―TUFS Language Module Changes 21^st Century Foreign Language Education―

On April 9, Tokyo University of Foreign Studies in Fuchu city held a conference announcing the success of the 21^st Century COE (Center of Excellence) Program “Usage-Based Linguistic Informatics.” The key to the success of this project is the TUFS Language Modules. The TUFS Language Modules provide a multilingual system for learning foreign languages with new language education materials on the Internet. Though still in development at the moment and not yet complete, Professor Yuji Kawaguchi of the university’s Faculty of Foreign Studies and the project leader gave the following outline for the online education materials.

What is Linguistic Informatics?

Started in 2002, the “Usage-Based Linguistic Informatics” is a research program of Tokyo University of Foreign Studies, which was adopted by the 21^st Century COE Program of the Ministry of Education, Culture, Sports, Science and Technology. Linguistic Informatics is the name of a new academic field that combines linguistics and language education based on information technology. Through the appearance of linguistic informatics, foreign language studies have undergone the following changes.

1. Foreign Language Studies by Purpose
Foreign language students have many needs, such as: “I just want to learn pronunciation as fast as possible.” “I hate grammar, but would be motivated to learn conversation.” “I want to base my foreign language study on vocabulary.” We intend to respond to these various needs.

2. Making Multilingualism a Reality
A foreign language is an important doorway to another culture. Finding and widening that doorway at an early stage is critical for foreign language studies in Japan’s high schools and universities. Ideally, multilingual education should not be just about language, but also about each region’s culture, history and society.

3. Improving the Effectiveness of Education Using Web Technology
With the use of multimedia, a more effective level of education can be expected.

4. Ubiquitous Education Environment (e-Learning)
The spread of the Internet has made possible an educational environment where one can freely connect to the Internet from a computer anytime, anywhere.

In order to achieve these goals, TUFS Language Modules were conceived; named after Tokyo University of Foreign Studies.

TUFS Language Modules

［Online Educational Materials in 17 Languages］ English, German, French, Spanish, Portuguese, Russian, Chinese, Korean, Mongolian, Indonesian, Filipino, Lao, Vietnamese, Cambodian, Arabic, Turkish, and Japanese

http://www.coelang.tufs.ac.jp/modules/index.html

Seventeen languages are targeted at the present time. Language materials were mainly geared towards university students who are studying a foreign language other than English for the first time. The English materials were designed keeping in mind integrated study in elementary schools, or junior high schools where English is studied for the first time as a foreign language.

Foreign Language Studies by Purpose

           TUFS Language Modules are broken up into four modules: Pronunciation, Grammar, Conversation, and Vocabulary. In the past, all of these aspects were treated as one in most educational materials, but according to modular thinking, “Language is four independent parts working closely together to make up the whole.” This is the fundamental principle of TUFS Language Modules.
            For example, suppose that a businessman is being dispatched to Ho Chi Minh City, Vietnam. He has never heard Vietnamese before, but wants to focus on learning pronunciation quickly. What should he do? The Vietnamese pronunciation module will meet the needs of this businessman.
            As was mentioned in “Foreign Languages Studies by Purpose” above, this modular concept will respond to the various needs and educational styles for studying a foreign language.
            Similarly, one can study daily conversation without being troubled with grammar by using only the conversation module. If one wants grammatical explanation within the conversation module, the answer can be found within the grammar module by following the links placed within each module. Also, basic vocabulary may be learned all at once using the vocabulary module.
            Currently, only the modules for pronunciation (12 languages) and conversation (17 languages) are accessible, but the grammar and vocabulary modules are schedule to be added within two years, completing the four modules. Originally, it was envisioned that the modules would be used in university classes in various ways, but have been made accessible on the network to everyone, free of charge.

A Cross-Linguistic Viewpoint

            Another major characteristics of these materials is that each of the modules for the 17 languages were made within a loose “common framework.” Of course, while being designed with a common framework, the individuality of each language should not be overlooked.
            For example, in the conversation module, expressions which fulfill the various functions (roles) of language used in daily communication have been classified into 40 language functions, from “1. Greeting someone,” “2. Thanking,” through “40. Introducing someone.” These are put into patterns within situations where they are actually used in conversation.

Lao Conversation Module (For Lesson Use)

The common framework for the 40 language functions was adopted based on European and American syllabus research.

            The conversations include video, and may be played as a whole on the browser, or listened to part by part. You may also choose whether you want the sentences or translations displayed or not. It is also structured to allow very practical uses such as repetition and role-play. In addition to the Lesson Use page shown above, there is another Student Use page based on four practice models within the conversation module.

Cambodian Conversation Module (For Student Use)

            It’s easy to use. Choose a learning model from among 40 functions. After that, follow the directions on the screen, and just click “Continue” on the bottom right. You can repeat the lesson as many times as you like.
            The third module, grammar, is scheduled to be completed in fiscal 2004, and has also been designed under a common framework. Grammar may be studied for not just one language, but also a cross-examination of grammar for multiple languages may be done. This perspective of cross-examining languages is called “cross-linguistics,” and its integration into the development of grammar educational materials is a concept unique to this project.

Ubiquitous Multilanguage Study

            Another distinguishing aspect of TUFS Language Modules is that they deal with multiple languages. These modules provide the world’s first online educational materials for Mongolian, Lao, and Cambodian. By using TUFS Language Modules, it will be possible to learn about many foreign languages starting in junior and senior high schools, even languages where there is no study environment in the country. It will also be possible to expand development to other languages aside from the currently available 17 languages. At Tokyo University of Foreign Studies, the use of e-Learning will begin this year on a trial basis, and usage will be centrally managed. There are also plans to begin research of a descriptive model for language proficiency using TUFS Language Modules. This research is innovative in that it attempts to measure language proficiency in multiple languages with the same criteria and incorporates Asian languages.

21^st Century Foreign Language University

            The 21^st Century COE is a project which will lead to the future plans of every university. Up until now, Tokyo University of Foreign Studies has been thought of as a university for Japanese people to study foreign languages. This project attempts to change this conception. Not only will Japanese people be able to learn foreign languages, but also Japanese and other languages will be able to be learned through other languages, as module interaction becomes a reality. The project has already started allowing Japanese pronunciation and conversation to be studied in English, Chinese (traditional) and Mongolian.

TUFS Language Module (Multilingual Version)

http://www.coelang.tufs.ac.jp/english/modules/

This is a page for native speakers of Mongolian to learn Japanese pronunciation.

          Through the interactivity of the TUFS Language Modules, foreign language universities like this one will have the possibility of “achieving transformation into universities for Japanese and other people to learn foreign languages or Japanese.”  The day when this occurs is perhaps not so far off. We hope to be seeing the results of this research.

Copyright © 2004 Babel K.K. All Rights Reserved.

Babel K. K. www.babel.co.jp/
 This page appeared in the July, 2004 edition of the translation information magazine eTRANS, pp. 58-59. It is reprinted here by permission of Babel K. K.