Challenge of Developing and Implementing Multimedia Courseware for a Japanese Language Program

2013 ◽  
Vol 22 (2) ◽  
pp. 237-250 ◽  
Author(s):  
Kaori Kabata ◽  
Grace Wiebe ◽  
Tracy Chao
Keyword(s):  
Japanese Language ◽  
Language Program

scholarly journals Challenges for Language Teachers

2020 ◽  
Author(s):  
Junko Winch
Keyword(s):  
Learning Environment ◽  
Qualitative Analysis ◽  
Language Learning ◽  
Undergraduate Students ◽  
Language Teachers ◽  
Japanese Language ◽  
Language Program ◽  
Language Classrooms

<p>There are students who are motivated to learn while others who are not in any language classrooms. Students in this study include not only motivated and unmotivated but also a Reasonable Adjustment (RA) student who have various issues. The aim of this study is to examine if the undergraduate students who learn language at a British university were motivated by three factors which are considered as the fundamental to motivation in psychology studies. The participants were 19 students who learn Japanese language in the Institution Wide Language Program (IWLP) a university of South of England. The participants studied in the experimental classes for one semester during the spring term of 2019. Then, students were asked to fill in a questionnaire at the end of the term, which became the data for this study. The questionnaires were analysed based on the three factors using qualitative analysis. The results showed that the majority of students agreed that they experienced three factors, which indicated facilitating students’ motivation. It was concluded that it is possible to manipulate the learning environment and make the majority of students motivated and facilitate language learning, but the RA student experienced only two of the three factors and was unable to feel motivated. </p>

Factors affecting achievement in a satellite‐delivered Japanese language program

1993 ◽  
Vol 7 (1) ◽  
pp. 11-25 ◽  
Author(s):  
Rebecca Oxford ◽  
Young Park‐Oh ◽  
Sukero Ito ◽  
Malenna Sumrall
Keyword(s):  
Japanese Language ◽  
Language Program ◽  
Factors Affecting

Language learners’ use of non-turn-final ne

2014 ◽  
Vol 30 (1) ◽  
Author(s):  
Paul Ganir
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Learners ◽  
Japanese Language ◽  
Formulaic Sequences ◽  
Language Program ◽  
Intermediate Learners ◽  
Language Classrooms ◽  
Educational Studies

AbstractThe present study examines how learners of Japanese as a second language employ the Japanese pragmatic particle ne in non-turn-final positions during their conversations. Data taken from class and club sessions totaling roughly 34 hours reveal that intermediate learners of Japanese studying in an American immersion language program use the particle in three main positions: turnfinal, turn-initial, and turn-internal. In particular, the turn-final and turn-initial uses were characterized by the use of formulaic sequences. Furthermore, the data indicate that the physical locations of language classrooms and club activities do not affect the position of the particle. These findings suggest that discourse structures and issues of (in)formality or intimacy influence learners’ variety of ne use. This study concludes with proposals to integrate these factors in theoretical and educational studies of Japanese language acquisition.

scholarly journals Challenges for Language Teachers

2020 ◽  
Author(s):  
Junko Winch
Keyword(s):  
Learning Environment ◽  
Qualitative Analysis ◽  
Language Learning ◽  
Undergraduate Students ◽  
Language Teachers ◽  
Japanese Language ◽  
Language Program ◽  
Language Classrooms

<p>There are students who are motivated to learn while others who are not in any language classrooms. Students in this study include not only motivated and unmotivated but also a Reasonable Adjustment (RA) student who have various issues. The aim of this study is to examine if the undergraduate students who learn language at a British university were motivated by three factors which are considered as the fundamental to motivation in psychology studies. The participants were 19 students who learn Japanese language in the Institution Wide Language Program (IWLP) a university of South of England. The participants studied in the experimental classes for one semester during the spring term of 2019. Then, students were asked to fill in a questionnaire at the end of the term, which became the data for this study. The questionnaires were analysed based on the three factors using qualitative analysis. The results showed that the majority of students agreed that they experienced three factors, which indicated facilitating students’ motivation. It was concluded that it is possible to manipulate the learning environment and make the majority of students motivated and facilitate language learning, but the RA student experienced only two of the three factors and was unable to feel motivated. </p>

Sign in / Sign up

Export Citation Format

Share Document