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Teaching Vocaburary to Intermediate Students of Japanese Language without Kanji Background
Get PDF非漢字系学習者に対する中・上級の日本語学習では比較的短期間に語彙を増やすことが重要である。従来これは、主としてテキストの読解を通して行なわれるのがふつうであって、授業時間数の少ない場合では必ずしも効果的とはいえない。そこで逆方向、つまり、はじめにごく短いテキストで語彙、特に漢字語彙を集中して学ばせ、それから長文読解、聴解のスキルへと進めることを試みた。結果はプラス、マイナス両面あり、練習期間、後に何を続けるかなどが課題として残った。しかし、進歩を学習者自身が評価できる点や、未知語彙を減らすことによって、比較的早い時期から新聞記事やニュースに対して心理的な圧迫感が減じた点は評価できる。学習者の背景や目的、学習条件等が多様化している現在、語彙指導は、多様な学習状況に合わせて初級段階から再検討が迫られている。語彙教育の工夫、語彙習得の研究等が必要となっている。departmental bulletin pape
Compensatory Starategies Used Learners of Japanese at the Beginning Level in Nonnative / Native Conversation
Get PDFWhen communication in a foreign language, learners often experience difficulties understanding what their interlocutors said and expressing what they really want to say due to their limited linguistic knowledge. Thus communication strategies, which are used to bridge this gap, are important for learners (especially for beginners) to cotinue and act as an active participant in the conversation. In this study, I surveyed compensatory strategies(CpS) used by learners of Japanese at the biginning level in non-native/native conversation during one year. Compensatory strategies are types of communication strategies, defined as learners' attempts to solve problems in communication using their insufficient linguistic resources. (Færch and Kasper (1983)) My main interest is to observe the change of frequency in the use of CpS, and the rate of L1-based strategies used by four learners. To study the effectiveness of CpS is also one of main objectives in this research. I presupposed that frequency would decrease as proficiency rose, and this hypothesis was confirmed by ther survey. It was also expected thatb the rate of L1-based strategies used by the learners would decrease because they experience lesser difficulties in expressing themselves through one year study of Japanese. However, the rate of L1-based strategies did not change, ore even increased rather than decrease. The effectiveness of CpS was verified. From sixty to ninety percent of CpS used by the learners contributed to the continuance of conversation without causing serious breakdown or misunderstanding between the participants.conference pape
Private speech: A cognitive tool in verbal communication
Get PDFThis paper introduces the psycholinguistic phenomenon of private speech (i.e., self-directed speech) in verbal communication. It describes the theoretical roots of research interests in this speech in the works of, and disagreement between, Piaget and Vygotsky, and summarizes details from some studies (including some in L2 research) that discuss the use of this speech in various settings from a Vygotskian perspective. The paper also analyzes data from conversations involving native and non-native speakers of English to show how the use of private speech introduces features of self-dialogs in the mind of an individual within the context of dialogs between individuals in task-based activities. Implications for L2 research, in terms of Vygotskian perspective, are mentioned in conclusion.departmental bulletin pape
Formulaicity in the Acquisition of L2 Japanese
Get PDFThis paper explores the role of formulaic speech (FS) in developing productive L2 grammatical competence. It is well known that what is variously labeled formulae, routines, unanalyzed speech, frozen phrases, rote-learned constructions, modular chunks, prefabricated patterns, lexicalized sentence stems, etc. frequently allows learners to outperform their competence, but it remains controversial whether FS has any lasting effect on the acquisition process. Until now, few researchers in either in L1 or L2 have been willing to deal with this messy cluster of phenomena. The study reported here attempts to clarify the role of various types of FS over time by examining the longitudinal patterns that emerge in the interlanguage of instructed adult L2 learners of Japanese. Data collected at four points during one year in semi-structured interview format, were analyzed both qualitatively and quantitatively. Qualitatively, two learners, with very different styles, were compared in depth over time and task; one seemed to benefit from abundant use of FS, while the other appeared to suffer from eschewing it. An additional eight learners' production was analyzed quantitatively with the aid of CLAN (Computerized Language ANalysis).departmental bulletin pape
Trying to balance behavioral and linguistic objectives in a specific needs task-based syllabus design
Get PDFThe relation between specific needs and the notion of task as the unit of analysis in syllabus design is rightly a strong one because a task-based approach can identify the needs as coherent sets of behaviors. One question that a task-based syllabus designer must ask, however, is whether the necessary linguistic inputs can be graded and sequenced in such a way that they help to build the linguistic foundation without which the students cannot adequately produce the required behaviors. This paper will examine this question through a case study of the history of the syllabus design for the International University of Japan's (IUJ) annual intensive English program for prospective MBA students that began in 1988. The starting point will be a paper that IUJ's Mohammed Ahmed gave at the 1989 LULTAC Conference in which the questions of linguistic grading and sequencing were raised but not answered. The struggles of successive syllabus designers to reconcile behavioral and linguistic needs will then be analyzed. The paper will conclude by arguing that the present trend towards a multi-syllabus design in which a task-based syllabus exists side by side with satellite linguistic syllabi represents the best outcome for this and, perhaps, for other similar courses.departmental bulletin pape