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

为了让人们更容易地自学日语，IT小组根据日语工作人员提供的教材创建了一个公开的网络程序。然而，版权问题和海外通信线路的问题阻碍了网络的全面可用性。创建假名和汉字教学材料创建了初学者平假名和片假名的独立学习材料，以及在开始更专业的教学之前所需的600个汉字。一个显示汉字笔划顺序的动画程序使得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，所以他们很快学会了将角色的形状与声音联系起来。对专门教学的支持针对初级学生的地理教材进行了基本设计，以便在网上可用。然而，学生们很难理解……更多的介绍性书籍不是为了他们而写的，所以采用了涉及日本政治的教科书。词形分析器挑选出任何2级或更高级别的单词，以便为字典功能识别单词。此外，使用依存结构分析器，发现许多句子在结构上过于复杂，对于只完成初级课程的学生来说。相应地，一组“谁？”“什么?”“什么时候?”“在哪里?”“为什么”和“怎么做”类型的问题是为学生准备的，以帮助他们理解一个句子的意思。问题中还包括观点、论证和文章中例子的使用，以帮助学生不仅理解句子的意思，而且理解整篇文章。▽基础设施问题=除韩国和新加坡外，日语学习较多的亚洲地区的人文大学没有配备电脑和通讯设备。因此，很明显，通过网络提供教学材料并不总是有用的。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