Students’ Learning Autonomy: A Case Study of Undergraduate Course of Japanese Language Program

Huang, Linpeng

doi:10.1007/s10936-023-09992-x

Cited by 3 publications

(1 citation statement)

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“…Hiragana and Katakana are two syllablebased characters for grammatical sufTixes and words without corresponding Kanji. While Kanji has historical signiTicance in the Japanese writing system, unlike Chinese, Japanese characters cannot be IJSSR Page 613 written entirely in Kanji (Ayu, 2013;Bossard, 2015;Liyuan, 2023;Shibatani & Kageyama, 2015;Tamaoka & Makioka, 2004).…”

Section: Introductionmentioning

confidence: 99%

Historical Analysis of Japanese Writing Systems Hiragana, Katakana, and Kanji

Harun,

Biduri

2024

IJSSR

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This study discusses the historical analysis of the Japanese writing system hiragana, katakana, and kanji. In Japanese writing, there are three types of characters: kanji, hiragana, and katakana. Kanji, which are derived from Chinese characters, are used for words with specific meanings. Hiragana and katakana, are also used as grammatical particles, words without kanji equivalents, and foreign words. Hiragana is used for native Japanese words, while katakana is used for foreign words and emphasis. This study aims to determine the history of the development of the use of writing systems in Japan. The problem of this study is how the relationship between hiragana, katakana, and kanji in the Japanese writing system. The method used in this study is descriptive analysis. This research was obtained through literature studies sourced from history books, journals, articles, and research results from the formation of kanji itself. The results of this study show that historically, there is a relationship between katakana, hiragana, and kanji that complement each other and are important for the Japanese writing system.

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Section: Introductionmentioning

confidence: 99%

Historical Analysis of Japanese Writing Systems Hiragana, Katakana, and Kanji

Harun,

Biduri

2024

IJSSR

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Quantitative Analysis of the Teaching Effectiveness of the Language Acquisition Model in Japanese Language and Culture Education

Chen

2024

Applied Mathematics and Nonlinear Sciences

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In the process of applying traditional teaching forms, problems such as low participation in classroom activities and poor independent learning are gradually highlighted. This paper first designs the task-based cooperative language acquisition model then constructs the supervision and management system for cooperative learning, and finally establishes the evaluation mechanism for task-based cooperative learning. This paper uses the questionnaire survey method, Pearson correlation coefficient method, principal component analysis method, and multiple regression analysis methods as data analysis methods. By establishing a mathematical model, the parameters to be estimated are listed, and then these data are fitted, and finally, a statistical analysis is performed. Through the questionnaire survey method, this paper verified that the method had a positive effect on students’ Japanese learning; 46.2% of students enjoyed learning Japanese, and 92.3% participated in group discussions. The effectiveness of Japanese language teaching was assessed by extracting three main factors through principal component analysis, which were summarised as pre-study performance, classroom performance, and individual thinking performance. Under the language acquisition model, teachers can improve students’ learning effectiveness by monitoring and encouraging their performance on these three indicators.

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Analysis of intensive technologies of teaching foreign languages in foreign and russian pedagogy

Альмурзаева,

Ибаева

2023

Management of Education

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Статья посвящена исследованию проблем психологического обеспечения интенсивного обучения иностранному языку. Авторы отмечают, что в психолого-педагогической науке ведется поиск способов и методов, которые бы позволили повысить темпы обучения, не снижая его качества. Одним из путей реформирования процесса обучения иностранному языку в высшей школе является его интенсификация, акцент на практическом владении языком с учетом индивидуально-психологических особенностей студентов. В статье проанализированы работы отечественных и зарубежных ученых по теме исследования. Зарубежные методы и технологии интенсивного обучения иностранным языкам опираются преимущественно на основные положения бихевиоризма и когнитивизма, а отечественные – на принципы суггестопедагогического и деятельностного подходов. Благодаря напряженной работе в условиях военного времени, соблюдению обязательных требований технического характера (продолжительность занятий составляла не менее 25 часов в неделю, в количественном отношении группы состояли из 5-7 человек и комплектовались по результатам тестирования и др.), успехи армейских курсов были весьма значительными. В послевоенные годы данный подход подлежал экспериментальной проверке в школах и колледжах. Но этот подход не получил широкого распространения, поскольку имел ряд недостатков. The article is devoted to the study of the problems of psychological support for intensive teaching of a foreign language. The authors note that in psychological and pedagogical science, a search is being made for ways and methods that would increase the pace of learning without reducing its quality. One of the ways to reform the process of teaching a foreign language in higher education is its intensification, emphasis on practical knowledge of the language, taking into account the individual psychological characteristics of students. The article analyzes the work of domestic and foreign scientists on the research topic. Foreign methods and technologies of intensive teaching of foreign languages are based mainly on the main provisions of behaviorism and cognitivism, while domestic ones are based on the principles of suggestive-pedagogical and activity approaches. Thanks to hard work in wartime conditions, observance of mandatory technical requirements (the duration of classes was at least 25 hours a week, in quantitative terms, groups consisted of 5-7 people and were recruited according to test results, etc.), the success of army courses was very significant. In the postwar years, this approach was subject to experimental testing in schools and colleges. However, this approach was not widely used because it had a number of disadvantages.

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Students’ Learning Autonomy: A Case Study of Undergraduate Course of Japanese Language Program

Cited by 3 publications

References 24 publications

Historical Analysis of Japanese Writing Systems Hiragana, Katakana, and Kanji

Historical Analysis of Japanese Writing Systems Hiragana, Katakana, and Kanji

Quantitative Analysis of the Teaching Effectiveness of the Language Acquisition Model in Japanese Language and Culture Education

Analysis of intensive technologies of teaching foreign languages in foreign and russian pedagogy

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