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Applying Japanese MANGA to Teach Chinese as a Second Language: An Empirical Study on Japanese High School Students
teaching Chinese as second language
Japanese high school students
有上述的理論基礎之後，本文再進行以 91 位日本高中華語學習者為對象的問卷調查與對兩位高中華語教師的訪問調查，透過調查的結果再設計出以學習者為導向的日本流行漫畫華語課程，藉以提高學習者的學習動機與學習興趣。筆者深信本論文能夠幫助學習者習得自然的華語會話能力，進而提供給日本高中華語學習者較新鮮的學習樂趣與感動。|
What motivates contemporary Japanese teenagers to learn? Instead of merely criticizing the low level of motivation among teenage students, educators should seek a solution to the fundamental problem by understanding the teenagers' perspective. This thesis first focuses on the increasing of the number of Chinese language courses in Japanese high schools and the number of the students taking them. Next, an assessment is made of current programs teaching Chinese as a second language in the Japanese high school system, including a diagnosis of their problems, followed by proposed solutions to said problems. Additionally, the impact of the Japanese educational system as a whole is also addressed. Lastly, a more effective method for teaching Chinese to Japanese high school students is presented. It was suggested by Satō Manabu (2001) that the educational system in Japan leads teenagers into nihilism and cynicism. A serious side-effect of this is that these students end up turning to “escaping from learning [sic]” as a coping mechanism. Machida Morihiro (2005), extending Satō’s research, points out that educators should not to force students afflicted by “escaping from learning” back into the classroom, but rather to help them establish learning in the real-life context of “here and now.” So what then is the real-life context of "here and now" for Japanese teenagers? By way of literature review and a questionnaire survey, it was found that one thing that Japanese teenage students cherish is MANGA, a type of Japanese comic book. As such, MANGA is one of the main forms of media taken seriously by Japanese youth subculture. For this reason, this study focuses on MANGA. The possibility and rationality of using it as a teaching tool is discussed from various perspectives, followed by an introduction to the proper use of MANGA as a medium for language instruction. Based on the theoretical foundation mentioned above, a questionnaire survey was conducted on Japanese high school students studying Chinese, with a total of 91 students participating in the survey. A second survey was also conducted consisting of interviews with two high school Chinese language teachers. Based on the results of these two surveys, a learner-oriented Chinese language course was designed utilizing popular MANGA as a medium of instruction. Both the results of this study and the language course presented herein will aid students in the acquisition and development of natural Chinese conversation skills as well as return to them the fun and excitement of learning.
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