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Department of English and Modern Languages
Faculty of Humanities and Social Sciences
+44 (0)1865 483980
Hanako has been teaching Japanese for over 10 years in different institutions in Spain and at Oxford Brookes University in the UK. She has taught a wide variety of Japanese languages courses ranging in levels and purposes. She also has experience working as translator/interpreter of English, Spanish, and Japanese.
Hanako became Senior Fellow of the Higher Education Academy (SFHEA) in 2017 and is actively engaged in innovating Japanese language pedagogy. She is Subject Coordinator for Japanese Studies and currently teaches second-year and final-year modules including Japanese grammar, translation, and advanced communication.
Hanako completed her BA on Hispanic Studies and MA on Theoretical Linguistics at Sophia University in Tokyo. Her research interest at the time was first language acquisition, in particular, how Spanish-speaking children acquired Spanish pronouns. Her interests gradually shifted to how non-native adults learned Japanese and she completed her PhD on Applied Linguistics at Universidad Complutense de Madrid.
Currently, her research interests are on the specifics of Japanese grammar, in particular where Japanese is the first foreign language for the learner. She is also interested in the development of intercultural competence through the study abroad.
Applied Linguistics Research Group
This study reports on the findings of a questionnaire administered to 93 students studying Japanese as a foreign language (JFL) at British universities, focusing on their views of the role of grammar in their learning of Japanese. Learners’ views are important because mismatches with their teachers’ views can affect their learning negatively. Following previous studies, the learners in this study, who were at upper-beginner to lower-intermediate levels, valued formal instruction and wanted teachers to give detailed explanations on grammar. In particular, their views suggested that they seek greater understanding of the semantic and pragmatic features of new grammatical structures. We suggest that particularly in the case of a ‘less familiar’ language such as Japanese, anglophone learners can benefit from a ‘focus on forms’ approach that incorporates different learning processes such as pattern recognition and making associations, alongside a ‘focus on form’ approach that assists their understanding of how the target grammatical structures are used in context.
This article reports on the practice of listening quizzes using Moodle that has been done in the Japanese language programme at Oxford Brookes University. It discusses the usefulness of the virtual learning environment (VLE) and the listening ability of upper-beginner Japanese language learners. The quizzes were carried out in an upper-beginner course and a total of 112 students participated. The study used the results generated by Moodle to analyse how students coped with the quizzes. It also analysed them with the results of the listening tests and that of the final examination, which were employed as indications of the students’ listening ability and their grammatical and lexical competence respectively. The findings showed that a quarter of the students’ listening ability had not improved despite the fact that they were doing the quizzes regularly. It also showed that for one third of the students, their grammatical and lexical competence was higher than their listening ability and that many of them had not done the quizzes regularly. From the above findings and drawing upon previous studies, this study suggests that listening instructions focusing on listening strategies are necessary for students struggling with listening, in particular, for those whose listening skills do not show as much improvement as would be expected given their regular practice. It also claims that VLE is an effective tool, not only for monitoring how a large number of students cope with listening tasks, but also for supporting their autonomous learning and the teaching of listening strategies.
能力、つまり異文化間コミュニケーション能力（intercultural communicative competence, ICC）が求められる
ようになった（Byram et al. 2013）。英国の高等教育においても、人の移動が頻繁になりかつ世界情勢が不安
授業が行われている場合が多い（Byram et al. 2013）。また、異文化間能力（intercultural competence, IC）は必
（Behrnd & Porzelt 2012）。
本発表は、英国の日本語教育の現場においてどの程度 IC 及び ICC の養成が意識されているかに関する基
献について、オンラインアンケートを行い、詳細な記述を求めた。Byram（1997）の ICC モデルに照らし合
わせて学生回答者のコメントを分析した結果、全体として“critical cultural awareness”の不足が目立った。自
化について紹介する際に自己の文化と照らし合わせて話し合う程度で IC 及び ICC の養成がカリキュラムに
以上の結果を踏まえ、英国における日本語教育の現場で IC 及び ICC を高めるために何ができるかを考え
たい。= With the advance of globalisation we are living in an increasingly diverse society where people with different cultures and values coexist. Foreign language education has also taken a ‘cultural turn’ (Byram et al. 2013) by which, in addition to learning to use the target language accurately and appropriately, gaining intercultural communicative competence (ICC), i.e., understanding and accepting other cultures, has become a central theme. In the age of international mobility and instability, it became required in higher education in the UK to train students to be tolerant and be interested in other cultures (Bothwell 2016). In reality, however, language and communication continue to be the main focus in many language classrooms and ICC has not been integrated as one of the learning objectives (Byram et al. 2013). Studies have also shown that intercultural competence (IC) does not always develop naturally through the experience of studying abroad, and suggest the need for intercultural training prior to studying abroad (Behrnd & Porzelt 2012). This study is a fundamental research on the awareness of IC and ICC in Japanese Language education in the UK. An online questionnaire was administered to each group. The questions focused on their motives for teaching or learning Japanese, how they perceived IC and ICC and what they thought their contribution to society was. Some questions asked the participants to explain in detail and a total of 34 teachers and 38 university students, who are majoring in Japanese and have studied abroad in Japan, participated. The results from analysing the student questionnaire using Byram’s ICC Model (1997) showed that in general many of the students lacked “critical cultural awareness”. Although many of them thought that they were tolerant to other cultures, there was a big difference in their self-awareness to IC. The results also showed that many of the students did not recognize British Universities as a ‘multicultural society’. The results from analysing the teacher questionnaire showed that many recognized British Universities as a ‘multicultural society’ and fully understood that the classrooms of Japanese language education could improve IC and ICC effectively. However, to the question, ‘Are you teaching students to have an awareness of our multilingual or multicultural society?’ only a few teachers provided concrete examples of IC and ICC related teaching, and few curricula included the training of IC and ICC. That is, there was a separation of teachers’ belief and actual teaching. Based on the results above, we would like to consider what we can do in order to improve IC and ICC for Japanese language education in the UK.
Reviewer of National Teaching Fellowship Scheme (NTFS) 2017
External Examiner for University of Portsmouth from 2017
Senior Fellow of the Higher Education Academy (HEA) since January 2017
Member of British Association of Applied Linguistics (BAAL) since 2015
Member of British Association of Teaching Japanese as a Foreign Language (BATJ) since 2013
Member of Association of Japanese Language Teachers in Europe (AJE) since 2009
Conferences organised (as member of the steering committee)