ABSTRACTS

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The Compound Particle nitsuite and The Particle o

KASHIWAZAKI, Masayo The compound particle nitsuite is used to present as themes objects of

linguistic/expressive activities, thinking activities, cognitive activities, and investigation/research/education activities, as well as targets toward which emotions are expressed.

This article examines whether nouns and noun phrases presented as themes by nitsuite can appear as o-marked complements of the aforementioned verbs.

The results are as follows: 1. Linguistic/expressive activities such as hanasu (“to talk”), kaku (“to

write”) and kiku (“to listen”) (with the exception of kataru (“to state”) When nouns or noun phrases denote humans, concrete objects, activities

and abstract concepts, they cannot appear as complements of the linguistic/expressive verbs in the form of N(P) -o. They must take the form of N(P)-nokoto-o.

2.Thinking activities, cognitive activities, investigation/research/education activities, and emotional activities:

All nouns and noun phrases can in principle appear as complements of the aforementioned verbs in the form of N(P) -o.

－208－

The Meaning and Usage of “ni taishite no” and “ni taisuru” as a Noun Modifier

YOKOTA, Atsuko

When a clause using “ni taishite” modifies the following noun, there are two

forms, namely, “ni taishite no” and “ni taisuru.” In this paper, the meaning and usage of “N1 ni taishite no N2” and “N1 ni taisuru N2” are compared with the meaning and usage of “ni taishite.” Characteristics of N1 and N2, and the relationship between N1 and N2 are also examined.

It is found out that N1 is one of the four types of objects: resistance, attitude, reaction and general action. N2 is a noun which is made in several ways like by removing “suru” from a “suru verb” or by adding “sa” or “sei” to an adjective. Which type of objects is expressed in a particular clause depends on the relationship between N1 and N2.

Transitive verbs generally have objects followed by “wo.” This “wo” cannot be replaced by a compound particle “ni taishite.” For example, “josei wo sabetsusuru” cannot be changed into “josei ni taishite saibetsusuru. ” “N1 ni taishite no N2” and “N1 ni taisuru N2,” however, are sometimes used for showing objects of transitive verbs with a particle “wo.” It is because “josei ni taisuru sabetsu” and “josei ni taishite no sabetsu” clearly show objects, whereas “josei no sabetsu” has two meanings: (a) “josei ni taisuru sabetsu” and (b) “josei ni yoru sabetsu.”

－209－

Highly Significant Kanji and Kanji Words in “Fundamentals of Natural Science”

KUDO, Kanako

Many of the science majors from non-Kanji backgrounds have great

difficulty in learning Kanji used in technical Japanese. Science major students on the pre-undergraduate program at JLC struggle to learn a huge amount of Kanji words in their science classes. For those students, Kanji words which appear in the textbook for “Fundamentals of Natural Science (hereafter F.N.S)” are the first and probably the most difficult “hurdle” to overcome, as they are way beyond the students’ knowledge of Kanji obtained from any elementary Japanese classes taken by that time. This study was conducted in order to identify a set of Kanji characters and Kanji words with high degree of significance for the effective learning of F.N.S., aiming at developing Kanji learning materials for science majors.

Kanji words which appear in the F.N.S. textbook was 4,229 including 631 different words in number and consist of 420 different Kanji characters. From an analysis on degree of significance of words, 82 Kanji words were identified as the most significant words for the effective learning of F.N.S. The 82 Kanji words cover 60% of all the Kanji words which appear in the textbook. By the same token, 90 Kanji characters included in the 82 words were identified as the most significant characters for F.N.S., which cover over 70% of all the characters in the textbook. Moreover, of the 90 characters, 67 characters (74.4%) overlap with the 284 characters, those most frequently used in chemical engineering, which in turn indicates that studying these 90 characters will lead to more successful learning of a wider range of technical words in the fields of science than those in F.N.S.

－210－

Systematic Kanji Tree " 人 "

ZENNYOJI, Toshiyuki Returning to the roots of each Kanji and thinking about how the meaning of

each part came into being, I wove the Systematic Kanji Tree 2200. At this time, I would like to present the following " 人 " group of this Systematic Kanji Tree 2200, and explain my intentions and reasons for certain aspects of its design.

ⅠⅡⅢ （系統）

人イ

千

壬

廷庭艇

呈程

坐座挫

从

并併餅瓶

屏塀

衆

冘沈枕

欠飲吹軟炊款

次姿資

－211－

Creating a Theoretical Framework for Qualitative Interviews with Graduates :

Application of Kim’s Structural Model of Cross-cultural Adaptation

MIYAGI, Toru

Although huge amounts of national funding have been used on Japanese

government scholarships, there have been very few studies carried out on the cost-effectiveness of this system. Furthermore, follow-up studies have not been carried out systematically. Since 2004 the author of this article has been conducting research on former students of JLC-TUFS who were granted Monbu-(kagaku-)sho scholarships as pre-undergraduate students. This article discusses a theoretical framework for follow-up interviews with graduates who are granted undergraduate Monbu -(kagaku-) sho scholarships. Based on the results of a pilot study, it looks at (1) what questions were asked or not asked about students’ study experiences in Japan, and (2) which questions can be answered by Kim’s (2001) model of cross-cultural adaptation, which is based on a general systems approach.

The results of the pilot study show that although the framework of Kim’s

adaptation theory was created on the assumption that a cross-cultural stranger is expected to adapt to a host culture, it is clear that many factors have to be considered, including their mother cultures, second or third cultures, and of course the Japanese environment. When we examine the experiences of these former scholarship holders, we find they often have to re-adapt to other countries after staying in Japan, or have to face re-entry shock in their original countries. Therefore, a modification of Kim’s model is necessary for the purpose of this study. It is also revealed that there are some issues that students rarely talk about unless the interviewer brings them up, such as their personality and living status before they came to Japan.

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Finally, a theoretical framework, developed from the Kim’s structural model, for new research on these former scholars is presented. In addition, the attention to the views of hosts (staff members of the center, etc.) to the former scholars is highlighted for the future qualitative research.

－213－

About a Historical, Material Condition from Popular Culture to he Mass Culture

-Over the Development of Mass Culture of the Taisho Era in Japan

KOYAMA, Masahiro

It is an assignment of this text to find the relations (a node) between popular

culture and mass culture of Japanese culture in the Taisho Era what is called ‘Taisho era culture’, and to understand the feature of it. First of all, it starts in a situation grasp of the mass society that was brought by the introduction of a capitalistic system since the Meiji era, in the second place, to clarify from the comparison of household economy survey concerning changes of the people and the masses by the coming of a mass society, that is to say, gaps in life caused by the class systematization of the people and the hierarchy systematization of the masses, and thirdly to conclude the difference between ‘social nature and political characteristics’ caused by differences in material and economic foundation of the people and the masses. From a grasp of three points above, popular culture exists as a historical assumption of mass culture is still breathing as a groundwater vein of mass culture.

Keywords: mass, mass culture, popular rising, Taisho democracy, popular sovereignnty

－214－

Calcium Carbonate and the Environment

MATSUI, Nobuyuki MICHIWAKI, Ayako The authors have been researching on Calcium Carbonate for a long time.

And they have been reporting that even under the same conditions, calcium carbonate doesn’t always show a unidirectional change towards the more stable form.

The Calcium carbonate that is discharged into the atmosphere is absorbed by the plants or the oceans. When this balance is broken, the ocean bodies start turning acidic. One of the research groups started considering and studying this problem. When the ocean bodies turn acidic, corals and the organisms that make calcium carbonate are affected severely. In order to figure out the effect of acidification on corals, sea-shells, egg-shells etc., the authors used 1M hydrochloric acid solution and rain water to observe the specimens and calculated the pH of the filtrate, amount of calcium ions and electro conductivity.

In the experiment with the rain water, calcium ions from the protective layers of the organisms got dissolved in the same way as it does from chalks or calcium stones. From this we understand that pH changes can easily affect the environment of the habitat of these organisms. Studying the organisms sensitive to the changes in the environment is very important to understand the changes in the earth’s environment.

We generally see sea-shells as food or just some living organisms. But, if seen from the environmental perspective, this familiar object can lead us to think about various environmental problems. It could be appropriate to say that this year’s research was based on environmental education.

－215－

Examining Learning Points in Academic Japanese

SAKAMOTO, Megumi The Japanese Language Center for International Students, Tokyo

University of Foreign Studies (JLC TUFS) is now in the process of creating "JLC Japanese Standards," which delineate clear criteria for the core academic Japanese skills in Japanese-language education. We limited the range of "academic Japanese skills" to Japanese-language skills required for study at Japanese universities. After examining all language skills, we decided to focus on monologues, both in terms of "speaking" and "listening" skills. We consider "conversation skills" to be interactive activities that involve both speaking and listening and separated them from monologues for our purposes. We took into consideration that "monologues" are both "understood" and "expressed" through "spoken" and "written" language. We are striving to find the best teaching methods for learners to achieve their own goals in each language skill. We plan to continue to examine our educational methods and determine the "learning points" necessary to achieve the most effective Japanese-language education possible.

－216－

Pre-Departure Information For The Japanese Government Scholarship Students

KOMATSU, Yumi

What kind of pre-departure information do the Japanese Government

(MEXT) Scholarship Students need? MEXT Undergraduate Students and Research Students receive preparatory training of Japanese language after arrival, depending on the conditions. The Japanese language acquisition, adjustment to the Japanese campus culture and to the society are major challenges for them, and lack of the information on these matters results in series of troubles and conflicts after arrival. The web site of the Ministry of Foreign Affairs shows that some Japanese embassies hold a pre-departure orientation sessions for the grantees of the MEXT scholarship in cooperation with some groups of former MEXT scholarship students in the countries. To enhance the orientation by the Japanese Language Center for International Students, Tokyo University of Foreign Studies (“Center” hereafter) that offers preparatory education for MEXT scholarship students, a survey explores the content of the pre-departure orientation at the Japanese embassies offered to those who entered the Center in April 2006. Out of 62 respondents, 52 attend the orientation sessions at the Japanese embassies, and 9 answered there was no orientation session held for them. Climate in Japan was the most popular topic of the pre-departure orientation, and the most needed information for the respondents was the information on the Center. The results of a research conducted by Hiroshima University indicates that both international students and faculty members on the graduate level believe that more information on Japanese university systems (in English) should be introduced to prospective students overseas, and that the media of inquiries should be established for them. The Center offers pre-arrival orientation to MEXT scholarship students by sending a handbook and establishing a way for consultation by e-mail. In accordance with the increase of the applicable countries for the MEXT scholarship, further effort to provide effective pre-arrival orientation (such as the Center’s collaboration with the Japanese embassies) is needed.

－217－

Cognitive Analysis of Japanese Locative Verbs

ITO, Akemi The aim of this study is to analyze semantic information of Japanese

locative verbs, such as SOSOGU (pour), TSUMU (load) and MITASU (fill). Locative verbs encode the relationship between a moving object and a location. Although locative verbs all show this semantic similarity, their syntactic possibilities are different.

An experiment investigated the focusing properties of semantic roles. Sentence continuation tasks were used in which subjects wrote continuations to sentence fragments containing two antecedents, each occupying a different semantic role. Twenty-four experimental sentences were constructed, each of which mentioned an object and a location. The experimental sentences contained verbs with theme, goal and instrument roles.

The results of the experiment showed a preference for referring to a particular semantic role regardless of the word order. Although theme role is generally preferred, the preference for goal or instrument role was greater in some sentences. The results are discussed in terms of the semantic information. The locative alternation, that is Figure-Ground alternation is also discussed.

－218－

A Report on the Associations of Learners with Words in Japanese as a Second Language

SUZUKI, Mika

The purpose of this paper is to clarify the association that learners have with Japanese vocabulary, based upon the analysis of their answers in vocabulary practice exercises. The vocabulary exercises were designed to automatize the process of gaining lexical knowledge and enhance the association between meaningfully or formally related words.

In these materials, 338 target words were selected and exercises created in which each of the target words was linked to an associated word in a meaningful context. The associations were categorized as 1) Meaning association, 2) Noun-Verb pair, 3) Particle-Verb pair, or 4) Grammatical association.

Observation data collected from the teachers in all of the reading practice classes was used for the analysis, which revealed the inclinations of learners in terms of association. As a result of this analysis, the following points were revealed:

1) In errors of meaning association, learners often had target words linked in meaning to irrelevant learned words or characters that are indirectly related to learned components. This finding was observed in Particle-Verb pairs.

2) In Noun-Verb pairs, the learners often answered incorrectly due to lack of understanding of the precise meaning of the target words or linked words.

3) Learners mostly answered correctly in grammatical association questions, which showed learners could process the words properly.

4) Skilled learners linked targeted words more appropriately than less skilled learners. In conclusion, learners sometimes misunderstand a passage because their

word associations differ from the passage writers’. Based on these findings, teachers can be more aware of misguided associations among learners and help them link associated words successfully, to be able to utilize them more effectively in comprehension.

－219－

Sending Speaking Assignments through an e-Learning System: JPLANG

Q&A Type Speaking Assignments for Beginners

FUJIMURA, Tomoko This report presents the results of our beginner level, Q&A type speaking

assignments given via the e-leaning system JPLANG (http://jplang.tufs.ac.jp). We delivered assignments comprised of 20 to 30 questions to 69 students

learning Japanese in 2005 and 67 in 2006 twice each year through JPLANG. The students listened to the questions, recorded their answers on a computer, and sent the voice data in a file to the JPLANG server. Then the file was sent to a teacher in charge, who played and checked the files on the computer.

Using the e-learning system, JPLANG allowed the teachers to compare their students’ answers with just one click.

The result of the questionnaire survey shows that the students evaluated the characteristics of the speaking assignments using the e-learning system as follows:

1．Able to listen to the questions more than once 2．Able to answer the questions after thinking deeply 3．Able to listen to the recorded answers more than once 4．Able to compare the recorded answers and send the best one The students who approvingly interpreted the above characteristics gave

positive feedback that they were able to correct pronunciation and grammatical mistakes by themselves through repeatedly listening to their recorded answers. In contrast, the student who thought that the speaking assignment did not exemplify normal communication concluded that, due to the characteristics shown above, e-learning should not be used for speaking lessons.

－220－

The Japanese Studies Program for Japanese Government (Monbu-kagaku-sho:MEXT) Scholarship Students

- Program Outline and Prospects of Tokyo University of Foreign Studies-

SUZUKI, Tomomi This paper reports on the Japanese Studies Program for the Japanese

government (Monbu-kagaku-sho:MEXT) scholarship students of Tokyo University of Foreign Studies (TUFS), and offers some future prospects concerning this program.

The Japanese Language Center for International Students (JLC) manages this program at TUFS. It also carries out the development of the course curriculum.

Our course at TUFS is characterized by the following two advantages. First, JLC offers its Japanese studies students a rich and intensive course in Japanese language, JLPTUFS (Japanese Language Program of TUFS), while providing special courses in the field of Japanese linguistics and language education as well. Secondly, TUFS offers the students a multi-lingual and multicultural environment for fostering successful study as international students.

In the future, we must continue to develop these two strong points. We also must place emphasis on encouraging particularly those students whose major is Teaching of Japanese to Speakers of Other Languages (TJSOL) to apply for further courses at the graduate school of TUFS.

－221－

A Report on Business Japanese Class for the 800 Level (Highly Advanced Level)

in the Japanese Language Program (JLPTUFS)

OKI, Rie The Japanese Language Center for International Students, Tokyo

University of Foreign Studies has provided the class named "Business Japanese" since the autumn semester of 2005. This paper will report on the course based on the syllabus of spring semester 2006, which includes the following topics: a) job hunting by Japanese university students; b) attending a job interview; c) visiting a company; d) exchanging business cards; e) handling telephone calls; f) business letters; g) making an appointment; and h) settling complaints. The students' responses toward each topic and a round-table discussion with a guest speaker are also mentioned. The result of the questionnaire, conducted at the end of this course, shows that most students regarded the topics as being useful to them.

－222－

A Report on the Pronunciation Class

NAKAMURA, Noriko This paper is a report on the pronunciation class implemented in 2006

Spring Term. The learners level ranged from middle-high to high and their mother tongues were 10 in total. The learners were directed to pay particular attention to accent and intonation from the beginning, and the lessons adopted a pair-work activity whereby they evaluate and teach each other. They gradually came to make pitch control, and at the same time, they also came to evaluate the accent and intonation of the other learners correctly. Eventually, they made a success in self-introduction in almost perfect accent and intonation.

The questionnaire survey result showed that 86% of them felt they had made a good progress in accent and intonation, and that 93% of them felt the other learners had made a good progress.

－223－

The History of Japanese Modern Literature Followed by Expression of a bird, the trial of Superior

Japanese Reading Comprehension.

BANDO(MARUO), Jitsuko This paper is a summary of my course currently being run at the Japanese

Center of the Tokyo University of Foreign Studies entitled “Superior Japanese Reading Comprehension: Literature. What I endeavoured to do as I structured the course was to introduce novels by a wide range of writers and with a variety of different styles without being too fragmented, but rather try to link one novel to the next in order to build up the reading experience. The novels used in this course, as listed below, were all short stories in which a “bird” of some sort appears.

Introductory lecture: Extract, “The Crecking birdcage from ‘Meian‘”( in “Soseki Kenkyu” vol.3 1994) Lesson ①: Natsume Soseki, “Bunchō” (1907) Lesson ②: Mori Ogai, “Gan” (1911) Lesson ③: Okamoto Kidō, “Toribeyama Shinjū” (1915) Lesson ④: Miyazawa Kenji, “Toribako Sensei to Fūnezumi”(1921) Lesson ⑤: Ibuse Masuji, “Yane no Ue no Suwan” (1929) Lesson ⑥: Kinoshita Junji, “Yūzuru” (1949) Lesson ⑦: Awa Naoko, “Tori” (1971) Lesson ⑧: Murakami Haruki, “Toshokan Kitan” (1983) Lesson ⑨: Ekuni Kaori, “Boku no Kotorichan” (1997) Roundup lecture: Kawakami Hiromi, “Potan” (2000)

This course aims to deepen students’ understanding of Modern Japanese

literature by taking a practical, structured look at the interdependent relationship between the literary work (text) and the social background which is its context.