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Djafri, Fatmawati, and Lufi Wahidati. "Study in Japan and the Motivation of Japanese Language Learners in Higher Educational Institutions in Indonesia." IZUMI 9, no. 2 (November 29, 2020): 112–20. http://dx.doi.org/10.14710/izumi.9.2.112-120.
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The number of Japanese learners in Indonesia ranks the second largest in the world after China. In addition to great interest in Japanese popular culture products, such as anime and manga, the enthusiasm of Japanese learners to study in Japan has become one of the main motivations for learning the Japanese language. The changing in educational policy implemented by the Japanese government has also offered a new possibility for study in Japan. This study aims to explain how the motivation to study in Japan was cultivated through the process of Japanese language learning in higher educational institutions in Indonesia. Researchers collected data using a set of a questionnaire distributed to Japanese language learners at designated universities and interviews with some of the respondents. This study focused on three issues: factors that motivate students to choose Japanese language study programs in university, language skills that learners want to develop in university, and their interest in studying in Japan. The result showed that interest in the Japanese language was the primary motivation for many learners to continue their study in higher educational institutions. The ability to communicate with native Japanese speakers was a significant achievement for a Japanese learner, but at the same time, it was a difficult task to achieve. Study in Japan provided an opportunity for learners to improve their Japanese language skills and to gain experience in Japan. These things were expected to increase the value of learners’ cultural capital and access to previously unobtainable resources.
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Kobari, Natsumi. "PENELITIAN DASAR TERHADAP MOTIVASI MAHASISWA YANG MEMILIH KEAHLIAN PENDIDIKAN BAHASA JEPANG." Jurnal Pendidikan Bahasa dan Sastra 14, no. 2 (October 1, 2014): 117. http://dx.doi.org/10.17509/bs_jpbsp.v14i2.702.
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Indonesia University of Education (UPI) takes an important role and responsibility in teachers' training of Japanese language education which is popular at senior high school in Indonesia. UPI is supposed to provide with training regularly to generate qualified Japanese language teachers. Even so, it is seen a significant difference among students in terms of the motivation toward learning Japanese language education and the effort to acquire title for being Japanese language teachers. This research aims to know the motivation of Japanese Education Study Program's students through analysis of the open-ended questionnaire survey result. From the coding result acquired, it was discovered that the majority of the students who were motivated to choose Japanese Education Study Program were influenced by their interest in Japanese language itself, and this interest is affected by the presence of an interest in pop culture and their learning experience in senior high school. In addition, 33% of all the students are considering becoming a Japanese language teacher as one option, which is less than the ones who are considering finding a job as not Japanese language teacher. Also, more than 50% of all the students want to continue their study to the higher level, i.e. master degree.
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Aoyama, Tatsuya, and Tomoko Takahashi. "International Students’ Willingness to Communicate in English as a Second Language." Journal of International Students 10, no. 3 (August 15, 2020): 703–23. http://dx.doi.org/10.32674/jis.v10i3.730.
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This study examined factors affecting international students’ willingness to communicate (WTC) in English as a second language (ESL), focusing on second language (L2) self-confidence, acculturation, and motivational types. L2 self-confidence was hypothesized to predict L2 WTC and to mediate the correlation between acculturation and L2 WTC for instrumental motivation learners, but not for integrative ones. Participants were 88 Japanese students studying at a university in California. The results partially confirmed the hypotheses, indicating that both L2 self-confidence and acculturation strongly correlate with L2 WTC, but the mediation effect of L2 self-confidence on the correlation between acculturation and L2 WTC was opposite from the hypothesis, as the mediation effect was significant for integrative motivation learners but not for instrumental ones.
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Koyanagi, Kaoru. "The Interactional Relationship between Learning Mechanisms and Other Factors (Learning Conditions/Individual Differences) in Second Language Acquisition." Impact 2020, no. 9 (December 30, 2020): 29–31. http://dx.doi.org/10.21820/23987073.2020.9.29.
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Second language acquisition is the process of acquiring a second language. Second language acquisition also refers to the scientific discipline that looks at this process. Research on instructed second language acquisition can shed light on learning mechanisms and processes, helping to advance second language education. Professor Kaoru Koyanagi, who collected data from French students of Japanese at the National Institute for Oriental Languages and Civilizations in France, is exploring how learning mechanisms interact with other factors such as learners' aptitude, motivation, beliefs etc. to help uncover new knowledge that could contribute to Japanese language pedagogy.
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Kambara, Hitomi, and Yu-Cheng Lin. "Differences in Reading Motivation Between American and Japanese Students." Journal of Literacy Research 53, no. 3 (August 8, 2021): 361–81. http://dx.doi.org/10.1177/1086296x211030455.
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This cross-cultural study investigated country and gender differences among American (U.S.A.) and Japanese students’ reading motivation. Fourth-grade students (94 from the United States and 102 from Japan) were administered a reading motivation questionnaire. Study results indicated American students had higher reading motivation than Japanese students on most dimensions, including Self-Efficacy, Challenges, Curiosity, Importance, Involvement, Recognition, Grades, Competition, and Social. We found that culture may impact students’ reading motivation and discuss how individualistic and collectivistic cultures influence students’ reading motivation. Contrasting with the existing research, this study did not show any significant gender differences in reading motivation across the two countries. The null effect of gender needs to be re-examined in future studies.
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Alsubaie, Sara S., and Abbad M. Alabbad. "The Effect of Japanese Animation Series on Informal Third Language Acquisition among Arabic Native Speakers." English Language Teaching 13, no. 8 (July 14, 2020): 91. http://dx.doi.org/10.5539/elt.v13n8p91.
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Recent studies on language acquisition and motivation have targeted Japanese language learners in a formal educational context, with less attention paid to learners who study Japanese informally. The current study aims to investigate the impact of Japanese animations in the context of informal third language acquisition. It targets the native speakers of Arabic who are interested in learning Japanese as a third language (L3), and investigates the motivations of Arab teenagers and young adults to learn Japanese. Further, the paper also focuses on examining aspects of Japanese language proficiency among teenagers and young adults, including vocabulary enhancement and grammar competence. The methodology used in the current study is twofold: an online survey questionnaire adopted from Armour and Iida (2016), followed by an engaging experiment in which participants were divided into two groups (reality anime group vs. action anime group) in order to examine the effectiveness of anime selection in boosting proficiency level. The findings of the online survey indicate that Arabic native speakers are highly motivated to learn Japanese, while the experiment results confirm that the type of anime and consistency of exposure do support the acquisition process. Further, the study concluded that consumption of anime series contributes to the learning process and facilitates learners' proficiency in general and vocabulary learning in particular. However, it remains unknown whether or not Arabic native speakers' motivations lead to their enrollment into formal Japanese foreign language education. Avenues for future research and implications are also presented toward the end of the paper.
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Mori, Setsuko, and Peter Gobel. "Motivation and gender in the Japanese EFL classroom." System 34, no. 2 (June 2006): 194–210. http://dx.doi.org/10.1016/j.system.2005.11.002.
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Mori, Setsuko, and Peter Gobel. "Possible Impact of Overseas Study on Language Ability and Motivation to Study English." English Language Teaching 14, no. 9 (August 27, 2021): 32. http://dx.doi.org/10.5539/elt.v14n9p32.
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The present study explored whether two semester overseas study programs had any impact on participants’ language ability and motivation to study English. The language ability, L2 learning motivation and learning attitude of 65 Japanese university students participating in semester-long study abroad programs were measured pre departure and on their return. TOEIC listening and reading tests were used to measure students’ linguistic gains, and possible changes to students’ L2 motivation and attitudes were measured using a survey created specifically for the purpose of this study. Statistical analysis implied a significant effect from the two overseas programs on TOEIC scores and motivation and attitude, with motivational intensity prior to departure being a significant predictor of TOEIC gains. The findings underscore the idiosyncratic nature of studying abroad, and will be of use in designing and implementing post-overseas study programs.
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Choi, Soyoung. "Language Pedagogy and L2 Motivation in Korea: Student Perspectives on English and Japanese." International Journal of Literacies 24, no. 3 (2017): 1–24. http://dx.doi.org/10.18848/2327-0136/cgp/v24i03/1-24.
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MORITOKI ŠKOF, Nagisa. "Foreword." Acta Linguistica Asiatica 8, no. 1 (January 30, 2018): 5–6. http://dx.doi.org/10.4312/ala.8.1.5-6.
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… multicultural education does not necessarily have to imply the study of foreign second languages but the former without the later is limited and will have difficulty in producing the results it often claims to want to achieve, i.e. tolerance, peace and cross-cultural understanding (Crozet et al., 1999). This volume of Acta Linguistica Asiatica is dedicated to the area of teaching Asian languages in non-native surroundings. It is our great pleasure to announce 9 research papers on language teaching and articulation covering a wide-area of Central and Eastern Europe. The papers show us a map of Asian language teaching sites, including secondary and tertiary education, and their background systems.In her work “Poučevanje tujih jezikov v slovenskem šolskem sistemu: prostor tudi za japonščino?”, which opens the present volume, Bronka STRAUS outlines the picture of Slovene educational system. The paper reminds us that language teaching when taught as a curricular course, must be incorporated into the country’s system.The article »Chinese as a Foreign Language in Slovene Upper Secondary Education and Outline of Curriculum Renewal«by Mateja PETROVČIČ proposes a dynamic curriculum reform in secondary education mostly but targets tertiary education as well.The next article, authored by Nagisa MORITOKI ŠKOF and named »Learner Motivation and Teaching Aims of Japanese Language Instruction in Slovenia«, discusses main aims and objectives to teaching Japanese at secondary level education, and looks into the ways of how to find the place for Japanese language teaching in Slovene language curricula.Kristina HMELJAK SANGAWA in her paper “Japanese Language Teaching at Tertiary Level in Slovenia: Past Experiences, Future Perspectives” gives an introduction to the history and contents of Japanese language teaching in tertiary education in Slovenia.Following are the two articles concern teaching Asian languages in Serbia. Ana JOVANOVIĆ’s research, entitled »Teaching Chinese at the University Level – Examples of Good Practices and Possibilities for Further Developments«, presents several cases of Chinese language teaching and articulation from primary all the way to tertiary education.On the other hand, »Current State of Japanese Language Education in Serbia and Proposal for Future Solutions« by Divna TRIČKOVIĆ’s similarly discusses the Japanese language courses and their present situation in secondary education. The author points out the need for a well-thought pick up of both the teacher and the textbook, and offers an exemplar from University of Beograd.The next two articles on teaching Asian languages in Romania concern articulation mainly. Angela DRAGAN in her work »Teaching Japanese Language in Tertiary and Secondary Education: State and Private Institutions in Romania« offers a perspective on articulation at tertiary level mainly, while on the other hand, Mariana LUNGU discusses it from the view of secondary education. The Ion Creanga National college in Bucharest is the only institution in Romania which provides Japanese language education at secondary level ongoing every year.The final article by Karmen FEHER MALAČIČ “Teaching of the Japanese and Chinese Language in Extracurricular Courses for Children, Adolescents and Adults in Slovenia” brings the story back to Slovenia in a form of a survey on teaching Asian languages as extracurricular subjects. The author considers the problems and perspectives that arise within such extracurricular course and at the same time shape language education within curricular course. Nagisa Moritoki Škof
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Sampson, Richard J. "EFL teacher motivation in-situ: Co-adaptive processes, openness and relational motivation over interacting timescales." Studies in Second Language Learning and Teaching 6, no. 2 (June 30, 2016): 293–318. http://dx.doi.org/10.14746/ssllt.2016.6.2.6.
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This paper presents an exploratory case study of the classroom motivational dynamics of an English as a foreign language (EFL) teacher at a Japanese technology college. The article examines how motivation evolved in-context over various timescales through interactions with affect and identity. An introspective research journal generated rich, qualitative data concerning fluctuations in teacher motivation over one academic year. The analysis also drew on student journal data to provide a different perspective on teacher reflections. The study applied a thematic analysis, with “theoretical comparison” (Corbin & Strauss, 2008) to understand teacher motivation from a “person-in-context relational view” (Ushioda, 2009). The article utilises the properties of complex systems to render insight to the evolution of teacher motivation as open to influences “external” to the classroom, yet fundamentally tied to adaptive experiences with a particular class group. A variety of diagrammatic tools are also employed to illuminate the relational development of teacher motivation, affect and identity constantly occurring over interacting timescales.
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Kanazawa, Mayumi. "FOSTERING AUTONOMOUS LANGUAGE LEARNERS AT A JAPANESE UNIVERSITY." Problems of Education in the 21st Century 78, no. 6A (December 25, 2020): 1096–106. http://dx.doi.org/10.33225/pec/20.78.1096.
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Autonomous learning is one of the most important factors in the field of language learning. Leaning a language demands a considerable amount of time and learners have to work inside and outside the classroom to develop their language skills. The present study explored ways of promoting autonomous learning skills in mixed-level of students of English at a Japanese university. The course syllabus, which employed various methods was developed in order to increase students’ autonomous learning skills and incorporate a self-study period during the semester. The students set their own goals, then planned, developed and followed strategies to achieve them. Learners also kept a weekly learning-log, culminating in a presentation and a written report about what they had done to achieve their goals, including self-evaluation. The results showed that the students recognized some improvements in their English learning skills, motivation and learning habits, including an increase in learning hours. In addition, the students gained confidence in their English learning. Further practical improvements are suggested for supporting students to become autonomous language learners. Keywords: autonomous learners, language learning, learner autonomy, learner independence, self-study
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Kikuchi, Keita. "Motivation and demotivation over two years: A case study of English language learners in Japan." Studies in Second Language Learning and Teaching 9, no. 1 (March 22, 2019): 157–75. http://dx.doi.org/10.14746/ssllt.2019.9.1.7.
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This paper is about four Japanese university students majoring in international studies, who participated in a two-year study examining changes in their motivation. Using monthly interviews and a 29-item questionnaire on Dörnyei’s (2005) L2 motivational self system that was administered alongside each interview, the trajectories of learner motivation were investigated, based on both quantitative and qualitative data. First, changes in the participants’ motivation were identified using quantitative data. Next, a variety of motivators and demotivators that learners experienced both inside and outside of their classrooms were analyzed using the qualitative data. With the data obtained, this study focuses on how four learners’ language learning motivation and contexts adapt to each other, and how the dynamics of the four learners’ motivation changes due to their learning experiences. Each learner was different in their trajectory of motivation and the kinds of motivators and demotivators that they experienced in their particular contexts. The four learners underwent unique motivators and demotivators, and reacted differently. While participants identified their ideal L2 selves, or ought-to L2 selves, these self-guides were not strengthened by their L2 experiences over time. Based on these findings, the importance of studying the rich experiences of language learners in motivation research is discussed.
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Benson, Malcolm J. "Attitudes and Motivation Towards English: A Survey of Japanese Freshmen." RELC Journal 22, no. 1 (June 1991): 34–48. http://dx.doi.org/10.1177/003368829102200103.
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Chen, Xinjie, J. Lake, and Amado M. Padilla. "Grit and motivation for learning English among Japanese university students." System 96 (February 2021): 102411. http://dx.doi.org/10.1016/j.system.2020.102411.
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Oga-Baldwin, W. L. Quint, and Yoshiyuki Nakata. "Engagement, gender, and motivation: A predictive model for Japanese young language learners." System 65 (April 2017): 151–63. http://dx.doi.org/10.1016/j.system.2017.01.011.
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Balgoa, Nelia G. "Filipino English Teachers in Japan: “Nonnativeness” and the Teaching and Learning of English." Journal of Language Teaching and Research 10, no. 2 (March 1, 2019): 256. http://dx.doi.org/10.17507/jltr.1002.06.
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A feature of the Japan Exchange and Teaching (JET) Program, which aims to internationalize Japan and to improve the English-speaking ability of its students, is the hiring of Assistant Language Teachers (ALTs) who are described by the Japanese government as native-level speakers of English working in Japanese classrooms. By using critical applied linguistic which focuses on questions of power, difference, access and domination in the use of the English language (Pennycook, 2001), this paper examines the motivations of the Filipino teachers as ALTs, the processes of international teacher recruitment and how their 'nonnativeness' reconfigure their identity as nonnative English speaker teachers (NNESTs) and Filipino migrants. Data from in-depth interviews and focus group discussions of Filipino ALTs and Japanese teachers show that English is both motivation and vehicle for migration and settlement for the Filipino teachers. “Nonnativeness” requires from them reconfiguration of their identity which entails them to sound native, counteract perceived forms of discrimination and assess their roles in the spread and use of English. This “nonnativeness” is a repudiation of their skills and qualifications as English teachers thus, paving the way for an interrogation of language ideologies, and of linguistic and racial identities.
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Carreira, Junko Matsuzaki. "Relationship between motivation for learning EFL and intrinsic motivation for learning in general among Japanese elementary school students." System 39, no. 1 (March 2011): 90–102. http://dx.doi.org/10.1016/j.system.2011.01.009.
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Nesbitt, Dallas, and Amanda Müller. "Sustaining motivation for Japanese kanji learning: Can digital games help?" JALT CALL Journal 12, no. 1 (April 30, 2016): 23–41. http://dx.doi.org/10.29140/jaltcall.v12n1.200.
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Indrowaty, Sri Aju. "JAPANESE ADVERTISEMENT FOR IMPROVING STUDENTS READING ABILITY." JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 3, no. 2 (December 30, 2018): 148. http://dx.doi.org/10.17509/japanedu.v3i2.10180.
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Advertising is a form of communication that discloses information or messages and promotes the speaker's intent to his or her opponent. The language used in advertising is a language that is easy to understand and persuasive so that the opponent can speak as the speaker means. From advertisements in magazines, used for student learning in Dokkai 5. Dokkai or reading is a very important course for students to welcome the office work normally done by Japanese language graduates. In the office when working related Japanese often read documents and translate documents. In this research, using advertising media because it is usually written in large and striking letters.To make the reading japanese learning more interesting Therefore, they needs to be approach that has never been done before with reading japanese advertisement from japanese magazine. Reading Japanese language is usually difficult because it consists of three figures namely Hiragana, Katakana and Kanji. So that become easier for students to reading through the selected advertising media. This research is qualitative descriptive, and object of our study are students learning Japanese Language Education and Japanese Literature Brawijaya University who have passed JLPT N3 and already received materials about Dokkai 3 and Dokkai 4. Techniques data by purposive sampling and random sampling by using random numbers as much as 10% of the total population. In addition the results of this study will also describe motivation for students to improve their ability of reading. Therefore 指導 ポ イ ン ト (teaching points) as an effort to help the lecture to explain and possibility to use teach for higher education.
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Matsuzaki Carreira, Junko. "Motivation for Learning English as a Foreign Language in Japanese Elementary Schools." JALT Journal 28, no. 2 (November 1, 2006): 135. http://dx.doi.org/10.37546/jaltjj28.2-2.
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This study investigated how 345 Japanese elementary school pupils’ intrinsic and extrinsic motivation for learning English changed with age (174 third– and 171 sixth–graders). Factor analysis identified five underlying factors: interest in foreign countries, intrinsic motivation, caregivers’ encouragement, instrumental motivation, and anxiety. The results of an ANOVA showed significant differences in intrinsic motivation, interest in foreign counties, and instrumental motivation between the third and sixth graders. The third graders' mean scores were higher than those of the sixth graders. This study revealed a rather steady developmental decline in intrinsic and extrinsic motivation for learning English, which might be attributed to general development trends in contemporary Japanese elementary school pupils. Within a consensus that there is considerable room for improvement in primary–school English education in Japan, results of the present study suggest that the area of motivation can shed light on how the teaching methods for elementary school students in the higher grades can be improved. 本研究は、日本の小学生英語学習者の英語学習に対する内発的・外発的動機が年齢によりどのように変化していくかを調べたものである。調査参加者は、3年生174名、6年生171名、合計345名である。質問紙で得たデータを因子分析した結果、外国に対する興味、内発的動機、道具的動機、親の励まし、不安の５つの因子が抽出された。さらに分散分析の結果、外国に対する興味、内発的動機、道具的動機に有意差がみられ、どれも３年生の平均値が６年生の平均値よりも高かった。ｋの結果から、学年があがるほど英語学習に対する内発的動機と外発的動機が低下していることがわかる。これは今の小学生の一般的な発達的傾向に原因があるという推測も成り立つが、特に、本論文では日本の初等英語教育においても改善すべき点があるとの立場から、高学年の指導法の改善の必要性を示唆した。
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Rahayu, Nana. "PENGENALAN BUDAYA JEPANG MELALUI PERMAINAN MANNA SUGOROKU BAGI PEMBELAJAR BAHASA JEPANG TINGKAT DASAR." Jurnal Pendidikan 9, no. 1 (November 22, 2019): 1. http://dx.doi.org/10.31258/jp.9.1.1-15.
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Generally, students who enter the Japanese Language Education Study Program Faculty of Teacher Training and Education Riau University have a high interest in Japanese Culture. So that, the introduction of Japanese society and culture is presented in the form of Nihon Jijou subjects in semester 1. For the students or Japanese learners at the basic level, the introduction Japanese culture provides its own motivation in learning Japanese. It is just that their understanding of Japanese culture is only found in the material without feeling directly what Japanese culture is like in everyday Japanese life. One of the Japanese culture introductions is to understand the ways or the attitude of Japanese people when using public transportation, especially trains through the Manna Sugoroku game. To understand this, students are asked to read Japanese letters which is one of the obstacles for students to understand Japanese culture well. Through Manna Sugoroku game students were expected to be able to read the rules using Japanese letter so students independently acquire an introduction to Japanese culture that they have never been known before and students were motivated to learn Japanese by increasing their ability in reading Japanese letter.
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Mihara, Kei. "A Study on Reducing the Sleeping in Class Phenomenon in Japanese Universities through Student Motivation." International Journal of Higher Education 7, no. 3 (May 18, 2018): 79. http://dx.doi.org/10.5430/ijhe.v7n3p79.
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Sleeping in class is a common phenomenon among students in Japanese universities. There are several possible reasons for this: tiredness from daily routines such as commuting, difficulty concentrating in 90-minute classes, or a lack of motivation to study. As for English as a foreign language (EFL) classes, it is possible that university students are not as motivated as high school students, considering that English education in Japan is generally aimed at preparing students for university entrance examinations. The main purpose of this study is, therefore, to examine ways to prevent students from sleeping in class by improving their motivation. Based on the results of questionnaire surveys and focus group interviews, this study seeks to identify ways in which student attention and alertness in class can be improved. The participants in this study were asked to take a vocabulary test before completing exercises in their textbook. After four weeks, follow-up research was conducted using questionnaires and semi-structured interviews. The study results showed that taking a vocabulary test at the beginning of class is an effective method of motivating students, but that motivation alone cannot prevent university students from sleeping in class.
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Kawai, Yasushi. "Effects of Cultural Contextualization in Listening Materials on Motivation and Strategy Use." ITL - International Journal of Applied Linguistics 127-128 (January 1, 2000): 101–26. http://dx.doi.org/10.1075/itl.127-128.05kaw.
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Abstract There are two fundamentally different views regarding which side of culture, i.e., target or base, foreign language learning materials should take. Approaches that emphasize the learner's assimilation into the target culture tend to advocate the use of learning materials which focus on the target side, while those that signify cross-cultural communication are inclined to emphasize the need for information-sending regarding the learner's own culture. From a constructivist perspective, content relevance of learning materials to the learner's existing knowledge is a key ingredient for intrinsic motivation. Acculturation theories, on the other hand, predict that those who are ready to be assimilated in the target culture will have more chance of success in foreign language learning, and therefore learning materials should focus on the target culture. The author conducted a study investigating if the use of culture-bound proper nouns in materials for listening comprehension may influence the motivation towards foreign language learning, which could eventually make a difference in the use of general learning strategies. Japanese learners of English, subjects in this study, were divided into two groups : one which listened to listening materials using Japanese proper nouns such as Hanako, Sapporo, Judo, etc., and the other which listened to those using English counterparts such as Jane, Atlanta, basketball, etc. The other parts of the material were the same. Pre- and post-tests were conducted regarding motivation and strategy use before and after the ten-week-long listening practice. The research results revealed that the expected tendency exists but that was not statistically significant. The researcher further investigated the effects of learning styles. The relationship among these variables is intricate, and foreign language learning appeared multidimensional. The results implies that learning materials do not have to reside on one-side of either base or target cultures. Further investigation is recommended to examine if other means of learning material personalization may affect motivation and strategy use.
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Martin, Jarwin. "Analysis of Short-Term Study Abroad in Japanese Secondary Education." Journal of Worldwide Education 13.1 13, no. 1 (September 30, 2020): 3–17. http://dx.doi.org/10.37546/jaltsig.sa.jowe13.1-1.
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Research by Segalowitz and Freed (2004) focuses on study abroad outcomes such as proficiency gains and improvement in pragmatic skills, however, this has been conducted in higher education and there are only a few studies available directed towards study abroad outcomes in secondary education (Leis, 2015). This quantitative study aims to examine the effects of a short-term study abroad program (SA) on a group of Japanese high school students. It will use three motivation variables: attitudes to learning English, international posture, and second language (L2) anxiety. Additionally, this study employs adapted pre and post surveys conducted with a sample of fourteen high school students who participated in a seven-day study abroad program to Taiwan, these were compared with a control group of nineteen peers enrolled in a similar course. The paired sample t-tests showed no statistically significance differences for the international posture’s experimental condition and control condition and no significant changes were observed in the anxiety experimental condition and control condition.
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Kochiyama, Arisa. "USING PICTURE BOOKS TO ENHANCE MOTIVATION AND LANGUAGE LEARNING OF REMEDIAL EFL LEARNERS." Indonesian EFL Journal 1, no. 1 (September 12, 2017): 10. http://dx.doi.org/10.25134/ieflj.v1i1.608.
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According to studies done by the Japanese Ministry of Education, Culture, Sports, Science and Technology, many secondary schools across the nation aren�t adequately preparing students to excel at college. Universities are stepping in to fill the gap by offering remedial college courses in subjects such as Japanese and English. The purpose of the present study is to explore how an EFL class for college freshmen can help the students develop the critical thinking skills as well as language skills such as pronunciation, vocabulary and grammar necessary to read at the college level.Picture books are often overlooked by adult ESL/EFL instructors as many of them feel uncomfortable reading books designed for children. However, if chosen with consideration for the interests of the students and used in ways that are appropriate for adult learners, picture books can provide valuable opportunities of language-rich experiences and interactions. In fact a number of studies in Western cultures have shown that picture books provide a wealth of possibilities for teaching English topics as well as various vocabulary sets such as family, food, clothes, and so on. They can also motivate learners to read more and learn more as the students are more likely to find reading a manageable challenge.Given these functions of picture books, the main objectives of the study are (1) to discuss the merits of using picture books in remedial English classes from the viewpoint of English language learning, (2) to investigate the effect of using picture books on the learners� motivation and emotional development, and (3) to give a report about the students� reactions towards an adoption of a picture book in an EFL class.Keywords: intercultural communication, English as a second language, EFL classroom, language and gender, children�s literature in EFL learning
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Suci, Rejeki Dyah Ayu, and Silvia Nurhayati. "Difficulty Analysis Graduates Of Japanese Language Education Products That Progress as a Translator and Interpreter." Chi'e: Journal of Japanese Learning and Teaching 7, no. 2 (October 13, 2019): 74–76. http://dx.doi.org/10.15294/chie.v7i2.33950.
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There are many problems in translation. This study aims to find out what are the difficulties and factors that cause difficulties experienced by alumni of Japanese Language Education program UNNES from the class of 2005 to 2014 who have professions as translators, both interpreters and translators. The data collection method used in this study is the questionnaire method. The questionnaire used was in the form of a closed questionnaire and 1 item was an open questionnaire. Based on the results of this study, it can be concluded that most alumni have difficulties when translating. The difficulties that most translators experience are knowledge in specific fields, types of texts, methods and techniques of translation, understanding inter-paragraph relationships and mastery of vocabulary. Then, the causal factors such as lack of motivation, confidence, provision of knowledge about translation, finding out your own theory without knowing its validity, lack of interaction with native speakers, and lack of language skills.
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Dörnyei, Zoltán. "INDIVIDUAL DIFFERENCES IN FOREIGN LANGUAGE LEARNING: EFFECTS OF APTITUDE, INTELLIGENCE, AND MOTIVATION.Steve Cornwell and Peter Robinson (Eds.). Tokyo: Aoyama Gakuin University, 2000. Pp. ii + 199. $29.00 paper." Studies in Second Language Acquisition 25, no. 4 (November 24, 2003): 584–85. http://dx.doi.org/10.1017/s0272263103220258.
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This edited volume contains the proceedings of a conference on the role of individual differences in instructed SLA held at Aoyama Gakuin University in 1999. It includes 11 studies as well as an introductory chapter written by the editors. The first two papers, by Yamashiro and McLaughlin and by Hiser, Croker, Kenudson, and Stribling, present multivariate statistical analyses to examine the interrelationship between motivation, second language (L2) proficiency, and other learner characteristics in Japanese student samples. Although both studies offer unique insights into the characteristics of their target population, the authors also call for methodological improvements that would go beyond the use of self-report questionnaires. Sharing a similar interest in improving motivation research methodology, another study by Hsiao explicitly sets out to test the construct validity of the most well known motivation test—Gardner's Attitude/Motivation Test Battery—in Taiwan, which is a very different learning environment from Canada, where the test was originally developed. Özek and Williams's paper is also of interest in this respect because in their study a questionnaire survey conducted in Turkey was complemented with qualitative interviews, thereby resulting in a particularly rich database.
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Nakamura, Sachiko. "How I see it: An exploratory study on attributions and emotions in L2 learning." Studies in Second Language Learning and Teaching 8, no. 3 (August 27, 2018): 553–74. http://dx.doi.org/10.14746/ssllt.2018.8.3.2.
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Learners’ attributions have received increasing attention in second/foreign language (L2) learning. Studies have shown that how learners attribute their performance influences not only their self-efficacy, motivation, and goal attainment but also their emotions (Hsieh, 2012; Hsieh & Kang, 2010; Hsieh & Shallert, 2008; Weiner, 2000, 2014). This exploratory study investigated how Japanese adult learners of L2 English attributed changes in their L2 learning attitudes and motivation through a 10-week TOEIC preparation program. It also examined emotions expressed in their attributional statements and the differences between learners with lower and higher L2 proficiency. A content analysis of open-ended questionnaire responses suggested eight attributional categories: perceived L2 improvement, enjoyment, positive feelings, increased L2 exposure, realization of L2 needs and importance, effective L2 instruction, and praise from the teacher for positive changes in attitudes and/or motivation and perceived inefficient L2 skills for negative changes in attitudes and/or motivation. Enjoyment was an emotion the most frequently mentioned by both groups while other emotions, such as joy, happiness, and disappointment, were expressed only by the beginner learners. These results offer important implications for L2 pedagogy and prospects for further research in the area.
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Lin, Norman, Shoji Kajita, and Kenji Mase. "Story-based CALL for Japanese Kanji characters: A study on student learning motivation." JALT CALL Journal 3, no. 1&2 (August 31, 2007): 25–44. http://dx.doi.org/10.29140/jaltcall.v3n1-2.34.
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Loucky, John Paul, and Frank Tuzi. "Comparing Foreign Language Learners’ Use of Online Glossing Programs." International Journal of Virtual and Personal Learning Environments 1, no. 4 (October 2010): 31–51. http://dx.doi.org/10.4018/jvple.2010100103.
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This study furthers research in three crucial related areas: 1) comparing various online glossing and vocabulary learning tools; 2) language teaching and learning using a more natural bilingualized approach to developing online reading skills in a second or foreign language; and 3) comparing the relative level of enjoyment and effectiveness students experience when using various CALL programs. This paper applies recent insights into vocabulary learning behaviors and functions online and investigates whether teachers can help learners increase their use of online glosses to improve their vocabulary learning by giving them automatic mouse-over instant glosses versus optional, clickable, mechanical access. The authors compare Japanese college students’ actual use of three types of glossing when reading similar texts online. The findings suggest that an expanded glossing system that helps encourage deeper lexical processing by providing automatic, archivable glosses would be superior for digital vocabulary learning because it can simultaneously offer better monitoring and more motivation vis-à-vis online word learning.
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Djafri, Fatmawati. "Analisis Naratif Pada Proses Pembelajaran Bahasa Jepang di Perguruan Tinggi dan Pengaruhnya Terhadap Pilihan Masa Depan Pembelajar Setelah Lulus." JLA (Jurnal Lingua Applicata) 1, no. 2 (March 31, 2018): 105. http://dx.doi.org/10.22146/jla.34516.
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This study examines the significant factors constituted in the meaning-making process of Japanese learning in higher educational context. It employs narrative inquiry approach to investigate the process of motivational change among Japanese learners and how it has impacted on their future choices after graduating from university. Based on the analysis using theoretical frameworks of Dörnyei's L2 Motivational Self System and Norton's investment in language learning, this study found two types of motivational changes experienced by Japanese learners, namely the initial-confirmation/practical-development type and the initial-anxiety-withdrawal type. The result of this study proposes some key roles of Japanese department as a higher educational institution which plays in fostering global human resources and provides important insights into the development of Japanese language education in Indonesia.
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Mori, Junko, and Atsushi Hasegawa. "Diversity, Inclusion, and Professionalism in Japanese Language Education: Introduction to the Special Section." Japanese Language and Literature 54, no. 2 (September 25, 2020): 253–66. http://dx.doi.org/10.5195/jll.2020.125.
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Diversity and inclusion have become a major concern in academic and professional institutions in recent years. As educators, we are responsible for creating environments where a diverse population of students can communicate beyond differences and learn from each other. While this educational mission is widely recognized, we have not sufficiently examined the extent to which a culture of diversity and inclusion has been fostered and actually practiced within our professional community. The current special section aims to facilitate dialogs on this topic among Japanese-language educators by sharing the results of an online survey conducted in 2018 and featuring commentaries prepared by twelve individuals who have contributed to Japanese language education in North America in different capacities. This introductory articleprovides a brief overview of the backgrounds and motivations for this special section and outlines its organization.
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Cornwell, Steve, Andrea Simon-Maeda, and Eton Churchill. "Selected research on second-language teaching and acquisition published in Japan in the years 2000–2006." Language Teaching 40, no. 2 (March 7, 2007): 119–34. http://dx.doi.org/10.1017/s0261444807004156.
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This review presents selected research on language education published in English in Japan from 2000 to 2006. In an attempt to show the academic diversity and intellectual depth of current research agendas in Japan, it looks at the following areas: LANGUAGE POLICY, in which recent government mandates are outlined, including a stronger focus on English education in elementary school; TEAM-TEACHING situations that are commonly found at the high school and junior high school level; TESTING and PLACEMENT, focusing on entrance exams and placement exams which can be a driving force behind many classroom practices and continue to be the focus of considerable criticism; BILINGUALISM, which is receiving more and more attention in Japan as the number of returnees, children of bi-cultural families and other English-speaking Japanese nationals increases; WORLD ENGLISHES, reflecting the reality that many adult Japanese speakers of English interact with speakers from Outer and Expanding Circle countries; INTERLANGUAGE PRAGAMATICS, which is attracting more and more researchers interested in cross-cultural differences and interlanguage development; MOTIVATION, which continues to receive a great deal of attention and has been examined in a more nuanced approach of late; WRITING, in light of its importance in many educational settings; and GENDER and its interconnectedness to EFL learning and use.
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Huang, Wenhong, and Dezheng (William) Feng. "Exploring the dynamics of motivation for learning Japanese among Chinese learners: an elicited metaphor analysis." Journal of Multilingual and Multicultural Development 40, no. 7 (February 12, 2019): 605–17. http://dx.doi.org/10.1080/01434632.2019.1571071.
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Suzuki, Sakae. "Emerged challenges for English education in Japan." Apples - Journal of Applied Language Studies 11, no. 1 (April 1, 2017): 5–11. http://dx.doi.org/10.17011/apples/urn.201702061368.
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Although Japanese students study English for 6 years as one of mandatory subjects in secondary school, they often demonstrate little success with it when they enter higher education. Many students come to university with emotional baggage, or negative thoughts on learning English. These negative functions may be associated with the beliefs that students develop before they come to university. These learner beliefs serve to determine the future behavior of students and hinder or enhance the learning process, thus, it may be effective to investigate the beliefs that limit student motivation and the characteristics of those negative beliefs. While many researchers still depend on the Beliefs about Language Learning Inventory (BALLI) (Horwitz, 1987) questionnaire to determine explicit beliefs, alternative approaches, particularly those designed to reveal implicit beliefs and emotions, can be helpful for understanding when and how it is appropriate for teachers to intervene in the promotion of learning. A new trend in belief studies uses visual outcomes such as drawings and photographs. Such visual accounts have rarely been used as research tolls in the study of language learning and teaching in Japan. In this note, the method of eliciting learners’ unconscious beliefs via drawings and interpretation of the drawings is discussed.
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Okuda, Tomoyo. "Language tests and neoliberalism in “global human resource” development: A case of Japanese Universities." Applied Linguistics Review 10, no. 4 (November 26, 2019): 539–59. http://dx.doi.org/10.1515/applirev-2017-0106.
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AbstractThis study looks into the increasing emphasis on the use of language tests for global workplace preparation in Japan. It presents particular usages of English language tests in higher education curricula designed to foster “Global Human Resources” (GHRs), a special global workforce with high levels of English proficiency deemed necessary by the Japanese government. Focusing on a government-initiated five-year funding program, “The Project for Promotion of Global Human Resources”, government documents and the project planning sheets of 11 universities are analyzed to trace how language tests act as a form of governmentality (Foucault. 2007 [1977]. Security, territory, population: Lectures at the Collège de France, 1977–1978 (Trans. by Graham Burchell). New York: Palgrave Macmillan) to maximize the number of GHRs. I describe how language tests are used to portray a reality about the lack of English proficiency among Japanese youth, how they work as a powerful accountability measure for universities, and how these tests are incorporated into language education curricula with the goal of increasing students’ language capital. Three functions of language tests are then identified in the universities’ proposed curricula: motivating, categorizing, and prioritizing through testing. These governing techniques represent how language tests can work to promote neoliberal forms of international education that instrumentalize language learning, stimulate inequitable competition, and (un)reward certain global subjectivities.
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Saki, Michi. "JALT2014 Plenary Speaker article: Investigating concepts of desire, gender, and identity in language learners." Language Teacher 38, no. 4 (July 1, 2014): 11. http://dx.doi.org/10.37546/jalttlt38.4-4.
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An interview with Kimie Takahashi, International Christian University, Tokyo Sponsored by the Gender Awareness in Language Education (GALE) SIG Over the course of her international career as a sociolinguist, Kimie Takahashi has spent many years working in Australia and Thailand. She has published widely on gender, race, and language learning, which she addresses in her new book Language Learning, Gender and Desire: Japanese Women on the Move (2013, Multilingual Matters). Takahashi is also the co-founder of the sociolinguistics website Language on the Move <languageonthemove.org>. In this interview, Takahashi discusses the motivation behind her research and the concept of akogare and its relationship with second language learning. With many of our students learning English being women, the concepts behind Takahashi’s research is of great interest to any language teacher—male or female. Such knowledge can help deepen our understanding of language learning and of our students. The title of her JALT2014 talk is Gendering Intercultural Communication—Asian Women on the Move. Takahashi completed her doctorate with the University of Sydney in 2006, and is now Visiting Associate Professor in the Department of Society, Culture, and Media at the International Christian University, Tokyo. Takahashi’s research interests focus on gender, race, bilingualism, and second language learning and use in transnational contexts.
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Ramonda, Kris. "Extensive reading and class readers: the case for no choice." ELT Journal 74, no. 3 (June 12, 2020): 277–86. http://dx.doi.org/10.1093/elt/ccaa017.
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Abstract The benefits of extensive reading (ER) are well known, yet integrating ER into curricula has been problematic. One factor is the adherence to the principle that students should freely choose what to read, which complicates connecting out-of-class reading with in-class content. Class readers, however, can more easily tie in book content with classroom activities, thereby allowing students to discuss their shared knowledge in a way that might foster motivation for reading and add legitimacy to ER as part of the curriculum. To investigate this further, in the current study, 137 undergraduate Japanese students of English were assigned six class readers and then freely chose six more graded readers. Using a mixed methods approach, student perceptions were collected, coded, and analysed. Contrary to expectations, many learners indicated a preference for class readers for numerous reasons. These findings suggest that class readers should not be discounted in ER programs.
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Manurung, Rudi Hartono, Kristianus Oktriono, and Desmond P. Sianipar. "The Reflection of Motivational Learning in Japanese Language: A Case Study of ARCS Implementation in Higher Education." Advanced Science Letters 24, no. 10 (October 1, 2018): 7193–97. http://dx.doi.org/10.1166/asl.2018.12439.
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Ball, Simon, and Christopher Edelman. "Self-Efficacy, Motivation, and Perceived Importance of English as an L2 Among Japanese University Students." Language Teacher 42, no. 4 (July 1, 2018): 13. http://dx.doi.org/10.37546/jalttlt42.4-3.
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The purpose of this study was to conduct action research examining the relationships between university students’ self-reported efficacy in the four skills, their perception of the importance of learning English, and their motivations for studying English as a second language (L2). Quantitative data was collected through a Likert scale questionnaire measuring these three constructs. The participants involved in the study were from intact classes at a university in Kansai. The data was analysed using SPSS (ver. 24). The results showed that although participants perceived English as being very important for their professional future, their motivation and self-perceived efficacy were low. This short study provides useful reflection for other educators at the tertiary level of education. 本論の目的は、大学生の自己評価による英語4技能の能力と、英語学習の重要性に対する認識と、英語学習に対する意欲の3つの関係性を探るため、アクションリサーチを行うことである。これら三要素の関係性を明らかにするために、リッカート法によるアンケートを用いて定量的データ収集を行った。本論は関西にある大学の学生の協力のもとに行われた。データ分析にはSPSS (ver.24)を用いた。その結果、学生は自分の将来のために英語を重要だと認識しているが、英語学習に対する意欲および自分の英語力に対する評価は低いことが分かった。本論は、大学教員にとって 有益な情報を提供する。
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Sato, Rintaro. "The Case Against the Case Against Holding English Classes in English." Language Teacher 39, no. 5 (September 1, 2015): 15. http://dx.doi.org/10.37546/jalttlt39.5-3.
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15In senior high school, teachers are now officially supposed to conduct their English lessons mainly in English to develop students’ communication abilities (MEXT, 2011). However, some researchers in English education have raised the case against this “English lessons in English” principle, asserting that conducting English lessons in the target language of English is not only ineffective, but harmful. This paper aims to refute critics of MEXT’s guideline for conducting classes primarily in English by considering studies in second language acquisition (SLA), theories for English learners’ motivation in the Japanese context, and offering an alternative for judicious use of the L1, Japanese. 現在、高校での英語の授業は主に英語で行うことになっている。しかしながらこの「英語での授業」には一部の英語教育研究者から, 効果が無いばかりか害があるとの強烈な反対意見もある。本稿では、この「英語での授業への反対意見」を第２言語習得理論や日本人学習者の英語を話そうとする意欲、有効な日本語の活用などの観点から反論する。
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COŞKUN, HASAN. "USING EDUCATIONAL MARBLE GAMES IN GERMAN LANGUAGE TEACHING." Journal of Education Culture and Society 6, no. 1 (January 5, 2020): 167–84. http://dx.doi.org/10.15503/jecs20151.167.184.
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The aim of this article is to show how German students can be motivated by learning games. Apart from the development and didacticisation of the learning game “Marbles”, the attitude of Turkish families and language teaching educational establishments and the support of the DaF lessons by German mediating institutions in Turkey will be considered. The attitude of Turkish families to learning foreign languages is mostly positive. Turkish educational authorities and those responsible for education take various measures to expand foreign language teaching availability in the schools. German institutions which provide teachers (Goethe-Institut, ZfA, DAAD) promote the improvement of German teaching in Turkey. Nevertheless, the quality of German teaching is not satisfactory mostly because the available teachers are not adequately qualified, teacher training is remote from practice, the quality of text books and teaching materials, the traditions of learning, the excessively large classes, inadequate learning environment (language cabinets and equipment), the nature and method of central examinations (multiple choice) and their significance in the Turkish educational system. In the long-term, this leads to frustration in both teachers and students. The Turkish educational authorities initially took measures to expand the availability of language teaching in the course of harmonisation of the Turkish educational system to that of the EU e.g. the introduction of a second foreign language. German mediating institutions ensure reasonable further training for teachers locally and in Germany and support the creation of teaching materials etc.
The Ministry of Education in Turkey, has started to take measures for students to learn other languages such as German, French, Russian, Spanish, Japanese, Italian, Arabic, ethnic languages in Turkey, et cetera in the educational institutions in addition to English. For example, in the Anatolian high schools two foreign languages are taught. The Board for Higher Education in Turkey, has introduced second foreign language lessons in foreign language teacher programs, envisioned to be taken for three semesters, in order for the language teachers to gain experience in the field of two languages. Private education institutes are emphasizing that they are teaching more than one foreign language in order to draw more students. Families make an economic sacrifice for their children in order for them to learn foreign languages. It is observed that in some districts of certain major cities, teaching of foreign languages has started to be given as early as at kindergarten level. In Turkey, German is preferred as the second foreign language in general. Nowadays, German is the second preferred language from primary to high school in Turkey. The quality of German language lessons should be increased for more students to select German as the second foreign language in the coming years. Despite all these efforts, teaching foreign language is not up to the desired level in Turkey (Bayraktaroğlu, 2014, pp. 9-14; Demircan, 2014, pp. 17-22). For that reason, it is important that motivating teaching methods and teaching materials be developed for German teaching.
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Moore, Kevin Ezra. "The two-Mover hypothesis and the significance of “direction of motion” in temporal metaphors." Review of Cognitive Linguistics 12, no. 2 (October 31, 2014): 375–409. http://dx.doi.org/10.1075/rcl.12.2.05moo.
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It is claimed that expressions that instantiate sequence is relative position on a path (e.g. Spring follows winter) are the only type of temporal expression in English in which two distinct entities metaphorically move. A possible motivation for why we do not find two Times-as-Movers going the opposite “direction” may be that people are not disposed to tracking two “nows”. It is further hypothesized that this could be a crosslinguistically common or universal tendency, and data relevant to the constraint are discussed for Japanese and Wolof (West Africa). This exercise documents and categorizes certain semantic relations (such as ahead/behind) that are relevant to the study of direction of motion in metaphors of time.
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York, James, Koichi Shibata, Hayato Tokutake, and Hiroshi Nakayama. "Effect of SCMC on foreign language anxiety and learning experience: A comparison of voice, video, and VR-based oral interaction." ReCALL 33, no. 1 (June 29, 2020): 49–70. http://dx.doi.org/10.1017/s0958344020000154.
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AbstractStudies on computer-mediated communication often compare the affective affordances of different technologies with face-to-face communication. This study aimed to understand how three different computer-mediated communication modalities may affect EFL learners’ foreign language anxiety (FLA). Using a counterbalanced 3 by 3 factorial design, 30 undergraduate Japanese university students participated in this study, completing a spot-the-difference task in three different oral synchronous computer-mediated communication modes: voice, video, and virtual reality (VR). Upon completing each task, participants responded to an FLA questionnaire and answered questions regarding their learning experiences. Finally, a post-experiment questionnaire asked participants to explicitly compare their experiences of learning within each modality. Results suggest that although all three modes were successful in reducing learner FLA, no statistically significant differences were found between mean scores. However, the results of the learner perceptions questionnaire suggested that VR was the easiest environment to communicate in, was the most fun, and the most effective environment for language learning. Participant responses to an open-ended question suggested that learner dispositions to technology as well as their affective characteristics may be responsible for differing opinions regarding the affordances of VR for language learning. The study concludes with a call for more research in the area of learner affect and technology use, including studies that more effectively utilize the technological affordances of VR, and also qualitatively assess which elements of VR may affect learner FLA and motivation.
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McEown, Maya Sugita, Kimberly A. Noels, and Kristie D. Saumure. "Students' self-determined and integrative orientations and teachers' motivational support in a Japanese as a foreign language context." System 45 (August 2014): 227–41. http://dx.doi.org/10.1016/j.system.2014.06.001.
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Andriyastuti, Novia, and Rina Supriatnaningsih. "Analisis Kesulitan Mahasiswa Prodi Pendidikan Bahasa Jepang UNNES dalam Mengungkapkan Pendapat pada Mata Kuliah Kaiwa Enshuu Kegiatan Talkshow." Chi'e: Journal of Japanese Learning and Teaching 8, no. 2 (October 30, 2020): 92–97. http://dx.doi.org/10.15294/chie.v8i2.37825.
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Talkshow is one of the activities in the Kaiwa Enshuu course. In these activities, students are required to be able to express their opinions directly in accordance with a predetermined theme. Based on the results of the preliminary study, information was obtained that 34 of the 36 respondents were Japanese Language Education Study Program students in 2014 or 94.4% had difficulty expressing their opinions in talkshow activities. This study aims to determine the difficulties of students in expressing opinions talkshow activities, as well as the factors that cause difficulties and solutions to overcome difficulties. This research uses a quantitative descriptive approach. The subjects of this study were the 2014 Japanese language study program students who had taken and followed the Kaiwa Enshuu course. Data collection with a semi-open questionnaire. The results of the questionnaire were analyzed using the percentage formula. The results showed that students had difficulty in choosing the right and varied vocabulary (71.25 ％), compiling effective sentences that had been learned （71.25%）. The difficulty factor is the shame factor for fear of making mistakes (70%). The solution to overcome the difficulties of lecturers motivates students to not be shy/reluctant to express their opinions so that students try to practice using Japanese both independently and in groups, besides motivating students to increase their confidence.
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Kwiecień-Jaguś, Katarzyna, and Maria Wujtewicz. "Multifactorial analysis of fatigue scale among nurses in Poland." Open Medicine 11, no. 1 (January 1, 2016): 593–604. http://dx.doi.org/10.1515/med-2016-0097.
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AbstractSignificant progress in the field of nursing has contributed to the widening of range of functions and professional duties of nurses. More frequent lack of nursing personnel has an impact on negative reception of work, it decreases sense of professional satisfaction and increases the level of burden and fatigue. Methods. The study applied the non-experimental method – a descriptive comparative study without a control group. The data was collected on the basis of Polish-language version of a Japanese questionnaire. In order to evaluate the level of physical fatigue the pedometer was used. Results.158 respondents of a group of 160 were included in the statistical analysis. The study group was internally diversified. The research project assessed the usefulness of the multifactorial analysis in evaluating the main components of nursing fatigue. Multifactorial analysis has shown that mental fatigue concentrated with changes in activeness, motivation and physical fatigue are strongly correlated with age, professional experience and education. Conclusion. Nursing is a profession of a special character and mission. Regardless of the place of work, nursing staff should be given the possibility of pursuing their profession under conditions ensuring the sense of security and protecting them from harmful effects on health.
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Minagawa, Harumi. "Subjective constructions in polite discourse: negotiating between Speech-Act Empathy Hierarchy and social hierarchy." Journal of Japanese Linguistics 37, no. 1 (April 2, 2021): 97–123. http://dx.doi.org/10.1515/jjl-2021-2034.
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Abstract Using data from interviews and television programs where social demeanor must be observed by the speaker, this study examines what the Japanese speaker does when reporting a transitive event where the speaker is the Undergoer and the Actor is someone they are expected to express respect toward. The speaker’s decision in such contexts is influenced by two seemingly conflicting motivations, i.e. tell a story from a speaker’s perspective by placing empathy on self (the “Speech-Act Empathy Hierarchy”) (Kuno, Susumu & Etsuko Kaburaki. 1977. Empathy and syntax. Linguistic Inquiry 8(4). 627–672) or give up this privilege of empathy in consideration for the respected Actor in the event. The study suggests that social consideration takes precedence over of the Speech-Act Empathy Hierarchy unless both are satisfied simultaneously. This study identified further factors that appear to be at work: productivity of the construction, desire to portray themselves as an affected Undergoer of the event, and reluctance to convey a sense of benefit.
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STOCKWELL, GLENN. "Effects of topic threads on sustainability of email interactions between native speakers and nonnative speakers." ReCALL 15, no. 1 (May 2003): 37–50. http://dx.doi.org/10.1017/s0958344003000417.
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There has been much enthusiasm shown in the literature about Native Speaker-Nonnative Speaker (NS-NNS) e-mail interactions, associating them with increased motivation and participation and reduced anxiety (Beauvois & Eledge, 1996; Leh, 1997; Aitsiselmi, 1999). Recent research has now also begun to link these interactions with increases in L2 proficiency (Floréz-Estrada, 1995; Stockwell & Harrington, 2003). As some studies have suggested that L2 learners should reach a certain number of e-mail interactions in order for benefits to accrue (Lamy & Goodfellow, 1999; Stockwell & Harrington, 2003), researchers have started to turn their attention towards what factors play a role in helping to facilitate longer interactions. One factor that appears to be important in sustaining longer conversation sequences is the topics discussed during the interactions (Stockwell & Levy, 2001). While Lamy & Goodfellow (1999) investigated the topic threads during on-line discussions with multiple participants, threads in NS-NNS paired interactions through e-mail remain largely unexplored. Thus, in this study, 48 learners of Japanese involved in e-mail interactions with native speakers were investigated to determine what features of topic threads contributed to sustaining interactions. The end-of-thread messages (i.e., those messages which were the last message in a conversation thread) were examined in terms of whether or not a reply was invited, and those messages for which a reply was invited were further analysed to determine why a reply was not received. The paper concludes with suggestions for how conversation threads may be sustained, and some directions for future research.