scholarly journals Presentation of Progressive and Resultative Functions of te iru Form in the Basic Japanese Textbook “Situational Functional Japanese”

IZUMI ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 206-213
Author(s):  
Hari Setiawan ◽  
Ari Artadi
Keyword(s):  
Study Abroad ◽  
General Tendency ◽  
Language Studies ◽  
Language Input ◽  
Japanese Learners ◽  
Language Output ◽  
Basic Level

Many studies regarding the acquisition of te iru focus on the learner’s language output. There are very few researches that focus on textbooks as the input in language studies. There is a possibility that introducing grammatical items in textbooks tends to lead the learners to misuse te iru. It is necessary to clarify the grammatical items' characteristics in the basic level textbooks as a language input. Especially, in the study abroad, such as in Indonesia, non-textbook sources for Japanese input are limited. Therefore Indonesian Japanese learners mostly depend on textbooks. This research will discuss the introduction of te iru in the basic level textbooks from the input viewpoint. This research examines how te iru is introduced in “Situational Functional Japanese”. The data in this research include the main textbook and the grammatical explanation, from which te iru sentences are collected and classified. In order to identify the general tendency of te iru in textbooks, te ita, te inai and subordinate sentences are also included as data. Each textbook recognizes that five usages are introduced in the explanation of SFJ, but only two usages are written in explaining the usage of te iru. Their usage is resultative and progressive. And, te inai and te ita are also introduced in SFJ. Moreover, if we look at the distribution of the example sentences of te iru in SFJ the example sentences can still be found, some of which show an increase in subsequent chapters.

scholarly journals Post-Encounter Motivation During Study Abroad

2020 ◽  
Vol 2019 (1) ◽  
pp. 200
Author(s):  
Suzanne Bonn ◽  
Jaime Demperio ◽  
Martyna Kozlowska
Keyword(s):  
Content Analysis ◽  
Study Abroad ◽  
Focus Groups ◽  
Qualitative Content Analysis ◽  
Language Teachers ◽  
Target Language ◽  
Motivation To Learn ◽  
Intercultural Contact ◽  
Japanese Learners ◽  
The Impact

Norton (2010) called for language teachers to recognize and consider a connection between a learner’s motivation to learn a language and their changing identity. In the present study, we examined Japanese learners during study abroad (SA) in Canada and looked at the impact of intercultural contact on their motivation (Aubrey & Nowlan, 2013; Clément, 1980). More specifically, we identify post-encounter motivation (PEM) as return on the investment that students make during SA and explore the ways it enhances their desire to become active participants in target language contexts. Using focus groups and questionnaires, we collected data from 2 groups (N = 13) over the course of 2 academic years and analyzed the data using qualitative content analysis. The results demonstrate the importance of PEM, reveal its salient and observable features, and offer grounds for educators to consider PEM when preparing students for SA. Norton（2010）は、学生たちが言語を学びたいと思う気持ちと彼らのアイデンティティーの変化とのつながりについて考え、認識するよう、言語教師たちに提案した。本研究では、カナダに留学中の日本人学生たちの異文化体験が彼らのやる気に与える影響について吟味した（Aubrey & Nowlan, 2013; Clément, 1980）。更には、留学中の学生たちの努力と熱心さに対する見返りとして post-encounter motivation（PEM）という概念を提示し、これが留学先社会の一員として活躍したいという彼らの気持ちを高める過程を明らかにした。フォーカス・グループ・インタビューとアンケート調査によって、2つの集団 (n = 13)から2年にわたってデータを集め、それを質的内容分析の手法で分析した。分析の結果、PEMの重要性と特徴が明らかにされた。また、留学に向けて学生たちを指導する際、PEMについて考えることの大切さが示された。

Explicit instruction, input flood or study abroad: Which helps Japanese learners of English acquire adjective ordering?

2018 ◽  
Vol 23 (2) ◽  
pp. 158-178 ◽  
Author(s):  
Makiko Hirakawa ◽  
Mayumi Shibuya ◽  
Marie Endo
Keyword(s):  
Study Abroad ◽  
Explicit Instruction ◽  
Intensive Study ◽  
L2 Acquisition ◽  
Study Abroad Programs ◽  
Positive Evidence ◽  
Japanese Learners Of English ◽  
Natural Exposure ◽  
Preference Task ◽  
Japanese Learners

This article explores what kind of second language (L2) input influences Japanese learners’ acquisition of adjective ordering restrictions (AOR) in English where Japanese exhibits no AOR. In Study I, an explicit instruction (EI) group ( n = 13) and a natural exposure (NE) group ( n = 12) responded to a preference task. In Study II, an input flood (IF) group ( n = 15) and a NE group ( n = 16) were involved in the same task. The EI group received 90-minute EI across three weeks while the IF group received positive evidence with multiple adjectives over 15 weeks. The NE groups participated in three or five-week intensive study-abroad programs in North America. Results from the two studies showed that many of the participants failed to make correct choices at the pre-test indicating difficulty with AOR and that only the EI group improved in their performance at the post-tests. We claim that positive evidence alone does not guarantee L2 acquisition of AOR.

scholarly journals College English Writing Instruction for Non-English Majors in Mainland China: The “Output-Driven, Input-Enabled” Hypothesis Perspective

2017 ◽  
Vol 10 (7) ◽  
pp. 150 ◽  
Author(s):  
Junhong Ren
Keyword(s):  
Second Language Acquisition ◽  
Writing Instruction ◽  
Language Learners ◽  
Mainland China ◽  
Psychological Needs ◽  
College English ◽  
English Writing ◽  
Language Input ◽  
English Writing Instruction ◽  
Language Output

College English writing instruction has been a prominent research area in EFL field in mainland China. This paper has continued the focus by exploring a seemingly effective way for college English writing instruction in China--teaching writing based on reading on the basis of the “output-driven, input-enabled” hypothesis. This hypothesis places emphasis on the important role that language output plays in second language acquisition. Under this hypothesis, language output is both the driving power and objective of EFL teaching; language input provides with the language learners the language forms and content essential for output tasks. This hypothesis meets language learners’ psychological needs, our social needs and current educational needs. In essence, theoretical considerations on carrying out writing instruction based on this hypothesis are discussed. To construct writing instruction, teachers may teach writing based on reading since reading could provide the learners with meaningful language input, which language learners could take advantage of to accomplish the writing tasks. Requirements for writing instructions in reading classes are then identified and illustrations on how to conduct writing are provided under this new hypothesis.

Pragmatic development, the L2 motivational self-system, and other affective factors in a study-abroad context

2019 ◽  
Vol 4 (1) ◽  
pp. 145-168
Author(s):  
Akiko Inagaki
Keyword(s):  
Study Abroad ◽  
Extrinsic Motivation ◽  
Motivational Factors ◽  
Willingness To Communicate ◽  
Conventional Implicature ◽  
Pragmatic Development ◽  
Affective Factors ◽  
Japanese Learners Of English ◽  
Pragmatic Comprehension ◽  
Japanese Learners

This study investigates (1) whether the pragmatic competence of Japanese learners of English improves when studying abroad and (2) the relationship between the learners' pragmatic development and their motivational factors. In order to investigate the pragmatic comprehension of conventional/non-conventional implicatures, a Pragmatic Comprehension Test (PCT) was given to approximately 150 Japanese learners of English before and after a sixteen-week study-abroad programme. A questionnaire exploring motivational factors, such as intrinsic/extrinsic motivation, L2 ideal/ought-to selves, Can-Do attitude, and willingness to communicate was also circulated amongst the participants before the programme. Factor analysis was performed to determine which factors were related to learners' motivation, and six factors were selected. The results indicated that the participants developed comprehension of conventional implicature but not non-conventional implicature. A cluster analysis was conducted on the participants' PCT scores, and the participants were divided into three groups. The highest scoring group showed a statistically significant result on one factor - confidence.

Exploring variation in nonnative Japanese learners’ perception of lexical pitch accent: The roles of processing resources and learning context

2019 ◽  
Vol 41 (1) ◽  
pp. 25-49
Author(s):  
Seth Goss
Keyword(s):  
Study Abroad ◽  
Auditory Processing ◽  
Short Term Memory ◽  
Early Stage ◽  
Significant Degree ◽  
Pitch Accent ◽  
Learning Context ◽  
Processing Resources ◽  
Japanese Learners ◽  
At Home

AbstractThis article reports findings on the effects of processing resources and learning context on the perceptual learning of lexical pitch accent in beginning nonnative Japanese learners. Native English speakers in at-home and study-abroad contexts were tested twice during a semester of Japanese study on their ability to judge the correctness of and categorize nouns by their pitch pattern. Regression analyses indicated that the ability to store nonnative-like sound sequences in phonological short-term memory (PSTM), as well as auditory processing ability, predicted a significant degree of perceptual gains made over a 12-week interval. However, these predictors were task specific in that PSTM capacity predicted correctness judgment gains, while auditory processing accounted for variation in categorization. Furthermore, despite learners in the at-home context performing slightly better overall, processing resources adhered to the same predictive pattern when context was taken into account. The results suggest that (a) neither increased input during study-abroad nor targeted instruction is sufficient for most learners to acquire lexical accent; (b) processing resources support the acquisition of lexical prosody, but these may depend on how learning is assessed; and (c) PSTM operates across learning contexts, suggesting it to be a domain-general capacity in early-stage nonnative language acquisition.

scholarly journals THE CULTIVATION OF INTERCULTURAL COMMUNICATION TALENTS IN SINO-FOREIGN COOPERATIVE EDUCATION

2021 ◽  
Author(s):  
YUANTING LI
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Intercultural Communication ◽  
Case Studies ◽  
Cooperative Education ◽  
Communication Competence ◽  
Exploratory Analysis ◽  
Intercultural Communication Competence ◽  
Existing Problems ◽  
Language Output

Abstract. The study mainly explores the main characteristics, existing problems and corresponding solutions of Sino-foreign cooperative education in cultivating intercultural communication talents. It adopts exploratory analysis and case studies through data collected principally from QMUL Engineering School, NPU and Glasgow College, UESTC. It is found that students in Sino-foreign cooperative education have strong intercultural communication competence since they have: 1) a good master of foreign language; 2) more opportunities to communicate and exchange with foreigners; 3) strong acceptance towards multi-cultures; 4) strong initiative and practical-ness to work or study abroad. However, problems and challenges exist, such as poor language output, superficial intercultural communication and unstable intercultural communicative approach. It is suggested to adopt diversified assessment modes, create an intercultural communicative environment and build an intercultural assistant mechanism to comprehensively promote the cultivation of intercultural communication talents in Sino-foreign cooperative education.

The Effect of Study-Abroad on Pragmatic Transfer

2021 ◽  
Vol 44 (1) ◽  
pp. 3-20
Author(s):  
Naoko Osuka
Keyword(s):  
Study Abroad ◽  
Limited Range ◽  
English Speakers ◽  
Pragmatic Transfer ◽  
Japanese Learners Of English ◽  
Studying Abroad ◽  
The Us ◽  
Before And After ◽  
Computer Based ◽  
Japanese Learners

AbstractThis study aims to investigate the effect that studying abroad may have on pragmatic transfer in requests, refusals, and expressions of gratitude, produced by Japanese learners of English. Twenty-two Japanese college students completed a multimedia elicitation task (MET) before and after studying in the US for one semester, together with twenty-two L1 English speakers and twenty L1 Japanese speakers as baseline data. The MET is a computer-based instrument for eliciting oral data. Unlike previous studies on pragmatic transfer, which often lack statistical evidence, this study includes statistical analysis. The analysis revealed that negative pragmatic transfer occurs within a limited range. The identified transfer includes pragmalinguistic transfer, whereby, assuming that their politeness levels are equal, learners directly translate L1 expressions into L2; and sociopragmatic transfer, whereby learners transfer L1 discourse patterns and functions. Resistance to L2 norms and increased fluency can be influencing factors. The results indicated that the effect of study-abroad is limited because most of the negative transfer which was identified before studying abroad remained after studying abroad. Thus, the necessity of explicit pragmatic instruction was proposed.

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