Relevant bibliographies by topics / Japanese as a second language

Academic literature on the topic 'Japanese as a second language'

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Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Japanese as a second language"

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Man, Laura, Gavin Bui, and Mark Feng Teng. "From second language to third language learning." Australian Review of Applied Linguistics 41, no. 1 (October 12, 2018): 61–90. http://dx.doi.org/10.1075/aral.17051.man.

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Abstract This mixed-methods study explores English and Japanese learning motivations in a group of Japanese summer course participants at a university in Hong Kong. Sixty-one Cantonese-speaking students completed two questionnaire surveys on co-existing motivations for learning L2 English and L3 Japanese. Depending on the questionnaire results, eight participants were selected to take part in the two subsequent interviews. The findings revealed that the participants perceived L2 English learning as a school subject and a practical tool for academics and career. It was instrumentality, rather than integrativeness, that motivated the students to learn English. Contrary results were found for L3 Japanese language learning, as the learners had more cultural interest, positive learning experience, self-confidence, and positive attitudes. This study, therefore, argues that L2 and L3 motivations merit distinct status. There appears to exist a dual-motivation system amongst these multilingual learners. The study also provides insights into how geographical and psychological distances could impact language learning under the phenomena of globalisation.
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Aziz, Zulfadli Abdul, Bukhari Daud, and Syafira Yunidar. "Second Language Interference towards First Language Use of Japanese Learners." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 4, no. 1 (November 15, 2019): 159. http://dx.doi.org/10.21093/ijeltal.v4i1.410.

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There have been many studies on first language interference towards learners’ second or foreign language learning, but not many on the otherwise. This study investigates the effects of learning Japanese as a foreign language towards learners’ first language use, Indonesian. The data for this qualitative study were obtained from five Japanese learners who had different backgrounds of Japanese learning. Observation and interview were used as the research instruments to collect the data in this study. The results were found that the learners showed foreign language effects; grammatical aspects and borrowing. In short, learning a foreign language (FL) influences learners’ first language (L1), which means that learning Japanese language had affected the learners’ first language, Indonesian. It can be concluded that learning a second or foreign language may interfere a learner’s first language.
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Di Biase, Bruno, and Satomi Kawaguchi. "Exploring the typological plausibility of Processability Theory: language development in Italian second language and Japanese second language." Second Language Research 18, no. 3 (July 2002): 274–302. http://dx.doi.org/10.1191/0267658302sr204oa.

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This article aims to test the typological plausibility of Processability Theory (PT) (Pienemann, 1998). This is ‘a theory of processability of grammatical structures... [which] formally predicts which structures can be processed by the learner at a given level of development’ (p. xv). Up till now the theory has been tested mainly for Germanic languages, while here we propose to test it for two typologically different languages, namely Italian and Japanese. Language specific predictions for these two languages will be derived from PT, and the structures instantiating them will be described within a Lexical Functional Grammar (LFG) framework. The occurrence and distribution of relevant structures will then be analysed in empirical, naturalistic data produced by adult learners. To test whether PT is typologically plausible we will demonstrate the following points for Japanese and Italian: • The notion of ‘exchange of grammatical information’ is a productive concept for typologically different languages. • Predictions that can be derived from the general architecture of the theory for specific languages will be borne out by empirical observation. (Pienemann 1998: 166).
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Wakabayashi, Shigenori. "Contributions of the study of Japanese as a second language to our general understanding of second language acquisition and the definition of second language acquisition research." Second Language Research 19, no. 1 (January 2003): 76–94. http://dx.doi.org/10.1191/0267658303sr215oa.

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Japanese has figured frequently in second language acquisition (SLA) research, but more often than not it appears as the first language (L1) rather than the target. In this article, first I discuss the problems addressed and the insights obtained in these studies. I then consider two issues. One is what the field of SLA research should include. I suggest that it should include two categories, namely Core SLA Research, where second language (L2) linguistic knowledge is investigated, and Broad SLA research, where researchers study factors that influence the development of L2 knowledge. The other issue is what we can expect in Core SLA research concerning the L2 acquisition of Japanese. This article illustrates how studies of the L2 acquisition of Japanese can contribute to our understanding of SLA.
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Allen, David. "Cognate frequency and assessment of second language lexical knowledge." International Journal of Bilingualism 23, no. 5 (June 22, 2018): 1121–36. http://dx.doi.org/10.1177/1367006918781063.

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Aims and objectives/purpose/research questions: Few studies have investigated different-script cognate effects in language assessment contexts. This paper examines the impact of Japanese cognates in a test of English receptive lexical knowledge that is widely used for placement purposes in second language learning contexts. Specifically, the present paper utilizes Japanese cognate frequency to predict test accuracy. 1. Does Japanese cognate frequency influence response accuracy? 2. Does the effect vary by English word frequency and/or lexical proficiency? Design/methodology/approach: Seventy Japanese-English bilinguals completed the multiple-choice English VLT. Data and analysis: Accuracy data for 150 target items and 150 distractor items were analysed separately (10,500 data points in each analysis). Generalized linear mixed-effects models were used with Japanese cognate frequency as the primary predictor and English word frequency and lexical proficiency as covariates. Findings/conclusions: A strong facilitatory cognate frequency effect was observed on both the selection of targets and the rejection of distractor items. This effect was marginally greater for lower proficiency learners. The English word frequency effect was also greater for lower proficiency test takers in the distractor analysis. Originality: The paper is the first to utilize cognate frequency to estimate the cognate effect in different-script languages in language testing. Significance/implications: The study provides robust evidence for the Japanese-English cognate effect in a test of lexical knowledge. This finding is broadly in line with the predictions of the bilingual interactive activation plus model of bilingual lexical processing. In addition, the paper demonstrates that the proportion of Japanese cognates in the test is significantly greater than the proportion of cognates in the language in general, indicating that it may over-estimate Japanese learners’ knowledge of English lexis. Test designers and users are thus recommended to be aware of the impact of cognates when making inferences about language ability based on such tests of lexical knowledge.
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Izumi, Shinichi. "THE ACQUISITION OF JAPANESE AS A SECOND LANGUAGE.Kazue Kanno (Ed.). Amsterdam: Benjamins, 1999. Pp. xi + 181. $72.00 cloth." Studies in Second Language Acquisition 25, no. 4 (November 24, 2003): 587–88. http://dx.doi.org/10.1017/s0272263103240250.

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This volume, focusing on Japanese as a second language (JSL), is part of the Language acquisition and language disorders series by Benjamins. As the editor points out in the introductory chapter, there is a pressing need to investigate the acquisition of languages other than English and other European languages if SLA claims to be a discipline broad enough to encompass acquisition of any second language (L2). In particular, given the importance of Japanese as one of the most commonly studied languages in Asia and the fact that Japanese has many linguistic features not found in European languages, research on the acquisition of JSL should have important implications for both practical applications in language teaching and theoretical investigation of language universals, innate principles, and the like.
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Yogyanti, Devita Widyaningtyas, Angela Bayu Pertama Sari, and Dwi Iswahyuni. "Second Language Acquisition of the Professional Japanese Tour Guides as the Core of Japanese Teaching Development for Tourism Students." IZUMI 9, no. 1 (June 1, 2020): 83–103. http://dx.doi.org/10.14710/izumi.9.1.83-103.

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In line with the significance of appropriate Japanese learning methods and materials for tourism students, this study investigates how Japanese tour guides in Indonesia learn Japanese. This study aimed to find out some factors which influenced the process of Japanese tour guides’ second language acquisition and the integration of those factors into Japanese teaching. This study was a qualitative study with ethnography method approach. Interviews and observation were employed in this study as the research instruments in which 12 Japanese tour guides became the research objects. The findings showed that two main factors influenced the process of Japanese tour guides’ second language acquisition, namely intrinsic factors and extrinsic factors. Intrinsic factors were the factors which emerged within the tour guides themselves that affected the success of the language acquisition such as age, motivations, personality, aptitudes and the attitudes towards the Japanese language. Meanwhile, the extrinsic factors encompassed learning styles and teaching method that determined the success of language acquisition. Furthermore, the integration of those factors into the Japanese teaching generated some focuses on the teaching process, which were speaking fluently and interacting easily. Speaking fluently put more emphasis on the fluency rather than grammar mastery, while interacting easily was related to the implementation of intercultural language teaching.
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Koyanagi, Kaoru. "The Interactional Relationship between Learning Mechanisms and Other Factors (Learning Conditions/Individual Differences) in Second Language Acquisition." Impact 2020, no. 9 (December 30, 2020): 29–31. http://dx.doi.org/10.21820/23987073.2020.9.29.

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Second language acquisition is the process of acquiring a second language. Second language acquisition also refers to the scientific discipline that looks at this process. Research on instructed second language acquisition can shed light on learning mechanisms and processes, helping to advance second language education. Professor Kaoru Koyanagi, who collected data from French students of Japanese at the National Institute for Oriental Languages and Civilizations in France, is exploring how learning mechanisms interact with other factors such as learners' aptitude, motivation, beliefs etc. to help uncover new knowledge that could contribute to Japanese language pedagogy.
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Jackson, Daniel O. "Second Language Attrition in Japanese Contexts (review)." Language 77, no. 3 (2001): 641–42. http://dx.doi.org/10.1353/lan.2001.0168.

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Idemaru, Kaori, Peipei Wei, and Lucy Gubbins. "Acoustic Sources of Accent in Second Language Japanese Speech." Language and Speech 62, no. 2 (May 15, 2018): 333–57. http://dx.doi.org/10.1177/0023830918773118.

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This study reports an exploratory analysis of the acoustic characteristics of second language (L2) speech which give rise to the perception of a foreign accent. Japanese speech samples were collected from American English and Mandarin Chinese speakers ( n = 16 in each group) studying Japanese. The L2 participants and native speakers ( n = 10) provided speech samples modeling after six short sentences. Segmental (vowels and stops) and prosodic features (rhythm, tone, and fluency) were examined. Native Japanese listeners ( n = 10) rated the samples with regard to degrees of foreign accent. The analyses predicting accent ratings based on the acoustic measurements indicated that one of the prosodic features in particular, tone (defined as high and low patterns of pitch accent and intonation in this study), plays an important role in robustly predicting accent rating in L2 Japanese across the two first language (L1) backgrounds. These results were consistent with the prediction based on phonological and phonetic comparisons between Japanese and English, as well as Japanese and Mandarin Chinese. The results also revealed L1-specific predictors of perceived accent in Japanese. The findings of this study contribute to the growing literature that examines sources of perceived foreign accent.
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Dissertations / Theses on the topic "Japanese as a second language"

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Matsumoto-Sturt, Yoko. "Second language acquisition of Japanese orthography." Thesis, University of Edinburgh, 2004. http://hdl.handle.net/1842/24918.

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The aim of this thesis is to address issues on second language (L2) acquisition of Japanese orthography. In particular, I investigate L2 acquisition of reading and writing in Japanese with special attention paid to how linguistic and perceptual difficulties influence lexical processes involved in reading and writing by English-speaking learners of Japanese. I first establish that L2 spelling problems are found in writing by keyboard. Evidence is presented from error patterns of L2 language used in a small self-constructed L2 error corpus that was gathered according to originally set external criteria. Next, I demonstrate that there are predictable error causes as well as general linguistic and perceptual problems among L2 writers. Real-time observational data illustrates how and when L2 writers make spelling mistakes with the keyboard, and an analysis of verbal protocol data reveals L2 writing strategies. Third, I turn to the domain of L2 perception and L1-specific listening strategies. I show the different patterns of learners’ perceived rhythmic units in terms of L2 Moraic Awareness of Japanese words, and determine the extent of the use of L1-specific listening strategies. Fourth, I provide a general picture of Interlanguage (IL) lexical representations in reading and spelling. Evidence from novel and existing experimental work is presented which shows that L2 writer’s linguistic problems are reflected in their written products. I present an account of a typical learner strategy of sub-lexical reading and writing. Finally, in the domain of visual kanji recognition, visual attention is addressed. An originally defined phenomenon of ‘kanji illusion’ leads to the interesting result that linguistic factors are not solely responsible for failures to notice kanji errors. This represents a new kind of explanation for L2 kanji reading difficulties, from a psycholinguistic perspective.
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Kayama, Yuhko. "Second language acquisition of Japanese relative clauses." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100636.

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This thesis investigates the second language acquisition of Japanese relative clauses (RCs) by native speakers of English or Korean. Researchers have argued that Universal Grammar (UG) can be accessed in adult second language (L2) acquisition. The Full Transfer Full Access (FTFA) Hypothesis (Schwartz and Sprouse 1994, 1996) claims that after initial transfer from L1, learners reset their parameter values and are able to acquire L2 properties that are different from their L1. Japanese and English relativization: while Japanese relativization does not involve movement in the syntax (Kuno 1973, Saito 1985, etc.), English relativization involves obligatory operator movement and is subject to movement constraints like Subjacency. Because of Subjacency, certain RC structures are prohibited in English. In Japanese, on the other hand, a zero pronominal, pro, is base-generated in the gap position of an RC and coindexed with the relative head noun, and thus long distance relativization is possible. I argue that the presence or absence of pro is also a parametric difference between Japanese and English; pro is present in Japanese, but not in English. In order for English speakers to acquire Japanese RCs, they need to reset the values of these two parameters.
Experimental studies were conducted with high-intermediate and advanced learners of Japanese (15 English speakers and 18 Korean speakers). Tests examined the learners' knowledge of the two grammatical properties in Japanese---namely, the lack of wh-movement and the presence of pro. Korean is different from English but similar to Japanese with respect to the parameters in question. Following FTFA, it is hypothesized that English-speaking learners initially transfer their L1 values, and that eventually they are able to switch parameters to the L2 values by accessing UG. The results of several tasks (including interpretation tasks and judgment tasks) confirm this hypothesis; while Korean speakers generally performed well irrespective of proficiency levels, English-speaking intermediate learners transferred their L1 values, failing to accept grammatical Japanese sentences that are not possible in English. English-speaking advanced learners, on the other hand, performed better than intermediate learners, and exhibited evidence that they had acquired the two properties of Japanese, supporting FTFA.
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Umeda, Mari. "Second language acquisition of Japanese wh-constructions." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112128.

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This dissertation investigates the second language (L2) acquisition of Japanese wh-constructions by Chinese- and English-speaking learners. The focus of this study is twofold; first, it examines whether parameter resetting is possible in L2 acquisition, as both Chinese and English wh-constructions are parametrically different from Japanese wh-constructions. Second, it examines whether parameter resetting is affected by the learners' first language (Ll). Not only do Chinese and English wh-constructions differ from Japanese wh-constructions, but they also differ from each other. Chinese is, like Japanese, a wh-in-situ language, while English is a wh-movement language. Chinese wh-constructions, therefore, can be said to be more similar to Japanese wh-constructions than English wh-constructions. It is investigated whether the similarity between Chinese and Japanese and dissimilarity between English and Japanese affect the course and/or the ultimate attainment in the acquisition ofwh-constructions in Japanese.[...]
Cette dissertation enquete sur l’acquisition des constructions wh du japonais appris comme langue seconde (L2) par les anglophones et les sinophones. Le point de mire de cette etude est double. Dans un premier temps, elle cherche a savoir si le changement parametrique est possible en acquisition L2, puisque les constructions wh de l’anglais et du chinois sont parametriquement opposees a celles du japonais. Deuxiemement, elle cherche a savoir si le changement parametrique est affecte par 1a langue matemelle de l’apprenant. Non seulement les constructions wh de l’anglais et du chinois sont differentes de celles du japonais, elles different egalement l’une de l’autre. Le chinois, comme le japonais, est une langue wh-in-situ, alors que l’anglais est une langue a movement wh. Les constructions wh du chinois peuvent done etre decrites comme etant plus semblables a celles du japonais qu’a celles de l’anglais. Ce travail cherche a sa voir si la similarite entre le chino is et le japonais et la dissimilarite entre l’anglais et le japonais ont un effet sur le processus et/ou le resultat final de 1’acquisition de ces constructions en japonais.[...]
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Hirakawa, Makiko. "Unaccusativity in second language Japanese and English." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36771.

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This thesis investigates L2 acquisition of intransitive verb constructions in Japanese and English. Within the Generative framework, the Unaccusative Hypothesis has been proposed, which divides intransitive verbs into two syntactically distinct classes: unergatives and unaccusatives (Burzio 1986). The sole argument of unergative verbs is an Agent generated in subject position, whereas that of unaccusative verbs is a Theme or Patient base-generated in object position. While the unaccusative/unergative distinction at the level of Deep (D)-Structure holds universally, as derived by a universal principle called the Uniformity of Theta Assignment Hypothesis (UTAH, Baker 1988), languages differ as to where the underlying object of unaccusatives may be positioned at the level of Surface (S)-structure. In the case of English, it surfaces in the subject position where it receives Nominative Case. In the case of Japanese, on the other hand, it has been argued that the argument of unaccusative verbs remains in its base-generated object position and that Nominative Case is assigned within the Verb Phrase.
Experimental studies are conducted to examine learners' knowledge of unaccusativity at the two levels, i.e. D-Structure and S-Structure. It is hypothesized that learners will show sensitivity to unaccusativity at D-Structure, but that they may not acquire the correct representation of unaccusativity in the L2 at S-Structure, at least in an earlier stage. The first two studies present the L2 acquisition of English by Japanese speakers. The next two studies are concerned with the L2 acquisition of Japanese by English speakers. Overall, results of the four studies confirm the hypotheses, and L2 learners appear to have problems where the L1 manifests a different representation from the L2. Nevertheless, it is observed that L2 learners behavior is not random even when difficulty arises, in that the L2 learners are often consistent with one class of verbs, but not with the other. Thus, it is suggested that the L2 acquisition of intransitive verb constructions is constrained by universal principles, such as the Unaccusative Hypothesis and the UTAH.
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Muramatsu, Chie. "Portraits of second language learners: agency, identities, and second language learning." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4885.

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This study is a qualitative examination of second language (L2) learning processes by four advanced learners of Japanese in the community of a summer intensive full-immersion program in the United States. Using L2 socialization theory as a theoretical framework, this study conceives of L2 learning as a process of social participation in a community of practice and examines L2 learning processes by four learners, focusing on the dynamic interplay between the affordances of the social community and the agency of the individual learners. The purpose of this study is twofold: (a) It investigates the ways in which the four learners exercise their agency to pursue their goals of learning Japanese and (b) it documents how the different ways in which the four learners exercise agency form different trajectories of learning and create different experiences of L2 socialization. This study has adopted an ethnographic case study approach to the investigation of research inquiries. Through the analyses of data obtained from multiple sources, including interviews with the four learners, observations of their engagement in the community of practice of the summer intensive full-immersion program, their audio-recorded conversations with other members of the community, and various artifacts, this study explores the role of L2 learner agency in the process of L2 socialization and describes in depth their experiences of learning Japanese from their emic perspectives. The case studies of the four learners have highlighted the different ways in which they engaged in the community of practice, understood their tasks of learning Japanese, interpreted the affordances of the social community, negotiated the meaning of their participations, defined and redefined their sense of self, and eventually achieved their L2 learning goals. The findings suggest that the richness and effectiveness of a social environment are not characterized by the physical and academic affordances of a social community alone; rather they are constructed in a dynamic relation between the affordance structure of a social community and the L2 learners' agency in the pursuit of the joint enterprise of making L2 learning happen. With regard to the role of L2 learner agency, the study has foregrounded the important role of the aspirations of the four L2 learners for personal transformation and negotiation of the meaning of self of the past, the present, and the future. The findings suggest that L2 learners' diverse and complex social and personal desires for learning an L2 may not be able to be explained using the notion of investment (Norton, 1995, 2000) alone. Since the SLA debate initiated by Firth and Wagner (1997, 2007), SLA research has begun to reconceptualize L2 learners as socially situated beings with diverse needs, wants, and identities. This study presents four portraits of L2 learners who engaged in the enterprise of learning Japanese, as a means of contributing to this reconceptualization, and explores for these four learners what it meant to learn Japanese in the summer of 2010.
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Yusa, Mayuko. "Acquisition of Japanese Null Arguments by Second Language Learners." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524200688600588.

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Suzuki, Ayako. "Japanese supplementary schooling and identity : second-generation Japanese students in Queensland /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18995.pdf.

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Kato, Nobuko. "A Critique of Natural Discourse in Intermediate Level Textbooks for Learners of Japanese as a Second or Other Language." Thesis, University of Canterbury. School of Languages, Cultures, and Linguistics, 2009. http://hdl.handle.net/10092/3080.

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The number of learners of Japanese as a second or other language has increased rapidly worldwide over the past several decades. The objectives of their study have largely changed from pursuing purely academic research interests to acquiring the communicative skills needed for business or leisure purposes. There are five language competency skills needed to master foreign languages: reading, writing, listening, speaking and intercultural competence. Students, particularly those studying outside Japan, depend more on textbooks for learning how to speak than their peers in Japan; and speaking is studied formally through analysis of model discourses in selected textbooks. In particular, if the learner’s first language is very different from Japanese, which in fact almost all other languages are, the complexity of the spoken language, including gender difference and respect forms, presents most learners with certain challenges that require adequate explanation to be comprehended. Likewise, the larger the cultural gap between learner and target language, the greater are the challenges for acquiring intercultural competence, which is closely interrelated with the production of ‘natural speech’. It is, therefore, crucial for learners from other cultures who have little opportunity to speak in Japanese to learn from a textbook of good quality which provides appropriate explanation of the social and cultural context of the model dialogues they employ as exemplars. The present study aims to analyse and evaluate the appropriateness of model dialogues contained in intermediate level textbooks for learners of Japanese as a second or other language. The findings suggest that none of the selected textbooks included satisfactory explanation about the model discourses, so there seems to be much room for improvement in this regard. It is anticipated that the results of this study will contribute to the design concept of foreign language textbooks in future.
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Cross, Naomi. "Bilinguals' and second language learners' knowledge of Japanese syllable structure." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/3835/.

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The acquisition of second language phonology has been commanding researchers' attention in recent years. The aim of this thesis is to contribute to this area with a study on Japanese as a second language. The thesis explores both the development of phonological competence by post-puberty second language learners and the end state of pre-puberty bilingual acquisition. Reviewing the literature on the theoretical aspects of mora, syllables and syllable structure, we see that the mora is distinctive and plays vital role in Japanese phonology. We next look at the acquisition theories proposed in recent years, and adopt a Universal Grammar-based approach. Comparing first, bilingual and second language acquisition, three research hypotheses are presented: 1) the Mora Assignment Hypothesis, 2) L2 phonological Acquisition and Age Onset Hypothesis, and the 3) Quality and Quantity of Input Hypothesis. To test these hypotheses, a study was designed involving 24 bilingual children and adults, and 94 adult L2 learners of Japanese at varying levels of proficiency. The results provide evidence to support all three research hypotheses. First the data show that the both English-dominant bilinguals and second language learners at all levels deleted morae and all but the beginning second language learners added morae in oral and written production tasks, indicating non-native competence with respect to morae. In addition, learners attempt to preserve the overall mora count. Since English is not a mora sensitive language, the mora conservation exhibited here is from their Japanese. The learners, including English-dominant bilinguals, first become sensitive to the mora and only at a later stage assign segments to the correct mora slot. The difference in performance between English-dominant bilinguals and Japanese-dominant bilinguals was such that by the age of eight, those who had spent more years in Japan demonstrated native phonological competence, whereas the English-dominant bilinguals' performance pointed to non-native competence. With respect to the second and third hypotheses, results from the bilinguals indicate that in addition to age of onset, the amount of exposure to a second language must be taken into account as a factor influencing ultimate attainment. The study also reveals strong influence of literacy in both oral and written production of Japanese.
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Millington, Neil. "Temporal perceptions of second language learning motivation : a Japanese context." Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/86311/.

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Over the last few decades, motivation has become recognized as crucial in language learning success. Researchers have conducted numerous of studies which have sought to explain why people select, perform, and continue to learn a language. The results and findings of these studies allow us a greater understanding of second language (L2) learning motivation. However, one area of language learning motivation research that has not received as much attention is the temporal aspect of motivational fluctuations. In recent years, there have been calls for a more widespread adoption of qualitative research methods to investigate what Dörnyei and Ushioda (2011) describe as the dynamic processes of a learner’s’ motivational development. This thesis is a response to those calls. This thesis attempts to discover perceptions of language learning motivation. In particular, the research reported in this thesis is an attempt to develop a greater understanding of temporal motivational fluctuations of Japanese university L2 learners. As such, the overall aim of this longitudinal qualitative study is to explore the temporal progression of the motivational thinking of three different age groups of Japanese university learners. More specifically, this research sheds light on the motivations of L2 learners in a medium-sized university in Japan, discovers similarities and differences in language learning motivation between different age groups of university learners, and determines how their language learning motivation fluctuates over the period of an academic year. The tools of inquiry used in this qualitative research project were interviews and diaries. Three sets of interviews were conducted with 23 learners in a Japanese university over the course of an academic year. Seven of the participants were freshmen students and seven were in their second year. The remaining nine were in the third grade. Participants completed and submitted a total of seven diary entries at regular intervals throughout the study and these were used to inform the second and third rounds of interviews. The overall findings showed that the learners in each grade were influenced by both their sociohistorical and cultural context and their values and goals at the start of the study. During the middle of the academic year, these goals and values were placed on hold as their immediate context seemed to have more motivational influence. Towards the end of the study the values and goals returned to play a more prominent role in their language learning motivation. There were also several subtle differences in the motivation of the three age groups and this could be seen most clearly in the educational context where institutional pressures were stronger for the older students in the study.
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Books on the topic "Japanese as a second language"

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Learning Japanese as a second language. Amherst, NY: Cambria Press, 2010.

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Walkinshaw, Ian. Learning politeness: Disagreement in a second language. New York: Peter Lang, 2008.

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Kazue, Kanno, ed. The acquisition of Japanese as a second language. Amsterdam: John Benjamins, 1999.

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Kanno, Kazue, ed. The Acquisition of Japanese as a Second Language. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/lald.20.

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Benati, Alessandro G. Japanese language teaching: A communicative approach. London: Continuum, 2009.

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Benati, Alessandro G. Japanese language teaching: A communicative approach. London: Continuum, 2009.

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Japanese language teaching: A communicative approach. London: Continuum, 2009.

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Kawaguchi, Satomi. Learning Japanese as a second language: A processability perspective. Amherst, NY: Cambria Press, 2010.

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Kawaguchi, Satomi. Learning Japanese as a second language: A processability perspective. Amherst, NY: Cambria Press, 2010.

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John, Poser William, and Center for the Study of Language and Information (U.S.), eds. Papers from the Second International Workshop on Japanese Syntax. Stanford, Calif: Center for the Study of Language and Information, Stanford University, 1988.

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Book chapters on the topic "Japanese as a second language"

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Kawaguchi, Satomi. "Japanese as a second language." In Studying Processability Theory, 97–105. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/palart.1.08jap.

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Shibata, Tomoko, and Richard R. Hurtig. "10. Prosody Acquisition by Japanese Learners." In Understanding Second Language Process, edited by ZhaoHong Han, 176–204. Bristol, Blue Ridge Summit: Multilingual Matters, 2007. http://dx.doi.org/10.21832/9781847690159-012.

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Suzuki, Takeshi. "Teaching Conversational Storytelling Skills to Japanese Students of English." In Readings in Second Language Pedagogy and Second Language Acquisition, 43–58. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/ubli.4.06suz.

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Yoshitomi, Asako. "The Use of Phrasal Verbs by Japanese Learners of English." In Readings in Second Language Pedagogy and Second Language Acquisition, 201–25. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/ubli.4.15yos.

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Ishihara, Noriko. "Teacher-based assessment of L2 Japanese pragmatics: Classroom applications." In Assessing Second Language Pragmatics, 124–48. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137003522_5.

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Mitsugi, Sanako, and Brian MacWhinney. "Second language processing in Japanese scrambled sentences." In Research in Second Language Processing and Parsing, 159–76. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/lald.53.07mit.

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Hashio, Shimpei, and Nobuyuki Yamauchi. "A Note on the Influence of Topic Prominence in Japanese on Japanese Beginner-Level EFL Learners’ Interlanguage: An Empirical Study." In Second Language Learning and Teaching, 291–311. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66022-2_16.

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Kimura, Harumi. "Investigating Second Language Pronunciation Anxiety in the Japanese Context." In Second Language Learning and Teaching, 73–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75726-7_4.

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Tominaga, Waka. "The development of extended turns and storytelling in the Japanese oral proficiency interview." In Assessing Second Language Pragmatics, 220–57. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137003522_9.

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Fox, Robert Allen, and Julie Tevis McGory. "Second language acquisition of a regional dialect of American English by native Japanese speakers." In Language Experience in Second Language Speech Learning, 117–34. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/lllt.17.13fox.

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Conference papers on the topic "Japanese as a second language"

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Kakegawa, Jun'ichi, Hisayuki Kanda, Eitaro Fujioka, Makoto Itami, and Kohji Itoh. "Diagnostic processing of Japanese for computer-assisted second language learning." In the 38th Annual Meeting. Morristown, NJ, USA: Association for Computational Linguistics, 2000. http://dx.doi.org/10.3115/1075218.1075286.

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Pereira, Lis, and Yuji Matsumoto. "Collocation Assistant for Learners of Japanese as a Second Language." In Proceedings of the 2nd Workshop on Natural Language Processing Techniques for Educational Applications. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/w15-4404.

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Herniwati, Herniwati, Melia Dewi Judiasri, and Noviyanti Aneros. "Traveling Guidebook Development as Japanese Language Teaching Materials." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.55.

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Yamada, Nobuko. "The process of generation and development of second language Japanese accentuation." In 5th International Conference on Spoken Language Processing (ICSLP 1998). ISCA: ISCA, 1998. http://dx.doi.org/10.21437/icslp.1998-718.

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Kawase, Saya, Jeesun Kim, and Chris Davis. "The influence of second language experience on Japanese-accented English rhythm." In Speech Prosody 2016. ISCA, 2016. http://dx.doi.org/10.21437/speechprosody.2016-153.

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Kinoshita, Naoko. "The acquisition of temporal categorical perception by Japanese second language learners." In 2nd Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2008/02/0031/000090.

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"On Application of Formative Assessment in Teaching Japanese as a Second Language." In 2018 2nd International Conference on Social Sciences, Arts and Humanities. Francis Academic Press, 2018. http://dx.doi.org/10.25236/ssah.2018.074.

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Wei, Peipei, and Kaori Idemaru. "Acoustic Analysis of Perceived Accentedness in Mandarin Speakers' Second Language production of Japanese." In ICA 2013 Montreal. ASA, 2013. http://dx.doi.org/10.1121/1.4800815.

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Ueyama, Motoko. "The phonology and phonetics of second language intonation: the case of "Japanese English"." In 5th European Conference on Speech Communication and Technology (Eurospeech 1997). ISCA: ISCA, 1997. http://dx.doi.org/10.21437/eurospeech.1997-276.

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Onishi, Hiromi. "Examining correlation between Chinese native speakers’ accent and fluency in second language English and third language Japanese." In 173rd Meeting of Acoustical Society of America and 8th Forum Acusticum. Acoustical Society of America, 2015. http://dx.doi.org/10.1121/2.0000886.

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Reports on the topic "Japanese as a second language"

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Sowers, Andrew. Loanwords in Context: Lexical Borrowing from English to Japanese and its Effects on Second Language Vocabulary Acquisition. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5865.

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Escobar Hernández, José Carlos. Working paper PUEAA No. 15. Teaching Spanish to Japanese students: The students’ profile, their needs and their learning style. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2022. http://dx.doi.org/10.22201/pueaa.013r.2022.

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Abstract:
This paper focuses on the Japanese students’ learning process when they study Spanish as a second language. First, it mentions some students’ profile characteristic and their interests in learning a new language. Second, it describes the learning language system in Japan, the students’ behavior in the language classes, and which activities they prefer to do in class. In addition, it describes different kinds of learning methods that could be applied depending on the students’ interests and cultural differences. Finally, the author considers that teaching Spanish to Japanese students raises several issues that have to be attended in order to achieve success. Since learning a language implies hard work and effort, teachers must try different methods and approaches relying upon scientific evidence based on one fundamental assumption: people learn by doing things themselves.
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Ozawa, Michiyo. Japanese Students' Perception of Their Language Learning Strategies. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7036.

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Kono, Nariyo. American Students' Expectations of Teachers in the Japanese Language Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7134.

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Alderks, Cathie E. An Annotated Bibliography on Second Language Acquisition. Fort Belvoir, VA: Defense Technical Information Center, June 1994. http://dx.doi.org/10.21236/ada282713.

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Shen, Wade, Jennifer Williams, Tamas Marius, and Elizabeth Salesky. A Language-Independent Approach to Automatic Text Difficulty Assessment for Second-Language Learners. Fort Belvoir, VA: Defense Technical Information Center, August 2013. http://dx.doi.org/10.21236/ada595522.

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Kanda, Kosuke. Effects of the First Language on Japanese ESL Learners' Answers to Negative Questions. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1703.

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Pratt, Vaughan R. Second Calculus of Binary Relations as a Concurrent Programming Language. Fort Belvoir, VA: Defense Technical Information Center, August 1997. http://dx.doi.org/10.21236/ada329349.

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Goldfine, Alan. Using the Information Resource Dictionary System Command Language (second edition). Gaithersburg, MD: National Bureau of Standards, 1988. http://dx.doi.org/10.6028/nbs.ir.88-3701.

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Bloomfield, Amber, Sarah C. Wayland, Elizabeth Rhoades, Allison Blodgett, Jared Linck, and Steven Ross. What makes listening difficult? Factors affecting second language listening comprehension. Fort Belvoir, VA: Defense Technical Information Center, April 2010. http://dx.doi.org/10.21236/ada550176.

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