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( Kazuharu Owada ) 범태평양 응용언어학회 2017 범태평양응용언어학회지 Vol.21 No.2
There are some English verbs that can be used both intransitively and transitively. Verbs such as break, close, and melt can appear in intransitive active, transitive active, and passive constructions. Although native English speakers know in what kind of context a target verb is used in a certain construction, previous studies have shown that EFL learners, including Japanese learners of English (JLEs), face difficulties in choosing the appropriate construction of these verb types. The purpose of this paper is two-fold. First, I examined JLEs’ sensitivity to the transitivity of such English verbs by using an animation-based acceptability judgment test. This examination was in comparison with some native English speakers (NESs). Second, I investigated which construction of such verbs JLEs tend to use in an animation-based composition test. The results of this study suggest the following: (1) In the animation-based acceptability judgment test, JLEs accepted the passive more than the NESs did in some contexts with the exception of fall, and (2) in the animation-based composition test, JLEs preferred to use the intransitive of fall and the transitive of drop.
Cacao bean husk: an applicable bedding material in dairy free-stall barns
Akira Yajima,Hisashi Owada,Suguru Kobayashi,Natsumi Komatsu,Kazuaki Takehara,Maria Ito,Kazuhide Matsuda,Kan Sato,Hisao Itabashi,Satoshi Sugimura,Shuhei Kanda 아세아·태평양축산학회 2017 Animal Bioscience Vol.30 No.7
Objective: The objectives of the study were to assess the effect of cacao bean husk as bedding material in free-stall barn on the behavior, productivity, and udder health of dairy cattle, and on the ammonia concentrations in the barn. Methods: Four different stall surfaces (no bedding, cacao bean husk, sawdust, and chopped wheat straw) were each continuously tested for a period of 1 week to determine their effects on nine lactating Holstein cows housed in the free-stall barn with rubber matting. The lying time and the milk yield were measured between d 4 and d 7. Blood samples for plasma cortisol concentration and teat swabs for bacterial counts were obtained prior to morning milking on d 7. The time-averaged gas-phase ammonia concentrations in the barn were measured between d 2 and d 7. Results: The cows spent approximately 2 h more per day lying in the stalls when bedding was available than without bedding. The milk yield increased in the experimental periods when cows had access to bedding materials as compared to the period without bedding. The lying time was positively correlated with the milk yield. Bacterial counts on the teat ends recorded for cows housed on cacao bean husk were significantly lower than those recorded for cows housed without bedding. Ammonia concentration under cacao bean husk bedding decreased by 6%, 15%, and 21% as compared to no bedding, sawdust, and chopped wheat straw, respectively. The cortisol concentration was lowest in the period when cacao bean husk bedding was used. We observed a positive correlation between the ammonia concentrations in the barn and the plasma cortisol concentrations. Conclusion: Cacao bean husk is a potential alternative of conventional bedding material, such as sawdust or chopped wheat straw, with beneficial effects on udder health and ammonia concentrations in the barns.
Language Education Policy and English Textbooks of Korea and Japan
Chang, Bok-Myung,Owada, Kazuhara The International Promotion Agency of Culture Tech 2021 International Journal of Advanced Culture Technolo Vol.9 No.2
The aim of this study is to understand how English textbooks in Korea and Japan reflect English education policies for improving the English language learners' cultural ability. In order to achieve the purpose of this study, the method of analyzing English textbooks was used because English textbooks are an important tool that most specifically reflects the English policy of a country. This study analyzed a total of six English textbooks, three middle school English textbooks currently used in Korea and three in Japan. We analyzed nouns/pronouns related to culture presented in the reading section included in each unit, and compared cultural diversity and cultural identity included in English textbooks in Korea and Japan. As a result, it was found that both countries experienced cultural diversity through English education and introduced their cultural pride to Western culture to realize the goal of strengthening global capabilities. This textbook analysis results show that English textbooks of Korea and Japan depend on American/British cultures and norms. The cultural contents of English textbooks in Korea and Japan tend to focus on geography, food and drink, festivals and activities, family and education systems, etc. And English textbooks in Korea and Japan include the cultural sections in each lesson, but they don't suggest how to relate these cultural sections into the learners' real experiences. These results can be utilized as the motives from which both countries develop English education policy and textbooks in the future.