Japanese Class Research Articles

Peningkatan Kompetensi dan Etika Bekerja Melalui Pelatihan Bahasa Jepang di PT Toray International Matsuoka Winner

Work ethics and foreign language skills are essential for the professional, especially in a multinational corporate environment, where people who work have different cultures, languages, and nationalities. That is confirmed by observations at PT Toray International Matsuoka Winner Industries Semarang (PT TIMW). With daily interactions with Japanese clients and college, an understanding of the work ethics of Japanese corporations and proficiency in Japanese is necessary. The participants first studied Japanese corporate work ethics to improve PT TIMW staff's professional skills. Furthermore, ethical knowledge is covered by studying Japanese, which correlates to the office and business activities carried out by PT TIMW. The Japanese class training was attended by related department staff with the highest intensity of interacting with Japanese colleges and clients. Pair conversation activities were carried out to support the simulation of work situations related to production quantities and activities that indicate time. The tricky part was when the participants communicated by using numbers because there were differences in how to count between Indonesian and Japanese. The training showed good results where the participants could answer the mini-tests in each session. Pictures in textbook show an excellent impact in helping participants to imagine concepts and assist conversational activities in Japanese.

The Construction of a Grammatical System for Japanese Linguistics in the Context of Big Data

Abstract This paper first outlines the concept of teaching Japanese grammar according to the Japanese language talent cultivation standard and the current dilemma in teaching Japanese language in colleges and universities. Secondly, on the basis of big data technology, considering the effective availability of the initial data of Japanese grammar, it is necessary to preprocess the language grammar learning data and, at the same time, according to the fuzzy comprehensive evaluation, determine the Japanese grammar evaluation affiliation function. Then, for the problem of an incomplete and inaccurate traditional fuzzy comprehensive evaluation, they proposed to construct a comprehensive evaluation model of the Japanese linguistics grammar system based on the bat algorithm and carried out research and analysis on the Japanese linguistics grammar system. The results show that on the evaluation model, the comprehensive evaluation score of the Japanese language grammar system is C=2.65, which belongs to the E2 level. On the statistical analysis, the mean value of all the scores of the concise class was higher than that of the standard Japanese class, and all of them showed significant differences (p=0.002, 0.000, and 0.047, all less than 0.05).

Penggunaan Campur Kode Guru dalam Pembelajaran Bahasa Jepang Kelas XI IBB di SMAS LAB UNDIKSHA

The purpose of the study is to examine how Japanese language instructors used mixed codes in Japanese class XI IBB at the Undiksha Laboratory Private High School. Non-participation observation techniques were used in this study as qualitative descriptive methodologies. This study focused on a Japanese instructor at SMAS Laboratory Undiksha Class XI Language. The utterances made by Japanese teachers while engaging students in learning activities served as the study's data source. According to the findings of this investigation, Japanese professors at SMA Private Laboratory Undiksha sometimes mix codes externally. The research findings are presented in the form of a conversation between the teacher and the students, followed by a descriptive technique.

Contextualisation of CEFR and its application to the study of Japanese language and Japanese language teaching

In 2001, the Common European Framework of Reference for Languages (CEFR) began to be used to validate individuals' language abilities. It began as a European initiative but has grown to incorporate other languages, including Chinese, and many are calling for it to be adopted in Japan. Given that learning Japanese is a daunting idea for many foreigners, it would be beneficial to develop a form of the Japanese language that is easier to understand and can serve as a gateway to traditional Japanese. Professor Masaki Ono, Faculty of Humanities and Social Sciences, University of Tsukuba, Japan, and his team are conducting research on the relationship between an easy-to-understand form of Japanese and the more traditional form. Ono believes the development of a more easily understood Japanese would enable foreigners to better communicate with Japanese citizens and also benefit Japanese society. The project was motivated by the positive potential social aspects and Ono's interest in the mechanisms and functions of verbal communication, which was sparked by his experience of 'semantic satiation' while practising Aikido in college. Another inspiration for the project was a comment from an international student at the University of Tsukuba who said that he was practising conversation in his Japanese class, but did not know how to use what he had learned in real life. The project seeks to address this disconnect between learning something 'properly' and 'academically' and applying it in practical settings by developing a Japanese that is easy to speak and easy to understand.

Interactive Teaching Model in the Comprehensive Japanese Class—Case Study of the Practical Teaching of Causative and Obliged Forms in Japanese Verbs

Interactive Teaching Model in the Comprehensive Japanese Class—Case Study of the Practical Teaching of Causative and Obliged Forms in Japanese Verbs

Virtual Tour Video Project in Japanese for Tourism Class

This study aims to describe the implementation procedure of the Virtual Tour Video Project as a learning method in Japanese for Tourism classes and students’ responses to this project. This research used a descriptive method, and the research instrument is a questionnaire. The sample of this research is 12 students of the 5th semester Japanese Department of UNIKOM in the 2021/2022 academic year. The results show that the student's response in working on this project was obtaining a percentage value of 82.2%. Although some difficulties are encountered in the process, such as searching for material, translating into Japanese, and utilizing technology, this project has many benefits. Virtual Tour Video Project is one alternative method that can be used in Japanese class, especially Japanese for Tourism.

Teaching the Japanese Aspectual form Teiru using Concept-Based Language Instruction (C-BLI) in an Intact Beginning-Level Classroom

The Japanese aspectual form teiru marks ‘the durative phase of a situation’ (Shirai, 2000: 333) and has four distinct meanings, progressive, resultative, perfect, and habitual. Because of the complex concepts and the polysemous nature of the structure, even advanced learners’ understanding and ability to interpret and produce appropriate teiru forms is at times fragmented and incomplete (e.g., Nishi, 2018; Shirai and Kurono, 1998; Shibata, 1999; Sugaya, 2002). This paper considers how Concept-Based Language Instruction (C-BLI) can help L2 beginning learners of Japanese, who were introduced to teiru for the first time, develop understanding of the target concept. C-BLI teaches categories of meaning and how they are connected to forms through the materialization and transformation of conceptual understandings (García, 2018; Lantolf et al., 2020). The instruction was conducted in a college-level intact first-year Japanese class for six weeks. This paper presents findings that illustrate the development of the entire class, focusing on the transformation in two focal students’ understanding and interpretations of the teiru form.

Reconstruction of Ryukyuan tone classes of Middle Japanese Class 2.4 and 2.5 nouns

Abstract It is generally accepted that of the five tone classes reconstructed for disyllabic nouns in Middle Japanese (MJ), Classes 2.4 and 2.5 exhibit a split correspondence with proto-Ryukyuan (pR) tone Classes B and C. This split correspondence is of tremendous importance for the reconstruction of the proto-Japonic (pJ) tone system, because, in the absence of a conditioning factor accounting for the split, it has led to the reconstruction of additional tone classes at the pJ level. However, of the approximately 100 nouns belonging to these classes, the tone class of only half of them has been reconstructed for pR. Before embarking on the reconstruction of the pJ tone system, we must therefore first reconstruct the pR tone class of the nouns belonging to MJ Classes 2.4 and 2.5. This study provides a reconstruction of the tone classes in pR for 75 cognates using the latest comparative data of Northern and Southern Ryukyuan dialects. The results confirmed the existence of a split correspondence, where Class 2.4 and 2.5 nouns are found to be roughly split in half between pR Classes B and C, demonstrating that it is not a merely sporadic irregularity.

Japanese Language Learning and Teaching During COVID-19: Challenges and Opportunities

ABSTRACT Before COVID-19, language learning was undergoing technology-driven change, including classroom delivery through blended learning and opportunities for autonomous learning through online affordances. The coronavirus pandemic has accelerated these trends, forcing educators and students to diversify into new forms of online teaching and learning. In this article we reflect on our experiences teaching Japanese language during the first year of the pandemic at an internationalised metropolitan university and, subsequently, in regional universities in Australia. Importantly, our observations highlight the difficulty of replicating face-to-face classroom encounters and the differing experiences of our students during this crisis. We reflect on the importance of building learning communities online, the possibilities presented by the digital wilds and the value of self-access learning materials as the roles of students and teachers evolve. Our experiences contribute to a dialogue on the future for Japanese language teaching as challenges and opportunities uncovered by the COVID-19 crisis continue to play out in the higher education sector. We identify possibilities for better integration between Japanese language learning, technology and students’ interests and needs through strategic teaching of Japanese digital discourse. By engaging with online language use we observe new opportunities to reimagine the Japanese tertiary language class for the future.

Scaffolding in an Elementary-level Japanese Language Classroom Question-Answer Interactions

Abstract This study examined how Japanese instructors utilize scaffolding strategies during classroom teaching. By closely investigating the question-answer interaction that occurred in an elementary-level Japanese class through Conversation Analysis (CA), this study categorized four types of scaffolding strategies utilized by the Japanese instructors: partial answer, asking further questions, gestures, and giving more information. Findings also uncovered how Japanese teachers utilized these specific scaffolding tactics when students encountered difficulties in the language classroom. Then, this study discussed a more generalized frame of scaffolding strategies in question-answer interaction in the Japanese language classroom. Finally, the conclusion indicated the pedagogical implication of scaffolding strategies in Japanese language teacher education.

Effects of Classroom Instruction on the Development of L2 Interactional Resource for Joint Stance Taking: Use of Japanese Interactional ParticleYoin Spontaneous Peer Conversation

AbstractThe present study examines the development of L2 interactional competence (Hall et al. 2011) focusing on JFL learners’ use of a Japanese interactional particle yo in spontaneous conversation with native speaker peers. More specifically, this study aims to investigate the instructional effectiveness for the learners’ ability to use the particle yo as an epistemic marker for joint stance taking (Morita 2015, 2018) in interaction. The study implements pragmatics-focused instruction, incorporating awareness-raising and conversational activities, in a third-semester Japanese class for one semester. Qualitative analysis focused on the learners’ ability to deploy yo in activity-relevant participation including an assessment activity (Goodwin and Goodwin 1992) and evidence for their use of yo that extends beyond the instructional content. The findings revealed that the instructed learners increasingly became able to use yo in various stance-indexing activities such as assessment, news telling, highlighting epistemic gap between participants toward the ongoing topic. Learners’ emerging interactional competence reflects their ability to use yo as an interactional resource for co-constructing stance and intersubjectivity as they engage in conversation with NS peers.

온･오프라인 일본어 수업 동시 진행 실천 사례 - 관광일본어 수업을 중심으로 -

This article examines the design and practice of a Japanese class that conducted classroom class and Google Meet online class simultaneously under the COVID􋹲19. It intends to use the results of intermediate and end􋹲of􋹲semester surveys conducted on the learners as data for developing the class into a better class. Quizlet, Google Meet, and Kakao Talk were used as edutech applications in this simultaneous online & offline class. As a result of the intermediate survey, Google Meet learners were found to have a lower level of overall understanding, speed and participation in the class than classroom learners, so individual guidance was added after the intermediate survey. As a result of the end􋹲of􋹲the􋹲semester survey, classroom learners were found to have a higher level of satisfaction with the use of Quizlet than Google Meet learners. In this aspect, the role of a teacher as an edutech user and the support of the school are required. In the end􋹲of􋹲the􋹲semester survey, Google Meet learners showed a high level of satisfaction with receiving individual guidance through Kakao Talk. Therefore, in the case of an increase in the number of online learners, a teacher seems to need the support of a teaching assistant.

L2 Learners’ Selection of Formality in Japanese Verbs: Linguistic and Non- Linguistic Factors

This study explores how Japanese as a Foreign Language (JFL) learners express their own cultures and identities as well as their L1 aspects in L2 Japanese in terms of politeness. Many scholars claim that language reflects the speaker’s culture and identity, so it could be natural for JFL learners to express their cultures and identities in Japanese. Based on the idea, how JFL learners’ non-linguistic as well as linguistic aspects are reflected in their use of Japanese verb forms in terms of formality was examined through an activity called ‘Translation-based Communicative Activity’ in a university-level Japanese class. In the activity, the learners selected verb forms at different levels of politeness according to different social contexts. The participants were 12 international students from 8 different countries studying in Japan. As a result, American, German, and French students tend to show their L1 context (both linguistic and cultural aspects) in expressing politeness in L2. On the other hand, half of the Asian students (Chinese, Taiwanese, Vietnamese, and Mongolian) selected the verb forms in the way of the Japanese rather than their own ways. In this paper, we discuss what makes the difference in the students’ selections of the verb forms in each context among different subjects.

Interference in Japanese Learning by First-Year Students of Hospitality Department in State Polytechnic Of Bali

The second-language learning process is often constrained by the influence of mother tongue or first language-Acquisition learners, which is called interference. Interference is principal language irrelevance in bilingual due to one or more language to be introduced or Speech Communication. Based on its phenomenon, students of State Polytechnic of Bali are considered passive interference learners, putting their mother tongue (Javanese and Balinese) elements and Indonesian Language in Japanese consciously or intuitively. This study aims to disclose the type of interference by the hospitality program students for those studying Japanese in State Polytechnic of Bali and explain its factors. The method used is Descriptive Qualitative, which is concerned with taking document field notes and literature Review to represent the real phenomenon of passive Interference types. The population in this study were all students in State Polytechnic of Bali in Japanese class. In contrast, the sample was taken from the results of purposive sampling based on their 100% attendance. There were about 65 first-year or second Semester students in Japanese Class and showed their Interferences. The study results showed that about 75 Passive Interference has commonly occurred in grammatical cases, such as phonetics, morphology, and syntax. Moreover, the occurrence factors of Passive Interference are distinctive Phonetic Features, The Language pattern differences between Mother Tongues (Local Languages) – Japanese, and lack of Japanese Language Proficiency skills and its dictions.

Interference in Japanese Learning by First-Year Students of Hospitality Department in State Polytechnic Of Bali

The second-language learning process is often constrained by the influence of mother tongue or first language-Acquisition learners, which is called interference. Interference is principal language irrelevance in bilingual due to one or more language to be introduced or Speech Communication. Based on its phenomenon, students of State Polytechnic of Bali are considered passive interference learners, putting their mother tongue (Javanese and Balinese) elements and Indonesian Language in Japanese consciously or intuitively. This study aims to disclose the type of interference by the hospitality program students for those studying Japanese in State Polytechnic of Bali and explain its factors. The method used is Descriptive Qualitative, which is concerned with taking document field notes and literature Review to represent the real phenomenon of passive Interference types. The population in this study were all students in State Polytechnic of Bali in Japanese class. In contrast, the sample was taken from the results of purposive sampling based on their 100% attendance. There were about 65 first-year or second Semester students in Japanese Class and showed their Interferences. The study results showed that about 75 Passive Interference has commonly occurred in grammatical cases, such as phonetics, morphology, and syntax. Moreover, the occurrence factors of Passive Interference are distinctive Phonetic Features, The Language pattern differences between Mother Tongues (Local Languages) – Japanese, and lack of Japanese Language Proficiency skills and its dictions.

Mandarin Language Students Illocutionary Acts in Japanese Language Learning at the University of Sumatera Utara

Speech acts play an essential role in language learning as an aspect that can improve a learner's ability to speak orally. In this research, illocutionary speech-acts were described in the Japanese language learning process for students of the Mandarin Language Department, Faculty of Cultural Sciences, University of Sumatera Utara. This research is qualitative. The data are speech acts in the lecture process in class, especially in the discussion. The data sources were 40 fourth-semester students of the Mandarin Language Department. The theory used was the Searle speech act theory. Data collection techniques were carried out through observation, recording , and note-taking techniques. Data analysis techniques were carried out applying Miles & Huberman's opinion by condensing data through transcription of recorded data into written form, identifying forms, speech act functions, data presentation, and concluding. As a result, there were forms of illocutionary speech acts, namely directive, expressive, and declarative. Furthermore, the purpose used in class was in directive speech acts which were to order, ask, invite (engage). In other words, in expressive speech-act was praising, and in declarative speech-act was prohibiting. In conclusion, Japanese speech acts in Japanese class occured between lecturers and students and only consisted of several types of speech acts due to students' limited mastery of Japanese.

Practice of Japanese Kanji learning class conducted by online class

Practice of Japanese Kanji learning class conducted by online class

Medical Japanese Class for Second-year International Students: Collaboration between Medical Faculty and Japanese Instructors

Medical Japanese Class for Second-year International Students: Collaboration between Medical Faculty and Japanese Instructors

PENGARUH PENGGUNAAN MEDIA PEMBELAJARAN DALAM PEMBELAJARAN DARING TERHADAP MOTIVASI BELAJAR SISWA SMK PERPAJAKAN RIAU

The purpose of this research is to increase students' motivation in participating in the Japanese class of XII grade students of SMK Perpajakan Riau. The material used in this study was a video learning material chapter 3 about self-introduction or Hajimemashite from the Sakura textbook used by Japanese language teachers for teaching. The method used in this research is quantitative research with data collection techniques using a absence via google glassroom. Based on the results of data management, data observation and data analysis, it can be seen that the effect of learning using learning media in the form of PowerPoint and video is more effective. This effectiveness can be used as an indicator of the learning process that uses learning media to further increase student motivation to attend class better than the learning commonly used by teachers in these schools. Researchers hope that this research can improve the online learning methods used by teachers so that they can attract student interest and motivation in online learning so that students will be interested and diligent in participating in learning without feeling bored with the material provided by the teacher in the future, especially during this covid-19 pandemic

Why Japanese? Why Not Japanese?

As Chinese students have become a larger share of the international student population at U.S. universities, their participation in Japanese language classes has increased. However, Chinese student enrollment significantly decreases after the completion of the first Japanese class, and consequently, fewer Chinese students take intermediate or advanced level classes. This study examined the experiences of Chinese international students enrolled in Japanese classes as well as those who stopped taking Japanese after the first quarter or first-year class in a private university in the United States. We used semistructured interviews to investigate the reasons and goals of Chinese international students for studying the Japanese language, the successes or challenges both inside and outside of the Japanese classroom, and the reasons students continue or discontinue learning Japanese.