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In this paper, we look back on the background of teaching Japanese language courses to graduate students enrolled in English degree programs and analyze the characteristics of the students, the Japanese language skills they need, and the challenges they face in running the courses. Finally, the following points became clear. (1) Although international students do not have high motivation to learn Japanese, many of them find the beginner-level Japanese language course meaningful as a place to build friendships outside of the laboratory and to converse without hesitation. (2) Type of Purpose-driven "survival Japanese," and much of the asynchronous communication such as e-mail and Line can be replaced by IT technologies such as machine translation. (3) For One's research to be successful, it is necessary to build relationships within the laboratory, and for this purpose, it is desirable to conduct small talks in Japanese daily. (4) The positioning of the extracurricular course tends to be unstable because it does not fit in with the regular course requirements such as syllabus and examinations. (5) It is not easy to effectively involve Japanese students in the class and satisfy both international and Japanese students. |
