Rozprawy doktorskie: „Japanese language – english”

1

Padrin, Rita <1993&gt. "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.

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The purpose of this thesis is to understand the role of language ideology in Japan in the rivalry between Japanese language and English language. Japan versus the West has been a mainstream theme in twenty-century literature about Japan, and beliefs bounding national identity to the language remain widespread. From the entry of English language in Japan, and due to the fact that English is said to be the global language, many scholars investigated the role it assumed in the country. The present work is articulated as follows. Chapter one includes the theoretical premises about language planning, language ideology and Japanese context, while chapter two explores the globalization of English language. In Chapter three, reflecting on the connection between beliefs about one’s own language and those about other languages, the value of native-speakersism is traced back to the idea that the monolithic conceptualization of languages, affecting either Japanese and English language, sustains the vested interests hided in a monolingual social structure. Finally, in chapter four, the attainability of this idea will be verified through reasoning about the ideas behind English language teaching for 2020 Tokyo Olympics, to conclude with some answer about what needs to be improved and what remains to be studied.

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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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3

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.

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This is the first Japanese-English Bilingual First Language Acquisition (BFLA) longitudinal study carried out within the framework of Processability Theory (PT) (Pienemann, 1998a). The informant of this study is Hannah, who was raised in Australia in a one-parent one-language environment from birth. Hannah’s speech production in each language was collected in a language-specific setting with different interlocutors (i.e., Japanese with the Japanese-speaking mother and English with the English-speaking father), from the time she was 1; 11 (one year and eleven months) until she was 4;10. This study investigates Hannah’s lexical development, the acquisition of morphology and syntax in the two languages. Unlike previous studies in bilingual children’s lexicon (Deuchar and Quay, 2000), this study focuses on the composition of the lexicon in each language to test for language-specific developmental patterns (Gentner and Boroditsky, 2001).The study also compares the development of these two languages in terms of MLU, lexical, morphological and syntactic development. Furthermore, the study examines the relationships between lexical and grammatical development within each of the two languages and tests the Critical Mass Hypothesis (Marchman and Bates, 1994) in a bilingual context. One of the central issues in the field of BFLA, identified by scholars such as DeHouwer (2005) and Meisel (1990a), is to characterise the relationship between the two developing languages of one child. Does a bilingual child initially develop the two languages as one linguistic system that later separates into two as expounded by Volterra and Taeschner (1978), or does a bilingual child develop the two languages separately from the beginning, as represented by De Houwer’s (1990) Separate Development Hypothesis (SDH)? Previous BFLA studies addressing this issue (e.g., De Houwer, 1990; Meisel, 1990a; Mishina, 1997; Paradis and Genesee, 1996) did not have a common point of reference to compare the development of two different languages directly. In the present study, PT provides a common point of reference for a direct comparison of the development of two typologically distant languages. Results indicate that both Japanese and English of the child developed in the sequence predicted by PT. They also support the SDH for lexical development, the acquisition of morphology and word order. The study confirms the Critical Mass Hypothesis in bilingual context. The results from the present study suggest that, for one bilingual child, Japanese and English each developed in parallel but in a separate manner.

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4

Itani-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.

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Thesis (Ph.D.)--University of Western Sydney, 2007.
A 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.

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5

Yoshizumi, Yukiko. "A Canadian Perspective on Japanese-English Language Contact". Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34328.

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This dissertation investigates the linguistic outcomes of Japanese-English language contact in Canada. Adopting a sociolinguistic variationist framework (Labov 1966; Sankoff & Labov 1985), the main objective is to determine whether or not Japanese spoken in Canada (hereafter, heritage Japanese) is showing structural change due to prolonged contact with English. The study is based on naturalistic speech data collected from 16 Japanese-English bilingual speakers in Canada. A key component of this dissertation is the use of a comparative sociolinguistic framework (Poplack and Tagliamonte 2001; Tagliamonte 2002) to assess structural affinities between heritage Japanese and the homeland Japanese benchmark variety. Speech patterns in heritage Japanese are systematically compared with patterns found in a commensurate monolingual benchmark variety of Japanese with regard to three linguistic variables, which are considered to be vulnerable to contact-induced language change (i.e. Bullock 2004, Sorace 2011). In terms of the first variable analyzed, variable realization of subject pronouns, it was found that the underlying grammar in heritage Japanese is shared by the homeland benchmark variety, showing that the variable is conditioned by the factor groups of subject continuity (i.e. switch reference) and grammatical person; the null variant is favoured by the same subject referent and the second person pronoun. Second, with regard to variable case marking on subject nouns and variable case marking on direct object nouns, it was found that the same underlying grammar is shared for case marking. For example, the constraint hierarchies in heritage Japanese were identical with those in the homeland variety for focus particles, with presence of a focus particle favouring null marking consistently for all types of nouns (i.e. English-origin nouns and Japanese nouns in heritage Japanese, and Japanese nouns and loanwords in homeland Japanese). The constraint hierarchies (and direction of the effect) for the other significant factor groups of verbal adjacency and sentence-final particle were identical between heritage Japanese and the homeland variety, with the exception of a reversed direction of effect for loanword subject nouns in heritage Japanese for the non-significant factor group of verbal adjacency, and a neutralized effect for Japanese nouns in heritage Japanese and loanwords in homeland Japanese when these nouns are located in direct object position. Considered in the aggregate, constraint hierarchies were found to exhibit a number of parallels across comparison varieties. This finding bolsters the general conclusion that there is little evidence indicating that extensive contact with English has had any discernible impact on structural patterns in these sectors of the heritage grammar. Furthermore, it was shown that no social factor group (i.e. length of stay in Canada) has an appreciable effect on heritage Japanese. Summarizing, the multiple lines of evidence emerging from the empirical quantitative analyses of the variables targeted in this dissertation converge in indicating that heritage Japanese, as spoken in Canada, broadly shares the same underlying grammar as homeland Japanese. Structural affinities in variable patterning shared by heritage and homeland varieties reveal little compelling evidence indicating that heritage Japanese exhibits structural change due to contact with English.

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Ho, 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.

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Hayashi, Chiyo. "JAPANESE LEARNERS’ MOTIVATION FOR READING ENGLISH". Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/354603.

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Language Arts
Ed.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

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8

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.

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The present study analysed the use of hedges in English medical research articles written by Japanese and American researchers. The study also examined the relationship between Japanese medical professionals' employment of hedges and their writing process. Sixteen English medical articles: eight written by Japanese and eight by Americans were examined. Four of the Japanese authors discussed their writing process through questionnaires and telephone interviews.
The 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.

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9

Kataoka, Kuniyoshi 1960. "The vertical experience in English and Japanese spatial discourse". Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288887.

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The importance of 'deixis' is that it is anchored to the immediate interactive context and resists a pre-given formulation of truth-value without taking into account such factors as when, where, to whom and even how it is said. This fact serves as an acute reminder for linguists that language use fundamentally concerns face-to-face communication and is not solely based upon the biological construals of the linguistic faculty. In this study, I will exclusively focus on spatial deixis and also closely examine spatial expressions such as coordinate terms, locative phrases, and (deictic) motion verbs. The selection of these elements largely depends on the current interest among cognitive linguists/anthropologists in preferred 'lexicalization' patterns and spatial motions/configurations, which promote image-schematic projection of the source concept. These phenomenological extensions of space will most palpably be embodied in stretches of discourse which particularly incorporate somatic descriptions and mental imageries. The novelty of the research is thus characterized by exclusive attention to 'vertical' space realized in 'on-going discourse' about spatial experience. The data types are mainly audio-(and occasionally video-)taped conversation and narration. I look at the utterance by the people who are experientially familiar with the concepts of verticality, rock climbers. They routinely and intensively exploit spatial notions for various purposes such as body-movement instructions, negotiation of geographic locations, and narration of 'danger-of-death' experience. There, multiple frames of reference and coordinate systems emerge and compete for the most suitable perspective which the speaker prefers to assume in accordance with cognitive, linguistic, and experiential constraints. I specifically ask the following questions: (1) is the vertical dimension conceptualized as the source or target domain for the image-schematic projection of the horizontal plane?, (2) are the orders of spatial descriptions constrained by language-specific 'lexicalization' patterns and/or habitualized cognitive styles?, (3) how are experientially salient portions in 'danger-of-death' narratives (e.g., Climax/Peak) related to particular modes of perspective-taking (e.g., intrinsic or extrinsic)?, and finally, (4) what is the role of 'experience' in achieving spatial coherence in the 'way-finding' negotiation? I conclude that verticality may be a more complex concept than has been previously conceptualized and has covert but influential consequences on cognitive processes and linguistic representations.

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Furuhata, 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.

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Ruiz, Tada Marina. "Evaluative Language of Japanese-English Bilingual Women on Facebook". Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/666194.

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The main purpose of this thesis is to research the interactional behavior of transnational Japanese-English bilingual women on Facebook (FB) through photo- initiated Status Updates (SUs) in terms of the use of evaluative language in Discursive Moves and their impact on the co-construction of their multiple identities. This was accomplished by following a group of Japanese- English bilingual women, or Primary Contributors (PCs) on FB from January 2012 to March 2017. As expected, most of their SUs were photo-initiated SUs as cues for conversation. The most prominent topics were selected for further multimodal interactional analysis: 1) Japanese food and restaurant experiences in the United States, 2) babies and motherhood, and 3) manicures/pedicures. The thesis is organized into 3 studies: Study 1 focuses on the interactional sets of Japanese food and restaurants in the United States, and how food is discursively used by the participants to evoke authoritative positioning as Japanese transnationals or as foodies. Study 2 examines the co-construction of identities of these bilingual women dealing with the topic of babies and motherhood and how they evoke linguistic, racial, and gendered identities. Study 3 focuses on how interactional sets dealing with the topic of manicures/ nails co-construct gendered identities such as fashionista women. A total number of 33 Primary Contributors, 596 responders, and 447 interactional sets were obtained. Interactional sets include: the photo-initiated SU, the Responses to the Status Updates (RSUs), and responses by the PCs to the RSUs. Each of these interactional sets were coded for possible linguistic and orthographic choices, multimodal features, such as emoticon use and "Likes", and translations were provided when the chosen language was Japanese. In order to describe the interactional behavior of the participants, each study analyzes the interactional behavior following Bernhoff's (2010) participation roles, which classifies participant profiles according to engagement and activity. Furthermore, in Study 1, 9 types of Discursive Moves (DMs) following Miller & Gergen, (1998), Locher, (2006), and Morrow (2012) are identified. Their frequencies are calculated and their sequentiality in the interactional sets is analyzed. Results show that the most frequent Move type was Evaluation (34.10%), used by the participants to position themselves as authoritative Japanese or innovative foodies. Language choices and verbal and non-verbal features of Evaluation Moves are discussed with regards to how these features contribute to relational work and identity co-construction among interactants. Study 2 analyzes in 200 interactional sets the complimenting behavior directed towards Japanese-English bilingual mothers, with regards to who is doing the complimenting (gender and parental status), and who is being complimented (baby, mother, or father). Results show that the adjectives used for compliments ratify traditional family roles among this bilingual community; however, the mothers also stress non-traditional identities such as multiethnic and multilingual through features of photos and language choices. Study 3 examines 219 interactional sets for patterns of compliments and Compliment Responses (CRs) following Holmes (1986), and Placencia and Lower (2013). Compliment topic and direct or indirect formulations were identified and related to language backgrounds and gender. Results are aligned with previous work on compliments online (Placencia and Lower, 2013) in this Japanese-English bilingual community: women produce more compliments than men, and women do so in direct formulations. The production of these compliments reproduces dominant and traditional gender roles of women being more associated with topics of fashion. With regards to Compliment Responses, results indicate that Acceptance is the most frequently used CR strategy among this group. The three studies in this thesis contribute to an understanding of how identity and relational work were co-constructed and managed by using Evaluation Moves and compliments on FB among Japanese-English bilingual women.
El 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.

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Ohno, Kazutoshi. "The interpretation of focalizers in Japanese and English". Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289902.

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This dissertation investigates how interpretations are differentiated between and within Japanese focalizers (toritate-joshi) and also their English counterparts. There are four main proposals in this thesis. First, I propose that focalizer interactions must be analyzed independently from general focus interactions. The ordinary assumptions made for 'focus' (e.g. 'new information', binary distinction against 'topic', etc.) do not capture focalizer interactions accurately, and raise serious questions such as that of 'second occurrence' (Partee 1991). This thesis illustrates how focalizer interactions are differentiated from 'focus' interactions. Second, I suggest that the interpretation of focalizers consists of two major parts: 'declaration' and 'indication'. The two-way representation is largely inspired by Horn's (1969) 'presuppositional' analysis, but with a different distinction between interpretations. This thesis separates context-free and 100% warranted propositions ('declaration') from propositions that may or may not appear depending on the context ('indication'). Third, I assume that the interpretation of focalizers is differentiated by the strength of the indications. Adopting Leech's (1974) argument that the probability of a potential (lexical) meaning is relative to context, I further develop the assumption that the strength of the potential meaning of a given indication is relative to context. A variety of interpretations of focalizers results from this relative strength of indications. Last, it is thoroughly claimed throughout the thesis that the interactions between the target of a focalizer ('self') and its comparative items ('others') must be deeply considered to capture the three claims above. One of the important adjustments to the previously proposed analyses is that the 'scalar value' (e.g. Fauconnier 1975a, 1975b) relates to how the interpreter considers 'others', and is not fully determined by the lexical entries of a focalizer. A variety of factors are actually involved in the interpretation of focalizers. Therefore, potential discussion topics and observations of focalizer interactions are also displayed in detail, without analyzing them, for future study.

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Ho, Hoa-yan Esther, i 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.

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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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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.

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16

Kato, 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.

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This study investigates systematic L2 variation in the level of prosody through analysis on six Japanese advanced ESL speakers' variable use of pitch prominence/non-prominence on and the contraction forms of not negatives (e.g., it isn't, it's not, it is not). Variable use of pitch and the forms of negatives was analyzed in terms of sociolinguistic strategies that fluent English L2 speakers should use to differentiate emphasis on negatives according to social contexts. The study examined the effects of 16 linguistic and sociolinguistic variables/factors on the L2 negative variation, and compared the results with equivalent data shown by L1 American-English speakers (Deckert & Yaeger-Dror, 1999; Yaeger-Dror, 1985, 1996, 1997), and by L1 Japanese speakers (Takano, 2001). Each ESL participant had interview conversations with four L1 American-English speakers who were varied by sex and status. The participants also read aloud passages from two American novels. These speech samples (approximately 27-hour speech) were audio-taped and transcribed to extract not negative tokens. In all, 1,329 negative tokens were used for analysis. Pitch was analyzed using a speech analysis computer program, and coded tokens were processed by the VARBRUL program for the variable rule analysis. The results showed that the L2 negative variation was constrained by immediate linguistic environments but not by sociolinguistic variables except for the reading versus conversation variable. This finding exhibited a sharp contrast with the variation patterns of both L1 English and L1 Japanese, where social contexts such as the interactive uses (pragmatic meanings) of negatives, interactional situations, and social identities of speakers and interlocutors clearly constrain the negative variation. The results also suggested that the L2 speakers' negative variation patterns were influenced by language developmental processes rather than by language or cultural transfer. The study concludes that it is important to have L2 English speakers notice sociolinguistic strategies in negative use through instruction, since development of competence in this feature will not otherwise be acquired.

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Watanabe, Ken. "Curricular integration between teaching English and Christian education at Japanese Christian schools". Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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Henser, 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.

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The question of whether we think in natural language or in non language-specific Ã‚?MentaleseÃ‚? has been a subject of debate for some time in the psychology/philosophy-related disciplines. The answer to this question should bring us a step nearer to understanding the language/thought relationship. In this study, a tentative model of language/thought interaction is outlined in which natural language is assigned a key role in cognition as the format of habitual propositional thought. Three research paradigms were employed to test features of this model. In a preliminary survey, Japanese-English/English-Japanese bilinguals reported being conscious of making covert use of natural language in the form of inner speech, alternately using their languages (covertly codeswitching) in doing so. Two experiments were conducted to empirically verify these self-reports and extend observation beyond the realm of subjects' inner speech. In a word association test, SsÃ‚? Japanese semantic networks were equally primed by a task where they covertly organised their thoughts in preparation for delivering a short talk in Japanese as they were after periods of overt Japanese speech. In a second task subjectsÃ‚? reaction times in processing mixed language sentences where switches were occasioned by the act of accessing concepts unique to the non-base language were compared with those from mixed sentences without such a conceptual switch. SubjectsÃ‚? longer reaction times for Ã‚?conceptual modeÃ‚? switches were seen as support for the natural language based propositional thought and dual semantic storage posited in the model. The results of both experiments argue against a view of language being merely a module used by central cognition for purposes of communication, and for the idea of natural language being an essential part of the format of habitual propositional thought. The implications of these findings for the Sapir-Whorf hypothesis and, more generally, for the future direction of psychological research are discussed. Keywords: bilingual, covert codeswitching, cognitive role of language, covert language use, Fodor/Carruthers debate, language/thought relationship, lingpack, linguistic relativity, Sapir-Whorf hypothesis.

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19

Bond, 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.

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Horikawa, Naoko. "English Loan Words in Japanese: Exploring Comprehension and Register". PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/913.

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English loan words (ELWs) have become a considerable part of the contemporary Japanese vocabulary. Meanwhile, it has been shown that there are individual differences in the rate of ELW comprehension. Among the factors for low comprehension is age; people over 60 years old have been shown to comprehend fewer ELWs than the overall age group. As Japan is expected to soon enter the era of an aging society, the issue of ELW comprehension is likely to present serious social and personal problems. The purpose of this study was to identify the current state of frequently used ELWs in contemporary written Japanese, with particular attention to their frequencies, linguistic features, and comprehension rates by people over 60 years old. In order to identify the mediums that are likely to be problematic, three registers were examined: government white papers, books, and internet texts. The study found that the three registers differ in their overall frequencies of ELWs and distributions of the semantic categories, while the distributions of the types of borrowing are similar. It also found that ELWs in certain semantic categories have lower comprehension rates than other categories. Registers that regularly contain low-comprehension ELWs are likely to pose problems for readers over 60 years old.

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Misono, 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.

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MATSUBARA, Shigeki, i Yasuyoshi INAGAKI. "Incremental Transfer in English-Japanese Machine Translation". The Institute of Electronics, Information and Communication Engineers, 1997. http://hdl.handle.net/2237/11131.

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23

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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24

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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25

Matsumura, Tomomi. "The Use of Evidentials in Hearsay Contexts in Japanese and English". PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/4153.

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Evidentials are one of the language codes that convey the speaker's beliefs in terms of the degree of reliability of information and how the speaker obtained information (Chafe, 1986; Ishida, 2006; McCready and Ogata, 2007). Evidentials play an important role in communication since they also function to show the speaker's attitude toward the interlocutors by making a sentence softer (Trent 1998). In his theory of territory of information, Kamio (1990, 1997, 2002) proposed that pragmatic rules of evidentials are different in Japanese than in English. Ishida (2006) studied these differences and argued that learners of Japanese (JF learners) face difficulties when conveying information with evidentials in Japanese. This study aimed to see how learners of Japanese as a foreign language (hereafter JF learners) use evidentials differently from Japanese native speakers by replicating Ishida's (2006) study. Discourse data, consisting of utterances produced by Japanese L1 speakers (J-speakers) in Japanese and JF learners in Japanese and English, was produced based on twelve situations where participants were instructed to convey hearsay information verbally to the specific third party. Collected productions were compared to see differences in the frequencies of evidentials, in general, and in terms of the source of information, the timing of conveyance, and the addressees. The study showed that JF learners use evidentials less frequently both in Japanese and English than J-speakers. This less frequent use of evidentials by JF learners in both languages indicates a transfer effect from English to Japanese. Additionally, a close look at each evidential use revealed other factors that might impact the speaker's choice of evidentials. This study revealed that JF learners tend to prefer to use evidentials such as soo da and to itta, while they tend to avoid using lexical evidentials such as rashii, mitai da, and yoo da which require more practice. These findings have implications for future research and for a classroom pedagogical approaches to the use of evidentials.

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26

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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27

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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28

Shima, 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.

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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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30

Chiu, Ching-li Lily, i 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.

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31

Davies, 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.

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32

Takagi, Akiko. "A critical analysis of English language entrance examinations at Japanese universities". Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/117893.

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This study investigates the influence of university entrance exams on the perceptions and attitudes that Japanese students and teachers have towards English-language exams. It is a qualitative study conducted within the framework of a critical paradigm and specifically refers to the theory of critical language testing proposed by Shohamy (2001). The study was conducted within this framework to highlight the current problems of university entrance exams and emphasize the need for change. It also challenges the positivist view which is dominant in Japanese language testing research and expands the research area within the Japanese context. The aim of the study was to empower both students and high school teachers who, as the highest stakeholders, are in a weak position and give them an opportunity to express their opinions and feelings through an open-ended questionnaire and interview. The study also intended to raise their awareness about their rights as test-takers to question the misuse of tests and encourage them to develop a critical view about the exam system. The results demonstrated that university entrance examination has a negative impact on both language learning for students and high school teaching for teachers. The students experience a psychological burden while preparing for and taking the exam. Likewise, teachers feel pressured by various stakeholders including students, parents, and administrators. In addition, both students and teachers realize that entrance exams have an important influence on the life and future of a student and that they cannot be avoided in an exam-driven society. The dissertation concludes with practical implications for both test-takers and testers to improve the current entrance examination system, in order to elicit positive feedback and better outcomes, as well as recommendations for further research.

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33

Schrock, 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.

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Muroya, 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.

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This study investigates five topics that have been at the heart of research into second language (L2) acquisition for over three decades: (1) the nature of early L2 grammars and whether they contain both lexical and functional categories; (2) the role that the native language (L 1) plays in L2 acquisition; (3) the source of variable production by L2 speakers of properties that are categorical for L1 speakers; (4) the relationship between the acquisition of morphological properties and syntactic operations; (S) the involvement of a putative Universal Grammar. These topics are investigated in the context of Japanese-speaking classroom learners of English. Data were collected through two production tasks, one written the other oral. While there have been many studies of the topics in question with naturalistic L2 learners of English, there have been fewer studies with classroom learners. The general view in generative studies ofL2 acquisition has been that linguistic development will be the same, whatever the context of learning. However, this is an empirical question and the present study provides evidence bearing on it. Findings suggest that early-stage learners have grammars for English that have both functional and lexical categories. The functional categories are specified for features that are syntactically relevant (for verb raising, for the determination of obligatory subjects, for appropriate case marking, for the obligatory fronting of wh-words). Properties that are transferred from the Ll are not predictable simply on the basis of comparing differences between the two languages. Variability in production appears to be explicable largely in terms of learners' (re)assembling features for English lexical items which differ from their Japanese counterparts, combined with the difficulty of accessing forms where processing load is heavy (the Missing Surface Inflection hypothesis). There was no evidence of participants needing to acquire the morphological paradigms of English before establishing syntactic rules. Finally, there was limited, but suggestive, evidence that the L2 grammars of+the classroom learners studied are guided by UG.

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35

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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36

Nozaki, 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.

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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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38

Frew, Dorothy Jean. "An Improved English Article System for Japanese Speakers". PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/5020.

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One aspect of the English language which has been overlooked by English-as-a-Second-Language educators is the article system, a, the, and 0. For students from articleless first languages such as Japanese, learning this complex system is a formidable challenge. Performance studies show an error rate among advanced Japanese students of approximately thirty percent. There may be several reasons for this high rate: 1) the differences between Japanese and English, 2) the unusually high degree of complexity/difficulty of the article system itself compared to other English morpheme systems and 3) inadequate treatments of the subject as revealed in this thesis' survey of forty ESL textbooks. Recent pragmatic discoveries about article function reveal subtle, contextual influences which have not been well integrated into traditional treatments. Definiteness may be dependent on sentential, discourse, and situational contexts, on whether referents are unique and manifest to the hearer, and on the nature of certain implicatures induced by the articles. Computerized, interactive tutorials are the best way to capture how these variables interact to constrain article choice. A prototype for a tutorial is submitted with this thesis. In addition to exhaustive explanations of contexts and implicatures in the form of actor's "asides," it features Japanese translations throughout, and, to show how uniqueness may be culture bound, utterances that take place within Japanese culture. Although the tutorial presented here needs enlargement, it is believed that an animated, computerized tutorial emphasizing subtle pragmatic features is more illustrative of actual article usage than have been traditional hard copy explanations.

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39

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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40

Itakura, 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.

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41

Kanda, 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.

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Language Arts
Ed.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

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42

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.

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43

Frischkorn, 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.

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44

Kikuchi, 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.

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CITE/Language Arts
Ed.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

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45

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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46

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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47

Okubo, Misako. "An Analysis of Japanese Learners' Comprehension of Intonation in English". PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5172.

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Typically, most native speakers of Japanese, who have been taught English in Japan, have had limited exposure to prosodic features of English. Consequently, their ability to understand the meaning of different intonation patterns is limited as well. Though it is generally accepted that intonation plays a crucial role in English communication, comprehensive pedagogical materials for teaching English intonation to native speakers of Japanese are not widely available or used in Japan. This is, in part, due to the complexity of English prosodic features and their abstractness. A better understanding of these barriers requires that the extent and the nature of native speakers of Japanese' understanding of English intonation be explored. The scope of this study is restricted to the examination of the following questions: (1) How well, compared with native speakers of English, can Japanese adult learners comprehend intonation patterns of English? (2) Are there any patterns in their misinterpretations of test sentences, according to three types of errors: paraphrase, categorization, or attitudinal judgments? (3) Can Japanese learners who comprehend one variation of intonation also interpret correctly the same sentence with the contrastive variation of intonation? Seventy-four native speakers of Japanese and thirty-one native speakers of English (control group) listened to twenty pairs of sentences presented with contrastive intonation. For each sentence they were asked to choose one of three different interpretations. Their responses were evaluated, at a 0.05 level of significance, using statistical tests of hypothesis (t and chi-square), and measures of correlation (r, phi and Cramers' s V). Major findings of this study are (1) the Japanese students had more difficulty with comprehending English intonation than the American students; (2) the Japanese students seemed to lack know ledge of grammar-intonation relationships; (3) they were able to understand attitudinal judgment intonation as well as native speakers.

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Kiernan, 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/.

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This thesis is the third of three modules, and explores narrative identity in interviews with English language teachers. It offers an analysis of how speakers used linguistic resources to construct identities for themselves during life story interviews. Both interviewer (the author) and interviewees (21 native English speakers and 21 native Japanese speakers) taught English in Japan. All interviews were conducted in the interviewee’s native language. The analysis therefore consists of a contextualised cross-linguistic description of the linguistic resources employed by speakers for expressing identity. I use this analysis to address the role of the ‘native speaker’ in English language teaching in Japan (introduced in Module 2) through a fresh analysis that includes the perspectives of ‘non-native’ teachers. In terms of theory, this module offers a response to the general question: ‘What differences are there between narratives told in Japanese and English?’ (posed in Module 1). In turn, my answers to this are used to inform pedagogic proposals (the principal focus of Module 1) on the development of a pedagogic model of narrative suitable for Japanese learners of English.

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Fujii, 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.

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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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