Nagasaki University of Foreign Studies Repository / 長崎外大リポジトリ
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An Interview with a Person Practicing Rakugo: To find the Reason for Continuing to Practice Speaking
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【教育活動実践報告】 留学生サポート参加の中国語会話授業の構築 ―長崎外国語大学における中国語学習の支援の一環として―
Get PDFThis report presents the building of Chinese conversation classes with the participation of Chinese-speaking international students as support at Nagasaki University of Foreign Studies. Specifically, it reports the activities conducted in the elementary and intermediate Chinese conversation classes, as well as the results of student surveys. The survey revealed a high level of satisfaction with the Chinese conversation classes involving the participation of international students as support. However, one of the challenges faced by the instructors in building these Chinese conversation classes was determining the appropriate communication activities to engage in during the classes. While some of the communication activities were successful, others were not. Therefore, future plans involve continuing practical research to address this challenge.othe
【資料紹介】大浦氏慶女墓表について
Get PDFOura Kei (1828-1884), known as a businesswoman who pioneered the export of Japanese tea, was said to be in decline in her later years. However in the last decade, it has become clear that she worked with a group of talented fellows to develop various business activities in Tokyo metropolitan area after leaving her hometown Nagasaki. This article examines her achievements by translating the Chinese text of ‘Oura Shi Keijo Bohyo ’, which depicts her heroic character, into modern Japanese, and explains how the plans to erect monuments in Nagasaki Park and Ueno Park came to nothing.othe
言語授業における共同技術の有効性
Get PDFIn this study, Apple TV’s display sharing function was used to test collaborative technologies in different language and content-based classrooms. Students were encouraged to use smartphones for real-time screen sharing during learning assignments using a technology-assisted teaching approach. Observations and student feedback showed that the share display capability made learning more student-centred, allowed for quick content sharing, and encouraged better engagement, and a stronger inclusive environment. The simplicity of switching users made activities less dependent on teacher interference, which supported active and collaborative learning. However, there were some limitations with technical concerns including, device connectivity and smartphone compatibility issues, which occasionally slowed interactions between students. Despite these obstacles, students’ overwhelmingly positive feedback showed that such technology can improve collaborative and active learning in any classroom.本研究では、Apple TV のディスプレイ共有機能を用いて、言語とコンテンツに基づくさまざまな教室における共同作業技術を検証した。生徒たちは、テクノロジー支援教育アプローチを用いた学習課題中に、スマートフォンを使ってリアルタイムで画面を共有するよう促された。観察および生徒からのフィードバックによると、ディスプレイ共有機能によって、学習がより生徒中心となりコンテンツ共有が迅速化し、より良い学習参加とより強力な包括的環境が促進された。ユーザーの切り替えが簡単なため、教師の干渉に頼ることなく活動ができ、能動的で協力的な学習が支援された。しかし、デバイスの接続性やスマートフォンの互換性の問題など、技術的な懸念による制限もあり、相互作用が遅くなることもあった。このような障害にもかかわらず、生徒の圧倒的に肯定的なフィードバックは、このような技術がどのような教室でも共同学習や能動的な学習を改善できることを示している。departmental bulletin pape
Why Do Japanese Learners Make Mistakes in the Passive Voice: Criteria for Japanese Students Based on a Grammar Test
Get PDFIn this study, a grammar test was administered to intermediate to advanced level learners of Japanese to measure their comprehension of the passive voice. The results showed that when the first half of a compound sentence was a direct passive with a transitive verb, the passive was easy to understand and the connection with the content of the second half was also easy to comprehend. On the other hand, when the first half of the sentence was an indirect passive, the passive was difficult to understand. The reason for this was that the learners did not understand the connection between the first half of the passive and the second half of the sentence. Therefore, learners mistakenly chose -teiru or -teshimau. These results suggest that the learners selected the questions based on the semantic connection between the postpositions in the compound sentences and the passive verbs. However, it can be inferred that they did not use the passive particle ni as a criterion for selecting the passive voice.departmental bulletin pape
The Behavior of the existential verbs aru, V-teiru, V-tearu - Focusing on the function of the entity -
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A Study on Some Syntactic Irregularities of Pronominal Complements of the Copulative Be A Comparative Analysis of Corpora between Present-day and Early Modern English
Get PDFThis is a quick comparison of syntactic differences in case marking in pronominal complements of copulative 'be', nominal versus accusative, between corpora of the 1960s and 1990s, both American and British, the comparison of the same differences between Present-Day English and Early Modern English between 1500 and 1710. The data shows that there are no pronominal complements in the accusative case in the Early Modern English period, and there are more pronominal complements in the accusative case in the 1990s corpora than the 1960s ones.departmental bulletin pape
Changes in the Rate of Correct Answers in Japanese Grammar and Vocabulary Tests for 18 Months among Japanese Language Learners: For Chinese Native Speakers Studying at a Japanese University
Get PDFIn this study, 24 native Chinese speakers studying at the undergraduate level in a Japanese university were tested on their grammatical and lexical knowledge of Japanese (based on levels N5-N1 of the Japanese Language Proficiency Test)，six times, at regular intervals, to investigate how the correct answer rate by difficulty level changed, and whether the patterns of change differed depending on the difference in Japanese proficiency upon admission. The results showed that, although differences were found depending on the proficiency level, the correct answer rate of the grammatical tests does not increase steadily depending on the length of the study abroad period, and the scores that have increased once are not maintained. It is suggested that it gradually develops while repeating mistakes. Furthermore, it became clear that different transitions were shown depending on the difficulty of the test questions. In terms of the correct answer rate of the lexical knowledge tests, regardless of the learner’s proficiency level, general increase was observed in correct answer rate for N3 level vocabulary depending on the duration of study abroad. However, N1 and N2 vocabulary revealed an inconsistency in the pattern of change.departmental bulletin pape
