Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
77
result(s) for
"Japanese language Grammar Study and teaching."
Sort by:
Complexity in classroom foreign language learning motivation
This book explores how complex systems theory can contribute to the understanding of classroom language learner motivation through an extended examination of the dynamic conditions operating in a foreign language classroom in Japan. Its reflexive, narrative approach shines light on the evolving nature of research and role of the researcher.
eBook
Japanese : a linguistic introduction
\"This comprehensive introduction to the Japanese language consists of six parts. Following the introductory section, it explores the Japanese lexicon, grammatical foundations, major clause types, clause linkage, and language usage. The discussion of formal and structural properties of Japanese such as sound structure, vocabulary and grammar assist readers as they gain insight into historical and sociocultural aspects of Japanese; some are compared with those of English-speaking nations. An ideal choice for instructors, the book includes twenty-eight chapters, sufficient for approximately ninety hours of hands-on instruction. Each topic has been rigorously selected based on the author's experience of more than two decades teaching Japanese linguistics. The book's breadth and depth make it highly appropriate for learners of the Japanese language, for linguistics students interested in Japanese, and for researchers interested in Japanese linguistics. Online resources include exercises and supplementary multimedia materials to enhance the reader's comprehension and enjoyment\"-- Provided by publisher.
Book
Frequency Effects In Instructed Second Language Acquisition
Based on a state-of-the-art review of prior research in all related domains, this book makes precise predictions about the expected effects of specific type and token frequency distributions in input floods and tests these in the second language classroom context.
eBook
My first book of Japanese : 800+ words & pictures
A brilliant, colorful way to learn your first words in Japanese! Introduce your child (or yourself!) to the incredible language of Japanese! Featuring over 800 first words with bright, bold illustrations, My First Book of Japanese provides each word in English, Japanese (hiragana/katakana), and a romanization that makes pronunciation a breeze. Readers will also find cultural tips, sample sentences, and simple hints on usage and word choice. An index in the back includes a complete list of all words in the book with handy page references. With a special emphasis on the culture and customs you'll find in Japan itself, My First Book of Japanese is divided into sections including People, Personal Pronouns, Courtesy, Geography, Family, Transportation, Science, Sports, Holidays and Festivals, Meals, and more.
BOOK
Translation as a pedagogical tool in the foreign language classroom: A qualitative study of attitudes and behaviours
A review of the literature on language teaching reveals predominantly negative attitudes towards the use of translation in language teaching (TILT) (Cook, 2010). The purpose of this article is to explore the question of whether this negativity is reflected in the attitudes and behaviours of university lecturers engaged in language teaching as well as to consider the background and contextual factors associated with these attitudes and behaviours. A case study of one Irish Higher Education Institution was conducted, and qualitative interviews were carried out with six lecturers in Japanese and six in German in conjunction with a review of the relevant documentation including course outlines and module descriptors. The results indicated widespread support on the ground for the use of TILT in some form suggesting a need for further research on the impact of the use of TILT on the language learning process.
Journal Article
Phonology facilitates deeply opaque logographic writing
Phonological knowledge plays a pivotal role in many aspects of language processing, but it remains controversial whether it is required for writing. In the present study, we examined the issue by focusing on written production in an opaque logographic script (kanji) with highly irregular pronunciation rules, which allowed for a rigorous test of whether or not phonology contributes to writing. Using a phonological priming paradigm in two experiments, we measured response latency while participants orally named target pictures or wrote down their names in kanji. Each target was preceded by a phonographic character (kana) which represented the same sound (mora) as the beginning of the target name or a different mora. By manipulating the degree of phonological overlap between primes and target names (i.e., morae, consonants and vowels), we found that only the moraic overlap could speed up word production in logographic writing (Experiment 1). In contrast, naming response was facilitated by mora-overlap as well as vowel-overlap. This between-task difference in phonological encoding suggests that phonological codes for spoken production do not necessarily precede orthographic access during logographic writing. In Experiment 2, we further found that the facilitatory effects of moraic information did not differ in magnitude between writing and naming when primes were masked and presented more briefly, suggesting a net component of bottom-up phonological activation which contributes to logographic writing. Collectively, we propose that orthographic codes of kanji are accessed directly from semantics, whereas phonology plays a non-specific modulatory role to enhance neurocognitive systems involved in writing.
Journal Article
Examining the Effects of Presentation–Practice–Production and Task-Based Language Teaching on Speaking Proficiency of EFL Learners
Recently, task-based language teaching (TBLT), like many other pedagogical innovations, has been widely adopted and implemented in numerous language classrooms across Japan. However, in actual classrooms, many teachers still use drills and exercises or rely on the presentation–practice–production (PPP) framework to prevent the “fossilization of students errors”. This study aims to compare the effectiveness of PPP and TBLT approaches in Japanese EFL-speaking classes, focusing on accuracy and fluency development. The participants were Japanese EFL students, both male and female, with an average age of 20. They were randomly assigned to the PPP and TBLT groups. Evaluation of learners’ completion of the speaking pretest, immediate posttest, and delayed posttest activities in both groups revealed that both approaches had an impact on both immediate and long-term results (one week). In particular, TBLT lessons appeared to be more effective than PPP lessons in improving learners’ fluency. However, students in the PPP group outperformed those in the TBLT group in terms of accuracy on both the immediate and delayed posttests.
Journal Article
Explicit information and practice type can affect the L2 acquisition of plural marking
Previous research has indicated that explicit information (EI) about either the first language (L1) or second language (L2) along with task-essential practice can facilitate L2 learning (e.g., Fernández, 2008; McManus, 2022). However, little research has examined L1–L2 contrastive EI with L1/L2 practice. Targeting plural-marking accuracy, the present study sought to fill this gap by exposing 127 Japanese intermediate learners of English to six online treatment sessions across four conditions: (1) non-contrastive EI (pluralization rule explanation) + L2 practice, (2) contrastive EI + L2 practice, (3) as per Condition 2 + additional L1 practice (application of L2 pluralization to L1 through the Japanese suffix – tachi ), and (4) using prepositions as a control, non-contrastive EI (prepositional rule explanation) + L2 practice. Accuracy was tested at pre/post/delayed intervals using an acceptability judgement task (reading) and a picture description task (writing). Statistical analyses demonstrated greater gains from the contrastive variables in the immediate post-test, with L1 practice appearing especially beneficial, despite improvements diminishing in the delayed post-test. Supplementary data from retroactive interviews and questionnaire responses indicated favourable orientations towards the intervention. The study advances understanding of how EI and practice type can be used to maximize L2 learning through web-based practices tailored to the nature of the learning problem.
Journal Article
Detangling experiential, cognitive, and sociopsychological individual differences in second language speech learning: Cross-sectional and longitudinal investigations
In this two-part study, we conducted both cross-sectional and longitudinal investigations on the relative weights of experiential, cognitive, and sociopsychological factors in adult L2 speech learning. In the cross-sectional phase (Study 1), speech was elicited from 73 Japanese speakers of English via a picture description task, and rated for accentedness and comprehensibility. These scores were linked to scores on a range of tests designed to measure aptitude, motivation, and anxiety. The results showed that comprehensibility was exclusively linked to experiential variables (e.g., the amount of L2 use outside classrooms), while accentedness was linked to phonemic coding ability and anxiety. In the longitudinal phase (Study 2), we tracked the same participants' L2 comprehensibility and accentedness development when they received four weeks of explicit pronunciation instruction. According to the results of pre- and post-tests, participants significantly improved the comprehensibility and accentedness of their speech regardless of cognitive and sociopsychological differences.
Journal Article