Relevant bibliographies by topics / Japanese language Ability testing

Academic literature on the topic 'Japanese language Ability testing'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Japanese language Ability testing"

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Sangsiri, Jintarat. "Development of Japanese Language Proficiency to Upgrade Manpower for Working Abroad." NeuroQuantology 20, no. 5 (May 18, 2022): 1079–83. http://dx.doi.org/10.14704/nq.2022.20.5.nq22498.

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This research aims to 1) Survey the in the interest of Japan and Japanese of manpower who want to go out for work abroad in Phetchabun province and 2) To enhance the Japanese language ability to upgrade the manpower to go to work abroad in Phetchabun Province. The research sample consisted of 15 people in Phetchabun province who were about to go out for working abroad. The research instruments were 1) a test of Japanese language consisting of 30 multiple-choice test items for pre-testing and post-testing 2) a questionnaire on the interest of the manpower in Phetchabun province who were about to go out for working abroad, and 3) six online Japanese language lessons. Data were statistically analyzed using the mean, standard, and t-test. The results of the research showed that 1. Regarding interest information of the about to work aboard manpower in Phetchabun province, there are opinions about the importance of the Japanese language in which the opinions on the roles and importance of the Japanese language to work in foreign countries are at a high level ( = 3.81, S.D. = 0.89) 2. Japanese language ability of the sample group before studying the Japanese language online content consisting of 6 lessons. The average score of the Japanese language proficiency test of the sample group before the study of Japanese online content was 50.89 points, which is higher than the average of the 6 points before the study of Japanese language content which is equal to 24.23 points and the average difference between the after and before the study of the 6 Japanese lessons equal to 24.23 points (Sig.=0.000 < 0.01) indicating that the knowledge on the Japanese language of the sample group after the experiment was significantly higher than that before the experiment with statistical significance of 0.01.
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Kurniawan, Oh Daniel, Hendra Prasetya, and Bernadinus Harnadi. "Educational Game Learning Japanese Language." Journal of Business and Technology 1, no. 2 (August 9, 2021): 62. http://dx.doi.org/10.24167/jbt.v1i2.3535.

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Language and culture is an applied been possessed by every man since born. Language is a in the form of communication with each other. In daily life, communicate with the family, friend, even work also need good ability. Therefore a use of language that well and properly should be owned individuals[1]. Nihon-Goo! Is a Game made from computer for the purpose as a medium and facilitate the process increase knowledge and understanding basic vocabulary and culture in japan. After 5 times playing of one each day, game testing was conducted to 40 people and fill the questionnaire. Post-test data result shows that the game makes the player having difficulty answering the questions, but still want to play it again and again. So even though they failed to try it, they still tried again and again.
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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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Brata, Komang Candra, and Adam Hendra Brata. "User experience improvement of japanese language mobile learning application through mental model and A/B testing." International Journal of Electrical and Computer Engineering (IJECE) 10, no. 3 (June 1, 2020): 2659. http://dx.doi.org/10.11591/ijece.v10i3.pp2659-2667.

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Advances in smartphone technology have led to the strong emergence of mobile learning (m-learning) on the market to support foreign language learning purposes, especially for the Japanese language. No matter what kind of m-learning application, their goal should help learners to learn the Japanese language independently. However, popular Japanese m-learning applications only accommodate on enhancing reading, vocabulary and writing ability so that user experience issues are still prevalent and may affect the learning outcome. In the context of user experience, usability is one of the essential factors in mobile application development to determine the level of the application’s user experience. In this paper, we advocate for a user experience improvement by using the mental model and A/B testing. The mental model is used to reflect the user’s inner thinking mode. A comparative approach was used to investigate the performance of 20 high-grade students with homogenous backgrounds and coursework. User experience level was measured based on the usability approach on pragmatic quality and hedonic quality like effectiveness (success rate of task completion), efficiency (task completion time) and satisfaction. The results then compared with an existing Japanese m-learning to gather the insight of improvement of our proposed method. Experimental results show that both m-learning versions proved can enhance learner performance in pragmatic attributes. Nevertheless, the study also reveals that an m-learning that employs the conversational mental model in the learning process is more valued by participants in hedonic qualities. Mean that the proposed m-learning which is developed with the mental model consideration and designed using A/B testing is able to provide conversational learning experience intuitively.
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Joyce, Paul. "L2 Vocabulary Learning and Testing: Student Proficiency and the Use of L1 Translations versus L2 Definitions." Journal of NELTA 21, no. 1-2 (December 1, 2016): 93–104. http://dx.doi.org/10.3126/nelta.v21i1-2.20205.

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This study examines the relationship between student proficiency and the use of first language (L1) translations versus second language (L2) definitions in the learning and testing of L2 vocabulary. For this study, 48 Japanese L2 learners of English studied 200 lexical items from the Academic Word List over a ten-week period. The language in which the meaning of the target vocabulary was presented and tested was manipulated such that the learners were given half in their L1 and half in their L2. The results showed that the low proficiency group learnt significantly more vocabulary than the high group. However, while student proficiency did not interact with study language, it was significantly related to testing language. That is, both overall and over time, the higher ability learners did relatively significantly better on the L2 definition tests and worse on the L1 translation tests, and vice-versa. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page: 93-104
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Ambridge, Ben, Laura Doherty, Ramya Maitreyee, Tomoko Tatsumi, Shira Zicherman, Pedro Mateo Pedro, Ayuno Kawakami, et al. "Testing a computational model of causative overgeneralizations: Child judgment and production data from English, Hebrew, Hindi, Japanese and K’iche’." Open Research Europe 1 (March 24, 2021): 1. http://dx.doi.org/10.12688/openreseurope.13008.1.

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How do language learners avoid the production of verb argument structure overgeneralization errors (*The clown laughed the man c.f. The clown made the man laugh), while retaining the ability to apply such generalizations productively when appropriate? This question has long been seen as one that is both particularly central to acquisition research and particularly challenging. Focussing on causative overgeneralization errors of this type, a previous study reported a computational model that learns, on the basis of corpus data and human-derived verb-semantic-feature ratings, to predict adults’ by-verb preferences for less- versus more-transparent causative forms (e.g., *The clown laughed the man vs The clown made the man laugh) across English, Hebrew, Hindi, Japanese and K’iche Mayan. Here, we tested the ability of this model to explain binary grammaticality judgment data from children aged 4;0-5;0, and elicited-production data from children aged 4;0-5;0 and 5;6-6;6 (N=48 per language). In general, the model successfully simulated both children’s judgment and production data, with correlations of r=0.5-0.6 and r=0.75-0.85, respectively, and also generalized to unseen verbs. Importantly, learners of all five languages showed some evidence of making the types of overgeneralization errors – in both judgments and production – previously observed in naturalistic studies of English (e.g., *I’m dancing it). Together with previous findings, the present study demonstrates that a simple discriminative learning model can explain (a) adults’ continuous judgment data, (b) children’s binary judgment data and (c) children’s production data (with no training of these datasets), and therefore constitutes a plausible mechanistic account of the retreat from overgeneralization.
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Ambridge, Ben, Laura Doherty, Ramya Maitreyee, Tomoko Tatsumi, Shira Zicherman, Pedro Mateo Pedro, Ayuno Kawakami, et al. "Testing a computational model of causative overgeneralizations: Child judgment and production data from English, Hebrew, Hindi, Japanese and K’iche’." Open Research Europe 1 (January 12, 2022): 1. http://dx.doi.org/10.12688/openreseurope.13008.2.

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How do language learners avoid the production of verb argument structure overgeneralization errors (*The clown laughed the man c.f. The clown made the man laugh), while retaining the ability to apply such generalizations productively when appropriate? This question has long been seen as one that is both particularly central to acquisition research and particularly challenging. Focussing on causative overgeneralization errors of this type, a previous study reported a computational model that learns, on the basis of corpus data and human-derived verb-semantic-feature ratings, to predict adults’ by-verb preferences for less- versus more-transparent causative forms (e.g., * The clown laughed the man vs The clown made the man laugh) across English, Hebrew, Hindi, Japanese and K’iche Mayan. Here, we tested the ability of this model (and an expanded version with multiple hidden layers) to explain binary grammaticality judgment data from children aged 4;0-5;0, and elicited-production data from children aged 4;0-5;0 and 5;6-6;6 (N=48 per language). In general, the model successfully simulated both children’s judgment and production data, with correlations of r=0.5-0.6 and r=0.75-0.85, respectively, and also generalized to unseen verbs. Importantly, learners of all five languages showed some evidence of making the types of overgeneralization errors – in both judgments and production – previously observed in naturalistic studies of English (e.g., *I’m dancing it). Together with previous findings, the present study demonstrates that a simple learning model can explain (a) adults’ continuous judgment data, (b) children’s binary judgment data and (c) children’s production data (with no training of these datasets), and therefore constitutes a plausible mechanistic account of the acquisition of verbs’ argument structure restrictions.
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Таїчі Ямашіта and Гсіао Гсуан Гунґ. "The Investigation of Learning Strategies of American Learners of Chinese and Japanese for Character Learning." East European Journal of Psycholinguistics 3, no. 1 (June 30, 2016): 140–49. http://dx.doi.org/10.29038/eejpl.2016.3.1.tai.

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It has been widely recognized that Chinese and Japanese languages are exceptionally difficult to learn. One of the reasons is their logographic characters (i.e. hanzi in Chinese, kanji in Japanese) that are extremely different from alphabet-based orthography (Tong & Yip, 2015; Xu & Padilla, 2013). Accordingly, there have been research investigating how L2 learners of Chinese and Japanese deal with the difficulty by exploring learners’ strategy (Gamage, 2003; Shen, 2005). However, learning strategies for a certain aspect of characters (i.e. shape, sound) have not been investigated as much as learning strategies in general (but see Shen, 2005). In addition, there are limited longitudinal research exploring how learners change their strategies. Therefore, the researchers investigate strategies that L2 learners of American university students are using most frequently for Chinese and Japanese character learning. The study had 66 L2 learners taking either Chinese or Japanese course at an American university. They took a questionnaire at the beginning and at the end of a semester. It was found that reading, context, decomposition, rote-writing, and listening were the most frequently used strategies. Moreover, the results indicated that strategies vary depending on which aspect of characters they learn. Furthermore, learners did not change their learning strategies over three months to a notable extent. References Chikamatsu, N. (1996). The effects of L1 orthography on L2 word recognition: A study ofAmerican and Chinese learners of Japanese. Studies in Second Language Acquisition, 18,403–432. Everson, M. E. (1998). Word recognition among learners of Chinese as a foreign language:Investigating the relationship between naming and knowing. The Modern LanguageJournal, 82, 194–204. Everson, M. E. (2011). Best practices in teaching logographic and non-Roman writingsystems to L2 learners. Annual Review of Applied Linguistics, 31, 249–274. Haththotuwa Gamage, G. (2003). Perceptions of kanji learning strategies: Do they differamong Chinese character and alphabetic background learners? Hayes, E. B. (1988). Encoding strategies used by native and non‐native readers ofChinese Mandarin. The Modern Language Journal, 72, 188–195. Ke, C. (1998). Effects of language background on the learning of Chinese charactersamong foreign language students. Foreign Language Annals, 31, 91–102. Liskin-Gasparro, J. (1982). ETS Oral Proficiency Testing Manual. Educational TestingService, Princeton, NJ. McGinnis, S. (1999). Student goals and approaches. Mapping the course of the Chineselanguage field, 151–188. Mori, Y., Sato, K., & Shimizu, H. (2007). Japanese language students' perceptions on kanjilearning and their relationship to novel kanji word learning ability. LanguageLearning, 57, 57–85. Packard, J. L. (1990). Effects of time lag in the introduction of characters into the Chineselanguage curriculum. The Modern Language Journal, 74, 167–175. Rose, H. (2013). L2 learners' attitudes toward, and use of, mnemonic strategies whenlearning Japanese kanji. The Modern Language Journal, 97, 981–992. Shen, H. H. (2005). An investigation of Chinese-character learning strategies among nonnative speakers of Chinese. System, 33, 49–68. Tong, X., & Yip, J. H. Y. (2015). Cracking the Chinese character: radical sensitivity inlearners of Chinese as a foreign language and its relationship to Chinese wordreading. Reading and Writing, 28, 159–181. Yuki, M. (2009). Kanji Learning Strategies: From the Viewpoint of Learners with Nonkanji Background. 関西外国語大学留学生別科日本語教育論集, 19, 143–150. Xu, Y., Chang, L. Y., & Perfetti, C. A. (2014). The Effect of Radical‐Based Grouping inCharacter Learning in Chinese as a Foreign Language. The Modern Language Journal, 98,773–793. Xu, X., & Padilla, A. M. (2013). Using meaningful interpretation and chunking to enhancememory: The case of Chinese character learning. Foreign Language Annals, 46, 402–422.
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Uddin, Imran, Dzati A. Ramli, Abdullah Khan, Javed Iqbal Bangash, Nosheen Fayyaz, Asfandyar Khan, and Mahwish Kundi. "Benchmark Pashto Handwritten Character Dataset and Pashto Object Character Recognition (OCR) Using Deep Neural Network with Rule Activation Function." Complexity 2021 (March 4, 2021): 1–16. http://dx.doi.org/10.1155/2021/6669672.

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In the area of machine learning, different techniques are used to train machines and perform different tasks like computer vision, data analysis, natural language processing, and speech recognition. Computer vision is one of the main branches where machine learning and deep learning techniques are being applied. Optical character recognition (OCR) is the ability of a machine to recognize the character of a language. Pashto is one of the most ancient and historical languages of the world, spoken in Afghanistan and Pakistan. OCR application has been developed for various cursive languages like Urdu, Chinese, and Japanese, but very little work is done for the recognition of the Pashto language. When it comes to handwritten character recognition, it becomes more difficult for OCR to recognize the characters as every handwritten character’s shape is influenced by the writer’s hand motion dynamics. The reason for the lack of research in Pashto handwritten character data as compared to other languages is because there is no benchmark dataset available for experimental purposes. This study focuses on the creation of such a dataset, and then for the evaluation purpose, a machine is trained to correctly recognize unseen Pashto handwritten characters. To achieve this objective, a dataset of 43000 images was created. Three Feed Forward Neural Network models with backpropagation algorithm using different Rectified Linear Unit (ReLU) layer configurations (Model 1 with 1-ReLU Layer, Model 2 with 2-ReLU layers, and Model 3 with 3-ReLU Layers) were trained and tested with this dataset. The simulation shows that Model 1 achieved accuracy up to 87.6% on unseen data while Model 2 achieved an accuracy of 81.60% and 3% accuracy, respectively. Similarly, loss (cross-entropy) was the lowest for Model 1 with 0.15 and 3.17 for training and testing, followed by Model 2 with 0.7 and 4.2 for training and testing, while Model 3 was the last with loss values of 6.4 and 3.69. The precision, recall, and f-measure values of Model 1 were better than those of both Model 2 and Model 3. Based on results, Model 1 (with 1 ReLU activation layer) is found to be the most efficient as compared to the other two models in terms of accuracy to recognize Pashto handwritten characters.
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Coulange, Sylvain, Marie-Pierre Jouannaud, Cristiana Cervini, and Monica Masperi. "From placement to diagnostic testing: Improving feedback to learners and other stakeholders in SELF (Système d’Evaluation en Langues à visée Formative)." Language Learning in Higher Education 10, no. 1 (July 31, 2020): 195–205. http://dx.doi.org/10.1515/cercles-2020-2015.

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AbstractSince 2012 an interdisciplinary and culturally heterogeneous team composed of more than 30 people has been engaged in the complex process of conceiving, designing and validating an online placement test with formative orientation called SELF (Système d’Evaluation en Langues à visée Formative), developed and already deployed in six different languages – Italian and English as pilots, followed by French, Mandarin, Japanese and Spanish. Its results are used to form groups and classes of similar ability, or to identify students’ strengths and weaknesses in three macro skills (listening, reading, limited writing). In this report, we describe the steps the multilingual team is currently taking to transform SELF into a diagnostic test that will fulfill its original formative purpose and provide students and other stakeholders with more precise information about their performance. This can be done in two ways, by using the data automatically recorded by the online administration platform more thoroughly and by enriching user feedback with clear and informative graphics. This will enhance the validity of our test, and help close the gap between testing and learning.
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Dissertations / Theses on the topic "Japanese language Ability testing"

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Christiansen, Yvonne. "Pragmatic ability and proficiency in Japanese learners of English." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79753.

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This study investigated the relationship between pragmatic ability and proficiency in 16 Japanese learners of English. Two measures of pragmatic ability were developed: a multiple-choice questionnaire designed to probe pragmatic awareness of various speech acts and a set of oral role-plays designed to elicit two requests, two apologies and one refusal. These measures were also administered to eight native speakers in order to establish a scoring system for the pragmatic awareness test and target norms for the role-plays. A background questionnaire was given to all participants while a proficiency test, Combined English Language Skills Assessment in a Reading Context, or CELSA was administered only to the Japanese participants.
The findings in this study demonstrated that there was not a strong relationship between proficiency and pragmatic ability, nor was there one between pragmatic awareness and production. The measures were moderately correlated but they also exhibited a great deal of variation from learner to learner.
Certain linguistic abilities were observed to be valuable regarding pragmatic ability, such as being able to make conventionally indirect requests. Learners were more direct in their speech acts than native speakers. They also used fewer and less varied strategies and lexical modification, with the exception of the politeness marker, please, which they over-used.
There was evidence both in terms of the pragmatic awareness measure and in the analysis of the production that over-directness decreased with increasing proficiency. The two assessment instruments produced different kinds of errors at different levels of proficiency, pointing to the possibility that they were tapping the abilities associated with pragmatic awareness and production at different stages of development.
This research has implications for both testing and teaching pragmatic ability.
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Yoshida, Tomoko. "Phonological awareness and reading ability in Japanese children." Thesis, Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31937287.

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Toyoda, Etsuko. "Developing script-specific recognition ability : the case of learners of Japanese /." Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/00002971.

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Tang, Weizhi, and 湯偉之. "Self-access language learning : attitudes and learning strategies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209688.

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The attitudes and learning strategies of 100 language learners who are also users of Self-Access Centers (SACs) in a theoretical context of Self-Access Language Learning (SALL). Though questionnaire survey, the present study discovered several significant correlations between learner’s attitudes towards SALL and their language learning strategies. It also established a profile of SALL center users in their attitudes and learning strategies from an comparative view based on their previous SALL experiences. The results showed that leaners who are more ready for Self-Access tend to use affective strategies. Memory strategies are practiced more often among leaners who prefer learn grammar without teachers and have more speaking activities in class, also who are relatively more self-aware of their own learning objectives. Cognitive strategies are widely used by leaners who prefer leaning grammar by themselves, also those who are more confident to solve problems by themselves. There is a stronger intention of control over content selection for leaners who had SALL experiences, especially in utilizing non-staffing SALL resources at SACs.
published_or_final_version
Education
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Master of Education
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Muroya, Akiko. "Testing theories of second language acquisition : evidence from Japanese learners' English." Thesis, University of Essex, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701637.

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This study investigates five topics that have been at the heart of research into second language (L2) acquisition for over three decades: (1) the nature of early L2 grammars and whether they contain both lexical and functional categories; (2) the role that the native language (L 1) plays in L2 acquisition; (3) the source of variable production by L2 speakers of properties that are categorical for L1 speakers; (4) the relationship between the acquisition of morphological properties and syntactic operations; (S) the involvement of a putative Universal Grammar. These topics are investigated in the context of Japanese-speaking classroom learners of English. Data were collected through two production tasks, one written the other oral. While there have been many studies of the topics in question with naturalistic L2 learners of English, there have been fewer studies with classroom learners. The general view in generative studies ofL2 acquisition has been that linguistic development will be the same, whatever the context of learning. However, this is an empirical question and the present study provides evidence bearing on it. Findings suggest that early-stage learners have grammars for English that have both functional and lexical categories. The functional categories are specified for features that are syntactically relevant (for verb raising, for the determination of obligatory subjects, for appropriate case marking, for the obligatory fronting of wh-words). Properties that are transferred from the Ll are not predictable simply on the basis of comparing differences between the two languages. Variability in production appears to be explicable largely in terms of learners' (re)assembling features for English lexical items which differ from their Japanese counterparts, combined with the difficulty of accessing forms where processing load is heavy (the Missing Surface Inflection hypothesis). There was no evidence of participants needing to acquire the morphological paradigms of English before establishing syntactic rules. Finally, there was limited, but suggestive, evidence that the L2 grammars of+the classroom learners studied are guided by UG.
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Gu, Lin. "At the interface between language testing and second language acquisition: communicative language ability and test-taker characteristics." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/972.

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The present study investigates the nature of communicative language ability as manifested in performance on the TOEFL iBT® test, as well as the relationship between this ability with test-takers' study-abroad and learning experiences. The research interest in the nature of language ability is shared by the language testing community, whereas understanding the factors that affect language acquisition has been a focus of attention in the field of second language acquisition (Bachman & Cohen, 1998). This study utilizes a structural equation modeling approach, a hybrid of factor analysis and path analysis, to address issues at the interface between language testing and second language acquisition. The purpose of this study is two-fold. The first has a linguistic focus: to provide empirical evidence to enhance our understanding of the nature of communicative language ability by examining the dimensionality of this construct in both its absolute and relative senses. The second purpose, which has a social and cultural orientation, is to investigate the possible educational, social, and cultural influences on the acquisition of English as a foreign language, and the relationships between test performance and test-taker characteristics. The results revealed that the ability measured by the test was predominantly skill-oriented. The role of the context of language use in defining communicative language ability could not be confirmed due to a lack of empirical evidence. As elicited by the test, this ability was found to have equivalent underlying representations in two groups of test-takers with different context-of-learning experiences. The common belief in the superiority of the study-abroad environment over learning in the home country could not be upheld. Furthermore, both study-abroad and home-country learning were proved to have significant associations with aspects of the language ability, although the results also suggested that variables other than the ones specified in the models may have had an impact on the development of the ability being investigated. From a test validation point of view, the results of this study provide crucial validity evidence regarding the test's internal structure, this structure's generalizability across subgroups of test-takers, as well as its external relationships with relevant test-taker characteristics. Such a validity inquiry contributes to our understanding of what constitutes the test construct, and how this construct interacts with the individual and socio-cultural variables of foreign language learners and test-takers.
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Kingen, Sharon A. "When middle school writers compose : exploring relationships of processes, products, and levels of cognitive development." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720404.

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This study was designed first to describe the writing processes and products of students in grades 7, 8, and 9 and second to explore patterns of differences related to cognitive development. From the 117 students enrolled at a midwestern university laboratory school who voluntarily completed the Arlin Test of Formal Reasoning, 12 subjects were chosen on the basis of sex, grade, and test score.Each subject individually wrote four letters. A talk-aloud procedure was employed during three sessions and stimulated recall was used during the last session. Finally, all subjects were interviewed.Audio tapes of interviews and videotapes of writing sessions were transcribed. Final copies of texts were typed. Interview responses were examined and summarized. The letters were rated holistically and scored for audience awareness. Counts of words, T-units, and clauses were conducted. Verbalizations in protocols were coded. Further, all data produced during stimulated recall were examined for information about time use, fluency, and pausing, as well as revising and editing.The data revealed that writers considered themselves capable, but the papers received mediocre ratings and scores. The analysis of products showed that subjects wrote more in response to an expressive/informative task, but syntax was more mature on information and persuasion.Overall, formal thinkers wrote more syntactically mature discourse and usually received higher ratings. The analysis of processes data failed to reveal consistent differences, but there were many similarities. The subjects prewrote mentally and focused on producing text quickly. They reread text and edited often, but they rarely revised. Descriptions of processes and rhetorical principles were vague. Although the writers employed many strategies, had some intuitive sense of purpose and audience, and made decisions on the basis of many factors, they lacked control over their composing activities and were unable to transfer strategies from one task to the next.The study concluded with a series of recommendations for composition instruction and further research, particularly a call for teaching the processes of composing at the middle school level and for measuring the effects of this instruction against the baseline of data provided in this study.
Department of Secondary, Higher, and Foundations of Education
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Frey-Toompere, Linet. "Suppression in L1 and L2 reading comprehension." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608937.

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Law, Yuen-yi, and 羅婉怡. "Evaluating learning gain in a self-access language learning centre: case studies of six low proficiencystudents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43241049.

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Goyette, Els Spekkens. "Second-language text comprehension : knowledge and text type." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59956.

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The purpose of this study was to compare first- and second-language text comprehension across passage types.
Results indicate that there was no main effect for language when the total texts were compared. In contrast, a large difference was found for the type of passage read. Significantly higher recall and inferencing were found on the passages for which subjects had prior knowledge, regardless of the language of presentation. Although global comprehension measures did not reveal differences in text processing, more detailed paragraph-level analyses indicated that text processing differences were present.
Total reading times indicated that there was a large effect for the language in which the passage was read, with significantly longer reading times recorded for passages read in the second language.
These findings were interpreted as an indication that second-language reading comprehension capacity is underestimated. The findings also suggest that the type of passage read influences text comprehension more than the language in which it is read.
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Books on the topic "Japanese language Ability testing"

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Yinqiu, Lü, and Yang Jiping, eds. J. TEST shi yong Ri yu ce shi mo ni ti: (A-D) : Ting li. Shanghai: Shanghai wai yu jiao yu chu ban she, 2007.

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Ri yu neng li kao shi 1991-1999 nian shi ti ji1 ji. Beijing: Wai yu jiao xue yu yan jiu chu ban she, 2000.

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BJT bijinesu Nihongo nōryoku tesuto: JLRT taiken tesuto to kaisetsu = BJT business Japanese proficiency test : Japanese listening & reading comprehension test portion actual, official full-version practice test with complete solutions. Tōkyō: Jetoro, 2006.

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Sasaki, Miyuki. Second language proficiency, foreign language aptitude, and intelligence: Quantitative and qualitative analyses. New York: Peter Lang, 1996.

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Brown, James Dean. Developing, using, and analyzing rubrics in language assessment with case studies in Asian and Pacific languages. Honolulu, HI: National Foreign Language Resource Center, University of Hawaii, 2012.

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"Kokugo" nyūshi no kin-gendaishi. Tōkyō: Kōdansha, 2008.

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Second language proficiency, foreign language aptitude, and intelligence: Quantitative and qualitative analyses. New York: P. Lang, 1996.

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Keiko, Hoshino, ed. Nihongo nōryoku shiken bunpō hen, 2-kyū: Jitsuryoku appu! = The preparatory course for the Japanese language proficiency test. Tōkyō: Yunikomu, 2003.

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Bunkachō, Japan. "Seikatsusha to shite no gaikokujin" no Nihongo nōryoku no sokutei hyōka ni kansuru chōsa kenkyū hōkokusho: Heisei 21-nendo Bunkachō Nihongo kyōiku kenkyū itaku. [Tokyo]: Tōkyō Gaikokugo Daigaku, 2010.

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Shiotsu, Toshihiko. Components of L2 reading: Linguistic and processing factors in the reading test performances of Japanese EFL learners. Cambridge: Cambridge University Press, 2010.

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Book chapters on the topic "Japanese language Ability testing"

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Kimura, Fuminori, Jialiang Zhou, and Akira Maeda. "Japanese-Chinese Cross-Language Entity Linking Adapting to User’s Language Ability." In Transactions on Engineering Technologies, 383–97. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7488-2_28.

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Benson, Phil. "5. Measuring Autonomy: Should We Put Our Ability to the Test?" In Testing the Untestable in Language Education, edited by Amos Paran and Lies Sercu, 77–97. Bristol, Blue Ridge Summit: Multilingual Matters, 2010. http://dx.doi.org/10.21832/9781847692672-007.

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Wang, Weiwei. "Introducing China’s Standards of English Language Ability (CSE)—Interpreting Competence Scales." In Testing and Assessment of Interpreting, 15–43. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8554-8_2.

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Yamashita, Sayoko. "10. Investigating Interlanguage Pragmatic Ability: What Are We Testing?" In Investigating Pragmatics in Foreign Language Learning, Teaching and Testing, edited by Eva Alcón Soler and Alicia Martínez-Flor, 201–23. Bristol, Blue Ridge Summit: Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690869-012.

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Nogami, Yasuko, and Norio Hayashi. "A Japanese Adaptive Test of English as a Foreign Language: Developmental and Operational Aspects." In Elements of Adaptive Testing, 191–211. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-0-387-85461-8_10.

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Gerson, Marysia Johnson. "Local and Dialogic Language Ability and its Implication for Language Teaching and Testing." In Spoken English, Tesol and Applied Linguistics, 271–86. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230584587_12.

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Tateyama, Yumiko, and Gabriele Kasper. "3. Talking with a Classroom Guest: Opportunities for Learning Japanese Pragmatics." In Investigating Pragmatics in Foreign Language Learning, Teaching and Testing, edited by Eva Alcón Soler and Alicia Martínez-Flor, 45–71. Bristol, Blue Ridge Summit: Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690869-005.

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Kondo, Sachiko. "8. Effects on Pragmatic Development Through Awareness-raising Instruction: Refusals by Japanese EFL Learners." In Investigating Pragmatics in Foreign Language Learning, Teaching and Testing, edited by Eva Alcón Soler and Alicia Martínez-Flor, 153–77. Bristol, Blue Ridge Summit: Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690869-010.

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Uemura, Takashi, Graeme J. Gilmour, and Luis Fernando Costa. "Testing the Water: Implementing a Soft CLIL Approach for Future Global Engineers at a Japanese University." In Content and Language Integrated Learning in Spanish and Japanese Contexts, 175–201. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27443-6_8.

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Yoshitomi, Asako. "Testing the primacy of aspect and reverse order hypothesis in Japanese returnees: Towards constructing a corpus of second language attrition data." In Corpus-Based Perspectives in Linguistics, 371–89. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/ubli.6.25yos.

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Conference papers on the topic "Japanese language Ability testing"

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Arfianty, Rani, Adriana Hasibuan, and Nandi S. "Portfolio Assessment: Improvement of Japanese Language Learners’ Ability." In International Conference of Science, Technology, Engineering, Environmental and Ramification Researches. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0010070812361241.

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Herniwati and Mochamad Arief Komarudin. "The Japanese Teachers’ Ability in Lesson Planning." In 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200325.061.

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Yin, Zhihong. "Educational Ability Evaluation of Japanese Language Teacher under MOOC Environment." In 2018 International Conference on Intelligent Transportation, Big Data & Smart City (ICITBS). IEEE, 2018. http://dx.doi.org/10.1109/icitbs.2018.00083.

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Adrian Muliadi, Yuddi, and Siti Muharami Malayu. "The Ability of Text Translation (Indonesian Language to Japanese Language) for Japanese Students in North Sumatera and West Sumatera." In International Conference on Natural Resources and Sustainable Development. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009904600002480.

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Liu, Emmy, Chenxuan Cui, Kenneth Zheng, and Graham Neubig. "Testing the Ability of Language Models to Interpret Figurative Language." In Proceedings of the 2022 Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies. Stroudsburg, PA, USA: Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.naacl-main.330.

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Noguchi, Mary Goebel. "The Shifting Sub-Text of Japanese Gendered Language." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.12-2.

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Sociolinguists (Holmes 2008; Meyerhof 2006) assists to describe the Japanese language a having gender exclusive elements. Personal pronouns, sentence-ending particles and lexicon used exclusively by one gender have been cataloged in English by researchers such as Ide (1979), Shibamoto (1985) and McGloin (1991). While there has been some research showing that Japanese women’s language use today is much more diverse than these earlier descriptions suggested (e.g. studies in Okamoto and Smith 2004) and that some young Japanese girls use masculine pronouns to refer to themselves (Miyazaki 2010), prescriptive rules for Japanese use still maintain gender-exclusive elements. In addition, characters in movie and TV dramas not only adhere to but also popularize these norms (Nakamura 2012). Thus, Japanese etiquette and media ‘texts’ promote the perpetuation of gender-exclusive language use, particularly by females. However, in the past three decades, Japanese society has made significant shifts towards gender equality in legal code, the workplace and education. The researcher therefore decided to investigate how Japanese women use and view their language in the context of these changes. Data comes from three focus groups. The first was conducted in 2013 and was composed of older women members of a university human rights research group focused on gender issues. The other two were conducted in 2013 and 2019, and were composed of female university students who went through the Japanese school system after the Japan Teachers’ Union adopted a policy of gender equality, thus expressing interest in gender issues. The goal was to determine whether Japanese women’s language use is shifting over time. The participants’ feelings about these norms were also explored - especially whether or not they feel that the norms constrain their ability to express themselves fully. Although the new norms are not yet evident in most public contexts, the language use and views of the participants in this study represent the sub-text of this shift in Japanese usage.
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Diner, Lispridona, and Dwi Asrini. "EXPLORATION LOCAL CULTURE A CONSERVATION CULTURE THROUGH PROJECT-BASED LEARNING TO INCREASE WRITING ABILITY JAPANESE THE SECONDARY LEVEL." In Proceedings of the 1st International Conference on Language and Language Teaching, ICLLT 2019, 12 October, Magelang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2292205.

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Hisagi, Miwako, Keiichi Tajima, and Hiroaki Kato. "The effect of language experience on the ability of non-native listeners to identify Japanese phonemic length contrasts." In 163rd Meeting Acoustical Society of America/ACOUSTICS 2012 HONG KONG. Acoustical Society of America, 2014. http://dx.doi.org/10.1121/1.4887491.

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Song, Meishu, Emilia Parada-Cabaleiro, Zijiang Yang, Xin Jing, Kazumasa Togami, Kun Qian*, Björn W. Schuller, and Yoshiharu Yamamoto. "Parallelising 2D-CNNs and Transformers: A Cognitive-based approach for Automatic Recognition of Learners’ English Proficiency." In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001000.

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Learning English as a foreign language requires an extensive use of cognitive capacity, memory, and motor skills in order to orally express one’s thoughts in a clear manner. Current speech recognition intelligence focuses on recognising learners’ oral proficiency from fluency, prosody, pronunciation, and grammar’s perspectives. However, the capacity of clearly and naturally expressing an idea is a high-level cognitive behaviour which can hardly be represented by these detailed and segmental dimensions, which indeed do not fulfil English learners and teachers’ requirements. This work aims to utilise the state-of-the-art deep learning techniques to recognise English speaking proficiency at a cognitive level, i. e., a learner’s ability to clearly organise their own thoughts when expressing an idea in English as a foreign language. For this, we collected the “Oral English for Japanese Learners” Dataset (OEJL-DB), a corpus of recordings by 82 students of a Japanese high school expressing their ideas in English towards 5 different topics. Annotations concerning the clarity of learners’ thoughts are given by 5 English teachers according to 2 classes: clear and unclear. In total, the dataset includes 7.6 hours of audio data with an average length for each oral English presentation of66 seconds. As initial cognitive-based method to identify learners’ speaking proficiency, we propose an architecture based on the parallelization of CNNs and Transformers. With the strengthening of the CNNs in spatial feature representation and the Transformer in sequence encoding, we achieve a 89.4% accuracy and 87.6%. Unweighted Average Recall (UAR), results which outperform those from the ResNet architectures (89.2 % accuracy and 86.3 % UAR). Our promising outcomes reveal that speech intelligence can be efficiently applied to “grasp” high level cognitive behaviours, a new area of research which seems to have a great potential for further investigation.
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Nozaki, Manami, Kazumi Watanabe, Hiromi Ogasawara, and Taeko Fukuda. "Formative Evaluation of Virtual Reality Materials for Inducing Cultural Awareness." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002141.

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As Japan moves toward a multiculturally convivial society, nurses are required to have intercultural competence to recognize the diverse characteristics of their patients and to practice nursing. In order to acquire intercultural competence, it is important to take an attitudinal approach that encourages cultural awareness, which is to recognize and acknowledge differences between oneself and others. Therefore, we developed a VR teaching material that allows Japanese people to experience first-person the anxiety and difficulty that foreigners feel when they visit a Japanese hospital. As the first step from the experience, we extracted gaps between foreign patients and Japanese medical staffs by reviewing the literature; the gaps were due to lack of communication, preconceptions, and bitterness. As a second step, we set four learning objectives and created an ICE rubric. The learning objectives were as follows: 1) to try to get involved actively without feeling uncomfortable, 2) to accept others as they are, 3) to think about the reasons for their words and actions by considering their culture and customs, and 4) to be able to recognize one's own prejudices, discrimination, and assumptions. As the third step, we created a prototype of the content. We shot a 360° video of three scenes in a hospital. We embedded a video of a French actors playing a medical staff and talking to the patient. In this way, we recreated the situation of a Japanese patient visiting a hospital in a foreign country. The fourth step was to conduct alpha testing among the developers to complete the content. Four developers watched the prototype and evaluated the usability and the learning outcomes using the ICE rubric. As a result, it was pointed out that although they could experience the sense of difficulty and anxiety of not understanding the language, they could not understand the situation of what was happening, nor could they think about the other person's culture or their own preconceptions. Therefore, we completed the contents by adding guidance, explaining the situation, presenting a summary of what was said, and setting up a quiz for reflection.
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