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トウキョウ ダイガク シリョウ ヘンサンジョ ショゾウ フシミノミヤ ニッキ タイショウ クネン
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コウドウ 二 イタル タメ ノ ホカ ノ トチ ノ ツウコウケン ノ キソテキ セイリ セイリツ ト グタイテキ ナイヨウ 二ツイテ
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A Case Study of Building Cross-Cultural Pragmatic Awareness in English: A Comparative Analysis from Two Narratives by a German and a Japanese
Get PDFapplication/pdfThe current case study investigates English pragmatic understanding and their beliefs when using English by analyzing the narratives of the two contrastive people. The data was originally collected in a larger study which has been investigating how advanced English users with other foreign language learning experiences shape their awareness of English pragmatics. In this case study, two comparative participants' data was extracted and compared from the analysis of narratives. Two participants are; a German native who has lived in Japan for two years, and a Japanese native who studied abroad in Germany for a year. Both of them are fluent in English, German, and Japanese and their second language is English. The interviews were carried out based on the answers to the questionnaire which included questions asking about their academic backgrounds and three situational response tests (DCT: Discourse completion tasks) that tested how they would respond to three specific situations. In the interview part, the reasoning behind the answers to DCT, their general perception of their language use, their educational backgrounds etc. were asked in depth. The results show that the way they use English and English pragmatic understanding are likely to be affected by their interactional experiences in Japan/Germany and their identities that were built through their life experiences. Also, they seem to take a good balance among their preference that is affected by their personas and desired linguistic/cultural behaviour in their home country as well as in foreign countries. These findings ultimately could lead to an implication that multilinguals' pragmatic understanding might be built through the similar process and similar factors and they might share a parallel mindset when using English in cross-cultural settings.departmental bulletin pape
The Progress and Present Position of International Standardization of Archival Descriptions
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Looking for interactional competence in textbooks
Get PDFapplication/pdf本稿では、相互作用能力（Interactional Competence, IC）の観点から既存のEFL 教材について検討することを目的として行ったプロジェクトについて報告する。本プロジェクトの目的は、日本の大学で現在使用されている教科書が、IC の向上を主な目的とする授業において、どの程度有効であるかという点について分析することにある。ひいては、今回の研究結果が、学習者のIC 向上に関心のある教師が授業に適した教科書を選択する際に有用な情報となることを期待している。会話分析（CA）の分野での研究は、IC が具体的にどのようなものであるかを説明する上で大いに貢献してきたといえる。そこで、相互作用に関するCAの記述に基づいてルーブリックを作成し、それを用いて、日本の大学の授業で現在使用されている4 つの教科書の分析を行った。この分析では、会話の例、話し方の戦略、様々な種類のアクティビティなどに焦点を当て、これらがIC アプローチとどの程度一致しているのかを調査した。その結果、教科書において、CA 研究の結果と合致するような会話の例は、あまり見受けられず、IC についてもほとんど注意が払われていないということが判明した。一方で、教科書中のアクティビティに関しては、CA を理解している教師であれば、学習者のICを向上させる上で容易に応用可能であるということが明らかとなった。departmental bulletin pape
Analyzing Multilingual Wikipedia Articles to Explore the Overseas Presence of Japanese Manga
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The Defense of Teaching English through Shakespeare in Japan
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The Signifi cans of the Immortality of the Human Soul: Japan in the Age of the 'Christian Century'
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