Japanese As A Foreign Language Research Articles

A System for Japanese Listening Training Support with Watching Japanese Anime Scenes

As the widespread of Japanese entertainments and pop-cultures around the world, more and more people choose to learn Japanese as a foreign language (JFL). With the increasing of JFL learners, according to the survey of Japan Foundation, traditional materials are becoming inadequate for learners’ demands. For foreign language learning, the communication skills in listening and speaking would be more important and difficult at learning process, so are the JFL learners [1]. This research proposed a method using Japanese animation, which is called "Anime" in the world, as a learning support material for training JFL learners’ Japanese listening skill. Anime has a huge amount of scenes in which the characters speak usually with the standard and clear pronunciations. These dialogue scenes could be useful examples of Japanese conversation for JFL learners to practice their speaking and listening. The proposed system classifies the dialogue scenes in Anime depending on the dialogues’ degrees of difficulty. We firstly subdivided the dialogue scenes from each Anime episode. The system analyzes Japanese words and expressions used in the Anime dialogues and compares those with the scripts of listening tests from the previous Japanese Language Proficiency Tests (JLPT), like TOEIC or TOEFL for English. The system uses the cosine similarity of Japanese words and expressions frequency to estimate the corresponding degree level for each Anime scene and provides the appropriate scenes to JFL learners for listening training. The experimental results showed that the proposed system worked successfully and improved the correct answer rate of JFL learners more than 10% in listening tests.

Co-regulation in pair work: Insights from the Japanese as a foreign language (JFL) classroom

Co-regulation in pair work: Insights from the Japanese as a foreign language (JFL) classroom

Reflections on “Memories of War”: Project-based Learning among Japanese-as-a-Foreign-Language (JFL) Students at a Malaysian University

Author(s): Shibahara, Rika | Abstract: This study examines Malaysian learners’ reflections on the discourses of the Asia-Pacific War in Malaysia and Japan after engaging in “Memories of War” project. The project, which was implemented in an advanced Japanese-as-a-Foreign-Language (JFL) class at a Malaysian university, aimed to improve learners’ ability to grasp power relations underlying the social discourses on the Asia-Pacific War. It also sought to help them develop a more critical and comprehensive understanding of the war as responsible global citizens. The study finds that learners’ exposure to the wartime experiences of Japanese citizens largely prompted learners to view Japanese citizens as victims and war leaders as victimizers, though multiple victim-victimizer relationships were also identified among the citizens at the time. Learners also came to realize that race, social-economic status, and gender influenced Malaysian locals’ experience of the war. The discovery of the disturbing, “unfair” facts by students in the ethnically mixed class often brought about uncomfortable categorizations of self and others as victims, betrayers, or bystanders. Nevertheless, awareness often remained unspoken, and the mere appreciation of the status quo was expressed. The author consequently argues that the teacher has an important role to play in guiding learners to connect the past and the present.

Analysis of Dialogues Difficulty in Anime Comparing with JLPT Listening Tests

More and more people choose to learn Japanese as a foreign language (JFL) in the world. The traditional teaching materials have focused on training for the skills of writing and reading in Japanese. However, it seems that the JFL learners would like to train their speaking and listening rather than writing and reading because the speaking and listening are necessary to make conversations. We use Japanese animation which is called “Anime” in the world as a new teaching material of Japanese. Anime has a huge amount of scenes in which characters speak with their voice in the standard and clear pronunciations. It means that Anime has many good examples of Japanese dialogues for JFL learners to improve their speaking and listening. The goal of our research is to propose a new method to classify dialogues in Anime depending on the dialogues’ degrees of difficulty. In this paper, we analyzed the words and expressions used in the Anime dialogues and the scripts of listening tests of the previous Japanese Language Proficiency Tests (JLPT). Each word and expression were classified into different Japanese language levels. We used the analysis results of JLPT as a standard reference to be compared with Anime dialogues. The analysis results showed that the genres of Anime had effects on using words and expressions. We also found that the scripts of listening tests of high-level included many high-level words and expressions.

As pesquisas em crenças no ensino aprendizagem de japonês como LE no Brasil

The aim of this study is to investigate and discuss the state of the art of the research about beliefs on the teaching-learning of Japanese as a foreign language (JFL) in Brazil, especially focusing on its methodological matters. For this purpose, the researches published and/or realized in that field up to the present moment (November 2015) were collected and afterwards a qualitative meta-analysis was made by establishing six categories of analysis: (1) sort of publication, (2) authors/year of publication/institution, (3) focus of the research, (4) participants of the research, (5) method/nature of the research and (6) data collection instruments. The results have shown that most of the mentioned studies deals with students’ beliefs, and uses the qualitative method with an interpretive case study approach. Taking this state of the art into consideration, it can be concluded that research on beliefs of teachers and third agents, an action research or intervention case study approach, as well as research with a quantitative approach will be equally important.

Introducing Genre into Japanese-as-a-Foreign-Language: Toward a Genre-Specific Approach to Elementary/Intermediate Writing

Despite the social turn in views of language and the increasing attention to an application of genre theory in teaching languages, the field of Japanese-as-a-Foreign-Language (JFL) has not yet found genre a valuable resource for approaching learners’ writing ability. Writing is still practiced as a psycholinguistic space to check learners’ understanding of grammar structures and kanji, and writing assignment prompts are often designed to fit into the corresponding grammatical units. Part I of this paper, by employing a functional linguistics-oriented genre theory, maps elementary/intermediate JFL grammatical units into register, which is the primary contextual parameters that construe social meanings, and illustrates the process of transferring grammatical resources into genre so that language instructors can make their own model texts and can approach their learners’ writing from a genre-specific perspective. Part II of this paper illustrates a practical implementation as the form of pedagogic report. It illustrates how the constructed model text was used in an actual JFL classroom and argues its potential for a curricular context. In essence, the present study intends to lay the groundwork for creating an applicable genre approach in a JFL curriculum that contextualizes elementary/intermediate learners’ writing as a way to represent their social views.

Argumentation Text Construction by Japanese as a Foreign Language Writers: A Dynamic View of Transfer

This study takes a dynamic view of transfer as reusing and reshaping previous knowledge in new writing contexts to investigate how novice Japanese as a foreign language (JFL) writers draw on knowledge across languages to construct L1 and L2 texts. We analyzed L1 English and L2 Japanese argumentation essays by the same JFL writers (N = 19) and L1 Japanese essays by Japanese university students (N = 21), along with JFL writers’ reported reflections. The analysis identified both shared and contrasting L1/L2 text features, including argumentation subtypes (e.g., justification, exploration) and essay introduction/conclusion components. The findings revealed that while constructing L2 essays, the JFL writers took an active role in assessing audience, selecting appropriate text features, and transforming/reshaping selected features, influenced by contextual factors (e.g., audience expectation, purpose, topic). For example, some writers reshaped their L1 justification subtype by softening L2 assertions to meet perceived Japanese reader expectations. Results highlight the centrality of the writer's agency in deciding what previous writing knowledge to reuse or reshape when creating L2 text and also the importance of individual learning trajectories (e.g., L2 proficiency, L1/L2 writing experience) affecting writers’ decisions. The study affirms that a dynamic view of transfer provides insights into the L2 writers’ text construction process.

Gairaigo in Japanese Foreign Language Learning: A Tool for Native English Speakers?

There is considerable academic literature on the usefulness of loanwords to Foreign Language (FL) learners. This literature, based on empirical studies conducted among learners of various language backgrounds and learning various target languages, indicates that cognates shared by the first language (L1) of the learner and the target language are generally a positive learning resource in Foreign Language Learning (FLL) contexts. This study extends the current literature by its examination of the specific context of English speakers learning Japanese as a Foreign Language (JFL). It takes both qualitative and quantitative approaches to the investigation of teaching practices related to the use of loanwords borrowed from English into Japanese, known as gairaigo. A quantitative analysis of three series of JFL textbooks reveals that gairaigo nouns are used in introductory texts at an unrepresentatively high proportion. While there is currently no empirical basis for this strategy, qualitative interviews with teachers give some support to the strategy of using gairaigo in preference to words of Japanese origin in introductory courses to assist learner comprehension and production. This study identifies a number of variables driving teachers’ use of gairaigo that have so far not been articulated in the literature.

NEGOTIATION OF IDENTITY: (RE)CONSTRUCTION AND (RE)POSITIONING OF SELF THROUGH LANGUAGE LEARNING

Normal 0 false false false EN-US X-NONE X-NONE Abstract: Becoming competent in a language involves more than just academic success, but also multi-faceted aspects of self in a situated context. The core of the study is to explore a participant’s experience as a marginalized student in a Filipino American community and the trajectories of learning a foreign language over time and space. Narratives from the participant reflect his approach toward language learning (LL) as well as his motivation behind language learning. This study highlight s the impact of foreign language learning experience upon the participant’s conflict, negotiation, and transformation of identity. Following his positioning analysis, the paper closely look s at how evaluation by other Filipinos within the community contributes to the participant’s ongoing (re)construction and negotiation of identity. How these evaluations encourage or impede his access to heritage language and culture is analyzed based on the participant’s use of reported speech. The paper explored whether or not LL can be a way of negotiating and gaining agency, as well as how LL help s a marginalized learner to choose where and how he wants to belong to. The paper also look s at how marginalization motivates language learning, through which the participant seeks to reposition himself. The study also examine s how power relationship (marginalized student in a situated context) plays a role in the process of negotiation of identity and meaning-making of self. Results from this study conclude that through experiences in foreign language learning as well as negotiating meanings for being a Japanese as a Foreign Language (JFL) student, the participant gradually shifts to belong to a different community prior to his language learning experience in which he can practice agency and is no longer a marginalized member of his heritage community. /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;}

Computer Assistance for Reading and Writing Japanese as a Foreign Language

Computers can aid students of Japanese as a foreign language (JFL) by rapidly teaching the language's 2000 written characters, automatically translating words and documents, and assisting with input of Japanese texts. This paper introduces and evaluates new software technologies that significantly ease the reading and writing of Japanese.

Bedrock/Core, Base, Plus, and Threshold Strategies in the JFL Context

AbstractAlthough research into language learning strategies over the past 30 years has provided many insights into how good language learners facilitate the language learning process, few studies have targeted learners of Japanese in a foreign language learning environment. This study sought to (1) identify the spoken communication strategies used by learners of Japanese in foreign language learning environments, and (2) explore Core strategies, Base strategies, and Plus strategies in the Japanese as a foreign language (JFL) context. Information about the language learning strategies used by learners of Japanese was gathered, initially using interviews. These interview data were recorded, analyzed, and compiled into a strategy inventory. The inventory was made available online to students learning Japanese in various institutions in Queensland, Australia. The results of the study show that learners of Japanese in foreign language learning environments frequently use a range of strategies to maintain communication in spoken interactive contexts. There is evidence of the existence of Core, Base, and Plus strategies in Japanese and a subset of these strategies identified as Threshold strategies.

Acquiring Interactional Competence in a Study Abroad Context: Japanese Language Learners’ Use of the Interactional Particle ne

This study examines the development of interactional competence () by English-speaking learners of Japanese as a foreign language (JFL) in a study abroad setting, as indexed by their use of the interactionally significant particle ' ne.' The analysis is based on a comparison of (a) 6 sets of conversations between JFL learners and native Japanese peers during the first week of the study abroad program, and (b) 6 sets of conversations between the same pairs of speakers during the fifth week of the program. Although there is great variability in efficiency of interactional competence acquisition among JFL cohorts, JFL learners on the whole seem to have enhanced their interactional competence by using more ' ne' alignments. This study supports the argument that a study abroad program provides a valuable developmental experience that can accelerate JFL learners' acquisition of interactional competence. [ABSTRACT FROM AUTHOR]

The effects of pragmatic consciousness-raising activity on the development of pragmatic awareness and use of hearsay evidential markers for learners of Japanese as a foreign language

This study investigates the effects of pragmatic consciousness-raising (PCR) activities in the acquisition of pragmatic competence, focusing on hearsay evidential markers such as rashii ‘I heard that’ in Japanese. PCR is an inductive approach to facilitating awareness of how language forms are used appropriately in a given context. Schmidt (1995) has proposed in his noticing hypothesis that L2 learners must first demonstrate a conscious awareness of some particular form in the input before any subsequent processing or intake of that noticed form can take place. This study explores the question of whether awareness is necessary for L2 pragmatic learning. A quasi-experimental pre-test/post-test/delayed post-test format was adopted. Forty-one learners of Japanese as a foreign language (JFL) were divided into two groups: the PCR treatment group and the control group. The tests consisted of metapragmatic knowledge tests and an oral discourse production test. In total, four treatment sessions were given to the PCR group just before the post-tests. This study showed that the PCR group performs better than the control group on both the immediate post-tests and the delayed post-tests. Through the PCR activities, JFL learners may become aware of critical differences between L1 and L2, and enhance their L2 pragmatic competence successfully.

An analysis of narrative communication strategies used by Japanese-as-a-foreign-language learners

Abstract This study examines discourse strategies in personal narratives told by Japanese-as-a-foreign-language (JFL) learners. Both JFL learners and native Japanese speakers were asked to talk about any injury-related experience that they wished. Compared to intermediate JFL learners, advanced learners (1) told longer narratives using more words, a greater variety of words, and more onomatopoetic expressions, (2) switched to their first language less frequently and used fewer message replacements, repetitions, and confirmations, and committed fewer errors, and (3) used reported speech and onomatopoeias more frequently. A comparison of narratives told by JFL learners with those produced by native Japanese speakers revealed that while intermediate learners used rising intonation more frequently than did native Japanese speakers, advanced learners tended to use more words when using reported speech even when judged by native Japanese speakers’ norm. Overall, in the examination of JFL learners’ narrative discourse patterns with particular attention to the length of their stories and the discourse strategies they employed, the study suggests that JFL learners do not necessarily follow native-style narrative patterns, even after their language skills are relatively highly developed. The study instead implies the possibility of either U-shaped patterns of behavioral growth or the strong influence of L1 discourse strategies on L2 narratives (or a combination of both).

Pragmatic Comprehension in Japanese as a Foreign Language

This study developed an original instrument that measures pragmatic comprehension in Japanese as a foreign language (JFL). It examined the ability to comprehend implied meaning encoded in conventional and nonconventional features and the effect of proficiency on comprehension. There were 63 college students of Japanese at 2 proficiency levels who completed a listening test measuring their ability to comprehend 3 types of implied meaning: indirect refusals, conventional indirect opinions, and nonconventional indirect opinions. Comprehension was analyzed for accuracy (scores on a multiple‐choice measure) and comprehension speed (average time taken to answer items correctly). There was a significant effect of item type on accuracy but not on comprehension speed. A proficiency effect was observed on accuracy but not on comprehension speed. Analyses of error data and introspective verbal reports revealed the nature of comprehension difficulty among JFL learners.

Teachers' Choice and Learners' Preference of Corrective Feedback Types

Corrective feedback (CF) has been investigated in relation to learners' error types that trigger CF and learners' responses to CF. These research findings generally suggest that recasts, the most frequently used type of CF, did not trigger learners' reformulation of their erroneous utterances very frequently. In these studies, however, teachers' choice and learners' preference of CF types have not been probed from the point of view of the teachers and learners. The present study explores teachers' choice and learners' preference for CF types in Japanese as a foreign language (JFL) classrooms through audio recordings of the classes and a stimulated recall (SR) interview with each participant. The findings indicate that teachers chose recasts because of the time limitation of classes and their awareness of learners' cognitive styles. They also chose CF types such as elicitation or metalinguistic feedback when they regarded the learners who made erroneous utterances as being able to work out correct forms on their own. Most of the learners preferred to have an opportunity to think about their errors and the correct forms before receiving correct forms by recast.

Symposium article: Simulation in JFL: Business writing

This article discusses a simulation wherein learners of Japanese as a Foreign Language (JFL) in a business writing course at an American university are assigned tasks to write a series of business letters based on situations that are likely to occur in actual business settings. After an overview of the theoretical background, this article describes the design and procedure of class meetings and evaluates pedagogical benefits of the activities. This article suggests that the activities in this simulation provide a suitable medium for the learners' use of keigo, kaki-kotoba/kango, and a rhetorical structure that is common in business letters. At the same time, they maintain their integrity as content-oriented tasks because of realistic situations and time constraints established by the instructor and instrumental goals that the learners pursue. In particular, they place their primary emphasis on the participating learners' performance in a socioculturally appropriate form of Japanese business correspondence.

“Those Anime Students”: Foreign Language Literacy Development Through Japanese Popular Culture

Using multiliteracies and sociocultural perspectives on language and literacy learning, this article describes three Japanese as a foreign language (JFL) students' literacy development through involvement with Japanese popular culture. As part of a larger qualitative ethnographic study, the author interviewed JFL learners who have a particular interest in Japanese popular culture. Analysis suggests that JFL learners develop literacy skills such as word recognition, listening, and pronunciation in the social contexts provided by anime, or Japanese animation. It appears that “anime students” are simultaneously developing foreign language literacy skills, taking up a critical stance toward media, and constructing identities within anime culture.

CALL and JFL teacher education in Japan: A course description

This paper explores the integration of ICT into Japanese as a Foreign Language (JFL) teacher education through a description of a CALL graduate course. It begins with some background on JFL CALL, the course, and the students. The main section describes the course activities for improving the students’ computer literacy; demonstrating techniques for using standard application software for teaching purposes; introducing the range of JFL courseware and Internet sites; providing practice in evaluating these teaching materials; and demonstrating basic techniques of online teaching. The conclusion covers the merits of this approach to CALL teacher education. Most of the activities described could be adapted for use in any CALL teacher education course.

Differences in Language Skills: Heritage Language Learner Subgroups and Foreign Language Learners

Using both proficiency tests and self-assessment measures, this study investigated (a) whether 3 subgroups of Japanese heritage language (JHL) learners would demonstrate language behaviors distinctively different from those of traditional Japanese as a foreign language (JFL) learners, and (b) which domains of language use and skills would specifically identify such differentiation. Statistical analyses of data collected from 185 JFL and JHL students aged 17–22 indicated that there were striking similarities between the JFL Learner group and 2 JHL groups (JHL students with at least 1 Japanese-speaking grandparent but without a Japanese-speaking parent as 1 group, and JHL students of Japanese descent without either a Japanese-speaking parent or grandparent as the other). In contrast, another group of JHL students (those with at least 1 Japanese-speaking parent) proved to be substantially different from other groups in (a) grammatical knowledge, (b) listening and reading skills, (c) self-assessed use/choice of Japanese, and (d) self-ratings of a number of can-do tasks (Clark, 1981) that represented a wide range of abilities.