Study about Fostering Autonomous Language Learners in a Japanese University

2021 ◽  
pp. 115-125
Author(s):  
Mayumi Kanazawa
Keyword(s):  
Language Learners ◽  
Japanese University

scholarly journals An e-portfolio to enhance sustainable vocabulary learning in English

2015 ◽  
Vol 23 (1) ◽  
pp. 41 ◽  
Author(s):  
Hiroya Tanaka ◽  
Suzanne M. Yonesaka ◽  
Yukie Ueno ◽  
Akio Ohnishi
Keyword(s):  
Language Learners ◽  
English Education ◽  
Vocabulary Learning ◽  
Authentic Texts ◽  
Efl Learners ◽  
Japanese University ◽  
Foreign Language Learners ◽  
Word Familiarity ◽  
Level Of Understanding ◽  
And Control

<span>Vocabulary is an area that requires foreign language learners to work independently and continuously both in and out of class. In the Japanese EFL setting, for example, more than 97% of the population experiences approximately six years of English education at secondary school during which time they are required to learn approximately 3,000 words (i.e., lemmas). Given the lexical distance between Japanese and English, this leaves Japanese university EFL learners with a long way to go before they can acquire a sufficient number of words to comprehend authentic texts in English. To help Japanese university EFL learners sustain their vocabulary learning, the researchers have developed </span><em>Lexinote,</em><span> an e-portfolio system that allows learners to record and save the target words they encounter online, to search for them in online dictionaries, to practice them in several ways including written and oral rehearsals according to word familiarity (i.e., level of understanding of each lexical item), and to share their own output with peers. Learners are guided to monitor and control their vocabulary learning metacognitively according to word familiarity. </span><em>Lexinote </em><span>also provides learners with multimedia materials such as audio lessons for business and academic vocabulary development and online video lectures to prepare for classes conducted in English. Instructors can monitor students' learning records by number of words recorded, by type of practices chosen, and by how frequently they edit their learning records. This paper introduces the key concepts and basic functions of </span><em>Lexinote </em><span>and discusses how it can benefit learners, instructors, CALL researchers and developers with results from a survey on learners' perceptions.</span>

scholarly journals Developing and evaluating a computerized adaptive testing version of the Word Part Levels Test

2017 ◽  
Vol 36 (1) ◽  
pp. 101-123 ◽  
Author(s):  
Atsushi Mizumoto ◽  
Yosuke Sasao ◽  
Stuart A. Webb
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Computerized Adaptive Testing ◽  
Adaptive Testing ◽  
Vital Role ◽  
Diagnostic Information ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Japanese University ◽  
Foreign Language Learners

The knowledge about affix plays a vital role in the development of word knowledge and vocabulary acquisition. A test for diagnostic information on the level of affix knowledge would be useful in order to inform the test users of what learners have gained or lacked in this integral component of vocabulary knowledge. This paper reports the development and evaluation of a computerized adaptive testing (CAT) version of the Word Part Levels Test (WPLT), created by Sasao and Webb (2017). The CAT-WPLT was developed to maximize further the effectiveness of the WPLT as a diagnostic test. It was administered to 760 Japanese university EFL (English as a foreign language) learners. The evaluation was based on the comparison of measurement accuracy with the fixed-item version of the WPLT. The results show that the CAT-WPLT can provide test users with diagnostic information on test-taker’s strengths and weaknesses in affix knowledge with smaller number of items and with the same or greater precision than the previous versions of the WPLT. Pedagogical implications for using the CAT-WPLT are discussed along with issues in utilizing computer adaptivity.

Prefacing opposition: Resources for adumbrating conflict talk in second language peer discussions

2020 ◽  
Vol 58 (2) ◽  
pp. 161-194
Author(s):  
David Aline ◽  
Yuri Hosoda
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Language Learner ◽  
Group Discussions ◽  
Japanese University ◽  
Second Language Learner ◽  
English Classes ◽  
Conflict Talk ◽  
Peer Discussions

AbstractThis study provides an empirical analysis of conflict talk among second language learners, focusing on the opening aspects of conflict talk sequences, specifically the short sequences between an arguable and initial opposition. Data is based on 178 hours of small group discussions video-recorded in Japanese university English classes. Analysis revealed: (a) repetitions and why-type questions directly following an initial speaker’s claim were likely to adumbrate upcoming oppositions, (b) when a questioning repeat failed to elicit an account for the original speaker’s claim, the potential opposer explicitly pursued an account for the claim with a why-type question, (c) a major action these repeats and why-type questions performed was to call for speakers of potential arguables to provide sufficient accounts for their claims. The findings contribute to research on argumentative talk in classrooms by extending analysis beyond adjacent turns, by highlighting the resources of repetitions and why-type questions that speakers deploy to adumbrate oppositions, and by explicating the details of second language learner talk in peer discussions.

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.

Quality and quantity of oral participation and English proficiency gains

2012 ◽  
Vol 16 (4) ◽  
pp. 467-482 ◽  
Author(s):  
Thomas Delaney
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Target Language ◽  
Negotiation Of Meaning ◽  
Japanese University ◽  
Oral Participation ◽  
Classroom Language ◽  
The Relationship

There are many reasons to believe that oral participation in the target language (TL) is beneficial for classroom language learners. In addition to the prominence current second language acquisition (SLA) theory gives to processes that assume learner production of the TL (e.g. negotiation of meaning), teachers often view oral participation as a measure of learner involvement. Thus, it is often assumed that learners who participate often are likely to make greater proficiency gains. This correlational study examined this assumption by investigating the relationship between learners’ oral participation in classes for English as a foreign language (EFL) at a Japanese university and their gains in TL proficiency. Results indicated that while the quality of learners’ participation (accuracy, complexity, and fluency) was positively related to gains in TL ability, quantity of participation was not. While not indicative of a cause–effect relationship, the results suggest that teachers might wish to consider encouraging quality of participation as well as quantity.

scholarly journals FOSTERING AUTONOMOUS LANGUAGE LEARNERS AT A JAPANESE UNIVERSITY

2020 ◽  
Vol 78 (6A) ◽  
pp. 1096-1106
Author(s):  
Mayumi Kanazawa
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Skills ◽  
Autonomous Learning ◽  
English Learning ◽  
Learning Skills ◽  
Japanese University ◽  
Self Evaluation ◽  
Self Study ◽  
Motivation And Learning

Autonomous learning is one of the most important factors in the field of language learning. Leaning a language demands a considerable amount of time and learners have to work inside and outside the classroom to develop their language skills. The present study explored ways of promoting autonomous learning skills in mixed-level of students of English at a Japanese university. The course syllabus, which employed various methods was developed in order to increase students’ autonomous learning skills and incorporate a self-study period during the semester. The students set their own goals, then planned, developed and followed strategies to achieve them. Learners also kept a weekly learning-log, culminating in a presentation and a written report about what they had done to achieve their goals, including self-evaluation. The results showed that the students recognized some improvements in their English learning skills, motivation and learning habits, including an increase in learning hours. In addition, the students gained confidence in their English learning. Further practical improvements are suggested for supporting students to become autonomous language learners. Keywords: autonomous learners, language learning, learner autonomy, learner independence, self-study

Assessing Willingness to Communicate for Academically, Culturally, and Linguistically Different Language Learners

2018 ◽  
pp. 57-85 ◽  
Author(s):  
Mark R. Freiermuth ◽  
Hsin-chou Huang
Keyword(s):  
University Students ◽  
Language Learners ◽  
Small Groups ◽  
English Language ◽  
Willingness To Communicate ◽  
Cultural Backgrounds ◽  
Language Abilities ◽  
Japanese University ◽  
Academic Interests ◽  
Group Student

Synchronous electronic communication has provided opportunities for language learners in different locales to have meaningful dialogue with one another and highlighted the importance of English even in the context of EFL settings. In this chapter, the authors designed an intercultural electronic chat task to see if students from different cultural backgrounds, with different English language abilities, with different L1s, and who have different academic interests would be willing to communicate using English. Sixteen Taiwanese university students, who were marine science majors (lower proficiency group), chatted electronically in small groups with 27 Japanese university students, who had been studying English for two years (higher proficiency group). Student commentary to a broad-based questionnaire revealed that all participants were willing to communicate in English and did so. Even the lower proficiency group found the task meaningful, pointing out that chat gave them the opportunity to participate fully in the discussion, learn from their peers, and gain confidence, all of which motivated them.

scholarly journals Extensive Reading as the First Step to Use the SALC: The Acclimation Period and a Community of Language Learners

2016 ◽  
pp. 312-321
Author(s):  
Satomi Shibata
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Learning Center ◽  
Extensive Reading ◽  
Japanese University ◽  
Studying Abroad ◽  
Number Of Factors ◽  
Acclimation Period ◽  
Current Context ◽  
To Come

This paper describes an example of how to bring language learners into a self-access language learning center (SALC) in a Japanese university. A number of factors affect learners’ decision making about whether or not they use and continue using the SALC. In the context of lower interest in studying abroad or using English in jobs in the future, it may be necessary to consider setting up a clear purpose for students to come to the SALC. From the reflections on the last five-year implementation of extensive reading (ER), connecting classes and the SALC with an ER system seems to play a significant role in scaffolding their first SALC encounters in the current context, helping them go through the acclimation period leading to not only ER but also other usage of SALC.

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

Dynamic Assessment Language Tasks and the Prediction of Performance on Year-End Language Skills in Preschool Dual Language Learners

2020 ◽  
Vol 29 (3) ◽  
pp. 1226-1240
Author(s):  
Janet L. Patterson ◽  
Barbara L. Rodríguez ◽  
Philip S. Dale
Keyword(s):  
Head Start ◽  
Language Learners ◽  
Language Impairment ◽  
Dual Language ◽  
Dynamic Assessment ◽  
Dual Language Learners ◽  
Achievement Testing ◽  
Potential Applications ◽  
Language Screening ◽  
Relationship Of

Purpose Early identification is a key element for accessing appropriate services for preschool children with language impairment. However, there is a high risk of misidentifying typically developing dual language learners as having language impairment if inappropriate tools designed for monolingual children are used. In this study of children with bilingual exposure, we explored performance on brief dynamic assessment (DA) language tasks using graduated prompting because this approach has potential applications for screening. We asked if children's performance on DA language tasks earlier in the year was related to their performance on a year-end language achievement measure. Method Twenty 4-year-old children from Spanish-speaking homes attending Head Start preschools in the southwestern United States completed three DA graduated prompting language tasks 3–6 months prior to the Head Start preschools' year-end achievement testing. The DA tasks, Novel Adjective Learning, Similarities in Function, and Prediction, were administered in Spanish, but correct responses in English or Spanish were accepted. The year-end achievement measure, the Learning Accomplishment Profile–Third Edition (LAP3), was administered by the children's Head Start teachers, who also credited correct responses in either language. Results Children's performance on two of the three DA language tasks was significantly and positively related to year-end LAP3 language scores, and there was a moderate and significant relationship for one of the DA tasks, even when controlling for age and initial LAP3 scores. Conclusions Although the relationship of performance on DA with year-end performance varies across tasks, the findings indicate potential for using a graduated prompting approach to language screening with young dual language learners. Further research is needed to select the best tasks for administration in a graduated prompting framework and determine accuracy of identification of language impairment.

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