Chapters & Articles by Yuki Itani-Adams
コミュニケーションとは、話し手が送るメッセージがうまく聞き手に受け入れられて成り立つ ものである。話し手は一方的にメッセージを発信するのではなく、聞き手の反応を意識し、相手に どの... more コミュニケーションとは、話し手が送るメッセージがうまく聞き手に受け入れられて成り立つ ものである。話し手は一方的にメッセージを発信するのではなく、聞き手の反応を意識し、相手に どのようにインパクトを与え、自分の話に惹き付ける事が出来るかを考える必要がある。したがっ て、L2 学習者にも、語彙や文法の正確さに加え、このようなコミュニケーションのあり方を認識 してもらう必要がある。オーストラリア国立大学では、ここ数年中級日本語コースで、デジタル・ ストーリー・プロジェクトを実施している。デジタル・ストーリー (DS)とは、マルチメディアを 使って個人の経験や感情から生まれた自分にとって大事なことを、第一人称、つまり「私」の立場 から語るものである。本稿では DS を使ったプロジェクトの実施方法とその成果を報告し、学習者 が実際に作成した DS の例を検討しながら、いかにこのプロジェクトが学生にとって、コミュニケ ーションの認識に役立ったかを考察して行く。
Published in Electronic Journal of Foreign Language Teaching 2014, Vol. 11, No. 1, pp. 116–135 © Centre for Language Studies http://e-flt.nus.edu.sg/ National University of Singapore
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Is it possible to include impact within an assessment rubric for intermediate language-learners’ ... more Is it possible to include impact within an assessment rubric for intermediate language-learners’ oral production? By presenting the results of the Intermediate Japanese Language Digital Storytelling Project conducted at the Australian National University (ANU), this chapter will demonstrate that the answer to this question is yes. This project aimed first to assess the value of using digital stories in Japanese language teaching as an alternative to individual oral presentations or tests, and second to examine methods of encouraging students to become more proactive and to better express their own personal emotions, beliefs, and ideas.
Digital stories that combine image, narrative and sound provide a powerful way to develop student communicative skills. These stories mark an intersection between applied linguistics and education, creating a meeting place where pedagogy and practice interact. Digital stories also provide a meeting place where textbook language learning combines with more authentic communication, where teacher-centered and student-centered approaches combine and where the storyteller interacts with their audience. Most of all, digital storytelling addresses student-centered learning expectations in the twenty-first century. It focuses on creative thinking, risk-taking and effective communication, with the added advantage of developing effective technical literacy. It also encourages students to become interactive, collaborative members of their learning community.
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Papers by Yuki Itani-Adams
Learning to speak with 'impact' : The Australian National University's Digital Storyt... more Learning to speak with 'impact' : The Australian National University's Digital Storytelling Project (in Japanese)
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This paper compares the acquisition of Japanese morphology of two bilingual children who had diff... more This paper compares the acquisition of Japanese morphology of two bilingual children who had different types of exposure to Japanese language in Australia: a simultaneous bilingual child who had exposure to both Japanese and English from birth, and a successive bilingual child who did not have regular exposure to Japanese until he was six years and three months old. The comparison is carried out using Processability Theory (PT) (Pienemann 1998, 2005) as a common framework, and the corpus for this study consists of the naturally spoken production of these two Australian children. The results show that both children went through the same developmental path in their acquisition of the Japanese morphological structures, indicating that the same processing mechanisms are at work for both types of language acquisition. However, the results indicate that there are some differences between the two children, including the rate of acquisition, and the kinds of verbal morphemes acquired. The results of this study add further insight to an ongoing debate in the field of bilingual language acquisition: whether simultaneous bilingual children develop their language like a first language or like a second language.
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International Journal of Bilingualism, 2011
In this article we utilize a developmental perspective as a metric for the comparison of bilingua... more In this article we utilize a developmental perspective as a metric for the comparison of bilingual language ability. In particular, we utilize Processabilty Theory (Pienemann, 1998a, 2005) which provides a psycholinguistic metric for developmental schedules of any given language. We demonstrate this approach to the cross-linguistic measurement of language development on the basis of Itani-Adams’ (2007) study of bilingual (Japanese—English)
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Books by Yuki Itani-Adams
Hiroshima Modules 1 and 2 provide a first-hand account of surviving Hiroshima's atomic bomb.
Thi... more Hiroshima Modules 1 and 2 provide a first-hand account of surviving Hiroshima's atomic bomb.
This eText is the first volume of an advanced Japanese language comprehension series aimed firstly at improving Japanese language skills, and secondly at introducing readers to a first-hand account of Australia and Japan’s shared WWII and post-WWII history. Made up of two modules, this eText includes audio recordings of the text, movie files of recorded interviews with Teruko Blair and interactive comprehension quiz questions to help readers engage with the Japanese text.
The story is drawn from war bride and Hiroshima survivor Mrs Teruko Blair's 1991 Japanese memoir, Embraced by Australia (『 オーストラリアに抱かれて』), published by Asahi TV Press.
Hiroshima Modules 1 and 2 take readers on a journey behind the eyes of then 20-year-old Teruko. Module 1 covers only a few days in Teruko’s life, in the lead up to the bombing, the horrific impact of the bomb and how she and her family just managed to escape the black rain. Module 2 continues on from Module 1, describing how Teruko and her family survived by managing to escape across the Ōta River to a friend’s farm. The story ends with the survival of all four children and both their parents, which is nothing short of miraculous.
Visit: http://press.anu.edu.au/publications/reading-embraced-australia
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Chapters & Articles by Yuki Itani-Adams
Published in Electronic Journal of Foreign Language Teaching 2014, Vol. 11, No. 1, pp. 116–135 © Centre for Language Studies http://e-flt.nus.edu.sg/ National University of Singapore
Digital stories that combine image, narrative and sound provide a powerful way to develop student communicative skills. These stories mark an intersection between applied linguistics and education, creating a meeting place where pedagogy and practice interact. Digital stories also provide a meeting place where textbook language learning combines with more authentic communication, where teacher-centered and student-centered approaches combine and where the storyteller interacts with their audience. Most of all, digital storytelling addresses student-centered learning expectations in the twenty-first century. It focuses on creative thinking, risk-taking and effective communication, with the added advantage of developing effective technical literacy. It also encourages students to become interactive, collaborative members of their learning community.
Papers by Yuki Itani-Adams
Books by Yuki Itani-Adams
This eText is the first volume of an advanced Japanese language comprehension series aimed firstly at improving Japanese language skills, and secondly at introducing readers to a first-hand account of Australia and Japan’s shared WWII and post-WWII history. Made up of two modules, this eText includes audio recordings of the text, movie files of recorded interviews with Teruko Blair and interactive comprehension quiz questions to help readers engage with the Japanese text.
The story is drawn from war bride and Hiroshima survivor Mrs Teruko Blair's 1991 Japanese memoir, Embraced by Australia (『 オーストラリアに抱かれて』), published by Asahi TV Press.
Hiroshima Modules 1 and 2 take readers on a journey behind the eyes of then 20-year-old Teruko. Module 1 covers only a few days in Teruko’s life, in the lead up to the bombing, the horrific impact of the bomb and how she and her family just managed to escape the black rain. Module 2 continues on from Module 1, describing how Teruko and her family survived by managing to escape across the Ōta River to a friend’s farm. The story ends with the survival of all four children and both their parents, which is nothing short of miraculous.
Visit: http://press.anu.edu.au/publications/reading-embraced-australia
Published in Electronic Journal of Foreign Language Teaching 2014, Vol. 11, No. 1, pp. 116–135 © Centre for Language Studies http://e-flt.nus.edu.sg/ National University of Singapore
Digital stories that combine image, narrative and sound provide a powerful way to develop student communicative skills. These stories mark an intersection between applied linguistics and education, creating a meeting place where pedagogy and practice interact. Digital stories also provide a meeting place where textbook language learning combines with more authentic communication, where teacher-centered and student-centered approaches combine and where the storyteller interacts with their audience. Most of all, digital storytelling addresses student-centered learning expectations in the twenty-first century. It focuses on creative thinking, risk-taking and effective communication, with the added advantage of developing effective technical literacy. It also encourages students to become interactive, collaborative members of their learning community.
This eText is the first volume of an advanced Japanese language comprehension series aimed firstly at improving Japanese language skills, and secondly at introducing readers to a first-hand account of Australia and Japan’s shared WWII and post-WWII history. Made up of two modules, this eText includes audio recordings of the text, movie files of recorded interviews with Teruko Blair and interactive comprehension quiz questions to help readers engage with the Japanese text.
The story is drawn from war bride and Hiroshima survivor Mrs Teruko Blair's 1991 Japanese memoir, Embraced by Australia (『 オーストラリアに抱かれて』), published by Asahi TV Press.
Hiroshima Modules 1 and 2 take readers on a journey behind the eyes of then 20-year-old Teruko. Module 1 covers only a few days in Teruko’s life, in the lead up to the bombing, the horrific impact of the bomb and how she and her family just managed to escape the black rain. Module 2 continues on from Module 1, describing how Teruko and her family survived by managing to escape across the Ōta River to a friend’s farm. The story ends with the survival of all four children and both their parents, which is nothing short of miraculous.
Visit: http://press.anu.edu.au/publications/reading-embraced-australia