http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : Fukai, Miyuki (검색결과 1 건)
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Fukai, Miyuki Indiana University 2004 해외박사(DDOD)
Published in 1996, the Standards for Foreign Language Learning (Standards) define knowledge and abilities in five goal areas (Communication, Cultures, Connections, Comparisons, and Communities) that foreign language learners should acquire in the U.S. The Internet is believed to facilitate standards-based instruction because of its capabilities as a communication medium, information provider, and publication tool. To investigate this alleged link between the Standards and the Internet, an Internet-based newspaper project was examined in an advanced-level college Japanese course based on Japanese-specific standards or the Standards for Japanese Language Learning (Japanese Standards). The project involved reading Japanese newspaper articles on the Web, discussing them with classmates in class and with Japanese native speakers by e-mail, and publishing an online class newspaper. Data were collected from students' productions in the project, questionnaires, and interviews with the students and the instructor. Six students were also regularly interviewed for an in-depth analysis of their experiences in the project. To analyze data, instances of the Japanese Standards in the students' productions were coded and quantified. Students' performances were evaluated. Responses to questionnaires were compared before and after the project. Categories were constructed from the interviews. The results show that the project successfully addressed the Japanese Standards and that the Internet played an important role in making it happen. The coding analysis indicates that Communication, Cultures, and Connections were more prominent than Comparisons and Communities. It also suggests that activity type, topic type, and procedures influenced the extent to which specific standards were addressed. The students performed better in writing and e-mailing than in speaking possibly due to more time to think in writing than in speaking. From the students' perspectives, the project supported Cultures, Comparisons, and Communities in particular. The instructor acknowledged the project promoted Communities. The six case studies indicate varying degrees of satisfaction with the project. Regardless, Internet use in reading authentic materials with an online dictionary was found to result in a positive experience. In conclusion, this study demonstrates the Internet's promising role in achieving standards-based instruction, providing evidence for the Internet as a valuable means to bring the Standards to life.
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