Learning a second language is, for the most part, a day-in day-out struggle against the mountain of new vocabulary a learner must acquire. Furthermore, since the number of new words to learn is so great, learners must acquire them autonomously. Evidence suggests that for languages with writing systems, native-like vocabulary sizes are only developed through reading widely, and that reading is only fruitful once learners have acquired the core vocabulary required for it to become smooth. Learners of Japanese have an especially high barrier in the form of the Japanese writing system, in particular its use of kanji characters. Recent work on dictionary accessibility has focused on compensating for learner errors in pronouncing unknown words, however much difficulty remains. / This thesis uses the rich visual nature of the Japanese orthography to support the study of vocabulary in several ways. Firstly, it proposes a range of kanji similarity measures and evaluates them over several new data sets, finding that the stroke edit distance and tree edit distance metrics best approximate human judgements. Secondly, it uses stroke edit distance construct a model of kanji misrecognition, which we use as the basis for a new form of kanji search by similarity. Analysing query logs, we find that this new form of search was rapidly adopted by users, indicating its utility. We finally combine kanji confusion and pronunciation models into a new adaptive testing platform, Kanji Tester, modelled after aspects of the Japanese Language Proficiency Test. As the user tests themselves, the system adapts to their error patterns and uses this information to make future tests more difficult. Investigating logs of use, we find a weak positive correlation between ability estimates and time the system has been used. Furthermore, our adaptive models generated questions which were significantly more difficult than their control counterparts. / Overall, these contributions make a concerted effort to improve tools for learner self-study, so that learners can successfully overcome the reading hurdle and propel themselves towards greater proficiency. The data collected from these tools also forms a useful basis for further study of learner error and vocabulary development.

Learning a second language is, for the most part, a day-in day-out struggle against the mountain of new vocabulary a learner must acquire. Furthermore, since the number of new words to learn is so great, learners must acquire them autonomously. Evidence suggests that for languages with writing systems, native-like vocabulary sizes are only developed through reading widely, and that reading is only fruitful once learners have acquired the core vocabulary required for it to become smooth. Learners of Japanese have an especially high barrier in the form of the Japanese writing system, in particular its use of kanji characters. Recent work on dictionary accessibility has focused on compensating for learner errors in pronouncing unknown words, however much difficulty remains. / This thesis uses the rich visual nature of the Japanese orthography to support the study of vocabulary in several ways. Firstly, it proposes a range of kanji similarity measures and evaluates them over several new data sets, finding that the stroke edit distance and tree edit distance metrics best approximate human judgements. Secondly, it uses stroke edit distance construct a model of kanji misrecognition, which we use as the basis for a new form of kanji search by similarity. Analysing query logs, we find that this new form of search was rapidly adopted by users, indicating its utility. We finally combine kanji confusion and pronunciation models into a new adaptive testing platform, Kanji Tester, modelled after aspects of the Japanese Language Proficiency Test. As the user tests themselves, the system adapts to their error patterns and uses this information to make future tests more difficult. Investigating logs of use, we find a weak positive correlation between ability estimates and time the system has been used. Furthermore, our adaptive models generated questions which were significantly more difficult than their control counterparts. / Overall, these contributions make a concerted effort to improve tools for learner self-study, so that learners can successfully overcome the reading hurdle and propel themselves towards greater proficiency. The data collected from these tools also forms a useful basis for further study of learner error and vocabulary development.

Learning a second language is, for the most part, a day-in day-out struggle against the mountain of new vocabulary a learner must acquire. Furthermore, since the number of new words to learn is so great, learners must acquire them autonomously. Evidence suggests that for languages with writing systems, native-like vocabulary sizes are only developed through reading widely, and that reading is only fruitful once learners have acquired the core vocabulary required for it to become smooth. Learners of Japanese have an especially high barrier in the form of the Japanese writing system, in particular its use of kanji characters. Recent work on dictionary accessibility has focused on compensating for learner errors in pronouncing unknown words, however much difficulty remains. / This thesis uses the rich visual nature of the Japanese orthography to support the study of vocabulary in several ways. Firstly, it proposes a range of kanji similarity measures and evaluates them over several new data sets, finding that the stroke edit distance and tree edit distance metrics best approximate human judgements. Secondly, it uses stroke edit distance construct a model of kanji misrecognition, which we use as the basis for a new form of kanji search by similarity. Analysing query logs, we find that this new form of search was rapidly adopted by users, indicating its utility. We finally combine kanji confusion and pronunciation models into a new adaptive testing platform, Kanji Tester, modelled after aspects of the Japanese Language Proficiency Test. As the user tests themselves, the system adapts to their error patterns and uses this information to make future tests more difficult. Investigating logs of use, we find a weak positive correlation between ability estimates and time the system has been used. Furthermore, our adaptive models generated questions which were significantly more difficult than their control counterparts. / Overall, these contributions make a concerted effort to improve tools for learner self-study, so that learners can successfully overcome the reading hurdle and propel themselves towards greater proficiency. The data collected from these tools also forms a useful basis for further study of learner error and vocabulary development.

This study, undertaken within the field of interlanguage pragmatics, investigates the kinds of pragmatic failures observed among tertiary level foreign learners of Japanese and also seeks to find reasons to help explain the occurrence of these failures. The focus of the study is on the data generated from a role play where a student has to borrow a book from their Japanese teacher. The primary role play is performed by nine beginner level learners of Japanese studying at an Australian university, but the role play is also performed by ten Japanese native speakers in order to determine what is normative for native speakers in this situation. Unlike previous studies in this area, this research collects kinesic non-verbal data in addition to linguistic data. The data is analysed using Thomas's (1983) concept of pragmatic failure, and Brown and Levinson's (1978, 1987) politeness theory. The study also considers whether Japanese native speakers evenly evaluate the role play performances of the Japanese learners. Despite difficulties in the application of these linguistic theories to beginner level learners, a number of sociopragmatic failures and one pragmalinguistic failure are observed in the role play performances of the Japanese learners. These are partially explained by a lack of instruction, nervousness in performing the role play and the learners' limited proficiency in the Japanese language. Inconsistencies are also observed in the way that JNS participants evaluate the role play performances of the JFL learners.

This study, undertaken within the field of interlanguage pragmatics, investigates the kinds of pragmatic failures observed among tertiary level foreign learners of Japanese and also seeks to find reasons to help explain the occurrence of these failures. The focus of the study is on the data generated from a role play where a student has to borrow a book from their Japanese teacher. The primary role play is performed by nine beginner level learners of Japanese studying at an Australian university, but the role play is also performed by ten Japanese native speakers in order to determine what is normative for native speakers in this situation. Unlike previous studies in this area, this research collects kinesic non-verbal data in addition to linguistic data. The data is analysed using Thomas's (1983) concept of pragmatic failure, and Brown and Levinson's (1978, 1987) politeness theory. The study also considers whether Japanese native speakers evenly evaluate the role play performances of the Japanese learners. Despite difficulties in the application of these linguistic theories to beginner level learners, a number of sociopragmatic failures and one pragmalinguistic failure are observed in the role play performances of the Japanese learners. These are partially explained by a lack of instruction, nervousness in performing the role play and the learners' limited proficiency in the Japanese language. Inconsistencies are also observed in the way that JNS participants evaluate the role play performances of the JFL learners.

Thesis (M.A.)--Ohio State University, 2007. / Includes bibliographical references (leaves 74-77). Available online via OhioLINK's ETD Center

Thesis (Ph. D.)--Ohio State University, 2007. / Full text release at OhioLINK's ETD Center delayed at author's request

Thesis (Ph.D.)--Murdoch University, 2005. / Thesis submitted to the Division of Arts. Bibliography: leaves 372-386.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Hong Kong, 2008. / Title proper from title frame. Also available in printed format.