KUFS-IR Kyoto University of Foreign Studies Repository / 京都外国語大学機関リポジトリ
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学芸員，大学教員，大学生が協働で博物館展示解説パネルを 「やさしい日本語」でリライトする試み : さらなる協働に向けての問題提起
Get PDFThis study describes an attempt to rewrite difficult Japanese explanations of exhibits in a museum into Easy-Japanese by cooperating university faculty members and students. Although explanations in Easy-Japanese have not reached a level adopted by a museum, during the rewriting process, we encountered the following problems: 1) lack of communication in the process of rewriting, 2) difficulties in cooperation between students and researchers who have different background, and 3) different sense of values about good writing.
We will report on these problems to promote further collaborations in the future
教師が問いかけを繰り返す実態 : 中国で行われた同期型オンライン初級日本語授業に基づいて
Get PDFThis research revealed the underlying reasons why teachers cannot improve learners' responses by repeatedly posing questions. Previous studies have frequently mentioned "repetition" as a teacher's strategy when learners' responses are insufficient. However, previous studies have not extensively explored the specific details of which parts of the question’s teachers repeat and how these repeated questions differ.
This study observed recorded synchronous online beginner Japanese classes conducted in China, extracted repeated questions, and analyzed the actual practices of teachers' question repetition. As a result, the repetition of questions was categorized into complete "repetition" and partial "repetition." Furthermore, among partial "repetitions," two patterns were identified : repeating the target of the question and repeating the question's subject. Additionally, tendencies were observed where Chinese mood particles, personal pronouns, and demonstrative pronouns were altered in the repeated questions. Such "repetition" was identified as an unconscious act by teachers, suggesting the potential for questions to become redundant and unsuitable for adult learners. These findings are meaningful in understanding the actual strategies used by teachers when questioning
