Paper short abstract:

The presentation will discuss the implementation of Kobanashi activities. Participants reported improvements in their confidence, and understanding of human behavior. The presentation emphasizes non-language improvement aspects and highlights the inclusive nature of Kobanashi for everyone.

Paper long abstract:

This presentation reflects on the practical implementation of using Kobanashi in Japanese language education, from autumn 2020 to the present day in 2023. Kobanashi is a short joke at the beginning or in the middle of a Rakugo (traditional Japanese comic storytelling) performance, where the performer sits on a cushion, using only a fan and a handtowel. It is a cultural experience that also promotes the improvement of Japanese language skills and learning motivation through laughter (Hatasa & Kubota, 2009; Sakai & Yamada, 2016; Mori, 2017).

Although Kobanashi activities tend to be temporary, the presenter's activities have continued for more than three years. In 2021, the presenter established an online "Kobanashi Club" as an extracurricular activity at the university, utilizing the advantages of online communication to interact with diverse learners and teachers abroad. In 2022, the presenter designed a 12-week elective course called "Japanese Storytelling and Humor", covering Kobanashi in the first half and manzai (another traditional Japanese comedy style) in the latter half. The evaluation was based on creative works and presentations outside of the classroom, rather than tests.

In both 2021 and 2022, the activities lasted for about three months, and the same Kobanashi became different works through practice. In post-activity interviews, participants reported not only practical practice of familiar expressions and learning new expressions, but also discovering the fun of observing human behavior and improving their confidence. This presentation emphasizes the importance of paying attention to such non-language improvement aspects.

Kobanashi provides a space for learning, and if participants feel comfortable, they can return to the basic principles of learning. If Kobanashi is said to be "universal" and "inclusive", teachers should participate in it and learn with their students, enjoying the process of learning. As a result, not only can barriers between teachers and students be overcome, but also barriers that arise between people with different learning or teaching backgrounds can be crossed. By participating in Kobanashi, teachers can return to the basics without even realizing it. The notable point of Kobanashi is that both learners and teachers can share experiences on an equal footing.