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Author: Natsumi Wakamoto Publisher: Peter Lang ISBN: 9783039115969 Category : Education Languages : en Pages : 174
Book Description
This book explores how learners' personalities influence foreign language learning in Japan. In particular, this volume investigates three main research questions: What are the learning strategies generally employed by Japanese college students? What are the characteristic learning strategies of extroverts and introverts? Do extroversion and introversion have an impact on English listening proficiency? In the analysis carried out in the volume, both quantitative and qualitative research methods have been used. As regards the former, various types of questionnaires have been employed, measuring strategy use, personality characteristics, and English proficiency. As regards the latter, the strategies students use both in the classroom and in a tutorial learning situation have been observed, integrated with interviews with the students themselves regarding their use of learning strategies. In the last part of the book, the pedagogical implications of this study are examined with suggestions for both teachers and learners.
Author: Natsumi Wakamoto Publisher: Peter Lang ISBN: 9783039115969 Category : Education Languages : en Pages : 174
Book Description
This book explores how learners' personalities influence foreign language learning in Japan. In particular, this volume investigates three main research questions: What are the learning strategies generally employed by Japanese college students? What are the characteristic learning strategies of extroverts and introverts? Do extroversion and introversion have an impact on English listening proficiency? In the analysis carried out in the volume, both quantitative and qualitative research methods have been used. As regards the former, various types of questionnaires have been employed, measuring strategy use, personality characteristics, and English proficiency. As regards the latter, the strategies students use both in the classroom and in a tutorial learning situation have been observed, integrated with interviews with the students themselves regarding their use of learning strategies. In the last part of the book, the pedagogical implications of this study are examined with suggestions for both teachers and learners.
Author: Natsumi Wakamoto Publisher: ISBN: 9780494279366 Category : Cognitive styles Languages : en Pages : 458
Book Description
This study pointed to the following results: (1) Japanese college students used communication and socio-affective strategies most often; (2) Es had the perception that they were using socio-affective strategies more frequently than were Is; (3) In the teacher-fronted phase in the classroom, neither the E nor the I students used socio-affective strategies; (4) In the group activities in the classroom, Es used socio-affective strategies more often to elicit more information from the instructor than did Is; (5) In the individual learning situation, while E (Miki) was more assertive in eliciting information from a native English speaker, I (Yuri) was more skillful in listening to the tape; and (6) The impact of E/I on listening proficiency in English could not be confirmed. This study was prompted by a question about individual differences among learners of English. I focused on learners' extroversion and introversion, to test my hypothesis that personality type is a key factor among Japanese people learning English in Japan. The three specific questions I explored in this research were: (1) What are the characteristic learner strategies of Japanese college students? (2) What are the characteristic learner strategies of extroverts (Es) and introverts (Is)? and (3) Do extroversion and introversion have an impact on English listening proficiency?The pedagogical implications of this study are that because Es' and Is' learner strategies differ, teachers need to be aware of these differences and introduce various types of activities so that both Es and Is can study appropriately and effectively. In the questionnaire phase of the study, I investigated the characteristics of 148 Japanese college students using four research instruments: the Strategy Inventory for Language Learning (SILL), the Myers-Briggs Type Indicator (MBTI) personality questionnaire, and the Test of English for International Communication (TOEIC) and the Comprehensive English Language Test (CELT) listening proficiency tests. I triangulated the results via observation of student strategy use in the classroom and in an individual learning situation. For both learning situations, a special focus was placed on observing and interviewing the most extroverted student (Miki) and the most introverted student (Yuri) regarding their use of learner strategies.
Author: Yoko Kobayashi Publisher: Routledge ISBN: 1351804561 Category : Education Languages : en Pages : 160
Book Description
This book seeks a better understanding of the sociocultural and ideological factors that influence English study in Japan and study-abroad contexts such as university-bound high schools, female-dominant English classes at college, ESL schools in Canada, and private or university-affiliated ESL programs in Singapore and Malaysia. The discussion is based not only on data garnered from Japanese EFL learners and Japanese/overseas educators but also on official English language policies and commercial magazine discourses about English study for Japanese people. The book addresses seemingly incompatible themes that are either entrenched in or beyond Japan’s EFL context such as: Japan’s decades-long poorly-performing English education vs. its equally long-lived status as an economic power; Japanese English learners’ preference for native English speakers/norms in at-home Japanese EFL contexts vs. their friendship with other Asian students in western study-abroad contexts; Japanese female students’ dream of using English to further their careers vs. Japanese working women’s English study for self-enrichment; Japanese society’s obsession with globalization through English study vs. the Japanese economy sustained by monolingual Japanese businessmen; Japanese business magazines’ frequent cover issues on global business English study vs. Japanese working women’s magazines’ less frequent and markedly feminized discourses about English study.
Author: Michael Thomas Publisher: Taylor & Francis ISBN: 1351846825 Category : Education Languages : en Pages : 246
Book Description
Cover -- Title -- Copyright -- Dedication -- Contents -- List of Abbreviations -- List of Figures and Tables -- 1 Introduction -- 2 From Task- to Project-Based Language Learning -- 3 Computer-Assisted Language Learning: From PLATO to Web 2.0 -- 4 Language Education in Japan and Research Approaches -- 5 The Podcast Project -- 6 The Virtual World Project -- 7 Implications and Future Directions -- References -- Index
Author: Shigeo Uematsu Publisher: Springer ISBN: 9812874933 Category : Education Languages : en Pages : 165
Book Description
This book presents a pioneering longitudinal study on English language instruction at the elementary school (ELES) level in the Japanese public school system. It attempts to identify those domains most sensitive to early English instruction by employing a state-of-the-art quantitative research methodology. English education was formally introduced in Japan for fifth and sixth graders in 2011 and is still in its infancy as a program. This study compares two groups (Grade 7 and 8) of students, one with ELES and one without, in order to shed light on their experiences. Comparisons are carried out not only quantitatively, measuring changes in English skills (listening, speaking, reading, and vocabulary / grammar) and the ELES students’ affective aspects, but also qualitatively through in-depth interviews. Thus, this study attempts to capture the ELES students’ experiences from a multi-dimensional perspective. The comprehensive literature review provided offers a valuable resource not only for researchers looking for a quick digest of the literature in this field before undertaking their own research, but also for policy-makers seeking to assess how to best implement ELES.
Author: Zoltán Dörnyei Publisher: Routledge ISBN: 1135704783 Category : Education Languages : en Pages : 283
Book Description
The scope of individual learner differences is broad, yet there is no current, comprehensive, and unified volume that provides an overview of the considerable amount of research conducted on various language learner differences, until now.
Author: Natsumi Wakamoto
Author: Natsumi Wakamoto
Author: Natsumi Wakamoto
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Author: 
Author: Yoko Kobayashi
Author: Michael Thomas
Author: Toshihiko Shiotsu
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Author: Shigeo Uematsu
Author: Zoltán Dörnyei