Actual Usage of Incomplete Utterances Appeared on E-mails of Beginner/Intermediate Level Japanese Language Learners - Comparison with Native Japanese Speakers -

2021 ◽  
Vol 91 ◽  
pp. 109-130
Author(s):  
Young-Nam Cho
Keyword(s):  
Language Learners ◽  
Intermediate Level ◽  
Japanese Language ◽  
Native Japanese Speakers ◽  
Actual Usage ◽  
Japanese Speakers

scholarly journals The Usage of 'Otsukare' among Japanese Students

2021 ◽  
Vol 9 (2) ◽  
pp. 119-134
Author(s):  
Lea Santiar ◽  
Jascha Dewangga
Keyword(s):  
University Students ◽  
Language Learners ◽  
Interpersonal Relationship ◽  
Japanese Language ◽  
Native Japanese Speakers ◽  
Teaching Abroad ◽  
Japanese University ◽  
Japanese Students ◽  
Japanese Speakers ◽  
The Relationship

Greetings are one of the keys to strike a conversation. The relationship between the speakers could be measured through the greetings used. Therefore understanding greeting usage is necessary for maintaining an interpersonal relationship. Nevertheless, there seems to be a difference between greetings thought within Japanese textbooks and greetings in daily usage. Thus, this study will discuss the usage of ‘otsukare’ in Japan, especially amongst Japanese university students. The textbook "Minna no Nihongo" will be used to comprehend how aisatsu is taught to Japanese language learners. In this research, Japanese university students will answer a questioner regarding the usage of ‘otsukare’.  A questionnaire was designed based on sociolinguistics concepts to discover how Japanese university students use ‘otsukare’, such as when to whom, and in what manner. 40 university students of native Japanese participated and as the result, four points were discovered regarding the usage of ‘otsukare’ First, ‘otsukare’ is used to greet seniors, juniors, and friends. Second, native Japanese speakers prefer to use ‘otsukare’ on departing. Third, nevertheless, some people also use ‘otsukare’ to greet people as an opening greeting. Native Japanese speakers consider the usage of ‘otsukare’ in the morning as opening greetings is not against the rule of greetings. Finally, the gap between Japanese teaching abroad is that ‘otsukare’ is not proper to be used as an opening greeting.

scholarly journals Understanding the Use of O and Ga Particles in Japanese Sentences for Japanese Language Learners

IZUMI ◽  
2020 ◽  
Vol 9 (2) ◽  
pp. 147-154
Author(s):  
Rahma Fitri Alifah ◽  
Puspa Mirani Kadir ◽  
Yuyu Yohana Risagarniwa
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
Proficiency Test ◽  
Intermediate Level ◽  
Japanese Language ◽  
Advanced Level ◽  
Language Proficiency Test ◽  
Japanese Learners ◽  
Objective Marker

Joshi or particle is a class of words that cannot change the form, other than that Joshi cannot stand itself. Joshi must be attached to another class of words to gain meaning. In the Japanese language, one of the joshi groups that can connect noun and noun or noun and verb or adjective called the kakujoshi category, two of them are o and ga particles. One of the functions of o and ga particles have the same function as an object marker; many Japanese language learners still have difficulty in using o and ga particles as an objective marker. This research is how Japanese language learners' understanding of using o and ga particles in Japanese sentences. The method used the quantitative and questionnaire technique. This research concludes that many respondents have passed the advanced level in the Japanese language proficiency test, and need more than two years for study. However, the understanding of Japanese learners in the use of o and ga particles are still at the intermediate level.

Second language learners’ production of geminate consonants in Japanese

2017 ◽  
Author(s):  
Yukari Hirata
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
Language Learners ◽  
Second Language Learners ◽  
Intermediate Level ◽  
Specific Training ◽  
Native Japanese Speakers ◽  
Before And After ◽  
The Usa ◽  
Production Accuracy

This chapter examines whether learners of Japanese at an intermediate level make progress in accurately producing singleton and geminate stops after being immersed in Japan without specific training. Seven learners of Japanese, with two years of classroom instruction in the USA, recorded words such as [kako] and [kakːo] in a carrier sentence at three speaking rates before and after a four-month study-abroad experience in Japan. Duration of various segments was analysed, and the singleton and geminate boundary ratio of native Japanese speakers was used to determine learners’ production accuracy. Results indicated that the learners did make a singleton/geminate distinction, but their production accuracy showed limited improvement. The results suggest continuing difficulty in the mastery of native-level durational control.

An analysis of narrative communication strategies used by Japanese-as-a-foreign-language learners

2009 ◽  
Vol 25 (1) ◽  
Author(s):  
Masahiko Minami
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Personal Narratives ◽  
Narrative Discourse ◽  
Reported Speech ◽  
Advanced Learners ◽  
Native Japanese Speakers ◽  
Foreign Language Learners ◽  
Japanese Speakers ◽  
Discourse Strategies

AbstractThis study examines discourse strategies in personal narratives told by Japanese-as-a-foreign-language (JFL) learners. Both JFL learners and native Japanese speakers were asked to talk about any injury-related experience that they wished. Compared to intermediate JFL learners, advanced learners (1) told longer narratives using more words, a greater variety of words, and more onomatopoetic expressions, (2) switched to their first language less frequently and used fewer message replacements, repetitions, and confirmations, and committed fewer errors, and (3) used reported speech and onomatopoeias more frequently. A comparison of narratives told by JFL learners with those produced by native Japanese speakers revealed that while intermediate learners used rising intonation more frequently than did native Japanese speakers, advanced learners tended to use more words when using reported speech even when judged by native Japanese speakers’ norm. Overall, in the examination of JFL learners’ narrative discourse patterns with particular attention to the length of their stories and the discourse strategies they employed, the study suggests that JFL learners do not necessarily follow native-style narrative patterns, even after their language skills are relatively highly developed. The study instead implies the possibility of either U-shaped patterns of behavioral growth or the strong influence of L1 discourse strategies on L2 narratives (or a combination of both).

Strategi Pembelajaran Kanji : Studi Kasus pada Pembelajar Bahasa Jepang Tingkat Pemula dan Menengah di Universitas Al Azhar Indonesia

2013 ◽  
Vol 2 (1) ◽  
pp. 46
Author(s):  
Arianty Visiaty ◽  
Vera Yulianti
Keyword(s):  
Learning Strategies ◽  
Language Learners ◽  
Intermediate Level ◽  
Japanese Language ◽  
High Ability ◽  
Student Knowledge ◽  
Intermediate Group ◽  
Low Ability

<p><em>Abstrak</em> – <strong>Kesulitan yang dihadapi oleh pembelajar bahasa Jepang yang berasal dari negara yang  beraksara alphabet adalah kanji. Salah satu faktor penyebabnya adalah kurangnya pengetahuan mahasiswa tentang strategi belajar kanji. Penelitian ini menfokuskan pada strategi yang dipakai oleh mahasiswa tingkat pemula maupun tingkat menengah di UAI. Hasil dari penelitian ini adalah Strategi yang digunakan oleh Kelompok Pemula kurang bervariasi, Kelompok Menengah lebih banyak menggunakan variasi pembelajaran kanji dibandingkan dengan Kelompok Pemula, Kelompok Menengah KT (Kemampuan Tinggi) lebih banyak menggunakan strategi pembelajaran kanji dibandingkan dengan Kelompok menengah KR (Kemampuan Rendah).</strong></p><p> </p><p><em>Abstract</em> – <strong>One of the difficulties faced by Japanese language learners who come from countries that use the alphabet letters is kanji. One of the factors that cause those difficulties is the lack of student knowledge about kanji learning strategies. This study focuses on the strategies used by beginner and intermediate level students at University of Al Azhar Indonesia. The results of this study are as mentioned below. First, learners from the beginner group do not often use strategy compared with the intermediate group. Second, learners from intermediate group use the variations of kanji learning strategies more than the beginner group. Third, learners from high ability intermediate group use kanji learning strategies more than the low ability beginner group .</strong></p>

scholarly journals Study in Japan and the Motivation of Japanese Language Learners in Higher Educational Institutions in Indonesia

IZUMI ◽  
2020 ◽  
Vol 9 (2) ◽  
pp. 112-120
Author(s):  
Fatmawati Djafri ◽  
Lufi Wahidati
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Skills ◽  
Japanese Language ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Native Japanese Speakers ◽  
Study Programs ◽  
Higher Educational ◽  
Japanese Learners

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 institutions in Indonesia. Researchers collected data using a set of a questionnaire distributed to Japanese language learners at designated universities and interviews with some of the respondents. This study focused on three issues: factors that motivate students to choose Japanese language study programs in university, language skills that learners want to develop in university, and their interest in studying in Japan. The result showed that interest in the Japanese language was the primary motivation for many learners to continue their study in higher educational institutions. The ability to communicate with native Japanese speakers was a significant achievement for a Japanese learner, but at the same time, it was a difficult task to achieve. Study in Japan provided an opportunity for learners to improve their Japanese language skills and to gain experience in Japan. These things were expected to increase the value of learners’ cultural capital and access to previously unobtainable resources.

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