scholarly journals The impact of study abroad on Japanese language learners social networks

New Voices ◽  
2011 ◽  
Vol 5 ◽  
pp. 25-63 ◽  
Author(s):  
Rikki Campbell
Keyword(s):  
Social Networks ◽  
Study Abroad ◽  
Language Learners ◽  
Japanese Language ◽  
The Impact

scholarly journals Innovations in Integrating Language Assistants: Inter-Collaborative Learning

2018 ◽  
Vol 4 (4) ◽  
pp. 54-62
Author(s):  
Fumie Kato
Keyword(s):  
Study Abroad ◽  
Language Learners ◽  
Native Speakers ◽  
The United States ◽  
Japanese Language ◽  
Japanese Study ◽  
Language Classes ◽  
One Year ◽  
Study Abroad Program ◽  
Study Abroad Students

A language assistant (LA) program was introduced into a university-level Japanese program. The LAs in this program consisted of Japanese study abroad students, that is English as a second language students, coming to study from Japanese universities for either one semester or one academic year, as well as American learners returning from a one-year academic study abroad program in Japan. In the southeastern region of the United States, the Japanese language is not yet considered a major foreign language, thus few opportunities exist for American learners to connect with native speakers of Japanese. The LA program endeavors to ease this limitation. It has been extremely beneficial for our American learners to have opportunities to communicate regularly with Japanese study abroad students in the classrooms. Furthermore, it was found tremendously valuable for Japanese study abroad students and greatly helpful for the instructors as well. This paper describes the procedures and examines the effectiveness of introducing an LA program into Japanese language classes. To analyze the program, questionnaires were distributed to LAs (N=20); five department instructors wrote comments concerning the program; and five Japanese language learners submitted reflection papers. Analyses of the qualitative data indicate that the LA program has many advantages for everyone participating.

Global-mindedness Through the Eyes of EFL Learners: Gender and Level of Proficiency in Focus

2016 ◽  
Vol 3 (1) ◽  
pp. 45-54
Author(s):  
Джавад Агмаді Фаталакі ◽  
Рунган Жанґ
Keyword(s):  
Study Abroad ◽  
International Education ◽  
Language Learners ◽  
Intercultural Competence ◽  
International Schools ◽  
Doctoral Dissertation ◽  
Cluster Sampling ◽  
Global Mindedness ◽  
Significant Difference ◽  
The Impact

The major aim of the present study is to find connections between global-mindedness and some important factors such as gender  and level of proficiency. To this end, 182 language learners, 92 females and 90 males, participated in the study. These students were selected and categorized based on one-stage cluster sampling from 16 branches of different language centers, namely Safiran, Shoukoh, and Kish. The main phase of the study was conducted through the use of Google Docs platform that provides the researchers with the well-organized data. Language learners were asked to answer all the demographic information by considering their anonymity during the process of data collection. The result of the study, through t-test, showed that there was a significant difference between male and female language learners regarding their level of global-mindedness. The result also showed that the level of proficiency of the female language learners does not influence their level of global-mindedness. References Byram, M., Zarate, G., & Neuner, G. (1997). Sociocultural competence in languagelearning and teaching: Studies towards a common European framework of reference forlanguage learning and teaching. Strasbourg, France: Council of Europe. Deardorff, D. K. (2011). Assessing intercultural competence. New Directions forInstitutional Research, 149, 65–79. DeMello, M. A. (2011). The impact of study tours in developing global-mindedness amongPK-12 educators in Southeastern Massachusetts (Doctoral dissertation, NortheasternUniversity, Boston) Duckworth, R. L., Levy, L. W., & Levy, J. (2005). Present and future teachers of theworld’s children How internationally-minded are they?. Journal of Research inInternational Education, 4(3), 279–311. Earley, P. C. and Ang, S. (2003). Cultural Intelligence: An Analysis of IndividualInteractions Across Cultures. Palo Alto (CA): Stanford University Press. Fantini, A. E. (2009), Assessing Intercultural Competence: Issues and Tools. In Deardorff,D. K. (ed.), The SAGE Handbook of Intercultural Competence. Thousand Oaks (CA):Sage, 456–476. FitzGerald, H. (2003). How Different Are We? Spoken Discourse in InterculturalCommunication. Clevedon – Buffalo – Toronto – Sydney: Multilingual Matters Ltd. Gaudelli, W. (2003). World class: Teaching and learning in global times. Mahwah, NJ:Erlbaum. Giddens, A. (1991) Modernity and Self-Identity. Cambridge: Polity. Gillian, K. J. (1995). A measure of global-mindedness at the University of NorthernColorado: An assessment of students, faculty, and administrators (Doctoral dissertation,University of Northern Colorado, 1995). Dissertation Abstracts International, 5,08. Hett, E. J. (1993). The development of an instrument to measure global-mindedness(Doctoral dissertation, University of San Diego). Hill, I. (2007). International education as developed by the International BaccalaureateOrganization. The SAGE handbook of research in international education, 25–37. Johnson, J. P., Lenartowicz, T., & Apud, S. (2006). Cross-cultural competence ininternational business: Toward a definition and a model. Journal of International BusinessStudies, 37(4), 525–543. Kehl, K., & Morris, J. (2007). Differences in global mindedness between short-term andsemester-long study abroad participants at selected private universities. Frontiers: TheInterdisciplinary Journal of Study Abroad, 15(1), 67–79. Lakoff, R. (1973). Language and woman's place. Language in society, 2(01), 45–79. Muller, G. C. (2012). Exploring characteristics of international schools that promoteinternational-mindedness (Doctoral dissertation, Teachers College, Columbia University). Olsen, M.E., Lodwick, D.G., & Dunlap, R.E. (1992). Viewing the World Ecologically.Boulder: Westview. Sampson, D. L., & Smith, H. P. (1957). A scale to measure world-minded attitudes. TheJournal of Social Psychology, 45(1), 99–106. Sercu, L. e.a. (2005). Foreign Language Teachers and Intercultural Competence. AnInternational investigation. Clevedon–Buffalo–Toronto: Multilingual Matters Ltd. Smallman, S. C., & Brown, K. (2011). Introduction to international & global studies.Chapel Hill: University of North Carolina Press. Wardhaugh, R. (1992). An Introduction to Sociolinguistics. USA: Blackwell PublishersLtd. Zhai, L., & Scheer, S. (2004). Global perspectives and attitudes toward cultural diversityamong summer agriculture students at the Ohio State University. Journal of AgriculturalEducation, 45(2), 39–51.

scholarly journals Innovations in Integrating Language Assistants: Inter-Collaborative Learning

2018 ◽  
Vol 4 (4) ◽  
pp. 88-96
Author(s):  
Fumie Kato
Keyword(s):  
Study Abroad ◽  
Language Learners ◽  
Native Speakers ◽  
The United States ◽  
Japanese Language ◽  
Japanese Study ◽  
Language Classes ◽  
One Year ◽  
Study Abroad Program ◽  
Study Abroad Students

A language assistant (LA) program was introduced into a university-level Japanese program. The LAs in this program consisted of Japanese study abroad students, that is English as a second language students, coming to study from Japanese universities for either one semester or one academic year, as well as American learners returning from a one-year academic study abroad program in Japan. In the southeastern region of the United States, the Japanese language is not yet considered a major foreign language, thus few opportunities exist for American learners to connect with native speakers of Japanese. The LA program endeavors to ease this limitation. It has been extremely beneficial for our American learners to have opportunities to communicate regularly with Japanese study abroad students in the classrooms. Furthermore, it was found tremendously valuable for Japanese study abroad students and greatly helpful for the instructors as well. This paper describes the procedures and examines the effectiveness of introducing an LA program into Japanese language classes. To analyze the program, questionnaires were distributed to LAs (N=20); five department instructors wrote comments concerning the program; and five Japanese language learners submitted reflection papers. Analyses of the qualitative data indicate that the LA program has many advantages for everyone participating.

scholarly journals The Impact of Animated Karaoke on Vocabulary Acquisition Among Japanese Language Learners in Malaysian Universities

2019 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Muhammad Alif Redzuan Abdullah ◽  
Sanimah Hussin
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Vocabulary Acquisition ◽  
Research Paper ◽  
Japanese Language ◽  
Good Tool ◽  
Language Classes ◽  
Motivation Level ◽  
Brain Data ◽  
The Impact

This research paper aimed to explore and investigate whether the use of animated karaoke in the Japanese language classes has an influence on vocabulary acquisition among Malaysian Japanese language learners. The study was conducted on 100 students learning the Japanese language at the beginner level as an elective subject at the Faculty of Modern Languages and Communication, Universiti Putra Malaysia (UPM). Data were collected through questionnaires, interviews, and observations. The analytical descriptive result showed that the participants were able to memorize and understand Japanese vocabulary quickly and easily after watching animation consisting of visual graphics combined with text which stimulate their brain. Data from the interviews also showed that the target vocabulary items were pronounced accurately and correctly when learners sang along while watching the animated karaoke. The triangulation of data showed that animated karaoke is a good tool to engage participants in learning the Japanese language while at the same time, having fun and feeling highly motivated to explore the language. The implication of the study suggests that the use of animated karaoke in other foreign language classes will help boost students’ confidence and motivation level.

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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