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Loanwords in Context: Lexical Borrowing from English to Japanese and its Effects on Second-Language Vocabulary AcquisitionSowers, Andrew Michael 21 September 2017 (has links)
Research has shown that cognates between Japanese and English have the potential to be a valuable learning tool (Daulton, 2008). Yet little is known on how Japanese learners of English produce cognates in context. Recently, studies have argued that cognates can cause a surprisingly high number of syntactic errors in sentence writing activities with Japanese learners (Rogers, Webb, & Nakata, 2014; Masson, 2013). In the present study, I investigated how Japanese learners of English understood and used true cognates (words that have equivalent meanings in both languages) and non-true cognates (words where the Japanese meaning differs in various ways from their English source words). Via quasi-replication, I analyzed participants' sentences to determine the interaction of true and non-true cognates on semantics and syntax. In an experimental study, twenty Japanese exchange students filled out a word knowledge scale of thirty target words (half true cognates and half non-true cognates) and wrote sentences for the words they indicated they knew. These sentences were analyzed quantitatively and qualitatively for both semantic and syntactic errors. Sentences with true cognates were semantically accurate 86% of the time, while those with non-true cognates were accurate only 62.3% of the time, which was a statistically significant difference. When the sentences were analyzed for syntax, there was no statistically significant difference in the number of errors between true and non-true cognates, which contrasts with previous research. Qualitative analysis revealed that the most problematic syntactic issue across both cognate types was using collocations correctly. Among those collocational issues, there were clear differences in the types of errors between true and non-true cognates. True cognate target words were more likely to lead to problems with prepositional collocations, while non-true cognate target words were more likely to lead to problems with verb collocations. These results suggest that for intermediate Japanese learners of English, semantics of non-true cognates should be prioritized in learning, followed by syntax of true and non-true cognates, which should be taught according to the most problematic error types per cognate status.
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A study of the second-language socialization of university-level students : a developmental pragmatics perspectiveMatsumura, Shoichi 11 1900 (has links)
The present study focused on changes over time in university-level Japanese students'
sociocultural perceptions of social status during their year abroad in Canada, and the
impact of such altered perceptions on their perceptions at subsequent time points. The
sociocultural perception to be examined was perceived "social status" which Brown and
Levinson (1987) discussed as a contributory factor in the perception of social asymmetry,
power and authority. The study attempted to examine (1) whether (and to what extent)
Japanese students, before they came to study in Canada, had recognized English native
speakers' understanding of social status and had learned how to offer advice
appropriately in English to individuals of various social statuses, (2) what proportion of
differential pragmatic development among Japanese students in Canada was accounted
for by their English proficiency and amount of exposure to English, and (3) whether (and
to what extent) living and studying in Canada facilitated Japanese students' pragmatic
development, which was assessed by the degree of approximation to native speech act
behavior in various advice-giving situations repeated during the course of an academic
year. To this end, the study compared the development of Japanese exchange students'
pragmatic competence during their year abroad in Canada with peers in Japan who did
not undertake a year abroad.
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A study of the second-language socialization of university-level students : a developmental pragmatics perspectiveMatsumura, Shoichi 11 1900 (has links)
The present study focused on changes over time in university-level Japanese students'
sociocultural perceptions of social status during their year abroad in Canada, and the
impact of such altered perceptions on their perceptions at subsequent time points. The
sociocultural perception to be examined was perceived "social status" which Brown and
Levinson (1987) discussed as a contributory factor in the perception of social asymmetry,
power and authority. The study attempted to examine (1) whether (and to what extent)
Japanese students, before they came to study in Canada, had recognized English native
speakers' understanding of social status and had learned how to offer advice
appropriately in English to individuals of various social statuses, (2) what proportion of
differential pragmatic development among Japanese students in Canada was accounted
for by their English proficiency and amount of exposure to English, and (3) whether (and
to what extent) living and studying in Canada facilitated Japanese students' pragmatic
development, which was assessed by the degree of approximation to native speech act
behavior in various advice-giving situations repeated during the course of an academic
year. To this end, the study compared the development of Japanese exchange students'
pragmatic competence during their year abroad in Canada with peers in Japan who did
not undertake a year abroad. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate
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First EncounterTeng, Eric Ju-chung 12 1900 (has links)
The film is about a newly arrived Japanese student's initial period of adjustment at the University of North Texas. This observational documentary film follows the student and witnesses the student's first reactions to various social environments. The purpose of this creative thesis project was to depict the difficulties that international students encounter at the beginning of their stay in America. The initial goal of the video was to provide useful visual research material to people who are interested in the acculturation of foreign students. Because of its realistic character, the video can give its audiences a more immediate and vivid picture of foreign students than existing written literature. By giving an authentic portrait of the students' hardship and adjustments, the ultimate goal of this video was to increase the American people's appreciation of the difficulties encountered by foreign students who come to this country equipped with limited social assistance and resources. An accompanying production report describes the research process, the pre-production, production, and post-production stages.
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Critical encounters: How some Japanese students understand and adapt to the practice of critique in the U.S. design studioThomas, Mariette L. 01 January 2015 (has links)
Critique, or "crit," is a central feature of instruction in art and design programs. Critique is an event in which students present their work and receive feedback from faculty, visiting professionals, and their classmates. Critique can be formative or summative. In formative critiques, the instructor intervenes in the creative process, reviews drafts of work, and makes recommendations for revision. In summative crits, the instructor evaluates a finished product for a grade. The goal of a summative critique is to evaluate and rate the quality of student work. However, success is not necessarily determined by student work alone. Critique also requires mastery of a number of communication and cultural competencies. Crits can be challenging for students of all cultural backgrounds but may be especially difficult for international students who are adapting to a new culture and academic environment. This study examined the difficulties that some Japanese students experience in summative crits often due to cultural differences and language problems. The purpose of this study was to investigate challenges experienced by Japanese international students and identify types of support that Japanese international students may need in order to be successful in crits. This study had three goals: (1) provide Japanese students with recommendations for success in crits; (2) help faculty learn international perspectives and contribute to their cultural sensitivity in the classroom; and (3) encourage greater institutional support for international students at American design schools. This research aims to contribute to a better understanding of the challenges and needs of international students in the U.S. design classroom.
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A hierarchy of difficulties of English consonant clusters for Japanese studentsSaito, Tsutomu 01 January 1969 (has links) (PDF)
The purpose of this study was (1) the selection of consonant clusters of both English and Japanese; (2) the comparison and analysis of the clusters on the phonemic as well as phonetic level; and (3) the formulation of a hierarchy of difficulties encountered by the Japanese students in learning English consonant clusters.
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The Sociocultural Contexts of Being/Becoming Japanese within a Japanese Supplementary Culture/Language School: A Practitioner Researcher’s Un/Learning of Culture and TeachingYoneda, Fusako 10 September 2009 (has links)
No description available.
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Teaching and Learning for Intercultural Sensitivity: A Cross-Cultural Examination of American Domestic Students and Japanese Exchange StudentsSakurauchi, Yoko Hwang 07 March 2014 (has links)
Global student mobility has become a dynamic force in American higher education. Integrating international students into diverse campus environments provides domestic as well as foreign students with enriched learning opportunities. However, a diverse campus climate itself will not make college students interculturally competent. Intentional curricular design is critical for overcoming issues such as resistance and reinforcement of stereotypes, but the research literature is extremely limited on effective pedagogical strategies for cultivating college students' intercultural sensitivity.
This paper explicates a research study to investigate college students' development of intercultural sensitivity through an intentional course design utilizing Kolb's (1984) learning styles cycle and Hammer's (2009) Intercultural Development Continuum (IDC). Quantitative and qualitative data were collected to explore domestic and international students' intercultural learning experiences and to potentially identify pedagogical approaches that facilitate students' intercultural competence. These findings show that the four pedagogical strategies associated with Kolb's learning cycle were effective and crucial when designing an intercultural course in order to develop college students' intercultural competence. This study also revealed a gap in intercultural development through the intentional intercultural course between American students and Japanese exchange students due to their vastly different intercultural experiences.
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Toward intercultural competence : intercultural training for Japanese students in the United StatesHarpster, Tomoko 01 January 2010 (has links)
This thesis project explored how study abroad program administrators can help Japanese students develop intercultural competence through predeparture and ongoing intercultural training so as to improve their capacity to adapt effectively to American cultural norms. The ultimate purpose of this thesis project was to help Japanese students who were studying in the U.S. balance their involvement with their peer group from Japan and build relationships with people in the U.S. in order to fully experience American culture. To provide a context for this study, a review of the literature was conducted regarding the challenges faced by Japanese students while studying in the United States. It also examined literature concerned with elements relevant to the experience of Japanese students as well as literature on the intercultural training that I put together at the end of this project; those elements included: cultural issues, intercultural competence, training design, transformative learning, and intercultural training.
Interviews were conducted with international education professionals who work with Japanese students in study abroad programs to find out how their Japanese students adapted their Japanese cultural norms while in the U.S. Based on the literature, some existing intercultural training programs, and the interviews, I designed an intercultural training program for a group of Japanese students who will attend a ten-month study abroad program in the northwest part of the U.S. The training program includes the following elements: learning about ones own culture and other cultures, observing and experiencing switching cultural behaviors, and reflecting critically on the interactions with peer Japanese students as well as American students during the study abroad.
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Российское высшее образование в оценках японских и китайских студентов (на примере УрФУ) : магистерская диссертация / Russian higher education in evaluation of Japanese and Chinese students (as illustrated by UrFU students)Холодова, Н. М., Kholodova, N. M. January 2017 (has links)
В работе раскрываются причины востребованности российского образования среди японских и китайских студентов посредством сопоставления международных событий и изменения в иностранном контингенте советских и российских вузов. На основе материалов социологического опроса, проведенного автором среди японских и китайских студентов, международных событий, данных ранее проведенных исследований и статистических данных из архива УрГУ/УрФУ, автор определяет ключевые факторы влияния на формирование восприятия российского высшего образования китайскими и японскими студентами на современном этапе. / The thesis shows the cause of demand for Russian education among Japanese and Chinese students by comparing international news and dynamics of international students’ amount in soviet and Russian universities. Through different methodological concepts of sociological survey conducted by of author among Japanese and Chinese students, international events, previous researches and statistical data of USU/UrFU contemporary records, author tries to find the key factors influencing the perception of Russian higher education by Japanese and Chinese students in modern times.
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