Emotional scaffolding in text chats between Japanese language learners and native Japanese speakers

2020 ◽  
Vol 53 (3) ◽  
pp. 505-526
Author(s):  
Reiko Yoshida
Keyword(s):  
Language Learners ◽  
Japanese Language ◽  
Native Japanese Speakers ◽  
Japanese Speakers ◽  
Emotional Scaffolding

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.

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).

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.

scholarly journals Kokugo Dictionaries as Tools for Learners: Problems and Potential

2012 ◽  
Vol 2 (2) ◽  
pp. 9-20
Author(s):  
Tom GALLY
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Japanese Speakers ◽  
Bilingual Dictionaries ◽  
Japanese Speakers

For second-language learners, monolingual dictionaries can be useful tools because they often provide more detailed explanations of meanings and more extensive vocabulary coverage than bilingual dictionaries do. While learners of English have access to many monolingual dictionaries designed specifically to meet their needs, learners of Japanese must make do with Kokugo dictionaries, that is, monolingual dictionaries intended for native Japanese speakers. This paper, after briefly describing Kokugo dictionaries in general, analyzes a typical entry from such a dictionary to illustrate the advantages and challenges of the use of Kokugo dictionaries by learners of Japanese.

A linguistically-informed way of introducing Japanese verbs to second language learners

2020 ◽  
Vol 36 (1) ◽  
pp. 29-72
Author(s):  
J.-R. Hayashishita ◽  
Daiki Tanaka ◽  
Ayumi Ueyama
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Argument Structure ◽  
Second Language Learners ◽  
Native Speakers ◽  
Mental Lexicon ◽  
Innovative Approach ◽  
Japanese Language ◽  
Reference Book ◽  
Japanese Speakers

AbstractThis paper describes how the Japanese speakers’ knowledge is organized in regards to verbs, and proposes a linguistically-informed way of introducing it to second language learners. It is maintained by a number of researchers that each verb is stored with the information of its argument structure in the speaker’s mental lexicon. That is, a given verb is stored with the information of how many arguments it takes and what types of arguments they are. In this paper, capitalizing on this assumption, we will maintain that the knowledge of the native speakers of Japanese is organized in such a way that if a verb gives rise to n-number of different meanings, there are n-number of lexical entries, and each such entry is independently stored with the information concerning the meaning of the verb, the verb arguments and their accompanying particles. After the description of the organization of Japanese speakers’ knowledge in regards to verbs, as an effective way of introducing this to Japanese language learners, the paper proposes the format of an innovative approach to Japanese verbs reference book. This proposed format capitalizes on full sentence definitions in the sense of the Collins Cobuild Dictionary.

The Involvement of Native Speakers in Teaching and Learning Japanese Language at UiTM

2020 ◽  
Vol 4 (3) ◽  
pp. 14
Author(s):  
Choong Pow Yean ◽  
Sarinah Bt Sharif ◽  
Normah Bt Ahmad
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Native Speaker ◽  
Japanese Culture ◽  
Japanese Language ◽  
Foreign Language Learners ◽  
Lexical Density

The Nihongo Partner Program or “Japanese Language Partner” is a program that sends native speakers to support the teaching and learning of Japanese overseas. The program is fully sponsored by The Japan Foundation. The aim of this program is to create an environment that motivates the students to learn Japanese. This study is based on a survey of the Nihongo Partner Program conducted on students and language lecturers at UiTM, Shah Alam. This study aims to investigate if there is a necessity for native speakers to be involved in the teaching and learning of Japanese among foreign language learners. Analysis of the results showed that both students and lecturers are in dire need of the Nihongo Partner Program to navigate the learning of the Japanese language through a variety of language learning activities. The involvement of native speaker increases students’ confidence and motivation to converse in Japanese. The program also provides opportunities for students to increase their Japanese language proficiency and lexical density. In addition, with the opportunity to interact with the native speakers, students and lecturers will have a better understanding of Japanese culture as they are able to observe and ask the native speakers. Involvement of native speakers is essential in teaching and learning of Japanese in UiTM.

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