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1
Mawbey, Angela, and n/a. "The implementation of the Japanese language program at Macquarie Primary School : an evaluation." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060907.131034.
Full textAbstract:
The need for an increase in the learning of foreign languages in
primary schools in Australia was noted by the Senate Standing
Committee on Education and the Arts (Report on a National Language
Policy, 1984, Recommendation 78, p230). The introduction of the
Japanese language program at Macquarie Primary School, ACT, in 1984,
was a response to this need, combined with the expressed wish of the
local community. Within this program it was decided that an
unpublished curriculum developed and used in the ACT by a native
speaker of Japanese, would be trialled.
The purpose of this study, within a Master of Education degree, was to
evaluate Book 1 of this curriculum, and the process by which it was
implemented at the school, during the first year of operation of the
program. The framework around which the evaluation was organised was
Sanders and Cunningham's (1973) Structure for Formative
Evaluation in Product Development.
The evaluation sought to answer five questions which focussed on the
validity, appropriateness and consistency of the broad goals of the
program, and the extent of achievement of those goals by the students;
the effect of the implementation of the program on school
organisation; unexpected outcomes of the program; and revisions and
modifications which were necessary to the program as the curriculum
was trialled. A number of data gathering techniques was used to
obtain the information required to answer these questions.
The results of this study suggest that the curriculum being trialled
was based on an eclectic approach to the teaching of a foreign
language (Prator, 1980; Bell, 1981), selecting from various theories
and methodologies, components deemed appropriate for primary age
students in their first year of Japanese.
The study also provided evidence that, after one year's participation
in the Japanese program all children were, to an extent, achieving
both broad goals of the program. There was some evidence however,
that achievement of the goals was mediated by several learner
characteristics, the most influential of these falling into the broad
category of 'attitude'. It was discovered also, that the
introduction of such a program into an already crowded school
curriculum affected aspects of organisation within the school, and
that all the outcomes of the program were not necessarily planned, or
expected. Finally, certain changes, both organisational and to the
curriculum, were made and implemented during the 'formative interim
evaluation' stage.
The conclusions of this thesis are offered at two levels: conclusions
concerning the evaluation process itself, and those arising from the
teaching of Japanese to primary age students.
2
Brown, Kathleen Annette. "An Iterative Needs Assessment/Evaluation Model for a Japanese University English-language Program." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/66807.
Full textAbstract:
CITE/Language ArtsEd.D.
The focus of this study is the development and implementation of the Iterative Needs Assessment/Evaluation Model for use as part of an English curriculum reform project at a four-year university in Japan. Three questions were addressed in this study: (a) what model components were necessary for use in a Japanese university setting; (b) what survey instruments would work with such a model; and (c) what needs would the stakeholders in the project report? The site for the study was a mid-sized private, four-year university in Japan. Set as an instrumental case study (Stake, 1998), multiple methods and sources were employed. Stakeholders in the project included university students (n = 1533), teaching staff (n = 33), university administrators and staff (n = 5), and domain experts (n = 7). Data collection included the use of questionnaires, unstructured and semi-structured interviews, and systems and materials analyses. Questionnaires were developed and analyzed using Rasch analysis. The Needs Assessment/Evaluation Model was assessed using a modified version of the Checklist for Judging the Adequacy of an Evaluation Design (Sanders & Nafziger, 1985). Implementation of a full iteration of the Model indicated that use of the Iterative Needs Assessment/Evaluation Model could guide the development and evaluation of the English language program. As part of the study, valid survey instruments that can continue to aid the assessment of needs for and evaluation of the courses were developed. Data from multiple sources indicated a difference in the perception of needs between stakeholders. The processes followed through the development and application of the Iterative Needs Assessment/Evaluation Model served to incorporate these different perceptions into a cohesive language program curriculum.
Temple University--Theses
3
Yoshii, Ruri. "Language Skill Development in Japanese Kokugo Education: Analysis of the Television Program Wakaru Kokugo Yomikaki No Tsubo." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2074.
Full textAbstract:
Any type of education implemented by a modern nation-state is, at least in part, a tool for socializing its people. In this regard, Japanese language and literature education, kokugo, has played an important role in Japan by emphasizing nationalism and the integrity of a Japanese identity. According to Ishihara (2007) and Lee (1996 [English translation 2010]), kokugo, since its inception in 1900, has promoted moral awareness and assimilation of Japanese ideals across the country. However, responding to unsatisfactory test results in the Program for International Student Assessment (PISA) in 2003 and 2006, Japan's Ministry of Education Culture, Sports, Science and Technology (MEXT) adjusted kokugo education policies. A decision was made to place more emphasis on language skills rather than on the traditional kokugo approach that had been in place from the beginning of the Meiji era (1868-1912). Based on an analysis of Wakaru Kokugo Yomikaki no Tsubo (WKYT) (Understanding Kokugo: The Secrets of Reading and Writing), an educational television program for elementary school kokugo classes by Nippon Hōsō Kyōkai (NHK), this thesis discusses how language skill development has recently been introduced into the kokugo curriculum and Japanese kokugo education policies. This thesis also uses the historical-structural approach of critical language policy research developed by Tollefson (1991, 2013) and Street (1993) to analyze how this modified kokugo education has the potential to affect the social development of students.
4
Harley, Elizabeth Anna. "An Exploratory Evaluation of Language and Culture Contact by Japanese Sojourners in a Short-term US Academic Program." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5168.
Full textAbstract:
Short-term intercultural exchange programs provide a wealth of information and experiences for participants. Participants are given the opportunity to travel out of their native country and are exposed to new languages and cultures. This case study looks at the Japanese sojourners in the Northwest/ Pacific Rim {NWPR) summer program. The purpose was to examine the language use of the Japanese sojourners throughout the course of the NWPR program. This case study sought to determine when the Japanese sojourners used English and/or Japanese, in which situations, what strategies the Japanese sojourners employed and who initiated contact with whom. All of the data was gathered from a participant observer who also employed various ethnographic methods. The Japanese sojourners were observed informally and six were interviewed formally. All four of the ESL teachers were also formally interviewed to provide as wide a range of information as possible. The results showed that the Japanese sojourners did, in general, have a positive experience in the NWPR program but they did not learn as much English and intercultural sensitivity as they could have. Although this case study was focused on the language use of the Japanese sojourners aspects of program evaluation inevitable infiltrated in.
5
Butterfield, Carol Long. "Multiple stories: Developing literacy in an ESL/ESP aviation program." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186785.
Full textAbstract:
A basic goal of an English for Specific Purposes (ESP) program is to enable the language learner to function within an academic discipline, science and technology occupation, or a vocational occupation by using English. This teacher researcher case study explores the English literacy development of three adult Japanese student pilots within a holistic English for Specific Purposes (ESP) program. The setting of this five month naturalistic case study was on a small airport in the Southwestern United States. Experiential literacy events were provided to encourage student pilots to develop English literacy while learning aviation concepts. A preliminary case study with one student was conducted to evaluate and modify data collection methods, and ESP curriculum and organization. Data collection included participant observation and field notes, dialogue journals between students and the teacher researcher, oral and written interviews, checklists, and audio-taping methods. Three themes emerged through the constant comparative method of data analysis: (1) self perception, (2) developing relationships, and (3) developing literacy strategies. These three themes reflect the process of how and through what particular issues students developed English literacy. Findings from the analysis of data suggest that English literacy develops differently, and has distinct meanings for each person. In contrast to traditional ESP and ESL programs that emphasizes the transmission of language, a holistic ESP program provides opportunities for adult student pilots to develop English literacy through a process of inventing and appropriating English for his/her own purposes and needs. Findings also indicate that learning the form and function of language is not enough. Other language processes and social interactions enhance learning and support language development. Current research within the English for Specific Purposes field focuses on the description of the language as product of a particular academic/scientific/occupational situation that a student needs to learn to be successful. This dissertation seeks to refocus the direction in ESP research and contribute to the understandings of the process of literacy development in a holistic ESP program.
6
Luft, Stephen D. "Japanese Language Learners' 2019; Out-Of-Class Study: Form-Focus and Meaning-Focus in a Program that Uses the Performed Culture Approach." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1388397080.
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7
Kurihara, Yuka. "Appropriating pedagogical tools a case study of Japanese secondary school EFL teachers returning from overseas in-service teacher education program /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187097104.
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8
Mitsuo, Sadayuki. "A JAPANESE COLT: ANALYZING TEACHING PERFORMANCE IN A JUNIOR HIGH SCHOOL PRACTICUM." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/82910.
Full textAbstract:
CITE/Language ArtEd.D.
The two main purposes of this study were to create a systematic observation instrument in order to obtain clearer and more specific feedback from junior high school teachers about student teachers' teaching performances during their practicum, and to provide a way for junior college, university teachers, student teachers, and practicum supervisors to observe student teachers' teaching and then to communicate their observations more effectively with one another. The participants were 57 student teachers, 19 college teachers, and 28 junior high school teachers. Four instruments were used: a written consent form, a questionnaire about 15 teaching skills (The Teaching Skill Questionnaire), a 60-minute videotape with a checklist (The Japanese COLT), and a 42-item questionnaire (The Student Teachers' Videotaped Instruction). The study produced four major findings. First, by using the Japanese COLT (Communicative Orientation of Language Teaching Observation scheme), the three groups of raters (student teachers, college teachers, practicum supervisor) identified four specific problems with individual student teacher's teaching. They (a) explained new sentence patterns without interacting with the students, (b) asked fewer questions than expected, (c) had the students practice reading for a shorter time than expected, and (d) provided few opportunities for the students to speak in Japanese or English, and spoke Japanese more than necessary. The second finding was that the student teachers differed from the older teacher groups in their views of specific teaching skills because of their limited teaching experience and lower English proficiency. The third finding was that the three groups of raters perceived the student teachers' teaching on the videotape similarly. The fourth finding indicated that there was no statistically significant difference in the three groups' views of the teaching techniques used by the student teachers; however, a statistically significant difference was found for the three groups' evaluations of the student teachers' teaching. The Japanese COLT was a useful instrument for assessing the student teachers' classroom performances, as it provided more specific feedback to the student teachers, and allowed the three groups to share their viewpoints more effectively.
Temple University--Theses
9
Stout, Timothy G. "Understanding Successful Japanese Language Programs: Utah Case Study." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/2047.
Full textAbstract:
Recent world events have caused Americans to reassess national political, economic, and educational priorities, resulting in a shift towards Asia. The schools in response have begun to introduce less commonly taught languages, such as Japanese and Chinese. Many Utah public schools have tried to implement less commonly taught language programs. Some have succeeded, and other others have not. The purpose of this study was to understand how and why some schools were able to successfully integrate less commonly taught language programs, and why others were not.The results of this study suggest that the factors relating to students’ interests and the teacher/administrator relationship were the most important positive factors affecting the success of the Japanese programs with staying power. It was also found that the factors relating to funding issues and student enrollment were the most important negative factors affecting the failure of the long-term Japanese programs that were eliminated.
10
Yamada, Etsuko. "Fostering criticality in a beginners’ Japanese language course : a case study in a UK higher education modern languages degree programme." Thesis, Durham University, 2008. http://etheses.dur.ac.uk/2160/.
Full textAbstract:
This thesis examines the development of criticality based on an empirical study in beginners' Japanese language courses within a UK Modem Languages Degree Programme. A starting point for this study is Barnett's (1997) claim concerning the significance of fostering criticality and setting educational aims against the current trend of mass education at the Higher Education. The empirical base is inspired by the Criticality Project by the University of Southampton which, also based on Barnett's model, investigates a whole Modern Languages course. This thesis, however focuses on the phases of Modern Language Studies which have not been explored: beginners' level language courses with the example being a n on-European language. The examination of the current issues of Modem Languages Degree Programmes illustrates the fact that there is a problem of a lack of coordination of the diversity of various components within programmes. The nature of language modules, especially at beginners' level, inclines to the acquisition of practical language skills focusing on grammar rather than on 'content', and widens the gap from academic content modules. In this thesis, the notion of criticality is highlighted as a single 'linkage' connecting each component to others. This issue needs to be examined from two perspectives: the empirical study of criticality development in beginners' level language courses and the theoretical concept of criticality. Action Research was conducted in beginners' Japanese language courses at a Modern Languages Degree Programme where the researcher was teaching. Lessons with activities which target criticality development in cultural and language dimensions were inserted in the existing grammar based language course framework. The observations of beginners' level language lessons in other institutions ensured the aims and syllabus of the normal lessons of the target courses have the same standard as them. Various types of qualitative data were collected. Among them, particularly the participants' output data; group interviews and post-lesson questionnaires became the main sources of analysis of this study. The analysis of empirical data made two important resources for criticality visible: skills and knowledge. Skills appeared as the students' theory building process comprising three stages: inquiry, analysis and conclusion. The concept of inquiry stage corresponds to inquiry and scepticism which was highlighted by a review of Critical Pedagogy and Critical Thinking. From these examinations of two perspectives, one from empirical and another one from theoretical, the fundamental concept of 'being critical' is defined as inquiry and scepticism. During the theory building process, various kinds of knowledge are employed, and the students' theories were presented according to nine thematic categories comprising culture, language, and learning process. The factors contributing to the development of criticality are found to be cultural and linguistic dimensions and also the learning process itself. The analysis of empirical data also highlights the existence of criticality specifically in the language modules and that criticality could work as a connection among the components of Modern Languages Degree Programme. Barnett's theoretical criticality model of domains and levels is supported by the empirical data, but they also showed that criticality development does not appear in a neat order nor the steady progression from lower to higher levels as in his framework. It is concluded from this study that both instrumental and educational aims can be and need to be compatible in language modules even at the beginners' level and all the components of Modern Languages Degree Programme need to be connected by a single linkage, criticality, which realizes an educational aim of the Modern Languages Degree Programme. However, it also implies that further research is needed to bring the issues to the level of curriculum development.
11
Biesinger, Geoffrey Scott. "Linguistics Improvements and Correlates in a Japanese Study Abroad Program." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3395.
Full textAbstract:
Study abroad (SA) is typically thought to provide an excellent opportunity for second language acquisition, particularly through exposure to and application of the target language within the target culture. However, actual language gains vary greatly among SA participants and some may gain very little (Freed, 1995a). The purpose of the current study is to determine some specific linguistic gains made by 28 second language learners of Japanese studying for two semesters in Japan, and to determine possible correlates with these gains. Specifically, it addresses whether or not these SA students improve their grammatical proficiency, lexical proficiency, narrative ability, fluency, and pragmatics proficiency. It then explores how language learning aptitude, personality, language use, social networking, and initial ability correlate with those gains. To measure these gains and their correlates it uses the following instruments: the Elicited Imitation task, a picture story, the Pragmatics Self-Assessment, the Non-Word Repetition test, the NEO-Five Factor Inventory, the Language Contact Profile, and the Study Abroad Social Interaction Questionnaire. The results indicated that these SA students improved significantly in at least on measure of grammatical proficiency, lexical proficiency, narrative ability, fluency, and pragmatics proficiency. Initial ability and language use proved to correlate best with each area of linguistic gain; however, the other correlates were also related in certain areas. SA students should prepare to use their language and participate in social networks to best improve their linguistic abilities.
12
Hersey, Stewart Matthew. "From Dewey to Bruner : overcoming structural deficiencies in Japan's English language conversation programs for high school students :." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69561.
Full textAbstract:
This thesis examines several possible contributions and limitations of John Dewey's Progressive educational theory towards creating an effective program for improving the teaching of oral English courses in Japanese high schools.In particular, the study attempts a critical examination of Dewey's theory of Instrumentalism as a standpoint from which it continues to contribute to the retrogressive state of contemporary Japanese pedagogical orientation. In so doing, the thesis attempts to elicit, find speculative guidance in, and occasionally utilize in the clarification process, critical evaluations of Japan's university entrance examination system.
The aspects of Dewey's theory which are considered as conducive to the above goal are: his approach to the relationship between educator and student, teaching techniques, and his research in the realm of education as it applies to meeting the needs of society. It is put forth that although Dewey's ideology in these areas has actually contributed to pedagogical dilemma which may impede the compulsory teaching of English conversation in Japanese high schools, such a contribution must be considered en route to reaching an accurate solution.
It is contended that the cognitive-linguistic theory of Jerome Bruner is required as a viewpoint which serves to supplement, ameliorate and to assimilate Dewey's proposals in order to clearly elaborate a method by which Japanese adolescents may fluently express their hopes for participating in global ecology.
13
Erben, Antony Karl Heinz. "Student teachers' use of microteaching activity to construct sociolinguistic knowledge within a Japanese immersion initial teacher education programme in Australia." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289000.
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14
Tobaru, Hiromi. "Style Shifting and Social Network Development during Education Abroad Programs in Japan." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563109686161762.
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15
Lowe, R. "The 'native speaker' frame : issues in the professional culture of a Japanese tertiary EFL program." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/16484/.
Full textAbstract:
This thesis provides an ethnographic investigation into the ways in which the ideology of native-speakerism operated unrecognized under the surface of a Japanese university EFL program. While the program appeared to be free of explicit expressions of native-speakerism, such as discrimination against teachers, the study found that the claims which were used to justify the practices of the program were underlain by implicitly native-speakerist assumptions based on the stereotyping and Othering of Japanese students and the Japanese education system. The study develops the concept of “the ‘native speaker’ frame” as a way of explaining how, even in cases where native-speakerist ideology appears to be absent, the dominant framing of a program may still be influenced by, and in turn may serve to propagate, native-speakerist ideology. The study further shows how the program utilized a particularly strict teaching methodology, which, along with a specific discourse of ‘professionalism’ and a covert program of reinforcement, resulted in the instructors on the program aligning their own psychological frames almost completely with the program. Finally, it highlights how instructors were able to enact ‘frame transformations’ through acts of cultural resistance which led, in some cases, to a challenging of the ‘native speaker’ framing of the program and changes in the practices of the program itself. This study provides a new perspective on debates around native-speakerism, which have recently tended to focus on explicitly discriminatory beliefs and actions. In contrast, this study shows how the ideology of native-speakerism can exist undetected and unrecognized in the framing and structures of ELT programs and professional practice, and suggests that ‘native speaker’ framing may lie at the heart of much, if not all, of the English language teaching profession.
16
Smith, Elliot. "Effectiveness of English teaching with JET Programme Assistant Language Teachers and Japanese Teachers of English : Team Teaching Perceptions through Team Interviews." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-194683.
Full textAbstract:
This research seeks to develop further understandings of effectiveness of the Japan Exchange and Teaching (JET) Programme. The JET programme is an internationalisation programme of which employs primarily native English language speakers into the role of Assistant Language Teachers of whom aid in teaching English within school settings across Japan. Inspiration to undertake the project arose through an observation that previous research into the JET programme displays an overwhelmingly negative perspective of the programme’s effectiveness, not least due to the consistent reduction in Japan’s perceived foreign language attainment rates in recent years. This study seeks to develop a new angle of understanding regarding the JET programme, namely through analysing its Assistant Language Teacher’s and Japanese Teachers of English’s perceptions of their own experiences within the programme, and what they each determine effectiveness to be within their own roles. These perceptions were elicited through joint interviews with pairs of Assistant Language Teachers and Japanese Teachers of English of whom work or worked together. Four interviews took place harbouring two participants in each, totalling eight participants. Through utilisation of thematic and multimodal analytical methodologies in tandem, participant pairs’ individual and collaboratively created perspectives were attained. Results displayed the importance of individual relationships towards effectiveness within participants’ working lives. Effectiveness was primarily displayed through empathetic understanding and supporting one another, alongside actions of which allowed participants to challenge the JET programme together and empower their own relationships in the process. Further, theoretical frameworks of language teacher effectiveness are utilised and display intriguing results pertaining to how participants fulfil their working roles, and how these roles act in empowering potentially problematic norms of what a native speaker is.
17
Scott, Camille R. "“Outside People”: Treatment, Language Acquisition, Identity, and the Foreign Student Experience in Japan." Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1400619243.
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(5930621), Nagi Fujie. "The Impact of Participation in a Service-learning Program on University Students' Motivation for Learning Japanese." Thesis, 2019.
Find full textAbstract:
Service-learning is an organized volunteer activity in which learners serve the community while utilizing and enhancing their own skills, thus benefiting both the learners and the community. Studies have shown that students gain various benefits from participating in a service-learning activity, especially in their academic skills and civic growth through continued reflections (Eyler, Giles, & Braxton, 1997; Eyler & Giles, 1999; Billig, 2000; Grassi et al., 2004; Steinberg, Bringle, & Williams, 2010), often increasing their motivation to learn the related subject (Steinberg et al., 2010). Service-learning has been implemented in foreign language courses in the United States, especially Spanish (Barreneche & Ramos-Flores, 2013). However, service-learning literature on Japanese as a foreign language is limited.
The researcher founded a service-learning program in the Japanese language. In the program, the university students enrolled in intermediate- or higher-level Japanese courses help Japanese children with their schoolwork as volunteer tutors. The researcher conducted a qualitative case study on four of the student-tutors to examine the program's potential benefits to maintain and enhance the student-tutors' various motivations toward learning Japanese. The Volunteer Functions Inventory (VFI) (Clary, Snyder, & Ridge, 1998) was used as an analysis scheme, which reports six most commonly found functions, or varying motivations, for participating in a volunteer activity. The student-tutors indicated five out of the six VFI functions, showing a connection between their service-learning experience and their personal growth. They built strong connections with the Japanese community and kept their motivation to improve their Japanese skills to better help the children. It is hoped that the present research will contribute to providing an example of Japanese service-learning in the U.S.
19
Wang, Yu-hsuan, and 王俞琁. "Explore the use of "boke" and "tsukkomi" in Japanese: the comparison of daily life conversation and TV program language." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/95343103220875738945.
Full textAbstract:
碩士淡江大學
日本語文學系碩士班
99
The thesis is about Japanese "boke" and "tsukkomi" which can be seen even in the conversation of Japanese conversation. I want to clarify how it is being used by a Japanese native speaker because it seems that the interpersonal relationship between those who utter it can be maintained, and the relationship can be strengthened through the "boke" and "tsukkomi". In this thesis, I want to understand what is the difference point of "boke" and "tsukkomi" which in the television program and the daily conversation. It seems that communications with a Japanese native speaker go well further if the result can be presented to the studying Japanese people. There are two research objects in this thesis that is about the television program data and the conversation data in daily life. "boke", "tsukkomi" to the other one, and "tsukkomi" to myself, in both data are separately taken up, and the listener''s reaction to of each has been analyzed. "boke・tsukkomi" in both data is divided into six patterns by appearance presence and order, and each operation frequency has been examined. In the result of the survey of the thesis, the characteristic of "boke" and "tsukkomi" in the daily conversation and the television program has the spending difference point. But we can also understand that a lot of same tendencies are existed. Therefore, Japanese learner can understand "boke・tsukkomi" by referencing which in the television program.
20
Crittenden, Rose Elizabeth. "A between groups comparison of gains in English proficiency in a sheltered English immersion program." Thesis, 1996. http://hdl.handle.net/2429/4466.
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Some second language learners are more successful than others. Students in
the University of British Columbia/Ritsumeikan Joint Academic Exchange
Programme, a sheltered English-as-a-second-language (ESL) immersion program,
have in the past exhibited varying degrees of gain in English proficiency in their
writing, reading, speech, and academic achievement during their stay in Vancouver.
The explanation of why some learners become proficient in a second language may
lie in our understanding the interactions of such individual attributes as the
learner's age, language aptitudes, autonomy and motivation, attitudes, personality,
cognitive style, learning strategies, background in language and knowledge of other
languages.
In this study the gain in English proficiency of all the students in the program
was examined first and then the gain of two different groups of students who were
categorized and "low" and "high" on the basis of their entry level scores on the Test
of English as a Foreign Language (TOEFL). The standardized tests used in this
program were supplemented with two additional tests to measure gain in
proficiency. A language experience questionnaire was given to all students and
interviews of selected students from each group were conducted. The results of the
standardized tests were analyzed and a significant difference in the gain of English
proficiency between these two groups was found. An evaluation of the individual
language learning histories and the interview data was conducted to further
understand the language proficiency gains found from the psychometric measures.
Implications for instruction and further research were reached.
21
WANG, YING-TING, and 王映婷. "Designing an Overseas Short-term English-as-a-Foreign-Language (EFL) Program for Japanese College Students in a Technological University of Taiwan." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/wrac88.
Full textAbstract:
碩士國立高雄第一科技大學
應用英語系應用語言學與英語教學碩士班
105
As globalization speeds, English has been a common international medium of communication and culture exchange among speakers. However, most of the international communication is conducted between non-native English speakers (NNESs). Few studies looked into the effects and learning outcomes of English as a foreign language (EFL) learners in a non-native English speakers with non-native English speakers (NNESs-NNESs) study program. The purpose of the study is to investigate the teaching effectiveness of a short-term program design, viewing from the changes of students’ attitudes and instructors’ perceptions for future improvements of similar programs. A total number of 11 Japanese college students joined English/Mandarin and Culture Study Program (EMC Program) at a technological university in Taiwan for nine days. Four instruments were implemented, including pre-survey, post-survey, final evaluation, and post-program interview. Three major findings were obtained from the study. First, the students’ motivation and perception of language in learning English have improved through participating in the program. Second, the instructors of both Japan and Taiwan considered the program effective, but the students’ performance was expected to be strengthened. Third, some suggestions were provided for further developments, giving the students greater authenticity when using language in EFL contexts and promoting social interactions and collaboration between Japanese and Taiwanese students. Finally, pedagogical implications and recommendations grounded from the results provided applicable methods for the implementation of short-term study programs.
22
Moffat, Sonja. "Student attitudes towards and perceptions of ePortfolios in a first year Japanese language programme." 2008. http://hdl.handle.net/10292/925.
Full textAbstract:
Research into learner autonomy has confirmed the importance of learner competencies such as effective strategy use, goal setting and planning, maintaining motivation, and the ability to reflect and self-evaluate to the development of autonomy. The introduction of key competency frameworks to develop learner autonomy has been a focus of recent curriculum development from primary through to tertiary levels in the New Zealand education system. However, facilitating and managing the development of these learning competencies in a programme of study that has a number of different papers and staff, can be problematic. The learning portfolio is emerging as a possible medium to provide the required framework. This study investigated the effectiveness of an ePortolio in enhancing learner autonomy in the context of a language learning programme. The aim of this study was to gain insight from a student perspective into the usfulness of ePortfolios as a tool to enhance student learning. Investigating learner autonomy and the development of self-reflection resulting from the use of ePortfolios was the main focus of the study. It also examined some of the practicalities of using an ePortfolio to develop the desired learner competencies, and discussed whether an ePortfolio provides an effective framework to record, monitor and provide feedback to students. The results of the study reinforce the findings of previous studies in that there are benefits of ePortfolios as they encourage reflection. ePortfolios also have the potential to support the reflective process by making learning outcomes visible and they promote goal-setting. However, despite these apparent benefits, the findings suggest that there are many challenges, which have the potential to negatively influence its effectiveness. The ePortfolio in this study was used with varying degrees of success. The findings have raised several issues regarding the introduction of an ePortfolio. The time it takes for teachers to give individual feedback and maintain an adequate level of feedback throughout the semester was one major challenge. The extent to which learners need to be trained in the purpose of the ePortfolio and its link to reflection and developing autonomy was another issue that was raised. In addition, getting students to reflect on their learning holistically also proved to be problematic. Overall however, findings as to the effectiveness of the ePortfolio in promoting autonomous learning appear promising, but they have highlighted the need to make changes to the ePortfolio itself. Its integration into the curriculum needs to be reconsidered to maximize its use and gain maximum benefit.
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蔡正文. "Japanese Student's Language Learning Experience and Transformation of Beliefs in ETP Programs in Taiwan:A Case Study." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/6y23qu.
Full textAbstract:
碩士國立政治大學
英國語文學系
104
This study was aimed to understand the language learning belief change of Japanese students, and to find out what are the factors in the TESOL environments of Taiwan and Japan that lead to these changes. Unlike the traditional questionnaire-based research, which studied student’s learning belief based on certain critical characteristics; recent studies focused more on the changing process of language learning belief. Socio-cultural theories also stressed that the socio-cultural environment has meditational effects on the student’s thinking process (Furberg, 2009). This study tried to understand how Japanese student’s English learning belief was affected by their learning experiences and how these experiences in the different environments affected their learning belief reciprocally. This study adopted in-depth interviews to collect data, using semi-structured interviews per month for six months to discover how Japanese students’ learning experiences and belief changed in the process. By analyzing the interview data using the holistic-content method proposed by Liblich et al (1998), this study focused on how different language learning ideologies in Taiwan and Japan affected the participants’ learning belief, what opportunities and challenges the Japanese students faced in Taiwan in terms of language learning. Based on the result of this study, the three participants experienced different degrees of language learning belief changes and formed new learning beliefs in the process. Before they came to Taiwan, the participants had different levels of self-confidence and all believed that they could improve their English proficiency by studying abroad. In Taiwan, the supportive community formed by Taiwanese and Western students allowed the participants to practice English and express their ideas without being afraid of getting judged. The ETP (English Taught Program) offered them an opportunity to use English to both study and communicate on a daily basis. After one year of staying in Taiwan, Yoshi became more confident in his English proficiency and believed more in strategy use than innate language learning ability. Taka was less anxious about his Japanese accent and put more emphasis on learning cultural factors. Ko realized the limitation of his innate language learning ability and began to develop his own language learning strategies. As for theoretical implication, factors like community and socio-cultural influence should be added to BALLI’s (Belief About Language Learning Inventory)(Horwitz,1999) model in analyzing language learning belief in future studies. In terms of pedagogical implication, English training programs in Taiwan’s university should provide more cross-cultural information so that when international students take English taught classes they will encounter less cultural shock. As the participants mentioned that the informal interaction with Taiwanese and Western students assisted their English learning, professors in the ETP classes should consider international students’ English proficiency and put them within groups of appropriate English levels so they can learn with less difficulty.
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Reitz, Cheryl Rene. "Evaluation as protection : using curriculam evaluation to promote a just distribution of educational resources in a private post-secondary English-language liberal arts institution in Canada for Japanese students which uses a leveled, modular, skills-based mastery-learning entry programme." Thesis, 1997. http://hdl.handle.net/2429/5977.
Full textAbstract:
This thesis examines how one might evaluate the justice of educational resource
distribution. It focusses on the criteria of institutional justice formulated by John Rawls:
according to these criteria inequality in the distribution of resources is only allowed if it
can be shown to benefit all groups, including 'the least favoured'. The thesis also
demonstrates how qualitative and quantitative research methods can be combined in
order to reach a more accurate and 'just' evaluation.
The research, which was conducted at a private post-secondary English - language
liberal arts institution in British Columbia for Japanese students, compares annual
student growth in English, both before and after the implementation of a three-to-ten-month
leveled, modular, mastery-learning program for entry-level students.
The research also includes interviews to determine teacher attitudes about the
previous and present programs and their effect on students. In both the qualitative and
quantitative studies, program effects on high-, medium-, and low-entry ability students
are looked at separately (in order to use Rawls' criteria).
The context of the research is clarified with short summaries of issues around
mastery learning, leveling versus tracking, and Japanese versus western education.
The quantitative research finds that, contrary to teacher impressions, the mean
improvement for students in the present program is not significantly different from that in
the previous program. The qualitative research however, points out important justice
implications not revealed by the other study.
The thesis concludes that (1) there are some problems with using Rawls' criteria
in an educational setting; (2) looking at program effects on three separate ability
groupings can reveal trends having justice implications; and (3) assessments of the
justice of educational resource distribution should attempt to triangulate with both
qualitative and quantitative studies which attempt to answer the same question.