BATJ Journal No.3 Abstracts

Reanalysis of the Function of the Sentence-final Particle yo

Hideki Saigo Department of East Asian Studies, University of Durham

This paper proposes a comprehensible account of the sentence-final particle yo. Japanese instructors are well aware that the particle is not used appropriately by those studying Japanese at basic or advanced levels. We consider one of the potential reasons for such phenomena, which is the fact that students are not given a sufficient account of the function of the particle. In the first half of the paper, we examine how the function of the particle has been accounted for in the fields of the TJFL (Teaching Japanese as a Foreign Language) method and linguistics, and point out the shortcomings of the accounts of the particle in these fields. In the latter half of the paper, using the notions of common ground and sequentiality, we hypothesize that by using the particle yo, the speaker intends the utterance to be taken for granted as common ground and also anticipates an appropriate response to it in the next turn. We then examine the validity of this hypothesis with three different utterance types: assertion, order/request, and question.

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Use of Learning Journals as an Autonomous Learning Tool

Keiko Okumura School of Humanities and Social Sciences, University of Sunderland

This article discusses learner autonomy which has recently been attracting attention in the field of foreign language teaching and use of Learning Journals as an alternative way of autonomous learning.

At the University of Sunderland Japanese is one of the seven languages which can be chosen by non-specialists within the University Language Scheme (ULS). One of the learning outcomes is that students will have developed their awareness of the nature of language learning skills and strategies for autonomous learning. The Japanese Department decided to experiment with the idea of introducing an optional Learning Journal on Japanese modules in 2000-01.

I would like to start this article with a discussion of what learning means and how we can support the learnersﾕ language learning, and consequently encourage some aspects of learner autonomy. Secondly, I will explore the idea of the Learning Journal, a learner-oriented tool, which focuses on learnersﾕ reflective learning and encourages their cognitive and meta-cognitive strategies. Thereafter, the report of how it was introduced on the Japanese language modules and how students dealt with it will follow. As writing the Learning Journal was completely optional, only five out of fifteen students completed it. Although they were confused regarding what to write, some evidence of awareness of their learning styles and strategies and reflective thinking concerning their learning were observed.

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Elementary Level Curriculum and Developing Teaching Materials

Kazumi Tanak and Miwako Kashiwagi SOAS, University of London

The curriculum of a language programme is developed by defining the aim of the course, and determining the appropriate syllabus, course structure, and teaching methods. The teaching materials should reflect these elements. In order to provide an effective teaching, how the teacher chooses, adapts, and utilizes teaching materials are important issues. In this paper, we examined the role and usages of materials that constitute an integral part of the curriculum through the specific example of the Elementary Japanese course at SOAS, University of London.

To address the needs of the diversified learners and the multiple aims of the course, we have opted for one main commercial textbook and several institutional materials. We have been using Situational Functional Japanese (SFJ) (Tsukuba Language Group, Bonjinsha) since its first publication in 1992. SFJ is a material centred on the spoken language and it lacks the written language component vital to our aim. Hence we have developed supplementary materials to complement written language skills, while making the best use of the main textbook for structure, vocabulary and oral/aural skills. At present we have the following supplemental teaching materials; SOAS Grammar and Translation Workbook, SOAS Kana Kanji Workbook, SOAS Reading, SOAS Writing, and SOAS Review Quiz.

After years of evaluation and modification, the curriculum of the Elementary Japanese course and the teaching materials have taken shape. The weekly in-class and outside-class schedule has been developed and it gives students a strict routine to follow. The spiral approach to the materials and the schedule expose the students to newly introduced vocabulary, grammatical structure, and Kanji over and over again which helps to reinforce learning. Once the routine has been established, students gain the confidence to control their learning. Prior production of integrated material also means that the teachers have more time to concentrate on each and every student.

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Task-Based Learning in Action

Masakazu Kudara, Cardiff Japanese Study Centre, Cardiff Business School, University of Cardiff

Many institutions adopt one main textbook as the core of the language programme. Whatever textbook is adopted, the syllabus will focus on ﾔwhat is to be learntﾕ; a Type B syllabus, which puts an emphasis on ﾔhow it is to be learntﾕ, should supplement this in the curriculum. However, some teachers still feel it is difficult to provide students with a sense of measurable achievement using task-based learning, and they seem to find some difficulty in working with task-based instruction in the classroom.

This report examines how task repetition and form-focused instruction can promote second language acquisition for task-based instruction in order to be effectively incorporated into the current language programme. This is examined within the Task-Based Learning (TBL) framework proposed by Willis (1996).

The research shows that the use of tasks in the classroom can help learners to develop their language in terms of both accuracy and fluency in a short period. Furthermore, the students consider language-focused instruction as the most useful activity in their language learning. However, the teacher has to be aware of learner differences and help the students to prepare well for their new learning experience in order to implement task-based instruction more effectively. Some techniques of learner training are presented. Finally, the report presents the direction for future research. The next step is to look at how teachers can help learners to develop the ability to analyse the target language through learner training.

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Report on the Introduction of Japanese Assistants in Japanese Language Conversation Classes

Since September 2000 a new Assistant Scheme, whereby Japanese exchange students take part in Japanese language classes as teaching assistants, has been in place in the East Asian Department of the University of Leeds. The purpose of the present paper is to report on the progress and results of this Assistant Scheme and discuss possible effective ways of using language assistants within the framework of Japanese language education in the UK. After the main purpose of the Scheme is dealt with, details concerning the implementation of the Scheme, such as classes chosen for the scheme (first and forth-year level), expected benefits for students at each level and the roles expected to be played by assistants, the recruitment and selection process of the assistants, are discussed. The effects of the programme, assessed based on feedback from the learners and assistants as well as the teachersﾕ observations, indicates that the learners, assistants and teachers are all in agreement that it has brought significant benefits to the classroom. Finally, useful information and suggestions to other institutions wishing to set up a similar programme is provided.