Functions of Repetition in Learners' Private Speech in Japanese Language Classrooms

2008 ◽  
Vol 17 (4) ◽  
pp. 289
Author(s):  
Reiko Yoshida
Keyword(s):  
Private Speech ◽  
Japanese Language ◽  
Language Classrooms

scholarly journals Doing role-play successfully in Japanese language classrooms

2010 ◽  
Vol 34 (2) ◽  
pp. 13
Author(s):  
Eric Bray
Keyword(s):  
Language Learning ◽  
Language Use ◽  
Role Play ◽  
Japanese Language ◽  
Language Practice ◽  
Mass Market ◽  
Key Points ◽  
Language Classrooms ◽  
English Textbooks ◽  
Set Up

Roleplay is a traditional EFL technique included in many books on EFL methodology as well as mass-market English textbooks. However, roleplay can be a challenge in Japanese EFL classrooms, and teachers are often wary of the uncomfortable silence that can result when trying this relatively open-ended activity with students accustomed to teacher-fronted classes and tightly controlled language-practice activities focused on form. In fact, roleplay can be a great tool for language learning and considerable fun for students and the teacher alike if set up and monitored carefully with attention to a few key points. When done successfully, roleplays can also transform the atmosphere of the classroom as students manage the risk and unpredictability of freer language use. ロールプレイは市販の教科書で使われているだけでなくＥＦＬ方法論テキストにも明記されている従来からあるテクニックである。しかしながら、教師主導型の授業や厳しく制限された言語形態重視の練習に慣れている学生相手に、この比較的無制限の言語活動を行うと不快な沈黙を伴うことが多く、日本の授業で行うには課題の多いテクニックである。だが実際、いくつかのカギとなる点を考慮に入れて注意深く組み立て調整すれば、学生にとっても教師にとっても言語学習の効果的、かつ楽しみを与えてくれる手段でもある。ロールプレイがうまく作動すると、学生は自由な言語活動が持つ危険性と予測不能性にうまく対処し、クラスの雰囲気は大きく変わるのである。

scholarly journals Challenges for Language Teachers

2020 ◽  
Author(s):  
Junko Winch
Keyword(s):  
Learning Environment ◽  
Qualitative Analysis ◽  
Language Learning ◽  
Undergraduate Students ◽  
Language Teachers ◽  
Japanese Language ◽  
Language Program ◽  
Language Classrooms

<p>There are students who are motivated to learn while others who are not in any language classrooms. Students in this study include not only motivated and unmotivated but also a Reasonable Adjustment (RA) student who have various issues. The aim of this study is to examine if the undergraduate students who learn language at a British university were motivated by three factors which are considered as the fundamental to motivation in psychology studies. The participants were 19 students who learn Japanese language in the Institution Wide Language Program (IWLP) a university of South of England. The participants studied in the experimental classes for one semester during the spring term of 2019. Then, students were asked to fill in a questionnaire at the end of the term, which became the data for this study. The questionnaires were analysed based on the three factors using qualitative analysis. The results showed that the majority of students agreed that they experienced three factors, which indicated facilitating students’ motivation. It was concluded that it is possible to manipulate the learning environment and make the majority of students motivated and facilitate language learning, but the RA student experienced only two of the three factors and was unable to feel motivated. </p>

Critical Literacy in Beginner-Level Japanese Language Classrooms

2019 ◽  
Vol 2018 (1) ◽  
pp. 229
Author(s):  
Eiko Gyogi
Keyword(s):  
Critical Literacy ◽  
Target Language ◽  
Japanese Language ◽  
Japanese University ◽  
Limited Knowledge ◽  
Speech Styles ◽  
Learning Journals ◽  
Language Classrooms ◽  
Video Interview

This paper describes a critical literacy session held with 19 beginner-level learners of Japanese at a Japanese university. The students observed and analyzed the use (or nonuse) of gendered speech styles (especially feminine language [onna kotoba]) in different media. They also translated a short passage from a video interview with Emma Watson from English to Japanese and discussed whether they would use feminine language in their translations. The learning journals that students submitted after class demonstrate students’ reflection on this topic, including students’ evaluation and questions on feminine language and whether and how they would use feminine language in their own translation. The findings suggest possibly introducing critical literacy, even to beginner-level students with limited knowledge of the target language, especially through use of the L1. 本稿は、日本の大学で19名の初級日本語学習者に行ったクリティカル・リテラシーの実践の報告である。本実践では、様々な日本語メディアにおけるジェンダー表現（特に女ことば）の使用を観察・分析した後、エマ・ワトソンのビデオインタビューの一部を翻訳し、自らの翻訳で女ことばを使用するかなど話し合った。学習者の提出した学習日記では、女ことばについての評価や疑問、自身の翻訳での女ことばの使用の有無など、ジェンダー表現についての様々な省察が見られた。本実践では学習者の母語を使用することにより、目標言語の知識が限られている初級学習者にもクリティカル・リテラシーの実践ができるとの示唆が得られた。

scholarly journals Challenges for Language Teachers

2020 ◽  
Author(s):  
Junko Winch
Keyword(s):  
Learning Environment ◽  
Qualitative Analysis ◽  
Language Learning ◽  
Undergraduate Students ◽  
Language Teachers ◽  
Japanese Language ◽  
Language Program ◽  
Language Classrooms

<p>There are students who are motivated to learn while others who are not in any language classrooms. Students in this study include not only motivated and unmotivated but also a Reasonable Adjustment (RA) student who have various issues. The aim of this study is to examine if the undergraduate students who learn language at a British university were motivated by three factors which are considered as the fundamental to motivation in psychology studies. The participants were 19 students who learn Japanese language in the Institution Wide Language Program (IWLP) a university of South of England. The participants studied in the experimental classes for one semester during the spring term of 2019. Then, students were asked to fill in a questionnaire at the end of the term, which became the data for this study. The questionnaires were analysed based on the three factors using qualitative analysis. The results showed that the majority of students agreed that they experienced three factors, which indicated facilitating students’ motivation. It was concluded that it is possible to manipulate the learning environment and make the majority of students motivated and facilitate language learning, but the RA student experienced only two of the three factors and was unable to feel motivated. </p>

Language learners’ use of non-turn-final ne

2014 ◽  
Vol 30 (1) ◽  
Author(s):  
Paul Ganir
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Learners ◽  
Japanese Language ◽  
Formulaic Sequences ◽  
Language Program ◽  
Intermediate Learners ◽  
Language Classrooms ◽  
Educational Studies

AbstractThe present study examines how learners of Japanese as a second language employ the Japanese pragmatic particle ne in non-turn-final positions during their conversations. Data taken from class and club sessions totaling roughly 34 hours reveal that intermediate learners of Japanese studying in an American immersion language program use the particle in three main positions: turnfinal, turn-initial, and turn-internal. In particular, the turn-final and turn-initial uses were characterized by the use of formulaic sequences. Furthermore, the data indicate that the physical locations of language classrooms and club activities do not affect the position of the particle. These findings suggest that discourse structures and issues of (in)formality or intimacy influence learners’ variety of ne use. This study concludes with proposals to integrate these factors in theoretical and educational studies of Japanese language acquisition.

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