2001 Fiscal Year Final Research Report Summary
Developing Japanese Courses for Chinese University Students
| Project/Area Number |
11694006
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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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 | Kyushu University |
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Principal Investigator |
OKAZAKI Tomomi Kyushu University, International Student Center, Associate Professor, 留学生センター, 助教授 (00264119)
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| Co-Investigator(Kenkyū-buntansha) |
SAJI Keizo Kyoto University of Foreign Languages, Dept. of Foreign Languages, Professor, 外国語学部, 教授 (60046555)
KOYAMA Satoru Kyushu University, International Student Center, Assistant Professor, 留学生センター, 講師 (50284576)
SHIMIZU Yuri Kyushu University, International Student Center, Associate Professor, 留学生センター, 助教授 (90274539)
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| Project Period (FY) |
1999 – 2001
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| Keywords | Chinese learners / Non-native speakers / teachers / Native speakers / teachers / JSL / JFL / Study style / Japan-China cooperation / Learning enviroment |
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| Research Abstract |
Data was collected from a sample of 116 Chinese teachers of Japanese in China and a sample of 135 Japanese teachers of Japanese in Japan using the modified version of BALLI. Data collected from a sample of 594 Chinese learners of Japanese at Chinese universities was also analyzed in order to determine the difference in educational style between Japanese and Chinese teachers. It was concluded from the results that Chinese teachers as well as learners are 1) stricter in language education, 2) very conscious about the practicality and usefulness of speaking foreign languages and 3) have more confidence in mastering foreign languages. Japanese teachers are, on the other hand, 1) more relaxed in language teaching/learning, 2) see language classes as a part of general education, and 3) have less confidence in mastering foreign languages. The results also indicate that Chinese teachers' judgments about degree of difficulty on various aspects of foreign and/or Japanese language learning are different from those of Japanese teachers. These different perspectives seem to be very much influenced by the language-teaching environment since such differences between Chinese teachers and learners are much smaller than the differences between Chinese and Japanese teachers. The author strongly believes that the difference between the native and non-native teachers' attitude and opinions in Japanese language classes needs to be properly addressed since the number of JFL learners is steadily growing and cooperation between native and non-native teachers becomes increasingly necessary.
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