Journal articles: 'Japanese language program'

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Tan Abdullah, Nur Anisah, Pow Yean Choong, G. Sharina Shaharuddin, and Nor Rasimah Abdul Rashid. "Japanese Language Students' Perceptions on Online Nihongo Partner Program." International Journal of Modern Languages and Applied Linguistics 5, no. 3 (September 13, 2021): 138–58. http://dx.doi.org/10.24191/ijmal.v5i3.14374.

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The pandemic that hit in early 2020 has caused face-to-face Nihongo Partner Program to be postponed. As a result, Japanese language lecturers in a public university have come out with an online program to be utilized by students who are learning Japanese and also Japanese students who will be participating in the practical training in teaching Japanese. A study using a quantitative approach was conducted once the program ended. 465 students who participated in the program responded to the survey. The survey questions which consisted of two parts were answered by the respondents. Part A questions related to the background of the respondents while part B has five components which includes (i) respondent reaction during the program, (ii) respondent reaction before the program,(iii) respondent reaction during the program, (iv) respondent reaction after the program, (v) comments and suggestions for improvement. In components i-iv, respondents have to choose five likert scales, while component (v) requires respondents to provide comments and suggestions in written form. The questions of the survey are to answer (1) respondents’ perceptions of this program, (2) strengths and weaknesses of this program, (3) improvements that can be made for the future program. The results of the study found that most of the students agreed that the online NP Program (1) is positive and can be utilized for learning Japanese, (2) improves speaking skills with the correct pronunciation and intonation, increases confidence to speak in Japanese either with Japanese people or classmates, providing an opportunity for respondents to use Japanese language. However, (3) some respondents expressed a fear of making mistakes with the presence of native speakers. From the survey a total of 19 suggestions and improvements were given by the respondents.

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Kato, Fumie. "Innovations in Integrating Language Assistants: Inter-Collaborative Learning." Journal of Language and Education 4, no. 4 (December 31, 2018): 54–62. http://dx.doi.org/10.17323/2411-7390-2018-4-4-54-62.

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A language assistant (LA) program was introduced into a university-level Japanese program. The LAs in this program consisted of Japanese study abroad students, that is English as a second language students, coming to study from Japanese universities for either one semester or one academic year, as well as American learners returning from a one-year academic study abroad program in Japan. In the southeastern region of the United States, the Japanese language is not yet considered a major foreign language, thus few opportunities exist for American learners to connect with native speakers of Japanese. The LA program endeavors to ease this limitation. It has been extremely beneficial for our American learners to have opportunities to communicate regularly with Japanese study abroad students in the classrooms. Furthermore, it was found tremendously valuable for Japanese study abroad students and greatly helpful for the instructors as well. This paper describes the procedures and examines the effectiveness of introducing an LA program into Japanese language classes. To analyze the program, questionnaires were distributed to LAs (N=20); five department instructors wrote comments concerning the program; and five Japanese language learners submitted reflection papers. Analyses of the qualitative data indicate that the LA program has many advantages for everyone participating.

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Kato, Fumie. "Innovations in Integrating Language Assistants: Inter-Collaborative Learning." Journal of Language and Education 4, no. 4 (December 31, 2018): 88–96. http://dx.doi.org/10.17323/2411-7390-2018-4-4-88-96.

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A language assistant (LA) program was introduced into a university-level Japanese program. The LAs in this program consisted of Japanese study abroad students, that is English as a second language students, coming to study from Japanese universities for either one semester or one academic year, as well as American learners returning from a one-year academic study abroad program in Japan. In the southeastern region of the United States, the Japanese language is not yet considered a major foreign language, thus few opportunities exist for American learners to connect with native speakers of Japanese. The LA program endeavors to ease this limitation. It has been extremely beneficial for our American learners to have opportunities to communicate regularly with Japanese study abroad students in the classrooms. Furthermore, it was found tremendously valuable for Japanese study abroad students and greatly helpful for the instructors as well. This paper describes the procedures and examines the effectiveness of introducing an LA program into Japanese language classes. To analyze the program, questionnaires were distributed to LAs (N=20); five department instructors wrote comments concerning the program; and five Japanese language learners submitted reflection papers. Analyses of the qualitative data indicate that the LA program has many advantages for everyone participating.

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Saputri, S.Pd., M.Pd, Lenggahing Asri Dwi Eko. "Pengembangan Materi Basic English Berbasis Pariwisata Untuk Program Studi Bahasa Asing Terapan Konsentrasi Bahasa Jepang." KIRYOKU 4, no. 2 (December 4, 2020): 137–41. http://dx.doi.org/10.14710/kiryoku.v4i2.137-141.

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In 2019, Vocational School Diponegoro University opened several new study programs. One of them is Applied Foreign Language Program. This study program has 2 majors namely English and Japanese. In the third semester, students are directed to take one of the majors based on their interests and talents. Although they have chosen their major that can be English or Japanese, they still have to study both of them. For 3rd semester students of Japanese major, they are also required to take Basic English courses. This course itself will be based on tourism in accordance with the vision of the Applied Foreign Language program that is not only to give the students the competence of mastering English and Japanese languages but also give them the competence of tourism and hospitality. The aim of this research is to develop Tourism based Basic English material for Japanese major of Applied Foreign Language program. The method used in this research is Research and Development while the model that researchers use is ADDIE model (Analysis-Design-Develop-Implement-Evaluate). The result of this research is Tourism based Basic English material for Japanese major of Applied Foreign Language program which consists of four tourism themes namely An Introduction to Travel and Tourism, Tourism Organisations, Promotion and Marketing and Types of Transport and Accommodation. Those themes will be discussed in four integrated English skills which include listening activity, speaking activity, reading activity and activity writing.

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Shishido, Michiyasu. "The Japanese Language Program at Tuscaloosa Academy." Journal of the Association of Teachers of Japanese 20, no. 1 (April 1986): 60. http://dx.doi.org/10.2307/489520.

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Kataoka, Hiroko C. "Televised Japanese Language Program: The First Year." Foreign Language Annals 19, no. 6 (December 1986): 491–98. http://dx.doi.org/10.1111/j.1944-9720.1986.tb01039.x.

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Yean, Choong Pow, Sarinah Bt Sharif, and Normah Bt Ahmad. "The Involvement of Native Speakers in Teaching and Learning Japanese Language at UiTM." International Journal of Modern Languages And Applied Linguistics 4, no. 3 (August 1, 2020): 14. http://dx.doi.org/10.24191/ijmal.v4i3.8545.

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The Nihongo Partner Program or “Japanese Language Partner” is a program that sends native speakers to support the teaching and learning of Japanese overseas. The program is fully sponsored by The Japan Foundation. The aim of this program is to create an environment that motivates the students to learn Japanese. This study is based on a survey of the Nihongo Partner Program conducted on students and language lecturers at UiTM, Shah Alam. This study aims to investigate if there is a necessity for native speakers to be involved in the teaching and learning of Japanese among foreign language learners. Analysis of the results showed that both students and lecturers are in dire need of the Nihongo Partner Program to navigate the learning of the Japanese language through a variety of language learning activities. The involvement of native speaker increases students’ confidence and motivation to converse in Japanese. The program also provides opportunities for students to increase their Japanese language proficiency and lexical density. In addition, with the opportunity to interact with the native speakers, students and lecturers will have a better understanding of Japanese culture as they are able to observe and ask the native speakers. Involvement of native speakers is essential in teaching and learning of Japanese in UiTM.

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Hiroaki, Kenko. "Implementation and achievement in the Intensive Japanese Language Program:Improvement in Intensive Japanese Language Program, 2014." Korean Journal of Japanology 112 (August 30, 2017): 1–21. http://dx.doi.org/10.15532/kaja.2017.08.112.1.

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Yamada, Mieko. "Evaluation of an EFL Teacher Training Program in Japan." Journal of Applied Social Science 12, no. 1 (February 19, 2018): 25–45. http://dx.doi.org/10.1177/1936724418755420.

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This article presents a study undertaken to evaluate how effectively an English as a Foreign Language (EFL) training program helps Japanese EFL teacher trainees prepare for their future positions. Data were collected via both interviews and surveys. Interviews were first conducted with Japanese teacher trainees enrolled in the program to identify concerns related to their EFL learning and teacher training. Since the interviews revealed potential areas for a new direction in the EFL curricula, surveys were later conducted to focus on the teacher trainees’ perceptions of Japan’s diversity. This article discusses the findings from interviews and surveys, and offers recommendations for further improvement to the Japanese EFL program.

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Oguro, Susan, and Robyn Moloney. "Misplaced Heritage Language Learners of Japanese in Secondary Schools." Heritage Language Journal 9, no. 2 (June 30, 2012): 207–21. http://dx.doi.org/10.46538/hlj.9.2.5.

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While heritage language learners are becoming visible in the research literature as a distinct group of language learners with specific needs, existing curriculum structures in secondary schools often focus on programs either for foreign language learners or for first language learners. The study reported here examines the experiences of heritage learners of Japanese who have been inappropriately placed in courses designed for native speakers and as a result, in some cases, have withdrawn from taking any formal program of Japanese language study. Focusing on the situation of Australian senior secondary Japanese students, this article reports the findings of questionnaire and interview data, featuring the voices of both teachers and heritage learners of Japanese. The data identify the issues that delineate heritage language learners from native speakers and highlight, through the experiences of misplaced learners, the need for appropriate placement, pedagogy and curriculum

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Watt, Yasuko Ito, and Lynn Williams. "NTC's Basic Japanese; A Communicative Program in Contemporary Japanese. Level 1." Modern Language Journal 79, no. 1 (1995): 140. http://dx.doi.org/10.2307/329425.

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겐코 히로아키. "A study on Intensive Japanese Language Program in Korea." Journal of japanese Language and Culture ll, no. 30 (April 2015): 31–51. http://dx.doi.org/10.17314/jjlc.2015..30.002.

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Tucker, G. Richard, Richard Donato, and Janis L. Antonek. "Documenting Growth in a Japanese FLES Program." Foreign Language Annals 29, no. 4 (December 1996): 539–50. http://dx.doi.org/10.1111/j.1944-9720.1996.tb01265.x.

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Dwiwardani, Wury, and Lufi Wahidati. "Kesesuaian Kompetensi Soft Skill Lulusan Program Studi Bahasa/ Sastra Jepang Dengan Kebutuhan Dunia Kerja." JLA (Jurnal Lingua Applicata) 2, no. 2 (October 11, 2019): 133. http://dx.doi.org/10.22146/jla.40511.

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One of the efforts to improve the quality of human resources is by building links and matches between educational institutions and industry. This link and match will support the growth of skilled human resources who can contribute optimally in various fields. In this regard, the question that often arises is whether universities, as institutions that play a role in educating young people, have produced graduates who have competencies that are in line with the needs of the industries. This research was conducted to identify hard skills and soft skill s typically required by the industries related to Japan and needed to be mastered by the graduates of Japanese Language/Literature Study Program who are working as Japanese speaking professional. Besides, this research aimed to analyze the weaknesses and problems faced by Japanese speaking professional when carrying out their work. The research data were collected from Japanese speaking professionals and the representative from Japanese companies located in Indonesia using questionnaires and interviews. Data obtained were then analyzed by referring to several references, including the results of the research conducted by M.M. Robles (2012) related to hard skills and soft skill s. The study finding about the strengths and weaknesses of Japanese Language Study Program graduates in Indonesia, can lead to improvement of the Japanese language learning, especially Japanese language learning in universities in Indonesia. So that the results of the study are expected to be taken into consideration in preparing and developing the curriculum of Japanese Language Studies Program in Universities, not only in the Vocational School of UGM, but also in other institutions in Indonesia.

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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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Oxford, Rebecca, Young Park‐Oh, Sukero Ito, and Malenna Sumrall. "Factors affecting achievement in a satellite‐delivered Japanese language program." American Journal of Distance Education 7, no. 1 (January 1993): 11–25. http://dx.doi.org/10.1080/08923649309526807.

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Ratna, Maharani Patria, and Arsi Widiandari. "Evaluation of Japanese Language Proficiency in Online Internships for Vocational School Students of Diponegoro University, Semarang." IZUMI 10, no. 1 (May 31, 2021): 214–20. http://dx.doi.org/10.14710/izumi.10.1.214-220.

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The internship is one of the five-semester compulsory courses for D3 (Diploma 3) students of the Diponegoro University Vocational School, Semarang. Internships are held for a minimum of 3 months in the industry. Internships are applied at the diploma education level to allow the student to be well prepared before entering the world of work after graduating. This study aimed to evaluate the use of Japanese in online internships. The online internship has been applied since the pandemic of Covid-19. This research is expected to be a self-evaluation for curriculum adjustments to answer industry needs. Mainly because the Diponegoro University Vocational School no longer accepts D3 level students since 2019. In 2019, The D4 (Diploma 4) program replaced the closure of the D3 program. Of course, this makes curriculum adjustment a very urgent matter. Therefore, we need an evaluation of the curriculum implemented at the D3 level as a reference. This research is a qualitative descriptive study with a survey method. The data was collected through a survey distributed to 5 Japanese Vocational School (SV) D3 students who did online internships using Japanese. The survey contains several questions covering the four language skills: speaking, listening, reading, and writing. The survey was carried out online by providing three alternative answers to multiple-choice questions circulated via a google sheet. Based on the research results, it can be understood that students are pretty satisfied with the abilities obtained during lectures because they can be applied during online internships using Japanese. Students still experience dissatisfaction with one aspect of Japanese language learning, which is the Speaking aspect. As a result, it becomes an obstacle when doing online internships. However, this percentage of dissatisfaction is minor compared to other aspects of learning. It is an important point that can reference self-evaluation of study programs, both for curriculum preparation and classroom teaching.

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Gorsuch, Greta. "Assistant Foreign Language Teachers in Japanese High Schools: Focus on the Hosting of Japanese Teachers." JALT Journal 24, no. 1 (May 1, 2002): 5. http://dx.doi.org/10.37546/jaltjj24.1-1.

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For both political and social reasons, the learning of English as a Foreign Language in Japanese secondary schools has become the focus of a variety of new educational policies applied at a national level. The backdrop of this article is the JET program, which in 1998 employed 5,361 assistant language teachers (ALTs) from various countries for the purpose of team teaching in Japanese junior and senior high school foreign language classrooms. The article focuses on Japanese teachers of English (JTEs) and their responses to team teaching with ALTs, particularly in terms of JTEs' perceptions of their own English speaking skills and English language learning experiences. Drawing from the questionnaire responses of 884 JTEs in high schools in nine randomly selected prefectures, the author also outlines patterns in assignment of ALTs in both academic and vocational high schools, providing a more complete picture of the JET program.

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Kauzlarić, Kamelija. "Foreign Language Anxiety in the Case of Croatian University Learners of Japanese." Tabula, no. 16 (November 29, 2019): 103–26. http://dx.doi.org/10.32728/tab.16.2019.7.

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The aims of this study are (1) to investigate the frequency, sources, and characteristics of foreign language anxiety regarding speaking activities in the case of learners of the Japanese language at two Croatian institutions of higher education, and (2) to determine which speaking activities anxious learners of Japanese in Croatia would willingly participate in, while remaining sufficiently challenged by the tasks to gain new or reinforce previously acquired linguistic knowledge. A questionnaire was distributed to 65 students at the University of Pula bachelor’s program in Japanese language and culture and the University of Zagreb’s Japanese studies program in February and March of 2018. The results point to lower than expected self-assessment of Japanese speaking competence and high levels of Japanese speaking anxiety, particularly due to the fear of making mistakes, the presence of other individuals relevant to the learning process (classmates, teachers, other native speakers of Japanese), and a lack of activities focused on meaningful interaction. Participant experiences with various learning methods point to their willingness to participate in non-structured, improvisational pair conversation exercises and the potential of these activities to help learners overcome debilitating language anxiety.

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Tanaka, Koichi. "Study-abroad, Language Proficiency and Learner Beliefs about Language Learning." JALT Journal 25, no. 1 (May 1, 2003): 63. http://dx.doi.org/10.37546/jaltjj25.1-3.

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This article reports an empirical study of a 15-week study-abroad program for Japanese university students, examining changes in the students’ beliefs about language learning (measured by means of a questionnaire) and in their English proficiency (measured by means of the TOEFL). The results showed statistically significant changes in the students’ beliefs relating to analytic language learning, experiential language learning and self-efficacy/confidence during the study-abroad period. Statistically significant gains in proficiency are also reported. However, Pearson product moment correlations between the students’ responses to the Belief Questionnaire and their TOEFL scores both before and after the study-abroad period were weak and generally statistically non-significant. The results are discussed in relation to study-abroad programs and also to the role of learner beliefs in second language learning.

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Imelda, Imelda. "Penggunaan Partikel で dan に Oleh Mahasiswa Program Studi Sastra Jepang Universitas Hasanuddin Makassar." Lingua Cultura 7, no. 1 (May 31, 2013): 1. http://dx.doi.org/10.21512/lc.v7i1.409.

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Japanese language is a language that has different sentence structure with bahasa Indonesia. In addition, particles or 助词 are also characteristis in Japanese. There are so many of them, causing the basic level Japanese language learners confused. Therefore, as a new study program, studies based on goyou or dai ni gengou shuutoku are conducted as a mean to look at the problems occured in Japanese language learning at UNHAS. This study used qualitative researchmethod. Population was taken from Japanese Literature, Faculty of Literature, Universitas Hasanuddin. Twenty two from second year students were the sample and randomly selected. Based on the results, the research concludes that the explanation of the use of particleで and に in Minna No Nihongo I was not all covered, especially on particle に . The explanation of the use of particle に, especially verb 住んでいます, 入ります, 乗ります, is very prone to errors. This is due to the verb is unfamiliar or infrequently used by respondents in the sentence. Therefore, teachers can fill insufficient explanation in the book, so that the error can be minimized. Whereas, errors/goyou occurred on particle で are more on the functions of the particle for the scope, places of activities, and abstract tools.

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Harisal, Harisal. "Interference in Japanese Learning by First-Year Students of Hospitality Department in State Polytechnic Of Bali." IZUMI 10, no. 1 (May 29, 2021): 193–205. http://dx.doi.org/10.14710/izumi.10.1.193-205.

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The second-language learning process is often constrained by the influence of mother tongue or first language-Acquisition learners, which is called interference. Interference is principal language irrelevance in bilingual due to one or more language to be introduced or Speech Communication. Based on its phenomenon, students of State Polytechnic of Bali are considered passive interference learners, putting their mother tongue (Javanese and Balinese) elements and Indonesian Language in Japanese consciously or intuitively. This study aims to disclose the type of interference by the hospitality program students for those studying Japanese in State Polytechnic of Bali and explain its factors. The method used is Descriptive Qualitative, which is concerned with taking document field notes and literature Review to represent the real phenomenon of passive Interference types. The population in this study were all students in State Polytechnic of Bali in Japanese class. In contrast, the sample was taken from the results of purposive sampling based on their 100% attendance. There were about 65 first-year or second Semester students in Japanese Class and showed their Interferences. The study results showed that about 75 Passive Interference has commonly occurred in grammatical cases, such as phonetics, morphology, and syntax. Moreover, the occurrence factors of Passive Interference are distinctive Phonetic Features, The Language pattern differences between Mother Tongues (Local Languages) – Japanese, and lack of Japanese Language Proficiency skills and its dictions.

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Harisal, Harisal. "Interference in Japanese Learning by First-Year Students of Hospitality Department in State Polytechnic Of Bali." IZUMI 10, no. 1 (May 29, 2021): 193–205. http://dx.doi.org/10.14710/izumi.10.1.193-206.

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The second-language learning process is often constrained by the influence of mother tongue or first language-Acquisition learners, which is called interference. Interference is principal language irrelevance in bilingual due to one or more language to be introduced or Speech Communication. Based on its phenomenon, students of State Polytechnic of Bali are considered passive interference learners, putting their mother tongue (Javanese and Balinese) elements and Indonesian Language in Japanese consciously or intuitively. This study aims to disclose the type of interference by the hospitality program students for those studying Japanese in State Polytechnic of Bali and explain its factors. The method used is Descriptive Qualitative, which is concerned with taking document field notes and literature Review to represent the real phenomenon of passive Interference types. The population in this study were all students in State Polytechnic of Bali in Japanese class. In contrast, the sample was taken from the results of purposive sampling based on their 100% attendance. There were about 65 first-year or second Semester students in Japanese Class and showed their Interferences. The study results showed that about 75 Passive Interference has commonly occurred in grammatical cases, such as phonetics, morphology, and syntax. Moreover, the occurrence factors of Passive Interference are distinctive Phonetic Features, The Language pattern differences between Mother Tongues (Local Languages) – Japanese, and lack of Japanese Language Proficiency skills and its dictions.

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Yulia, Nova. "STUDENTS' MASTERY ON WRITING KANJI AT JAPANESE LANGUAGE EDUCATION STUDY PROGRAM OF UNP." Jurnal Kata 1 (May 21, 2020): 35. http://dx.doi.org/10.22216/kata.v1i0.5066.

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<p><em>The background of this research was the importance of masteringKanji in learning Japanese since most Japanese transcriptions use it. However, the large number of Kanjicharacters gave students difficulty to understand kanji.The objective of this researchis was to study Kanji mastery level of 7th semester students of Japanese Education program in the academic year of 2016. This quantitative research applied the descriptive method. The object of the research was 25 students. To select the sample of the research is by using the purposive sampling technique. Data were taken fromthe scores of the students’ Kanjitest. The instrument of the research was an essay test which measured the students’ abilities in writing the Kanjicharacters. Based on the research results, it is found that the students’ mastery was in the “satisfactory” classification with score of 59,68.</em></p>

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Munoz, Olivia, and Sayoko Yamashita. "Secondary School Program in Japanese Language and Culture in Houston, Texas." Journal of the Association of Teachers of Japanese 20, no. 1 (April 1986): 57. http://dx.doi.org/10.2307/489519.

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Marcus, Virginia, and Mari Noda. "Japanese: The Spoken Language Interactive CD-ROM Program and User's Guide." Journal of the Association of Teachers of Japanese 32, no. 2 (October 1998): 59. http://dx.doi.org/10.2307/489579.

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Siegel, Satoko Yaeo. "A Case Study of One Japanese Heritage Language Program in Arizona." Bilingual Research Journal 28, no. 1 (April 2004): 123–34. http://dx.doi.org/10.1080/15235882.2004.10162615.

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Lee, Ju Seong. "Challenges of International Students in a Japanese University: Ethnographic Perspectives." Journal of International Students 7, no. 1 (January 1, 2017): 73–93. http://dx.doi.org/10.32674/jis.v7i1.246.

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The author investigates what challenges four international students (Vietnamese, Filipino, Brazilian, and Chinese) faced and how they coped with these dilemmas in a Japanese language program during the first semester in 2014. Multiple apparatuses (e.g., field notes, face-to-face oral interviews, focal group conversations, and semi-structured written interviews) were employed to triangulate the data. The findings show four major challenges: Personal psychological issues, general living issues, sociocultural issues, and Japanese language issues. Additionally, supporting group, positive attitude, interaction with Japanese friends, financial assistance, and useful learning strategies are identified as coping strategies. The results will provide implications for international students as well as language instructors and program coordinators in a higher education institution to better assist the international students.

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Frida Philiyanti, Yumna Rasyid, and Emzir Emzir. "Reflection on Learning to Read Japanese Language Through Contextual Approach for Indonesian Students." AKSIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia 3, no. 1 (June 30, 2019): 45–52. http://dx.doi.org/10.21009/aksis.030105.

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In the term of language skills, reading skills are advanced skills after listening and speaking. For learners of foreign languages, in this case is Indonesian students, the urge in mastering this skill becomes a massive obstacle. Especially in learning Japanese, the most common problem encountered is the difference in writing characters, vocabulary, and grammar compared to Indonesian. As an effort to help students overcome these problems, reading learning through a contextual approach is carried out for first semester students in Japanese Language Study Program, Faculty of Languages and Arts, Universitas Negeri Jakarta. One component in the contextual approach to learning is reflection. Through this activity, students are expected to find a connection between information or knowledge they gained with their daily experiences. Thus, they will find the meaning of learning. This study aimed to determine the impact of self-reflection and its relation to the ability to read Japanese for beginner-level Indonesian students. This research method uses descriptive analysis method. From the reflections of 20 Indonesian students who were learning Japanese for the first time show that vocabulary skills were the most supportive factor in mastering reading skills compared to grammatical abilities.

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Siti Muharami Malayu and Yuddi Adrian Muliadi. "The Devoicing Intensity of Vowels [I] and [Ɯ] in Japanese Language." International Journal of Culture and Art Studies 2, no. 1 (April 30, 2019): 1–19. http://dx.doi.org/10.32734/ijcas.v2i1.812.

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The research analyzed the intensity of devoicing vowels [i] and [ɯ] in Japanese language by its learners. The research used theory of Accoustic Phonetics with Praat Program to measure the intensity of vowels [i] and [ɯ]. It analyzed 6 target words uttered by two Japanese Language Learners. A native Japanese speaker was used as the utterance model. It began with recording the voice of the learners in Medan. The research problem was how the intensity of the devoicing of vowels [i] and [ɯ] in the first syllable uttered by Japanese Language learners in Medan. The findings, based on Praat analysis with intensity measurement, showed that the intensity of the devoicing of vowels [i] and [ɯ] in the first syllable uttered by the four Japanese Language learners was not maximal.

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Wahidati, Lufi, and Dinar Rahmawati. "Persepsi Mahasiswa tentang Kesulitan yang Dihadapi Saat Menempuh JLPT: Studi Kasus Mahasiswa Program Studi Bahasa Jepang Sekolah Vokasi Universitas Gadjah Mada." JLA (Jurnal Lingua Applicata) 3, no. 1 (June 15, 2020): 41. http://dx.doi.org/10.22146/jla.55862.

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Japanese Language Proficiency Test (JLPT) is the largest-scale Japanese-Language test for non-native speakers in the world. This measurement tool is used by many companies and universities to assess the Japanese language skills of a job/scholarship applicant. The minimum standard expected by a company or university is the JLPT N3 level. Therefore, the majority of educational institutions in Indonesia that organize Japanese language programs set the learning outcome of its graduates to be equivalent to JLPT level N3. However, many students fail to pass the JLPT N3 exam before they graduate from college. In this study, a survey was conducted through a questionnaire to find out students' perceptions of the difficulties they encountered while taking the JLPT N3 exam. This study was conducted at the Japanese Study Program of the Vocational College of Uninversitas Gadjah Mada. Based on the results of the study, 88% of respondents found difficulty in answering Reading (Dokkai) and 62% of respondents found difficulty in answering Grammar (Bunpo) questions. Only 41% of respondents found difficulty in answering Vocabulary (Moji-goi) questions. Meanwhile, 59% of respondents found that the easiest exam questions were Listening (Choukai) questions. Generally, there are several factors that cause the difficulties. According to the students, the factor causing the difficulties in all types of questions (Reading, Grammar, Vocabulary and Listening) is the low mastery in vocabulary.

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Wahidati, Lufi, and Mery Kharismawati. "PENGARUH KONSUMSI ANIME DAN MANGA TERHADAP PEMBELAJARAN BUDAYA DAN BAHASA JEPANG." IZUMI 7, no. 1 (April 19, 2018): 1. http://dx.doi.org/10.14710/izumi.7.1.1-10.

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(Title: The Effect of Anime and Manga Consumption on Japanese Language and Culture Learning) This research was conducted to look at how far anime and manga effect Japanese language learning among the students of the Japanese Program in the Vocational College of Universitas Gadjah Mada. The data were collected via a question form. The question form was distributed to 2nd year and 3rd year Japanese students in May 2017. The questions in the questionnaire include the Japanese language learning motivation, the level of interest in Japanese anime and manga, frequency of consuming anime/manga, as well as the effect on the Japanese language learning by consuming the products. From the data obtained, things can be concluded as follows: 1) most of the students stated that the first time they knew Japanese was through anime/manga; 2) watching anime can support students’ Japanese learning, especially for vocabulary enrichment, listening exercises, and understanding the context of the use of Japanese words or expressions; and 3) most of the students experienced a change of perceptions about Japanese language and culture after learning Japanese in the university. However, the language used in the anime contains stereotypical elements (known as role language or yakuwarigo) and therefore yakuwarigo and sociological context in Japanese should be introduced to the students.

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Hanada, Shingo. "A Quantitative Assessment of Japanese Students’ Intercultural Competence Developed Through Study Abroad Programs." Journal of International Students 9, no. 4 (November 15, 2019): 1015–37. http://dx.doi.org/10.32674/jis.v9i4.391.

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This study explores the factors of study abroad programs that contribute to cultivating intercultural competence. Through an empirically based quantitative examination of 303 Japanese study abroad students, it attempts to gain an understanding of the factors that enhance the development of intercultural competence. Considering that many previous studies worked with students in English-speaking countries, this study examines whether an investigation of Japanese students would yield similar results, given the different context. The primary findings show that program type, prior local language proficiency, and pre-departure orientation are predicted to have significant impacts on intercultural competence. The findings clearly demonstrate the importance of empirically-based arrangements of study abroad programs based on student and program profiles to enhance students’ intercultural competence.

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Tsuchiya, Shinsuke. "Finding a Balance between Diversity and Target Language: A Case of a Japanese Language Program in a Private University." Japanese Language and Literature 54, no. 2 (September 25, 2020): 327–36. http://dx.doi.org/10.5195/jll.2020.130.

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One of the challenges that language professionals face in our increasingly diverse communities is establishing a balance between diversity and language standards. While Standard Japanese can be considered a common language to interact with the majority of Japanese speakers who may not be accustomed to nonnative speech (ACTFL Proficiency Guidelines, 2012), the strict requirement to follow the monolingual standard may disregard the legitimacy of multilingual speakers, including nonstandard dialect speakers. This article discusses pros and cons of setting standards in language programs and relevant findings concerning the native speaker fallacy (Author, 2019). Then the author will share his shifting perspectives on errors, interlanguage, dialectal differences, and certain “nonstandard” practices (e.g. translanguaging) in his experience of training, hiring, and supervising teaching assistants at Brigham Young University.

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Cavagnol, Richard M., and Niladri Sekhar De. "Repurposing english language CBT to Japanese language WBT using an international translation authoring program (iTAP)." Performance Improvement 45, no. 10 (2006): 9–14. http://dx.doi.org/10.1002/pfi.4930451024.

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Ohta, Amy Snyder. "Increasing Diversity of Japanese Language Teachers: Approaches to Teaching-Related Professional Development for College Students in North America." Japanese Language and Literature 54, no. 2 (September 25, 2020): 399–414. http://dx.doi.org/10.5195/jll.2020.139.

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The purpose of this article is to share approaches to raise undergraduate student awareness and understanding of Japanese foreign language (JFL) teaching careers, which might increase the number and diversity of our students who become teachers. These strategies, presented with examples from the Japanese program at <Institution Name>, are presented in order of ease of implementation, including 1) advisement to provide a space to consider JFL teaching as a possible career and to share share accurate information about JFL teaching opportunities and qualifications 2) guest lectures by local JFL teachers, 3) instructional units related to Japanese teaching and learning, 4) a new Japanese teaching-related internship program where students can get experience helping in a JFL classroom, and 5) courses on Japanese applied linguistics, including a newly-developed course on foreign language teaching methods featuring JFL in North American and EFL in Japan.

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Donato, Richard, Janis L. Antonek, and G. Richard Tucker. "A Multiple Perspectives Analysis of a Japanese FLES Program." Foreign Language Annals 27, no. 3 (October 1994): 365–78. http://dx.doi.org/10.1111/j.1944-9720.1994.tb01214.x.

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Kobari, Natsumi. "PENELITIAN DASAR TERHADAP MOTIVASI MAHASISWA YANG MEMILIH KEAHLIAN PENDIDIKAN BAHASA JEPANG." Jurnal Pendidikan Bahasa dan Sastra 14, no. 2 (October 1, 2014): 117. http://dx.doi.org/10.17509/bs_jpbsp.v14i2.702.

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Indonesia University of Education (UPI) takes an important role and responsibility in teachers' training of Japanese language education which is popular at senior high school in Indonesia. UPI is supposed to provide with training regularly to generate qualified Japanese language teachers. Even so, it is seen a significant difference among students in terms of the motivation toward learning Japanese language education and the effort to acquire title for being Japanese language teachers. This research aims to know the motivation of Japanese Education Study Program's students through analysis of the open-ended questionnaire survey result. From the coding result acquired, it was discovered that the majority of the students who were motivated to choose Japanese Education Study Program were influenced by their interest in Japanese language itself, and this interest is affected by the presence of an interest in pop culture and their learning experience in senior high school. In addition, 33% of all the students are considering becoming a Japanese language teacher as one option, which is less than the ones who are considering finding a job as not Japanese language teacher. Also, more than 50% of all the students want to continue their study to the higher level, i.e. master degree.

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Little, Sahoko H., and Michael D. Fetters. "Transcultural Modifications of a Japanese Language Group Prenatal Care Program for Transcultural Adaptation." Journal of Transcultural Nursing 30, no. 2 (July 4, 2018): 106–14. http://dx.doi.org/10.1177/1043659618785230.

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Introduction: The CenteringPregnancy model has been demonstrated to improve birth outcomes for certain cultural and ethnic groups, but the literature lacks examples on how to modify their guidelines for socioculturally isolated women. Our aim is to examine the modifications we made to the CenteringPregnancy group prenatal care for Japanese women and to examine the implications for transcultural modification. Methods: Using a descriptive case study design, we examined the cultural fit and modifications of our Japanese prenatal group approach. We report the aspects that do not require modifications and the transcultural modifications that are needed. Based on this descriptive case, we discuss the lessons learned for making transcultural modifications that may apply to other cultural groups. Results: Many aspects of the CenteringPregnancy were readily adopted. We made 10 substantive transcultural modifications and articulate considerations for transcultural modifications. Discussion/Conclusion: This research illustrates transcultural considerations for modifying the CenteringPregnancy model and provides implications for use in other isolated populations of pregnant women.

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Kabata, Kaori, Grace Wiebe, and Tracy Chao. "Challenge of Developing and Implementing Multimedia Courseware for a Japanese Language Program." CALICO Journal 22, no. 2 (January 14, 2013): 237–50. http://dx.doi.org/10.1558/cj.v22i2.237-250.

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Donato, Richard, Janis L. Antonek, and G. Richard Tucker. "Monitoring and Assessing a Japanese FLES Program: Ambiance and Achievement." Language Learning 46, no. 3 (September 1996): 497–528. http://dx.doi.org/10.1111/j.1467-1770.1996.tb01245.x.

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Sutiyarti, Ulfah, Ive Emaliana, and Edy Putra. "Kumori: Teaching Media for Interactive Japanese Language Learning." JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 4, no. 2 (December 29, 2019): 74–83. http://dx.doi.org/10.17509/japanedu.v4i2.18060.

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This paper centers around the ideas of developing students' media literacy through integrating Japanese language learning and multimedia form. This media is utilized to facilitate Japanese irregular verbs (Doushi) learning on the basis of morphological changes. One of Japanese verb forms which is employed frequently are words which have suffix -te, for they are use ask, order and allow interlocutors to do something (-te kudasai); to show present activities (-te imasu), to give permission (-temo ii desu); and to show prohibitions (-tewa ikemasen). Preliminary study elucidated that students found these Doushiare problematic and complex; thus, additional learning media to learn autonomously is inevitable for students to practice outside the classroom tasks. Researchers attempt to achieve this by developing appropriate teaching media by using Macromedia Flas8 software based on ADDIE model research and design steps, including Analysis, Design, Development and Implementation, Evaluation. The media is called Kumori, which provides interactive and meaningful media for student self-directed learning. The findings shows that Kumorias the instructional media in learning Japanese vocabulary which follows steps of the ADDIE model in order to produce an effective and efficient instructional tool for language learning, can give positive impact to students’ academic achievement. Therefore, adopting an appropriate instructional model must because it is a systematic process in developing proper instructional materials for an effective education and training program. Further, Kumorialso expected to able to contribute and implicated in Japanese language teaching and learning.

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Ishikura, Yukiko. "International Baccalaureate in Japan and Asia." International Higher Education, no. 96 (December 5, 2018): 19–21. http://dx.doi.org/10.6017/ihe.2019.96.10778.

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The International Baccalaureate (IB) offers internationally recognized programs that prepare students to think and act critically and independently as internationally competent individuals. IB has recently undergone a rapid worldwide expansion as an increasing number of educational systems are recognizing the value of nurturing globally prepared citizens. Japan, in particular, has witnessed a recent increase in the spread of IB programs because of the government-initiated push to increase the number of IB schools to 200 by 2020. The IB Dual Language Program (English and Japanese) was created to support this initiative. This article sheds light on the trend of IB expansion worldwide through the lens of the Japanese experience and addresses challenges and opportunities that this expansion has brought to Japanese higher education.

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Rafieyan, Vahid, and William Rozycki. "Development of Language Proficiency and Pragmatic Competence in an Immersive Language Program." World Journal of English Language 9, no. 1 (November 25, 2018): 10. http://dx.doi.org/10.5430/wjel.v9n1p10.

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Since pragmatic competence and grammatical competence are two distinct aspects of communicative competence (Bachman, 1990), a high level of grammatical competence may not lead to a high level of pragmatic competence, rather it can be best developed through immersion in the target language. In this respect, this paper addresses three research questions within the context of an immersive language program in an EFL setting: 1) Does instruction in an immersive language program have a significant effect on language learners’ general language proficiency? 2) Is there any significant relationship between language learners’ general language proficiency and their pragmatic competence? 3) Is there any significant relationship between language learners’ level of language contact and their pragmatic competence?In the experiment, Japanese first-year college students (n=18) were assessed through TOEFL PBT at the start of a one-year language immersion program. The subjects thereupon participated in an intensive language program. At the end of the academic year, all subjects took another TOEFL PBT along with a pragmatic competence test (Bardovi-Harlig, 2009) and a language contact survey. The statistical findings of this study demonstrated a significant positive effect for immersive language program on general language proficiency. However, the findings found no significant association between general language proficiency and pragmatic competence and only a weak correlation between language contact and pragmatic competency. This suggests that developing general linguistic proficiency and immersive language contact with a target language do not automatically ensure the acquisition of pragmatic competence.

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Setyaningsih, Wahyu Handayani. "Variasi Metode Dalam Pembelajaran Membaca di Program Studi Bahasa Jepang di Sekolah Vokasi UGM." JLA (Jurnal Lingua Applicata) 1, no. 1 (September 15, 2017): 54. http://dx.doi.org/10.22146/jla.28317.

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Learning method is one of the important aspects to reach the aim of learning. In foreign language learning, especially in Japanese, various method is needed in order to improve the student’s skill and also give chance to the students to be more active in learning Japanese. This paper aims to explore the impact of various method used in Japanese learning in Vocational College, UGM. Based on the research, there are several impact on various method use to the student’s learning outcome. First, the students become more active in learning and show their opinions. Second, various method build the student’s self-reliance, and third, improving the student’s skill of communication, especially in Japanese.

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Turner, Marianne. "The positioning of Japanese in a secondary CLIL science classroom in Australia." Journal of Immersion and Content-Based Language Education 7, no. 2 (September 25, 2019): 192–211. http://dx.doi.org/10.1075/jicb.18021.tur.

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Abstract In Australia, content and language integrated learning (CLIL) is commonly implemented as a way to encourage innovation in language teaching. This paper explores how Japanese can also be used to innovate the teaching of content. Qualitative data are drawn from a Year 8 science Japanese CLIL classroom in a secondary school with an opt-in CLIL program. In the class, a monolingual (in English) science teacher was co-teaching with a Japanese language teacher. Findings from observations, after-class reflections, teacher and student interviews, a student survey and work samples revealed that students were highly engaged with the Japanese component of their science lessons. Kanji was further positioned as a way for students to deepen their understanding of scientific concepts. However, there also appeared to be a separation in the way both teachers and students spoke about Japanese language use and learning science. Implications of these findings are discussed in the paper.

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Watson, Benjamin. "A Survey of Virtual Reality in Japan." Presence: Teleoperators and Virtual Environments 3, no. 1 (January 1994): 1–18. http://dx.doi.org/10.1162/pres.1994.3.1.1.

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The NSF Summer Institute in Japan program sends about 60 graduate students of all disciplines to Japan each summer. For two months, students participate in research at host labs, visit conferences and other labs of interest, and receive Japanese language and cultural instruction. Full financial support is provided by the American and Japanese governments. During the summer of 1993, the author participated in this program and took the opportunity to visit the Japanese virtual reality research community. He attended two virtual reality conferences and toured more than a dozen labs. After the program, he made short visits to VR and graphics labs in PR China and South Korea. This paper gives a detailed account of these experiences.

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Dobson, Akemi. "The Japan Foundation Training Program for teachers of Japanese Language Abroad: An overview of the 1990 program." Japanese Studies 11, no. 3 (December 1991): 63–65. http://dx.doi.org/10.1080/10371399108521976.

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Hiratsuka, Hiroyoshi. "Japanese Language as an Organizational Barrier for International Students to Access to University Services: A Case of Aoyama Gakuin University." Journal of International Students 6, no. 4 (October 1, 2016): 956–66. http://dx.doi.org/10.32674/jis.v6i4.328.

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In 2011, Aoyama Gakuin University (AGU) started a government-funded degree program (taught in English) to accept international students with limited or no Japanese language proficiency. However, the students faced obstacles in accessing all of the university resources provided. In this article, I investigated Japanese language as an organizational barrier for students accessing to campus resources. I utilized the case study methodology through participatory observation on campus and face-to-face interviews.

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Norris, Enju. "The Japan Foundation Training Program for teachers of Japanese Language abroad: Morning sessions." Japanese Studies 11, no. 3 (December 1991): 65–69. http://dx.doi.org/10.1080/10371399108521977.

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Journal articles on the topic 'Japanese language program'

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