Factors in cognitive processing of Japanese loanwords by advanced Chinese Japanese-as-a-foreign-language learners.

Abstract

Previous studies have highlighted the challenges faced by Chinese Japanese-as-a-foreign-language (JFL) learners (whose L2 is English) in acquiring L3 Japanese loanwords. These challenges arise from the linguistic characteristics of loanwords and the limited emphasis on teaching and learning them. However, there is a lack of research on the specific factors that influence the processing of Japanese loanwords among Chinese JFL learners. Significant motivation exists, therefore, to investigate these influencing factors as they provide valuable insight into the integration of phonographic and ideographic language systems, ultimately facilitating future lexical acquisition. In this study, an experiment was conducted on 31 Chinese JFL learners to investigate the effects of loanword familiarity, English vocabulary proficiency, English-Japanese phonological similarity, and context on the processing of Japanese loanwords. Data analysis, using a (generalized) linear mixed-effect model, provided the following insights: (1) the processing of Japanese loanwords is influenced by English-Japanese phonological similarity, loanword familiarity, context, and learner English proficiency. Among these four factors, familiarity has the most significant impact on Japanese loanword processing; (2) the effects of context and phonological similarity on the processing of Japanese loanwords are not consistently positive. As learners improve their proficiency in L3 Japanese, they tend to decrease their reliance on English knowledge and instead access loanword representations directly to conceptual representations. Based on the findings of this study, a processing model for Japanese loanwords among advanced Chinese JFL learners is proposed. The model emphasizes the critical importance of the characteristics of loanwords, including phonological similarity and familiarity. It is necessary to determine the specific circumstances in which context considerably enhances learner processing ability.