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Translanguaging spaces as safe space for psycho-social support in refugee settings in the Kurdistan region of Iraq
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| 143 |
Irrumpiendo en el presente: Estrategias de reinscripción en la Historia para leer la obra filosófica de Rosa Chacel
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| 144 |
Differences in emotional reactions of Greek, Hungarian and British users of English when watching English television
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| 145 |
On being, subject and truth in the works of Pablo Neruda and Alain Badiou
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| 146 |
The role of language and cultural engagement in emotional fit with culture: an experiment comparing Chinese-English bilinguals to monolingual Brits and Chinese
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| 147 |
Appagamento, atteggiamento/motivazione e ansia nello studio della lingua madre e della lingua straniera in una scuola italiana all’estero
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| 148 |
‘The English language enables me to visit my pain’. Exploring experiences of using a later-learned language in the healing journey of survivors of sexuality persecution
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| 150 |
Vacíos de la bomba atómica. El Memorial por la Paz de Hiroshima como lugar de ritual.
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| 151 |
La Nueva Ola Japonesa. Nūberu Bāgu como fenómeno (trans)nacional
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| 152 |
Sustainable development of EFL/ESL learners’ willingness to communicate: the effects of teachers and teaching styles
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| 153 |
Extensive reading in an EFL classroom: impact and learners’ perceptions
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| 154 |
Predicting the emotional labor strategies of Chinese English foreign language teachers
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| 155 |
Science in exile: EAL academic literacies development of established Syrian academics
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| 158 |
The predictors of exam performance of Kazakh university students and secondary school pupils learning Turkish: an exploratory investigation
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| 159 |
Kanji learning by Japanese language learners from alphabetic backgrounds: an examination of how ‘component analysis’ impacts learners of differential proficiencies
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Hurley, Ian. - : Dublin City University. School of Applied Language and Intercultural Studies, 2021
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In: Hurley, Ian (2021) Kanji learning by Japanese language learners from alphabetic backgrounds: an examination of how ‘component analysis’ impacts learners of differential proficiencies. PhD thesis, Dublin City University. (2021)
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Abstract:
One aspect of Japanese that continues to challenge learners is the idiosyncratic writing system, a complex orthography consisting of two phonetic syllabaries and thousands of morphophonemic ‘kanji’ characters. The perceived difficulty of kanji can affect student motivation (Mori & Shimizu, 2007) and can be responsible for higher attrition rates among students who are not familiar with morphographic writing systems (Grainger, 2005). Experimental data on kanji processing models suggests that L1 learning methodologies could be a potentially valuable reference for LX pedagogical research. Studies on cross-linguistic transfer provide evidence that LX decoding efficiency can be impacted negatively among learners with incongruent L1 orthographic backgrounds (Hamada & Koda, 2008, p. 23), suggesting that alphabetic learners may have particular difficulty with kanji. One recommended pedagogical response is to employ a ‘component analysis’ learning strategy that targets awareness on the individual components within kanji characters (Chikamatsu, 2005; Hagiwara, 2016), allowing learners to more efficiently extract semantic and phonological information from the characters. This study tests the recommendation by (1) designing and implementing teaching materials that enact component analysis in a real classroom situation, (2) monitoring changes in kanji processing by alphabetic learners of differential proficiencies, and (3) analysing the nature and possible causes of any changes observed. Implementing the strategy over a 12-week semester, data indicates that a group of ab-initio learners developed more efficient responses in kanji decomposition than a group of lower-intermediate learners with prior kanji learning experience. The finding is interpreted as evidence that using component analysis could facilitate compositional awareness in beginners, despite having a limited lexicon, while learners with prior kanji knowledge may experience some difficulty adjusting to this unfamiliar strategy. Feedback responses indicate that the success of component analysis may be contingent upon factors such as workload, enjoyment, and perceived effectiveness of specific tasks in the prescribed exercises.
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Keyword:
Applied Linguistics; Japanese language; Linguistics
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URL: http://doras.dcu.ie/26121/
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A Question of Knowledge Base
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In: L2 Journal, vol 13, iss 1 (2021)
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