Japanese Language Students' Attitudes Toward Kanji and Their Perceptions on Kanji Learning Strategies
Bibliographic Data
| ID | 8937504 |
|---|---|
| Authors | Yoshiko Mori (0000-0002-4851-5148, Georgetown University, corresponding author), Hideko Shimizu (University of Colorado System) |
| Year | 2007 |
| Volume | 40 |
| Issue | 3 |
| Pages | 472-490 |
| Publication date | 2007-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2007.tb02871.x |
| OpenAlex | W1974784838 |
| Language | EN |
| Citations received | 6 |
| References cited | 63 |
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 factors and six strategy belief factors. Descriptive statistics indicated that students considered rote memorization most effective and metacognitive strategies least effective. Correlational analyses revealed that appreciation of the cultural value of kanji and positive emotions toward kanji were associated with stronger belief in varied strategies. Perception of difficulty and belief in special abilities required for kanji learning, in contrast, were associated with reliance on rote memorization
Chinese characters · Cognition · Cognitive psychology · Contrast (vision · Cooperative learning · Kanji · Linguistics · Mathematics education · Memorization · Metacognition · Perception · Rote learning · Teaching method · Artificial Intelligence · Computer Science · Educational Strategies and Epistemologies · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology
Modeling the relationships among teacher instruction, learner belief, and learning strategies in Chinese character learning by alphabetic learners
Post study abroad investigation of kanji knowledge in Japanese as a second language learners
How high-achieving and struggling learners at the novice level engage with written corrective feedback
Learner Attitudes, Perceptions, and Beliefs in Language Learning
The Impact of Flipped Online Kanji Instruction on Written Vocabulary Learning for Introductory and Intermediate Japanese Language Students
Perceptual differences about kanji instruction
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Effects of beliefs about the nature of knowledge on comprehension.
The Beliefs about Language Learning of Beginning University Foreign Language Students
Individual Differences in Second Language Learning
We Acquire Vocabulary and Spelling by Reading
The Language Learner as Linguist
The Effects of Contextual Richness on the Guessability and the Retention of Words in a Foreign Language1
Effects of Contextual Cues on Inferring and Remembering Meanings of New Words
Metacognitive Knowledge and Language Learning1
Student beliefs (or metacognitive knowledge) about SLA reconsidered
Readiness for autonomy
The relationship between EFL learners' beliefs and learning strategy use
Key variables in language learning
Investigating Japanese learners' beliefs about language learning
Integration of Information From Context and Word Elements in Interpreting Novel Kanji Compounds
Role of Radical Awareness in the Character and Word Acquisition of Chinese Children
Using Student Beliefs About Language Learning and Teaching in the Foreign Language Methods Course
Students' and Teachers' Beliefs About Language Learning
Mnemotechnics in second-language learning
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Patterns of cognitive appraisal in emotion
Epistemological Beliefs and Language Learning Beliefs
Keyword Mnemonics Versus Rote Rehearsal
Learning Strategies Used by Beginning and Intermediate Esl Students
Vocabulary Learning Strategies and Language Learning Outcomes
Rote or Rule? Exploring the Role of Formulaic Language in Classroom ForeignLanguage Learning
The Effect of Imagery-Based Mnemonics on the Long-Term Retention of Chinese Characters
Japanese Language Students' Perceptions on Kanji Learning and Their Relationship to Novel Kanji Word Learning Ability
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,43 |
| Citation span | 2012 - 2026 (15) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |