Learning Japanese as a Foreign Language in New Zealand: Questioning the Basic Assumptions

Author(s):  
Harumi Minagawa ◽  
Dallas Nesbitt
Author(s):  
Rory McKenzie

Several studies in the recent past have proven that subtitling is undoubtedly beneficial in foreign language acquisition.1 This project aims to prove the same for a New Zealand context, a country where the scope of audio-visual translation is rather limited and among students who have had little to no exposure to subtitling audiovisual material. The current project is based upon two separate studies, one undertaken by Jennifer Lertola and Cristina Mariotti, the other by Jennifer Lertola and Laura Incalcaterra-McGloughlin.2 The project involved 23 second-year students of Italian at Victoria University of Wellington who, as part of their course work during their second semester of study, where tasked with subtitling the Italian comedy classic Il secondo tragico Fantozzi into English.


2004 ◽  
Vol 37 (2) ◽  
pp. 127-131

04–198Chandler-Olcott, Kelly and Mahar, Donna (Syracuse U., USA; Email: [email protected]). ‘Tech-savviness’ meets multiliteracies: exploring adolescent girls' technology-mediated literacy practices. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 356–85.04–199Chung, Teresa Mihwa & Nation, Paul (Victoria U., New Zealand; Email: [email protected]). Identifying technical vocabulary. System (Oxford, UK), 32, 2 (2004), 251–63.04–200Ellis, Rod and Yuan, Fangyuan (U. of Auckland, New Zealand; Email: [email protected]). The effects of planning on fluency, complexity, and accuracy in L2 narrative writing. Studies in Second Language Acquisition (New York, USA) 26, 1 (2004), 59–84.04–201Gascoigne, Carolyn (U. of Nebraska-Omaha, USA). Examining the effect of feedback in beginning L2 composition. Foreign Language Annals (New York, USA), 37, 1 (2004) 71–76.04–202Hamston, J. and Love, K. Reading relationships: Parents, boys, and reading as cultural practice. Australian Journal of Language and Literacy (Adelaide, Australia), 26, 3 (2003), 44–57.04–203Hobbs, Renee and Frost, Richard (Babson College, USA). Measuring the acquisition of media-literacy skills. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 330–55.04–204Huang, Jingzi (Monmouth University, USA; Email: [email protected]). Socialising ESL students into the discourse of school science through academic writing. Language and Education (Clevedon, UK), 18, 2 (2004), 97–123.04–205Johnston, Brenda (U. of Southampton, UK; Email: [email protected]). Teaching and researching critical academic writing: scrutiny of an action research process. Educational Action Research (Oxford, UK), 11, 3 (2003), 365–87.04–206Kamler, B. (Deakin University, Australia). Relocating the writer's voice – from voice to story and beyond. English in Australia (Norwood, Australia), 138 (2003), 34–40.04–207Kim, Hae-Ri (Kyungil U., South Korea; Email: [email protected]). Dialogue journal writing through a literature-based approach in an EFL setting. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 293–318.04–208Kim, Myonghee (Indiana University, USA; Email: [email protected]). Literature discussions in adult L2 learning. Language and Education (Clevedon, UK), 18, 2 (2004), 145–66.04–209Lee, Icy (Hong Kong Baptist U., Hong Kong; Email: [email protected]). L2 writing teachers' perspectives, practices and problems regarding error feedback. Assessing Writing (New York, USA), 8, 3 (2003), 216–37.04–210Lindgren, Eva (Email: [email protected]) and Sullivan, Kirk P. H. Stimulated recall as a trigger for increasing noticing and language awareness in the L2 writing classroom: a case study of two young female writers. Language Awareness (Clevedon, UK), 12, 3&4 (2003), 172–86.04–211Luke, A. (U. of Queensland, Australia/National Institute of Education, Singapore). Making literacy policy and practice with a difference. Australian Journal of Language and Literacy. (Adelaide, Australia), 26, 3 (2003), 58–82.04–212Mission, R. (U. of Melbourne, Australia). Imagining the self: the individual imagination in the English classroom. English in Australia (Norwood, Australia) 138 (2003), 24–33.04–213Morris, Darrell, Bloodgood, Janet W., Lomax, Richard G. and Perney, Jan (Appalachian State U., USA). Developmental steps in learning to read: a longitudinal study in kindergarten and first grade. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 302–28.04–214Ryu, Hoyeol (Hankyong National University, Korea; Email: [email protected]). Process approach to writing in the post-process era: A case study of two college students' writing processes. English Teaching (Anseonggun, Korea), 58, 3 (2003), 123–42.04–215Shen, Helen H. (University of Iowa, USA; Email: [email protected]). Level of cognitive processing: effects on character learning among non-native learners of Chinese as a foreign language. Language and Education (Clevedon, UK), 18, 2 (2004), 167–82.04–216Shi, Ling (U. of British Columbia, Canada). Textual borrowing in second-language writing. Written Communication (Thousand Oaks, California, USA), 21, 2 (2004), 171–200.04–217Spence, Lucy K. (Arizona State University, USA). Stepping out of the conversation: giving students a space to co-construct writing. Bilingual Research Journal (Arizona, USA), 27, 3 (2003), 523–32.


2006 ◽  
Vol 39 (1) ◽  
pp. 60-62

06–187Hayashi, Makoto, Referential problems and turn construction: An exploration of an intersection between grammar and interaction. Text – Interdisciplinary Journal for the Study of Discourse (Mouton de Gruyter) 25.4 (2005), 437–468.06–188Holmes, Janet (U Wellington, New Zealand; [email protected]), Leadership talk: How do leaders ‘do mentoring’, and is gender relevant?Journal of Pragmatics (Elsevier) 37.11 (2005), 1779–1800.06–189Kwon, Jihyun (Defense Language Institute, Foreign Language Center, USA), Expressing refusals in Korean and in American English. Multilingua (Mouton de Gruyter) 23.4 (2004), 339–364.06–190Lewin, Beverly A., Contentiousness in science: The discourse of critique in two sociology journals. Text – Interdisciplinary Journal for the Study of Discourse (Mouton de Gruyter) 25.6 (2005), 723–744.06–191Lewis, Diana M. (Faculté des Langues, Lyon, France; [email protected]), Arguing in English and French asynchronous online discussion. Journal of Pragmatics (Elsevier) 37.11 (2005), 1801–1818.06–192Overstreet, Maryann (U Hawaii at Manoa, USA; [email protected]), And stuffund so: Investigating pragmatic expressions in English and German. Journal of Pragmatics (Elsevier) 37.11 (2005), 1845–1864.06–193Wang, Yu-Fang, From lexical to pragmatic meaning: Contrastive markers in spoken Chinese discourse. Text – Interdisciplinary Journal for the Study of Discourse (Mouton de Gruyter) 25.4 (2005), 469–518.


2021 ◽  
Author(s):  
◽  
Elisabeth Dora Beatrice Lesser

The aim of this thesis is to discover the place occupied by articles on education and child development in women's magazines published in New Zealand.<br>Certain basic assumptions must be accepted in order to establish the fact that education and child development constitute one of the interests of women, and as women's magazines cater for the interests of their readers, then it may be assumed that education and child development will have a place in these magazines.<br>The four basic assumptions are that:<br>1. Education begins in the home.<br>2. The first educator is the mother.<br>3. The personality of the child is fostered in the home.<br>4. It is reasonable to assume, therefore, that education and child development are among the interests of women and therefore that these topics will have a place in women's magazines.


2021 ◽  
Author(s):  
◽  
Dominic Alessio

<p>"Coloured Views" is a comparative and multidisciplinary examination of the motives and methods of New Zealand's urban boosters between 1880 and 1930. It looks at the positive image of the country's cities and towns rendered in the literature and art of the period, and compares it with other British Dominions as well as with America. Such optimistic images were considered vital to urban growth by promoters who were intent on inducing increased immigration, tourism and investment to their cities and towns. In addition to economic motivation, it will also be argued that the boosters in New Zealand were imbued to an unusual degree by dreams of creating an urban utopia in their New World, one that was free from the influences of vices typically associated with the Old World. In examining perceptions of urban New Zealand, this thesis also attempts to revert the imbalance in New Zealand historiography which has generally ignored cities and towns or which has assumed that all debate about them was negative. It undertakes a study of a wide array of promotional sources, including material which has never before been examined, such as motion pictures and foreign language texts. "Coloured Views" attempts to show that cities and towns had their ardent defenders in New Zealand as well as their critics. The study concludes with an examination of modern booster techniques in order to emphasise the topicality of the subject matter.</p>


2021 ◽  
Author(s):  
◽  
Sandra Shearn

<p>This thesis examines attitudes towards the learning of languages other than English and Maori among New Zealand school students in years 8 and 9, parents of year 9 students, and a wide range of teachers. The research examined the extent to which participants subscribed to certain commonly held views about second language learning, for example: that it is too hard for most students, that it serves no purpose for future employment, that languages are 'girls' subjects', and so on. The investigation adopted a theoretical framework derived chiefly from the social psychological literature concerning language learning attitudes and motivation. Students were surveyed by means of questionnaires over two successive years in the same part of the country, so that it was possible to discover if the intentions of the year 8 students to study a foreign language when they started secondary school were carried out. Parents and teachers were interviewed to discover their experience of foreign language learning and their thoughts about its place in New Zealand schools and in their children's education. The findings are set against detailed information about each of the seven schools involved, the place of languages in the official curriculum framework and the Ministry of Education's efforts to promote language learning. For comparison, information is also presented on the recent history and current status of foreign language learning in the United Kingdom, the United States of America and Australia. It was found that attitudes towards foreign language learning, of both adults and children, were mostly positive. Although many teachers were pessimistic about the views of their colleagues and students' parents, the majority of all the adults believed that language learning was desirable and possible for all or most students for a range of reasons. The majority also supported an earlier start to language learning, most favouring year 7. The findings suggest that the main reason that the proportion of students starting a foreign language in year 9 remains around 50%, and that retention rates in subsequent years continue to drop, is that languages are optional for most secondary students. This research found that choosing to study a language often meant sacrificing other subjects which students would like to have tried, and thus depended on strong intrinsic motivation, Although no participants claimed that language learning was more suitable for girls, it was found that the majority of students who opted for, and continued, language learning were girls, that boys tended to prefer practical subjects, and that, in the case of one secondary school, the minority of boys who were permitted to start a foreign language were discouraged from continuing by the general organisation and ethos of the school. Ultimately, the research indicated that attitudes towards foreign language learning in schools involved a complex web of factors. External factors often outweighed even the most positive attitudes among students, parents and teachers when option subjects were chosen. The low level of language learning in New Zealand, contrasted with the importance it has in comparable countries, was shown to result not so much from negative attitudes but rather from barriers within the education system as a whole and individual school cultures.</p>


Sign in / Sign up

Export Citation Format

Share Document