Yoshiko Mori
Datos Biográficos
| ID | 1005013 |
|---|---|
| NOMBRE | Yoshiko Mori |
| NOMBRES | Yoshiko |
| APELLIDO | Mori |
| FIRMA | MORI Y |
| AFILIACIONES | Georgetown University |
| ORCID | 0000-0002-4851-5148 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAS | 51 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1997 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2022 |
| ÍNDICE H | 5 |
Evolution of prosocial behaviours in multilayer populations
The trends and developments of L2 Japanese research in the 2010s
This article updates the trends and developments of Japanese as a second language (JSL) research since Mori and Mori (2011) by reviewing nearly 200 selected empirical studies published in English or Japanese between 2010 and early 2019. The first section of this review examines the cognitive aspects of second language (L2) Japanese development, focusing on vocabulary and kanji (i.e., Chinese characters transferred into Japanese) learning, syntact…
Perceptual differences about kanji instruction
This study investigated perceptual differences between Japanese language instructors with different ethnolinguistic and professional backgrounds in respect to kanji (i.e., Chinese characters used in Japanese) instruction. A total of 199 teachers of Japanese across the United States completed a 62‐item questionnaire eliciting their attitudes toward kanji and instructional strategies. A principal component analysis identified six attitude factors (…
The Role of Parental Support and Family Variables in L1 and L2 Vocabulary Development of Japanese Heritage Language Students in the United States
This study investigated the role of parental support and selected family variables in the first (L1) and second language (L2) vocabulary development of Japanese heritage language (JHL) high school students in the United States. Eighty‐two JHL students ages 15–18 from eight hoshuukoo (i.e., supplementary academic schools for Japanese‐speaking children) were assessed for their L1 Japanese and L2 English vocabulary knowledge. Simultaneously, the stu…
The Impact of Flipped Online Kanji Instruction on Written Vocabulary Learning for Introductory and Intermediate Japanese Language Students
This study explored the pedagogical benefits of flipped online kanji (i.e., Chinese characters used in Japanese) instruction integrated into college‐level introductory and intermediate Japanese language courses. Using a quasi‐experimental mixed design, the investigation looked at the effects of two instructional approaches: (1) a flip approach in which students learned new characters using online materials prior to class, and (2) the conventional…
The Role of Motivation and Learner Variables in L1 and L2 Vocabulary Development in Japanese Heritage Language Speakers in the United States
This study investigates the role of motivation and learner variables in bilingual vocabulary development among first language (L1) Japanese students attending hoshuukoo (i.e., supplementary academic schools for Japanese‐speaking children) in the United States. One hundred sixteen high school students ages 15–18 from eight hoshuukoo completed Japanese and English vocabulary tests and a student characteristics questionnaire. A principal component a…
Bilingual Vocabulary Knowledge and Arrival Age Among Japanese Heritage Language Students at Hoshuukoo
This study examines bilingual vocabulary knowledge in relation to arrival age among first language (L1) Japanese students attending hoshuukoo (i.e., supplementary academic schools for Japanese‐speaking children) in the United States. It also examines the relationship between L1 Japanese and English as a second language (L2), as motivated by Cummins's (1979, 1991) notion of linguistic interdependence. One hundred and twenty‐two high school student…
Forthcoming in Language Teaching
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button
Japanese Language Students' Attitudes Toward Kanji and Their Perceptions on Kanji Learning Strategies
This study aims at identifying interpretable factors underlying Japanese language learners' attitudes toward kanji and their self‐reported kanji learning strategies. It also examines the relationship between the two sets of belief factors. A questionnaire survey was conducted among Japanese language students at nine universities in the United States; 311 responses were subjected to exploratory factor analyses that identified six attitudinal facto…
Japanese Language Students' Perceptions on Kanji Learning and Their Relationship to Novel Kanji Word Learning Ability
This study examines the relationship between how learners of Japanese as a second language perceive the learning of kanji (i.e., the logographic characters shared with Chinese) and their ability to learn novel kanji words using morphological and contextual information. Eighty college students learning Japanese as a foreign language completed a 60-item kanji questionnaire, a 75-item kanji test, and a 30-item reading comprehension test. Results ind…
Integration of Information From Context and Word Elements in Interpreting Novel Kanji Compounds
S This study examines the degree to which English‐speaking students learning Japanese utilize information from word elements and contextual clues in interpreting novel kanji compounds (i.e., words consisting of two or more Chinese characters). Fifty‐nine college students inferred the meanings of novel compounds consisting of familiar characters under three conditions (i.e., words in isolation, contextual clues only, and both). Students were most …
Epistemological Beliefs and Language Learning Beliefs
This study (a) examines the structure of language learners' beliefs about learning in general and beliefs specifically about language learning and (b) explores the relationship between the 2 belief domains. A belief questionnaire was administered to 187 college students learning Japanese as a foreign language. Factor analyses identified 5 dimensions of general epistemological beliefs comparable to those reported by Schommer (1990, 1994b), and 6 d…
The Devīmāhātmya Paintings Preserved at the National Archives, Kathmandu
The Devimahatmya Paintings Preserved at the National Archives
Epistemological Beliefs and Language Learning Beliefs
This study (a) examines the structure of language learners' beliefs about learning in general and beliefs specifically about language learning and (b) explores the relationship between the 2 belief domains. A belief questionnaire was administered to 187 college students learning Japanese as a foreign language. Factor analyses identified 5 dimensions of general epistemological beliefs comparable to those reported by Schommer (1990, 1994b), and 6 d…
The Impact of Flipped Online Kanji Instruction on Written Vocabulary Learning for Introductory and Intermediate Japanese Language Students
This study explored the pedagogical benefits of flipped online kanji (i.e., Chinese characters used in Japanese) instruction integrated into college‐level introductory and intermediate Japanese language courses. Using a quasi‐experimental mixed design, the investigation looked at the effects of two instructional approaches: (1) a flip approach in which students learned new characters using online materials prior to class, and (2) the conventional…
Integration of Information From Context and Word Elements in Interpreting Novel Kanji Compounds
S This study examines the degree to which English‐speaking students learning Japanese utilize information from word elements and contextual clues in interpreting novel kanji compounds (i.e., words consisting of two or more Chinese characters). Fifty‐nine college students inferred the meanings of novel compounds consisting of familiar characters under three conditions (i.e., words in isolation, contextual clues only, and both). Students were most …
The Role of Motivation and Learner Variables in L1 and L2 Vocabulary Development in Japanese Heritage Language Speakers in the United States
This study investigates the role of motivation and learner variables in bilingual vocabulary development among first language (L1) Japanese students attending hoshuukoo (i.e., supplementary academic schools for Japanese‐speaking children) in the United States. One hundred sixteen high school students ages 15–18 from eight hoshuukoo completed Japanese and English vocabulary tests and a student characteristics questionnaire. A principal component a…
Japanese Language Students' Attitudes Toward Kanji and Their Perceptions on Kanji Learning Strategies
This study aims at identifying interpretable factors underlying Japanese language learners' attitudes toward kanji and their self‐reported kanji learning strategies. It also examines the relationship between the two sets of belief factors. A questionnaire survey was conducted among Japanese language students at nine universities in the United States; 311 responses were subjected to exploratory factor analyses that identified six attitudinal facto…
Bilingual Vocabulary Knowledge and Arrival Age Among Japanese Heritage Language Students at Hoshuukoo
This study examines bilingual vocabulary knowledge in relation to arrival age among first language (L1) Japanese students attending hoshuukoo (i.e., supplementary academic schools for Japanese‐speaking children) in the United States. It also examines the relationship between L1 Japanese and English as a second language (L2), as motivated by Cummins's (1979, 1991) notion of linguistic interdependence. One hundred and twenty‐two high school student…
The Role of Parental Support and Family Variables in L1 and L2 Vocabulary Development of Japanese Heritage Language Students in the United States
This study investigated the role of parental support and selected family variables in the first (L1) and second language (L2) vocabulary development of Japanese heritage language (JHL) high school students in the United States. Eighty‐two JHL students ages 15–18 from eight hoshuukoo (i.e., supplementary academic schools for Japanese‐speaking children) were assessed for their L1 Japanese and L2 English vocabulary knowledge. Simultaneously, the stu…
Japanese Language Students' Perceptions on Kanji Learning and Their Relationship to Novel Kanji Word Learning Ability
This study examines the relationship between how learners of Japanese as a second language perceive the learning of kanji (i.e., the logographic characters shared with Chinese) and their ability to learn novel kanji words using morphological and contextual information. Eighty college students learning Japanese as a foreign language completed a 60-item kanji questionnaire, a 75-item kanji test, and a 30-item reading comprehension test. Results ind…
Evolution of prosocial behaviours in multilayer populations
The Devimahatmya Paintings Preserved at the National Archives
Integration of Information From Context and Word Elements in Interpreting Novel Kanji Compounds
S This study examines the degree to which English‐speaking students learning Japanese utilize information from word elements and contextual clues in interpreting novel kanji compounds (i.e., words consisting of two or more Chinese characters). Fifty‐nine college students inferred the meanings of novel compounds consisting of familiar characters under three conditions (i.e., words in isolation, contextual clues only, and both). Students were most …
Epistemological Beliefs and Language Learning Beliefs
This study (a) examines the structure of language learners' beliefs about learning in general and beliefs specifically about language learning and (b) explores the relationship between the 2 belief domains. A belief questionnaire was administered to 187 college students learning Japanese as a foreign language. Factor analyses identified 5 dimensions of general epistemological beliefs comparable to those reported by Schommer (1990, 1994b), and 6 d…
The Devīmāhātmya Paintings Preserved at the National Archives, Kathmandu
Japanese Language Students' Attitudes Toward Kanji and Their Perceptions on Kanji Learning Strategies
This study aims at identifying interpretable factors underlying Japanese language learners' attitudes toward kanji and their self‐reported kanji learning strategies. It also examines the relationship between the two sets of belief factors. A questionnaire survey was conducted among Japanese language students at nine universities in the United States; 311 responses were subjected to exploratory factor analyses that identified six attitudinal facto…
Japanese Language Students' Perceptions on Kanji Learning and Their Relationship to Novel Kanji Word Learning Ability
This study examines the relationship between how learners of Japanese as a second language perceive the learning of kanji (i.e., the logographic characters shared with Chinese) and their ability to learn novel kanji words using morphological and contextual information. Eighty college students learning Japanese as a foreign language completed a 60-item kanji questionnaire, a 75-item kanji test, and a 30-item reading comprehension test. Results ind…
Forthcoming in Language Teaching
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button
Bilingual Vocabulary Knowledge and Arrival Age Among Japanese Heritage Language Students at Hoshuukoo
This study examines bilingual vocabulary knowledge in relation to arrival age among first language (L1) Japanese students attending hoshuukoo (i.e., supplementary academic schools for Japanese‐speaking children) in the United States. It also examines the relationship between L1 Japanese and English as a second language (L2), as motivated by Cummins's (1979, 1991) notion of linguistic interdependence. One hundred and twenty‐two high school student…
The Role of Motivation and Learner Variables in L1 and L2 Vocabulary Development in Japanese Heritage Language Speakers in the United States
This study investigates the role of motivation and learner variables in bilingual vocabulary development among first language (L1) Japanese students attending hoshuukoo (i.e., supplementary academic schools for Japanese‐speaking children) in the United States. One hundred sixteen high school students ages 15–18 from eight hoshuukoo completed Japanese and English vocabulary tests and a student characteristics questionnaire. A principal component a…
The Impact of Flipped Online Kanji Instruction on Written Vocabulary Learning for Introductory and Intermediate Japanese Language Students
This study explored the pedagogical benefits of flipped online kanji (i.e., Chinese characters used in Japanese) instruction integrated into college‐level introductory and intermediate Japanese language courses. Using a quasi‐experimental mixed design, the investigation looked at the effects of two instructional approaches: (1) a flip approach in which students learned new characters using online materials prior to class, and (2) the conventional…
The Role of Parental Support and Family Variables in L1 and L2 Vocabulary Development of Japanese Heritage Language Students in the United States
This study investigated the role of parental support and selected family variables in the first (L1) and second language (L2) vocabulary development of Japanese heritage language (JHL) high school students in the United States. Eighty‐two JHL students ages 15–18 from eight hoshuukoo (i.e., supplementary academic schools for Japanese‐speaking children) were assessed for their L1 Japanese and L2 English vocabulary knowledge. Simultaneously, the stu…
Perceptual differences about kanji instruction
This study investigated perceptual differences between Japanese language instructors with different ethnolinguistic and professional backgrounds in respect to kanji (i.e., Chinese characters used in Japanese) instruction. A total of 199 teachers of Japanese across the United States completed a 62‐item questionnaire eliciting their attitudes toward kanji and instructional strategies. A principal component analysis identified six attitude factors (…
The trends and developments of L2 Japanese research in the 2010s
This article updates the trends and developments of Japanese as a second language (JSL) research since Mori and Mori (2011) by reviewing nearly 200 selected empirical studies published in English or Japanese between 2010 and early 2019. The first section of this review examines the cognitive aspects of second language (L2) Japanese development, focusing on vocabulary and kanji (i.e., Chinese characters transferred into Japanese) learning, syntact…
Evolution of prosocial behaviours in multilayer populations
Psychology (12 obras) · Linguistics (11 obras) · EFL/ESL Teaching and Learning (8 obras) · Mathematics education (8 obras) · Multilingual Education and Policy (7 obras) · Chinese characters (5 obras) · Computer Science (5 obras) · Kanji (5 obras) · Vocabulary (5 obras) · Second Language Learning and Teaching (4 obras)