Development of Communication System for Japanese Culture and Japanese Language

构建“日本形象”这个网上协作学习系统的目的有四个：第一，建立一个有效的网络学习环境的框架；第二，设计一个传播日本文化信息的程序；第三，为中等语言水平的人设计一份有吸引力的日语计算机辅助语言学习材料；第四，提供一个网站作为用户相互理解、合作与合作的场所。考虑到合作和合作的理念，我们还设计了这个在《日本图像》中提供的语言项目，配备了设施，鼓励用户不仅彼此之间进行互动，还可以通过提问、通过电子邮件回复练习以及对项目发表评论等方式与我们进行互动。因此，我们期待希望…的非日语学生之间的扩展互动将开展更多的日语学习和交流，以及那些愿意帮助他们学习日语的人。然而，当我们进行问卷调查，以了解用户对《日本形象》的意见和评论时，我们无法获得对语言程序的足够反馈，因为回答问卷的非日本学生大多没有达到中级水平，使用程序的程度也没有预期的那么高。我们也看不到频繁访问日本项目的情况。在对该节目有限的评论中，我们到目前为止了解到，对日本节目缺乏兴趣和参与的原因之一是，由于网络速度的原因，原始节目无法提供足够和适当的音频信息或视频。然而，对于这个音频问题，我们已经可以同时提供声音和视频信息。换句话说，我们现在不仅能够改进原有的程序，而且还可以构建另一个专注于日语语音识别能力和听力理解技能发展的程序。较少

The purposes of having constructed "Images of Japan", a collaborative learning system on the internet, are fourfold : firstly, to develop a framework of effective network-based learning environment ; secondly, to design a program to disseminate information on Japanese culture ; thirdly, to design an attractive Japanese Computer-Assisted Language Learning materials for those with intermediate level of language abilities ; and fourthly, to offer the web site as a place for mutual understanding, collaboration and cooperation among users. Taking the notion of collaboration and cooperation into consideration, we also have designed this language program offered in the "Images of Japan" to be equipped with facilities to encourage users to interact not only with each other but also with us in the manner of asking questions, emailing replies to the exercises and giving their comments on the program, etc. Thus, we have expected that an extended interaction between non-Japanese students who want … More to learn and to communicate in Japanese and those who are willing to help them study Japanese will be carried out. However, when we carried out a questionnaire to find out the users' opinions and comments on the "Images of Japan," we could not obtain sufficient feedback on the language program, as most of the non-Japanese students who answered the questionnaire were not at the intermediate level and did not use the program as much as expected. Nor could we observe frequent visits to the Japanese program. Out of a limited amount of comments on the program, we have so far understood that one of the reasons for this lack of interest and participation in the Japanese program is attributable to the fact that the original program could not provide sufficient and appropriate audio information nor video due to the network speed. As for this audio problem, however, it has become possible for us to provide both sound and video information. In other words, we are now not only able to improve the original program but also to construct another program which focuses on the development of Japanese-sound recognition competence and listening comprehension skills. Less