Academic literature on the topic 'Chinese characters Japan Study and teaching Victoria'

The challenge of implementing character education has an impact on the development of children's character. This study aims to describe the form of parenting using tueak serembeak in early character development and education in the Rejang tribe. This qualitative research uses a case study method with two male respondents. Data was collected by documentation, interviews, observations, and field notes and analysed using the Miles and Huberman stages. The theoretical study as the basis of research shows that tueak serembeak can form twelve characters in early childhood, responsibility, courage to take decisions, sharing, caring, survival, tenacity, cooperation, hard work, never give up, keep the spirit, dare to accept challenges, and be patient in dealing with problems. However, the findings in the field show that there are only four characters that appear, being responsible, sharing, caring and patient in dealing with problems. Other characters that appear not based on the teachings of tueak serembeakare independent, creative, and friendly characters. This happens because of the influence of external intervention, education in Air Raman Village, which has developed, advanced technology and open community life. A suggestion for further research, is experimental research based on tueak serembeak teachings that can explain more clearly the influence of this teaching on other aspects of child development. Keywords: Early Character Development, Parenting, Tueak Serembeak References: Acar, I. H., Uçuş, Ş., & Yıldız, S. (2017). Parenting and Turkish children’ s behaviour problems: The moderating role of qualities of parent – child relationship moderating role of qualities of parent – child relationship. 4430(September). https://doi.org/10.1080/03004430.2017.1365362 Adhe, K. R. (2014). Penanaman Karakter Anak Usia 5-6 Tahun Pada Masyarakat Samin. Asscheman, J. S., He, J., Koot, S., Buil, J. M., Krabbendam, L., & Lier, P. A. C. Van. (2020). Classroom peer preferences and the development of sharing behavior with friends and others. International Journal of Behavioral Development, 44(5), 412–423. https://doi.org/10.1177/0165025420911094 Bavarian, N., Lewis, K. M., Dubois, D. L., Acock, A., Vuchinich, S., Silverthorn, N., Snyder, F. J., Day, J., Ji, P., & Flay, B. R. (2013). Using social-emotional and character development to improve academic outcomes: A matched-pair, cluster-randomized controlled trial in low-income, urban schools. The Journal of School Health, 83(11), 771–779. PubMed. https://doi.org/10.1111/josh.12093 Berkowitz, R., Astor, R. A., Pineda, D., DePedro, K. T., Weiss, E. L., & Benbenishty, R. (2021). Parental Involvement and Perceptions of School Climate in California. Urban Education, 56(3), 393–423. https://doi.org/10.1177/0042085916685764 Castro-schilo, L., Taylor, Z. E., Ferrer, E., Richard, W., Conger, R. D., Widaman, K. F., Conger, R. D., & Widaman, K. F. (2012). Parenting: Science and Practice Parents’ Optimism, Positive Parenting, and Child Peer Competence in Mexican- Origin Families Parents’ Optimism, Positive Parenting, and Child Peer Competence in Mexican-Origin Families. September 2013, 37–41. https://doi.org/10.1080/15295192.2012.709151 Dalimonte-Merckling, D., & Williams, J. M. (2020). Parenting Styles and Their Effects☆. In J. B. Benson (Ed.), Encyclopedia of Infant and Early Childhood Development (Second Edition) (pp. 470–480). Elsevier. https://doi.org/10.1016/B978-0-12-809324-5.23611-0 Daniel, G. R., Wang, C., & Berthelsen, D. (2016). Early Childhood Research Quarterly Early school-based parent involvement, children’ s self-regulated learning and academic achievement: An Australian longitudinal study. Early Childhood Research Quarterly, 36, 168–177. https://doi.org/10.1016/j.ecresq.2015.12.016 Dea, L. F., Anwar, M. S., & Yusuf, M. (2020). Building Early Childhood Character through KH. Wahid Hasyim Education Model at RA Ma’ arif Metro. 6(2), 109–120. http://dx.doi.org./0.442/al-athfal.2020.62-02 Diana, R. R., Chirzin, M., Bashori, K., Suud, F. M., & Khairunnisa, N. Z. (2021). Parental Engagement on Children Character Education: The Influences of Positive Parenting and Agreeableness Mediated by Religiosity. Jurnal Cakrawala Pendidikan, 40(2), 428–444. https://doi.org/10.21831/cp.v40i2.39477 Ekorusyono, Y., Rosyadi, I., & Tri Bima, P. (2015). Roh kehidupan Suku Rejang. Buku Litera. Freijo, E. B. A., López, M. J. R., Freijo, E. B. A., & López, M. J. R. (2018). Positive parenting in Spain: Introduction to the special issue Positive parenting in Spain: Introduction to the special issue. 4430. https://doi.org/10.1080/03004430.2018.1501565 Gomez, Jessie A; Carter, Alice S; Forbes, Danielle; Gray, S. A. o. (2019). Parental Insightfulness and Parenting Behavior: A two-dimensional analysis of parent contributions to child cognitive outcomes. HHS Public Access, 20(3), 255–271. https://doi.org/10.1080/14616734.2018.1446734.Parental Gü, S. K. (2017). The Education of Developing Responsibility Value *. 5(2), 5–8. https://doi.org/10.11114/jets.v5i2.1361 Hariyanto, S. M. (2012). Konsep dan Model Pendidikan Karakter [Character Education Concepts and Models]. Remaja rosdakarya. Hodijah, S., Rachmawati, Y., Studi, P., Guru, P., Anak, P., Dini, U., Pedagogik, D., Pendidikan, F. I., & Indonesia, U. P. (2018). Upaya Guru Dalam Menanamkan Sifat Sabar Di RA Persis I Kota Bandung. EDUKIDS: Jurnal Pertumbuhan, Perkembangan, Dan Pendidikan Anak Usia Dini, 15(229), 95–102. Kertajaya, H. (2010). Grow With Character, The Model Marketing. PT Gramedia Pustaka Utama. Lee, G. (2013). Programs: Korean Children’ s Experiences Re-emphasizing Character Education in Early Childhood Programs Korean Children’ s Experiences. Childhood Education, October 2014, 37–41. https://doi.org/10.1080/00094056.2013.830907 Listyarti, R. (2012). Pendidikan Karakter dalam Metode Aktif, Inovatif dan Kreatif. Erlangga. Luciano, M., & Visscher, P. M. (2012). Multivariate Genetic Analyses of Cognition and Academic Achievement from Two Population Samples of 174, 000. 699–710. https://doi.org/10.1007/s10519-012-9549-7 Maas, A. J. B. M., Cock, E. S. A. De, Vreeswijk, C. M. J. M., Ad, J. J. M., Bakel, H. J. A. Van, Maas, A. J. B. M., Cock, E. S. A. De, & Vreeswijk, C. M. J. M. (2016). A longitudinal study on the maternal – fetal relationship and postnatal maternal sensitivity. 6838(April). https://doi.org/10.1080/02646838.2015.1112880 McDevitt, T. M., & Ormrod, J. E. (2015). Child Development and Education. Pearson Education. https://books.google.co.id/books?id=h7KgBwAAQBAJ Mei-ju, C., Chen-hsin, Y., & Pin-chen, H. (2014). The Beauty of Character Education on Preschool Children’ s Parent-Child Relationship. Procedia - Social and Behavioral Sciences, 143, 527–533. https://doi.org/10.1016/j.sbspro.2014.07.431 Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Third edition). SAGE Publications, Inc. Moleong, L. J. (2010). Metodologi Penelitian Kualitatif. Remaja Rosdakarya. Mulyadi, B. (2020). Early Childhood Character Education in Japan. 07063. https://doi.org/10.1051/e3sconf/202020207063 Musi, M. A., Amal, A., & Hajerah, H. (2015). Pengasuhan Anak Usia Dini Perspektif Nilai Budaya Pada Keluarga Bajo Di Kabupaten Bone [Early Childhood Care Perspective of Cultural Values in Bajo Families in Bone Regency]. 18(1). https://doi.org/10.26858/ijes.v18i1.3601 Paul, S.-A. S., Hart, P., Augustin, L., Clarke, P. J., & Pike, M. (2020). Parents’ perspectives on home-based character education activities. Journal of Family Studies, 1–23. https://doi.org/10.1080/13229400.2020.1806097 Rosyada, A., & Retnomurti, A. B. (2016). The Use of Positive Language on Children Education to Build Children’ s Positive Behaviour. 01(01), 1–8. http://dx.doi.org/10.30998/scope.v1i01.868 Semke, C. A., & Sheridan, S. M. (2011). Family-School Connections in Rural Educational Settings: A Systematic Review of the Empirical Literature. [superscript 2] Working Papers. Research in Rural Education. September, S. J., Rich, E. G., & Roman, N. V. (2016). The role of parenting styles and socio-economic status in parents’ knowledge of child development. Early Child Development and Care, 186(7), 1060–1078. https://doi.org/10.1080/03004430.2015.1076399 Sriwilujeng, D. (2017). Panduan Implementasi Penguatan Pendidikan Karakter [Guidelines for the Implementation of Strengthening Character Education]. Esensi Penerbit Erlangga. Suardani, L., Pudjawan, K., & Tirtayani, L. A. (2016). Perbedaan Tingkat Kemandirian Anak Usia 5-6 Tahun Dilihat Dari Status Pekerjaan Ibu Di Kelurahan Banyuning [Differences in the level of independence of children aged 5-6 years seen from the work status of mothers in Banyuning Village]. Journal Pendidikan Anak Usia Dini Undiksha, 4(2), 12. http://dx.doi.org/10.23887/paud.v4i2.7765 Wang, Zhe; Deater-Deckard, K. (2013). Resilience in Gene-Environment Transactions. In Goldstein S., Brooks R. Handbook of Resilience in Children. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-3661-4_4 Zong, X., Zhang, L., & Yao, M. (2017). Parental involvement and Chinese elementary students’ achievement goals: The moderating role of parenting style. Educational Studies, 5698(October), 1–16. https://doi.org/10.1080/03055698.2017.1373634

07–562Al-Jarf, Reima Sado (King Saud U, Saudi Arabia; reima2000_sa@yahoo.com), Processing of advertisements by EFL college students. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 132–140.07–563Alkire, Scott (San Jose State U, California, USA; scott.alkire@sjsu.edu) & Andrew Alkire, Teaching literature in the Muslim world: A bicultural approach. TESL-EJ (http://www.tesl-ej.org) 10.4 (2007), 13 pp.07–564Belcher, Diane (Georgia State U, USA; dbelcher1@gsu.edu), Seeking acceptance in an English-only research world. Journal of Second Language Writing (Elsevier) 16.1 (2007), 1–22.07–565Bell, Joyce (Curtin U, Australia; Joyce.Bell@curtin.edu.au), Reading practices: Postgraduate Thai student perceptions. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 51–68.07–566Bndaka, Eleni (ebintaka@sch.gr), Using newspaper articles to develop students' reading skills in senior high school. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 166–175.07–567Coiro, Julie & Elizabeth Dobler, Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet. Reading Research Quarterly (International Reading Association) 42.2 (2007), 214–257.07–568Cole, Simon (Daito Bunka U, Japan), Consciousness-raising and task-based learning in writing. The Language Teacher (Japan Association for Language Teaching) 31.1 (2007), 3–8.07–569Commeyras, Michelle & Hellen N. Inyega, An Integrative review of teaching reading in Kenyan primary schools. Reading Research Quarterly (International Reading Association) 42.2 (2007), 258–281.07–570Compton-Lilly, Catherine (U Wisconsin–Madison, USA), The complexities of reading capital in two Puerto Rican families. Reading Research Quarterly (International Reading Association) 42.1 (2007), 72–98.07–571Duffy, John (U Notre Dame, Notre Dame, USA), Recalling the letter: The uses of oral testimony in historical studies of literacy. Written Communication (Sage) 24.1 (2007), 84–107.07–572Dyehouse, Jeremiah (U Rhode Island, USA), Knowledge consolidation analysis: Toward a methodology for studying the role of argument in technology development. Written Communication (Sage) 24.2 (2007), 111–139.07–573Godley, Amanda J., Brian D. Carpenter (U Pittsburgh, USA) & Cynthia A. Werner, ‘I'll speak in proper slang’: Language ideologies in a daily editing activity. Reading Research Quarterly (International Reading Association) 42.1 (2007), 100–131.07–574Guénette, Danielle (U du Québec, Canada; guenette.daniele@uqam.ca), Is feedback pedagogically correct? Research design issues in studies of feedback on writing. Journal of Second Language Writing (Elsevier) 16.1 (2007), 40–53.07–575Gutiérrez-Palma, Nicolás (U de Jaén, Spain; ngpalma@ujaen.es) & Alfonso Palma Reves (U Granada, Spain), Stress sensitivity and reading performance in Spanish: A study with children. Journal of Research in Reading (Blackwell) 30.2 (2007), 157–168.07–576Hu, Guangwei (Nanyang Technical U, Singapore; guangwei.hu@nie.edu.sg), Developing an EAP writing course for Chinese ESL students. RELC Journal (Sage) 38.1 (2007), 67–86.07–577Hunt, George (U Edinburgh, UK; george.hunt@ed.ac.uk), Failure to thrive? The community literacy strand of the Additive Bilingual Project at an Eastern Cape community school, South Africa. Journal of Research in Reading (Blackwell) 30.1 (2007), 80–96.07–578Jiang, Xiangying & William Grabe (Northern Arizona U, USA), Graphic organizers in reading instruction: Research findings and issues. Reading in a Foreign Language (U Hawaii, HI, USA) 19.1 (2007), 34–55.07–579Jin Bang, Hee & Cecilia Guanfang Zhao (New York U, USA; heejin.bang@nyu.edu), Reading strategies used by advanced Korean and Chinese ESL graduate students: A case study. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 30–50.07–580Keshavarz, Mohammad Hossein, Mahmoud Reza Atai (Tarbiat Moallem U, Iran) & Hossein Ahmadi, Content schemata, linguistic simplification, and EFL readers' comprehension and recall. Reading in a Foreign Language (U Hawaii, HI, USA) 19.1 (2007), 19–33.07–581Kirkgöz, Yasemin (Çukurova U, Turkey; ykirkgoz@cu.edu.tr), Designing a corpus based English reading course for academic purposes. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 281–298.07–582Kolić-Vehovec, Svjetlana & Iqor Bajšanski (U Rijeka, Crotia; skolic@ffri.hr), Comprehension monitoring and reading comprehension in bilingual students. Journal of Research in Reading (Blackwell) 30.2 (2007), 198–211.07–583Li, Yongyan, Apprentice scholarly writing in a community of practice: An intraview of an NNES graduate student writing a research article. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 41.1 (2007), 55–79.07–584Marianne (Victoria U Wellington, New Zealand; m.marianne@vuw.ac.nz), A comparative analysis of racism in the original and modified texts ofThe Cay. Reading in a Foreign Language (U Hawaii, HI, USA) 19.1 (2007), 56–68.07–585Marsh, Charles (U Kansas, Lawrence, USA), Aristotelian causal analysis and creativity in copywriting: Toward a rapprochement between rhetoric and advertising. Written Communication (Sage) 24.2 (2007), 168–187.07–586Mellard, Daryl, Margaret Becker Patterson & Sara Prewett, Reading practices among adult education participants. Reading Research Quarterly (International Reading Association) 42.2 (2007), 188–213.07–587Mishra, Ranjita (U London, UK) & Rhona Stainthorp, The relationship between phonological awareness and word reading accuracy in Oriya and English: A study of Oriya-speaking fifth-graders. Journal of Research in Reading (Blackwell) 30.1 (2007), 23–37.07–588Naq, Sonali (The Promise Foundation, India; sonalinag@t-p-f.org), Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading (Blackwell) 30.1 (2007), 7–22.07–589Pretorius, Elizabeth & Deborah Maphoko Mampuru (U South Africa, South Africa; pretoej@unisa.ac.za), Playing football without a ball: Language, reading and academic performance in a high-poverty school. Journal of Research in Reading (Blackwell) 30.1 (2007), 38–58.07–590Pulido, Diana (Michigan State U, USA), The effects of topic familiarity and passage sight vocabulary on L2 lexical inferencing and retention through reading. Applied Linguistics (Oxford University Press) 28.1 (2007), 66–86.07–591Purcell-Gates, Victoria (U British Columbia, Canada), Neil K. Duke & Joseph A. Martineau, Learning to read and write genre-specific text: Roles of authentic experience and explicit teaching. Reading Research Quarterly (International Reading Association) 42.1 (2007), 8–45.07–592Rahimi, Mohammad (Shiraz U, Iran; mrahimy@gmail.com), L2 reading comprehension test in the Persian context: Language of presentation as a test method facet. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 151–165.07–593Rao, Zhenhui (Jiangxi Normal U, China; rao5510@yahoo.com), Training in brainstorming and developing writing skills. ELT Journal (Oxford University Press) 61.2 (2007), 100–106.07–594Ravid, Dorit & Yael Epel Mashraki (Tel Aviv U, Israel; doritr@post.tau.ac.il), Prosodic reading, reading comprehension and morphological skills in Hebrew-speaking fourth graders. Journal of Research in Reading (Blackwell) 30.2 (2007), 140–156.07–595Rosary, Lalik (Virginia Polytechnic Institute and State, USA) & Kimberly L. Oliver, Differences and tensions in implementing a pedagogy of critical literacy with adolescent girls. Reading Research Quarterly (International Reading Association) 42.1 (2007), 46–70.07–596Suzuki, Akio (Josai U, Japan), Differences in reading strategies employed by students constructing graphic organizers and students producing summaries in EFL reading. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 177–196.07–597Takase, Atsuko (Osaka International U, Japan; atsukot@jttk.zaq.ne.jp), Japanese high school students' motivation for extensive L2 reading. Reading in a Foreign Language (U Hawaii, HI, USA) 19.1 (2007), 1–18.07–598Tanaka, Hiroya & Paul Stapleton (Hokkaido U, Japan; higoezo@ybb.ne.jp), Increasing reading input in Japanese high school EFL classrooms: An empirical study exploring the efficacy of extensive reading. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 115–131.07–599Weinstein, Susan (Louisiana State U, Baton Rouge, USA), Pregnancy, pimps, and ‘clichèd love things’: Writing through gender and sexuality. Written Communication (Sage) 24.1 (2007), 28–48.07–600Williams, Eddie (U Bangor, UK; eddie.williams@bangor.ac.uk), Extensive reading in Malawi: Inadequate implementation or inappropriate innovation?Journal of Research in Reading (Blackwell) 30.1 (2007), 59–79.07–601Yamashita, Junko, The relationship of reading attitudes between L1 and L2: An investigation of adult EFL learners in Japan. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 41.1 (2007), 81–105.07–602Yi, Youngjoo (U Alabama, USA; yyi@ua.edu), Engaging literacy: A biliterate student's composing practices beyond school. Journal of Second Language Writing (Elsevier) 16.1 (2007), 23–39.07–603Zhu, Yunxia (U Queensland, New Zealand; zyunxia@unitec.ac.nz), Understanding sociocognitive space of written discourse: Implications for teaching business writing to Chinese students. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.3 (2006), 265–285.

07–533Anh Tuan, Truong & Storch Neomy (U Melbourne, Australia; neomys@unimelb.edu.au), Investigating group planning in preparation for oral presentations in an EFL class in Vietnam. RELC Journal (Sage) 38.1 (2007), 104–124.07–534Bada, Erdogan & Bilal Genc (U Çukurova, Turkey; erdoganbada@gmail.com), An investigation into the tense/aspect preferences of Turkish speakers of English and native English speakers in their oral narration. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 141–150.07–535Beasley, Robert (Franklin College, USA; rbeasley@franklincollege.edu), Yuangshan Chuang & Chao-chih Liao, Determinants and effects of English language immersion in Taiwanese EFL learners engaged in online music study. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 330–339.07–536Campbell, Dermot, Ciaron Mcdonnell, Marti Meinardi & Bunny Richardson (Dublin Institute of Technology, Ireland; dermot.campbell@dit.ie), The need for a speech corpus. ReCALL (Cambridge University Press) 19.1 (2007), 3–20.07–537Chambers, Andrea (Insa de Lyon, France; andrea.emara@insa-lyon.fr) & Stephen Bax, Making CALL work: Towards normalisation. System (Elsevier) 34.4 (2006), 465–479.07–538Chan, Alice (City U Hong Kong, China; enalice@cityu.edu.hk), Strategies used by Cantonese speakers in pronouncing English initial consonant clusters: Insights into the interlanguage phonology of Cantonese ESL learners in Hong Kong. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.4 (2006), 331–355.07–539Crabbe, David (Victoria U Wellington, New Zealand; david.crabbe@vuw.ac.nz), Learning opportunities: Adding learning value to tasks. ELT Journal (Oxford University Press) 61.2 (2007), 117–125.07–540Elia, Antonella (U Naples, Italy; aelia@unina.it), Language learning in tandem via skype. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 269–280.07–541Feuer, Avital (York U, Canada), Parental influences on language learning in Hebrew Sunday school classes. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 266–277.07–542Griffiths, Carol (AIS St Helens, Auckland, New Zealand; carolgriffiths5@gmail.com), Language learning strategies: Students' and teachers' perceptions. ELT Journal (Oxford University Press) 61.2 (2007), 91–99.07–543Hamid, Md. Obaidul (U Dhaka, Bangladesh; obaid_hamid@yahoo.com), Identifying second language errors: How plausible are plausible reconstructions?ELT Journal (Oxford University Press) 61.2 (2007), 107–116.07–544Hauck, Mirjam (The Open U, UK; m.hauck@open.ac.uk), Critical success factors in a TRIDEM exchange. ReCALL (Cambridge University Press) 19.2 (2007), 202–223.07–545Hellermann, John (Portland State U, Portland, Oregon, USA; jkh@pdx.edu) & Andrea Vergun, Language which is not taught: The discourse marker use of beginning adult learners of English. Journal of Pragmatics (Elsevier) 39.1 (2007), 157–179.07–546Hwu, Fenfang (U Cincinnati, USA; hwuf@ucmail.uc.edu), Learners' strategies with a grammar application: The influence of language ability and personality preferences. ReCALL (Cambridge University Press) 19.1 (2007), 21–38.07–547Karlsson, Leena (Helsinki U, Finland; leena.karlsson@helsinki.fi), Felicity Kjisik & Joan Nordlund, Language counselling: A critical and integral component in promoting an autonomous community of learning. System (Elsevier) 35.1 (2007), 46–65.07–548Karlström, Petter (Stockholm U, Sweden; petter@dsv.su.se), Teresa Cerratto-Pargman, Henrik Lindström & Ola Knutsson, Tool mediation in focus on form activities: Case studies in a grammar-exploring environment. ReCALL (Cambridge University Press) 19.1 (2007), 39–56.07–549Kim, Yongho (Korea National U of Education) & David Kellogg, Rules out of roles: Differences in play language and their developmental significance. Applied Linguistics (Oxford University Press) 28.1 (2007), 25–45.07–550Liaw, Meei-Ling (National Taichung U, China; meeilingliaw@gmail.com), Constructing a ‘third space’ for EFL learners: Where language and cultures meet. ReCALL (Cambridge University Press) 19.2 (2007), 224–241.07–551Matsuzaki Carreira, Junko (Tsuda College, Japan), Motivation for learning English as a foreign language in Japanese elementary schools. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 135–157.07–552Mozzon-McPherson, Marina (U Hull, UK; M.Mozzon-Mcpherson@hull.ac.uk), Supporting independent learning environments: An analysis of structures and roles of language learning advisers. System (Elsevier) 35.1 (2007), 66–92.07–553Napier, Jemina (Macquarie U, Australia), Effectively teaching discourse to sign language interpreting students. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 251–265.07–554Reinders, Hayo (U Auckland, New Zealand; system@hayo.nl), Supporting independent learning environments: An analysis of structures and roles of language learning advisers. System (Elsevier) 35.1 (2007), 93–111.07–555Stracke, Elke (U Canberra, Australia; Elke.Stracke@canberra.edu.au), A road to understanding: A qualitative study into why learners drop out of a blended language learning (BLL) environment. ReCALL (Cambridge University Press) 19.1 (2007), 57–78.07–556Stroud, Christopher (U West Cape, South Africa; cstroud@uwc.ac.za) & Lionel Wee, Anxiety and identity in the language classroom. RELC Journal (SAGE Publications) 37.3 (2006), 299–307.07–557Taguchi, Naoko (Carnegie Mellon U, USA), Task difficulty in oral speech act production. Applied Linguistics (Oxford University Press) 28.1 (2007), 113–135.07–558Webb, Stuart (Japan), The effects of repetition on vocabulary knowledge. Applied Linguistics (Oxford University Press) 28.1 (2007), 46–65.07–559Yihong, Gao, Zhao Yuan, Cheng Ying & Zhou Yan, Relationship between English learning motivation types and self-identity changes among Chinese students. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 41.1 (2007), 133–155.07–560Xuesong, Gao (U Hong Kong, China; Gao@hkusua.hku.hk), Strategies used by Chinese parents to support English language learning. RELC Journal (SAGE Publications) 37.3 (2006), 285–298.07–561Zhenhui, Rao (Jiangxi Normal U, Nanchang, China), Understanding Chinese students' use of language learning strategies from cultural and educational perspectives. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.6 (2006), 491–508.

06–652Angelova, Maria (Cleveland State U, USA), Delmi Gunawardena & Dinah Volk, Peer teaching and learning: co-constructing language in a dual language first grade. Language and Education (Mutilingual Matters) 20.2 (2006), 173–190.06–653Asada, Hirofumi (Fukuoka Jogakuin U, Japan), Longitudinal effects of informal language in formal L2 instruction. JALT Journal (Japan Association for Language Teaching) 28.1 (2006), 39–56.06–654Birdsong, David (U Texas, USA), Nativelikeness and non-nativelikeness in L2A research. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 319–328.06–655Bruen, Jennifer (Dublin City U, Ireland), Educating Europeans? Language planning and policy in higher education institutions in Ireland. Language and International Communication (Multilingual Matters) 5.3&4 (2005), 237–248.06–656Carpenter, Helen (Georgetown U, USA; carpenth@georgetown.edu), K. Seon Jeon, David MacGregor & Alison Mackey, Learners' interpretations of recasts. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 209–236.06–657Chujo, Kiyomi (Nihon U, Japan; chujo@cit.nihon-u.ac.jp) & Masao Utiyama, Selecting level-specific specialized vocabulary using statistical measures. System (Elsevier) 34.2 (2006), 255–269.06–658Coffey, Stephen (Università di Pisa, Italy; coffey@cli.unipi.it), High-frequency grammatical lexis in advanced-level English learners' dictionaries: From language description to pedagogical usefulness. International Journal of Lexicography (Oxford University Press) 19.2 (2006), 157–173.06–659Comajoan, Llorenç (Middlebury College, USA; lcomajoa@middlebury.edu), The aspect hypothesis: Development of morphology and appropriateness of use. Language Learning (Blackwell) 56.2 (2006), 201–268.06–660Cowie, Neil (Okayama U, Japan), What do sports, learning Japanese, and teaching English have in common? 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汉字作为日语的组成部分，在日本人的生活中承担着重要角色。随着社会背景的改变，汉字政策作为日本的国语国策也发生着变化。2010年，日本文化厅公布了《改定常用汉字表》，此表共包括2,136个汉字，新增了196个汉字，这是自1981年颁布《常用汉字表》以来第一次修订汉字表。常用汉字的改定已成事实，并将于2012年推行，这意味着常用汉字的增加将对日后汉字的学习带来重大影响。
本论文的目的在于探究使用简体字的中国中上级日语学习者对于改定常用汉字的习得意识以及习得状况。在对汉字在日本的演变历史、历次常用汉字表改定的经纬以及中日汉字字音、字形的比较等进行研究之后，笔者在国内的4所大学做了问卷调查，对象为137名日语专业三年级学生，其中72%的学生通过了1级和2级日语能力考试。
结果显示，中国大学生普遍认为汉字的读音最难；虽然通过日语1、2级的学生人数占多数，但是从汉字字形的习得结果来看，正确率仍然比较低。
从以上可知，改定常用汉字的习得对于中国学生来说，仍有很多地方需要改进。中日两国汉字有许多相同和不同之处，如何巧妙地母语优势学习日语汉字，同时又避开来自母语的负面干涉，是有待进一步讨论的课题。
Kanji plays an important role in the daily life of Japanese people. Policies regarding kanji change when the social context changes. The current Jōyō kanji list issued in 2010 consists of 2,136 characters. It is a slightly modified version of the Jōyō kanji which was introduced in 1981 as the standardized list of “common kanji. A modified version of the Jōyō kanji will be put into effect in 2012, this version increases the number of kanji and will have a strong impact on kanji learning.
This paper examines the experience of using the Jōyō kanji system and the usage of modified Jōyō kanji among the advanced Japanese language learners whose first language is mandarin. This paper composes 3 sections. First, the author examines the history of kanji in Japan and the previous modifications of the Jōyō kanji; Second, a comparison between simplified Chinese kanji and Japanese kanji; Lastly, the author conducted a survey in 4 universities in China with 137 students, among which 72% have passed JLPT (the Japanese-Language Proficiency Test) level 1 and level 2.
The results of the survey reveal the following: 1. mainland Chinese students consider that the reading of kanji is the most difficult; 2. although most of the students have passed JLPT 1 and JLPT 2, their accuracy of writing kanji is still low.
In conclusion, there is still room for improvement for mainland Chinese students when learning Jōyō kanji. There are common places and differences between simplified Chinese characters and Japanese kanji. For the Chinese Japanese language learners, how to take advantage of the similarities between the two systems and recognize the differences between the systems is something to be investigated in further studies.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
常海霞.
"2012年8月".
"2012 nian 8 yue".
Thesis (M.Phil.)--Chinese University of Hong Kong, 2012.
Includes bibliographical references (leaves 197-201).
Abstract in Chinese and English.
Chang Haixia.
Chapter 0 --- 序章 --- p.1
Chapter 0.1 --- 先行研究的问题点 --- p.1
Chapter 0.2 --- 研究动机与研究问题 --- p.3
Chapter 0.3 --- 研究意义 --- p.4
Chapter 0.4 --- 研究结论 --- p.5
Chapter 0.5 --- 研究大纲 --- p.9
Chapter 1 --- 汉字的传入以及发展、变迁 --- p.10
Chapter 1.1 --- 汉字传入 --- p.10
Chapter 1.2 --- 汉字音训的出现 --- p.11
Chapter 1.3 --- 从万叶假名到假名的演变 --- p.14
Chapter 2 --- 汉字作为现代国语政策的展开 --- p.18
Chapter 2.1 --- 明治时期至战前的汉字政策变革 --- p.18
Chapter 2.2 --- 汉字作为现代国语政策的展开 --《当用汉字表》 --- p.25
Chapter 2.3 --- 汉字作为现代国语政策的展开 --《常用汉字表》 --- p.31
Chapter 2.3.1 --- 《常用汉字表》改定的原委 --- p.31
Chapter 2.3.2 --- 《常用汉字表》的性格 --- p.32
Chapter 2.3.3 --- 《常用汉字表》的音训以及字体 --- p.33
Chapter 2.3.4 --- 人名用汉字 --- p.33
Chapter 2.4 --- 汉字作为现代国语政策的展开 --《改定常用汉字表》 --- p.34
Chapter 2.4.1 --- 汉字与情报化社会 --- p.34
Chapter 2.4.2 --- 《改定常用汉字表》改定的原委 --- p.38
Chapter 2.4.3 --- 《改定常用汉字表》的性格 --- p.41
Chapter 2.4.4 --- 《改定常用汉字表》的字数、音训以及字体 --- p.42
Chapter 2.4.5 --- 关于固有名词的改定 --- p.45
Chapter 3 --- 日语汉字与中国汉字的对应关系 --- p.48
Chapter 3.1 --- 中日两国汉字的读音比较 --- p.48
Chapter 3.1.1 --- 中日两国汉字的音韵 --- p.48
Chapter 3.1.2 --- 日语改定常用汉字与中国汉字在读音上的联系与差异 --- p.56
Chapter 3.1.3 --- 小结 --- p.75
Chapter 3.2 --- 日语改定常用汉字与中国常用汉字在字形上的联系与差异 --- p.75
Chapter 3.2.1 --- 中国汉字字形的改革道路 --- p.75
Chapter 3.2.2 --- 日本汉字字形的改革道路以及与中国汉字字形政策的对比 --- p.81
Chapter 3.2.3 --- 字形上日语改定常用汉字中日区别 --- p.84
Chapter 3.3 --- 总结 --- p.86
Chapter 4 --- 对于中国中上级日语学习者日语常用汉字的习得状况研究 --- p.87
Chapter 4.1 --- 第二语言习得理论的先行研究概观 --- p.87
Chapter 4.1.1 --- 误用分析 --- p.88
Chapter 4.1.2 --- 中间语言研究 --- p.97
Chapter 4.1.3 --- 常用汉字习得情况的先行研究概观 --- p.100
Chapter 4.1.4 --- 先行研究的问题点 --- p.102
Chapter 4.2 --- 预备调查 --- p.103
Chapter 4.2.1 --- 预备调查背景及内容介绍 --- p.103
Chapter 4.2.2 --- 汉字使用意识的调查结果分析 --- p.107
Chapter 4.2.3 --- 常用汉字的使用状况结果分析 --- p.116
Chapter 4.2.4 --- 总结 --- p.132
Chapter 4.3 --- 正式调查 --- p.127
Chapter 4.3.1 --- 正式调查背景介绍 --- p.134
Chapter 4.3.2 --- 中国学生汉字意识调查结果 --- p.135
Chapter 4.3.3 --- 汉字音读习得情况 --- p.142
Chapter 4.3.4 --- 汉字训读习得情况 --- p.158
Chapter 4.3.5 --- 改定常用汉字的书写情况 --- p.170
Chapter 4.3.6 --- 常用汉字的书写情况 --- p.174
Chapter 4.3.7 --- 对于常用汉字的书写情况的误用调查结果 --- p.179
Chapter 5 --- 终章 --- p.185
Chapter 附录1 --- 《改定常用汉字表》追加的196个汉字 --- p.188
Chapter 附录2 --- 中文版问卷调查内容 --- p.188
Chapter 附录3 --- 日文版问卷调查内容 --- p.193
Chapter 附录4 --- 日本漢字能力検定 --- p.195
p.197