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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Wiener, Seth, and Seth Goss. "SECOND AND THIRD LANGUAGE LEARNERS’ SENSITIVITY TO JAPANESE PITCH ACCENT IS ADDITIVE." Studies in Second Language Acquisition 41, no. 04 (March 25, 2019): 897–910. http://dx.doi.org/10.1017/s0272263119000068.
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AbstractThis study examines second (L2) and third (L3) language learners’ pitch perception. We test the hypothesis that a listener’s discrimination of and sensitivity (d’) to Japanese pitch accent reflects how pitch cues inform all words a listener knows in an additive, nonselective manner rather than how pitch cues inform words in a selective, Japanese-only manner. Six groups of listeners performed a speeded ABX discrimination task in Japanese. Groups were defined by their L1, L2, and L3 experience with the target language’s pitch cues (Japanese), a language with less informative pitch cues (English), or a language with more informative pitch cues (Mandarin Chinese). Results indicate that sensitivity to pitch is better modeled as a function of pitch’s informativeness across all languages a listener speaks. These findings support cue-centric views of perception and transfer, demonstrate potential advantageous transfer of tonal-L1/L2 speakers, and highlight the cumulative role that pitch plays in language learning.
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Nagata, Noriko. "An Effective Application of Natural Language Processing in Second Language Instruction." CALICO Journal 13, no. 1 (January 14, 2013): 47–67. http://dx.doi.org/10.1558/cj.v13i1.47-67.
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This paper presents an intelligent CALI system called "Nihongo-CALI" (Japanese Computer Assisted Language Instruction), which employs natural language processing to provide immediate, grammatically sophisticated feedback to students in an interactive environment. Using this system, Nagata (1993) previously compared the effectiveness of the two different levels of computer feedback for teaching Japanese passive sentences: traditional feedback (which follows simple pattern-matching error analysis and indicates only missing/unexpected words in the learners' responses) and intelligent feedback (which utilizes a parsing technique to provide detailed grammatical explanations for the source of the learners' errors). The study found a statistically significant difference between traditional and intelligent feedback, favoring intelligent feedback. The present study compares the efficacy of intelligent CALI feedback with that of a more advanced, traditional CALI feedback (which also indicates the positions of missing particles in the learners' responses) for teaching basic sentence constructions in Japanese. The result indicates that the Intelligent CALI feedback is more effective than even the enhanced version of traditional CALI feedback, underscoring the importance of natural language processing technology in second language instruction.
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KILPATRICK, ALEXANDER J., RIKKE L. BUNDGAARD-NIELSEN, and BRETT J. BAKER. "Japanese co-occurrence restrictions influence second language perception." Applied Psycholinguistics 40, no. 2 (January 30, 2019): 585–611. http://dx.doi.org/10.1017/s0142716418000711.
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ABSTRACTMost current models of nonnative speech perception (e.g., extended perceptual assimilation model, PAM-L2, Best & Tyler, 2007; speech learning model, Flege, 1995; native language magnet model, Kuhl, 1993) base their predictions on the native/nonnative status of individual phonetic/phonological segments. This paper demonstrates that the phonotactic properties of Japanese influence the perception of natively contrasting consonants and suggests that phonotactic influence must be formally incorporated in these models. We first propose that by extending the perceptual categories outlined in PAM-L2 to incorporate sequences of sounds, we can account for the effects of differences in native and nonnative phonotactics on nonnative and cross-language segmental perception. In addition, we test predictions based on such an extension in two perceptual experiments. In Experiment 1, Japanese listeners categorized and rated vowel–consonant–vowel strings in combinations that either obeyed or violated Japanese phonotactics. The participants categorized phonotactically illegal strings to the perceptually nearest (legal) categories. In Experiment 2, participants discriminated the same strings in AXB discrimination tests. Our results show that Japanese listeners are more accurate and have faster response times when discriminating between legal strings than between legal and illegal strings. These findings expose serious shortcomings in currently accepted nonnative perception models, which offer no framework for the influence of native language phonotactics.
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Brown, Amanda. "Gesture viewpoint in Japanese and English." Gestures in language development 8, no. 2 (August 4, 2008): 256–76. http://dx.doi.org/10.1075/gest.8.2.08bro.
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Abundant evidence across languages, structures, proficiencies, and modalities shows that properties of first languages influence performance in second languages. This paper presents an alternative perspective on the interaction between established and emerging languages within second language speakers by arguing that an L2 can influence an L1, even at relatively low proficiency levels. Analyses of the gesture viewpoint employed in English and Japanese descriptions of motion events revealed systematic between-language and within-language differences. Monolingual Japanese speakers used significantly more Character Viewpoint than monolingual English speakers, who predominantly employed Observer Viewpoint. In their L1 and their L2, however, native Japanese speakers with intermediate knowledge of English patterned more like the monolingual English speakers than their monolingual Japanese counterparts. After controlling for effects of cultural exposure, these results offer valuable insights into both the nature of cross-linguistic interactions within individuals and potential factors underlying gesture viewpoint.
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Loschky, Lester. "Comprehensible Input and Second Language Acquisition." Studies in Second Language Acquisition 16, no. 3 (September 1994): 303–23. http://dx.doi.org/10.1017/s0272263100013103.
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This study attempts to test aspects of the input hypothesis (Krashen, 1980, 1983, 1985) and Long's modification of it (Long, 1980, 1983a, 1985). Specifically, it experimentally tests the hypothesis that both input and interactional modifications facilitate second language acquisition, using Japanese as the target language. Three experimental groups were differentiated in terms of input and interaction conditions: (1) unmodified input with no interaction, (2) premodified input with no interaction, and (3) unmodified input with the chance for negotiated interaction. The groups were compared in terms of (a) their degree of comprehension of the input and (b) their subsequent retention of vocabulary items and acquisition of two Japanese locative structures. The results indicated that moment-to-moment comprehension was highest for the negotiated interaction group, whereas there was no significant difference between the two noninteraction groups. Furthermore, there was no correlation found between differences in moment-to-moment comprehension and gains in vocabulary recognition and acquisition of structures, though significant gains on both measures were found for all three groups. Discussion of these findings centers on the relationship between comprehension and acquisition.
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Winch, Junko. "Is Enjoyment Still Important in University Second Language Education?" Global Journal of Educational Studies 3, no. 2 (September 3, 2017): 51. http://dx.doi.org/10.5296/gjes.v3i2.11691.
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This study investigates if undergraduate students majoring in Science, Technology, Engineering and Medicine (STEM) who have studied Japanese in the Institution-Wide Language Provision (IWLP) context experienced enjoyment in Japanese language learning. This research was held at a British STEM university in London. Questionnaires were used to generate the quantitative and qualitative data. The participants were STEM undergraduate students who were studying Japanese in the 2015/16 academic year. The results showed that the majority of students experienced enjoyment and flow in Japanese language learning. These results show that the general assumption that all learning is grim and unpleasant is not necessarily true and that the assumption may be changed. Furthermore, language learning may be considered as the same as a leisure activity such as games, shopping or hobbies. As an implication for professional practices, language teachers are encouraged to be familiar with the concept of enjoyment and flow so that they are able to manipulate to invoke students’ enjoyment and flow.
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BUNDGAARD-NIELSEN, RIKKE L., CATHERINE T. BEST, CHRISTIAN KROOS, and MICHAEL D. TYLER. "Second language learners' vocabulary expansion is associated with improved second language vowel intelligibility." Applied Psycholinguistics 33, no. 3 (August 8, 2011): 643–64. http://dx.doi.org/10.1017/s0142716411000518.
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ABSTRACTThis paper tests the predictions of the vocabulary-tuning model of second language (L2) rephonologization in the domain of L2 segmental production. This model proposes a facilitating effect of adults’ L2 vocabulary expansion on L2 perception and production and suggests that early improvements in L2 segmental production may be positively associated with an expanding L2 vocabulary. The model was tested in a study of the L2 vowel intelligibility of adult Japanese learners of Australian English, who differed only in the size of their L2 vocabularies. The results support the predicted association between L2 vocabulary size and L2 vowel intelligibility and the prediction that early-phase L2 vocabulary expansion leads to improved L2 production.
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Juffs, Alan. "Some effects of first language argument structure and morphosyntax on second language sentence processing." Second Language Research 14, no. 4 (October 1998): 406–24. http://dx.doi.org/10.1191/026765898668800317.
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This article explores some effects of first language verb-argument structure on second language processing of English as a second language. Speakers of Chinese, Japanese or Korean, three Romance languages and native English speakers provided word-by-word reading times and grammaticality judgement data in a self-paced reading task. Results suggest that reliable differences in parsing are not restricted to cases where verb-argument structure differs crosslinguistically.
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Miyamoto, Yoichi, and Kazumi Yamada. "On null arguments and phi-features in second language acquisition." Journal of Japanese Linguistics 36, no. 2 (November 26, 2020): 179–223. http://dx.doi.org/10.1515/jjl-2020-2024.
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AbstractSaito, Mamoru. 2007. Notes on East Asian argument ellipsis. Language Research 43. 203–227 argues that argument ellipsis (AE) is available only in languages that lack phi-feature agreement. Accordingly, Japanese, but not English, permits AE. Under Saito’s theoretical framework, this paper compares experimental data from L1 Japanese learners of L2 English (J-EFL) and L1 English learners of L2 Japanese (E-JFL). Given that sloppy and quantificational reading arises from an ellipsis operation (Hankamer, Jorge & Sag, Ivan. 1976. Deep and surface anaphora. Linguistic Inquiry 7. 391–426, Takahashi, Daiko. 2008. Noun phrase ellipsis. In Miyagawa, Shigeru & Saito, Mamoru (eds.), The Oxford handbook of Japanese linguistics, 394–422. Oxford: Oxford University Press, among others), we hypothesize that J-EFL learners, but not E-JFL learners, allow the reading in point with null arguments: AE is available only in the grammar of J-EFL learners, forced by the lack of phi-features in their L2 English grammar, due to L1 transfer. The results from our main study adopting a truth value judgement task supported the hypothesis. Based on our finding, we suggest that correct L2 phi-feature specification can ultimately be obtained when no phi-features are present in L1 (Ishino, Nao. 2012. Feature transfer and feature learning in universal grammar: A comparative study of the syntactic mechanism for second language acquisition. Doctoral dissertation: Kwansei Gakuin University, Miyamoto, Yoichi. 2012. Dainigengo-ni okeru hikenzaiteki-na yōso-ni kansuru Ichikōsatsu [A study on null elements in second language acquisition]. Paper presented at the 84th ELSJ annual general meeting: Senshu University, 26 May).
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Shirai, Yasuhiro. "Second Language Acquisition Research and Japanese Language Teaching: A Functionalist Approach." Japanese Studies 32, no. 3 (December 2012): 317–34. http://dx.doi.org/10.1080/10371397.2012.729207.
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Li, Xiu Jun, Jing Jing Yang, Qi Yong Guo, and Jing Long Wu. "Experimental Study of Information Processing Application in Second Language to Computer Interface of Brain." Advanced Materials Research 1022 (August 2014): 296–99. http://dx.doi.org/10.4028/www.scientific.net/amr.1022.296.
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The computer how to identify the language? How the brain controls the brain computer interface (BCI) equipment? Reading in a second language (L2) is a complex task that entails an interaction between L2 and the native language (L1). Previous studies have suggested that bilingual subjects recruit the neural system of their logographic L1 (Chinese) reading and apply it to alphabetic L2 (English) reading. In this study, we used functional magnetic resonance imaging (fMRI) to visualize Japanese-Chinese bilinguals’ brain activity in phonological processing of Japanese Kanji (L1) and Chinese characters (L2) and application to BCI, two written languages with highly similar orthography. In the experiment, the subjects were asked to judge whether two Japanese Kanji (or Chinese characters) presented at the left and right side of the fixation point rhymed with each other. A font size decision task was used as a control task, where the subjects judged whether the two Japanese Kanji (or Chinese characters) had an identical physical size. Subjects indicated a positive response by pressing the key corresponding to the index finger and a negative response by pressing the key corresponding to the middle finger of their right hand. The result showed that our bilingual Japanese subjects have large overlaps in the neural substrates for phonological processing of both native and second language. Our results are application to brain computer interface.
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Suhartini, Suhartini. "ANALISIS KESALAHAN PENGGUNAAN SISTEM KALA PADA PEMBELAJAR BAHASA JEPANG TINGKAT DASAR DI INDONESIA." IZUMI 5, no. 2 (March 1, 2017): 17. http://dx.doi.org/10.14710/izumi.5.2.17-23.
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(Title: An Analysis of The Errors of Using Tenses On Basic Japanese Learners In Indonesia.) The research aims at describing the errors of using tenses in basic Japanese on learners whose first language is Bahasa Indonesia. In the process of acquiring the second language, it is possible for the first language to influence the second one because of the transfer of some fundamental elements, i.e. using tenses of the first to the second language. The data of research are in form of Japanese language sentences that get interference of tenses formation from Indonesian language. The data were collected by observation. Contrastive method was used in analysis. The results of the analysis show that Bahasa Indonesia tenses formation system influences the use of using tenses in basic Japanese on those who learn Japanese as a second language. The lead to the errors in using tenses in Japanese. To overcome the problem, Japanese teachers shall expose the using tenses continuously to its lerners whose first language is bahasa Indonesia.
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Yusa, Noriaki, Masatoshi Koizumi, Jungho Kim, Naoki Kimura, Shinya Uchida, Satoru Yokoyama, Naoki Miura, Ryuta Kawashima, and Hiroko Hagiwara. "Second-language Instinct and Instruction Effects: Nature and Nurture in Second-language Acquisition." Journal of Cognitive Neuroscience 23, no. 10 (October 2011): 2716–30. http://dx.doi.org/10.1162/jocn.2011.21607.
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Adults seem to have greater difficulties than children in acquiring a second language (L2) because of the alleged “window of opportunity” around puberty. Postpuberty Japanese participants learned a new English rule with simplex sentences during one month of instruction, and then they were tested on “uninstructed complex sentences” as well as “instructed simplex sentences.” The behavioral data show that they can acquire more knowledge than is instructed, suggesting the interweaving of nature (universal principles of grammar, UG) and nurture (instruction) in L2 acquisition. The comparison in the “uninstructed complex sentences” between post-instruction and pre-instruction using functional magnetic resonance imaging reveals a significant activation in Broca's area. Thus, this study provides new insight into Broca's area, where nature and nurture cooperate to produce L2 learners' rich linguistic knowledge. It also shows neural plasticity of adult L2 acquisition, arguing against a critical period hypothesis, at least in the domain of UG.
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Brown, Amanda, and Marianne Gullberg. "Multicompetence and native speaker variation in clausal packaging in Japanese." Second Language Research 28, no. 4 (October 2012): 415–42. http://dx.doi.org/10.1177/0267658312455822.
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Native speakers show systematic variation in a range of linguistic domains as a function of a variety of sociolinguistic variables. This article addresses native language variation in the context of multicompetence, i.e. knowledge of two languages in one mind (Cook, 1991). Descriptions of motion were elicited from functionally monolingual and non-monolingual speakers of Japanese, with analyses focusing on clausal packaging of Manner and Path. Results revealed that (1) acquisition of a second language (L2) appears to affect how speakers distribute information about motion in and across clauses in their first language (L1); (2) these effects can be seen with rather less knowledge of a second language than the advanced bilingual proficiency level typically studied; and (3) there appears to be little effect of L2 immersion in this domain since Japanese users of English as a second language (ESL) did not differ from Japanese users of English as a foreign language (EFL). We discuss the findings with respect to characterizations of emerging multicompetent grammars, and to implications for the construct of ‘the native speaker’, for language pedagogy and language assessment.
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Saito, Kazuya, and Yuka Akiyama. "Linguistic correlates of comprehensibility in second language Japanese speech." Journal of Second Language Pronunciation 3, no. 2 (December 4, 2017): 199–217. http://dx.doi.org/10.1075/jslp.3.2.02sai.
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This study examined phonological, temporal, lexical and grammatical correlates of native speakers’ perception of second language (L2) comprehensibility (i.e., ease of understanding). L2 learners of Japanese with various proficiency levels engaged in oral picture description tasks which were judged by native speaking raters for comprehensibility, and then submitted to pronunciation, fluency, and lexicogrammar analyses. According to correlation analyses and linear mixed-models, the native speaking judges’ comprehensibility ratings were significantly linked not only with actual usage of words in context (lexical appropriateness) but also with the surface details of words (pitch accent, speech rate, lexical variation). Similar to previous L2 English studies (e.g., Isaacs & Trofimovich, 2012), the influence of segmental and morphological errors in the comprehensibility of L2 Japanese speech appeared to be minor.
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Ferries, Jonathan. "A Corpus Analysis of Loanword Effects on Second Language Production." Englishes in Practice 5, no. 1 (April 1, 2022): 107–32. http://dx.doi.org/10.2478/eip-2022-0005.
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Abstract Research suggests that English-derived loanwords in Japanese can affect Japanese learners’ acquisition and receptive knowledge of their English words of origin (‘basewords’). This study adopts a corpus-based approach to expand on this research by exploring the effects of loanwords on learners’ productive knowledge. It primarily uses a corpus of written English produced by Japanese learners of English, a corpus of written English produced by native English speakers, and samples from a corpus of written Japanese to compare quantitatively how basewords and loanwords are used in each. The results provide statistically non-significant evidence that basewords are used relatively more frequently by learners than by native speakers, and some significant evidence that learners’ baseword usage exhibits features of loanword usage where loanwords have changed in meaning or part of speech from their words of origin. ’The corpora also provide weak evidence that loanwords ’ effects on baseword usage increase with length of study of English. The findings point the way to more targeted use of loanwords in the classroom, including through the exploration of corpora by learners themselves.
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Gabriele, Alison, and Junko Maekawa. "Interpreting tense in a second language." EUROSLA Yearbook 8 (August 7, 2008): 79–106. http://dx.doi.org/10.1075/eurosla.8.07gab.
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The question of whether adult native speakers of Chinese, a language that does not morphosyntactically represent tense, are able to acquire tense in English has been a topic of great interest in part because it allows us to examine whether there is a critical period for features that are not instantiated in the native language (Hawkins 2001; Hawkins & Liszka 2003; Lardiere 1998a, 2003).While most previous studies have focused on production data, the present study examines the semantics of tense, investigating whether or not learners’ interpretations are sensitive to temporal distinctions. Native speakers of Mandarin are compared with native speakers of Japanese and Korean, languages which both morphosyntactically encode tense. Results of an interpretation task targeting the present progressive and past progressive in English show that by advanced levels of proficiency the three groups of learners performsimilarly. The results provide evidence that tense is fully acquirable in L2 acquisition regardless of the properties of the native language.
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Rescorla, Leslie, and Sachiko Okuda. "Modular patterns in second language acquisition." Applied Psycholinguistics 8, no. 3 (September 1987): 281–307. http://dx.doi.org/10.1017/s014271640000031x.
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ABSTRACTAnalysis of data from the first six months of acquisition of English as a second language by a 5-year-old Japanese girl illustrates the role of modular “chunking” and coupling in the second language acquisition process. This process was apparent in the child's pre-copula and copula referential utterances. She produced a large number of creative and novel referential sentences by using a small number of patterns or modules. The same small set of patterns was seen in both adult and peer sessions, although advances in acquisition usually appeared in peer conversation before they were evident in adult session data.
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Hayes-Harb, Rachel, and Kyoko Masuda. "Development of the ability to lexically encode novel second language phonemic contrasts." Second Language Research 24, no. 1 (January 2008): 5–33. http://dx.doi.org/10.1177/0267658307082980.
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Second language (L2) learners must often learn to perceive and produce novel L2 phoneme contrasts. Although both research and intuition suggest that these difficulties can be overcome to some extent with exposure to the L2, it is not known what consequences this kind of learning has for the phonological structure of the L2 lexicon. We present an experiment designed to investigate the lexical representations that learners establish for L2 words that contain novel phonemic contrasts. Specifically, we consider the acquisition of Japanese consonant length contrasts by native speakers of English: Japanese contrasts consonants such as /k/ and /kk/ while English does not. The results indicate that native English speakers do not initially encode consonant length consistently in their lexical representations of Japanese words, as reflected in both listening and production tasks. However, after one year of Japanese experience, the phonological structure of their Japanese lexicon more closely approximates that of native Japanese speakers. We conclude that significant changes to the structure of the L2 lexicon can occur even within the first year of L2 learning.
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Nagata, Noriko. "Computer vs. Workbook Instruction in Second Language Acquisition." CALICO Journal 14, no. 1 (January 14, 2013): 53–75. http://dx.doi.org/10.1558/cj.v14i1.53-75.
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Many studies have failed to demonstrate the effectiveness of CALI (Computer Assisted Language Instruction) as compared to non-CALI instruction, and the pedagogical significance of CALI programs has been questioned. This study employs an intelligent CALI program, called Nihongo-CALI (Japanese Computer Assisted Language Instruction), which uses natural language processing to provide more sophisticated error analysis and feedback than conventional CALI programs. The study compares the effectiveness of Nihongo-CALI with non-CALI workbook instruction, in the form of self-study lessons. The results of the study show that given the same grammar notes and exercises, ongoing intelligent computer feedback is more effective than simple workbook answer sheets for developing learners' grammatical skill in producing Japanese particles and sentences. The results emphasize the importance of providing an intelligent level of feedback to the learner, a task for which natural language processing is well suited.
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Ivanova, Aleksandra. "Difficulties in teaching the second foreign (English) language to students studying oriental language as their major at NEFU, Yakutia, Russia." SHS Web of Conferences 134 (2022): 00107. http://dx.doi.org/10.1051/shsconf/202213400107.
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The Far Eastern Federal District of Russia, including the Republic of Sakha (Yakutia), is located in close proximity to the Asia-Pacific region, which explains the demand in specialists who know oriental languages. One of the oriental languages (Japanese, Chinese or Korean) is studied at the head university of the republic, and English is the language of business communication. In secondary educational institutions of Yakutia, English is the first foreign language, and students study it as a second foreign language in the university. The goal of this study is to identify the main difficulties of learning English as a second foreign language by bilingual students studying the oriental language (Japanese, Chinese or Korean) as their major. The study analyzed domestic and foreign literature, professional educational programs of the North-Eastern Federal University in Yakutsk, characteristics of students from the indigenous population of Yakutia. It was substantiated that the more difficulties in mastering the subject, the stricter the requirements for mastering the educational material.
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Broselow, Ellen, and Daniel Finer. "Parameter setting in second language phonology and syntax." Interlanguage studies bulletin (Utrecht) 7, no. 1 (February 1991): 35–59. http://dx.doi.org/10.1177/026765839100700102.
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This paper reports on studies of second language acquisition in two domains, phonology and syntax. The phenomena investigated were the acquisition by native speakers of Hindi, Japanese, and Korean of two areas of English: in phonology, the mastery of particular syllable onset clusters, and in syntax, the acquisition of the binding patterns of reflexive anaphors. Both these areas are ones for which multi-valued parameters have been posited to account for the range of variation across natural languages. The paper presents evidence that acquisition in these two areas is quite similar: at a certain stage of acquisition learners seem to arrive at a parameter setting that is midway between the native and the target language settings. This effect occurs both when the target language employs a less marked setting than the native language and when the target language setting is more marked than that of the native language.
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Oshita, Hiroyuki. "THE UNACCUSATIVE TRAP IN SECOND LANGUAGE ACQUISITION." Studies in Second Language Acquisition 23, no. 2 (June 2001): 279–304. http://dx.doi.org/10.1017/s0272263101002078.
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The distinction of two types of intransitive verbs—unergatives (with underlying subjects) and unaccusatives (with underlying objects)—may not exist at early stages of L2 acquisition, both being syntactically represented as unergatives. This idea, referred to here as the Unaccusative Trap Hypothesis, provides an elegant developmental account for a variety of seemingly unrelated syntactic phenomena in L2 English, Japanese, and Chinese. Target language input, structural constraints on natural language linking rules, and linguistic properties of a learner's L1s shape stages in the reorganization of the lexical and syntactic components of interlanguage grammars. Although nonnative grammars may initially override the structural constraints postulated as the Unaccusative Hypothesis (Burzio, 1986; Perlmutter, 1978) and the Uniformity of Theta Assignment Hypothesis (Baker, 1988), at later developmental stages some may still achieve conformity with the norms of natural languages.
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Mori, Yoshiko, Atsushi Hasegawa, and Junko Mori. "The trends and developments of L2 Japanese research in the 2010s." Language Teaching 54, no. 1 (July 27, 2020): 90–127. http://dx.doi.org/10.1017/s0261444820000336.
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AbstractThis article updates the trends and developments of Japanese as a second language (JSL) research since Mori and Mori (2011) by reviewing nearly 200 selected empirical studies published in English or Japanese between 2010 and early 2019. The first section of this review examines the cognitive aspects of second language (L2) Japanese development, focusing on vocabulary and kanji (i.e., Chinese characters transferred into Japanese) learning, syntactic development, and the issues surrounding reading and writing. The second part investigates sociocultural issues in L2 Japanese development and use, including pragmatic development, multilingual/translingual perspectives, and multilingual youth. The third section explores the role of affective variables (primarily learner motivation) in L2 Japanese development. The last section considers various pedagogical issues, including corpus-based studies and the development of materials and resources, instructional designs and classroom studies, technology-enhanced language learning and new instructional models, critical approaches to teaching Japanese and content-based instruction. The review of these themes illuminates trends and emerging areas of interest in post-2010 L2 Japanese research inspired by current developments in applied linguistics and second language acquisition (SLA) research, as well as unique features of Japanese language and sociocultural contexts.
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宇根谷孝子. "Teaching Japanese as a Second Language and Intercultural Communication." Japanese Modern Association of Korea ll, no. 43 (February 2014): 99–118. http://dx.doi.org/10.16979/jmak..43.201402.99.
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Kawaguchi, Satomi. "Acquiring Causative Constructions in Japanese as a Second Language." Japanese Studies 29, no. 2 (September 2009): 273–91. http://dx.doi.org/10.1080/10371390903066657.
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King, Jim. "Silence in the Second Language Classrooms of Japanese Universities." Applied Linguistics 34, no. 3 (September 29, 2012): 325–43. http://dx.doi.org/10.1093/applin/ams043.
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Ding, Picus S. "The Acquisition of Japanese as a Second Language (review)." Language 78, no. 1 (2002): 192. http://dx.doi.org/10.1353/lan.2002.0011.
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Harisal, Harisal. "Interference in Japanese Learning by First-Year Students of Hospitality Department in State Polytechnic Of Bali." IZUMI 10, no. 1 (May 29, 2021): 193–205. http://dx.doi.org/10.14710/izumi.10.1.193-205.
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The second-language learning process is often constrained by the influence of mother tongue or first language-Acquisition learners, which is called interference. Interference is principal language irrelevance in bilingual due to one or more language to be introduced or Speech Communication. Based on its phenomenon, students of State Polytechnic of Bali are considered passive interference learners, putting their mother tongue (Javanese and Balinese) elements and Indonesian Language in Japanese consciously or intuitively. This study aims to disclose the type of interference by the hospitality program students for those studying Japanese in State Polytechnic of Bali and explain its factors. The method used is Descriptive Qualitative, which is concerned with taking document field notes and literature Review to represent the real phenomenon of passive Interference types. The population in this study were all students in State Polytechnic of Bali in Japanese class. In contrast, the sample was taken from the results of purposive sampling based on their 100% attendance. There were about 65 first-year or second Semester students in Japanese Class and showed their Interferences. The study results showed that about 75 Passive Interference has commonly occurred in grammatical cases, such as phonetics, morphology, and syntax. Moreover, the occurrence factors of Passive Interference are distinctive Phonetic Features, The Language pattern differences between Mother Tongues (Local Languages) – Japanese, and lack of Japanese Language Proficiency skills and its dictions.
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Harisal, Harisal. "Interference in Japanese Learning by First-Year Students of Hospitality Department in State Polytechnic Of Bali." IZUMI 10, no. 1 (May 29, 2021): 193–205. http://dx.doi.org/10.14710/izumi.10.1.193-206.
Full textAbstract:
The second-language learning process is often constrained by the influence of mother tongue or first language-Acquisition learners, which is called interference. Interference is principal language irrelevance in bilingual due to one or more language to be introduced or Speech Communication. Based on its phenomenon, students of State Polytechnic of Bali are considered passive interference learners, putting their mother tongue (Javanese and Balinese) elements and Indonesian Language in Japanese consciously or intuitively. This study aims to disclose the type of interference by the hospitality program students for those studying Japanese in State Polytechnic of Bali and explain its factors. The method used is Descriptive Qualitative, which is concerned with taking document field notes and literature Review to represent the real phenomenon of passive Interference types. The population in this study were all students in State Polytechnic of Bali in Japanese class. In contrast, the sample was taken from the results of purposive sampling based on their 100% attendance. There were about 65 first-year or second Semester students in Japanese Class and showed their Interferences. The study results showed that about 75 Passive Interference has commonly occurred in grammatical cases, such as phonetics, morphology, and syntax. Moreover, the occurrence factors of Passive Interference are distinctive Phonetic Features, The Language pattern differences between Mother Tongues (Local Languages) – Japanese, and lack of Japanese Language Proficiency skills and its dictions.
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Ohta, Amy Snyder. "SECOND LANGUAGE ATTRITION IN JAPANESE CONTEXTS. Lynn Hansen (Ed.). Oxford: Oxford University Press, 1999. Pp. xi + 219. $35.00 cloth." Studies in Second Language Acquisition 23, no. 3 (September 2001): 432–34. http://dx.doi.org/10.1017/s0272263101323057.
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Researchers interested in second language attrition have studied a wide variety of bilingual speakers, ranging from foreign language students who learned a language through classroom study to those who have developed high proficiency during life abroad. What these studies have in common is their investigation of questions related to bilingual speakers' loss of L2 knowledge or proficiency. Hansen's collection of papers presents research on a range of bilingual speakers who have the Japanese language in common, whether that language is their L1 or L2. The book is divided into two major sections. The first section, consisting of three papers, presents studies of Japanese children of elementary school age who learned English while living abroad but who have returned to Japan. This section will be of interest to EFL teachers of children as well as to L2 researchers. The four papers in the second section of the book examine the attrition of Japanese by adults. Most of these adults became subjects while residing in the United States after working or studying in Japan. The adults studied in these chapters had a variety of different combinations of exposure and formal study and also a broad range of years away from Japan, from 9 months to 30+ years. Additionally, the subjects of one study never lived in Japan at all but learned Japanese during Japan's occupation of Micronesia.
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Iwashita, Noriko, and Sachiyo Sekiguchi. "Effects of learner background on the development of writing skills in Japanese as a second language." Australian Review of Applied Linguistics 32, no. 1 (January 1, 2009): 3.1–3.20. http://dx.doi.org/10.2104/aral0903.
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The paper presents preliminary findings of a project which investigated whether learner background, in terms of instruction mode (i.e., school or intensive first-year course at university) and first language (i.e., character based or non-character based), has an impact on the development of writing skills in Japanese as a second language (JSL). Many students in second-year Japanese at university are post-secondary (i.e., they completed Year 12 Japanese at school). They are in class with students who started Japanese at university (i.e., are post-beginners). The intensity of instruction that the two groups have received is very different. A large number of the students learning Japanese at tertiary institutions in Australia are also native speakers of character-based languages (e.g., Chinese). Although there is a substantial volume of studies comparing the effects of instruction mode on L2 development, little is known of how instruction mode and L1 background together may affect L2 development in adult L2 learning settings. The data for the present study include writing samples collected on two occasions from 34 students from a variety of backgrounds. The samples were analysed in terms of length, grammatical complexity and schematic structures, use of kanji (Chinese characters), and vocabulary. The results were compared in terms of study experience and first language. In general, the performance of post-beginner learners from character-based language backgrounds was higher on kanji use and a few other areas, but their superior performance was derived from the interaction of two background factors (L1 and study background). The results show complexity in how different backgrounds affect L2 writing task performance. The study has strong pedagogical implications for teaching a character-based language to students from diverse study backgrounds.
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Iwashita, Noriko, and Sachiyo Sekiguchi. "Effects of learner background on the development of writing skills in Japanese as a second language." Australian Review of Applied Linguistics 32, no. 1 (2009): 3.1–3.20. http://dx.doi.org/10.1075/aral.32.1.01iwa.
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The paper presents preliminary findings of a project which investigated whether learner background, in terms of instruction mode (i.e., school or intensive first-year course at university) and first language (i.e., character based or non-character based), has an impact on the development of writing skills in Japanese as a second language (JSL). Many students in second-year Japanese at university are post-secondary (i.e., they completed Year 12 Japanese at school). They are in class with students who started Japanese at university (i.e., are post-beginners). The intensity of instruction that the two groups have received is very different. A large number of the students learning Japanese at tertiary institutions in Australia are also native speakers of character-based languages (e.g., Chinese). Although there is a substantial volume of studies comparing the effects of instruction mode on L2 development, little is known of how instruction mode and L1 background together may affect L2 development in adult L2 learning settings. The data for the present study include writing samples collected on two occasions from 34 students from a variety of backgrounds. The samples were analysed in terms of length, grammatical complexity and schematic structures, use of kanji (Chinese characters), and vocabulary. The results were compared in terms of study experience and first language. In general, the performance of post-beginner learners from character-based language backgrounds was higher on kanji use and a few other areas, but their superior performance was derived from the interaction of two background factors (L1 and study background). The results show complexity in how different backgrounds affect L2 writing task performance. The study has strong pedagogical implications for teaching a character-based language to students from diverse study backgrounds.
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Kanno, Kazue. "Consistency and variation in second language acquisition." Second Language Research 14, no. 4 (October 1998): 376–88. http://dx.doi.org/10.1191/026765898667204482.
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This article proposes that L2 learners differ from native speakers with respect to two benchmarks–the extent to which native-like success on one principle of UG predicts comparable success on other principles (lateral consistency), and the extent to which this level of success is stable over time (longitudinal). Results of two experimental studies on the acquisition of Japanese as a second language show that L2 learners exhibit neither lateral nor longitudinal consistency with respect to UG, at least in the early stages of the acquisition process.
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Hayashishita, J. R., Daiki Tanaka, and Ayumi Ueyama. "A linguistically-informed way of introducing Japanese verbs to second language learners." Journal of Japanese Linguistics 36, no. 1 (May 27, 2020): 29–72. http://dx.doi.org/10.1515/jjl-2019-2017.
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AbstractThis paper describes how the Japanese speakers’ knowledge is organized in regards to verbs, and proposes a linguistically-informed way of introducing it to second language learners. It is maintained by a number of researchers that each verb is stored with the information of its argument structure in the speaker’s mental lexicon. That is, a given verb is stored with the information of how many arguments it takes and what types of arguments they are. In this paper, capitalizing on this assumption, we will maintain that the knowledge of the native speakers of Japanese is organized in such a way that if a verb gives rise to n-number of different meanings, there are n-number of lexical entries, and each such entry is independently stored with the information concerning the meaning of the verb, the verb arguments and their accompanying particles. After the description of the organization of Japanese speakers’ knowledge in regards to verbs, as an effective way of introducing this to Japanese language learners, the paper proposes the format of an innovative approach to Japanese verbs reference book. This proposed format capitalizes on full sentence definitions in the sense of the Collins Cobuild Dictionary.
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MITSUGI, SANAKO, and BRIAN MACWHINNEY. "The use of case marking for predictive processing in second language Japanese." Bilingualism: Language and Cognition 19, no. 1 (January 7, 2015): 19–35. http://dx.doi.org/10.1017/s1366728914000881.
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Research on processing in English has shown that verb information facilitates predictive processing. Because Japanese verbs occur at the ends of clauses, this information cannot be used to predict the roles of preceding nominals. Kamide, Altmann and Haywood (2003) showed that native Japanese speakers use case markers to predict forthcoming linguistic items. In the present study, we investigated whether second language learners of Japanese demonstrate such predictive effects when processing sentences containing either the monotransitive or ditransitive constructions. A visual-world paradigm experiment showed that, although native speakers generated predictions for syntactic outcomes, the learners did not. These findings underscore the usefulness of morphosyntactic information in processing Japanese and indicate that learners fail to make full use of case markers to generate expectations regarding syntactic outcomes during online processing. Learners may rely on nonlinguistic information to compensate for this deficit in syntactic processing.
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Diner, Lispridona. "Analisis Bentuk Kesalahan dalam Mengarang Bahasa Jepang yang Dipengaruhi oleh Bahasa Pertama." JLA (Jurnal Lingua Applicata) 3, no. 1 (June 15, 2020): 33. http://dx.doi.org/10.22146/jla.53309.
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Second language acquisition (SLA) for Indonesian students can be in the form of regional languages, Indonesian language, English as an international language or a foreign language. Foreign languages such as Mandarin, Korean and Japanese. The learning process of writing especially at the elementary level, students have difficulty in composing Japanese sentences. Based on observations, this happens because in the process of writing students are still influenced by the first language. Therefore, this study aims to determine the effect of first language in writing Japanese at the elementary level. The research method used in this study is a qualitative research method. The data of this research are in the form of students' essays in the Shokyuu Kohan sakubun course. And the data analysis technique used is the analysis of language errors. Based on the results and discussions, it can be concluded that writing Japanese essays is influenced by the first language, in this case the first language is Indonesian. Of the errors affected by the first language by 67% influenced by the sentence patterns of the first language and 33% influenced by the vocabulary of the first language.
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ATHANASOPOULOS, PANOS. "Effects of the grammatical representation of number on cognition in bilinguals." Bilingualism: Language and Cognition 9, no. 1 (February 27, 2006): 89–96. http://dx.doi.org/10.1017/s1366728905002397.
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Research investigating the relationship between language and cognition (Lucy, 1992b) shows that speakers of languages with grammatical number marking (e.g. English) judge differences in the number of countable objects as more significant than differences in the number or amount of non-countable substances. On the other hand, speakers of languages which lack grammatical number marking (e.g. Yucatec) show no such preference. The current paper extends Lucy's (1992b) investigation, comparing monolingual English and Japanese speakers with Japanese speakers of English as a second language (L2). Like Yucatec, Japanese is a non-plural-marking language. Results show that intermediate L2 speakers behave similarly to the Japanese monolinguals while advanced L2 speakers behave similarly to the English monolinguals. The results (a) provide support for the claim that grammatical representation may influence cognition in specific ways and (b) suggest that L2 acquisition may alter cognitive dispositions established by a first language (L1).
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Upton, Thomas A., and Li-Chun Lee-Thompson. "THE ROLE OF THE FIRST LANGUAGE IN SECOND LANGUAGE READING." Studies in Second Language Acquisition 23, no. 4 (December 2001): 469–95. http://dx.doi.org/10.1017/s0272263101004028.
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Reading in a second language (L2) is not a monolingual event; L2 readers have access to their first language (L1) as they read, and many use it as a strategy to help comprehend an L2 text. Owing to difficulties in observing the comprehension process, little research has been conducted to determine what role the L1 plays in the reading strategies of L2 readers. Using think-aloud protocols and retrospective interviews with 20 native speakers of Chinese and Japanese at three levels of language proficiency studying in the United States, this study explores further the question of when L2 readers use their L1 cognitive resources and how this cognitive use of the L1 helps them comprehend an L2 text. We conclude by suggesting that the results support a sociocultural view of the L2 reading process.
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Hudgens Henderson, Mary, Miho Nagai, and Weidong Zhang. "What languages do undergraduates study, and why?" Proceedings of the Linguistic Society of America 5, no. 1 (March 25, 2020): 722. http://dx.doi.org/10.3765/plsa.v5i1.4704.
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Language attitudes and motivations are among the most important factors in language acquisition that condition the language learning outcomes. College students enrolled in first-semester and second-semester courses of Chinese, Japanese, and Spanish at a Midwest American university completed a survey eliciting instrumental motivations, integrative motivations, and language attitudes. The purpose of this study was to examine the perceptions the learners of that language(s) held and how their language attitudes and motivations correlate with specific world languages. There was strong interest in using Chinese and Spanish for careers, while participants in Japanese were more interested in using the language for personal enjoyment. American-raised participants take Spanish and Asian-raised students take Chinese and Japanese for much the same reasons, in that they perceive the languages to be easy. Implications for world language programs recruitment are discussed, along with what world language educators can do to take advantage of these pre-existing attitudes and motivations to deliver high quality instruction beyond simply grammar.