããŒæ¥æ¬æåã»ã³ã¿ãŒ(ã·ãããŒã»ã³ã¿ãŒ)ãè¡ãªã£ãŠããçŸè·æ¥æ¬èªæåž«ç ä¿®ã«ã€ããŠå ±åãããã®ã§ããã2008幎4æã«ã·ãããŒã»ã³ã¿ãŒã§è¡ãããçŸè·æ¥æ¬èªæåž«ã察象ãšããçæéäžç ä¿®ã§ã¯ããILTLã®èãæ¹ãç ä¿®åå è
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¥ããã¬ãã¹ã³ãã©ã³ãç«ãŠãããããšã«ãªããããšãç®æšã«ç ä¿®ãèšèšãããå®æœããããåå è
ããã®ãšããªã¥ãšãŒã·ã§ã³ã課é¡äœæç©ã®è©äŸ¡ããã©ããŒã¢ããã¢ã³ã±ãŒã調æ»ã®çµæããã®ç ä¿®ã¯äžå®ã®ææããã£ããã®ãšå€å®ãããããŸãããã®ç ä¿®ã¯å€§å³¶(2006)ã«ãããæåž«ã®å°éæ§ã®çéãã®ã¢ãã«ããã®ç ä¿®ãã¶ã€ã³ã®æ çµã¿ãšããŠæ¡çšããŠããããã®ã¢ãã«ã¯çŸè·æ¥æ¬èªæåž«ç ä¿®ã«ãããŠãé©å¿å¯èœã§ããããšã確èªããããThis is a report of a professional development (PD) program for teachers developed by the Japan Foundation, Sydney (JF, Sydney) which incorporates recent trends in Australian language education such as Intercultural Language Teaching and Learning (ILTL) and Professional standards for accomplished teaching of languages and cultures. In April 2008, the JF, Sydney developed a new intensive PD seminar for teachers. The goal of this seminar is to enable participants to deepen their knowledge of ILTL and to make lesson plans based on these concepts. The evaluation of this seminar consisted of a course evaluation by the participants, an assessment of participantsâlesson plans and a follow-up questionnaire. It was concluded that this seminar had been effective in developing participantsâprofessional skills. This course was based on the model of the development of teacher proficiency by Oshima (2006) and the result shows the possibility of applying this model to the development of PD for Japanese language teachers
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æ¬çš¿ã¯ãçŸè·æåž«åãã«å®æœããæåž«ããŒããã©ãªãªäœæã¯ãŒã¯ã·ã§ããã«ã€ããŠãç ä¿®ãã¶ã€ã³ã®éçšãå ±åããç ä¿®ã®æ矩ãšèª²é¡ã«ã€ããŠèå¯ãããã®ã§ãããèªåŸçã§ç¶ç¶çãªåŠç¿ãæ¯ããããŒã«ãšããŠããŒããã©ãªãªãããããæè²çµéšãæåž«ç ä¿®åå çµéšãéããŠå
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®ãããšãšãã«ãããŒããã©ãªãªäœæäœéšãéããŠããŒããã©ãªãªæŽ»çšã«å¯Ÿããç解ãããæ·±ããããããçæãããç ä¿®åŸã«å®æœãã質åçŽèª¿æ»ã®çµæããããããŒããã©ãªãªã®ç解ãåã³ãæåž«ã®ç涯åŠç¿æ¯æŽãã®é¢ã§åå è
ããã®å¥œè©äŸ¡ãèªããããããæåž«ããŒããã©ãªãªãä»åŸãç¶ç¶ããŠæŽ»çšããŠè¡ãæ¹æ³ããæåž«ããŒããã©ãªãªã®äœæçµéšãåæè²çŸå Žã§ã®åŠç¿ããŒããã©ãªãªã®æŽ»çšã«ç¹ããç¹ã§èª²é¡ãæ®ã£ããThis paper reports on the design process of a portfolio preparation workshop for practicing teachers and its significance and challenges are further discussed."Portfolio" is a tool to support autonomous and lifelong learning, and therefore it can also be used for teachers to provoke reflection on their teaching practices and on their experiences of learning in the training programs.In the workshop, the participants were asked to reflect on past and present experiences as Japanese teachers and to think of ways to implement them in their future practice. Together with this, care was taken to ensure that the process of designing a portfolio deepened the participants understanding of how to use it. The participants\u27 feedback confirmed that the intentions of the instructor were generally understood and the purpose was achieved, however, continued and future use of the portfolio in a variety ofeducational contexts needs to be explored further
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šåœ6ãæã§ããããã©ã®ããã«æŽ»çšããŠãããã®å®è·µçãªç ä¿®äŒãè¡ã£ããçŸå Žã«çŽæ¥åœ¹ç«ã€ãæè²æ¯æŽã®ããã®JFã¹ã¿ã³ããŒãã®æŽ»çšæ³ãšããŠå ±åããããThis paper reports on progress and the results of applying the JF Standard to educational institutions in Thailand from January 2010 to April 2012. First, we targeted placing JF standard to practical use for supporting Thailand Secondary Education, and solving problems they have. In Thailand, the teachers work on developing the students\u27 communication skills, especially in oral communication. For that purpose, we decided to make a reference book for teachers to develop the students\u27 speaking proficiency. Its contents are based on the JF Standard according to the flow of goal-setting in Can-do statement, how to give lessons to attain the objectives, and how to assess the students\u27 proficiency. After editing the book, we provided training on how to make use of the book in six districts of Thailand. This trial is a new strategy to support educational institutions directly, using the JF Standard
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