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Journal articles on the topic '外来語'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

Butterfield, Jeffrie. "Loanwords and Pragmatic Competence." JALT Postconference Publication 2019, no. 1 (2020): 282. http://dx.doi.org/10.37546/jaltpcp2019-33.

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The extensive number of English loanwords in Japanese can be an invaluable resource for language learners in Japan and knowledge of them can aid in the recognition and comprehension of English vocabulary. However, because comparatively few of the English loanwords used in Japanese share all of the same meanings and usages with their English source words, it can lead to grammatical, semantic, and pragmatic errors if language learners are not aware of the similarities and differences, which are rarely taught in language classrooms. In this paper I explore factors related to English loanwords in

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Daulton, Frank E. "On the Origins of Gairaigo Bias: English Learners’ Attitudes Towards English-based Loanwords in Japan." Language Teacher 35, no. 6 (2011): 7. http://dx.doi.org/10.37546/jalttlt35.6-1.

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Although gairaigo is a resource for Japanese learners of English, attitudes in Japan towards English-based loanwords are ambivalent. This paper examined university freshmen’sattitudes towards gairaigo through a questionnaire. Despite their ambivalence,participants generally felt that loanwordsdid not hinder their English studies. Yet their opinions were based on scant information, as teachers had seldom spoken of gairaigo, or had spoken of it only disparagingly. 「外来語」は日本人が英語を学ぶ際に情報源の1つとなっているが、日本における英語由来の外来語の捉え方には曖昧なところがある。本論は、大学１年生の外来語に対する捉え方をアンケート調査したものである。曖昧な部分があるにもかかわらず、アンケートの参加者が全般的に感じていたの

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Garland, Brendan. "Gairaigo: Japanese EFL Learners’ Hidden Vocabulary." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (2021): 192. http://dx.doi.org/10.37546/jaltpcp2020-24.

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Japanese is a language that accepts a great number of foreign words (known as gairaigo) into its lexicon, and in modern times these words come predominantly from English. However, despite containing a base of thousands of common English words, the study and use of this latent vocabulary to benefit EFL learners has not been fully realized. This paper describes an exploratory study of a short course given to a university EFL class in Japan, which was intended to explore ways to activate learners’ English-gairaigo vocabulary. Students received lessons in recognition of English-based gairaigo, dif

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Wilistyani, Ni Made Ari, Ni Nengah Suartini, and Gede Satya Hermawan. "ANALISIS PERUBAHAN MAKNA GAIRAIGO DALAM MAJALAH GARUDA ORIENT HOLIDAYS(SUATU KAJIAN SEMANTIK)." Jurnal Pendidikan Bahasa Jepang Undiksha 4, no. 3 (2019): 210. http://dx.doi.org/10.23887/jpbj.v4i3.13363.

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Penelitian ini bertujuan untuk mendeskripsikan perubahan makna gairaigo yang ditemukan dalam sebuah majalah wisata Garuda Orient Holidays nomor 6 edisi bulan Januari-Maret 2017, yang diproduksi oleh Garuda Indonesia Group. Penelitian ini merupakan penelitian deskriptif kualitatif dengan subjek penelitian pada sebuah majalah wisata berbahasa Jepang. Teori yang digunakan untuk menganalisis adalah teori perubahan makna oleh Chaer (2003) dan Suwandi (2008). Metode pengumpulan data yang digunakan yaitu metode simak dengan teknik sadap secara tertulis dan teknik catat. Metode analisis data yang digu

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배진영. "韓国語「外来語＋hada」形容詞の日本語での様相". Japanese Cultural Studies ll, № 54 (2015): 113–28. http://dx.doi.org/10.18075/jcs..54.201504.113.

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Barrs, Keith. "Errors in the use of English in the Japanese linguistic landscape." English Today 31, no. 4 (2015): 30–33. http://dx.doi.org/10.1017/s026607841500036x.

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Foreign words which have been borrowed into the Japanese language, especially in the last few centuries, are commonly labelled as 外来語, gairaigo, meaning words (語, go) coming in (来, rai) from outside (外, gai). This umbrella term encompasses lexical items from numerous foreign languages, including Russian, French, Spanish, Italian, Korean, German, and English. As they undergo the borrowing process into the Japanese linguistic system, the words are likely to undergo modification, particularly in terms of their phonology, orthography, semantics, and syntax. The overwhelming majority of gairaigo ha

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오수문. "外来語の標準化に関する一考察ー最近の外来語多用化の分析ー". Journal of Japanese Culture ll, № 81 (2019): 99–115. http://dx.doi.org/10.21481/jbunka..81.201905.99.

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Kwon Kyoung Ae. "日本語の外来語表記に見られる母音の特徴". Journal of the society of Japanese Language and Literature, Japanology ll, № 44 (2009): 1–20. http://dx.doi.org/10.21792/trijpn.2009..44.001.

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Nishigai, Rieko, та Noriko Kobayashi. "多言語多読の意義と可能性：多読実践報告を通じて • The Significance and Possibilities of Multilingual Extensive Reading: An Extensive Reading Practice Report". JALT2018—Diversity and Inclusion 2018, № 1 (2019): 305. http://dx.doi.org/10.37546/jaltpcp2018-41.

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従来型の一斉読解授業のみで個々の読解力を育成することには限界があるとして、近年、多読を授業に取り入れる教育機関が増えており、英語教育及び日本語教育における実践研究報告も数多くなされている。本稿では外国語専門学校における、レベル差のある日本語学習者を対象に行った多読授業の実践、及び授業外活動として目標言語の異なる学習者を対象として行った多読活動を紹介する。両活動後の記述および聞き取り調査の結果から、多読は学習者の自律的な学びを促し、総合的な言語能力を高める上で教育的な効果が高いと判断した。また、授業外活動で中国語、韓国語等の多言語による多読を取り入れた結果、多読は第二言語だけではなく外国語学習においても、同様の効果を期待し得ると結論付けた。さらに、絵本など言語外の情報から、ことばの背景にある文化への関心を引き出し、多文化理解を促すという相乗効果も期待できると言えよう。 Because reading ability is difficult to teach in a large class, extensive reading (ER) has been incorporated in both English and Japanese classes, and many studies report on ER activities. This report introduces

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Kwon Kyoung Ae. "『鮮和両引모던朝鮮外来語辞典』에서 일본외래어의 ‘동사화한 단어’에 대하여". Journal of Japanese Studies ll, № 79 (2019): 167–88. http://dx.doi.org/10.15733/jast.2019..79.167.

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미우라 마사요 та Gyeonggyu Lee. "外来語の漢字表記とルビの相関について". Japanese Cultural Studies ll, № 42 (2012): 187–202. http://dx.doi.org/10.18075/jcs..42.201204.187.

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Susuki, Mie. "韓国人日本語学習者の外来語発音のアクセントの分析 -旧JLPT語彙を中心に-". Journal of Japanese Culture ll, № 82 (2019): 163–84. http://dx.doi.org/10.21481/jbunka..82.201908.163.

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Yasuda, Sachiko. "Perspectives: Conceptualizing Integration in CLIL: More Than Just Learning Content and Language." JALT Journal 41, no. 1 (2019): 49. http://dx.doi.org/10.37546/jaltjj41.1-3.

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Content and Language Integrated Learning (CLIL) has received a considerable amount of research interest since its inception in the mid-1990s in Europe. The growth thereof has influenced various levels of English language education in Japan. Despite a recent increase in the use of this educational framework, however, a shared understanding of CLIL has yet to emerge. It appears that the term CLIL has acquired some of the characteristics associated with a brand-name that makes it simply appear to be an innovative and forward-looking educational approach. In this paper, I explore the exact nature

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Wibowo, Dida Aristo, and Rina Supriatnaningsih. "ANALISIS KOSAKATA YANG MENUNJUKAN PROFESI DALAM BUKU AJAR BAHASA JEPANG YANG DIGUNAKAN DI UNNES." Chi'e: Journal of Japanese Learning and Teaching 7, no. 1 (2019): 89–94. http://dx.doi.org/10.15294/chie.v7i1.29598.

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Abstract (ANALYSIS OF VOCABULARY THAT SHOWS A PROFESSION FROM JAPANESE LANGUAGE BOOKS THAT USED IN UNNES) The important things in sentences is vocabulary. Vocabulary in Japanese is called 語彙‘goi’.Goi means a collection or set of words related to Japanese. Based on its origin, goi is divided into three types, 1) 和語 'Wago', are words in original Japanese, 2) 漢語 'Kango', are words that comes from China, and 3) 外来語 'Gairaigo', is an absorption word that comes from a foreign language, or most of it is from English. In learning vocabulary in Japanese, one of the groups of vocabulary that

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Van Amelsvoort, Marcel. "EFL Reading in Context." JALT Postconference Publication 2019, no. 1 (2020): 493. http://dx.doi.org/10.37546/jaltpcp2019-56.

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EFL reading pedagogy in Japan and elsewhere has been greatly influenced by popular approaches in English-speaking countries. Such approaches have tended to include whole language and whole word teaching, which have been shown repeatedly in recent decades to be ineffective for many students. Partly because of the influence of these approaches on L2 teaching in Japan, there continues to be an overreliance on visual memory, an underappreciation of the role of sound in reading (phonemic awareness, phonology, and memory encoding), a lack of focus on decoding and fluency development, a shortage of a

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양민호. "外来語の歴史と政策から見た日韓対照研究". Japanese Cultural Studies ll, № 30 (2009): 71–96. http://dx.doi.org/10.18075/jcs..30.200904.71.

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桂川智子. "韓国人学習者における日本語外来語の音韻規則の認識傾向". Journal of Japanese Language and Literature 95, № 1 (2015): 3–23. http://dx.doi.org/10.17003/jllak.2015.95.1.3.

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TAKAKUSAKI MINA. "国研の「『外来語』言い換え提案」の「外来語」と「言い換え語」の意味の住み分けについて -新聞DBを利用した計量調査より上位の単語を中心に-". Journal of Japanese Language and Literature 93, № 1 (2015): 163–80. http://dx.doi.org/10.17003/jllak.2015.93.1.163.

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Falout, Joseph. "Strategies for teacher motivation." Language Teacher 34, no. 6 (2010): 27. http://dx.doi.org/10.37546/jalttlt34.6-4.

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Many teachers of a foreign language (FL) may face struggles particular to their situations working abroad and become demotivated in their careers. Without easy access to support services, they may be susceptible to emotional exhaustion, depersonalization, and a sense of low personal accomplishment.This paper outlines processes by which teachers can regain and maintain their motivation by practical steps founded on three principles—managing emotions, joining communities, and boosting efficacy. FL teachers can generate agentive thinking and pathway thinking for their own remotivation, promoting

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桂川智子. "未知外来語の意味推測に及ぼす音節構造の影響 ─韓国語母語話者と日本語母語話者とを比較して─". Journal of Japanese Language and Literature 82, № 1 (2012): 63–81. http://dx.doi.org/10.17003/jllak.2012.82.1.63.

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TAKAKUSAKI MINA. "外来語と日本語の住み分けについての一考察 -国立国語研究所(1965)「類義語の研究」を題材に-". Journal of Japanese Language and Literature 94, № 1 (2015): 313–32. http://dx.doi.org/10.17003/jllak.2015.94.1.313.

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Falout, Joseph. "Prospecting possible EFL selves." Language Teacher 37, no. 5 (2013): 45. http://dx.doi.org/10.37546/jalttlt37.5-12.

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Many recent investigations in second language (L2) motivation are based on possible selves theory and the related L2 motivational self system. Classroom applications of these theories imply encouraging students of English as a foreign language (EFL) to envision themselves using English in the future. Imagining how one might feel in a future situation is known as prospection, as opposed to directing thinking toward the past in retrospection. Following research from experimental social psychology, this paper first describes some of the brain’s functions behind prospecting. Then it identifies fou

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이향란. "日本語アクセント核のずれの要因について ―外来語の音韻的な要因を中心に―". Japanese Cultural Studies ll, № 29 (2009): 27–42. http://dx.doi.org/10.18075/jcs..29.200901.27.

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井下田貴子 та 荒井隆行. "韓国人日本語学習者の外来語発音における問題点と日本語母語話者の聴取及び語彙認識に関する一考察". Japanese Cultural Studies ll, № 37 (2011): 419–36. http://dx.doi.org/10.18075/jcs..37.201101.419.

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Cowie, Neil. "What do sports, learning Japanese, and teaching English have in common? Sociocultural learning theories, that’s what." JALT Journal 28, no. 1 (2006): 23. http://dx.doi.org/10.37546/jaltjj28.1-2.

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An analogy is drawn between how sports in Japan are practiced, and how Japanese as a second language is taught. These two areas are examined through the frameworks of sociocultural and cultural learning theories which have led the author to reflect on and adjust his own English language teaching beliefs. These theories are then linked with Bourdieu’s concept of “cultural capital” in which students are socialized into certain educational practices and perceptions in order to succeed in a society. It is argued that when students move from the familiar practices and perceptions of school to the d

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Rugen, Brian. "Verbal Aggressiveness and Hate Speech: New Considerations for Study Abroad Students." Language Teacher 43, no. 3 (2019): 15. http://dx.doi.org/10.37546/jalttlt43.3-3.

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Escalating political and racial tensions across the U.S. have led to increased incidents of what communication scholars call verbal aggressiveness, including hate speech. Instances of verbal aggressiveness can occur anywhere, including university and workplace contexts. For Japanese university students preparing for study and/or internship opportunities abroad, this raises the question: To what extent are these learners being prepared for such instances? This article offers suggestions for addressing this topic with students who plan to study and/or work abroad in the future. First, the articl

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Aline, David, and Yuri Hosoda. "Team Teaching Participation Patterns of Homeroom Teachers in English Activities Classes in Japanese Public Elementary Schools." JALT Journal 28, no. 1 (2006): 5. http://dx.doi.org/10.37546/jaltjj28.1-1.

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Since Monbukagakusho (Ministry of Education, Culture, Sports, Science and Technology (MEXT)) introduced its new course of study guidelines, most public elementary schools now offer English Activities classes, mostly classes team-taught by the homeroom teacher (HRT) and an assistant language teacher (ALT). Although team teaching has received a lot of attention in Japan, there are few studies on team teaching at elementary schools. This observational study examines the interaction among HRT, ALT, and students, with a focus on HRTs’ participation patterns in the interaction. The data come from si

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손범기. "日本語外来語に起こる促音化について－韻律制約による音韻的拡張の観点から－". Journal of japanese Language and Culture ll, № 36 (2016): 35–60. http://dx.doi.org/10.17314/jjlc.2016..36.002.

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Ookawa, Kouki. "高等学校英語検定教科書が扱う文化題材の考察－異文化理解の観点から－ • The Analysis of Cultural Issues in Japanese High School English Textbooks: From the Perspective of Intercultural Understanding". Language Teacher 40, № 1 (2016): 3. http://dx.doi.org/10.37546/jalttlt40.1-1.

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Cultural understanding is one main objective in teaching English at Japanese high schools, as suggested by the Ministry of Education (MEXT). Four cultural components, in twelve English textbooks, were examined: variety of categories, areas where English was used, the purposes of the materials, and the quality of the content. The result of this research indicates that these materials cover tangible contents such as places and buildings and intangible ideas such as certain beliefs and personal views. American and Japanese topics were frequently used, while the number of lessons related to countr

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Christiaens, Bruno. "Bil SIG: The complicated art of parenting." Language Teacher 38, no. 5 (2014): 13. http://dx.doi.org/10.37546/jalttlt38.5-4.

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Although an increasing number of children are being raised bi-culturally and bilingually, there seems to be little unity in research on the successful “how” of it, especially for languages besides English. Most parents are left at the mercy of trial and error, resulting in varying levels of success. This article relates the visible effects of the one parent, one language (OPOL) method and shows how they vary depending on the time share of each parent with the child(ren). In addition, the article notes how differences in the parents’ own upbringing can prove to be an unexpected obstacle. Even s

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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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Bury, James, Anthony Sellick, and Kyoko Yamamoto. "An after school program to prepare senior high school students for external speech contests: Implementation and feedback." Language Teacher 36, no. 2 (2012): 17. http://dx.doi.org/10.37546/jalttlt36.2-3.

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A voluntary after school program to prepare students for external speech contests was introduced in a senior high school. The students’ perceptions of, and attitudes towards, the program were assessed. Analysis of the data shows a high level of satisfaction and the participating students reported their confidence and levels of speaking and writing had improved. Furthermore, the program offered new learning contexts that were beneficial to the students and developed their skills in the language areas that they found most difficult. The students also had the opportunity to voice their opinions a

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Kato, Rebecca, and Kenneth Reeder. "Research Forum: “I Didn’t Know Who Is Canadian”: The Shift in Student Expectations During the Initial Stages of a Study Abroad Program." JALT Journal 37.1 37, no. 1 (2015): 43. http://dx.doi.org/10.37546/jaltjj37.1-3.

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An interview-based case study was used to identify the shift in expectations for 5 Japanese undergraduate students studying abroad at a Canadian university. Using a modified expectancy violation framework, this study examined the initial stage of an 8-month study abroad program, using semi-structured interviews supported by observational data gained in classroom observation. An inductive, qualitative analysis of the interviews revealed that expectation of interaction was the most commonly violated expectation for the participants. Most participants struggled with assuming the identity of a les

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ENDO, Tomo-o. "Sôbei Arakawa and His Research on Loan-words By whom Was He Greatly Influenced." Historical English Studies in Japan, no. 35 (2002): 17–30. http://dx.doi.org/10.5024/jeigakushi.2003.17.

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Isemonger, Ian. "Perceptual Learning Styles and Lessons in Psychometric Weakness." JALT Journal 34, no. 1 (2012): 5. http://dx.doi.org/10.37546/jaltjj34.1-1.

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In this critical review, I argue that the usefulness of perceptual learning styles constructs within applied linguistics is very limited. Researchers within applied linguistics have neglected to engage with objections to these constructs which date back to the 1970s within general educational research. Problems of poor instrumentation are considerable and predictive power has not sufficiently been demonstrated. It is argued that these constructs present a special case for measurement because they are not easily operationalized through statements on self-report questionnaires. The review discus

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Kato, Yoshitaka, Francesco Bolstad, and Hironori Watari. "Cooperative and Collaborative Learning in the Language Classroom." Language Teacher 39, no. 3 (2015): 22. http://dx.doi.org/10.37546/jalttlt39.2-4.

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Cooperative learning and collaborative learning are two of the central approaches to utilize pair or group activities in the language learning classroom. However, despite the fact that these approaches have been developed under different historical backgrounds and thus have different pedagogical aims to be pursued, a tendency to use the two terms interchangeably has obscured their respective merits in foreign language education. This paper therefore attempts to differentiate them through an extensive review of the relevant literature. It reveals that cooperative learning, which emphasizes the

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Ockert, David. "Japanese JHS students’ Ideal L2 Selves: Confidence, anxiety, and willingness to communicate." Language Teacher 38, no. 6 (2015): 11. http://dx.doi.org/10.37546/38.6-2.

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This paper reports the results from an exploratory study which tested for Japanese junior high school student self-determination theory-based (SDT) motives toward EFL learning (N = 140), plus confidence, anxiety, and willingness to communicate in EFL (EFL WTC; N = 120). The purpose of this paper is to show the influence of the Ideal L2 Self items on anxiety, confidence, the SDT intrinsic motives for knowledge (IM Knowledge), and EFL WTC. Two survey instruments were used in the study. The SDT instrument results indicate the students are eager to become proficient in EFL. This is based on the hi

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Asaba, Mayumi, and Paul Marlowe. "Using peer assessment in the language classroom." Language Teacher 35, no. 1 (2011): 29. http://dx.doi.org/10.37546/jalttlt35.1-4.

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Abstract Educators often speak of creating student-centered classes that increase student involvement, responsibility, and motivation. Peer assessment, if thoughtfully implemented, can help promote these goals while supplementing and increasing the reliability of traditional forms of teacher assessment. This article first outlines reasons why and how peer assessment can be used in a foreign language learning context. Then it explains when and how to use peer assessment successfully in foreign language classrooms. Finally, it introduces six tips to consider when using peer assessment. 学生の授業参加を促

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다나카 세츠코. "韓国人学習者と中国人学習者の聞き取りにおける外来語の認知傾向". Journal of Japanese Culture ll, № 51 (2011): 57–76. http://dx.doi.org/10.21481/jbunka..51.201111.57.

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Miyata, Kazuko. "Reconsideration of Loanwords of Purely Japanese Derivation as Cited in Research by Gao Ming Kai and Liu Zheng Yan." Historical English Studies in Japan, no. 31 (1998): 167–88. http://dx.doi.org/10.5024/jeigakushi.1999.167.

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Hiratsuka, Takeaki, and Gary Barkhuizen. "Effects of Exploratory Practice (EP) on Team Teachers’ Perceptions in Japanese High Schools." JALT Journal 37.1 37, no. 1 (2015): 5. http://dx.doi.org/10.37546/jaltjj37.1-1.

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A team-teaching scheme involving local Japanese teachers of English (JTEs) and foreign assistant language teachers (ALTs) has been in place in Japanese high schools since 1987. Team teaching, including teachers’ perspectives on their team-taught classes, has attracted research attention. However, how research in the form of Exploratory Practice (EP; Allwright & Hanks, 2009) affects team teachers’ perceptions over time has not been documented. Data were collected for 4 months from team teachers in two high schools using various qualitative methods. Content analysis (Bogdan & Biklen, 200

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Mori, Setsuko, Peter Gobel, Kitcha Thepsiri, and Punjaporn Pojanapunya. "Attributions for Performance: A Comparative Study of Japanese and Thai University Students." JALT Journal 32, no. 1 (2010): 5. http://dx.doi.org/10.37546/jaltjj32.1-1.

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Attribution theory posits that people look for causes for their successes and failures. Past research indicates that these causal attributions may influence future performance, and it has been suggested that attributional tendencies may be affected by culture and outcome. To understand the role that culture and outcome may play in attributions for foreign language learning, a set of questionnaires was designed to investigate how EFL university students (355 Thai and 350 Japanese) in two countries judged their successes and failures on actual language learning tasks. Although there were a few d

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Ducker, Nathan. "Variety, Volatility, Intensity: Understanding Key Characteristics of Individual Learner Differences." JALT Postconference Publication 2019, no. 1 (2020): 73. http://dx.doi.org/10.37546/jaltpcp2019-10.

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Individual Learner Differences (ILDs), such as motivation, anxiety, and willingness to communicate, account for varying rates and extents of successful L2 learning. Traditional quantitative approaches to studying ILDs render constructs to a one-size-fits-all explanation of factors and relationships that affect learning outcomes. A Complex Dynamic Systems Theory approach to studying ILDs rectifies this situation and supports teachers by investigating the interrelated, variable, and situated aspects of ILDs. In this study, students selected ILDs that most impacted their partner’s classroom parti

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Schipper, Sara, Antonija Cavcic, and Sachi Komai. "Gender, Language, and Community: GALE SIG Forum." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (2021): 29. http://dx.doi.org/10.37546/jaltpcp2020-04.

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The JALT GALE SIG Forum examined the conference theme of community with a focus on gender. Sara Schipper highlighted some of the struggles female students face at an elite university in Japan and offered implications for educators. Antonija Cavcic examined linguistic discrepancies between male and female politicians’ use of gairaigo (loan words) during the early stages of the Covid-19 pandemic in Japan. Sachi Komai presented a literary approach to the theme focusing on the Japanese novel, Out (1997, translated 2003), written by Natsuo Kirino. JALT GALE部会では、今大会のテーマである「コミュニティ（共同体）」について、ジェンダーの観点か

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Uchida, Yasue, Saiko Sugiura, Minori Yasue, Hiromi Ueda, and Tsutomu Nakashim. "The feature of hearing ability, including speech intelligibility, in the oldest-olds in a hearing-aid clinic of the national center hospital for genarians geriatric patients." AUDIOLOGY JAPAN 57, no. 3 (2014): 195–201. http://dx.doi.org/10.4295/audiology.57.195.

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Hiratsuka, Takaaki, and Koichi Okuma. "“I Can Teach Alone!”: Perceptions of Pre-service Teachers on Team-Teaching Practices." Language Teacher - Issue 45.3; May, 2021 45, no. 3 (2021): 11. http://dx.doi.org/10.37546/jalttlt45.3-2.

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Team teaching by local Japanese teachers of English (JTEs) and foreign assistant language teachers (ALTs) has met with widespread approval and attracted great empirical attention. It is notable, however, that no study to date has explored the perceptions of pre-service teachers on team-teaching practices. The absence of such research is surprising and regrettable, considering that pre-service teachers are required under the new national foreign language curriculum to gain a deep understanding about team teaching in their teacher training courses and that they will inevitably team teach English

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Park, Young Suk, and Arisa Satoh. "Loanwords Identified in Takeo Arishima's Works : Dietary-related Words." Korean Journal of Japanology 119 (May 31, 2019): 21–36. http://dx.doi.org/10.15532/kaja.2019.05.119.21.

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WANG, Gang. "The Research of the Japanese Loan-words in Chinese Since Reform and Opening-up of China." Nihon Gakkan 24 (June 11, 2021): 38–53. http://dx.doi.org/10.32319/gakkan/2021/vol24/wang.

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Park, Youngsuk, and Arisa Satoh. "Loanwords Seen in Takeo Arishima's Works - Costume-related words -." JOURNAL OF HUMANITIES STUDIES 113 (December 31, 2018): 193–214. http://dx.doi.org/10.46346/tjhs.113..8.

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Tada, Wendy. "Pre-service Teachers’ Perceptions About a Course Including Conversation Practice with Teacher Training Students from Abroad." Language Teacher 45, no. 2 (2021): 3. http://dx.doi.org/10.37546/jalttlt45.2-1.

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This study aimed to identify pre-service teachers’ views and experiences after participating in a compulsory communication course including impromptu conversation practice with exchange students as well as to make recommendations for future courses by understanding their views through their prior experiences. Their past experiences are extremely likely to influence their ability to communicate with assistant language teachers (ALTs) in Japanese schools especially in relation to impromptu conversations. Thus, in 2019, a communication course was developed for first-year pre-service teachers that

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