Technology-Supported Learning In and Out of the Japanese Language Classroom, livre ebook

Provides teachers with the pedagogical and practical know-how to incorporate technological resources into the classroom

This book addresses several pressing concerns of teachers and researchers who are looking for ways to integrate technology use in and out of their classrooms and assess its usefulness in the learning process. It provides an up-to-date examination of technology-supported pedagogy and language acquisition in a variety of Japanese as a foreign or second language contexts. It equips readers with practical pedagogical information, including methods of implementation and learning assessment, and ideas for how technology can be applied to achieve a wide range of learning objectives. The topics examined include cultural learning, identity construction, speaking, reading, writing, pronunciation, collaborative online learning, digital and 3D virtual reality games, online text analysis, and participation in online communities. In addition, different e-learning configurations such as flipped, online, and distance learning classrooms are explored. Studies examine various current technologies (e.g. blogs, synchronous/asynchronous telecollaboration, corpus analysis software, modern pronunciation tools) and will have both direct and indirect consequences for teaching and learning a second/foreign language with technology across all languages.

Chapter 1. Erica Zimmerman and Abigail McMeekin: Technology Past and Present: The History of CALL and Technology for Learning Japanese   

Part 1: Technology for Writing and Reading

Chapter 2. Nina Langton: Screencast Delivery of Feedback on Writing Assignments for Beginning Japanese Language Students: An Alternative to the “Red Pen”

Chapter 3. Abigail McMeekin: The Pedagogical Value of Web-based Readings in the JFL Classroom

Part 2: Collaborative Online Learning

Chapter 4. Yuka Akiyama: Impact of Lexical Categories on Skype-mediated Multimodal Focus on Form and Vocabulary Learning: A Task-based Study

Chapter 5: Yumi Takamiya and Mariya Aida Niendorf: Identity (Re)construction and Improvement in Intercultural Competence through Synchronous and Asynchronous Telecollaboration: Connecting Japanese Language Learners in the United States and Sweden

Part 3: Creation and Analysis of CALL Programs for Learning Japanese

Chapter 6. Toru Yamada, Takako Sakai and Cade Bushnell: Rakugo CALL Program for Japanese Language Learning:  Its Development and Possibilities for Implementation

Chapter 7. Saeko Komori, Hiroko Yamamoto, Tae Homma, and Matthew Lanigan: Co-Chu: Japanese Corpus Analysis System and Two Analyses for Language Teaching

Chapter 8. Kazuhiro Yonemoto, Asami Tsuda, and Hisako Hayashi: How a Self-Learning Website can be Utilized for Better Pronunciation Education: Bridging Learning In and Out of the Classroom

Part 4: Learning Through Online Games

Chapter 9. Kasumi Yamazaki: The Effective Use of a 3D Virtual World in a JFL Classroom: Evidence from Discourse Analysis

Chapter 10. Kayo Shintaku: Game-mediated Activities in JFL Classrooms: Considerations and Issues in Learning, Teaching, and Implementation

Part 5: Technology Beyond the Physical Classroom

Chapter 11. Erica Zimmerman: Distance-Learning and Asynchronous Communication While on Study Abroad: Conversation-for-learning and Journal Reflections as a Means to Enhance Language-use

Chapter 12. Jae Dibello Takeuchi: Learners’ Participation in Japanese-related Online Communities and the Relationship between Online Activities and Classroom Learning: A Comparative Case Study of Two JFL Learners

Epilogue. Erica Zimmerman and Abigail McMeekin