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Contemporary Japanese: Practice Speaking, Listening, Reading and Writing

為了解決Katakana input的問題，作者Sato, Eriko 這樣論述：

This Japanese language workbook was created as supplementary material for Contemporary Japanese.A workbook which is best used for reviewing and reinforcing the concepts and learning materials introduced in the textbook, it is also designed to function as a standalone comprehensive workbook. Some of

the features included for this purpose are (a) presentation of a brief note on the concept tested before every question, (b) providing of vocabulary and kanji glossaries on unfamiliar words, and (c) an audio input by native speakers. This workbook also offers materials in the business, traveling and

daily life contexts, in addition to the college life context featured greatly in the textbook. Contemporary Japanese Workbook series comes in two volumes, consisting of 26 chapters (Chapter One to Fourteen in Volume 1 and Chapter Fifteen to Twenty-Six in Volume Two) in all. It integrates all the in

formation provided in the textbook. Each chapter in the workbook has specific objectives and includes the following six sections: Kanjia and vocabularyGrammar. Conversation and Usage. Listening Comprehension. Writing. New Vocabulary Reference List.In Contemporary Japanese Workbook Volume One, hirag

ana characters are introduced in Chapter One in the form of questions along with audio recordings and are used in subsequent chapters without ruby, in this case in romanji. Katakana characters are introduced in Chapter Four, also in the form of questions, and are used in subsequent chapters without

ruby. Kanji characters are introduced in the form of questions, accompanied by detailed information such as meanings, component equations, remembering guides, stroke order, and usage examples. The required kanji characters in every chapter are introduced without ruby. When they appear again in the f

ollowing chapters, ruby is sparingly provided, wherever it is thought to be helpful, and the use of this pronunciation guide is gradually reduced. Non-required kanji characters occasionally appear with ruby to help learners get accustomed to kanji and thus, able to see the phrase boundaries in a sen

tence easily. Dr. Eriko Sato is Assistant Professor in the Department of Asian and Asian American Studies at the State University of New York at Stony Brook. She teaches Japanese language, linguistics and pedagogy as well as translation studies and acquisition of Asian languages. She serves as the

adviser for teacher education program for Japanese. Dr. Sato developed numerous courses including the first online Japanese course at her University. She has also authored or co-authored a number of books for teaching and learning Japanese including Contemporary Japanese, Japanese Demystified, Japa

nese for Dummies, Complete Japanese Grammar, Basic Japanese, Basic Japanese: Introduction of the Structure of Japanese, Essential Japanese Grammar, My First Japanese Kanji Book, and Learning Japanese Kanji.

Katakana input進入發燒排行的影片

英文句型教學融入聽寫訓練對於混齡學習者聽力理解的成效

為了解決Katakana input的問題，作者王志成 這樣論述：

這份研究的目的，主要是探討利用11種基本的英語句型結構融入於聽寫活動教學練習中，以提升受試者的聽力理解能力的成效。本研究參與的對象是在中南部一所補習班的混齡初級英文班級共13名學生。年齡區間從13歲到50歲之間，分別是5名國中生，5名專科學歷社會人士，其餘3名為高職學歷。總共教學練習時間為期8週共16次，即每週2次，4小時，共32小時。研究資料彙整來源有三個部分，分別是(1)前測、(2)聽寫活動練習中教師的觀察、(3)後測。而前後測所取得的資料可利用T檢定進行研究分析，並根據結果來探討研究問題。前後測的測驗卷是設計以11種基本句型來作為測驗內容，每種句型各有兩道問題，因此前後測的測驗卷分別設

計共有22道題目。受試者在開始進行英語句型結構融入於聽寫練習之前，先進行前測，了解未受試時的聽力理解能力。之後便進行為期8週共16次的聽寫教學，活動時間從2019年的7月2日到8月22日。同時施測者將觀察受試者在8週聽寫活動期間的學習情況。8週聽寫教學之後，便進行後測。前後測時，施測者皆利用變換句型的方式來唸出測驗卷上的題目，若能正確作答便可知受試者對聽到的問題能是否完全理解，並透過前後測的結果來了解有無顯著性。研究結果發現，受測者對於以現在完成式設計的題目，聽力理解較差；但根據T檢定的P值判定了解前後測的結果，受試者整體聽力理解皆有顯著的提升。此外，施測者透過參於8週活動的觀察，發現聽寫練習

中可能遇到一些困難，如分組活動中 (1)彼此沒有互動及討論。(2)年齡較長者容易感受到壓力。(3)程度較為低落的學習者等待同組同儕的答案。(4)缺席。因此研究者將年齡相近的學習者分為一組，共4組。而在分組活動中，時常在各小組間來回走動及監督有無討論，並且讓各組程度較為低落的學習者回答問題。在每次上課會快速複習上次的句型重點，讓有缺席的學生仍可以學習到上次課程內容。最後根據研究，將句型融入聽寫教學中對於學習者整體的聽力有顯著改善，但是對於較為複雜的現在完成式，仍需讓學習者建立較清楚的時態概念，才能有所成效。由於此研究探討的對象是初級程度的小型混齡班級為主，因此對於此項限制以外的情況，如中級以上或

大型混齡班級，未來仍有待其他研究者更進一步的探討及研究。