Quantitative Analysis of the Teaching Effectiveness of the Language Acquisition Model in Japanese Language and Culture Education

Abstract

Abstract In the process of applying traditional teaching forms, problems such as low participation in classroom activities and poor independent learning are gradually highlighted. This paper first designs the task-based cooperative language acquisition model then constructs the supervision and management system for cooperative learning, and finally establishes the evaluation mechanism for task-based cooperative learning. This paper uses the questionnaire survey method, Pearson correlation coefficient method, principal component analysis method, and multiple regression analysis methods as data analysis methods. By establishing a mathematical model, the parameters to be estimated are listed, and then these data are fitted, and finally, a statistical analysis is performed. Through the questionnaire survey method, this paper verified that the method had a positive effect on students’ Japanese learning; 46.2% of students enjoyed learning Japanese, and 92.3% participated in group discussions. The effectiveness of Japanese language teaching was assessed by extracting three main factors through principal component analysis, which were summarised as pre-study performance, classroom performance, and individual thinking performance. Under the language acquisition model, teachers can improve students’ learning effectiveness by monitoring and encouraging their performance on these three indicators.