Effects of three types of practice after explicit explanation

50 university students of beginning Japanese randomly assigned to one of four groups received different types of grammar instruction on specific lexical and sociolinguistic rules: explicit explanation (EE) only, EE plus mechanical output practice (MOP), EE plus structure-based communicative output practice (SOP), and EE plus structure-based communicative input practice (SIP). Results from sentence-level production and interpretation tests (a pretest, immediate, and delayed posttests) suggest that: (a) SIP plus EE is more effective than EE in improving both immediate and delayed performance on interpretation, and (b) MOP plus EE is more effective than EE in improving immediate, but not delayed, performance on interpretation. No other comparison proved statistically significant. This article suggests that, as for the ways learners process input, the conversion from input to intake may not require SIP, but the accommodation of intake into the learners’ long-term memory seems to help it

Heritage background, motivation, and reading ability of upper-level postsecondary students of Chinese, Japanese, and Korean

In upper-level university foreign language (FL) courses, FL and heritage language (HL) students are often merged into the same classroom in a single-track system. This study investigates whether HL background is a critical factor that may prevent instructors from teaching reading effectively in single-track upper-level university courses. This issue was explored based on reading ability self-ratings and motivation data collected from 123 FL and HL upper-level postsecondary students of Chinese, Japanese, and Korean. The study suggests that HL background per se does not seem to be a critical factor that differentiates the reading ability self-ratings and motivation profiles of such FL and HL students. Overall, students in both groups are strongly motivated to read or at least strongly interested in reading in the target language because of its extrinsic values (knowledge-based and instrumental values). For both groups of students, those who give themselves higher self-ratings seem to be more intrinsically involved in reading in that language. The study concludes by discussing pedagogical implications and making suggestions for future research

Do Background Variables Predict Students Scores on a Japanese Placement Test? Implications for Placing Heritage Language Learners

This study investigated how well heritage language background and other background variables predict the variability of students' performances on Japanese placement tests. Nine hundred thirty-two students participated in the study. The results showed that the parental language variable alone can predict the variability of incoming students' performances to a considerable degree on three proficiency measures adopted in the present study. Follow-up analyses of distributions of student scores on these proficiency measures wherein the parental language variable had the strongest predictive power were also conducted. The results suggested: some multiplechoice Japanese placement tests that may effectively discriminate among students without a Japanese parent may not necessarily be effective for discriminating among heritage language students with Japanese parents; however, a simple writing performance test proved to be an effective placement tool for discriminating among students with any parental background

Affective variables and Japanese L2 reading ability

This study investigates how 17 affective factors are related to Japanese second language (L2) reading comprehension and kanji knowledge test scores of 43 university students in advanced Japanese courses. Major findings are that: a) reading comprehension ability and kanji knowledge have direct associations with self-perception of Japanese reading ability, perceived difficulty in learning kanji, and the intensity of motivation for reading Japanese; b) self-perception of Japanese reading ability is correlated more strongly with demonstrated kanji knowledge than with reading comprehension ability; c) students who are more determined to learn Japanese in general seem to have higher intrinsic or extrinsic orientation for reading Japanese, but only those with stronger intrinsic orientation for reading Japanese are more likely to work at reading Japanese; and d) intolerance of ambiguity and disengagement from the analytical study of kanji may be signs of lack of intrinsic orientation and motivation for reading Japanese

Practical Assessment Tools for College Japanese

Practical Assessment Tools for College Japanese collects 21 peer-reviewed assessment modules that were developed by teachers of Japanese who participated in the Assessments for Japanese Language Instruction Summer Institute at University of Hawai`i at Mānoa in summer 2012. Each module presents a practical assessment idea that can be adopted or adapted for the reader’s own formative or summative assessment of their Japanese language learners. For ease of use, each module is organized in approximately the same way including background information, aims, levels, assessment times, resources, procedures, caveats and options, references, and other appended information.Practical Assessment Tools for College Japanese collects 21 peer-reviewed assessment modules that were developed by teachers of Japanese who participated in the Assessments for Japanese Language Instruction Summer Institute at University of Hawai`i at Mānoa in summer 2012. Each module presents a practical assessment idea that can be adopted or adapted for the reader’s own formative or summative assessment of their Japanese language learners. For ease of use, each module is organized in approximately the same way including background information, aims, levels, assessment times, resources, procedures, caveats and options, references, and other appended information

Evaluation capacity building in college language programs: Developing and sustaining a student exit survey project

Faculty attitudes toward institutionally mandated (or accountability driven) program evaluation demands vary along a continuum of proactive to reactive stances. Such variation is partly related to how individual faculty members perceive the ultimate users and uses of evaluation, as well as the workload associated with evaluation activities. Thus, in order to conduct externally mandated program evaluation successfully, the institution needs to balance the evaluation needs of various stakeholders—both within and beyond departments and programs—and invest in evaluation capacity building that supports faculty evaluation efforts. The purpose of this chapter is to describe the processes and outcomes of a college-level program evaluation initiative, as well as illuminate key issues and challenges in postsecondary program evaluation. Specifically, we discuss how the dean’s office of the College of Languages, Linguistics, and Literature (CLLL) at the University of Hawai‘i at Ma-noa built evaluation capacity to develop and sustain an online student exit survey system. Despite challenges with survey administration and use of data, the initiative has had a number of meaningful, productive outcomes for CLLL faculty. The general impact of the project, we feel, has been an increased capability on the part of CLLL faculty and staff to make evidence-based decisions about program development. This chapter discusses the lessons the college has learned from the exit survey evaluation initiative and makes suggestions for other institutions planning to undertake similar evaluation projects

New Perspectives on Japanese Language Learning, Linguistics, and Culture

This volume is a collection of selected refereed papers presented at the Association of Teachers of Japanese Annual Spring Conference held at the University of Hawai\u27i at Mānoa in March of 2011. It not only covers several important topics on teaching and learning spoken and written Japanese and culture in and beyond classroom settings but also includes research investigating certain linguistics items from new perspectives.https://digitalcommons.csumb.edu/fac_books/1040/thumbnail.jp

Opening ceremony of the 3rd ICLDC

Opening ceremony of the 3rd ICLDC, including opening oli by Lokelani Ferguson; remarks by Andrea L. Berez, Victoria Anderson (conference co-chairs), Chancellor Tom Apple, Vice Chancellor Brian Taylor, Associate Dean Kimi Kondo-Brown, NFLRC Director JD Brown, and Linguistics Chair Kenneth Rehg