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Developing e-Learning environment aimed for Japanese for specific purpose and mutual cultural understanding

开发针对日语的电子学习环境，以实现特定目的和相互文化理解

基本信息

批准号：
15320063
负责人：
FUJIMURA Tomoko
金额：
$ 5.06万
依托单位：
Tokyo University of Foreign Studies
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2003
资助国家：
日本
起止时间：
2003 至 2005
项目状态：
已结题

项目摘要

In an effort to make things easier for people to learn Japanese on their own, the IT group created a publicly available web-based program based on teaching materials provided by the Japanese language staff. However, copyright issues and problems with overseas communication lines prevented full web availability.1.Creating Kana and Kanji Teaching MaterialsIndependent study materials for learning beginner level hiragana and katakana and the 600 kanji necessary before embarking upon more specialized instruction were created. An animated program showing the characters' stroke orders helped make it possible to study kana online. When the student plays the animation they automatically hear the character's pronunciation, so they quickly learn to associate the character's shape with the sound.2.Support for Specialized InstructionA basic design of geography materials geared towards beginner-level students for web availability was conducted. However, students were having a hard time understanding … More introductory books that were not written with them in mind, so texts dealing with Japanese politics were adopted. The morphological analyzer picked out any words that were Level 2 or higher in order to identify words for the dictionary function. In addition, with the dependency structure analyzer, many sentences were found to be structurally too complex for students who had only completed a beginner-level course. Accordingly, a set of "Who?" "What?" "When?" "Where?" "Why?" and "How?" type questions were prepared for students in order to help them understand the meaning of a sentence. Opinions, justifications, and use of examples within a passage were also included in the questions to help students understand not only the meaning of sentences, but the piece as a whole.3.Problems with InfrastructureExcept for Korea and Singapore, liberal arts institutions for higher learning in Asian regions where studying Japanese is popular are not equipped with computers or communication lines. Thus, it's become clear that delivery of teaching materials over the web is not always helpful. Less

为了让人们更容易地自主学习日语，该IT团队根据日语工作人员提供的教材，创建了一个公开的基于网络的程序。然而，版权问题和海外通讯线路的问题阻碍了网络的完全可用。1.编写假名和汉字教材为学习初学者水平的平假名和片假名以及开始更专门的教学之前所需的600个汉字制作了独立的学习材料。一个显示人物笔画顺序的动画程序使在线学习假名成为可能。当学生播放动画时，他们会自动听到角色的发音，因此他们很快就会学会将角色的形状与声音联系起来。2.支持专业教学针对网络可用的初级学生进行了地理材料的基本设计。然而，学生们很难理解…更多的介绍性书籍并没有考虑到它们，因此涉及日本政治的文本被采用。词法分析器挑选出任何2级或更高级别的单词，以便为词典功能识别单词。此外，使用依存结构分析器，对于只完成了初级课程的学生来说，许多句子在结构上太复杂了。相应地，一组“谁？”“什么？”“什么时候？”“在哪里？”“为什么？”以及“如何做到？”为学生准备了类型题，以帮助他们理解句子的意思。题目中还包括文章中的观点、理由和例证的使用，不仅帮助学生理解句子的意思，而且还帮助学生理解整个文章。3.基础设施的问题除韩国和新加坡外，在学习日语很流行的亚洲地区，文科院校没有配备计算机或通讯线路。因此，很明显，通过网络交付教学材料并不总是有帮助的。较少