Dissertations / Theses on the topic 'Japanese language Study and teaching (Higher) English speakers'
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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.
Full textShirahata, Tomohiko 1957. "The learning of English grammatical morphemes by Japanese high school students." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276802.
Full textHersey, Stewart Matthew. "From Dewey to Bruner : overcoming structural deficiencies in Japan's English language conversation programs for high school students :." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69561.
Full textIn particular, the study attempts a critical examination of Dewey's theory of Instrumentalism as a standpoint from which it continues to contribute to the retrogressive state of contemporary Japanese pedagogical orientation. In so doing, the thesis attempts to elicit, find speculative guidance in, and occasionally utilize in the clarification process, critical evaluations of Japan's university entrance examination system.
The aspects of Dewey's theory which are considered as conducive to the above goal are: his approach to the relationship between educator and student, teaching techniques, and his research in the realm of education as it applies to meeting the needs of society. It is put forth that although Dewey's ideology in these areas has actually contributed to pedagogical dilemma which may impede the compulsory teaching of English conversation in Japanese high schools, such a contribution must be considered en route to reaching an accurate solution.
It is contended that the cognitive-linguistic theory of Jerome Bruner is required as a viewpoint which serves to supplement, ameliorate and to assimilate Dewey's proposals in order to clearly elaborate a method by which Japanese adolescents may fluently express their hopes for participating in global ecology.
Perche, Michelle. "Students' needs and attitudes: EFL education in Japanese high schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/747.
Full textKono, Nariyo. "American Students' Expectations of Teachers in the Japanese Language Classroom." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5261.
Full textYoshikawa, Sawako. "Some Possible Sources of Oral Foreign Language Anxiety (FLA) among Japanese Students in the United States." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5204.
Full textKatayama, Akemi. "Correction of Classroom Oral Errors: Preferences among University Students of English in Japan." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5282.
Full textHarley, Elizabeth Anna. "An Exploratory Evaluation of Language and Culture Contact by Japanese Sojourners in a Short-term US Academic Program." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5168.
Full textKawano, Madoka. "An analysis of cultural contents of high school English textbooks in Japan." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26851.
Full textEducation, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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.
Full textExperimental 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.
Frew, Dorothy Jean. "An Improved English Article System for Japanese Speakers." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/5020.
Full textMulvey, Bern. "Japanese and English rhetorical strategies: A contrastive analysis." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1052.
Full textYasutake, 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.
Full textEducation, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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.
Full textShimabukuro, Misuzu. "Fossilization in Japanese adult advanced English learners and linked instruction as intervention." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3201.
Full textChristiansen, 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.
Full textThe 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.
Russell, Margo K. "A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2023.
Full textHirakawa, 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 textStewart, Alison. "Teaching positions : a study of identity in English language teachers in Japanese higher education." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10007476/.
Full textFujita, Masahiro. "Developing listening comprehension competence in Japanese English as a Foreign Language Learners." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2150.
Full textMohamed, Hashim Issa. "Academic writing as social practice: a critical discourse analysis of student writing in higher education in Tanzania." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&.
Full textKoscielecki, Marek M. "English as an international language: A sociolinguistic analysis of the Japanese experience." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1994. https://ro.ecu.edu.au/theses/1475.
Full textJung, Miso. "When English as a Second Language students meet text-responsible writing." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2906.
Full textNagao, Jun. "Some difficulties in responding to negative polar interrogatives and negative declaratives in English and pedagogical implications for Japanese EFL learners." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317747.
Full textDepartment of English
Nitta, Takayo. "Affective, cognitive and social factors affecting Japanese learners of English in Cape Town." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1842_1210749983.
Full textThis research used diary studies and interviews with five Japanese learners of English to investigate the different affective, cognitive and social factors that affected their learning of English in Cape Town between 2004 and 2005. The findings of this study corroborate arguments put forward by Gardner that factors such as learning goals, learning strategy, attitude, motivation, anxiety, self-confidence and cultural beliefs about communication affect the acquisition of a second language and correlate with one another.
Iwasaki, Noriko. "Analysis of English articles used by Japanese students." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4173.
Full textMungthaisong, Sornchai. "Constructing EFL literacy practices : a qualitative investigation in intertextual talk in Thai university language classes /." Title page, abstract and table of contents only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phm9962.pdf.
Full textFujita, Kyoko. "Roles of native and non-native teachers in English education in Japan : teachers' and students' perceptions." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98923.
Full textOzaki, Shizuko. "Binding and gapping in second language acquisition : evidence from a longitudinal study of Japanese learners of English." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317748.
Full textDepartment of English
Miyagi, Kazufumi. "Japanese EFL teachers' perceptions of nonnative varieties of English : are they ready to include other Englishes in their classrooms?" Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98560.
Full textThe findings suggested that in-service teachers showed more ambivalent attitudes toward nonnative varieties than student-teachers did; although the teachers acknowledged potential benefits of nonnative Englishes for the future use of EIL, they showed hesitation in regarding different Englishes as instructional models to be exposed to students. However, the study also showed participants' interest in introducing other Englishes as awareness-raising models. The possibility of inclusion of nonnative varieties was further discussed.
Sasajima, Shigeru. "Language teacher cognition in the case of Japanese teachers of English at secondary school in Japan : an exploratory study." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/12359.
Full textZheng, Yongyan, and 郑咏滟. "Vocabulary knowledge development of Chinese learners of English in China: a longitudinal multiple-case study ofeight university students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45548250.
Full textOkubo, Misako. "An Analysis of Japanese Learners' Comprehension of Intonation in English." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5172.
Full textCheung, Sing-chi, and 張成芝. "Influence of L3 German on L2 English among Cantonese native speakers in the domain of tense-aspect." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45986575.
Full textShibuya, Kazuro. "The development of L2 motivation of Japanese learners of English as a foreign language." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609133.
Full textKanekatsu, Nozomi. "Pragmatic performance of English immersion students in Japan : politeness in second language requests." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=97823.
Full textCette étude s'intéresse à la performance pragmatique en langue seconde (L2) d'étudiants en anglais langue étrangère (ALE) dans un programme d'immersion anglaise au Japon. Plus spécifiquement, l'étude examine si les étudiants sont capables d'exprimer la politesse appropriée en faisant une demande en anglais. Les participants étaient 28 étudiants japonais de l'immersion anglais et quatre étudiants de langue maternelle anglaise de niveau lycée (niveaux 10, 11 et 12). La collecte de données a été accomplie en utilisant des jeux de rôle, qui nécessitaient l'utilisation de demandes polies à une personne d'un statut plus élevé, pour obtenir des échantillons de discours des dyades de participants. Des observations en salle de classe, des entrevues, et un questionnaire écrit, faisant participer dix professeurs et 42 étudiants, ont également été menés afin de mieux comprendre les données de production orales de L2.
Yoshida, Reiko Languages & Linguistics Faculty of Arts & Social Sciences UNSW. "Overt and covert partcipation of learners in Japanese language classrooms." Publisher:University of New South Wales. Languages & Linguistics, 2008. http://handle.unsw.edu.au/1959.4/41212.
Full textHuang, Jing, and 黃景. "Autonomy, agency and identity in foreign language learning and teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41757981.
Full textLoy, Kumiko Honjo 1950. "Evaluation of Japanese Ki-Sho-Ten-Ketsu essay organization vis a vis the English Five Part Essay by native English speaking college composition students and implications for contrastive rhetoric." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276809.
Full textSurma, Miyuki U. "Autonomy in foreign language learning: An exploratory analysis of Japanese learners." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/785.
Full textNgan, Kirsten Nadia. "English Language Teaching and Curricula in the People's Republic of China." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4800.
Full textYeo, Inung. "Effective writing instruction for English-as-a-foreign-language university students in Korea." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2300.
Full textOtaala, Laura Ariko. "Action researching the interaction between teaching, learning, language and assessment at The University of Namibia." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Full textAtta, Takeshi. "Computer-based instruction in English as a foreign language for Japanese secondary students." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1447.
Full textLei, Xiao, and 雷霄. "Understanding writing strategy use from a sociocultural perspective: a multiple-case study of Chinese EFLlearners of different writing abilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43085672.
Full textShen, Jin, and 沈勁. "Mother tongue reliance and avoidance strategies in second language learning: a study of English majors at fourtertiary institutions in P.R. China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31242273.
Full textSowers, Andrew Michael. "Loanwords in Context: Lexical Borrowing from English to Japanese and its Effects on Second-Language Vocabulary Acquisition." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3970.
Full textDison, Arona. "Crossing boundaries: facilitating conceptual development in relation to culture in an English for academic purposes course." Rhodes University, 1998. http://hdl.handle.net/10962/d1002627.
Full textHuang, Huizhu, and 黄慧珠. "Mutual influences between learners' identity construction and English language learning in the first year of university study in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48330176.
Full textpublished_or_final_version
Education
Master
Master of Philosophy
Monassar, Hisham M. "Cohesion and coherence : contrastive transitions in the EFL/ESL writing of university Arab students." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1312004.
Full textDepartment of English