The Effects of Differential Timing in the Introduction of Japanese Syllabaries on Early Second Language Development in Japanese

Hatasa, Yukiko Abe

doi:10.1111/1540-4781.00154

Cited by 8 publications

(5 citation statements)

References 46 publications

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“…Contrary to the pedagogical assumptions supporting the use of Romaji, such orthographic assistance did not have an impact on beginning-level CALL-based vocabulary learning in Japanese. Hatasa's (2002) study on the classroom use of Romaji provided evidence that confirms this finding. Students who were taught with the prolonged use of Romaji in class did not perform significantly better on their midterm and final exams than those who had an early introduction of authentic Japanese orthography.…”

Section: Effects Of Romajisupporting

confidence: 57%

“…In the North American context, Romaji is assumed to be an effective learning aid particularly during the initial period of JFL learning. However, when to switch to the authentic script has been controversial among JFL practitioners (Dewey, 2004;Hatasa, 2002). Those who advocate the early introduction of kana and kanji have pedagogical philosophies quite different from those of the proponents of delayed introduction.…”

Section: Romaji Versus Japanese Scriptmentioning

confidence: 99%

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CALL Vocabulary Learning in Japanese

Okuyama¹

2013

CALICO

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This study investigated the effects of using Romanized spellings on beginner-level Japanese vocabulary learning. Sixty-one first-semester students at two universities in Arizona were both taught and tested on 40 Japanese content words in a computer-assisted language learning (CALL) program. The primary goal of the study was to examine whether the use of Romaji--Roman alphabetic spellings of Japanese--facilitates Japanese beginners' learning of the L2 vocabulary. The study also investigated whether certain CALL strategies positively correlate with a greater gain in L2 vocabulary. Vocabulary items were presented to students in both experimental and control groups. The items included Hiragana spellings, colored illustrations for meaning, and audio recordings for pronunciation. Only the experimental group was given the extra assistance of Romaji. The scores of the vocabulary pretests and posttests, the types of online learning strategies and questionnaire responses were collected for statistical analyses. The results of the project indicated that the use of Romaji did not facilitate the beginners' L2 vocabulary intake. However, the more intensive use of audio recordings was found to be strongly related to a higher number of words recalled, regardless of the presence or absence of Romaji.

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Section: Effects Of Romajisupporting

confidence: 57%

Section: Romaji Versus Japanese Scriptmentioning

confidence: 99%

CALL Vocabulary Learning in Japanese

Okuyama¹

2013

CALICO

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“…Ultimately, much more research is needed to determine which approach (if either) is most effective. Hatasa's (2002) study, which compares achievement by learners who were introduced to Japanese syllabaries immediately with learners who waited for eight weeks and used romaji showed no significant differences between these delayed and immediate groups. Further similar research involving varied timing and use of romaji, syllabaries, and kanji will help to determine the validity of various beliefs.…”

Section: Discussionmentioning

confidence: 87%

Connections Between Teacher and Student Attitudes Regarding Script Choice in First‐Year Japanese Language Classrooms

Dewey

2004

Foreign Language Annals

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This study investigates connections between teacher and student attitudes related to the delayed (or immediate) introduction of Japanese script in the Japanese language classroom. Two groups of students completed questionnaires concerning their attitudes toward the immediate or delayed introduction of Japanese script and the use of romaji (romanized Japanese) in the Japanese as a second language classroom. The first group was introduced to Japanese script immediately, and romaji was not used in their textbook. The second group used a romaji textbook and was introduced to Japanese script at a later time and a slower rate. Teacher attitudes were also assessed using a questionnaire and interviews. Relationships were found between teacher attitudes regarding script use and several aspects of students' attitudes. For both groups, student responses corresponded well with teacher responses in terms of degree of satisfaction with the writing system used to teach Japanese in class and the use of an alternative script to study Japanese (romaji for the first group and Japanese syllabaries and kanji for the second group). Teacher and student attitudes toward the textbook were also related for the second group. Questionnaire and interview data indicated a clear teacher influence on student attitudes related to script choice in the Japanese classroom.

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“…The lag group did better on tests of phonetic discrimination after one semester, and measures of oral production after one year. A similar study in Japanese (Hatasa, 2002) compared one group that learned the kana scripts immediately, to a group learning Japanese first in romaji and introducing kana scripts eight weeks later. In this study, there was no significant difference in terms of achievement between the groups.…”

Section: Introducing Charactersmentioning

confidence: 99%

Best Practices in Teaching Logographic and Non-Roman Writing Systems to L2 Learners

Everson¹

2011

Ann Rev Appl Linguist

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The past few decades have witnessed a growing interest in how second language (L2) learners come to read in languages employing non-alphabetic writing systems such as Chinese and Japanese and languages employing non-Roman alphabetic systems such as Arabic and Hebrew. Indeed, with efforts afoot to begin more programs in these languages at the K-12 and collegiate levels, in immersion and bilingual settings, and with stated goals for students to eventually attain high levels in reading proficiency, an understanding of this research is critical if program development is to go forward in a principled way. This article discusses some of the theoretical developments that have helped illuminate the cross-orthographic reading process and reports on the relevant research in L2 cross-orthographic reading that has shaped our understanding of the issues involved in learning to read in languages that employ non-Roman alphabetic, logographic, and syllabary systems of writing. The article will also discuss teaching implications, strategies, and classroom practice put forth by reading practitioners, many of which have yet to find consensus.

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The Effects of Differential Timing in the Introduction of Japanese Syllabaries on Early Second Language Development in Japanese

Cited by 8 publications

References 46 publications

CALL Vocabulary Learning in Japanese

CALL Vocabulary Learning in Japanese

Connections Between Teacher and Student Attitudes Regarding Script Choice in First‐Year Japanese Language Classrooms

Best Practices in Teaching Logographic and Non-Roman Writing Systems to L2 Learners

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