Student Preconceptions of Japanese Language Learning in 1989 and 2004
Bibliographic Data
| ID | 8937729 |
|---|---|
| Authors | Atsuko Hayashi (0000-0001-6082-2135, California State University, Long Beach, corresponding author) |
| Year | 2009 |
| Volume | 42 |
| Issue | 4 |
| Pages | 673-694 |
| Publication date | 2009-11-18 |
| 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.1944-9720.2009.01049.x |
| OpenAlex | W2144408219 |
| Language | EN |
| Citations received | 1 |
| References cited | 13 |
This study compares student preconceptions and expectations of Japanese language learning from studies conducted in 1989 and 2004. Over the years, student interests and pedagogical approaches have changed. However, the changes do not reflect on the student preconceptions and expectations. They still believe in traditional approaches to language learning, and their instrumental motivation is still high. A total of 374 undergraduate students studying Japanese in a four‐year college participated in this study. The participants responded to a questionnaire concerning the four areas of language learning: (1) difficulty, (2) nature, (3) strategies, and (4) motivation. In analyzing these findings, this study recommends that instructors impart the facts about Japanese language learning to their students and assess whether their own curriculums meet the students' needs
Curriculum · Language acquisition · Linguistics · Mathematics education · Pedagogy · Second language · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Acquisition and Learning
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The Processing Behaviours of Adult Second Language Learners and their Relationship to Second Language Proficiency1
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Integrative Motivation as a Predictorof Success in the Intermediate Foreign Language Classroom
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| Unique citing works | 1 |
|---|---|
| Citations per year | 0,08 |
| Citation span | 2013 - 2013 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |