Volume 5, Supplement, June 2008
Chiharu Shima
Fluidity of Peer Interaction in a Japanese Language Classroom (pp. 126–139)
This study examines the peer interaction in a small group work task of a pre-intermediate level Japanese language classroom at an Australian university. Based on Sociocultural Theory (e.g. Vygotsky, 1978), the study explores the opportunities for learning that occur during the pair/group work. Data include video-recordings of learners engaging in a group work task, interviews incorporating retrospective stimulated recall, and the researcher’s observation of the class. Findings show that mutual assistance in peer interaction provides various learning opportunities, and that not only do more proficient learners assist less proficient learners, but that the reverse situation also occurs. The study reveals the changeable nature of expert and novice roles in peer interaction, which comes not only from different levels of expertise, but also from the learners' relative positioning of themselves in interaction with their peers. Although the current study shows a number of learning opportunities in peer interaction, findings also indicate negative aspects. The implications for promoting better learning opportunities in peer interaction are discussed.
Sayuki Machida
A Step Forward to Using Translation to Teach a Foreign/Second Language (pp. 140–155)
The article presents a progress report on research into using translation as an effective teaching method in a foreign/second language class. The report includes a) research into the use of translation in the past; b) first approach: adaptation of approaches used in translation courses; c) feedback from the trial; and d) further investigation into using translation as a second language teaching methodology. A student survey about the initial application of translation found their range of expectations for the subject and revealed diversity in their first and second language abilities. The students’ work showed the common errors they would make even after consulting dictionaries and ‘translation aids’. As a result, ‘translation’ could be understood from a wider perspective. Finally, possible further development of the act of translating as a teaching methodology in the advanced level second/foreign language class is discussed.
Kuniko Yoshimitsu
Japanese Language Socialisation of Second-generation Japanese in the Australian Academic Context (pp. 156–169)
Drawing on the language socialisation theory discussed by Duff (2003, 2007), this article examines the Japanese language socialisation of the second-generation Japanese in the Australian academic context. Participants in the study include sons and daughters of Japanese parents and also of inter-cultural marriage partners, who are enrolled in the advanced-level Japanese language course at an Australian university. Despite their growing presence in post-secondary Japanese language classrooms, there have been few investigations into their language situations and experiences in the Australian academic context to date. The case study presented here illustrates how these second-generation Japanese students participate in the Japanese classroom community and explores some of the issues surrounding their Japanese language socialisation. Some implications arising from the study are discussed and practical recommendations to the second-generation Japanese students will also be provided.