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RISS 인기검색어
- 검색키워드
- 저자 : ( Yasunari Harada ) (검색결과 4 건)
- 무료
- 기관 내 무료
- 유료
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Digital Enhancement of Language Learning: Students as Classroom Learning Resource
( Yasunari Harada ),( Mayumi Kawamura ),( Kanako Maebo ) 경희대학교 언어연구소 2007 언어연구 Vol.24 No.1
The first author has designed and implemented college English classes emphasizing face-to-face oral interactions within small groups of students in class, presupposing and expecting further cultivation of learners` ability to learn for themselves, by themselves and among themselves. In this paper, we discuss some of the pedagogical considerations behind those designs of class activities and touch upon a related project on digitally recording students` interactions. It is interesting to notice, in passing, how introduction of various recording devices into those language classes positively affect students` motivations and performances in their learning activities.
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On Reduced Juxtaposition in Japanese
Harada, Yasunari 서울대학교 어학연구소 1991 語學硏究 Vol.27 No.1
Reduced juxtaposition is a construction in Japanese that is somewhat similar to non-constituent coordination in English. Syntactic and semantic rules are proposed for dealing with this ellipsis within a phrase-structure-based approach to natural language grammar description.
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Production of wh-questions by Japanese EFL learners: Preliminary classroom data collection
Miwa Morishita,Yasunari Harada 경희대학교 언어정보연구소 2015 언어연구 Vol.32 No.S
High School Course of Study for English set forth by the Japanese Ministry of Education started emphasizing communication and communicative approach around the year 1990. In recent years, acquisition of communicative competence has become the most important objective of English language education in Japan as globalization affects diverse aspects of governmental and enterprise sectors of the Japanese society. On the other hand, while asking the right questions at the right time is an integral part of effective oral interactions, Japanese EFL learners experience processing and other difficulties in doing so. First, in classroom situations, students are generally discouraged from asking the teacher, and each other, any direct questions. Second, this leads to a general lack of communicative intelligence among those students in coming up with interesting things to ask. Third, producing English question sentences on the fly poses non-negligible processing difficulties for Japanese EFL learners. In Japanese, question sentences are formed simply by adding the question marker "ka" at the end of a sentence without changing the word order. In contrast, construing and constructing question sentences in English involves a variety of syntactic and morphological processing, resulting in a higher cognitive load compared to corresponding statement sentences. In this study, we will report on the results of one of a series of data collection efforts conducted in 2013, in which Japanese university students with diverse proficiency levels were asked to produce or reproduce English statement sentences and wh-questions based on visually or aurally presented English sentences. The results show that students had more difficulty when they were asked to convert statement sentences into wh-questions than when they were asked to simply reproduce the sentences that were presented. However, their average rates of correct answers improved in the course of investigation, possibly showing implicit learning. (Kobe Gakuin UniversityㆍWaseda University)
KCI
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