Relevant bibliographies by topics / Japanese students – Foreign countries

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Japanese students – Foreign countries'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Japanese students – Foreign countries"

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Ryazantsev, S. V., T. K. Rostovskaya, and N. S. Ryazantsev. "Japanese Model of Attracting Foreign Youth in the Higher Education System." Education and science journal 22, no. 9 (2020): 148–73. http://dx.doi.org/10.17853/1994-5639-2020-9-148-173.

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Introduction. National education and science systems are increasingly integrated into the international scientific and educational space in the context of increasing globalisation. The result of integration processes is an increase in the number of students in the world: if in the 1970s there were about 29 million people in the three-level education system, in 2000 – 100 million, in 2005 – 139 million, in 2010 – 181 million, in 2012 – 196 million. According to the UNESCO Institute for Statistics, the number of such students will grow to 263 million in 2025. In the Russian Federation, 283 000 f
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Mubah, A. Safril. "Japanese Public Diplomacy in Indonesia: The Role of Japanese Agencies in Academic Exchange Programs between Japan and Indonesia." Jurnal Global & Strategis 13, no. 1 (2019): 37. http://dx.doi.org/10.20473/jgs.13.1.2019.37-50.

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Japan and Indonesia have developed mutual cooperation in academic exchange programs for the past three decades. Japan acknowledges that student interchange plays a significant role in promoting mutual understanding between Japan and foreign countries. Japanese government expects international students, either those who are still studying in Japan or those who have returned to their home countries, serve as a bridge between their countries and Japan. To achieve this goal, Japanese government employs some agencies to undertake academic exchange programs. In Indonesia, particularly, some Japanese
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Sellick, Anthony, and James Bury. "CULTURAL DIFFERENCES IN SELF-PERCEPTIONS OF ABILITY, CONFIDENCE, AND PERCEPTIONS OF DIFFICULTY: PEDAGOGICAL IMPLICATIONS FOR THE LANGUAGE CLASSROOM." Journal of Teaching English for Specific and Academic Purposes 6, no. 1 (2018): 053. http://dx.doi.org/10.22190/jtesap1801053s.

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With the Japanese government aiming to increase the proportion of foreign students attending Japanese universities to 10 percent by 2020, it is important to understand the different perceptions students have. This paper reports on a comparison between students from Confucian heritage culture (CHC) countries and students from non-Confucian Heritage Culture countries. The study found significant differences in the non-CHC students’ self-assessments of English language ability and in their confidence in using English, while no differences were found in perceptions of course difficulty or in final
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Shigemori Bučar, Chikako, Hyeonsook Ryu, Nagisa Moritoki Škof, and Kristina Hmeljak Sangawa. "The CEFR and teaching Japanese as a foreign language." Linguistica 54, no. 1 (2014): 455–69. http://dx.doi.org/10.4312/linguistica.54.1.455-469.

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Soon after the publication of the CEFR in 2001, the Association of Japanese Language Teachers in Europe (AJE) started a research project on the history of language teaching in Europe, carried out a survey of language policies in various European countries, and presented prospects for learning and teaching Japanese as a foreign language in Europe. The association recognizes the need to share the concepts and achievements of the CEFR.The Japan Foundation (JF), partially influenced by the CEFR, set up the JF Standard for Japanese Language Education in 2010. This standard offers tools that teacher
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Soneta, Masumi, Akiko Kondo, Renaguli Abuliezi, and Aya Kimura. "International Students’ Experience With Health Care in Japan." SAGE Open 11, no. 2 (2021): 215824402110092. http://dx.doi.org/10.1177/21582440211009211.

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The number of foreign residents and visitors in Japan is increasing, which necessitates culturally competent care in hospitals. This study aimed to describe the experience of international students who visited hospitals in Japan. In total, nine international graduate students in a medical university participated in semi-structured interviews in English. The interview contents were transcribed and analyzed using content analysis. While participants were satisfied with an efficient medical system and kind staff, they also had difficulty communicating with staff and receiving health care due to l
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Parada, Roxana, Reiko Ikeda, Takayuki Ando, et al. "Efforts to Promote Global Education in Japan: The Case of Tottori University and Overseas Practical Education Programs." Journal of Education and Learning 7, no. 5 (2018): 62. http://dx.doi.org/10.5539/jel.v7n5p62.

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Participation in overseas programs has recently increased as an international strategy worldwide. However, Japan has been the exception, because the number of Japanese students studying abroad has decreased over the last decade. The Japanese government and universities began efforts to motivate Japanese students to gain international experience. However, efforts to measure the impact of overseas programs other than in English proficiency have been limited. This paper reports the benefits of three types of overseas short-term programs offered by Tottori University (TU) to support Japanese stude
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Robson, Graham G. "The Path to Becoming a Resident Assistant at a Japanese University." International Education Studies 9, no. 12 (2016): 23. http://dx.doi.org/10.5539/ies.v9n12p23.

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<p class="apa">Resident Assistants (RAs) are a mainstay of many universities worldwide that offer accommodation to visiting students. They look after both the administrative side and, more importantly, the emotional side of ensuring visiting students, including students from other countries, fit primarily into the university accommodation, and also the host culture as a whole. With an increase in the number of foreign students coming to Japan, it has become necessary at hosting universities to employ RAs at university-provided accommodation for non-Japanese students. This qualitative stu
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Saito, Arifumi. "L2 Learners’ Selection of Formality in Japanese Verbs: Linguistic and Non- Linguistic Factors." International Journal of Linguistics, Literature and Translation 4, no. 7 (2021): 89–97. http://dx.doi.org/10.32996/ijllt.2021.4.7.10.

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This study explores how Japanese as a Foreign Language (JFL) learners express their own cultures and identities as well as their L1 aspects in L2 Japanese in terms of politeness. Many scholars claim that language reflects the speaker’s culture and identity, so it could be natural for JFL learners to express their cultures and identities in Japanese. Based on the idea, how JFL learners’ non-linguistic as well as linguistic aspects are reflected in their use of Japanese verb forms in terms of formality was examined through an activity called ‘Translation-based Communicative Activity’ in a univer
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Sasaki, Masato. "Why do Japanese Write Characters in Space?" International Journal of Behavioral Development 10, no. 2 (1987): 135–49. http://dx.doi.org/10.1177/016502548701000201.

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A series of experiments examines the cognitive function of finger writing an action widely used by Japanese people and thought to be related to Kanji learning. In one experiment 105 Japanese students displayed finger writing in their efforts to solve Kanji anagram tasks, confirming that finger writing is used to facilitate the solution of Kanji anagrams. In another experiment Japanese children were observed to commence their finger writing at 10 years old and by 11 years old its role in cognition was apparently similar to that observed in adults. Finally, a cross-cultural study examined whethe
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Furumura, Yumiko, and Hsin-Chou Huang. "The effect of online exchanges via Skype on EFL learners’ achievements." EuroCALL Review 27, no. 2 (2019): 13. http://dx.doi.org/10.4995/eurocall.2019.11128.

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<p>This study examined whether direct communication with people from other countries using Skype or Line would affect students’ English test scores in listening and reading as well as the development of their curiosity concerning foreign cultures by comparing the data of an experimental group with that of a control group. The former group conducted online exchanges with foreign students, while the latter group did not. As many Japanese companies engaged in international business require high scores in the TOEIC test, which is one of the multiple-choice English tests of listening and read
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Dissertations / Theses on the topic "Japanese students – Foreign countries"

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Ota, Midori. "Japanese schools overseas : their development and a case study of a supplementary school in Vancouver, Canada." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28193.

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The number of Japanese students who experience overseas schooling is increasing. After a few years overseas, these children accompanied by their families return to Japan. Because of serious schooling competition and exclusive social climate against foreigners and returnees, those children sometimes find it extremely difficult to readjust to the Japanese school and society. One of the reasons for this condition lie in misconceptions about the returnees and the lack of concern by school teachers in Japan. Concurrently, teachers in local schools overseas have some difficulty understanding the si
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Takimoto, Yukari. "Sheltered ethnic identity : the effects of education on Japanese adolescent sojourners in the United States /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7845.

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Okada, Nana. "Foreign Language Anxiety Among Japanese International Students in the U.S." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1468.

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This study aims to investigate the foreign language anxieties Japanese international students at American universities have and the relationship between these anxieties and length of stay in the U.S. 151 Japanese international students answered a modified version of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz & Cope, 1986) followed by demographic questions. The findings from the questionnaire were analyzed through SPSS 21 software. Results indicated a statistically significant relationship between students’ level of anxieties and the length of stay in the U.S. Implications f
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Martin, Ron Reuel. "The Foreign Language Learning Value Beliefs of Japanese Elementary School Students." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/232554.

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CITE/Language Arts<br>Ph.D.<br>This study was an investigation of student beliefs about their EFL education, and it was based upon the subjective task value component of the expectancy-value theory, a prominent theory of achievement motivation. The participants were three cohorts of Japanese public elementary school students (Cohort 1 from 2008; Cohort 2 from 2009; and Cohort 3 from 2010); each cohort consisted of third through sixth graders (N = 1,478; N = 3,693; and N = 1,336, respectively). Three research questions with associated hypotheses were posited in order to determine: (a) if studen
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Ruan, Nian, and 阮念. "How far from gaining more bright brains : a study on the factors that make Chinese overseas postgraduate students stay abroad." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209651.

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As a large export country of international students and an active player on the globalization arena, China’s attractiveness for its overseas students has increased significantly so it sees the greatest amount of overseas returnees in recent years. Nonetheless, considerable numbers of postgraduate students with strong academic and professional competence choose to stay in the host country. The paper aims at seeking understanding of the main considerations of these young talents when they decide to stay after graduation. The “push-pull” factor framework in higher education firstly raised by P. G
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Kiyosue, Teppei. "Teaching Japanese in an American high school how Japanese teachers make sense of their American students' communication styles /." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=476.

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Kanda, Makiko. "DEVELOPMENT OF ENGLISH ORAL PROFICIENCY AMONG JAPANESE HIGH SCHOOL STUDENTS." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/355716.

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Language Arts<br>Ed.D.<br>This study is a longitudinal study that investigated the development of English oral proficiency—complexity, accuracy, and fluency—under the pre-task and on-line planning conditions with task repetition among Japanese high school students. This study is unique because it is longitudinal and includes qualitative data. The participants were 15 Japanese high school students whose English proficiency level is categorized as low proficiency. Narrative tasks, post-task questionnaires, journals, and interviews were used in this study. In the narrative tasks, they were asked
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Jin, Linli. "Motivations for, barriers against, and theory-based prediction of Chinese students' decisions of studying abroad." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648413.

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Ujitani, Eiko. "Intercultural relational development between Australian students and host Japanese students : a longitudinal study of students' socio-emotional experiences and interpretations /." Access via Murdoch University Digital Theses Project, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070423.145945.

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Arakaki, Miki. "Social Networking of International Students in Japanese Communities of Practice:Multiple-Case Study of Students from U.S. Institutions of Higher Education." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531048255013014.

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Books on the topic "Japanese students – Foreign countries"

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Negotiating bilingual and bicultural identities: Japanese returnees betwixt two worlds. L. Erlbaum, 2003.

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White, Merry I. The Japanese overseas: Can they go home again? Princeton University Press, 1992.

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White, Merry I. The Japanese overseas: Can they go home again? Free Press, 1988.

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Saywell, John. How Japanese students view Canada. University of Toronto-York University, Joint Centre for Asia Pacific Studies, 1988.

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Takeuchi, Kenji. Does Japanese direct foreign investment promote Japanese imports from developing countries? International Economics Dept., World Bank, 1990.

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Contemporary Japanese workbook: An introductory workbook for students of Japanese. Tuttle Pub., 2007.

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Andressen, Curtis A. Escape from affluence: Japanese students in Australia. Centre for the Study of Australia-Asia Relations, Faculty of Asian and International Studies, Griffith University, 1996.

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Igata, Keiko. Minami no shima ni kurasu Nihonjintachi. Chikuma Shobō, 2000.

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Mori, Hiroshi. Kokkyō o koeru purofesshonaru: Ofurōdo no otokotachi. Asunaro Shobō, 1986.

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Umesao, Tadao. Kōdōsuru kokusaijintachi: Umesao Tadao taidanshū. Kōdansha, 1985.

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Book chapters on the topic "Japanese students – Foreign countries"

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Otsu, Takeshi. "Issues of Japanese Affiliates in Chinese Economy." In Foreign Investment in Rapidly Growing Countries. Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230554887_6.

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Da Silva, Dexter. "Japanese Students’ Motivation Towards English as a Foreign Language." In The Psychology of Asian Learners. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-576-1_19.

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Banga, Rashmi. "Technology Upgrading Strategies and Level of Technology Adoption in Japanese and US Firms in Indian Manufacturing." In Foreign Investment in Rapidly Growing Countries. Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230554887_7.

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Hatta, Takeshi, A. Kawakami, and K. Tamaoka. "Writing errors in Japanese kanji: A study with Japanese students and foreign learners of Japanese." In Cognitive Processing of the Chinese and the Japanese Languages. Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-015-9161-4_15.

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Minagawa, Harumi, and Dallas Nesbitt. "Learning Japanese as a Foreign Language in New Zealand: Questioning the Basic Assumptions." In Language Learning in Anglophone Countries. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-56654-8_11.

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Kumagai, Yuri. "11. The Process of Standardization of Language and Culture in a Japanese-as-a-Foreign-Language Classroom: Analysis of Teacher–Students Interactions." In Rethinking Language and Culture in Japanese Education, edited by Shinji Sato and Neriko Musha Doerr. Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783091850-013.

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Isoda, Masami, Raimundo Olfos, and Takeshi Noine. "The Teaching of Multidigit Multiplication in the Japanese Approach." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_7.

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AbstractMultidigit multiplication in vertical form uses the idea of the distributive law such as 27 × 3 = (20 + 7) × 3 = 20 × 3 + 7 × 3 for using a multiplication table under the base ten place value system. Multiplication in vertical form is not simply repeated addition such as 27 + 27 + 27. In this meaning, through the extension of multiplication from single digit to multidigit by use of vertical form with a multiplication table, students have to integrate their knowledge on the base ten system with the definition of multiplication by measurement (a group of groups; see Chaps. 10.1007/978-3-030-28561-6_3, 10.1007/978-3-030-28561-6_4, 10.1007/978-3-030-28561-6_5, and 10.1007/978-3-030-28561-6_6 of this book) and so on. How does the Japanese approach enable students to develop multiplication in vertical form by and for themselves based on their learned knowledge?This chapter illustrates this process as follows. Firstly, the diversity of multiplication in vertical form is explained in relation to the multiplier and multiplicand, and the Japanese approach in comparison with other countries such as Chile and the Netherlands is clearly illustrated. Secondly, how a Japanese teacher enables students to develop multiplication in vertical form beyond repeated addition is explained with an exemplar of lesson study. Thirdly, the exemplar illustrates a full-speck lesson plan under school-based lesson study which demonstrates how Japanese teachers try to develop students who learn mathematics by and for themselves including learning how to learn (see Chap. 1). Fourthly, it explains the process to extend multiplication in vertical form to multidigit numbers by referring to Gakko Tosho textbooks.
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Olfos, Raimundo, Masami Isoda, and Soledad Estrella. "Multiplication of Whole Numbers in the Curriculum: Singapore, Japan, Portugal, the USA, Mexico, Brazil, and Chile." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_2.

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AbstractThis chapter shows how the teaching of multiplication is structured in national curriculum standards (programs) around the world. (The documents are distributed by national governments via the web. Those documents are written in different formats and depths. For understanding the descriptions of the standards, we also refer to national authorized textbooks for confirmation of meanings.) The countries chosen for comparison in this case are two countries in Asia, one in Europe, two in North America, and two in South America: Singapore, Japan, Portugal, the USA (where the Common Core State Standards (2010) are not national but are agreed on by most of the states), Mexico, Brazil, and Chile, from the viewpoint of their influences on Ibero-American countries. (The National Council of Teachers of Mathematics (NCTM) standards (published in 2000) and the Japanese and Singapore textbooks have been influential in Latin America. Additionally, Portugal was selected to be compared with Brazil). To distinguish between each country’s standard and the general standards described here, the national curriculum standards are just called the “program.” The comparison shows the differences in the programs for multiplication in these countries in relation to the sequence of the description and the way of explanation. The role of this chapter in Part I of this book is to provide the introductory questions that will be discussed in Chaps. 3, 4, 5, 6, and 7 to explain the features of the Japanese approach. (As is discussed in Chap. 1, the Japanese approach includes the Japanese curriculum, textbooks, and methods of teaching which can be used for designing classes, as has been explored in Chile (see (Estrella, Mena, Olfos, Lesson Study in Chile: a very promising but still uncertain path. In Quaresma, Winsløw, Clivaz, da Ponte, Ní Shúilleabháin, Takahashi (eds), Mathematics lesson study around the world: Theoretical and methodological issues. Cham: Springer, pp. 105–122, 2018). The comparison focuses on multiplication of whole numbers. In multiplication, all of these countries seem to have similar goals—namely, for their students to grasp the meaning of multiplication and develop fluency in calculation. However, are they the same? By using the newest editions of each country’s curriculum standards, comparisons are done on the basis of the manner of writing, with assigned grades for the range of numbers, meanings, expression, tables, and multidigit multiplication. The relationship with other specific content such as division, the use of calculators, the treatment of multiples, and mixed arithmetic operations are beyond the scope of this comparison. Those are mentioned only if there is a need to show diversity.
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Watanabe, Masahito. "Tackling international controversies in virtual exchange." In Virtual exchange in the Asia-Pacific: research and practice. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.47.1146.

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Since 2000, I have been coordinating a web-based Virtual Exchange (VE) project, Project Ibunka. Ibunka means different cultures in Japanese. It aims to provide opportunities for authentic interaction among English as a Foreign Language (EFL) and English as a Second Language (ESL) learners all over the world. By the end of our last project, Project Ibunka 2018, more than 6,600 students from 22 different countries had participated in this project. The Asia-Pacific countries, such as Japan, China, Taiwan, South Korea, Indonesia, the US, Argentina, and others, have always played an active role in Project Ibunka. Though not so often, participants had taken up international controversies, such as territorial disputes, wartime responsibility, compensation for war victims and survivors, and others. Fortunately, the messages posted did not result in fruitless debate among participants. These issues can sometimes be seen to be too sensitive to be taken up in VE. However, the study and discussion of such issues are inevitable if we are to promote mutual understanding especially in the Asia-Pacific region. In my article, I would like to show how VE language teachers and students can take an acceptable, open-minded stance in VE, free from any stereotypes and prejudices. Teachers should set a goal of multicultural understanding and encourage students to gain insights using conflict resolution approaches. They also should push students to reconsider their own values from the standpoint of basic human needs.
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Shestopalova, Olena, and Nadiya Shulyuk. "PSYCHOLOGICAL ASPECTS OF PROFILE ORIENTATION IN THE PROCESS OF IMPLEMENTATION THE CONSCIOUS CHOICE OF AN EDUCATIONAL TRAJECTORY BY SENIOR PUPILS." In Priority areas for development of scientific research: domestic and foreign experience. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-049-0-28.

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The substantiation as well as description of the technology of profile orientation in 8-9 grades of Ukrainian secondary schools are givenin the context of Ukrainian educational reform. Based on the empirical research the data of approbation of a diagnostic complex and an algorithm of group and individual work in the context of supporting future senior pupils’ conscious choice of an educational trajectory are resulted. The article presents the experience of transition programmes and career guidance for future senior pupils in the system of general secondary education of the USA and Japan, as well as the correspondent domestic experience. The aim of the publication is to present the results of testing the profile orientation technology in the unity of diagnostic, consulting and educational activity in order to implement the conscious choice educational profile in Ukrainian high school by 14-15 years old adolescents. Research methodology. The development of psychological aspects of pre-professional training is included into the general problems of the system of psychological and pedagogical, informational and organizational activities in the transition from secondary to senior school. On the basis of the theoretical analysis of experience of implementing foreign countries profile education, the basic directions of transitional programmes at entering high school for future senior pupils are highlighted. Based on the ideas of the work of the Haydens service in the USA, the use of the "F-test" and professional tests in Japanese schools and G.V. Rezapkina's programme of selection for profile classes the authors offer a vision of profile orientation technology in the context of reforming and restructuring in Ukrainian high school activities. In particular, the programme of complex assessment of motivational and intellectual characteristics of 9th grade graduates and the system of group and individual work on profile orientation are presented. Experimental work began in 2019. According to the experiment programme a comprehensive psychodiagnostics of motivational features, aptitudes, intellectual potential and special abilities of students of 8-9 grades was conductedduring 2019-2020. The sample of the study amounts 176 students of 8-9 grades (85 females, 91 males), aged 14-15 years. The result of testing the profile orientation technology is the analysis of the statistical distribution and verification of the methods reliability that are included in the psychodiagnostic complex, identifying the components effectiveness of further consulting and educational work with graduates of the main level of secondary school.
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Conference papers on the topic "Japanese students – Foreign countries"

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Zhenlei, Xing, Tetsuya Sano, Hideki Yamamoto, and Akira Kikuchi. "Japanese Accent Training System for Foreign Students." In 2008 IEEE International Conference on Computational Cybernetics (ICCC). IEEE, 2008. http://dx.doi.org/10.1109/icccyb.2008.4721414.

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Zhenlei Xing, Tetsuya Sano, Hideki Yamamoto, and Akira Kikuchi. "Japanese accent measurement system for training foreign students." In 2009 IEEE Intrumentation and Measurement Technology Conference (I2MTC). IEEE, 2009. http://dx.doi.org/10.1109/imtc.2009.5168599.

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Kato, Yukari, and Toshio Okamoto. "Different Evaluations of e-Learning for Japanese Academic Reading between Foreign Students and Japanese language Teachers." In Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007). IEEE, 2007. http://dx.doi.org/10.1109/icalt.2007.123.

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Halatsyn, Kateryna, and Olha Yaroshenko. "STUDENTS’ FOREIGN LANGUAGE SPEECH ACTIVITY AT HIGHER TECHNICAL EDUCATIONAL INSTITUTION." In Relevant Trends of Scientific Research in the Countries of Central and Eastern Europe. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-002-5-3.

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Зорина, Виктория Владимировна. "FOREIGN STUDENTS-FUTURE LAWYERS ABOUT DISTANCE LEARNING." In Проблемы управления качеством образования: сборник избранных статей Международной научно-методической конференции (Санкт-Петербург, Сентябрь 2020). Crossref, 2020. http://dx.doi.org/10.37539/ko187.2020.15.58.003.

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В статье представлен актуальный взгляд иностранных обучающихся - будущих юристов (представителей ближнего зарубежья) на дистанционное обучение. Слушатели курсов подготовки иностранных специалистов обозначили достоинства и недостатки данной формы обучения. Согласно мнению иностранных слушателей, самостоятельность обучающегося относится одновременно и к достоинствам, и к недостаткам дистанционного обучения. The article presents the current view of foreign students-future lawyers (representatives of neighboring countries) on distance learning. The participants of the training courses for foreign
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Bernatska, O. V. "Developing of foreign language competence in reading of university students." In CHALLENGES OF PHILOLOGICAL SCIENCES, INTERCULTURAL COMMUNICATION AND TRANSLATION STUDIES IN UKRAINE AND EU COUNTRIES. Baltija Publishing, 2020. http://dx.doi.org/10.30525/978-9934-588-90-7-76.

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Fakhrutdinova, Anastasia, Gulnara Gali, and Madina Mahmutova. "THE TEACHERS’ STRATEGIES OF IDENTIFYING AND DEVELOPMENT OF GIFTED STUDENTS IN FOREIGN COUNTRIES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0874.

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Al-Badawi, Habib. "Sengo kenpo 1947 Vs. Meiji kenpo 1889: comparative study." In Development of legal systems in Russia and foreign countries: problems of theory and practice. Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/02061-6-20-37.

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Abstract:
This article is a comparative study between not only two manuscripts of constitutions of Japan, but also analytic research revealing all the cultural, ideological, and political aspects that led the Japanese authorities to adopt each of them. &#x0D; The Meiji Constitution was proclaimed in 1889 during the imperialistic phase of Japanese history where the country was named Empire of Greater Japan (大日本帝国), where Tokyo was a dominant world power. While the recent Constitution of Japan (日本国憲法) was issued in 1947 under the supervision of the Supreme Commander for the Allied Powers (SCAP), which is
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"A Comparative Research on the Management of Foreign Students in China and the Management of Students in Other Countries." In 2018 International Conference on Education, Psychology, and Management Science. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icepms.2018.117.

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Stepanenko, O. K. "Means of forming students’ social competence in the process of teaching foreign literature." In CURRENT TRENDS AND FACTORS OF THE DEVELOPMENT OF PEDAGOGICAL AND PSYCHOLOGICAL SCIENCES IN UKRAINE AND EU COUNTRIES. Baltija Publishing, 2020. http://dx.doi.org/10.30525/978-9934-588-80-8-2.47.

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Reports on the topic "Japanese students – Foreign countries"

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Yoshikawa, Sawako. Some Possible Sources of Oral Foreign Language Anxiety (FLA) among Japanese Students in the United States. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7080.

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