本研究は、日本語教師養成に関する実践研究である。コロナ禍のため大学の授業が全面的に遠隔となったことから、オンラインによる日本語教育実習（模擬授業）を行う授業を計画し、学生にオンラインによる日本語授業の方法を模索させた。ここでは実習を通じて学生が学んだことや課題等を明らかにする。

A study was conducted to examine the ability of Japanese learners to decode English-based loanwords and English non-loanwords. Target items were presented aurally in English and participants were asked to transcribe the word in English and also write a Japanese translation. The results were then analysed for word frequency, accuracy of spelling and translation, and the effect of being a cognate or non-cognate. Important findings will be presented and their implications discussed.

The present study compares CLIL course vocabulary test performances of Japanese EFL university students with a higher initial level of vocabulary to those with a lower one. The findings showed that students who knew the most frequent 4,000 word families of English scored high on all the tests; however, those with less vocabulary knowledge did not reveal straightforward tendencies. The presenter will explain possible factors which led to these results.

Translanguaging reconceptualises language and speakers in Japan and how “the” foreign language, English, is taught in Japanese high schools.

In this forum, two of the JSL SIG members will speak about the ongoing issues surrounding the radical decrement in the number of foreign or exchange students to their institutions and Japan at large. They will also share the ways in which their Japanese programs have given the flexibility to classroom management and curriculum development. This forum ends with an invitation to an open discussion with the audience.

The global COVID pandemic forced sudden, massive changes to how students were being taught. Post COVID, do we just pick up from where we left off? Or do we use this unprecedented event to reflect upon what really works, what doesn’t, and strive for true effectiveness—trusting how learners actually learn languages, and letting them do so—rather than repeating the failed orthodoxies of the past?

本研究ではイラン人日本語学習者を対象に、ペルシア語母語話者日本語学習者のト、バ、タラの特定状況に対する選択傾向の測定及び習得を検討する。理解テストと翻訳テストを用いた結果、イラン人にとって日本語の条件表現の正しい使用法の認識は困難であり、その理由はペルシア語条件表現が限られているためだと考えられる

手話における「指さし」は、特徴的で多機能な手話文法項目の１つであり、日常会話でも多く使われる。本調査では、多くの初中級手話学習者が受験する全国手話検定試験の対策標準テキスト（5級～準1·1級）に出ている指さしの出現箇所と機能を調べ、手話初中級者に対する指さしの教え方、学習順序についての考察を行う。

Teaching English language writing online can be challenging. Interactive components such as modelling, scaffolding, and providing one-on-one support are not easy to replicate through online learning. This workshop will review some of these challenges and show attendees how to use the EssayJack application to address them. EssayJack provides smart, interactive writing templates which can be customised for varying writing proficiencies, to include native language support, and for use in in-person or online classes.

This Forum will present an ongoing collaborative kaken research project entitled Language Education reform using action research: Putting the CEFR’s educational principles into practice. Project participants will reflect on the research plans they implemented using a CEFR-informed action research model (CARM) developed by the SIG, and on the first and second year workshops, before discussing the strengths and weaknesses of the CARM model and the goals for the third year of the kaken project.

Providing feedback is essential for teaching. However, we wanted to make the classroom more student-centred by allowing students opportunities for self-correction through activities that encourage output from them. Students were asked to reflect on their performance in mid-term and final speaking tests before being given feedback from us in order to provide an opportunity for them to identify their own strengths and weaknesses. We look at the benefits and limitations of this reflective process.

The CEFR & LP SIG Annual General Meeting will give a report on the SIGs activities in 2021 and discuss the plans for 2022. All current and future members are kindly invited.

Il y aura quatre présentations cette année: 1) Les défis et changements intervenus dans l’enseignement en ligne au cours de l’année écoulée dans un établissement universitaire; 2) Repenser la classe de français en présentiel avec l’expérience de l’enseignement en ligne; 3) Compte-rendu d’une expérience de simulation globale en ligne dans un dispositif combinant oral synchrone et écrit asynchrone; 4) Organiser et évaluer les classes de français en ligne: défis et pistes de réflexions.

Im ersten Beitrag vergleicht Harting die Meinungen von Lernern zum Einsatz von Video on demand und Zoom-Online Unterricht. Im zweiten Beitrag zeigt Gunske von Kölln, wie schon Lernende im A1 Unterricht die Perspektive älterer Personen kennenlernen können und präsentiert eine Studentenumfrage dazu. Abschließend stellt Vögel Wendungen für Themenwechsel und Gefühle vor, die Lernende (A1/A2-Niveau) beim Schreiben von Dialogen gesucht hatten. (Vorträge auf Deutsch)

This presentation addresses universities’ responses to challenges of study-abroad programs cancelled by COVID-19. Presenter A explains the evaluation role for international virtual exchange courses under the next Monkasho six-year, medium-term plan. Presenter B introduces a five-week virtual mobility tour involving five universities in Southeast Asia. Presenter C reveals how one university created intercultural interaction with virtual tours, in-campus global programs, and digital exchanges. Presenter D explores the role of plurilingual competence related to international exchanges.

Educadores de Español como Lengua Extranjera analizarán temas relativos al aprendizaje de lenguas. Roque: Narración y desarrollo de habilidades comunicativas; Budding: Actividades motivadoras para la producción oral en clases híbridas; Silva: Clases híbridas en el marco de la Teoría de la Actividad, reportan sus investigaciones sobre el aprendizaje de español con una contextualización lingüística y comunicativa. Educadores y estudiantes de otros idiomas son bienvenidos.