Published papers

This paper highlights cultural intermediaries as an indispensable analytical focus through which we could make intellectual sense of cultural production in East Asia and its global journeys. The existing literature recognises cultural intermediaries as critical agents who orchestrate a match between cultural products and their target markets. Examining cultural intermediaries in the realm of the growing inflow of Chinese animation into Japanese theatrical distribution nowadays, including the introduction of White Snake in Japan in 2021, this paper suggests contingency as one of the most critical features entailed in the work of cultural intermediaries. Our cases highlight how their intermediation process was, in fact, ignited and carried out in an immensely contingent manner without any pre-established plans or principles. The paper underscores contingency as the feature that deserves straightforward attention of the literature on cultural intermediaries, and as the vantage point from which we could make rich sense of the front-line dynamism at work in trans-Asian cultural productions.

This paper explores the application of paper dictionaries in vocabulary acquisition for Teaching Chinese as a Foreign Language (TCFL) in the digital era. Through an empirical study conducted at Newcastle University, UK, it examines the advantages of paper dictionaries over electronic dictionaries in fostering deep learning and language processing. By employing the Lexplore method, and integrating the use of paper dictionaries with Quizlet, the study reveals that while using paper dictionaries may take more time, it significantly contributes to developing effective learning habits, deepening understanding, and maintaining learning motivation.

大規模言語モデル(LLMs)の進化に伴い、生成型AIの応答の質が大幅に向上し、教育現場での活用が広がっている。従来の中国語教育では、教員による誤り訂正（Corrective Feedback:CFB)が重視されてきたが（朱& 郑， 2023)、時間やクラス規模、学習者の受容力なにより、その効果には限界がある(Ellis, 2006; Mahowald, K. et al， 2024)。本WSでは日本の大学の外国語クラスでの生成AIとの協同型フィードバック教学に焦点を当て、以下3名の中国語と英語担当教員が、AIの導入プロセスや個別化学習サポート、実施に伴う課題について報告する。 ・杉江聡子：生成 AI との協同による初修中国語授業の訂正フィードバック最適化 ・王怡人：人工智慧驅動的反饋和反思一增強學生口說的動機和信心 ・Glenn Stockwell : 生成 AI を応用した英語教育の実践 　LLMs活用により、社会的文脈での言葉の適応力を高める教学支援が可能である一方（柳 瀬， 2018)、自発的な知覚や感情を持たないAIに代わり、学習プロセスにおける教員の役割が一層重要になる（Sunaoka， 2024)。 また教員の過重負担を軽減するためには、バックシステムによるAI生成情報の精度検証や、学習者の理解度把握の支援が欠かせない。総合討論では、中国文学研究者の吉川龍生が日本の中国語教育の現場に基づき、異なる科目やクラスでの生成AI応用の実態と課題について知見を述べる。本ワークショップを通じて、LLMsを活用した新しい語学教育の可能性と課題について参加者と共に議論し、今後の教育効果の向上を目指す。

The aim of this study is to examine the effects of the Jishobiki (JB) model on teaching and learning strategies for improving learners’ motivation. JB model has been applied to teach English as a first language at C primary school in the United Kingdom. Lesson transcript and transcriptions of semi-structured interviews of both teachers and learners were used to examine its effects. The results showed that the JB model improves learner motivation through feedback. The study also indicates that the JB model as a learning strategy has potential application for learning second/foreign languages.