Nagasaki University of Foreign Studies Repository / 長崎外大リポジトリ
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Originality Required in Evaluating Term-paper Assignments and Essay Questions Types
Get PDFThe criteria for evaluating undergraduate-level term-paper assignments have not been distinguished from that of academic papers. However, as the purpose of evaluating undergraduate-level term-paper assignments is educational, the former should be distinguished from the latter, where the purpose is not educational. Therefore, this paper deals with the problem of how we should evaluate undergraduate-level term-paper assignments; especially whether we should require originality in term-paper assignments, or not. That is because, even though originality is required in order to avoid plagiarism and confirm studentsʼ understanding in lessons, we wonder if the demand is too high. In order to address the question, I examined what kind of originality is required according to the essay questions, not in general term-paper assignments. Through analyzing the term-paper assignments given in a philosophy course as a case example, it was found that essay questions could be classified into six types, and moreover, the level of originality required in termpaper assignments could be divided into three types. The results suggested that, as two of those do not display a high-level of originality, they are effectively required in undergraduate-level term-paper assignments.departmental bulletin pape
The Original Manuscript of Takashi Nagai's Funeral Address at a Mass for the victims of the Nagasaki Atomic Bomb
Get PDF「原爆は神の摂理」という物議をかもした永井隆の思想は，被爆死者合同慰霊祭（1945年11月23日，浦上天主堂）での彼の弔辞ではじめて公にされた．この弔辞の手稿は長崎市上野町の長崎市永井隆記念館に保存・展示されている．この弔辞は修正の後，彼の主著『長崎の鐘』（1949年）に再録された
が，手稿と『長崎の鐘』に再録されたものとでは，弔辞の内容にちがいがある．本論ではこの手稿の全文を英語訳をそえて公開し，その『長崎の鐘』版とのちがいをあきらかにする。departmental bulletin pape
A Comparison of Existential and Possessive Expressions in Japanese and Malaysian Languages
Get PDFThis paper is concerned with Existential and Possessive expressions in Japanese and Malay. Existential and Possessive expressions in Japanese are classified into existence, possession, belonging, special characteristic, internal existence, external existence, subset(of the entire set), and event.
Although they have same expressional forms in Japanese, in Malay they are expressed by using 1. existential verb-ada-, 2. possessive verb-mempunyai- , and 3. S+V sentence construction.
After having compared these two languages, this paper shows the differences between these two languages. If the existing place is a living thing, the place is considered as a possessor. The other hand, if the existing place is not a living thing, the place is considered as a location. And at that time they use different verbs ʻhave; mempunyaiʼ and ʻthere is; adaʼ.departmental bulletin pape
The Human Library as an Initiative for a Multicultural Symbiotic Society : Citizen-Centered Human Library Action Report
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Proposition d'outils pour aider les apprenants japonais à pratiquer le français
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En tant que professeur de français langue étrangère, jʼai toujours pour but dʼaider de mon mieux mes apprenants en cherchant des outils qui ermettraient à ceux-ci de pratiquer la langue. Je mʼintéresse donc à des méthodes souvent perçues comme « non conventionnelles », afin de voir dans quelles esures je pourrais les pratiquer pendant mes cours. dans mes classes jʼutilise donc les jeux, les activités théâtrales, la communication non verbale et les omptines dans le but de trouver comment aider mes étudiants à sʼexprimer oralement sans se soucier des différentes contraintes quʼils pourraient rencontrer.
概要
外国語のフランス語教員として、その言語を話せるように様々な手段を探しながら、最善の支援を学習者に常に行っている。そのため、授業中に活用できそうなやり方を知る目的で、「慣用的でない」としばしば見なされている教育方法にも関心を持っている。教室では、ゲームや演劇的活動、言葉によらないコミュニケーション、童謡など用いている。それは、学習者が抱きがちな様々な気がねを心配せずに、口頭で表現ができるように支援する方法を見つけることが狙いないのである。departmental bulletin pape
