Paper short abstract:

This paper is about efforts to tackle grammar problems such as "holes" and "fossilized errors" that pair syntax analysis with construal to examine authentic texts instead of focusing on errors. It will introduce the procedure for re-constructing learner's grammar along with materials used.

Paper long abstract:

Contrary to the trend of prioritizing orality in daily communication, our language program focuses on literacy, formality in speech and writing, and logical argumentation. However, reflecting the variety of backgrounds and histories in participants' Japanese language learning, "holes" and "fossilized errors" of grammar impede communication and often became obstacles for participants when they conduct research activities.

To tackle this problem, we placed grammar-based "Integrated Japanese" at the core of a program to review and build up grammar along with remedial tutorials. However, the participants' grammar remained inadequate. In 2013, we offered, as an alternative, extra remedial lessons in response to the participants' requests. By pairing text construal and syntax analysis, we highlighted essential features of Japanese grammar as a way to re-construct the learner's grammar. Responding further to requests, we developed the lessons into a "grammar" course that includes the 8 themes: 1) sentence endings and styles, 2) particles, 3) verb conjugation, 4) voices; passive, causative, and benefactive, 5) intransitive and transitive, 6) politeness, 7) conjunctions, and 8)modality.

These classes are not concerned with errors. Instead they aim for the accurate apprehension of the event presented/expressed in a text - in other words, construal -by using authentic texts as materials (haiku, lyrics, manga, advertisement copy, t-shirt logos, etc.). Classes also focus on polysemy and the respective nuances of morphemes. In terms of technique, visualizing structure and rule-discovery in group work are used to raise the awareness of structural aspects.

This presentation introduces the procedures and resources for the teaching of the transitive/intransitive, which is key to construing an event in context. It seeks to exchange ideas for constructing grammar with those who share similar concerns about grammar education, amid the trend of strengthening the emphasis on oral communication. Furthermore, by addressing the question of whether the concerns that emerged in practice are actually the problems of "grammar", this presentation seeks to reconsider the nature of "grammar" itself.

Paper short abstract:

Adopting the concept of Deep Active Learning, this presentation discusses a practical method for and the educational benefits of cross-cultural understanding in video conferencing for both Japanese university students and language education for Turkish Japanese language learners.

Paper long abstract:

In this presentation, we attempt to clarify what changes are seen in the socio-cultural perspectives and understanding of others among students as a result of incorporating Deep Active Learning into discussions using remote video conferencing for the purpose of cross-cultural education for Japanese university students and Japanese language education for Turkish students. These video conference discussions began in 2011, but now, in order to go beyond a superficial exchange of cultural information, we have begun using a series of three discussions rather than single one. At the same time, participants exchange ideas several times on forums using e-learning systems both before and after these discussions, ensuring long-term, sustained contact times. These discussions were carried out from December 2016 to January 2017 by 12 Japanese university students and 8 Japanese language students at a Turkish university. Participants were divided into two groups, and discussed issues in Japanese. As a result of the observation and reports and interview comments by participants, as the sessions went on, the participants deepened their understanding of others. Additionally, they came to a new awareness and understanding of their own country and society. Moreover, we confirmed that this sequence of learning activities, starting with learner-based discovery of discussion topics, the construction of a discussion with the collaboration of others, and then the deepening of understanding through conversations with students in another country, both permits a deep approach to study and, at the same time, provides chances for students of Japanese living abroad to achieve actual contact with Japan and Japanese of their own age, allowing a deeper level of learning about Japan through a holistic learning style based on their command and understanding of the Japanese language.

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