Rozprawy doktorskie na temat „Japanese as a second language”
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Matsumoto-Sturt, Yoko. "Second language acquisition of Japanese orthography". Thesis, University of Edinburgh, 2004. http://hdl.handle.net/1842/24918.
Pełny tekst źródłaKayama, Yuhko. "Second language acquisition of Japanese relative clauses". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100636.
Pełny tekst źródłaExperimental studies were conducted with high-intermediate and advanced learners of Japanese (15 English speakers and 18 Korean speakers). Tests examined the learners' knowledge of the two grammatical properties in Japanese---namely, the lack of wh-movement and the presence of pro. Korean is different from English but similar to Japanese with respect to the parameters in question. Following FTFA, it is hypothesized that English-speaking learners initially transfer their L1 values, and that eventually they are able to switch parameters to the L2 values by accessing UG. The results of several tasks (including interpretation tasks and judgment tasks) confirm this hypothesis; while Korean speakers generally performed well irrespective of proficiency levels, English-speaking intermediate learners transferred their L1 values, failing to accept grammatical Japanese sentences that are not possible in English. English-speaking advanced learners, on the other hand, performed better than intermediate learners, and exhibited evidence that they had acquired the two properties of Japanese, supporting FTFA.
Umeda, Mari. "Second language acquisition of Japanese wh-constructions". Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112128.
Pełny tekst źródłaThis dissertation investigates the second language (L2) acquisition of Japanese wh-constructions by Chinese- and English-speaking learners. The focus of this study is twofold; first, it examines whether parameter resetting is possible in L2 acquisition, as both Chinese and English wh-constructions are parametrically different from Japanese wh-constructions. Second, it examines whether parameter resetting is affected by the learners' first language (Ll). Not only do Chinese and English wh-constructions differ from Japanese wh-constructions, but they also differ from each other. Chinese is, like Japanese, a wh-in-situ language, while English is a wh-movement language. Chinese wh-constructions, therefore, can be said to be more similar to Japanese wh-constructions than English wh-constructions. It is investigated whether the similarity between Chinese and Japanese and dissimilarity between English and Japanese affect the course and/or the ultimate attainment in the acquisition ofwh-constructions in Japanese.[...]
Cette dissertation enquete sur l’acquisition des constructions wh du japonais appris comme langue seconde (L2) par les anglophones et les sinophones. Le point de mire de cette etude est double. Dans un premier temps, elle cherche a savoir si le changement parametrique est possible en acquisition L2, puisque les constructions wh de l’anglais et du chinois sont parametriquement opposees a celles du japonais. Deuxiemement, elle cherche a savoir si le changement parametrique est affecte par 1a langue matemelle de l’apprenant. Non seulement les constructions wh de l’anglais et du chinois sont differentes de celles du japonais, elles different egalement l’une de l’autre. Le chinois, comme le japonais, est une langue wh-in-situ, alors que l’anglais est une langue a movement wh. Les constructions wh du chinois peuvent done etre decrites comme etant plus semblables a celles du japonais qu’a celles de l’anglais. Ce travail cherche a sa voir si la similarite entre le chino is et le japonais et la dissimilarite entre l’anglais et le japonais ont un effet sur le processus et/ou le resultat final de 1’acquisition de ces constructions en japonais.[...]
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.
Pełny tekst źródłaExperimental 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.
Muramatsu, Chie. "Portraits of second language learners: agency, identities, and second language learning". Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4885.
Pełny tekst źródłaYusa, Mayuko. "Acquisition of Japanese Null Arguments by Second Language Learners". The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524200688600588.
Pełny tekst źródłaSuzuki, Ayako. "Japanese supplementary schooling and identity : second-generation Japanese students in Queensland /". [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18995.pdf.
Pełny tekst źródłaKato, Nobuko. "A Critique of Natural Discourse in Intermediate Level Textbooks for Learners of Japanese as a Second or Other Language". Thesis, University of Canterbury. School of Languages, Cultures, and Linguistics, 2009. http://hdl.handle.net/10092/3080.
Pełny tekst źródłaCross, Naomi. "Bilinguals' and second language learners' knowledge of Japanese syllable structure". Thesis, Durham University, 2002. http://etheses.dur.ac.uk/3835/.
Pełny tekst źródłaMillington, Neil. "Temporal perceptions of second language learning motivation : a Japanese context". Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/86311/.
Pełny tekst źródłaWallgren, Jonas. "Attitudes Towards and Uses of the Japanese Adverbzenzen by Swedish Learners of Japanese". Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19264.
Pełny tekst źródłaAnanth, Priya. "Acquisition of tense and aspect in Toki 'when' clauses in Japanese as a second/foreign language". Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187208767.
Pełny tekst źródłaToyoda, Etsuko. "Developing script-specific recognition ability : the case of learners of Japanese /". Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/00002971.
Pełny tekst źródłaHartman, Bahar. "Students' perceptions of factors affecting L2 writing: Japanese women's cultural and identity issues". University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1036513918.
Pełny tekst źródłaHirase, Yuka. "Fossilization and defossilization in second language acquisition". Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1014799.
Pełny tekst źródłaDepartment of English
Takahashi, Kenji. "The development and implementation of a Japanese language exhilaration scale : an exploratory study /". Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008456.
Pełny tekst źródłaYamada, Kazumi. "The overt pronoun constraint and null objects in second language Japanese". Thesis, University of Essex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418415.
Pełny tekst źródłaMiyahara, Masuko. "Evolving self-identities of second language learners in Japanese higher education". Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020676/.
Pełny tekst źródłaMuroya, 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.
Pełny tekst źródłaKennett, Belinda. "Resourcing identities : biographies of Australians learning Japanese /". St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17512.pdf.
Pełny tekst źródłaHara, Yoshiyuki. "The Perceptions of the Japanese Imperfective Aspect Marker –Teiru among Native Speakers and L2 Learners of Japanese". Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20496.
Pełny tekst źródłaSawasaki, Koichi. "L2 reading by learners of Japanese a comparison of different L1s /". Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1166738614.
Pełny tekst źródłaYamazaki-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.
Pełny tekst źródłaNozaki, 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.
Pełny tekst źródłaNitta, 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.
Pełny tekst źródłaThis 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.
Tsui, Haley May-Lai. "Ultrasound speech training for Japanese adults learning English as a second language". Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43348.
Pełny tekst źródłaBong, Hyun Kyung. "Economical parameter-setting in second language acquisition : Japanese-speaking learners of English". Thesis, University of Cambridge, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.614031.
Pełny tekst źródłaShomura, Yoko. "The lexicon-syntax interface in second language acquisition : evidence from L2 Japanese". Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/23191.
Pełny tekst źródłaLai, Yuk-wah Esther. "Prosody and prosodic transfer in foreign language acquisition, Cantonese and Japanese". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B22753266.
Pełny tekst źródłaSatō, Tetsuya. "Learner interaction during pair communication activities in university Japanese as a foreign language classrooms /". view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p1397798.
Pełny tekst źródłaTypescript. Includes vita and abstract. Includes bibliographical references (leaves 162-167). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p1397798.
Shibata, Miki. "Comparing lexical aspect and narrative discourse in second language learners' tense-aspect morphology: A cross sectional study of Japanese as a second language". Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284122.
Pełny tekst źródłaShigenaga, Yasumasa. "Processing and Acquisition of Scrambled Sentences by Learners of Japanese as a Second Language". Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/344218.
Pełny tekst źródłaHayashi, Chiyo. "JAPANESE LEARNERS’ MOTIVATION FOR READING ENGLISH". Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/354603.
Pełny tekst źródłaEd.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
Scully, Etsuko. "Acculturation and language learning : Filipina wives in a rural Japanese village /". Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7817.
Pełny tekst źródłaYasutake, 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.
Pełny tekst źródłaEducation, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
Kobayashi, Chiho. "The use of pocket electronic dictionaries as compared with printed dictionaries by Japanese learners of English". Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155615693.
Pełny tekst źródłaRiekkinen, Joonas. "A Content Analysis of Kanji Textbooks Targeted for Second Language Learners of Japanese". Thesis, Stockholms universitet, Avdelningen för japanska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-120385.
Pełny tekst źródłaTogame, Naoko. "Irony in a second language : exploring the comprehension of Japanese speakers of English". Thesis, Middlesex University, 2016. http://eprints.mdx.ac.uk/21371/.
Pełny tekst źródła賴玉華 i Yuk-wah Esther Lai. "Prosody and prosodic transfer in foreign language acquisition, Cantonese and Japanese". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B43894689.
Pełny tekst źródłaFujii, 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.
Pełny tekst źródłaButto, Louis. "THE EFFECTS OF EMPLOYING MINDFULNESS ACTIVITIES WITH JAPANESE HIGH SCHOOL STUDENTS". Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/484377.
Pełny tekst źródłaEd.D.
Learning a foreign language can be challenging. If the learning environment is compulsory, motivation can also contribute to the struggles. Mindfulness, a psychological construct, is a robust topic in the academic literature. Mindfulness is a mindset that views the world from multiple perspectives, reorganizing what is perceived, focusing on the present moment and keeping open to new ideas (Langer, 1997). Moreover, mindfulness is claimed to increase interest and academic outcomes. Therefore, the construct was employed in this research to validate these claims and to contribute to second language education. This study was designed to fill several gaps in the second language acquisition (SLA) literature. First, the construct of mindfulness has not been explored in SLA as a mindset to engage students in learning. Second, the construct of interest has not been investigated in SLA in tandem with mindfulness. Lastly, mindfulness has never been employed with motivated or unmotivated high school students in the compulsory education system in Japan. The following research hypotheses and research question were investigated: (a) The treatment group receiving the mindful tasks will outperform the comparison group receiving normal foreign language instruction on vocabulary learning and reading comprehension measures; (b) The treatment group receiving mindful tasks would be more engaged, interested, and like English more than before. Increased interest will lead to improvements in language performance; and, (c) To what extent do mindful practices assist low-achieving proficiency high school students in enhancing their abilities? The participants were students attending a private high school in Japan. Both the treatment and comparison groups included 45 female and 34 male students, respectively, for a total of 79 participants. A Rasch analysis was utilized to confirm the validity and reliability of the mindfulness and interest questionnaires and to transform the raw scores into equal interval measures. MANOVA, ANOVA and Pearson correlation coefficient data were analyzed to ascertain differences between groups and within groups for all tests and constructs measured. The results indicated that mindfulness was not a significant influence on improved outcomes in language performance for the treatment group, although the descriptive statistics did show small gains in the hypothesized direction. The dependent variables included the mindfulness and interest questionnaires, as well as vocabulary and reading comprehension questions. The independent variable was the mindfulness tasks. The dependent variables were vocabulary and reading comprehension measures. The results of the MANOVA were the treatment effect was not significant, F(2,81) = .397, p < .67, η2 = .01. The results of the ANOVA were the treatment effect was not significant, F(1,82) = .82, p < .77, η2 =. 001. There was also no significant correlation between increased mindfulness and increased interest. Out of the six factors, all except for sensitivity to new contexts, showed negative relationships. The only positive relationship was not significant. Lastly, a one-way repeated measures ANOVA showed no improvement for the low-proficiency treatment group, ∧= .30, F(2,18) = 1.30, p < .30, η2 = .13, over time. The effect of mindfulness on improved language performance outcomes might have been influenced by the following: shallow levels of processing, lack of clear goals for the participants, unclear task design protocols, working memory issues and environmental restraints. A lack of correlation between increases in mindfulness and interest gains might have been attributable by the compulsory nature of the course, time constraints and the lack of perceived utility of the tasks by the part pants. Lastly, the reason for the lack of improvement for the low-achieving proficiency participants might not be an issue of proficiency, because both the low- and high-achieving participants of the treatment condition did not improve. Overall, these findings suggest that mindfulness is more nuanced and more complex than originally expected.
Temple University--Theses
Kashiwagi, Akiko. "Processing Relative Clauses in First and Second Language: A Case Study". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299255220.
Pełny tekst źródłaWei, Peipei. "Cross-Linguistic Perception and Learning of Mandarin Chinese Sounds by Japanese Adult Learners". Thesis, University of Oregon, 2017. http://hdl.handle.net/1794/22279.
Pełny tekst źródłaIwasaki, Junko. "The Acquisition of Japanese as a Second Language and Processability Theory: A Longitudinal Study of a Naturalistic Child Learner". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/73.
Pełny tekst źródłaInagaki, Shunji. "Transfer and learnability in second language argument structure : motion verbs with locationaldirectional PPs in L2 English and Japanese". Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38492.
Pełny tekst źródłaLyu, Yuanping. "Using Gamification and Augmented Reality to Encourage Japanese Second Language Students to Speak English". Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-271212.
Pełny tekst źródłaSpråkångest är ett av de viktigaste problemen som förhindrar språkstudenter att tala ett annat språk. Detta problem är särskilt relevant för japanska språkstudenter, som har svårigheter att lära sig tala engelska. För att lösa detta problem har forskare visat att man kan använda modern teknik för att hjälpa språkstudenter att öva olika språkfärdigheter, inklusive den muntliga språkfärdigheten. Denna studie syftar till att hjälpa japanska andraspråks studenter att överkomma svårigheter för att tala engelska genom att designa och utvärdera ett spelbaserat språkinlärningsverktyg som innehåller element av Augmented Reality (AR) teknologi. I denna studie försöker vi uppmuntra japanska andraspråks studenter att tala engelska genom att designa ett AR-baserat spelverktyg, GOAT (Gamified cOmunicAtion Tool). Verktyget utvärderades med 39 andraspråkstudenter i olika stadier av dess utveckling under en period av åtta månader. Resultaten tyder på att GOAT app har potential att hjälpa studenterna att överkomma språkångest och svårigheter att tala engelska. Studier visar att användningen av spelelementen i det utformade verktyget har ett positivt inflytande på studenter. I synnerhet fann vi att GOAT kan utveckla studenternas förmåga att kommunicera på engelska i en offentlig miljö. Däremot behövs det en vidare forskning på hur användningen av AR-element påverkar japanska andraspråksstudenters utveckling av deras förmåga att tala engelska.
Nakakubo, Takako. "The effects of planning on second language oral performance in Japanese: processes and production". Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1038.
Pełny tekst źródłaHirakawa, 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.
Pełny tekst źródłaShirahata, 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.
Pełny tekst źródłaBellini, Marisa Utida. "Life Stories of Nikkeijin Seeking Better Opportunities: The Motivation of Brazilian Immigrants in Japan". BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/1033.
Pełny tekst źródła