The trends and developments of L2 Japanese research in the 2010s

Abstract

This article updates the trends and developments of Japanese as a second language (JSL) research since Mori and Mori (2011) by reviewing nearly 200 selected empirical studies published in English or Japanese between 2010 and early 2019. The first section of this review examines the cognitive aspects of second language (L2) Japanese development, focusing on vocabulary and kanji (i.e., Chinese characters transferred into Japanese) learning, syntactic development, and the issues surrounding reading and writing. The second part investigates sociocultural issues in L2 Japanese development and use, including pragmatic development, multilingual/translingual perspectives, and multilingual youth. The third section explores the role of affective variables (primarily learner motivation) in L2 Japanese development. The last section considers various pedagogical issues, including corpus-based studies and the development of materials and resources, instructional designs and classroom studies, technology-enhanced language learning and new instructional models, critical approaches to teaching Japanese and content-based instruction. The review of these themes illuminates trends and emerging areas of interest in post-2010 L2 Japanese research inspired by current developments in applied linguistics and second language acquisition (SLA) research, as well as unique features of Japanese language and sociocultural contexts.

Construction of College Chinese Writing Practice Teaching Platform under the Background of Information Technology

“…At the same time, they also mentioned that the difficulty of the writing class is very great. Literature [8] systematically and comprehensively designed the curriculum for advanced classes, including predesign analysis, overall design arrangement, and sample class design. In the process of writing, teachers guide students to complete the writing process of preparation before writing, conception, outline writing, first draft writing, revision, discussion after revision, revision, and final draft through diversified writing activities.…”

The IAFOR International Conference on Education – Hawaii 2024 Official Conference Proceedings

“…However, the roles and experiences of L1 speakers in such settings have not been studied extensively, especially in the JLF context. Mori, Hasegawa, & Mori (2021) provide a comprehensive review of a variety of empirical research interests in the 2010s in Japanese language and the pedagogical challenges and experiences of non-L1 (or as it is referred to, L2) speakers of Japanese. In contrast, research focusing on L1 interlocutors is limited (e.g., Yamada, 2021).…”

Development of Speaking Skills Teaching Materials for Japanese Students in Diponegoro State University and Semarang State University

“…Appropriate teaching materials facilitate the learning process and help students achieve the desired outcomes. Moreover, speaking skills are closely related to contextual learning, which motivates them to find the material connected to reallife situations (Mori, Hasegawa, & Mori, 2021). Diep et al (2022) have stated that cultural content should be increased to allow students to practice speaking about their culture of origin.…”