The processing and interpretation of sich in German as a second language by Japanese and Korean learners

This study assessed the extent to which second-language learners are sensitive to phonetic information contained in visual cues when identifying a non-native phonemic contrast. In experiment 1, Spanish and Japanese learners of English were tested on their perception of a labial/ labiodental consonant contrast in audio (A), visual (V), and audio-visual (AV) modalities. Spanish students showed better performance overall, and much greater sensitivity to visual cues than Japanese students. Both learner groups achieved higher scores in the AV than in the A test condition, thus showing evidence of audio-visual benefit. Experiment 2 examined the perception of the less visually-salient /1/-/r/ contrast in Japanese and Korean learners of English. Korean learners obtained much higher scores in auditory and audio-visual conditions than in the visual condition, while Japanese learners generally performed poorly in both modalities. Neither group showed evidence of audio-visual benefit. These results show the impact of the language background of the learner and visual salience of the contrast on the use of visual cues for a non-native contrast. Significant correlations between scores in the auditory and visual conditions suggest that increasing auditory proficiency in identifying a non-native contrast is linked with an increasing proficiency in using visual cues to the contrast.

ABSTRACTThis study aimed to investigate how Japanese learners of English as a foreign language, whose first language does not have obligatory morphological number marking, process conceptual plurality. The targeted structure was reciprocal verbs, which require conceptual plurality to interpret their meanings correctly. The results of a sentence completion task confirmed that participants could use reciprocal verbs reciprocally in English. In a self-paced reading experiment, participants read sentences with reciprocal verbs and those with optionally transitive verbs (e.g., while the king and the queen kissed/left the baby read the book in the bed). There was no reading time delay for reciprocal verbs but a delay for optionally transitive verbs. Therefore, the participants succeeded in processing second language conceptual plurality in the online sentence comprehension task.

This study is to investigate the trend of pragmatics in Korean language with concrete research findings. There were limitations in looking at all research results from pragmatic studies, but the study was to derive the characteristics of pragmatics study which were not dealt in the existing pragmatics study papers and was to address the trend of its study until recently since 2000. Pragmatics is an important area of research in exploring the pragmatic aspects of Korean language and being grafted and applied to various fields. In the early years pragmatics was introduced to Korean language study, it introduced the theory of foreign language’s pragmatics or applied it into Korean language simply. However, various research methods of pragmatics have been introduced since the 1990s and the horizons of pragmatics in Korean language have been widened. Since the 2000s, traditional research areas of pragmatics have been composed of discourse analysis, speech acts, etc rather than implication, and are based on designing teaching. learning courses in language and Korean language education. Studies that the pragmatic research results have been reflected in the curriculum are in progress.

Although native speakers (NSs) of English make plural agreement in preverbal-subject sentences (e.g., A pen and eraser *is/are…), previous studies have demonstrated that they prefer singular – not plural – agreement between verbs and conjoined noun phrases (NPs) in expletive there constructions (e.g., there is/are a pen and an eraser…), showing efficiency-driven processing prioritization of agreement between nearest constituents. This paper assesses whether Japanese L2 learners of English (JLE) show this tendency. The results of two self-paced reading experiments together indicated that even though efficiency-driven processing was available to L2 learners, their use was unstable due to the repeated exposure to there are NPpl- and NPpl-type sentences during the task. It seems possible that repeated exposure triggered learners’ knowledge that conjoined NPs are always plural. Hence, it could conceivably be hypothesized that a learner’s specific knowledge intervenes the efficiency-driven processing strategy.

ABSTRACTA growing amount of research has recently focused on the significant role of second language learners’ future self-representations in their learning motivation. This article analyses Japanese language learners’ motivational characteristics, utilizing data collected from interviews with 26 university students in Australia and South Korea. A comparison between these two contrastive social contexts revealed that interest in Japanese language/culture may be a vital source for motivational intensity to learn the language in both Australian and Korean contexts, whereas the role of L2 self does not appear to be identical in both contexts. Many Australian learners’ positive learning experiences seem to help evolve their initial interests in Japanese language/culture and construct their ideal/feared self-images as Japanese users, which contribute to their high motivational intensity to learn the language. On the other hand, some Korean learners’ learning experiences appear to have a negative impact on the construction of their ideal Japanese self-representations in the future, and thus, lead to their low motivational intensity. This article also points to the importance of understanding the learners’ perceived distance from the target language and culture, and how this may play both a motivating as well as a de-motivating role.

The objective of the current study was to investigate undergraduate students’ motivation in learning three East Asian languages (Chinese, Japanese, and Korean), with intended effort used as a measure of motivation, based on Dörnyei’s L2MSS theory (2005) and five other predictors. The study’s participants were 95 undergraduate students, recruited by convenient random sampling on a voluntary basis, eight of whom volunteered to participate in interviews. Descriptive data and Pearson correlations were used to identify language learning motivations and the relationship between predictors and the intended effort, while a qualitative content analysis was used to support quantitative findings. The results revealed that the participants showed high levels of motivation in learning East Asian languages. A strong linear relationship was found between L2 learning experience, with all languages studied, and the ideal L2 self component. Moreover, the factor of intended effort had a positive relationship with instrumentality-promotion (r = .651, p = .000), international posture (r = .275, p = .003), and cultural/community interest (r = .426, p = .000) in Chinese learners, cultural/community interest (r = .433, p = .015) in Japanese learners, and international posture (r = .446, p = .015) in Korean learners. Nonetheless, instrumentality-prevention and intended effort were negatively related in Japanese learners (r = -.420, p = .019). The study recommends a comprehensive study be undertaken to investigate the role of L2 learning experience and its importance in L2 learning.

This study investigates whether Korean leaners of L2 English are sensitive to lexicalsemantic information while processing temporarily ambiguous sentences in which the antecedents for the RCs were complex NPs linked by either the genitive preposition of or the thematic preposition with, (i.e., whether L2 learners can distinguish between these two prepositions in terms of the different thematic role assignments associated with them). A questionnaire task and a self-paced reading experiment were used to investigate how these lexical-semantic factors affected RC attachment preferences. The results from the questionnaire task suggest that: (1) L2 learners show different RC attachment preferences depending on the type of linking preposition involved (of vs. with); and (2) L2 learners transfer L1 processing strategies to L2 when disambiguating RC attachment. No significant main effect or interaction effect was found in the self-paced reading experiment. These results are discussed with respect to the role of lexicalsemantic information and L1 transfer during L2 processing.

This study aimed to investigate the phenomenon of insertion of the geminate consonants in the intervocalic position by Korean learners of Japanese through an analysis of the “Database of Japanese language learners conversation.” The results showed that the Korean learners’ production of the Japanese voiceless consonants as geminates occurred between the voiced or voiceless consonants, although differences in the type of vowels were not observed. However, when the preceding vowels were a narrow vowel /i/, insertion of geminate consonants were observed to be frequent in the environment of vowel devoicing. Insertion of geminate consonants has been observed extensively regardless of the Japanese language proficiency of Korean learners. It should be noted that insertion of the geminate consonants are generated to concentrate at the production of the particular vocabulary and the te-form, ta-form, tara-form and tari-form of the verb. Therefore, these need to taught at the time of introduction of vocabulary and inflected forms of the verb as insertion of geminate consonants does not occur.

This study explores the frequently employed Vocabulary Learning Strategies (VLS) among Bruneian university students learning foreign languages (FLs), including French, German, Japanese, and Vietnamese, and examines the relationship between VLS and the targeted FL. Scholars assert that mastering vocabulary is the paramount communication skill in FL. Consequently, learners must employ VLS to store and utilize new words effectively. However, students encounter challenges in learning, retaining, and applying FL vocabulary. Recognising the critical role of vocabulary knowledge in FL learning, this research addresses gaps in the existing literature regarding VLS application by Bruneian students and the comparative application of VLS across different FLs. Utilising Schmitt taxonomy, which classifies VLSs into Discovery (Determination, Discovery-Social) and Consolidation (Consolidation-Social, Memory, Cognitive, Metacognitive) strategies, a revised questionnaire was administered to 418 students. Learners rated their use of 65 VLS based on a 5-point Likert scale. Descriptive statistical analysis and MANOVA tests were conducted to interpret the data and identify any covariance between FL and VLS usage. The findings revealed the students’ preference for rote, cross-language, and technology-based individual VLS. Overall, Bruneian learners were moderate VLS users, with Japanese learners employing VLS the most, followed by French, Vietnamese, and German learners. Statistically significant relationships were observed, such as the correlations between Japanese learners and Consolidation strategies, Vietnamese learners and Social strategies, and Japanese and French learners and Metacognitive strategies. The study underscores the importance of social-interactive, communicative, and blended teaching approaches and recommends incorporating VLS training on a short-term basis to enhance students’ FL vocabulary and self-confidence in FL learning.

With approximately 960,000 South Koreans studying Japanese as of 2009, they comprise 26.4% of the total number of all learners of Japanese as a second language, more than any other nationality (The Japan Foundation, 2009). For Korean learners of Japanese, the similarities in the structure of Japanese—vocabulary and grammar, etc.—with their native Korean are factors that further their language acquisition. However, it is not uncommon for Korean learners of Japanese to find the characteristics of Japanese communication involving speech levels, particularly honorific language, to be difficult. Although the Korean language has also developed a system of honorific language, it has many disparities with the structure and usage of Japanese honorific language. In addition, differences in normative consciousnesses regarding honorific language are considered to possibly be a frequent trigger for miscommunication. This paper considers the influence that their view of honorific language has upon Korean learners of Japanese with regard to their selection of speech levels when communicating with Japanese people. While much research in which qualitative studies were conducted on consciousness pertaining to Japanese honorific language has already been done, there has been little research with aqual it ative examination focusing on Japanese language learners’ consciousness of honorific language. Through quantit ative research alone, it is difficult to gain acomprehensive understanding of aspects of “consciousness,” which change due to the influence of various contributing factors. Therefore, this paper will utilize the Analysisof Personal Attitude Construct(below, PAC analysis), which inrecent years has come to be used as a psychological approach to analyzing Japanese language education, to examine Korean learners’ of Japanese consciousness pertaining to the view and usage of honorific language. A survey was conducted from August 2009 to January 2011 in Japan and South Korea. The survey respondents were four intermediate to advanced Korean speakers of Japanese, each of whom had studied in Japan. The survey followed the PAC analysis format with “What is your image of honorific language and its usage?” as the stimulus term. The results of the analysis will be given below. Sixty-six free association items were found in dendrograms of respondents’ answers. Overall, they showed a positive view of honorific language with 42 items for a “positive image,” 10 for a “negative image,” and 14 for “neither.” The first common characteristic among respondents was the appearance of the two items: “manners,” and “feeling of distance.” From the appearance of these two items in all of the respondents’ answers, it can be understood that, for verbal communication, honorific language is an important means of showing politeness and that respondents are aware that it has a function of maintaining and adjusting the degree of intimacy and psychological distance between speakers. In terms of the “feeling of distance,” there was also mention of the advantageousness of honorific language for keeping a comfortable level of distance, thus, respondents did not necessarily evaluate “feeling of distance” to be a negative thing. The second common characteristic of the free association items was a strongly positive image of users of honorific language. In presentations or in business, there was a shared impression among respondents of honorific language users being professional, disciplined workers who get the job done, belong to a higher class, and have refinement. The view of honorific language that emerged among respondents is clearly connected to an impression of its users as being intelligent and sophisticated. Furthermore, it was confirmed that respondents view honorific language use as a sense and skill for language and that correct usage of honorific language in communication situations connotes sociolinguistic

This study aims to analyze Korean particles usage and errors of native Japanese intermediate and advanced learners, and to suggest effective reference data of errors of them that is of help to prevent these errors. This paper is divided five chapters. Chapter one introduces the present condition of an absence of research on analyzing errors in spoken language in Korean language education, and also mentions a purpose of this study. Chapter two examines a general tendency to advanced studies on error analysis, and chapter three explains the subject and the method of this study. Chapter four shows aspects of Korean particles usage and errors by between Japanese intermediate and advanced learners. Chapter five argues the conclusion and limitations of this study. The main point of research result is as follows. Particles errors that are mainly occurred in Korean spoken language by Japanese learners, are ‘이/가’, ‘을/를’, ‘(으)로’, ‘에게’, ‘한테’, ‘에’, ‘에서’, ‘(이)나’, ‘은/는’ and ‘도. Each error rate of ‘이/가’, ‘을/를’, ‘(으)로’, ‘에게’, ‘한테’ and ‘(이)나’ is decreased by going up the learning level. On the other hand, each error rate of ‘에’, ‘에서’, ‘은/는’ and ‘도’ remain as it is, or increased by going up the learning level. However, this study left much to be desired that there was no statistically significant difference in the result.

The phenomenon known as the “Korean Wave,” or “Hallyu,” describes the rising general interest in Korea that began in the latter half of the 1990s in the areas of South-East Asia, China, and Japan. This “Hallyu” phenomenon has had an enormous effect on not only the promotion of Korea’s national image but also on the creation of economical benefits. Such positive effects can also be seen in the field of Korean language education, as an examination of the factors behind the recent trend of increasing Korean language learner populations at domestic Korean language institutes will reveal the large influence of “Hallyu”. In particular, the numbers of Chinese and Japanese learners, which comprise the two largest Korean language learner populations, have been increasing the largest. However, there is currently little research available that has objectively examined how these language learners perceive the “Hallyu” phenomenon. Therefore, the current study aimed to shed light on whether there are differences regarding both the general and positive perceptions of the “Hallyu” phenomenon among 424 Chinese and Japanese students of Korean enrolled at four domestic Korean language institutes. Results indicated that while the majority of both Japanese and Chinese students are aware of the “Hallyu” phenomenon, depending on the factors of gender, age, nationality, and reason for study, the degree of having a positive perception of the “Hallyu” phenomenon was different. It was therefore concluded that the respective perceptions of the “Hallyu” phenomenon among Japanese and Chinese learners of Korean are different.

This research aimed to determine how Japanese learners of Korean can be supported in acquiring knowledge of Korean honorifics and developing the ability to use them in an appropriate manner. First, the study confirmed the importance of honorific use in the Korean language and closely examined the characteristics of and specific usage differences between Japanese and Korean honorifics. Then, it focused on the results of the error analysis of Japanese learners’ use of Korean honorifics by categorizing Korean subject honorifics into the following four categories: fundamental honorific form, specialized declinable word honorific form, specialized indeclinable word honorific form, and specialized particle honorific form. Tasks 1 and 2 were used to analyze examples of common errors made by learners, and through this feedback, case studies and instruction plans were investigated. Findings revealed that Japanese learners’ errors in the usage of Korean honorifics stem from interference from their native language in addition to a lack of understanding of how to conjugate honorifics, inappropriate honorific vocabulary selection, and confused usage of newly learned vocabulary and grammar. Furthermore, the overuse of the term ｢-(으)시｣ without considering the relationship between the subject and the predicate was observed. This is thought to have occurred due to the automatization of the rote learning of honorifics in which learners equate ｢-(으)시｣ with respect as well as a heuristic phenomenon whereby they try to produce quick results based on intuitive guessing. The findings of this research will provide an insight into Japanese learners’ learning of Korean honorifics, minimize learner stress, and aid those considering how to design more efficient lessons targeting the teaching of Korean honorifics.

This research provides a multidisciplinary perspective on the factors influencing the process of integrating auditory and visual information in speech perception, and the nature of the mental representations to which speech input is matched for identification. Most previous studies of L2 speech perception had focused on only one source of input—the auditory modality. In this study, however, the occurrence of the McGurk effect (the influence of visual or lip‐read information on speech perception) pointed to the power of visible speech in face‐to‐face communication for L2 learners as well as native speakers. Participants were advanced ESL learners of 4 L1s (Japanese, Korean, Spanish, and Malay) and native speakers of English. In this experimental design, six CV syllables with /p, f, w, r, t, k/ were combined on videotape to create concordant and discordant conditions (i.e., where audiovisual cues were matched and mismatched). This design permits the tagging of input according to its source in order to evaluate the relative contributions of each modality to the perceptual outcome. Results indicated that the learners' L1s influenced the relative information value of the auditory and visual cues, and thus their contribution to a single percept. The Japanese and Korean learners' identification accuracy of /f/ and /r/ increased with matched visual cues. It was evident that learners attended to visual cues to identify speech sounds even though they had not received any explicit training.By drawing from the literature on L2 phonology, speechreading, speech perception, attention, similarity, and categorization, this work demonstrates the need for a model of L2 speech acquisition within a cognitive framework to account for bimodal input in the broader context of spoken language processing. Findings also point to the need to incorporate into perceptual training for L2 learners the enhancement of the information value of visual cues as a second channel of input.

The change of self-disclosure with the passage of time.- The case of Japanese native speakers and Korean Learners’ of Japanese -