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Journal articles on the topic '母語'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

武志, 濱田. "論《蒙古字韻》所反映的漢語方言音系". Bulletin of Chinese Linguistics 12, № 1 (2019): 88–128. http://dx.doi.org/10.1163/2405478x-01101006.

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提要關於《蒙古字韻》所反映的漢語方言音系，本文得出了以下結論：①中古音四聲已分爲陰陽八調。②疑、云母的實現形式ꡃ <ŋ> [ŋ-]和ꡝ <’> [ʔ-]都是/ʔ-/ （陽調）的條件變體。③中古音微母、日母、以母（各自對應於ꡓ <w>、ꡔ <ž>、ꡭ <y1>）爲[v-, ʐ-, jɦ-]，中古音奉母、禪母、部分匣母（對應於ꡤ <f1>、ꡚ <š1>、ꡯ <h1>）變爲[fɦ-, ʂɦ-, xɦ-]。這兩個音變構成一套鏈移（chain shift）。④中古音全濁聲母除了邪母和部分匣母以外都變為“清音濁流” [Cɦ-]。⑤硬顎音聲母/c, cʰ, ç, j, ɲ/有獨立的地位，但是/c, cʰ, ç/沒有專用字母。⑥韻腹有/a, e, ɤ, i, u, y, ï/，韻尾有/j, w, m, n, ŋ/，介音有/w, ɥ, i/。介音/i/只與韻腹/a, e/相配。元朝人沒有現代語言學的知識。從韻書等資料構擬出一套語音系統的科學研究是一項嶄新的嘗試。使用表音文字構擬脫離實際方言的語音系統並且還制定拼法，這是一項遠比現代人能想像的難得多的工作。本文認爲，哪一個字屬於哪一個小韻很可能是根據前代韻書而決定的，同時還認為，語音系統本身很可能是反映著實際方言音系的相當部分。創造八思巴字拼寫的原

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2

Chen, Zhongmin. "從邪牀禪母讀音與古江東方言". Language and Linguistics / 語言暨語言學 20, № 3 (2019): 308–34. http://dx.doi.org/10.1075/lali.00037.che.

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抽象本文首先分析今北部吳語從邪澄牀（崇船）禪等聲母讀音，指出這些聲母讀擦音是吳語固有讀音層（白讀），讀塞擦音是以後杭州半官話覆蓋層（文讀）；然後再分析這些聲母在南部吳語裡的情形，發現與北部吳語大致相同，只是白讀讀擦音的不包括澄母。作者認為從邪崇船禪讀擦音是直接繼承了《顏氏家訓—音辭篇》裡所說的江東方言從邪不分、牀（崇船）禪不分的特點，據此本文提出鑒別南朝江東方言的一個語音特徵：從邪崇船禪母都讀擦音。以此鑒別特徵為依據，本文再考察了北部吳語、南部吳語、江淮官話、徽語、閩語等方言相關聲母的讀音，指出吳語（不包括杭州話）、徽語嚴州片是古江東方言的範圍。不過這些地區的方言歷經一千多年的語言接觸和自身演變，也覆蓋著來自中原權威官話和地區權威話的塞擦音文讀層次。塞擦音文讀層與擦音白讀層互相競爭，此消彼長，使得這些方言裡讀塞擦音還是擦音「一處一個樣，一筆糊塗賬」。

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3

Koike, Yuko. "English Aspect: L1 Transfer and Explicit Instruction." JALT2018—Diversity and Inclusion 2018, no. 1 (2019): 205. http://dx.doi.org/10.37546/jaltpcp2018-28.

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Aspect shows cross-linguistic variation, and the role of the first language in the acquisition of aspect is often discussed in second language literature. However, whether L1 transfer actually occurs in the areas of grammar is controversial. In this paper, I discuss the aspectual characteristics of English and Japanese associated with their aspectual verb classes, which show both similarities and differences between the languages. Japanese learners of English are predicted to have difficulty in associating the form with the meaning and transfer L1 features when learning aspectual properties of

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4

Chen, Jia-yi, та Dong-Bo Hsu. "西班牙語母語者之漢語簡單句的理解策略發展與習得". Language and Linguistics / 語言暨語言學 18, № 3 (2017): 327–54. http://dx.doi.org/10.1075/lali.18.3.01che.

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抽象本文檢視漢語母語者、西班牙語母語者漢語初級及中高級學習者在理解具有不同生命性對比的名詞組之下的漢語主動賓句以及主題句時所採用的模式。結果發現在主動賓句方面，三組均將第一個名詞組當成施事、第二個名詞組當成受事（即 NVN 捷思法），而名詞生命性的對比影響不大。至於主題句的理解，漢語母語人士及中高級的學習者隨機猜測其中一個名詞組作為施事，而初級的學習者則多運用 NVN 捷思法處理之。這三組漢語使用者的理解模式，符應了語法優先假說：運用語法結構進行語句理解，雖然名詞組生命性的對比影響了主題句的理解，但其影響力未大過語法結構。

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Sagart (沙加爾), Laurent, та William H. Baxter (白一平). "A Hypothesis on the Origin of Old Chinese Pharyngealization (上古漢語咽化聲母來源的一個假設)". Bulletin of Chinese Linguistics 9, № 2 (2016): 179–89. http://dx.doi.org/10.1163/2405478x-00902002.

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It is proposed that oc pharyngealized onset consonants—that is, ‘type-A’ onset consonants—arose out of Proto-Sino-Tibetan plain consonants followed by geminate vowels separated by a pharyngeal fricative. When the first copy of the geminate vowel fell, the initial consonants formed clusters with the pharyngeal fricative, evolving into the oc pharyngealized consonants we reconstruct. In the Kuki-Chin branch of Tibeto-Burman, the pharyngeal fricative fell, and long vowels resulted. This proposal supposes a statistical correlation between Kuki-Chin long vowels and oc type-A words on the one hand,

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6

Shimada, Kazunari. "Contrastive Interlanguage Analysis of Discourse Markers Used by Nonnative and Native English Speakers." JALT Journal 36, no. 1 (2014): 47. http://dx.doi.org/10.37546/jaltjj36.1-3.

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In this study, the use of discourse markers (DMs) in the speech of Japanese learners of English was investigated. To explore the features of their DM use, corpora of nonnative and native English speakers’ speech were analysed using the methodology called Contrastive Interlanguage Analysis. A frequency analysis of DMs revealed significant differences between Japanese learners’ and native speakers’ speech, supporting earlier findings. Quantitative and qualitative analyses of the learner corpus data suggest that Japanese learners may use the marker so more frequently than other nonnative English

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Bo, WAN. "贛語安義方言匣母字讀音的歷史層次及一組相關本子的考釋". Cahiers de Linguistique Asie Orientale 24, № 2 (1995): 229–44. http://dx.doi.org/10.1163/19606028-90000410.

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8

Hosoda, Yuri. "Directives and Assessments in Japanese Native and Nonnative Conversation." JALT Journal 27, no. 1 (2005): 5. http://dx.doi.org/10.37546/jaltjj27.1-1.

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Various kinds of data and methodologies have been used to investigate nonnative speakers’ (NNSs’) pragmatic competence. In the past decade, attempts have been made to describe NNSs’ pragmatic abilities in naturally occurring interaction using the Conversation Analysis (CA) methodology. To date, there are an increasing number of CA studies that describe NNSs’ pragmatic competence in institutional settings, but only a few in noninstitutional settings. Using the framework of CA, this study examines NNSs’ pragmatic competence displayed in sequences of directives and assessments in casual native sp

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9

Ozaki, Shigeru. "Teaching collocations effectively with the aid of L1." Language Teacher 35, no. 3 (2011): 37. http://dx.doi.org/10.37546/jalttlt35.3-6.

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The acquisition of collocations is an essential part of native-like competency in English usage yet is not so easy for learners. The use of collocations by non-native English speakers tends to be negatively influenced by their L1. Interference from the learners’ L1 could be mitigated by showing them the differences between the collocations in the target language and the equivalents in their own language. This article discusses concrete methods of teaching collocations effectively with the aid of learners’ L1 after briefly reviewing literature on collocations, collocations and language acquisit

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Mueller, Charles. "A Comparison of Introductions in Japanese-Authored Japanese Articles, Japanese-Authored English Articles, and Articles by English Native Speakers." JALT Journal 39, no. 1 (2017): 29. http://dx.doi.org/10.37546/jaltjj39.1-2.

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According to Swales’s (2004) analysis of research articles (RAs), introductions generally involve three “moves,” with Move 1 (M1) establishing a research territory, Move 2 (M2) identifying a gap in existing research, and Move 3 (M3) discussing how the current research addresses this gap. Some cross-linguistic studies have suggested that Asian writers organize introductions differently from English writers, with less use of M2, less employment of direct criticism of previous research, and more cycling of moves. The current study examined 75 applied linguistics RAs written during the last decade

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11

妘珊, 周., та 蕭. 惠貞. "句對閱讀中的連貫作用". Chinese as a Second Language Research 10, № 1 (2021): 75–99. http://dx.doi.org/10.1515/caslar-2021-0004.

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提要本文旨在探究漢語母語者閱讀由不同因果關聯以及語意關聯所組成之連貫句對時, 連貫關係作用於句對處理之影響。整個實驗透過E-Prime軟體進行, 調查母語者閱讀不同句對時, 其反應在連貫性評估、目標句閱讀時間以及目標句回憶表現的情況與差異。研究結果發現, 首先, 當因果關聯的連貫關係高, 受試者認為該句對較有連貫性, 語意關聯亦是如此。第二, 因果關聯高的句對, 其目標句閱讀時間較短;語意關聯的效果僅在高因果時, 使高語意的目標句閱讀時間較低語意來得快。第三, 受試者閱讀因果關聯和語意關聯皆高的句對時, 其目標句回憶表現較佳。

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12

Sung, Chit Cheung Matthew. "Non-native speaker teachers of English: Challenges and prospects – An interview with George Braine." Language Teacher 36, no. 2 (2012): 23. http://dx.doi.org/10.37546/jalttlt36.204.

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Issues surrounding non-native speakers of English have been gaining a great deal of attention over the last decade in the field of ELT. In this interview, Georg Braine, a leading expert in this area of research, talks about the development of the Nonnative Speaker (NNS) Movement, the challenges that NNS teachers face, and the prospects that hold for NNS teachers. With over 40 years of experience in ELT, he is best known as the founder of the NNS Movement and the founding Chair of the Nonnative Speakers Caucus in the TESOL organization. His website can be found: <georgebraine.com/>. ELT分野

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Hsu, Hui-chuan. "論漢語方言的 m 聲母增生". International Journal of Chinese Linguistics 4, № 1 (2017): 94–172. http://dx.doi.org/10.1075/ijchl.4.1.04hsu.

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抽象本文探討漢語方言的 m 聲母增生，初步發現音變的條件是零聲母逢韻頭 ü，音變的動機在於元音的固有鼻音性。中古各組聲母或多或少都有方言實證;換言之，聲母一旦歸零，只要逢 ü 便可順理成章增生 m。同時，ü 或留、或銷聲匿跡、或以別的面貌示人，端視個別方言如何因應唇音限制。除了個別轄字的方言材料，諧聲系列的北京話今讀也見證 m-增生的演變歷程。方言對比一目瞭然之外，本文進一步闡述舌根音唇化兼及塞音和鼻音，從規律平行性看，聲母歸零後先增生 ŋ，然後根據韻頭調整發音部位。三個理論貢獻包括：（一）明泥(娘)疑母恐怕只是語音演變的中繼站，（二）非組和見組關係匪淺，（三）效流攝本是合三韻。與其拘泥中古分類，不如正視方言今讀，依循橫向比較的內在邏輯，條分縷析地演繹語音的縱向發展。

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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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Reed, Nathaniel. "Teacher Views of Teaching English through English (TETE) in Japanese Junior High Schools: Findings from the Inside." Language Teacher 44, no. 6 (2020): 35. http://dx.doi.org/10.37546/jalttlt44.6-1.

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This study investigates teacher perspectives on a recent directive from the Japanese Ministry of Education (MEXT), which states that “lessons should be given in English at junior high schools (JHSs), in principle, according to the level of understanding of students” (MEXT, 2014, p. 4). I am a native English-speaking teacher (NEST) and taught with twelve Japanese national non-native English-speaking teachers (NNEST) in two Niigata-based junior high schools throughout the 2017 to 2018 academic year. In one of the schools I spoke only English (whilst teaching and outside of class), and in the oth

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CHOI Hyunpil. "日本語の語中有声摩擦音の無声化現象 -日本語母語話者と韓国語母語話者を比較して-". Journal of Japanese Language and Literature 101, № 1 (2017): 191–211. http://dx.doi.org/10.17003/jllak.2017.101.1.191.

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Jungheim, Nicholas. "Hand in Hand: A Comparison of Gestures Accompanying Japanese Native Speaker and JSL Learner Refusals." JALT Journal 26, no. 2 (2004): 127. http://dx.doi.org/10.37546/jaltjj26.2-1.

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The purpose of this study is to describe how native speakers of Japanese and Japanese as a second language learners use gestures as an integral part of Japanese refusals. Participants were 10 native speakers and 33 Japanese as a second language learners who performed a series of role plays that included refusals. This study focused on refusals of an offer and refusals of an invitation. Although learners tended to use manual gestures with refusals of an offer and head movements with refusals of an invitation as did native speakers, there were noticeable differences in the actual performance of

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Racine, John. "Cognitive Processes in Second Language Word Association." JALT Journal 30, no. 1 (2008): 5. http://dx.doi.org/10.37546/jaltjj30.1-1.

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This study utilizes a word association (WA) paradigm to infer similarities and differences between processes used to access the mental lexicons of native speakers (NS) and Japanese nonnative speakers of English (NNS). Three hypotheses were examined: a) grammatical word stimuli will elicit proportionately fewer paradigmatic responses than will content words; b) The proportion of phonologically-related responses will increase when stimuli are presented aurally rather than in written format;and c) NNS responses to infrequent words will not differ from responses to common words if a loan word equi

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정재은. "日本語母語話者と韓国語母語話者の「再勧誘」に関する一考察－ポライトネス理論の観点から－". Journal of Japanese Culture ll, № 52 (2012): 171–89. http://dx.doi.org/10.21481/jbunka..52.201202.171.

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20

List (游函), Johann-Mattis. "Using Network Models to Analyze Old Chinese Rhyme Data (用網絡模型來分析古代漢語的韻母數據)". Bulletin of Chinese Linguistics 9, № 2 (2016): 218–41. http://dx.doi.org/10.1163/2405478x-00902004.

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The evidence one can draw from the rhyming behavior of Old Chinese words plays a crucial role for the reconstruction of Old Chinese, and is particularly relevant to recent proposals. Some of these proposals are no longer solely based on the intuition of scholars but also substantiated by statistical arguments that help to assess the probability by which a given set of rhyming instances can be assigned to an established rhyme group. So far, however, quantitative methods were only used to confirm given hypotheses regarding rhyme groups in Old Chinese, and no exploratory analyses that would creat

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Chang, Yuh-Fang. "The influence of content knowledge on NNS-NNS conversations." JALT Journal 30, no. 2 (2008): 153. http://dx.doi.org/10.37546/jaltjj30.2-1.

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In the field of second and foreign language acquisition, a second-language learner’s language (i.e. interlanguage), like the language of native speakers, varies. What is not clear, however, are the underlying causes of this variation. Causes of interlanguage variation such as linguistic contexts, tasks, and interlocutors have been researched. However, there are other important factors in interlanguage variation that are under-researched. Topic of discourse is one such under-researched factor. The purpose of this study was to examine the relationship between discourse topics and second language

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Sato, Masatoshi. "Social Relationships in Conversational Interaction: Comparison of Learner-Learner and Learner-NS Dyads." JALT Journal 29, no. 2 (2007): 183. http://dx.doi.org/10.37546/jaltjj29.2-2.

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This study investigates interactional moves of Japanese EFL learners and how they modify their oral output differently depending on whether their interlocutor is a peer or a native speaker (NS). By employing retrospective stimulated recall methodology, this study also explores the participants’ perceptions which arguably determined their interaction patterns during a communicative task. Participants were eight Japanese first-year university students and four NSs of English. Conversations of eight learner-NS dyads and four learner-learner dyads (six hours in total) were audiotaped, transcribed,

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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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shibuya masae. "日本語母語話者と韓国人日本語学習者の初対面会話における評価と印象 ―日本語母語話者を中心に―". Journal of Japanese Language and Literature 102, № 1 (2017): 215–50. http://dx.doi.org/10.17003/jllak.2017.102.1.215.

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Watanabe, Sato. "Present Perfect: Effects of Learning Environment." JALT Postconference Publication 2019, no. 1 (2020): 256. http://dx.doi.org/10.37546/jaltpcp2019-30.

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In this study I investigated the influence of Japanese EFL environments on the acquisition of the English present perfect form by comparing Japanese native speakers who have lived abroad and returned to live in Japan (JRs) and those who have never been abroad (JNRs) with a control group of native English speakers (NESs). In Japanese classrooms, the present perfect is usually taught by focusing on three translation categories (completion, duration, and experience) along with certain durative adverbials (e.g., already, yet, and since). Using a gap-fill test, I looked at how Japanese–English tran

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Wharton, Chris. "One size fits all: Two activities that transcend level and age." Language Teacher 36, no. 4 (2012): 55. http://dx.doi.org/10.37546/jalttlt36.4-7.

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Finding a successful classroom activity is a blessing for most ESL/EFL teachers; finding one that works across proficiency levels and age groups is a godsend. This paper details two such activities. The first activity uses a simple word game as a gateway to a much deeper process involving vocabulary development, spelling, sentence formation, paragraph cohesion, and creative story telling. The second activity makes use of the students’ first language (L1) and encourages translation from the second language (L2) to the L1, and back again. Although the use of the L1 in the classroom is a contenti

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Bowyer, D. S. "Developing Intercultural Connections and Language Competence with Board Games." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (2021): 276. http://dx.doi.org/10.37546/jaltpcp2020-34.

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Students on foreign exchange (FE) programs often fail to make progress in either their creation of intercultural relationships with domestic students or their foreign language (LX) abilities, despite these being the two most common FE student goals (Kudo & Simkin, 2003; Willis Allen, 2010). This article discusses the results of a pilot board game club project created with a Japanese university’s new self-access learning center to provide FE and domestic students more frequent opportunities to interact with and learn from each other. Five people involved in the club, two FE students, one do

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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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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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Glasgow, Gregory Paul. "Perspectives: The Impact of the New National Senior High School English Curriculum on Collaboration Between Japanese Teachers and Native Speakers." JALT Journal 35, no. 2 (2013): 191. http://dx.doi.org/10.37546/jaltjj35.2-3.

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In this paper I discuss the impact of the Ministry of Education’s new national senior high school Course of Study for Foreign Languages on collaboration between Japanese teachers of English and native speakers of English. In consideration of the new curriculum’s request that classes be conducted in English and its reorganization of all English subjects, I draw upon frameworks in language-in-education policy and planning (Kaplan & Baldauf, 2003; Liddicoat, 2004) and highlight potential issues concerning its implementation at the local level. 本研究では文部科学省の新しい外国語学習のための指導要領が日本人教師と英語母語話者との間の連携に与え

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Mulvey, Bern. "Writing Instruction: What Is Being Taught in Japanese High Schools, Why, and Why It Matters." Language Teacher 40.3 40, no. 3 (2016): 3. http://dx.doi.org/10.37546/jalttlt40.3-1.

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Citing continuing poor performance on diagnostic texts, MEXT has recently advocated for an increased emphasis on academic English, particularly writing instruction (to include critical thinking). However, little sustained attention has been given to the specifics of what is being taught now, how, and why. In this paper, I present recent national survey results and observations made during six years of teaching both Japanese and English academic writing to Japanese students at two Japanese universities. The national survey results support my own observations, suggesting that—and in direct contr

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Asada, Hirofumi. "Longitudinal Effects of Informal Language in Formal L2 Instruction." JALT Journal 28, no. 1 (2006): 39. http://dx.doi.org/10.37546/jaltjj28.1-3.

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This study investigates the longitudinal effects of informal language contact on formally instructed L2 learners through multiple approaches which include quantitative and qualitative data sources. It focuses on the use of the aspect markers –te iru and –te ru (the reduced form of –te iru) in Japanese oral discourse by Chinese exchange students (NNSs). The quantitative data for conversational tasks was transcribed and analyzed by Child Language Data Exchange System (CHILDES), and the frequency of occurrence and variation of aspect markers were compared with those of Japanese university student

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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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최진희. "「のだよ」に対する日本語母語話者の許容の判断". Journal of Japanese Language and Literature 66, № 1 (2008): 227–46. http://dx.doi.org/10.17003/jllak.2008.66.1.227.

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志祥, 汤. "世界華語區域詞語差異之成因及其相應策應之芻議". Global Chinese 4, № 1 (2018): 167–83. http://dx.doi.org/10.1515/glochi-2018-0008.

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摘要 2010 年 5 月《全球華語詞典》及 2015 年 4 月《全球華語大詞典》的相繼續出版，充分證明了當今世界性華語大家庭的真實存在。這兩本詞典的問世全面展示出當今全球華語詞彙集的總體共時面貌，同時也明白無誤顯示出各區域華語之間的詞語異同。世界華語各大區域詞語的差異主要以中國大陸、中国台灣、中国港澳、新馬四大塊地域為其代表。其中中國大陸為當今華語的母體和主體，而中国台灣、中国港澳、新馬等地均為子體和異體。世界華語區域詞語的差異成因主要源於下列三個方面：一是各區域存在著反映各自不同的社會制度、政經面貌、歷史地理、人文習俗，以及當地特有的事物和物產等；二是某些地區有著數目和地位不同的外國語言、漢語方言和方言文化的影響；三是某些地區的部分華語詞語的詞義和詞用產生了在地性變異或變化。目前相應的對策應該是：（1）詳盡地細緻地描寫並記錄全球華語大家庭的的詞彙概貌及其異同；（2）深入地分析並剖析它們之間的相同、相似、相異的程度和成因；（3）通過交流、教學和研討，增進各區域相互之間的理解與溝通；（4）逐步通過專家篩選和社會使用（約定俗成），推動相互的流通、吸收、協調和融合，逐步達成最大程度的共同化和一體化。

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이경숙. "韓国語母語話者による日本語発音の聞き間違いと中間言語の音韻習得". Journal of Japanese Culture ll, № 59 (2013): 65–79. http://dx.doi.org/10.21481/jbunka..59.201311.65.

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Pearce, Daniel. "Homogenous Representations, Diverse Realities: Assistant Language Teachers at Elementary Schools." Language Teacher - Issue 45.3; May, 2021 45, no. 3 (2021): 3. http://dx.doi.org/10.37546/jalttlt45.3-1.

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As of 2020, foreign language as a subject has become compulsory for upper grades in Japanese elementary schools, and MEXT recommends the use of assistant language teachers (ALTs) in foreign language classes. While ALTs represent diverse linguistic and cultural backgrounds, MEXT documents for Japanese teachers portray them as homogenous monolingual native speakers of English. To better understand the linguistic repertoires of ALTs, this study investigates the languages ALTs know. The findings suggest that, contrary to MEXT portrayals, most ALTs have ability in at least one language other than E

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Burnham, Denis. "日本語と英語の対乳児音声における母音の特徴". Proceedings of the Annual Convention of the Japanese Psychological Association 73 (26 серпня 2009): 3AM075. http://dx.doi.org/10.4992/pacjpa.73.0_3am075.

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미즈타니 쇼타(水谷梢太). "母音/a/ /i/ /u/ /e/ /o/及びダニエル・ジョーンズの基本母音を用いた聞き取り調査－サウジアラビア在住の日本語学習者及び日本語母語話者を対象として－". Journal of japanese Language and Culture ll, № 32 (2015): 63–80. http://dx.doi.org/10.17314/jjlc.2015..32.004.

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Yang, Naeyun та 이길용. "韓国語ㆍ英語ㆍ中国語母語話者の日本語文末表現の習得様相 – ノダ形式と終助詞を中心に –". Journal of Japanese Studies ll, № 70 (2016): 237–56. http://dx.doi.org/10.15733/jast.2016..70.237.

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Takeno, Junichiro, Ken Tamai, and Shigenobu Takatsuka. "Reexamination of Word Length Effect: Immediate Serial Recall of Foreign Words." JALT Journal 38, no. 2 (2016): 149. http://dx.doi.org/10.37546/jaltjj38.2-4.

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In this study we examined the word length effect—one characteristic of the phonological loop of working memory—in a foreign language. Serial position effects, such as the primacy effect and the recency effect, were observed in the recall of foreign words, similar to results in L1 studies. Recall of long (one-syllable) and short (three-syllable) words in pure (all long or all short) and mixed (long and short) lists was compared. In pure lists, there was a tendency for long words to be more poorly remembered than short words, which we considered to be because of the word length effect. In mixed

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Ishikawa, Yoshie, та Ayano Otaki. "英語語彙学習の効果に関する研究－高校生を対象としたチャンク学習と単語単独学習の比較－ Comparison Between Learning Words in Chunks and in Isolation by Japanese High School Learners of English". Language Teacher 45, № 1 (2021): 15. http://dx.doi.org/10.37546/jalttlt45.1-3.

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第二言語における語彙学習について、文章を読んだり聞いたりしながら文脈の中で行うべきだとする主張がある一方で、文脈から切り離して単語を単独で明示的に学習する方法の有効性も報告されている。本研究の目的は、日本語を母語とする高校生にとって、英単語をチャンクで覚える方法と単独で覚える方法のどちらが英単語の日本語訳を覚えるのに有効であるかを検証することであった。それら二つの方法を用いた語彙指導を3週間行い、事前テストおよび計3回の事後テストを実施した。実験の結果、両方法ともに学習後18週間まで効果があり、二つの学習法に統計的に有意な差は認められないことが判明した。また、調査した20語の中には覚えにくい単語や忘れやすい単語があり、単語単独で学習する方法では、長期的に記憶に留めておくことが難しい単語があることが明らかになった。よって、これら二つの語彙学習法を相互補完的に用いることが望ましいことが示唆された。 Some researchers argue that vocabulary should be learned with context since it provides learners with the idea as to how the word is used in communication. However, other researchers insist that te

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徐, 潤純. "マイノリティーの母国語に対する意識について". Korean Journal of Japanese Language and Literature 60 (31 березня 2014): 35. http://dx.doi.org/10.18704/kjjll.2014.03.60.35.

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Daiha Cho. "琉球語의 母音體系에 대한 硏究 -『琉球館譯語』와『語音飜譯』의 音訳表記를 중심으로-". Journal of Japanese Language and Literature 104, № 1 (2018): 147–62. http://dx.doi.org/10.17003/jllak.2018.104.1.147.

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Honda Miho. "韓国の四年制大学における母語話者日本語教師の役割と能力-韓国人教師及び母語話者日本語教師を調査対象として-". Journal of japanese Language and Culture ll, № 20 (2011): 289–306. http://dx.doi.org/10.17314/jjlc.2011..20.014.

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Komiya Samimy, Keiko, and Chiho Kobayashi. "Perspectives: Toward the Development of Intercultural Communicative Competence: Theoretical and Pedagogical Implications for Japanese English Teachers." JALT Journal 26, no. 2 (2004): 245. http://dx.doi.org/10.37546/jaltjj26.2-7.

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Although CLT (Communicative Language Teaching) was introduced into Japanese English education in the mid-1980s under the initiative of the Monbukagakusho (the National Ministry of Education, Science, and Culture of Japan), the implementation of CLT has been challenging for Japanese English teachers. This article explores possible sources for the difficulties that CLT has caused in Japan. It examines factors such as Japanese sociocultural, political, and educational contexts that have significant influence on curricular innovation. This article further argues that the underlying assumptions of

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손범기. "韓国語と日本語の母音連続の回避の類型について –ソウル方言と東京方言の母音融合–". Journal of Japanese Studies ll, № 64 (2015): 311–34. http://dx.doi.org/10.15733/jast.2015..64.311.

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Harting, Axel. "Facebook as a Tool for Learning L2 German." JALT2018—Diversity and Inclusion 2018, no. 1 (2019): 222. http://dx.doi.org/10.37546/jaltpcp2018-30.

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In this paper the results of an online survey regarding the usefulness of Facebook for L2 learning will be presented. The survey was carried out with 118 L2 German learners in Japan. The results suggest that for most participants, Facebook is a suitable tool for improving their L2 skills because it enables them to establish or to maintain social contacts with native speakers and to have authentic opportunities to express themselves in the L2. The participants mentioned three particularly effective activities afforded by the social network: (a) reading L2 posts on the newsfeed, (b) writing one’

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손범기. "日本語と韓国語の借用語の音韻構造 -挿入母音の類型と特徴について-". Journal of Japanese Language and Literature 89, № 1 (2014): 85–107. http://dx.doi.org/10.17003/jllak.2014.89.1.85.

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마츠키료코. "韓国在住日本語母語話者の日本語会話に現れる韓国語のコード・スイッチング－形式的特徴を中心に－". Journal of Japanese Language and Literature 104, № 1 (2018): 3–27. http://dx.doi.org/10.17003/jllak.2018.104.1.3.

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