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In this inquiry, I examine how six repatriated students from China perceive their experiences in Japanese schools and in Japanese second language education. I focus on their voices and perspectives gained through audio-taped interviews. Employing Pierce's (1995) concept of investment and Rampton's (1990) concepts of language expertise, affiliation, and inheritance, I focus on how these adolescent students perceive the relationship between languages and identities and how their experiences affect their ways of looking at themselves. The data I collected through interviews in Japan supports the views that identity is multiple and fluid, and languages are profoundly and intricately related with learners' identity construction. Depending on their particular contexts in which they situate themselves, they hold distinct views on the relationship between languages and identities. I address how the particular context in Japan's educational system may influence their ways of looking at themselves. The study confirms that teachers need to examine our students' identities and frames of reference, values and beliefs.

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published_or_final_version / abstract / toc / Linguistics / Master / Master of Arts

Abstract not available

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xiv, 164 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Mari Noda, Dept. of East Asian Languages and Literatures. Includes bibliographical references (p. 157-164).

An experiment was conducted to examine the effects of task complexity and learner proficiency in native speaker (NS)/non-native speaker (NNS) interaction. A total of 24 Japanese NSs and 12 NNSs subjects representing three levels of proficiency, low (n=4), intermediate (n=4) and advanced (n=4), were randomly assigned to dyads to complete two communication tasks, each differing in relative complexity. Three composite variables made up of 32 dependent variables were used to measure the frequency of formal reduction, communication and repair strategies across both tasks. The hypothesis that NSs would simplify their speech and use a higher frequency of interactional modifications in accordance with the level of proficiency of the NNSs and the complexity of the tasks was tested. The results for the first independent variable of proficiency, indicated there was a trend showing that NSs simplified their speech when addressing NNSs in general and in particular, when addressing lower level learners of Japanese. The results for the second independent variable of task complexity revealed that there was a significant effect on the number of reduction, communication and repair strategies used on the more complex task for all groups. These findings are discussed in relation to previous research on NS-NNS interaction and implications for second language teaching are explored. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

汉字作为日语的组成部分，在日本人的生活中承担着重要角色。随着社会背景的改变，汉字政策作为日本的国语国策也发生着变化。2010年，日本文化厅公布了《改定常用汉字表》，此表共包括2,136个汉字，新增了196个汉字，这是自1981年颁布《常用汉字表》以来第一次修订汉字表。常用汉字的改定已成事实，并将于2012年推行，这意味着常用汉字的增加将对日后汉字的学习带来重大影响。 / 本论文的目的在于探究使用简体字的中国中上级日语学习者对于改定常用汉字的习得意识以及习得状况。在对汉字在日本的演变历史、历次常用汉字表改定的经纬以及中日汉字字音、字形的比较等进行研究之后，笔者在国内的4所大学做了问卷调查，对象为137名日语专业三年级学生，其中72%的学生通过了1级和2级日语能力考试。 / 结果显示，中国大学生普遍认为汉字的读音最难；虽然通过日语1、2级的学生人数占多数，但是从汉字字形的习得结果来看，正确率仍然比较低。 / 从以上可知，改定常用汉字的习得对于中国学生来说，仍有很多地方需要改进。中日两国汉字有许多相同和不同之处，如何巧妙地母语优势学习日语汉字，同时又避开来自母语的负面干涉，是有待进一步讨论的课题。 / Kanji plays an important role in the daily life of Japanese people. Policies regarding kanji change when the social context changes. The current Jōyō kanji list issued in 2010 consists of 2,136 characters. It is a slightly modified version of the Jōyō kanji which was introduced in 1981 as the standardized list of “common kanji. A modified version of the Jōyō kanji will be put into effect in 2012, this version increases the number of kanji and will have a strong impact on kanji learning. / This paper examines the experience of using the Jōyō kanji system and the usage of modified Jōyō kanji among the advanced Japanese language learners whose first language is mandarin. This paper composes 3 sections. First, the author examines the history of kanji in Japan and the previous modifications of the Jōyō kanji; Second, a comparison between simplified Chinese kanji and Japanese kanji; Lastly, the author conducted a survey in 4 universities in China with 137 students, among which 72% have passed JLPT (the Japanese-Language Proficiency Test) level 1 and level 2. / The results of the survey reveal the following: 1. mainland Chinese students consider that the reading of kanji is the most difficult; 2. although most of the students have passed JLPT 1 and JLPT 2, their accuracy of writing kanji is still low. / In conclusion, there is still room for improvement for mainland Chinese students when learning Jōyō kanji. There are common places and differences between simplified Chinese characters and Japanese kanji. For the Chinese Japanese language learners, how to take advantage of the similarities between the two systems and recognize the differences between the systems is something to be investigated in further studies. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 常海霞. / "2012年8月". / "2012 nian 8 yue". / Thesis (M.Phil.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 197-201). / Abstract in Chinese and English. / Chang Haixia. / Chapter 0 --- 序章 --- p.1 / Chapter 0.1 --- 先行研究的问题点 --- p.1 / Chapter 0.2 --- 研究动机与研究问题 --- p.3 / Chapter 0.3 --- 研究意义 --- p.4 / Chapter 0.4 --- 研究结论 --- p.5 / Chapter 0.5 --- 研究大纲 --- p.9 / Chapter 1 --- 汉字的传入以及发展、变迁 --- p.10 / Chapter 1.1 --- 汉字传入 --- p.10 / Chapter 1.2 --- 汉字音训的出现 --- p.11 / Chapter 1.3 --- 从万叶假名到假名的演变 --- p.14 / Chapter 2 --- 汉字作为现代国语政策的展开 --- p.18 / Chapter 2.1 --- 明治时期至战前的汉字政策变革 --- p.18 / Chapter 2.2 --- 汉字作为现代国语政策的展开 --《当用汉字表》 --- p.25 / Chapter 2.3 --- 汉字作为现代国语政策的展开 --《常用汉字表》 --- p.31 / Chapter 2.3.1 --- 《常用汉字表》改定的原委 --- p.31 / Chapter 2.3.2 --- 《常用汉字表》的性格 --- p.32 / Chapter 2.3.3 --- 《常用汉字表》的音训以及字体 --- p.33 / Chapter 2.3.4 --- 人名用汉字 --- p.33 / Chapter 2.4 --- 汉字作为现代国语政策的展开 --《改定常用汉字表》 --- p.34 / Chapter 2.4.1 --- 汉字与情报化社会 --- p.34 / Chapter 2.4.2 --- 《改定常用汉字表》改定的原委 --- p.38 / Chapter 2.4.3 --- 《改定常用汉字表》的性格 --- p.41 / Chapter 2.4.4 --- 《改定常用汉字表》的字数、音训以及字体 --- p.42 / Chapter 2.4.5 --- 关于固有名词的改定 --- p.45 / Chapter 3 --- 日语汉字与中国汉字的对应关系 --- p.48 / Chapter 3.1 --- 中日两国汉字的读音比较 --- p.48 / Chapter 3.1.1 --- 中日两国汉字的音韵 --- p.48 / Chapter 3.1.2 --- 日语改定常用汉字与中国汉字在读音上的联系与差异 --- p.56 / Chapter 3.1.3 --- 小结 --- p.75 / Chapter 3.2 --- 日语改定常用汉字与中国常用汉字在字形上的联系与差异 --- p.75 / Chapter 3.2.1 --- 中国汉字字形的改革道路 --- p.75 / Chapter 3.2.2 --- 日本汉字字形的改革道路以及与中国汉字字形政策的对比 --- p.81 / Chapter 3.2.3 --- 字形上日语改定常用汉字中日区别 --- p.84 / Chapter 3.3 --- 总结 --- p.86 / Chapter 4 --- 对于中国中上级日语学习者日语常用汉字的习得状况研究 --- p.87 / Chapter 4.1 --- 第二语言习得理论的先行研究概观 --- p.87 / Chapter 4.1.1 --- 误用分析 --- p.88 / Chapter 4.1.2 --- 中间语言研究 --- p.97 / Chapter 4.1.3 --- 常用汉字习得情况的先行研究概观 --- p.100 / Chapter 4.1.4 --- 先行研究的问题点 --- p.102 / Chapter 4.2 --- 预备调查 --- p.103 / Chapter 4.2.1 --- 预备调查背景及内容介绍 --- p.103 / Chapter 4.2.2 --- 汉字使用意识的调查结果分析 --- p.107 / Chapter 4.2.3 --- 常用汉字的使用状况结果分析 --- p.116 / Chapter 4.2.4 --- 总结 --- p.132 / Chapter 4.3 --- 正式调查 --- p.127 / Chapter 4.3.1 --- 正式调查背景介绍 --- p.134 / Chapter 4.3.2 --- 中国学生汉字意识调查结果 --- p.135 / Chapter 4.3.3 --- 汉字音读习得情况 --- p.142 / Chapter 4.3.4 --- 汉字训读习得情况 --- p.158 / Chapter 4.3.5 --- 改定常用汉字的书写情况 --- p.170 / Chapter 4.3.6 --- 常用汉字的书写情况 --- p.174 / Chapter 4.3.7 --- 对于常用汉字的书写情况的误用调查结果 --- p.179 / Chapter 5 --- 终章 --- p.185 / Chapter 附录1 --- 《改定常用汉字表》追加的196个汉字 --- p.188 / Chapter 附录2 --- 中文版问卷调查内容 --- p.188 / Chapter 附录3 --- 日文版问卷调查内容 --- p.193 / Chapter 附录4 --- 日本漢字能力検定 --- p.195 / p.197

Man, Ming Yu. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 163-173). / Abstracts in English and Chinese; appendix also in Chinese. / ABSTRACT (ENGLISH) --- p.i / ABSTRACT (CHINESE) --- p.iv / ACKNOWLEDGEMENTS --- p.vi / TABLE OF CONTENTS --- p.viii / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background to This Study --- p.1 / Chapter 1.2 --- Purpose of This Study --- p.2 / Chapter 1.3 --- Significance of This Study --- p.3 / Chapter 1.4 --- Organization --- p.4 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.6 / Chapter 2.1 --- Introduction --- p.6 / Chapter 2.2 --- Pre-Firth and Wagner (1997) --- p.7 / Chapter 2.2.1 --- The Social Psychological Perspective --- p.7 / Chapter 2.2.2 --- The Cognitive-situated Perspective --- p.8 / Chapter 2.3 --- Post-Firth and Wagner (1997) --- p.9 / Chapter 2.3.1 --- Post-structuralist Perspective --- p.9 / Chapter 2.3.2 --- The Process-oriented Perspective --- p.12 / Chapter 2.4 --- SLA Motivation Research in FL Context --- p.14 / Chapter 2.5 --- Language Learning Context in Hong Kong --- p.18 / Chapter 2.5.1 --- English Learning Context in Hong Kong --- p.18 / Chapter 2.5.2 --- Japanese Learning Context in Hong Kong --- p.20 / Chapter 2.6 --- Empirical Studies on Language Learning in Hong Kong --- p.22 / Chapter 2.6.1 --- Empirical Studies on English Learning in Hong Kong --- p.22 / Chapter 2.6.2 --- Empirical Studies on Japanese Learning in Hong Kong --- p.25 / Chapter 2.7 --- Summary --- p.28 / Chapter CHAPTER 3 --- METHODOLOGY --- p.30 / Chapter 3.1 --- Introduction --- p.30 / Chapter 3.2 --- Research Design --- p.30 / Chapter 3.3 --- Participants --- p.31 / Chapter 3.3.1 --- Selection Criteria for the Questionnaire Survey Participants --- p.31 / Chapter 3.3.2 --- Selection Criteria for the Semi-Structured Interview Participant --- p.32 / Chapter 3.3.3 --- Demographic and Language Background --- p.33 / Chapter 3.4 --- Instrumentation --- p.40 / Chapter 3.4.1 --- Questionnaire Survey --- p.41 / Chapter 3.4.2 --- Semi-structured Interviews --- p.43 / Chapter 3.5 --- Procedures --- p.44 / Chapter 3.6 --- Data Processing and Analysis --- p.46 / Chapter 3.7 --- Validity and Reliability --- p.47 / Chapter 3.8 --- Ethics --- p.48 / Chapter 3.9 --- Limitation --- p.49 / Chapter 3.10 --- Summary --- p.50 / Chapter CHAPTER 4 --- FINDINGS´ؤSURVEYS --- p.52 / Chapter 4.1 --- The Demographic Profiles of the Participants --- p.52 / Chapter 4.2 --- Linguistic Profiles of the Participants --- p.54 / Chapter 4.3 --- The Participants´ة Travel Experiences --- p.58 / Chapter 4.4 --- Scale Reliability --- p.60 / Chapter 4.5 --- The Mean Scores for the Scales --- p.62 / Chapter 4.6 --- Correlations between the Scales --- p.64 / Chapter 4.7 --- Adjectives Used to Describe English and Japanese Languages --- p.74 / Chapter CHAPTRE 5 --- FINDINGS´ؤINTERVIEWS --- p.76 / Chapter 5.1 --- The English Language --- p.76 / Chapter 5.1.1 --- Linguistic Onset --- p.76 / Chapter 5.1.2 --- Integrativeness --- p.77 / Chapter 5.1.3 --- Attitudes towards the L2 Speakers / Community --- p.78 / Chapter 5.1.4 --- Instrumentality --- p.85 / Chapter 5.1.5 --- Attitudes towards the L2 --- p.86 / Chapter 5.1.6 --- Milieu --- p.86 / Chapter 5.1.7 --- The Classroom Learning Experience --- p.88 / Chapter 5.1.7.1 --- ELTU Courses --- p.88 / Chapter 5.1.7.2 --- Secondary School Learning Experience --- p.90 / Chapter 5.1.8 --- Cultural Interest --- p.99 / Chapter 5.1.8.1 --- Songs --- p.99 / Chapter 5.1.8.2 --- TV Programs --- p.100 / Chapter 5.1.8.3 --- Films --- p.100 / Chapter 5.1.8.4 --- Books --- p.101 / Chapter 5.1.8.5 --- Cartoons --- p.102 / Chapter 5.1.8.6 --- Other Aspects --- p.102 / Chapter 5.2 --- The Japanese Language --- p.103 / Chapter 5.2.1 --- Linguistic Onset --- p.104 / Chapter 5.2.2 --- Integrativeness --- p.105 / Chapter 5.2.3 --- Attitudes towards the L2 Speakers / Community --- p.107 / Chapter 5.2.4 --- Milieu --- p.110 / Chapter 5.2.5 --- Classroom Learning Experience --- p.112 / Chapter 5.2.6 --- Cultural Interest --- p.118 / Chapter 5.2.6.1 --- Songs --- p.118 / Chapter 5.2.6.2 --- Animation / TV drama / Comics / Films --- p.119 / Chapter 5.2.6.3 --- Electronic Games --- p.122 / Chapter 5.2.6.4 --- Web Sites --- p.122 / Chapter 5.3 --- Global Orientation --- p.123 / Chapter 5.3.1 --- "Willingnes to Travel, Work, or Study in Another Country" --- p.123 / Chapter 5.3.2 --- Exchange Programs --- p.127 / Chapter 5.3.3 --- Current Affaires --- p.128 / Chapter 5.4 --- Summary --- p.129 / Chapter CHAPTER 6 --- DISCUSSION --- p.135 / Chapter 6.1 --- Pre-actional Stage --- p.135 / Chapter 6.1.1 --- Ideal L2 Self and Integrativeness --- p.135 / Chapter 6.1.2 --- Ought-to L2 Self and Instrumentality --- p.139 / Chapter 6.2 --- Actional Stage --- p.143 / Chapter 6.3 --- Post-actional Stage --- p.148 / Chapter 6.3.1 --- Motivation Maintenance --- p.148 / Chapter 6.3.2 --- Demotivation --- p.150 / Chapter 6.4 --- Motivational Change --- p.152 / Chapter CHAPTER 7 --- CONCLUSION --- p.155 / Chapter 7.1 --- Research Questions --- p.155 / Chapter 7.1.1 --- Research Question One --- p.155 / Chapter 7.1.2 --- Research Question Two --- p.157 / Chapter 7.1.3 --- Research Question Three --- p.158 / Chapter 7.2 --- Implications --- p.159 / Chapter 7.2.1 --- For English Teachers --- p.159 / Chapter 7.2.2 --- For Japanese Teachers --- p.160 / Chapter 7.2.3 --- Limitations of the Present Study and Implications for Future Studies --- p.161 / References --- p.163 / APPENDIX A: ENGLISH L2 LEARNING MOTIVATION QUETSIONNAIRE --- p.174 / APPENDIX B: JAPANESE L2 LEARNING MOTIVATION QUETSIONNAIRE --- p.181 / APPENDIX C: GUIDED QUESTIONS FOR INTERVIEW ONE --- p.188 / APPENDIX D: APPLICATION LETTER TO THE JAPANESE SUMMER COURSE TEACHERS --- p.193 / APPENDIX E: PARTICIPANT RECRUITMENT FORM --- p.194 / APPENDIX F: QUESTIONNIARE CONSENT FORM FOR THE PARTICIPANTS --- p.195 / APPENDIX G: INTERVIEW CONSENT FORM FOR THE PARTICIPANTS --- p.196 / APPENDIX H: TRANSCRIPTIONS FOR FIRST-ROUND INTERVIEWS --- p.197 / Amanda´ةs Interview Transcription --- p.197 / Candy´ةs Interview Transcription --- p.220 / Elaine´ةs Interview Transcription --- p.242 / Katy´ةs Interview Transcription --- p.256 / Matt´ةs Interview Transcription --- p.277 / Ricky´ةs Interview Transcription --- p.292 / Sean´ةs Interview Transcription --- p.309 / Tim´ةs Interview Transcription --- p.330 / APPENDIX I: TRANSCRIPTIONS FOR SECOND-ROUND INTERVIEWS --- p.347 / Amanda´ةs Interview Transcription --- p.347 / Candy´ةs Interview Transcription --- p.357 / Elaine´ةs Interview Transcription --- p.365 / Katy´ةs Interview Transcription --- p.374 / Matt´ةs Interview Transcription --- p.384 / Ricky´ةs Interview Transcription --- p.393 / Sean´ةs Interview Transcription --- p.403 / Tim´ةs Interview Transcription --- p.413

This study explores how JFL learners take a benefactive stance in Japanese. As Jaffe (2009) observes, stance-taking "plays a complex role with respect to the naturalization of social and linguistic ideologies and the social structures they legitimate." The way in which language is used to take a stance always concerns the social context in which a speaker finds her/himself. In Japanese, benefactive verbs (kureru, ageru, morau and their honorific and humble equivalents) are indispensable stance indicators for showing gratitude or indebtedness. Such expressions do not really exist in English and their grammar is complex. It is assumed that JFL learners will struggle with taking a benefactive stance using those expressions. In order to analyze JFL learners' stance-taking, data were collected from narrative interviews with ten JFL learners who are currently in 300- and 400-level university courses. In order to explore how learners attempt to show stance-reflecting benefaction, they were asked questions that aimed to elicit a speaker's feelings of gratitude. Some examples of such questions are, "Who do you appreciate the most in your life?" or "Who is the most generous person you know?" The data show that (1) learners do use (or attempt to use) benefactive verbs to indicate stance, (2) they also fail to use benefactive verbs in contexts where they are called for, and (3) they misuse benefactive verbs, e.g., using ageru instead of kureru. Furthermore, it revealed that learners tend to show stance using evaluation such as adjectives, adverbs, or ritual expressions that show appreciation but they fail to utilize benefactive verbs. This failure to project a benefactive stance can lead to miscommunication and/or misunderstanding between learners and Japanese speakers. I offer possible ways to promote learners' awareness of the benefaction in Japanese culture.