Dissertations / Theses on the topic 'Japanese language Study and teaching Victoria'
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1
Jennings, Stephen. "Implementing communicative language teaching : a case study of English language teaching reform in a Japanese science university." Thesis, Open University, 2018. http://oro.open.ac.uk/58102/.
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This thesis considers an example of English language teaching (ELT) reform in the context of internationalisation at Noda campus, Tokyo University of Science, Japan. Research questions not only enquire into institutional policy, but also teacher beliefs, attitudes and perceptions about a greater use of communicative language teaching activities and how these notions play out in examples of teaching practice. I take an interpretive stance to the enquiry and conduct a qualitative case study. As a participant in the research context, I am able to gain insight into the wider social processes of a purposely chosen group of seven Japanese English teachers. I employ Wolcott's (2008) notion of an ethnographic perspective on data gathering with 1) institutional documents regarding ELT reform and other ethnographic material, 2) field notes taken during classroom observations; and, 3) a theme analysis of semi-structured interview transcripts. Findings suggest there has been a move towards 1) the implementation of communicative language teaching activities with a large increase in the number of oral English courses, 2) a more student-centred approach; and, 3) the introduction of oral communication activities on a trial-and-error basis. I contend that findings are relevant to educational theory in illuminating the extent to which perceived negative attitudes towards ELT reform may be mitigated through constructive engagement. Moreover, in terms of educational practice, the study of participants' apparent attitudes and beliefs may be analogous to other groups of teachers engaging with foreign language education reforms. The thesis concludes by recommending future investigation into educational contexts viewed as inter-related systems (Larsen-Freeman and Cameron, 2008). Such future investigations will focus on the constant mutual restructuring of teaching policy, theory and practice (Johnson, 2008). This type of research will provide insight into how educators mediate national and institutional policy initiatives in order that they be suitable for local contexts.
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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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Ito, Genji. "Teaching EFL reading in Japanese High Schools : an exploratory study." Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390756.
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Yoshimitsu, Kuniko 1944. "Language maintenance efforts of Japanese school children in Melbourne." Monash University, School of Asian Languages and Studies, 1999. http://arrow.monash.edu.au/hdl/1959.1/8560.
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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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Surma, 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.
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Learner autonomy has received increased attention: in the recent language teaching and learning literature. Although Holec (1981) proposed a somewhat categorical definition of learner autonomy, this concept can be viewed in various ways depending on factors such as context and culture. One may posit, for example, that learner autonomy is based on Western values and as such, is not as easily accessible in the Asian context. With such variables in mind, the purpose of this study is to gain a greater understanding of Japanese students' beliefs regarding foreign language learning in a particular context. This is undertaken by utilising multi-modal investigation procedures, consisting of three studies. Little's learner autonomy theory is utilised throughout this study to provide the theoretical framework. The current research is divided into three interrelated studies. Study One attempt to identify high achievers' beliefs about effective foreign language learning strategies, teacher/learner roles, classroom expectations, self-motivation strategies, and their concept of the self as a learner. In Study One, Little's definition of learner autonomy is considered as the basic concept and used to examine whether or not the collected data in this research supports his theory. Study Two attempts to discover Japanese students’ beliefs and expectations about foreign language learning in a particular context, namely, learning English in Japan. Study Three reports the students’ views on inside/outside classroom environment their journal writings. The researcher takes the position, based on Little's theory, that learner autonomy means both awareness of self-direction and the need for collaboration. In addition, she believes that autonomous learning is not just a matter of offering freedom of time and space, but that internal flexibility should be given some consideration in the development of learner autonomy. Based on Study One, learner autonomy is defined as learners' internal attitude for self-motivation, which leads to effective language learning. Positive self•beliefs and metacognitive awareness con be considered as keys in promoting learner autonomy. Study Two results confirmed high achievers' higher self•efficacy beliefs as compared with average students. The high achievers tended to have more confidence in their ability to learn a language successfully and showed a greater understanding for and use of metacognitive knowledge and strategies. In Study Three, low•middle English level students' beliefs were extracted from their journals and presented in detail. These showed that confidence•building and metacognitive awareness for self•reflection affected their motivation for autonomous learning. Results suggest that teachers should not impose restrictions on their students' potential based on their external judgement of the students' capabilities. Therefore, instead of training learners to satisfy teacher expectations, or simply giving students unbounded freedom to make decisions, learner development that promotes autonomy should be more concerned with the nature of both students’ and teachers’ learning as a path towards self growth.
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Miyazaki, Junko. "A communicative approach to computer-assisted-learning in teaching Japanese as a foreign language." Thesis, Canberra, ACT : The Australian National University, 1987. http://hdl.handle.net/1885/133490.
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This study looks at the use of CAL (Computer-AssistedLearning)
for TJFL (Teaching Japanese as a Foreign Language).
An Appropriate model of CAL is sought based on language
teaching and learning theories. The model consists of teachers' and
students' aspects. Core ideas of language teaching, factors of
learning, and an educational aspect are blended into a theoretically
ideal CAL syllabus.
Existing course (soft) ware systems are classified based on
this model and are examined. Suggestions for improvements and ideas
for CAL in TJFL are presented.
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Anzai, Yukie. "Teaching WA and GA to English-speaking students." Thesis, Canberra, ACT : The Australian National University, 1985. http://hdl.handle.net/1885/132949.
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To English speakers the distinction between the
uses of the Japanese particles, "WA" and "GA", is one of
the most difficult problems in learning Japanese, and this
is particularly true in the case where "WA" and "GA" marks
the NP which is equivalent to the subject in English. This
usage of "WA" and "GA" is also extremely problematic for
instructors in teaching Japanese to students whose native
language is English.
The present sub-thesis firstly introduces the
major theories concerning the two particles, "WA" and
"GA", advanced by several linguists.
Secondly, on the basis of these theories, a
critical survey of several Japanese textbooks is
presented, which examines how the two particles are
introduced in these textbooks, when they are used to mark
the NP which is equivalent to the subject in English.
Finally, on the basis of the theories discussed
and the critical survey presented, methodological
suggestions are advanced, concerning how to introduce this
particular usage of "WA" and "GA", to English speaking
students.
These suggestions are intended to make up for the
inadequacies in the textbooks examined. They are
concerned with the following four points: 1.The logical introduction of "WA" and "GA".
2.The presentation of several charts representing
the functions of "WA" and "GA" in the basic
sentence patterns of Japanese.
3.The initial introduction of "WA" and "GA".
4.The order of introducing the four basic functions of "WA" and "GA".
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Eda, Sanae. "Processing of intonation patterns in Japanese implications for Japanese as a foreign language /." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086187589.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains xiv, 164 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Mari Noda, Dept. of East Asian Languages and Literatures. Includes bibliographical references (p. 157-164).
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Sagayama, Junko. "On Cantonese learners' handing of phonetic length in Japanese." Thesis, Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31572108.
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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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Kato, Toshihito School of Modern Language Studies UNSW. "Acquisition of Japanese vocabulary by Chinese background learners: the roles of transfer in the productive and receptive acquisition of cognates and polysemy." Awarded by:University of New South Wales. School of Modern Language Studies, 2006. http://handle.unsw.edu.au/1959.4/27306.
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As is widely known, Japanese and Chinese not only share the common logo graphic orthography called ???kanji??? or ???hanzi??? respectively, but also share a number of kanji compounds as cognates, many of which share the same or similar meaning. The major objective of this dissertation is to investigate the roles of transfer and the difficulty in Chinese background learners??? (CBLs???) use and acquisition of Japanese kanji compounds and kanji words. In particular, under what condition and how CBLs transfer Chinese words into Japanese counterparts is investigated. The results of a lexicality judgement test, an oral production test, and a translation test showed that acquisition of partially deceptive cognates, which share the same orthography with partly the same and partly different meanings, was often prolonged. It was also found that the difficulty of acquisition of partially deceptive cognates varied according to their cross-linguistic semantic condition and task type. In the oral production test, CBLs frequently used L1 words by adapting them into L2 phonology both successfully and unsuccessfully when they had no prior knowledge of the L2 counterparts. In addition, negative transfer was detected even when CBLs had a correct knowledge of the L2 word. The results of the translation test revealed that CBLs are liable to misinterpret the meaning of partially deceptive cognates when one of their meanings happens to make sense within the context. Additionally, it is suggested that CBLs might create different types of interlanguage depending upon the cross-linguistic semantic condition and relative frequency of the L2 input for each meaning of the partially deceptive cognates. The transferability of polysemy was found to be constrained by prototype condition, learners??? existing L2 knowledge, and task type. While transferability correlated well with the perceived prototypicality of the L1 items in CBLs??? oral production, transfer was also at work for the less prototypical items in their comprehension task. The findings indicate that the transferability of Chinese words into their Japanese counterparts is constrained by multiple factors. Further, both positive and negative transfer influence CBLs??? production, comprehension, and interlanguage construction of Japanese vocabulary in a complex manner.
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Stewart, 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/.
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In Applied Linguistics and English Language Teaching a growing emphasis on the social aspects of language teaching and learning has shifted research inquiry away from methodology to focus instead on the specific contexts in which these activities take place. Within these contexts, a prominent role is occupied by the teacher. Teacher identity is particularly significant in language teaching, where the teacher's Relationship and attitude to the target language could have important pedagogical implications. Nevertheless theoretical frameworks for understanding teacher identity have all too often been marred by cultural stereotyping or a reluctance to admit that identity matters at all. This thesis proposes a methodology for researching teacher identity which derives from a poststructuralist conceptualisation of identity as a form of 'strategic positioning'. According to this concept, identity is never fixed but people do signal temporary affiliation with particular social categories or groups from which insights can be inferred concerning the social world that they experience and their values and beliefs about that world. An analysis of strategic positioning in the transcripts of long interviews with eight English teachers in Japanese higher education permits a richer understanding of the multiple ways in which identity and practice are intertwined. The findings support a critique of current thinking about professionalism and expertise, and offer an original challenge to a number of critical linguistic arguments associated with English as an International Language such as linguistic imperialism, intercultural spaces and post method pedagogy.
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Jensen, Marie-Thérèse 1949. "Corrective feedback to spoken errors in adult ESL classrooms." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8620.
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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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Koscielecki, 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.
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This study was designed to investigate the nature of English as an International Language (ElL) in Japan from both a diachronic and a synchronic point of view, drawing some comparison with countries in South East Asia and Africa. Using comparative material from socio-historical and sociolinguistic literature from other countries it was possible to examine the use and cultivation of English in Japan and compare it with that in other countries where English fulfils different roles. The material on Japan was supplemented by research based on data obtained from questionnaires both at the high school level and within business corporations. From a diachronic point of view the study tried to determine a range of factors which have contributed to the cultivation of English in Japan and to understand how they have influenced policies related to language planning within Japan, In particular it sought to clarify the relationship of English to the process of modernisation against the background of the wider role of English as an international language. From a synchronic point of view the study sought indicators as to the success of teaching and learning English as a performance variety in Japan. It has considered how such success or failure is affected by language-in education planning both on the part of the Ministry of Education (Mombusho) and of other bodies. Furthermore the study sought to understand how the substantial Japanese participation rate in studying English at both education and business levels contributes to the spread of English worldwide. Finally, the study tried to formulate a broader definition of ElL, assuming the fact that ElL is not a variety but a status designation of various Englishes in the present world.
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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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Sagayama, Junko. "A comparison of the duration of special morae in the speech of native speakers and Cantonese learners of Japanese." Thesis, Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B44193130.
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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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Furukawa, Akiko. "Adversity or affectivity : a longitudinal experimental study of teaching Japanese ni passives to learners of Japanese as a foreign language." Thesis, SOAS, University of London, 2009. http://eprints.soas.ac.uk/29581/.
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This thesis examines an effective way of teaching Japanese ni passives to learners studying Japanese as a foreign language. Japanese passives have triggered controversies in theoretical linguistics regarding issues such as their syntactic structures, classification and the origin of what is called the 'adversity' meaning. Adopting a cognitive approach, I shall propose that ni passives can be taught efficiently and effectively by abandoning the direct/possessor/indirect passive distinction, and instead, explaining all instances of these passives in terms of a single, core notion of 'affectivity' (Kuroda 1979). The effectiveness of this approach was empirically tested by teaching ni passives to two different groups of learners, via explicit grammar explanation designed to encourage the form-meaning and function connections of ni passives. The control group (7 learners) were taught multiple types of ni passives, and the experimental group (10 learners) were provided with the unified account that all ni passives have a meaning of affectedness, whether positive or negative. A series of experiments were conducted, in the form of picture description and other tasks, one week and nine months after the instructional treatment, and with subsequent follow-up. The results show that the approach proposed in the study was indeed effective. The metalinguistic comments some of the learners made indicate that explicit knowledge of the meanings and function of ni passives and the explicit association between the use of ni passives with certain (affective) situations seemed to have assisted learning, by motivating the use of ni passives. Also, certain intermediate forms that the learners produced in the course of learning will be explained by drawing upon a cognitive approach. The positive effects of the instructional treatment proposed in this study are encouraging for learners who only have limited exposure to the target language.
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Inoue, Yumi. "Acquisition of Japanese tense and aspect by Cantonese speakers." Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20002907.
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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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Ainscough, Valerie J. "The interaction between teacher and student expectations : a case study of a Japanese college in Britain." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342152.
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Amburgey, Brent Harrison. "Informal Learning Choices of Japanese ESL Students in the United States." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/755.
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This study was designed to explore possible relationships between English language learners past formal language learning experiences and beliefs about language learning on the one hand, and their informal learning choices on the other. Six Japanese English as a second language (ESL) students participated in the study. Participants were interviewed and asked to complete an English study log for one week prior to their scheduled interview. The results of the study suggested that there were likely connections between experiences, beliefs, informal learning choices. For some participants, a singular experience or belief had an effect that seemed to outweigh other experiences and beliefs. However, there were also some differences in informal learning choices among participants that might be better explained by factors outside of the interest of this study, such as personality or goal of English study.
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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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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.
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This thesis investigates corrective-feedback episodes and learners?? private speech in Japanese language classrooms at a university to examine both overt and covert speech of the adult learners in relation to their target language learning. Corrective-feedback episodes between teachers and learners in language classrooms have been focused on as typical interactions in the classrooms and a factor that contributes to learning of target languages. Ohta (2001) found that learners noticed their teachers?? corrective feedback to the other learners and responded to the feedback in their private speech, and that they also repeated others or manipulated sounds or forms by using their private speech. As learners notice a gap between what they actually can produce and what they want to say, when they produce target languages, even without feedback (Swain, 1985; Swain and Lapkin, 1995), learners?? private speech should be examined as well as their corrective-feedback episodes in classrooms. The data were collected from six learners and two teachers at a Level 2 (upper beginning) Japanese course for two semesters (throughout a year). The data are composed of classroom observations, audio and video-recordings of the classrooms, and stimulated recall interviews with both the teachers and the learners following the classroom recordings. All corrective-feedback episodes and the learners?? private speech were transcribed and coded according to error type, corrective-feedback type, types of response to the feedback, and types of the learners?? private speech. The teachers tended to use recasts often because of the time limitation of the classroom teaching and their teaching policy. However, all the learners preferred to be given opportunities to self-correct their own errors before being provided with correct answers by recasts. Private speech had functions of cognitive/metacognitive, affective/social, and self-regulation, which overlapped with each other. The learners were aware of their use of private speech in the classrooms. The teachers sometimes noticed their learners?? use of private speech in the classes. The learners used both Japanese and English as cognitive tools as well as communicative tools. The learners used every opportunity for their learning, by overtly and covertly participating, in the class.
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Chan, Siu-wai Louisa, and 陳小慧. "Learning Japanese as an additional language: a case study of one learner's experience." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27056065.
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Shirahata, 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.
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This thesis is a study of the learning of English grammatical morphemes (copula, possessive, ING, plural, progressive auxiliary, irregular-past, regular-past, definite article, indefinite article, and the third-person-singular-present) by 31 Japanese high school students. The data were based on the results of the subjects' spoken language, which were tape-recorded and carefully investigated. The results indicated some similarities and differences between the present study and the previous L1 and L2 studies. The present study showed more similarities to the studies which dealt with Japanese subjects by both the Spearman rank order correlation coefficients and the Implicational Scaling Analysis based on Group Range. This indicates strong transfer from the Japanese language. But language transfer is not such a simple phenomena as the researchers in the Behaviorism era thought. Some methodological problems concerning the grammatical morpheme studies and possible determinants of the accuracy order of the morphemes were also discussed.
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Kajiwara, Hajime. "Internationalizing the Japanese classroom with computer-mediated instruction." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2456.
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Meng, Kam-yiu, and 孟金瑤. "The influence of Cantonese tones on the learning of Japanese pitch accent." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B26765354.
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Yonemoto, Kazuhiro. "Languages and identities : voices of repatriated students from China." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100221.
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In this inquiry, I examine how six repatriated students from China perceive their experiences in Japanese schools and in Japanese second language education. I focus on their voices and perspectives gained through audio-taped interviews. Employing Pierce's (1995) concept of investment and Rampton's (1990) concepts of language expertise, affiliation, and inheritance, I focus on how these adolescent students perceive the relationship between languages and identities and how their experiences affect their ways of looking at themselves. The data I collected through interviews in Japan supports the views that identity is multiple and fluid, and languages are profoundly and intricately related with learners' identity construction. Depending on their particular contexts in which they situate themselves, they hold distinct views on the relationship between languages and identities. I address how the particular context in Japan's educational system may influence their ways of looking at themselves. The study confirms that teachers need to examine our students' identities and frames of reference, values and beliefs.
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Kono, Nariyo. "American Students' Expectations of Teachers in the Japanese Language Classroom." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5261.
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The Japanese as a foreign language classroom in the United States is full of information about the target culture and cross-cultural interaction between American students and Japanese instructors. This cross-cultural interaction promotes culture learning but sometimes produces potential conflicts due to American students and Japanese instructors having different expectations of each other. The purpose of this study was to investigate student expectations of their Japanese teachers and to explore similarities and differences among Japanese and American expectations. The research questions addressed were 1) What do American students expect of their Japanese teachers in the Japanese language classroom? Do their expectations have any distinctive features?, and 2) What do Japanese teachers expect of themselves in the Japanese language classroom? Do their expectations have any distinctive features? The data was gathered in the two Japanese programs at universities in the Northwest. This exploratory study used both the quantitative and descriptive research methods. There were three primary data analysis procedures: multidimensional scaling analysis, hierarchical cluster analysis, and rank-order analysis. These multidimensional and hierarchical clustering analyses explored the underlying structure of the concept of what makes a good Japanese language teacher. The rank-order analysis revealed which beliefs were most important for different groups' judgments of who is a good teacher. In addition, the results of these analyses were discussed with the subjects through interviews. The results suggested a major similarity and also some culture differences. Both Americans and Japanese seemed to share a very basic framework about what makes a good teacher, which contained three domains: Classroom management, Interaction and Personality. However, some of the results seemed to reflect a difference between the role-specific aspects of Japanese society and the individualistic elements of American society. In addition, the rank-order analysis seemed to reveal a difference between the two schools.
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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.
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Much of the literature on EFL education in Japan describes a system that is fraught with problems. Over the last decade the Japanese Education Ministry (Monbusho) has introduced a number of reforms and introduced some new EFL courses into Japanese schools. The stated aim of the new courses has been to focus on the development of students' communicative abilities in English. However, the effectiveness of these reforms has been questioned particularly at the senior high school level. According to a number of commentators, difficulties occur because of a back wash effect of the university entrance examinations. Others criticise the teachers for continuing to use traditional teaching methods that may no longer satisfy the needs of present generation students.
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Takahashi, Reiko. "English as a lingua franca in a Japanese context : an analysis of ELF-oriented features in teaching materials and the attitudes of Japanese teachers and learners of English to ELF-oriented materials." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5269.
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As a result of the spread and growth of English as a global means of communication, a new approach to teaching and learning English has recently emerged: ELF – English as a lingua franca (ELF). Graddol (2006: 87) claims that "some of its [ELF] ideas are likely to influence mainstream teaching and assessment practices in the future". Indeed, a shift from traditional EFL goals to ELF has been observed in the documents of the Ministry of Education, Culture, Sports, Science and Technology (MEXT) of Japan. Jenkins (2004) suggests that applied linguists and publishers will need to find ways of promoting a more ELF perspective in teaching materials. However, to begin with, the reason why the ELF approach is necessary for Japanese learners of English should be adequately discussed. Also, how people are likely to respond to the new materials in the future should be investigated. The aim of this thesis is two-fold: (1) to examine current English language teaching practices in Japan from an ELF perspective, and (2) to examine the attitudes of Japanese people towards the new ELF-oriented practice. More specifically, the current study will focus on the teaching materials that are currently being used within the country. The research consists of three parts: (1) the identification of the characteristics of ELF; (2) an analysis of the EFL coursebooks and audiovisual materials according to those traits; and (3) an investigation of the attitudes of Japanese learners and teachers of English to ELForiented coursebooks and audiovisual materials by means of questionnaires and focusgroups. EFL coursebooks and audio materials employed in the state and private sectors were analysed. ELF-orientation was found in different forms and to different degrees according to the level and the objectives of individual materials: this was apparent in the nationalities and contexts represented, in the content of texts, and in English varieties in audio materials. There were some differences between publishers in the degree of ELF orientation. 717 students and 28 teachers were involved in the questionnaire survey. Sixteen students and nine teachers participated in the focus-group discussions. The survey data revealed that the informants showed strong reactions to certain ELF features in materials. They had little objection to ELF-features which were related to contextual factors of ELF (e.g. representation of characters in a dialogue). In contrast, they expressed more opinions regarding ELF-features which were closely related to the issues of a target model (e.g. written forms of non-standard English, and audio recordings which included NNS English). The findings are discussed with regard to the implementation of ELF-oriented materials. Pedagogical implications are proposed for the further development of ELF-oriented materials and for possible changes in English language teaching in the Japanese educational system.
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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.
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This 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.
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Bartlett, Roger J. "Secret codes: Hiragana instruction in year six." Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/36653/7/__qut.edu.au_Documents_StaffHome_StaffGroupR%24_rogersjm_Desktop_36653_Digitised%20Thesis.pdf.
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Mastering hiragana at the primary school level is a challenge for beginning Japanese learners and developing techniques for easing the task is continual. The inherent meaningfulness of the subject matter is acknowledged to be an important factor in the learning, assimilation and retention of new material. This study examined the incorporation of meaningfulness in hiragana instruction by comparing two classes of eleven year olds engaging with hiragana for the first time. One group received symbol instruction organised around known vocabulary, whereas instruction was organized by consonant-family for the second group. The study was undertaken to determine the instruction1s impact on the recognition, decoding and recall of hiragana, the learning strategies employed and the affective response to the task. Both groups undertook formative tests and a post test involving symbol recognition and formation. Four groups of students participated in focus group interviews.
The reading theories underpinning the study were the interactive model developed by Ehri (1998) and the interactive compensatory model developed by Stanovich (in Samuels & Kamil, 1988). Both models hold that beginning readers use 'bottom-up' and 'top-down' processes when reading but the Stanovich model proposes that the reader compensates for weak skills or knowledge in one area of the model by relying on other sources of knowledge. A student may have weak grapho-phonemic skills and therefore support the need to extract meaning from the text by using world knowledge.
Test results indicated that whereas the two groups had equal success in learning the script, one instructional method was not more statistically significant than the other in facilitating hiragana decoding and recall. The focus group interviews indicated that the students were overwhelmed by the novelty and by the scale of the task. Students in both groups primarily relied on rote learning techniques, foregoing more meaningful strategies that had been modelled and encouraged. The results suggest that for young beginning students, hiragana instruction needs to acknowledge individual learning styles and provide a range of 'hooks' to facilitate item decoding, of which meaningfulness is only one.
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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.
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This study investigates Japanese EFL teachers' perceptions of regional varieties of English, which are designated as either the Outer Circle or the Expanding Circle by Kachru (1985), and their potential place in EFL teaching in Japan. Participants were 36 teachers at junior high and elementary schools and 28 undergraduates in a TEFL certificate program. Data collection was completed with the use of two Likert-scale questionnaires: one involving a task in listening to various English varieties, and the other asking about beliefs about the English language in general and perceptions of nonnative/nonstandard Englishes as opposed to the two major varieties in ELT in Japan: American and British English. In addition, oral interviews were conducted with several participants and their assistant language teachers (ALTs).The 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.
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Fujita, 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.
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This study explores issues related to native and non-native English speaking teachers in the context of Japanese English education, specifically in public junior high school settings in relatively rural areas of Japan. The study mainly asks Japanese teachers of English, assistant language teachers employed in the Japan Exchange and Teaching Programme, and students about their perceptions of the roles of native and non-native teachers in their English classrooms. These stakeholders seem to have preconceived assumptions about the roles of native and non-native teachers. These include native teachers as opportunity providers and motivators and non-native teachers as facilitators. These fixed roles in the stakeholders' perceptions of the roles of native and non-native teachers may prevent them from expanding their possibilities and may reinforce the existing distinction between native and non-native speakers. Implications for policy makers and stakeholders include the need to adopt a perspective of English as an international language into the goals of Japanese English education to value collaborative teaching and reconceptualize the roles of Japanese English teachers and assistant language teachers in classrooms.
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Iwasaki, Noriko. "Analysis of English articles used by Japanese students." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4173.
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English articles are perhaps the most difficult grammatical items for Japanese students to master. However, because these are among the most frequently occurring grammatical items in English, Japanese students must concern themselves with them.
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Ohashi, Yumi. "Teaching and learning through interaction : a case study of Japanese children learning English as a foreign language." Thesis, University of Leeds, 2005. http://etheses.whiterose.ac.uk/339/.
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This thesis presents an analysis of interaction within an EFL classroom in a Japanese primary school. Adopting a sociocultural perspective of learning, the study explores the applicability of "guided participation" (Rogoff, 1990) as an approach to understanding the process of classroom language learning. It is a concept in which learning is Viewed as increased "participation" ("Participation metaphor" Sfard, 1998) in the activities of a community, achieved by mediation through language use and structuring. Drawing on sociocultural theory, a method of discourse analysis was developed to reveal the educational processes involved in discourse. Data obtained from eight lessons was transcribed and coded for discourse actions, actions whose pedagogic functions are realised through the mediational use of language. Seven discourse patterns emerged, among them capturing the major characteristics of participation. One pattern in particular involving teacher assistance emerges as having the potential to promote a transformation of pupil language use and participation. Discourse patterns were further examined to identify how opportunities / "affordances" (Gibson,1979) for participation emerge. Drawing on an ecological perspective, a method of analysis for "affordances" in the EFL classroom was developed. Six dimensions of affordances were identified and an examination of the interplay of these dimensions in each discourse pattern carried out. As a result, four types of affordance were identified, two of which, "Strong affordance" and "Contingent affordance", emerge as the most effective for enhancing pupil participation. Analysis further revealed (1) the existence of multiple affordances within a task or an activity, (2) the importance of the teacher's role in the facilitation of affordances, (3) the importance of the active agency of a learner and (4) the complex interplay between learner and environment, the ecology of the classroom. The research also analysed a problematic class to identify causes of negative participation. The thesis concludes that the process of "guided participation" is observable in classroom discourse as pupils make use of affordances available in the environment,, suggesting that a sociocultural method of discourse analysis along with the concept of affordances and an ecological method of analysis for affordances is a valuable means of illummating the complex, social and interactional nature of language learning in the primary EFL classroom. Finally, the findings of the study imply that a greater focus by teachers upon "guided participation" has the potential to enhance the learning process in the formal world of the primary classroom.
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Boswell, Paul Duane. "Acquisition versus long-term retention of Japanese words and syntax by children and adults: Implications for the critical period hypothesis in second language learning." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186502.
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The critical period hypothesis for second language learning, which states that young children learn additional languages better than adults, lacks unambiguous empirical support as well as a coherent theoretical model. An experimental study was conducted which analyzed child-adult differences in difficulty of acquisition and long-term retention for rules of syntax and words in Japanese, a language unfamiliar to the subjects. The results of this study found no advantage for children over adults either in acquisition or long-term memory. However, relative to the difficulty of acquisition, the children had lower forgetting rates for words than for rules when both materials were learned completely. In the lexical study, the children's performance at retention was closer to the adults' than at acquisition, whereas in the syntax study, the opposite was the case. These results confirm the existence of developmental differences in the forgetting rates of different materials. Such results imply that, if there is an advantage for learning language at an early age, it might be localized in lexical retention.
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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.
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Ozaki, 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.
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The aim of this dissertation was to examine how Japanese learners of English in the United States developed their interpretation of antecedents of reflexive pronouns and their understanding of the direction of verb gapping in English over time. The two properties in question operate differently in English and Japanese, and neither property is normally taught. Therefore, the acquisition of these properties of English by Japanese learners sheds light on the role of Universal Grammar (UG) in second language acquisition (SLA).Fourteen Japanese learners answered three questionnaires, each containing a test assessing reflexives (the Binding Test) and a test assessing verb gapping (the Gapping Test) at three different times, approximately 12 weeks apart from each other. In addition, three groups of 20 native speakers of English provided their results on the same questionnaires.The overall performance of the learners on the Binding Test started out significantly inferior to that of native speakers, and it did not reach the level of native speakers in later sessions. In contrast, the overall performance of the learners on the Gapping Test started out as good as that of native speakers, and it maintained the same level relative to the native performance in later sessions. Furthermore, the overall performance of the learners in later sessions was not significantly better than that in earlier sessions. These findings seem to suggest that increased time spent in an English-speaking environment did not have any effects on the learners' acquisition of the two properties. However, when performance by subset was considered, significant improvement was observed.Examination of individual patterns of responses revealed that the learners showed the patterns consistent to English, Japanese, and even other languages and that some of the learners who previously showed a pattern other than the English pattern successfully demonstrated the English pattern in later sessions. These findings constitute evidence for the view that parameter-resetting is possible in SLA.The dissertation also includes discussion of the test instrument and explanation of the data in the light of recent theoretical predictions. The concluding chapter offers pedagogical implications as well as suggestions for future UG-based SLA research.Department of English
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Matsuo, Takao, and 松尾隆男. "A study on using Japanese Songs for teaching Japanese language in Taiwan." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/29173105367276223625.
Full textAbstract:
碩士輔仁大學
語言學研究所
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A study on using Japanese Songs for teaching Japanese language in Taiwan Matsuo, Takao 松 尾 隆 男 Fu Jen Catholic University Graduate Institute of Linguistics Abstract The present paper explores the usage of Japanese songs in teaching Japanese in Taiwan. Recently, interactive communication in language class has become a modern trend. Besides, socio-cultural element of the target language is emphasized as an indispensable goal. Songs fulfill such requirements, because, songs can provide three good resources. In the first one, linguistic aspect (Semiotics) and social cultural aspect (soul) are tied together in songs. In the second one, songs have good feature which is easy to learn, acquire and memorize language. In the third one, songs and verses are one kind of special text type. So, second language learners have to come into linguistic sense for target language. In primary language acquisition, native speakers naturally master songs and lyrics and the corresponding music, while second language learners without proper exposure to songs lack this song related language competence. Approximation of native speakers’ intuition (including song related competence) justifies the inclusion of teaching songs in a second language class. Besides language learners expect more and more multi-media in classroom. Through questionnaires, the present study explores the state of art of using Japanese songs for teaching Japanese in Taiwan, the problems involved and the alternatives to improve the problems. This thesis is divided into five chapters. Chapter 1 points out the significance of songs in teaching language, and gives a historical review of using songs in teaching Japanese. Chapter 2 indicates the actual research method and subjects investigated in Taiwan and Japan. Public as well as private colleges are investigated. The locus of investigation is Taiwan, though subjects in Japan are also investigated and used as reference to Taiwan. Chapter 3 deals with statistic analysis of 3 different subject groups in the present study: Group A is Japanese Language teachers in Taiwan, Group B is Japanese Language learners in Taiwan, and Group C. is Japanese Language teachers in Japan. Chapter 4 presents the results of statistic analysis according to different subject groups and the following five main issues: (ⅰ) Necessity of teaching songs in Japanese language. (ⅱ) Consequence of using or not using songs in Japanese class. (ⅲ) How to use songs in teaching Japanese. (ⅳ) Differences in using or not using songs in Japanese class. (ⅴ) Ways of introducing songs into Japanese class. Chapter 5 offers concrete examples of songs classified in various areas of interest and use concrete examples to illustrate that ways of using songs to achieve goals of language teaching. Finally, analysis showed that many teachers investigated in this study admit the necessity of using songs in language teaching, but they do not practice it much in fact. And Japanese language learners in Taiwan expect using more songs in Japanese class than the teachers are actually practicing. Key word: Teaching Japanese Language, Japanese Songs, interactive learning, Multimedia, Classification of songs, songs for teaching Japanese.
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Lee, Daniel Cheungsing. "A study of Japanese loanword naturalisation by Australian learners of Japanese." Master's thesis, 2003. http://hdl.handle.net/1885/146228.
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"English and Japanese learning motivation: a study of 2007 summer Japanese course students at CUHK." 2008. http://library.cuhk.edu.hk/record=b5896830.
Full textAbstract:
Man, Ming Yu.Thesis (M.Phil.)--Chinese University of Hong Kong, 2008.
Includes bibliographical references (leaves 163-173).
Abstracts in English and Chinese; appendix also in Chinese.
ABSTRACT (ENGLISH) --- p.i
ABSTRACT (CHINESE) --- p.iv
ACKNOWLEDGEMENTS --- p.vi
TABLE OF CONTENTS --- p.viii
Chapter CHAPTER 1 --- INTRODUCTION --- p.1
Chapter 1.1 --- Background to This Study --- p.1
Chapter 1.2 --- Purpose of This Study --- p.2
Chapter 1.3 --- Significance of This Study --- p.3
Chapter 1.4 --- Organization --- p.4
Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.6
Chapter 2.1 --- Introduction --- p.6
Chapter 2.2 --- Pre-Firth and Wagner (1997) --- p.7
Chapter 2.2.1 --- The Social Psychological Perspective --- p.7
Chapter 2.2.2 --- The Cognitive-situated Perspective --- p.8
Chapter 2.3 --- Post-Firth and Wagner (1997) --- p.9
Chapter 2.3.1 --- Post-structuralist Perspective --- p.9
Chapter 2.3.2 --- The Process-oriented Perspective --- p.12
Chapter 2.4 --- SLA Motivation Research in FL Context --- p.14
Chapter 2.5 --- Language Learning Context in Hong Kong --- p.18
Chapter 2.5.1 --- English Learning Context in Hong Kong --- p.18
Chapter 2.5.2 --- Japanese Learning Context in Hong Kong --- p.20
Chapter 2.6 --- Empirical Studies on Language Learning in Hong Kong --- p.22
Chapter 2.6.1 --- Empirical Studies on English Learning in Hong Kong --- p.22
Chapter 2.6.2 --- Empirical Studies on Japanese Learning in Hong Kong --- p.25
Chapter 2.7 --- Summary --- p.28
Chapter CHAPTER 3 --- METHODOLOGY --- p.30
Chapter 3.1 --- Introduction --- p.30
Chapter 3.2 --- Research Design --- p.30
Chapter 3.3 --- Participants --- p.31
Chapter 3.3.1 --- Selection Criteria for the Questionnaire Survey Participants --- p.31
Chapter 3.3.2 --- Selection Criteria for the Semi-Structured Interview Participant --- p.32
Chapter 3.3.3 --- Demographic and Language Background --- p.33
Chapter 3.4 --- Instrumentation --- p.40
Chapter 3.4.1 --- Questionnaire Survey --- p.41
Chapter 3.4.2 --- Semi-structured Interviews --- p.43
Chapter 3.5 --- Procedures --- p.44
Chapter 3.6 --- Data Processing and Analysis --- p.46
Chapter 3.7 --- Validity and Reliability --- p.47
Chapter 3.8 --- Ethics --- p.48
Chapter 3.9 --- Limitation --- p.49
Chapter 3.10 --- Summary --- p.50
Chapter CHAPTER 4 --- FINDINGS´ؤSURVEYS --- p.52
Chapter 4.1 --- The Demographic Profiles of the Participants --- p.52
Chapter 4.2 --- Linguistic Profiles of the Participants --- p.54
Chapter 4.3 --- The Participants´ة Travel Experiences --- p.58
Chapter 4.4 --- Scale Reliability --- p.60
Chapter 4.5 --- The Mean Scores for the Scales --- p.62
Chapter 4.6 --- Correlations between the Scales --- p.64
Chapter 4.7 --- Adjectives Used to Describe English and Japanese Languages --- p.74
Chapter CHAPTRE 5 --- FINDINGS´ؤINTERVIEWS --- p.76
Chapter 5.1 --- The English Language --- p.76
Chapter 5.1.1 --- Linguistic Onset --- p.76
Chapter 5.1.2 --- Integrativeness --- p.77
Chapter 5.1.3 --- Attitudes towards the L2 Speakers / Community --- p.78
Chapter 5.1.4 --- Instrumentality --- p.85
Chapter 5.1.5 --- Attitudes towards the L2 --- p.86
Chapter 5.1.6 --- Milieu --- p.86
Chapter 5.1.7 --- The Classroom Learning Experience --- p.88
Chapter 5.1.7.1 --- ELTU Courses --- p.88
Chapter 5.1.7.2 --- Secondary School Learning Experience --- p.90
Chapter 5.1.8 --- Cultural Interest --- p.99
Chapter 5.1.8.1 --- Songs --- p.99
Chapter 5.1.8.2 --- TV Programs --- p.100
Chapter 5.1.8.3 --- Films --- p.100
Chapter 5.1.8.4 --- Books --- p.101
Chapter 5.1.8.5 --- Cartoons --- p.102
Chapter 5.1.8.6 --- Other Aspects --- p.102
Chapter 5.2 --- The Japanese Language --- p.103
Chapter 5.2.1 --- Linguistic Onset --- p.104
Chapter 5.2.2 --- Integrativeness --- p.105
Chapter 5.2.3 --- Attitudes towards the L2 Speakers / Community --- p.107
Chapter 5.2.4 --- Milieu --- p.110
Chapter 5.2.5 --- Classroom Learning Experience --- p.112
Chapter 5.2.6 --- Cultural Interest --- p.118
Chapter 5.2.6.1 --- Songs --- p.118
Chapter 5.2.6.2 --- Animation / TV drama / Comics / Films --- p.119
Chapter 5.2.6.3 --- Electronic Games --- p.122
Chapter 5.2.6.4 --- Web Sites --- p.122
Chapter 5.3 --- Global Orientation --- p.123
Chapter 5.3.1 --- "Willingnes to Travel, Work, or Study in Another Country" --- p.123
Chapter 5.3.2 --- Exchange Programs --- p.127
Chapter 5.3.3 --- Current Affaires --- p.128
Chapter 5.4 --- Summary --- p.129
Chapter CHAPTER 6 --- DISCUSSION --- p.135
Chapter 6.1 --- Pre-actional Stage --- p.135
Chapter 6.1.1 --- Ideal L2 Self and Integrativeness --- p.135
Chapter 6.1.2 --- Ought-to L2 Self and Instrumentality --- p.139
Chapter 6.2 --- Actional Stage --- p.143
Chapter 6.3 --- Post-actional Stage --- p.148
Chapter 6.3.1 --- Motivation Maintenance --- p.148
Chapter 6.3.2 --- Demotivation --- p.150
Chapter 6.4 --- Motivational Change --- p.152
Chapter CHAPTER 7 --- CONCLUSION --- p.155
Chapter 7.1 --- Research Questions --- p.155
Chapter 7.1.1 --- Research Question One --- p.155
Chapter 7.1.2 --- Research Question Two --- p.157
Chapter 7.1.3 --- Research Question Three --- p.158
Chapter 7.2 --- Implications --- p.159
Chapter 7.2.1 --- For English Teachers --- p.159
Chapter 7.2.2 --- For Japanese Teachers --- p.160
Chapter 7.2.3 --- Limitations of the Present Study and Implications for Future Studies --- p.161
References --- p.163
APPENDIX A: ENGLISH L2 LEARNING MOTIVATION QUETSIONNAIRE --- p.174
APPENDIX B: JAPANESE L2 LEARNING MOTIVATION QUETSIONNAIRE --- p.181
APPENDIX C: GUIDED QUESTIONS FOR INTERVIEW ONE --- p.188
APPENDIX D: APPLICATION LETTER TO THE JAPANESE SUMMER COURSE TEACHERS --- p.193
APPENDIX E: PARTICIPANT RECRUITMENT FORM --- p.194
APPENDIX F: QUESTIONNIARE CONSENT FORM FOR THE PARTICIPANTS --- p.195
APPENDIX G: INTERVIEW CONSENT FORM FOR THE PARTICIPANTS --- p.196
APPENDIX H: TRANSCRIPTIONS FOR FIRST-ROUND INTERVIEWS --- p.197
Amanda´ةs Interview Transcription --- p.197
Candy´ةs Interview Transcription --- p.220
Elaine´ةs Interview Transcription --- p.242
Katy´ةs Interview Transcription --- p.256
Matt´ةs Interview Transcription --- p.277
Ricky´ةs Interview Transcription --- p.292
Sean´ةs Interview Transcription --- p.309
Tim´ةs Interview Transcription --- p.330
APPENDIX I: TRANSCRIPTIONS FOR SECOND-ROUND INTERVIEWS --- p.347
Amanda´ةs Interview Transcription --- p.347
Candy´ةs Interview Transcription --- p.357
Elaine´ةs Interview Transcription --- p.365
Katy´ةs Interview Transcription --- p.374
Matt´ةs Interview Transcription --- p.384
Ricky´ةs Interview Transcription --- p.393
Sean´ةs Interview Transcription --- p.403
Tim´ةs Interview Transcription --- p.413
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Nakamura, Kikuko. "Problems encountered by non-native Japanese speakers in learning giving and receiving verbs in Japanese." Master's thesis, 1996. http://hdl.handle.net/1885/144409.
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Wong, Leei. "A Study on the Teaching of Honorifics." Thesis, 1996. http://hdl.handle.net/1885/124624.
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Ishikawa, Maki. "Use of CALL (Computer assisted language learning) in teaching Japanese as a foreign language." Thesis, 1996. http://hdl.handle.net/1885/151268.
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Kato, Akiko. "An acoustic analysis of Japanese vowels produced by Australian learners of Japanese." Master's thesis, 2004. http://hdl.handle.net/1885/148693.
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