"A Study on the Fourth Industrial Revolution and Future of  Foreign Language Education:  Focusing on Japanese Language Education"

Obtaining both linguistic and cultural competence in order to develop communicative proficiency is considered important in modern foreign language education, and various textbooks are used for that purpose in the field of Japanese language education in Croatia. Therefore, it is also important to examine the cultural content that these textbooks present to learners. To accomplish this goal, three intermediate-level Japanese language textbooks were critically analysed, with a focus on the portrayal of “Japanese culture”. The framework for the analysis was created by combining the findings of several previous studies, and was used to examine categories of topics presented under the designation of “culture”, or more specifically, “Japanese culture”, the prevailing types of culture presented, and to whom the culture is presented as belonging. The issue of whether or not certain ideologies relating to Japanese culture are reflected in the content of the textbooks was also investigated.

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Study of Linguistic Education Methodology during the Fourth Industrial Revolution -At the mainly of “Elementary Japanese Language Education”-

Japanese Cultural Studies ◽

10.18075/jcs..72.201910.073 ◽

2019 ◽

Vol 72 ◽

pp. 73-87

Author(s):

GEUN SOO SEOL

Keyword(s):

Industrial Revolution ◽

Language Education ◽

Japanese Language ◽

Fourth Industrial Revolution

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No-Level Brick Foreign Language Education: Definition of the Field and Explanation of the Purposes – Japanese Language Classroom as Case Study

10.22492/issn.2189-1036.2020.20 ◽

2020 ◽

Author(s):

Marcella Mariotti

Keyword(s):

Foreign Language ◽

Language Education ◽

Foreign Language Education ◽

Japanese Language ◽

Language Classroom ◽

Definition Of

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Análise e crítica de dois materiais didáticos em língua japonesa

Estudos Japoneses ◽

10.11606/issn.2447-7125.v0i29p157-178 ◽

1969 ◽

pp. 157-178

Author(s):

Yüki Mukai ◽

Mayumi Edna Iko Yoshikawa

Keyword(s):

Foreign Language ◽

Language Teaching ◽

Information Source ◽

Language Education ◽

Foreign Language Education ◽

Point Of View ◽

Japanese Language ◽

Teaching Material ◽

Teaching Materials ◽

Constructive Analysis

In this paper, constructive analysis of two teaching materials in Japanese Language: Nihongo Shoho (The Japan Foundation , 1981) and Minna no Nihongo (3A Corporation, 1998) is made from the point of view of Applied Linguistic, or better, from the point of view of the Japanese Language Teaching in Brazil. The main reason of this analysis is that, first of all, there is a difference that should be made salient in the method adopted by each material and the number of auxiliary materials. The feature that those two teaching materials have in common is their auxiliary/support characteristic for the courses, because we believe there is no teaching material that can be considered as a Bible for the education. In this context, we assure that the teaching materials (reference books) can be a useful information source for users (both for teachers and learners), but any material cannot be used exclusively. In other words, the foreign language education shouldn’t be centered on, nor be completely dependent on teaching materials, but on learners, because it is they who have to achieve their goals and reach the objectives of the course in a satisfactory way.

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Some recommendations for developing Vietnam’s foreign language education policy in the era of the fourth industrial revolution

Vietnam Journal of Education ◽

10.52296/vje.2019.36 ◽

2019 ◽

Vol 3 (2) ◽

pp. 11-17

Author(s):

Tham Thi Hong Pham ◽

Sy Huu Dinh

Keyword(s):

Foreign Language ◽

Language Proficiency ◽

Industrial Revolution ◽

Strong Support ◽

Implementation Process ◽

Language Education ◽

Foreign Language Education ◽

Ministry Of Education ◽

The People ◽

Foreign Language Proficiency

Foreign language education in Vietnam is currently receiving strong support from the authorities, the people and the learners. In recent years, with specific and practical policies, the Ministry of Education and Training of Vietnam has helped improve the foreign language proficiency of Vietnamese youth than before. However, during the implementation process, the results did not reach the set goals. Foreign language proficiency of newly graduated students is not enough to meet the job requirements. This article presents some limitations of the current foreign language teaching policy in Vietnam and give some recommendations to help build a highly effective foreign language policy.

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