Evaluation of Native Japanese Speaker of Japanese Learners' Direct Translation into Korean

2021 ◽  
Vol 90 (0) ◽  
pp. 141-165
Author(s):  
Nam-Sung Cho
Keyword(s):  
Direct Translation ◽  
Japanese Learners ◽  
Japanese Speaker

Development of the L2 Motivational Self System: English at a University in Japan

2014 ◽  
Vol 36 (2) ◽  
pp. 153 ◽  
Author(s):  
Scott Aubrey
Keyword(s):  
Structural Equation ◽  
English Language ◽  
Structural Equation Models ◽  
Japanese Learners Of English ◽  
L2 Motivation ◽  
L2 Motivational Self System ◽  
Motivational Structure ◽  
International Posture ◽  
Japanese Learners ◽  
Self System

This paper reports on a study investigating changes in L2 motivation for Japanese learners of English as they completed their first communicative English language course at university. I aim to describe the strength and structure of students’ motivation and the degree to which these changed over one semester. A 36-item questionnaire was used to measure components of the L2 Motivational Self System and International Posture. The questionnaire was administered twice to 202 second-year university students in Japan: during the first week of the semester and 11 weeks later. Structural equation models were created to describe the causal relationships between motivational variables for the two time periods. Paired t tests revealed that both motivated learning behavior and ought-to L2 self significantly increased over the semester. A comparison of the two models indicated that there was a change in the motivational structure from Week 1 to Week 12. 本研究は、英語学習者の動機づけの強さと構造、及びその変化に焦点をあて、日本人大学生の外国語（L2）に対する動機づけの変化を調査した。大学で最初に履修するコミュニケーション英語の授業を対象に、第2言語習得を動機づける自己システム（L2 Motivational Self System）と国際志向性の2側面を測定する36項目からなる質問紙を作成し、2年生202名に対して授業第1週目とその11週間後に調査を実施した。分析は、まず構造方程式モデリングで2回の調査間の動機づけの変化を分析し、それに基づき対応のあるt検定を実施した。分析の結果、動機づけの高い学習行動と義務自己ought-to selfに関する数値が1学期を通して向上したことが明らかになった。

The Generalization of Instruction on Genitive Relative Clause in the Acquisition of English as a Foreign Language

2006 ◽  
Vol 151 ◽  
pp. 99-113
Author(s):  
Akihiro Ito
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Relative Clause ◽  
Relative Clauses ◽  
Foreign Language Learning ◽  
Control Group ◽  
Test Results ◽  
Japanese Learners Of English ◽  
Special Instruction ◽  
Japanese Learners

This study examines the generalization of instruction in foreign language learning. A group of Japanese learners of English served as participants and received special instruction in the structure of genitive relative clauses. The participants were given a pre-test on combining two sentences into one containing a genitive relative clause wherein the relativized noun phrase following the genitive marker "whose" is either the subject, direct object, or object of preposition. Based on the TOEFL and the pre-test results, four equal groups were formed; three of these served as experimental groups, and one as the control group. Each experimental group was given instruction on the formation of only one type of genitive relative clause. The participants were then given two post-tests. The results indicated that the generalization of learning begins from structures that are typologically more marked genitive relative clauses to those structures that are typologically less marked, and not vice versa.

scholarly journals Phrase Table Combination Based on Symmetrization of Word Alignment for Low-Resource Languages

2021 ◽  
Vol 11 (4) ◽  
pp. 1868
Author(s):  
Sari Dewi Budiwati ◽  
Al Hafiz Akbar Maulana Siagian ◽  
Tirana Noor Fatyanosa ◽  
Masayoshi Aritsugi
Keyword(s):  
Language Model ◽  
Word Alignment ◽  
Low Resource ◽  
Relative Improvement ◽  
Direct Translation ◽  
The Common ◽  
Target Source

Phrase table combination in pivot approaches can be an effective method to deal with low-resource language pairs. The common practice to generate phrase tables in pivot approaches is to use standard symmetrization, i.e., grow-diag-final-and. Although some researchers found that the use of non-standard symmetrization could improve bilingual evaluation understudy (BLEU) scores, the use of non-standard symmetrization has not been commonly employed in pivot approaches. In this study, we propose a strategy that uses the non-standard symmetrization of word alignment in phrase table combination. The appropriate symmetrization is selected based on the highest BLEU scores in each direct translation of source–target, source–pivot, and pivot–target of Kazakh–English (Kk–En) and Japanese–Indonesian (Ja–Id). Our experiments show that our proposed strategy outperforms the direct translation in Kk–En with absolute improvements of 0.35 (a 11.3% relative improvement) and 0.22 (a 6.4% relative improvement) BLEU points for 3-gram and 5-gram, respectively. The proposed strategy shows an absolute gain of up to 0.11 (a 0.9% relative improvement) BLEU points compared to direct translation for 3-gram in Ja–Id. Our proposed strategy using a small phrase table obtains better BLEU scores than a strategy using a large phrase table. The size of the target monolingual and feature function weight of the language model (LM) could reduce perplexity scores.

Dynamic assessment and requesting: Assessing the development of Japanese EFL learners’ oral requesting performance interactively

2020 ◽  
Vol 17 (5) ◽  
pp. 545-575
Author(s):  
Allan Nicholas
Keyword(s):  
Conversation Analysis ◽  
Dynamic Assessment ◽  
Task Type ◽  
Efl Learners ◽  
Coding Scheme ◽  
Dynamic Methods ◽  
Two Phases ◽  
Japanese Learners ◽  
Development Analysis ◽  
Insight Into

AbstractThis study investigates the use of dynamically-administered strategic interaction scenarios (D-SIS) in identifying Japanese EFL participants’ difficulties with requesting-in-interaction, and tracking their development. Informed by conversation analysis research, six Japanese EFL learners at a university in Japan carried out D-SIS tasks in two phases, with the aim of both identifying specific aspects of requesting-in-interaction that were challenging, and learner development. Analysis focuses on three particular areas of difficulty that arose for participants during the dialogic interactions—connecting request turn utterance linguistic choices to social context; pre-request expansions of requesting talk, and pre-closing sequences. A coding scheme was applied that analyzed mediation sequences in terms of the efficiency with which participants oriented to and resolved problems, allowing ZPD movement to be quantified. In combination with close qualitative analysis of the transcript data, mediation sequences provided insights into the participants’ knowledge and understanding of these areas that would not have been gained through non-dynamic methods. Results therefore provide insight into areas of difficulty for Japanese learners with regards to requesting, and provide support for the use of the D-SIS task type as a diagnostic tool in regards to request-based talk-in-interaction.

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