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Towards Realization of Global Standards in Japanese Language Pedagogy

努力实现日语教育学的全球标准

基本信息

批准号：
17401015
负责人：
KONDOH Atsuko
金额：
$ 5.43万
依托单位：
The University of Tokyo
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2005
资助国家：
日本
起止时间：
2005 至 2007
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-17401015/
关键词：
Short-term Student Exchange Programs International Contrastive Survey Teaching Japanese as a Foreign Language Teaching Japanese as a Second language learners' survey teachers' survey 短期交換留学制度外国語としての日本語教第二言語としての日本第二言語としての日本語

项目摘要

Over the past years, the number of Japanese National universities hosting a short-term student exchange program (henceforth Tanpuro) has increased from 3 in 1995 to 28 in 2006, while the number of exchange partner universities linked to each host university has increased, a fact which resulted in greatly diversified expectations by participating students with different background in language, culture and education toward the Tanpuro Japanese language programs.We believe that Tanpuro Japanese language programs should provide participants with a coherent learning experience which guarantees the continuity of language learning prior, during and after participation in tanpuro. For this reason, Japanese language programs at tanpuro should strive towards accommodating such needs and expectations.In order to analyze the nature of such diversities, we conducted surveys in France and England on learners attitudes toward Japanese language learning. We analyzed the data by focusing on four aspects : the students'' motivation, their interests in Japan, their expectation for the Japanese language programs and their expectations towards the Year Abroad in Japan. The statistical analysis revealed both similarities and differences between the regions surveyed. To reinforce our argument, we also conducted similar surveys in Australia and New Zealand for further regional comparison.The regional differences between England and France were attributed to differences in education systems, different degrees of interest in popular-culture, degree of exposure to the Japanese culture and so forth.The above leads us to the conclusion that building a pedagogy network between Japanese programs on both sides enabling a systematic exchange of information on participants' curricular needs is essential for the maintenance of continuity and coherence in the students' learning experience of the Japanese language.

在过去几年中，举办短期学生交流项目的日本国立大学数量（以下简称坦普罗）从1995年的3所增加到2006年的28所，而与每个主办大学有联系的交换伙伴大学的数量也有所增加，这一事实导致了语言背景不同的参与学生的期望大大多样化，我们相信，在参加Tanpuro日语课程之前、期间和之后，Tanpuro日语课程应该为参加者提供连贯的学习体验，保证语言学习的连续性。因此，丹浦路的日语课程应该努力适应这种需求和期望。为了分析这种需求和期望的本质，我们在法国和英国进行了关于日语学习态度的调查。我们从四个方面对数据进行了分析：学生的动机，他们对日本的兴趣，他们对日语课程的期望和他们对日本留学年的期望。统计分析揭示了所调查区域之间的相似性和差异。为了加强我们的论点，我们还在澳大利亚和新西兰进行了类似的调查，以进一步进行区域比较。英国和法国的区域差异归因于教育制度的差异，对流行文化的兴趣程度不同，通过以上的分析，我们可以得出这样的结论：在双方的日语课程之间建立一个教育网络，为了保持学生学习日语的连续性和连贯性，有系统地交流有关参加者课程需求的信息至关重要。