Japanese as a Second Language

Research resources related to Japanese language education for non-Japanese speakers

  • Learner-Corpus Study of Acquisition of Japanese as a Second Language

    (1) Corpus of Japanese as a Second Language (C-JAS)
    The NINJAL learners’ longitudinal oral data, C-JAS, are now open to the public. The corpus contains interview data of 6 JSL learners (3 Chinese and 3 Koreans) studying Japan for 3 years.
    NB: JSL = Japanese as a Second Language

    (2) International Corpus of Japanese as a Second Language (I-JAS)
    In May, 2016 NINJAL made public the learners’ corpus of I-JAS, containing cross-sectional oral and written data from 20 different areas across the world with more than 12 native languages. It contains oral task data (story-telling, role-play, interview and picture-description) of 210 learners and 15 native Japanese speakers with oral sound data. It also contains written data (story-writing, e-mail writings and an essay), which were voluntary tasks. NINJAL will provide the data of 1000 learners and 50 native speakers of Japanese in 2020.

  • Handbook of Basic Japanese Verbs

    This is an online handbook for teachers (native as well as non-native) and learners of the Japanese language, designed for deepening systematic understanding of polysemous basic Japanese verbs.

  • Teramura Database

    This database was compiled by the late Hideo Teramura, who laid the foundation for research on Japanese language education. He collected and classified errors in compositions written in Japanese language by foreign students from many different countries.

  • The Network system for supporting JSL/JFL education

    Intended to support JSL/JFL education, this network system offers the following databases: "Database of Japanese-language learners' conversation" (339 conversational exchanges between testers and learners, tagged with the learners’ attributes and the assessment of their achievements), "Strategy data on Japanese learners’ conversation" (some data are appended with a follow-up interview by the observer and the learner’s reflection), "Data from a survey on language behavior awareness" (data showing differences in language awareness between native Japanese speakers and non-Japanese speakers based on video clips as a stimulus), "A corpus of transcripts of natural conversation by native Japanese speakers (formerly known as Nagoya University Conversational Corpus" (trascripts based on 100 hours of recorded naturall conversation among native Japanese speakers).

  • Compound Verb Lexicon

    Comprising over 2,700 verb-verb compound verbs of contemporary Japanese, this online dictionary provides useful information on their linguistic features for both researchers and learners of Japanese. In addition to Japanese representations, it offers English, Chinese, and Korean translations for the semantic definitions and example sentences. The original Excel data downloadable upon agreement.

  • Electric data of Research on basic vocabulary for learners of Japanese

    Electric data of Nihongo-kyouiku no tame no Kihon-goi Chosa (Research on basic vocabulary for learners of Japanese.), published 1984.

  • Electric data of Association Word Lists of Children

    Electric data of Yoji Jido no Rensou Goihyo (Association Word Lists of Children), published 1981.

  • Learners' L1-Japanese Contrastive Databases

    "Learners' L1-Japanese Contrastive Databases", developed by NIJLA (former name of NINJAL), consist of the following two kinds of sub-databases: "Japanese Learners' Contrastive Short Essay Database" and "Japanese Learners' Contrastive Speech Production Database". The data contained in the databases are produced by Japanese learners both in Japanese language and their first languages (L1).

  • FishWatchr: Observation Support System for Educational Activities

    In educational activities such as discussion exercises and role-plays, students often observe and evaluate their activities each other. FishWatchr allows students to make annotations on real-time activities and video-recorded ones, and supports students' group reflection by using the annotation results.