| Project/Area Number |
10610509
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
その他の外国語・外国文学
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| Research Institution | Aichi Prefectural University |
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Principal Investigator |
HOTTA Hideo Aichi Prefectural University, Faculty of Foreign Studies, Department of Spanish & Latin-American Studies, Professor, 外国語学部, 教授 (90128637)
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| Co-Investigator(Kenkyū-buntansha) |
EGUHI Tadashi Aichi Prefectural University, Faculty of Foreign Studies, The Inter-Departmental Group / Japanese teaching Course ; Assistant professor, 外国語学部, 助教授 (20264707)
HARADA Kunio Aichi Prefectural University, Faculty of Foreign Studies, Department of French Studies, Professor, 外国語学部, 教授 (20094344)
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| Project Period (FY) |
1998 – 1999
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| Project Status |
Completed (Fiscal Year 1999)
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| Budget Amount *help |
¥2,900,000 (Direct Cost: ¥2,900,000)
Fiscal Year 1999: ¥1,200,000 (Direct Cost: ¥1,200,000)
Fiscal Year 1998: ¥1,700,000 (Direct Cost: ¥1,700,000)
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| Keywords | Spanish / CALL / HTML / FLT / Japanese / theme / subject |
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| Research Abstract |
1. Contrastive studies between Japanese and the target (foreign) language Spanish by means of an investigation of the construction of theme-predicate and subject-predicate. Differences were observed in the Spanish utterances of Japanese speakers : noun phrases that can not be themes in Spanish sentences appeared as themes in sentences made by Japanese speaker.
2. The chief investigator created elementary Spanish audiovisual materials, using HTML.
(1) Each lesson consisted of body/text, grammar explanations, and exercises. Each section was linked together (as were supplementary parts such as inflection tables)
(2) Because of its GUI, the use of the materials can be taught quickly, and each student can then work at his/her own pace listening to a native speaker reading sentences.
(3) The Japanese characters and the Spanish characters with diacritic marks are represented at the same time in different frames.
(4) In the grammar-explanation section the linkages of inflection tables and examples, pictures and animations are used in addition to explanations in Japanese to facilitate understanding.
(5) The student can see immediately whether he selected the right answer or not in the exercises. In the translation exercises from Japanese to Spanish the student can listen to a model sentence.
3. Judging from the responses to questionnaires and from the results of the term exams the use of the materials in the classroom was welcomed by the students.
4. (1) Continuation of the contrastive studies and incorporation of their results in the materials, (2) Creation of more interactive parts and (3) that of materials of intermediate levels remain to be done in next stage.
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