Presentation by Ayako Nakaarai, Yuko Fujimitsu, Chisato Ofune and Hui Yang at AFMLTA conference in Sydney July 2009

1. 初級日本語教科書における ストーリー漫画活用の試みとその効果 USING STORY MANGA FOR BEGINNER-LEVEL JAPANESE-LANGUAGE TEXTS Fujimitsu Yuko Nakaarai Ayako Yang Hui Ofune Chisato

3. 第二外国語として As a the second foreign language 第一外国語は英語 第二外国語は日本語 a first foreign language = English a second foreign language = Japanese 人間関係構築のための日本語学習 Learning Japanese for building relationships with people 遼寧省大連市 Dalian city(Liaoning provine) 試験のためではない日本語学習 Learning Japanese not for exam

4. 中国遼寧省大連市 Dalian city (Liaoning provine, China)

5. 2006 年 9 月～ September, 2006 大連市内の中学校で第二外国語としての日本語教育開始 Japanese class as a second foreign language started in middle schools in Dalian, China. 教育政策 Educational policy

6. Dalian Education University ＋ Teachers The Japan Forum Dalian education Bureau The Japan Forum is a non-profit organisation in Japan. Aim : promote natural understanding among young people by supporting foreign language education and intercultural learning education 教材制作プロジェクト Project of making a textbook Writing team Creator of Manga Designer, Editor

9. 2007 年 9 月～ September, 2007 第二外国語 教育用 教材『好朋友 ーともだちー 』 ( 全 5 冊） 試用 開始 Trial use of “ Hao peng you: Tomodachi ” （５ volumes) as the textbook for a second foreign language classes have started. ＊中国で初めての中学校第二外国語教育用日本語教材 ＊ This is the first textbook for a second foreign language class for middle school students.

14. Multi-angle shots

15. Panning Sounds effects

16. Different shapes of balloons

17. ■ 漫画のストーリー ■ The story of the Manga 登場人物 characters 民族 ethnic -> ethnic majority -> ethnic minority 国籍 Natinality ->中国 Chinese ->韓国 Korean ->日本 Japanese

22. ■ 漫画を取り入れた理由 ■ The reasons for adopting Manga for the textbook ① 漫画への興味・関心、 物語の続きを読みたい気持ち ↓ 学習への動機付け Interest and fascination with Manga and the psychological impulse to read further to find out how a story unfolds can heighten and sustain learning incentive.

24. ④ 物語の中に内容 -> 内容重視の学習 Provides a narrative with interesting content that facilitates learning content-oriented activities. ③ 文化情報 人物の感情 Manga visualizes cultural information and characters’ emotions.

25. ⑤ 漫画の「絵」＋台詞（日本語と中国語） ↓ 初級日本語でも物語が進行する Since Manga provides useful story base (both Japanese and Chinese parts as well as drawings), even the elementary level learners can follow the story.

26. ⑥ 擬音語・擬態語 ↓ 文字学習（特にカタカナ） Manga contains many onomatopoeia and mimesis. It is useful for writing practice (especially of katakana ) using those words commonly found in Manga.

27. ■ 制作上留意したこと ■ The points taken notice of making this Manga ① ことばや文化の違いを乗り越えた人間関係づくりの漫画 The story anchored in the idea of building relationships with people overcoming the difference of culture and language. The process is conscientiously described in Manga by conversations and actions, etc. -> The words and the phrases used in Manga would cast good effect on students in the learning activity itself.

28. ② 漫画からトピック ↓ トピックベースの教室活動 Every volume is thoroughly designed to contain various topics, in order to practice the topic-based communication activities.

29. ③ 中学生が関心を持つトピック ↓ 自分を中心とした同心円の広がり The topics are selected to fascinate middle school students’ interest. Learners are able to feel the story familiar, because the topics are set so as to make a spreading concerning-circle around the learners themselves.

30. ④ さまざまな文化的な事物・事象 ↓ 多文化的視点を導入 To cultivate multi-cultural perspective, this Manga contains various cultural artifacts and phenomena.

31. ⑤ 生徒にとって身近な舞台設定やストーリー設定 ↓ 日本の中学生との出会いを疑似体験 Since the situation and the story are made familiar to the students as possible, they can virtually experience the encounter with Japanese middle school students.

36. Did the Manga incline you to study Japanese? a. Yes （ 23 ） b.A little (2) c. No (0) After reading the Manga, did you want to know what the characters are talking? a. Yes （ 23 ） b.A little (2) c. No (0) After reading the Manga, did you want to learn Japanese characters? a. Yes （ 21 ） b.A little (4) c. No (0) Do you want to read the next volume? a. Yes （ 23 ） b.A little (1) c. No (1) Students’ answers 1 アンケート結果 Result of questionnaire

38. 2 Did you want to know the meaning of Japanese narrative parts on these pages? a. Yes （ 24 ） b.A little (1) c. No (0) Did you imagine the meaning of Japanese narrative parts on these pages? a. Yes （ 21 ） b.A little (3) * No-answer (1) Students’ answers アンケート結果 Result of questionnaire

39. Students’ answers 2 How did you learned the pronunciation of Japanese narrative parts on these pages? a. Heard the recorded voice (5) b. Read syllabary by self (9) c. Teacher taught me (18) d. By other means (0) & e. I do not know yet (1) Mark what you did to make sure the meaning of Japanese narrative parts in these pages. (Multiple answers allowed ） a. Referred to the appendix (12) ( What to say in this scene? And Expressions in Manga ) b. Asked teacher (22) c. Asked other people (2) d. Looked up dictionary (4) e. By other means & f. I do not know the meaning yet (0) アンケート結果 Result of questionnaire

40. Students’ comments 2 I can broadly grasp the story even though there were unknown Japanese words . Manga is more effective means to learning language for me because it shows the words’ meanings intuitively, for I can grasp the situation, emotion and words at one time . It is good thing that I can learn Japanese while reading Manga. Easy to memorize . アンケート結果 Result of questionnaire

42. Students’ interests 3 Club activities, Gift for the first-meeting person, Gestures (of numerals), Constellations, Fortune telling, After-school study, If there are Erfus (Chinese fiddle) in Japan, Do Japanese middle school students learn Chinese? アンケート結果 Result of questionnaire

54. Questions & Feedback Email ● 中新井綾子 Ayako NAKAARAI [email_address] ● 大舩ちさと Chisato OFUNE [email_address] ● 藤光由子 Yuko Fujimitsu [email_address]