Kazuyuki Nomura
Biographic Data
| ID | 3780845 |
|---|---|
| NAME | Kazuyuki Nomura |
| GIVEN NAMES | Kazuyuki |
| FAMILY NAME | Nomura |
| SIGNATURE | NOMURA K |
| AFFILIATIONS | Chiba University |
| ORCID | 0000-0002-0604-4392 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Loving from afar
Research has shown that Japanese language learners in Hong Kong are affectively rather than instrumentally motivated. Put simply, they tend to learn Japanese because they like people or things associated with Japan(ese). To better understand their affection for Japan(ese), I explore how Japanese language learners' imagined target language communities shape their symbolic investments in Japanese and Japanese-speaking cultural identities in contemp…
Educational evaluation and improvement in Japan
Exploring the emic understanding of ‘critical thinking’ in Japanese education
In the most recent Teaching and Learning International Survey (TALIS2018) conducted by the Organisation for Economic Cooperation and Development (OECD), the percentage of Japanese teachers who taught critical thinking (CT) and professed self-efficacy in CT teaching was by far the lowest among participating economies (OECD, 2019). This research explores the emic or indigenous understanding of CT in Japanese education through in-depth qualitative i…
Understanding the motivations of fluent speakers in beginner-level foreign language classrooms
Fluent speakers of a target language choosing to enrol in beginner-level courses at tertiary institutes could be considered unfair. In this paper, however, based on data obtained from in-depth qualitative interviews with 12 students at a Hong Kong university, we show that fluent speakers of Japanese – a widely-spoken foreign language in Hong Kong – were motivated to engage in learning activities during beginner Japanese lessons, as those lessons …
Long-term motivations for L2 learning
To understand long-term motivations for second language (L2) learning/socialisation, this study analyses the biographical narratives of 30 Hong Kong Chinese who are proficient in Japanese by using ethnographic interviews. From a situated learning perspective, our research findings originate in the participants’ transformational episodes and centre on the following three dimensions of legitimate peripheral participation (LPP): (1) gaining legitima…
Long-term motivations for L2 learning
To understand long-term motivations for second language (L2) learning/socialisation, this study analyses the biographical narratives of 30 Hong Kong Chinese who are proficient in Japanese by using ethnographic interviews. From a situated learning perspective, our research findings originate in the participants’ transformational episodes and centre on the following three dimensions of legitimate peripheral participation (LPP): (1) gaining legitima…
Exploring the emic understanding of ‘critical thinking’ in Japanese education
In the most recent Teaching and Learning International Survey (TALIS2018) conducted by the Organisation for Economic Cooperation and Development (OECD), the percentage of Japanese teachers who taught critical thinking (CT) and professed self-efficacy in CT teaching was by far the lowest among participating economies (OECD, 2019). This research explores the emic or indigenous understanding of CT in Japanese education through in-depth qualitative i…
Understanding the motivations of fluent speakers in beginner-level foreign language classrooms
Fluent speakers of a target language choosing to enrol in beginner-level courses at tertiary institutes could be considered unfair. In this paper, however, based on data obtained from in-depth qualitative interviews with 12 students at a Hong Kong university, we show that fluent speakers of Japanese – a widely-spoken foreign language in Hong Kong – were motivated to engage in learning activities during beginner Japanese lessons, as those lessons …
Understanding the motivations of fluent speakers in beginner-level foreign language classrooms
Fluent speakers of a target language choosing to enrol in beginner-level courses at tertiary institutes could be considered unfair. In this paper, however, based on data obtained from in-depth qualitative interviews with 12 students at a Hong Kong university, we show that fluent speakers of Japanese – a widely-spoken foreign language in Hong Kong – were motivated to engage in learning activities during beginner Japanese lessons, as those lessons …
Long-term motivations for L2 learning
To understand long-term motivations for second language (L2) learning/socialisation, this study analyses the biographical narratives of 30 Hong Kong Chinese who are proficient in Japanese by using ethnographic interviews. From a situated learning perspective, our research findings originate in the participants’ transformational episodes and centre on the following three dimensions of legitimate peripheral participation (LPP): (1) gaining legitima…
Exploring the emic understanding of ‘critical thinking’ in Japanese education
In the most recent Teaching and Learning International Survey (TALIS2018) conducted by the Organisation for Economic Cooperation and Development (OECD), the percentage of Japanese teachers who taught critical thinking (CT) and professed self-efficacy in CT teaching was by far the lowest among participating economies (OECD, 2019). This research explores the emic or indigenous understanding of CT in Japanese education through in-depth qualitative i…
Educational evaluation and improvement in Japan
Loving from afar
Research has shown that Japanese language learners in Hong Kong are affectively rather than instrumentally motivated. Put simply, they tend to learn Japanese because they like people or things associated with Japan(ese). To better understand their affection for Japan(ese), I explore how Japanese language learners' imagined target language communities shape their symbolic investments in Japanese and Japanese-speaking cultural identities in contemp…
Sociology (5 works) · Pedagogy (4 works) · Psychology (4 works) · EFL/ESL Teaching and Learning (3 works) · Anthropology (2 works) · Curriculum (2 works) · Linguistics (2 works) · Mathematics education (2 works) · Multilingual Education and Policy (2 works) · Political science (2 works)