Academic literature on the topic 'Japanese language – Study and teaching – English speakers'
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Journal articles on the topic "Japanese language – Study and teaching – English speakers"
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Hosseininasab, Khatereh. "Rethinking Privilege in Teaching English in Japanese Higher Education." International Journal of Learning, Teaching and Educational Research 19, no. 10 (October 30, 2020): 100–114. http://dx.doi.org/10.26803/ijlter.19.10.6.
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This article addresses the issue of native-speakerism in teaching English in the context of Japanese higher education and the privilege arising from it. Previous research has shown that native speakers are often regarded as highly skilled and qualified teachers in teaching their mother tongue. This has often led to the marginalization of teachers who speak the language they teach as an additional language. In the case of Japan, however, there is doubt about the existence of such a privilege for native-speaker teachers and some studies have shown that native speakers of English do not receive preferential treatment in this context as they are often perceived as replaceable and temporary. The present study aimed to further explore this issue by focusing on the varieties of English Japanese universities expect their teachers to speak. In so doing, the study has investigated hiring policies of Japanese universities with reference to the job advertisements they post on a designated portal. The results of the qualitative thematic analysis indicated that the majority of the advertisements demanded prospective candidates to be native speakers of English, which also meant that this subgroup of teachers has a privilege in landing academic jobs by token of the variety of English they speak. The article suggests that the critical pedagogical approach of teaching English as an international language (TEIL) can mitigate such privilege by raising awareness towards the validity and appropriateness of different varieties of English spoken in the world.
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Northbrook, Julian, and Kathy Conklin. "“That Sounds About Right”—Lexical Bundle Naturalness Intuitions in Japanese Learners of English." Vocabulary Learning and Instruction 10, no. 1 (December 31, 2021): 49–63. http://dx.doi.org/10.7820/vli.v10.1.northbrook.conklin.
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The current study examines the perceived naturalness of lexical bundles learned from early-stage teaching materials in Japanese learners of English. Naturalness ratings of 24 native English speakers and 23 non-native speakers with Japanese as their first language were compared in relation to corpus derived frequencies from the British National Cor- pus (BNC) and a corpus of Japanese secondary-school English textbooks—the “Junior High School English Textbook Corpus” (JHSETC, Northbrook & Conklin, 2018). The rating scores of both groups were significantly predicted by lexical bundle frequency. However, the groups were sensitive to different metrics; the performance of native speakers was best predicted by the BNC, and that of the Japanese speakers by the JHSETC. This is taken as evidence that learner intuitions are affected by the input they receive from teaching materials, and that these intuitions may stay with learners long term.
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Sutherland, Sean. "'Real English' in Japan : team teachers' views on nativeness in language teaching." Journal of English Studies 10 (May 29, 2012): 175. http://dx.doi.org/10.18172/jes.186.
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In Japan, English is often taught by teams composed of a local Japanese teacher of English (JTE) and a native English speaking assistant English teacher (AET). This form of team teaching is typically assumed to be beneficial as it provides the students with exposure to models of native English which they would otherwise not encounter. Research has found that students and JTEs approve of team teaching as it provides students with motivation to study a language that would otherwise have little relevance to their daily lives. Less research has been done to explore how team teaching affects the JTEs with regards to their feelings about their own skills as English language users. In this paper, based on interview research with JTEs, I argue that team teaching reinforces the dichotomy between native and non-native speakers to the detriment of both Japanese teachers and their students.
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Ujiie, Saeko Ozawa. "Impacts and implications of English as the corporate official language policy: A case in Japan." Journal of English as a Lingua Franca 9, no. 1 (October 25, 2020): 103–29. http://dx.doi.org/10.1515/jelf-2020-2035.
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AbstractIncreasing numbers of corporations are now operating across national borders as a result of globalization. The “language barrier” is the first and foremost challenge they encounter when starting a business in a foreign market, and many companies are trying to solve the problem by adopting a common corporate language. Using English as an official corporate language is the most common solution for those corporations. The present study explored the impacts of English as a corporate official language policy implemented at a company, a rapidly developed high profile IT Company with 20,000 employees, in Japan, a country often perceived to be relatively monolingual and monocultural. When I started studying the company, I first found that the company’s motive to use English as the official corporate language was different from other instances of corporate language policy making I had come across. In previous studies (e.g., Feely & Harzing 2003; Marschan-Piekkari, Welch, & Welch 1999), the companies implemented common corporate language to solve problems caused by language barriers between employees with diverse linguistic backgrounds. However, the company in this study implemented the corporate language policy to prepare for globalization and recruit talents globally. When the company introduced the English-only language policy, most of the employees of the company were Japanese. Therefore, at the time of implementing the language policy, there was no compelling reason for them to use English. The language policy did not work effectively except for a few departments with non-Japanese employees who spoke different first languages. English functioned as a lingua franca in those departments with multinational employees. The findings indicate that for NNESs (non-native English speakers) to communicate with each other in English, the environment has to be more multilingual, less dominated by a single first language. Although almost all Japanese citizens are required to take intensive English courses in compulsory schoolings, the average level of English proficiency is considered to be relatively low in the advanced economies. The present study indicates that it is not for linguistic competence but a lack of interaction with other ELF speakers. Therefore, for learners of ELF in an intensely monolingual society such as Japan to become competent communicators in ELF, providing multilingual learning environments would be more effective than the prevailing teaching practices of classroom learning in L1 Japanese speaker only environments.
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Nilep, Chad. "Ideologies of language at Hippo Family Club." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 25, no. 2 (June 1, 2015): 205–27. http://dx.doi.org/10.1075/prag.25.2.04nil.
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Ethnographic study of Hippo Family Club, a foreign language learning club in Japan with chapters elsewhere, reveals a critique of foreign language teaching in Japanese schools and in the commercial English conversation industry. Club members contrast their own learning methods, which they view as “natural language acquisition”, with the formal study of grammar, which they see as uninteresting and ineffective. Rather than evaluating either the Hippo approach to learning or the teaching methods they criticize, however, this paper considers the ways of thinking about language that club members come to share. Members view the club as a transnational organization that transcends the boundaries of the nation-state. Language learning connects the club members to a cosmopolitan world beyond the club, even before they interact with speakers of the languages they are learning. The analysis of club members’ ideologies of language and language learning illuminates not only the pragmatics of language use, but practices and outcomes of socialization and shared social structures.
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Bao, Dat. "English in the real world: What classroom pedagogy has not taught." Transitions: Journal of Transient Migration 3, no. 2 (October 1, 2019): 109–26. http://dx.doi.org/10.1386/tjtm_00002_1.
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Abstract This article narrates the experiences of eight Japanese individuals who travelled to Melbourne, Australia, not to study English in a formal classroom, but to activate their language skills in a genuine social context. Speakers were willing to take risk in the social process to acquire fluency and develop confidence. Based on data generated from two years' observation of and interviews with the participants, the author documented the pleasure and the challenges that occur in their unique experience. The project reveals a range of preferences, strategies and tension in the languageusing environment. Educational implications are drawn from several key characteristics of this self-motivated experiential model that may be absent in the current academic discourse in English-language teaching practice.
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Shibuya, Emi. "Emotional factors in senior L2 acquisition: A case study of Japanese speakers learning Spanish." Journal of Education Culture and Society 11, no. 1 (June 27, 2020): 353–69. http://dx.doi.org/10.15503/jecs2020.1.353.369.
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Aim. This research tries to explore whether a training course on tour guiding in a foreign language designed for senior learners could maximize their life experience, knowledge, and motivation (Author, 2018, 2019). The discussion argues that language learning for older adults is to be considered not only from cognitive aspects, but also from emotional and social aspects, since these are malleable and susceptible of being changed by the teaching method and the teacher's skills.
Method. We discuss the case of senior Japanese learners of L2 Spanish through their questionnaires, class observations and introspective materials. Literature regarding emotional factors such as tolerance to ambiguity is reviewed. Also, we further focus on the social factors including gender divide, a major issue in Japanese society that affects the older generation in particular.
Results. We used the Multidimensional Mood State Questionnaire (MDMQ questionnaire, English version of Der Mehrdimensionale Befindlichkeitsfragebogen MDBF; Steyer, Schwenkmezger, Notz, and Eid, 1997) to determine their mood before and after the course 5 times in total. We also introduce 4 learners’ cases (2 female and 2 male learners) including introspective materials results from senior learners showing their Spanish level transition.
Conclusion. A content-based course linked to practical occasions to be a volunteer tour guide seems not simple for the students and some learners felt ambiguous with regards to contents; however, independently of their Spanish level, they tried to find simple and alternative ways to manage the conversations or explanations. Some typical cultural and social factors in Japan, learners’ language level, experience, knowledge, and emotional factors seem more important elements for the creation of class atmosphere in this content-based L2 learning.
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Poshka, Agim. "EFL FRAMEWORKS FOR CULTURE TEACHING AND CULTURAL RELATIVISM." Knowledge International Journal 31, no. 2 (June 5, 2019): 567–70. http://dx.doi.org/10.35120/kij3102567p.
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This study analyses how culture is covered in English as a Foreign Language classes but also in the teaching materials. There is also a continuous parallelism regarding the aspects of cultural relativism in English language teaching. The study analyses cases from the publisher of English language teaching materials (EFL) and reflects on how this concept is this perceived among scholars in England, Japan and North Macedonia.A list of precautions are suggested which aim to serve as an example of the need that native cultures have to protect themselves from global (or sometimes the popular) culture. It is realistic to expect that globalization can and will impact even the most isolated culture, but it also becomes the responsibility of the popular or global culture (in this case, the English Language) and the designers of the Teaching Materials(TM) in the Foreign Language to take into consideration local/native cultural specifics. This alertness would not only protect the native or L1 language, but it would add more value to the teaching materials since it is not as superficial as are present materials. The incorporation of many national and even local elements increases the effectiveness of the teaching materials and, through the methodological approaches, bridges the gaps between L1 (Native culture) and L2 (Target Culture).In order to conceptualize the impact that global/popular culture has on a native language, researchers have offered a number of frameworks. These frameworks analyse the root that the Foreign language uses to impact the native language. In one of the studies from prof. Michel Byram in his research on Culture studies in foreign language education (1989) elevates the phenomena to a different level by speaking about the “hidden” curriculum in second and foreign language teaching. In this context he indicates that language teaching can rarely be purposeful without implicitly teaching the culture of its speaker. There are a number of frameworks that have been offered as analyses of Culture teaching in teaching English as a Foreign Language. One of the frameworks, which was conducted through analyses of the Japanese market in English as a foreign language (EFL) publications, is offered by Ito Horumi in his article “A New Framework of Culture Teaching for Teaching English as a Global Language.” He depicts the impact that Globalization and English as a global language have to the Japanese Culture. The impact is evident in the (as he calls them) “Changes in Cultural Orientation of English Textbooks”.The study also suggests educational frameworks that could be implemented in a local context and use English as common ground but also neutral territory for students of different ethnic or cultural groups.
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MacIntyre, Robert. "The Use of Personal Pronouns in the Writing of Argumentative Essays by EFL Writers." RELC Journal 50, no. 1 (October 11, 2017): 6–19. http://dx.doi.org/10.1177/0033688217730139.
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In many academic writing textbooks and style guides the use of personal pronouns is not encouraged. This is particularly problematic for non-native speakers of English trying to express themselves in a second language as, although personal pronouns are a clear signal of the writers’ identity and presence in a text, they are usually advised not to use them. Therefore, in order to understand more about the use of personal pronouns by non-native speakers, this study examined a corpus of argumentative essays written by first-year Japanese university students. Whilst the use of personal pronouns has been well documented, there has been less written about how we, as educators, can help our learners understand how to use them to shape their identities as academic writers. Therefore, this article attempts to address this by suggesting a possible pedagogical approach to teaching the use of personal pronouns in academic writing.
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德, 王永. "中等水平外国学生理解汉语句子的速度变化——基于抑制加工的研究." Chinese as a Second Language Research 5, no. 1 (May 1, 2016): 87–105. http://dx.doi.org/10.1515/caslar-2016-0004.
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AbstractA key index to learners’ proficiency level of a second language, the comprehension speed of sentences, is a pivotal factor that determines the choice of teaching method which may suit the second language learners in their learning of specialty courses. From the representation of inner knowledge of a second language and the character of its process, some researchers describe a quickening tendency of second language process speed during the acquisition of the language. With respect to the reason why the change of process speed occurs, however, researchers have not explained the difference between a learner’s mother tongue and second language, which may be important in practice. This study explores increasing speed of foreign students’ comprehension of Chinese sentences from the perspective of inhibition of processing.In this experiment, there are four groups of subjects, twenty in each and all paid for their participation. Three groups are native English, Japanese and Korean speakers, and the other group is Mandarin Chinese speakers selected as comparison. Ten constructions of Chinese sentences are chosen as the test materials, including three subject-verb-object constructions (zhu dong bin ju), subject-verb-agent construction (shi bin ju), two topic-comment constructions, two ba constructions, bei construction, and bei-ba compound construction. The six native Mandarin Chinese speakers, who do not actually participate in the experiment, score all the sentences in the experiment in terms of grammaticality. All the sentences, which are programmed, are presented one by one at random on the screen of a Pentium IV laptop, each followed by three possible answers about the actor of the action described in the sentence. The subjects should choose one answer among the three as accurately and quickly as possible by pressing a certain key on the keyboard. There are some sentences for pretesting before the formal experiment. In the formal experiment, reaction time and subject’s answer of each sentence are self-recorded. Reaction time and percent correct for each construction of Chinese sentences is calculated after the experiment. The post hoc multiple comparison tests are performed for the reaction time of each construction of Chinese sentences separately.SPSS analysis shows that: (1) there is a highly significant difference (P≈0.000﹤0.001) between all the groups of foreign students and the native Chinese speakers in the comprehension of all ten constructions of Chinese sentences except one of the topic-comment constructions (zhu ling ju) (P=0.018). (2) there is a significant difference (P﹤0.05) between the native English speakers and the native Japanese or Korean speakers in comprehending seven of the ten constructions of Chinese sentences.Compared the comprehension speed of sentences of foreign students when their Chinese knowledge is at the intermediate level with the primary level, the conclusions of this research are as follows:Firstly, the foreign students require to inhibit less and less inapposite knowledge in comprehending Chinese sentences with their improvement in Chinese knowledge, but they are less skilled than the Chinese students even if their Chinese knowledge is at the intermediate level; there is significant difference between the foreign students and the Chinese students. These results suggest that, even if foreign students’ Chinese ability reaches the intermediate level, they also require a separate organization to study. The effect would not be good if they were put together with native Chinese students to study professional courses.Secondly, when the foreign students are at the intermediate level of Chinese knowledge, their inhibition of inapposite knowledge is also related to their native languages in different typologies; there is significant difference between the students whose native language is English and those whose native languages are Japanese and Korean. But the difference between the two different categories students are diminished when their Chinese knowledge is at the intermediate level. These results suggest that, when the foreign students have a high level of Chinese, they could be organized to teach according to their actual differences, teaching content should be targeted for specific learners. The teacher should strengthen the grammar rules which are difficult for specific learners, increase the frequency of language input and practice.
Dissertations / Theses on the topic "Japanese language – Study and teaching – English speakers"
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Hirakawa, Makiko. "Unaccusativity in second language Japanese and English." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36771.
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This thesis investigates L2 acquisition of intransitive verb constructions in Japanese and English. Within the Generative framework, the Unaccusative Hypothesis has been proposed, which divides intransitive verbs into two syntactically distinct classes: unergatives and unaccusatives (Burzio 1986). The sole argument of unergative verbs is an Agent generated in subject position, whereas that of unaccusative verbs is a Theme or Patient base-generated in object position. While the unaccusative/unergative distinction at the level of Deep (D)-Structure holds universally, as derived by a universal principle called the Uniformity of Theta Assignment Hypothesis (UTAH, Baker 1988), languages differ as to where the underlying object of unaccusatives may be positioned at the level of Surface (S)-structure. In the case of English, it surfaces in the subject position where it receives Nominative Case. In the case of Japanese, on the other hand, it has been argued that the argument of unaccusative verbs remains in its base-generated object position and that Nominative Case is assigned within the Verb Phrase.Experimental studies are conducted to examine learners' knowledge of unaccusativity at the two levels, i.e. D-Structure and S-Structure. It is hypothesized that learners will show sensitivity to unaccusativity at D-Structure, but that they may not acquire the correct representation of unaccusativity in the L2 at S-Structure, at least in an earlier stage. The first two studies present the L2 acquisition of English by Japanese speakers. The next two studies are concerned with the L2 acquisition of Japanese by English speakers. Overall, results of the four studies confirm the hypotheses, and L2 learners appear to have problems where the L1 manifests a different representation from the L2. Nevertheless, it is observed that L2 learners behavior is not random even when difficulty arises, in that the L2 learners are often consistent with one class of verbs, but not with the other. Thus, it is suggested that the L2 acquisition of intransitive verb constructions is constrained by universal principles, such as the Unaccusative Hypothesis and the UTAH.
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Yamazaki-Hasegawa, Tae. "Second language acquisition of aspectual and temporal interpretation in English and Japanese." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608148.
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Mulvey, Bern. "Japanese and English rhetorical strategies: A contrastive analysis." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1052.
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Yasutake, Yuko. "English and Japanese word associations and syntagmatic-paradigmatic shift of Japanese children learning English as a second language." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25540.
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Research in word association studies found that children give predominantly syntagmatic responses (responses from different form classes from stimuli). English children were found to undergo a shift to paradigmatic (responses from the same form classes as stimuli) before age ten (referred to as S-P shift) which is the adult norm. On the other hand, Japanese children do not have S-P shift, and Japanese adults' responses are dominantly syntagmatic (Moran 1968).
Leicester (1981) collected English word association responses from Japanese beginner and advanced learners of English as a second language and found S-P shift like increase of paradigmatic responses as English ability improves. This study purports to replicate Leicester's study among children. It is because the existence of the S-P shift in English of second-language learners whose first language does not have the shift would mean that second language learning parallels first language acquisition.
Two main hypothesis were tested:
1. That Japanese children learning English as a second language will give dominantly syntagmatic responses in Japanese regardless of their grade level.
2. That Japanese children learning English as a second language of higher grade level will give more paradigmatic responses than those of lower grade level.
Three subsidiary hypotheses were tested:
3. That Japanese children learning English as a second language will give different proportion of paradigmatic responses in Japanese and English.
4. That Japanese children learning English as a second language will give different pattern of responses in each language.
5. That Japanese children learning English as a second language will give fewer paradigmatic responses in English than monolingual English children of the same grade.
Thirty students each of grades one, three, and five from two Japanese supplementary schools in Vancouver and Seattle were used as subjects. The subjects attend regular English classes at public schools, and therefore, their English ability was assumed to parallel their grade level. 27-item word association test was administered in English and Japanese. The ratio of paradigmatic responses was analyzed according to grade level.
In agreement with literature, no grade difference was found among Japanese paradigmatic responses. In English, however, grade one subjects performed most paradigmatically, and thereby, no linear correspondence between English ability and English paradigmatic responses was found. Although English responses were close to the English norm, and Japanese responses to the Japanese norm, a significant number of Japanese responses were given in English association by grade five students. Significant difference in paradigmaticity was also found when two schools were compared as well as between two languages. Grade one students outperformed equivalent English monolingual children in English.
It was speculated that young children develop L2 vocabulary
systems independently and directly from the start resulting in higher rate of paradigmatic responses, whereas older children initially construct a one to one association between LI and L2, resulting in translation responses and low paradigmaticity in the case of English. School difference suggests that there are some other variables affecting word association.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Frew, Dorothy Jean. "An Improved English Article System for Japanese Speakers." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/5020.
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One aspect of the English language which has been overlooked by English-as-a-Second-Language educators is the article system, a, the, and 0. For students from articleless first languages such as Japanese, learning this complex system is a formidable challenge. Performance studies show an error rate among advanced Japanese students of approximately thirty percent. There may be several reasons for this high rate: 1) the differences between Japanese and English, 2) the unusually high degree of complexity/difficulty of the article system itself compared to other English morpheme systems and 3) inadequate treatments of the subject as revealed in this thesis' survey of forty ESL textbooks. Recent pragmatic discoveries about article function reveal subtle, contextual influences which have not been well integrated into traditional treatments. Definiteness may be dependent on sentential, discourse, and situational contexts, on whether referents are unique and manifest to the hearer, and on the nature of certain implicatures induced by the articles. Computerized, interactive tutorials are the best way to capture how these variables interact to constrain article choice. A prototype for a tutorial is submitted with this thesis. In addition to exhaustive explanations of contexts and implicatures in the form of actor's "asides," it features Japanese translations throughout, and, to show how uniqueness may be culture bound, utterances that take place within Japanese culture. Although the tutorial presented here needs enlargement, it is believed that an animated, computerized tutorial emphasizing subtle pragmatic features is more illustrative of actual article usage than have been traditional hard copy explanations.
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Ozawa, Michiyo. "Japanese Students' Perception of Their Language Learning Strategies." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5160.
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Students' use of language learning strategies (LLSs) is affected by their educational backgrounds and academic requirements, and so are their attitudes toward language learning. This study investigates Japanese students' perception of their English LLSs in different language environments: Japan and the United States. A group of 43 Japanese students from Otemae College participated in a cultural study program at Portland State University. The group consisted of 28 students who studied for two terms (ST Group) and 15 students who studied for three terms (LT Group). In this study, a combination of a self-assessment questionnaire, dialogue journals, and a card-ranking activity was employed. The self-assessment questionnaire, SILL (Rebecca Oxford's Strategy Inventory for Language Learning), was administered at different times during the learning period for identification of students' English LLSs in Japan (Ll) and in the United States (L2). The SILL provided this study with quantitative data; whereas, dialogue journals and the card ranking activity supplied qualitative data that more insightfully indicated students' perception of language learning, learning experiences, and insight into the students themselves. Dialogue journals allowed students to record their positive and negative experiences in the L2 related to language learning, emotions, concerns, problems, and questions. The students' LLSs increased in frequency and variety of use when the language environment changed from the Ll to the L2. The LLSs of the LT Group continued to improve during an additional term in the L2. Conversely, the LLS use by the ST Group regressed after only four months back in the Ll (except Affective and Social Strategies). The results of the SILL indicated direct strategies were adjusted according to English learning experience in a different learning environment. Three administrations of the SILL, dialogue journals, and the card ranking activity gave students opportunities to review the process of their English learning. This process functioned in raising students' awareness of language learning from cognitive, psychological, social, and cultural perspectives. Such conceptual development of metalinguistic awareness of the language and culture helped the students recognize their language learning experiences in the L2 as the process of human development.
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Shimabukuro, Misuzu. "Fossilization in Japanese adult advanced English learners and linked instruction as intervention." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3201.
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The objective of this project is to investigate the items and factors that may be prematurely stabilized in advanced adult second-language learners' interlanguage, in order to propose effective instructional interventions.
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Christiansen, Yvonne. "Pragmatic ability and proficiency in Japanese learners of English." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79753.
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This study investigated the relationship between pragmatic ability and proficiency in 16 Japanese learners of English. Two measures of pragmatic ability were developed: a multiple-choice questionnaire designed to probe pragmatic awareness of various speech acts and a set of oral role-plays designed to elicit two requests, two apologies and one refusal. These measures were also administered to eight native speakers in order to establish a scoring system for the pragmatic awareness test and target norms for the role-plays. A background questionnaire was given to all participants while a proficiency test, Combined English Language Skills Assessment in a Reading Context, or CELSA was administered only to the Japanese participants.The findings in this study demonstrated that there was not a strong relationship between proficiency and pragmatic ability, nor was there one between pragmatic awareness and production. The measures were moderately correlated but they also exhibited a great deal of variation from learner to learner.
Certain linguistic abilities were observed to be valuable regarding pragmatic ability, such as being able to make conventionally indirect requests. Learners were more direct in their speech acts than native speakers. They also used fewer and less varied strategies and lexical modification, with the exception of the politeness marker, please, which they over-used.
There was evidence both in terms of the pragmatic awareness measure and in the analysis of the production that over-directness decreased with increasing proficiency. The two assessment instruments produced different kinds of errors at different levels of proficiency, pointing to the possibility that they were tapping the abilities associated with pragmatic awareness and production at different stages of development.
This research has implications for both testing and teaching pragmatic ability.
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Fujita, Masahiro. "Developing listening comprehension competence in Japanese English as a Foreign Language Learners." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2150.
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The purpose of this project is to investigate a model for developing listening comprehension competence on the part of Japanese learners of english as a foreign language, with a view toward promoting practical and communicative english competence.
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Hirakawa, Makiko. "Linguistic theory and second language acquisition : the acquisition of English reflexives by native speakers of Japanese." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=55607.
Full textBooks on the topic "Japanese language – Study and teaching – English speakers"
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Uchiyama, Rollins Yuriko, ed. Japanese for young English speakers. [Nagoya-shi]: Published for Kawai Institute for Culture and Education, 1994.
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Benati, Alessandro G. Japanese language teaching: A communicative approach. London: Continuum, 2009.
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Benati, Alessandro G. Japanese language teaching: A communicative approach. London: Continuum, 2009.
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Japanese language teaching: A communicative approach. London: Continuum, 2009.
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Conference on Japanese language teaching: materials and course design (1991 School of Oriental and African Studies, University of London). Japanese language teaching in the nineties: Materials and course design. Folkestone: Japan Library, 1993.
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Jenkins, Joyce. Japanese =: Nihongo. London: Centre for Information on Language Teaching and Research, 1993.
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Kiernan, Patrick. Narrative identity in English language teaching: Exploring teacher interviews in Japanese and English. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2010.
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Kiernan, Patrick. Narrative identity in English language teaching: Exploring teacher interviews in Japanese and English. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2010.
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Narrative identity in English language teaching: Exploring teacher interviews in Japanese and English. New York: Palgrave Macmillan, 2010.
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Kitao, Kenji. English teaching: Theory, research, and practice. Tokyo: Eichosha, 1995.
Find full textBook chapters on the topic "Japanese language – Study and teaching – English speakers"
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Święciński, Radosław. "An EMA Study of Articulatory Settings in Polish Speakers of English." In Second Language Learning and Teaching, 73–82. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-24019-5_6.
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Kawaguchi, Satomi. "Question constructions, argument mapping, and vocabulary development in English L2 by Japanese speakers." In Processability Approaches to Language Acquisition Research & Teaching, 35–64. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/palart.5.02kaw.
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Calvo-Benzies, Yolanda Joy. "/ðə ˈmusɪk ɪnˈdustrɪ jas esˈtarted teikin leˈgal akˈʃɒn/*. A Preliminary Study on the Nature and Impact of Phonological and Orthographic Transfer in the English Speech of Bilingual Speakers of Spanish and Galician." In Second Language Learning and Teaching, 21–47. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22066-2_2.
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Obari, Hiroyuki, Steve Lambacher, and Hisayo Kikuchi. "The impact of using AI and VR with blended learning on English as a foreign language teaching." In CALL for widening participation: short papers from EUROCALL 2020, 253–58. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.48.1197.
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This study focuses on the use of emerging technologies such as Artificial Intelligence (AI) smart speakers and smartphone applications for improving the English language skills of L1 Japanese undergraduates. An empirical investigation was carried out with 82 Japanese students. Participants were required to study a variety of online English programmes using AI speakers over an eight-month period. The results showed that students using AI speakers outperformed on the Test of English for International Communication (TOEIC) a group of non-AI users, who instead exclusively used online materials. This research suggests integrating blended learning, including AI and Virtual Reality (VR), may be an effective way to improve the English proficiency of native Japanese.
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Obari, Hiroyuki, Steven Lambacher, and Hisayo Kikuchi. "Exploring the impact of AI on EFL teaching in Japan." In Smart CALL: Personalization, Contextualization, & Socialization, 101–25. Castledown Publishers, 2022. http://dx.doi.org/10.29140/9781914291012-6.
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This chapter focuses on utilizing artificial intelligence (AI) digital personal assistants (also known as smart speakers) as a tool to improve English language skills by introducing three case studies. AI smart speakers can be experienced efficiently and smoothly, enhancing the construction of broader learning environments and viewpoints (Kepuska & Bohouta, 2018) and promoting the personalization, contextualization, and socialization of language learning. AI, mobile devices, and social media are the key components of the next generation of this novel wave of educational instruction. AI and mobile technologies have transformed learning methodologies such as blended learning (BL), which combines traditional face-to-face classroom methods with computer-mediated activities, resulting in a more integrated approach to language learning (Obari & Lambacher, 2014). After a brief introduction of artificial intelligence, the basic features of personal assistants/smart speakers, with specific examples of their application in educational and L2 learning environments, are introduced before presenting the key results of three case studies. The primary purpose of the first case study was to ascertain the effectiveness of the smart speakers Google Home Mini and Amazon Alexa within a BL program in improving the English proficiency of Japanese EFL students. The focus of case studies 2 and 3 was on improving English proficiency, particularly presentation skills, and 21st-century learning skills, which promoted both socialization and contextualization by focusing on developing the intercultural awareness of Japanese EFL students. The participants of all three studies were Japanese undergraduates from a private university in Tokyo, Japan. Pretest and posttest TOEIC scores were used to assess the overall effectiveness of the BL-learning program in both case studies. TOEIC score gains indicated the training program incorporating the AI speakers improved the students' English skills. Moreover, post-training surveys revealed students were impressed with the AI speakers as a tool for language learning, which also impacted their perspectives on studying English and provided contextualization and socialization to their learning through the interactive and meaningful context of the training.
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Iwasaki, Noriko, and Keiko Yoshioka. "Thinking-for-Speaking to Describe Motion Events." In Ca’ Foscari Japanese Studies. Venice: Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-428-8/004.
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Speaking a second language (L2) involves another way of “thinking for speaking” (Slobin 1996). Adopting Talmy’s typological framework of motion event description, this study examined how learning Japanese as L2 restructures English-Japanese bilingual speakers’ thinking-for-speaking. Thirteen English-speaking intermediate learners of L2 Japanese described motion events in English and Japanese. The analysis focused on speech and gesture describing ‘rolling down’ and ‘swinging’ events, for which English and Japanese native speakers’ descriptions differ (Kita, Özyürek 2003). The results suggest some restructuring in their thinking-for-speaking.
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Hong, Wilson Cheong Hin. "Improving English as a foreign language learners’ writing using a minimal grammar approach of teaching dependent clauses: A case study of Macao secondary school students." In Innovative Approaches in Teaching English Writing to Chinese Speakers, 67–90. De Gruyter, 2021. http://dx.doi.org/10.1515/9781501512643-004.
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Ma, Maggie, and Mark Feng Teng. "Metacognitive knowledge development of low proficiency Hong Kong English as a Foreign Language university students in a process-oriented writing course: An action research study." In Innovative Approaches in Teaching English Writing to Chinese Speakers, 117–44. De Gruyter, 2021. http://dx.doi.org/10.1515/9781501512643-006.
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Lambacher, Stephen, Hisayo Kikuchi, and Hiroyuki Obari. "Exploring the impact of AI on EFL teaching in Japan." In Proceedings of the XXIst International CALL Research Conference, 163–68. Castledown Publishers, 2022. http://dx.doi.org/10.29140/9781914291050-23.
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This study investigates the use of digital personal assistants (also known as smart speakers) as part of a blended-learning (BL) environment to increase the English ability of native Japanese undergraduates. Three case studies are presented to evaluate the use of artificial intelligence (AI) smart speakers to help improve the English skills of native Japanese undergraduates by enhancing the socialization and personalization of their learning. The primary objective of the three case studies was to evaluate the efficacy of a training program that included the AI smart speakers Google Home Mini and Amazon Alexa in assisting the students in improving their English proficiency. TOEIC was utilized as a metric to ascertain if the students' English abilities improved and assess the training program's overall efficacy. Within a flipped learning (FL) environment, the case studies also incorporate 21st-century learning skills for developing international cultural awareness. Overall, mean TOEIC scores improved considerably, demonstrating that AI smart speakers helped to enhance the participants' overall English proficiency. Post-training survey results also revealed that the participants felt that using a smart speaker was a fun, easy-to-use, and practical way to improve their English speaking and vocabulary skills.
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Obari, Hiroyuki, and Stephen Lambacher. "Improving the English skills of native Japanese using artificial intelligence in a blended learning program." In CALL and complexity – short papers from EUROCALL 2019, 327–33. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1031.
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A constructivist approach to language learning can motivate students by activating their brains to create new knowledge and reflect more consistently and deeply on their language learning experience. The present study focused on assessing the use of the Artificial Intelligence (AI) speakers Google Home Mini and Amazon Alexa as part of a Blended Learning (BL) environment to improve the English skills of two groups of native Japanese undergraduates. The participants were 47 native speakers of Japanese, all third-year business majors at a private university in Tokyo. Pretest and posttest Test of English for International Communication (TOEIC) scores, as well as results from a post-training survey, were used in evaluating the overall effectiveness of the program. Gains in TOEIC scores indicated the BL program incorporating AI speakers improved the students’ overall English skills, particularly listening comprehension. The results suggest the integration of AI, along with social media and 21st-century skills, may be an effective way to improve the English language proficiency of adult L2 learners.
Conference papers on the topic "Japanese language – Study and teaching – English speakers"
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Supriatnaningsih, Rina, Rustono Mr., Tatang Hariri, and Edi Astini. "Politeness In Students’ Speeches When Speaking Japanese With Native Speakers." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.47.
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Nagamine, Takayuki. "Acquisition of allophonic variation in second language speech: An acoustic and articulatory study of English laterals by Japanese speakers." In Interspeech 2022. ISCA: ISCA, 2022. http://dx.doi.org/10.21437/interspeech.2022-11020.
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Yazawa, Kakeru, Yumi Ozaki, Greg Short, Mariko Kondo, and Yoshinori Sagisaka. "A study of the production of unstressed vowels by Japanese speakers of English using the J-AESOP corpus." In 2015 International Conference Oriental COCOSDA held jointly with 2015 Conference on Asian Spoken Language Research and Evaluation (O-COCOSDA/CASLRE). IEEE, 2015. http://dx.doi.org/10.1109/icsda.2015.7357872.
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FENG, LING. "A CORPUS-BASED STUDY OF DIMINISHERS IN CHINESE EFL LEARNERS' WRITINGS." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35664.
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This paper investigates the use of diminishers in Chinese EFL learners' written English (CLEC) and compares it with that in an English native speakers' written corpus (LOCNESS) through both quantitative and qualitative analysis. The corpus-based study reveals: (a) that there are similarities and differences in the frequency and pattern of usage of diminishers between Chinese EFL learners and English native speakers; (b) that the misuse, the overuse of some and underuse of other diminishers or patterns of diminishers indicate that Chinese learners have a different collocational range which could be affected by factors like mother tongue interference and the understanding of sematic prosody. Pedagogical implications of the study are also discussed to shed light on teaching English vocabulary and writing.LING FENG
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Boothe, Diane. "LITERACY, LANGUAGE AND LINGUISTICS: STRUCTURING ENGLISH TEACHING PROGRAMS IN RURAL COMMUNITIES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end104.
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"This study will examine English learning environments and methods in rural settings in Europe and the United States, assessing their contributions to language learning, both written and spoken. This is a pilot project and will evolve into a rigorous comprehensive study suitable for publication as a chapter and part of an edited volume. This study will compare and contrast educational systems, including two different styles of English education structured in a comparative analysis using five focal areas. These focal areas include the definition and structure of rural education, English language learning modalities, linguistic environment, academic leadership, educational outcomes and indicators of success. For the purpose of this paper, the definition and structure of rural education and English language learning modalities will be addressed. The opportunity to investigate the experiences of teachers who are active in rural communities and focus on the multidimensional aspects of the education of multilingual learners will provide valuable information that will contribute to expert teaching and learning. Embracing English language learning, new technologies, and initiating change through proactive educational strategies including a paradigm shift to incorporate a translanguaging pedagogy for emergent English speakers will lead to relevant and purposeful accomplishments in rural school settings."
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Shubani, Maletsatsi, and Lydia Mavuru. "ENGLISH SECOND LANGUAGE LEARNERS’ CHALLENGES IN COMPREHENDING PHYSICAL SCIENCES CONCEPTS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end073.
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"Physical Sciences is a complex subject with many abstract concepts. This complexity is magnified by the learners’ lack of the linguistic capacity to comprehend the concepts and engage actively in the teaching and learning process. Previous studies have alluded to the fact that science is a language on its own, which therefore makes it even more difficult for learners whose home language is different from the medium of learning and teaching. Previous research indicated that learners who are English second language speakers perform poorly in Physical Sciences because the majority of learners particularly from townships and rural areas are only exposed to English in the classroom, and once they get out of the classroom, they start communicating in their home languages. It is against this background that the current study sought to determine challenges English second language speakers face in comprehending Physical Sciences concepts. In a quantitative and qualitative methodology, five grade 12 Physical Sciences teachers and 51 learners in their Physical Sciences classrooms were randomly selected from public schools in Johannesburg. To establish English second language learners’ challenges in comprehending Physical Sciences concepts, a questionnaire was administered to the selected learners. The teachers were interviewed using a structured interview schedule to explore how they assisted English second language learners to overcome language challenges when learning Physical Sciences. Quantitative data was analysed and descriptive statistics were obtained and a regression analysis was done to find the correlation between these learners’ marks in the subject English First Additional Language and their Physical Sciences marks. Qualitative data from teachers’ interviews were analysed using content analysis. Findings from the learner questionnaire showed that 78% of the learners indicated that language plays an important role in them understanding high school Physical Sciences concepts and as such they failed to meaningfully understand the Physical Sciences terminologies and jargon used for each specific topic. They also indicated that they perform badly in Physical Sciences assessments as they struggle to engage in meaningful classroom discussions due to their poor proficiency in English, the medium of instruction. The analysis showed a positive correlation between learners marks in English as a subject and their Physical Sciences marks. Amongst others teachers indicated that they mostly used code switching as a strategy to assist learners understand concepts. The findings have implications on South African education policy makers to consider the use of home languages in teaching and learning."
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Msipha, Mzwakhe, and Lydia Mavuru. "THE IMPACT OF SCIENTIFIC LANGUAGE ON THE TEACHING AND LEARNING OF GRADE 7 NATURAL SCIENCES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end119.
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"Questions have been asked about whether science is more special than any other subject in being less culture bound, and less subject to the usual differences between languages. At so many angles scientific language has been viewed as difficult because of its academic, authoritative and impersonal nature which makes it difficult for both teachers and learners to understand. This is an unfortunate reality because learners ought to develop a strong foundational understanding of scientific concepts in order to comprehend scientific knowledge and processes. Previous studies have shown how language acts as a possible barrier to scientific concept formation. Consequently, the current paper reports on a study to determine how the nature of scientific language impact on the teaching of grade 7 Natural Sciences. Guided by the socio-cultural theory as a framework the study adopted a qualitative case-study research approach. From two different schools in Johannesburg, four Natural Sciences teachers and their grade 7 Natural Sciences learners were purposefully selected to participate in the study. Each teacher was observed twice while teaching Natural Sciences to grade 7 learners and the observations were captured using Reformed Teaching Observation Protocol (RTOP). Each lesson observation was followed by semi-structured interviews to accord the teachers an opportunity to explain some of the episodes observed in the lessons. Data collected was subjected to constant comparative analysis. The results showed that both teachers and learners struggled with writing, pronouncing and spelling scientific terminologies regardless of their proficiency in the language of teaching and learning. The teachers indicated that their learners failed to understand the scientific concepts and processes when they explain to them in English. The lack of fluency in English reduced the participation of learners during the teaching and learning process particularly where teachers had zero tolerance for learners’ use of home languages to answer questions. What came out strongly from the lesson observations was that whether learners were first or second English language speakers, the teachers’ abilities to scaffold learning was essential to ensure science concepts were comprehensible to the learners. Concepts were more accessible to the learners in classrooms where the teachers utilised different ICT tools which lowered the impact of scientific language. The findings have implications for both pre-service and in-service teacher professional development programmes to equip teachers with the knowledge and skills for making science more comprehensible to the learners."
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Kodi, Zodwa, and Pule Phindane. "INVESTIGATING CHALLENGES FACED BY INTERMEDIATE PHASE EDUCATORS IN THE TEACHING OF READING IN ENGLISH FAL. A CASE STUDY OF SELECTED PRIMARY SCHOOLS IN NYLSTROOM CIRCUIT." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end127.
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"Reading challenges by learners has been a widely researched topic by a lot of researchers. Poor teaching of reading by educators result in learners not being able to read. English is mostly used as a language of teaching and learning and that has influenced the rational for this research project. The purpose of this study was to investigate challenges faced by the English Intermediate Phase educators. learning cannot be successful without mastering reading as it is a basic tool for learning, it is not only in South Africa whereby English educators are not English speakers, yet learners are expected to master to English. Educators seem not to have good instructional practices as learners struggle to understand in English on its own. The study used a qualitative research approach with case study research design. The researcher used purposive samples, and selected 5 primary schools in which the population comprised of English Departmental Heads, and 3 English educators from each of the selected primary schools. Data was collected through semi-structured interviews, documentations and note-taking. The theory of Rosenblatt, who believes in a relationship between the text and the reader, has been followed on the premise that, what the reader already knows will determine how much he interprets or understands in the text. Thematic approach was used to analyse data. The study found that teachers who are not thoroughly trained are unable to produce good performing learners and that has influenced the whole system of education. Overcrowded classes to practice good reading strategies, no proper reading assessment strategies, and no monitoring and moderation of reading by SMT. The study recommended extensive training of and teachers through in-service-training for lengthier periods, clear guidelines of teach reading, monitoring and moderation. Mostly, educators indicated their desire to be trained in technology as learners prefer it rather than books and chalkboard."
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Vančová, Hana. "PRONUNCIATION EVALUATION CRITERIA FOR EFL LEARNERS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end035.
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"Pronunciation is one of the competencies foreign language learners of English are implicitly or explicitly judged for in classroom context as well as real-life communication. At the same time, both teachers and learners express concerns concerning this competence, as relatively little attention is being paid to pronunciation issues. While accuracy was desired in the past, comprehensibility is preferred as the goal of pronunciation instruction in recent years. Mistakes and errors the speakers make vary across the language background of speakers and can be manifested at segmental and suprasegmental levels; however, familiarity with the topic discussed may help overcome many obstacles the foreign language speakers may make. Pronunciation may be judged by human raters as well as automatically by specialized software. The presented study aims to current practices presented in research papers published in the past ten years. The results suggest different criteria applied to pronunciation evaluation. The paper presents partial research outcomes of the projects KEGA 019TTU-4/2021 Introducing new digital tools into teaching and research within transdisciplinary philological study programmes and 7/TU/2021 Pronunciation mistakes of pre-service teachers of English."
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Ngo Thi, Thanh Quy, and Hong Minh Nguyen Thi. "Vietnamese Proverbs From a Cultural Perspective." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-6.
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Proverbs are important data depicting the traditional culture of each nation. Vietnamese proverbs, dated thousands of years ago, are an immense valuable treasure of experience which the Vietnamese people desire to pass to the younger generations. This paper aims to explore the unique and diversified world of intelligence and spirits of the Vietnamese through a condensed and special literary genre, as well as a traditional value of the nation (Nguyen Xuan Kinh 2013, Tran Ngoc Them 1996, Le Chi Que and Ngo Thi Thanh Quy 2014). Through an interdisciplinary approach, from an anthropological point of view, approaching proverbs we will open up a vast treasure of knowledge and culture of all Vietnamese generations. The study has examined over 16,000 Vietnamese proverbs and analysed three groups expressing Vietnamese people’s behaviors toward nature, society and their selves, and compared them with English and Japanese proverbs. The research has attempted to explore the beauty of Vietnamese language, cultural values and the souls and personalities of Vietnam. Approaching Vietnamese proverbs under the interdisciplinary perspective of language, culture and literature is a new research direction in the field of Social Sciences and Humanity in Vietnam. From these viewpoints, it is seen that proverbs have remarkably contributed to the language and culture of Vietnam as well as and constructed to the practice of language use in everyday life which is imaginary, meaningful and effective in communication. Furthermore, the study seeks to inspire the Vietnamese youth’s pride in national identity and to encourage their preservation and promotion for traditional values of the nation in the context of integration and globalisation. In the meantime, it would be favourable to introduce and market the beauty of Vietnamese language, culture and people to the world, encouraging the speakers of other languages to study, explore and understand Vietnam.
Reports on the topic "Japanese language – Study and teaching – English speakers"
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Ahlbrecht, John. College Student Rankings of Multiple Speakers in a Public Speaking Context: A Language Attitudes Study on Japanese-accented English with a World Englishes Perspective. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6227.
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