Second Language Anxiety of JSL Learners in In-and Outside the Classroom

This article discusses second language anxiety with special reference to Japaneseeducation in in-classroom and outside-the-classroom environments. The discussion focuseson the relationship among in-classroom anxiety, outside-the-classroom anxiety, confidence inJapanese and Can-do, based on the Japanese Language Apprehension Scale (JLAS), wheresubjects are 28 freshmen at four months after admission to the university.It demonstrates that in-classroom anxiety is higher than outside-the-classroom anxietyand that confidence in Japanese is closely associated with Can-do.河合忠仁教授追悼

The Uses of MAKE in EFL Learner Corpus of Japanese University Students

MAKE is a high frequency verb regardless of style and register, whereas GET is high in frequency in spoken English but low in written English. Both MAKE and GET are used as activity verbs and in causative constructions, and both are difficult for EFL learners since they are polysemous and light verbs. This paper compares differences in the use of MAKE in academic prose written by Japanese university students and by American university students with ICLE-J as the learner corpus and LOCNESS as a reference corpus. Results show that Japanese learners of English underuse causative MAKE as well as phrasal/PP MAKE but overuse idiomatic MAKE and that money MAKE and light verb MAKE are underused in MAKE NP constructions, with creative MAKE overused

Construction of Learner Corpora and International Corpus of Learner Japanese (ICLEAJ) in Japanese Language Education

This study has three purposes. Firstly, I summarize the standards and characteristics found in currently available corpora of English among Japanese learners and of Japanese amongforeign learners. Secondly, I discuss what aspects such learner corpuses might uncover through Granger’s CIA model and what corpus designs would be able to address the criticismsagainst natural, or non-elicited, language data. Thirdly, I describe the design standards and characteristics found in our International Corpus of Learner Japanese (ICLEAJ).研究論

Original Paper EŠects of living in a target language country on the acquisition of English: Proˆciency in production of rhythmic patterns and TOEIC score

Abstract This study investigated the eŠects of living in the country of a target language on learners' acquisition of English durational patterns with respect to interstress intervals (ISIs). We were interested in nding out what kind of eŠects the experience of living abroad had and how much eŠect it exerted on the learners' proˆciency level. We were also interested in investigating whether the age of arrival in the country of a target language could be a factor aŠecting the acquisition of spoken language. Production experiments were carried out to investigate the durational patterns used by four groups of speakers: adult native speakers of American English (AMR), American third graders (G3), Japanese learners of English who had lived in the U.S. (RTN), and Japanese learners of English who had neither lived nor studied in the U.S

A Study of \u27na\u27 Adjective with Suffi x \u27teki\u27 and JSL Teaching - Native and Non-Native Compared

29 Japanese university students and 34 non-native speakers of Japanese learners (27 Chinese and 7 Koreans learning at Japanese university) wrote short sentences using \u27na\u27 adjective with suffix \u27teki\u27. As a result, the following was clarified:(1) Japanese native university students tend to prefer \u27temporary use\u27 to \u27fixed use\u27 of suffix "teki." Most of temporary use occurs due to extension of semantic usage which appears as \u27teki ni (wa).\u27 (2) As non-native Japanese learners are learning Japanese under complex environment of classroom and natural settings, they are supposed to experience extensional use.On the contrary, all their sentences adopted the fixed use except for errors. (3) Non-native Japanese learners\u27 errors take place due to the confusion of na-adjective with \u27teki\u27 with the adjective with non-\u27teki\u27 and due to the violation of co-occurrence restriction

Korean Learners\u27 Uses of Na-Adjectives with "-teki" in their Japanese Essays and Educational Implications : Based on Comparison between Learner and Native Speaker Corpora

This study purports to compare argumentative essay data of Korean learners of Japanese with those of Japanese native speakers and to clarify learners’ uses of na-adjectives with “-teki” and their problems. Korean learners’ word-forms and lemmas show that Korean learners frequently use “-teki na N” in adnominal use and “-teki de” and “-teki ni” in adverbial use, while Japanese native speakers “-teki N” and “-teki naN” in adnominal use and “-teki ni,” “-teki niwa,” and “-teki nimo” in adverbial use. It was found that Korean learners tend to use na-adjective with “-teki” more frequently than Japanese, who use more variable na-adjectives with “-teki.” Error analysis found that nearly 13% of adnominal use were misuses of na-adjectives with “-teki”, na-adjectives with non”-teki” or nouns, 45% of adverbial use misuses of “-teki de”, “-teki ni”, “-teki niwa” and “-teki nimo”. Based on the above findings I propose that we should make a Japanese-Korean list of na-adjectives with “-teki”, practice speaking in other ways and make clear-cut distinctions of “-teki ni”, “-teki-niwa” and “-teki-nimo”

On Peer Learning and Learning Process in JSL Learners

When we adopt collaborative learning as a teaching method for composition with learnersof Japanese as a second language (JSL), teachers must change from a teaching-orientedmethod to a support-oriented method. This study constitutes fundamental research for thatpurpose in which five research questions (RQs) are investigated on the basis of data collectedfrom 20 participants in JSL classes at K University.RQ1 : What tendencies are observed in favorability (likes and dislikes) toward writing andspeaking in L1 (mother tongue) and in L2 (Japanese)?RQ2 : In the writing education that participants received before and after their visits toJapan, what tendencies are observed in writing plans and elaboration processes?RQ3 : How did favorability toward L2 Japanese writing activities and learning change throughpeer learning?RQ4 : How did favorability toward composition topics change?RQ5 : What kind of educational interventions are necessary to activate processes of collaborativelearning?研究論