Eruditi: The CGCS Journal of Language Research and Education
Volume 4
Guest Article
Pages 3–16
Yasuhiro Nakagawa
留学生は日本語学習に潜むステレオタイプをどう捉えているか
How Do International Students Perceive Stereotypes Hidden in Japanese Language Learning?
PDF
Complete PDF of Volume 4
Introduction to the Fourth Issue
We are happy to announce the publication of the fourth issue of Eruditi: The CGCS Journal of Language Research and Education. Eruditi is an annual peer-reviewed digital journal, established to promote research and teaching activities within the Center for Global Communication Strategies (hereafter “CGCS”) in the College of Arts/Graduate School of Arts and Sciences of The University of Tokyo. The journal also accepts guest contributions (under the same peer review guidelines).
The fourth issue features only one paper; it is devoted to an important topic of stereotypes in language education materials. As editors, we are happy that this fourth issue is seeing light, despite the organizational difficulties the journal has faced due to the COVID-19 pandemic and the resulting shift to the online education. With this in mind, we are all the more thankful to the author of the featured paper for the attentive work in response to the editorial and review processes.
We thank Hiroshi Nishinakamura and Bridget McGregor for their work with the editorial team in regard to the last year’s and this year’s issues. We also thank the anonymous reviewers who have collaborated with Eruditi.
Finally, we would like to take this opportunity to announce that the current editorial team has served its term and will be handing over its duties to a new team starting from the next issue.
Wishing everyone a safe year.
Eruditi Editorial Team
Ksenia Golovina
Ingrid Kaufmann
Alexandra Terashima
Volume 3
Section 1: Original Research
Pages 1-13
Chunhua Bai
Influence of L1 and L2 on L3 Sentence Processing: Evidence from Ambiguity Resolution in First, Second, and Third Language Processing
PDF
Pages 14-28
Fusako Beuckmann
日本語の「断り」における語用論的能力の発達
Development of Interlanguage Pragmatics on Refusals in Japanese
PDF
Section 2: Pedagogic-Methodological Practices
Pages 29-40
James Ellinger
Reflection on the Use of Process Oriented Guided Inquiry Learning in Science-focused English Classes
PDF
Section 3: Guest Article
Pages 41-56
Varvara Mukhina
外国語学習者の動機づけの測定方法 ―英語とロシア語、「必修科目」と「選択科目」の比較―
A Quantitative Comparison of Japanese Learners’ Motivation to Learn English as a First Foreign Language and Russian as a First or a Second Foreign Language
PDF
Complete PDF of Volume 3
Volume 2
Section 1: Original Research
Pages 1-24
Ksenia Golovina, Ingrid Kaufmann, Julien Agaesse, Qian Wang
Students’ Experience with the Trilingual Program: A Survey Report
PDF
Section 2: Pedagogic-Methodological Practices
Pages 25-39
Michaël Dervelois
現代フランスにおける学校教育モデル類型論の社会学的比較
➖ ナタリー・モンスとマリー・ドュリュ‐ベラ及びフランソワ・ドュベに着目して ➖
(Comparaison sociologique de la typologie des modèles scolaires de Nathalie Mons et de celle de Marie Duru-Bellat et François Dubet)
PDF
Section 3: Guest Article
Pages 40-54
Olya Yazawa and Chisa Inouchi
Comparing Sources of Interest of High and Low Proficiency Level College Students in Japan in Classes with Native English-Speaking Teachers and Japanese English Teachers
PDF
Complete PDF of Volume 2
Volume 1
Section 1: Original Research
Pages 1-16
Rie Oguma
モスクワの大学生は学習者主導型の日本語授業から何を学ぶか
PDF
Pages 17-35
Ksenia Golovina and Varvara Mukhina
Japanese Language Learning and Employment Opportunities for Foreign Residents: Russian-speaking Migrants in Japan
PDF
Section 2: Pedagogic-Methodological Practices
Pages 36-47
Chie Saneyoshi, Yukiko Mishina, Emiko Nozawa
Support Systems for Instructors and Teaching Assistants in the ALESS Program
PDF
Pages 48-60
Julien Agaësse
Emotional Dimensions in Learning: Emotions in the Foreign Language Class
PDF
Section 3: Guest Article
Pages 61-72
Olya Yazawa
Students’ Perception of Native English-Speaking Teachers and Japanese Teachers of English: The Effect on Students’ Self-Efficacy and Emotional State
PDF
Complete PDF of Volume 1
Submission Guidelines
Due to reorganization of the editorial team, Eruditi is currently not accepting submissions. Reopening for submissions will be announced here in due course.
The guidelines for submitting papers to Eruditi are here (revised October 2018).
The template for submitted papers is here.
Archive
Eruditi is archived in the UTokyo Repository.
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Contact
The former Eruditi contact e-mail address no longer works. A new e-mail address will be announced here as soon as it is available.