インターネットを使用した日本語教育の特色
Implications on Teaching Japanese with the Internet

Keiko K. Schneider (シュナイダー恵子)
（Saboten Web Design／Albuquerque TVI)

概要：インターネットを利用した活動やオンラインによる遠隔教育は、言語教育、特に海外における日本語教育においては歴史が浅いように思う。海外のユーザーの日本語環境が大きなバリアになっていたところがあったが、最新のOSの進歩のおかげで技術的なことを心配しないで、教育効果をあげることに集中できるようになってきたと思われる。ここでは、簡単に手に入るようになった生教材使用について、インターネットにおける同時性コミュニケーション、非同時性コミュニケーションと４技能の育成の関係、インターネット教材を自習用から抜け出して、教室で真のコミュニケ−ションの達成のために使うという点から将来への課題や希望について述べたいと思う。
Keywords:
日本語環境、四技能、同時性コミュニケーション、非同時性コミュニケーション、生教材、評価

1. Introduction

It is common to see class activities that utilize the Internet or distance learning via online in general education field. However when it comes to language class, especially Japanese as a foreign language (JFL) class, it seems that they are just starting. This had a lot to do with difficulty in using Japanese script in non-Japanese operating systems. However this has changed dramatically recently. Now teachers can concentrate on curriculum goals using the Internet without worrying technical difficulties. We need to understand the nature of communication modes on the Internet in order to build four skills effectively. Authentic materials are plentiful on the Internet and we can utilize the Internet to realize true and meaningful communication. Therefore teachers need to be trained how to use and conduct assessment. In this presentation, current challenges and hopes for the future will be addressed.

2. We see the light at the end of the tunnel: Japanese computing became finally easy

For operating system level, multi-lingual computing is penetrating to the end user level. Today when you purchase a new computer (unless you look for and choose Windows Me), Japanese capability comes with no extra cost (Schneider, 2002). Windows XP and 2000 have built-in capabilities for multilingual function and with OSX, you can even have Japanese interface with the system purchased outside of Japan. For Mac, System 9.x, one generation before, comes with Japanese Language Kit that used to be a separate purchase. For software-wise, true power of multilingual capability of those systems is not yet felt in full. Often Java applications on the Internet are more difficult even the user-end computer is Japanese capable. This includes online courseware (often called LMS, or Learning Management System, course shell or learning portal) such as WebCT and Blackboard. Although they are making upgrades and updates, no major courseware is yet to be completely multi-lingual capable. Perhaps we could try to look for courseware developed in Japan. The catch here is that the interface and help file are often in Japanese and that means even beginning level students have to maneuver courseware in Japanese. Warranties and support may or may not extend to the use outside of Japan.

However the improvements on multilingual computing here is from the operating system level and not an emulation that was done by third-parry software in the past. Software developers will make versions that are compatible with newer systems. Japanese educators can finally concentrate on curriculum goals without worrying about technical difficulties with Japanese script.

3. Development of four skills with the Internet communication modes

The goals of typical introductory-level Japanese classes are to develop four language skills (speaking, listening, writing and reading) and the fifth culture skills. The Internet is not only a vast pool of information but also is a place to communicate with remote people. Since acquisition of Japanese language is ultimately an acquisition of communication skills in Japanese, features of online communication have a lot to do with pedagogical implications in utilizing the Internet for teaching Japanese.

3.1 Traditional communication modes

As you can see in Table A, traditional, face-to-face class is conducted real-time (in a synchronous mode) in one location. Speaking and listening are probably easiest to practice in this manner. Writing and reading can be done also in class, but also could be assigned as homework for later (in an asynchronous mode) to give learners more time. In normal circumstances, asynchronous speaking and listening are limited to recording and listening to recorded messages.

Table A: Four Skills and modes of communication in off-line, traditional communication

  synchronous asynchronous
Speaking Talking in person, Talking on the phone Leaving message in an Answering Machine/tape recorder
Listening Listening in person, Listening on the phone Listening to message in an answering machine/tape recorder, Listening to TV/Radio
Reading N/A Reading newspaper, book, magazine, journals etc.
Writing N/A Writing letter, diary, notes of various kind

As you can see, traditional communication is rather clear: oral/aural skills in synchronous mode and written skills in asynchronous mode. For this reason, face-to-face class tends to take advantage of class interaction time in oral/aural skills.

3.2 Internet communication modes

On the contrary, online communication, at the present stage, is rather heavier on written language (writing and reading). Communicating synchronously in writing and reading is often done on the Internet as chat or MOO (a kind of MUD, Multiple-User Dungeons/Dimensions; MOO stands for MUD, Object Oriented). Synchronous written tools are often Java applications and some are not yet Japanese capable. However as described earlier, this will change in the near future. For those reasons, supplementing online communication mode with traditional class (as enhancement) will complement well to balance the practice of four skills. That also means the challenge of online only class (as a delivery tool). Shinagawa (2002) uses iVisit to overcome this challenge.

Table B: Four Skills and modes of communication in online communication

  synchronous asynchronous
Speaking Talking in audio/video conferencing Recording sound/video file
Listening Listening in audio/video conferencing Listening to sound/video file
Reading Reading messages in Chat, MOO Reading e-mail/discussion list, Bulletin Board, Reading web page
Writing Writing message in Chat, MOO Writing e-mail/discussion list, Bulletin Board, Writing and developing web page

Although all cells are filled, you can see the availability and frequency are varied. In online environment, it is more common to find asynchronous communication than synchronous communication. Although it is getting more common, audio/video conferencing is not available as an everyday event. It is also likely to find web pages without sound/video files than with them. It is clear here that online communication is easier written than oral/aural. This can cause imbalance of building all four language skills as objectives until the technology catches up and we can expect high bandwidth. Speedier connection will enable audio conference more comfortable. Video conferencing will add more true feeling to the communication and give an authentification tool to online only class. It will also give visual clues that help with communication strategies as well as learning culturally specific extra-linguistic features.

4. From self-study materials to possibility of authentic communication

Serving as a place to distribute materials, the Internet hosts many self-study materials by taking advantage of asynchronous nature of the Internet. They are meant for learners with no formal class to take, to assign as homework for scheduled class, or supplement class work without teacher's and fellow learners' presence. An example for Japanese would be Omoto's written language and vocabulary site (Omoto 2002). Using the interactive feature of JavaScript and more complex programming, these sites can give immediate feedback and learners get as many chances to practice as they wish at their own pace. If they are used in classroom situation, each student needs a computer of his/her own. However as the survey conducted in Northern California indicates (Omoto, Fukai and Schneider, 2002), not every class has such a luxury. This result brings up the issue of developing more materials with a different focus. Activities need to be creative so that small groups of students can share a computer. This situation may seem discouraging at first, but we can take advantage of it in order to promote cooperative learning. In other words, creative and careful planning of tasks for group work allows students to work with peers collaboratively, which possibly facilitates scaffolding among peers. That is claimed to have a positive effect on learning. Cyber Map Exercise III (Schneider 2002) is an online material that has classroom use in mind and some activities are meant to be used by pair or small group of students.

Another dimension of the Internet is a place of communication in itself. Students can get the taste of real communication while still in class. Again taking advantage of the asynchronous nature of the Internet, many teachers have attempted to set up an email exchange project with Japanese students. This is an easy way to achieve Community standards in the National Standards. Using the global nature of the Internet, we could expand this to Japanese classes around the world. If we can set up such a relationship, you may get to utilize synchronous communication. Time difference between JFL class and Japan are often challenge to make synchronous communication. As more software becomes available and connection speed improves, audio/video conferencing will become easier to implement to provide space for real communication.

5. Authentic materials/communication and assessment

The use of authentic materials has been important for foreign language instruction at all levels. The Internet makes obtaining authentic materials easy and real communication with native speakers or other non-native speakers outside of class possible.

5.1 Challenge in reading and helper tools

As illustrated in the previous section, reading (asynchronous, written) practice from Web pages written in Japanese is most available and seems to be most frequently used. From the survey study conducted in Northern California, teachers pointed out many newspaper sites to use in class (Omoto, Fukai and Schneider, 2002). The use of authentic materials has been important for all levels, but as we all know, reading in Japanese poses more challenge than Romance language counter parts. There are online tools to help comprehension such as Reading Tutor (http://language.tiu.ac.jp/), Rikai.com or online reading helper tools that are developed for Japanese school-age children.

5.2 Activities using authentic materials and communication and their assessment

Even using those tools, reading newspaper is reading newspaper. Considerations need to be made with authentic materials regardless of online or traditional printed materials. Even with easier materials, teachers need to provide more than traditional comprehension check or translation activities for beginning levels. Teachers need to set up clear objectives that are based on curriculum goals and concrete tasks to work with authentic materials. Blaz (2000) provides how teachers can do reading assessment:

The example from CASLS Level VI Assessment Sample covers simple scanning assessment in English. Teachers need training in how to incorporate authentic materials and assessment of the task.

6. Conclusion

Technology is advancing everyday and user-end computer issues with Japanese are just about solved. Students, generations to come, will come equipped with "native fluency" in dealing with the Internet technology. The Internet provides plenty of authentic materials and real communication opportunities. Online materials can facilitate self-study, but also need to facilitate collaborative learning. Teachers now can concentrate on curriculum goals rather than technology and they will need more training dealing with authentic materials and communication in class.

References

Blaz, D. A Collection of Performance Tasks and Rubrics: Foreign Languages Larchmont, NY: Eye on Education. 2000

Center for Applied Second Language Studies. Assessment of Proficiency for Written Japanese (APWJ) Benchmark Level VI Assessment Sample: Part II: Scan for General Meaning http://casls.uoregon.edu/assessment/sample.html Read from the web on May 30th, 2002.

National Standards in Foreign Language Education Project. Standards for foreign language learning: Preparing for the 21st century. Lawrence, KS: Allen Press. 1996

Omoto, Yasuhiro. Utilizing the Internet for classroom teaching. Paper presented at CASTEL/J, San Diego, CA. 2002

Omoto, Y., Fukai, M., and Schneider, K. Survey on the use of computer and the Internet in Japanese classes in Northern California. In Yoshiki Chikuma (ed.) Proceedings of the 17th SEATJ conference (in print), Charleston, South Carolina: College of Charleston. 2002.

Schneider, Keiko. Japanese capability issues http://www.sabotenweb.com/conference/hawaii2002/handouts.html#capability Read from the web on May 30th, 2002.

Schneider, Keiko. Cyber Map Exercise III: As a Computer Assisted Teaching Material (CALT): Part I Development. Paper presented at CASTEL/J, San Diego, CA. 2002

Shinagawa, Satoru.Tips on Teaching Japanese Online. Paper presented at CASTEL/J, San Diego, CA. 2002



copyright 2002 Keiko Schneider



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