Table of Contents



  • 中川康弘 (Yasuhiro NAKAGAWA)


  • 瀬尾悠希子 (Yukiko SEO)

Improving Japanese Pronunciation: Implementation of a Pitch Accent Learning and Practice Program


Three Delivery Modes for Beginning Japanese: Instructor Reflections on Traditional, Blended and Flipped Course Formats

  • Nina LANGTON


  • 広谷真紀(Maki HIROTANI)・松本一美(Kazumi MATSUMOTO)・深田淳(Atsushi FUKADA)


  • 野口潔(Kiyoshi NOGUCHI)


  • 大戸雄太郎(Yutaro ODO)

Print ISSN: 1481-5168 Online ISSN: 1929-3135


日本語教育の諸政策にある「共生」に関する一考察 <PDF



A Study on ‘Coexistence’ in Japanese Language Education Policies


This study focuses on the concept of ‘coexistence’ in the Basic Policy for the Comprehensive and Effective Implementation of Measures to Promote Japanese Language Education (hereinafter, Basic Policy) stipulated in ‘the Act on Promotion of Japanese Language Education’. That is, how can Japanese language support for foreigners be linked to ‘coexistence’? This study aims to examine the relationship between the promotion of Japanese language education and ‘coexistence’ using the Basic Policy as the source text. Results show that the Basic Policy does not reflect the theory in the interdisciplinary field that emphasises the creation of deep relationships with others. It instead focuses on fixed, asymmetric relationships and the idea that it is essential to improve foreigners’ Japanese language proficiency to realise an inclusive society that constitutes the whole. Therefore, in Japanese language education, it is important to advance theories of interdisciplinary fields and analyse trends in various policies. The research results also show that ‘coexistence’ in daily multilingual situations and in lessons gained in the process of Japanese language learning and education need to be reflected in each site. This study concluded that discussions on the Basic Policy, which incorporate public comments, are crucial.


継承語教師の学校を越えたつながりの構築:つながるプロセス、つながらないプロセス PDF



Japanese Heritage Language Teachers’ Networks beyond Schools: Processes of Successful and Unsuccessful Formation

Yukiko SEO

The aim of this study is to explore the process of networking among Japanese heritage language teachers from different schools. Data obtained from semi-structured interviews with 13 teachers in five different regions of the world was analyzed using modified grounded theory approach. As a result, three stages were revealed. It starts with teachers’ desires to connect. During the first stage, they either get to know each other, or they do not. If they do, they move to the second stage, which is either sharing common challenges, or not sharing them. During the third stage, with exceptions, successful networks develop between teachers from different schools. During the above process, five factors affect networking: (1) economic issues, (2) access to each other, (3) time, (4) opportunities to get to know each other outside of heritage language school, and (5) a shared awareness of common challenges. Finally, it is suggested that online tools promote networking between teachers of different schools.


Improving Japanese Pronunciation: Implementation of a Pitch Accent Learning and Practice Program PDF


Despite continued difficulty, very little has been done to ameliorate issues both novice and advanced learners face in their attempts to acquire correct Japanese pitch accent. The present study assessed the effects of an experimental pitch accent training regimen that used a Pitch Accent Learning and Practice (PALP) program. A treatment group of 20 participants who engaged in the training was compared to a control group of 8 participants who studied pitch accent using a traditional method. The current study further sought to clarify learner perceptions of the PALP program and training regimen. Participant accentuation was assessed using 3 pitch accent oral production tests of 20 items each. A mixed design analysis of variance was conducted to analyze the effect of the training on pitch accent ability. Results showed a significant main effect of group, as well as a significant time and group interaction effect. Specifically, these results revealed that treatment group participants significantly outperformed control group participants on the posttest and delayed posttest. Furthermore, results of a perceptions questionnaire indicate that the majority of participants felt the training materials were easy to use and helpful in learning Japanese pitch accent. Pedagogical implications and future suggestions are discussed.

ピーターソン ジェフ
本研究では、高低アクセントの学習および練習(PALP: Pitch Accent Learning and Practice)プログラムを使った実験的な高低アクセント訓練法の効果を検証した。訓練に参加した20名の被験者の実験群を、従来の方法を用いて高低アクセントを学習した8名の統制群と比較した。更に、PALPプログラムおよび訓練に関する学習者の認識を明確にした。被験者の発音は、20項目の事前事後高低アクセント口頭テストと遅延事後高低アクセント口頭テストを用いて評価した。高低アクセント運用能力に対する訓練の効果を分析するために、分散分析を行った。分析結果では、実験群が事後・遅延事後テストで統制群より有意に優れていることを明らかになった。更に認識アンケートの結果から、被験者の大多数が、訓練教材が使いやすく日本語の高低アクセントを学習するのに役立つと感じていたという結果が得られた。この訓練法の教育的意義と今後の提案についても述べる。


Three Delivery Modes for Beginning Japanese: Instructor Reflections on Traditional, Blended and Flipped Course Formats PDF


Traditional direct instruction in face-to-face classes is a familiar format for both learners and instructors and tends to be the standard in university-level language teaching. While there are many and obvious advantages to frequent and regular face-to-face contact, particularly with beginning language students, the technical affordances of online delivery systems also offer benefits to both students and instructors. Blended formats can work well for learners who require flexibility in scheduling and physical access, as well as learners who require more time to process spoken language. However, in the author’s experience, grades, successful completion rates and student satisfaction can be lower compared to face-to-face classes. Flipped classes, where students have initial contact with new material outside the scheduled class time, followed by active learning during class time when they have direct access to peers and experts who can help them, have shown great potential. This paper reports the reflections of an instructor who has taught the same first-semester Japanese language class in these three different formats, and is based on results comparing demographics, successful completion rates, and grades on various components, as well as qualitative results from student comments.

ラングトン ナイナ


口頭産出中のポーズとリペア現象の比較研究: 日本語母語話者と習熟度レベルの異なる学習者群のデータを通して PDF



A Comparative Study of Pauses and Repair Fluency in Oral Production of Native Speakers and Learners of Japanese at Different Proficiency Levels


In the field of objective/quantitative study of fluency, while the aspect of speed has been well studied and some consensuses have been reached, the aspects of pause and repair have not received the same amount of attention. For these two aspects, research methodologies have not been well established, and the number of studies is small. This study attempts to fill this gap. Based on the oral data from two tasks performed by L1 Chinese intermediate/advanced learners and native Japanese speakers, the present study quantitatively examined the differences in pause and repair-related fluency between two groups of learners of Japanese from two different proficiency levels, as well as between native Japanese speakers and Japanese learners. The results showed significant differences in the length and the frequency of silent pauses within the language unit between the two proficiency groups. The study also found that the length of the silent pauses differs among native Japanese speakers depending on the tasks, while we did not observe such a trend among the learners. Finally, the study suggests that it is problematic to regard lexical fillers and reformulations as indications of dysfluency since they are often employed by native speakers.



初級修了レベル学習者が体験談を「固まり」で語る授業実践報告:意味的範疇「問題・解決・評価」とストーリーマップを使った指導の試みとその評価 PDF



A Practice Report on Learners Who Have Completed Beginner-level Courses Discussing their Experiences in “Bundles”: Instruction and Evaluation of the Use of Semantic Categories and Story Maps


This paper examines the effectiveness and issues of lesson practice in which learners who have completed beginner-level courses discuss their experiences with the teaching materials and methods devised by the author. The ability to describe experiences by connecting sentences and talk in “bundles” is among the important Japanese proficiencies that must be fostered from the early learning stages. However, teaching grammar and vocabulary in beginner to intermediate-low level classes is time-consuming, and instruction on how to develop the ability to discuss experiences is rarely attempted. Additionally, no certain teaching method or materials appear to exist. Therefore, the author devised teaching materials and methods to help learners talk in “bundles,” and taught them for approximately three months. Consequently, the learners were enabled to discuss their experiences using the teaching materials and to be mindful in connecting sentences. However, it was relatively common to create simple sentences using connective expressions at the beginning of sentences. The issue of how to increase the use of connective expressions that create compound sentences and reduce the dependence on simple sentences remains.



日本語の発音に特化した授業における学習者の学び: 初中級のフランス語母語話者を事例として PDF



Students’ Learning in a Pronunciation-Focused Japanese Course: A Case Study of French Native Speakers of Elementary and Intermediate Levels

Yutaro ODO

This paper reports on a Japanese course focused on pronunciation at a university in France. The purposes of this study are to clarify the details of learning pronunciation that students have gained through the approaches and to make pedagogical suggestions. In the class in question, students received guidance through phonological explanations, practice and activities, followed by a recording task. An analysis of the recording task focused on the corrections of misuse by students, and on the report and the questionnaires, which generated several codes and categories in order to get closer to what they noticed. This study shows that the students gained some theoretical knowledge of pronunciation, such as differences in phonetic characteristics between French and Japanese, and the importance of pronunciation practice. In addition, students improved the pronunciation of those sounds about which they received explicit instructions, such as /h/. On the other hand, it was challenging for the students to improve their pronunciation skills for certain types of sounds, such as long vowels, when they were not carefully practiced. This study suggests that it is necessary for teachers to have a routine for predicting learners’ misuse, examining items which should be taught, providing guidance according to them, analyzing changes in pronunciation and awareness, examining the results, and applying them to the next practice.