Adv-Comp 目次
Installed over the weekend!! at KG Law CALL Labo A-302
Form the group of 4 to 5 students and carry out the following agenda. The report shall be presented orally in class, as well as post at the forum to be instructed in class
Projects include:
番号 | 分野 | 論文の使用言語 | 課題:比較の種類 | |
NO. | genre or topic | English | Japanese | report |
1 | Japanese Language 日本語 | E-1 | J-1 | 言語別 E-1 vs. J-1 |
2 | to be decided by the group | E-2 | NA | 分 野 別 E-1 vs. E-2 |
3 | the same as above | NA | J-2 | 分 野 別 J-1 vs. J-2 |
4 | the same as above | E-2 | J-2 | 言語別 E-2 vs. J-2 |
same or different | 分野 | 言語 | Legend 分野と言語別 |
same | 1 | 2 | same topic and same languages |
different | 3 | 4 | different topics and diffenret languages |
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Why we have to do such research on Japanese and English writing? The reason is explained in the following in detail. Suffice it to say, here, that we have unfotunately little training on paragraph writing in Japanese, let alone English, and almost no knowledge of English paragraph writing...
Zamel, Vivian. (1985). Responding to student writing. TESOL Quarterly, 19:1, 79-101.
is down all day today (4/24/06) for unknown reasons, I have to post a link or two here for online journals. Sorry for the inconvenience.
Brown, Denise D. (1998). Academic Protocol and Targeted Rhetoric, Literacy Across Cultures (February 1998 1/2). University of Library and Information Science, Tsukuba, Japan
This has a few diagrams originally appeared in Kaplan (1966), one of the earliest publications on the issue of 'Contrastive Analysis of Rhetoric.' You can't afford to miss it.
Source of the above article
Literacy Across Cultures, A publication of the Foreign Language Literacy N-SIG of JALT, February 1998 Vol. 2, No. 1
Mulvey, Bern (1997). Japanese and English Rhetorical Strategies: A Contrastive Analysis. [English abstract of a Japanese article], Fukui University. Literacy Across Cultures (September, 1997 1/2)
Literacy Across Culture, Vol. 5 2001 , Feature Articles
(PDF files to download)
Recommended are the following:
Christopher Bond. (2001). A Comparison of Front-page News in Japanese and British Quality Press Newspapers: Cultural Differences Reflected in the Press, Literacy Across Culture, Vol. 5. (PDF)
Conclusion
Academic convention, both spoken and written, is a culture-specific construct. Most protocols are 'top-down', in that they depend on what the speaker psychologically brings to the written discourse (cf. Jannuzi 1997). They are therefore culturally introspective, and by extension, universally inefficient. However, I hope that the above discussion convincingly conveys that the protocol of the target code (i.e., the requisite principles and expectations of the L2 rhetoric) can be acquired through systematic and explicit instruction in cross-cultural modes of literacy. I stress 'systematic' here because rhetoric is often haphazardly and uncomprehensively taught, if at all.
Jannuzi, Charles (2001). Can Native Literacy Practices Implact EFL Learning? The Example of Japan. Literacy Across Culture, Vol. 5 Fukui University.
直接作文教育には無関係ですが、カタカナについての論文です。 The link on the web page is wrong:
the corected PDF url is the following:
quote:
Katakana eigo is a Japanese term referring to English rendered into a written form that uses one of the two syllabaries of written Japanese. On the one hand, it aids a legitimate process: the borrowing and subsequent nativization of terms from English into Japanese. On the other hand, its use in EFL teaching and learning because of its cross-lingual, L2 to L1 orientation) may well hinder literacy and language development in the L2. In this paper, the author looks at why katakana eigo is used in the EFL learning in Japan. The reasons center most on teachers’ and learners’ responses to the complex nature of the writing system of English. The author then goes on to cover katakana eigo in relation to the pedagogical stances possible. Finally, the author lists and describes methods and activities that could help to make katakana eigo and other such graphic translation 'crutches' unnecessary in the EFL classroom in Japan (and in other countries where non-alphabetic writing systems are used).
Yahoo JAPAN Group MLですでに同報通信していますが、ここにもpostしておきます。 1、2回生のクイズを英語教職の諸君にも課題として提供します。今年は厳しいですね。満点が合格です。締め切り、パスワードが付加されています(ヒントはquia classページ、簡単に類推できるはずです。練習問題にも。替え玉、代理受験が不可能ですね。 I thought you might be interested in this Web page that I created. Click http --<---Quia class page for Adv-Comp and Ling. classes Quia activities
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