The Japan Foundation Repository / 国際交流基金リポジトリ
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Production of Japanese Language Textbook for Elementary School of Turkmenistan: Production of Japanese Language Textbook for the Third Grade Students
Get PDFトルクメニスタンでは、2016年9月より国内12の初等中等教育機関で日本語教育が開始した。その約1年前から国定日本語教科書制作が始まり、2019年7月現在、初等1～3年生用と中等5～7年生用（2）の計6冊が発行されている。筆者は、2017年度に初等3年生用教科書の執筆を担当した。その際、学習指導要領、「年少学習者向け例示的言語能力記述文（予備諮問版）」、それを基に作成された「学年別can-doリスト」を参照した。教科書の全体方針は、（1）楽しく学ぶことを優先し「積み上げ」学習は求めない、（2）話題・場面シラバスを採用する、（3）児童の想像力・創造力を活かす活動を設ける等に定めた。課の構成は、『まるごと日本のことばと文化』を参考に、音声インプットからアウトプット（発話）につながる流れを重視した。教科書を使用した教師からは概ね好評価を受けたが、今後の教科書制作におけるいくつかの課題が残された。In Turkmenistan, Japanese language education began at 12 elementary and secondary schools from September 2016. About one year prior, the production of Japanese textbooks started. As of July 2019, a total of six books, three for elementary 1-3 years and three for secondary 5-7, have been published.
I was in charge of writing a textbook for third grade students in 2017. At that time, I referred to the “Guidelines for Study”, “COLLATED REPRESENTATIVE SAMPLES OF DESCRIPTORS OF LANGUAGE COMPETENCES DEVELOPED FOR YOUNG LEARNERS
（Preliminary consultative edition）” and “Can-do List by Grade”.
The overall policy of the textbooks is to (1) give priority to learning happily and not require “stacked” learning, (2) adopt topic / situational syllabus, (3) establish activities that make use of children’s imagination and creativity, etc. The section structure emphasized the flow from voice input to output (utterance) with reference to “Marugoto Nihon no kotoba to bunka”. Although the response from teachers who used the textbooks was generally well-received, there were still some challenges regarding textbook production in the future.departmental bulletin pape
The Beliefs of Egyptian Japanese Learners and Egyptian Japanese Teachers: Survey at Ain Shams University in Egypt
Get PDF本研究はエジプト高等教育機関でのエジプト人日本語学習者とエジプト人日本語教師のビリーフ調査結果をまとめたものである。ビリーフについては(1)教師の役割、(2)学習者の自律性、(3)言語学習の性質、(4)コミュニケーションストラテジーの4つのグループ46項目で調査を行い、エジプト人日本語学習者のビリーフの特徴を他国の日本語学習者と比較した。その結果、エジプト人日本語学習者の教師依存度が他国の学習者と比較し、非常に高いことが明らかになった。またエジプト人日本語学習者とエジプト人日本語教師のビリーフを比較し、カリキュラムや授業の進め方においての問題点を指摘した。This report provides the results of belief surveys of Egyptian Japanese language learners and Egyptian Japanese language teachers at a university of Egypt. Beliefs were investigated in 46 groups of 4 groups regarding: (1) the role of a teacher, (2) learner autonomy, (3) nature of language learning and (4) communication strategy. I compared the belief characteristics of Egyptian Japanese learners with Japanese learners from other countries. As a result, it became clear that the degree of dependence on teachers of Egyptian Japanese language learners was very high compared to learners in other countries. I also compared the beliefs of Egyptian Japanese language learners and Egyptian Japanese language teachers, and wrote problems in the curriculum and how to proceed with classes.departmental bulletin pape
The Issues of Japanese Education Abroad in "Special Research": 18-Years' Products of Graduate Program in Japanese Language and Culture (Master's Program)
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A Japanese Language Course Based on the CEFR: Course Design for the Public Language School of Spain (in Spanish EOI)
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A Study on the Answering Process of the Listening Comprehension Test Using Items on the “Quick Response” Portion of the Japanese Language Proficiency Test
Get PDF本調査では、日本語能力試験（以下、JLPTと略す）の聴解問題「即時応答」で、従属節の聞き取りを問う2題を日本語中上級以上の非日本語母語話者45名に解答してもらい、解答プロセスについて回想法でプロトコルを採取した。即時応答に解答する際、どのように正答を選んでいるか、どうして誤答を選んでしまったかをプロトコルを通して概観していく。その中で、中上級以上であっても、テ形従属節の聞き取りにおいて、語義の推測を誤ったり、格助詞に注意が向かず、動作主を誤ったりして、正答が選べないことが分かった。また、スクリプトの意味が理解できない場合には、機能の推測やムードを頼りに選択肢を選ぶというストラテジーも観察された。本研究はJLPT聴解試験の妥当性検証を質的に行うという役割を担っている。This 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 'Te-form' 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.departmental bulletin pape
Japanese Language Class Activity That Fosters Learners' Abilities Required in Society
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