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2022  Implementation of Online Study Abroad in Japan: Technology, Instructors, Pedagogy, and Student Dimensions  共著   
南山大学外国人留学生別科紀要  , 南山大学外国語教育センター  , 6  , pp. 1-20  , 2023/03   

概要(Abstract) The purpose of this paper is to understand the experiences of Japanese language instructors who taught online Japanese language classes to students at a private university language center in central Japan during the 2022 COVID-19 pandemic. The instructors were all native speakers of Japanese, and the students were from the Americas, Europe, and Asia. This case study focuses on one semester of teaching in early 2022; by then, most of the instructors had almost two years’ experience teaching online. Seventeen instructors completed a 44-item online questionnaire in Japanese, and the data were analyzed using descriptive quantitative and thematic qualitative approaches. In this paper, the questionnaire data are arranged into four dimensions: Technology, Instructors, Pedagogy, and Students (TIPS). The section on each dimension concludes with suggestions for making online teaching and learning more effective for instructors and students. This paper will be of interest to language instructors who have or who are teaching online, to language instructors who send their students to study abroad in Japan, and to researchers documenting how education institutions responded to the COVID-19 pandemic. 

備考(Remarks)  

2021  新型コロナウイルスが日本に居住する外国人に与える影響とその課題  共著   
コロナの影響と政策ー社会・経済・環境の観点からー  , 創成社  , 2022/03   

概要(Abstract) 2020 年 3 月、COVID-19 が日本で初めて感染者が確認されたとき、日本に暮らすすべての人が大きな影響を受けた。入国禁止や航空便の不足により帰国ができず、日本に留らざるを得ない人もいた。日本に暮らす誰もが直面する問題を経験することとなる中で、外国人居住者は、雇用、経済的生活困窮、居住環境、社会的なつながり、情報へのアクセス、在留資格制度、メンタルヘルス、医療、教育の 9 つの分野で、日本人と異なる経験をすることになった。日本政府や地方自治
13 体は外国人居住者が抱える問題に対して支援の手を差し伸べ、必要に応じて NPO
14 による援助もあった。しかし、外国人居住者の中にはこのサポートネットから抜
15 け落ちてしまったり、サポートネットの規模や強度が不十分であるケースがあっ
16 たりしたが、このような支援のおかげで、外国人居住者の多くが助けられた。 

備考(Remarks)  

2020  Study Abroad Online: Possible, and worth doing, even in a pandemic  共著   
Bulletin of the Center for Japanese Studies  , Nanzan University  , 4  , 51-66  , 2021/03   

概要(Abstract) As with the rest of the world, the Center for Japanese Studies (CJS) at Nanzan University was suddenly confronted with the corona virus pandemic in early 2020. At the beginning of March, the difficult decision was made to stop on-campus classes, request students to return home immediately, and change to online classes for the rest of the 2020 Spring Semester. This paper records how the Japanese language instructors faced this situation: the eight issues explored in preparatory FD workshops, how classes were taught for the remainder of the 2020 Spring Semester, and ten challenges faced and lessons learned for the 2020 Fall Semester and present 2021 Spring Semester. We hope that this paper will be of use to other language instructors, and help them reflect about their experiences in 2020. 

備考(Remarks)  

2019  Study Abroad Students Joining a Local Church: Language Communities in a Local Japanese Social Network  共著   
外国人留学生別科紀要  , 南山大学  , 3  , 1-24  , 2019/03/31   

概要(Abstract) 教会、寺院、モスク、シナゴーグなどを中心とした、宗教や信仰を基盤とするソー シャルネットワークは、日本に限らず世界中に存在する。このようなネットワーク の中には閉鎖的なものもあるが、開放的で新しい信者を歓迎するものもある。日本 に滞在し日本語を学ぶ短期留学生の多くは、地域のソーシャルネットワークに参加 することを望みながらも困難を感じている。留学生にとって、宗教や信仰を基盤と した地域のソーシャルネットワークに入ることは、個人の信仰を維持し、深めるこ とができるだけでなく、目標言語を使用することのできる既存のソーシャルネット ワークに入る機会を得るものである。 本稿は、アメリカ及びスウェーデンから日本に短期留学している 2 名の女子学生 が、地元のプロテスタント教会に参加した経験を報告するものである。1 名の学生 は 7 日間で 17 時間、もう 1 名は 15 時間を、教会及び教会外で、青年グループ、音 楽バンド、また聖書討論会のメンバーと共に過ごしている。 留学研究ではまだ先行研究が少ない分野ではあるが、本研究は信仰を基盤とした ソーシャルネットワークが、この学生達に対し教室外で日本語を使用する貴重な機 会を提供していることを示している。そしてこの結果は、Goldoni (2013)の効果的 な留学経験に関する4つの結論、つまり1) 居心地のよい環境で目標言語を十分に 使うことができること; 2) 目標言語話者のネットワークにアクセスできること; 3) 文化に所属し、文化をうちから見る機会を得ること; そして4) 趣味や個人的な興味 を共有できること、とも一致するものである。  

備考(Remarks)  

2019  Intercultural social networks: A study of service learning and its impact on Japanese-foreign student learning  未設定   
Bulletin of the Center for Japanese Studies  , Nanzan University  , 2  , 15-27  , 2019/03   

概要(Abstract) International service learning is fast becoming a popular pedagogical approach to enhance global citizenship among participating students. Through this type of experiential education, this approach gives students the opportunity to engage with local students and hone their intercultural communication skills. This paper seeks to shed light on the impact participation in an international service learning program had on two student groups at a Japanese university. Specifically, it elucidates the students’ reflections on the formation of intercultural social networks. In the final part of the paper, five central concepts of social network analysis are used to explore this case of service learning: density; homophily; diffusion; structural holes; and betweenness. 

備考(Remarks) This paper was supported by the following Nanzan University grant:
2018年度学部共通研究費「学部内共同研究」 

2018  Exploring Japanese high school English teacher perspectives on active learning  共著   
Academia (Literature and Language)  , Nanzan University  , 104  , x-y  , 2018/06   

概要(Abstract) Periodically, the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) revises the courses of study for each level of education – primary, junior high school, and high school. From 2022, the revised course of study for high schools will take effect. One of its significant features is the adoption of an active learning approach. This present study investigates how Japanese high school teachers of English feel about active learning and what training they would like to receive. A 51-item online questionnaire was answered by 65 teachers from one prefecture in central Japan. Almost all of these teachers had positive attitudes towards an active learning approach, felt that they would be able to implement that approach in their classrooms, and wanted to learn more about active learning. Two problems were the lack of computers, screens and projectors in classrooms, and teachers not being sure how to assess active learning tasks and activities.  

備考(Remarks)  

2017  Local university students supporting Japanese students’ fieldwork in Thailand: Learning opportunities, motivation changes, and identity shifts  共著   
Academia (Social Sciences)  , Nanzan University  , 14  , 63-85  , 2018/01   

概要(Abstract)
On some short-term university study abroad programs, host universities provide local students to help visiting students with their language learning and fieldwork. Previous research focused on the learning processes and outcomes of visiting students; however, this case study seeks to understand the experiences of the local students. In the summer of 2017, 25 local Thai students assisted 24 visiting Japanese university students to learn Thai and conduct fieldwork in northeast Thailand. At the end of the program, the Thai students completed an extensive written questionnaire. Results indicate that the local Thai students improved their Japanese language proficiency and learned a great deal about Japanese culture. This lead to some identity shifts, as they began to adopt Japanese ways of being, doing, and thinking. Greater language proficiency and a deeper cultural understanding improved their confidence and motivation to interact in Japanese, and spurred some to want to study harder. The local Thai students did become much more interested in travelling in Japan, but only moderately more interested in studying and living there. Both dispatching and hosting universities have an obligation to consider how to maximize learning opportunities not only for visiting students but also for local students as well. 

備考(Remarks)  

2017  Active learning in the Japanese high school English classroom: How far have teachers already come?   共著   
Academia (Literature and Language)  , Nanzan University  , 103  , 63-77  , 2018/01   

概要(Abstract) Under the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) new course of study, Japanese high school teachers will adopt an active learning approach from 2022. To help teacher educators and trainers prepare Japanese high school teachers for this shift, this study sought to understand how familiar Japanese high school teachers of English are with active learning and what active learning tasks and activities they are already doing. A 51-item online questionnaire was answered by 65 teachers from one mostly rural prefecture in central Japan. Many of the teachers felt that they understood the principles of active learning, and were already doing active learning tasks and activities in their classes. 

備考(Remarks)  

2017  Positionality: Three perspectives on the experiences of Japanese students on a short-term study abroad program in Thailand  単著   
Academia (Literature and Language)  , Nanzan University  , 103  , 193-220  , 2018/01   

概要(Abstract) This study aimed to uncover both the particular experiences and to explore the specific aspects within those experiences that 24 student participants in the 2017 Nanzan Asia Program (herein: Thai NAP) deemed most meaningful during their four-week sojourn in Thailand. To that end, three different researchers applied their own lens using three different qualitative methods to analyze written reflections taken from a post-program survey that was given to these students. Accordingly, one researcher used a top-down approach applying Bennett’s (1993) Developmental Model of Intercultural Sensitivity (DMIS). Another researcher used a bottom-up, grounded theory approach that led to the development of four themes that played an important role in students’ experiences. Finally, a third researcher used a bottom-up holistic approach to identify five main steps that the students passed through during the program. Findings from each researcher are discussed within their respective sections and a final group analysis is then offered. It was concluded that using a reflexive approach can provide a deeper understanding of the ways that students constructed meaning during Thai NAP. Suggestions for future research are shared at the end of the paper. 

備考(Remarks)  

2017  Dorm life for exchange students: Language desert or language oasis?  共著   
Bulletin of the Center for Japanese Studies  , Nanzan University  , 1  , 1-20  , 2018/01   

概要(Abstract) There is often an expectation that short-term exchange students living in international dormitories at Japanese universities who are English native speakers will have few opportunities to speak much Japanese, instead tending to use English with each other and their Japanese dorm mates. This paper challenges this belief, presenting a case study of one Australian short-term exchange student, Penny, who developed a Japanese language social network at her small international dorm centered around two of her dorm mates, one Japanese and one Swedish. Based upon data from a detailed daily language diary, in her tenth week in Japan Penny interacted in Japanese outside class for about 24 hours over seven days. She spent almost all that time with her two dorm mates, about ten hours chatting at the dorm itself, on average about an hour and a half each day, and another thirteen hours outside the dorm at a restaurant on Saturday and on a trip on Sunday. For relatively shy students like Penny, dorm mates can be absolutely crucial in providing sufficient opportunities to interact in Japanese during their study abroad experience. For them, the dorm is their oasis – a safe, reassuring space where they can use Japanese every day. 

備考(Remarks)  

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