Literatura académica sobre el tema "Japanese language Motivation in education"
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Artículos de revistas sobre el tema "Japanese language Motivation in education"
Djafri, Fatmawati y Lufi Wahidati. "Study in Japan and the Motivation of Japanese Language Learners in Higher Educational Institutions in Indonesia". IZUMI 9, n.º 2 (29 de noviembre de 2020): 112–20. http://dx.doi.org/10.14710/izumi.9.2.112-120.
Texto completoKobari, Natsumi. "PENELITIAN DASAR TERHADAP MOTIVASI MAHASISWA YANG MEMILIH KEAHLIAN PENDIDIKAN BAHASA JEPANG". Jurnal Pendidikan Bahasa dan Sastra 14, n.º 2 (1 de octubre de 2014): 117. http://dx.doi.org/10.17509/bs_jpbsp.v14i2.702.
Texto completoAoyama, Tatsuya y Tomoko Takahashi. "International Students’ Willingness to Communicate in English as a Second Language". Journal of International Students 10, n.º 3 (15 de agosto de 2020): 703–23. http://dx.doi.org/10.32674/jis.v10i3.730.
Texto completoKoyanagi, Kaoru. "The Interactional Relationship between Learning Mechanisms and Other Factors (Learning Conditions/Individual Differences) in Second Language Acquisition". Impact 2020, n.º 9 (30 de diciembre de 2020): 29–31. http://dx.doi.org/10.21820/23987073.2020.9.29.
Texto completoKambara, Hitomi y Yu-Cheng Lin. "Differences in Reading Motivation Between American and Japanese Students". Journal of Literacy Research 53, n.º 3 (8 de agosto de 2021): 361–81. http://dx.doi.org/10.1177/1086296x211030455.
Texto completoAlsubaie, Sara S. y Abbad M. Alabbad. "The Effect of Japanese Animation Series on Informal Third Language Acquisition among Arabic Native Speakers". English Language Teaching 13, n.º 8 (14 de julio de 2020): 91. http://dx.doi.org/10.5539/elt.v13n8p91.
Texto completoMori, Setsuko y Peter Gobel. "Motivation and gender in the Japanese EFL classroom". System 34, n.º 2 (junio de 2006): 194–210. http://dx.doi.org/10.1016/j.system.2005.11.002.
Texto completoMori, Setsuko y Peter Gobel. "Possible Impact of Overseas Study on Language Ability and Motivation to Study English". English Language Teaching 14, n.º 9 (27 de agosto de 2021): 32. http://dx.doi.org/10.5539/elt.v14n9p32.
Texto completoChoi, Soyoung. "Language Pedagogy and L2 Motivation in Korea: Student Perspectives on English and Japanese". International Journal of Literacies 24, n.º 3 (2017): 1–24. http://dx.doi.org/10.18848/2327-0136/cgp/v24i03/1-24.
Texto completoMORITOKI ŠKOF, Nagisa. "Foreword". Acta Linguistica Asiatica 8, n.º 1 (30 de enero de 2018): 5–6. http://dx.doi.org/10.4312/ala.8.1.5-6.
Texto completoTesis sobre el tema "Japanese language Motivation in education"
Hayashi, Chiyo. "JAPANESE LEARNERS’ MOTIVATION FOR READING ENGLISH". Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/354603.
Texto completoEd.D.
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 procedures. The participants, 1,030 students from nine Japanese universities, completed a 69-item Reading Motivation Questionnaire and a reading comprehension test. The questionnaire and test scores were statistically analyzed using the Rasch rating scale and dichotomous models, descriptive statistics, factor analysis, and structural equation modeling. The findings indicated that L2 reading motivation was multidimensional, consisting of both intrinsic and extrinsic motivation. This result was consistent with previous studies conducted in L1 and L2 reading. Intrinsic motivation for L2 reading (Interest and Involvement in L2 Reading and Desire to Read L2 Materials) and one types of extrinsic motivation (Instrumental Orientation) exerted greater influence on L2 reading motivation than the other types of extrinsic motivation (Importance of L2 Reading, Recognition, and Compliance). That is, internally controlled motivation is more influential than externally controlled motivation with an exception of Instrumental Orientation. Another important finding was that L1 reading motivation and L2 reading motivations were similar to some extent because five of the eight factors (Intrinsic Interest and Involvement in L2 reading, Desire to Read L2 Materials, Importance of L2 Reading, Recognition, and Compliance) were found both in L1 and L2 reading motivation. However, three L2 specific factors (Instrumental Orientation, L2 Reading Self Confidence, and Intrinsic Interest in L1 Reading) were also identified. Thus, the study showed that there were some similarities as well as fundamental differences between L1 and L2 reading motivation. In terms of the relationship between L2 reading motivation and text comprehension, the L2 Reading Motivation and Comprehension Model demonstrated L2 reading motivation is significantly related to L2 text comprehension. Concerning individual differences between male and female students, the study showed that their profiles were similar although, on the average, the female students were more motivated to read as has been repeatedly found in L1 reading. Differences in the motivational profiles due to L2 proficiency showed that Recognition, the desire to be recognized by others by performing well, was a factor that differentiated the high and low groups. However, because the relationship between L2 Reading Motivation and L2 Reading Comprehension was not significant for both groups, it is possible that there was a problem with the reading test that was used to make the groups. In summary, the present study has demonstrated the vital role of L2 reading motivation in L2 reading, and pointed to the need to incorporate motivational support into L2 reading pedagogy as has been successfully practiced in L1 reading. This study is significant to the domain of L2 instruction and research for several reasons. First, it extends the knowledge base in L2 reading by identifying the influence of L2 reading motivation on L2 reading behavior. Second, the results of the study contribute to designing research-based reading instruction aimed at enhancing L2 reading motivation and performance. Finally, it is hoped that this study provides individual educators with practical suggestions on how to improve L2 reading instruction in their individual teaching contexts, focusing on both affective and cognitive aspects of L2 learners.
Temple University--Theses
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.
Texto completoGuinn-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.
Texto completoMartin, 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.
Texto completoPh.D.
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 students of all age groups could differentiate the three value components of Enjoyment, Importance, and Use; (b) the degree to which grade levels and genders were different with regard to each value; and (c) if grade level and gender differences were consistent between cohorts. The Young Learners Value Scale (YLVS) was an 11-item, 4-point Likert self report scale created in order to investigate elementary school students' values concerning their EFL education. Prior to conducting inferential analyses on the collected data, the dimensionality, validity, and reliability of the YLVS were established through the use of the Rasch rating-scale model. In addition, the raw scores were converted into interval Rasch measures. Results of the principal components analyses showed that each grade level was able to differentiate the three values of Enjoyment, Importance, and Use. Confirmatory factor analyses showed that the instrument measures as well as the factorial structure of the theoretical model were both invariant across grade level. Results of the two-way ANOVAs indicated that the third grade students valued the Enjoyment, Importance, and Use of English to a statistically significant higher degree than the higher grade levels. Descriptive statistics showed that all grade levels valued the Enjoyment and Importance of English, yet all grade levels responded neutrally to the Use of English. With regard to gender, female students held statistically significant greater values of Enjoyment, Importance, and Use of English and their EFL class than boys, yet these differences were found for only Cohorts 2 and 3. This study was the first, to the best of my knowledge, to use the expectancy-value theory of achievement motivation as a basis for an investigation of public school EFL students. The results indicated that the elementary school students valued the Enjoyment and Importance of English, but were neutral to the Use of English. The integration of more skill-based activities that focus on listening to English and speaking in English to communicate to others and a reduction in fun-focused activities such as songs and games might provide a greater opportunity to enhance the students' value of Use.
Temple University--Theses
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.
Texto completoEd.D.
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 time diary for at least one week. Data also include interviews with longitudinal participants (n = 40) about their time use and motivation and motivational information collected through an L2 motivational self system survey administered to cross-sectional study participants (n = 1,399) that was modeled after the survey developed by Taguchi, Magid, and Papi (2009). Two sets of time use and interview data were collected longitudinally (one semester per dataset) through Longitudinal Study 1 (ninitial = 66, nfinal = 15), which included participants from three universities in Western Japan, followed by Longitudinal Study 2 (ninitial = 59, nfinal = 25), which included participants from two universities in Western Japan. Interviews were with participants from these studies. Participants maintained a record of their out-of-class English-related time use during the semester. These data provide an overview of the out-of-class time use of Japanese university students during a full Japanese academic year. Longitudinal Study 1 data were collected during the fall semester, the second term at Japanese universities. Longitudinal Study 2 data were collected during the spring term, the initial term. Longitudinal Study 1 participants reported 2,529 episodes and Longitudinal Study 2 participants reported 3,322 episodes of out-of-class English access during the study period. One interview was held with the Longitudinal Study 1 participants (n = 15), at the end of fall semester. Two interviews were held with Longitudinal Study 2 participants (n = 25), one during the term and one following summer holiday. Data were examined for their temporal patterns and the contextual and affective features of the time use episodes. The cross-sectional component collected data from participants (n = 1,399) at 11 universities in Western Japan. These participants provided data for the motivational survey (n = 1,399) and at least one week of out-of-class English time use (n = 642) data. The participants in the cross-sectional study reported 2,987 out-of-class English access episodes. Episode data for all three components (K = 8,838) and the motivational survey data (n = 1,399) were analyzed at the person, group, and amalgamated episode levels for the patterns of participants' time use using ANOVA and nonparametric procedures. The data were also examined using nonparametric procedures (Kruskal-Wallis) to exam the affective variables (anxiety, enjoyment) by the contextual variables (purpose, location, persons present) of that time use. The episode data regarding participants' (n = 1,399) time use and motivational survey data were analyzed using ANOVA, factor, Rasch, multiple regression analyses, and structural equation modeling. The analyses of the time use data considered the temporal features of the episodes (time of day, day of week, hebdomadal pattern), the contextual features of the episodes (purpose, location, persons with), and the affective features of the time use (enjoyment, anxiety). The analyses of the motivational data considered two models of the L2 motivational self system, an intention to learn model (ILM) and a time use model (TUM). The ILM replicates the model found in the final solution proposed by Taguchi et al. (2009) for their model of the L2 motivational self system. In this model, the outcome factor is Intention to Learn, a factor labeled Criterion Measures by Taguchi et al. In the TUM, the outcome factor of Intention to Learn is replaced by actual time use on out-of-class English access. Time use results from all three components of this study indicated most out-of-class episodes occur when the participant is alone at home either studying or listening to English music. The most typical episode was listening to music, either alone at home or while commuting. A similar pattern of out-of-class English access was found for participants in all three components of this study. Study-related episodes were not considered enjoyable but also were not seen as causing anxiety. The amount of out-of-class time varied widely between participants, with one longitudinal study participant devoting 40 hours per week to English outside of class. For longitudinal study participants, the time use episode data, along with interviews, indicated that habit was a primary driver of out-of-class English access, with participants showing stable patterns of time use, whether for enjoyment or study, during the term. For the most part, once participants in the longitudinal components for this project had established a routine it remained fairly consistent during the term. The interviews clarified the initial motivators and drivers of the participants' English-related out-of-class time use. Interviews also confirmed the importance of habit in out-of-class time use patterns. Moreover, the interviews also indicated that the participants' L2 motivation was set in junior high school, though initial interest may have begun much earlier. Moreover, results from the three components showed that none of the participants met the time requirements of the Japanese Ministry of Education, Sports, Technology and Culture (MEXT, 2002, 2009b) for out-of-class time allocated to study for their English courses, a 2:1 ration, for every week that they participated in the study. Only a few of the participants met this requirement for out-of-class English access during any week of the study and only if all purposes, including enjoyment, were considered. This study also addresses the call that Dörnyei (2000) made for research examining the links between motivation and behavior in L2 learning. One unique aspect of this study is the use of a behavioral variable, Time Use, in addition to the survey-assessed latent trait, Intention to Learn, to explore the links between motivational profile and actual behavior. Motivational results show limited support for Taguchi et al.'s (2009) structural model following the same paths that they used in their model of the L2 motivational self system. More informative is the difference in the loading of the motivational profile factors on the outcome variable, Intention to Learn, which was the Criterion variable in Taguchi et al.'s final model, and the loading of the motivational profile factors on the measure of actual out-of-class time accessing English. Results show that Ideal L2 Self loaded strongly (.94) on the criterion, Intention to Learn, but much less strongly (.35) on actual out-of-class time use. However, the confirmatory factor analysis also indicated only a marginal fit to the model. Of importance, however, is that participants who rated highly on their Ideal L2 Self rated highly on the Intention to Learn, but not nearly as highly on actual time use on English. This suggests that responses on surveys of motivation to learn a second language are measures of intention and should not be used to predict or explain actual language learning behaviors. Like the results found by M. P. Eccles et al. (2012), who looked at intention and behavior in medical intervention studies and concluded that surveys targeting intention did not indicate actual behavior, language researchers might need to take a more critical approach to any interpretation of survey-based results as explaining actual learner behavior. This study set out to begin the process of understanding language learners' out-of-class time to language learning and exploring the links between out-of-class behavior and the learners' motivations. Through the longitudinal and the cross-sectional components, the study clarified the ways in which language learners use their out-of-class time allocated to second language access, the amount of time that they allocate, and the characteristics of this time use. It examined the connections between motivation and behavior and began the process of linking motivational studies with actual behaviors called for by Dörnyei (2000). If, as this study has suggested, there is little connection between the level of motivation and the type of motivated behavior that is being targeted, then researchers need to reconsider the current construction of such instruments and search for alternative ways to include actual measures of behavior in L2 motivational surveys. Given the large body of research on motivation in language learning, the results of this study indicate that researchers might want to consider ways include a measure of actual behavior or interpret results of surveys more conservatively when making claims of links between motivation and actual intention.
Temple University--Theses
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.
Texto completoEd.D.
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 International Communication (TOEIC). The participants were 238 Economics and Management majors enrolled in required English courses. They completed a 44-item L2 motivation and preferences for instructional activities questionnaire, a 30-item L2 WTC questionnaire, and the TOEIC. A factor analysis was performed to determine the internal structure of the motivation and preferences for instructionl activities variables. A Rasch rating-scale analysis was conducted to estimate the strength of the components by calibrating person measures for each variable for this sample Motivational Intensity, Intergroup Approach Tendency, Necessity of English and Instrumental Orientation emerged as motivational components, and Group Cohesion, Preference for a Student-Centered Approach, Enjoyment of Group Activities, and Study Habit Preference emerged as preference for instructional activities components. To determine the effects of the motivational and preferences for instructional activities components on proficiency and L2 WTC, multiple regression analyses were performed. One motivation component (Motivational Intensity) and one preference for instructional activities component (Study Habit Preference) contributed to predicting proficiency. For L2 WTC, Intergroup Approach Tendency and Preference for a Student-Centered Approach were statistically significant predictors. Next, a profile analysis was conducted to determine the differences in motivational and preferences for instructional activities tendencies at low, medium, and high levels of proficiency and L2 WTC. No notable differences in profiles emerged for the three proficiency levels, but significant differences emberged among three levels of L2 WTC groups. Overall, the set of analyses provide an in-depth understanding of the motivation of university-aged Japanese learners of English in a rural area. Teachers of these and similar students can adapt their practices to match and expand the preferences of these learners, and researchers in the future can apply this research strategy to different populations.
Temple University--Theses
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.
Texto completoEd.D.
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 administered to 190 students three times at the beginning of each academic year of high school; follow-up interviews were conducted with 13 selected students. The questionnaire data were analyzed using the Rasch rating scale model, ANOVAs, and the latent growth curve modeling. The major findings include the following. First, twelve motivational constructs were identified. Second, significant differences were found over time for Attitudes Toward Learning English, Desire to Learn English, and Motivational Intensity; the other constructs were stable across time. Third, the students' average motivational profile was characterized by high External Regulation and Instrumental Orientation, and low Willingness to Communicate with Strangers across time. Fourth, Motivational Intensity, Attitudes Toward Learning English, and Intrinsic Motivation appear to directly affect both English achievement and overall academic achievement. The interview data were transcribed and analyzed qualitatively. The major findings include the following. First, the students' motivation seemed to be temporarily raised or lowered by `motivation-fluctuating factors' (e.g., test results), but it was stabilized by motivation-stabilizing factors (e.g., past travel and learning experiences). Second, in the face of university entrance examinations, the students' negative feelings toward examination English seemed to decrease their motivation, whereas positive attitudes toward examination English later in high school seemed to enhance motivation. Third, the students had a growing awareness of the need for practical and communicative English skills in the future. However, this awareness did not lead to greater willingness to communicate probably because of various interfering factors. Other interview results provided an in-depth understanding of and supporting evidence for some of the questionnaire results. Implications for researchers, school administrators, and teachers are provided.
Temple University--Theses
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.
Texto completoTanaka, 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.
Texto completoPh.D.
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 a questionnaire designed to measure eleven affective variables and took kanji tests three times over one academic semester (N = 229-340). In addition, interviews were conducted with 12 participants to further explore the affective variables influencing kanji learning. The data were analyzed using univariate and multivariate latent growth modeling, multiple regression analyses, and path modeling to answer six research questions. The results showed that: (a) there were no associations between the initial affective status and the initial kanji proficiency; (b) intrinsic motivation and introjected regulation exerted significant positive and negative influences on short-term kanji growth, respectively; (c) growth in kanji proficiency did not cultivate intrinsic motivation, nor did intrinsic motivation lead to growth in kanji proficiency; (d) perceived competence was significantly associated with both the initial status of intrinsic motivation and changes in intrinsic motivation; (e) perceived competence was not associated with either the initial level or the development of kanji proficiency; (f) perceived competence positively affected four variables, intrinsic motivation, identified regulation, external regulation, and mastery goals; (g) perceived autonomy led to lower amotivation and higher intrinsic motivation, but caused lower external regulation; (h) peers' positive influences positively affected all six variables, cultivating higher intrinsic motivation, identified regulation, introjected regulation, external regulation, and mastery goals, as well as causing lower amotivation; (i) peers' negative influences led to lower identified regulation and higher amotivation, and higher introjected regulation, and; (j) attitudes toward L2 community/speakers did not influence any of the SDT kanji learning motivation and mastery goals. The results of the interview study revealed that (a) the participants felt various types of enjoyment in kanji learning, including intrinsic motivation-knowledge, intrinsic motivation-stimulation, and intrinsic motivation-accomplishment; (b) ideal L2 self guided intrinsic motivation; (c) introjected regulation was channeled by ought-to L2 self and feared L2 self, and; (d) feared L2 self was uniquely formulated as a result of the complex interactions of various factors such as pride as L1 hanzi knowledge holders and normative pressure from Chinese peers. Evidence gathered in research targeting English learners is not necessarily applicable to the learning and motivation for learning other languages. The present study contributes to a better understanding of the universality as well as the individuality of the roles of motivation in L2 learning.
Temple University--Theses
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.
Texto completoLibros sobre el tema "Japanese language Motivation in education"
Kikuchi, Keita. Demotivation in second language acquisition: Insights from Japan. Bristol: Multilingual Matters, 2015.
Buscar texto completoSato, Shinji y Neriko Musha Doerr, eds. Rethinking Language and Culture in Japanese Education. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783091850.
Texto completoEma, Ushioda, ed. Teaching and researching motivation. 2a ed. Harlow, England: Longman/Pearson, 2011.
Buscar texto completoAssociation, Japanese Language. Survey of Japanese language education in Great Britain. Bath: Japanese Language Association, 1989.
Buscar texto completoDörnyei, Zoltán. Teaching and researching motivation. Harlow: Longman, 2001.
Buscar texto completoDörnyei, Zoltan. Teaching and researching motivation. New York: Longman, 2000.
Buscar texto completoAlberta. Alberta Education. Language Services. Japanese language and culture 10-20-30. [Edmonton: Language Services, Alberta Education?], 1995.
Buscar texto completoEmpowered college reading: Motivation matters. Upper Saddle River, N.J: Pearson Prentice Hall, 2008.
Buscar texto completoLearning, Alberta Alberta. Japanese language and culture10-20-30. Edmonton, AB: Alberta Learning, 2004.
Buscar texto completoCapítulos de libros sobre el tema "Japanese language Motivation in education"
Ikegami, Yoshihiko. "How language is conceptualized and metaphorized in Japanese". En Motivation in Language, 259–71. Amsterdam: John Benjamins Publishing Company, 2003. http://dx.doi.org/10.1075/cilt.243.17ike.
Texto completoLiu, Honggang. "Language Teacher Motivation". En Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_124-1.
Texto completoKikuchi, Keita. "12. Demotivators in the Japanese EFL Context". En Language Learning Motivation in Japan, editado por Matthew T. Apple, Dexter Da Silva y Terry Fellner, 206–24. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090518-014.
Texto completoBekerman, Zvi y Michalinos Zembylas. "Emotion, Emotional Intelligence and Motivation". En Psychologized Language in Education, 67–78. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-54937-2_8.
Texto completoLamb, Martin y Mark Wyatt. "Teacher motivation". En The Routledge Handbook of English Language Teacher Education, 522–35. London ; New York, NY : Routledge, 2019. | Series: Routledge handbooks in applied linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9781315659824-35.
Texto completoLamb, Martin y Mark Wyatt. "Teacher motivation". En The Routledge Handbook of English Language Teacher Education, 522–35. London ; New York, NY : Routledge, 2019. | Series: Routledge handbooks in applied linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9781315659824-41.
Texto completoNoels, Kimberly A. "2. Learning Japanese; Learning English: Promoting Motivation Through Autonomy, Competence and Relatedness". En Language Learning Motivation in Japan, editado por Matthew T. Apple, Dexter Da Silva y Terry Fellner, 15–34. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090518-004.
Texto completoJohnson, Michael P. "11. A Longitudinal Perspective on EFL Learning Motivation in Japanese Engineering Students". En Language Learning Motivation in Japan, editado por Matthew T. Apple, Dexter Da Silva y Terry Fellner, 189–205. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090518-013.
Texto completoTaguchi, Tatsuya. "10. Motivation, Attitudes and Selves in the Japanese Context: A Mixed Methods Approach". En Language Learning Motivation in Japan, editado por Matthew T. Apple, Dexter Da Silva y Terry Fellner, 169–88. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090518-012.
Texto completoKumagai, Yuri. "9. On Learning Japanese Language: Critical Reading of Japanese Language Textbook". En Rethinking Language and Culture in Japanese Education, editado por Shinji Sato y Neriko Musha Doerr, 201–17. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783091850-011.
Texto completoActas de conferencias sobre el tema "Japanese language Motivation in education"
Rosiah, Rosi, Azizia Freda Savana y Rati Narendra Warisman. "Correlation Study of Motivation and Habits to Learn Japanese Language With Result of Japanese Language Proficiency Test". En 4th International Conference on Sustainable Innovation 2020–Social, Humanity, and Education (ICoSIHESS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210120.131.
Texto completoBasri, Merri Silvia, Zainal Rafli y Fathiaty Murtadho. "The Effect of Motivation, Concentration and Vocabulary Mastery on Students’ Listening Skill in Japanese Classroom". En International Conference on Education, Language, and Society. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0008998203070317.
Texto completoIvanova, Tsvetomira. "STUDY IN JAPAN AND JAPANESE LANGUAGE CONTESTS (COVID19) REVISED: ATTITUDE AND MOTIVATION OF JAPANESE STUDIES UNIVERSITY STUDENTS (SOFIA UNIVERSITY, BULGARIA)". En 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1438.
Texto completoMohd Hassan, Mohd Iszuani, Zarina Mohd Ali, Muhammad Azli Shukri y 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". En 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2908.
Texto completoČuttová, Adéla. "MOTIVATION TO LANGUAGE TRAINING". En International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2569.
Texto completoRaversa, Aulia y Nuria Haristiani. "Can Japanese Speak in Pure Japanese?: The Inevitability of Gairaigo in Japanese". En 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200325.077.
Texto completoAmalia, Shynta y Muhammad Iqbal Ramdhani. "Task-Based Language Teaching in Enhancing Language Learning Motivation". En Proceedings of the 3rd Asian Education Symposium (AES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aes-18.2019.27.
Texto completoLiu, Shuangxi. "On the Impact of Japanese Social Culture on Language from Japanese Ellipsis Phenomenon". En 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.42.
Texto completoFukuoka, Yuko. "MAXIMIZING CLASSROOM LEARNING OF ELEMENTARY JAPANESE LANGUAGE". En 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2207.
Texto completoRismorlita, Cut Erra, Emzir y Yumna Rasyid. "Linguistic Environment in Japanese Speaking Classroom". En International Conference on Education, Language, and Society. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0008994501090114.
Texto completoInformes sobre el tema "Japanese language Motivation in education"
Yoshii, Ruri. Language Skill Development in Japanese Kokugo Education: Analysis of the Television Program Wakaru Kokugo Yomikaki No Tsubo. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.2073.
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