| Project/Area Number |
12480058
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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 | HOKKAIDO UNIVERSITY |
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Principal Investigator |
KOBAYASHI Mina Hokkaido Univ., International Student Center, Associate Prof., 留学生センター, 助教授 (70252286)
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| Co-Investigator(Kenkyū-buntansha) |
KAWANO Toshiyuki Yokohama National University, Faculty of Education and Human Sciences, Associate Prof., 教育人間科学部, 助教授 (60269769)
YAMAUCHI Hiroyuki Jissen Women's University, Faculty of Literature, Associate Prof., 文学部, 助教授 (20252942)
YANAGIMACHI Tomoharu Hokkaido Univ., International Student Center, Associate Prof., 留学生センター, 助教授 (60301925)
YOKOMIZO Shin'ichiro Hiroshima University, Grad.School of Education, Associate Prof., 教育学部, 助教授 (60220563)
MATSUZAKI Hiroshi Hiroshima University, Grad.School of Education, Lecturer, 教育学部, 講師 (10250648)
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| Project Period (FY) |
2000 – 2003
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| Project Status |
Completed (Fiscal Year 2003)
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| Budget Amount *help |
¥13,500,000 (Direct Cost: ¥13,500,000)
Fiscal Year 2003: ¥4,100,000 (Direct Cost: ¥4,100,000)
Fiscal Year 2002: ¥2,700,000 (Direct Cost: ¥2,700,000)
Fiscal Year 2001: ¥2,200,000 (Direct Cost: ¥2,200,000)
Fiscal Year 2000: ¥4,500,000 (Direct Cost: ¥4,500,000)
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| Keywords | Native Speakers' Evaluation / Native Speakers' Reaction / Error Gravity / Language Learners' Performance / Accuracy / Fluency / Japanese as a Second Language / Japanese Language Teaching |
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| Research Abstract |
The purpose of this study is to examine how native speakers (NSs) of Japanese who are not teaching the language to learners evaluate the linguistic performance of non-native speakers (NNSs). Findings from this study, together with ones from previous studies on the topic, will be disseminated to teachers of Japanese so that : (1)they can identify a list of items which receive NSs' attention in learner performance, and prioritize their instruction in the classroom based on the tendency ; and (2)teachers can become aware of the items which receive NSs' positive evaluation and promote their teaching of the items.
By creating syllabuses and curriculums based on the tendency found in NSs' evaluation of NNSs' linguistic performance, teachers can help their learners to focus on the items which tend to receive NSs' negative evaluation.
This study is significant in that it can propose the reconsideration of the order of introducing linguistic items to learners, which has often been determined based mostly on teachers' personal experience and/or textbook writers' intuition.
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