Thesis (Ph. D.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references (leaves 246-258).

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 192-208).

Thesis (Ph. D.)--University of Hawaii at Manoa, 2005. / Includes bibliographical references (leaves 325-356).

Thesis (Ph. D.)--University of Queensland, 2001. / Privately bound. Includes bibliographical references.

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).

Thesis (D.P.H.)--University of Hawaii at Manoa, 1998. / Includes bibliographical references (leaves 145-152).

published_or_final_version / Business Administration / Master / Master of Business Administration

published_or_final_version / Economics / Master / Master of Philosophy

This present thesis is a study of the re-establishment of the Vancouver Japanese Language School (first established in 1906), and the Japanese Canadian community in Vancouver after World War II. Focusing on the reopening of the school in 1952, this study attempts to discuss how the school's reopening influenced the rebuilding of the Japanese-Canadian community in post-war Vancouver, where Japanese Canadians had had a large ethnic community before 1941. B y regarding the Japanese-language school as a means to comprehend trends in the lives of Japanese Canadians, this study seeks to understand how and to what extent the Japanese Canadians in Vancouver were able to reconstruct their ethnic identity: how much they acculturated into anglo-Canadian society after the devastation of their ethnic community; and how differently each successive generation has perceived the significance of ethnic cultural retention, such as the Japanese language. Until the Japanese attack on Pearl Harbour in 1941, the Vancouver Japanese Language School was the largest such school on the Pacific coast of North America, and served the Japanese Canadian community as a transmitter of their ethnic culture and traditions to the next generation. However, after the destruction of the ethnic community by the World War II evacuation of Japanese Canadians in 1942, the leadership of the Japanese Canadians shifted from culturally "Japanese-oriented" issei (first generation) to "more-Canadianized" nisei (second generation). Consequently, demand for fluency in the Japanese language and an understanding of the ethnic culture was replaced with the demand for English and the anglo-Canadian culture. Despite such a huge change in the community, the Vancouver Japanese Language School was reopened, though reduced in size, and continues to operate to the present. This study draws evidence from several works by a long-time principal and teacher of the school, Tsutae Sato, and his wife Hanako, a variety of primary sources from the Sato Collection at the University of British Columbia, and the Japanese ethnic press, as well as the author's interviews with six people who have historical connections to the school reopening and management. By using these sources, this study attempts to examine what the meaning of the school reopening was for the Japanese Canadians after the devastation of their pre-war communities; how the school's function and roles changed from the pre-war to the post-war period; how language education and the Japanese language influenced the formation of Japanese Canadians' particularly that of the nisei ethnic identity as heirs to a Japanese tradition in Canada.

In the Japanese language, there are various modal elements, which mark speakers' subjective attitudes toward propositions. One of the most common modals is the noda predicate, which possesses the dual function of either asserting the truth of the position or relaying the speaker's desire for information sharing. Japanese Native Speakers (JNSs) use noda frequently in conversation; however, Japanese Language Learners (JLLs) often face difficulty in learning noda because of its wide variety in function and use. To determine the nature of noda use, this study examines conversational data from role-plays and a case study of two JLLs. The main aims of this thesis are 1) to review research on noda and to provide a cohesive and concise explanation of its functions and 2) to examine the use and acquisition of noda by JLLs. Following Noda's (1997) categorization, noda can be divided broadly into two types: scope and mood. Noda of scope exhibits the speaker's assertion that the proposition is true, while noda of mood marks the speaker's strong desire for information to be shared by speaker and hearer. This study proposes a framework with which to understand the functions of noda, and classifies information which is speaker-oriented (+ Speaker/- Hearer knowledge), hearer-oriented (-Speaker/+ Hearer), and shared (+ Speaker/+ Hearer). JLLs first tend to use noda with speaker-oriented information, and later acquire functions related to hearer-oriented and shared information. In the study of role-plays, JLLs with higher oral proficiency levels as rated by the ACTFL-OPI (Oral Proficiency Interview) used a higher frequency of noda. Both the JLLs and JNSs used noda primarily to provide and seek explanations. The intermediate-level JLLs underused noda in providing supplemental explanations. Other uses of noda in the role-plays included emphasizing information, seeking validity, and back-channeling. The two JLLs in the case study did not notice the use of noda during conversations with the JNS, but began to use noda more frequently during practice conversations upon receiving explicit instructions on the use of noda. While the post-test did not demonstrate increased use of noda due to the limited time of this study, there are clear indications for pedagogy. First, because the functions of noda are varied and numerous, Japanese language textbooks and classrooms should not be limited in providing only the 'explanation' function of noda. Second, the frequent use of noda in Japanese conversation suggests that it should be an area of focus in oral practice. Finally, JLLs need to develop skills in both comprehension and production of noda to improve their Japanese discourse.