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大原・楡木 (2008) は、児童自立支援施設入所児童の情緒と行動の特徴と虐待の有無や種類との関係についての研究を行った。この研究によると、「不安・抑うつ」の得点について、身体的虐待を受けていた児童の方がネグレクト群と統制群よりも高く、いつ暴力を振るわれるかわからない状況がその心理状態に影響を及ぼしていることが示唆された。 「不安・抑うつ」が高いと将来に不安を抱きやすく、希望を持てないと考えられる。上記の先行研究ではネグレクト群と心理的虐待群、身体的虐待群との比較は行われていなかったためその点を明らかにする必要があると考える。本研究では虐待の種類と将来の見通しの関連性を明らかにする。虐待の種類ごとの被虐体験の有無によるタイプ分けを行い、将来の見通しの違いを検討し、虐待の種類に基づく支援計画に役立てる。

In order to conduct Japanese phonetics education with international students as the subject, this study examined development of study contents for practicing prosody that are suited to undergraduate international students. For this purpose, I developed prosody practicing aids in applying phonetic recognition techniques. For the CALL System, I utilized the pre-existing “Japanese CALL System”. As a result, I found that the expressions available were insufficient for use on campus, each sentence was comparatively short, and there were cases where pronunciation was not evaluated precisely by the CALL System. I therefore included three situations that would be familiar for international students, and created 40 sentences of a maximum of 40 morae （syllables）. Upon inserting them into the CALL System, I analyzed the problems associated with pronunciation of the added sentences and applied settings that reflected pronunciation evaluation. Also, in order for adjustments to be possible in actual use, I applied three settings for the level of strictness used as criteria for the automatic evaluation. After implementation of the study contents in class, I found that determining what problems faced each student became clearer, and there were improvements in how students could practice individually, but, on the other hand, there were problems with the system recognitionising differences in voiced and voiceless sounds as a sentence became longer., Article

The aim of this study is to analyze the usage of kango by Korean international students, who are in the advanced course of Japanese, in oral expression in interview sessions. By exploring usage examples, it became clear that Korean learners of Japanese have a substantial vocabulary of kango and, as expected, kango definitely provides an essential source of vocabulary to discuss abstract theories. However, this alone will not mean that they have sufficient linguistic proficiency without additional learning. The results also indicated that familiarization with words under a given situation would facilitate language acquisition., Article, 論文

The aim of this study is to analyze misuse that Korean international students, who are in the advanced course of Japanese, could make in oral expression in interview sessions. One main issue with misuse is the omission of particles that are necessary in Japanese grammar. By exploring usage examples such as the particle “wo”, it was fond that usage patterns in the native language are often the cause of this misuse. Further investigation should be undertaken to identity related causes., Article

Article, 言語研究センター共同研究グループ経過報告

The purpose of this paper is to describe and analyze the process of interactions in collaborative learning, especially focusing on metacognition. We examine visible interaction and analyze metacognitive activity in the process. The following results were found: 1. Share resources: material for a given task to achieve 2. Select and patch resources: material for a given task to achieve 3. Arrange outline 4. Build up and examine criterions 5. Set up management in order to achieve tasks successfully and smoothly The results show that Metacogintive activity supported from monitoring and control direct whole learning. Metacogiton form stratums. To achieve the given task, writing script for a speech, learners go into the process through the goal. The figure presented show the flow. The 5 members participated in the collaborative learning share roles spontaneously and achieve the task. Invisible and unawared metacogntive activity appeared even in front of learners. Writnig is one part of academic skills. This paper indicates that academic skills need to be reexamined, we can support learner's metacogintive activity by using collaborative learnig for exchange students studying in Japan by Japanese from abroad., Departmental Bulletin Paper

協同学習における大学生の行動を記述し協同学習の効果を分析した。5人の大学生(日本語母語話考2名と非母語話者3名)が課題達成のために教師無監督下で行った協同学習の発話を分析した結果,以下の点が明らかになった。一つの論点を立て協同で原稿を産出するという課題の遂行場面だが,課題そのものに関する発話は全発話分数の38.8%に過ぎなかった。学習開始時は特に学習が埋め込まれているコンテキストに関する発話が多く,発話することによってコンテキストを可視化し確認していることが明らかになった。コンテキストには学習者がデザインできる部分とできない部分とがあり,後者は制約として認められ受け入れられていった。コンテキストに関する発話は全体の22.4%,他に行動計画に関する発話が18.2%を占めていた。協同学習では常にその時点での学習状態のモニターを行いながら,行動および行動計画に適切な変更を加えていることが分った。, Departmental Bulletin Paper

10, KJ00004208120, 資料, Material

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Article, 言語研究センター共同研究

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