Televised Japanese Language Program: The First Year

1986 ◽  
Vol 19 (6) ◽  
pp. 491-498 ◽  
Author(s):  
Hiroko C. Kataoka
Keyword(s):  
Japanese Language ◽  
First Year ◽  
Language Program

Challenge of Developing and Implementing Multimedia Courseware for a Japanese Language Program

2013 ◽  
Vol 22 (2) ◽  
pp. 237-250 ◽  
Author(s):  
Kaori Kabata ◽  
Grace Wiebe ◽  
Tracy Chao
Keyword(s):  
Japanese Language ◽  
Language Program

Using Mnemonics to Facilitate Learning of Japanese Script Characters

2004 ◽  
Vol 26 (1) ◽  
pp. 55 ◽  
Author(s):  
Emmanuel Manalo ◽  
Julie Trafford ◽  
Satomi Mizutani
Keyword(s):  
Undergraduate Students ◽  
Pass Rate ◽  
Japanese Language ◽  
First Year ◽  
Educational Setting ◽  
Alphabetic Language

Extra tutorial sessions on the use of pictorial mnemonics to facilitate memorization of Japanese hiragana and katakana script characters, as well as vocabulary words and kanji characters, were offered to university first year undergraduate students taking a beginners’ Japanese language course. 27 students, most of whom were experiencing some difficulties with the course, volunteered to attend. Although the improvement in actual marks that the students evidenced subsequent to attending the sessions did not prove to be statistically significant, a significant improvement in pass rate was found. Furthermore, the students rated the sessions highly in terms of their helpfulness, and the majority indicated that they believed the sessions helped their performance in the course assessments. It is concluded that mnemonic strategies can effectively be employed in facilitating retention of the script of a foreign, non-alphabetic language within a real educational setting. 初心者対象の日本語コースを取っている大学１年生に、日本語のひらがなとカタカナ、及び語彙と漢字の記憶を促進するため、絵を用いた連想法を使った追加授業が提出された。２７名（そのうちのほとんどは、コースにおいて何らかの困難に直面している）が自主的に追加授業に出席した。追加授業出席後、学生の実際の小テストの点の向上には有意差は認められなかったものの、合格率の向上においては有意差は確認された。さらに、追加授業に出席した学生は授業が役立ったと高く評価し、大多数が追加授業がコースの成績の成果に貢献したと思うと述べた。本論は、実際の教育現場で英語のアルファベットを用いない外国語の文字を教える際、連想法を効果的に使用することができると結論づけた。

The experience of project training on classes for foreign language by students of nonlinguistic specialties

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Irina Shcherbakova ◽  
Marina Ilina
Keyword(s):  
English Language ◽  
Educational Process ◽  
First Year ◽  
Language Program ◽  
First Year Students ◽  
Content Type ◽  
Training Project ◽  
Primary Diagnostics ◽  
Third Stage ◽  
The University

PurposeThe purpose of this paper is to reveal the essence of project education in the classroom in the foreign (English) language of students of nonlinguistic specialties of the university.Design/methodology/approachA sample of the study consisted of 20 first-year students of profile “Lawyer.” The study took place in three stages. The implementation of the training project was carried out based on the university in a group of students studying for the specialty “Lawyer.” At the organizational stage, primary diagnostics of the level of development of communicative competence through testing and communicative cases were carried out. In the second stage, the project was carried out for one semester under four topics by the thematic plan of the English language program. In the third stage, rediagnostics was carried out using testing and communicative cases following the completion of projects.FindingsBased on the results of repeated diagnostics, a positive dynamic was revealed in the level of development of communicative skills, the development of the independent communicative activity of students at both a productive and a creative level.Originality/valueThe research shows that the inclusion of project activities in the educational process of students of the university contributes to the formation and development of information skills. These skills quite effectively fit into the educational process, carried out in the form of a workshop. And the workshop is effective at all the stages of the project activities.

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>

scholarly journals Why Japanese? Why Not Japanese?

2020 ◽  
Vol 10 (4) ◽  
pp. 1023-1039
Author(s):  
Jun Xu
Keyword(s):  
International Students ◽  
International Student ◽  
Chinese Students ◽  
Private University ◽  
The United States ◽  
Chinese Student ◽  
Chinese International Students ◽  
Japanese Language ◽  
First Year ◽  
Language Classes

As Chinese students have become a larger share of the international student population at U.S. universities, their participation in Japanese language classes has increased. However, Chinese student enrollment significantly decreases after the completion of the first Japanese class, and consequently, fewer Chinese students take intermediate or advanced level classes. This study examined the experiences of Chinese international students enrolled in Japanese classes as well as those who stopped taking Japanese after the first quarter or first-year class in a private university in the United States. We used semistructured interviews to investigate the reasons and goals of Chinese international students for studying the Japanese language, the successes or challenges both inside and outside of the Japanese classroom, and the reasons students continue or discontinue learning Japanese.

Disciplinary registers in a first-year program

2019 ◽  
Vol 1 (1) ◽  
pp. 148-193 ◽  
Author(s):  
Alfredo A. Ferreira ◽  
Sandra Zappa-Hollman
Keyword(s):  
Teaching And Learning ◽  
Language Instruction ◽  
First Year ◽  
Academic English ◽  
Language Program ◽  
University Of British Columbia ◽  
Specific Variation ◽  
Key Aspects ◽  
The University ◽  
English Program

Abstract With notable exceptions, few studies of teaching and learning of scholarly registers and genres to users of English as an additional language focus on curriculum. For a contextualized understanding of register-curriculum relations, this study investigates disciplinary registers in the Academic English Program at Vantage College, a new alternative-entry, first-year program at the University of British Columbia, Canada. In integrating content and language instruction, the curriculum adopts systemic functional linguistics as the informing theory of language. Program registers and their relations are investigated using Matthiessen’s (2015) context-based register typology. This novel case study highlights register-curriculum relations in key aspects, including discipline-specific variation in register instruction, planned learning trajectories, faculty collaborations, and relations between English for general and specific academic purposes.

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