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  • 1.
    Hayakawa Thor, Masako
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Japanska.
    対話を通して文化間能力を培うオンライン多文化交流会: 欧州とアジア,日本を結んで2023Ingår i: ヨーロッパ日本語教育 Japanese Language Education in Europe: The Proceedings of The 25th Japanese Language Symposium in Europe, 25-27 August, 2022 / [ed] Association of Japanese Language Teachers in Europe, Duisburg, 2023, Vol. 26, s. 549-555Konferensbidrag (Refereegranskat)
    Abstract [ja]

     スウェーデンのダーラナ大学は,2012年から韓国,中国・台湾,日本の大学とオンライン多文化交流会を行っている。欧州評議会推奨の文化間能力の育成を念頭に,母語や社会文化背景の異なる中上級の日本語学習者と日本語母語話者が日本語で交流し,自文化を振り返り,他文化を理解することが目的だ。交流会は各学期8週間に4回セッションが行われる。各国混合チームに分かれ,社会文化問題について作文を書き,オンラインで会い,対話している。

     本稿では,この交流会における文化間能力に焦点を当て,2020年と2021年の母語話者と欧州の学習者の交流会後アンケート等の回答に,Byram(1997, 2009)の5つの文化間能力の要素が見られるかを分析した。両者共,異文化による誤解の回避の工夫(スキル)や,異なる考えの尊重(態度),自文化の気づきなど5つの要素が見られた。一方,文化背景から意見が言えない母語話者や,文化間能力を過信している欧州の学習者がいることも判明した。

  • 2.
    Hayakawa Thor, Masako
    Högskolan Dalarna, Institutionen för språk, litteratur och lärande, Japanska.
    ことばの学びと,それがもたらすもの: 手探りのバイリンガル子育てを振り返って2022Ingår i: ジャーナル「移動する子どもたち」―ことばの教育を創発する(Journal for Children Crossing Borders), Vol. 13, s. 192-201Artikel i tidskrift (Refereegranskat)
  • 3.
    Saito, Rieko
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Japanska.
    Hayakawa Thor, Masako
    Högskolan Dalarna, Akademin Humaniora och medier, Japanska.
    Inose, Hiroko
    Högskolan Dalarna, Akademin Humaniora och medier, Japanska.
    Developing Intercultural Competence and Language Skills Through International Online Collaborative Learning2017Ingår i: Cases on Audio-Visual Media in Language Education / [ed] Catherine Hua Xiang, IGI Global, 2017, s. 304-327Kapitel i bok, del av antologi (Refereegranskat)
  • 4.
    Hayakawa Thor, Masako
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Japanska.
    Saito, Rieko
    Högskolan Dalarna, Akademin Humaniora och medier, Japanska.
    日本語オンライン多文化交流会における「対話」を通してのスウェーデン学習者の文化間能力の変容と気づきDevelopment of ‘intercultural competence’ through dialogue during multicultural joint online sessions: a study of swedish learners of japanese2016Ingår i: Japanese language education in the global age: connecting with each other グローバル時代の日本語教育―つながる教育とは, Toronto, 2016, s. 53-62Konferensbidrag (Refereegranskat)
    Ladda ner fulltext (pdf)
    fulltext
  • 5.
    Hayakawa Thor, Masako
    Högskolan Dalarna, Akademin Humaniora och medier, Japanska.
    Svenska barnböcker i Japan2015Ingår i: Översättning för en ny generation: Nordisk barn- och ungdomslitteratur på export / [ed] Alfvén, Valérie; Engel, Hugues; Lindgren, Charlotte, Falun: Högskolan Dalarna, 2015, s. 27-33Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [sv]

    Först ges en historisk tillbakablick över utgivning av utländska barn- och ungdomsböcker i Japan. Därefter fokuseras på utgivningen av svenska barnböcker i Japan. Hittills har fler än 600 barnbokstitlar utgivna på svenska getts ut i Japan. Även finlandssvenska böcker har då räknats in. Sedan Nils Holgerssons underbara resa genom Sverige först kom ut i Japan 1918, dröjde det länge innan en första utgivningsvåg under 1970-talet då 67 titlar utgivna på svenska översattes. De flesta var av Astrid Lindgren och Tove Jansson. En andra utgivningsvåg kom under 1990–2000-talen då ca 200 titlar översattes per decennium. Det stora genombrottet kom tack vare översättarnas stora engagemang för att introducera svenska barnböcker i Japan. Det var översättarnas förtjänst att de japanska bokförlagen fick upp ögonen för svenska barnböcker av andra författare än Astrid Lindgren. Svenska barnboksförfattare har blivit så populära att de till och med kan komma ut med sina böcker först i Japan och sedan återimportera dem till Sverige. Klassiker såsom Pippi Långstrump har översätts om och om igen för att anpassas till nya generationer av läsare. Å andra sidan finns det populära barnböcker i Sverige, såsom Alfons-böcker av Gunilla Bergström och Loranga, Masarin och Dartanjang av Barbro Lindgren, som inte fungerat i Japan pga. skillnader i sociala bakgrunder och uppfattning av humor. För att svenska barnböcker även i framtiden ska nå japanska läsare behövs eldsjälar som är översättare med litterära talanger.

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    fulltext
  • 6.
    Saito, Rieko
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Japanska.
    Hayakawa Thor, Masako
    Högskolan Dalarna, Akademin Humaniora och medier, Japanska.
    Mizufune, Yoko
    Högskolan Dalarna, Akademin Humaniora och medier, Japanska.
    Inose, Hiroko
    Högskolan Dalarna, Akademin Humaniora och medier, Japanska.
    López-Cordero, Mario
    Högskolan Dalarna, Akademin Humaniora och medier, Spanska.
    Pruth, Alex
    Högskolan Dalarna, Akademin Humaniora och medier, Portugisiska.
    Pedagogical Methods in Web-Based Language Teaching2014Ingår i: Proceedings of the 22nd International Conference on Computers in Education / [ed] Liu, C.-C., Japan: ICCE 2014 Organizing Committee , 2014, , s. 5s. 768-772Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper presents a research project that is being conducted at Dalarna University in Sweden. The aim is to study the following: 1) The quality of online language education compared with that of campus education, and 2) Advantages and disadvantages of online language education and how the disadvantages might be overcome. The project consists of two parts: pedagogical methods in online language education from the teachers’ point of view and from the students’ point of view. The first part was conducted in 2012 and various characteristics (benefits and difficulties) of online language education were identified. Flexibility and wider opportunities were general benefits, while lack of physical co-presence, difficulty in having lively debates/discussions, and high dropout rates were among the problems. The second part of the project (being conducted in 2014) aims to investigate how students experience online language learning. The goal is to explore alignments and misalignments between teachers’ perspectives and students’ perspectives, and to develop methods to enhance the quality of online education.

    Ladda ner fulltext (pdf)
    fulltext
  • 7.
    Saito, Rieko
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Japanska.
    Hayakawa Thor, Masako
    Högskolan Dalarna, Akademin Humaniora och medier, Japanska.
    スウェーデン・韓国・中国・日本をオンラインでつなぐ―複文化能力育成を目指して―: Connecting Sweden, South Korea, China and Japan Through Online Exchanges - to raise learners' pluricultural competence2014Konferensbidrag (Refereegranskat)
    Abstract [ja]

    筆者らは、スウェーデン・韓国・中国の大学に通う日本語学習者(中級~上級)を対象に2012年の春学期より遠隔日本語交流を行っている。目的は、母語の異なる色々な学習者との交流を通して、互いの文化を学び、歩みよることである。筆者らは、交流会を通して、学習者が多様な場面に柔軟に対応し、文化間の仲介者となる力を育成したいと考えた。本稿では、この交流会が留学経験のない学習者に異文化接触の機会を提供しているかどうかに焦点を当て、彼らがどのように交流会を体験し、何を学んだか、作文、アンケート、フォローアップインタビューから明らかにする。また、日本語を母語としない人々が日本に多数移住する昨今、日本語母語話者が、交流会を通してこの異文化接触の機会をどう受け止めたのかについても検証する。

  • 8.
    Saito, Rieko
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Japanska.
    Iwasaki, Hiroyoshi
    Matsuura, Keiko
    Yichen, Lao
    Hayakawa Thor, Masako
    Högskolan Dalarna, Akademin Humaniora och medier, Japanska.
    Designing an international environment in language learning2013Ingår i: EDULEARN13: 5TH International conference on education and new learning technologies, 2013, s. 5867-5876Konferensbidrag (Refereegranskat)
    Abstract [en]

    Raising students' intercultural competence has been one of the major issues in language education (Byram 2000, Coste, Moore, Zarate 2009, Kramsch 2010, etc). Byram (2000) defines intercultural competence as: "the ability to see relationships between different cultures - both internal and external to a society - and to mediate, that is, to interpret each in terms of the other, either for themselves or for other people." It also covers the ability "to critically and analytically understand that one's own and the other culture's perspectives are culturally determined rather than natural" (Byram 2000). Kramsch (1993) also claims that language learners need to define and design for themselves their "third place" or "third culture" through language learning. This ability to find/establish/adopt such a third place is at the very core of intercultural competence. The purpose of this presentation is to introduce a joint research project, which was carried out during 2012 and 2013 in collaboration between four universities: Pusan National University (South Korea), Busan University of Foreign Studies (South Korea), Donghua University (China) and Dalarna University (Sweden). This joint research project was established to investigate ways to raise the intercultural competence of students who learn Japanese at each university. The main goal of the project is to design a learning environment where students can actively engage with each other in the target language (Japanese) and develop their intercultural competence through these interactions. Other than developing communicative competence, we aim to support the development of the following student competences: An increased ability for self-reflection. An awareness of the presuppositions they hold and their cultural basis (Byram 2011). The research is based on three studies (carried out in the spring term 2012, the autumn term 2012, and the spring term 2013). Five Japanese language teachers, representing each of the collaborating universities, participated in the project. 17 students participated in the first term, 21 in the second term and 41 in the third term. Students from each university also interacted online outside of the ordinary classes. In this presentation, we outline the challenges we have met and what we have so far learned by organizing this kind of study. Among other things, we describe how the learning environment was prepared, how topics were chosen, the kinds of tools we chose, and our efforts to increase students' abilities for self-reflection. We will also discuss the learning results obtained by students.

  • 9.
    Saito, Rieko
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Japanska.
    Iwasaki, H.
    Pusan National University, Republic of Korea.
    Lao, Y.
    Donghua University, China.
    Hayakawa Thor, Masako
    Högskolan Dalarna, Akademin Humaniora och medier, Japanska.
    Designing an international environment in language teaching2013Ingår i: EDULEARN13: Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, 2013, s. 5867-5876Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Raising students’ intercultural competence has been one of the major issues in language education (Byram 2000, Kramsch, Léby & Zarate 2008, etc). Byram (2000) defines intercultural competence as: “the ability to see relationships between different cultures – both internal and external to a society – and to mediate, that is, to interpret each in terms of the other, either for themselves or for other people.” It also covers the ability “to critically and analytically understand that one’s own and the other culture’s perspectives are culturally determined rather than natural.” (Byram 2000) Kramsch (2010) claims that educators therefore should provide students with opportunities to help them define and design for themselves their “third place” or “third culture”, a sphere of interculturality that enables language students to take an insider’s view as well as an outsider’s view on both their first and second cultures. It is this ability to find/establish/adopt this third place that is at the very core of intercultural competence. The purpose of this presentation is to introduce the joint research project which was carried out during the years of 2012 and 2013 in collaboration with four universities: Pusan National University (South Korea), Busan University of Foreign Studies (South Korea), Donghua University (China) and Dalarna University (Sweden). This joint research project was established to investigate ways to raise the intercultural competence of students who learn Japanese at each university. The main goal of this research is to design a learning environment where students can actively interact with each other in their target language (Japanese) and develop their intercultural competence through these interactions. Other than developing their communicative competence, we aim at developing the following of the students’ competences: • The ability to deepen their self-reflection. • The awareness of the presuppositions they hold and the cultural basis of many of these (Byram2011).This research is based on three studies (carried out in the spring term 2012, the autumn term 2012, and the spring term 2013). Five Japanese language teachers, one or two from each university, participated in the project. 17 students participated in the first term, 21 in the second term and 41 in the third term. The students from each university interacted online outside of the ordinary classes.In our presentation we will describe the challenges we have met and what we have learnt thus far by organising this kind of international study (how the environment was prepared, how topics were chosen, what kind of tools we chose, how we made the students deepen their thoughts, etc). We will also present the learning results obtained by the students.

  • 10.
    Saito, Rieko
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Japanska.
    Hayakawa Thor, Masako
    Högskolan Dalarna, Akademin Humaniora och medier, Japanska.
    How to make active interactions in Japanese as a second language.2012Ingår i: International Conference of ICT for Language Learning / [ed] Pixel, Libreriauniversitaria.it , 2012, s. 211-214Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    This paper analyzes Japanese language classes at Dalarna University in Sweden that are held through a web conferencing system. It discusses how students’ learning and language acquisition can be supported by making better use of the available features of using a web conferencing system for language lessons. Of particular interest is the existence of an “information gap” among students, created because of the limits posed by distance communication. Students who take Japanese courses at Dalarna University usually access classes from their home, which are located all over Sweden or even abroad. This fact can be utilized in language classes because the “information gap” can lead to interactions that are essential for language learning. In order to make use of this natural “information gap” and turn it into an opportunity for communication, our classes used a teaching method called “personalization” [Kawaguchi, 2004].  “Personalization” aims to persuade students to express their own ideas, opinions, feelings and preferences. The present analysis suggests that “personalization” in web-based language classes is a surprisingly effective teaching method. By making students explain about things at home (why they have them, what they use them for, or why they are important), students become motivated to express themselves in Japanese. This makes communication meaningful and enhances students’ interest in improving their vocabulary. Furthermore, by knowing each other, it becomes easier to create a ”supportive classroom environment” [Nuibe, 2001] in which students feel able to express themselves. The analysis suggests that that web-based education can be seen not simply as a supplement to traditional face-to face classroom education, but as a unique and effective educational platform in itself.

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    How to make active interactions in Japanese as a Second Language in the web-based classes
  • 11.
    Saito, Rieko
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Japanska.
    Pruth, Alex
    Högskolan Dalarna, Akademin Humaniora och medier, Portugisiska.
    Inose, Hiroko
    Högskolan Dalarna, Akademin Humaniora och medier, Japanska.
    Mizufune, Yoko
    Högskolan Dalarna, Akademin Humaniora och medier, Japanska.
    Hayakawa Thor, Masako
    Högskolan Dalarna, Akademin Humaniora och medier, Japanska.
    Pedagogical methods in web-based language teaching-mapping2012Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The purpose of this presentation is to introduce the research project progress in “the mapping of pedagogical methods in web-based language teaching" by Högskolan Dalarna (Dalarna University). This project will identify the differences in pedagogical methods that are used for online language classes. The pedagogical method defined in this project is what the teachers do to ensure students attain the learning outcomes, for example, planning, designing courses, leading students, knowing students' abilities, implementing activities, etc. So far the members of this project have analyzed the course plans (in the language department at Dalarna University) and categorized the learning outcomes. A questionnaire was constructed based on the learning outcomes and then either sent out remotely to teachers or completed face to face through interviews. The answers provided to the questionnaires enabled the project to identify many differences in how language teachers interact with their students but also, the way of giving feedback, motivating and helping students, types of class activities and materials used. This presentation introduces the progress of the project and identifies the challenges at the language department at Dalarna University. Finally, the advantages and problems of online language proficiency courses will be discussed and suggestions made for future improvement.

    Ladda ner fulltext (pdf)
    Pedagogical Methods in Web-Based Language Teaching-Mapping
  • 12.
    Saito, Rieko
    et al.
    Högskolan Dalarna, Akademin Språk och medier, Japanska.
    Hayakawa Thor, Masako
    Högskolan Dalarna, Akademin Språk och medier, Japanska.
    Tokobano manabiwo shiensuru enkakunihongokyouiku towa nanika: sweden dalarna daigaku no jirei kara2012Konferensbidrag (Övrigt vetenskapligt)
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    R.Saito&M.Thor-presentation in ICJLE
1 - 12 av 12
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  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
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  • Annat språk
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  • text
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