Publications

JOURNAL CAJLE – VOLUME 8 (2006)

Table of Contents

日系二世の大学生の日本語力と社会的、心理的要因との関係

  • 柴田 節枝 (Setsue SHIBATA)

The perpetual first-year teacher: the experience of an international exchange teacher in a Japanese language program

  • Aya MATSUDA

Conversation management in interactions between beginning Japanese students and Japanese native speakers at visitor sessions

  • Satoshi HASHIMOTO, Akiko HAYASHI

 

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

 

日系二世の大学生の日本語力と社会的、心理的要因との関係 <PDF

柴田 節枝

移民の継承語は、第三世代(third generation)には消えていく可能性が高いという報告がある。本稿は、次世代に日本語を継承していくという期待を担った日系二世の大学生27人の日本語力(会話力、作文力)と、社会的、心理的要因ーすなわち家庭及びコミュニティーにおける言語使用状況、日本語学校に通った年数、日本人としてのエスニック・アイデンティティの形成状況ーとの関係を探った。日本語力は全ての要因と正の関係があったが、日本語学校を2つのタイプ(補習校と継承語としての日本語学校)に分けた場合、日本語学校で学んだ年数は会話力とは関係がなく、作文力と正の関係にあった。また、日本語学校が日本語だけでなく、エスニック・アイデンティティをも育てていく役割を果たしていることが明らかになった。

Japanese Proficiency and Sociological and Psychological Factors among the Second Generation of Japanese-American College Students

Setsue SHIBATA

It is reported that immigrant’s heritage language normally disappears by the third generation. This paper reports the results of a study that investigated the relationships between the Japanese language proficiency of speaking and writing., as well as the following three social and psychological factors: 1) Japanese language used at home and in the community, 2) experience and length of studying at Japanese language schools, and 3)degree of ethnic identity among the second generation Japanese American college students. The results show that there are positive relationships between Japanese proficiency and each of the listed factors, which are consistent with many of the previous studies. The results also revealed that Japanese language schools not only teach Japanese as a heritage language, but that they also nurture a sense of Japanese ethnic identity.

The Perpetual First-Year Teacher: The Experience of an International Exchange Teacher in a Japanese Language Program <PDF

Aya MATSUDA

Although many foreign language programs across North America staff their language courses with International Exchange Teachers (IET) – short-term visiting teachers who come from countries where the target language is being used – few attempts have been made to understand issues surrounding this particular arrangement. This qualitative study of a Japanese IET explores such issues by focusing on a IET in a small college-level Japanese program. This study shows how an IET’s adjustment to a teaching situation might be complicated by her pedagogical, linguistics and cultural orientations.

Conversation Management in Interactions between Beginning Japanese Students and Japanese Native Speakers at Visitor Sessions <PDF

Satoshi HASHIMOTO, Akiko HAYASHI

It is difficult for foreign language students to find opportunities to interact with the target language outside of the classroom. Many research studies state that “conversations” in classroom settings have unique characteristics that differentiate them from “normal” daily conversations. Thus, occasionally some native speakers of the target language are invited to the classroom to have “conversations” with students there. The purpose of this study was to investigate whether visitor sessions provide the opportunity for students to manage conversations in practical interaction with native Japanese speakers. The results of this research study show that visitor sessions can provide students with practical interaction, an environment that can rarely be provided by teachers in regular classroom sessions where the teachers control conversations and interactions. The students tried to take turns to initiate conversations and negotiate their interaction with the Japanese visitors. However, the results reveal that the students need to learn several components of conversation in order to manage their Japanese interactions successfully. The conversations during the visitor sessions were dialogical but not harmonious and student turn-taking as not appropriate. It is obvious that students need to learn not only how to say what they want but also how to listen in order to contribute to a realistic harmonious conversation.