Kanji Learning Activity in Japanese Language Learning as Foreign Language

本研究的目的在于：一）对汉字学习活动进行分析;二）为汉字学习提供支持。汉字学习是日语教学中的一个老问题，但是关于汉字学习需要什么样的学习活动以及怎样进行学习活动的研究却很少。日本外语学院汉字学习研究存在的问题是：1）缺乏汉字活动设计和认知科学的研究; 2）有学生的策略研究，没有教师的策略研究; 3）没有对汉字学习活动进行分析。本研究强调从认知科学的发现中推导出适当的汉字学习活动，研究支持汉字学习的教师对汉字学习活动的自觉和不自觉的思考，并将认知科学和教师研究的结果进行比较（Grounded Theory）采用认知研究是因为没有教师的数据进行定量分析，需要数据作为基础，认知研究发现，汉字学习活动不同于汉字区学生和非汉字区学生。学习研究与元认知研究则提出如何设计汉字学习活动。教师的质性分析显示出依资源不同的汉字学习活动类别。但是，以往的教师资源都是从底层来看待汉字学习活动，很少有从自上而下（目标导向）的视角来看待汉字学习活动。从元认知的角度。活动应以目标为导向。目标导向的观点是必要的。由于教师的访谈数据只是汉字学习活动的部分数据，需要进行多方面的分类进行定量分析。

This study is aimed at I) to analyze kanji learning activity descriptively and 2) to contribute to support for kanji learning. Kanji learning is old issue in Japanese teaching as foreign language (JFL) but there is few finding about what kind of learning activity is needed and how are kind of learning activities. The present issues of kanji learning study in JFL are I) bow to bridge from kanji activity design and cognitive science 2) strategy researches of students are there but of teachers is not, and 3) there is no analysis of kanji learning activity. This study emphasize deducting appropriate kanji learning activity from finding in cognitive science, researching how teachers who support kanji learning think about kanji learning activity consciously and unconsciously and comparing finding from cognitive science and teachers research Qualitative analysis (grounded theory approach) adopted because there is no date of teachers for quantitive analysis and data as basement is needed Cognitive research brings finding that necessary kanji learning activities are deferent from kanji area student and non-kanji area student. Learning study and metacoginitive study bring findings how to design kanji learning activity. Qualitative analysis of teachers show deferent categories of kanji learning activity by resource. But in any date resource of teachers approach to kanji learning activity from the bottom and there is few top-down (goal oriented) view. From the viewpoint of metacognision. activities should be oriented by goal. Goal oriented view is needed. And various categories are needed for quantitive analysis because interview date of teachers is only partial data of kanji learning learning activity.