IUJ Repository (International Univ. of Japan)
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Learners' Own Self-Critical Assessments of Mistakes in Regard to Recognition of Written Discourse
Get PDF日本語が比較的上達しても、文法や語彙の間違いは自然なコミュニケーションでは起こりうることである。では、日本語学習者は自分の間違いにどれくらい気がつき、どういう項目に対して訂正することができるのだろうか。本論では、英語母語話者6名(中級4名、準上級2名）を被験者にインタビューを行い、発話が文字化されたものを見て、どれくらい自分の間違いに気がつき正しく訂正できるか、日本語学習者自身の気づきを通して自己訂正能力を取り扱った。その結果以下のことが分かった。(1)多くの間違いに気づくことと、正しく訂正できることとは関係がなかった。(2)間違いだと思って訂正した箇所のうち正しく訂正できたのは被験者全体で62.6％だった。(3)被験者が間違いだと思って訂正した項目は複合(項目の2つ以上の組み合わせ)、動詞、助詞、名詞の順で割合が高かった。(4)被験者が正しく訂正できた項目のうち割合が高かったものは名詞、動詞、助詞、複合の順序になり、また、正しく訂正できなかった項目のうち割合が高かったのは動詞、助詞、複合、名詞という順序になった。The purpose of this presentation is to show the way in which students notice their own vocabulary and grammatical mistakes. The researcher recorded the conversations every 2 weeks for over a 9 month period (12 times per one subject; 72 in total). with 6 native speakers of English who are studying Japanese at the intermediate and the pre-advanced level at Nanzan University. In order to investigate the development, the researcher asked the subjects to check their own written discourse and correct their mistakes. Then, the corrections were divided into four categories; (A) the subjects changed correct forms in a different, but still correct, way (〇→〇), (B) they mistakenly changed the right forms into incorrect forms (〇→×), (C) they could correct the mistakes (×→〇), (D) they could not correct the mistakes (×→×). The main results are: (1) there was no relationship between the amount of mistakes that the subjects noticed and the amount of mistakes that tyey could correct: (2) even though there were still many mistakes that the subjects did not notice, of the mistaken noticed, 62.6% were corrected; (3) the order of the items (nouns, verbs, adjectives, particles, adverbs, conjunctions, exclamations, sentences, and combinations of nouns, verbs, etc.) that the subjects noticed as mistakes was: combinations, verbs, particles and nouns; (4) the order of successful corrections (C) was: first, combinations, and second verbs, third, particles, and fourth, nouns. On the other hand, the mistakes that the subjects noticed but did not correct (D), were verbs, particles, combinations, and nouns, in that order.conference pape
Development of Graphemic Awareness and Reading Proficiency
Get PDFThis study builds on the previous study undertaken by the author investigating the development of graphemic awareness among learners of Japanese with alphabetical backgrounds. Graphemic awareness refers to an awareness that garpheme can be a unit of analysis. The findings of the preceding study showed that, unlike native speakers of Japanese, 1) learners processed kanji by direct code, 2) they were not good at segmenting kanji into each grapheme, and 3) they did not use graphemic information for accessing lexical memory. The present study looks into learners' gaphemic awareness more carefully in order to investigate the relationship between the level of learners' graphemic awareness and their proficiency in reading Japanese. In this study, results of a reading comprehension test and a kanji production test were analysed. The results showed that subjects who had stronger graphemic awareness tended to get higher scores in reading comprehension test. The findings imply that there is a relationship between the development of graphemic awareness and reading proficiency.conference pape
Focus on Vocabulary : Teaching Intermediate Students with no Kanji Background
Get PDF中・上級レベルで学習時間に制約のある学習者の場合には、読解や聴解をしながら語彙の拡大を図るより、まず、ある期間、短いテキストで語彙を集中して学ばせ、それから長文読解や聴解へ進む方が、学習者により明確な目標と達成感を与えられるので効果に結びつくのではないかと考えて試行した(田丸1995)。その際問題になった点の改善を含めて同様の試みを繰り返した。その結果、このレベルでは専門語といってもかなり日常性の高い漢字語彙群と和語動詞群を支援すれば、学習者の自立につなげられること、単独の語ではなく、連語として扱うことが語彙の学習を助けるようであること、読みを増やし出会いの回数を増やすだけでなく、提示された語を使って作文をすることが学習した語彙の維持を助けるようであること、等が見られた。語彙使用の分析、定着度の調査と提示法や練習の関連を調べることが、語彙指導の見直しに必要である。departmental bulletin pape
Optimal Internal Pricing and Capacity Planning for service Facility with Finite Buffer
Get PDFA general microeconomic model is developed for exploring optimal internal pricing and capacity planning for service facility with finite buffer capacity. Because of the limited buffer capacity, jobs finding buffer full upon their arrival would be rejected. Such rejections create a gap between the value collectively perceived by users and the actual achievement of the organizational value. This gap, called the loss externality, has never been studied before and plays an important role for designing optimal pricing scheme. In general, the underlying economic structure may involve multiple equilibria and it is unclear whether or not the system can be controlled through internal pricing. In this regard, a sufficient condition is given under which the system administrator can and two separate prices for accepted and rejected users at any demand level to be desired so that the desired demand level becomes the unique equilibrium of the system. For a short-run problem, it is shown that the optimal pricing scheme can be expressed as the sum of the usual congestion externality and the loss externality. For a long-run problem, the optimal pricing scheme is expressed in a unified manner so that the structural relationship between the short-run problem and the long-run problem at optimality can be readily observed. A necessary and sufficient condition is also given for the marginal capacity pricing to be optimal, i.e. the optimal long-run pricing consists of the marginal cost for processing capacity and the marginal cost for buffer capacity without involving any externality at all.departmental bulletin pape
Project Work at Intermediate Level : A Report on Japanese Language Teaching at IUJ
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Acquisition of Benefactive and the Point of View in Complex/Compound Sentences in Japanese as a Foreign/Second Language
Get PDF視点・ヴォイスの習得状況を測るための「文生成テスト」を日本語学習者（NNS)と母語話者（NS)を対象に行った。本稿では、そのうち「受益文」と「視点の統一」のカテゴリについて、調査(1) cross-sectional study と調査(2) follow-up study の結果を検討する。「受益文」単独に関しては、「てくれる」が「てもらう」よりも早い時期から数量的にも多く生成され、さらにレベルの上昇、日本滞在の長期化に伴いNSの「てくれる」「てもらう」の使用分布状況に近付く。複文内の「視点を統一」する手段としては、NSには受身文や受益文が使われるが、NNSの場合には、使役受身や「笑われる」のような受身文を除いて、単に視点を統一するためだけの中立的な受身文の生成は遅れ、代わりに能動文が使われる。また、受益文は上記単独での習得状況はよいが、視点統一の手段としては殆ど使われない。以上より、「事実志向」型の母語（英語等）を持つNNSの「受益文」及び「視点の統一」の習得過程は、能動文（「てくれる」の非用）から、「能動文」と同じ視点のとり方をする「てくれる」も生成へと移行し、次に「てくれる」「てもらう」両方が生成されるようになり、これらの単独の用法としてのヴォイスが習得されてから、複文における「視点の統一」の手段としてのヴォイスが習得されると推測される。This study examines how learners of Japanese as a foreign/second language (JFL/JSL) acquire the benefactive system and understand the use of point of view in complex/compound sentences. Anecdotal evidence indicates not only that non-native speakers(NNSs) of Japanese are unable to produce sentences in which the use of point of view or the benefactive meets target language expectations, but also that errors, or failures to use these structures, lead to confusion or misunderstanding on the part of the native speaker(NS) listeners. Data for this study were obtained from a production test which elicited sentences from examinees by means of picture prompts. The research included two approaches: a cross-sectional study of JFL learners; and a follow-up study with JSL learners. Additionally, data of NSs were collected as those of a control group. Firstly, concerning the benefactive, "te-kureru"is produced more from an earlier time than "te-morau." Furthermore, the distribution of "te-kureru" and "te-morau" by NNSs becomes closer to that of NSs with the increase of Japanese language proficiency and the term of stay in the target language community. Secondly, as a means of unifying the point of view in complex/compound setences, NSs use the passive voice or the benefactive. However, NNSs fail to do so except for causative passives and passives such as "warau-are-ru"(to be laughed at), though they acquire benefactives in simple cotexts. Hence, the acquisition order of the benefactive and the use of point of view by NNS (mainly English speakers) is proposed as follows. First, active voice only is used (that is, failure to use "te-kureru"); next, "te-kureru" is produced; then, both "te-kureru" and "te-morau" can be produced in simple context; finally, they can be used, as well as the passive voice, as a means of unifying the point of view in complex/compound sentences.conference pape
A study of Cognitive Learning Strategy Use on Reading Tasks in the L2 Classroom
Get PDFRecently there has been a surge of interest in the use of cognitive learning strategies in second language(L2) acquisition. This can be seen in the number of texbooks and teacher prepared materials that are being developed promoting strategy as a key approach to skill instruction L2 learning. It is also evident in research that is being conducted on various aspects of learning strategy use in L2 acquisition (e.g., Green & Oxford, 1995; Rost, 1993; Oxford, 1996). The study reported here addresses the use of cognitive learning strategies by L2 learners. To determine the relationship of cognitive learning strategy use and task performance, 204 freshman students at a Japanese university participated in this study. The relationship in explored through the following two questions. First, what is the effect of cognitive learning strategy use on task performance in the L2? and second, which of the learning strategies used lead to more successful task performance? In order to address these questions two reading passages spaced six weeks apart were given to the students to be studeid as homework. In the following class period a set of comprehension questions assessing understanding and retention of information from the readings was given . The materials and notes the students used to study the reading passages were examined for strategy use. The strategies used by the learners were then compared for differences in their effect on task performance.conference pape