Using Story Manga for Beginner level Japanese language texts

初級日本語教科書におけるストーリー漫画活用の試みとその効

果

USING STORY MANGA FOR BEGINNER-LEVEL JAPANESE-LANGUAGE TEXTS

Fujimitsu Yuko Nakaarai Ayako

Yang HuiOfune Chisato

■ 中国の日本語教育　 Japanese education of secondary education in China

英語　　　 English日本語　 Japaneseロシア語　 Russian

第一外国語として

As a first foreign language

　　　　 Total of primary education and secondary education 76020 students 1310 teachers 　　 337 schools (Japan Fundation 2006)

第二外国語として

As a the second foreign language

第一外国語は英語　第二外国語は日本語a first foreign language = English a second foreign language = Japanese

人間関係構築のための日本語学習Learning 　 Japanese for building relationships with people

遼寧省大連市Dalian city(Liaoning provine)

試験のためではない日本語学習 Learning Japanese 　 not for exam

中国遼寧省大連市　 Dalian city (Liaoning provine, China)

2006 年 9 月～　September, 2006

大連市内の中学校で第二外国語としての日本語教育開始　Japanese class as a second foreign language started in middle schools in Dalian, China.

教育政策

Educational policy

Dalian Education University

＋Teachers

The Japan Forum

Dalian education Bureau

The Japan Forum is a non-profit organisation in Japan.

Aim : promote natural understanding among young people by supporting foreign language education and intercultural learning education

教材制作プロジェクト　　 Project of making a 　 textbook　　

Writing team

Creator of MangaDesigner, Editor

2007 年 9 月～　September, 2007

第二外国語教育用教材『好朋友ーともだちー』 ( 全 5冊）

試用開始Trial use of “Hao peng you: Tomodachi” （５ volumes) 　 as the textbook for a second foreign language classes have started.

＊中国で初めての中学校第二外国語教育用日本語教材

＊ This is the first textbook for a second foreign language class for middle school students.

2008 年 4 月　　April, 2008

学校数　 27 校学習者数　　　 5205 人教師数　　　 26 人

　 32 schools adopted this textbook approximately 5205 students use this textbook approximately 26 teachers use this textbook

■ 漫画の種類　　 Variety of Manga

＊ 1 コマ漫画　　 one=frame cartoon

＊４コマ漫画　　　　　 four=frame comic

＊ストーリー漫画　　 story-manga

日本国外で漫画というとストーリー漫画のこと。Outside of Japan, the word “Manga” means story-manga

■ ストーリー漫画とは　　 Definition of story-manga

　＊ストーリー性がある漫画　　　 Written along with plots

　＊映画の手法を取り入れている漫画　　　 Using the techniques of film-making

Multi-angle shots

Panning

Sounds effects

Different shapes of balloons

■ 漫画のストーリー■ The story of the Manga

登場人物 characters

　民族 ethnic 　　　→ ethnic majority　　　→ ethnic minority

　国籍 Natinality 　　　→中国 Chinese 　　　→韓国 Korean 　　　→日本 Japanese

　　　父親の転勤で大連の中学校に転校してきた日本の女子中学生をめぐる友情物語

The story focuses on the friendship concerning a Japanese 13-years-old middle school girl, who had moved to Dalian accompanied to her father’s transfer.

＊漫画は『好朋友』のための書き下ろし

＊ This Manga was newly created for this textbook.

Task 1

Pair workInstruction: Referring to the manga, answer the

questions.

Q1:Put number in ( ) of each flame following your route of reading.Image: the first 2 pages of “The Manga Hao peng you” Vol.1

Task2

Q2:　 You are going to “read” this manga for a blind

friend. Following each frame’s story, you have to come up with what is the best way, then write it down.

　 Explanation of situation, onomatopoeic and mimetic words, Japanese narrative parts, characters' looks and feelings, etc. Describe what you read in detail as possible.

■ 漫画を取り入れた理由■ The reasons for adopting Manga for the 　　　 textbook

①

漫画への興味・関心、物語の続きを読みたい気持ち

　　　　　　　　　　　　↓

　　　　　　　　学習への動機付け

Interest and fascination with Manga and the psychological impulse to read further to find out how a story unfolds can heighten and sustain learning incentive.

②文脈や場面状況　→　使い方がわかる A ．場面　気持ち　言葉　　 B ．繰り返し読める　　The story of Manga makes it easy to understand that in what kind of contexts or situations the language is used.

A. Students can acquire higher working nowledge 　　　　 of Japanese, including proper choice of 　　　　 expression and phrase in each situation. B. Students can read Manga repeatedly in their 　　　　　　 own paces. They are also able to make use

of 　　　　　 dictionaries and other means to understand

the 　　　 story or the words unknown.

④物語の中に内容　→　　内容重視の学習 Provides a narrative with interesting content

that facilitates learning content-oriented activities.

③文化情報　人物の感情　　　 Manga visualizes cultural information and

characters’ emotions.

⑤漫画の「絵」＋台詞（日本語と中国語）

　　　　　　　　　　　↓

　　　　初級日本語でも物語が進行する

　 Since Manga provides useful story base (both Japanese and Chinese parts as well as drawings), even the elementary level learners can follow the story.

⑥擬音語・擬態語　　　↓　　文字学習（特にカタカナ）

Manga contains many onomatopoeia and mimesis. It is useful for writing practice (especially of katakana) using those words commonly found in Manga.

■ 制作上留意したこと■ The points taken notice of making this Manga

①　ことばや文化の違いを乗り越えた人間関係づくりの漫画　　　The story anchored in the idea of building relationships with people overcoming the difference of culture and language. The process is conscientiously described in Manga by conversations and actions, etc. 　　→　 The words and the phrases used in Manga would cast good effect on students in the learning activity itself.

②漫画からトピック

↓

　トピックベースの教室活動

　 Every volume is thoroughly designed to contain various topics, in order to practice the topic-based communication activities.

③中学生が関心を持つトピック

　　　　　　　　↓

　　自分を中心とした同心円の広がり

　

　 The topics are selected to fascinate middle school students’ interest. Learners are able to feel the story familiar, because the topics are set so as to make a spreading concerning-circle around the learners themselves.

④　さまざまな文化的な事物・事象

　　　　　↓

　　多文化的視点を導入

To cultivate multi-cultural perspective, this

Manga contains various cultural artifacts and

phenomena.

⑤生徒にとって身近な舞台設定やストーリー設定

↓

　日本の中学生との出会いを疑似体験

　 Since the situation and the story are made 　　

　 familiar to the students as possible, they can

　 virtually experience the encounter with Japanese

　 middle school students.

1. 漫画はプロの漫画家が作成したストーリー漫画

　　　 The story Manga created by professional author

2. 人間関係をつくるための日本語学習　　　（試験のためではない！！） Japanese for building relationships with people3 ．　編集委員は中国の日本語の教師と日本

の日本語教育専門家で構成 Joint project with Japanese teachers in

Dalian & Japan

ビデオを見る（ 5 分）

漫画は本当に効果があるのか？Using Manga is effective?

• 学習者の興味関心を高めることができる• Using Manga can heighten and sustain learning incentive

• 学習者の自律的な学習が生まれる• This Manga has become a good stimulation the

students’ autonomous learning.

Questionnaire• 12 schools• 12 teachers

• 25 students (13~14 years old)

アンケート結果　　 Result of questionnaire

Do you like Manga?　 a.Yes （ 20 ）　　 b.A

little (5) c.Not so much (0) 　 d.No (0)

Students’

answers

Which are your favorite pages in Hao peng you (Vol.1)? Choose your best to 3rd from the choices.　◆ Manga (20) ◆ Expressions in Manga (2)

◆ Column (9) ◆ Extra sugested activity (9)

1

アンケート結果　　 Result of questionnaire

Did the Manga incline you to study Japanese?　a.Yes （ 23 ）　　 b.A little (2) c. No (0)

After reading the Manga, did you want to know what the characters are talking? 　 a.Yes （ 23 ）　　 b.A little (2) c. No (0)After reading the Manga,

did you want to learn Japanese characters?a.Yes （ 21 ）　　 b.A little (4) c. No (0)

Do you want to read the next volume? 　a.Yes （ 23 ）　　 b.A little (1) c. No (1)

Students’

answers 1

What the students asked their teachers• How to say the Chinese narrative parts in

Japanese? (They understand the situations & feelings of the characters.)

• How to pronounce Japanese?• Is my analysis of this Manga right?

アンケート結果　　 Result of questionnaireTeachers’

comments

The questions from the students show their strong interest on learning Japanese by using Manga.

1

アンケート結果　　 Result of questionnaire 2

Did you want to know the meaning of Japanese narrative parts on these pages? 　a.Yes （ 24 ）　　 b.A little (1) c. No (0)Did you imagine the meaning of Japanese narrative parts on these pages? 　 a.Yes （ 21 ）　　 b.A little (3) * No-answer (1)

Students’

answers

アンケート結果　　 Result of questionnaireStudents’

answers 2

How did you learned the pronunciation of Japanese narrative parts on these pages? a. Heard the recorded voice (5) b. Read syllabary by self (9) c. Teacher taught me (18) d. By other means (0) & e. I do not know yet (1)

Mark what you did to make sure the meaning of Japanese narrative parts in these pages. (Multiple answers allowed ）

a. Referred to the appendix (12) (What to say in this scene? And Expressions in Manga) b. Asked teacher (22) c. Asked other people 　 (2) d. Looked up dictionary 　 (4) e. By other means & f. I do not know the meaning yet 　 (0)


comments 2

I can broadly grasp the

story even though

there were unknown

Japanese words.

Manga is more effective means to learning language for me because it shows the words’ meanings

intuitively, for I can grasp the situation, emotion and words at one time.

It is good thing that I can learn Japanese while reading Manga. Easy to memorize.

• It is good to use Manga as text, for it describes the scene in which the language used vividly, and in detail.

• Useful to let the students understand which expression or phrase is most proper in each conversation.

• Learning Japanese with Manga enable students to comprehend the connection of language and the situation, then the words and the phrases are acquired with less effort.

• Manga helps students understand the meaning of Japanese. It makes them feel Japanese more intuitively.

• Some students held empathy for the main character. In such occasion, we teachers are able to teach Japanese more efficiently.

• Students wanted to know how to say the Chinese part (which they can understand the feeling) in Japanese.


comments 2


interests 3

Club activities, Gift for the first-meeting person, Gestures (of numerals), Constellations, Fortune telling, After-school study,If there are Erfus (Chinese fiddle) in Japan, Do Japanese middle school students learn Chinese?

Club activities, Gift (souvenir), Gestures, Greetings, Leisure, Horoscopes, Constellations, Cultural exchange between China and Japan,

Variety of writing characters, Japanese snacks, Musical instrumentsComparison between Chinese schools and

Japanese ones, Richness of onomatopoetic words in Japanese,

Roles of facial expressions, Naming (selection and meanings of the Chinese character)


intentions 2

• Because Manga includes both words and motion descriptions, students can experience Japanese culture, for example gestures.

• Students are able to learn culture while enjoying Manga. It is good means to heighten and deepen their competence and working knowledge of Japanese.

• Manga activates students’ motivation for learning Japanese, and it enables the study including Japanese culture and folk customs, not only the language knowledge.


comments 3

1) Interest and fascination with Manga, and heighten and sustain learning incentive

1) Interest and fascination with Manga, and heighten and sustain learning incentive

2) To understand contexts or situations the language is used

2) To understand contexts or situations the language is used

3) visualizes cultural information and characters’ emotions

3) visualizes cultural information and characters’ emotions

4) Content-oriented activities 4) Content-oriented activities

5) Even the elementary level learners can follow the story

5) Even the elementary level learners can follow the story

6) Useful for learning Japanese characters6) Useful for learning Japanese characters

✔

✔

✔

✔

✔

→

• Students often ask how to pronounce onomatopoeic and mimetic words.

• Students often ask about meanings and pronunciations of the words, and the expressions.

• Students often ask whether the Chinese characters which used in Japanese parts have the same meanings as the ones in China.


comments 6

• Students asked me “Does the ‘Xinghai Park’ in tha Manga point to the one in Dalian?”

• The situation described in this Manga is close to students’ daily life. This arouses students’ interests and let them participate in the classes more positively, for the familiarity brings some fun into the flatness of the speaking class.

Familiarity of the scene settingImportant

points

Was the scene setting familiar to you? 　a.Yes （ 15 ）　　 b.A little (6) c. No (4)

Was the story familiar to you?a.Yes （ 10 ）　　 b.A little (12) c. No (3)

• This Manga is as interesting as other Mangas on the market and TV animations.

• Is the animation version of this Manga broadcasted on TV?• Who wrote the original story? Who drew the pictures?• Do Japanese middle school students know this Manga?• How does this Manga end like?• Why Japanese Mangas are thus great?

Students’ opinions on the Manga itselfImportant

points

Did you enjoy reading this Manga?　a.Yes （ 24 ）　　 b.A little (1) c. No (0)

”The Dalian Story” is not made only for the textbook, so students can enjoy the Manga itself.

”The Dalian Story” is not made only for the textbook, so students can enjoy the Manga itself.

• Various questions about this Manga come up, and they made Japanese class more meaningful.

• Students love Manga. This is one of the reasons they take Japanese class. These students have high ability to understand its contents. It means that students have learned many daily conversations from this Manga initiatively.

• Manga activates students’ motivation for learning Japanese, and it enables the study including Japanese culture and folk customs, not only the language knowledge.

• The story of Manga is very polished, so it is useful for us in designing the plan of the study.

Teachers’ opinions on students’ learningImportant

points

a. Good (9)b. Slightly good (1)c. Does not matter 　 (1)d. Slightly bad 　 (1)e. Bad 　 (0)

How do you think about the effect of using Manga

for Japanese textbook?

How do you think about the effect of using Manga

for Japanese textbook?

Textbook information Title ： Hao peng you : Tomodachi (Trial edition) , 5 volumes Author:Dalian Education UniversityZhang Tao, Yang Hui, Li Zhiling, Jin Shansun, Song Xiaofneg, Zhang Ling, Chu QiaoKano Michihito, Fujimitsu Yuko, Nakaarai Ayako, Ofne Chisato, Morita Junko, Imai Naomi （ including cooperators of

writing ） Editorial of Manga: Daynamic ProdactionCortoonist : Shirai Takako 　Authour of Manga’s story : Koumori Ikuya

Publishing house: FOREIGN LANGUAGE TEACHING AND RESEARCH PRESS, China

Positive impact on learning and teaching

Manga has been changed • Student’s attitude (e.g. increased autonomy)• Teacher’s centred classroomsThe quality of the manga matters......

Future direction ： what we would like to explore more

• Developing and sharing ideas on practical assessment tasks, utilising story manga

• Sharing practices and reflections among teachers who started using this text book with the story manga

Questions & Feedback

Email ●中新井綾子　 Ayako NAKAARAI 　　　　　　　　　　　　　　[email protected]●大舩ちさと　　 Chisato OFUNE [email protected]●藤光由子　　　 Yuko Fujimitsu　　　　　　　　　　　　[email protected]