Japanese Language Research Articles

Cultural Implications Through Hand Gesture in Japanese and Balinese Communities

<span lang="EN">Communication involves both verbal and non-verbal forms of expression, such as gestures. However, misunderstandings can arise when people from different cultures communicate. This study examines the use of gestures by the Japanese and Balinese, exploring their similarities and differences. The research involves descriptive-qualitative analysis, gathering data through observation, interviews, and note-taking. The findings indicate that both cultures have a similar understanding of gestures due to their emphasis on social etiquette. Additionally, both cultures incorporate taboos, honorifics, and status elements in their gestures. However, the Balinese body language is influenced by the cultural concept of Rwa Bineda, while the Japanese body language is more influenced by inyo.</span>

텍스트 마이닝 기반 고등학교 일본어 교육에 적합한 일본 대중음악 선별 연구

Language training with songs is not only effective in engaging learners, but also in improving their language skills. While a lot of research on the topic of English education using pop songs have been conducted, few have tried and tested the effectiveness of teaching Japanese using Japanese pop songs. This study aims to propose criteria for selecting songs suitable for language teaching, considering the educational goals set forth in the Japanese language curriculum. To this end, this study collected Japanese songs from domestic music sites and analyzed 634 songs. Next, this study set the criteria for selecting appropriate songs from a grammar and vocabulary perspective. Specifically, 1) the proportion of words included in the high school Japanese curriculum, 2) the number of verbs, and 3) the proportion and the variety of verb conjugations were introduced as selection criteria. In the end, three songs were selected that met a certain level of criteria for each of these criteria. This study is significant in that it proposes a method for selecting songs suitable for Japanese language education by utilizing text mining techniques.

Complex Relationships Between Students' Foreign Language Attitudes and Proficiency Perceptions with Foreign Language Classroom Enjoyment: Insights from Chinese University Students of Japanese.

In the present study, we addressed (a) Chinese students' level of enjoyment in studying Japanese; (b) the independent and interactive predictive associations of student attitudes towards the Japanese language and their perceived Japanese proficiency with their Japanese classroom enjoyment; and (c) the gender as a potential moderating variable in these relationships. Three hundred participants completed three questionnaires assessing their attitudes towards the Japanese language, perceived Japanese proficiency, and Japanese classroom enjoyment. Descriptive analysis, multiple regression analysis, and path analysis revealed the following: (a) high overall student enjoyment in the Japanese classroom; (b) student attitudes towards both Japanese and their perceived Japanese proficiency were significant positive predictors of their levels of Japanese classroom enjoyment; (c) there was no significant interaction in the relationship between student attitudes towards the Japanese language and their perceived Japanese proficiency and Japanese classroom enjoyment; and (d) gender differences significantly moderated the relationships between perceived Japanese proficiency and Japanese classroom enjoyment, characterized by a stronger relationship among female participants; but gender was not a significant mediator in the relationship between attitudes towards the Japanese language and Japanese classroom enjoyment. We discuss these findings and their pedagogical implications, as well as the limitations of this study and future research directions.

Parallelisms between Verb–Particle Constructions in English and Verb–Verb Compounds in Japanese: Evidence from Acquisition Research

This study shows two parallelisms between (i) the acquisition process of English verb–particle constructions (VPCs) by children in the process of acquiring English as a native language (henceforth ENL children) and (ii) that of Japanese verb–verb compounds (VVCs) by children in the process of acquiring Japanese as a native language (henceforth JNL children) using the CHILDES database. First, both JNL and ENL children produce creative N–N compounds and complex predicates during the same period, in line with the proposal by Snyder that the Compounding Parameter (TCP) is set to positive for both Japanese and English languages. Second, particles or verbs which are used to represent the path of motion in English VPCs and Japanese VVCs are produced before the VPCs and VVCs they are used in because complex predicates are created by the combination of two or more constituents, such as verbs and particles. Thus, our findings corroborate the proposal that Japanese is a [+TCP] language and suggest that Japanese makes use of VVCs instead of VPCs. Furthermore, this parallelism observed among ENL and JNL children in the acquisition process of creative N–N compounds and VPCs/VVCs, respectively, suggests that English VPCs and Japanese VVCs are related expressions in a grammatical sense. This in turn implies that VPCs and VVCs are connected by more than their semantics; indeed, it implies that they are realizational variations of the same abstract linguistic structure.

Research Quality of Clinical Trials Reported for Foods with Function Claims in Japan, 2023-2024: Evaluation Based on a Revised Tool to Assess Risk of Bias in Randomized Trials.

The Foods with Function Claim was introduced in Japan in April 2015 to make more products available that are labeled with health functions. A product's functionality of function claims must be explained by the scientific evidence presented in clinical trials (CTs) or systematic reviews, but the quality of recent CTs is unclear. The purpose of this study was to evaluate the risk of bias (RoB) using "a revised tool to assess risk (RoB 2)" published in 2018 for notifications based on all recent CTs published on the Consumer Affairs Agency website. A total of 38 submitted papers based on CTs that were published on the Consumer Affairs Agency website during the period from 1 January 2023 to 30 June 2024 were eligible. The RoB 2 tool provides a framework for considering the risk of bias in the findings of any type of randomized trial. This tool with five domains was used to evaluate the quality of research methods. Eligible CTs were assessed as "low risk" (11%, n = 4), "medium risk" (13%, n = 5), and "high risk" (76%, n = 29). A number of highly biased papers were published. Bias occurred in all five domains, especially "bias in selection of the reported result (Domain 5)", which was the most serious ("high risk"; 75%). For elements correlated with RoB, there was no significant difference (p = 0.785) in the RoB 2 score between for-profit and academic research in the author's affiliated organization. There was no significant difference (p = 0.498) in the RoB score between the published year categories of 2000-2019 and 2020-2024, and no significant difference (p = 0.643) in the RoB score between English and Japanese language publications. Overall, the quality of the latest CTs submitted after 2023 was very low, occurring in all five domains, and was most serious for "bias in selection of the reported result (Domain 5)".

The Influencing Factors on the Application of Information Technology Among Japanese Language Teachers in Chinese Universities

The Influencing Factors on the Application of Information Technology Among Japanese Language Teachers in Chinese Universities

Nomination features of freelance professions in the Japanese language

Nomination features of freelance professions in the Japanese language

THE USE OF ENGLISH MEDIUM INSTRUCTION IN MULTILINGUAL CLASSROOMS IN JAPANESE LANGUAGE TEACHING

Purpose. This article examines the use of English medium instruction (EMI) for teaching Japanese as a foreign language (JFL) by non-native speakers with a focus on multilingual classrooms. It also explores teachers’ positive and negative beliefs about using EMI in classroom settings for JFL instruction. Methods and procedure. 274 non-native Japanese language teachers from around the world (57 countries) voluntarily participated in a survey, answering a questionnaire on Google Forms and Jotform. Both qualitative and quantitative methods were employed. The research instrument was piloted before the main study and was found to be effective and adequate to elicit the desired data. The research questions aimed to identify whether there were any relationships between the use of EMI and the multilingual classroom. Findings. The results showed a clear correlation between the extensive use of EMI and the multilingual character of JFL classrooms. Translanguaging turned out to be a common practice adopted by non-native Japanese teachers regardless of the primary language of instruction. The article concludes that EMI can be a valuable tool for JFL instruction in multilingual classrooms. Based on the investigation of the teachers’ beliefs, the results showed a changing positive attitude towards English employed in JFL classrooms. Implications for research and practice. The findings can be used to further investigate EMI in JFL instructional practices in multilingual classrooms, improve the quality of JFL instruction and facilitate the integration of multilingual education into foreign language teaching. Future research can explore the effectiveness of EMI in different JFL contexts and investigate the impact of EMI on students’ language learning outcomes.

Sosialisasi Proctor Ujian Kompetensi Bahasa Jepang Internasional di SMA Kesatrian 2 Semarang

As one of the requirements to work in Japan, mastery of the Japanese language is very important. The Japan government stipulates that foreign workers entering Japan must have Japan language skills. The JLPT (Noryokushiken) is a Japan Language Proficiency Test held in Japan and abroad to evaluate and certify the ability of non-native Japan speakers to speak Japan. In Indonesia, especially Semarang, the implementation of the JLPT Exam is coordinated by Dian Nuswantoro University and in collaboration with Kesatrian 2 High School as the location of the JLPT exam and involves Kesatrian High School teachers to be used as assistant exam supervisors. The requirement to become a proctor is to understand all the rules during the exam process. Because the teachers of Kesatrian 2 High School have never been assistant supervisors of the JLPT exam before, there is a need for socialization about the rules of the JLPT exam. With this socialization, the assistant supervisors can carry out their duties in accordance with the rules set by the Japan government.

The native speaker model in Japan: constant and changing attitudes

ENGLISH ABSTRACT This paper describes a mixed methods study of Japanese first-year tertiary learners’ attitudes to English language learning models. It outlines the results from a survey comprised of a verbal guise test (measuring respondents’ attitudes to both linguistic and personality features) and vocabulary elicitation, which was administered to 87 participants. Following this, semi-structured interviews were conducted with 21 of these learners. Results of both the survey and interviews showed a strong preference for the native speaker model among participants, as well as negative views of localized Englishes. At the same time, participants were more likely to choose Japanese people as their ideal speaking models. In both cases, perceived personality, more than linguistic features, appeared to be a major factor behind participants’ attitudes. In addition, the findings showed the potential of Japanese language teachers’ use of English as a source of building student confidence, highlighting the importance of developing Japanese teachers’ confidence in their own Englishes.

An Analysis of Interdisciplinary Strategies in Japanese Language Teaching Under the Background of New Liberal Arts

An Analysis of Interdisciplinary Strategies in Japanese Language Teaching Under the Background of New Liberal Arts

Exploring Japanese Cultural Representation In Anime: A Linguistic Analysis Of One-Piece Wano Kuni Arc

This research aims to identify the use of the traditional Japanese language in the popular anime One Piece, especially the Wano Kuni arc by Eiichiro Oda. The research method used is descriptive analysis, which aims to examine the use of Japanese honorifics, ancient samurai terms (samurai terminology), and dialect in dialogue in the Wano Kuni arc. Data collection will be carried out by direct observation and note-taking techniques with an emphasis on sociolinguistic elements. Based on the results, there are several sociolinguistic elements that Eiichiro Oda uses to convey the story in his anime, namely, traditional Japanese honorifics, dialects, speech patterns, and samurai terminology. This shows that the plot of Wano Kuni presents the use of the traditional Japanese language accurately and depicts the cultural hierarchy and traditional values of Japanese society.

DICTION AND FIGURATIVE LANGUAGE IN DRAMA "WATASHITACHI WA DOUKA SHITEIRU" BY NATSUMI ANDO

The purpose of this study is to describe and explain the diction and figurative language contained in the drama Watashitachi wa Douka Shiteiru by Natsumi Ando. This research employed the descriptive qualitative method. As for the data provision techniques, the authors used observation and note-taking techniques. Then, the authors analyzed the findings using the translational equivalent method and descriptively presented the results. The research results showed that: a. The uniqueness of the use of language in the drama Watashitachi wa Douka Shiteiru can be seen in the diction, which refers to the meaning of the use of certain words that the author deliberately chose as follows: (1) diction related to the use of typical greetings, (2) diction related to 「外国語」"gairaigo," (3) diction related to the job of making traditional cakes, and (4) diction related to the use of the word connotations The figurative language typesused in the drama Watashitachi wa Douka Shiteiru include simile, metaphor, metonymy, synecdoche, and personification. This research is essential as a reference for Japanese language learners, teachers, and researchersto understand the Japanese language and culture.

Digital Communication in Japanese Companies: The Corporate Blog. Current Trends, Challenges, and Future Perspectives

The present article examines the digital communication patterns exerted by domestic Japanese companies through Japanese-language blogging practices: main characteristics, current trends, challenges, and future tendencies at the intersection of Japanese corporate culture, communication, and the digital realm. After a concise literature review of Japanese corporate identity and predominant cultural features of Japanese management, we will conduct a qualitative content analysis on a selected corpus of Japanese language corporate blogs to investigate the digital corporate discourse (content, types of public, communication strategies, and techniques) on a national level and to inquire into the extent of the impact exerted by the digital evolution of media platforms and the emergence of new AI tools. The implications of the present research are twofold. First, the database we manually compiled contains only Japanese language sources, thus surpassing the linguistic barrier many Western academics confront when researching Asian countries and media content in Asian languages. Examining the Japanese language digital discourse of domestic companies in a post-pandemic globalized context bridges the unceasing gap between the West and the East, thus decentring the focal point from the Western companies and shifting the attention from English-language digital communication. Second, connecting the Japanese-language business discourse with domestic blogging platforms represents another aspect of particular importance neglected by previous research.

Research on the Talent Cultivation Mode of Colleges and Universities Specializing in Japanese Language in the Context of “New Arts”

In the context of the "New Liberal Arts," the talent cultivation model for Japanese language programs in higher education faces both new challenges and opportunities. The "New Liberal Arts" promotes core principles such as interdisciplinary integration, innovation and practice orientation, and the cultivation of comprehensive qualities, driving profound transformations in the education sector. As a language discipline, Japanese studies must innovate upon traditional foundations to meet the contemporary demand for multifaceted and application-oriented talent. This paper analyzes the current state of Japanese language talent cultivation, reveals existing issues, and proposes corresponding optimization strategies. The research finds that curriculum design needs to enhance interdisciplinary content integration, teaching methods should focus on interaction and practical application, faculty development requires urgent improvement, and practical training and internships must be reinforced. Additionally, the enhancement of students' comprehensive abilities should be woven throughout the entire educational process. By exploring these aspects, this study aims to provide references for the reform of Japanese language education in higher education, supporting the development of high-quality Japanese professionals with an international perspective, innovative capability, and practical skills.

Exploring emotions in language learning: Learners’ self-awareness, personal growth, and transformation on a CLIL course

Emotions in language learning are increasingly recognized as playing an important role in learner motivation and flourishing in the learning process. In consequence, much of the research published to date has focused on what happens when different emotions are experienced and the various states that these may lead to. However, studies that consider how language learners understand the importance of emotions in the context of their learning efforts as well as examine ways this understanding is experienced from the perspective of a language learner are scarce in the literature. To address this gap, the present study investigates how Japanese university language learners experienced a content and language integrated learning (CLIL) course specially designed to explore emotions in language learning, including emotional literacy, motivation, character strengths, mindsets, integrated emotion regulation, empathy, and confidence-building connected to positive and negative affect. To interpret this experience, we take a qualitative exploratory approach to analyse the final diary entries of 24 course participants, using the lens of positive psychology applied to language learning. The coding of the diaries uncovered four areas key to understanding the students’ experience, which included social capital, self-awareness of emotions, personal growth, and transformation. The findings suggest that the students profited in diverse positive ways through active engagement and reflection on the rich tapestry of emotion-related constructs connected to language learning, leading to the emergence of new perspectives, growth and transformation related to an enhanced awareness of emotions in language learning.

Japanese Language Learners’ Revision Behavior in Online Collaborative Writing

Japanese Language Learners’ Revision Behavior in Online Collaborative Writing

Relative complexity in a model of word difficulty: The role of loanwords in vocabulary size tests

Recent studies have shown that the frequency effect, although long used as a guide to word difficulty, fails to explain all variance in learner word knowledge. As such, a “more than frequency” conclusion has been offered to explain how lexical sophistication accounts for word difficulty. This study presents a multiple regression model of word-learning difficulty from a data set of monolingual Japanese first language (L1) learners. Vocabulary Size Test (VST) scores of 2,999 L1 Japanese university students were converted to logit scores to determine the word-learning difficulty of 80 target words. Five lexical sophistication variables were found to correlate with word-learning difficulty (frequency, cognate status, age of acquisition, prevalence, and polysemy) above a practical significance threshold. These were subsequently entered into a regression model with the logit scores as the dependent variable. The model (R2 = .55) indicates that three lexical sophistication variables significantly predicted VST scores: frequency (ß = -.28, p = .029), cognateness (ß = -.24, p = .005), and prevalence (ß = 0.22, p = .040). Despite suggestions that complexity studies be interpreted considering what is understood about the construct of linguistic complexity, researchers have rarely made explicit the differences between absolute and relative complexity variables. As some variables can be shown to vary in complexity according to the L1 population, these must be considered in discussions of test generalizability. Although frequency will continue to be the primary criterion for the selection of lexical items for teaching and testing, the cognate status of words can be used to predict the potential learning burden of the word more precisely for learners of different L1 backgrounds.

A new vision and new frontiers of Japanese linguistics. Ainu Language Western Sources in the Handbooks of Japanese Language and Linguistics (12) Ainu Volume

A new vision and new frontiers of Japanese linguistics. Ainu Language Western Sources in the Handbooks of Japanese Language and Linguistics (12) Ainu Volume

The Use of Japanese Words <i>Hito</i>, <i>Hitobito</i>, and <i>Hitotachi </i>in L1 and L2 Written Compositions

The paper aims to tackle two neglected issues in teaching Japanese as a foreign language – the pluralization of nouns and the differentiation of synonyms – by analyzing three Japanese words that correspond to the meaning “people”. We examined the usage of these words in compositions written by intermediate-level foreign students and native Japanese speakers that were compiled in the corpus “A Country Easy to Live In.” Although these words appear in the sentences of both groups, our analysis reveals that in Japanese, the meanings of singularity and plurality are marked and that distinguishing them poses challenges to students. We also show that the distinction between the plural meaning of “people”, expressed by the nouns 人々 hitobito and 人達 hitotachi, needs to be given more attention in Japanese language teaching.