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Artículos de revistas 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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1

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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2

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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4

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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5

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&rsquo; 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&rsquo; linguistic gains, and possible changes to students&rsquo; L2 motivation and attitudes were measured using a survey created specifically for the purpose o

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9

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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11

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 (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 compa

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12

Kanazawa, Mayumi. "FOSTERING AUTONOMOUS LANGUAGE LEARNERS AT A JAPANESE UNIVERSITY." Problems of Education in the 21st Century 78, no. 6A (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 pl

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13

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 (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 ou

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14

Benson, Malcolm J. "Attitudes and Motivation Towards English: A Survey of Japanese Freshmen." RELC Journal 22, no. 1 (1991): 34–48. http://dx.doi.org/10.1177/003368829102200103.

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15

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 (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 recrui

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18

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 (2011): 90–102. http://dx.doi.org/10.1016/j.system.2011.01.009.

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19

Nesbitt, Dallas, and Amanda Müller. "Sustaining motivation for Japanese kanji learning: Can digital games help?" JALT CALL Journal 12, no. 1 (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 (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 adve

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Matsuzaki Carreira, Junko. "Motivation for Learning English as a Foreign Language in Japanese Elementary Schools." JALT Journal 28, no. 2 (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. Thi

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22

Rahayu, Nana. "PENGENALAN BUDAYA JEPANG MELALUI PERMAINAN MANNA SUGOROKU BAGI PEMBELAJAR BAHASA JEPANG TINGKAT DASAR." Jurnal Pendidikan 9, no. 1 (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 Japanes

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23

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 (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

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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 in

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25

Martin, Jarwin. "Analysis of Short-Term Study Abroad in Japanese Secondary Education." Journal of Worldwide Education 13.1 13, no. 1 (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

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26

Kochiyama, Arisa. "USING PICTURE BOOKS TO ENHANCE MOTIVATION AND LANGUAGE LEARNING OF REMEDIAL EFL LEARNERS." Indonesian EFL Journal 1, no. 1 (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 a

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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 (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 difficult

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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 (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

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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 (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 stat

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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 (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 (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 vocabu

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32

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 (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-dev

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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 (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 sha

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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 (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 class

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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 (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 (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

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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 (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

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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 (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

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Ramonda, Kris. "Extensive reading and class readers: the case for no choice." ELT Journal 74, no. 3 (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 undergrad

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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 (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 (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 i

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Sato, Rintaro. "The Case Against the Case Against Holding English Classes in English." Language Teacher 39, no. 5 (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’ mot

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COŞKUN, HASAN. "USING EDUCATIONAL MARBLE GAMES IN GERMAN LANGUAGE TEACHING." Journal of Education Culture and Society 6, no. 1 (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 insti

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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 (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 categoriz

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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 (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 ta

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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 (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 o

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Kwiecień-Jaguś, Katarzyna, and Maria Wujtewicz. "Multifactorial analysis of fatigue scale among nurses in Poland." Open Medicine 11, no. 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 use

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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 (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).

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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 (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 & Har

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