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

为了使人们更容易自学日语，IT团队根据日语工作人员提供的教材，创建了一个基于Web的公开课程。然而，版权问题和海外通信线路的问题阻碍了全面的网络可用性。1.创建假名和汉字教材为初学者水平的平假名和片假名以及在开始更专业的教学之前所需的600个汉字创建了独立的学习教材。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。动画播放时，学生会自动听到人物的发音，因此他们很快就学会了将人物的形状与声音联系起来。2.专业教学的支持针对初学者进行了地理教材的基本设计，以供网络使用。然而，学生们很难理解 ...更多信息 介绍性的书，并没有写在他们的脑海中，所以文本处理日本政治被采用。词法分析器挑选出任何级别为2或更高的单词，以便为字典功能识别单词。此外，借助依存结构分析器，许多句子的结构对于刚完成初级课程的学生来说过于复杂。相应地，一套“谁？““什么？““什么时候？““在哪儿？““为什么？”和“怎么办?为帮助学生理解一个句子的意思，我们为学生准备了类型问题。三、基础设施的问题除了韩国、新加坡等地，学习日语的亚洲地区的高等文科院校都没有配备电脑和通讯线路，因此，除了韩国、新加坡等地的高等文科院校外，其他地区的高等文科院校都没有配备电脑和通讯线路。因此，很明显，通过网络提供教材并不总是有帮助的。少

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