| A |
A Comparison of the Effects of Two Processing
Instructions on JFL Learners' Task Performance |
| |
A Cross-linguistic Analysis of Demonstratives
in Japanese, Korean, and Mandarin as Resources for Dealing with Word-formulation
Trouble in Conversation |
| |
A Process of Curriculum Development with
CALL Materials for Advanced Japanese Language Learners |
| |
A Prosodic Analysis of the Independent Ne
Particle in Japanese |
| |
Aesop: Transformation and Adaptation of Japan's
Most Popular Westerner |
| |
Analysis of Bilingual Children's Narratives: Referential
Topic Management |
| |
Apology Realizations of Japanese L2, Japanese
L1, and English L1 speakers |
| B |
Between Printed Books and Single-Sheet Prints:
Collaboration in Ukiyo-e Printing of the 1790s |
| C |
Content-based Teaching: Waka Poetry in Japanese
Language Classes |
| |
Creating Electronic Student Portfolios |
| D |
Differences in Use of "Wa"
in Spoken and Written Japanese Discourse |
| F |
"Frog, Where Are You?": Storytelling
Performance of Bilingual Children |
| H |
Handwritten, Printed, and Mass-Produced:
The Materiality and Function of the Japanese Book |
| |
How Are Turns Constructed in English and Japanese
Conversations? Unit Types and Onset Places of Turns in Telephone and Face-to-Face
Interaction |
| I |
Interdependence of Japanese and English Knowledge
in Language and Literacy Among Bilingual Children: A Study of Standardized
Test Outcomes |
| |
Instructional Effect on Acquisition of the
Japanese Passive |
| J |
Japanese Learners' Usage of the Final Particles
Ne and Yo |
| L |
"Learning through Listening" for
Intermediate and Advanced Japanese Learners |
| M |
Mass-Produced Must-Haves: Owning Detective Fiction
zenshu in 1920s Japan |
| R |
Reproduction of Social Asymmetries through
Register-Switching in Japanese |
| |
Rolled, Folded, Stuffed, Pasted: Questioning Forms
of the Book in Premodern Japan |
| S |
Short-term and Long-term Effects of Mnemonics
on Remembering Katakana |
| |
Studies in Narrative Competence: Bilingual
Children Tell the Story in Two Languages |
| T |
Tense and Narrative Development in the Frog
Stories Told by Bilingual Children |
| |
The Acquisition of Discourse Structure in Japanese
as a Foreign Language |
| |
The Smaller the Group Size, the More the Group
Hedges |
| |
Translating Japanese Literature: The Next Generation |
| U |
Understanding Cohesion in Japanese Text: Zero
Anaphora as Invisible Cohesive ties |
| |
Using Handhelds: Learning Japanese Anytime, Anywhere |
| W |
Web-based Learning Material for Pragmatic Competence:
Talkpoint Project |
| Y |
Young JFL Learners' Kanji knowledge development
|
| あ |
IT利用度および教授経験による日本語教師の類型化とそれに基づく教師のコンピュータリテラシー向上のための教材開発
（A Typology of Japanese Teachers According to Level of Use of IT and Teaching
Experience, and the Development of Materials for Acquiring Computer Literacy
Based on That Typology) |
| お |
女言葉男言葉の習得のために
(Future Implications of Teaching Gendered Speech Styles in JFL classrooms) |
| か |
学習者言語における緩和表現の発達について
(Development of Mitigations in Second Language Japanese) |
| け |
継承日本語学校小学部高学年におけるマルチレベル/マルチエイジカリキュラムデザインと実践
(Multiage/multilevel Curriculum Design and Practice at a Japanese Heritage
Language School: Elementary Upper Level) |
| |
継承日本語教育におけるマルチエイジ/マルチレベルカリキュラム
(Multiage/multilevel Curricula in Japanese Heritage Language Education) |
| |
継承日本語話者の言語的特徴とは：より効果的なマルチレベル/マルチエイジカリキュラムの編成に向けて
(Language Characteristics of Speakers of Japanese as a Heritage Language:
Suggestions for More Effective Multilevel/multiage Curricula) |
| こ |
高校レベルのマルチレベル・マルチエイジカリキュラム：学習者の多様性を生かしたクラス環境作り
(Multilevel/multiage Curriculum at High School Level: Creating a Classroom
Environment Based on Diversity) |
| さ |
最近の文化理論と日本語教育について
(Recent Cultural Theories and Japanese Language Education) |
| し |
初級学習者を対象としたコンピューターによる口頭テストの検証
(Examination of the Computerized Speaking Test for First Year Japanese
Students) |
| な |
内容重視した学習者の多様性を生かしたクラス環境作り
(How to Establish a Heritage Secondary Japanese Classroom: Using Content-based
Curriculum Considering Diversity for Multilevel/multiage Students) |
| に |
日本語学習者の漢字に対する考え方と漢字学習能力
(Japanese Language Learners' Beliefs about Kanji and Their Ability to
Learn New Kanji Words) |
| |
日本語教育に於けるテクノロジーガイドラインの試み
(Establishing Technology Guidelines for Teachers of Japanese) |
| |
日本語教師のための効果的なIT技能の習得法：研修選択の指針
(Effective Methods of IT Skill Development for Japanese Language Teachers:
Indicators for Workshop Selection) |
| |
日本語教師に求められるテクノロジーの知識と能力：標準と研修・支援のための評価ツールの開発
(Technology Knowledge and Skills Needed for Teachers of Japanese: Developing
Standards and Assessment Tools for Professional Development and Support) |
| |
日本語教師に必要なテクノロジーと情報のリテラシー
(Computer and Information Literacy Necessary for Japanese Language Teachers) |
| |
日本語教師のためのオンラインIT講座の実践報告と改善策
(Implementation of Online IT Training for Japanese Teachers) |
| |
日本語上級クラスにおけるオンライン新聞プロジェクト：ナショナルスタンダーズの視点からの考察
(Internet-based Newspaper Project for Advanced-level Japanese Learners:
From the Perspective of the Standards for Foreign Language Learning) |
| ほ |
母音の長さに関するエラーの分析：英語・中国語話者のケース
(Phonological Errors in Japanese by Native Speakers of English and Chinese) |