Table of Contents



  • 米本 和弘 (Kazuhiro YONEMOTO)


  • リッチングス ヴィッキー アン (Vicky Ann RICHINGS)

Learning Kanji with a Multimedia Manga: Student Perceptions of Engagement and Effectiveness

  • Nina LANGTON

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

高等教育における日本語学習再考―言語学習と学習者のアイデンティティ― <PDF

米本 和弘

高等教育における言語教育の目的は、研究、もしくはスキル習得かという二項対立的な議論がしばしばなされるが、学習者の情意的目標や主体性が見落とされ、 言語能力に焦点が当てられがちになることがこれらに共通する問題点として挙げられる。本研究は、質的調査法を用い、高等教育における日本語学習の情意的側 面を探った。カナダのフランス語圏にある英語系の大学で学ぶ4名の学習者を対象に半構造化インタビューを行った。データ分析の結果、文化への興味や日本で の生活経験などを契機に、日本語学習を始めていたが、学習が進むにつれ、わかる喜びや自己探求、自己実現へと焦点を移していた。本研究では、公教育の場で あっても、学習者の学習目的は文化資本の獲得、蓄積という枠を越え、アイデンティティなど情意的側面にまで及んでいることが明らかになった。このことか ら、高等教育の言語教育は言語能力や文化的知識に焦点を当てるという前提は、言語学習の情意的側面を重視する学習者とは相容れない可能性がある。この点 で、今後、さらに言語学習の情意的側面を探る必要があると言える。

Revisiting Japanese Language Learning in Higher Education: Language Learning and Learners’ Identities


Foreign language specialists in higher education often debate in binary terms whether a language should be taught for academic purposes or for communicating with others. In either case, priority is given to language competence, overlooking individual learners’ affective goals and subjectivities. This qualitative inquiry examines the affective domain of Japanese language learning in higher education. In-depth semi-structured interviews were conducted with four learners at an English-medium university in French Canada. The data shows that, although the participants’ initial impetus for learning was related to their interest in Japanese pop culture or experiences of living in Japan, their purposes had shifted, reflecting their life trajectories. They were experiencing the joy of understanding, exploring their identities, and achieving self-realization through learning Japanese. This inquiry suggests that even in a formal learning setting, the students’ purpose for learning went beyond acquiring cultural capital and extended to the affective domain revolving around identity. This indicates that the common assumption that foreign language learning in higher education is to focus on linguistic competence and cultural knowledge may be incompatible with learners’ desires with regard to the affective significance of language learning. The affective significance of language learning should be explored further in pedagogy.


外国語教育における学習基準の分析―「文学教材」に焦点をあてて― <PDF

リッチングス ヴィッキー アン


A Study of Standards for Foreign Language Learning Focusing on Literature


The purpose of this study was to gauge the position of Japanese literature as a learning material in Japanese as a Foreign Language (JFL) instruction and consider the possible usage of Japanese literature. Three standards for foreign language learning (JF Standard for Japanese Language Education, Common European Framework of References, and National Standards of the American Council on the Teaching of Foreign Languages) were analyzed with a focus on ‘literature’ as a keyword. The respective learning goals of the standards were compared to investigate the meaning of Japanese literature in the Japanese classroom. This analysis showed that 1) standards for the use of ‘literature’ as a learning tool exist, 2) explicit learning goals are indicated, and 3) ‘literature’ is useful for supporting the acquisition of certain language skills. However, specific teaching methods or application directions are not provided. After reviewing the results, it can be said that ‘literature’ is beneficial to the language-learning process but further work is needed in order to expand the use of Japanese literature in JFL.


Learning Kanji with a Multimedia Manga: Student Perceptions of Engagement and Effectiveness <PDF


Learning kanji is one of the biggest challenges faced by students of the Japanese language. This study introduces and examines a kanji teaching and learning resource that combines storytelling and visual mnemonics in an animated manga (comic book) that students can view both online and in print form. The manga incorporates the kanji, both visually and semantically, into a narrative that is meant to be both educational and entertaining. Student evaluations of the resource were analyzed from a qualitative perspective for perceptions of efficacy for learning, effect on motivation, and enjoyment. Findings indicate that while most participants evaluated the resource positively for graphics and multimedia enhancements, there were some issues that detracted from the efficacy of the learning material, including comprehension of particular kanji and the artificial nature of the plot.