Researcher Profile and Settings

Affiliation

• Institute for the Advancement of Higher Education　International Education and Research Division

Job Title

• Specially Appointed Professor

Degree

• (BLANK)

J-Global ID

• 200901022034959686

Research Interests

• メタ認知   動機づけ   批判的思考   Educational Psychology   日本語教育   ポピュラカルチャー   

Research Areas

• Humanities & social sciences / Japanese language education

Educational Organization

•  Master's degree program　Graduate School of International Media, Communication, and Tourism Studies
•  Doctoral (PhD) degree program　Graduate School of International Media, Communication, and Tourism Studies

Academic & Professional Experience

• 2018/07 - Today 北海道大学 高等教育推進機構国際教育研究部 教授
• 2012/04 - Today 北海道大学 大学院国際広報メディア・観光学院 教授
• 2012/04 - 2018/06 北海道大学 国際本部留学生センター 教授
• 2010/07 - 2012/03 北海道大学 国際本部留学生センター 准教授
• 2007/04 - 2012/03 北海道大学 大学院国際広報メディア・観光学院 准教授
• 2007/04 - 2010/06 Hokkaido University
• 2000/04 - 2007/03 北海道大学大学院国際広報メディア研究科 助教授
• 1997/04 - 2007/03 北海道大学留学生センター 助教授
• 1995/06 - 1997/03 Hokkaido University

Education

• 1986/04 - 1989/03  Hokkaido University
• 1984/04 - 1986/03  Hokkaido University  Faculty of Letters
• 1980/04 - 1984/03  Otaru University of Commerce  Faculty of Commerce

Association Memberships

• 日本教育心理学会   日本語教育学会   日本マンガ学会   専門日本語教育研究学会   日本語教育方法研究会   

Research Activities

Published Papers

• 高度バイリンガルのトランスランゲージングと日本人英語学習者の反応

  河合靖, 山田智久, 小林由子

  『多層言語環境における第二言語話者像−トランスランゲージ志向の会話方略ー』（2019年度〜2023年度科学研究費補助金基盤研究（B）一般成果報告書） 139 - 180 2024/03
• Reorganization of Japanese Language and Culture Study Program in Hokkaido University

  KOBAYASHI Yoshiko

  Journal of Japanese Language and International Education Studies 23 37 - 57 2020/03 [Refereed]
  
• Position of Learning Vocabulary and Grammar in Task Based Class

  小林由子

  Journal of Japanese Language and International Studies 22 28 - 45 2019/03 [Refereed]
  
• Potential of Intrinsic Motivation Study for Japanese Learning in JFL Environment — On Learners Triggered by Japanese Popular Culture in Hong Kong —

  Yoshiko KOBAYASHI

  The Journal of International Media, Communication, and Tourism Studies 27 157 - 172 2018/09 [Refereed]
  
• 香港における日本語学習と日本のポピュラーカルチャーの関連

  『東アジア圏の複言語主義共同体の構築ー多言語社会香港からの示唆』平成27〜29年度科学研究費補助金研究成果報告書 79 - 97 2018/03
• Reexamination of Intrinsic Motivation in the Study of Japanese Language Learning

  Yoshiko KOBAYASHI

  Journal of Center for International Education and Research Hokkaido University 北海道大学国際本部留学生センター = Hokkaido University, Office of International Affairs, International Student Center 20 (20) 81 - 92 2016/12 [Refereed]
   

  Motivation plays an important role in the autonomous learning ofstudents. Previously, various empirical research and theoreticalexaminations in the field of educational psychology have been conducted.Recently, "self-determination theory", which is developed from intrinsicand extrinsic motivation theories, is often used, although greater focus isplaced on intrinsic motivation.The framework of the motivation theory in educational psychologyand second language acquisition study differ. The educationalpsychological view of motivation is an older view and incorporated as asingle part of second language acquisition research.In Japanese language educational studies, the greater number ofmotivational studies are based on second language acquisition whileeducational psychological approaches are much fewer.This paper aims to 1) provide an overview of learners' motivationalstudies in the field of Japanese language teaching study, 2) introduceintrinsic motivation theory from the viewpoint of educational psychology,and 3) discuss the application of the theory to support Japanese languagelearners. The intrinsic motivation study in educational psychology willlargely aid learners who are motivated by their own interest in thesubject matter.
• 多文化交流科目「クリティカル・シンキング」

  小林由子

  北海道大学留学生センター紀要 18 61 - 68 2014/12
• 多文化交流科目「北海道再発見ー博物館で北海道を知る」

  小林由子

  北海道大学留学生センター紀要 18 50 - 60 2014/12
• The Application of Japanese Classes for Foreign Students to Japanese Students on ‘Report Writing’ in the Freshman Seminar

  Yoshiko KOBAYASHI

  Journal of Higher Education and Lifelong Learning 北海道大学高等教育機能開発総合センター 15 (15) 67 - 74 1341-9374 2007/12 [Refereed]
   

  Japanese students need to learn how to write papers. This is an especially serious problem for students in the first year. But current measures are not sufficient and discussion about how to support the students is needed. This paper aims to report the application of Japanese lessons for foreign students to Japanese students in the freshman seminar and examine the validity of the application. In the 'Report Writing' class, Japanese students need knowledge and skill to write objective papers in the appropriate style in the same way as foreign students. The teaching method for foreign students is also effective for Japanese students but how to construct a 'logical text' is still a problem that needs to be solved.
• Metacognition in the learning of Japanese kanji by speakers of character-languages

  Yoshiko KOBAYASHI

  Journal of International Student Center, Hokkaido University 北海道大学留学生センター = Hokkaido University International Student Center 8 88 - 98 2004/12 

  Metacognition is cognition of one's own cognition and consists of Lwo parts knowledge of cognition and regulation of cognition. Many researches have shown that metacognition promotes learning but there are few 'metacognitive' studies in Japanese learning / teaching, especially kanji learning. For speakers of character-languages metacognition is important because they must be aware of differences between kanji in Japanese andl characters in their mother language, and control their own kanji learning. The aims of this paper are: 1) to introduce metacognitive studies, 2) to show the importance of metacognition in language learning, 3) to classify metacoginition into two categories: 'metacognition for task processing' and 'metacognition for learning control', 4) to describe metacognition needed for kanji learning by speakers of character-languages, and 5) to discuss how to support these learners from the viewpoint of metacognitison.
• How can "Studies of Kanji Cognition" be Applied to "Support for Kanji Learning"?

  Yoshiko KOBAYASHI

  Journal of International Student Center, Hokkaido University 北海道大学留学生センター = Hokkaido University International Student Center 7 69 - 77 2003/12 

  "How to Teach Kanji" is both an old and a new issue in the field of teaching Japanese. On the other hand, "How Kanji are Processed" has been studied in cognitive science. While such cognitive studies are applicable to kanji teaching, cooperation between cognitive studies and kanji teaching is not yet sufficient. In this paper, "Kanji Teaching" is reframed as "Support for Kanji Learning", and the aims of the paper are: 1) to introduce cognitive studies of kanji processing of non-Japanese native speakers in educational psychology, 2) to point out problems connoted in the term "Kanji Teaching", and 3) to discuss how cognitive study of kanji processing can be applied to "Support for Kanji Learning". "Kanji Teaching" gives rise to confusion between teaching kanji to Japanese native speakers and Japanese non-native speakers because the purpose of teaching is implicit. Kanji cognitive studies in educational psychology can contribute to clarifying the purpose, syllabus design and activity design of "Support for Kanji Learning".
• Design of Student-Centered Classes in Higher Education (2)

  Abe,Kazuhiro, 1Nishimori,Toshiyuki, Ogasawara,Masaaki, Hosokawa,Toshiyuki, Takahashi, Nobuyuki, Takahashi, Nobukatsu, obayashi, Yoshiko, Yamashiki, Naoko, Otaki, Junji, Wada, Daisuke, Sato, Koji, Sasaki, Ichio

  Journal of Higher Education and Lifelong Learning 北海道大学 6 156 - 158 1341-9374 1999 [Refereed]
  
• Research for program design of the Supplementary Japanese Language Course at Hokkaido University

  小林 由子

  北海道大学留学生センター紀要 北海道大学留学生センター = Hokkaido University International Student Center 3 (3) 135 - 151 1999 [Not refereed][Not invited]
   

  留学生センターの日本語補講コースは、どのような役割を持つべきであろうか。北海道大学留学生センターでは、全学の研究留学生を対象に「全学日本語」という日本語補講コースを開講しているが、学生の専門領域とどのように関わっていくべきかはまだ議論されていない。1996年に行われた指導教官への意見調査では留学生の日本語に対して多様なニーズがあることが示唆されている。本稿では、全学向け補講コースの方向性を明確にするための基礎資料を提供することを目的とし、学生の「全学日本語」受講状況と、1996年の調査を裏付けるための教官に対するインタビュー調査から考察を行う。「全学日本語」受講歴を見ると、受講期間は大半が1年以内であり、初級のみを学習する者と中級を学習する者が分化している。この結果は、学習者の日本語学習期間が限られていること、学習者はそれぞれの日本語能力に合ったレベルを選択し参加できる期間内で必要な技能を学習していることを示唆している。一方、理系の指導教官によると、研究のための専門的な日本語の教育は同一学部内でも専門によるばらつきが大きいため、講座の作業を通じて行われることが多い。また、発表・論文は英語でもよいことが多いため、留学生には主に日常的な場面でコミュニケーションがとれる日本語が要求されている。学習者の専門のばらつきや専門教官のニーズを考えると、現行の全学補講コースでは専門別の日本語よりも、ある程度広いレベルの専門に共通する日本語技能を養成していくのが適当であろう。'The Open Japanese Course at Hokkaido University' is supplementary Japanese language course for post-graduate foreign students. The nature of such a course is a central issue in the Open Japanese Course curriculum. A survey by Hokkaido University student Exchange Committee (1996) suggests that foreign students have a variety of Japanese language needs, but no further research has been carried out in this question. This paper aims to discuss the role of the Open Japanese Course based on interviews with teachers and on students' learning history in the course over the last two and a half years. Japanese language training in specific academic areas occurs through work in their particular departments and the teachers in these department look for Japanese language for communication in everyday life not in academic areas. On the other hand, most students can take the Japanese language course for less than one year, and students who take elementary level and intermediate level are almost separated. This suggests that students should take appropriate level classes for a limited period as their situation allows and that some students who need higher ability take many units for long period. Based on these results the Open Japanese Course should provide units where students can gain general Japanese ability in a short period of less than one year as well as units which allow them to continue studying to gain high level Japanese for general purposes if they want.
• Design of Composition Class for Intermediate-advanced Learner

  KOBAYASHI Yoshiko

  The journal of Japanese Language Education Methods 日本語教育方法研究会 5 (2) 14 - 15 1998 

  How should teachers design "composition" classes for intermediate to advanced learners? Recently many models, methods and materials have been proposed for them. However it is not very clear how the teacher should choose them depending on the learners' condition. According to psychological models of writing, division of learners' attention is important. Through composition classes, learners learn to control dividing their limited attention resource to their weak points in the writing process. Teachers should consciously design classwork to assist them to resolve this problem. Learners' experience of writing papers in their first language and their knowledge about sentence-paragraph writing may be the points of teacher's decision making.
• Learning activities in kanji class : Discussion from the viewpoint of a cognitive psychological model

  小林 由子

  北海道大学留学生センター紀要 北海道大学留学生センター = Hokkaido University International Student Center 2 (2) 88 - 102 1998 [Not refereed][Not invited]
   

  漢字教育は日本語教育における古くからの課題であるが、授業においてどのような学習活動が行われるべきかについては、あまり検討されていない。また、漢字教材が想定している学習活動や教師が授業で行っている活動も、ばらつきが大きい。本稿では、漢字教材が想定している学習活動を概観した後、漢字学習活動を学習者の情報処理の面から分析し、学習者にとって漢字授業で必要な学習活動は何かを検討する。漢字は、形・音・意味からなっているが、授業でよく行われる「漢字についての説明」や「漢字にひらがなで読み方を書く」練習、「ひらがなを見て漢字を書く」活動だけでは、この3つをむすびつけ実際の運用をはかることは難しい。学習者が漢字を学ぶのは主に「読む」ためであるが、読解過程で、漢字知識を効果的に使うためには、導入時に深いレベルの情報処理を行い、読解場面で検索を容易にするような学習活動を設計する必要がある。また、学習段階に応じた活動の選択も行われなければならない。What activities should be used in kanji classes? Although kanji learning has been a major issue in Japanese language education, there have been few discussions about learning activities in class. Explanations about kanji, rendering kanji words from hiragana and vice versa form the main parts of most teaching materials. This paper aim to analyze and discuss kanji learning activities from the viewpoint of learner's information processing. Kanji are composed of three parts, shape, sound and meaning "Explanations about kanji", "writing kanji words in hiragana" and "writing hiragana words in kanji" are insufficient to tie shape - sound - meaning together, and to permit students to memorize and to utilize kanji knowledge. Learners must do "deep" information processing at the stage of memorization and practice in order to retrieve kanji knowledge in class, and kanji activities should be designed to achieve this. Activities should also be chosen according to learner's level taking into account differences in attention focus.
• Design of Student-Centered Classes in Higher Education

  Kazuhiro Abe, Masaaki Ogasawara,, Toshiyuki Nishimori,, Toshiyuki Hosokawa, Nobuyuki Takahashi, Nobukatsu Takahashi, Yuji Osaki, Yoshiko Kobayashi, Naoko Yamashiki, Jyunji Otaki, Daisuke Wada,, Koji Sato, Ichio Sasaki, and Koichi Terazawa

  Journal of Higher Education and Lifelong Learning 北海道大学 4 45 - 65 1341-9374 1998 [Refereed][Not invited]
  
• The curriculum of advanced level reading and grammar class in Japanese language and culture studies course

  小林 由子

  北海道大学留学生センター紀要 北海道大学留学生センター = Hokkaido University International Student Center 1 (1) 128 - 144 1997 [Not refereed][Not invited]
   

  北海道大学の日本語日本語文化研修コースは国内でも独自のプログラムである。しかし、そのコースのありかたについては従来あまり議論されてこなかった。本稿の目的は、1995年度から行っている上級クラス（Fクラス）のカリキュラムについて、「上級日本語（読解・文法）」科目を中心に記述し、今後の改善に向けて分析を行うことである。日本語日本文化研修コースの目的は日本語・日本文化を専攻する学部生の日本語能力を向上させ日本文化・社会への理解を深めることである。必修科目は主にその前者を受け持つが、上級クラスでは、より効果的な学習をはかるため内容重視のカリキュラムを組んでいる。特に前期の「上級日本語」科目では、ボトムアップ的な言語処理とトップダウン的な言語処理の相互作用を促すことを意図している。2年間の実践においてこのカリキュラムは一定の成果をあげたと言えるが、ニーズ分析、話題・教材の選択、学習活動の設計にはまだ課題が残されている。Japanese language and culture study course is one year course for undergraduate level Government Scholarship students who wish to deepen their language skills and understanding of Japanese culture. The course of Hokkaido University has unique character because it has exclusive course for intermediate-advanced level students. But there is little discussion about the curriculum of the course. In this paper the following points are described and discussed, 1) what kinds of students attend the course 2) how is the advanced-level curriculum, 3) how is the curriculum of grammar and reading class. The students need to brushup / improve their language skill and learn about Japanese culture / society. Therefore content-based curriculum adopted to the class. Interactive approach is taken in grammar and reading class. The grammar and reading class got a certain result. But there are some problems to be solved, 1) to assess the necessities and lacks of the students, 2) to get hold of the subjects to teach Japanese culture and society, 3) to develop materials and 4) to develop activities to grow up students reading skills and autonomy.

Books etc

• 国際共修授業 : 多様性を育む大学教育のプラン（共著）

  青木, 麻衣子, 鄭, 惠先 (第4章「多様性を資源とする批判的思考の育成」)
  明石書店 2023/03 (ISBN: 9784750355436) 234p
• 異文化理解と心理

  アルク 2002
• 日本語教育学を学ぶ人のために（共著）

  世界思想社 2001
• 外国人留学生受入れと教育・指導に関する意見調査報告書(共著)

  北海道大学学務部 1996
• ひろがる日本語教育ネットワーク(共著)

  大蔵省印刷局 1995
• 日本語初歩 練習帳 改訂第3版(共著)

  凡人社 1993

Conference Activities & Talks

• メタ認知の育成を目的とした内容重視科目「日本語学習のための心理学」

  小林由子

  日本語教育方法研究会  2021/03
• 大学での共修授業におけるメタ認知と批判的思考の養成

  小林由子

  日本教育心理学会第62回総会  2020/09
• 中級日本語学習者が日本語を母語とする学生との教習で学ぶ批判的思考ー日本語プロフィシエンシーからの検討ー

  小林由子

  第1回国際日本語プロフィシエンシー研究シンポジウム（於：大連外国語大学）  2019/11
• 香港における日本のポピュラーカルチャーと学習動機

  小林由子

  第12回国際日本語・日本教育シンポジウム（於：香港理工大学）  2018/12
• 多層言語環境としての「多文化交流科目」

  国際シンポジウム「多層言語環境における態度・行為・相互行為」（於：北海道大学）  2018/10
• How to apply psychological theories for language learning ? - From the view point of motivation –

  Yoshiko KOBAYASHI

  Psychology for Language Learning (PLL3)（於：早稲田大学）  2018/07
• 大学におけるマンガによる留学生と日本人の共修授業「文化としての日本マンガ」の実践と評価

  小林由子

  日本マンガ学会第18回大会（於：京都精華大学）  2018/06
• Diverse Landscape of Language Teaching in Asia : What language teachers can learn from each other  [Invited]

  KAWAI Yasushi, KOBAYASHI Yoshiko, SANO Aiko, MITSUGI Makoto

  The 34th International Conference of EnglishTeaching and Learning（於：高雄第一科技大学）  2017/05
• 香港における日本語学習とポピュラーカルチャーとの関連

  国際シンポジウム「多層言語環境時代の外国語教育」（於：北海道大学）  2017/03
• Japanese Comics (Manga）: History and Expression  [Invited]

  Yoshiko KOBAYASHI

  香港理工大学  2016/09
• 香港におけるポップカルチャーをきっかけとした日本語学習動機を分析するための理論的枠組み

  小林由子

  公開シンポジウム「Multilingual Hong Kong as seen through the eyes of Japanese people」（於：香港大学）  2016/06

Works

• 北海道地区国立大学学部・大学院入学前留学生教育プログラムe-learning教材「レポートの文体」

  2017/03 - Today
• 日本語教育の学習環境と学習手段に関する調査研究

  2003

MISC

• 多文化交流科目「文化としての日本マンガ」で留学生は何を学ぶのか

  小林由子  日本語教育方法研究会誌  24-  (2)  46  -47  2018/09
• 中国語母語話者の日本語学習観 ― 質的分析によるケース・スタディの試み―

  小林由子  日本語教育方法研究会誌  22-  (1)  108  -109  2015/03
• 批判的思考力を養うための授業実践 ―留学生と日本人学生の混成クラスを対象として―

  小林由子  日本語教育方法研究会誌  21-  (2)  42  -43  2014/09
• 「オタク」は日本語学習とどのように結びつきうるか ―日本語・日本文化研修生を対象に―

  日本語教育方法研究会誌  20-  (2)  78  -79  2013/09
• 異なる文化における外国語学習動機を考える : ウクライナ・メキシコ・中国の日本語学習者を例として

  小林由子, 大西由美, 佐藤梓, 阿部啓子  日本教育心理学会第53回発表論文集  53-  684  -685  2011/07
• 日本語教育分野における心理学教育の可能性

  小林由子  日本語教育方法研究会誌  17-  (1)  82  -83  2010/03
• 漢字・語彙学習における「語彙リスト」の役割

  日本語教育方法研究会誌  15-  (2)  42  -43  2008/09
• Kanji Reading Material for Intermediate-Advanced Japanese Learners

  KOBAYASHI Yoshiko  The journal of Japanese Language Education Methods  15-  (1)  24  -25  2008/03  

  Intermediate-Advanced Japanese learners can process shapes and sounds of individual kanji, and can read simple sentences without attention resources. Beyond this, they need to process kanji "deeply" in real contexts to utilize their kanji knowledge. Various reading materials for kanji learning exist, but they do not give sufficient consideration to these requirements. This paper discusses what is needed in reading materials for kanji based on cognitive learning science and on the author's practice. Topic, style, and activities of the materials should promote the elaboration of learners' knowledge.
• A Written-Style Syllabus for Academic Writing in Japanese

  KOBAYASHI Yoshiko  The journal of Japanese Language Education Methods  14-  (1)  58  -59  2007/03  

  Japanese learners need to learn "written language" for academic writing. "Written language" includes wide-ranging concepts such as genre (e.g. newspaper, academic paper)", rhetoric, and form. Japanese learners especially need to acquire specific vocabulary and expressions for academic papers and to distinguish them from "spoken language" that they have already learned. However, there are few materials and exercises for learning and distinguishing specific vocabulary and expressions for academic papers. This paper defines specific vocabulary and expressions for academic papers as "written language" in a narrow sense and discusses the needs of a "written language syllabus".
• 日本語学習支援にメタ認知を活かす

  柏崎 秀子, 小林 由子, 舘岡 洋子, 小河原 義朗, 谷口 篤, 森 敏昭  日本教育心理学会第47回総会発表論文集  47-  S22  -S23  2005/07
• 漢字学習・教育におけるメタ認知研究の役割

  小林由子  日本語教育方法研究会誌  9-  (2)  14  -15  2002/09  [Not refereed][Not invited]
  
• 日本語教育と教育心理学の接点2 : メタ認知を高め自律学習を促すために

  柏崎 秀子, 小林 由子, 舘岡 洋子, 臼杵 美由紀, 森 敏昭, 楠見 孝  日本教育心理学会第43回総会発表論文集  43-  S40  -S41  2001/09
• Analysis of kanji reading activities in materials for beginners' level

  KOBAYASHI Yoshiko  The journal of Japanese Language Education Methods  6-  (1)  16  -17  1999  [Not refereed][Not invited]
   

  This paper aims to compare kanji reading activities (activities to retrieve kanji sound and meaning from the shape) in ten kanji materials for beginners' level. The treatment of such activities is found to differ across the materials. Only three materials have a variety of learning activities which learners need in order to process "deeply" and build up their kanji knowledge. Learning activities also have different character in these three materials. These results suggest that views of kanji learning differ across materials, and that learning activities may be affected by their purpose. More analysis of such materials needed from the viewpoint of learners' information processing.
• 中上級者を対象にした文章表現クラスの授業設計

  日本語教育方法研究会誌  5-  (2)  12  -13  1998  [Not refereed][Not invited]
  
• Consciousness raising for intonation : audio-visual class in the Japanese Language and Culture Course

  石島 満沙子, 小林 由子  北海道大学留学生センター紀要  2-  (2)  185  -200  1998  [Not refereed][Not invited]
   

  日本語日本文化研修コース上級クラス「視聴覚演習II」では、授業目標のひとつに「祝聴覚教材を通して口頭表現能力の向上を図る」を挙げている。その主な方法としてテレビなどを録画した生の教材を用い、ディスカッション、ディベートなどで向上をはかってきたが、口頭表現の訓練には不十分な面もあった。そこで、ビデオ教材を使用して口頭表現能力を高めることを目指した授業を行った。主な目標は学習者の課題のひとつであるイントネーションの学習である。授業では、消音ビデオによる登場人物の発話内容の推測、音を伴ったビデオによる解答と実際の発話の照合、言語でしか伝わらない情報の確認、イントネーションに気をつけながらシナリオを読む、ビデオの発話とのイントネーションの対比、イントネーションの模倣、イントネーションに気をつけた会話の作成などをおこなった。その結果、学習者のイントネーションに対する意識が格段に高まった。ビデオ教材の使用と学習活動が学習者のイントネーションへの意識化をうながし、学習への動機づけを高めたと思われる。One aim of the advanced "audio-visual class" in the advanced class of the Japanese Language and Culture Course is to develop oral expression ability. Videos recorded from television have been regularly used for understanding content and for discussion, but the development of oral ability has not been emphasized. Intonation is one of the problems faced by learners in this area, and in the class reported on here classwork for improving intonation using video material was specifically planned. First, learners were required to guess the content of speech in the video material shown without sound, and to produce dialogue accordingly. They compared this with the video. In this way the learners' attention was drawn to information conveyed purely by sound. Next they read the script aloud paying attention to intonation, and then compared their reading performance with the video and imitated the intonation of the model. In this way the learners became aware of problems in their intonation. Finally they made novel dialogues using the intonation patterns in the video material. In the course of this classwork, the learners' consciousness of intonation rose noticeably.
• 「中上級学習者に対する受け身表現の指導-説明的文章における視点の統一-」(共著)

  日本語教育学会平成9年度第13回研究集会  1998  [Not refereed][Not invited]
  
• Analysis of kanji "misreading" in word level

  KOBAYASHI Yoshiko  The journal of Japanese Language Education Methods  5-  (1)  12  -13  1998  [Not refereed][Not invited]
   

  Kanji reading activity is widely used in kanji class and test. This paper aims to analyze misreading of kanji at the word level. When one reads kanji words, kanji sound is retrieved from the form. There are two retrieve processes, the information of the form tied the sound directly, and through the medium of the meaning. Kanji misreading is the result of failure of the retrieve. In order to success reading, reader must succeed in the retrieve. The result of the analysis shows the misreading has various kinds and it depends on various factors. It is necessary for improvement of kanji learning activities to clarify the factors.
• The analysis of the kanji writing activities in word level

  KOBAYASHI Yoshiko  The journal of Japanese Language Education Methods  4-  (2)  4  -5  1997  [Not refereed][Not invited]
   

  In Kobayashi (1996) kanji learning activities are classified but analysis of each activities is not enough. This paper aim to analyze kanji writing activities because the role of writing activities has not been discussed. The writeing activities are classified in to recall task and cued recall task. The recall task requires to recall kanji form perfectly. The cued recall task require to read the target kanjis and copy the form. These two kinds activities have different roles. The cued recall task make the learner not only recall the kanji form but also do other information processing, and may contribute to reading skill.
• 漢字学習活動の分類(2)

  小林由子  日本語教育方法研究会誌  4-  (1)  6  -7  1997  [Not refereed][Not invited]
  
• "Autonomous" Kanji class for advanced level students

  KOBAYASHI Yoshiko  The journal of Japanese Language Education Methods  3-  (2)  34  -35  1996  [Not refereed][Not invited]
   

  What is "Autonomy" in Kanji class ? How to retain Kanjis in learners' memory ? These are the problems that shoud be discussed. In this paper class-works for advanced-level students in 15 weeks are reported. This class is designed to put leaners' Kanji knowledge in order and to make learners do "autonomous" activity. The features of this class are 1) putting leaners' Kanji knowledge in order by radicals, 2) looking up vocabulary that learners need in dictionary by themselves, 3) sharing the vocabulary that leaners looked up. This study aim to discuss the role of class-works to make sutdents "memorize" Kanji and "autonomy" in advanced-level Kanji class.
• 漢字学習活動の分類

  日本語教育方法研究会誌  3-  (1)  16  -17  1996  [Not refereed][Not invited]
  
• 教室における漢字学習活動

  日本語教育方法研究会誌  2-  (1)  8  1995  [Not refereed][Not invited]
  
• 漢字学習における教室活動の役割

  日本語教育方法研究会誌  1-  (3)  2  1994  [Not refereed][Not invited]
  
• 初級補習コースにおける授業の役割

  北海道大学留学生センター年報  (2)  111  1994  [Not refereed][Not invited]
  
• 心理学から見た教授法

  北海道大学留学生センター年報  1-  (1)  65  1993  [Not refereed][Not invited]
  
• 『日本語映像教材中級』を用いた授業 文末における省略-その機能と形式

  映像教材モニター報告(国立国語研究所日本語教育センター)  118-  1992  [Not refereed][Not invited]
  
• 日本語研修コースにおける双方向コース評価の試み

  北大日本語教育  1-  (1)  62  1992  [Not refereed][Not invited]
  
• 日本語研修コースにおける双方向コース評価の試み(共著)

  平成3年度 日本語教育学会秋季大会予稿集  1-  1991  [Not refereed][Not invited]
  

Awards & Honors

• 2021 日本語教育学会 学会活動貢献賞
  

Research Grants & Projects

• L2 speakers in multi-layered language environments:Translanguaging conversation strategies

  Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)

  Date (from‐to) : 2019/04 -2024/03 

  Author : 河合 靖, 大友 瑠璃子, 佐野 愛子, 小林 由子, 酒井 優子, 飯田 真紀, 三ツ木 真実, 山田 智久, 杉江 聡子, 横山 吉樹

   

  本研究は、社会環境の変化に伴い多層言語環境化が進む日本において、言語の混合使用に対する評価を見ることで、日本人が持つ第２言語話者像の変化を予測することを目的としている。５年計画の最初の２年は、第１フェイズとして、第２言語話者の会話におけるこれらの会話方略の使用状況を先行研究を参考にしながら考察し、そこに見られるコード・スイッチングの特徴を分類する予定であった。１年目に採取した留学生と日本人学生がタンデム・ラーニングを行うデータから、意味交渉を中心に考察を行ったが、２年目は新型コロナ肺炎感染拡大によりタンデムラーニングによるデータの追加収集ができなかったため、YouTubeおよびPodcastに公開されている言語混合使用を伴う動画を対象として、文末表現、相槌やフィラーなどを含めて考察した。第１フェイズの成果は、多層言語環境研究国際シンポジウム「多様性と言語」（北海道大学大学院メディア・コミュニケーション研究院主催、2021年2月21日、オンライン開催）のなかで、Chui Ling Tam, and Yasushi Kawai (Hokkaido University): Classifying translanguaging interactions in YouTube videos and Podcast audio files.および、杉江聡子（札幌国際大学）・三ツ木真実（小樽商科大学）「タンデムラーニングにおけるトランスランゲージングを考える」として発表された。これらの研究により、両言語のモノリンガル話者を含めた"inclusive"なtranslanguagingを目指す会話方略の提案や、translanguagingが第２言語学習の促進にどう貢献しうるかの考察が行われ、本研究の第２フェイズである言語混合使用の動画作成と日本語母語話者による評価への橋渡しがなされた。
• Constructing Plurilingual Communities in East Asia: Implications from Hong Kong

  Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)

  Date (from‐to) : 2015/04 -2018/03 

  Author : Kawai Yasushi, IMAIZIMI Satoko, YOROZU Miho

   

  The purpose of this study is to examine the necessity of plurilingual language policy and human resource development in a multilayered linguistic environment in the East Asian region. Multilayered linguistic environments are influencing people in Hong Kong, in a variety of different ways from Japan. We analyzed this from the following three perspectives: language and communication, language education policy and language learners, as well as education and technology. By doing so, we received insights into how to solve problems in the multilayered language environments that Japan will face in the near future. Japan must overcome the mental constraints of a monolingual society, shift to a plurilingual social model, and develop translanguaging human resources with attitudes and abilities to use multiple languages. Several means to achieve these goals were suggested in this research. The results of this study were edited and printed in a 250-page research report.
• Kanji Learning Activity in Japanese Language Learning as Foreign Language

  Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)

  Date (from‐to) : 2000 -2002 

  Author : KOBAYASHI Yoshiko

   

  This study is aimed at I) to analyze kanji learning activity descriptively and 2) to contribute to support for kanji learning. Kanji learning is old issue in Japanese teaching as foreign language (JFL) but there is few finding about what kind of learning activity is needed and how are kind of learning activities. The present issues of kanji learning study in JFL are I) bow to bridge from kanji activity design and cognitive science 2) strategy researches of students are there but of teachers is not, and 3) there is no analysis of kanji learning activity. This study emphasize deducting appropriate kanji learning activity from finding in cognitive science, researching how teachers who support kanji learning think about kanji learning activity consciously and unconsciously and comparing finding from cognitive science and teachers research Qualitative analysis (grounded theory approach) adopted because there is no date of teachers for quantitive analysis and data as basement is needed Cognitive research brings finding that necessary kanji learning activities are deferent from kanji area student and non-kanji area student. Learning study and metacoginitive study bring findings how to design kanji learning activity. Qualitative analysis of teachers show deferent categories of kanji learning activity by resource. But in any date resource of teachers approach to kanji learning activity from the bottom and there is few top-down (goal oriented) view. From the viewpoint of metacognision. activities should be oriented by goal. Goal oriented view is needed. And various categories are needed for quantitive analysis because interview date of teachers is only partial data of kanji learning learning activity.

Educational Activities

Teaching Experience

Social Contribution

Social Contribution

Social Contribution

• 北海道日本語教育ネットワーク運営委員

  Date (from-to) : 1994/06-2002/03

  Role : Lecturer
• 北海道日本語教育ネットワーク発起人

  Date (from-to) : 1994/06

  Role : Lecturer

Academic Contribution

• 査読協力者

  Date (from-to) :2002/02-2009/06

  Role: Peer review

  Type: Academic society etc

  Organizer, responsible person: 日本語教育学会