Japanese Language Research Articles

Enhancing University Japanese Language Education through New Media Strategies and Impacts

With the rapid development of information technology, new media technology has gradually become an indispensable part of modern education, especially in the field of language teaching has shown great potential. This paper aims to explore the application of new media strategies in college Japanese teaching and its impact on teaching results. First of all, through the overview of the definition of new media and its advantages in the field of education, the unique position of new media in Japanese teaching is clarified. Secondly, the article introduces several new media tools and technologies in detail, such as online course resources, social platforms and mobile learning applications, and their specific application cases in actual teaching. In addition, this study evaluated the change of students' learning behavior and the improvement of Japanese teaching quality before and after new media intervention through quantitative analysis. In view of the problems that may be encountered in practice, such as technical obstacles and teacher training needs, the paper puts forward the corresponding solutions. Finally, the research results show that the rational use of new media can effectively stimulate students' interest in learning, enhance classroom interaction, and significantly improve the teaching effect. This paper not only summarizes the existing research results, but also provides direction and inspiration for further exploration of the application of new media in Japanese teaching in the future.

LANGUAGE OF TOTALITARIANISM: NATIONAL LINGUISTIC POLICY IN FASCIST ITALY AND MILITARIST JAPAN

When it comes to creating a notorious ideology, in the hands of those in power, language becomes a tool for consolidating a nation. Fascist Italy and militarist Japan are prime examples of the use of language as a means of uniting people in the name of proclaimed “new” values and ideals. In the present article the authors provide a detailed analysis of language policy in both countries: from the initial desire to unite the inhabitants of the country with the proclaimed order under the aegis of a single nation by means of language, to open hostility to any manifestations of heterogeneity, in particular to regional dialects or dialectal variants of the literary national language, to an open struggle against loan words, even those that had already been firmly established or consolidated in the domestic language. The study attempts to trace what changes happened to Italian and Japanese languages when intransigent parties had come to power with their ideologies; to analyze to what extent the language policies of Italy and Japan in the 1st half of the 20th century are similar and to what extent they differ; and we also summarise the results of such restrictive language policies after the World War II resulted in the said politicians’ defeat.

Factors Influencing the Management of Japanese Language Bachelor’s Program Development in Vietnam

Factors Influencing the Management of Japanese Language Bachelor’s Program Development in Vietnam

Liar Detector Trained by Japanese Language Expressions and Validation of Domain Independence

Liar Detector Trained by Japanese Language Expressions and Validation of Domain Independence

Social Networking Sites (SNS) for Japanese Language Learning

Social Networking Sites (SNS) have become an integral part of modern society, influencing various aspects of life, including education. SNS facilitates interactive, collaborative, and reflective learning experiences in language learning. This study aims to evaluate the use of SNS in enhancing learning inside and outside Japanese language classrooms. The research was conducted using a qualitative approach with a survey method, utilizing a questionnaire distributed via Google Forms. Quantitative and qualitative data collected from 85 Japanese Language Education Study Program students were analyzed and presented narratively. The data were examined through the lens of SNS use in foreign language learning and its impact on language acquisition. The results reveal that most students frequently use SNS platforms such as YouTube, Instagram, and Twitter for learning Japanese, both for classroom materials and independent study. Additionally, students reported that SNS use has improved their reading, writing, listening, and speaking skills in Japanese. Moreover, SNS has been identified as a motivational tool, fostering students’ confidence in using the language orally and in writing. These findings provide valuable insights for future research on using SNS as a learning medium in Japanese language education.

Revitalization Of Learning Loss in Moji level Intermediate of Japanese Language Education Program Brawijaya University

This study explores the learning loss experienced at the Moji Intermediate level within the Japanese Language Education Study Program during the COVID-19 pandemic. Over a period of two years, traditional face-to-face learning was replaced by online instruction, which affected the implementation of certain learning stages, such as kanji writing exercises conducted in the classroom. This research aims to identify the extent of learning loss during online learning, specifically with kanji writing skills at the Moji Intermediate level. A descriptive qualitative method was used, comparing course grades from both online and offline learning periods. According to Rajesh, Hasibuan, Susanto, Solihat et al. (2022), while learning loss has been widely studied with various approaches, few have addressed its impact on specific courses, particularly in Japanese language education. The findings reveal that online learning significantly reduced students' kanji writing abilities. As a result, teachers must adopt new strategies to compensate for this gap and ensure that students perform well on the Japanese Language Proficiency Test (JLPT), which is essential for graduation from the Japanese Language Education Study Program.

Phonological Process of Word-Final Consonant Sounds in Indonesian Learners by Japanese Speakers (Case Study of Japanesia Online Course Students)

This study aims to analyze the phonological processes and contributing factors affecting the pronunciation of final consonant sounds by native Japanese speakers learning Indonesian. The research employs the theory of generative transformational phonology, using distinctive features to address the research questions. A qualitative descriptive approach was adopted, utilizing data from the Japanesia course's online class videos on YouTube, collected through observation and note-taking techniques. The analysis identifies three main phonological processes in Japanese learners' pronunciation of Indonesian final consonants: sound substitution (e.g., [n] to [ŋ] and [l] to [r]), elision of [h], and addition of sounds such as [u] following [r] and [s], as well as aspirated [h] after [t] and [k]. These phonological adjustments reflect the absence of certain Indonesian sounds in Japanese, prompting learners to adapt pronunciations to their native phonological system. Furthermore, the Japanese language’s predominant open syllable structure (CVCV) generally excludes word-final consonants aside from nasals, contributing to these adaptations.

Project-Based Learning (PjBL) Mini Drama to Enhance Motivation and Japanese Communication Skills of Tourism Students

This study discusses how the project-based learning (PBL) method in the form of mini-drama, can improve oral Japanese communication skills and understanding of Japanese culture in the tourism study program at Garut University. The theme of the mini drama chosen was the differences in the habits of Japanese and Indonesian tourists in the context of hospitality. The mini drama was performed in an annual event organized by the tourism study program. The mini drama is 25 minutes long with three different story segments and conflicts. This study used a qualitative approach to measure the improvement of Japanese speaking ability as well as students' perceptions of the application of learning methods. The results showed that the PBL method applied can improve the Japanese oral communication skills of tourism study program students, especially communication using respectful language varieties (keigo) and formal language varieties (teineigo). Students also gave positive responses to the application of the PBL method because it was considered to increase learning motivation, self-confidence, better understanding of the socio-culture of Japanese society, and the ability to collaborate with students from various levels. This study provides implications for curriculum development and Japanese language learning methods in tourism study programs, as well as contributing to research on the effectiveness of the PBL method in Japanese language learning.

On Trends and Future Issues in Research on Second Language Communication Willingness from the Perspective of Japanese Language Education

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Pronunciation Patterns and Challenges of the Japanese Long Vowel (Chouon) /ei/ Among Indonesian Students

This study examines the pronunciation patterns of the Japanese vowel sequence /ei/ among 62 students from six universities across six provinces in Indonesia. In Japanese, the vowel sequence /ei/ is commonly neutralized to /e:/. According to Takayama (1992), this neutralization is incomplete in formal or careful speech, where /ei/ is pronounced distinctly as /ei/. Hashimoto (2006) observed that speakers alternate between /ei/ and /e:/, particularly at the ends of sentences. This research explores how Indonesian students, who typically pronounce words according to their written forms, produce the vowel sequence /ei/ in both the initial and final positions of familiar Japanese words. This study was conducted between January to June 2024. Participants were tasked with identifying instances where native Japanese speakers used the long vowel /ei/ in sentences. They then recorded their pronunciations of these words in various positions. The recordings were analyzed using PRAAT software. Results show that native Japanese speakers typically pronounce /ei/ as a long /e:/ with an average duration of 0.173 seconds. In comparison, Indonesian learners pronounced /ei/ in "reizouko" with an average duration of 0.204 seconds and in "yotei" with 0.148 seconds, indicating a tendency for longer pronunciation at the beginning of words. The longest recorded duration was 0.49 seconds, and the shortest was 0.04 seconds, possibly due to hesitation. Furthermore, learners tended to simplify the /ei/ sound, especially at the start or end of sentences. This study highlights the need for targeted pronunciation instruction and additional practice time in Japanese language curricula to address these specific phonetic challenges.

Students' Perception Of Non-Native Japanese Speaker Teacher's Competencies (Nnjsts) : Gender-Based Review

Japanese is one of the foreign languages taught in formal and informal educational institutions in Indonesia. The development of Japanese language learners is increasing quantitatively. In foreign language courses, native and non-native teachers collaborate on pedagogical tasks. This trend is also happening in Japanese foreign language courses. In addition, there are around 6,617 non-native Japanese language teachers (Japan Foundation, 2021). There is an argument that Native Japanese Speaker Teacher's (NJST) has many advantages over Native Japanese Speaker Teacher's (NNJSTs) and that students prefer NNJSTs over NJST, but the argument must be assessed. Many researchers have explored students' perceptions of NJSTs and NNJSTs worldwide in formal education institutions but not in the non-formal education institution sector. This study aims to explore the perception of Indonesian students towards NNJSTs in non-formal educational institutions, namely LPK Fuji Academy Singaraja with all samples coming from active students registered from January to August 2024. This study is a quantitative research with a descriptive approach conducted using an instrument in the form of a closed questionnaire based on the Likert scale. This study revealed that the perception of male and female students did not have a significant difference in their teaching competence based on the theory of Nuibe et al (2006). Male participants rated NNJSTs higher in terms of teaching effectiveness and communication skills, with an average score of 9.8. In contrast, female respondents gave slightly lower ratings in these areas with an average of 7.1. Furthermore, through this research, students need NNJSTs more because they allow for a successful learning process because of effective learning strategies. In addition, NNJSTs also help students in facing difficulties and challenges in their learning process.

Clerks and the cession of Taiwan: dismantling of the undertaking system for tax collection in the process of the establishment of colonial power

ABSTRACT In traditional Chinese society, the clerks and runners – not the department magistrates, country magistrates, or secretaries from other provinces – were responsible for local administration. In particular, tax collection had a multi-layered structure of undertaking, with the chief tax clerks and the tax clerks having a monopoly. After the cession of Taiwan to Japan, regular Taiwanese officials ranked below the provincial administration commissioners and above the country magistrates and their assistants, crossed over from Taiwan to mainland China, but many clerks and runners of the yamen of various ranks stayed back in Taiwan, and some were even sent back to work for the colonial government. Many of the clerks became deputy interpreters as they could speak Mandarin and write Classical Chinese. However, as young Taiwanese graduated from Japanese language institutes and public schools (elementary schools for the Taiwanese), they began to replace the clerks. Moreover, the chief tax clerks and the tax clerks, who had previously been involved with tax collection, provided tax collection books and helped the colonial government prepare the original books that would serve as the basis for tax collection; however, they were excluded from the actual tax collection work. The Governor-General’s office used the military police and the police force to force people to pay taxes, achieving a much higher collection of tax than before. Thus, the mechanism for undertaking tax collection as intermediary groups was dismantled, and other clerks left the government offices at the end of the 1900s.

What Motivates Students to Study Intermediate and Advanced Level Japanese at Australian Universities?

ABSTRACT This article discusses the results of a survey (N = 148) distributed in August 2021 to Australia-based Universities offering Intermediate and Advanced level Japanese. The survey was designed to understand what motivates students to continue their Japanese language studies to the upper levels and the impact of the COVID-19 associated switch to online learning on their motivation. The content of 23 online interviews is also addressed. The discussion includes details of the metadata which shows that most survey participants are domestic students and more than half speak a language in addition to English. Dörnyei’s L2 Motivational Self System (L2MSS) framework was used to analyse the motivational data and the results show that most students are self-motivated and committed to their Japanese language studies. They derive motivation from various sources, such as their positive learning experience, ‘Ideal Japanese self-image’, and interest in Japanese culture including J-Pop products. Less than half of participants perceived the COVID-19 associated switch to online to have affected their motivation and this includes two who experienced increased motivation. The findings show that Intermediate and Advanced level students have a strong sense of a future self who will use the language in their careers, for leisure, and with others.

Pronunciation of 雨 (ame) and 飴 (ame) for Japanese Language Education Students Batch 2020 of Brawijaya University

This research discusses the pronunciation of ame/rain (雨) with high pitch (↗) to low pitch (↘) and ame/candy (飴) with low pitch (↘) to high pitch (↗) in Japanese Language Education Students Batch 2020. Based on the results of preliminary studies through Google Form, not all respondents were able to distinguish the pronunciation of ame/rain (雨) and ame/candy (飴). Therefore, this study aimed to determine the Japanese pronunciation of Japanese Language Education Students Batch 2020 of Brawijaya University by pronouncing one of the homophones namely ame/rain (雨) and ame/candy (飴). This research used a descriptive qualitative method. Based on simple random sampling technique, 10 respondents of Japanese Language Education Students Batch 2020 were selected as the data source of the research. The researcher examined students' understanding using voice recordings which were then analyzed through Praat to see the pronunciation results. The result of the research was on the word ame/rain (雨) 90% could pronounce it the correct tone. Then on the word ame/candy (飴) 50% could pronounce it the correct tone. 6 respondents made mistakes, this was due to learning strategies and second language culture. As a result of this study, the researcher suggested for analyzing the noun hoshii/want (欲しい) with hoshi/star (星) focusing on pitch, intensity, and respondents from the Department of Japanese Language Education and Japanese Literature who can be used as a comparison.

Effectiveness of Content-Based Instruction (CBI) Model Based on Multimedia Presentations for Improving the Japanese Language Learning Outcomes of STIKES Bethesda Tomohon Students

This research aims to examine students' learning outcomes using the Content-Based Instruction (CBI) model facilitated by Multimedia Presentations, and to assess the efficiency of this approach in enhancing students' proficiency in Japanese. This study's background indicates that numerous students struggle with learning Japanese due to pedagogical approaches that prioritize memory and are predominantly traditional in nature. This research employs a pre-experimental design utilizing an Intact-Group Comparison methodology. Data acquisition Observation and test administration (Pretest-Posttest). Statistical analysis: Descriptive and inferential statistics. Forty pupils from STIKES BETHESDA were sampled. This study demonstrates that the Content-Based Instruction (CBI) learning approach utilizing Multimedia Presentations enhances Japanese language proficiency among students. The result is that the Content-Based Instruction (CBI) paradigm utilizing Multimedia Presentations is demonstrably beneficial in enhancing students' Japanese language learning outcomes.

Compare the teaching effectiveness and student satisfaction between native Japanese language teachers and non-native Japanese language teachers

This study examines the comparative teaching effectiveness and student satisfaction between native Japanese language teachers (NJLTs) and non-native Japanese language teachers (NNJLTs). Utilizing a sample of 740 students from various educational institutions in Japan, the research employs a quantitative design, including structured questionnaires adapted from established scales. Advanced statistical methods, including factor analysis and multiple regression, were used to analyze the data. The findings reveal no significant differences in student satisfaction and language proficiency between students taught by NJLTs and NNJLTs. Additionally, regression analysis showed that cultural relatability and empathy were not significant predictors of teaching effectiveness, suggesting that factors beyond nativeness influence student outcomes. These results challenge the native-speakerism ideology, highlighting the importance of pedagogical skills, teacher-student rapport, and effective teaching strategies. The study underscores the need for inclusive hiring practices, comprehensive teacher training programs, and collaborative teaching models that leverage the strengths of both NJLTs and NNJLTs. Implications for educational policy, curriculum design, and teacher professional development are discussed, advocating for a balanced approach that values the contributions of both native and non-native teachers. Limitations include the reliance on self-reported data and the specific cultural context of Japan. Future research should explore additional variables, employ longitudinal designs, and utilize mixed-methods approaches to provide a more nuanced understanding of language teaching effectiveness.

Lexical Analysis of Japanese Children’s Songs from the Perspective of Japanese Language Education

Japanese children's songs can be a valuable resource for adult learners of the language, Firstly, the vocabulary used in children's songs is predominantly high-frequency and foundational, with a large portion falling below the N2 proficiency level. By mastering the words and phrases found in these songs, learners can expand their conversational abilities beyond the confines of traditional textbooks. Secondly, the songs offer a balanced representation of positive, negative, and neutral emotions, reflecting the emotional range and nuances of the Japanese language. This exposure to diverse emotional expressions can enrich learners' understanding of language and cultural nuances. Moreover, the study's semantic analysis reveals frequent word associations and co-occurrences, which can help learners grasp the interconnectedness of Japanese vocabulary and the cultural contexts in which words are used. Importantly, children's songs are deeply rooted in Japanese culture, indirectly exposing learners to various cultural aspects, such as the appreciation of nature, the concept of transience, and the importance of harmony and interconnectedness. This cultural immersion can foster a deeper understanding and appreciation of Japanese values and traditions. Furthermore, the familiar melodies and sing-along nature of these songs can facilitate social bonding and interpersonal connections among learners and native speakers. Engaging in shared cultural experiences, such as singing nursery rhymes together, can create a sense of community and strengthen the bond between learners and the target language culture.

Re-conceptualization of the learning environment as a dynamic system

In Japanese language education, the term "learning environment" is used in various contexts. This paper investigates the term "learning environment" in previous studies and notes that traditional learning environments have been characterized as "morphological characteristics learning environments" focusing on static learners. However, since learning environments involve a dynamic, reciprocal relationship where learners and their surroundings interact and evolve, the paper advocates for a re-conceptualization of "experiential-ecological learning environments" that captures this dynamic nature. Furthermore, to enrich the experiential-ecological learning environment for learners, the presence of learning environment engineers and the meaningful valuing of environmental enrichments is essential. Lastly, the paper emphasizes that by combining various individual learning experiences, it is possible to create a sustainable and richer learning environment.

Transdisciplinary Approach to Chinese and Japanese Language Teaching

Transdisciplinary Approach to Chinese and Japanese Language Teaching

Creative Imagination, Justice, and Nothingness: Reflections on the “Force” in the Works of Karatani Kōjin and Nakamura Yūjiro

Abstract This paper compares the ideas of Japanese philosophers Karatani Kōjin1 (1941–) and Nakamura Yūjirō (1925–2017) on the role of “force” in shaping imagination. This idea of “force” will be examined. Notably, Karatani criticized Nakamura for trying to combine the idea of the “place of nothingness” initially introduced by Nishida Kitarō with the distinctive logic of the Japanese language, which seemed to be insular nationalism. However, this paper argues that we can shed new light on their differences regarding imagination and the idea of “force.” “Force” is the repressed impersonal that returns to the social reality, requiring us to go beyond the existing code of order. Indeed, Nakamura and Karatani explore the possibility of reconstructing the power of imagination after the end of the “grand narrative” and in the postmodern age. This paper emphasizes the role of “nothingness” and different approaches to reformulating it into the field of “force,” finding a new horizon of justice along the way. In doing so, this paper will argue that while Nakamura developed his philosophy of creative imagination in the field of “force” as the surrounding environment, Karatani limited “force” to the plane of social exchange. This comparative view can be more interactive in the age of economic and climate risks if we focus more on the philosophical genealogy of “nothingness.”