Dissertations / Theses on the topic 'Japanese language classroom'
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Kono, Nariyo. "Language orientations: Case study of a Japanese-as-a-foreign-language classroom." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280530.
Full textOnitsuka, Yukiko. "Teachers’ Language Choices and Functions in Japanese as a Foreign Language Classroom Instruction." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535704466237068.
Full textKono, Nariyo. "American Students' Expectations of Teachers in the Japanese Language Classroom." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5261.
Full textKajiwara, Hajime. "Internationalizing the Japanese classroom with computer-mediated instruction." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2456.
Full textInada, Takako. "Determinants of foreign language classroom anxiety in a Japanese EFL university classroom and its relationship to native language use by students." Thesis, Birkbeck (University of London), 2017. http://bbktheses.da.ulcc.ac.uk/333/.
Full textFincher, Amanda, and n/a. "Functions of Self-Initiated Self-Repairs in an Advanced Japanese Language Classroom." Griffith University. School of Education and Professional Studies, 2007. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20080613.161329.
Full textBonn, Suzanne. "Teacher use of personal narratives in the Japanese university English language classroom." Thesis, Aston University, 2015. http://publications.aston.ac.uk/26749/.
Full textNishino, Takako. "Communicative Language Teaching in Japanese High Schools: Teachers' Beliefs and Classroom Practices." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/54812.
Full textEd.D.
This study was an investigation of Japanese high school teachers' (N=139) beliefs and practices regarding communicative language teaching (CLT). Four research questions were posited concerning the beliefs that Japanese high school teachers hold regarding CLT, how Japanese high school teachers use CLT in the classroom, how Japanese teachers' beliefs and practices differ between academic and vocational high schools, and how the beliefs of Japanese high school teachers, their classroom practices, their learning experience, pre- and in-service training, perceived teaching efficacy, and contextual factors relate to and influence each other regarding the use of CLT. In order to provide answers to these questions, a survey, classroom observations, and interviews were conducted. Before conducting the quantitative analyses, the questionnaire data were analyzed using the Rasch rating-scale model to confirm the validity and reliability of the questionnaire and to transform the raw scores into equal interval measures. Regarding the first and second research questions, the descriptive statistics showed that despite holding positive beliefs about CLT, the respondents to the survey did not frequently use communicative activities. With respect to the third research question, a MANOVA indicated that the types of schools (academic and vocational) did not significantly influence the survey respondents' beliefs and practices regarding CLT. Concerning the fourth research question, the Pearson correlation coefficients showed relatively strong correlations between (a) Classroom Practices and Student-related Communicative Conditions (r = .56) and (b) L2 Self-confidence and CLT Self-efficacy (r = .55). Also, the best fitting path model indicated that (a) Student-related Communicative Conditions impacted Classroom Practices, (b) Positive CLT Beliefs indirectly influenced Classroom Practices via CLT Self-efficacy, and (c) Exam-related Expectations affected most of the indicator variables and Classroom Practices. Related to this, qualitative results indicated that the respondents' learning experience, in-service training, and contextual factors influenced their beliefs and practices.
Temple University--Theses
Fincher, Amanda. "Functions of Self-Initiated Self-Repairs in an Advanced Japanese Language Classroom." Thesis, Griffith University, 2007. http://hdl.handle.net/10072/365758.
Full textThesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Faculty of Education
Full Text
Yoshida, Reiko Languages & Linguistics Faculty of Arts & Social Sciences UNSW. "Overt and covert partcipation of learners in Japanese language classrooms." Publisher:University of New South Wales. Languages & Linguistics, 2008. http://handle.unsw.edu.au/1959.4/41212.
Full textOhara, Tetsushi Languages & Linguistics Faculty of Arts & Social Sciences UNSW. "Design of learning environment for beginning level Japanese education: classroom as a community." Publisher:University of New South Wales. Languages & Linguistics, 2009. http://handle.unsw.edu.au/1959.4/43588.
Full textGilmore, Alexander. "Getting real in the language classroom : developing Japanese students' communicative competence with authentic materials." Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/11928/.
Full textFujioka, Noriko. "The interrelationship of Japanese language learners' epistemological beliefs and learning styles with their perceptions of error treatment in the Japanese Language Classroom at the college level /." Connect to resource, 2000. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1260987889.
Full textEffiong, Martins. "Factors influencing foreign language classroom anxiety : an investigation of English learners in four Japanese universities." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/367372/.
Full textMcMeekin, Abigail L. "NS-NNS negotiation and communication strategy use in the host family versus the study abroad classroom." Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=765882961&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1208804388&clientId=23440.
Full textPuthawala, Kayo. "Japanese Language Learners’ Grades and Performance Improvement in High-Performing and Low-Performing Classrooms." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1574805643303484.
Full textYoshihara, Reiko. "THE FEMINIST EFL CLASSROOM: FEMINIST TEACHERS' IDENTITIES, BELIEFS, AND PRACTICES IN JAPANESE UNIVERSITIES." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/309305.
Full textEd.D.
In this study, I explore how EFL teachers in Japan become feminists, what feminism means to them, and how their feminist identities affect their teaching beliefs and practices. In relation to their feminist identities, I also examine what teaching beliefs they hold, how their teaching beliefs are applied to their teaching practices, and how they teach in their actual language classrooms. This study enabled me to understand more deeply what is going on in feminist EFL classrooms. To explore the research questions posed above, I employed poststructural feminist pedagogical theory as my conceptual framework and narrative inquiry as my primary methodological tool. I recruited nine self-identified feminist EFL university teachers in Japan as participants (four Japanese, five non-Japanese). The in-depth interviews, classroom observations, and teaching journals comprised the primary data. I analyzed all of the data and described their feminist teacher identities, teaching beliefs, and teaching practices. I found that even though each participant took a different path in becoming a feminist EFL teacher in Japan, the concept of gender equality and justice was shared by my participants. They believed that it was important to teach about gender-related topics in the EFL classroom or incorporate gender issues into the lessons. Even though some did not teach about gender topics in a straightforward way, they taught English according to feminist principles. A question arises as to what distinguishes feminist teaching and good teaching. What distinguishes them is whether feminist teachers are consciously aware of what they are doing and why. I also found that among some of my participants, their stated beliefs and actual teaching practices were not in synchrony because personal and contextual factors. From a poststructural feminist view, I analyzed compatibility and incompatibility among feminist teacher identities, beliefs, and practices. Through this process, I realized the importance of redefining feminist pedagogy in TESOL and defining it in TEFL in Japan. I hope my dissertation helps expand the knowledge of feminist pedagogy in TESOL and encourages both ESL/EFL teachers and feminist ESL/EFL teachers to practice feminist teaching in their classes.
Temple University--Theses
Matsubara, Katsuko. "Learner Attitudes Toward Studying English in a Rural Japanese University: Motivation, WTC, and Preferences for Instructional Activities." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/132708.
Full textEd.D.
This study is a multi-faceted analysis of the English learning motivation of one particular population: first-year non-English-major Japanese university students in a rural area of Japan. In addition to traditional motivation measures, measures of group dynamics thought to be relevant to classroom motivation and L2 Willingness to Communicate (WTC),which has recently caught interest both as an influence on and valued outcome of second language (L2) learning, were also included. The participants' English proficiency was measured with the Test of English for International Communication (TOEIC). The participants were 238 Economics and Management majors enrolled in required English courses. They completed a 44-item L2 motivation and preferences for instructional activities questionnaire, a 30-item L2 WTC questionnaire, and the TOEIC. A factor analysis was performed to determine the internal structure of the motivation and preferences for instructionl activities variables. A Rasch rating-scale analysis was conducted to estimate the strength of the components by calibrating person measures for each variable for this sample Motivational Intensity, Intergroup Approach Tendency, Necessity of English and Instrumental Orientation emerged as motivational components, and Group Cohesion, Preference for a Student-Centered Approach, Enjoyment of Group Activities, and Study Habit Preference emerged as preference for instructional activities components. To determine the effects of the motivational and preferences for instructional activities components on proficiency and L2 WTC, multiple regression analyses were performed. One motivation component (Motivational Intensity) and one preference for instructional activities component (Study Habit Preference) contributed to predicting proficiency. For L2 WTC, Intergroup Approach Tendency and Preference for a Student-Centered Approach were statistically significant predictors. Next, a profile analysis was conducted to determine the differences in motivational and preferences for instructional activities tendencies at low, medium, and high levels of proficiency and L2 WTC. No notable differences in profiles emerged for the three proficiency levels, but significant differences emberged among three levels of L2 WTC groups. Overall, the set of analyses provide an in-depth understanding of the motivation of university-aged Japanese learners of English in a rural area. Teachers of these and similar students can adapt their practices to match and expand the preferences of these learners, and researchers in the future can apply this research strategy to different populations.
Temple University--Theses
Yamazaki, Kasumi. "Improving Orthographical Errors in Kanji: Integrating Calligraphy Methods into the JFL Classroom." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1302120358.
Full textMehring, Jeffrey Gerald. "An exploratory study of the lived experiences of Japanese undergraduate EFL students in the flipped classroom." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680237.
Full textRecently, Japanese higher education has decided to transition from a traditional teacher-centered to a more student-centered, communicative classroom. One promising possibility that could help in the transition is the flipped classroom technique. Examining the lived experiences of Japanese university English as a foreign language (EFL) students who have taken part in a course taught using the flipped classroom technique will help in determining possible benefits of the flipped classroom in EFL higher education in Japan. This study will use a qualitative approach with a case study design to focus on the lived experiences of Japanese EFL university students at Iwate University enrolled in a course taught using the flipped classroom model. This study will focus on the students' impressions, possible changes in study habits, perceived benefits and challenges, and if students experienced higher levels of authentic communication opportunities due to the flipped classroom. By examining the lived experiences of students who have taken part in a course taught using the flipped classroom technique, this study will contribute to the understanding of learning technologies used to support the implementation of a communicative, student-centered learning environment in the undergraduate EFL classroom.
Katayama, Akemi. "Correction of Classroom Oral Errors: Preferences among University Students of English in Japan." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5282.
Full textClayton, John. "The Exchange of Power and Cultural Attitudes as Authentic Practice in Japanese EFL Pedagogical Spaces." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1305895854.
Full textSampson, Richard James. "Classroom Application of the L2 Motivational Self System – A Complex Systems Theory Approach." Thesis, Griffith University, 2014. http://hdl.handle.net/10072/365925.
Full textThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
Full Text
Gyogi, Eiko. "Using translation to develop intercultural competence in Japanese-as-a-foreign-language classroom : a case study of beginner and intermediate students." Thesis, SOAS, University of London, 2016. http://eprints.soas.ac.uk/23803/.
Full textKanao, Yuriko. "The roles of the community-based Japanese as a Second Language classroom, the creation of the co-learning space to make a change." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0010/MQ53401.pdf.
Full textRobson, Graham George. "A MODEL OF SITUATIONAL CONSTRUCTS ACCOUNTING FOR WILLINGNESS TO COMMUNICATE AT A JAPANESE UNIVERSITY." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/362956.
Full textEd.D.
Many researchers have highlighted the need for students to have a willingness to communicate (WTC) in second and foreign language classrooms. WTC is important because it is believed that WTC leads to eventual communication both inside and outside the classroom. Previous research into WTC has centered mainly on the use of structural models and trait, self-reported measurements of WTC, but recent research has shown that WTC is also heavily dependent on the situation. However, very few studies recognize this and have, thus, not employed situational measurements of WTC. After a thorough review of WTC literature, 13 pertinent constructs were modified to reflect the situation in the foreign language classroom. These were related to constructs of the classroom, beliefs about communication; self-determined motivation; self-perceived competence; communication anxiety and willingness to communicate. A preliminary study employing exploratory factor analysis and Rasch analysis, followed by a main study conducted with and confirmatory factor analysis and Rasch analysis were undertaken with first- and second-year Japanese university students. The factor analysis was used to investigate the underlying structures of the factors and the Rasch analysis was used to determine fit, category functioning and dimensionality. Nine reliable and unidimensional factors were brought forward from the main study, which were Classroom Efficacy Factor and Classroom Affective Factor as the two classroom factors; Intrinsic Motivation for Communication, Introjected Regulation for Communication and External Regulation for Communication as the three self-determined motivation constructs, and finally, Self-Perceived Competence, Communicative Anxiety and Willingness to Communicate split in two subconstructs of pair/work and whole class activities. The second half the study was the formulation of a structural equation model using the above constructs to predict situational WTC. The model also included an often under-utilized resource, the teacher, who assessed the learners’ actual communication to identify if WTC leads to language use. All the fit indices in the final model (N = 376) were good, and the model included three additional paths. The model indicated that classroom constructs led to motivation and self-perceived competence, which predicted confidence. Motivation led directly to WTC and indirectly to WTC through confidence. Lastly, WTC predicted actual communication. The constructs in this study can be applied in other studies of situational WTC. This study helps to both expand our understanding of constructs affecting situational WTC and actual communication, and provides more validity to the construct of situational WTC. It also reaffirms the importance of what happens in the classroom, which is main arena for communication in the EFL setting.
Temple University--Theses
Yamazaki, Kasumi. "Learning to Communicate in a Virtual World: The Case of a JFL Classroom." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1430389814.
Full textMiyafusa, Sumiko. "Japanese Female Border Crossers: Perspectives from a Midwestern U.S. University." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371592.
Full textEhara, Kazuhiro. "The effects of types of question on EFL learners' reading comprehension scores." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/9330.
Full textEd.D.
Little empirical research has been conducted on what effect task-based reading instruction with reading questions will have on reading comprehension, particularly in the domain of second language reading comprehension. The purpose of this research is to investigate which type of questions, textually explicit (TE) or inferential (IF) questions, will best facilitate text comprehension, and which type will have the most beneficial effect on Japanese EFL learners at three proficiency levels (low, intermediate, and high). In the study, two groups of Japanese senior high school students (N = 69) were classified into three different proficiency groups. One group received instruction emphasizing TE questions while the other received instruction emphasizing IF questions. TE questions are text-bound questions whose answers are locally and explicitly stated in the text. In contrast, IF questions are more knowledge-bound questions whose answers largely depend on readers' cognitive resources, such as relevant linguistic knowledge, background knowledge, world knowledge or context. The different treatments lasted five months. The results were statistically analyzed. The study revealed a significant task effect for reading questions on Japanese EFL learners' reading. Although one type of instruction did not have a significantly better effect than the other, the large between-groups gain gap seems to imply that instruction emphasizing IF questions might facilitate text comprehension more. The study also found that the participants who received instruction emphasizing IF questions benefited from their instruction regardless of proficiency level. With regard to instruction emphasizing TE questions, the higher proficiency participants benefited significantly more from their instruction than the lower proficiency students. The study suggests that reading teachers should use a task-based teaching method with reading questions. If the use of reading questions is already a part of reading teachers' methodology, they should include not only commonly used textually explicit reading questions but also inferential ones. The study suggests that implementing these changes might help break the cycle of translation-bound reading instruction with its overemphasis on lower-level processing, and might lead students to read texts in a more meaningful, interactive way.
Temple University--Theses
Batt, Deleece A. "The communicative orientation of virtual language teaching in upper primary and lower secondary telematics in Western Australia." Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/36669/1/36669_Digitised%20Thesis.pdf.
Full textSatō, Tetsuya. "Learner interaction during pair communication activities in university Japanese as a foreign language classrooms /." view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p1397798.
Full textTypescript. Includes vita and abstract. Includes bibliographical references (leaves 162-167). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p1397798.
Yamashiroya, So. "Autonomia na aprendizagem da língua japonesa além da sala de aula: um estudo de caso de estudantes universitários na cidade de São Paulo." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8157/tde-19102015-134911/.
Full textThis thesis aims at investigating the learning of undergraduate students of Japanese as foreign language and their autonomy beyond the classroom in the city of São Paulo. Considering that language learning is a lifelong activity, a learner needs to develop the capacity to direct your study on your own, namely, autonomy. While this concept indicates an learner\'s attribute, its practice can be restricted by external factors such as his environment and relationship with other people. In order to put into practice any action in pursuit of this capacity, it is essential to comprehend real forms and environments in which learning occurs. Generally speaking, the learner tends to realize activities using his target language outside the classroom taking his initiative, and so as to develop his proficiency in this context, he needs to administrate his study under his own direction. From this perspective, it can be said that it is a situation in which allows us to observe the learner autonomy because there is a certain degree of freedom to direct his own study. This research was qualitative treating both qualitative and quantitative data, and its approach was case study. The participants were thirty undergraduate students in total of a Japanese language basic level subject of the language course in the city of São Paulo. For the data collection, the instruments such as classroom observation, questionnaire for thirty students, interview for seven students and learning diary for three students were employed, and for the analysis, the data was identified, described and interpreted. The results point out that the students developed various activities using Japanese beyond the classroom, especially that of reception in the personal domain. In many cases of interaction, friends and classmates were their interlocutors. Regardless of wide range of variety of resources available to Japanese language learning in the city due to the Japanese immigration to Brazil and economic relationship with Japan, these students tended to use digital resources and medias such as internet sites, social networking services and chat. Although most activities were held primarily because of their interest in Japanese culture, some participants sought to comprehend the linguistic knowledge acquired in the classroom, using it in those out-of-classroom activities. Among the student\'s attempts to use the language, it was observed that a student looked for opportunities to interact with Japanese speakers even in the public and professional domains.
Kikuchi, Keita. "LEARNER PERCEPTIONS OF DEMOTIVATORS IN JAPANESE HIGH SCHOOL ENGLISH CLASSROOMS." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/157753.
Full textEd.D.
The primary purpose of this study is to investigate external and internal factors that act as learning demotivators that can discourage students from learning in Japanese high school English classrooms. More than 1,200 students responded to two questionnaires designed to measure five external demotivators, Teachers, Characteristics of Classes, Experiences of Failure, Class Environment, Class Materials, and one internal demotivator, Learners‘ Lack of Interest. Using the Rasch rating scale model and confirmatory factor analysis, the questionnaire results were analyzed to test the inter-relationships among the six hypothesized demotivators. Qualitative data were also obtained from an open-ended questionnaire asking the participants what demotivated them from learning. Two models, a six-factor and a four-factor demotivation model, were tested. As the four-factor model displayed slightly better fit than the six-factor model, it was selected as the final model. In this model, the first-order latent variable that best explained Demotivation was Experiences of Difficulty (b = .74), which was followed by Class Environment (b = .72), and Loss of Interest (b = .71). In contrast to the findings of previous studies, teachers‘ direct behaviors (b = .51) were the least influential of all the demotivators studied. In a follow up study, relationships between the teacher ratings of students‘ motivation, the students‘ perception of their current motivational level and their motivation in high school were investigated. Although it was anticipated that students‘ self-reported motivational states and teacher ratings of students‘ motivation would have a reasonably strong relationship, a series of regression analyses indicated that the teacher rating of students‘ motivation was not significantly related to either motivational level. While students might appear to be motivated in the classroom from the teachers‘ point of view, the students might feel otherwise. The first important finding concerned the two hypothesized demotivation models that were tested using confirmatory factor analysis. In the final four-factor model, the first-order latent variable that best explained Demotivation was Experiences of Difficulty followed by Loss of Interest, and Class Environment. In contrast to the findings of previous studies, teachers‘ direct behaviors were the least influential of all the demotivators studied. The results revealed that Japanese high school English learners can become demotivated due to difficult experiences they encounter or loss of interest in studying in the classroom. While influences from teacher behaviors can also cause demotivation, it appears that the approach or materials that focus on difficult reading passages and/or vocabulary cause the strongest sense of demotivation. The second important findings concerned group differences. The high and low motivation groups and the male and female groups differed in their perceptions of Class Environment. However, no statistically significant differences were found among the first- and second-year groups, and the students attending academic and non-academic schools. The third finding was from the follow-up study. It was found that the teacher rating of students‘ motivation is not related to the students‘ perception of their current motivational level and their motivation in high school time. While students might appear to be motivated in the classroom from the teachers‘ point of view, the students‘ perception of their current motivational level and their motivation in high school can differ greatly. Overall, the results revealed that Japanese high school English learners can become demotivated due to the difficulties they experience in the English language classroom, or a loss of interest in classroom study. While influences from teacher behaviors can also cause demotivation, this study shows that an approach or materials that focus on difficult reading passages and/or vocabulary cause the strongest sense of demotivation.
Temple University--Theses
McClung, Robert John. "Impact of English Language Teachers' Technology-Based Pedagogical Choices on Japanese University Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6922.
Full textAllen, Kathryn M. "Learning strategies for kanji and reading skills in UK Japanese classrooms." Thesis, University of Sheffield, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322925.
Full textMoriyoshi, Norie. "Content-based instruction (CBI) in Japanese college classrooms: focusing on language, content, or both?" Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=97218.
Full textCette étude examine les façons dont les cours CBI (content-based instruction) sont donnés en analysant le "comprehensible input" des enseignants, le taux de production orale des élèves, et les perceptions des élèves et enseignants envers les cours CBI. Deux classes de CBI au niveau post-secondaire au Japon comprenant 76 étudiants et deux enseignants anglais-langue-maternelle ont été observé et enregistré sur vidéo pendant 7.5 heures. Chaque participant a complété un questionnaire et chaque enseignant a passé une entrevue afin de mieux comprendre les motivations de leur comportement et leurs décisions en classe. Les données observées en classe ont démontré que la pratique orale des élèves était limitée : les raisons pour laquelle sera identifiés dans ce texte. Des analyses descriptives démontre que les enseignants ont fourni aux élèves une quantité importante de "comprehensible input", et que l'objectif du cours était uniquement le contenu - surtout le vocabulaire - plutôt que la grammaire. Le sens du vocabulaire était exprimé par répétition et par les gestes chez les professeurs. En ce qui concerne les perceptions de CBI, les enseignants ainsi que les élèves ont considéré les cours de CBI très efficace : les compétences d'écoute ainsi que la connaissance du contenu ont été améliorés.
Tatsumoto, Mika. "Perceived effects of peer cooperation on motivation in the Japanese university EFL classroom." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1758/.
Full textMiyagi, Kazufumi. "Japanese EFL teachers' perceptions of nonnative varieties of English : are they ready to include other Englishes in their classrooms?" Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98560.
Full textThe findings suggested that in-service teachers showed more ambivalent attitudes toward nonnative varieties than student-teachers did; although the teachers acknowledged potential benefits of nonnative Englishes for the future use of EIL, they showed hesitation in regarding different Englishes as instructional models to be exposed to students. However, the study also showed participants' interest in introducing other Englishes as awareness-raising models. The possibility of inclusion of nonnative varieties was further discussed.
Stroud, Robert. "A task-based language teaching approach to group discussions in Japanese university classrooms : an empirical study of goal-setting and feedback." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8311/.
Full textBouchard, Jeremie. "Interrogating the presence and importance of the Nihonjinron discourse in Japanese Junior High School EFL classrooms." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6633/.
Full textNakamura, Emy Jane. "Language use in the Japanese as a foreign language classroom." Thesis, 2005. http://hdl.handle.net/2429/16365.
Full textEducation, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
Iwai, Tsuneko. "Learning language in cooperatively structured groups in a first-year level university classroom : a case study of Japanese as a foreign language." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=80082&T=F.
Full textAllemand, Carolyn Sue. "A rationale and suggestions for including sound symbolic expressive vocabulary in university-level Japanese language classroom instruction." Thesis, 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3116250.
Full textYo, Takahashi, and 高橋燁. "The study of the medium of instruction for Japanese learners in Chinese language classroom." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/21232959135166006614.
Full text國立臺灣師範大學
華語文教學研究所
98
Medium of instruction, as an important parameter in foreign language teaching refers to the language used by teachers in language teaching classroom. Different teaching methods used in different environments hold different ideas on how to use instructional media. This study investigates the medium of instruction in Chinese language education in Japan. First of all, the author studies how Chinese teachers’ use of target language, mother tongue or both languages as the medium of instruction in Chinese language classrooms affects the style of teaching, the ways of correction and explanation of basic rules and their causes. Next, the author studied the ideas and opinion of Japanese students on the teachers’ use of instructional media, and the learning effectiveness of using Chinese or Japanese as medium of instruction for Japanese students studying the Chinese language. In this research, the study methods employed were mainly questionnaire and classroom observation. The questionnaires were administered to Chinese language teachers and Japanese learners, and classroom observation was done at Japanese schools and in Chinese language classrooms in various foreign language institutions. The results of these studies were used to do a comparative analysis of instructional media. This thesis is divided into five chapters. The initial three chapters explain the motivation for the study and its purpose, investigate prior research and analyze and categorize the research methods. In chapter 4, there are separate two parts. The first analyzes the results of the two questionnaires from Japanese students and Chinese teachers to find the differences between the two. The results were totaled as to their ideas about using Chinese or Japanese as the medium of instruction, the situation in which each medium of instruction was used by Chinese language teachers, the way teachers used a medium of instruction when the student committed an error, the students’ satisfaction with the teachers choice of medium of instruction, and their understanding of the course material. The second part is actual classroom observation of the three different types of classes, and in-depth interviews and recordings of classroom recording used as reference data. In Chapter 5, the conclusions and results are presented. The teachers were clearly in favor of the use of a certain amount of Japanese as the medium of instruction dependent on different learning level, different learning tasks, and different content. From Japanese students’ point of view, it was apparent that the use of Japanese as the medium of instruction was felt to be necessary. Finally, in response to the question of what is the appropriate instructional language usage to bring about effective acquisition of Chinese, the author puts forward several key ideas and concrete suggestions for Chinese language teaching and learning.
HSU, TSEHSI, and 許澤曦. "The Comparison of Japanese Language Anxiety for the Japanese Learners of Taiwanese Between the Status of “In the Japanese classroom” and ”Outside the Japanese classroom”―The Students from the First to the Fourth Grades of T-University by way of Illustrations ―." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/47h46k.
Full text東吳大學
日本語文學系
107
Most of the early foreign language anxiety studies were in the Europe and the U.S.. The relevant studies in Asia appeared in the late 1990s. Motoda Shizuka’s study showed the foreign language anxiety can be divided into two type. One type is the anxiety in the classroom-teaching and learning situation. The other is the anxiety outside the classroom. Motoda Shizuka pointed out that the mechanism for causing these two kinds of anxiety is not complete the same. In this study, the Chinese translation version of the Japanese Language Anxiety Scale (JLAS) is used as the basis for the degree of anxiety, and the student grade is used as the boundary of the learning hours. The study result showed the anxiety in the classroom of the students of the third grade is higher than the students of the first grade. In addition, study result also found some items presenting five high-anxiety-level situations that cause anxiety in the classroom and outside the classroom have a high degree of overlapping consistency between the students of all the four grades of T-University.
Hoshi, Saori. "Impact of scaffolding on L2 learning in the zone of proximal development : collaborative interaction in a Japanese language classroom." Thesis, 2007. http://hdl.handle.net/10125/20515.
Full textKitano, Kazu. "Anxiety in the college Japanese language classroom its relationship to self-perceived ability, fear of negative evaluation, and other characteristics of individuals /." 1998. http://catalog.hathitrust.org/api/volumes/oclc/41287403.html.
Full textTypescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 263-270).
Yabuki-Soh, Noriko. "Investigating the role of form-focused instruction in Japanese as a foreign language classrooms : a study of relative clause acquisition /." 2007. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=510586&T=F.
Full textMito, Kazuko. "The integration of culture and language learning by using cross-cultural stories in Japanese language classrooms." Thesis, 1996. http://hdl.handle.net/2429/4410.
Full text(6622937), Tatsushi Fukunaga. "L2 Writing Development in Intermediate College-Level Japanese-as-a-Foreign-Language Classrooms." Thesis, 2019.
Find full textTherefore, the current study has shed new light on the developmental changes in the writing performance of Japanese-as-a-foreign-language (JFL) learners. It investigated whether any remarkable changes are brought about in terms of overall complexity, complexity by subordination, accuracy, and fluency through repeating a weekly “15-Minute Writing Task” throughout one academic semester (16 weeks) and one academic year (32 weeks). The writing task topics were considered in terms of the Cognition Hypothesis (Robinson, 2001), which states that different cognitive demands of tasks will lead to different L2 output. Regarding this point, this study explored whether there were any significant differences between two task types: descriptive and argumentative essays. JFL learners who were enrolled in an intermediate-level course at an American university engaged in the two different types of timed writing tasks.
First, the one-semester investigation, based on the pre/posttest analysis, revealed different patterns between the two types of writing tasks. For the descriptive essays, despite the improvements in overall complexity, complexity by subordination, and fluency with a large effect size (r ≥ .6) (Plonsky & Oswald, 2014), no significant findings were confirmed for accuracy. In contrast, in the argumentative essays, the learners improved all the linguistic aspects but with a medium effect size (.4 ≤ r < .6).
Second, in the one-year investigation, the JFL learners significantly improved overall complexity, complexity by subordination, and fluency during the study period. The dynamic systems approach (Verspoor & van Dijk, 2011) also unraveled the developmental trajectories to show how different variables interacted in the two different types of writing tasks, respectively, throughout the measurement period. Although there were no statistically significant differences in grammatical accuracy measures, the process of L2 writing development showed fluctuations, demonstrating that the improvements in syntactic complexity seemed to have caused many grammatical errors temporarily. Lastly, the learners’ compositions, which were also assessed qualitatively by two native Japanese speakers in terms of readability, indicated significant improvements in communicative adequacy.
Finally, to investigate any changes in the learners’ beliefs toward Japanese writing before and after the task repetition, the JFL learners completed the Belief Questionnaire About Writing in Japanese (Ishibashi, 2009). In addition, to examine any changes in foreign language anxiety with a focus on Japanese writing, the learners were required to complete the second-language version of the Daly-Miller Writing Apprehension Test (Cheng, Horwitz, & Schallert, 1999). The study found that the extensive writing experience had a positive impact on the JFL learners’ confidence and willingness when writing in L2 Japanese.