Development of Communication System for Japanese Culture and Japanese Language

构建“日本影像”网络协同学习系统的目的有四：一是构建有效的网络学习环境框架；第二，设计一个宣传日本文化的节目；第三，为中等语言水平的学生设计具有吸引力的日语计算机辅助语言学习教材；第四，提供网站作为用户之间相互了解、协作和合作的场所。考虑到协作和合作的理念，我们还设计了“日本形象”中提供的语言课程，配备了设施，鼓励用户不仅与彼此互动，还与我们互动，通过提问，通过电子邮件回复练习以及对课程发表评论等方式进行互动。因此，我们期望在想要更多地学习和交流日语的非日语学生与愿意帮助他们学习日语的人之间进行更广泛的互动。然而，当我们进行问卷调查，了解用户对“日本形象”的看法和评论时，我们无法获得足够的语言课程反馈，因为大部分回答问卷的非日籍学生都不是中级水平，并没有像预期的那样使用该课程。我们也无法观察到对日本项目的频繁访问。从对节目的有限评论中，我们目前了解到，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，我们现在不仅可以改进原来的节目，而且还可以构建另一个节目，以培养日语语音识别能力和听力理解能力为重点。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