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Japanese Language Education in the Republic of Armenia

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Japanese Language Education in the Republic of Armenia ポスター発表 Japanese Language Education in the Republic of Armenia HOVHANNISYAN, Astghik Hitotsubashi University Keywords: Japanese language education, Armenia 1 Introduction The Japanese language education in Armenia started in 1992, and currently it is implemented in three institutions of higher education and several cultural centers. This paper will introduce the history and the current state of the Japanese language education in Armenia and discuss the challenges it faces. The data for this research have been collected through interviews with organizations and people involved in Japanese language teaching in Armenia1. 2 Japanese Language Education in Armenia Japanese language education in Armenia started in 1992, when the newly established Yerevan Institute of the Humanities opened its department of the Japanese language. For a long time, it was the only institution of higher education teaching the language2. However, from the late 2000s, several other universities and cultural centers started offering Japanese as part of their foreign language education curriculum. 2.1 Japanese Language in the Tertiary Education Russian-Armenian University (RAU) introduced Japanese language into its curriculum in 2009, and since 2010 it has been part of the Area Studies program. RAU is the only university in Armenia where students can major Japanese. As of November 2014 there are 30 Japanese language learners, among them 21 first-year (who are supposed to choose their major in the second semester3), 2 second-year, 2 third-year, 2 fourth-year, and 3 graduate students. The teacher is Karine Karamyan, who is also the founder and president of the Armenian Association of Japanese Language Teachers. Students have three to four lessons per week and textbooks such as Minna no Nihongo and Kanji Road are being used. Students also have the chance to study Japanese history and literature, and participate in various events, e.g. Japanese language speech contests. RAU also plans to start Japanese language teaching in its affiliated secondary school USMUNK. Yerevan State Linguistic University (YSLU) started teaching Japanese as a third foreign language (compulsory) in 2010. Currently Japanese language program is part of the Chair of European and Oriental Languages. YSLU has 24 Japanese language learners (8 second- and 16 third-year students). The teacher is Arihiko Hasegawa, who uses textbooks such as Japanese for Busy People, and Kana Nyūmon. Although the students have opportunities to participate in a number of events, according to Hasegawa, their language learning motivation is relatively low. Yerevan State University (YSU) started teaching Japanese as a third foreign language (compulsory) in September, 2014 in the Faculty of International Relations. Currently the university 263 ポスター発表 has 18 Japanese language learners (all first-year students), and the teacher is Ruzan Khojikyan, who earned a PhD degree in Tohoku University, Japan. Khojikyan uses Minna no Nihongo, Kanji Look and Learn, and other textbooks. 2.2 Japanese Language in Cultural Centers The first cultural center to teach Japanese was the Japanese Center, established in 2001. In the late 2000s, several other centers promoting Japanese language and culture were established, among them AJP Cultural Exchange Association. While the Japanese Center has ceased its activities, AJP continues to promote Japanese culture under the name Hikari Center4 (renamed in 2010) together with Iroha Center established in 2014. Iroha currently has 16 Japanese language learners, while Hikari has 12. Hikari also organizes annual demonstrations of ikebana, tea ceremony, and sumi-e paintings, co-organizes Japanese film festivals with the Embassy of Japan in Armenia5, as well as has origami and ceramics clubs. 3 Challenges of the Japanese Language Education in Armenia Although the number of organizations teaching Japanese has grown, Japanese language education in Armenia has numerous issues, a few of which are as follows. First, there is little demand for Japanese language professionals in the Armenian market. Thus, while most Japanese language learners express hopes to find good jobs using Japanese, few of them manage to do it, which often results in disappointment and frustration6. Besides, Armenian Japanese language learners who did not have a chance to study in Japan rarely reach an advanced level, which can be partly explained by the lack of authentic input. Second, there are no trainings or seminars available for Japanese language teachers7, and research on Japanese language education and teaching methods is almost nonexistent. And finally, although Armenian universities and cultural centers have sufficient textbooks and teaching materials, there is a serious lack of academic literature and research materials. Particularly due to this fact, and also due to absence of financing, Armenian universities have failed to establish the discipline of Japanese studies, and until now virtually no research has been conducted on any field of Japanese studies. Notes 1 Japan Foundation also provides information on Japanese language education in Armenia. http://www.jpf.go.jp/j/japanese/survey/country/2013/armenia.html 2 Yerevan Institute of the Humanities consolidated into the Yerevan State Linguistic University in 2012 and stopped admitting new students. 3 Karamyan mentioned that the majority of first-year students tend to choose Chinese as their major, which explains the small number of Japanese language learners in the consecutive years. 4 For more information, see http://www.hikari.am/en/ 5 At the moment, Japan is represented through its embassy in Russia. However, it plans to open an embassy in Yerevan in 2015. 6 I conducted a survey to 14 students, and 86% of them answered they would like to work in a Japanese company. However, at the moment there are almost no Japanese companies in the country. For more details, see http://www.ru.emb-japan.go.jp/APP/Armenia/Armenia_gaikan.pdf. 7 However, many have participated in Japan Foundation’s training programs. 264.
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