scholarly journals The Construction of a Database to Support the Compilation of Japanese Learners’ Dictionaries

2012 ◽  
Vol 2 (2) ◽  
pp. 97-115 ◽  
Author(s):  
Yuriko SUNAKAWA ◽  
Jae-ho LEE ◽  
Mari TAKAHARA
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Large Scale ◽  
Language Instruction ◽  
Japanese Language ◽  
Advanced Learners ◽  
Advanced Level ◽  
Basic Vocabulary ◽  
Japanese Learners ◽  
Types Of Information

The number of Japanese language learners outside Japan, especially of advanced level learners, is increasing yearly. From the intermediate level onwards, they could profit from bilingual Japanese learners’ dictionaries in their native language, but in most linguistic areas of the world only very simple dictionaries for beginners and for tourists are available. Our project therefore aims at supporting the compilation of Japanese language learners’ dictionaries for intermediate and advanced learners by building a database of contents needed when editing a Japanese language learners’ dictionary, and offering it online. This 4 year project is going to be running from 2011 to 2014. Two surveys were conducted: a survey of the vocabulary used in textbooks of Japanese as a foreign language and a quantitative survey on the targeted area of the Japanese language in a large-scale corpus, in order to select the list of words to be included in the database, and a general list of basic vocabulary for Japanese language instruction was created. At present, usage examples are being compiled on the basis of this vocabulary list, and a database system is being developed. A prototype of a database search interface and download system has been completed. The database is going to include various types of information which are considered to be useful for learners, such as grammar, phonetics, synonyms, collocations, stylistics, learners’ errors etc. These are presently being studied in detail to be made public in 2014.

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.

Optimalizing Interlanguage Feedback to the Foreign Language Learner

1980 ◽  
Vol 2 (2) ◽  
pp. 17-28
Author(s):  
Mike Sharwood Smith
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Current Knowledge ◽  
Language Instruction ◽  
Point Of View ◽  
Language Learner ◽  
Teaching Writing ◽  
Message Content ◽  
Advanced Learners

The term “interlanguage” is generally used in connection with the performance of second language learners in naturalistic learning situations, that is, outside the classroom and in situations where message CONTENT rather than message FORM is in focus. This is a reflection of the generally healthy separation that has taken place between investigations into learning and research into teaching or instruction. It remains true, however, that teaching methods and techniques can hardly be formulated without taking into account our current knowledge of what goes on or what seems to go on in learning. This, of course, has to be done with all due caution, that is, with a full appreciation of the limited nature of this current knowledge (Tarone et al. 1976). Seeing teaching from a learner's point of view is, in itself, a desirable attitude and one which is likely to be fostered if one searches through the literature on acquisition for possible insights, pointers, and even techniques of relevance to language instruction. Over the past four years, instructional techniques for teaching writing to advanced learners of English as a foreign language have been developed at the English Department, Utrecht University. These techniques are directly inspired by research into learning and have in turn proved to be of value for such research even though their primary aim is instructional. This paper will concentrate on the instructional aspects.

scholarly journals Kesalahan Penggunaan Jouken Hyougen Pada Pembelajar Bahasa Jepang Level Menengah ATAS

2020 ◽  
Vol 2 (2) ◽  
pp. 56
Author(s):  
Gilang Auliya Prasetyo Widodo ◽  
Dedi Sutedi
Keyword(s):  
Language Learners ◽  
Qualitative Data ◽  
Native Speaker ◽  
Language Skills ◽  
Middle Level ◽  
Japanese Language ◽  
Advanced Learners ◽  
Advanced Level ◽  
Level 3 ◽  
Level 1

This study discusses the mistake of the jouken hyougen in advanced-level Japanese language learners. Therefore the research aims to find out what mistakes are often experienced by upper-middle Japanese language learners in understanding the use of jouken hyougen to,tara, nara, dan ba. Then this study aims to provide advice or efforts to minimize mistakes using jouken hyougen. The method used in this research is descriptive qualitative. Data collection was carried out using test and interview instruments. The form of test questions is a test to translate as many as 5 questions and a test of true or false as many as 5 questions which include jouken hyougen of to, tara, nara, and ba. Then after the test ends, interview the respondent to find out why the respondent is wrong in answering the questions given. The subjects of this study were Japanese middle-level Japanese language learners. They are advanced learners with level 3 to level 1 Japanese language skills (JLPT). Based on the data that has been obtained, it is known that middle-level learners still often experience errors. As in the use of tara to show presuppositions related to time and this condition of presupposition related to time are wrong if used word moshi. The error has a percentage of errors of 86.4% or 32 people from a total of 37 respondents answered incorrectly. In the use of the form ba and to which shows something that is natural, the respondent is considered quite good in understanding the use of the supposition ba and to. From the test data that has been tested only 16.2% or 6 people out of a total of 37 respondents answered incorrectly. Based on the results of interviews with respondents, admitted that they did not know the rules that apply to every form of presupposition of to, tara, nara, and ba. Efforts that can be made to minimize mistakes are as instructors to optimize understanding of spending on the material jouken hyougen, motivates learners to find out for themselves from various sources outside the book obtained during learning, then ask the native speaker if you want to know when the context of jouken hyougen to, tara, nara, and ba is used.

scholarly journals ANALISIS KONTRASTIF KOTOWARI HYOUGEN ANTARA PEMBELAJAR BAHASA JEPANG DAN PENUTUR ASLI

2016 ◽  
Vol 12 (2) ◽  
Author(s):  
Novia Hayati
Keyword(s):  
Language Learners ◽  
High Frequency ◽  
Speech Act ◽  
Native Speakers ◽  
Mother Tongue ◽  
Japanese Language ◽  
Contrastive Analysis ◽  
Completion Test ◽  
Unpleasant Feeling ◽  
Japanese Learners

 Abstrak Analisis Kontrastif Kotowari Hyougen  antara Pembelajar Bahasa Jepang dan Penutur Asli. Di antara beberapa aktifitas berbahasa, tindakan menolak sering dianggap sebagai tindakan yang cukup sulit karena memberikan perasaan tidak menyenangkan terhadap lawan tutur. Tindak tutur menolak tidak terlepas dari latar belakang tindak tutur berbahasa oleh pengguna bahasa tersebut. Pembelajar yang berbahasa ibu bahasa Sunda memiliki kemiripan dengan penutur asli dalam membuat tindak tutur penolakan dikarenakan adanya kedekatan aturan undak usuk bahasa sunda dengan tainguu hyougen dalam bahasa Jepang. Penelitian ini bertujuan untuk mengetahui ungkapan penolakan yang digunakan oleh pembelajar bahasa Jepang kemudian melalui perbandingan dengan penutur asli diketahui persamaan dan perbedaanya serta permasalahan dalam ungkapan penolakan oleh pembelajar. Instrumen yang digunakan dalam penelitian ini adalah Discourse Completion Test (DCT). Hasil analisis data menunjukan terdapat persamaan diantara pembelajar dan penutur asli dalam pengguna {wabi} terhadap dosen akrab (penggunanya lebih rendah). Sebagai permasalahan dalam ungkapan penolakan yakni pembelajar menggunakan {fuka} dalam bentuk futsuu no hiteikei, dan {koshou} dalam frekuensi yang cukup tinggi. Sebaliknya, penutur asli menggunakan fukanoukei, dikarenakan apabila menggunakan futsuu no hiteikei akan diterima sebagai arti penolakan yang kuat/keras.Kata kunci: Kotowari hyougen, DCT, Taiguu hyougen, penutur asli, konstraktif  Abstract Contrastive Analysis of Kotowari Hyougen between Learners of Japanese Language and Japanese Native Speakers. Among several speaking activities, action of refusal is often considered a difficult act as it gives an unpleasant feeling againts interlocutors. Refusal speech act cannot be separated from the background of the speech act by the user of the language. Learners whose mother tongue is Sundanese language has similarities with Japanese native speakers in making the speech act of refusal due to the proximity of the undak usuk in Sundanese with tainguu hyougen in Japanese. This study aims to determine the expressions of refusal used by Japanese learners then, through comparison with native speakers, to determine the similarities, differences and problems in the expression of rejection by the learners. The instrument used in this study is Discourse Completion Test (DCT). Form the analysis of the data it was found that there were similarities between learners and native speakers that {riyuu/iiwake}, {wabi}, {fuka} were used as the main semantic formula. There are similarities between learners whose mother tongue is Sundanese and native speakers in using language {wabi} to professors considered familiar (lower usage). The problem of expressions of refusal used by learners {fuka} in the form Futsuu fuka no hiteikei and {koshou} was in a fairly high frequency. In contrast, native speakers use fukanoukei, because using Futsuu no hiteikei will be considered as a strong/hard sense of refusal.Keywords: Kotowari hyougen, DCT, Tainguu hyougen

Sharing Corpus Resources in Language Learning

2011 ◽  
pp. 438-452 ◽  
Author(s):  
Angela Chambers ◽  
Martin Wynne
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Language Learners ◽  
Large Scale ◽  
Language Teachers ◽  
Advanced Learners ◽  
The World ◽  
Language Courses ◽  
Technical Issues ◽  
Corpus Data

Since the early 1990s, researchers have been investigating the effectiveness of corpora as a resource in language learning, mostly creating their own small corpora. As it is neither feasible nor desirable to envisage a future in which all teachers create their own corpora, and as the content of language courses is similar in many universities throughout the world, the sharing of resources is clearly necessary if corpus data are to be made available to language teachers and learners on a large scale. Taking one small corpus as an example, this chapter aims to investigate the issues arising if corpus consultation is to become an integral part of the language-learning environment. The chapter firstly deals with fundamental questions concerning the creation and reusability of corpora, namely planning, construction, documentation, and also legal, moral and technical issues. It then explores the issues arising from the use of a corpus of familiar texts, in this case a French journalistic corpus, with advanced learners. In conclusion we propose a framework for the optimal use of corpora with language learners in the context of higher education.

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).

L2 vs. L1 Use of Synonymy: An Empirical Study of Synonym Use/Acquisition

2014 ◽  
Vol 37 (2) ◽  
pp. 239-261 ◽  
Author(s):  
Dilin Liu ◽  
Shouman Zhong
Keyword(s):  
Language Learners ◽  
Low Frequency ◽  
Native English Speakers ◽  
English Speakers ◽  
Future Research ◽  
Advanced Learners ◽  
Advanced Level ◽  
Corpus Data ◽  
L1 Use ◽  
Esl Learners

Abstract Synonymy is important but difficult for language learners to grasp. Using a forced-choice question instrument, along with corpus data as reference, this study examines the use of four sets of synonyms by intermediate/advanced Chinese EFL/ESL learners and native English speakers. The data analyses reveal several key findings, including a general synonym acquisition trajectory. First, synonyms are often differentiated by their typical collocates; hence, the acquisition of synonyms is largely the learning of their salient collocates. Secondly, construal of the communicative purpose/context at hand also plays an important role in synonym selection. Thirdly, EFL/ESL learners begin to show some grasp of the salient usages/meanings of synonyms, and their grasp of synonyms advances significantly as their English proficiency increases to advanced level, but advanced learners still exhibit difficulties in synonym use, including an inadequate ability in forming context-called-for unique construals. Fourthly, frequency plays a crucial role in synonym acquisition, as low-frequency synonyms and salient synonym collocation usages with a low raw frequency are especially difficult for L2 learners. Implications for pedagogy and future research are also discussed.

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