International Symposium Japanese Language Learning for New

International Symposium

Japanese Language Learning for New Generations

Međunarodni simpozij Učenje japanskog jezika za nove generacije

国際シンポジウム「新世代の日本語学習」

Book of Abstracts

Knjiga sažetaka

概要集

Editors / Urednici / 編集者:

Irena Srdanović, Naoyuki Matsuno

イレーナ・スルダノヴィッチ、松野直行

Faculty of Humanities / Filozofski fakultet / 人文学部

Juraj Dobrila University of Pula / Sveučilište Jurja Dobrile u Puli / ユライ・ドブリラ大学プーラ

6th September 2018 / 6. rujna 2018. / 2018年 9月 6日

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Conference Organizing Committee

Conference Chair:

Assoc. Prof. Dr. Irena Srdanović, Head of Department of Asian Studies, Japanese Language and

Culture Study Program, Faculty of Humanities, Juraj Dobrila University of Pula

Co-Chair:

Lector Mag. Matsuno Naoyuki, Department of Asian Studies, Japanese Language and Culture

Study Program, Faculty of Humanities, Juraj Dobrila University of Pula\

Organizing Committee Members:

Rector Prof. Dr. Alfio Barbieri, Rector of Juraj Dobrila University of Pula

Prof. Dr. Klara Buršić-Matijašić, Dean of Faculty of Humanities, Juraj Dobrila University of Pula

Assistant Mag. Sara Librenjak, Faculty of Humanities, Juraj Dobrila University of Pula

Assistant Mag. Kamelija Kauzlarić, Faculty of Humanities, Juraj Dobrila University of Pula /

Faculty of Humanities and Social Sciences, University of Zagreb

Tomoko Ida, Faculty of Humanities, Juraj Dobrila University of Pula / University of Tsukuba

Moemi Matsuoka, Faculty of Humanities, Juraj Dobrila University of Pula / Fukuoka Women’s

University

Sakura Nakajima, Faculty of Humanities, Juraj Dobrila University of Pula / University of

Tsukuba

Manami Yamamoto, Faculty of Humanities, Juraj Dobrila University of Pula / University of

Hiroshima

Stefani Silli, Faculty of Humanities, Juraj Dobrila University of Pula

Elena Kanazir, Faculty of Humanities, Juraj Dobrila University of Pula / Faculty of Arts,

University of Ljubljana

Melani Kečkeš, Faculty of Humanities, Juraj Dobrila University of Pula

Scientific Committee Members:

Prof. Dr. Andrej Bekeš, Faculty of Arts, University of Ljubljana

Associate Prof. Dr. Chikako Shigemori Bučar, Faculty of Arts, University of Ljubljana

Assist. Prof. Dr. Divna Tričković, Faculty of Philology, University of Belgrade

Assist. Prof. Dr. Nataša Visočnik, Faculty of Arts, University of Ljubljana

Assist. Prof. Dr. Violeta Moretti, Faculty of Humanities, Juraj Dobrila University of Pula

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Book of Abstracts Reviewers:

Assist. Prof. Dr. Nataša Visočnik, Faculty of Arts, University of Ljubljana

Assist. Prof. Dr. Divna Tričković, Faculty of Philology, University of Belgrade

Book of Abstracts Proofreading & Editing:

English language: Mag. Kamelija Kauzlarić, Faculty of Humanities, Juraj Dobrila University of

Pula / Faculty of Humanities and Social Sciences, University of Zagreb

Japanese language: Tomoko Ida, Faculty of Humanities, Juraj Dobrila University of Pula /

University of Tsukuba

Page Layout Assistance:

Moemi Matsuoka, Faculty of Humanities, Juraj Dobrila University of Pula / Fukuoka Women’s

University

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Table of Contents

Preface 7

Program 10

Keynote Speech

雑談を用いた日本語学習

（Japanese Language Learning Through Casual Conversation ） 13

才田いずみ (Izumi SAITA) – 東北大学教授

Session 1

How to Motivate Students and Create Better Curricula Based on Survey Results and Practice

Motivation for Learning the Japanese Language at the Beginner Level 16

Petra Pribićević / Divna Glumac – University of Belgrade

パラフレーズの学習に着目した日本語指導書の試案

―質問紙調査から見えてきた課題― 17

鎌田美千子宇都宮大学

就職できる日本語力について 18

袴田麻里静岡大学

「質問作り」を取り入れた口頭発表の指導 19

堀恵子筑波大学・東洋大学

Session 2

How to Diminish the Gap in Oral Interaction: Classroom Language, Real-Life Language,

Language in Plays

Experiencing Pragmatic Challenges: The Case of Japanese as a Foreign Language 21

Erika Marcet – Dublin City University

Speaking Japanese and Language Anxiety – From Student Experiences and Opinions to Course

Design 22

Kamelija Kauzlarić – Juraj Dobrila University of Pula, University of Zagreb

自発的な表現主体を引き出す場作り

―「即興再現劇」を取り入れた共修クラスでの試み― 23

虫明美喜宮城教育大学

Keynote Speech

科学技術日本語教授法のこれまでとこれから 24

（Reflections on Teaching Technical Japanese ）

仁科喜久子 (Kikuko NISHINA) 東京工業大学名誉教授

5

Session 3

Considering Student Needs and Building Online Learner Data

多言語母語の日本語学習者横断コーパス（I-JAS）のストーリーライティングタスクを用

いた接続表現リストの評価 27

八木豊株式会社ピコラボ

Bor Hodošček 大阪大学言語文化研究科

阿辺川武国立情報学研究所

Engaging Students in Creating a Japanese-Croatian Online Learner's Dictionary: General and

Specializing in Tourism 28

Irena Srdanović – Juraj Dobrila University of Pula

クロアチアにおける世界遺産の日本語記述に関する表現手法の分析 29

松野直行ユライ・ドブリラ大学プ―ラ

Keynote Speech

「アカデミック・ライティングの指導法」 30

（Guiding Methods for Academic Writing）

佐藤勢紀子 (Sekiko SATŌ) 東北大学教授

Session 4

Special Students' Session

The Definition of Suicide in Contemporary Japanese Literature Based on Examples from Haruki

Murakami's "Norwegian Wood" and Natsuo Kirino's "Real World” 33

Anela Ilijaš – Juraj Dobrila University of Pula

The Japanese History Textbook Issue: Saburō Ienaga's Lawsuits and the Present Day Situation

Through Analysis of Nihonshi B 34

Elena Kanazir – University of Ljubljana

Session 5

Individuals and Japanese Society Through Literature, Art, Anime and Manga

The Cultural Influence of the Japanese Artist Takashi Murakami and his Art Movement and

Business Strategy – Creating New Art Rules 36

Stefani Silli – Juraj Dobrila University of Pula

Japanese Society as Seen by Ryū Murakami 37

Milica Obrenović

Croatian Anime and Manga Fans: Pursuit of Meaning 38

Velna Rončević – University of Zagreb

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Session 6

Finding Alternatives and New Approaches in the Field of Japanese Studies Japanology as “Encompassing Philology” and its Prospects for the 21st Century 40

Jiří Matela – Masaryk University

The Issue of Transcription as Exemplified by Japanese and Serbian Languages 41

Ljiljana Marković, Divna Tričković – University of Belgrade

Linguistic and Pedagogical Criteria of Kanji Selection for Beginning Learners of L2 Japanese 42

Kristina Hmeljak – University of Ljubljana

ヨーロッパもあちい：Japanese Vowel Coalescence and Acquisition of L2 Phonology Through a

Communicative Approach 43

Nina Golob – University of Ljubljana

Workshop

ワークショップ

日本語教育に役立つコーパスの使い方

（Corpora and Japanese Language Education ） 44

砂川有里子 (Yuriko SUNAKAWA) 筑波大学名誉教授

黒沢晶子 (Akiko KUROSAWA) 山形大学

根元佐和子 (Sawako NEMOTO) パリ南日本語補習校

List of Participants 46

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Preface

In light of rapid changes in the Japanese language learning process brought about by the

development of new technologies and the changing interests of new generations, the international

symposium “Japanese Language Learning for New Generations” aims to present a variety of

opinions and experiences concerning the new needs and challenges to be addressed. Experts in

various fields related to Japanese studies including Japanese linguistics, language education, society,

history, literature, and other fields have been invited to participate. In addition to the goal delineated

above, the symposium also provides an opportunity for young researchers and students to express

their opinions on the topic. We hope to clarify future directions for Japanese studies, taking into

account the kinds of career profiles required in today’s society, methods of implementing recent

advances in technology and social networks in education, student motivation, interests and

preferences, as well as ways of incorporating them in university curricula.

This is the second international symposium on Japanese studies organized at the Juraj

Dobrila University of Pula, following “The International Symposium on Japanese Language and

Culture Education in Southeastern Europe” organized in January 2017. The first symposium

celebrated the establishment of the new undergraduate degree study program of Japanese language

and culture at the Faculty of Humanities of the Juraj Dobrila University of Pula in the autumn of

2015. Three years having passed, the study program is now about to award its first undergraduate

degrees in Japanese studies. At the same time, there is a high demand to prepare for and launch the

University’s first graduate program in Japanese studies. Therefore, this year’s symposium strives to

cover various topics closely related to the needs and interests of new student generations in today’s

society, and we hope that the novel ideas and solutions gained from the symposium will bring us

one step closer to the establishment of the master’s degree program.

It is our great pleasure and honour to welcome three keynote speakers from Japan. Prof.

Emerita Kikuko NISHINA (Tokyo Institute of Technology) will speak about her long and valuable

experience in teaching technical Japanese to foreign students (title: “Reflections on Teaching

Technical Japanese”). This topic is highly relevant for combining Japanese language learning with

various specialized studies, especially as we plan for our future master’s degree program to

comprise courses in specialized Japanese in line with current university strategy and the

development of science and technology study fields. Prof. Izumi SAITA is coming from Tohoku

University, the first university with which we have signed a collaboration agreement, and will talk

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about Japanese language learning through casual conversation. The topic is essential for introducing

novel methods for developing the communication skills of new generations of Japanese language

students. Prof. Sekiko SATŌ (Tohoku University) will talk about guiding methods for academic

writing with emphasis on Japanese language skills necessary for writing academic papers and thesis.

This symposium welcomes a number of lecturers, professors and researchers from the field

of Japanese studies, mainly specialists in Japanese language teaching. The topics they will present

are summarized in this book of abstracts and cover the following six sessions: (1) How to motivate

students and create better curricula based on survey results and practice, (2) How to diminish the

gap in oral interaction: Classroom language, real-life language, language in plays, (3) Considering

student needs and building online learner data, (4) Special students' session, (5) Individuals and

Japanese society through literature, art, anime and manga, and (6) Finding alternatives and new

approaches in the field of Japanese studies.

We are also very pleased to welcome our special guests Prof. Emerita Yuriko SUNAKAWA

(University of Tsukuba), prof. Akiko Kurosawa (Yamagata University), and prof. Sawako

NEMOTO (Paris-South French-Japanese Association) who have prepared the workshop Corpora

and Japanese language education and will give a demonstration (in Japanese) on how to use the

Japanese language corpora BCCWJ and I-JAS.

Several speakers at the symposium are visiting trainees from our partner universities in

Japan, namely the University of Tsukuba and Fukuoka Women’s University, both universities with

a long tradition in Japanese language education research. We are glad to hear about what they have

learned during their one-year training period at the Juraj Dobrila University of Pula, their

experiences at the study program and insights gained from direct contact with students. Some of

them have just arrived to our university and we are confident that this symposium will give them a

great opportunity to learn from specialists in the field.

Last but not least, it is worth mentioning that this September will be rich in events related to

Japanese studies. The symposium is followed by the 31st Annual Meeting of Japanese Language

Teachers mostly from Europe and Japan (第 31回日本語教育連絡会議), which will be held on the

7th and 8th of September. Our Japanese studies department has the honour of hosting it this year. On

September 17 we will be organizing a Tsukuba Day in Pula in collaboration with professors from

Tsukuba and Ljubljana University. Seven teachers from the University Tsukuba in Japan will visit

our university with the aim of signing a cooperation agreement. The teachers will give lectures and

presentations in English and Japanese regarding various topics in the fields of Japanese language

didactics, Japanese literature, Japanese society etc. Teachers from our own University and the

University of Ljubljana will accompany them and present their research with the aim of fostering

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future collaboration. Finally, our department will join the European Researchers' Night in Pula on

September 28 to present our research to the public, demonstrating its relevance to our society in

interactive and engaging ways.

We are grateful to all presenters, participants and collaborators involved and we sincerely

hope that this symposium will enrich us with new ideas and new ways of learning and teaching the

Japanese language and culture to generations to come.

Irena Srdanović

Pula, 23 August 2018.

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International Symposium Japanese Language Learning for New Generations

国際シンポジウム「新世代の日本語学習」

6th September 2018・2018 年 9 月 6 日

Faculty of Humanities - Juraj Dobrila University of Pula

Ivana Matetića Ronjgova 1, Pula 52100, Croatia

プログラム／ Program

TIME PRESENTER CONTENT ROOM

7:30-8:00 Registration・登録

8:00-8:10 Welcome Note ・開会挨拶

Keynote speech 基調講演

8:10-8:50 才田いずみ

(Izumi SAITA)


Japanese Language Learning Through Casual Conversation

Room

28/5

Session 1:

How to Motivate Students and Create Better Curricula Based on Survey Results and Practice

Room

28/5

Chair: Matsuno Naoyuki

8:50-9:10 Petra Pribićević,

Divna Glumac Motivation for Learning the Japanese Language at the Beginner Level

9:10-9:30 鎌田美千子

(Michiko KAMADA)


―質問紙調査から見えてきた課題―

9:30-9:50 袴田麻里

(Mari HAKAMATA) 就職できる日本語力について

9:50-10:10 堀恵子

(Keiko HORI) 「質問作り」を取り入れた口頭発表の指導

10:10-10:30 Coffee break・休憩

Session 2:

How to Diminish the Gap in Oral Interaction: Classroom Language, Real-Life Language, Language in Plays

Room

28/5

Chair: Stefani Silli

10:30-10:50 Erika Marcet Experiencing Pragmatic Challenges: The Case of Japanese as a Foreign

Language

10:50-11:10 Kamelija Kauzlarić Speaking Japanese and Language Anxiety – From Student Experiences and

Opinions to Course Design

11:10-11:30 虫明美喜

(Miki MUSHIAKE)


－「即興再現劇」を取り入れた共修クラスでの試み－

11:30-11:50 Discussion 1 ・ディスカッション 1

11:50-13:00 Lunch break・昼食

11


13:00-13:30 仁科喜久子

(Kikuko NISHINA)

科学技術日本語教授法のこれまでとこれから

Reflections on Teaching Technical Japanese

Room

28/5

Session 3:


Room

28/5

Chair: Kamelija Kauzlarić

13:30-13:50

八木豊

(Yutaka YAGI) ,

Bor Hodošček,

阿辺川武

(Takeshi ABEKAWA)

多言語母語の日本語学習者横断コーパス（I-JAS）のストーリーライティング

タスクを用いた接続表現リストの評価

13:50-14:10 Irena Srdanović Engaging Students in Creating Bilingual Online Learner's Dictionaries:

General and Specializing in Tourism

14:10-14:30 松野直行

(Matsuno Naoyuki) クロアチアにおける世界遺産の日本語記述に関する表現手法の分析



14:40-15:10 佐藤勢紀子(Sekiko

SATŌ)

アカデミック・ライティングの指導法

Guiding Methods for Academic Writing

Room

28/5

Session 4:


Room

28/5

Chair: Irena Srdanović

15:10-15:25 Anela Ilijaš

The Definition of Suicide in Contemporary Japanese Literature Based on

Examples from Haruki Murakami's "Norwegian Wood" and Natsuo Kirino's

"Real World"

15:25-15:40 Elena Kanazir The Japanese History Textbook Issue: Saburō Ienaga's Lawsuits and the

Present Day Situation Through Analysis of Nihonshi B

15:40-15:50 Comments of Encouragement and Suggestions by Professors

12

Session 5:


Room

28/5

Chair: Divna Tričković

15:50-16:10 Stefani Silli The Cultural Influence of the Japanese Artist Takashi Murakami and His Art

Movement and Business Strategy - Creating New Art Rules

16:10-16:30 Milica Obrenović Japanese Society as Seen by Ryū Murakami

16:30-16:50 Velna Rončević Croatian Anime and Manga Fans: Pursuit of Meaning


Session 6:

Finding Alternatives and New Approaches in the Field of Japanese Studies

Room

17&18

Chair: Andrej Bekeš/ Chikako Shigemori Bučar

17:00-17:20 Jiří Matela Japanology as “Encompassing Philology” and its Prospects for the

21st Century

Room

17

17:00-17:20 Ljiljana Marković,

Divna Tričković

The Issue of Transcription as Exemplified by Japanese and

Serbian Languages

Room

18

17:20-17:40 Kristina

Hmeljak Sangawa

Linguistic and Pedagogical Criteria of Kanji Selection for

Beginning Learners of L2 Japanese

Room

17

17:20-17:40 Nina Golob ヨーロッパもあちい：Japanese Vowel Coalescence and

Acquisition of L2 Phonology Through a Communicative Approach

Room

18

17:40-17:55

Discussion 2・ディスカッション２ Room

18

Workshop ワークショップ

18:00-19:30

砂川有里子

(Yuriko SUNAKAWA)

黒沢晶子

(Akiko KUROSAWA)

根元佐和子

(Sawako NEMOTO)

日本語教育に役立つコーパスの使い方

Corpora and Japanese Language Education

Room

28/5

20:00-22:00 Gala dinner ・夕食

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Keynote Speech


才田いずみ

東北大学大学院文学研究科・教授

特段の目的なしに行われる「雑談」は，教授しにくい項目である。しかし，適切な雑談

は，日本語学習者に，より豊かな「日本語生活」をもたらすのではないか。そう考えて，

接触場面での円滑な雑談実現のための教材作成を目指している。現在は，母語話者の雑談

と非母語話者の雑談について，筒井（2012）の連鎖組織を用いて比較分析し，教材化に向

けてのポイントを抽出している段階であるが，データから見えたことについて述べる。

スムーズに流れる雑談と，流れが滞る雑談では，＜情報要求－情報提供－理解＞という

連鎖と＜情報要求－情報提供－評価＞という連鎖の現れ方に違いがある。＜情報要求―情

報提供―理解＞の連鎖が頻出する会話では，情報提供が断片的で，なかなかまとまった＜

語り＞が出現しない。これでは，雑談の継続は聞き手の出方に左右される。よって，情報

提供側としては，終結を招かないように＜語り＞にシフトする必要があるが，これが１つ

めの学習ポイントである。一方，驚きや興味を示す＜評価＞発話は，話の継続を支持し＜

語り＞を促す機能を持つが，非母語話者の聞き手には，＜評価＞発話が少ない例も観察さ

れた。これも学習のポイントと言える。

キーワード：雑談，日本語学習，接触場面，母語話者場面，雑談の連鎖組織，語り，評価

表現

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才田いずみ略歴

（東北大学大学院文学研究科・教授）

学歴

1976年3月国際基督教大学教養学部（語学科）卒業

職歴

1977年9月アメリカ・カナダ十一大学連合日本研究センター助手

1980年4月アメリカ・カナダ十一大学連合日本研究センター専任講師

（1981年9月～6月プリンストン大学東アジア研究学部講師）

1986年4月東北大学教養部講師

1989年4月東北大学教養部助教授

1990年4月東北大学文学部助教授

（1993年2月～11月オーストラリア国立大学アジア研究学部客員研究員）

1998年4月東北大学文学部教授

2000年4月東北大学大学院文学研究科教授現在に至る

学会役員等

1995年6月～2001年5月（社）日本語教育学会理事

2005年6月～2011年5月（社）日本語教育学会常任理事

2006年4月～2010年3月日本語教育方法研究会会長

2016年7月～現在小出記念日本語教育研究会理事

2006年8月～現在日本学術会議連携会員

15

Session 1

How to Motivate Students and Create Better Curricula Based on Survey Results

and Practice

16

Motivation for Learning the Japanese Language at the Beginner Level

Petra Pribićević

Faculty of Philology, University of Belgrade

Divna Glumac


This research deals with the issue of student motivation for learning the Japanese language

at the beginner level. It aims to determine which factors influence the motivation of learners in

Serbia, since some learners show decreased learning motivation after a certain period of study.

Understanding the mechanisms which drive students to learn might lead to a more accurate

definition of student goals and to undertaking the appropriate measures in order to increase the

efficiency of classroom education.

The data used in this research were obtained by surveying students participating in a project

called the “Popularization of Japanese Language in Serbia” (conducted in primary and secondary

schools and developed by the Embassy of Japan and the Mitsubishi Cooperation in association with

the Faculty of Philology, Belgrade University) and students of the beginner level Japanese language

course at the Faculty of Philology, University of Belgrade. By gaining insight into the obtained

information on motivation strategies and via a thorough assessment of mistakes made and results

achieved by both students and teachers, we aimed to find creative ways to strengthen the motivation

of students at the beginner level.

Keywords: motivation, second language, goal, attitude, intrinsic motivation, extrinsic motivation,

instrumental motivation, integrative motivation, achievement, self-assessment.

17


―質問紙調査から見えてきた課題―

鎌田美千子

宇都宮大学

中級以降の日本語学習では、「聞く」「話す」「読む」「書く」の技能別に展開される

ことが多いが、実際には「聞いたことを書く」「読んだことを話す」のように技能別の枠

組みでは捉えきれない言語活動が少なくない。こうした場合には、話しことばと書きこと

ばの違いを踏まえた種々のパラフレーズ（言い換え）がなされる。パラフレーズの表現は、

伝達様式や目的、受け手等によって決まることから、文脈と切り離さない学習が重要であ

る一方、教える側がこの点を考慮していないと、単に語を置き換えるような機械的な学習

に陥りやすい。現在のところ、日本語教授法の指導書や授業でその教え方までは取り上げ

られておらず、学習者主体の学習に向けた検討が必要である。

このような状況を背景に、本研究では、パラフレーズに着目した日本語指導書の開発に

取り組み、その一環として教える側の現状を把握することを目的とした質問紙調査を行っ

た。パラフレーズに関連する概念や専門用語の理解、学習観等について尋ね、困難点を探

った。本発表では、この結果をもとに改善した指導書の一部を提示し、技能別の枠組みを

超えた学習を展開する上での着眼点と方向性について論じる。

キーワード：パラフレーズ（言い換え），言語技能，日本語教授法，話しことば，書きこ

とば，アカデミック・ライティング，プレゼンテーション，指導書開発

18

就職できる日本語力について

袴田麻里

静岡大学

日本の少子高齢化による人手不足と新卒が最も有利という特殊な就職事情とにより、日

本での就職を希望する外国人留学生は増加傾向にある。日本企業に就職し活躍するには、

職種にかかわらず、高い日本語力が強力なツールとなる。しかし、実際には「N1 合格」

「ビジネス日本語」などが挙げられ、高い日本語力を身につけようとしても具体的でない

ことが多い。過去の調査から、「業務上必要な言葉」「説明力」「敬語」「議事録作成」

が重要であることが分かったので、静岡大学の学部留学生対象の日本語科目「日本語Ⅴ」

「日本語Ⅵ」で、日本での就職を意識し、語彙や表現の増加、運用力の向上を中心とした

学習項目を取り入れた授業を実施した。今後さらに、企業人との交流なども教室活動に取

り入れ、社会に出るために、また社会に出てから必要となる日本語力の育成を目指す内容

を整備していく。

キーワード：留学生の就職活動、学外者とのコミュニケーション、既習の学習項目の運用、

アクティブラーニング

19

「質問作り」を取り入れた口頭発表の指導

堀恵子

筑波大学・東洋大学

学習者の「批判的思考力」を高めるために，「質問作り」を取り入れて授業を行ってい

る。質問作りとは，ロススタインとサンタナ（2015）に基づき，7 つの段階を踏んで，質

問に関するメタ認知，多くの質問を作る発散思考，質問を作り替えたり，重要な質問を選

んだりする収束思考を刺激することで，読解の対象となる文章の内容や，自らの口頭発表

の内容に対して客観的，論理的視点から検討することを目指す。

口頭発表については，内容，構成のみならず，形式面においても，質問文を利用する指

導を行っている。しかし，聞き手に問いかける「どうして〜でしょうか」や，発表内容を

予告する「〜かについて発表したいと思います」のような表現は，中級以上のレベルの学

習者であっても使用が少ない。本研究では，学部二年次の授業における前期，後期の発表

を対象として，聞き手への問いかけ，発表内容の予告の使用を調査した。その結果，使用

が少ないことに加え，文末「か」の欠落が多いことが明らかになった。そこで，質問文か

ら間接疑問節への書き換えや，CSJ との比較を踏まえて，「〜でしょうか」の練習をさせ

ることを提案する。

キーワード：質問作り，批判的思考力，問いかけ，予告，終助詞「か」，間接疑問節，

CSJ

20

Session 2

How to Diminish the Gap in Oral Interaction: Classroom Language, Real-Life

Language, Language in Plays

21

Experiencing Pragmatic Challenges: The Case of Japanese as a Foreign

Language

Erika Marcet

School of Applied Language and Intercultural Studies

Dublin City University

In order to standardise and homogenise the instruction of Japanese around the globe, a

number of changes have been made in its teaching methods and skill assessment in recent years.

These include an alignment with the CEFR and the creation of new material based on contemporary

teaching methods. The increased importance of teaching Japanese pragmatic competence in the

classroom comprises another major contribution. Japanese is the second most widely studied

language in pragmatics research (Kasper 2009), and in 2010 the Japan Foundation included the

instruction of pragmatic competence in its list of core skills to be taught in the classroom. In this

regard, this presentation explores the most common pragmatic challenges students encounter in

Japanese oral interaction with native speakers identified by an empirical study conducted at two

higher education institutions in Ireland. Additionally, it offers some guidelines for educators who

wish to diminish the gap between classroom language and real-life language.

Keywords: Japanese as a foreign language (JFL), pragmatic challenges, oral interaction, classroom

language, real-life language

22

Speaking Japanese and Language Anxiety

– From Student Experiences and Opinions to Course Design

Kamelija Kauzlarić

Juraj Dobrila University of Pula,

University of Zagreb

The following is a continuation of the presenter’s previous research into university students’

experiences with Japanese speaking exercises in the context of foreign language anxiety and

possible ways of alleviating said anxiety. The aim is to outline a profile of the student body with

emphasis on the difficulties they face during speaking activities regarding the practical application

of previously acquired Japanese knowledge. An analysis of quantitative and qualitative data

gathered via a questionnaire distributed to Japanese language students at the University of Pula and

the University of Zagreb in February and March of 2018 reveals both significant levels of foreign

language anxiety regarding speaking activities, and a desire for increasing the amount of interactive

speaking activities in class, especially pair-based dialogue. These and other results will be used to

reflect on the design of speaking exercise courses which could address student needs for creative

ways of improving their Japanese conversation skills.

Keywords: Japanese language, speaking activities, foreign language anxiety, dialogue, course

design

23


－「即興再現劇」を取り入れた共修クラスでの試み－

虫明美喜

宮城教育大学

近年日本の多くの大学で、日本人学生と留学生を共に学ばせる共修クラスが取り入れ

られ、さまざまな成果が報告されている。発表者はこの共修クラスに「即興再現劇」を取

り入れ、その中で外国人留学生が自発的な自己表現のための日本語をどう獲得していくか、

ということに注目した。

「即興再現劇」（Play Back Theater, 以下 PBT）は観客からテラーが出てストーリーを語

り、それを数人のアクターが即興で演じる演劇の一様式である。発表者はこの PBT を

2017 年度東北大学全学教育の共修クラスで二日間の合宿形式として実践した。参加者の

うち 23 名中４名が留学生であったが、彼等はこの実践の中で自らの物語を提供する役割

（テラー）や演技者（アクター）としても積極的に参加していた。PBT によって、参加者

となった学習者は自分自身の物語を語り、さまざまな感情を自発的に表現することが求め

られる。上級日本語話者として求められることの多いアカデミックな表現とも異なる、私

的な表現を引き出す場として PBT が果たす役割は大きい。本発表では 2018 年度の実践も

含め、共修クラスとして行われることの意味についても合わせて報告する。

キーワード：共修クラス、即興再現劇、自発的な自己表現、自分自身の物語

24

Keynote Speech

科学技術日本語のこれまでとこれから

Reflections on Teaching Technical Japanese

仁科喜久子

東京工業大学名誉教授

「科学技術日本語」のための学習支援システムを開発するに至った経緯とその方法につ

いて述べる。「科学技術日本語」は、Japan as No.1 と言われた 1980 年代の日本経済発展

隆盛期において技術・経済力を学ぼうとする世界の動きによって始まった。しかし現在の

日本の現状はその勢いを失い、情勢の変化とともに日本語学習動機も変貌し、新しい日本

語教育の模索が必要になっている。

本講演では、はじめに「科学技術日本語」の研究を開始した当時に立ち戻って返り見る。

当初、外国人による科学技術文の日本語読解のための文法辞書（Jiri Jelinek）および最小

限の漢字知識による論文読解法（Edward Daub）から多くを学んだ。その後、コーパス言

語学が加わることで、大規模言語データを利用した理工系日本語学習者のための読解およ

び作文支援がコンピュータ技術で可能になり、言語処理技術者とともに開発に取り組んだ。

さらに表現のヴァリエションを分析するレジスター研究を取り入れることで、科学技術日

本語の特徴を明らかにすることが出来た。今後はその他の様々な専門別の教材および教育

ツール開発の可能性が考えられることを述べる。

キーワード：学習支援システム理工系日本語学習者専門日本語コーパス言語処理

技術機能文法レジスター

25

仁科喜久子略歴

学歴

1969年 3月東京女子大学文理学部日本文学科卒業

1977年 3月東京女子大学大学院文学研究科国語学専攻

1997年 3月東京工業大学情報理工学研究科論文博士（学術）取得

職歴

1994年 4月英国シェフィールド大学日本研究センター助手（日本語教育）

1986年 11月埼玉大学教養部専任講師（日本語教育）

1987年 4月埼玉大学教養部助教授（日本語教育）

1990年 1月東京工業大学留学生教育センター助教授（日本語教育）

1995年 4月東京工業大学留学生センター教授（日本語教育）（～2012年 3月）

2012年 4月東京工業大学名誉教授

2002年 4月日本語教育方法研究会会長（～20068年 3月）

2002年 4月言語処理学会理事（〜2006年 3月）

2009年 4月専門日本語教育学会会長（〜2012年 3月）

表彰

2006年 3月日本語教育学会賞（団体：日本語教育方法研究会に対して）

2013年 3月日本語教育学会賞（個人）

26

Session 3


27

多言語母語の日本語学習者横断コーパス（I-JAS）の

ストーリーライティングタスクを用いた接続表現リストの評価

八木豊

株式会社ピコラボ

Bor Hodošček

大阪大学言語文化研究科

阿辺川武

国立情報学研究所

我々は、レジスターを考慮した作文支援システム開発の一環として、接続表現辞書の整

備を進めている。語彙が少なく「そして」を繰り返したり、作文で「でも」のような話し

言葉を使用したりする学習者に対して、レジスターに応じた接続表現選択の支援を目指す

ものである。本研究では文と文の繋がりを示す語および連語を接続表現と呼び、これまで

に文頭に出現する約６千件の接続表現をコーパスから自動的に抽出した。

本発表では、多言語母語の日本語学習者横断コーパス（I-JAS）におけるストーリーラ

イティングのタスクで書かれた作文 1,320 件（8,562 文）を対象に接続表現辞書の網羅性

を確認し、同タスクでの学習者と日本語母語話者の接続表現の使用状況を報告する。

網羅性の点では「仕方なく」「うれしいことに」といった表現が漏れていたほか、学習者

が独自に生産する「意外なく」「残念に」という表現も見つかった。また、「でも」「だ

から」のような話し言葉は学習者が頻繁に使用している一方で、「そうとは知らず」は日

本語母語話者でのみ観察された。

今後は、抽出した接続表現を話し言葉・書き言葉や意味カテゴリごとに分類してい

く予定である。

キーワード：接続表現接続詞レジスター作文支援システム I-JAS

28

Engaging Students in Creating Bilingual Online Learner's Dictionaries:

General and Specializing in Tourism

Irena Srdanović

Juraj Dobrila University of Pula

The interest in Japanese language learning has been constantly increasing in the past few

decades, and so have the needs of language learners for bilingual Japanese learners’ dictionaries and

other resources in their native language. In the case of Croatian, and the closely related Serbian or

Bosnian languages, only simple beginners’ dictionaries are available, with a relatively limited

number of entries and with no information on collocations, examples of word usages nor any other

detailed information language students typically require. The case of, for example, the Slovene

language has been slightly different, with an online Japanese-Slovene learners’ dictionary in the

process of creation for over a decade.

This speech will present the initial efforts in compiling bilingual Japanese-Croatian online

learner’s dictionaries within the Introduction to Lexicology and Lexicography course, where

students were actively engaged in several lexicographic pilot projects: creating sample entries for a

Japanese-Croatian general learners’ dictionary, creating specialized web corpora for Croatian

tourism in Japanese language, and creating sample entries for a Japanese-Croatian bilingual

dictionary of tourism. The current entries consist of headwords with transcription, part-of-speech

information, meanings in Croatian and source language examples with transcription and translation

in the target language. The pilot dictionary is currently being reused for creating a bilingual

Japanese-Serbian learner’s dictionary.

At this stage, we are considering using various available resources to enrich the database in

a semi-automatic way and making a joint dictionary project for closely related languages. Engaging

students in such projects has proven to be a promising method, both for the students’ progress in

language learning and for more efficient development of currently lacking resources. Therefore, we

plan to keep enriching and developing the dictionary database with future generations of students.

Keywords: lexicography, online dictionary project, specialized dictionary, tourism, engaging

students, Japanese-Croatian dictionary, learners’ dictionary, bilingual dictionary

29

クロアチアにおける世界遺産の日本語記述に関する

表現手法の分析

松野直行

ユライ・ドブリラ大学プーラ

観光地に関する記述は、その魅力を伝えるとともに、行動を起こさせることが求められ

る。プーラ大学では観光日本語を通した日本語教育を実施しており、そのクロアチアの観

光に特化した専門用語を検討している。

今日、ツーリズムにおいて重要な要素の一つに世界遺産があげられる。登録されている

UNESCO の記述は文化遺産そのものの説明であるのに対し、クロアチアの観光局の説明

は、それを利用し観光につなげる必要があり、魅力を伝える用語が付加されていると考え

られる。また、旅行社のそれは、自社の商品販売につなげることが目的となる。これらを

比較することより、目的に合わせた用語を抽出することを考えた。

今回、日本人学生に専門用語を抽出させるとともに、形態素解析結果を複合的に組み立

てた重要度の結果から専門用語を自動的に抽出するシステムを用い、クロアチアの世界遺

産に関するユネスコの記述と、クロアチア観光局、旅行社の記述を比較し、専門用語を抽

出するとともに分類を試みた。その結果、観光局の記述はユネスコの記述に比べネガティ

ブな表現を避け、地理、歴史等の概要を追記し旅行社はさらにその具体的な宗教建築を中

心とした建築様式や、それらの魅力を伝える用語や地理情報等を追加し用いる傾向が見ら

れた。

キーワード：観光日本語辞書世界遺産専門用語形態素解析

30

Keynote Speech

アカデミック・ライティングの指導法

Guiding Methods for Academic Writing

佐藤勢紀子

東北大学教授

本講演では、講演者がこれまで留学生の日本語論文作成指導に携わる中で開発してきた

分野横断的なアカデミック・ライティングの指導法を、論文作成の指導方法を中心に紹介

する。留学生の専門分野は多岐にわたり、それぞれの学生が執筆しようとしている論文の

構造や用語は多様である。人文科学・社会科学・工学の 3 領域で留学生が日本語で論文を

書くケースが比較的多い 9 分野の論文を対象に、本論部分の構成要素を分析した結果、4

類型、細分すれば 11 型の論文の構造型が存在することが明らかになっている。論文の構

造型の典型としてよく挙げられる IMRAD 型はその一類型にすぎない。そこで、クラスの

一人ひとりの受講者に専門分野の典型的な構造型を持つ「サンプル論文」を選ばせてこれ

を副教材として使用し、受講者が分野共通のライティングに関する基礎的知識を身に付け

るとともに自分自身の分野に固有の論文の書き方を学ぶことができる指導法を開発した

本講演では、この指導法を用いている研究留学生対象の授業科目「研究のための日本語

スキル」の概要および受講者の反応を紹介し、アカデミック・ライティングの効果的な指

導法についてあらためて考える場を提供したい。

キーワード：アカデミック・ライティング留学生論文作成指導論文の構造

サンプル論文

31

佐藤勢紀子略歴

1979 東北大学大学院文学研究科博士課程前期国文学国語学日本思想史学専攻修了

1985 東北大学大学院文学研究科博士課程後期国文学国語学日本思想史学専攻単位

取得退学

1988 東北大学大学院文学研究科講師

1989 東北大学教養部助教授

1993 東北大学留学生センター助教授

2001 東北大学大学院文学研究科にて博士号（文学）取得

東北大学留学生センター教授

東北大学大学院国際文化研究科教授（協力教員）現在に至る

2014 東北大学高度教養教育・学生支援機構教授現在に至る

32

Session 4


33

The Definition of Suicide in Contemporary Japanese Literature Based on

Examples from Haruki Murakami's “Norwegian Wood” and Natsuo Kirino's

“Real World”

Anela Ilijaš


This paper discusses the reasons why so many characters in contemporary Japanese fiction

choose to end their lives by committing suicide. Compared to other countries, Japanese literature

features a substantial number of unnatural deaths, especially suicide. The roots of this phenomenon

can be found in the centuries-old romanticization of suicide in Japanese culture. In Haruki

Murakami's “Norwegian Wood”, two characters decide to commit suicide: the 17-year-old Kizuki,

whose motives to end his life remain unknown to readers, and his girlfriend Naoko, who becomes

mentally ill after Kizuki's death and is unable to live without him. A girl named Terauchi from

Natsuo Kirino's “Real World” decides that suicide is the only way to escape family quarrels. By

comparing their motives to Khronopulo's (2016) four main causes of suicide in contemporary

Japanese literature, Naoko's suicide could be classified as “suicide out of love”, while Terauchi's

secondary motive for suicide is that of a “pang of guilt”, even though her main motive, adolescent

egocentrism, is not mentioned in Khronopulo's classification. The paper concludes with the

description of a distinct attitude to suicide peculiar to Japanese society and conditioned by its

mentality and religion.

Keywords: contemporary Japanese literature, suicide, Japanese youth culture, Haruki Murakami,

Natsuo Kirino

34

The Japanese History Textbook Issue: Saburō Ienaga's Lawsuits and Present

Day Situation through Analysis of Nihonshi B

日本の歴史教科書問題

―家永三郎の訴訟と「日本史 B」を基にした歴史教科書問題の現状―

Elena Kanazir


The issue of Japan's history textbooks has been perceived as one of the obstacles in

diplomatic relations with its neighbouring countries, especially those affected by Japan's military

aggression and colonization during the Asia-Pacific War. The issue was brought to the forefront by

historian Saburō Ienaga, whose third lawsuit against the Japanese state questioned not only the

legality of Japan’s textbook screening system but also contended that by making him change

descriptions in his history textbook, they were attempting to rewrite and give their own version of

history. For my undergraduate thesis, I researched the circumstances of his lawsuits and presented

the points of contention related to the Asia-Pacific War regarding his manuscript composed for the

third lawsuit. These points were then used as points of analysis of content and language in a

Japanese high school history textbook most used in the school year 2014/15, drawing parallels

between the textbook situation at the time, which showed signs of renewed control over education,

and that during Ienaga’s third lawsuit.

Keywords: Japan’s history textbook issue, Saburō Ienaga, third lawsuit, textbook screening

35

Session 5


36

Cultural Influence of Japanese Artist Takashi Murakami and his Art Movement

and Business Strategy - Creating New Art Rules

Stefani Silli

Takashi Murakami's astronomical rise to fame in the contemporary art world has been met

with equal parts of celebration and criticism. Murakami merges Japanese pop culture elements with

the country's rich artistic legacy, creating a new artistic aesthetic he has named “superflat”. His

critics have labelled him as a sell-out for giving in to the art market's increasing demands for easily

consumable and exotic art from Japan. But Murakami considers this a compliment as erasing the

difference between high art and commodity was precisely what he intended.

The purpose of this presentation is to demonstrate how Murakami manages to blend together

an interpretation of how Japan and the United States consume art by fusing Japan's postwar otaku

subculture and mixing it with a rich American legacy that ties art with status and affluence.

Through this, Murakami crafts a subtle critique of Japan's contemporary culture and society as well

as the West's intruding influence upon it. Moreover, this paper's aim will be to show how Murakami

succeeds in blurring the line between high and low art/culture and how he creates new rules and

ways of exhibiting art outside of the rigid system of academic institutions.

Keywords: Murakami Takashi, superflat, Japanese art, Japan, contemporary culture, otaku,

contemporary art

37

Japanese Society as Seen by Ryū Murakami

Milica Obrenović

PhD, Independent Researcher

Ryū Murakami, one of the representatives of contemporary Japanese literature, provides us,

either as researchers of Japanese language, literature and culture, or as mere readers interested in

learning more about Japan, with a colourful picture of Japanese modern society and its young

representatives. In his works he deals with the alienation of the individual and the downfall of

society, topics which enable us to become more familiar with important facets of modern Japanese

society and culture, offering us, at the same time, the opportunity to recognise certain similarities

with our own society or modern society in general. However, the picture of Japan presented in his

works should not frighten us since it is not the only aspect of society introduced. On the contrary, it

should help us understand trends which influence young generations as we become better

acquainted with alternative elements of Japanese culture and society.

Keywords: Japanese society, young generations, alienation, downfall of society, identity

38

Croatian Anime and Manga Fans: Pursuit of Meaning

Velna Rončević


Japanese media products such as anime and manga have been present on western markets

for a long period of time, with some individuals developing a deeper interest in them and eventually

forming a distinct fandom. In the case of transnational fandom such as that of anime and manga,

this implies both similarities – presumed access to same texts, and differences – diverse cultural

contexts. Fandom today is regarded as a widespread form of social and cultural involvement, but

distinguished from mainstream audiences as the “regular, emotionally involved consumption of a

given popular narrative or text”. Thus, fans are those individuals with a passionate connection to

their object of interest which has a role in constructing their identity, and some scholars view fan

objects as an extension of their selves. As such, these interests are not bound within fan practices

but extend to other aspects of everyday life.

The research I present here shows examples of Croatian anime and manga fans whose

interests, in their efforts to interpret and produce meaning from these media texts, go beyond the

boundaries of typical fan activities and refer to different aspects of Japanese culture.

Keywords: Japanese popular culture, anime and manga, fandom, Croatia, transcultural

understanding, media consumption

39

Session 6

Finding Alternatives and New Approaches in the Field of Japanese Studies

40

Japanology as “Encompassing Philology” and its Prospects for the 21st Century

– Functional-Structuralist Approach to the Japanese Language Revisited

Jiří MATELA (ユラ・マテラ)

Masaryk University

The recent development of the academic field of Japanese studies towards an

interdisciplinary cultural studies paradigm has been causing certain downfalls of traditional

philological orientations within this area of scholarship. The aim of the present paper is to reflect on

the tradition of the Prague school’s functional-structuralist approach to language and text, and to

present its application on contemporary Japanese studies programs. The approach to be presented

here is based on a unified dichotomy of SYSTEM and TEXT, the latter being defined by the features of

genre classification, situational binding and discourse tradition. The application of the framework of

“encompassing philology” onto the field of Japanese studies aspires to fulfill the basic needs of the

modern interdisciplinary orientation while broadening the role of the Japanese language beyond that

of a mere “communication tool”.

Keywords: Japanese studies, Japanology, Japanese language, functional-structuralism, linguistic

system, texts, encompassing philology, Prague school

41

The Issue of Transcription as Exemplified by Japanese and Serbian Languages

Ljiljana Marković, Divna Tričković

Belgrade University

While creating the textbook set Step by step, we decided to introduce students of Japanese as

a foreign language to katakana before hiragana, believing that a greater familiarity with words

written in katakana would alleviate their fear of the unknown. Moreover, students were likely to use

katakana to write their names, hometowns, favorite food, etc. Although certain textbooks offered

fairly detailed explanations of ways to transcribe English words into Japanese and aided in

determining the chief principles we strived to adhere to, we were unable to identify specific rules

related to Serbian or similar languages, which often left us wondering about the best course of

action.

The question of transcribing Japanese words into Serbian posed another dilemma. The

Serbian Language Orthography (Pravopis), published by Matica srpska, an institution whose

authority on questions of language is recognized by the state, contains a section dealing with the

transcription of foreign words, including Japanese, into Serbian. However, we found the proposed

approach to be less than adequate in a number of cases, and were forced to seek alternatives. This

paper specifically addresses these two problems and offers a number of potential solutions.

Keywords: foreign words, katakana, Japanese, orthography rules, Serbian

42

Linguistic and Pedagogical Criteria of Kanji Selection for Beginning Learners of

L2 Japanese

Kristina Hmeljak Sangawa


Learning the kanji characters necessary to read and write Japanese is one of the most time-

consuming and stressful tasks faced by learners of Japanese from non-kanji backgrounds, but it is

also indispensable in order to become literate in Japanese. Given the demotivating effect this task

can have on learners, it is essential to introduce a well-reasoned selection of characters to be learned

alongside vocabulary in a rational order of presentation, taking into consideration their graphic

complexity and internal structure, their links with vocabulary, frequency of use and cognitive

aspects. Criteria based on these aspects unfortunately sometimes clash: graphically simple

characters may denote very rare vocabulary, while basic vocabulary may be represented by complex

characters composed of elements that are graphically simpler but not used to write common words.

We present some compromises made when compiling the character syllabus for a Japanese

language course for beginners.

Keywords: kanji learning, kanji instruction, Japanese as a foreign language, Japanese vocabulary

learning, Japanese vocabulary instruction, non-kanji background learners

43

Japanese Vowel Coalescence and Acquisition of L2 Phonology Through a

Communicative Approach

Nina Golob


First impressions usually define phonology in L2 studies as too difficult or too boring to

study, designating it as an area of research reserved for linguistic experts only. In this presentation I

will try to demonstrate that phonological knowledge can be introduced in an interesting way

through a communicative approach, and that its basics can explain numerous language phenomena

on a synchronic as well as a diachronic level. In particular, I will introduce Japanese vowel

coalescence through examples from manga comics and anime movies, which the majority of recent

students of Japanese meet with very early. Such references broadly offer numerous examples of

vowel coalescence appearing at different levels of informal speech (the so-called 'urban

sociolinguistics'). The summed-up synchronic vowel coalescence will be compared to historical

vowel changes, creating the grounds for a discussion on the status of Japanese vowels and on

current questions concerning the pronunciation of contemporary Japanese.

Keywords: Japanese phonology in L2 studies, communicative approach, vowel coalescence,

synchronic and diachronic vowel changes

44

Workshop

コーパスワークショップ

「日本語教育に役立つコーパスの使い方」

（Corpora and Japanese Language Education ）

砂川有里子（筑波大学名誉教授）

黒沢晶子（山形大学）

根元佐和子（パリ南日本語補習校）

概要

最近では日本語の母語話者コーパスや学習者コーパスが数多く公開され、手軽に使える

検索システムも開発されています。しかし、中にはコーパスを使うのは敷居が高いと感じ

る方もいることでしょう。そこでこのワークショップでは、国立国語研究所が開発したコ

ーパス検索システム「NINJAL-LWP 」と「中納言」の使い方を指導します。

※コーパスは「現代日本語書き言葉均衡コーパス（BCCWJ）」と「多言語母語の日本

語学習者横断コーパス（I-JAS)」を使う予定です。参加者はなるべくパソコンをご持参く

ださい。また、事前に BCCWJ 通常版と I-JAS のユーザー登録をしておいてください。ユ

ーザー登録の方法は、<https://chunagon.ninjal.ac.jp/useraccount/register> をごらんください。

申請から承認までに 1 週間程度かかりますので、早めにお願いいたします。

45

砂川有里子略歴（すなかわゆりこ）

筑波大学名誉教授・国立国語研究所客員教授

大阪外国語大学修士課程修了

博士（言語学）

専門：日本語の文法・談話分析・日本語教育

主な著書：

グループ・ジャマシイ『教師と学習者のための日本語文型辞典』くろしお出版 1998 年

砂川有里子『文法と談話の接点─日本語主題展開機能の研究─』くろしお出版 2005 年

砂川有里子編『講座日本語コーパス５コーパスと日本語教育』朝倉書店 2016 年

李在鎬・石川慎一郎・砂川有里子『新日本語教育のためのコーパス調査入門』くろしお出

版 2018 年

46

List of Participants

Keynote Speakers:

Kikuko Nishina, Prof. Emerita

Tokyo Institute of Technology

[email protected]

Izumi Saita

Tohoku University

[email protected]

Sekiko Satō

Tohoku University

[email protected]

Workshop Presenters:

Yuriko Sunakawa, Prof. Emerita


[email protected]

Akiko Kurosawa

Yamagata University

[email protected]

Sawako Nemoto

パリ南日本語補習校

[email protected]

47

Presenters and Participants:

Andrej Bekeš

Faculty of Arts, University of Ljubljana

[email protected]

Chikako Shigemori Bučar

Faculty of Arts, University of Ljubljana

[email protected]

Miki Kano

Masaryk University, Brno

[email protected]

Mai Kawamura

Ministry of Foreign Affairs of Japan

[email protected]

Aki Kubo

Osaka University of Foreign Studies

[email protected]

Hodošček Bor

Osaka University

[email protected]

Kamelija Kauzlarić

University of Zagreb / Juraj Dobrila University of Pula

[email protected]

Ljiljana Marković


[email protected]

48

Divna Tričković


[email protected]

Michiko Kamada

Utsunomiya University

[email protected]

Keiko Hori


[email protected]

Mari Hakamata

Shizuoka University

[email protected]

Stefani Silli


[email protected]

Yutaka Yagi

Picolab Co., LTD

[email protected]

Velna Rončević


[email protected]

Miki Mushiake

Miyagi University of Education

[email protected]

Naoyuki Matsuno

Faculty of Humanities, Juraj Dobrila University of Pula

[email protected]

49

Erika Marcet

Dublin City University

[email protected]

Jiří MATELA

Masaryk University

[email protected]

Petra Pribićević


[email protected]

Divna Glumac


[email protected]

Anela Ilijaš


[email protected]

Irena Srdanović


[email protected]

Elena Kanazir

University of Ljubljana / Juraj Dobrila University of Pula

[email protected]

Kristina Hmeljak


[email protected]

Milica Obrenović

Independent Researcher

[email protected]

50

Nina Golob


[email protected]

Tomoko Iida

University of Tsukuba/ Juraj Dobrila University of Pula

[email protected]

Sakura Nakajima

University of Tsukuba / Juraj Dobrila University of Pula

[email protected]

Moemi Matsuoka

Fukuoka Women’s University / Juraj Dobrila University of Pula

[email protected]

Manami Yamamoto

Hiroshima University / Juraj Dobrila University of Pula

[email protected]

Melani Kečkeš


[email protected]

51

International Symposium Japanese Language Learning for New Generations: Book of Abstracts /

Međunarodni simpozij Učenje japanskog jezika za nove generacije: Knjiga sažetaka / Kokusai

shinpojiumu Shinsedai no nihongo gakushuu, Editors: Irena, Srdanović and Naoyuki, Matsuno. –

Pula: Juraj Dobrila University of Pula, 2018. – 51 pp. (e-book)

ISBN 978-953-7320-89-8

Documents

International Symposium Japanese Language Learning for New