Second Language Acquisition of Japanese

Author(s):  
Masahiko Minami

Empirical and theoretical research on language has recently experienced a period of extensive growth. Unfortunately, however, in the case of the Japanese language, far fewer studies—particularly those written in English—have been presented on adult second language (L2) learners and bilingual children. As the field develops, it is increasingly important to integrate theoretical concepts and empirical research findings in second language acquisition (SLA) of Japanese, so that the concepts and research can be eventually applied to educational practice. This article attempts to: (a) address at least some of the gaps currently existing in the literature, (b) deal with important topics to the extent possible, and (c) discuss various problems with regard to adult learners of Japanese as an L2 and English–Japanese bilingual children. Specifically, the article first examines the characteristics of the Japanese language. Tracing the history of SLA studies, this article then deliberately touches on a wide spectrum of domains of linguistic knowledge (e.g., phonology and phonetics, morphology, lexicon, semantics, syntax, discourse), context of language use (e.g., interactive conversation, narrative), research orientations (e.g., formal linguistics, psycholinguistics, social psychology, sociolinguistics), and age groups (e.g., children, adults). Finally, by connecting past SLA research findings in English and recent/present concerns in Japanese as SLA with a focus on the past 10 years including corpus linguistics, this article provides the reader with an overview of the field of Japanese linguistics and its critical issues.

Author(s):  
ZhaoHong Han

At the recent CLTA-S2 conference, a spirited debate occurred between critics of second language acquisition (SLA) research and researchers who embraced it. Fascinating as it was, neither camp appeared to have convinced the other, but, more important, the debate left much of the audience flummoxed. In this paper, I intend to provide a follow-up, attempting to clarify a) the relationship between research and teaching in the context of Chinese as a second language (CSL), b) misunderstandings on the part of critics over research findings, and c) potential pitfalls in interpreting the SLA literature. My goal is to encourage, as well as contribute to, further communication between the two camps, for the ultimate good of CSL instruction and learning.


Author(s):  
Nandang Rachmat ◽  
Hiroko Otsuka

This paper discusses the Japanese semi aspectual forms -teshimau and -teoku function as discourse markers which serve as speaker’s intentions of utterances for rapport management. In general, the semantic function of the morphological semi aspectual forms such as -teshimau and -teoku are explained as expressions of feelings of remorse or regret as well as preparatory actions, respectively. Both of them derived from the explanation of “completion” as a core meaning. The meanings mentioned above are also learned in elementary and pre-intermediate levels of Japanese language learning as a second language. However, the results of this research, which derived from analysis using I-JAS corpus dialogue data, indicate that in interpersonal discourse, these aspectual forms are used to show self-deprecating and modest attitudes, sentimental mood, or inevitable and difficult situations. Additionally, as a discourse marker, they are used to express utterance intentions such as showing speaker’s responsible recognition for the situation occurred, respecting the opinion of the interlocutor, and avoiding current topic to be continued. They also function as act of politeness due to the effects of “down graders” and “upgraders” in Spencer-Oatey's theory of rapport management, while in this research indicates that improperly use of -teoku might sound impolite depending on the utterance situations. Furthermore, it was found that they work as discourse markers for rounding up dialogs or shifting topics, and there are differences between -teshimau and -teoku in whether it is the interlocutor’s topic or the speaker’s topic that was being rounded up. For these reasons, second language acquisition requires learning about indicative meanings of these forms that function in the contexts and utterance situations, and the findings of this research will also contribute to the research of Japanese language teaching materials.


2015 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Mohammad Reza Talebinejad ◽  
Aasa Moattarian

<p class="1"><span lang="X-NONE">Over the past several decades, a substantial body of research on second language acquisition has been provided. The current study was an attempt to investigate language teachers’ views on applying research findings in their every day practice of language teaching through a critical lens. Data for this qualitative study was collected by means of a semi structured interview with 10 language teachers teaching English at different language institutes in Iran. Analyses of data revealed that, although teachers find second language acquisition research a useful tool for their professional development; they do not usually consult bodies of research in their every day teaching practice. They report problems in applying second language research in their practice due to problems with practicality, particularity, and possibility. The findings suggest that language teachers need to be exposed to insight from SLA research and practice.</span></p>


2016 ◽  
Vol 9 (2) ◽  
pp. 136 ◽  
Author(s):  
Sumayyah Qaed Alsulami

<p>In spite of Krashen’s (1985) claims that the only way to acquire a second language is through non-stressful comprehensible input, Swain (1995, 1998, 2005) and others propose that the production of language (speaking or writing), under certain circumstances, is a significant part of the second-language acquisition process. Swain also states that there are three functions of output, and one of these is the noticing or triggering function, in which through producing output, learners become aware of their linguistic knowledge. This study examines the role and effectiveness of output – in particular, the noticing function of language output – in developing the writing skills of an English as a Foreign Language (EFL) student from Saudi Arabia. The notice function enables the student to identify lexis and grammar problems in his writing. Data collection for the study was conducted in three stages: In Stage 1 the participant, who studies English at Latrobe Language Centre in Level 4A, wrote three paragraphs in response to illustrated questions. In Stage 2, the participant compared his original writing to model paragraph feedback tools. In Stage 3, the student rewrote his original paragraphs based on what he noticed in Stages 1 and 2. This methodology demonstrated the aspects of language that a second-language learner noticed while forming a paragraph on his own. It also illustrated what the participant noticed when he compared his writing to a model and what changes he made to his writing, as a result. It pushed the learner to create a modified output, leading to development of his writing skills in second-language acquisition.</p>


2016 ◽  
Vol 4 (1) ◽  
pp. 86
Author(s):  
Liang Deng

<p>In the process of second language acquisition (SLA), such phenomena as some linguistic knowledge in the target language is much easier to acquire than others in SLA and some linguistic knowledge in native language is apt to be transferred are prevailing. To account for these phenomena, markedness theory is introduced and attempts to provide a plausible explanation. In particular, cognitive theory of markedness, or rather, prototypicality has proven to be effective and powerful in predicting the transferability of native language. This paper tries to offer a brief introduction of markedness theory and its recent development, prototypicality and conduct a review on related achievements gained in the studies of native language transfer in SLA. At the same time, shortcomings of current researches as well as prospect of future researches in this field will be pointed out.</p>


2018 ◽  
Author(s):  
Leo Selivan

This book is for anyone is interested in the relationship between grammar and vocabulary. The introduction looks at recent developments in corpus linguistics and second language acquisition research, and outlines the important role which chunks play in textual cohesion and in fluency, as well as in grammar acquisition. The practical part of the book provides practitioners with a large number of classroom suggestions and activities for making grammar teaching more lexical, and for making vocabulary practice more grammatical. Activities move from receptive to productive and can be used on their own or to supplement and enhance coursebook content.


1986 ◽  
Vol 2 (2) ◽  
pp. 120-159 ◽  
Author(s):  
Bonnie D. Schwartz

In this paper I argue for the necessity of recognizing the epistemological basis of language (and hence of linguistic theory) for research in and theories of second language acquisition. In particular, I review the arguments for a generative approach to linguistic theory (e.g. Chomsky, 1965, 1975, 1981) and for why language as a system of knowledge must be distinct from other sorts of know ledge (Fodor, 1983), with the purpose of clarifying many misconceptions that seem to have arisen with respect to the work in generative grammar over the last 20 years. After doing this I argue that the null hypothesis for second language acquisition is, as concerns its mental representation of linguistic knowledge, that its epistemological status should be assumed to be the same as that of L 1 until proven otherwise. I then demonstrate how SLA theory (e.g. Krashen, 1981) can be elucidated by subsuming (parts of) L2 under linguistic theory with its firm epistemological basis, and how, in particular, one could empirically test Krashen's theory as well as any other theory of SLA that assumes L 1 and L2 to be epistemologically equivalent. In addition I discuss the need for researchers to consider the special epistemological status of linguistic knowledge before prescribing L2 pedagogy. In sum this is a paper that takes a step back into the philosophical debate concerning the mental status of language in general in order for us to be able to take a step forward in second language research in particular.


2011 ◽  
Vol 27 (4) ◽  
pp. 559-572 ◽  
Author(s):  
Yang Zhao

There has been considerable research in Chinese as a second language (L2) in recent years, particularly in its morphological and syntactic aspects. This article reviews research in these aspects with reference to the broader discipline of second language acquisition (SLA) and suggests that L2 Chinese research has contributed to SLA through verification, modification or posing challenges to research findings in the L2 acquisition of other languages. On the basis of these studies, the author points out the limits of current L2 Chinese research and discusses the prospects for future development, arguing that L2 Chinese is to be investigated against hypotheses based on other L2s so that theoretical contributions can be made to the discipline of SLA.


Lingua ◽  
2008 ◽  
Vol 118 (4) ◽  
pp. 554-576 ◽  
Author(s):  
Tania Ionin ◽  
Maria Luisa Zubizarreta ◽  
Salvador Bautista Maldonado

Sign in / Sign up

Export Citation Format

Share Document