15 promoting the innovative use of technology

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  • そして、米本が 2009 年に日本語能力試験の波及効果に関する調査をアンケート・プログラムの分析を通して行った調査によると、日本語学習者の多くの目的が旅行や趣味のためといったものが多いにも関わらず、生涯学習プログラムは CEF の影響からか日本語能力試験に焦点を当てた者となっていると指摘し、学習とプログラムの間に大きなギャップがあることを指摘している。
  • 生涯学習機関で趣味として日本語を学習している香港の日本語学習者が文法知識を学習することが果たして初級学習者の目標となっているのかというと疑問が残る。文法知識を学習し、日本語の言語学者を養成するのであれば適切なのかもしれないが、日本へ旅行へ行ったときに使うというのが目標であるのであれば、日本へ行ったときに旅行で使える日本語やブログに日本語で日記を書く、あるいは日本人の友達と日本語でやりとりをすると言った直接的目標のほうが適切ではないのであろうか。そして、そのことが学習者に日本語を学習し、日本語で何かができるようになったという達成感を与えることができる。さらに、 Brown(2008) によると、日本語を達成的に学習することで、必然と文法テストの成績もあがると指摘している。そして、そのような学習者に適応するためにこれまでの日本語教授法を再考する必要がある。


  • 2. Overview of the Presentation
    • Japanese Language Education in Hong Kong
    • Benefits of Using Technologies in the Language Classroom
    • How to Use the Technologies
    • Reflection/Suggestion of the Usage
  • 3. Japanese Language Education in Hong Kong
    • Japan Foundation (2011)
    78 institutions (including elementary, secondary schools, colleges/universities, life-long learning institutions Rank Countries/Areas Numbers of Learners 1 Korea 964,014 2 China 827,171 3 Indonesia 716,353 4 Australia 275,710 5 Taiwan 247,641 6 U.S.A. 141,244 7 Thailand 78,802 8 Vietnam 44,272 9 Hong Kong 28,224 10 Canada 27,484
  • 4. Japanese Language Education in Hong Kong 19,866 learners …learning at life-long learning programs ( 70%) 38 schools …offering a life-long learning programs ( 48%)
  • 5. Japanese Language Education in Hong Kong Life-long learners = Adult Learners who study Japanese after their work courses are held in the evenings/weekends
    • Various Needs ( Japan Foundation, 2010 )
    •   Survey: Beginning Japanese learners in Hong Kong
    • (Seo, 2009)
    • Travel
    • Interest on Japanese popular culture
    • Necessity for the work
    • To get a job
    But, only a few for job purposes
  • 6. Japanese Language Education in Hong Kong Life-long Learners=Adult Learners who study Japanese after their work
    • Yonemoto ( 2009 ) : washback effect of Japanese Language Proficiently Test (JLPT)
    • Purpose of learners in Hong Kong
    •   Travel
    •   Hobby
    • Life-long learning programs
    •   Studying for JLPT ( Effect of C continuing Education F und, CEF )
  • 7. Learning Japanese as their Hobby Focusing more on “tasks” that students can engage in a real-life communication
    • Purpose of Japanese learners
    • Learning grammatical knowledge
    •         -> Training for “linguists”
    • Japanese for Travel
      • Shopping at the restaurant
      • Check-in at hotel
      • Making a reservation of hotel/rent a car
    • Writing on the blog, twitter, facebook
    • Communicating with Japanese friends
  • 8. Using Technology in the Language Classroom
    • Advantages
      • To promote the use of the target language even outside of the classroom
        • Japanese as a Second Language (e.g. learning Japanese in Japan)
        • Japanese as a Foreign Language (e.g. learning Japanese in Hong Kong)
          • Little chance to use and practice the target language
      • To connect with the people around the world (Sato, 2010)
        • Interaction happened with varieties of people
      • To keep the record as learners’ portfolio
      • (Fukai, 2008)
        • Keep learners’ products (including writing,
        • audio, video) on the blogs
  • 9. Using Technology in the Language Classroom
    • Disadvantages
      • “ Digital Divide”… a gap between people who have an effective access to technology and those who have very limited or no access to the technology (Gounari, 2009)
        • Physical access to technology and resources
          • Developed countries vs Developing countries
            • Internet Service , Price, etc
          • I-phone vs Regular phone
        • Skills
          • Young learners vs Aged learners
          • Company workers vs Non-company workes
    Hong Kong… Physical access— 冇 問題 No problems!! Skills— 有問題  A Big problem!!! Especially in life-long learning programs
  • 10. This Study
    • By investigating the use of technology in the beginning to advanced Japanese language learners who are taking Japanese courses at the adult language school in Hong Kong, I will illustrate difficulties of using technology that some learners felt and ways to overcome the problems of digital device in the language classroom through action research.
    • Action Research (Sano, 2000; Yokomizo, 2000)
      • It is a process in which the investigators examine their own educational practice systematically and carefully using the techniques of research.
      • It is a reflective practice that teachers improve their skills, techniques, and strategies in order to do things better for learners.
      • Using technology can surely help learners use the target language, but if they have negative feeling of using it, it would be difficult for them to practice.
  • 11. Use of Technology in My Japanese Course
    • First Stage
      • Weblog…
        • Regular Courses ( http://minnanospace1002.blogspot.com/ )
        • Movie Course ( http://eiganospace04.blogspot.com/ )
          • Advanced learners… OK
          • Beginning learners… Not OK
            • Technology is difficult, language is ALSO difficult
  • 12. Use of Technology in My Japanese Course
    • Interview with learners to see learners’ attitudes
      • Many learners… actually using technologies for learning Japanese (e.g. watching Japanese dramas & movies from the internet, chatting with their Japanese friends on facebook, using Japanese website for practice Japanese grammar with online games)
      • Some of learners…
        • Little knowledge of using technology
        • Little time to spend with technology because of their busy work load at their compnay
  • 13. Use of Technology in My Japanese Course
    • Observation of learners’ Use of Technology
      • Young learners have more flexibilities using technology over older learners
      • Motivated learners have more flexibilities using technology over demotivated learners
      • Advanced Japanese learners have more flexibilities using technology over beginning Japanese learners
  • 14. Use of Technology in My Japanese Courses
    • Second Stage (Improvement of the use of technology)
      • Introduced Japanese blog system to advanced Japanese leaners
          • Learners can also learn the way of online Japanese communication http://eiganospace05.blogspot.com/
      • Introduced the worldwide blog system (blogger) to beginning Japanese learners
          • http://minnanospace10.blogspot.com/
      • Introduced twitter for pure beginning learners
          • Learners can type very short messages on the web ( http://twitter.com/#!/ nihongo_space )
          • Connection with native Japanese speakers!
      • Introduced various online technologies that learners can practice Japanese and know more about Japanese culture
          • e.g. https://www.erin.ne.jp/jp / ; http://anime-manga.jp /
  • 15. Conclusion
    • Suggestions for using technology in the language classroom
      • When the learners’ Japanese ability is low, ask learners to try the basic use of technology. (e.g. writing a short message on twitter, just reading classmates’ postings on the blog)
      • When learners become more proficient in Japanese, ask learners to try more advanced use of technology (e.g. trying Japanese blog system in Japanese, visiting authentic websites/software for native speakers of Japanese)
      • If students have little knowledge in using technology, ask learners to try the basic use of technology.
      • To let students try the technology first and teachers need to give supports all the time.
      • By giving a lot of supports, learners may be able to follow the innovative use of technology.
  • 16. Any Questions?
    • E-mail: [email_address]