検索結果 4132件中 1-20 を表示

  • 何が英語のリスニングを困難にするのか?

    大木 俊英/前田 啓貴/岡 秀亮 , 前田 啓貴 , 岡 秀亮

    白鴎大学教育学部論集 10(2), 511-530, 2016-11

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  • タイにおける日本語教師間の協働モデルの再構築 : 日本語母語話者教師へのインタビュー調査に基づいて

    中山 英治

    タイの日本語教育機関で日本人日本語教師がタイ人日本語教師と協働するとき,何を経験し,課題があればどのようにそれを克服しているのかを質的分析法で調査した。その結果,タイの日本語教育機関における協働には,次の(a)から(c)があることが明らかになった。(a)日本人日本語教師は,日本式の強固な仕事観や指導観を協働現場に持ちこむ。(b)日本人日本語教師は,協働の可能性を見出し,教師間協働に適応していく。(c)日本人日本語教師は,3 年目から充実した協働に入っていける可能性がある。タイの教師間協働に関する研究については,協働の現実や教師の実態を把握するための質的な研究が多かった。しかし,複数の質的な研究で明らかにされた概念や協働の実態についての関連性は曖昧なままであった。本研究では,先行研究で指摘された概念や協働の実態を丁寧に引き継ぎ,繰り返し実施したインタビューのデータから抽出された概念を加えながら,新しい協働体験の仮説モデルを再構築した。

    大阪産業大学論集. 人文・社会科学編 28, 75-91, 2016-10

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  • 日本人英語学習者におけるPhonic Generalizationsの応用性

    小原 弥生 , Yayoi OBARA , 尚美学園大学総合政策学部非常勤

    英語を外国語として学んでいる日本人英語学習者にとって、英語を声に出して読むことは必須である。しかし、残念なことに、声に出して正確に読むことのできない学習者が多くいる。音読テストの結果、phonic generalizations(ルール)の代表的なsilent e を含む単語を読めない中高大学生が圧倒的に多いという結果が出た。この現実を見ると、厳選されたフォニックスのルールに基づいた指導をすれば、音読力が改善されるだろうと考える。Clymer(1963/1996)は、米国の小学校のテキストに現れる「一般的にルールと言われているものの中には、例外が多い」という結果を出した。Clymer(1963/1996)を参考に文科省検定済中学校教科書の6 社共通単語614語について調査した結果、Clymer とやや同様の結果が出た。その結果として多くのフォニックスのルールから、23のルールを学ばせたいルールとして選んだ。また、Johnston(2001)は、母音の組み合わせの単語の読み方が、子音の読み方より、不規則だとしている。しかし、多くの母音の組み合わせのうち、ey, aw, oy, oi, auの組み合わせはJohnston の研究でも、本研究でも高い有用率を示している。したがって、これらも、23のルールに加えれば、読むことのできる範囲の単語が広がる。これらの厳選されたルールの習得は日本の英語学習者に役立つと考える。For EFL students, the ability to read English vocabulary orally is vital. Unfortunately,in Japan there are many students who do not possess this ability or sometimes make themistake of misreading certain words. According to results from a test to determine student'sability to read orally, many students could not read including words with silent ewhich is one of the phonic generalizations. Therefore, I believe that instructions based onphonic generalization will help students improve their oral reading skills. There are, however, many exceptions to the usage of phonic generalizations according to Clymer(1963/1996) who conducted a survey on levels of vocabulary which were taught in elementaryschools in the US at that time. In this research I examined the words which appearedin Japanese English textbooks for the junior high school students. The results aresimilar to the ones from Clymer's findings. Subsequently, I selected 23 phonic generalizations of which 18 are Clymer's generalizations. Afterwards, I discovered the results of Johnston( 2001) who examined the pronunciation of combination of vowels. In comparison to the pronunciation of consonants, the pronunciation of vowels is much less regular, but there are some generalizations. I would like the students to learn some of the phonic generalizations pertaining to combinations of vowels.

    尚美学園大学総合政策論集 = Shobi journal of policy studies, Shobi University 22, 167-184, 2016-06-30

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  • 英語母語話者のカタカナ式発音の音声認知に関する事例研究

    西川 惠 , 原田 依子 , 相澤 一美

    The purpose of this study is to investigate how accurately English native speakers can recognize English loanwords pronounced in Japanese. The 45 target words were identified as important words in foreign language activities at Japanese elementary schools. The participants were 52 English native speakers from U.S., U.K., and Ireland as well as 8 near-native English speakers from West Asia. They were asked to access the Internet, to listen to loanword cognates with authentic Japanese accents, and to spell them within the time limit of 15 seconds. The results showed that 56.8 percent of words were correctly answered. It was also found that the difficult words were those that have false cognates (bread, light, and white), while the easy ones were longer words such as America, computer and restaurant.

    JACET-Kanto journal = JACET関東支部学会誌 (3), 46-60, 2015

    国立国会図書館デジタルコレクション

  • 「使える英語」が身につく英語授業のイメージ : 高校英語授業に関する予備調査結果から

    杉田 由仁

    This research note describes experimental results to extract features of students' learning activities through English classes at high school. The primary purpose is to show factors that influence on their awareness of inability to speak in English. A questionnaire was issued to 48 Japanese university students and the collected data was analyzed by using a decision tree. The results indicated that (a) the most influential factor was listening activities, (b) writing activities and grammar learning were also recognized as influential factors, and (c) teachers' English use in class was not extracted as the factor. Based on the results, the image of communicative English class was presented.

    JACET-Kanto journal = JACET関東支部学会誌 (3), 34-45, 2015

    国立国会図書館デジタルコレクション

  • 中国語母語話者を対象とした初級クラスにおける日中同形語指導の試み

    游 能睿

    For Chinese-speaking Japanese learners, understanding Chinese can help in learning Japanese kanji, but it can also become a learning impediment sometimes. The reason lies in Japanese-Chinese homographs. The purpose of this study is to explore various teaching methods of homograph in both languages and its related topics when teaching Japanese beginners. The results of this study showed that: (1) Although they know homographs shared in both languages, they would like to know the specific content; (2) It is necessary to study Japanese-Chinese homographs systematically; (3) If the information of a Japanese-Chinese homograph is side noted to a new Japanese vocabulary, it will help learning.

    日本語教育方法研究会誌 22(3), 88-89, 2016

    J-STAGE

  • メール文のweb自動採点システムの開発:―タスク内容の検討―

    金庭 久美子

    This study forms part of an attempt to develop an "online email text correction system". From the result of Kim, Hashimoto, and Kaneniwa (2015), this study made ten new simple email tasks using a limited vocabulary and then analyzed how ten native Japanese speakers and ten Korean learners of Japanese used the required words. The members of both groups used almost exactly the same number of required words for each task with a few exceptions. The result therefore showed that these new tasks can be used to help evaluate the new correction system.

    日本語教育方法研究会誌 22(3), 86-87, 2016

    J-STAGE

  • 日本語中上級文法クラスにおける反転授業の試み

    中溝 朋子

    This study reports observations from using the Flipped Classroom teaching method in a grammar course for intermediate and advanced learners. The participants watched grammar videos before the class, individually answered exercises about them, and checked themselves in small groups during the class. The analysis of the feedback among the groups defined by the placement tests shows the low-scoring group has more positive attitude and felt they improved speaking and listening skills besides grammar. In the case of the comprehension quizzes, any notable significance cannot be found in terms of the difference within groups and among groups.

    日本語教育方法研究会誌 22(3), 78-79, 2016

    J-STAGE

  • ソーシャルワーカーに対する「やさしい日本語」普及の試み

    根本 愛子 , 世良 時子

    This paper describes a lecture and workshop that were conducted with the aim of introducing Easy Japanese to medical social workers in Tochigi prefecture. The lecture was about foreigners in Tochigi prefecture, what "Easy Japanese" means, and the needs of Easy Japanese. The workshop conducted involved interaction between the participants and foreigners to facilitate communication with each other. Participants held high opinions about both the lecture and the workshop because they were instrumental in helping the participants know the points of communication with foreigners in Japanese and understand what foreigners need.

    日本語教育方法研究会誌 22(3), 74-75, 2016

    J-STAGE

  • 日本語教育におけるインクルーシブ教育の実現に向けた一授業の提案:―点字五十音図を素材として―

    河住 有希子 , 浅野 有里 , 藤田 恵 , 北川 幸子 , 秋元 美晴

    Towards the realization of inclusive education in Japanese language education, we propose a class intended to deepen understanding of visual impairment and develop a viewpoint of learning together. The speakers created in 2015 a Braille transcription of Japanese syllabary chart as a teaching material for introducing characters to visually-impaired learners. None of Braille transcription of Japanese teaching materials has such chart. Ours is useful for introductory-stage learners. We extend the use of the chart to a material for sighted teachers and learners to understand the social environment surrounding the visually-impaired, expected to deepen understanding of diverse others and create an environment to learn together.

    日本語教育方法研究会誌 22(3), 60-61, 2016

    J-STAGE

  • 身体部位を表す方言語彙の表示システム

    山本 悠人 , 北村 達也 , 岩城 裕之 , 今村 かほる

    When non-native clinical nurses and care workers provide care to native Japanese speakers, the use of dialect words denoting human body parts and physical symptoms might create communication barriers between them. We have thus developed a system that indicates dialect words corresponding to body parts on PCs and tablets. The system displays an illustration of the head and entire body (front and back sides); dialect words pop up when a user clicks or taps on a body part. The user can change the local region and dialect by using pull-down menus. This system will help both non-native workers and native Japanese people who are unfamiliar with the dialect.

    日本語教育方法研究会誌 22(3), 56-57, 2016

    J-STAGE

  • 協働を取り入れた口頭発表指導の可能性

    舩橋 瑞貴

    Advanced-level Japanese learners who had not received training in presentations conducted a presentation according to their own specialty, and it was recorded. A self-assessment was conducted. Thereafter, the audience commented on the learners' presentations. Furthermore, the learners listened to two examples of presentations given by a native Japanese speaker and a non-native Japanese speaker. Subsequently, the author discussed the importance of the activity by examining how the learners use the comments to improve their presentation skills.

    日本語教育方法研究会誌 22(3), 54-55, 2016

    J-STAGE

  • 相互理解のためのやりとり能力養成を目指した授業実践:―聞き手の働きかけに着目した試み―

    押尾 和美 , 長坂 水晶

    This paper focuses on the teaching of techniques and behaviors that a listener in a conversation exhibits to deepen mutual understanding. The participants were non-native teachers of Japanese in lessons designed to improve oral proficiency and were of B2 level under the JF standard. The participants realized that to deepen mutual understanding, making comment, asking questions and "aizuchi" were all extremely important. They were also keen to put this knowledge to work in their own classrooms.

    日本語教育方法研究会誌 22(3), 52-53, 2016

    J-STAGE

  • 語彙導入のための映像教材開発:―初級レベル編―

    井上 正子 , 水谷 梢太 , 栄 瑋 , 丁 美貞

    Conventionally, picture cards and intermediary language teaching materials have been mainly used when introducing vocabulary. But with the spread of mobile devices, accessing videos online have become easier. Therefore the development of accessing videos as learning support tools is useful for any learner. Understanding that the meaning of words can be versatile is important to accurately use verbs and expressions to describe actions. Overall, this study aims at developing an online vocabulary support tool which can assist learners with studying verbs and practice pronunciation by watching videos with different scenarios.

    日本語教育方法研究会誌 22(3), 24-25, 2016

    J-STAGE

  • 看護を学ぶ日本語母語話者への「やさしい日本語」教育の試み

    世良 時子 , 根本 愛子

    This paper introduces the workshop "Yasashii Nihongo: Easy Japanese" for nursing students. The medical field is diversifying due to increasing foreigners as clients and non-native Japanese speaking nurses. In order to accommodate this increasing diversity nurses need to adjust their communication skills. The workshop had two sections. The first section was a practical task based group activity where non-native speakers of Japanese acted as clients and native Japanese as nurses. The second section consisted of an exchange and discussion between the non-native speakers and the native Japanese speakers. This opportunity gave the students, who rarely contact foreigners, to increase their awareness of others and develop new ideas of communication.

    日本語教育方法研究会誌 22(3), 10-11, 2016

    J-STAGE

  • 留学生はいかにパーソナル・テリトリーに踏み込むのか:― 初対面の日本語学習者と母語話者の会話に見られる発話の分析を通して―

    許 明子 , 永井 絢子 , 井上 里鶴 , 小川 恭平

    The purpose of this study is to disclose how Japanese language learners and native Japanese speakers trespass into the personal territory of one another. This study examines cases in conversations between Korean and Chinese Japanese language learners interacting with native Japanese speakers, exchanged opinion expresses in the conversation for the first time. The results show that learners tend to abruptly trespass into the personal territory of the listener. Contrasting this, native Japanese speakers tend to trespass into personal territory in order to smoothly switch the topic of the conversation.

    日本語教育方法研究会誌 22(3), 8-9, 2016

    J-STAGE

  • D-14-2 音声対話型CALLシステムのためのBLEUを用いた発話分類(D-14.音声,一般セッション)

    桑 怜子 , 王 暁芸 , 宮原 耕平 , 加藤 恒夫 , 山本 誠一

    電子情報通信学会総合大会講演論文集 2016年_情報システム(1), 159, 2016-03-01

  • D-14-1 音声対話型CALLシステムにおけるbi-gramを用いた想定外発話識別手法(D-14.音声,一般セッション)

    宮原 耕平 , 王 暁芸 , 桑 怜子 , 加藤 恒夫 , 山本 誠一

    電子情報通信学会総合大会講演論文集 2016年_情報システム(1), 158, 2016-03-01

  • H-1-4 3人会話におけるInteractive Alignmentの特徴分析(H-1.ヒューマンコミュニケーション基礎,一般セッション)

    谷添 友哉 , 石田 充 , 小此木 謙一 , Khalifa AlBara , 馬田 一郎 , 加藤 恒夫 , 山本 誠一

    電子情報通信学会基礎・境界ソサイエティ/NOLTAソサイエティ大会講演論文集 2016年_基礎・境界, 257, 2016-03-01

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