Tesi sul tema "Japanese language – english"
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Padrin, Rita <1993>. "English language in globalising Japan - 'Attitude transfer' from Japanese to English language". Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/12573.
Testo completoHirakawa, 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.
Testo completoExperimental 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.
Itani-Adams, Yuki. "One child, two languages : bilingual first language acquisition in Japanese and English". Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/28484.
Testo completoItani-Adams, Yuki. "One child, two languages bilingual first language acquisition in Japanese and English /". View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/28484.
Testo completoA thesis presented to the University of Western Sydney, College of Arts, School of Humanities and Languages, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.
Yoshizumi, Yukiko. "A Canadian Perspective on Japanese-English Language Contact". Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34328.
Testo completoHo, Hoa-yan Esther. "Anaphoras and metaphors in Japanese and English implications for translation /". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37860525.
Testo completoHayashi, Chiyo. "JAPANESE LEARNERS’ MOTIVATION FOR READING ENGLISH". Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/354603.
Testo completoEd.D.
The present study is an exploration of multiple dimensions of L2 learners’ reading motivation and its relationship with L2 reading achievement. Based on theories of motivation and L1 and L2 studies, nine dimensions of motivation (Curiosity, Involvement, Challenge, Importance of L2 Reading, L2 Reading Self- Confidence, Instrumental Orientation, Recognition, Compliance, and Intrinsic Motivation for L1 Reading) were hypothesized to influence L2 reading achievement, and their dimensionality was examined using an L2 reading motivation questionnaire and statistical procedures. The participants, 1,030 students from nine Japanese universities, completed a 69-item Reading Motivation Questionnaire and a reading comprehension test. The questionnaire and test scores were statistically analyzed using the Rasch rating scale and dichotomous models, descriptive statistics, factor analysis, and structural equation modeling. The findings indicated that L2 reading motivation was multidimensional, consisting of both intrinsic and extrinsic motivation. This result was consistent with previous studies conducted in L1 and L2 reading. Intrinsic motivation for L2 reading (Interest and Involvement in L2 Reading and Desire to Read L2 Materials) and one types of extrinsic motivation (Instrumental Orientation) exerted greater influence on L2 reading motivation than the other types of extrinsic motivation (Importance of L2 Reading, Recognition, and Compliance). That is, internally controlled motivation is more influential than externally controlled motivation with an exception of Instrumental Orientation. Another important finding was that L1 reading motivation and L2 reading motivations were similar to some extent because five of the eight factors (Intrinsic Interest and Involvement in L2 reading, Desire to Read L2 Materials, Importance of L2 Reading, Recognition, and Compliance) were found both in L1 and L2 reading motivation. However, three L2 specific factors (Instrumental Orientation, L2 Reading Self Confidence, and Intrinsic Interest in L1 Reading) were also identified. Thus, the study showed that there were some similarities as well as fundamental differences between L1 and L2 reading motivation. In terms of the relationship between L2 reading motivation and text comprehension, the L2 Reading Motivation and Comprehension Model demonstrated L2 reading motivation is significantly related to L2 text comprehension. Concerning individual differences between male and female students, the study showed that their profiles were similar although, on the average, the female students were more motivated to read as has been repeatedly found in L1 reading. Differences in the motivational profiles due to L2 proficiency showed that Recognition, the desire to be recognized by others by performing well, was a factor that differentiated the high and low groups. However, because the relationship between L2 Reading Motivation and L2 Reading Comprehension was not significant for both groups, it is possible that there was a problem with the reading test that was used to make the groups. In summary, the present study has demonstrated the vital role of L2 reading motivation in L2 reading, and pointed to the need to incorporate motivational support into L2 reading pedagogy as has been successfully practiced in L1 reading. This study is significant to the domain of L2 instruction and research for several reasons. First, it extends the knowledge base in L2 reading by identifying the influence of L2 reading motivation on L2 reading behavior. Second, the results of the study contribute to designing research-based reading instruction aimed at enhancing L2 reading motivation and performance. Finally, it is hoped that this study provides individual educators with practical suggestions on how to improve L2 reading instruction in their individual teaching contexts, focusing on both affective and cognitive aspects of L2 learners.
Temple University--Theses
Iida, Eri. "Hedges in Japanese English and American English medical research articles". Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99723.
Testo completoThe overall ratio of hedges in articles written by the two groups differed only slightly; however, analyses revealed a number of specific differences in the use of hedges between the groups. For example, Japanese researchers used epistemic adverbs and adjectives less frequently than the American researchers. The results were discussed in relation to the problems of nonnative speakers' grammatical competence, cultural differences in rhetorical features, and the amount of experience in the use of medical English.
Kataoka, Kuniyoshi 1960. "The vertical experience in English and Japanese spatial discourse". Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288887.
Testo completoFuruhata, Takashi. "Exploring the relationship between English speaking subjects' verbal working memory and foreign word pronunciation and script recognition /". Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7741.
Testo completoRuiz, Tada Marina. "Evaluative Language of Japanese-English Bilingual Women on Facebook". Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/666194.
Testo completoEl propòsit principal d’aquesta tesi és investigar el comportament interaccional de les dones transnacionals bilingues en japonès i anglès a Facebook (FB) a través de Status Updates (SUs) iniciats per fotos pel que fa a l’ús del llenguatge evaluatiu en "Discursive Moves" i el seu impacte en la co-construcció de les seves múltiples identitats. Això s’aconseguí seguint un grup de dones bilingües en japonès i anglès, o "Primary Contributors" (PCs) a FB des del gener del 2012 fins al març de 2017. Tal com s’esperava, la majoria dels seus SUs eren SUs iniciats per fotos com a iniciadors de converses. Els temes més destacats foren escollits per fer-ne una anàlisi multimodal interaccional addicional: 1) el menjar japonès i experiències en restaurants als Estats Units, 2) els nadons i la maternitat, i 3) les manicures/pedicures. La tesi està organitzada en 3 estudis: l’Estudi 1 es centra en els "sets" interaccionals de menjar japonès i els restaurants als Estats Units, i com el menjar és discursivament utilitzat per part dels participants per evocar un posicionament d’autoritat com a transnacionals del Japó o com a "gourmets". L’estudi 2 examina la co-construcció d’identitats d’aquestes dones bilingues tractant el tema dels nadons i la maternitat i com aquests evoquen identitats lingüístiques, racials i de gènere. L’estudi 3 es centra en com els "sets" interaccionals que tracten el tema de les manicures/ungles co- construeix identitats de gènere tals com les dones amants de la moda.
Ohno, Kazutoshi. "The interpretation of focalizers in Japanese and English". Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289902.
Testo completoHo, Hoa-yan Esther, e 何浩恩. "Anaphoras and metaphors in Japanese and English: implications for translation". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37860525.
Testo completoYasutake, 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.
Testo completoEducation, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
Pettersson, Christopher. "Differences in Animal Metaphorsbetween English and Japanese : A CMT study of English and Japanese idiomatic expressions". Thesis, Umeå universitet, Institutionen för språkstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-181617.
Testo completoKato, Akiko. "Interlanguage variation in pitch and forms of English negatives: The case of Japanese speakers of English". Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/289766.
Testo completoWatanabe, Ken. "Curricular integration between teaching English and Christian education at Japanese Christian schools". Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
Testo completoHenser, Stephen John. "Natural language use in habitual propositional-type thought (support from Japanese-English and English-Japanese bilingual covert codeswitching data)". Thesis, University of London, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392673.
Testo completoBond, Francis. "Determiners and number in English contrasted with Japanese, as exemplified in machine translation /". [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16257.pdf.
Testo completoHorikawa, Naoko. "English Loan Words in Japanese: Exploring Comprehension and Register". PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/913.
Testo completoMisono, Kazuo. "Explorations in English vowel space : regional variants and their perception by Japanese learners of English /". [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19409.pdf.
Testo completoMATSUBARA, Shigeki, e Yasuyoshi INAGAKI. "Incremental Transfer in English-Japanese Machine Translation". The Institute of Electronics, Information and Communication Engineers, 1997. http://hdl.handle.net/2237/11131.
Testo completoIwasaki, Noriko. "Analysis of English articles used by Japanese students". PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4173.
Testo completoChristiansen, 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.
Testo completoThe 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.
Matsumura, Tomomi. "The Use of Evidentials in Hearsay Contexts in Japanese and English". PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/4153.
Testo completoFujita, Masahiro. "Developing listening comprehension competence in Japanese English as a Foreign Language Learners". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2150.
Testo completoTakahashi, 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.
Testo completoShima, Hiroshi. "Japanese Sojourners Learning English: Language Ideologies and Identity among Middle School Students". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1308231429.
Testo completoMulvey, Bern. "Japanese and English rhetorical strategies: A contrastive analysis". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1052.
Testo completoChiu, Ching-li Lily, e 趙靜莉. "Demonstratives in literary translations: a contrastive study of English and Japanese". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B29815964.
Testo completoDavies, Walter John Havard. "English language education reform in Japanese high schools : a qualitative study". Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439872.
Testo completoTakagi, Akiko. "A critical analysis of English language entrance examinations at Japanese universities". Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/117893.
Testo completoSchrock, Lana Renee. "Phonological Processes in Sentences Produced by Adult Japanese English Language Learners". Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1366823748.
Testo completoMuroya, Akiko. "Testing theories of second language acquisition : evidence from Japanese learners' English". Thesis, University of Essex, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701637.
Testo completoShirahata, 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.
Testo completoNozaki, Saori. "Japanese Lexicalization Patterns of Motion Events and its Acquisition by Advanced-level English-speaking Learners of Japanese". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1557160637689757.
Testo completoOzawa, Michiyo. "Japanese Students' Perception of Their Language Learning Strategies". PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5160.
Testo completoFrew, Dorothy Jean. "An Improved English Article System for Japanese Speakers". PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/5020.
Testo completoAnzai, Yukie. "Teaching WA and GA to English-speaking students". Thesis, Canberra, ACT : The Australian National University, 1985. http://hdl.handle.net/1885/132949.
Testo completoItakura, Hiroko. "Dominance in L1 and L2 conversation : a study of Japanese male and female learners of English /". Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20540693.
Testo completoKanda, Makiko. "DEVELOPMENT OF ENGLISH ORAL PROFICIENCY AMONG JAPANESE HIGH SCHOOL STUDENTS". Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/355716.
Testo completoEd.D.
This study is a longitudinal study that investigated the development of English oral proficiency—complexity, accuracy, and fluency—under the pre-task and on-line planning conditions with task repetition among Japanese high school students. This study is unique because it is longitudinal and includes qualitative data. The participants were 15 Japanese high school students whose English proficiency level is categorized as low proficiency. Narrative tasks, post-task questionnaires, journals, and interviews were used in this study. In the narrative tasks, they were asked to describe a four-picture story three times with two minutes planning time, when they were allowed to listen to an ALT (assistant language teacher) tell the story and take notes. They completed a post-task questionnaire and a journal after completing the task. Interviews were conducted two times to further investigate their questionnaire responses and what they wrote in their journal entries. The results showed that low proficiency learners increased oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy through repeating the same task within a single session, and syntactic complexity and lexical complexity through repeating the same type of task during the academic year. The aural input between the first, second, and third performance can lead them to draw their attention to form-meaning connections, resulting in increased oral performance. In addition, low and intermediate beginners benefited in increasing oral fluency, syntactic complexity, and syntactic accuracy, while high beginners benefited in improving oral fluency and lexical complexity under pre-task and on-line planning conditions with repetition during the academic year. The study suggests that the combined use of pre-task planning, on-line planning, and task repetition have a cumulative effect and can facilitate the development of oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy for low proficiency high school learns of English. If learners are given the opportunity to plan before and during task performance with repetition, and to make the condition that draws their attention to both form and meaning, it is the most effective strategy to improve oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy in task-based teaching in the classrooms.
Temple University--Theses
Muñoz, Sánchez Alicia. "The effect of phonological status on the acquisition of new contrasts : evidence from Spanish and Japanese L2 learners of English /". Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2003. http://wwwlib.umi.com/cr/ucsd/fullcit?p3099916.
Testo completoFrischkorn, Bradford Michael. "Integration of the American English lexicon: A study of borrowing in contemporary spoken Japanese". CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1107.
Testo completoKikuchi, Keita. "LEARNER PERCEPTIONS OF DEMOTIVATORS IN JAPANESE HIGH SCHOOL ENGLISH CLASSROOMS". Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/157753.
Testo completoEd.D.
The primary purpose of this study is to investigate external and internal factors that act as learning demotivators that can discourage students from learning in Japanese high school English classrooms. More than 1,200 students responded to two questionnaires designed to measure five external demotivators, Teachers, Characteristics of Classes, Experiences of Failure, Class Environment, Class Materials, and one internal demotivator, Learners‘ Lack of Interest. Using the Rasch rating scale model and confirmatory factor analysis, the questionnaire results were analyzed to test the inter-relationships among the six hypothesized demotivators. Qualitative data were also obtained from an open-ended questionnaire asking the participants what demotivated them from learning. Two models, a six-factor and a four-factor demotivation model, were tested. As the four-factor model displayed slightly better fit than the six-factor model, it was selected as the final model. In this model, the first-order latent variable that best explained Demotivation was Experiences of Difficulty (b = .74), which was followed by Class Environment (b = .72), and Loss of Interest (b = .71). In contrast to the findings of previous studies, teachers‘ direct behaviors (b = .51) were the least influential of all the demotivators studied. In a follow up study, relationships between the teacher ratings of students‘ motivation, the students‘ perception of their current motivational level and their motivation in high school were investigated. Although it was anticipated that students‘ self-reported motivational states and teacher ratings of students‘ motivation would have a reasonably strong relationship, a series of regression analyses indicated that the teacher rating of students‘ motivation was not significantly related to either motivational level. While students might appear to be motivated in the classroom from the teachers‘ point of view, the students might feel otherwise. The first important finding concerned the two hypothesized demotivation models that were tested using confirmatory factor analysis. In the final four-factor model, the first-order latent variable that best explained Demotivation was Experiences of Difficulty followed by Loss of Interest, and Class Environment. In contrast to the findings of previous studies, teachers‘ direct behaviors were the least influential of all the demotivators studied. The results revealed that Japanese high school English learners can become demotivated due to difficult experiences they encounter or loss of interest in studying in the classroom. While influences from teacher behaviors can also cause demotivation, it appears that the approach or materials that focus on difficult reading passages and/or vocabulary cause the strongest sense of demotivation. The second important findings concerned group differences. The high and low motivation groups and the male and female groups differed in their perceptions of Class Environment. However, no statistically significant differences were found among the first- and second-year groups, and the students attending academic and non-academic schools. The third finding was from the follow-up study. It was found that the teacher rating of students‘ motivation is not related to the students‘ perception of their current motivational level and their motivation in high school time. While students might appear to be motivated in the classroom from the teachers‘ point of view, the students‘ perception of their current motivational level and their motivation in high school can differ greatly. Overall, the results revealed that Japanese high school English learners can become demotivated due to the difficulties they experience in the English language classroom, or a loss of interest in classroom study. While influences from teacher behaviors can also cause demotivation, this study shows that an approach or materials that focus on difficult reading passages and/or vocabulary cause the strongest sense of demotivation.
Temple University--Theses
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.
Testo completoOzaki, 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.
Testo completoDepartment of English
Okubo, Misako. "An Analysis of Japanese Learners' Comprehension of Intonation in English". PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5172.
Testo completoKiernan, Patrick James. "Deconstructing narrative identity in English language teaching : an analysis of teacher interviews in Japanese and English". Thesis, University of Birmingham, 2008. http://etheses.bham.ac.uk//id/eprint/164/.
Testo completoFujii, Ikuko. "Interlanguage phonology of Japanese speakers of English in South Wales". Thesis, Cardiff University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308134.
Testo completoKoscielecki, 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.
Testo completo