A study on the attitude change process of the Korean Japanese learners towards Japanese people and society.

Japanese passive sentences structurally include “direct passive sentences” which have their equivalent in active sentences, and “indirect passive sentences” which have no equivalent in active sentences. Direct passive is expressed by the prefix “di-“ in Indonesian passive sentence, but indirect passive cannot be expressed by the prefix “di-“ and it seems difficult for Indonesian Japanese learners. Indirect passive does not exist in many languages, including in English and somehow in the Indonesian language, too. This paper aims to know why do Japanese people use passive voice to convey events or incidents, what functions does the passive distraction voice have different from the active voice, and to clarify about the differences and similarities between Japanese and Indonesian passive sentences. These points may be obvious to Japanese native speakers in some sense, but it will be such a great difficulty for Indonesian learners of Japanese to learn and use. Through this paper result, in which using a descriptive-qualitative method, there are four main conditions in Japanese direct passive sentences, namely the speaker’s point of view, conditions for changing conditions, conditions for specificity, and conditions for losses. In Japanese, if one of the four conditions has been fulfilled (or two or more conditions), then the passive voice can be accepted. Also, Japanese learners must understand that sentences with the Indonesian prefix “di-“ do not automatically become passive sentences in Japanese. If these important points are not well known or understood, this can lead to misunderstandings in the use of Japanese passive voice.

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The Influence of Public Commitment on the Attitude Change Process: The Effects of Attitude Certainty, PFC and SNI

SSRN Electronic Journal ◽

10.2139/ssrn.1010562 ◽

2007 ◽

Author(s):

Mahesh Gopinath ◽

Prashanth U. Nyer

Keyword(s):

Attitude Change ◽

Change Process ◽

Attitude Certainty ◽

Public Commitment

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PENGENALAN BUDAYA JEPANG MELALUI PERMAINAN MANNA SUGOROKU BAGI PEMBELAJAR BAHASA JEPANG TINGKAT DASAR

Jurnal Pendidikan ◽

10.31258/jp.9.1.1-15 ◽

2019 ◽

Vol 9 (1) ◽

pp. 1

Author(s):

Nana Rahayu

Keyword(s):

Public Transportation ◽

Japanese Society ◽

Language Education ◽

Japanese Culture ◽

Japanese People ◽

Study Program ◽

Training And Education ◽

Education Study ◽

Japanese Learners ◽

Basic Level

Generally, students who enter the Japanese Language Education Study Program Faculty of Teacher Training and Education Riau University have a high interest in Japanese Culture. So that, the introduction of Japanese society and culture is presented in the form of Nihon Jijou subjects in semester 1. For the students or Japanese learners at the basic level, the introduction Japanese culture provides its own motivation in learning Japanese. It is just that their understanding of Japanese culture is only found in the material without feeling directly what Japanese culture is like in everyday Japanese life. One of the Japanese culture introductions is to understand the ways or the attitude of Japanese people when using public transportation, especially trains through the Manna Sugoroku game. To understand this, students are asked to read Japanese letters which is one of the obstacles for students to understand Japanese culture well. Through Manna Sugoroku game students were expected to be able to read the rules using Japanese letter so students independently acquire an introduction to Japanese culture that they have never been known before and students were motivated to learn Japanese by increasing their ability in reading Japanese letter.

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The Uniqueness of Japanese Passive Voice-A New Approach to Understanding Japanese Passive Voice

Basic and Applied Education Research Journal ◽

10.11594/baerj.01.02.05 ◽

2021 ◽

Vol 1 (2) ◽

pp. 70-77

Author(s):

Andi Irma Sarjani

Keyword(s):

Qualitative Method ◽

Native Speakers ◽

Great Difficulty ◽

Point Of View ◽

Japanese People ◽

Passive Voice ◽

New Approach ◽

Passive Sentence ◽

Japanese Learners ◽

Passive Distraction

Japanese passive sentences structurally include “direct passive sen-tences” which have their equivalent in active sentences, and “indirect passive sentences” which have no equivalent in active sentences. Direct passive is expressed by the prefix “di-“ in Indonesian passive sentence, but indirect passive cannot be expressed by the prefix “di-“ and it seems difficult for Indonesian Japanese learners. Indirect passive does not exist in many languages, including in English and somehow in the Indonesian language, too. This paper aims to know why do Japanese people use passive voice to convey events or inci-dents, what functions does the passive distraction voice have different from the active voice, and to clarify about the differences and similarities between Japanese and Indonesian passive sentences. These points may be obvious to Japanese native speakers in some sense, but it will be such a great difficulty for Indonesian learners of Japanese to learn and use. Through this paper result, in which using a descriptive-qualitative method, there are four main conditions in Japanese direct passive sentences, namely the speaker’s point of view, conditions for changing conditions, conditions for specificity, and conditions for losses. In Japanese, if one of the four conditions has been fulfilled (or two or more conditions), then the passive voice can be accepted. Also, Japanese learners must understand that sentences with the Indonesian prefix “di-“ do not automatically become passive sentences in Japanese. If these important points are not well known or understood, this can lead to misunderstandings in the use of Japanese passive voice.

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Attitude Change as a Function of Open or Closed-Mindedness

Journalism Quarterly ◽

10.1177/107769906504200407 ◽

1965 ◽

Vol 42 (4) ◽

pp. 571-575 ◽

Cited By ~ 9

Author(s):

Eleanor L. Norris

Keyword(s):

Attitude Change ◽

Change Process

The data partially support the hypothesis of greater attitude change for close-minded persons in situations involving cognitive inconsistency. But research on other factors in the attitude change process is indicated as necessary.

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Improving Japanese English pronunciation with speech recognition and feed-back system

SHS Web of Conferences ◽

10.1051/shsconf/20207702003 ◽

2020 ◽

Vol 77 ◽

pp. 02003

Author(s):

Kanta Igarashi ◽

Ian Wilson

Keyword(s):

Speech Recognition ◽

English Speakers ◽

Japanese People ◽

Web Based ◽

Japanese Students ◽

Good Type ◽

English Pronunciation ◽

English Speaking ◽

Japanese Learners ◽

Japanese English

For Japanese people, communicating with English speakers from abroad has become more common because of internationalization, and there are many people who want to improve their English-speaking skills. However, there are few environments where we can speak English outside of the classroom, so Japanese students rarely have a chance to study English pronunciation. Even if students do have a chance to take an English pronunciation class, teachers do not have enough time to individually teach each student pronunciation in a big class. Because of that, computers and smartphones may be one good type of tool to solve this problem. In this research, we develop a web-based application to help Japanese learners with their English pronunciation.

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