Chihiro Kinoshita Thomson
Biographic Data
| ID | 5435287 |
|---|---|
| NAME | Chihiro Kinoshita Thomson |
| GIVEN NAMES | Chihiro Kinoshita |
| FAMILY NAME | Thomson |
| SIGNATURE | THOMSON C K |
| AFFILIATIONS | UNSW Sydney |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 28 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 4 |
Hisashi Noda and Kumiko Sakoda
What Keeps Them Going? Investigating Ongoing Learners of Japanese in Australian Universities
What keeps learners of Japanese going in formal study? In Australia, few continue to an advanced level of the language, despite large numbers of learners. This study found that compared to discontinuers, continuers showed much higher levels of motivation and integrative orientation, and their attitudes towards learning were much more positive. They showed greater autonomous learning, and engaged in more self-initiated activities outside the class…
Who Is To Say ‘Your Japanese Is Incorrect’? Reflection on ‘Correct’ Japanese Usages by Learners of Japanese
This paper discusses the Japanese language used by JSL learners in Japan, while examining JSL classrooms as public space. It draws upon JSL literature, Japanese textbooks and their discourses to find the kinds of Japanese that are taught and used in JSL classrooms and how they are presented and consumed, and it observes how diversity in learners' language is dealt with inside and outside of JSL classrooms in Japan, keeping in view the danger of ‘…
Promoting ‘Third Space’ Identities
This paper argues that the teaching and learning of a foreign language involves students in the construction of their own identities between cultural and linguistic practices. The study looks at the interconnected practices of the content of the textbook, the classroom teaching and teacher’s ideological stance in relation to students’ gender identity construction. It examines how all the practices jointly contribute to a foreign language learning…
A Classroom Without Walls
The paper visits some thoughts of educationists in the past to consider a sustainable future for Australian Japanese language education at the coal face of high attrition and scarcity of funds. Drawing upon the concept of ‘andragogy’ and a sociocultural approach to learning, the paper proposes that we should shed metaphorical walls outside of and in the classrooms in order to open access to more diverse resources and encourage more intense engage…
Evaluation of business Japanese textbooks
While the Japanese business community continues to be perceived as male dominated, the majority of students of Business Japanese in Australian universities are female. This paper examines Business Japanese textbooks from both macro (social practices) and micro (linguistic discourses) level perspectives, using critical discourse analysis as an analytical tool, to assess the adequacy of the textbooks to be used in a primarily female student communi…
The 2001 Biennial Conference of the Japanese Studies Association of Australia in Sydney
Meeting the Challenges in Language for Specific Purposes
Junior Teacher Internship
In teaching and learning foreign languages in places where the target language is not spoken, it is difficult but important to increase interactive opportunities among learners. A junior teacher internship project, in which a group of third‐year Australian university students of Japanese participated regularly in first‐year Japanese classroom activities, as well as lesson planning, is examined in this article. The article discusses learner autono…
Employment and language ability of Australian non‐native speakers of Japanese
Learner‐Centered Tasks in the Foreign Language Classroom
The article first discusses communicative language teaching and self‐directed learning, then introduces an analytical framework for designing a task, using Nunan's framework. This is followed by a case study done in the Department of Japanese Studies at the National University of Singapore involving 220 first‐year Japanese language students. The case study is a description and analysis of a task which is communicatively based, learner‐centered an…
What Keeps Them Going? Investigating Ongoing Learners of Japanese in Australian Universities
What keeps learners of Japanese going in formal study? In Australia, few continue to an advanced level of the language, despite large numbers of learners. This study found that compared to discontinuers, continuers showed much higher levels of motivation and integrative orientation, and their attitudes towards learning were much more positive. They showed greater autonomous learning, and engaged in more self-initiated activities outside the class…
Evaluation of business Japanese textbooks
While the Japanese business community continues to be perceived as male dominated, the majority of students of Business Japanese in Australian universities are female. This paper examines Business Japanese textbooks from both macro (social practices) and micro (linguistic discourses) level perspectives, using critical discourse analysis as an analytical tool, to assess the adequacy of the textbooks to be used in a primarily female student communi…
Learner‐Centered Tasks in the Foreign Language Classroom
The article first discusses communicative language teaching and self‐directed learning, then introduces an analytical framework for designing a task, using Nunan's framework. This is followed by a case study done in the Department of Japanese Studies at the National University of Singapore involving 220 first‐year Japanese language students. The case study is a description and analysis of a task which is communicatively based, learner‐centered an…
Junior Teacher Internship
In teaching and learning foreign languages in places where the target language is not spoken, it is difficult but important to increase interactive opportunities among learners. A junior teacher internship project, in which a group of third‐year Australian university students of Japanese participated regularly in first‐year Japanese classroom activities, as well as lesson planning, is examined in this article. The article discusses learner autono…
Learner‐Centered Tasks in the Foreign Language Classroom
The article first discusses communicative language teaching and self‐directed learning, then introduces an analytical framework for designing a task, using Nunan's framework. This is followed by a case study done in the Department of Japanese Studies at the National University of Singapore involving 220 first‐year Japanese language students. The case study is a description and analysis of a task which is communicatively based, learner‐centered an…
Employment and language ability of Australian non‐native speakers of Japanese
Junior Teacher Internship
In teaching and learning foreign languages in places where the target language is not spoken, it is difficult but important to increase interactive opportunities among learners. A junior teacher internship project, in which a group of third‐year Australian university students of Japanese participated regularly in first‐year Japanese classroom activities, as well as lesson planning, is examined in this article. The article discusses learner autono…
Meeting the Challenges in Language for Specific Purposes
The 2001 Biennial Conference of the Japanese Studies Association of Australia in Sydney
Evaluation of business Japanese textbooks
While the Japanese business community continues to be perceived as male dominated, the majority of students of Business Japanese in Australian universities are female. This paper examines Business Japanese textbooks from both macro (social practices) and micro (linguistic discourses) level perspectives, using critical discourse analysis as an analytical tool, to assess the adequacy of the textbooks to be used in a primarily female student communi…
A Classroom Without Walls
The paper visits some thoughts of educationists in the past to consider a sustainable future for Australian Japanese language education at the coal face of high attrition and scarcity of funds. Drawing upon the concept of ‘andragogy’ and a sociocultural approach to learning, the paper proposes that we should shed metaphorical walls outside of and in the classrooms in order to open access to more diverse resources and encourage more intense engage…
Promoting ‘Third Space’ Identities
This paper argues that the teaching and learning of a foreign language involves students in the construction of their own identities between cultural and linguistic practices. The study looks at the interconnected practices of the content of the textbook, the classroom teaching and teacher’s ideological stance in relation to students’ gender identity construction. It examines how all the practices jointly contribute to a foreign language learning…
Who Is To Say ‘Your Japanese Is Incorrect’? Reflection on ‘Correct’ Japanese Usages by Learners of Japanese
This paper discusses the Japanese language used by JSL learners in Japan, while examining JSL classrooms as public space. It draws upon JSL literature, Japanese textbooks and their discourses to find the kinds of Japanese that are taught and used in JSL classrooms and how they are presented and consumed, and it observes how diversity in learners' language is dealt with inside and outside of JSL classrooms in Japan, keeping in view the danger of ‘…
What Keeps Them Going? Investigating Ongoing Learners of Japanese in Australian Universities
What keeps learners of Japanese going in formal study? In Australia, few continue to an advanced level of the language, despite large numbers of learners. This study found that compared to discontinuers, continuers showed much higher levels of motivation and integrative orientation, and their attitudes towards learning were much more positive. They showed greater autonomous learning, and engaged in more self-initiated activities outside the class…
Hisashi Noda and Kumiko Sakoda
Psychology (10 works) · Second Language Learning and Teaching (9 works) · EFL/ESL Teaching and Learning (8 works) · Sociology (8 works) · Linguistics (7 works) · Computer Science (6 works) · Mathematics education (6 works) · Political science (6 works) · Multilingual Education and Policy (5 works) · Pedagogy (5 works)