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PROMOTING THE INNOVATIVE USE OF TECHNOLOGY: OVERCOMING THE PROBLEM OF DIGITAL DIVIDE IN THE JAPANESE LANGUAGE CLASSROOM SEO, Masaki HKU SPACE [email_address]
Overview of the Presentation ,[object Object],[object Object],[object Object],[object Object]
Japanese Language Education in Hong Kong ,[object Object],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
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%)
Japanese Language Education in Hong Kong Life-long learners = Adult Learners who study Japanese after their work courses are held in the evenings/weekends ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],But, only a few for job purposes
Japanese Language Education in Hong Kong Life-long Learners=Adult Learners who study Japanese after their work ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Gap
Learning Japanese as their Hobby Focusing more on “tasks” that students can engage in a real-life communication ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Using Technology in the Language Classroom ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Using Technology in the Language Classroom ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Hong Kong… Physical access— 冇 問題 No problems!! Skills— 有問題　 A Big problem!!! Especially in life-long learning programs
This Study ,[object Object],[object Object],[object Object],[object Object],[object Object]
Use of Technology in My Japanese Course ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Use of Technology in My Japanese Course ,[object Object],[object Object],[object Object],[object Object],[object Object]
Use of Technology in My Japanese Course ,[object Object],[object Object],[object Object],[object Object]
Use of Technology in My Japanese Courses ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Conclusion ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Any Questions? ,[object Object]

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15 promoting the innovative use of technology

  • 1. PROMOTING THE INNOVATIVE USE OF TECHNOLOGY: OVERCOMING THE PROBLEM OF DIGITAL DIVIDE IN THE JAPANESE LANGUAGE CLASSROOM SEO, Masaki HKU SPACE [email_address]
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  • 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%)
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Notas del editor

  1. 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。
  2. 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。