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Journal articles on the topic '例による学習'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Moriya, Ryota, Andrew Reimann, Shoko Moriya, and Ryoko Sato. "Improving Accessibility: Developing Learner Agency." JALT Postconference Publication 2019, no. 1 (2020): 84. http://dx.doi.org/10.37546/jaltpcp2019-11.

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As classrooms become more diverse, the understanding of learner needs has evolved to include both visible and invisible needs. Traditionally, reasonable accommodation has been limited to supporting students with physical or cognitive requirements. This has evolved to include support for social, psychological, emotional, and even economic difficulties. Resources and institutional support remain underfunded and underdeveloped; it is therefore paramount that teachers are able to diagnose, communicate, and empathize with students who are displaying a wider range of learning needs and difficulties

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2

Kanno, Masayo. "Apathy, Agency, and Sociocultural Mediation in a University English Course." JALT Postconference Publication 2019, no. 1 (2020): 144. http://dx.doi.org/10.37546/jaltpcp2019-18.

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This paper is a report of an exploratory case study with a learner who showed apathetic attitudes in a Japanese university English course. Previous research indicated the influence of self-perception, learner autonomy, and exam washback effects on Japanese learners’ attitudes towards language learning. This study takes a sociocultural approach to contribute to a deeper understanding of the constructive nature of learner agency. Semistructured interviews unexpectedly revealed the learner’s multilingual experiences and ongoing self-directed learning efforts outside the classroom. A thematic anal

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Bowyer, David. "Exploring the Effects of Recursive Conversations on L2 Learner Beliefs." JALT2018—Diversity and Inclusion 2018, no. 1 (2019): 143. http://dx.doi.org/10.37546/jaltpcp2018-20.

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Recursion, developed from sociocultural perspectives on language learning, has been described by Kindt (2004) as the “return to a similar experience—but with wider knowledge” (p. 15). By engaging in recursive conversations, learners can iterate on their L2 oral interactions through the use of interaction-focused feedback and conversations with multiple partners. This study builds on preliminary research by Murphey (2003) and Kindt and Bowyer (2018) that explored the effects of recursion on learners’ L2 competence and beliefs but were too broad in scope and worked with limited data. This presen

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Lyddon, Paul, and Hiromu Okamura. "Japanese Junior High School English Textbook Input and Wh-Question Formulation." JALT Postconference Publication 2019, no. 1 (2020): 49. http://dx.doi.org/10.37546/jaltpcp2019-07.

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Second language acquisition of English wh-questions is complicated by asymmetries among different wh-question types. In a study of the wh-interrogative production of Japanese junior high school (JHS) learners, Hasebe and Maki (2014) found a disordinal interaction between wh-question type and English proficiency level. They also noted an unexplained tendency for more advanced learners to over-insert do. Connecting these findings, the present investigation hypothesized greater learner exposure to wh-questions with do at higher levels of study, which was evaluated by comparing the proportions of

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Dewaele, Jean-Marc. "JALT2015 Conference Article: On Emotions in Foreign Language Learning and Use." Language Teacher 39, no. 3 (2015): 13. http://dx.doi.org/10.37546/jalttlt39.3-3.

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Emotions are at the heart of the foreign language learning process. Without emotion, boredom would reign and very little learning would take place. I report on some recent work that has investigated the role of emotion in the foreign language classroom, both positive (foreign language enjoyment) and negatives ones (foreign language anxiety). It seems that both learners and teachers play a crucial role in managing emotions in the classroom. I also report on the difficulties associated with the communication of emotions in a foreign language and on their relative absence in foreign language cour

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Kuwabara, Hidenori, Kevin M. McManus, and Mayumi Watanabe. "Peer Mentoring and Development of Student Agency." JALT Postconference Publication 2019, no. 1 (2020): 409. http://dx.doi.org/10.37546/jaltpcp2019-48.

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Peer-mentoring programs have become increasingly popular in recent years due to the many benefits they offer participating students. However, studies on peer mentoring in Japanese education often focus on the benefits afforded to mentees and not the mentors. The development of agency among student participants of a mentoring program in an English-language department at a Japanese university conducted between 2012 and 2018 is investigated in this study. The authors examined how the experience of mentoring a struggling underclassman encouraged learner agency for student mentors. The authors cond

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Farrokhi, Farahman, Rajab Esfandiari, and Edward Schaefer. "A Many-Facet Rasch Measurement of Differential Rater Severity/Leniency in Three Types of Assessment." JALT Journal 34, no. 1 (2012): 79. http://dx.doi.org/10.37546/jaltjj34.1-3.

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Rater effects in performance testing is an area in which much new research is needed (Myford, personal communication, 23 February, 2010). While previous studies of bias or interaction effect as a component of rater effect have employed experienced teachers as raters (e.g., Schaefer, 2008), the present study uses many-facet Rasch measurement (MFRM) to investigate differential rater effect or rater severity or leniency among three rater types: self-assessor, peer-assessor, and teacher assessor. Essays written in English by 188 Iranian English majors at two state-run universities in Iran were rat

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8

Wood, David. "Mastering the English formula: Fluency development of Japanese learners in a study abroad context." JALT Journal 29, no. 2 (2007): 209. http://dx.doi.org/10.37546/jaltjj29.2-3.

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A common perception in English language education in Japan is that studying English abroad is the way to improve speech proficiency. An important element of speech proficiency is fluency, commonly measured by temporal variables of speech such as speed, pauses, and length of runs of speech. Evidence exists that the use of formulaic sequences, strings, and frames of words with specialized functions, mentally stored and retrieved as single words, is key to fluency. The present study is an examination of the spontaneous speech of four Japanese learners in a study abroad context in Canada. The part

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Tidmarsh, Andrew, and Danielle Kurihara. "The First-Year Speaking Class: Developing Pragmatic Fluency for Globally-Minded Learners." Language Teacher 42, no. 6 (2018): 13. http://dx.doi.org/10.37546/jalttlt42.6-3.

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Students often arrive at university producing stilted and passive conversations based on patterns learned from junior high school onwards. While grammatically correct, these patterns are often completely divorced from the reality of serious communication. Speaking classes for first-year students therefore present a golden opportunity for students to start asking themselves critically, “Does it make sense for me to say this?” Functioning with a degree of pragmatic competence is an essential step for learners in becoming skilled English users, equally comfortable communicating overseas or with n

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Morris, Roy. "Building Success: Task-Based Speaking Tests in the Japanese Classroom." Language Teacher 39, no. 4 (2015): 13. http://dx.doi.org/10.37546/jalttlt39/4-3.

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This paper outlines the use of formative and task-based speaking assessments in the Japanese classroom at a range of levels, and argues that integrating this kind of assessment into a program benefits students by building their confidence through progressive achievement and by providing many chances for form negotiation and washback. An example of such a speaking test is outlined, and then evaluated according to criteria outlined by Brown and Abeywickrama (2010), and in accordance with the theories of Nation (1996), Long and Porter (1985) Swain and Lapkin (1989, 1998), and Ellis (1997), amongs

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Entwistle, Thomas. "Community Language Learning: What can we take from this classic teaching method?" Nagoya JALT Journal 1, no. 1 (2020): 78–86. http://dx.doi.org/10.37546/jaltchap.nagoya1.1-5.

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This article explores the classic teaching approach of Community Language Learning (CLL). It will introduce CLL, describe how and when it was developed, what approaches it takes to teaching English, what procedures and techniques are used in a typical CLL lesson, and what materials are needed. This article then goes onto describe how through experimenting with CLL, I believe there are elements of CLL that can help with some common issues in varying Japanese teaching contexts such as tackling learners’ over reliance on electronic devices, and providing learners with authentic listening. Also, t

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Gibbon, Ben, and Yuya Nakagawa. "Repurposing EFL Professional Development Frameworks for Students-Use; Releasing Responsibility for Learner Self-Reflection, Agency, and Metacognition." Nagoya JALT Journal 2, no. 1 (2021): 15–52. http://dx.doi.org/10.37546/jaltchap.nagoya2.1-2.

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The quantitative case study investigates whether Freeman’s (1989) K.A.S.A teacher framework is effective when adjusted for student use during self-reflection tasks. The potential of this teaching method to improve learner study skills, namely to scaffold learner autonomy, will be considered. This paper offered a framework to 30 students as an autonomous self-assessment task, their answers were analysed using KH Coder 3, a text-mining software, to quantitatively identify clusters of lexemes expressed by participants to determine whether they had cited the framework’s dimensions of knowledge, at

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Takinami, Wakako. "An Exploratory Study: How Vocabulary Instruction Influences Writing Fluency." JALT Postconference Publication 2019, no. 1 (2020): 482. http://dx.doi.org/10.37546/jaltpcp2019-55.

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In this research I investigated how vocabulary presentation in explicit vocabulary instruction influenced EFL students’ writing fluency and controlled productive ability. Vocabulary instruction, 10-minute freewriting, and vocabulary pre- and post-tests were given to Japanese university students. ANOVA and Pearson’s product-moment correlation coefficient were used to analyze test scores as well as the number of words, including the number of target words in the students’ compositions. I found students wrote more fluently when target words were presented in sentences than when presented alone. I

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Stone, Paul. "Video Reflexive Ethnography as a Tool for Better Classroom Practice." Language Teacher 39.6 39, no. 6 (2015): 10. http://dx.doi.org/10.37546/jalttlt39.6-2.

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This article describes an application of ethnographically-informed approaches to discourse analysis that attempts to bring about change in EFL classroom practice. The project was conducted by a teacher-researcher at a Japanese university and one group of learners that he taught. It centres on the use of video as a tool to bring about discussions between the teacher and learners that help them to better understand both their own classroom behaviour and each other’s. The paper discusses the insights that such a project can bring as well as some problems inherent in conducting a project of this k

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Unser-Schutz, Giancarla. "Planning and Making the Transition to a Flipped Classroom." JALT2018—Diversity and Inclusion 2018, no. 1 (2019): 267. http://dx.doi.org/10.37546/jaltpcp2018-36.

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This paper outlines the steps and process of flipping a classroom, using the author’s own experience flipping a university-level English speaking class as an example. After reviewing the concept of flipping the classroom—having students engage in instruction-oriented activities such as reading and watching videos outside of class and conduct practice-oriented exercises in class—the motivations behind flipping the classroom are reviewed, followed by a basic overview of how flipping the classroom can be approached. In particular, 4 steps are described that lead readers through the planning proce

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Lowe, Robert. "Promoting L2 Use as a Means of Facilitating TBLT in Japanese Classrooms." Language Teacher 36, no. 6 (2012): 21. http://dx.doi.org/10.37546/jalttlt36.6-1.

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There is increasing discussion about the suitability of Task-based Language Teaching (TBLT) in Japanese classrooms. While some advocate TBLT as the most effective way to increase learners’ communicative competence, the tendency of Japanese students to remain silent or to excessively use their L1 may be a barrier to the effectiveness of the approach. This paper focuses on the use of L1 in English classes, and surveys the ways in which it is used by students during tasks. It is then demonstrated, using peer monitoring as an example, that simple classroom interventions can effectively encourage L

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Maher, Kevin. "EFL Literature Circles: Collaboratively Acquiring Language and Meaning." Language Teacher 39, no. 4 (2015): 9. http://dx.doi.org/10.37546/jalttlt39.4-2.

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Literature circles have many advantages for acquiring a foreign language, particularly due to their collaborative nature. Students work together, and increase cultural awareness, critical thinking skills, reading comprehension abilities, and inference skills. Additionally, they search for meaning, examine the text, and increase their vocabulary and idiom awareness by seeing those respective items in context. Their collaborative nature can bring a classroom of students together with the teacher as facilitator. For the structure of literature circles to work, each student is assigned a role. The

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Komiyama, Kazue. "Improvement in the Quality of Students’ Writings: Six Case Studies." JALT2018—Diversity and Inclusion 2018, no. 1 (2019): 324. http://dx.doi.org/10.37546/jaltpcp2018-44.

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The purpose of this study was to examine whether writing practice without grammatical feedback improved the quality of high school students’ essays. Japanese 12th grade students wrote a series of essays on assigned topics as homework. Two cases were given explicit grammatical correction as feedback and the other cases were given only communicative feedback related to the content. Even though students were not instructed to write as much as possible, over the course of the study their essays grew longer overall and had more words per sentence as well as a greater variety of words used. One fact

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Hasegawa, Atsushi, and Chiharu Shima. "Differential Social Experiences of International Students in a Residential Hall in Japan." Frontiers: The Interdisciplinary Journal of Study Abroad 32, no. 2 (2020): 34–71. http://dx.doi.org/10.36366/frontiers.v32i2.467.

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The present study examined differential social experiences of international students living in a residential hall called ‘Nihongo House’ (Japanese language house) at a Japanese university. By conducting social network analysis (SNA), as well as making use of ethnographic data collected through participant observation and semi-structured interviews, we explain how constellations of interpersonal relations at the house transformed over the course of one semester and what factors were responsible for those changes. Additionally, we present three focal cases of international students. These studen

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Sugimoto, Sayaka. "Students’ Experience of English Medium Instruction Classes in Medical School in Japan." JALT Journal 43, no. 1 (2021): 33. http://dx.doi.org/10.37546/jaltjj43.1-2.

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In the last few decades, the number of universities offering English medium instruction (EMI) in Japan has increased rapidly. Yet, studies on the EMI experiences of Japanese university students are limited in number. Few studies have examined the EMI experiences of students in medical school, who tend to have high English proficiency given the intense preparation required for the entrance exam. To fill this knowledge gap, I investigated medical students’ views on their experiences of elective medical and non-medical EMI courses that they were required to take. An analysis of 93 survey and 7 in

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Siegel, Joseph. "Notetaking in ELT: A Focus on Simplification." Language Teacher 43, no. 3 (2019): 20. http://dx.doi.org/10.37546/jalttlt43.3-4.

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In order to take efficient notes during English for academic purposes (EAP) lectures, students might need to be challenged to move beyond verbatim recording of information. This article describes an innovative approach to notetaking in EAP courses, the Teaching Cycle for Simplification, with a specific focus on simplification strategies used in Swedish high school second language EAP courses. The specific strategies introduced and practiced included word substitution, abbreviation, and the use of symbols and pictures. The article describes the pedagogic steps used in the classroom and shares s

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Yulianti, Ni Nyoman Vivin, Ni Nengah Suartini, and I. Wayan Sadyana. "IMPLEMENTASI PEMAHAMAN LINTAS BUDAYA DALAM PEMBELAJARAN BAHASA JEPANG DI SMK NEGERI 5 DENPASAR." Jurnal Pendidikan Bahasa Jepang Undiksha 5, no. 2 (2019): 259. http://dx.doi.org/10.23887/jpbj.v5i2.18687.

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Penelitian ini bertujuan untuk mendeskripsikan metode yang digunakan guru dalam mengimplementasikan pemahaman lintas budaya dalam pembelajaran bahasa Jepang di SMK Negeri 5 Denpasar dan kendala-kendala yang dihadapi guru serta cara mengatasi kendala tersebut. Subjek pada penelitian ini adalah guru bahasa Jepang di SMK Negeri 5 Denpasar dan buku Nihongo Kirakira I. Objek pada penelitian ini adalah metode yang digunakan guru dalam mengimplementasikan pemahaman lintas budaya dalam pembelajaran bahasa Jepang di SMK Negeri 5 Denpasar. Data dikumpulkan melalui metode observasi non partisipatif, wawa

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Fifer, Mark. "Obstacles to Japanese membership in the imagined global community of English users." Language Teacher 37, no. 5 (2013): 39. http://dx.doi.org/10.37546/jalttlt37.5-11.

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Although Japanese English learners are well aware of the potential of English as a means to communicate with the world, this remains an abstract concept for most, who have limited English interaction outside the classroom and continue to associate the language primarily with the people and cultures of traditionally English-speaking countries. Japanese university students, furthermore, tend to have less experience with international online English communication than their counterparts in many other countries. In this article, the author discusses several factors that contribute to the difficult

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Uchida, Yoko, and Junko Sugimoto. "Pronunciation Goals of Japanese English Teachers in the EFL Classroom: Ambivalence Toward Native-like and Intelligible Pronunciation." Language Teacher 44, no. 1 (2020): 3–9. http://dx.doi.org/10.37546/jalttlt44.1-1.

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While there is a general concurrence among researchers that mastery of “intelligible pronunciation” should be the goal of English learners, the notion does not seem to be widely shared among non-native EFL teachers, who often hold the strong belief that teachers should sound like native speakers. To investigate the underlying reasons for this, we conducted an essay survey with 16 Japanese preservice teachers after having them read articles relevant to intelligible English and English as a lingua franca. The preservice teachers displayed ambivalence between native English pronunciation and Japa

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Hirata, MacPaul. "An English Cover Letter Essential Wordlist for Second Language Learners." Language Teacher 43, no. 1 (2019): 3. http://dx.doi.org/10.37546/jalttlt43.1-2.

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Writing a cover letter is an essential part of the job application process. To find ways to improve second language learners’ cover letter writing ability, this author examined cover letters to create a list of words that are essential for writing English cover letters. A Cover Letter Essential Word List (CLEWL) of 347 words was created from a corpus of 400 cover letters. The CLEWL was analyzed in terms of its make-up, lexical coverage, and lexical frequency profile. This study presents those findings, as well as suggestions for teaching words from the CLEWL. カバーレターを書くことは就職活動に不可欠な部分である。本論では第2言

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CAHYANI, NI WAYAN AYU, Desak Made Sri Mardani, and Gede Satya Hermawan. "PENGUATAN (REINFORCEMENT) VERBAL DAN NONVERBAL GURU DALAM PEMBELAJARAN BAHASA JEPANG DI KELAS XI MIPA 2 SMA NEGERI BALI MANDARA." Jurnal Pendidikan Bahasa Jepang Undiksha 5, no. 2 (2019): 150. http://dx.doi.org/10.23887/jpbj.v5i2.18566.

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Penelitian ini bertujuan untuk mendeskripsikan (1) model-model penguatan yang digunakan oleh guru dalam pembelajaran bahasa Jepang di SMA Negeri Bali Mandara. (2) penggunaan bahasa Jepang dalam penguatan oleh guru dalam pembelajaran bahasa Jepang di SMA Negeri Bali Mandara. Subjek dalam penelitian ini adalah guru bahasa Jepang di SMA Negeri Bali Mandara. Pengumpulan data dilakukan dengan metode observasi, dokumentasi, dan wawancara, kemudian dianalisis menggunakan metode deskriptif kualitatif. Hasil penelitian ini adalah (1) Model-model penguatan yang digunakan oleh guru dalam pembelajaran bah

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Shibata, Naoya. "The Effectiveness of Content-Based Instruction on Beginners’ Writing Skills." JALT2018—Diversity and Inclusion 2018, no. 1 (2019): 352. http://dx.doi.org/10.37546/jaltpcp2018-47.

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Content-based instruction (CBI) is “the integration of language teaching aims with content instruction” (Snow, 2014, p. 439). Although CBI has prevailed as one approach to developing a curriculum integrating four language skills in ESL and EFL settings (e.g., Cumming & Lyster, 2016; Donato, 2016), it is rarely implemented in Japanese secondary educational contexts. Furthermore, although the number of studies on EFL writing in secondary contexts is increasing, research on EFL essay writing in such settings has seldom been conducted in Japan. Therefore, based on data gathered from surveys an

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Kubokawa, Jared. "Second Language Creative Writing: Learner Development in the Shinhaiku Pedagogy." Nagoya JALT Journal 2, no. 1 (2021): 71–96. http://dx.doi.org/10.37546/jaltchap.nagoya2.1-4.

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This article will address the place of second language creative writing (L2CW) in EFL curricula by first providing an updated understanding of L2CW and the Japanese form shinhaiku—a nontraditional haiku. Shinhaiku differs from traditional haiku in that it does not utilize the 5-7-5 syllable form. Secondly, the article will consider misconceptions as well as pedagogical implications of L2CW and thirdly, offer a classroom approach to L2CW (poetry writing) utilizing Hanauer’s (2012) meaningful literacy framework. The approach was developed from action research and teaching practices, underpinned

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Ardianti, Ni Putu Silvia, Kadek Eva Krishna Adnyani, and Ni Nengah Suartini. "ANALISIS SEMANTIK PENGGUNAAN VERBA JUNBI, YOUI DAN SHITAKU DALAM KALIMAT BAHASA JEPANG." Jurnal Pendidikan Bahasa Jepang Undiksha 5, no. 2 (2019): 134. http://dx.doi.org/10.23887/jpbj.v5i2.18346.

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Penelitian ini bertujuan untuk menganalisis perbedaan penggunaan verba junbi, youi dan shitaku dalam kalimat bahasa Jepang. Sehingga didapatkan ketentuan penggunaan makna dari ketiga verba tersebut. Penelitian ini dilakukan karena terdapat kata-kata yang memiliki kesamaan makna sehingga pembelajar mengalami kesulitan dalam memahami makna. Data bersumber dari koran online Mainichi Shinbun dan dianalisis dengan metode kajian dokumen. Hasil penelitian menunjukkan bahwa verba junbi digunakan untuk menyatakan situasi mempersiapkan hal-hal yang abstrak, mempersiapkan sesuatu yang berhubungan dengan

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Sakai, Hideki, та Junichi Wada. "中学校英語教科書のジャンル・テキストタイプ分析 A Genre/Text-Type Analysis of Junior High School English Textbooks". JALT Journal 34, № 2 (2012): 209. http://dx.doi.org/10.37546/jaltjj34.2-4.

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2012年から実施される中学校学習指導要領（文部科学省, 2008）によれば、まとまりのある英語に焦点をあてて指導することが明記されている。まとまりのある英語とは、「一つのテーマに沿って話されたものや内容に一貫性のあるものなどを示している。例えば、スピーチや機内アナウンス、天気予報などが挙げられる。」(p. 12) と説明されている。そこで、平成18年度版中学校英語教科書にどのようなまとまりのある英語が扱われているのかを調べた。分析の結果、比較的多様なジャンル・テキストタイプが用いられていることがわかった。また、社会的行為や目的が明確でない基本的なジャンル・テキストタイプも見られた。頻度の高いジャンル・テキストタイプは、会話、スピーチ、自己紹介、放送、散文、電子メール、手紙、ウェブサイトであった。6社の教科書すべてで扱われているジャンル・テキストタイプは少なかった。これらの分析結果に基づき、教育的示唆を行った。 The purpose of this study is to obtain information about EFL teaching materials used in Japanese junior high schools by analyzing textbooks in terms of genre/text types, one aspect of disc

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YOKOYAMA, Yayoi. "An Experiment in Education of Formative Arts and Design Using Computer Graphics in the Study of Form." Journal of Graphic Science of Japan 27, no. 2 (1993): 11–16. http://dx.doi.org/10.5989/jsgs.27.2_11.

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NAKAJIMA, HIROYUKI. "Removing Similar Documents from Training Samples and Applying Rocchio feedback as week learner of AdaBoost for Improving Relevance Feedback." Journal of Natural Language Processing 10, no. 1 (2003): 47–61. http://dx.doi.org/10.5715/jnlp.10.47.

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Hikita, K., Y. Takahashi, and M. Asada. "A Hierarchical Multi-Module Learning System based on Self-Interpretation of Instructions by Coach." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2003 (2003): 80. http://dx.doi.org/10.1299/jsmermd.2003.80_2.

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Tokita, Takashi, Tsuyoshi Okawa, Yasunari Shibata, Michitoshi Ohno, and Mitsuhiro Mori. "Learning and Evaluation of Stabilograms of Health Subjects and Patients with Labyrinthine and Central Disorders by Neural Network." Equilibrium Research 57, no. 1 (1998): 90–97. http://dx.doi.org/10.3757/jser.57.90.

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Takano, Tomihiro, Keinosuke Matsumoto, Isao Oki, and Toshiaki Ohashi. "A Case Learning System for Switching Instruction Tables in Load Dispatching Offices." IEEJ Transactions on Power and Energy 115, no. 7 (1995): 795–802. http://dx.doi.org/10.1541/ieejpes1990.115.7_795.

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Miyamoto, Toshihiko. "The influence of the New Course of Study on teaching and learning of evolution and anthropology, and an example of the anthropology education in a high school." Anthropological Science (Japanese Series) 122, no. 1 (2014): 89–93. http://dx.doi.org/10.1537/asj.122.89.

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UCHIMOTO, KIYOTAKA, SATOSHI SEKINE, MASAKI MURATA, and HITOSHI ISAHARA. "Word Translation by Combining an Example-Based Method and Machine Learning Models." Journal of Natural Language Processing 10, no. 3 (2003): 87–114. http://dx.doi.org/10.5715/jnlp.10.3_87.

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Nanasawa, Hiroshi, Motoki Yonekawa, Ikuo Nakasawa, Tsuyoshi Nishisaka, and Tetsuma Osawa. "A case report of the accidental retinal burn by pulsed Nd-YAG laser." JOURNAL OF JAPAN SOCIETY FOR LASER SURGERY AND MEDICINE 5, no. 3 (1985): 485–88. http://dx.doi.org/10.2530/jslsm1980.5.3_485.

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Niwa, Tadaaki, Keiko Yukawa, Masahiro Kinoshita, and Takashi Kawakami. "1A2-D09 An automatic composing system by using musical schema learned from existing music : Evaluation unit for time-series prediction by recurrent neural network(Evolution and Learning for Robotics(2))." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2012 (2012): _1A2—D09_1—_1A2—D09_3. http://dx.doi.org/10.1299/jsmermd.2012._1a2-d09_1.

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SHIRASU, Tetsuhisa, and Tstsuo OGAWA. "Design of Science Coursework to Lead to the Construction of Scientific Concepts through “Inquisitive Science Learning” —Case of Magnet for the 3rd Grade—." Journal of Research in Science Education 54, no. 1 (2013): 37–49. http://dx.doi.org/10.11639/sjst.12003.

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OHTANI, Shigeko, Toshio KOJIMA, and Keiichi WATANUKI. "11807 A manufacturing learning method based on manufacturing case database." Proceedings of Conference of Kanto Branch 2008.14 (2008): 113–14. http://dx.doi.org/10.1299/jsmekanto.2008.14.113.

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KOSUGI, Manabu, and Yasuhiro ENDOH. "PROCESS EVALUATION ON COMMUNITY DESIGN EDUCATION BY "FIELD SEMINAR"(Urban Planning)." AIJ Journal of Technology and Design 9, no. 17 (2003): 459–64. http://dx.doi.org/10.3130/aijt.9.459.

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SUZUKI, Kaname. "CONTINUAL LEARNING FOR RESEARCHERS : The selection of parameter from other fields(Education)." AIJ Journal of Technology and Design 9, no. 18 (2003): 403–6. http://dx.doi.org/10.3130/aijt.9.403_2.

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KONDO, Hisao, and Kenji YAMAGUCHI. "Study on Force Control of Hydraulic Cylinders using a Proportional-type Valve. Case of using Learning Control and PWM Control with a Constant Off-time." Hydraulics & Pneumatics 24, no. 1 (1993): 113–21. http://dx.doi.org/10.5739/jfps1970.24.113.

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YASUDA, Toshiyuki, and Kazuhiro OHKURA. "Improving Segmentation of Action Space for the Instance-Based Reinforcement Learning Method Called BRL (1st Report, Behavior Acquisition for a Mobile Robot)." Transactions of the Japan Society of Mechanical Engineers Series C 74, no. 747 (2008): 2747–54. http://dx.doi.org/10.1299/kikaic.74.2747.

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KOGA, Takanori, Keiichi HORIO, Ichiro MASUI, and Takeshi YAMAKAWA. "Aggregation of experientially-acquired satisfying and unsatisfying cases by a self-organizing learning algorithm for orthognathic surgery planning." Journal of Japan Society for Fuzzy Theory and Intelligent Informatics 20, no. 1 (2008): 41–52. http://dx.doi.org/10.3156/jsoft.20.41.

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SUZUKI, Kaname. "RESULTS FROM CROSSING FUSION OF ENGINEERING AND SCIENCE IN CONTINAL LEARNING : Proof of the existence of discontinuity and time lag(Education)." AIJ Journal of Technology and Design 12, no. 23 (2006): 483–86. http://dx.doi.org/10.3130/aijt.12.483_1.

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WATANUKI, Keiichi, and Kazunori KAEDE. "112 Virtual Reality-Based Skill Training and Human Resource Development for Undergraduate Mechanical Engineering Students : Through industry-university collaboration activities." Proceedings of the Tecnology and Society Conference 2009 (2009): 41–44. http://dx.doi.org/10.1299/jsmetsd.2009.41.

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MATSUSHITA, Daisuke, and Junzo MUNEMOTO. "A DESCRIPTION OF EVALUATION FORMULAE BY LEARNING CASE EXAMPLES WITH INDUCTIVE INFERENCE AND TO SIEVE THE ALTERNATIVE SET." Journal of Architecture and Planning (Transactions of AIJ) 69, no. 576 (2004): 31–36. http://dx.doi.org/10.3130/aija.69.31_1.

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OHATA, Takato. Journal of Environmental Conservation Engineering 32, no. 6 (2003): 484–88. http://dx.doi.org/10.5956/jriet.32.484.

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