| Project/Area Number |
17520346
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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 |
Japanese language education
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| Research Institution | Nagoya University of Foreign Studies (2006-2007)
Nagoya University (2005) |
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Principal Investigator |
OZAKI Akito Nagoya University of Foreign Studies, School of Foreign Languages, Department of Japanese Studies, Professor (60119659)
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| Project Period (FY) |
2005 – 2007
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| Project Status |
Completed (Fiscal Year 2007)
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| Budget Amount *help |
¥1,950,000 (Direct Cost: ¥1,800,000、Indirect Cost: ¥150,000)
Fiscal Year 2007: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2006: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 2005: ¥800,000 (Direct Cost: ¥800,000)
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| Keywords | Japanese language teaching / Japanese language teaching in the community / Volunteer Japanese classes / Japanese language teaching volunteer / Classroom activities / Classroom discourse / Contact situations / Intercultural communication |
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| Research Abstract |
In this project, two questions were posed: (1) how do non-native speakers learn and acquire Japanese through communication with Japanese volunteers? and (2) what do Japanese volunteers learn from communication with non-native speakers?
In the first year, 1000 questionnaires were mailed to Japanese language teaching volunteers in Aichi prefecture. 475 completed forms were collected and analyzed. Some of the findings were:107 out of 475 (23%) were females in their 50s and they formed the largest group of the volunteers; approximately 10% of the respondents completed a 420-hour teacher training course and they were qualified as Japanese language teachers; teacher-fronted classroom activity was most common. Many of the volunteers regarded their activities as rewarding.182 out of 475 reported that they were happy when their non-native partners expressed gratitude for their help.123 respondents reported that they could expand their view on the world through the activities with their non-native partners. However, 270 volunteers reported that they had some problems. One common problem was the gap in Japanese language proficiency among non-native partners in their classes.
After observing a Japanese volunteer class 36 times in 2005 and 2006, 16 classes were video-recorded and 7 classes were transcribed in 2006. In the third year of the project, on the basis of the transcripts, a typical classroom procedure was described, and the teaching strategies employed by a Japanese volunteer teacher were analyzed. It was also reported how a non-Japanese partner acquired a common Japanese set-phrase. The classroom data helped us to capture a part of a process of language acquisition.
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