MARIKO NAITO
| International Education Center | Associate Professor |
Researcher Information
Career
- Oct. 2019 - Present
The University of Electro-Communications, Center for International Programs and Exchange, 准教授 - Apr. 2017 - Aug. 2019
Kwansei Gakuin University Ritsumeikan International, 講師 - Apr. 2013 - Mar. 2017
Kwansei Gakuin University, 日本語教育センター, 日本語常勤講師 - Apr. 2008 - Mar. 2013
Ritsumeikan University, Ritsumeikan International, 嘱託講師 - Oct. 2007 - Mar. 2008
玉川国際学院, 非常勤講師 - Oct. 2007 - Mar. 2008
キノシタ学園日本語学校, 非常勤講師 - Aug. 2004 - Jul. 2007
Damascus University, Faculty of Arts and Humanities, Department of Japanese Language, 客員講師（国際交流基金派遣ジュニア専門家） - Apr. 2002 - Mar. 2004
日本マレーシア高等教育大学連合Japanese Associate Degree Program, 専任講師 - Nov. 1998 - Aug. 1999
MIRAERO Language Institute, 専任講師 - Oct. 1997 - Sep. 1998
Yonsei Language Institute, 専任講師 - Oct. 1996 - Sep. 1997
Sisa Language Institute, 専任講師
Research Activity Information
Award
Paper
- 日本に関する身近な疑問を題材にした初級レベルからの話し合い活動
中野 陽, 内藤 真理子
日本語教育方法研究会誌, 23, 1, 46-47, Sep. 2016
Symposium, Japanese - 関西在住短期留学生の方言意識と習得意欲
高村めぐみ; 内藤 真理子
関西学院大学日本語教育センター紀要, 関西学院大学日本語教育センター紀要委員会, 5, 23-30, Mar. 2016, Peer-reviwed
Japanese - Avoidance of Redundancy in Academic Writing:An Analysis from the Perspectives of Prominence, Cohesion, Logicality, and Coherence
NAITO Mariko; KOMORI Mari
Journal of Japanese Language Teaching, The Society for Teaching Japanese as a Foreign Language, 164, 0, 1-16, 2016, Peer-reviwed,Papers written in Japanese by international students in undergraduate courses frequently include repetitions of words and expressions, thereby making the papers appear poorly written. These redundancies may be avoided by training students to become more aware of unnecessary repetitions in writing. However, our research indicates that students have difficulty avoiding such repetitions as this topic is not actively addressed in many Japanese language writing textbooks and lectures. Therefore, we devised a study to support efforts to heighten student awareness of repetitive writing. In this study, cases of repetition from papers written by international students were identified by several Japanese native speakers. Next, we classified these redundancies into four types based on the perspectives of prominence, cohesion, logicality, and coherence to analyze the papers at both the sentence-level and discourse-level. Lastly, we compared these with sentences that were evaluated to be non-repetitive.
Japanese - A Consciousness Survey of the Kansai Dialect among Short-term Foreign Students
TAKAMURA Megumi; NAITO Mariko
Journal of Japanese language education methods, Japanese Language Education Methods, 22, 2, 18-19, 19 Sep. 2015, In the 1990s, fervent debates on whether to promote the Kansai dialect in Japanese education did not reach a conclusion. However, the students' consciousness of the dialect may provide some information to resolve this problem. In this study, we conducted a questionnaire survey on the consciousness of elementary level and pre-advanced level foreign students regarding their short-term stay in Kansai. According to the results, regardless of their Japanese proficiency level, the students liked the Kansai region, had a strong learning motivation, and desired to study the Kansai dialect at universities and through natural learning.
Japanese - ディベートの論題選びについての実践報告
内藤 真理子; 西村 由美; 竹内 茜
Lead, 日本語教育方法研究会誌, 22, 2, 32-33, Sep. 2015
Symposium, Japanese - 教師によるディベートの講評談話の特徴
西村 由美; 内藤 真理子; 竹内 茜
日本語教育方法研究会誌, 22, 2, 44-45, Sep. 2015
Symposium, Japanese - アカデミック・ライティングにおける一貫性とは:アカデミック・ライティングにおける一貫性とは:学習者・教員双方がレポート評価に利用できるチェックリストの提案
小森万里; 内藤 真理子
日本語／日本語教育研究, 6, 205-220, May 2015, Peer-reviwed - Teacher Feedback and Peer Response to Promote Self-Error Correction in Writing : Report on Practices of Classes Aimed at Students to Become Autonomous Writers
NAITO Mariko; NAKANO Yo
Journal of Japanese language education methods, Japanese Language Education Methods, 21, 1, 100-101, 15 Mar. 2014, The paper reports on the practices of writing classes, which was comprised of teachers' feedback and peer response, for students aiming to become autonomous writers in intermediate-level writing classes. Teachers' feedback includes 1) indication errors by highlighting, 2) indication errors and suggestions for improvement by comments, 3) advice about the assignment as a whole, and 4) evaluation by rubric. Peer response, which is mentioned in this paper, is based on a comprehension quiz. By comparison between a first draft and a second draft, a follow-up interview, and answers from a comprehension quiz, we will discuss the effectiveness of this practice.
Japanese - Trials having students prepare their presentations considering audiences
NAITO Mariko
The journal of Japanese Language Education Methods, Japanese Language Education Methods, 20, 1, 86-87, 2013, I used "Bibliobattle" for listening and oral expression classes in order to have students consider the knowledge, background and interests the audience may have. In the battle, the audience choose the "Champion Book" as the one they most want to read. Therefore students must prepare the contents of their presentation while considering audiences. In this paper, using self-evaluation sheets and mutual evaluation sheets. I verify whether this battle is useful for their learning.
Japanese - What Kind of Help Is Needed for Self Error Correction in Academic Writing¿:Report on Writing Feedback Using Highlighting and the Comment Feature
NAITO Mariko; KOMORI Mari
JOURNAL OF TECHNICAL JAPANESE EDUCATION, The Society for Technical Japanese Education, 15, 0, 41-46, 2013, Peer-reviwed, In order to be successful in writing, students should think of how they convey their thinking to others, and correct errors by themselves. This report analyzes the effect of using two kinds of error feedback, highlighting and the comment feature in Microsoft Word, to improve students' longitudinal writing competency. This study yielded the following results. Highlighting is effective when used to indicate errors in the use of quotations. Also highlighting is useful for motivating students to correct mistakes of vocabulary, registers, grammar, and run-on sentences. Comments are effective for addressing errors of logic and clarity. In addition, comments are useful for addressing structural issues related to Japanese academic writing.
Japanese - The Development and Revision of the Pre-advanced Comprehensive Japanese Textbook : To satisfy the needs of short-term exchange students
内藤真理子; 小森万里; 髙橋旬子; 辻恵子
立命館大学高等教育研究, 立命館大学教育開発推進機構, 12, 177-196, Mar. 2012, Peer-reviwed
Japanese - The trial for making students conscious of the learning items in the academic writing class
NAITO Mariko
The journal of Japanese Language Education Methods, Japanese Language Education Methods, 19, 1, 14-15, 2012, This paper reports on academic writing classes for university students. In some reports which were submitted as assignments, expected target learning items were unused and unlinked. After the first submission I checked the drafts against a list of items. Students were then given a detailed evaluation list of learning items to raise their consciousness and were asked to rewrite their reports referring to it and to highlight the items. As a result, in their final drafts the learning items were almost all used and the items were also linked.
Japanese - "Figure Card Array" Task for Prompting Speakers' Awareness of Listeners
NAITO Mariko
The journal of Japanese Language Education Methods, Japanese Language Education Methods, 18, 1, 50-51, 2011, The purpose of this paper is to introduce the task named "Figure card array," which makes students be aware of the audience when giving a presentation. As students unaccustomed to making a presentation tend to speak without paying enough attention to the audience, they often fail to make their points clear. When students listen to a speech, they understand the importance of paying attention to listeners, but they easily forget about this when they speak. The task I will introduce in this paper is useful in helping these students notice the difficulty of conveying their idea effectively without being aware of the audience.
Japanese - Developing a textbook to satisfy the needs of short-term exchange students
NAITO Mariko; KOMORI Mari; TAKAHASHI Junko; TSUJI Keiko
The journal of Japanese Language Education Methods, Japanese Language Education Methods, 18, 2, 2-3, 2011, In this publication, a method for creating a language textbook that satisfies the needs of short-term language exchange students is described. The method involves the continual collection and assessment of class feedback to produce biannual text revisions. Key steps of the feedback process, including the avoidance of potential pitfalls and the interpretation of results, are discussed in detail. The method has proven successful in the creation of a textbook that maintains and stimulates student interest both within and outside the classroom.
Japanese - Speech Levels of Aizuchi and Their Shifts: Differences between Native Japanese and Korean Learners of Japanese
NAITO Mariko
Japanese-language education around the globe ; Japanese language education around the globe, 独立行政法人国際交流基金, 13, 178-179, Sep. 2003, Peer-reviwed
Japanese - 韓国語を母語とする日本語学習者の聞き手としての言語行動
内藤 真理子
明海大学大学院, 2002
Master thesis
MISC
- 漢字ハンター
薄井 良子; 内藤 真理子
Mar. 2015, 関西学院大学日本語教育センター紀要, 4, 78-78, Japanese, 120005593853, AA12559610 - リンクワードを使った話し合い
薄井 良子; 手科 美保; 内藤 真理子
Mar. 2015, 関西学院大学日本語教育センター紀要, 4, 76-76, Japanese, 120005593851, AA12559610 - 聴解教材の作成
内藤 真理子
Feb. 2004, JAD日本語教育報告書2003 - 地理を教える：日本文化論の一環として
内藤 真理子
Jun. 2003, JAD日本語教育報告書2002 - 韓国人日本語学習者のあいづち習得:コーパスを用いた日本語母語話者との対照研究
内藤 真理子
Feb. 2001, 明海対照言語学論集, 1
Books and other publications
Lectures, oral presentations, etc.
- 遠隔授業でのアカデミック・ディベートの実践報告
内藤真理子
第52回アカデミック・ジャパニーズ・グループ定例研究会
13 Feb. 2021 - ディベートの反駁作成過程で見られたロジックの問題点
内藤 真理子; 西村由美
第25回大学教育研究フォーラム, http://www.highedu.kyoto-u.ac.jp/forum/2018/pdf/program_final.pdf
23 Mar. 2019 - ディベートの立論作成で見られたロ ジックの問題点と評価方法―三角ロ ジックを用いた実践をもとに―
西村 由美; 内藤 真理子
Oral presentation, 2018年度日本語教育学会秋季大会, http://www.nkg.or.jp/wp/wp-content/uploads/2018/09/18autumnprogram.pdf
25 Nov. 2018 - 論理的思考力の育成を目指したディベートの授業
内藤 真理子; 西村 由美
Oral presentation, 大学教育学会第40回大会, http://daigakukyoiku-gakkai.org/site/wp-content/uploads/2018/02/nl108-2.pdf
10 Jun. 2018 - 大学におけるディベートの論題の検討
内藤 真理子; 西村 由美
Poster presentation, 第23回大学教育研究フォーラム, http://www.highedu.kyoto-u.ac.jp/forum/2016/
19 Mar. 2017 - ディベートの論題選びについての実践報告
内藤 真理子; 西村 由美; 竹内 茜
第45回 日本語教育方法研究会, http://ci.nii.ac.jp/naid/110009985228
19 Sep. 2015 - 教師によるディベートの講評談話の特徴
西村 由美; 内藤 真理子; 竹内 茜
第45回 日本語教育方法研究会, http://ci.nii.ac.jp/naid/110009985234
19 Sep. 2015 - 作文の自己修正を促すための教師フィードバックとピア・レスポンス：自律的な書き手となることを目指した中級日本語作文授業の実践報告
内藤真理子; 中野陽
Poster presentation, Japanese, 第42回 日本語教育方法研究会, http://ci.nii.ac.jp/naid/110009804320
Mar. 2014 - 聞き手に寄り添うことを意識するための試み―ビブリオバトルを通して―
内藤 真理子
Poster presentation, 第40回 日本語教育方法研究会, http://ci.nii.ac.jp/naid/110009624459
10 Mar. 2013 - アカデミック・ライティングの授業における学習項目を意識化させるための試み
内藤 真理子
Poster presentation, 第38回 日本語教育方法研究会, http://ci.nii.ac.jp/naid/110009477883
Mar. 2012 - 短期留学生特有の問題解決に向けた教材開発の試み―中上級教材『きっとうまくいきますよ』の作成と
内藤真理子; 小森万里; 髙橋旬子; 辻恵子
Oral presentation, 第37回 日本語教育方法研究会, http://ci.nii.ac.jp/lognavi?name=nels&lang=jp&type=pdf&id=ART0009944953
Sep. 2011 - 聴解・口頭表現の授業におけるディベートの取り組み－大学での勉学に対応できる日本語力の向上を目指して－
内藤真理子
Oral presentation, 日本語教育学会研究集会－第10回－（中国地区）
2009 - 韓国人日本語学習者のあいづち習得
内藤 真理子
Oral presentation, 横浜「言語と人間」研究会, http://sekky.tripod.com/0106naito.html
Jun. 2001 - JFL環境における韓国人日本語学習者のあいづち習得
内藤真理子
Poster presentation, 社会言語科学会 第8回社会言語科学会大会
2001
Affiliated academic society
- Japan Association for College and University Education
- 日本語／日本語教育研究会
- The Society of Technical Japanese Education
- 日本語プロフィシェンシー研究会
- アカデミック・ジャパニーズ・グループ研究会
- Japanese Language Education Methods
- JAPANESE ASSOCIATION OF THE SOCIOLINGUISTIC SCIENCES
- THE SOCIETY FOR TEACHING JAPANESE AS A FOREIGN LANGUAGE
- 中国語話者のための日本語教育研究会
