| Co-Investigator(Kenkyū-buntansha) |
TOHSAKU Yasu-hiko Associate Professor, University of California, San Diego, サンデイエゴ校, 準教授
HATASA Yukiko Associate Professor, Purdue University, 文学部, 助教授
TANAKA Kazumi Lector in Japanese, University of London, ソアス研究所, 講師
NAOI Eriko Assistant Professor, Nuevo Leon University, 文学部, 講師
HATASA Kazumi Associate Professor, Purdue University, 文学部, 助教授
MCCARTHY Brian Associate Professor, University of Wollongong, 外国語学部, 助教授
WELLS Maruguerite Associate Professor, University of Wollongong, 外国語学部, 助教授
YOSHIZAKI Shizuo Professor, Japan Women's University, 人間社会学部, 教授 (20116130)
OHTSUBO Kazuo Professor, Tohoku University, 文学部・日本語学科, 教授 (20115538)
YAMAMOTO Hilofumi Research Associate, University of Tsukuba, 文芸・言語学系, 助手 (30241756)
KOBAYASHI Noriko Assistant Professor, University of Tsukuba, 文芸・言語学系, 講師 (00241753)
SAKAI Takako Assistant Professor, University of Tsukuba, 文芸・言語学系, 講師 (40215588)
KANO Chieko Associate Professor, University of Tsukuba, 文芸・言語学系, 助教授 (90204594)
ICHIKAWA Yasuko Associate Professor, University of Tsukuba, 文芸・言語学系, 助教授 (70223089)
KAISER Stefan Professor, University of Tsukuba, 文芸・言語学系, 教授 (20260466)
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| Research Abstract |
The cultural distance between Japan and foreign countries is considerable, and consequently problems arise due to insufficient understanding of areas such as students' cognitive and emotional processes during Japanese language classroom instruction. A better understanding of students' cognition and teachers' decision making process are needed.
The purpose of this research is to clarify the cultural factors and to describe the model of Japanese teaching and learning process. The methodologies adopted this research is stimulate-recall procedure and questionnaires.
The following results are known in consequence of classifying and comparing student' strategies during Japanese language classroom instruction.
(1) Students with high academic achievement use many strategies to learn Japanese, but students with low academic achievement use few ones.
(2) The learning strategies which students used during classroom instruction were complicated and continuous.
(3) The cultural difference is shown using of learning strategies.
(4) The cues gathered from the students were useful in planning future lessons and improving the lesson plan.
(5) For non-Kanji group learners do not have optimistic views on their potential in reading and writing Japanese. However, many of the learners have self-confidence in studying Kanji by themselves.
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