The aims of this paper are: (1) to compare learning strategies employed to memorize the meaning of words written in kanji (logograph) and kana (syllablics); and (2) to identify effective learning strategies to memorize meanings of words in kanji. Eleven native speakers of English enrolled in Japanese at a university participated in this project. Twenty words were selected as the main research instrument. Participants were asked to memorize in 20 minutes the English meanings of the 20 Japanese words written in kanji while saying what they were thinking (a think-aloud protocol). Participants’ behavior was observed, and a test was given after the memorization. About one month later the same procedure was used for words written in kana. A questionnaire was used to find participants’ Japanese learning backgrounds. The findings were: (1) seven out of 11 participants employed different strategies for memorizing the meanings of words written in kanji from words written in kana; and (2) recognition of radicals and analysis of whole words were effective for memorizing the words written in kanji.
This article analyzes the self-correction of spelling by learners of intermediate Japanese. Participants in this study consisted of 20 students withkanji(Chinese characters) background and 43 without. This study investigates (1) types of spelling errors made; (2) the success rate of corrections made when codes for types of errors (error-codes) were given; (3) strategies used for correcting spelling errors; (4) reasons for a failure to correct errors; and (5) measures for further improvement in correction rates. Three methods, including ‘think-aloud’, observation notes, and the writing of an essay before and after corrections, were used as research tools. The findings show a high rate of success in the self-correction strategies. The errors made by the students may be attributed to a number of different causes. On the basis of the findings, this article puts forth the following suggestions, among others: the provision of increased time for corrections, of more detailed instruction inkanji,and of correct pronunciation instruction; increased practice in the use of dictionaries; and improved codes to indicate types of errors.
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