This paper is a research study on the integration of Japanese geography and Japanese history into language learning by JFL learners. The target audience is higher education institutions in Taiwan such as universities. The purpose of this paper is to explore the ideal way to integrate the subjects of geography and history in the context of Japanese language education. Topics covered are Japanese geography and Japanese history within the framework of “Teaching of the Japanese language using related knowledge”. In addition, we will pay special attention to the peculiarity of Taiwan in this area.
This research can be broadly divided into two types. In the first type of the research, the contents of Japanese reading comprehension materials used in Taiwan in the early 20th century are examined. Next, regarding modern Japanese language education, we surveyed the curriculum of 43 universities with Japanese language majors. From there, we can draw conclusions based on the results, such as the tangible outcomes of education that emphasizes history subjects rather than geography subjects. In the latter half of the research, Japanese geography and Japanese history classes were also evaluated using an educational approach based on subject content such as CLIL and active learning. From the results of the learner questionnaire and the report, the learners emphasize that the knowledge of Japanese geography and Japanese history that they have learned is useful for application of Japanese in their daily life, as well as for learning Japanese in the classroom. It was also confirmed that the learners felt the results of utilizing their Japanese ability were applicable to lesson formats that incorporated presentation activities aimed at active learning. In the class, there was also consideration paid to those learners who worked on learning through trial and error in order to carry out learning tasks.
From these studies, it was found that “Teaching of the Japanese language using related knowledge” is suitable for utilization in linguistic performance situations, such as communication in Japanese. In conclusion, the following should be considered as a suggestion for future Japanese language education; an educational environment that combines learning of both Japanese language ability and knowledge of each specialized field, including geography and history learning.