The Impacts of an Intensive English Camp on English Language Anxiety and Perceived English Competence in the Japanese EFL Context

Tomoka Noguchi 범태평양 응용언어학회 2019 범태평양응용언어학회지 Vol.23 No.1

The purpose of this study is to explore how students’ anxiety about learning English and their perception of their English communicative competence change through participating in a five-day English camp. Eighteen first-year university students majoring in English language and cultures participated in the camp. The participants were randomly selected among more than 50 students hoping to participate in this camp. During the camp, they were obliged to communicate only in English with each other as well as the instructors. In this study, the Foreign Language Classroom Anxiety Scale (FLCAS) and the Perceived English Competence Scale (PECS) were employed in order to examine students’ affective factors toward communicating in English. The FLCAS is a self-report measure of language learners’ feelings of anxiety, consisting of 33 statements, which are reflective of language learners’ anxiety in the foreign language classroom. The PECS, consisting of 12 items, measures the affective components of language learning. They were asked to complete a background questionnaire, the FLCAS, and the PECS before and after taking part in the camp. They were also asked open-ended questions before and after the camp for exploring factors which the scales might not reveal. The results indicate that participating in an English camp, even just for five days, had an influence on decreasing some students’ anxiety factors and increasing their perception of English communicative competence. The findings can be considered to show that learners’ English proficiency level has a relatively influence on the way of dealing with English communication. The significance of running English camps is also discussed from the perspective of the governmental policy of English education in Japan.

미야기 사토시의 <계시^Révélation>에 대한 고통과 신뢰의 청각/구술 역사

츠카모토토모카 ( Tomoka Tsukamoto ),테드모토하시 ( Ted Motohashi ),정수진 한국연극평론가협회 2023 연극평론 Vol.111 No.-

韓國人日本語學習者の作文指導 -學習者の誤用分析を中心に-

팔야우향 ( Tomoka Hachino ) 한국일어교육학회 2015 일본어교육연구 Vol.0 No.33

日本語學習者の誤用分析に關する硏究は從來盛んに行われてきたが、誤用の結果をさらに學習者の自己訂正可否に基づいて調査した硏究は少ない。 採取した誤用が單なる安易な誤りによるものなのか、それとも自己訂正できない誤用なのかを分析·考察することは作文指導において重要となってくる。 本硏究は初中級韓國人日本語學習者の作文に見られる誤用を項目別に分析し、まず誤用の傾向を具體的な數字で示すことで、誤用の傾向を考察した。 次に學習者が行った誤用訂正の正誤に基づいて、學習者が自己訂正しにくい項目を抽出し、考察した。また、誤用だけではなく、ある文法事項を用いないために日本語としての這切さを欠く非用 についても考察した。 今回の調査結果から作文指導を行う際に留意すべき事項は、①格助詞の二格、ヲ格、デ格の使い分けと「の」の使い方、②語彙表現の習得、③倂列節と條件節での接續助詞の使い分け、四可能、受身、使役、授受表現を積極的に文に取り入れることの4點である。 このような表現に特化して敎えることが作文指導において重要となってくる。 This paper examined the characteristics of the examples of misuse in Japanese composition by Korean learners of Japanese at a beginning-intermediate level. The purpose of this study is to figure out the cautions when the learners compose in Japanese, by suggesting the concrete number of misuse trend. The examination was conducted for 50 learners who composed in Japanese for one subject among "The Japan I like", "My day", "The memories of journey" and "The cyber university", and then the examples of misuse in those compositions were arranged by grammar category. Then the misuse correctable and non-correctable by learners themselves were examined. As a result, first, the misuse rate of "postposition" was the highest, followed by "language selection" and "adverbial clause" in order. Furthermore, the misuse non-correctable by learners in descending order was "expression of give and receive", "paratactic clause" and "language selection", respectively. As a result of this examination, the points which learners have to be careful are following 4 kinds. Firstly, the use of a case postposition such as「に」「を」「で」and「の」among postpositions. Secondly, have a vocabulary knowledge. Thirdly, when connecting the sentences, utilize properly the continuous using form or 「たり」and so on, not arranging「て」of conjunctive particles. Moreover, when connecting with 「が」, correspond with writing style each other. Lastly, have a knowledge about voice, of which expression is not existing in Korean. In the position of teachers, conducting of writing instruction by specializing such expressions is of critical importance.

日本語學,日本語敎育學 篇 : 付帶狀況を表すシテに關する一考察

하치노토모카 ( Hachino Tomoka ) 한국일어일문학회 2011 日語日文學硏究 Vol.77 No.1

シテの基本的な동きは單文を繫いで複文を構成することにあり、シテのもつ意味の解釋は、前後の事態や文脈に依存するため、意味·用法が多岐にわたる。本稿は、主體が同じで、從屬節の事態が主節の事態に付隨して成立していることを表わすシテの用法を<付帶狀況>と規定し、シナガラ、及び韓國語の接續形式との對應關係を觀察することで、付帶狀況を表すシテのそれぞれの用法における特徵を考察した。まず、シテが<付帶狀祝>として成立するためには、述語が持續的なもの、卽ち時間的な幅をもつものでなければならないが、單語の語彙的意味において、變化が成立することにおいてしか、その意味が成立しない場合は付帶狀況を表わすことができない、と定義した。また<付帶狀況>を表すシテの下位分類を、シテ節の主節に對する意味的關わり方から<樣態><動作><副詞形>の3つに分け、さらに<樣態>をシテ節の述語の性質から<容態>(姿勢、着脫、携帶、存續、仕方、顔の動き)、<心理括動>(感情、表情、身ぶり)、<空間的配置>に、<副詞形>を<副詞句形>と<副詞節形>に分け、それぞれシナガラと比較した。まず<容態>の<姿勢><服裝><携帶><仕方>及び、<空間的配置>は、變化後の狀態維持が取り上げられており、シナガラ轉換ができない。一方<存續><顔の動き>、及び<心理活動>は、シナガラ轉換ができる。<動作>は、外的運動動詞による物理的な外的動作の場合、付帶狀況を表わすためにはシナガラを用いなければならない。しかし從屬節で繰り返し的事象を表わす場合に限って、シテが付帶狀況を表わすことができる。このようにシナガラは、動きそのものの同存を表わすことにおいて、主節における動きの容態を表わすが、シテは、動きの後に生じた結果狀態の維持が同存しており、その狀態維持が動作主の容態的あり方に關わると言える。<付帶狀祝>を表わすシテに對應する韓國語の接續形式は、主に-고と-어서である。<付帶狀況>を表わすシテが-어서と對應しやすいのは、-어서が前件と後件の出來事を密接に繫げるといった機能をもつからである。また「服裝」と「携帶」は、-고のみに對應するが、着脫あるいは携帶し、それが完了してから主節の動作に移るため、前件の出來事を完了してから後件に繁げるといった機能をもつためだと考えられる。

이러닝 콘텐츠에 있어서의 구두연습의 가능성 -「초급일본어회화Ⅱ」콘텐츠의 수업 실천 사례를 중심으로-

하치노토모카 ( Hachino Tomoka ),구니이유타카 ( Kunii Yutaka ) 한국일어일문학회 2015 日語日文學硏究 Vol.94 No.1

필자들은 기존의 일방적 강의형 수업형태를 벗어나 교사 주도의 구두연습을 위주로 구성된 이러닝 콘텐츠 ‘기초일본어회화Ⅱ’를 제작하였다. 본고에서는 이러한 콘텐츠를 학습자가 어떻게 받아들였는지에 대해 설문조사를 통해 알아봄으로써 교사주도의 구두연습의 의의를 고찰하고 향후 콘텐츠의 개선 방향을 모색하였다. 그 결과 콘텐츠 학습에 있어서의 교사주도의 구두연습은 학습자로 하여금 면대면 수업에 참여하는 것과 같은 현장감이나 긴장감을 갖게 하여, 학습의욕을 높이는 데 효과적이라는 점을 확인할 수 있었다. 그리고, 향후 보다 효과적으로 구두연습을 수행하기 위해서는 교사와 학습자간의 상호작용을 강화하는 방향으로 개선할 필요가 있다는 점을 강조하기에 이르렀다. Authors of this study developed e-learning contents ``Basic Japanese Conversation II`` which is mainly composed of teacher-leading oral practice, moving out of existing unilateral instruction-oriented lecture patterns. This study aimed to explore the meaning of teacher-leading oral practice and investigate improvement direction for the future contents by finding out how learners received the contents. As a result, this study confirmed that the teacher-leading oral practices in contents learning are effective in raising the motivation to learn by giving learners sense of presence and tension as if they were participating in face-to-face classes. In addition, to more effectively conduct oral practice, this study came to emphasize the need for improvement in the future to the direction of strengthening the interaction between the teacher and learners.

사이버대학의 리커런트 교육 현황과 과제 -한국 사이버대학교 한국인 일본어 학습자를 대상으로-

하치노토모카 ( Hachino Tomoka ) 한국일어일문학회 2021 日語日文學硏究 Vol.119 No.-

리커런트 교육 실천에 사이버대학이 담당해야 할 역할은 크다. e러닝의 단점을 보완하여 보다 효과적인 리커런트 교육이 이루어지기 위해서는 e러닝이 대면수업의 단순한 대체가 아니라는 것을 확인해야 한다. 본 연구에서는 e러닝 개발지침으로 e러닝의 특성을 제대로 파악해 둘 것, 학습 목표를 특정할 것, 리커런트 학습자의 요구에 맞는 컨텐츠를 개발할 것, 수업 컨텐츠의 합리화를 도모할 것을 제안한다. In recent years, the technological innovation of the Fourth Industrial Revolution has progressed and ICT and AI have become popular, and existing jobs have disappeared or deteriorated. Due to this social background, re-current education has begun to attract attention. This study investigates and analyzes the current status of cyber universities as a re-recurrent educational institution where workers can learn while working. The results show that e-learning is advantageous for re-current learners in terms of cost, learning time, and learning environment. To compensate for the shortcomings of e-learning and to provide more effective re-current education, it is important to ensure that e-learning is not just an alternative to face-to-face teaching, but an appropriate solution. Teachers and stakeholders spend a lot of time and effort designing, developing, and operating e-learning. This study can serve as an indication of future e-learning development.

韓国サイバー大学におけるICTと学習データの活用 - 韓国人日本語学習者を対象とした授業運営の事例を中心に-

八野友香 ( Hachino Tomoka ) 한국일어교육학회 2019 일본어교육연구 Vol.0 No.47

本研究は、eラーニングの課題を見直し、オンライン教育の今後の展開に寄与すべく、ICTによるイノベーション化に即した教育方法の改善策を提示することを意図するものである。本稿では、サイバー大学の教育現場における課題を一つ一つ問題提起し、アクション・リサーチの定義に基づいて5つの実践を分析した。従来、eラーニング教育ではコンテンツの内容が主に問われてきたが、本研究はICTを活用した学習環境の改善に注目し、学習者自身が自己の学習を選択管理していける環境づくりについて考察した。特に、対面学習と組み合わせた既存のBlended learningが抱える課題の改善策として、ソーシャルメディアを活用したBlended learningを提示し、オフライン授業の活性化を「出席」ではなく、「自由な参加」を促すソーシャルラーニングについて提言した。また、LMSの学習行動データを利用した出席管理の方法や、LMSに蓄積された質疑応答に関するデータベースを活用した授業運営の実践について考察し、授業を総括的に活性化に導く方法を検討した。今後、フォーマルラーニングだけでなく学習者自ら行うインフォーマルラーニングの環境づくり及び授業運営の改善がサイバー大学において必要だと考える。 This study examined the provision of a learning environment using ICT, specifically, the Japanese class management at Cyber Hankuk University of Foreign Studies (CUFS) using the LMS function, by reviewing e-learning tasks. In particular, it investigated roles of teachers engaging in the online education. Edtech using three core factors of the fourth industrial revolution, such as super intelligence (AI), hyper-realistic (VR/AR) and hyper-connected (Digital Platform) transforms education. This study provided the environment using ICT and could increase the participation rate in the environment more than that for classroom learning. However, Providing learning opportunities does not necessarily leat to good learning effects. The attendance management of students and reinforcement of learning contents were carried out, and therefore, education effects were also improved by using data of learning behavior through LMS. Although previous studies on e-learning have only noted class contents, any learning effects cannot be expected, unless learning contents can keep learning will, even though they are best. The significance of this study lies in that it enhances educational effects, by considering the class management emphasizing the process in which learning contents are understood and how to provide learning opportunities.

デジタライゼーションによる日本語教育のDXに関する考察 -サイバー大学の授業実践を中心に-

八野友香 ( Hachino Tomoka ) 한국일어일문학회 2024 日語日文學硏究 Vol.128 No.-

본 연구는 일본어 교육의 Digitalization과 사이버대학의 교육 DX에 대해 고찰하였다. 교육 DX는 디지털 기술을 도입할 뿐만 아니라 기술을 활용해 새로운 지도 모델 구축에 힘쓰는 것을 의미한다. 본 연구에서 실천한 수업을 통해 사이버대학의 단점인 일방향성의 일괄적인 수업을 보완함으로써 개별 지도를 가능하도록 하고 u러닝(Ubiquitous Learning) 실현을 위한 새로운 교육 스타일을 명시하였다. 연구에 앞서 ICT 용어를 개관하고 교육개혁의 필요성에 대해 정리하였고, 사이버대학의 현황과 과제를 명시하였다. 이어서 다양한 디지털기술을 이용하여, LMS 공개작문 peer learning, LMS 공개 악센트 peer learning, H5P를 활용한 발음 연습, ZOOM 회화 연습, 유튜브 보충 학습 등 총5개의 인포멀 수업을 실천하였다. 그 결과 e-Learning의단점인학습수요에대한즉각성과인터랙티브성을보완하였으며,개별 지도 최적화와 보충수업 ATAPL을 가능하게 하여, u러닝 교육 패러다임을 충족시키는 학습 환경 향상을 확인할 수 있었다. This article examined digitalization in Japanese language education and cyber university education DX. Education DX means not only introducing digital technology, but also making use of technology to build new teaching models. In this article, informal classes were implemented to supplement the one-way simultaneous classes, which are disadvantages of cyber universities, and a new educational style through digitalization was specified. In this article, when first considering the DX of Japanese language education, we outlined ICT terminology and explained the necessity of educational reform, and then clarified the current situation and challenges of cyber universities. In this study, we practiced LMS public writing, LMS public accent practice, H5P pronunciation practice, ZOOM conversation practice, and YouTube supplementary lessons using various tools through digitalization. These class practices complemented the immediacy and interaction of learning needs, which are disadvantages of e-learning, enabling individual guidance optimization and ATAPL for supplementary classes, and demonstrating the improvement of learning environments to meet ubiquitous learning education paradigms.

사이버대학교 일본어작문수업-학습 환경 디자인의 관점에서-

하치노토모카 ( Hachino Tomoka ) 한국일어일문학회 2016 日語日文學硏究 Vol.98 No.1

온라인 교육에서는 학습자의 자발적인 의욕과 그것을 유지하는 환경이 갖춰져 있어야 만이 학습 효과를 얻을 수가 있다. 이를 감안하여 본 연구에서는 학습자가 의욕적으로 학습할 수 있는 조건으로 ``자발성``, ``지속성``, ``적절성``, ``사회성``, ``성장감``의 5가지를 제시하였다. 이 조건에 맞추어 온라인 작문학습을 실천함으로써 학습자의 자율성과 지속적인 학습에 효과적인 학습 환경에 대해서 고찰하였다. In online education, only when learners have their willingness to learn and the environments to keep it up can they achieve their learning effects. In this regard, this study presented the five essential conditions for learners` enthusiastic learning as follows: ``spontaneity``, ``persistency``, ``appropriateness``, ``sociality``, and ``sensation of growth``. By practicing online writing courses in accordance with these conditions, this study identified the learning environments that are effective in promoting learners` autonomy and continuous learning.

Verification of selective and individual pulmonary thromboembolism prophylaxes for cesarean delivery

( Ryuji Kawaguchi ),( Tomoka Maehana ),( Yuki Yamada ),( Mayuko Ichikawa ),( Juria Akasaka ),( Fuminori Kimura ) 대한산부인과학회 2023 Obstetrics & Gynecology Science Vol.66 No.3

Objective This study aimed to verify the utility of simple, safe, and effective venous thromboembolism (VTE) prophylaxis and implement it with few adverse events during cesarean delivery. Methods This single-center, prospective study involved pregnant women who underwent cesarean deliveries from August 3, 2020 to March 31, 2022. Patients with VTE risk factors were initially administered unfractionated heparin (5,000 international unit [IU] subcutaneously, twice daily), 6 hours after cesarean delivery. Subsequently, they were administered enoxaparin (2,000 IU subcutaneously, twice daily). They were not administered anticoagulants if one or more of the exclusion criteria were met. The primary efficacy outcome was the incidence of symptomatic VTE. The primary safety outcome was the incidence of major bleeding. Results Out of the 850 women eligible for this study, 551 (64.9%) had one or more VTE risk factors and 299 (35.1%) had no risk factors. Of the 551 women with one or more VTE risk factors, 15 met one or more exclusion criteria for enoxaparin administration. A total of 314 women received only perioperative mechanical prophylaxis, including 15 who met the exclusion criteria for anticoagulants and 299 without VTE risk factors. During implementation of the protocol, no woman developed symptomatic VTE after cesarean delivery. Major bleeding occurred in only one woman who received postoperative anticoagulants. Conclusion This protocol, which clarified the administration of anticoagulants according to VTE risk factors and dose reduction/discontinuation criteria, may be an effective and safe VTE prophylaxis for cesarean deliveries.