[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-474508-105":59,"doc-detail-474508-en":122},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":115,"head_meta":117,"extra_data":119,"updated_unix":121},105,"en","japanese-signs-as-a-learning-resource-electronic-journal-of-foreign-language-teaching-2006-vol-3-suppl-1-pp-6-21","Japanese Signs as a Learning Resource - Electronic Journal of Foreign Language Teaching 2006 - Vol. 3, Suppl. 1, pp. 6-21","","Abundant signs and related print in Japan’s urban environment provide authentic materials to support learning written Japanese. Building on earlier attempts to teach reading with sign images, digital photography enables systematic creation of electronic resources spanning texts from beginner level to challenging intermediate materials. The paper examines using signs as a basis for computerised reading instruction and also as a resource for discussing Japanese culture and everyday life.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/japanese-signs-as-a-learning-resource-electronic-journal-of-foreign-language-teaching-2006-vol-3-suppl-1-pp-6-21/474508/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/japanese-signs-as-a-learning-resource-electronic-journal-of-foreign-language-teaching-2006-vol-3-suppl-1-pp-6-21/474508.png","ImageObject",300,407,{"name":92,"@type":93},"dabgoudw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-10","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"Besides reading instruction, how can signs be used educationally?","Question",{"text":112,"@type":113},"Signs can also serve as starting points for discussion of Japanese culture and daily life. This extends learning beyond decoding into broader cultural understanding.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},474508,1791307698,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":36},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","[http://e-flt.nus.edu.sg/](http://e-flt.nus.edu.sg/)  \nElectronic Journal of Foreign Language Teaching 2006, Vol. 3, Suppl. 1, pp. 6-21 © Centre for Language Studies National University of Singapore  \nJapanese Signs as a Learning Resource?  \nPaul Black  \n([paul.black@cdu.edu.au](paul.black@cdu.edu.au))  \nCharles Darwin University, Australia  \nMasumi Nakahara  \n([masumi.nakahara@cdu.edu.au](masumi.nakahara@cdu.edu.au))  \nCharles Darwin University, Australia  \nAbstract  \nThe abundance of signs and similar print in the urban environment of Japan can provide authentic materials to support the learning of written Japanese. While there have been some past attempts to use pictures of signs for the teaching of Japanese reading, digital photography now makes it easy to develop electronic resources for a more systematic approach to exploiting these authentic texts, which range from ones quickly mastered by beginners to ones challenging to intermediate learners. After considering how such signs might be used asa basis for computerised reading instruction, we will consider how they can also provide bases for discussing various aspects of Japanese culture and daily life.  \n1 Introduction  \nThis paper explores the use of Japanese signage as a resource for the teaching of Japanese reading. Our interest in this area grew out of the personal experiences of the first author1, who as a Japanese language learner in Japan found that the main thing he was reading in Japanese was the extensive writing in the daily urban environment, including various types of signs, posters, public notices, and street or window menus; for brevity we often refer to these as just ‘signs’. Since he had a clear need to cope with such materials well before he had any need or sufficient ability to tackle such things as letters, newspapers, and books, it seems worthwhile to examine the role Japanese signs might play in mastering literacy in Japanese.  \nWith regard to literacy in general, we ascribe to a Multiliteracies approach (e.g. New London Group, 2000) that treats written language as only one aspect of six types of ‘design’ elements (Linguistic, Visual, Audio, Gestural, Spatial, and Multimodal) that can be exploited for creating meaning. While it is possible to focus on written language, as we will do here, this is only a matter of focus rather than a practice based on a belief that written language has some special status or is better treated in isolation. The reason the elements are called ‘design’ elements is to emphasis the fact that the pedagogical goal is not to master ‘competencies’, based on established practices in the past, but rather on learning to draw on design elements as resources that may even be used for creating new genres of communication in the future; examples of why this is important can be seen in recent developments in (often multimodal) communications on the World Wide Web, includingthe journal you are now reading. The Multiliteracies movement has also identified four key elements of pedagogy, namely Situated Practice, Overt Instruction, Critical Framing, and Transformed Practice, but to a great extent these simply cover practices that have become reasonably well established in recent years.  \nJapanese Signs as a Learning Resource 7  \nThe scope of the present paper is far narrower than the above statement may suggest. Rather than to concern ourselves with a Multiliteracies approach to Japanese in general, our focus is on a particular problem, namely the difficulty of mastering the Japanese writing system even at the level of mere decoding. This has been said to be one of the main reasons that it takes about 2600 hours for an English speaker to master Japanese to a level that requires about 960 hours for a major European language (Savage, Clulow & Salehi, 2002) . While there are many ways to approach the Japanese writing system, of course, our concern here is only with how pictures of Japanese signs might usefully be exploited for this purpose.","cbCaipMhp5FsHGeK","https://ap.wps.com/l/cbCaipMhp5FsHGeK","pdf",930891,16,"English","# 1 Introduction\n## Multiliteracies approach and literacy focus\n## Scope and rationale for signage\n# 2 Public written language in Japan\n## Ubiquity of written signs in urban spaces\n## Types of sign-based texts for photography","[{\"question\":\"Besides reading instruction, how can signs be used educationally?\",\"answer\":\"Signs can also serve as starting points for discussion of Japanese culture and daily life. This extends learning beyond decoding into broader cultural understanding.\"}]","Japanese Signs as a Learning Resource - Electronic Journal of Foreign Language Teaching 2006 - Vol. 3, Suppl. 1, pp. 6-21 | PDF",1790784304]