Basic Issues in Katakana Teaching-Towards the recognition of katakana teaching as a valid field of Japanese language teaching research
| Project/Area Number |
17520358
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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 | HANNAN UNIVERSITY |
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Principal Investigator |
NAKAYAMA Eriko HANNAN UNIVERSITY, Faculty of International Communication, Professor, 国際コミュニケーション学部, 教授 (60299021)
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| Co-Investigator(Kenkyū-buntansha) |
JINNOUCH Masataka KWANSEI GAKUIN UNIVERSITY, School of Policy Studies, Professor, 総合政策学部, 教授 (70154424)
KIRYU Rika The National Institute for Japanese Language, Department of Language Research, Research Assistant, 研究開発部門, 研究補佐員 (80415611)
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| Project Period (FY) |
2005 – 2006
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| Project Status |
Completed (Fiscal Year 2006)
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| Budget Amount *help |
¥3,400,000 (Direct Cost: ¥3,400,000)
Fiscal Year 2006: ¥1,200,000 (Direct Cost: ¥1,200,000)
Fiscal Year 2005: ¥2,200,000 (Direct Cost: ¥2,200,000)
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| Keywords | Japanese language teaching / katakana teaching / loanwords / katakana characters / katakana words / basic katakana |
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| Research Abstract |
In the first year of our research project we looked directly at Japanese Language Teaching in the classroom. In the second year we carried out an overview of the relevant literature. Results for each phase were published as interim and final reports. The following issues were identified:
1) About 80% of educational institutions set no targets for katakana teaching. (teaching katakana characters and katakana words)
2) When teaching writing, approximately 40% of educational institutions which specifically taught katakana characters set different targets from those set for hiragana characters. Regarding retention, a similar 40% of institutions indicated that retention was poor, or had failed to follow up on the degree of retention. (48 respondents)
3) In vocabulary teaching, many institutions confined themselves to teaching the katakana characters naturally occurring in set texts. Few instructors went on to teach the nuances that distinguish katakana expressions from words of Japanese and Ch
… More
inese origin.
4) Methodological difficulties were reported in fostering retention of katakana expressions when presented immediately after hiragana expressions. Most institutions, however, took no remedial steps.
5) No basic list exists of katakana for instructional purposes. Consequently, no textbooks exist which can provide examples of actual use, information on degree of acceptance and correct usage, and synonym comparison.
6) Manuals for instructors assign few pages to katakana teaching, and do not lay sufficient emphasis on the importance of katakana in Modern Japanese.
7) Learners continue to report a lack of confidence when using katakana. At the same time they are aware of its indispensability. Over 60% of learners expressed a wish for more thorough training. (479 respondents).
The above makes clear that there are problems in katakana teaching that need to be addressed and that the route to improvement lies through heightened instructor awareness and better teaching methods and materials. Less
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Report
(3 results)
Research Products
(22 results)
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[Book] 外来語の社会言語学2007
Author(s)
陣内 正敬
Total Pages
196
Publisher
世界思想社
Description
「研究成果報告書概要(和文)」より
Related Report
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[Book] 新版日本語教育事典2005
Author(s)
日本語教育学会編 分担教筆:中山恵利子
Publisher
大修館書店
Description
「研究成果報告書概要(和文)」より
Related Report
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