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Proficiency and the Use of Machine Translation: A Case Study of Four Japanese Learners
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In: L2 Journal, vol 14, iss 1 (2022)
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A vista de uvreco ; A vista de uvreco: Traducción al hebrañol (versión en 'castehebreo' y versión en 'hebrellano') del poemario de Yi Sang, 'A vista de Cuervo'
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In: A vista de cuervo - Hebrañol, Ladino, Castídish ; https://halshs.archives-ouvertes.fr/halshs-03523650 ; A vista de cuervo - Hebrañol, Ladino, Castídish, 2022 (2022)
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On the characteristic of personal reference terms in Korean: A comparison with Japanese based on TV dramas
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In: Conference Proceedings for the 9th Korean Studies Association of Australia (KSAA) Biennial Conference 2015 (2022)
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A Proposed Resolution to the Problem of Geographical Inversion in Japanese Language Origins
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Выражение эмоций грамматическими средствами японского языка: особенности изучения ... : Representation of emotions by grammar in Japanese language: features of its study ...
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学習を認知・情意・精神運動の領域で捉える提案 : より見通しのきく日本語教育Can-do記述に向けて
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Abstract:
東京外国語大学 ; Tokyo University of Foreign Studies ; 本稿では，日本を含む世界各国における教育改革が進む中で，学校教育に位置付けられた日本語教育の目標設定を行う際に，認知領域だけでなく，情意領域と精神運動領域にも目を向ける提案を行った。まず，最近の教育改革を推進するATC21S（Assessment and Teaching of 21st Century Skills）が打ち出した21世紀スキル（Griffin et al. 2012）と，教育心理学において1950年代から続く教育（学習）目標の3領域（Bloom (ed.) 1956, Guilbert 1987）について概観した。次に，日本語教育のCan-doリスト2種から，Can-do記述を例として取り上げ，それらの特性について，ブルーム他の教育（学習）目標の3領域を参考に検討を加えた。検討結果から，各レベルの到達目標としてのCan-do目標は認知領域，精神運動領域に関する記述が見られること，Can-do目標を支える下位Can-doでは認知領域，精神運動領域，情意領域の全領域とのかかわりがあることを示した。結論として，現在のアカデミックな日本語運用能力を育てる意図で行う日本語教育において，その目標設定を教育（学習）目標の3領域を活用して行うことが有用であると述べた。 ; This paper examines the importance and the advantages of analyzing learning objectives in cognitive, affective, and psychomotor terms, the so-called "three domains." First, an overview is provided of the 21st-century skills launched by ATC21S (Griffin et al. 2012) that promote recent educational reforms and interface with the three areas of educational/learning objectives (Bloom (ed.) 1956, Guilbert 1987), which have been a topic of educational psychology research since the 1950s. Next, two examples of can-do descriptors, one from the JF Japanese Can-do List (Japan Foundation 2019) and the other from the JLPTUFS Academic Can-do List were illustrated. Lower-level can-do descriptors which enable action were clarified and examined in an attempt to relate items to the three domains of learning. The results show that both the main can-do descriptors and the corresponding lower-level can-do descriptors correlate primarily with thecognitive and psychomotor domains, although some also relate to the affective domain. In conclusion, it is recommended that educators set objectives for Japanese language learning considering all three domains of learning.
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Keyword:
21st-century skills; 21世紀型スキル; can-do lists for Japanese language learning; setting learning objectives; three domains of educational/learning goals; 教育（学習）目標の3領域; 日本語教育Can-doリスト; 目標設定
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URL: https://repository.ninjal.ac.jp/?action=repository_uri&item_id=3531
https://repository.ninjal.ac.jp/?action=repository_action_common_download&item_id=3531&item_no=1&attribute_id=54&file_no=1
http://id.nii.ac.jp/1328/00003514/
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| 17 |
Corpus of Japanese Telephone Conversation at Hiroshima University : Design and Current Status
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| 19 |
Το haiku, η δυτική του πρόσληψη και αναφορές στην αξιοποίησή του από τον Γιώργο Σεφέρη ...
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Prediction of upcoming pitch accent using Sandhi rules in Kansai Japanese: A web-based visual world eye-tracking study ...
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