Bibliografías temáticas / Japanese language Motivation in education

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Literatura académica sobre el tema "Japanese language Motivation in education"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 18 de febrero de 2022

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Artículos de revistas sobre el tema "Japanese language Motivation in education"

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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 (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 in
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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 (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
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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 (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 strong
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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 (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 h
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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 (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 collecti
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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 (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 proficien
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Mori, Setsuko, and Peter Gobel. "Motivation and gender in the Japanese EFL classroom." System 34, no. 2 (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 (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 o
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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 (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 o
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Tesis sobre el tema "Japanese language Motivation in education"

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Hayashi, Chiyo. "JAPANESE LEARNERS’ MOTIVATION FOR READING ENGLISH." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/354603.

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Language Arts<br>Ed.D.<br>The present study is an exploration of multiple dimensions of L2 learners’ reading motivation and its relationship with L2 reading achievement. Based on theories of motivation and L1 and L2 studies, nine dimensions of motivation (Curiosity, Involvement, Challenge, Importance of L2 Reading, L2 Reading Self- Confidence, Instrumental Orientation, Recognition, Compliance, and Intrinsic Motivation for L1 Reading) were hypothesized to influence L2 reading achievement, and their dimensionality was examined using an L2 reading motivation questionnaire and statistical procedur
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Shibuya, Kazuro. "The development of L2 motivation of Japanese learners of English as a foreign language." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609133.

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Guinn-Collins, Shannon. "Motivation in Late Learners of Japanese: Self-Determination Theory, Attitudes and Pronunciation." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/191.

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The present study examined a hypothesized relationship between the following variables: intrinsic and extrinsic motivation as described by Self-Determination Theory (Deci & Ryan, 1985), integrative and instrumental orientation (Gardner & Lambert, 1972), attitudes toward pronunciation, and accent in English-speaking late learners of Japanese. Data collection occurred in two steps: First, English-speaking participants completed three questionnaires designed to measure their motivation and attitudes toward pronunciation; they then provided speech samples in Japanese. Native speakers of Japanese t
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Martin, Ron Reuel. "The Foreign Language Learning Value Beliefs of Japanese Elementary School Students." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/232554.

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CITE/Language Arts<br>Ph.D.<br>This study was an investigation of student beliefs about their EFL education, and it was based upon the subjective task value component of the expectancy-value theory, a prominent theory of achievement motivation. The participants were three cohorts of Japanese public elementary school students (Cohort 1 from 2008; Cohort 2 from 2009; and Cohort 3 from 2010); each cohort consisted of third through sixth graders (N = 1,478; N = 3,693; and N = 1,336, respectively). Three research questions with associated hypotheses were posited in order to determine: (a) if studen
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Visgatis, Brad. "English-Related Out-of-Class Time Use by Japanese University Students." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/293717.

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Teaching & Learning<br>Ed.D.<br>This project explored aspects of English-related out-of-class time use by Japanese university students. The aim was to identify the salient temporal and motivational features of the episodes. The study had three parts, two longitudinal components and one cross-sectional component. Data from these three components consisted of out-of-class English time use information collected through a time diary (8,838 episodes). The episode data was collected from longitudinal study participants (n = 125) and cross-sectional study participants (n = 642) who maintained the tim
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Matsubara, Katsuko. "Learner Attitudes Toward Studying English in a Rural Japanese University: Motivation, WTC, and Preferences for Instructional Activities." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/132708.

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CITE/Language Arts<br>Ed.D.<br>This study is a multi-faceted analysis of the English learning motivation of one particular population: first-year non-English-major Japanese university students in a rural area of Japan. In addition to traditional motivation measures, measures of group dynamics thought to be relevant to classroom motivation and L2 Willingness to Communicate (WTC),which has recently caught interest both as an influence on and valued outcome of second language (L2) learning, were also included. The participants' English proficiency was measured with the Test of English for Interna
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Watanabe, Michinobu. "Motivation, Self-determination, and Willingness to Communicate by English Learners at a Japanese High School." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/207090.

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CITE/Language Arts<br>Ed.D.<br>In this longitudinal study, I investigate changes in Japanese high school English learners' motivation over time, and whether the initial individual differences and the changes in those differences over time predict their final English achievement and overall academic achievement in high school. A questionnaire, which was developed by drawing on the Attitude/Motivation Test Battery (Gardner, 1985b), the self-determination-theory scale (e.g., Noels, Pelletier, Clément, & Vallerand, 2000), and the willingness-to-communicate scale (e.g., McCroskey, 1992), was admini
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Kitamura, Wakana. "Social cognition-based content instruction for communicative competence in Japanese middle school English." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/43.

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This project demonstrates how English teachers in Japan can conduct purposeful and meaningful lessons for middle school low-intermediate students. The teaching approach used for this project is based on Content-Based Instruction (CBI).
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Tanaka, Mitsuko. "The effects of affective variables and kanji growth on L1 Chinese JSL learners' kanji learning." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/252406.

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Applied Linguistics<br>Ph.D.<br>Learning kanji (i.e., the Chinese characters utilized in the Japanese writing system) is unique for learners of Japanese who speak Chinese as their first language (L1) due to their ability to transfer their knowledge of L1 hanzi (i.e., the Chinese characters utilized in the Chinese writing system). The present study is a longitudinal investigation into the effects of affective variables and kanji growth on kanji learning utilizing the self-determination theory (SDT; Deci & Ryan, 1985, 2002). L1 Chinese learners of Japanese as a second language (L2) responded to
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Stribling, Parrill Lewellyn. "Extrinsic motivation factors in a Japanese junior college." Thesis, University of Nottingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324476.

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Libros sobre el tema "Japanese language Motivation in education"

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Kikuchi, Keita. Demotivation in second language acquisition: Insights from Japan. Multilingual Matters, 2015.

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Language learning motivation in Japan. Multilingual Matters, 2013.

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Sato, Shinji, and Neriko Musha Doerr, eds. Rethinking Language and Culture in Japanese Education. Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783091850.

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Ema, Ushioda, ed. Teaching and researching motivation. 2nd ed. Longman/Pearson, 2011.

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Association, Japanese Language. Survey of Japanese language education in Great Britain. Japanese Language Association, 1989.

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Dörnyei, Zoltán. Teaching and researching motivation. Longman, 2001.

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Dörnyei, Zoltan. Teaching and researching motivation. Longman, 2000.

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Alberta. Alberta Education. Language Services. Japanese language and culture 10-20-30. Language Services, Alberta Education?], 1995.

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Empowered college reading: Motivation matters. Pearson Prentice Hall, 2008.

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Learning, Alberta Alberta. Japanese language and culture10-20-30. Alberta Learning, 2004.

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Capítulos de libros sobre el tema "Japanese language Motivation in education"

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Ikegami, Yoshihiko. "How language is conceptualized and metaphorized in Japanese." In Motivation in Language. John Benjamins Publishing Company, 2003. http://dx.doi.org/10.1075/cilt.243.17ike.

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Liu, Honggang. "Language Teacher Motivation." In Encyclopedia of Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_124-1.

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Kikuchi, Keita. "12. Demotivators in the Japanese EFL Context." In Language Learning Motivation in Japan, edited by Matthew T. Apple, Dexter Da Silva, and Terry Fellner. Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090518-014.

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Bekerman, Zvi, and Michalinos Zembylas. "Emotion, Emotional Intelligence and Motivation." In Psychologized Language in Education. Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-54937-2_8.

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Lamb, Martin, and Mark Wyatt. "Teacher motivation." In The Routledge Handbook of English Language Teacher Education. Routledge, 2019. http://dx.doi.org/10.4324/9781315659824-35.

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Lamb, Martin, and Mark Wyatt. "Teacher motivation." In The Routledge Handbook of English Language Teacher Education. Routledge, 2019. http://dx.doi.org/10.4324/9781315659824-41.

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Noels, Kimberly A. "2. Learning Japanese; Learning English: Promoting Motivation Through Autonomy, Competence and Relatedness." In Language Learning Motivation in Japan, edited by Matthew T. Apple, Dexter Da Silva, and Terry Fellner. Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090518-004.

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Johnson, Michael P. "11. A Longitudinal Perspective on EFL Learning Motivation in Japanese Engineering Students." In Language Learning Motivation in Japan, edited by Matthew T. Apple, Dexter Da Silva, and Terry Fellner. Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090518-013.

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Taguchi, Tatsuya. "10. Motivation, Attitudes and Selves in the Japanese Context: A Mixed Methods Approach." In Language Learning Motivation in Japan, edited by Matthew T. Apple, Dexter Da Silva, and Terry Fellner. Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090518-012.

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Kumagai, Yuri. "9. On Learning Japanese Language: Critical Reading of Japanese Language Textbook." In Rethinking Language and Culture in Japanese Education, edited by Shinji Sato and Neriko Musha Doerr. Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783091850-011.

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Actas de conferencias sobre el tema "Japanese language Motivation in education"

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Rosiah, Rosi, Azizia Freda Savana, and Rati Narendra Warisman. "Correlation Study of Motivation and Habits to Learn Japanese Language With Result of Japanese Language Proficiency Test." In 4th International Conference on Sustainable Innovation 2020–Social, Humanity, and Education (ICoSIHESS 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210120.131.

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Basri, Merri Silvia, Zainal Rafli, and Fathiaty Murtadho. "The Effect of Motivation, Concentration and Vocabulary Mastery on Students’ Listening Skill in Japanese Classroom." In International Conference on Education, Language, and Society. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0008998203070317.

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Ivanova, Tsvetomira. "STUDY IN JAPAN AND JAPANESE LANGUAGE CONTESTS (COVID19) REVISED: ATTITUDE AND MOTIVATION OF JAPANESE STUDIES UNIVERSITY STUDENTS (SOFIA UNIVERSITY, BULGARIA)." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1438.

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Mohd Hassan, Mohd Iszuani, Zarina Mohd Ali, Muhammad Azli Shukri, and Raja Abdul Muhaimin Salehin R. Marzuki. "MALAYSIAN ENGINEERING STUDENTS' PERCEPTIONS OF JAPANESE LANGUAGE COURSE MOTIVATIONAL MATERIALS IN SELF-DIRECTED INSTRUCTIONAL SETTING AND BLENDED LEARNING ENVIRONMENT." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2908.

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Čuttová, Adéla. "MOTIVATION TO LANGUAGE TRAINING." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2569.

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Raversa, Aulia, and Nuria Haristiani. "Can Japanese Speak in Pure Japanese?: The Inevitability of Gairaigo in Japanese." In 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200325.077.

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Amalia, Shynta, and Muhammad Iqbal Ramdhani. "Task-Based Language Teaching in Enhancing Language Learning Motivation." In Proceedings of the 3rd Asian Education Symposium (AES 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/aes-18.2019.27.

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Liu, Shuangxi. "On the Impact of Japanese Social Culture on Language from Japanese Ellipsis Phenomenon." In 2015 International Conference on Social Science, Education Management and Sports Education. Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.42.

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Fukuoka, Yuko. "MAXIMIZING CLASSROOM LEARNING OF ELEMENTARY JAPANESE LANGUAGE." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2207.

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Rismorlita, Cut Erra, Emzir, and Yumna Rasyid. "Linguistic Environment in Japanese Speaking Classroom." In International Conference on Education, Language, and Society. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0008994501090114.

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Informes sobre el tema "Japanese language Motivation in education"

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Yoshii, Ruri. Language Skill Development in Japanese Kokugo Education: Analysis of the Television Program Wakaru Kokugo Yomikaki No Tsubo. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2073.

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