http://hokuga.hgu.jp/dspace/handle/123456789/156 2000-07-31 Search the Channel search http://hokuga.hgu.jp/dspace/simple-search http://hokuga.hgu.jp/dspace/handle/123456789/1320 Title: 言語をさすらう越境者の雫 : 中国内モンゴルの現代詩集『天の風』を中心に<br/><br/>Authors: テレングト, 艾特 http://hokuga.hgu.jp/dspace/handle/123456789/1319 Title: 日仏文学交流史の研究一 : HAI-KAIS(NRF誌1920・9月号の原作品の紹介と翻訳と私注・解説)<br/><br/>Authors: 千葉, 宣一<br/><br/>Abstract: It is unfortunate that there have been few studies on the idea that Japanese literature has affected foreign literature so littel. Whereas, there are quite a few scholary works on the influence of European literature which has affected the historical framework in Japanese literature. However, the study of how Japanese literature has been accepted outside Japan must be carried out through pragmatic ways, in order to improve the whole study on Japanese literary history. This paper provides some of the study of Japonisme in literature. http://hokuga.hgu.jp/dspace/handle/123456789/1316 Title: Ambiguous Boundaries : Jews in the Movies<br/><br/>Authors: O'Brien, Patrick http://hokuga.hgu.jp/dspace/handle/123456789/1317 Title: A Pre-service Teacher's Retrospective Verbalization of an EFL Practicum Lesson<br/><br/>Authors: Yonesaka, Suzanne<br/><br/>Abstract: This study investigates the unvoiced "theories" of language teaching that underlie the classroom actions of a pre-service Japanese teacher of English. The informant viewed a videotape of himself teaching a practicum lesson and simultaneously reported on thoughts he had had while teaching. Semantic analysis found that two-thirds of the thoughts concerned pedagogical thoughts and events specific to that lesson, and one-third concerned the informant's perceptions and beliefs. Subsequent analysis found that some classroom actions were congruent with stated beliefs, but others were not. The informant was strongly influenced by his own past experiences as a learner and attended to affective aspects of language teaching more than linguistic aspects. The informant was negatively affected by excessive constraints on lesson content and teaching method. The study suggests that an ongoing, retrospective analysis of small segments of classroom teaching may help pre-service teachers recognize their "theories" of teaching.