This study investigates the kanji learning strategies used by learners of Japanese from two non-logographic orthographic backgrounds within the Sinosphere (Korean and Vietnamese), and alphabetic-language-based backgrounds, and how the three groups compare to each other. The study utilised data analysis techniques on data collected from 40 Japanese language learners via an online survey, and semi-structured interviews with four learners from Korea and Vietnam. The study found that Korean and Vietnamese learners benefit from first language kanji knowledge when learning to recognise Japanese kanji (particularly among Korean learners), and that common and preferred kanji learning methods differ between groups, with learners of alphabet-language backgrounds preferring methods from the planning learning and evaluating learning metacognitive strategies categories; and Korean and Vietnamese learners preferring association cognitive and planning learning metacognitive methods.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:du-42778 |
| Date | January 2022 |
| Creators | Robinson, Matthew |
| Publisher | Högskolan Dalarna, Institutionen för språk, litteratur och lärande |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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