scholarly journals Foreword

2018 ◽  
Vol 8 (1) ◽  
pp. 5-6
Author(s):  
Nagisa MORITOKI ŠKOF
Keyword(s):  
Secondary Education ◽  
Tertiary Education ◽  
Language Teaching ◽  
Chinese Language ◽  
Language Education ◽  
Secondary Level ◽  
The Other ◽  
Japanese Language ◽  
Tertiary Level ◽  
Asian Languages

… multicultural education does not necessarily have to imply the study of foreign second languages but the former without the later is limited and will have difficulty in producing the results it often claims to want to achieve, i.e. tolerance, peace and cross-cultural understanding (Crozet et al., 1999). This volume of Acta Linguistica Asiatica is dedicated to the area of teaching Asian languages in non-native surroundings. It is our great pleasure to announce 9 research papers on language teaching and articulation covering a wide-area of Central and Eastern Europe. The papers show us a map of Asian language teaching sites, including secondary and tertiary education, and their background systems.In her work “Poučevanje tujih jezikov v slovenskem šolskem sistemu: prostor tudi za japonščino?”, which opens the present volume, Bronka STRAUS outlines the picture of Slovene educational system. The paper reminds us that language teaching when taught as a curricular course, must be incorporated into the country’s system.The article »Chinese as a Foreign Language in Slovene Upper Secondary Education and Outline of Curriculum Renewal«by Mateja PETROVČIČ proposes a dynamic curriculum reform in secondary education mostly but targets tertiary education as well.The next article, authored by Nagisa MORITOKI ŠKOF and named »Learner Motivation and Teaching Aims of Japanese Language Instruction in Slovenia«, discusses main aims and objectives to teaching Japanese at secondary level education, and looks into the ways of how to find the place for Japanese language teaching in Slovene language curricula.Kristina HMELJAK SANGAWA in her paper “Japanese Language Teaching at Tertiary Level in Slovenia: Past Experiences, Future Perspectives” gives an introduction to the history and contents of Japanese language teaching in tertiary education in Slovenia.Following are the two articles concern teaching Asian languages in Serbia. Ana JOVANOVIĆ’s research, entitled »Teaching Chinese at the University Level – Examples of Good Practices and Possibilities for Further Developments«, presents several cases of Chinese language teaching and articulation from primary all the way to tertiary education.On the other hand, »Current State of Japanese Language Education in Serbia and Proposal for Future Solutions« by Divna TRIČKOVIĆ’s similarly discusses the Japanese language courses and their present situation in secondary education. The author points out the need for a well-thought pick up of both the teacher and the textbook, and offers an exemplar from University of Beograd.The next two articles on teaching Asian languages in Romania concern articulation mainly. Angela DRAGAN in her work »Teaching Japanese Language in Tertiary and Secondary Education: State and Private Institutions in Romania« offers a perspective on articulation at tertiary level mainly, while on the other hand, Mariana LUNGU discusses it from the view of secondary education. The Ion Creanga National college in Bucharest is the only institution in Romania which provides Japanese language education at secondary level ongoing every year.The final article by Karmen FEHER MALAČIČ “Teaching of the Japanese and Chinese Language in Extracurricular Courses for Children, Adolescents and Adults in Slovenia” brings the story back to Slovenia in a form of a survey on teaching Asian languages as extracurricular subjects. The author considers the problems and perspectives that arise within such extracurricular course and at the same time shape language education within curricular course. Nagisa Moritoki Škof

NETWORKING OF TEACHERS AT SENIOR SECONDARY LEVEL

2020 ◽  
Author(s):  
Awinash Pandey
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
Secondary Level ◽  
The Other ◽  
Positive Direction ◽  
Indian School ◽  
Certificate Examination ◽  
Time And Energy ◽  
Senior Secondary ◽  
Central Board

The study attempts to develop the notion that networking among the teachers can influence the academic achievement of the students in a positive direction along with the smooth implementation of the curriculum at senior secondary level in the schools. In the current study, the syllabus of different subjects of Grade XI and XII has been overviewed and compared with each other on the basis of contents. The curriculum issued by Central Board of Secondary Education, Council for the Indian School Certificate Examination, Cambridge International Examination and some of the State Boards has been undertaken to review the syllabus of various subjects. It has been found that many topics are similar in the syllabus of two or more subjects. It has also been noticed that the teachers face challenges to complete the syllabus in the allotted numbers of classes throughout the year. If one teacher can teach effectively a topic which is being repeated in the other subject then such networking and coordination can save the time and energy of both the teachers as well as the students which in turn removes the other challenges in routine curriculum.

scholarly journals Overview of Japanese Language in Upper Secondary Education and School Curriculum in Romania

2018 ◽  
Vol 8 (1) ◽  
pp. 101-110
Author(s):  
Mariana LUNGU
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
General Education ◽  
Education System ◽  
Language Education ◽  
Japanese Language ◽  
Lower Secondary School ◽  
Contemporary Culture ◽  
Upper Secondary Education ◽  
Upper Secondary

In this paper, I focus my attention on the problem of teaching Japanese as part of compulsory subjects in an upper secondary education to pupils aged between 15 to 19. This article starts out with a brief overview of the Romanian education system and the current state of Japanese teaching in the upper secondary education. As compared to other educational curricula, the Romanian education system focuses on competency-based curriculum emphasizing the applicability of knowledge and the development of competences in an integrated and inter-disciplinary approach. The Japanese Language is part of that curricular area named as Language and Communication. In the Romanian educational system, the process of teaching the Japanese language starts from lower secondary school and continues to upper secondary and then to university level. In the lower secondary school, pupils study the Japanese Language as an elective subject, while in the upper secondary school, they learn Japanese as a mandatory subject of the core curriculum and as an elective one of school-based curriculum. Next, attention is paid to outline the current situation of teaching Japanese in the upper-secondary education system, providing details of our curricula, types of subjects, and specific features of Japanese classes. Forms of Japanese language education vary greatly, as well as their target students and objectives. However, the focus of all is a balanced education in the four language skills: reading, writing, listening and speaking. In addition to the Japanese language study, Japanese syllabi provide cultural and general education to learn the properties in Japanese Society and about contemporary culture.

scholarly journals O ensino da Língua japonesa no Amazonas

1969 ◽  
pp. 131-141
Author(s):  
Michele Eduarda Brasil de Sá ◽  
Ken Nishikido
Keyword(s):  
Language Teaching ◽  
Language Education ◽  
The State ◽  
Japanese Language ◽  
History Of ◽  
Japanese Immigration

This article is based on the results of a research entitled “History of Japanese language éducation in Amazonas”，registered in the Institutional Program of Scientific Initiation Scholarships (PIBIC) of the Federal University of Amazonas during 2011-2012. The aim of the research is to trace a chronology of Japanese language teaching in Amazonas, based on the history of Japanese immigration to the State.

scholarly journals Chinese Language Teaching in Thailand

MANUSYA ◽  
2004 ◽  
Vol 7 (3) ◽  
pp. 12-24 ◽  
Author(s):  
Prapin Manomaiviboon
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Chinese Language ◽  
Language Education ◽  
The State ◽  
Factors Affecting ◽  
Chinese Language Education ◽  
The Past ◽  
Chinese Language Teaching ◽  
Chinese Teaching

This article is about the present day teaching and learning of Chinese in Thailand, particularly over the past seven to eight years. However, before dealing with the state of current teaching and learning, this article will present a concise historical version of Chinese language education in Thailand, so that readers will get a perspective and will be aware of diverse factors affecting Chinese teaching in the country.

scholarly journals Determining an Appropriate Research Framework for Language Teaching and Learning in Higher Education

2015 ◽  
Vol 3 (4) ◽  
pp. 405
Author(s):  
Solomon A. Dansieh
Keyword(s):  
Research Methodology ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Academic Research ◽  
Language Education ◽  
Theoretical Background ◽  
Tertiary Level ◽  
Research Approach ◽  
Qualitative Approaches ◽  
Language Teaching And Learning

<p><em>This review of literature on approaches to language education research aims to provide a theoretical background to researching into language teaching and learning at tertiary level. It is purely a desk research with the hope of highlighting the main approaches to language study research to first-time researchers attempting to wade into the murky waters of academic research. Academic research is a complex enterprise; hence the need for appropriate procedures that would yield quality research outcomes. The review is organised in four main parts seeking to address five major questions: 1) </em><em>H</em><em>ow is an appropriate approach to evaluating a language programme determined? 2) </em><em>W</em><em>hat is implied by the terms research methodology” and “methods”? 3) </em><em>W</em><em>hat roles do human perceptions play in determining a research approach? 4) </em><em>W</em><em>hat is the rationale for adopting a particular research approach? Among the different paradigms of research methodology for language programme evaluation, the positivistic/quantitative and the naturalistic/qualitative approaches are generally favoured by applied linguists and language programme evaluators as the most ideal evaluation tools. When it comes to measuring the effect of different methods on the success of a language programme, a positivistic design is considered most appropriate. With most of the data for a naturalistic research design coming from a variety of sources such as students, instructors, administrators, evaluators, and other stakeholders, observation, interviews, journals, questionnaires, and document analysis have been identified as the most common methods for gathering and recording data. A paper that seeks to explore tertiary-level English language teaching and learning for instance would require a combination of both positivistic and naturalistic designs, as neither design is considered sacrosanct. Employing multiple approaches in a single study would therefore require the integration of the strands at some point through triangulation.</em><em></em></p><p><em><br /></em><em></em></p>

scholarly journals Japanese Language Rhetoric of the Japanese Education Students’ at the Speech Contest

2019 ◽  
Vol 13 (3) ◽  
pp. 181
Author(s):  
Rike Febriyanti
Keyword(s):  
Language Teaching ◽  
Language Education ◽  
Japanese Language ◽  
Japanese Education ◽  
Analysis Method ◽  
Education Students ◽  
Video Recordings ◽  
Language Exposure ◽  
Language Mastery

The research aimed to analyze the speech rhetoric quality of the students of Japanese Language Education, Brawijaya University using a descriptive qualitative design. The method applied a discourse analysis method written by Krippendoff which included coding, classification, interpretation, and evaluation. The object of this research was students’ speech for Japanese Speech Contest of UB 2018. The data were seven video recordings of seven speeches delivered by seven students who participated in this speech contest. It it concluded that the quality of the students’ speech is not satisfactory in the criteria of content and expression. The students also show weaknesses in pronunciation and grammar in their speech. This research indicates that when the students are allowed to be honest to express their mind freely in the Japanese language, the speech will reflect each student’s actual language mastery, because language teaching inside the classroom is the most dominant language exposure for the students, any advancement in Japanese language teaching will significantly uplift the quality ofthe speech.

scholarly journals Factors Affecting Task-Based Language Teaching from Teachers’ Perspectives

2014 ◽  
Vol 2 (1) ◽  
pp. 108 ◽  
Author(s):  
Tuyen Van Le
Keyword(s):  
Time Allocation ◽  
English Language ◽  
English Proficiency ◽  
Language Teaching ◽  
Language Education ◽  
Tertiary Level ◽  
English Language Education ◽  
Factors Affecting ◽  
Efl Teachers ◽  
Teachers Perspectives

<p><strong> </strong></p><p><em>Teachers play the most important part in the application of a new method or approach in English language education. However, whether they implement the method successfully or not depends on various factors. This paper aims to explore the factors that affect English as a foreign language (EFL) teachers’ implementation of task-based language teaching (TBLT) at the tertiary level through the use of two instruments: “focus-groups” with five experienced EFL teachers and interviews with ten individual teachers at five universities in Ho Chi Minh City, Vietnam. The findings revealed that factors affecting teachers’ implementation of TBLT include external factors such as time allocation, testing, students’ motivation and English proficiency and textbooks, and internal factors such as teachers’ experience, knowledge about TBLT, English proficiency, and ability to use technology. The findings of the study provide EFL curriculum designers and teachers with both theoretical and practical implications in the implementation of TBLT at the tertiary level in Vietnam.</em></p><p><strong> </strong></p>

scholarly journals Análise e crítica de dois materiais didáticos em língua japonesa

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.

Communication in Greetings in Chinese: a Pedagogical Proposal

2019 ◽  
Vol 1 (8) ◽  
pp. 75
Author(s):  
Xianghong Qu Lu
Keyword(s):  
Second Language ◽  
Nonverbal Communication ◽  
Language Teaching ◽  
Chinese Language ◽  
The Other ◽  
Teaching Materials ◽  
Intercultural Communications ◽  
Other Hand ◽  
Practical Proposal ◽  
Teaching Chinese

<span>Due to the problems detected in the practice of teaching Chinese as second Language, on the other hand with the theoretical advances both in nonverbal communication and in pedagogy, especially in that of Chinese language, we began to reflect on the importance of the nonverbal language in intercultural communications. It is found that it necessary to make a theoretical and practical proposal for the integration of nonverbal communication into the Chinese</span> <span>language teaching materials, for the purpose of improving our students’ communication and the comprehension on the culture and society of China. In this goal, the present work consists in the analysis of nonverbal signs used in some specific communicative contexts in Chinese related to the topic of “greetings”, and in the identification of those nonverbal signs that can more easily cause errors of interpretation in the students, mainly by questionnaire, interviews and bibliographic review. Finally, based on the results of our study, we present a concrete pedagogical proposal composed by five activities, in order<br />to offer a complementary material that could help the students to avoid misinterpretations in spoken or written context that block and distort the transmission of messages.</span>

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