Workshop on Japanese Language Education 日本語教育ワークショップ

Tokai University European Center
東海大学ヨーロッパ学術センター
Workshop on Japanese Language Education
日本語教育ワークショップ
“Communicating Japanese Values via Manga, Anime and Literature”
「日本人の価値観をどう伝えるか--マンガ・アニメ・文学作品を用いて--」
Proceedings
2012
Fall
秋
November 3-4
11 月３・４日
© 2013
Tokai University European Center
Vedbæk Strandvej 476
DK-2950 Vedbæk
Denmark
Tel.: (+45) 45 89 08 09
Fax: (+45) 45 89 11 18
E-mail: [email protected]
Website: www.u-tokai.dk
All rights reserved. This book may not be reproduced, in whole or in part, in any form, without
written permission from the publisher.
ISSN 2245-2184
ISBN 978-87-994199-6-8
Table of Contents / 目次
Preface / まえがき
1
Workshop Announcement / 開催通知
3
Workshop Schedule / ワークショップの日程
6
First Session / 第１セッション：(Lecture Outline) /（講義概要）
“Communicating Japanese Values via Anime and Manga”
「日本人の価値観をどう伝えるか -- アニメ・マンガを用いて --」
Tomoko Kotoh (International Christian University)
古藤友子 （国際基督教大学）
9
Lecture Contents / 講義内容
Second Session / 第２セッション：(Lecture Outline) / （講義概要）
“Communicating Japanese Values via Literature”
｢日本人の価値観をどう伝えるか --文学作品を用いて --｣
Machiko Tsujimura (Waseda University)
辻村まち子（早稲田大学）
Lecture Contents / 講義内容
12
23
29
Third Session / 第３セッション：(Presentation Summary) /（発表要約）
“Bridging Remote Cultures: Cross-cultural Concept Mapping Based on the Information
Receiver’s Background Knowledge”
Fumiko Kano Glückstad (Copenhagen Business School)
加納史子（コペンハーゲン商科大学）
37
Fourth Session / 第４セッション：(Presentation Summary) /（発表要約）
“How to Use the Japanese Short Story, “A Person Who Resembles Someone,” for a
Reading Comprehension Class”
40
「短編小説『だれかに似た人』を用いた読み物教材と読解授業」
Fumika Kamei (Aarhus University)
亀井文馨（オーフス大学）
Fifth Session / 第５セッション：(Presentation Summary) /（発表要約）
“The Making of a Japanese-Swedish Word List of Basic Nouns”
43
「日本語・スウェーデン語基本名詞単語集の作成」
Lars Larm (Lund University) / Kikuko Setojima (Modersmålenheten, Malmö)
ラース・ラーム（ルンド大学）/ 瀬戸島菊子（スウェーデンマルメ市母語教育課）
Sixth Session / 第６セッション：(Work Session) /（ワークセッション）
“Considering Classroom Activities for Communicating Japanese Values:
Producing a Teaching Plan”
「日本人の価値観を伝える教室活動を考える -- 教案作成」
Tomoko Kotoh (International Christian University) / Machiko Tsujimura (Waseda University)
古藤友子（国際基督教大学）/ 辻村まち子（早稲田大学）
46
Seventh Session / 第７セッション：(Presentation Summary) /（発表要約）
“How to Teach Intermediate Level Conversation: Difficulties and Suggestions for
Improving Speaking Classes”
49
「中級クラスでの会話指導：問題点と授業の改善に向けて」
Miho Inaba (Lund University)
稲葉美穂（ルンド大学）
Eighth Session / 第８セッション：(Presentation Summary) /（発表要約）
“Some Problems with Regard to Teaching the Kanji of the Genki Textbook in Light of
白川文字学、常用漢字、教育漢字 and the JLPT”
Jesper Beckman (VUF – VoksenUddannelsescenter Frederiksberg)
イエスパー・ベックマン（フレデリックスベア成人教育センター）
53
Afterword / あとがき
55
Participant List / 参加者名簿
56
Preface
The subject treated at the fall 2012 Japanese language education workshop was Japanese culture and
values. As language teachers, the topic of cultural values perhaps does not lie foremost in our minds, but it is,
nonetheless, an issue that is profoundly related to Japanese language education. For the fall 2012 workshop,
two lecturers were invited from Japan to present their approaches to treating Japanese values in their
language classes. One presentation focused on anime and manga as representatives of contemporary youth
culture; the other, took as its point of reference the classical, modern and contemporary works of Japanese
literature. Based on these two presentations, the workshop facilitated a debate on Japanese values.
Considered from the perspective of Japanese language education as a field of research, the topic covered
at this workshop is perhaps somewhat peripheral, and, as organizer, I must confess to having been rather
apprehensive about its ability to attract the interest of teachers in the Nordic region. However, perhaps owing
to the fact that Japanese studies over recent years has experienced an increase in students interested in
Japan’s contemporary sub-culture, the workshop managed to gather a good number of participants, resulting
in productive discussions of the topic at hand. Fifteen Japanese language teacher (excluding the two guests
from Japan), representing ten different institutions, joined us for the workshop. Furthermore, six of these
were first-time participants.
In addition to the two main lectures and their related work session, five participants contributed with
presentations of their own research. It will be very interesting to follow the development of these research
projects, and I look forward to hearing follow-up presentations on them at future workshops.
As with previous Japanese language education workshops, questionnaires were once again distributed to
all participants in order to obtain valuable feedback for future reference. One of the characteristics of this
workshop series is that it is a comparatively small and intimate gathering of language educators (which of
course also has its advantages), and no doubt as a consequence of this, I assume that participants have a
tendency to withhold any harsh criticism they might harbor pertaining to planning. However, be that as it
may, much of the feedback received was positive praise for the workshop being useful, stimulating, thoughtprovoking, refreshing and new, a valuable learning experience, meaningful and interesting.
It is of course a source of great pleasure for an organizer to receive such positive feedback. However, I
hope that, henceforth, everyone will continue to participate actively in these workshops, while at the same
time feeling free to express any criticism there might be, so that we can improve upon ourselves.
One more positive element that emerged from the participant responses in the questionnaires was
satisfaction with the workshop being an opportunity for a group of teachers, with very different backgrounds,
to meet. In addition to various countries and institutions being represented, the participants varied
considerably in both age and experience. This is a characteristic not often seen at other workshops.
I am very pleased if this workshop series can function as a means of connecting the Japanese language
educators in the Nordic countries in a more substantial network, and as an opportunity to meet, discuss and
further develop Japanese language education. It is my intention to continue this endeavor as long as possible,
and I hope for the continued support and cooperation of all involved.
Fusato Taniguchi
Director of Tokai University European Center
1
まえがき
今回は、日本語教育と密接に関係する日本文化・日本人の価値観をめぐる課題について、
日本から招いた二人の講師に、現代の若者文化の代表格マンガ・アニメと、古典や近現代
の文学作品を、それぞれ授業に取り入れる教室活動例を紹介してもらいながら考え、議論
しました。日本語の教育・研究から見るとやや中心から離れるかと思われたので、主催者
としては北欧の先生方の興味をどれぐらい引けるか少々危ぶんでおりましたが、北欧でも
日頃から日本の現代サブカルチャーに刺激を受けて日本語を学び始める学生が増えている
現実の反映か、多くの皆さんが参加してくださり議論は盛り上がりました。因みに今回の
参加者は 15 名（講師等を除く）で、所属機関等はおおよそ 10 に及びます。初参加の方は
６名でした。
今回のテーマに関わるレクチャー、ワークセッションのほかに５件の研究発表がありま
したが、それらの研究継続と発展が今後期待されます。今後の発表をお待ちしたいと思い
ます。
このワークショップの後、毎回アンケートを実施し、参加された皆さんの感想や要望を
伺っております。こぢんまりとした集まりだから（もちろん小さいからこその良さもある
わけですが）辛口のコメントは控える傾向があるようには思いますが、今回の感想でも以
下のような好意的なコメントが大半でした。
「役に立った」「刺激を受けた」「考えさせられた」「新鮮だった」「勉強になった」
「有意義だった」「面白かった」
これは嬉しいことですが、遠慮無く辛口の注文もつけていただくと同時に、今後も積極
的に参加されるようお願いいたします。
また、皆さんから多く寄せられるもう一つの好意的な感想は、いろいろな国・機関（職
場）・年齢・経験の人たちと親しく一緒に過ごせる時間が貴重である、というものです。
たしかにこの点は他の研究会などではあまり見られない特徴と言っていいかもしれません。
北欧での日本語教育に勤しみ努力しておられる皆さんを横につなぎ、互いに刺激し学び
あえる場になっているとしたら嬉しい限りですが、出来る限りこれを続けていきたいもの
だと思っています。いっそうのご協力をお願いいたします。
東海大学ヨーロッパ学術センター
所長 谷 口 聡 人
2
Workshop Announcement / 開催通知
Program
Title: “Communicating Japanese Values via Manga, Anime and Literature”
It goes without saying that Japanese language education and Japan studies are integrally related.
However, Japan studies covers a vast range of topics, including subcultural elements such as manga,
anime, J-pop and video games, which over the past many years have been attracting interest from
younger generations throughout the world. It seems as though “Cool Japan” is expanding its
influence more and more. It is also common knowledge that an increasing number of the students
commencing Japanese language studies nowadays are doing so based on their interest in Japan’s
subculture. We Japanese teachers, and especially the older generation of teachers, are in constant
danger of losing touch with this development and thereby creating a gulf between ourselves and our
students. Therefore, this workshop will investigate youth culture as a supplier of teaching material,
and examine how such materials can be incorporated into classroom activities and teaching methods
so that they reflect the cultural values of Japan.
From the perspective of Japanese values, there is a wealth of literary works from older as well as
modern times, which reflect the relation of the Japanese people to the surrounding natural world,
and their attitude towards life and death. These are works that we teachers have been familiar with
for many years, and which still hold currency in contemporary Japan with regard to being
expressions of Japanese values. There are also students of Japanese who are attracted to the
elegance and beauty of expression such literary works have to offer.
Taking the above into consideration, the workshop will discuss teaching methods for
communicating Japanese values so that they strike a chord with the interest of the students.
The two main speakers this time around are Ms. Tomoko Kotoh of the International Christian
University, Japan, and Ms. Machiko Tsujimura from Waseda University, Japan. Both will
contribute with a lecture each and then team up to conduct a work session together. The lectures
will offer concrete examples and touch on the practical experiences of the main speakers, and with
that in mind, the work session will provide an opportunity for considering, how one best can select
adequate teaching materials and use them in planning classroom activities. As with previous
workshops, we hope for active involvement from the participants.
Lecture #1: Ms. Tomoko Kotoh
“Communicating Japanese Values via Anime and Manga”
How can Japanese values be communicated? This is quite a difficult task. Is there, first of all,
really a set of values which the majority of Japanese hold in common? And if we are to examine a
set of values, should we not then begin by looking at the values each person possesses individually?
Is there not a difference in values between the younger and older generations? I am sure everyone
asks these same questions when it comes to examining sets of values.
The main reason for selecting this topic as theme for the workshop came from the experience as
a teacher of being confronted with numerous questions from students, which spring from
uncertainty about the values of the Japanese. Or perhaps one can say that being a Japanese teacher
3
allows one the opportunity for reconfirming Japanese values through the inquisitiveness of one’s
students.
The lecture will discuss the preliminary stage in considering how to concretely communicate
Japanese values to students via classroom activities. The materials for this purpose are manga and
anime. I myself am not an expert on either manga or anime, however, I am of the opinion that many
of them are excellent mediums capable of conveying Japanese values.
One example is the manga “Saint Young Men” (Volumes 1-7, Nakamura Hikari, Kôdansha,
2008-2011) which describes the life of the Buddha and Jesus Christ as contemporary youths sharing
a small apartment together in Tokyo’s suburb, Tachikawa. With sections of this manga as reference
material, I will discuss Japan’s relation to gods, and the beliefs of the Japanese.
The manga “Mushishi” (Volumes 1-10, Yuki Urushibara, Kôdansha, 2000-2008) is also wellsuited for the task, and has been made into an anime (2005), a movie (2006), and a video game
(2008). Mushi are extraordinary creatures who belong neither to the animal or plant kingdoms, but
whose essence borders on pure being. The main character, Ginko, is an expert on mushi, hence the
title mushishi, and the story follows his travels and encounters with various mushi. Using this
manga, the lecture will discuss Japanese attitudes towards nature and life and death.
The lecture aims at examining Japanese values as they are represented in manga and anime, and
at stimulating a debate on this theme with all participants at the workshop.
Lecture #2: Ms. Machiko Tsujimura
“Communicating Japanese Values via Literature”
When it comes to works of literature, especially the classics, teachers have a tendency to evade
such works if they are not trained in them, and to assume that students will lack interest in the
complicated and difficult texts. However, it is worth remembering that the values of the Japanese
people are reflected in both classic and modern works of literature.
By introducing classic and modern works of literature to students of Japanese, it allows one to
communicate timeless Japanese values such as attitudes towards nature, existence, and life and
death. It also affords the opportunity for stimulating in the students an interest in the stories and the
expressions employed in them, as well as in the intrinsic values of the Japanese.
The lecture will introduce examples from class activities which touch on the values of Japanese
people as expressed through literary works.
With examples such as “The Pillow Book,” “A Hundred Verses from Old Japan,” “Narrow
Road to the Deep North,” “The Boat on the Takase River,” and the works of Kenji Miyazawa, the
lecture will discuss the selection of literary works, examples of their employment in learning
activities, structuring a class based on learner participation, as well as the role of the teacher.
4
Work Session: Ms. Tomoko Kotoh and Ms. Machiko Tsujimura
“Considering Classroom Activities for Communicating Japanese Values: Producing a
Teaching Plan”
At the end of the first day of the workshop, an assignment for the following day’s work session
will be handed out to the participants. This assignment consists of a work sheet upon which you
will be asked to produce a teaching plan based on a manga, anime, or a work of literature of your
choosing, and aimed at a specific class level (beginner, intermediate or advanced). The teaching
plan should be designed for a class of 60 minutes duration, and can be any part of a longer series of
teaching activities based on the chosen material.
Manga and anime introduced during the first lecture will be available for viewing. However, a
teaching plan can also be produced using completely different materials. Therefore, you are
welcome to select your preferred materials in advance and prepare as much as possible beforehand.
You will be asked to submit your teaching plan on the morning of the second day of the
workshop, and discussion during the work session will be based on the various teaching plans. You
are of course welcome to pair up and make teaching plans in groups, but the more teaching plans
there are, the better the following discussion will be.
More information on the work session will follow at a later date.
5
Workshop Schedule / ワークショップの日程
Date: November 3 (Saturday)
日にち：11 月３日（土）
10:30
Registration / 受付開始
11:00
Welcome Speech / 主催者挨拶
11:10-12:10
First Session (Lecture 1) / 第１セッション（講義１）
“Communicating Japanese Values via Anime and Manga”
「日本人の価値観をどう伝えるか -- アニメ・マンガを
用いて --」
Fusato Taniguchi
12:10-13:30
Lunch Break / 昼休み
13:30-14:30
Second Session (Lecture 2) / 第２セッション（講義２）
“Communicating Japanese Values via Literature”
「日本人の価値観をどう伝えるか --文学作品を用いて --」
14:30-15:00
15:00-15:30
15:40-16:10
Tomoko Kotoh
All / 全員
Machiko Tsujimura
Coffee Break / コーヒーブレイク
Third Session (Presentation 1) / 第３セッション（発表１）
“Bridging Remote Cultures: Cross-cultural Concept Mapping
Based on the Information Receiver’s Background-knowledge”
All / 全員
Fumiko Kano
Glückstad
Fourth Session (Presentation 2) / 第４セッション（発表２）
“How to Use the Japanese Short Story, “A Person Who
Resembles Someone” for a Reading Comprehension Class”
Fumika Kamei
「短編小説『だれかに似た人』を用いた読み物教材と読
解授業」
16:15-17:00
17:30-19:00
Explanation of Work Session Assignments
課題の伝達と説明
Dinner
6
Tomoko Kotoh
Machiko Tsujimura
All / 全員
Workshop Schedule / ワークショップの日程
Date: November 4 (Sunday)
日にち：11 月４日（日）
09:00-09:30 Fifth Session (Presentation 3) / 第５セッション（発表３）
“The Making of a Japanese-Swedish Word List of Basic Nouns”
「日本語・スウェーデン語基本名詞単語集の作成」
09:40-12:10
Sixth Session (Work Session) /
第６セッション（ワークセッション）
“Considering Classroom Activities for Communicating
Japanese Values: Producing a Teaching Plan”
「日本人の価値観を伝える教室活動を考える -- 教案作成」
12:20-13:30
Lunch Break / 昼休み
13:30-14:00
Seventh Session (Presentation 4) / 第７セッション（発表４）
14:10-14:40
“How to Teach Intermediate Level Conversation: Difficulties
and Suggestions for Improving Speaking Classes”
「中級クラスでの会話指導：問題点と授業の改善に向けて」
Eighth Session (Presentation 5) / 第８セッション（発表５）
15:15
Tomoko Kotoh
Machiko Tsujimura
All / 全員
“Some Problems with Regard to Teaching the Kanji of the Genki
Textbook in the Light of 白川文字学、乗用漢字、教育漢字 and
the JLPT”
14:50-15:10
Lars Larm
Kikuko Setojima
Ninth Session / 第９セッション：
Closing discussion and plans for the future
まとめの討論と今後に向けて
End of Workshop / 閉会
7
Miho Inaba
Jesper Beckman
Fusato Taniguchi
First Session / 第１セッション
Lecture: “Communicating Japanese Values via Anime and Manga”
講義：「日本人の価値観をどう伝えるか -- アニメ・マンガを用いて --」
Tomoko Kotoh (International Christian University)
古藤友子（国際基督教大学）
Lecture Outline:
Japanese has the expression, “Hara no mushi ga osamaranai,” which literally translates into the
phrase that one’s “stomach bugs are unsettled.” The meaning, however, expresses a compunction to
act, and that one cannot take something lying down. The use of the word mushi, meaning bug or
insect, poses some explanatory difficulties, especially when approached by a student asking what
exactly a “stomach bug” is. In order to answer such a query sufficiently, it is necessary to begin
with an explanation of Japanese values.
Well, what are Japanese values? When describing a value system, a host of constituent
components require examination, such as religious beliefs, things considered important in daily life,
conceptions of life after death, the relation between man and nature, and how the relation between
man’s spirit and physical body is understood. In addition, views of religion, forms of belief,
understanding of life and death as well as a society’s view of nature also come into play. With the
manga, “Saint Young Men,” and the anime, “Mushishi,” as examples, this lecture examines the
Japanese value system.
Before proceeding with a detailed examination, it is best to commence with a brief comment on
how Japanese perceive religion. In a country like Japan where people go to church at Christmas,
visit shrines on New Year’s Eve, conduct wedding ceremonies in churches and funeral ceremonies
at Buddhist temples, it is difficult to pinpoint and define the attitude of the Japanese people towards
religion. This situation has no doubt bewildered many a student of Japanese as well. Currently, only
a mere one per cent of the population in Japan call themselves Christians; a relatively low
percentage in comparison to neighboring South Korea (30%) and China (10%). The term “religion,”
as it was used in the closing days of the Tokugawa Era (1603-1868) and up through the Meiji
Period (1868-1912), has its origins in the Christian faith, and it is generally thought that the
9
definition of the Japanese equivalent of the English term, “shûkyô,” introduced in the Meiji Period,
bore strong associations to Christianity and drew inspiration from a Christian definition of religion.
On the other hand, article 20 of the Japan’s postwar constitution, promulgated in 1946, prohibits the
government and the nation’s public institutions from engaging in religious activities and education.
Furthermore, coupled with a mistrust of so-called “new religions” such as Aum Shinrikyô, many
Japanese now have negative perceptions of the word ‘religion’. The two religions Japanese feel
most comfortable with are Shinto and Buddhism, which is understandable given their history of
harmonious co-existence throughout Japan’s history.
The manga, “Saint Young Men,” is the fictional story of Buddha and Jesus living together in a
shared apartment in Tokyo’s Tachikawa district. Book 9, entitled “Holy Birthday,” offers the
following dialogue between Buddha and Jesus. Buddha asks Christ, “You do know what Christmas
celebrates, right?” To which Jesus replies, “Of course. It celebrates Santa Claus’ successful flight
with his reindeer sleigh!” Although recognizing the answer as correct, the Buddha mumbles to
himself that the misunderstanding may lead to a miracle. It is typical of the manga genre in Japan to
use parody in portraying the interaction of these two holy figures, and it is representative of the
distance Japanese feel towards religion.
In the first episode of the anime “Mushishi,” entitled “The Green Throne,” mushi are presented
as manifold spirit creatures whose essence borders on pure being. The author portrays the mushi as
troublesome little creatures, he nonetheless is very fond of, and via their description, reveals belief
in them as living creatures. The story also describes, in affirmative and positive wording, a blurred
border between the living and the dead, and conveys a sensibility attuned to the interconnectivity
and continuity between life and death.
Returning to the student’s question above about mushi as “stomach bugs,” it can be said that the
word mushi is incorporated into a number of Japanese expression, such as nakimushi (crybaby),
yowamushi (weakling), gei no mushi (a devotee of art), kan no mushi (a convulsive fit), mushi no
shirase (a hunch/premonition) and hara no mushi ga osamaranai (a compunction to act). The first
three examples express both disdain towards people who have certain tendencies (the first two) and
describe someone completely absorbed in a particular interest (the third). If we turn to the last three
examples, we realize that they express an illogical connection between body and spirit. From a
Japanese perspective, mushi are not only related to the physical body, but also have an intangible
psychological effect on people. Based on this, it can therefore be postulated that Japanese adhere to
the belief in the unity of body and mind as opposed to the separation of the two.
In conclusion, when answering a question such as the one put forward by the student, if in your
capacity as language teacher you deem it best to answer in relation to Japanese values, then I
suggest that such a course be followed. And if an answer can be supplemented by concrete
examples, it will make it that much easier for the student to comprehend. Both manga and anime
abound in excellent examples illustrating the value system of the Japanese, and by using them, it is
possible to create lessons that stir the interest of the students.
講義概要：
日本語学習者から「腹の虫がおさまらないという表現がありますが、腹の虫ってどんな
虫ですか？」と聞かれたらどう答えるでしょうか。この「虫」を説明するには、日本人の
価値観について少し説明する必要があるかもしれません。
ではこの価値観とは何でしょうか。たとえば、何を信じているか、日々の生活で何を大
切にしているか、死後の世界をどう考えるか、人間世界と自然世界の関わりをどう考える
10
か、人の心と身体をどのようにとらえているかなど、宗教観や信仰のあり方、また死生観、
セイント
自然観、心身観などが価値観に含まれます。講義では、マンガ『 聖 ☆おにいさん』、ア
む し し
ニメ『蟲師』を用いて、これら日本人の価値観について考えてみたいと思います。
各論に入る前に、日本人が宗教をどのようにとらえているかについて概観しておきまし
ょう。クリスマスには教会、お正月には神社に行き、結婚式は教会で、お葬式は仏式で行
う日本人はいったい宗教をどのようにとらえているのでしょうか。日本語学習者ならずと
も不思議に思うところです。現在、日本人のキリスト教徒は１％にすぎません。この数は
同じ東アジアの韓国のキリスト教徒約 30％、中国約 10％と比べるととても低い数字です。
幕末から明治にかけて日本に伝わった Religion ということばは、もともとキリスト教徒が
用いていたこともあり、明治時代に定着した訳語「宗教」は、キリスト教がそのモデルの
ひとつであると考えられてきました。一方で、1946 年に公布された日本国憲法第 20 条で
は、国及びその機関が宗教教育、宗教活動をすることを禁止しており、またオウム真理教
など新興宗教に対する警戒感も加わり、宗教ということばに違和感をもつ日本人が多くな
りました。宗教のうち日本人にとって親しみがあるのは神道と仏教です。このことは神仏
習合の日本の長い歴史をみると納得されるでしょう。
『聖☆おにいさん』は、ブッダとイエスが東京・立川でアパートをシェアする日々を描
いた作品です。第九話「HOLY BIRTHDAY」では、ブッダがキリストに「クリスマスっ
てなんのお祝いか知っているよね？」と聞くと、キリストは「サンタクロースがトナカイ
での飛行に成功した日だよ！」と答えます。ブッダは大正解と答えながらも、心の中では
「その勘違いに私は奇跡すら感じるよ」とつぶやきます。この二人をパロディ仕立てにで
きる日本ならではのマンガですが、ここには日本人のいだく宗教との距離感がよくあらわ
れているように思います。
『蟲師』第一話「緑の座」では、蟲（虫）とはいのちの源泉に近いもの、その姿は多種
多様であるとされています。作者は蟲を難儀だけれどもいとおしい微少なものとして描き、
生命をもつ存在を信じる気持ちを表現しています。また作品では生者と死者の境目があい
まいなものとして肯定的に描かれ、そこから生と死の連続性やすべての人が生きそしてや
がて死ぬ（共生共死）という感覚を読み取ることができます。
さて冒頭の学生の質問にたち帰るならば、日本語には「泣き虫、弱虫、芸の虫」という
表現や「疳の虫、虫の知らせ、腹の虫がおさまらない」などの表現があります。前者の用
例は、その傾向をもった人を軽蔑するときに用いる表現、またそのことに夢中になる人を
さします。後者の表現に注目するならば、それらが理屈ではない心と身体が結びついた表
現であることに気がつかれると思います。日本人にとって虫とは、体の症状だけではなく、
心にも影響を及ぼす存在であり、それ故、日本人は心身不分離の心身一元観をもつと考え
られます。
最後に、学生の問いかけに対して、日本語教師である皆さんが価値観と関連して答える
方がわかりやすいと判断するとき、個人的見解として日本人の価値観を述べてもいいと思
います。その場合、具体例を示すと、なおわかりやすいでしょう。マンガやアニメには、
日本人の価値観を表現しているものが多くあります。これらを用いることで、より学習者
の興味をかきたてる授業が可能となるのではないでしょうか。
11
Lecture Contents / 講義内容：
12
13
14
15
16
17
18
19
20
21
22
Second Session / 第２セッション
Lecture: “Communicating Japanese Values via Literature”
講義：｢日本人の価値観をどう伝えるか --文学作品を用いて --｣
Machiko Tsujimura (Waseda University)
辻村まち子（早稲田大学）
Lecture Outline:
The lecturer conducts Japanese language classes at Waseda University in Japan aimed at
attaining an in depth understanding of Japanese values, with a particular focus on the relationship of
the Japanese to nature and the four seasons. The methodological approach is based on supplying the
students with first-hand experiences of nature in combination with the representations of nature
found in Japanese literature.
Class duration is ninety minutes, with one class per week. A semester consists of fifteen classes.
The class is for intermediate and advanced level students with the ability to conduct a basic
conversation in Japanese. Ten works of literature, spanning from classics to contemporary fiction,
make up a semester’s syllabus, however, this lecture confines itself to introducing the content of the
first six lessons, including the older classics, “Narrow Road to the Deep North,” “A Hundred
Verses from Old Japan,” and “The Pillow Book.”
Narrow Road to the Deep North
Taking advantage of the good weather, the workshop participants were made to take a short
“poetry writing excursion” （吟行/ginkô） around Tokai University European Center’s grounds.
The purpose was to sense or feel autumn in the surrounding greenery, the sky and nearby sea, and to
express these sensations/impressions in poetic verse. The only instruction given before the short
excursion was to use all five senses in gathering information from the surroundings.
Usually, a brief presentation of Matsuo Basho’s “Narrow Road to the Deep North” and haiku in
general will be provided to students preceding such an excursion. Thereafter a thirty to forty minute
poetry-writing tour around Waseda’s campus will be made. The resulting verses produced by the
23
students are characterized by a free and direct expression of their impression, uninhibited by the
formal rules of poetic production.
It is of course impossible to travel back in time to when Basho lived, but it is important to read
his poetry and thereby share in in his experience of Japan’s natural surroundings as he saw them.
Without using the word “beautiful,” Basho describes what he sees and hears, as well as the hidden
and unheard as he imagines them. By writing poetry, one is reawakened to the finer points of
expression and becomes sensitive to the beauty of one’s surroundings.
Poetry writing excursion around TUEC.
A Hundred Verses from Old Japan
A card game based on “A Hundred Verses from Old Japan,” with an accompanying CD of the
poems being read, can be used as an effective teaching tool. At the workshop, twenty or so cards
were placed on a table and the participants asked to pick the cards while listening to the CD. Issuing
from the participants were nostalgic comments recollecting how memorization of the poems had
been assigned in years past as homework in junior high and high school, and how some poems were
completely forgotten, whereas the memory of others has stuck remarkably well.
For actual lessons, a sheet with the meaning of the poem, its context and the name of the poet is
handed out to the students, and over the course of two weeks, a select twenty or so poems are
introduced and memorized. The students are free to devise their own methods for memorizing the
poems, such as writing them repeatedly, reading them aloud, and using relevant tools on the internet.
The poetry cards are selected based on how easily their representations of themes such as nature’s
seasons, love and parting are understood, as well as on the musical rhythm and flow of the verse.
The ultimate purpose of these exercises is to stimulate the imagination of the students and draw
them into the world of poetry.
Memory card game in TUEC’s library.
24
The Pillow Book
Originally, it was intended for the lecture to include the exercise of listening to a CD-recording
of the chapter, “In Spring It Is the Dawn,” and to have the participants draw a picture of the images
of color, place and time that come to mind. However, due to time restrictions, this exercise was only
briefly explained.
For incorporation of The Pillow Book into classroom activities, the lecture presented the
following method. Firstly, a video depicting the passing of the seasons from spring to winter, and
describing life and events at court, is watched. Following the video, students are then made to give
examples of their favorite seasons and to discuss their individual preferences in groups. This leads
to the final step, where students are guided towards producing their own personal editions of The
Pillow Book. Even though more than a millennium has passed since the original literary work was
written, similar natural scenery still exists in present day Japan, and value is still placed on a
sensitive spirit. Having participated in poetry writing excursions to depict the bounty of nature in
Japan, students naturally reflect back on their native countries and are able to draw comparisons
between the seasonal characteristics there and in Japan.
Main points
The lecture attempts to demonstrate how actual classroom activities are conducted, and can be
summed up in the following three main points.
1. Selection of teaching materials:
Selection is focused on texts most Japanese have been exposed to before entering
college, and which are found in elementary, middle and high school textbooks. The
reasoning behind this is that by exposing students to such familiar and popular classical
texts, allows them to be drawn more easily into the unknown world of the classics.
The poetry of past centuries gave voice to sensibilities that are still valued in
contemporary society, including an attentiveness to the changing of the seasons and an
alertness of the senses to the colors, smells and sounds in nature. It is important to select
texts/materials that enable the students to imagine and understand the intimate bond
between the Japanese and nature; i.e. how this bond has affected their daily life, how much
the Japanese have learned from nature, and how the relationship with the natural
surroundings has influenced their attitudes towards life.
2. The role of the teacher:
First of all, it is the job of the teacher to introduce the students to excellent texts and
literary works, and via hints about how an author positions himself in relation to nature and
time, to motivate the students towards performing their own interpretations of a given text.
Furthermore, students are made to recite poems/textual segments as an exercise intended to
expand their mental images concerning the meaning of a text. In addition, students are also
encouraged to learn, via discussion with others, how their fellows interpret a text and the
underlying sensibilities that drive evaluation. The understanding of a text is also deepened
and enhanced by writing an essay or making a presentation about it. A teacher can also
stimulate students via activities such as poetry writing excursions outside the classroom, if
the weather and flora are deemed appropriate for it, as well as via card games that focus on
memorization.
25
3. Student participation:
Student participation in classroom activities is by no means limited to passively listening
to the teacher, or simply reading the assigned materials. It is of utmost importance for the
students to be directly engaged in the learning activities based on them actively using all of
their five senses. As described above, this can be realized via discussion sessions with
fellow students, going on poetry writing excursions and using their own eyes and ears, and
by utilizing memory cards.
Conclusion
For this workshop, the lecture began with a poetry writing excursion. However, usually the
course of the lessons will proceed in chronological order starting with the oldest texts/works, in this
case The Pillow Book. Many of the workshop participants were no doubt startled by the sudden
poetry writing excursion and the memory card game, but when six lessons of 90 minutes each is
limited to a 60 minute lecture, things unavoidably become a bit hurried. With that said, however,
the participants were given the experience of a teaching methodology based on the five senses. By
emphasizing the active engagement of the students via the exercises introduced above, this
approach to teaching argues that a much deeper understanding of Japanese literature can be attained.
Thus, the ideas and the imaginative response of the teacher will provide the students with the
best possible experience of Japanese literature. As an added bonus, this process can also lead to new
discoveries for teachers as well with regard to the Japanese relationship to nature.
講義概要：
１. はじめに
日本人の価値観、特に四季折々の豊かな自然の中で暮らす日本人の自然感を、日本で暮
らしている留学生達に文学作品に描かれた文字を通してだけでなく、その描かれた自然に
直接触れる体験をさせ、より理解を深めることを目標に、早稲田で授業を行っています。
授業時間は、1 学期間に 90 分×15 回（週１回）、対象は中上級程度で日常会話はこな
せる学生達です。取り上げている作品は、古典から現代まで約 10 作品
ですが、今回は始め 6 回分の「古典」部分から、「奥の細道」「百人一首」「枕草子」の
授業内容を抜粋して紹介します。
２. 「奥の細道」
今回は、お天気にも恵まれたため、すぐ「吟行」に出かけ、建物を 1 周して木々や青
空・海などそれぞれに「秋」を感じたものを、句に詠み発表してもらいました。出かける
前に「目にとまったもの、耳に聞こえてきたもの、香りなど、五感すべてを使って、360
度見回して吟行してみましょう」とだけ声をかけました。
通常の授業では、松尾芭蕉作「奥の細道」の序と数句を紹介し、俳句の作り方の説明、
その後 30～40 分学生と共に構内を歩いて句を詠みます。ルールにあまりとらわれず、素
直に自由に作らせたのがこれら（披露した学生の句）です。
同時代にタイムスリップはできませんが、芭蕉の句に詠まれた日本の自然を実際に観て
感じる心を共有することが大事であり、少しは芭蕉の心に近付けるのではないかと考えて
います。キレイという言葉を使わずに、目の前の色や形状、音や香りを表現する、あるい
26
は見えていないものや聴こえていない音を想像して表現する、皆さんも実際に句を詠んで、
細やかな表現や美しいと感じる心を再認識されたのではないでしょうか、
３. 「百人一首」
当日は、まず、競技用 CD を聞きながら「百人一首」カルタ 20 枚ほどをとってもらい
ました。中/高の冬休みに宿題として暗記させられた記憶があるがすっかり忘れている、
案外覚えていたなどの声もありました。
実際の授業では歌の作者・意味・背景などがまとめてあるプリントを渡し、その中から
20 首ほどを選んで解説後、２週間で暗記させます。何回も書く、声を出して読む、ネッ
トの活用など、好きな方法を考えて暗記してきます。カルタは、作者の背景/男女別に
「季節、恋、別れ」などが理解しやすく容易に浮かぶもの、また「音楽のようなリズムと
流れを味わえること」を中心に選びます。学生達の想像力を刺激し、歌の世界へ誘うこと
を目的とします。
４. 「枕草子」
CD で「春はあけぼの」の章を聞き、頭の中に浮かぶ色や場所・時間のイメージをそれ
ぞれ絵に描いてもらう計画でしたが、時間がなく紹介だけで終わってしまいました。
授業では、文の読解、ビデオ視聴後（春から冬への移り変わり・住居や食事・様々な宮
中のイベントなど）、学生たちに、自分の一番好きな季節を具体的に例をあげて考えさせ、
グループでイメージ交換をさせてから、「私家版枕草子」執筆へと導きます。1000 年以
上経っても同じような風景が日本にあり、感じる心にも驚きを隠せません。初めて日本の
自然に触れる「吟行」をしたことが記憶にあり、自国と日本の四季の比較なども可能とな
ります。
５. まとめとして
今回は、実際の授業のミニ再現をしましたが、以下 3 点にまとめます。
１) 教材の選び方
日本人ならば大学入学までに必ず手にする、あるいは小中高の教科書に載って
いるものを中心に選びます。「いい文」つまり長い間読みつがれてきた「古典」に
触れさせ、学生がまだ知らない世界に導くことができると
考えるからです。豊かな四季の移り変わりを日々の生活の中で肌で感じられる文で
す。
２）教師の役割
学生達にいい作品を紹介し、その作者がどのような自然や時間の中に身をおい
て書いたのかのヒントや刺激を与え、考えさせます。また暗誦、仲間との話し合
い、発表、さらに吟行などの活動に導きます。
27
３) 学生の活動
教師から与えられた作品を教室内で読んだり視聴するだけでなく、
友人と話し合う、文章にする、発表することで、読んだ作品への理解を深めます。
教室外での吟行に出かけ自分の目や耳を使うこと、カルタを暗記して取るなど五感
すべてを使って積極的に参加していくことが重要です。
６. おわりに
通常は年代順で「枕草子」から授業を行いますが、当日は久々の晴天であったため、い
きなり吟行から始めましたので、驚かれた方々も多かったと思います。しかし、参加者の
皆さんに学生になって頂いたことで、「五感を使った教授法」の一部を体験して頂けたの
ではないでしょうか。
教師のアイディアと臨機応変な指導により、学生達に文学作品との「一番いい出会い」
を提示することで、この授業の目標を達成できたと学生達の感想からも確認することが出
来ました。
今後も日本文学への興味の動機づけから、学生のより能動的な行動へ広げていけること
を願っています。
28
Lecture Contents / 講義内容：
29
30
31
32
33
34
35
Third Session / 第３セッション
Presentation: “Bridging Remote Cultures: Cross-cultural Concept Mapping Based on the
Information Receiver’s Background Knowledge”
Fumiko Kano Glückstad (Copenhagen Business School)
加納史子（コペンハーゲン商科大学）
Presentation Summary:
One of my Japanese acquaintances who has been living in Denmark for more than 40 years
formulated his hard mission of undertaking professional translation tasks in the following way:
“Once I deeply understood the two cultures [Denmark and Japan] and the cultural
differences/nuances of conceptual meanings existing in the two countries, it became impossible for
me to translate culturally-specific terms into the other language. Existing language resources
[dictionaries etc.] are in this context useless.” What he was frustratingly expressing is that it
becomes virtually an impossible task to precisely translate or convey the meaning of a Culturallyspecific Concept (CSC) if no exact equivalent concept exists in the Target Language (TL) culture.
Despite this inherent frustration, communicators or translators are still required to convey such
CSCs into a TL in an optimal manner such that a TL reader can instantly infer the original meaning
of a given Source Language (SL) concept. In short, the key issue is whether there can be found a
way to solve this inherently frustrating situation which even skilled and long-term experienced
human translators cannot easily cope with?
The challenge of translating CSCs from an SL is not only caused by the absence of equivalent
concepts in a TL culture, but also due to differences in background knowledge possessed by the two
parties undertaking a cross-cultural communication. Sperber & Wilson (1986) emphasize that,
although all humans live in the same physical world, mental representations are constructed
differently due to differences in our close environment and our different cognitive abilities. Because
people use different languages and have mastered different concepts, the way they construct
representations and make inference is also dissimilar. Since an individual possesses a total cognitive
environment that is the set of facts based on his/her perceptual ability, inferential ability, actual
37
awareness of facts, knowledge he/she has acquired and so on, it is much easier to achieve a socalled “asymmetric” coordination between communicator and audience (Sperber & Wilson, 1986).
This ground theory has formed the basis of the framework that is introduced in my PhD thesis.
As Sperber & Wilson stress, a communication is an inferential process, hence, a cross-cultural
communication is without doubt based on inferences. It is challenging but also fascinating to
explore how a word used by a person in one culture is perceived, understood and conceptualized by
a person coming from another part of the globe. A key research question that is emphasized in my
thesis is: how should background knowledge possessed by an SL communicator and a TL reader be
represented and linked in light of various cognitive processes involved in cross-cultural
communication? My hypothesis starts by the assumption that datasets consisting of concepts and
their features could potentially be used as prior-knowledge of the culturally-specific domain
knowledge, which is required for the inference process in a cross-cultural communication scenario.
Secondly, I consider several cognitive models originating from the categorization and concept
learning research as potential domain knowledge mapping algorithms, which reflect the inference
process involved in cross-cultural communication. Hence, in my thesis, the Relevance Theory of
Communication (Sperber & Wilson, 1986) and the categorization research that has been performed
by diverse cognitive scientists (Murphy, 2004) is contrasted to a simulative framework, coined
Cognitive Ontology Mapping, applying the cognitive models to data-sets representing domain
knowledge of the Japanese and Danish educational systems.
発表要約：
近年のコンピュータとインターネットの急速な発展により、異国の言葉で書かれた情報
にアクセスして機械翻訳を通して情報を入手できる可能性が広がりました。ここで、多く
の人は、今まで知らなかった異国の情報を入手できるようになってなんと便利になったこ
とだろうと感じられることでしょう。しかし、Googleの機械翻訳は本当に異文化コミュニ
ケーションを促進するものなのでしょうか？私のようにスカンジナビアの言葉と文化に精
通した人間がビジネスの現場で関わってきた視点でこの状況を見ると、デンマーク語と日
本語の人間による翻訳でさえ、意思疎通を促進するものではなく誤解を招くものになりか
ねないのに、Google翻訳は誤解を招くツールにしかなり得ないという危機感さえ感じます。
また、実際の現場でデンマーク人と日本人を繋ぐコミュニケーションを共通言語の英語で
行ったとしても、文化背景の違いから生じるコミュニケーションの不一致は必ず生じるも
のです。では、これをどのように解決したらよいのでしょうか？私のPhDプロジェクトで
は、この問題について、話し手と受け手の概念構造を直接繋ぐことのできる異文化コミュ
ニケーションツールを開発したいという意気込みで取り組みました。
今回の発表では、このテーマについて、技術的なことにはできるだけ触れずに、プロジ
ェクトの背景となった認知科学の理論（Knowledge approach in concept learning and
categorization、Murphy 2004）とコミュニケーションの理論（Relevance Theory in
Communication、Sperber and Wilson 1986）を中心に、「文化特有の概念を非英語圏の第
三言語の相手に効率的に伝えるにはどうしたらいいのか」について議論します。キーポイ
ントは、話し手そして受け手、両者それぞれが持つ文化背景知識を、文化依存のバイアス
知識とみなして、それらのバイアス知識が概念学習者（話し手が伝える概念を受け取って
学習する受け手）の認知的な推論過程でどのように影響し、コミュニケーションに関わる
両者の意思決定に影響を与えるのかということです。また、その際に、スカンジナビア言
38
語と日本語という関係では、英語という文化が仲介してしまうという問題も存在してきま
す。この問題を取り組むためには、異なる母国語話者による英語（Global English）を通
しての概念化について研究する必要性があります。このような認知科学と言語の問題は、
人工知能の分野で最近注目されている課題で、心理学の分野では、人間を被験者とした概
念学習やカテゴリー化の認知過程を数理モデルで定義したシミュレーションなどが活発に
行われています。こうした人工知能分野と第二言語・第三言語獲得というテーマは、将来
的に注目されている重要なテーマの一つであり、私たちのように北欧地域で言語に関する
教育や研究に携わっている者が積極的に貢献できる分野であるといえます。
39
Fourth Session / 第４セッション
Presentation: “How to Use the Japanese Short Story, “A Person Who Resembles Someone,” for a
Reading Comprehension Class”
発表：「短編小説『だれかに似た人』を用いた読み物教材と読解授業」
Fumika Kamei (Aarhus University)
亀井文馨（オーフス大学）
Presentation Summary:
The theme for the fall 2012 workshop on Japanese language education was ‘how to deliver
Japanese values through Japanese animation, comic books and literature.’ I made reading
comprehension exercises for a short story, “A Person Who Resembles Someone,”1 and also made a
teaching plan. I presented these at the seminar and received feedback. This article is a summary of
my presentation.
1．The reason why I chose this story
The first reason why I chose this story is because this mysterious piece left me with a lingering
impression. The second reason is the fact that it actually is a very short story which all the students
can enjoy as a masterpiece.
2．Reading materials and learning activities
At the seminar, I explained and introduced the purpose and objectives of the reading class, how to
plan and organize the class, and what the classroom activities were. In summary, the objectives
were to not only read and understand the text, but also to improve four skills of the learners. The
class could be organized to include classroom activities such as pair work and/or group work in
which the students talk about their countries, and the exercise of making their own short story in
Japanese. Furthermore, I commented on the difficulties I faced in making the worksheet.
1
Takashi Atoda, 1984. A Person Who Resembles Someone. Shincho Bunko.
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① Target learners’ level, objectives, and activities for the reading comprehension
② The short story
③ A worksheet
① The class was designed for advanced learners who study in Japan. This can be seen in one of
the activities in which the students have to ask a Japanese person about what they think would
happen after the story.
As for ②, the text was typed vertically with kana alongside some difficult Chinese characters.
Kana is shown only the first time the Chinese characters appear in the text.
③ The worksheet has some questions about vocabulary and other questions that are crucial to
understanding the text. It does not have grammatical questions, because the objective is to
understand the text and appreciate the short story. Students are expected to have finished it before
the actual reading class.
3．Feedback from seminar participants
The participants were asked to read the text and answer the questions in the worksheet. The
feedback I received and the discussion with the participants gave me a chance to assess and look at
the reading class from another angle. The seminar and the participants’ feedback will be very useful
for me as a future reference when preparing reading materials.
The following is the feedback I received after the presentation:
・There are too many questions in the worksheet, so there should be two class hours rather than
just one.
・The questions and vocabulary chosen should be more suited to the students’ level.
・The structure of the questions themselves might be too difficult for students to understand.
・Close reading may be required for the chosen text.
・ Questions regarding understanding the text and questions regarding vocabulary should be
separated.
・How can the instructors tell if students have really been able to read and understand the text?
発表要約：
今回の「日本語教育ワークショップ 2012 秋」のテーマが、「アニメやマンガ、文学作
品を通して日本人の価値観をどう伝えるか、実際に教案を作成し考える」というものであ
った。そこで、筆者も「だれかに似た人」 2という短編小説を用いた読み物教材を作成し、
それを用いた教室活動を考え、セミナー参加者に提案し、フィードバックをもらうという
形での発表を行った。
１．短編小説「だれかに似た人」を教材に選んだ理由
短編小説「だれかに似た人」を教材として選択した理由は、第一に、筆者が以前にその
作品を読み、心に残っていたミステリー感覚の作品であったからである。第二に、一話完
2
阿刀田高（1984）『だれかに似た人』新潮文庫
41
結の短い話であり、読み物教材として適当であると判断したためである。学習者が読んで
も楽しめる作品に違いないと考え、「だれかに似た人」を読み物教材として取り上げた。
２．読み物教材と学習活動について
発表の際に、以下 3 点を資料としてセミナー参加者に配布した。発表では、「だれかに
似た人」の読み物教材を作成した目的と授業の目標、授業の進め方や教室活動について説
明し、紹介をした。教室活動としては、4 技能を伸ばすため読む活動だけではなく、自分
の国について話すペアワークやグループワーク、また、小説の続きを考えさせ、日本語を
使って表現するという活動ができるのではないかと提案した。教室活動以外に、ワークシ
ートを作成するときに悩んだ点や難しいと感じた点などについても発表した。
配布資料
①読み物教材の対象レベル、目標、学習活動
②小説「だれかに似た人」を題材とした読み物教材
③ワークシート
①は、学習者の対象レベルや読解授業の目的・目標、学習活動を箇条書きにし、まとめ
たものである。今回の授業では、日本在住の上級レベルの日本語学習者を対象とした。日
本在住の学習者を対象とした理由は、小説の話の続きがどうなるかを日本人に聞いてみる
というタスク活動を学習活動として設けたからである。
②は、小説の原文を筆者がワード文書にし、縦書きで打ち直したもので、読み物教材の
本文にあたるものである。学習者に難読と思われる漢字にはルビをつけ、ルビは新出の語
に限った。
③のワークシートは、語彙の意味の確認と本文を理解する問題が中心の構成となってお
り、文法には触れていない。これは、「小説の内容を理解し楽しみ味わう」ことを学習の
目的としたからである。学習者には、授業の前に宿題として読み物本文とワークシートを
渡し、家で解答させる。
３．セミナー参加者からの意見や感想
セミナー参加者に「だれかに似た人」の読み物教材を実際に読んでもらい、その後ワー
クシートを解いてもらった。そして、発表後に以下のような、様々な貴重な意見やアドバ
イス、感想等をいただき話し合いの場を持った。今回の発表を通して、読解の授業につい
て別の角度から考え直すことができたので、今後の読み物教材作成時に活かしたいと思う。
・ワークシートの量が多いので、1 回の授業で全て解答させるのではなく、
２回に分けるなどした方が良い。
・学習者のレベルに合った指示文や問題文の語彙を選択した方が良い。
・問題文自体が難しく、学習者がそれにつまずき解答できない可能性もある。
・精読の必要性。
・内容理解と語彙理解の問題を分けた方が良い。
・何をもって学習者が読めたと判断するのか。
42
Fifth Session / 第５セッション
Presentation: “The Making of a Japanese-Swedish Word List of Basic Nouns”
発表：「日本語・スウェーデン語基本名詞単語集の作成」
Lars Larm (Lund University) / Kikuko Setojima (Modersmålenheten, Malmö)
ラース・ラーム（ルンド大学）/ 瀬戸島菊子（スウェーデンマルメ市母語教育課）
Presentation Summary:
This presentation reports on our on-going project of devising a Japanese-Swedish word list of
basic nouns occurring in daily life. The nouns are grouped into semantic fields to enable learners to
acquire vocabulary in a systematic and structured way. In Japanese language education, vocabulary
is either integrated as part of the teaching of kanji, or else introduced with each chapter of the
textbook being used in the classroom. However, these methods do not make it possible to cover all
the basic words used in daily life. Furthermore, there is a need for a noun word list aimed at
Swedish learners.
We discuss how a word list could be organized in order to be maximally useful for both learners
and teachers, as well as touching upon challenges we have encountered.
Previous research
The two most representative publications on basic vocabulary are Nihongo kyôiku no tame no
kihon goi chôsa ‘A study of fundamental vocabulary for Japanese language teaching’ (The
National Institute for Japanese Language and Linguistics, 1984) and Nihongo nôryoku shiken
shutsudai kijun ‘Japanese language proficiency test, test content specifications’ (The Japan
Foundation and the Association of International Education, 2002). In these works, word frequency
and scholarly expertise both played a role when the authors selected the lexical items. However,
more recently, Kawamura (2006) has suggested that ‘word familiarity’, as introduced by Amano
and Kondo (1999), should also be considered. The inclusion criteria also depend on the purpose of
the teaching material and on the background of the students. For instance, there are different basic
vocabularies for international students, foreign children living in Japan, engineers, and so on.
43
The current project
The characteristics of our dictionary are listed below.
 Nouns used in daily life with a high degree of ‘word familiarity’ will be included.
 The word list will be divided into sections such as ‘people’, ‘body’, ‘home’, ‘sports’,
‘hobbies’, ‘food’, ‘politics’ and ‘economy’.
 Specific words pertaining to Swedish culture, such as midsommar ‘Midsummer’ and
Nobelpris ‘Nobel prize’ will be included, as well as vocabulary specific to Japan.
 Other dictionaries and vocabulary lists (from Japanese, English and Swedish), as well as
textbooks and teaching material, will be consulted to ensure our list is comprehensive.
Feedback will also be collected from students and teachers.
 The entries will be written in hiragana, katakana, kanji, and in the Roman alphabet.
Concluding remarks
The project is still at an early stage, but in this presentation we gave examples of content
headings and discussed some of the challenges we are facing. At the workshop, we also received
useful feedback from the audience. We would like to express our gratitude to both the organizers
and the participants.
References
Amano, S. & Kondo, T. (1999). NTT database series: Nihongo no Goi Tokusei (NTT database
series: lexical properties of Japanese).Vol. 1, Tokyo: Sanseido.
Kawamura, Y., Kaneniwa, K. & Maeda, J. (2006). Nihongo gakushuusha no tame no kihongo sentei
no ichishian (A proposal for selecting basic vocabulary for Japanese learners).
http://language.tiu.ac.jp/aje2006.pdf
The Japan Foundation and The Association of International Education. (2002). Nihongo nooryoku
shiken shutsudai kijun (Japanese language proficiency test, test content specifications ).
(Rev.ed). Tokyo: Bonjinsha.
The National Institute for Japanese Language and Linguistics. (1984). Nihongo kyooiku no tame no
kihon goi choosa (A study of fundamental vocabulary for Japanese language teaching).
Tokyo: Shuuei Shuppan.
発表要約：
現在、スウェーデンで日本語を学ぶ学生のための基本名詞単語集の作成を進めている。
この単語集は、日常生活に必要な名詞を意味分野別に分類し、学習者が体系的・系統的に
学べる教材とすることを目標としている。日本語教育における語彙指導というと、教室で
使用されているテキストに出てくる単語をおぼえる、あるいは漢字指導と結びつけて語彙
を増やすという方法が一般的である。しかし、このやり方では、日常生活のコミュニケー
ションで使われる基本的なことばを網羅することは不可能である。また、スウェーデン語
話者のための教材はごく限られていることから、単語集の作成には意義があると考えてい
る。
44
今回の発表では、この単語集の作成にあたり、その経過報告を行うとともに、作成に伴
う問題点を取り上げ、学習者、指導者にとって役に立つ単語集にするため何が必要かを問
う場とした。
先行研究
日本語教育における基本語・基本語彙の文献で代表的なものとなると、国立国語研究所
の「日本語教育のための基本語彙調査」（1984）、「日本語能力試験出題基準」（2002）
があげられよう。ここでは、単語の出現頻度が問題とされ、またそれを補う形で専門家の
判定が選定基準において重要な役割を持っていた。しかし、最近の研究では、天野・近藤
（1999）の提唱する「単語親密度」を日本語学習者のための基本語彙選定にも活用すべき
だとの提言がされている（川村他 2006）。
また、基本語リストは一般留学生向け、外国人児童向け、外国人技術者向けなど、目的
や対象によって様々な形や内容があり、一口に「基本語」といっても、何を持って「基本
語」とするかは、教育の目的や学習者の状況によって異っている。
現行のプロジェクト
私たちの単語集の特色は以下の通りである。
 「単語親密度」が高いと思われる日常生活語彙を中心に入れる。
 意味分野別に分類し、体系的・系統的に学べるようにする。（例
ポーツ、趣味、食べ物、政治、経済 ）
人、体、家、ス
 「夏至祭」、「ノーベル賞」など、スウェーデンについて語るとき必要な名詞を入
れる。同様に日本独特の物や事象を表す名詞も入れる。
 他の辞書、語彙集（日本語、英語、スウェーデン語）、スウェーデン語教育の教材
を参考にする。日本語学習者、日本語教育の専門家に助言をあおぐ。
 ローマ字表記、ひらがな、カタカナ、漢字を併記する。
最後に
プロジェクトはまだ初期の段階であるが、目次とサンプルを紹介し、作成における課題
と問題点を提示した。参加者の方々から貴重な助言を頂きました。この場を借りてワーク
ショップの主催者ならびに参加者の皆さんにお礼を申し上げます。
45
Sixth Session / 第６セッション
Work Session: “Considering Classroom Activities for Communicating Japanese Values:
Producing a Teaching Plan”
ワークセッション：「日本人の価値観を伝える教室活動を考える -- 教案作成」
Tomoko Kotoh (International Christian University) / Machiko Tsujimura (Waseda University)
古藤友子（国際基督教大学）/ 辻村まち子（早稲田大学）
Summary:
The work session planned for the fall 2012 Japanese language education workshop, revolved
around the participants producing an actual teaching plan based on the theme of Japanese values.
With the participants being Japanese language teachers and spending the weekend together at Tokai
University European Center, the circumstances were ideal for conducting just such a work session.
Information on the work session and recommendations on how to select materials for a teaching
plan were sent out to all participants in advance of the workshop, along with a worksheet and
teaching plan examples from two main speakers. At the end of the workshop’s first day, time was
set aside for explaining the next day’s work session. Following dinner that first evening the anime
“Mushishi,” introduced in the first lecture session, was shown for those interested in watching it.
And in the overall amiable and relaxed atmosphere, the participants teamed up to work on their
respective teaching plans.
On the second day of the workshop, the work session, themed “Considering Classroom
Activities for Communicating Japanese Values – Producing a Teaching Plan,” was held, and the
participants made their presentations. Presenter names and topics are listed below:
1) Keiko Takanabe: (Literature) Haruki Murakami’s Super Frog Saves Tokyo
2) Miho Inaba, Sawako Murao: (Television drama) Jin
3) Lars Larm, Kikuko Setojima: (Literature/picture book) Princess Kaguya (of The Tale of the
Bamboo Cutter)
4) Yuki Sakamoto: (Manga) Kiyohiko Azuma’s YOTSUBA&!
46
5) Merete Pedersen: (Song/poem) Hakushû Kitahara’s Jôgashima no Ame
6) Michiko Suzuki Christensen: (Literature/picture book) Toshiko Tanzawa’s Mouse Sumo
7) Yoko Pedersen, Fumika Kano, Chiho Kondo: (Manga) Kenshi Hirokane’s Section Chief Kôsaku
Shima
8) Ayako Onodera: (Anime) Fujio Fujiko’s Doraemon (Benkyô-beya no tsuribori)
9) Atsuko Watanabe Bertelsen: (Song) Sotsugyô shashin, Sakura, etc.
10) Fumika Kamei: (Literature) Takashi Atoda’s Dareka ni Nita Hito
As can be seen from the above list, various materials were selected for the teaching plans,
ranging from manga and anime to picture books and popular songs. The presentations touched on
Japanese culture and values, and each offered a distinctive approach to utilizing the chosen
materials: Presentation no.1 focused on expressions describing human relations; presentation no.2
linked classroom activities to a drama set in pre-modern Japan around the end of the Tokugawa era
(1603-1868); presentation no.3 introduced classroom activities designed to draw students into the
world of the traditional Japanese folktale; presentation no.4 suggested classroom activities based on
discussion of summer vacations during childhood; presentation no.5 constructed a teaching plan
around the enticing mood a century-old popular song; presentation no.6 suggested classroom
activities designed to uncover the value system underlying an old Japanese folktale; presentation
no.7 suggested lessons based on a manga series portraying the life of the Japanese businessman in
the 1970’s, and conducted in cooperation with an economist; presentation no.8 suggested using the
Doraemon anime to discuss which of Doraemon’s tools one finds appealing; presentation no.9
proposed lessons where songs are used to get a feel for and consider the Japanese image of spring;
and presentation no.10 suggested an interesting approach focused on the mentality of challenging
oneself often portrayed in Takashi Atoda’s short stories.
Based on the teaching plans presented at the work session, it is safe to say that the participants
were receptive to the pointers offered in the lectures, and were stimulated to incorporate them into
creatively rethinking and developing classroom activities. Hopefully, occasions such as this
workshop will continue in the future, and provide an opportunity for participants to meet and
experiment with new teaching techniques.
要約：
2012 年秋に開催された日本語教育ワークショップでは、実際に「日本人の価値観」を
とりあげる教案を作成し、発表するというワークセッションを行いました。これは参加者
の多くが日本語教師であること、また東海大学ヨーロッパ学術センターで寝食を共にする
ことができるという環境が整っていたこともあり実現の運びとなりました。
ワークセッションの内容やとりあげる作品の探し方については、あらかじめ東海大学ヨ
ーロッパ学術センターからの第二報で参加者の皆さんにお知らせし、発表用の教案ワーク
シートと、二人の講師の教案を添付しました。ワークショップ１日目の最後に時間をいた
だき、具体的に教案の作成について説明、質疑応答を行ないました。その日の夕食後には、
セッションでとりあげたアニメ作品の上映などを行い、参加者は和気あいあいとした雰囲
気のなかで、それぞれの教案発表の準備にとりかかりました。
翌２日目の午前中第６セッションにおいて、ワークセッション「日本人の価値観を伝え
る教室活動を考える－教案作成」発表が行われました。以下に発表順に発表者のお名前、
取り上げた作品名を記します。
47
①Keiko Takanabe 文学・村上春樹『かえるくん、東京を救う』
②Miho Inaba, Sawako Murao テレビドラマ「仁」
③Lars Larm, Kikuko Setojima 文学・絵本『かぐやひめ』（竹取物語）
④Yuki Sakamoto マンガ・あずまきよひこ『よつばと』
⑤Merete Pedersen 歌・詩・北原白秋「城ヶ島の雨」
⑥Michiko Suzuki Christensen 文学・絵本・神沢利子『ねずみのすもう』
⑦Yoko Pedersen, Fumiko Kano, Chiho Kondo マンガ・弘兼憲史『島耕作』
⑧Ayako Onodera アニメ・藤子不二雄『ドラえもん』「勉強部屋のつりぼり」
⑨Atsuko Watanabe Bertelsen 歌・「卒業写真」「さくら」等
⑩Fumika Kamei 文学・阿刀田高『だれかに似た人』
教案に取り上げられた作品は文学、マンガ、アニメの他、絵本や歌謡曲に及び多岐にわ
たりました。発表された内容もそれぞれ日本文化や価値観に焦点をあて、印象深いもので
ありました。特に、①人間関係を表す呼称を取り上げたこと②幕末を描いたドラマを用い
て多くの教室活動を連携させたこと③物語の世界に学習者を引き込む教室活動を考えたこ
と④こどものころの夏休みの過ごし方をテーマに話し合う教室活動を提示したこと⑤約
100 年前の名曲世界の魅力を伝えたこと⑥日本昔話の根底にある価値観に気づかせる教室
活動を考えたこと⑦マンガを教材としつつ、70 年代日本のビジネスマンの世界を経済専
門家などと組んで教える教室活動の提案⑧アニメをとおして自分が欲しいドラえもんの道
具について話し合う教室活動を考えたこと⑨日本の春のイメージについて歌を通じて考え、
また感じる教室活動の提案⑩阿刀田高の短編を教材に用いるチャレンジ精神、がおもしろ
いと感じました。参加者の皆さんも、それぞれに教室活動のヒントを得られたのではない
かと思います。今後とも参加者の皆さんとともに学び会える場として日本語教育ワークシ
ョップが続いていくことを願っています。
48
Seventh Session / 第７セッション
Presentation: “How to Teach Intermediate Level Conversation: Difficulties and Suggestions for
Improving Speaking Classes”
発表：「中級クラスでの会話指導：問題点と授業の改善に向けて」
Miho Inaba (Lund University)
稲葉美穂（ルンド大学）
Presentation Summary:
Enhancing Japanese language learners’ communicative skills, speaking skills in particular, is one
of the challenges of overseas Japanese language education. However, at intermediate and advanced
levels, the commonly used curriculum tends to focus on reading and writing for academic purposes
(Sakuma, 2006). This presentation discusses problems with current textbooks that I experienced
while organizing intermediate level conversation classes. I also introduce example tasks from my
speaking classes for second year students at Lund University, and discuss future challenges in
improving speaking classes.
1. Difficulties in teaching speaking classes at intermediate level – problems discovered
through textbook analysis
In line with the curricular aims that I mentioned earlier, many intermediate level Japanese
textbooks put an emphasis on reading and writing skills. However, from the viewpoint of
organizing speaking classes, these textbooks have a number of problems. First of all, the main texts,
including dialogues, are longer than those found in textbooks for beginner students. As a result,
practicing the dialogues easily ends up becoming reading exercise. Secondly, since these textbooks
are likely to introduce vocabulary and grammar items used in written Japanese, they offer few
opportunities for students to learn oral expressions. Thirdly, many of the dialogue exercises are
“fill-in-the-blank” questions geared towards practicing grammar. Finally, these textbooks seem to
employ a topic-based syllabus in order to prompt discussions as speaking exercises. However,
49
students are not necessarily interested in these topics, and as a result may not actively participate in
the discussion.
Recently, a growing number of textbooks focusing on oral communication have been published.
These textbooks aim at encouraging learners of Japanese to study useful expressions based on
various types of speech act (e.g., request, refusal), and provide learners with role-playing exercises.
Yet, there are a number of problems with these textbooks, one example being that the conversation
settings are unfamiliar to overseas Japanese language learners.
Thus, it can easily be concluded that language teachers need to make special adjustments when
using these textbooks.
2. Example tasks
This section discusses the conversation classes for second-year students that I organized at Lund
University during the autumn semester of 2012. Through the analysis discussed above, I determined
that it would be difficult to employ any of the available textbooks. Consequently I did not use a
main textbook, choosing instead to arrange role-playing tasks and short speech exercises based on
the concepts of Hataraki kakeru hyôgen ‘Interactive output’ (Kawaguchi, 2004, 2005a) and Kataru
hyôgen ‘Narrative output’ (ibid.).1
I also relied on the concepts of Bunmyaku-ka ‘contextualisation’ (Kawaguchi, 2005b;
Kawaguchi & Yokomizo, 2005) and Kojin-ka ‘personalisation’ (ibid.) while designing the tasks.
During the role-playing exercises, only the goals of the conversation were given to the students in
advance. In other words, they needed to work out the scenarios, such as deciding on participants
and settings, by themselves. Additionally, the students were required to make skits out of their
conversations. This allowed the learners not only to develop the conversations in detail but also
helped them to gauge the extent of their conversational abilities. As for the short speech, I only
provided a general theme for the speech (“The most …”)2 in order to keep the speeches personal in
nature, reflecting the interests of the students. As a result, although many of the students recognized
the difficulty of expressing what they wanted to say, they seemed to learn new vocabulary and
expressions in a natural context.
3. Future challenges
Based on my observations in the classroom, it can be said that the students actively engaged in
these tasks. However, there were a number of problems, such as limited time for speaking because
of time spent on writing the skits, a lack of connection with the content of other classes (e.g.,
grammar and reading comprehension), and the issue of how to support the students in their
difficulties dealing with the creative tasks. In order to examine these problems, there is a necessity
for action research on intermediate level conversation classes.
1
Kawaguchi (2005a) defined Hatarakikakeru hyoogen ‘Interactive output’ as “expressions for fulfilling a particular
purpose of communication by influencing others” (p. 113), and Kataru hyôgen ‘Narrative output’ as “expressions for
talking about yourself and understanding others” (p.116). Kawaguchi claims that grammar items can be divided into
these two types of expressions, and that it is possible to link grammar to teaching expressions (i.e., speaking and
writing) by arranging appropriate tasks depending on the type of expression.
*The quotations are translated by the author.
2
For instance, “The best present I have ever gotten,” “The thing I want the most,” and so forth.
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発表要約：
コミュニケーション能力、特に会話指導は海外における日本語教育の大きな課題の一つ
である。しかし、現行の日本語教育では、中・上級に移行するにしたがって、読み書き能
力に重きをおいたカリキュラムが中心になっている場合が多い（佐久間、2006）。今回の
発表では、筆者が実際に中級レベル以降の会話クラスを担当するに当たり経験した中級教
科書の問題点、筆者が行った会話クラスの例、そして今後の課題などを紹介した。
1. 中級会話指導の難しさ－教科書分析から見える問題点
先に述べたように、中級以降は読み書き能力の向上が中心となるため、教科書もそれに
あわせてアレンジされているものが多くなるが、会話指導という観点から見ると、次のよ
うな問題点があると思われる。①ダイアローグを含めた読み物が長くなるため、会話の練
習を意図しても、読みの練習になってしまいやすい。②新出語彙や文型が書き言葉に使わ
れるものが多くなり、会話で使われる語彙や表現などが学びにくい。③ダイアローグ形式
の練習問題もあるが、穴埋め問題などの文型練習を意図したものが多く、話す練習につな
げにくい。④学習者のディスカッションを促すようなトピック中心の構成になっているも
のも多いが、学習者が興味を持てるトピックばかりではないため、活発なディスカッショ
ンにつながらないことも多い。
また、近年は初級終了者を対象とした口頭コミュニケーション重視の教科書も増えてき
た。これらの教科書は、言語行為の目的（例えば、依頼、断り、など）にあわせた表現を
紹介し、ロール・プレイを中心とした練習を組んでいる。しかし、会話の設定や場面が日
本での生活を念頭に置いたものが多いため、海外で日本語を学ぶ学習者にとっては場面を
理解するのが難しい、などの問題点もある。
このように、中級学習者向けの教科書を、そのまま会話クラスで使用することは難しく、
教師の何らかの工夫が必要であると言えるであろう。
2. 事例紹介―ルンド大学日本語科 2 年生会話クラスの場合
中級レベルの会話指導の事例として、筆者が 2012 年 9 月から担当した 2 年生の会話ク
ラスを紹介したいと思う。上述の教科書分析から教科書を使用するのは難しいと判断し、
あえてメインの教科書を決めずに会話指導を行った。具体的には、ロール・プレイとショ
ート・スピーチの練習を設定した。ロール・プレイは「働きかける表現」（川口 2004、
2005a）の練習として、ショート・スピーチは「語る表現」（同上）の練習になると考え
たためである3。
更に、タスクを設定する際に、「文脈化」「個人化」（川口 2005b; 川口＆横溝 2005）
を意識した。例えば、ロール・プレイの場面設定は会話の目的（例－「荷物を置く」許可
をもらう）のみを提示し、人間関係や場面、談話の構成等は学習者に考えさた。また、口
頭で練習した後に、スキットを作成させた。スキットとして視覚化させることで、より具
3
川口（2005a）は、「働きかける表現」を「相手に働きかけることで、特定の『表現意図』を満足させる表
現」（p．113）、「語る表現」を「自己を語り、他者を理解するための表現」（p. 116 ）と定義している。
川口は、文法項目をこの 2 つに分けて考え、それぞれに合った練習を行うことで、文法と表現指導（会話と
作文）をつなげることができる、と主張している。
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体的に会話を作ることがでると同時に、自分ができることとできないことを意識化するこ
とができた。ショート・スピーチに関しては、「個人化」に近づけるために、「（今まで
で）一番～」という大きな枠組みだけ与えた4。その結果、「自分が言いたいことを表現
する」ことの難しさを実感した学生が多かったが、同時に、自分の文脈で新しい表現や語
彙を学ぶ機会になったと言える。
3. 今後の課題
クラス内での筆者の観察であるが、ロール・プレイ、ショート・スピーチともに、学生
からの反応はよく、積極的にタスクに取り組んでいた。しかし、会話の時間にスキット等
を書かせることで「話す」時間が少なくなってしまうこと、他の授業（文法、読解など）
との関連がない、自由度の高いタスクに対応できない学生をどうサポートするか、などの
問題もある。これらの問題を更に考えるためにも、今後は中級レベルの会話クラスについ
てアクション・リサーチしていく必要があると思われる。
参考文献
川口義一(2004)「表現教育と文法指導の融合－『働きかける表現』と『語る表現』から見
た初級文法」『ジャーナル CAJLE』第６号, pp. 57-70
川口義一(2005a)「文法はいかにして会話に近づくか－働きかける表現と語る表現のため
の指導」『フランス日本語教育』第２号, pp. 110-121.
川口義一(2005b)「日本語教科書における『会話』とは何か－ある『本文会話』批判－」
『早稲田大学大学院日本語教育研究科紀要』第６号, pp. 1-14.
川口義一、横溝紳一郎(2005)『成長する教師のための 日本語教育ガイドブック（上）』
ひつじ書房
佐久間勝彦(2006)「海外に学ぶ日本語教育－日本語学習の多様性－」国立国語研究所編
『日本語教育の新たな文脈－学習環境、接触場面、コミュニケーションの
多様性－』アルク
4
学生が実際に行ったスピーチのタイトルの例―「今まで一番よかったプレゼント」「今、私が一番ほしい
もの（漢字の知識）」
52
Eighth Session / 第８セッション
Presentation: “Some Problems with Regard to Teaching the Kanji of the Genki Textbook in Light of
白川文字学、常用漢字、教育漢字 and the JLPT”
Jesper Beckman (VUF – VoksenUddannelsescenter Frederiksberg)
イエスパー・ベックマン（フレデリックスベア成人教育センター）
Presentation Summary:
Using the theory created by Shirakawa Shizuka on the meaning of kanji characters when
teaching the kanji at the elementary level, one is faced with the following problem: To what extent
is it helpful for the students to apply the explanations in order to memorize the characters? In the
final analysis, of course, this depends on the capacity of the class, but, nonetheless, it is useful to
have some kind of guideline. Since the theory is a complete explanation one can in most cases
create an explanation that covers all of the characters in a certain chapter of Genki. Furthermore, it
is useful to remember a character as a part of a certain field of meaning. But to what extent should
the teacher go into detail explaining the individual characters?
Let us examine an example. The character 父 (chichi/father) is introduced in chapter seven of
Genki. The overall theme for the characters of this chapter could be to enter and return. The father is
related to the child that enters the world. But does it really matter for the student to know the
meaning of the character 父 ? Formerly, I have presented the following anecdotal mnemonic for this
kanji character: “A father looks worried.” Although the meaning does not correspond with
Shirakawa’s theory, it is not a bad mnemonic devise for remembering the character. And why is this,
we might ask? An explanation that suits both the theoretical and the practical aspects could be: 父 is
a combined pictogram that combines the head of a small ax 斧 and a hand. The head of an ax was a
symbol of authority. The father is the person performing the social function of making decisions for
the child. No wonder the father looks worried!
Then in order to strengthen the understanding of this meaning it is tempting to add three more
related characters, namely 王 (ô), 士 (shi) , and 仕 (shi) . 王 is a pictogram showing the head of a
53
big ax. A big ax-head made of bronze was placed in front of the king’s throne in old China
symbolizing authority. The king is the person performing the social function of making decisions
for the whole country. 士 is a pictogram showing the head of a middle size ax. This is also
ceremonial ax used to symbolize authority. 士 means the social position of the soldier that serves
the king. 仕 is a combined character with a phonetic element 士. 仕 combines a person and the head
of an ax. It refers to a person that serves the king as a soldier. Later, it came to signify a person
serving a master. 仕 anticipates the next chapter, 王 is a 1 年, N3. 士 is a 4 年, N3.
However, 志 (kokorozashi), which is useful for 意志 and 雑誌, is probably too much at this
stage, though it may be a good idea to warn that the upper part of 志 originally was not an ax but a
footprint 止 .
By creating fields of meaning like this the aim is not only to increase the ability of the students
to memorize the characters and the amount of kanji learnt at the elementary level, but also to be
able to adjust by relevancy with regard to the demands of our Danish students.
54
Afterword / あとがき
The impression left by Tokai University European Center in Copenhagen, Denmark, during our
visit in late autumn 2012, was the wonderfully contrasting mixture of a beautiful setting enveloped
in cold, crisp air, coupled with the warmth of the people we met. We would like to express our deep
gratitude to Tokai University European Center director, Professor Fusato Taniguchi, and everyone
else for extending us such a warm and gracious welcome.
Especially the presentations on both days of the workshop, made by very enthusiastic
participants, as well as the teaching plans presented during the work session on the second day,
offered much new insight, information and inspiration on Japanese language education. The original
theme of the workshop was ‘how to communicate Japanese values’, but as the workshop drew to a
close, we came to think that perhaps a more appropriate theme would have been ‘conversations on
Japanese values’. When determining the theme, we considered many things having to do with Japan
and the Japanese, and were troubled by the deluge of ideas relating to ‘values’. However, precisely
because of such a predicament concerning cultural values, what we have become acutely aware of
over the course of this workshop is the importance of constant communication between teachers,
with their cultural knowledge, and students of Japanese, trying to find their way in the jungle of
cultural values.
We would like to thank everyone for their contribution to making this a productive workshop,
and we look forward to the day when we can meet again. Best wishes to all, with the hope of
continued success in your teaching activities.
Tomoko Kotoh
Machiko Tsujimura
2012 年晩秋のデンマーク・コペンハーゲンにある東海大学ヨーロッパ学術センターは、
凛とした空気のなかの美しい自然が印象的であり、また暖かい人々とのすばらしい出会い
の場でした。日本からやってきた私たち二人の講師を暖かく迎えてくださった谷口聡人所
長をはじめ、皆さんに心から感謝申し上げます。
とりわけ両日の参加者の方々の熱意のこもった研究発表や、２日目のワークセッション
の教案発表を通じて、私たちは多くのことを学びあいました。当初のワークショップの題
は、日本人の価値観をどう伝えるか、というものでしたが、ワークシップが終わるころに
は、日本人の価値観をともに語る、としたほうがよかったのではないかと思うようになり
ました。テーマを決めるとき、「日本」や「日本人」にまつわるさまざまなことに思いを
めぐらし、また価値観についても多様な考えがあることにも悩みました。しかし、だから
こそ、いろいろな文化背景をもつ教師や日本語学習者がともに語りあうことが大事である
ことを、このワークショップを通じて学びました。
皆様、本当にありがとうございました。またお目にかかる日を楽しみにしています。
どうぞお元気で、なお一層のご活躍をお祈りいたしております。
古藤
辻村
55
友子
まち子
Participant List / 参加者名簿
Participants:
1. Tomoko Kotoh, International Christian University, Japan
2. Machiko Tsujimura, Waseda University, Japan
3. Fumiko Kano Glückstad, Copenhagen Business School, Denmark
4. Chiho Kondo, Copenhagen Business School, Denmark
5. Yoko Pedersen, Copenhagen Business School, Denmark
6. Michiko Suzuki Christensen, Copenhagen Business School, Denmark
7. Keiko Takanabe, University of Copenhagen, Denmark
8. Merete Pedersen, University of Copenhagen, Denmark
9. Fumika Kamei, Aarhus University, Denmark
10. Ayako Onodera Vig, Folkeoplysningsforbundet (FOF), Denmark
11. Jesper Beckman, VoksenUddannelsescenter Frederiksberg VUF, Denmark
12. Atsuko Watanabe Bertelsen, CIS, Berlitz, Denmark
13. Lars Larm, Lund University, Sweden,
14. Sawako Murao, Lund University, Sweden
15. Miho Inaba, Lund University, Sweden
16. Kikuko Setojima, Modersmålenheten, Malmö, Sweden
17. Yuki Sakamoto, Osaka University, Japan,
18. Fusato Taniguchi, Tokai University European Center, Denmark
56