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
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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?
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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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Irie, Yuri. "Non-Japanese Residents' Self-Evaluation of their Japanese Language Ability in Regional Japanese Classrooms." JLTA Journal 15 (2012): 115–32. http://dx.doi.org/10.20622/jltajournal.15.0_115.
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Indrowaty, Sri Aju. "JAPANESE ADVERTISEMENT FOR IMPROVING STUDENTS READING ABILITY." JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 3, no. 2 (December 30, 2018): 148. http://dx.doi.org/10.17509/japanedu.v3i2.10180.
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Advertising is a form of communication that discloses information or messages and promotes the speaker's intent to his or her opponent. The language used in advertising is a language that is easy to understand and persuasive so that the opponent can speak as the speaker means. From advertisements in magazines, used for student learning in Dokkai 5. Dokkai or reading is a very important course for students to welcome the office work normally done by Japanese language graduates. In the office when working related Japanese often read documents and translate documents. In this research, using advertising media because it is usually written in large and striking letters.To make the reading japanese learning more interesting Therefore, they needs to be approach that has never been done before with reading japanese advertisement from japanese magazine. Reading Japanese language is usually difficult because it consists of three figures namely Hiragana, Katakana and Kanji. So that become easier for students to reading through the selected advertising media. This research is qualitative descriptive, and object of our study are students learning Japanese Language Education and Japanese Literature Brawijaya University who have passed JLPT N3 and already received materials about Dokkai 3 and Dokkai 4. Techniques data by purposive sampling and random sampling by using random numbers as much as 10% of the total population. In addition the results of this study will also describe motivation for students to improve their ability of reading. Therefore 指導 ポ イ ン ト (teaching points) as an effort to help the lecture to explain and possibility to use teach for higher education.
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Li, Xuelian. "Language Testing in China: Past and Future." English Language Teaching 12, no. 12 (November 15, 2019): 67. http://dx.doi.org/10.5539/elt.v12n12p67.
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Based on the articles written by mainland Chinese scholars published in the most influential Chinese and international journals, the present article analyzed the language testing research, compared the tendencies of seven categories between 2000-2009 and 2010-2019, and put forward future research directions by referring to international hot topics. Of all the seven categories of research topics, validity, performance test and China’s Standards of English Language Ability were three most popular themes, while classroom assessment, technology, rater/test taker differences and professionalization were much less popular. Except for research on performance test and technology, the other five aspects showed an increase in the second decade, with that of China’s Standards of English Language Ability rising the most dramatically. Referring to international research trends, the research predicted that validity, classroom assessment, China’s Standards of English Language Ability and professionalization, especially the ethics and social justice, might be the promising research topics for language testers.
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Udjaja, Yogi. "Gamification Assisted Language Learning for Japanese Language Using Expert Point Cloud Recognizer." International Journal of Computer Games Technology 2018 (December 18, 2018): 1–12. http://dx.doi.org/10.1155/2018/9085179.
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Starting from people limitations to understand Japanese, education and social life of those people in Japan can be hindered. Therefore, a game is needed that allows one to understand Japanese using Gamification Assisted Language Learning (GALL) method, involving the introduction of Japanese language implementation using expert point cloud ($EP) recognizer. This method is used to stimulate the sensory and motor nervous system and motivate students (players) to study harder. This can be evidenced by increase in players ability from 20% to 100%.
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Najoan, Franky Reymond. "The Perceptual Ability to Identify Japanese Language Accent Patterns by Indonesian Learners." JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 6, no. 2 (December 19, 2021): 144–52. http://dx.doi.org/10.17509/japanedu.v6i2.34179.
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Research on the acquisition of suprasegmental sounds in Japanese has been carried out both in terms of production and perception. The conducted research shows that there are difficulties in acquiring Japanese sounds. This study focused on the perception of Japanese accents, with the aim of describing the learner’s ability to identify Japanese accent patterns. The data sources of this research are Japanese learners at beginner level. Data were collected using a test instrument, through a hearing test, in the form of a set of words which selected based on the category of words and patterns of Japanese accents to be measured by listening and recording techniques. The results showed that based on the results of the hearing test, of the 17 participants who completed the test reached the highest score 47.14 (S01), and the lowest score of 15.41 (S14), with an overall average score of 29.16 and Standard Deviation (SD) 7.9018. These scores represent the participants’ ability to identify Japanese accent patterns is in the very low category. The results indicate that the learners have difficulty identifying Japanese accent patterns. In fact, the vocabulary in research instrument was the basic vocabulary that had been learned by them. It can be concluded that the acquisition of vocabulary is not in line with the suprasegmental elements attached to these words. The results of this research need to be continued by applying listening exercises of Japanese accent.
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Merrick, Peter, and Patrick Barrow. "Testing the predictive ability of a requirements pattern language." Requirements Engineering 10, no. 2 (April 28, 2004): 85–94. http://dx.doi.org/10.1007/s00766-004-0193-5.
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Ito, Hideaki. "Correlations Between Proposed Orthoepic Competence Descriptors and Japanese Language Ability." Acta Linguistica Asiatica 12, no. 1 (January 30, 2022): 19–35. http://dx.doi.org/10.4312/ala.12.1.19-35.
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In this paper, three types of Japanese online tests, and self-assessment questionnaires comprised of 13 descriptor categories, including one category on Japanese orthoepic competence, were issued to 15 Japanese language learners attending language schools in Japan. As a result, we confirmed a more than moderate positive correlation between the orthoepic competence descriptors and test scores, both concerning the individual scores on the three tests and the aggregate total of those scores. Based on these test results, learners were categorized into different skill levels, such as novice, intermediate, and advanced. Learners who scored at the intermediate level with their grammar test or scored over 170 total points across all tests tended to evaluate themselves at a B-level or higher competency level.
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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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Chalhoub–Deville, Micheline, and Craig Deville. "COMPUTER ADAPTIVE TESTING IN SECOND LANGUAGE CONTEXTS." Annual Review of Applied Linguistics 19 (January 1999): 273–99. http://dx.doi.org/10.1017/s0267190599190147.
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The widespread accessibility to large, networked computer labs at educational sites and commercial testing centers, coupled with fast-paced advances in both computer technology and measurement theory, along with the availability of off-the-shelf software for test delivery, all help to make the computerized assessment of individuals more efficient and accurate than assessment using traditional paper-and-pencil (P&P) tests. Computer adaptive testing (CAT) is a form of computerized assessment that has achieved a strong foothold in licensure and certification testing and is finding greater application in many other areas as well, including education. A CAT differs from a straightforward, linear test in that an item(s) is selected for each test taker based on his/her performance on previous items. As such, assessment is tailored online to accommodate the test taker's estimated ability and confront the examinee with items that best measure that ability.
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Kunnan, Antony John. "RECENT DEVELOPMENTS IN LANGUAGE TESTING." Annual Review of Applied Linguistics 19 (January 1999): 235–53. http://dx.doi.org/10.1017/s0267190599190123.
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In an earlier review for the Annual Review of Applied Linguistics, Douglas (1995) wrote, “the year 1990 represented a watershed in language testing” (p. 167). This decade, though by no means over, has taken the field even further in terms of theoretical and practical developments. A few examples should illustrate this point: For test theoreticians and researchers, models of communicative language ability have challenged the traditional skills–and–components models (Bachman 1990, Bachman and Palmer 1996); applications of Messick's (1989) expanded view of validation have balanced arguments previously made solely by measurement experts (Kunnan 1998a); discussions of policy and social considerations (McNamara 1998), fairness (Kunnan 1996; in press), critical language testing (Shohamy 1997a) and ethics and professionalism (Davies 1997a; 1997b) have added new beveled angles for debates; structural equation modeling has successfully asserted its role as useful quantitative methodology (Kunnan 1995; 1998b); and verbal protocol analysis has proved to be a viable qualitative methodology (Green 1997).
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Suryani, Ade Irma. "Japanese Language Learning Application Based On Android." Jurnal Sistem dan Teknologi Informasi (Justin) 9, no. 3 (August 6, 2021): 348. http://dx.doi.org/10.26418/justin.v9i3.45722.
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The development of the world of education at this time cannot be separated from the development of science and technology, so that many learning methods have emerged in the form of applications. Lack of student interest in learning Japanese, underlies the application of Japanese language learning. The purpose of this research is that students are given information in written form or Japanese characters and vocabulary in Japanese learning applications, so that students' interest in taking Japanese language learning will increase. The method used in this research is SDLC (System Development Life Cycle) with the Waterfall model. The Waterfall model provides a sequential or sequential approach to the software life flow starting from the analysis, design, coding, testing and support stages. The result of this research is to build an Android-based Japanese learning application, which explains specifically about Japanese basic words, such as nouns, adjectives, verbs, sentences and quizzes.Keywords: The aplication, Kana (hiragana and katakana) and Android
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Lubis, Ditansya, Riska Sri Rahmawati, and Soni Mulyawan Setiana. "PERANCANGAN GAME EDUKASI GOI BERBASISKAN FLASH." Janaru Saja : Jurnal Program Studi Sastra Jepang 6, no. 2 (January 16, 2018): 42–50. http://dx.doi.org/10.34010/js.v6i2.581.
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In learning japanese language, vocabulary is the most important thing in learning a language especially Japanese language. But in the process of learning vocabulary, students sometimes feel bored with the usual methods done in learning. To overcome the saturation, then made an educational game that provides education in the form of basic vocabulary of Japanese language. The design of this game successfully done by using the system development method is waterfall where progress is seen continue to flow down like a waterfall, which passes through the demands definition phase, system & software design, implementation & unit testing, integration & system testing, operation & maintance. This game is implemented by using the programming language actionscript using Adobe Flash CS6 software.
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Mauliyasari, Melly Septiani, Sugihartono Sugihartono, and Dianni Risda. "UTILIZATION THE PHOTOS OF MEDIA AS AN ALTERNATIVE JAPANESE LANGUAGE LEARNING FOR IMPROVED REMEMBERING ABILITY NOUNS VOCABULARY IN JAPANESE LANGUAGE." JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 1, no. 1 (April 1, 2016): 1. http://dx.doi.org/10.17509/japanedu.v1i1.2641.
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ABSTRAKPembendaharaan kata merupakan kunci utama dalam keterampilan berbahasa. banyaknya jumlah kosakata yang dimiliki seseorang, mencerminkan kualitas bahasa yang dimilikinya. Dari sekian jumlah kosakata yang sangat banyak, pembelajar suatu bahasa harus mempunyai daya ingat yang baik untuk menghafal kosakata sebagai suatu dasar untuk terampil berbahasa. sering kali dalam menghafal kosakata baru pembelajar mengalami suatu kendala. Kendala tersebut merupakan masalah yang sering terjadi, yaitu karena kemampuan mengatur atau menyimpan ingatan seseorang belum maksimal. Dengan adanya permasalahan ini, diperlukan media untuk memudahkan pembelajar untuk memudahkan mengingat kosakata dengan baik. Salah satu media yang efektif untuk pembelajaran kosakata adalah menggunakan media foto. Tujuan penelitian ini adalah untuk mengetahui hasil peningkatan kemampuan mengingat kosakata nomina bahasa sebelum dan sesudah menggunakan media foto . Metode yang digunakan dalam penelitian ini adalah kuasi eksperimen, dengan desain penelitian one group pretest posttest. sample dalam penelitian ini adalah 24orang siswa SMAN 15 bandung kelas XI lintas minat bahasa Jepang. Instrumen yang digunakan dalam penelitian ini adalah tes dan angket. Berdasarkan hasil data penelitian, terdapat perbedaan yang signifikan antara kemampuan awal dan kemampuan akhir pada siswa kelas XI lintas minat. hal ini dibuktikan dengan hasil nilai t-hitung sebesar 17,21> t-tabel 2,07 dengan taraf signifikan 5% dan t-hitung 17,21> t-tabel 2,81 dengan taraf signifikan 1%. maka dapat disimpulkan hipotesis diterima. kemudian dari segi keefektifitasannya menggunakan normalized gain diperoleh nilai 0,90, dimana nilai tersebut membuktikan bahwa penggunaan media foto efektif untuk pembelajaran kosakata nomina bahasa Jepang, dan dapat dijadikan sebagai salah satu media alternatif. selain itu, dari hasil data angket bahwa penggunaan media foto efektif membantu siswa dalam pembelajaran kosakata nomina bahasa Jepang.ABSTRACTVocabulary is the key in language skills. A large number of vocabulary that is owned by someone, it reflects the quality of the language which is owned by him. From the large number of vocabulary, the learners of a language should have a good memory to memorize vocabulary as a basic for the skillful in the language. Often in a memorizing a new vocabulary, the learners encounter an obstacle. These obstacles are a common problem, because the ability to set or keep someone memory is not maximized. With the existence of these problems, it needs a media to facilitate the learners for make it easier to remember vocabulary nicely. One effective media for learning vocabulary is uses the photos of media. The purpose of this research was to determine the result of an increase in the ability to remember the vocabulary of nouns language before and after using the media of photos. The method used in this research is quasi-experimental, with the design of the research one group pretest posttest. The samples in this research is 24 students of class XI SMAN 15 Bandung cross-interest Japanese language. The instrument used in this research is the tests and questionnaires. Based on the results of research data, there are significant differences between the preliminary results and the final results on the students. This is evidenced by the results of the t-count by 17, 21> t-table 2, 07 with significant level of 5% and a t count 17, 21> t-table 2, 81 with a significant level of 1%. It can be concluded that hypothesis was accepted. Then, in terms of effectiveness using a normalized gain obtained a value of 0, 90, where the value is proven that the utilization of photo media is effective for the learning noun vocabulary in Japanese language, and can be used as one of the alternative media.
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Bennett, R. "Is linguistic ability variation in paired oral language testing problematic?" ELT Journal 66, no. 3 (October 20, 2011): 337–46. http://dx.doi.org/10.1093/elt/ccr066.
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Muliadi, Muliadi, Wawan Danasasmita, and Susi Widianti. "Language Anxiety in Online Japanese Speaking Learning: Study on Beginner Level of Japanese Language Students." Journal of Japanese Language Education and Linguistics 6, no. 1 (February 19, 2022): PRESS. http://dx.doi.org/10.18196/jjlel.v6i1.12268.
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Anxiety in the language classroom is an affective filter that interferes with input from being used for language acquisition (Krashen, 1982). Moreover, Ellis (2015) stated that anxiety could cause poor learning outcomes. This study aims to investigate 1) level of language anxiety in beginner level of Japanese language students in online learning situations; 2) relation between language anxiety and self-perception; 3) relation between language anxiety and speaking-based learning outcomes; 4) relation between self-perception and speaking-based learning outcomes, and 5) the sources of language anxiety. A survey was administered to 149 Japanese language students from two state universities in Sumatra. There were 67 students in their first year and 82 in the second year. About 20 students participated in the interview. This study adopted the Japanese language anxiety scale developed by Motoda (2000) to measure anxiety level and used the self-perception scale developed by Kitano (2001) to measure students’ perception of speaking ability. The study found that language anxiety in online learning situations was high. Correlation analyses showed a negative correlation between language anxiety and self-perception. If the level of anxiety rises, self-perception will decrease. Meanwhile, there was a positive correlation between self-perception and student speaking-based learning outcomes. Then, if self-perception increases, student outcomes will increase. There was no correlation between anxiety and speaking-based learning outcomes. The study identified that anxiety in online learning activities stems from personal and interpersonal anxiety, beliefs about teachers, classroom procedures, interaction activities, aspects of infrastructures, and aspects of the language test.
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Wang, Jing Fang. "Based on the Students' Application Ability of Japanese Teaching System Building." Advanced Materials Research 1044-1045 (October 2014): 1584–87. http://dx.doi.org/10.4028/www.scientific.net/amr.1044-1045.1584.
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Vocational middle school of Japanese teaching, attaches great importance to the fundamental and practical. In terms of quality objectives, the vocational school students in Japan major should have to adapt to the employment needs of the Japanese language skills and language communicative competence. According to the talents training goal of the school localization, this paper expounds the concept of Japanese students application ability, put forward in order to enhance students' ability to apply teaching methods should be taken.
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Toyoda, Etsuko. "English-speaking learners’ use of component information in processing unfamiliar kanji." Australian Review of Applied Linguistics 23, no. 1 (January 1, 2000): 1–14. http://dx.doi.org/10.1075/aral.23.1.01toy.
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Abstract Reading in the Japanese language cannot be accomplished without adequate recognition of kanji words. Abundant research suggests that, when recognizing kanji words, it is crucial to use semantic and phonological information of constituent components of kanji. This paper reports on the results of a study investigating if English-speaking learners of Japanese have the ability to use kanji component information. A test measuring learners’ ability to utilise component information was devised and administered after training sessions. The analysis of the test results suggests that learners of Japanese have an ability to use component information. Judging from the findings of the study, learners are better at using semantic information than using phonological information for processing kanji words
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Russo, Mariachiara. "Testing aptitude for interpreting." Interpreting. International Journal of Research and Practice in Interpreting 16, no. 1 (March 10, 2014): 1–18. http://dx.doi.org/10.1075/intp.16.1.01rus.
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This longitudinal study on the predictive value of ‘simultaneous’ Italian-to-Italian oral paraphrasing as an aptitude test for interpreting was conducted on 64 conference interpreting students at the University of Bologna (Forlì). All students completed their course with Italian as their ‘A’ language, having passed the entrance examination (which included a paraphrase test, recorded for evaluation) during the period 2004–2006. Using paraphrase as a pre-interpreting aptitude test in a smaller sample, Russo and Pippa (2004) found a significant correlation between course outcome measures (average interpreting exam mark and number of exam sessions needed to pass all interpreting exams) and two of the evaluation parameters for paraphrasing: ‘synonymic substitution’ (use of synonyms and equivalent expressions) and ‘loss of coherence’. The present study examined whether, in a different setting, these two parameters and the students’ actual admission test mark for paraphrase/recall testing correlated with the same outcome measures. Ability to use synonyms showed the highest validity in relation to the number of interpreting exam sessions, correctly classifying 48 out of 64 students (75%) as ‘slow’ (> 6 sessions: test sensitivity = 80%) or ‘fast’ (≤ 6 sessions: test specificity = 71%). Results thus indicate that an oral ‘real time’ paraphrasing test can help identify such prerequisites of effective interpreting as mental flexibility and expressive ability.
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Utari, Retno. "THE EFFECTIVENESS OF JAPANESE LANGUAGE VLOG MEDIA AGAINTS THE ABILITY OF SENTENCE PATTERNS SAKUBUN WRITING (ESSAY)." LINGUA : JURNAL ILMIAH 16, no. 2 (October 31, 2020): 59–74. http://dx.doi.org/10.35962/lingua.v16i2.40.
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This research is entitled "The Effectiveness of Japanese Language Vlog Media Against the Ability of Sentence Patterns in Sakubun Writing (Essays)". (Quantitative Approach in 3rd Semester Students of the Japanese Language Education Study Program FKIP UHAMKA Jakarta Academic Year 2019-2020). In this millennial era, everyone has the right to express his ideas through in various media. One of these media is a Japanese-language Vlog which contains learning in the field of Japanese Language Education, such as Jerome Polin with his channel named Nihon go Mantappu. There is also another channel called Belajar Bahasa Jepang, and WaGoMu. They all carry the theme of learning Japanese online. This research aims to determine whether or not there is an influence of the use of Japanese Language Vlog Media on the Ability of Sentence Patterns in Sakubun Writing (Essays) for 3rd Semester students in the Japanese Language Education Study Program FKIP UHAMKA. This research uses quasi-experimental methods. The sample and data source of this research were 20 students in 3rd Semester of Japanese Language Education Study Program FKIP UHAMKA, while the data source was the result of student essays. Based on calculations using the SPSS program, from the results of pre-test are obtained a range or distance between the smallest value and the largest value of 38, a minimum value of 50, a maximum value of 88, an average value of 75, and from the Post-test results obtained a range or distance value between the smallest value and the largest value of 30, a minimum value of 65, a maximum value of 95, an average value of 80.4. Based on the SPSS calculation results obtained a sig value of 0.058> 0.005, this means reject H0 or accept H1 which means there is a difference between learning before using vlog media with learning after using vlog media. It can be said that Japanese Language Vlog Media is effective in improving sentence pattern abilities in Sakubun learning. The results of the Questionnaire stated that Japanese Language Vlog Media is very interesting, enthusiastic and can improve the ability of Japanese Sentence Patterns in Sakubun Writing (Essays).
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Shigemori Bučar, Chikako, Hyeonsook Ryu, Nagisa Moritoki Škof, and Kristina Hmeljak Sangawa. "The CEFR and teaching Japanese as a foreign language." Linguistica 54, no. 1 (December 31, 2014): 455–69. http://dx.doi.org/10.4312/linguistica.54.1.455-469.
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Soon after the publication of the CEFR in 2001, the Association of Japanese Language Teachers in Europe (AJE) started a research project on the history of language teaching in Europe, carried out a survey of language policies in various European countries, and presented prospects for learning and teaching Japanese as a foreign language in Europe. The association recognizes the need to share the concepts and achievements of the CEFR.The Japan Foundation (JF), partially influenced by the CEFR, set up the JF Standard for Japanese Language Education in 2010. This standard offers tools that teachers and students can use to plan their teaching/learning through self-assessment of their language ability levels. The JF is also publishing new types of textbooks for Japanese education, emphasizing cross-cultural understanding between peoples.The Japanese Language Proficiency Test was revised in 2010 and is now ability-oriented; it is indirectly influenced by the CEFR.The authors analyzed Japanese education at the University of Ljubljana in relation to the CEFR assessment levels. At the end of their undergraduate study, students reach approximately level B1/B2 of the CEFR, and at the end of the master’s course level C1. There are difficulties in assessing the current Japanese courses using the CEFR framework due to the specific character of Japanese, particularly in relation to the script, politeness and pragmatic strategies, and students’ familiarity with current events in Japan and background knowledge of Japanese society. Nevertheless, the CEFR framework offers concrete ideas and new points of view for planning language courses, even for non-European languages.
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Gu, Lin. "At the interface between language testing and second language acquisition: Language ability and context of learning." Language Testing 31, no. 1 (March 21, 2013): 111–33. http://dx.doi.org/10.1177/0265532212469177.
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Dimova, Slobodanka. "Performance-based Speaking Tests: Possibilities in Local Language Testing." Language Teaching Research Quarterly 29 (June 2022): 120–33. http://dx.doi.org/10.32038/ltrq.2022.29.08.
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Drawing on Glenn Fulcher’s extensive work in performance-based language assessment of speaking, this paper explores the assessment of L2 speaking ability in local language testing contexts. For that purpose, I review Fulcher’s influential work that highlights the relationship between the speaking construct, the task, the performance, and the scale, and I provide an overview of various task types, approaches to scale development, and rater-training programs. Then, I argue that local language testing provides a wide range of possibilities for task development, scale design, and rater training due to the opportunity for collaboration with local expertise (students, instructors, policy-makers) and the ability to keep up with the evolving speaking construct in the local context.
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Mori, Yoshiko, Kumi Sato, and Hideko Shimizu. "Japanese Language Students' Perceptions onKanjiLearning and Their Relationship to NovelKanjiWord Learning Ability." Language Learning 57, no. 1 (February 1, 2007): 57–85. http://dx.doi.org/10.1111/j.1467-9922.2007.00399.x.
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Okanda, Mako, Yusuke Moriguchi, and Shoji Itakura. "Language and Cognitive Shifting: Evidence from Young Monolingual and Bilingual Children." Psychological Reports 107, no. 1 (August 2010): 68–78. http://dx.doi.org/10.2466/03.10.28.pr0.107.4.68-78.
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The relationship between language and cognitive shifting in young children was examined. Specifically, second language experiences from infancy as well as individual differences in monolingual language experience may affect performances on the Dimensional Change Card Sort Task. 54 Japanese-French bilingual children and two groups of Japanese monolingual children participated ( ns = 18). One monolingual group was matched to the bilingual group on verbal ability and chronological age (VC monolingual group) and the other group was matched by chronological age but had higher verbal ability (C monolingual group). The results showed that the groups of children who were bilingual and monolingual with higher verbal ability performed the task significantly better than matched monolingual children. Language experiences may affect cognitive set shifting in young children.
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Gromkowska-Melosik, Agnieszka. "Międzynarodowe testy języka angielskiego: japońskie paradoksy i kontrowersje." Kwartalnik Pedagogiczny 64, no. 1(251) (April 24, 2019): 47–57. http://dx.doi.org/10.5604/01.3001.0013.1837.
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The aim of the article is to describe – on the example of teaching English – the reductionistic character of the testing phenomenon. Global international tests (TOEFL and TOEIC) provide excellent arguments to critics of the phenomenon of “testology”, related to reducing the school’s identity and student identity to results of test. An excellent example of this phenomenon is Japanese society. In Japan, where English is considered the cultural and professional capital of individuals, the paradoxes (and absurdities) of testing find their best exemplification. At the same time, the fact that English is completely different from Japanese results in contextualizing language tests in different, sometimes unexpected, cultural aspects of life. In addition, the controversy surrounding the testing of the English language proficiency in Japan is related to the discussion about cultural imperialism. All these issues will be analysed in the article, not only in the Japanese context but also in relation to whole “testing culture”.
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Donnery, Eucharia. "Testing the Waters: Drama in the Japanese University EFL Classroom." Scenario: A Journal of Performative Teaching, Learning, Research III, no. 1 (January 1, 2009): 17–33. http://dx.doi.org/10.33178/scenario.3.1.3.
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This paper explores the rationale for including drama-based pedagogy into the curriculum of the Department of English at Ritsumeikan Asia Pacific University (APU) in Japan. Traditional Japanese teaching practices are explained, followed by an outline of the parallels between drama-based pedagogy and teaching practices of the Japanese elementary school. Contrary to popular expectation, drama-based pedagogy is compatible with existing traditional and cultural systems of education in Japan. Therefore, drama-based pedagogy was included in the Fundamental English language course at APU to provide the students a bridge to move from teacher-led styles of junior high and senior high schools to return to the more learner-centered styles of education of the elementary educational system. This would seem a reasonable way in which to facilitate more cooperative, rather than competitive, styles of learning. Secondly, within the course subject matter of “Intercultural Communication”, drama-based pedagogy could be employed through role plays and self-reflection inside the classroom to allow the students to experience awareness of differing communicative styles when engaged in social interaction with the international students outside of the classroom. Likewise, the process of self-reflection in drama and theatre practices is a complex mix of introspective interrogation and affective engagement, which forms the catalyst for dramatic communication. The purpose of this paper is to present one specific case where drama-based pedagogy was incorporated into the English language curriculum of a rather unique Japanese university.
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Matsumoto, Kazuko, and Naomi Tokumasu. "The maintenance of Japanese as a heritage language in Mexico: evidence from Japanese pre-war migrants and newcomers." International Journal of the Sociology of Language 2022, no. 273 (January 1, 2022): 81–101. http://dx.doi.org/10.1515/ijsl-2021-0008.
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Abstract This article reports the first sociolinguistic investigation of heritage language maintenance in two distinct types of Japanese migrant community in Mexico City – pre-war labour migrants and recent self-movers. We investigate which social factors most strongly contribute to the preservation of Japanese oral language ability in these two communities. The results confirm the significant effects of languages used in the home and educational domains upon the maintenance of their heritage language in both old and new migrant communities, while highlighting the community-specific effects of both age and languages used in the workplace among the old community and those of contact with relatives and friends in Japan in the case of the newcomer community. We argue that these differences indicate that in the older community, where a strong solidarity network has been developed but where contact with relatives in Japan has been mostly lost, the use of Japanese in the workplace is most likely to help them maintain it, whilst in the more recent newcomer community with more loose-knit Japanese networks within Mexico, frequent interaction with their relatives and friends in Japan serves to strongly support the retention of their high language ability. This article concludes that heritage language use in both home and school is indeed the fundamental determiner of migrant heritage language survival, whereas different factors, such as the use of the heritage language in the workplace and contact with relatives and friends in the homeland, may aid in its preservation, depending upon the recency of the community’s arrival as well as the strength of community’s network.
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Danh, Nguyen Tan, and Huynh Tan Hoi. "Use of Comics to Enhance Students' Japanese Ability as Well as to Awake their Hidden Potential." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 412–18. http://dx.doi.org/10.9756/int-jecse/v14i1.221050.
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In the period of renewal and international integration like today, knowing another language is a very necessary thing. Therefore, the demand for and the number of language learners is increasing, Japanese is not an exception. Therefore, more and more people are approaching Japanese culture through many forms including Manga reading. Manga (Japanese comic) has been introduced to our country since the 90s and has left a deep impression on the comic market in our country. Manga for a long time has been an indispensable "dish" in the daily spiritual life of many people. Not only for entertainment properties only but manga also bring a greater meaning than that. This is also one of the forms of promoting Japanese culture to the world. In addition to the above, manga is also an interesting way to learn Japanese. Especially, it makes it easier for Japanese learners to memorize words, absorb Japanese culture, and use words. In this article, we will answer the reasons why reading manga in learning Japanese will show the benefits and limitations of too abusing manga to absorb Japanese.
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Giraldo, Frank. "Task-Based Language Assessment: Implications for the Language Classroom." GIST – Education and Learning Research Journal 21 (December 21, 2020): 209–24. http://dx.doi.org/10.26817/16925777.828.
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With a communicative approach to language testing, performance assessment has taken on a prominent role in testing systems around the world. Specifically, task-based assessment (TBA) is now being used to make inferences about people’s language ability and what they can do with this construct under realistic communicative scenarios. This reflection paper discusses central issues in TBA, and in doing so, it shows that TBA can be observed through a classroom-assessment lens, an idea I present as Instructional Task-Based Assessment (ITBA). The paper starts by reviewing the meaning of tasks, then discusses problems with TBA and finally offers a checklist for teachers to explore TBA in classroom contexts. I also include limitations of the proposal and conclusions
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Kusumawati, Mutia. "An Inquiry on Japanese Language Education in Indonesia: A focus on the curriculum and its’ implementation." JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 4, no. 1 (June 28, 2019): 1. http://dx.doi.org/10.17509/japanedu.v4i1.16658.
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The number of Japanese language learners in Indonesia has reached second place in the world (The Japan Foundation, 2015). However, Japanese language skills of learners in Indonesia are still very far behind from other countries, especially China and South Korea. Therefore, this study aims to discuss the causes of the lack of development on Japanese language learning abilities in Indonesia with the curriculum approach used. To answer these problems, author analysed data by The Japan Foundation, interviewed Japanese language teachers at one national high school in Bandung, and reviewed the curriculum that was being used. The results showed that most of Japanese language learners in Indonesia are at the secondary education level and mostly are high school students. However, the purpose of the Japanese language teaching curriculum in high schools in Indonesia does not require students to master Japanese to the upper level. Therefore, even though the number of Japanese language learners in Indonesia is large, but because the target of language acquisition is low, the Japanese language ability also tends to be low.
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Jin, Yinxing, Kees De Bot, and Merel Keijzer. "The anxiety-proficiency relationship and the stability of anxiety: The case of Chinese university learners of English and Japanese." Studies in Second Language Learning and Teaching 5, no. 1 (January 1, 2015): 41–63. http://dx.doi.org/10.14746/ssllt.2015.5.1.3.
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Adopting a longitudinal design, this study investigates the effects of foreign language anxiety on foreign language proficiency over time within English and Japanese learning contexts. It also explores the stability of anxiety in English and Japanese over time and the stability of anxiety across English and Japanese. Chinese university students (N=146), who were simultaneously learning Japanese and English, participated in this study. Data were collected twice over a 2-month interval, using the Foreign Language Classroom Anxiety Scale, the English Proficiency Scale, and the Japanese Proficiency Scale. Results showed that anxiety changes had a significantly negative, but weak, correlation with the development of overall proficiency and the proficiency in sub- skills such as reading or speaking, for both English and Japanese, suggesting the interference of anxiety with proficiency levels. Anxiety in Japanese tended to decrease significantly over time, but no significant change was found for English. Furthermore, no significant difference between anxiety in Japanese and English was found at either testing time.
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Kawahara, Shigeto. "Testing MaxEnt with sound symbolism: A stripy wug-shaped curve in Japanese Pokémon names." Language 97, no. 4 (2021): e341-e359. http://dx.doi.org/10.1353/lan.2021.0074.
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후카세타카코. "Japanese-language lesson plan for extending the self- learning ability in Korea university." Journal of Japanese Language Education Association ll, no. 76 (June 2016): 15–24. http://dx.doi.org/10.26591/jpedu.2016..76.002.
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Rifai, Mumu Muhammad, Nuria Haristiani, and Dianni Risda. "Gengobot: Chatbot application to enhance N4 Level Students’ Japanese grammar ability." JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 5, no. 2 (December 31, 2020): 134–41. http://dx.doi.org/10.17509/japanedu.v5i2.30428.
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This study aims to compare students’ Japanese language grammar ability, between students who practice with a chatbot-based application (Gengobot) with students who do not use the application. This research was conducted using quantitative experimental research methods, with experimental class and control class. The subjects of this research were 22 Japanese language students. The results showed that the grammar ability of students who used Gengobot application as a training medium improved significantly than students who used conventional media as paper works. Factors that cause these differences are the use of cognitive and behavioristic approaches in applications, as well as the use of media, which is more practical and engaging. The questionnaire regarding student responses to the Gengobot application shows positive results. Things that need to be considered in future research are the development of the Gengobot application to be more flexible and to add more material to the application.
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Shintani, Natsuko, and Rod Ellis. "The roles of language proficiency and study abroad in Japanese students’ receptive pragmatic competence." Applied Pragmatics 4, no. 1 (February 9, 2022): 1–32. http://dx.doi.org/10.1075/ap.20011.shi.
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Abstract This study investigated the pragmatic competence of 50 Japanese English major students, divided into two groups, one of which participated in a study abroad (SA) program and the other stayed at home (AH) taking regular university classes. Two tests were used to measure two aspects of the students’ pragmatic competence. The Irony Test measured their ability to identify negative and positive irony. The Metapragmatic Test measured their ability to identify inappropriate speech acts and their understanding of why they were inappropriate. Results showed that, compared with a group of native speakers, the students had difficulty in identifying both irony – especially positive irony – and speech act inappropriateness. The students’ language proficiency was related to their metapragmatic ability but not to their ability to detect irony. A comparison of the SA and AH students revealed a small advantage for the former in the Metapragmatic Test but not in the Irony Test.
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Taulia, Taulia, and Laraiba Nasution. "Mandarin Language Students Illocutionary Acts in Japanese Language Learning at the University of Sumatera Utara." Journal Polingua: Scientific Journal of Linguistic Literatura and Education 10, no. 1 (April 30, 2021): 6–11. http://dx.doi.org/10.30630/polingua.v10i1.166.
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Speech acts play an essential role in language learning as an aspect that can improve a learner's ability to speak orally. In this research, illocutionary speech-acts were described in the Japanese language learning process for students of the Mandarin Language Department, Faculty of Cultural Sciences, University of Sumatera Utara. This research is qualitative. The data are speech acts in the lecture process in class, especially in the discussion. The data sources were 40 fourth-semester students of the Mandarin Language Department. The theory used was the Searle speech act theory. Data collection techniques were carried out through observation, recording , and note-taking techniques. Data analysis techniques were carried out applying Miles & Huberman's opinion by condensing data through transcription of recorded data into written form, identifying forms, speech act functions, data presentation, and concluding. As a result, there were forms of illocutionary speech acts, namely directive, expressive, and declarative. Furthermore, the purpose used in class was in directive speech acts which were to order, ask, invite (engage). In other words, in expressive speech-act was praising, and in declarative speech-act was prohibiting. In conclusion, Japanese speech acts in Japanese class occured between lecturers and students and only consisted of several types of speech acts due to students' limited mastery of Japanese.
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SUZUKI, YUICHI, and ROBERT DEKEYSER. "Exploratory research on second language practice distribution: An Aptitude × Treatment interaction." Applied Psycholinguistics 38, no. 1 (March 29, 2016): 27–56. http://dx.doi.org/10.1017/s0142716416000084.
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ABSTRACTThe current exploratory study aimed at investigating the role of cognitive aptitudes in determining the effect of practice distribution on second language learning. The study investigated to what extent language-analytic ability and working-memory capacity predicted the acquisition of grammar under two learning conditions that differ in the interval between the two training sessions. Learners of Japanese as a second language were trained on an element of Japanese morphosyntax under either distributed practice (7-day interval) or massed practice (1-day interval). The results revealed that language-analytic ability was only related to performance after distributed practice, whereas working-memory capacity was only related to performance after massed practice. These Aptitude × Treatment interaction findings can help establish the learning processes operating under distributed/massed practice conditions.
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Pilon, Ellen, Jennifer St. John, and Christine Wihak. "Book Reviews." TESL Canada Journal 22, no. 1 (October 1, 2004): 97. http://dx.doi.org/10.18806/tesl.v22i1.169.
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Reviews of: 'Lexical Phrases and Language Teaching,' by Jeanette S. DeCarrico and James R. Nattinger; 'Language Testing,' by Tim McNamara; and 'Negotiating Bilingual and Bicultural Identities: Japanese Returnees Betwixt Two Worlds,' by Yasuko Kanno.
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Hawthorne, Kara E., Reiko Mazuka, and LouAnn Gerken. "Prosodic Bootstrapping of Clauses: Is it Language-Specific?" LSA Annual Meeting Extended Abstracts 3 (April 8, 2012): 24. http://dx.doi.org/10.3765/exabs.v0i0.596.
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According to the Prosodic Bootstrapping Hypothesis, infants use prosody to support syntax acquisition (Morgan, 1986). Our previous work provides evidence that infants treat prosodically-marked units as moveable constituents. In order to investigate the mechanism underlying this effect, we tested Japanese-acquiring infants on their ability to use prosody to locate clauses in an English-based artificial grammar. The Japanese infants were able to learn from English prosody, suggesting that prosodic bootstrapping relies on prosody's general acoustic properties. It appears that prosodic cues to syntax are robust enough across languages to be used without extensive knowledge of language-specific prosody.
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Kato, Kiyokata. "A Study on the Globalization of Testing and Teaching Japanese as a foreign Language." Japanese Language and Literature Association of Daehan ll, no. 39 (August 2008): 93–108. http://dx.doi.org/10.18631/jalali.2008..39.007.
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