Towards a Japanese Language Learning Process Based on Japanese Dubbing -- A Case Study on University Students

2015 ◽  
Author(s):  
Chun-Chia Wang
Keyword(s):  
University Students ◽  
Language Learning ◽  
Learning Process ◽  
Japanese Language

Effects Of Internet-Based Social NetworkAmong University Students’ Academic Performance: A Case Study In School Of Quantitative Sciences

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Farah Ahmad
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Learning Process ◽  
Positive Impact ◽  
Positive Effect

This paper is to investigate the effect of google usage on uumsqs final yearstudents’ academic performance. The scope of this paper is focusing on studying the effects of google usage on university utaramalaysia (uum) students’ academic performance. This study has been carried out among final year students of school of quantitative science (sqs) by did survey through asking respondents for information using written questioning which is questionnaire. The survey from the respondents takes time almost a week. It is believe that google usage will create a positive impact on students. By doing this study, students can know whether google is affecting their academic performance. The sources where students refer for academic purpose can also been seen. Besides, the role of google that can help students to gain extra knowledge in the learning process can be identify. Students can find out more advantages that is brought by google which can leave a positive effect on their academic performance.

scholarly journals A STUDY OF ERRORS IN THE THIRD SINGULAR PRONOUNS OF SIMPLE PRESENT TENSE BY USING INTERLANGUAGE ANALYSIS AS AN APPROACH. A CASE STUDY

2015 ◽  
Vol 1 (1) ◽  
pp. 77-94
Author(s):  
Salmon Pandarangga
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Native Language ◽  
Case Study Research ◽  
Target Language ◽  
Language System ◽  
Present Tense ◽  
Made In ◽  
Learning English

The purpose of this study is to analyze factors contributing to errors made in learning English as a target language (TL). Employing a case study research, the participant was interviewed for approximately 30 minutes about daily activities and experiences in learning English. This research focuses in analysing the participant‟s use of third singular pronoun in simple present tense. The findings revealed that errors made by TL learners are mainly influenced by some factors related to their TL‟s and native language‟s (NL) knowledge, systems and rules. These factors are coexisted and interconnected in TL learners‟ minds. This is against Robert Lado‟s argument which mentioned that learner made errors in TL learning because of the interference from NL. The study provides pedagogical implications that TL teachers should perceive errors made by the learners as a sign of language learning and development; therefore they should not be discouraged to learn. Also, TL teachers should be aware of their very important roles to help, to guide and to lead the learners‟ progress in learning the TL. The future subsequent studies should consider of involving more sample size over a longer period of time as to obtain to a more generalized finding. Target language (TL) learning is often challenging for learners. This is because of the vast differences between their native language and the TL in terms of rules, forms and knowledge. Some learners find learning fun while others find it frustrating. Learners exert considerable effort to become competent speakers or even to emulate native speakers. For example, they strive for perfect pronunciation. In their efforts to learn the TL, learners usually make errors. Some teachers strongly believe making mistakes is an important part of the learning process and that it enables learners to improve their TL skills. Other teachers perceive errors negatively as obstacles in learning, and therefore believe errors need to be eliminated. These teachers have limited tolerance with learners who make errors. Other teachers might ignore errors, or they simply do not know how to address them. It is widely assumed that errors occur because of the interference of NL and the degree of difference between TL and NL. It appears that learners transfer rules, forms and knowledge of NL to TL. For example, learners in Indonesia might believe that the rules, forms and knowledge of Bahasa Indonesia are similar to English. Some theorists consider errors as a learning process. It demonstrates the mind‟s ability to adapt, transform and restructure NL and TL language systems to a new language system. These theorists also believe that errors are reflections of the learner‟s efforts to comprehend the TL systems and knowledge. In other words, berita terkini indonesia are reflections of a new language system being constructed. This new system combines elements of both the NL and the TL. Therefore, it is strongly argued that TL learners make errors as efforts to construct a new language system which is somehow different from the system of NL and TL and not interference of NL to TL. This paper is intended to analyze factors contributing to errors made in learning English as a foreign language. Key words: errors, interference, interlanguage

scholarly journals Kesadaran Identitas Diri dalam Komunikasi Lintas Budaya pada Pembelajaran Percakapan Bahasa Jepang Tingkat Dasar: Identitas Muslim dan Orang Indonesia

2018 ◽  
Vol 4 (3) ◽  
pp. 161
Author(s):  
Vera Yulianti ◽  
Arianty Visiaty
Keyword(s):  
Cultural Identity ◽  
Language Learning ◽  
Intercultural Communication ◽  
Learning Process ◽  
Personal Information ◽  
Cultural Identities ◽  
Japanese Language ◽  
Japanese People ◽  
Collectivistic Culture ◽  
Class 1

<p><em>Abstrak</em> – <strong>Penelitian ini bertujuan mengidentifikasi kesadaran diri pembelajar bahasa Jepang mengenai identitas budaya muslim orang Indonesia pada pembelajaran bahasa Jepang tingkat dasar dan perbandingannya dengan identitas diri budaya Jepang. Responden penelitian ini adalah dua puluh satu mahasiswa tingkat 1 Universitas Al Azhar Indonesia yang sedang mengikuti kuliah percakapan bahasa Jepang 2. Seluruh responden adalah pembelajar bahasa Jepang tingkat dasar kategori A1 menurut CEFR dan 2010. Dengan menggunakan portofolio dan rubrik, pembelajar mengeksplorasi identitas dirinya sebagai muslim dan orang Indonesia berkaitan dengan tema percakapan yang ditentukan, kemudian membandingkannya dengan identitas budaya orang Jepang dengan stimulant video dan ilustrasi. Lalu, responden bercakap dengan bermain peran (role play) tema terkait, kemudian mengevaluasi kendala yang muncul. Hasil penelitian ini mengungkapkan bahwa identitas budaya sebagai muslim orang Indonesia yang disadari responden pada komunikasi interkultural banyak dipengaruhi oleh konsep bangsa yang beranekaragam namun satu kesatuan (Bhinneka Tunggal Ika). Keberagaman tersebut memunculkan kecenderungan orang Indonesia cenderung mudah terbuka pada orang lain, sekalipun saat bercakap-cakap dengan orang yang baru dikenal dan membicarakan topik-topik yang sifatnya pribadi sekalipun seperti indentitas pribadi dan keluarga. Lalu, identitas sebagai seorang muslim banyak muncul dalam percakapan komunikasi interkultural terutama mengenai aturan praktek ibadah sehari-hari. Penjelasan tentang praktek ibadah yang khas ini cenderung memunculkan kesulitan percakapan (pemilihan kosakata dan ungkapan) dalam bahasa Jepang bagi pembelajar tingkat dasar. Sementara identitas budaya masyarakat berkelompok (collectivistic culture) banyak mewarnai percakapan orang Jepang dalam komunikasi interkultural sehingga mereka cenderung lebih menjaga privasi diri dan kelompok.</strong></p><p><em><strong>Kata Kunci - </strong>Pembelajar bahasa Jepang, Identitas budaya, Komunikasi lintas budaya</em></p><p><br /><em>Abstract</em><strong> – Despite intercultural communication competence as one of the important language learning process goals since globalization has started, there comes a tendency to neglect to foster cultural identity awareness in language learning process. This research is a preliminary study that explores Indonesian learner’s cultural identities awareness as well Japanese cultural identities during the process of learning the Japanese language as one of their foreign languages. The respondents are twenty-one students of Japanese language classes participating in Japanese language speaking class 1 (elementary level) at Al Azhar Indonesia University, categorized as A1 (beginner) Japanese learners by JF (Japan Foundation) standards. Through two conversation topics (“my family” and “my home town”) the respondents have been invited to mention their local custom while conversing within the topics and comparing such custom to Japanese people’s local custom. The data are collected utilizing portfolios and Likert scale pre-post questionnaire during November 2016 and analyzed descriptively. The result of this study exposed that the participants were aware of Indonesian cultural identity and Japanese cultural identity in the context of intercultural communication, namely, in the conversation of family and hometown. While having a dialogue with unfamiliar people, mainly speaking about personal information, i.e. family topic, Japanese people tend to have conversation plainly in general subtopics since Japanese people have collectivistic culture. Distinctively, since Indonesian people believe in “Unity in Diversity” (different but one), they are feasible to discuss wider subtopics despite the unfamiliar interlocutors.</strong></p><p><em><strong>Keywords -</strong> Indonesian, Japanese Language Learners, Cultural Identity, Intercultural Communicative Competence</em></p>

scholarly journals A Telecollaborative International Exchange for Foreign Language Learning and Reflective Teaching

2021 ◽  
Author(s):  
Giovanna Carloni ◽  
Federica Franzè
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Reflective Teaching ◽  
International Exchange ◽  
Columbia University ◽  
Learning And Teaching ◽  
The University

This chapter shares the reflections on a joint international research educational project, involving Columbia University students studying Italian, and Italian pre-service teachers enrolled in an MA in Teaching Italian as a Foreign Language at the University of Urbino, Italy. The northern hemisphere autumn term 2014 iteration of the project is taken as a case study to discuss the effectiveness of teleconferencing for foreign language learning and teaching. The results showed that the videoconference sessions positively affected the learning process of students, and simultaneously fostered reflective teaching in pre-service teachers.

scholarly journals To Investigate ESL Students’ Instrumental and Integrative Motivation towards English Language Learning in a Chinese School in Penang: Case Study

2017 ◽  
Vol 10 (9) ◽  
pp. 17 ◽  
Author(s):  
Yee Chee Hong ◽  
Malini Ganapathy
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
English Language ◽  
Success Factors ◽  
Past Research ◽  
English Language Learning ◽  
Esl Students ◽  
English Language Acquisition ◽  
Integrative Motivation

Malaysians have long realised the importance of being competent in English as one of the success factors in attaining their future goals. However, English is taught as a second language in Malaysia, and it is not easy to teach under such a foreign context, because authentic input may not exist beyond the classroom, especially in Chinese private schools. In this scenario, English is learnt as a subject with 10 sessions per week, which is considered insufficient for students to master the language effectively. Past research highlights the significance of motivation in English language acquisition. Motivated students tend to put in more effort in their academic endeavours by showing more persistence in their learning process. The purpose of the study was to identify and analyse whether instrumental or integrative motivation plays a more important role in promoting Form Four ESL students’ English language learning. Furthermore, examine the areas of problems that affect ESL students’ motivation towards English language learning. This study was a qualitative case study that used focus group interviews to elicit data from 12 students in a secondary school in Penang. The findings of this research indicate that students are more instrumentally motivated than integratively motivated in ESL learning. Instrumental motivation is found to have a greater impact on students’ English language learning. This research also highlights that vocabulary and grammar are the biggest areas of problems that are encountered by students during their ESL learning process, which further influence their speaking and writing skills.

scholarly journals Arabic Learning by Using Hybrid Learning Model in University

2021 ◽  
Vol 13 (1) ◽  
pp. 32-52
Author(s):  
Akla Akla
Keyword(s):  
University Students ◽  
Language Learning ◽  
Learning Process ◽  
Language Skills ◽  
Hybrid Learning ◽  
Arabic Language ◽  
Learning Model ◽  
Learning Motivation ◽  
Learning Approach ◽  
Learning By Using

The Arabic language learning for university students in University is faced by various problems that impact the lack of language proficiency. Some problems faced by university students come from negative learning attitudes, low motivation, unhappy feelings toward the Arabic course that tends to be boring as well as a non-supportive language environment. The use of Hybrid Learning approach in Arabic language learning was done by strengthening students’ physical and mental state. This research aims to: (1) analyze the Arabic language learning by using Hybrid Learning Approach, (2) analyze lecturers' technology literacy level in deciding the success of the learning process (3) analyze the effectiveness of  Hybrid learning model on students' learning outcomes in Arabic language.This study applied the Mixed-Method Research to examine students' Arabic proficiency and learning process by using Hybrid Learning approach..The research respondents in this study are college students who take an Arabic language subject that consist of 80 students in each College. The data collection technique used in this research is a test, questionnaire, and interview. The use of Hybrid learning in Arabic language learning can improve students' positive attitude and learning motivation. Besides, this also can enhance students’ Arabic language skills. The significance of the research is to solve various problems of Arabic language learning faced by lecturers. The implementation of Hybrid learning can create an effective learning environment that can enhance Arabic language skills. This research result can be applied by Arabic language lecturers to handle various problems regarding attitude and learning motivation.

scholarly journals Autonomy in language learning: a case study with Italian as a second language

2021 ◽  
Author(s):  
Maria Vittoria Lo Presti
Keyword(s):  
Second Language ◽  
University Students ◽  
Language Learning ◽  
Foreign Students ◽  
Self Assessment ◽  
Oral Production ◽  
Assessment Questionnaire

The aim of this paper is to investigate the development of autonomy in learning Italian as a second language (L2). The analysis is based on the experience of the language advisor of the “Centro per l’Autoapprendimento” (CAP) of the Università Cattolica del Sacro Cuore (Milan) with sixteen foreign students. In the introduction, the usefulness of university self-access centres (SAC) is briefly introduced, and the CAP is presented. The second part of the article concerns the case study on sixteen foreign university students who participated in a didactic project on the development of the oral production skill that introduced them to the CAP, the language advisor, and the concept of autonomy in learning Italian. The project ended with a final self-assessment questionnaire that allowed the learners to understand their strengths and weaknesses, and enabled the language advisor to verify the effectiveness of the activity.

scholarly journals Group Dynamics and Resilience in the Process of L2 Socialization: A Longitudinal Case Study of Japanese University Students Visiting an English Lounge

2021 ◽  
pp. 21-39
Author(s):  
Akiko Kiyota
Keyword(s):  
University Students ◽  
Language Learning ◽  
Group Dynamics ◽  
Longitudinal Case Study ◽  
Socialization Process ◽  
Center Staff ◽  
Japanese University ◽  
Socialization Processes ◽  
Academic Year

This paper documents the socialization process of beginner-level Japanese university students into an on-campus English lounge over a year. Although initially feeling highly stressed, ten out of 37 students successfully continued their bi-weekly visits to the English lounge over a full academic year by going there as a small group of three to four students. Although the visits were originally encouraged as part of their elective homework, two of them made frequent visits to the lounge beyond the homework requirement. The reflective journals which these ten students wrote after each visit provided an emic view of their socialization processes into the English lounge. The author conducted an inductive thematic analysis of these data. Among multiple findings, the most salient was that aspects of group dynamics served to increase their resilience, or their capacity to adapt under adversity, during their socialization processes. These findings may provide insights for those language instructors and self-access language learning center staff who are in the position to facilitate students to learn in such a second language (L2) use environment, as well as learners themselves who are struggling in such a learning environment.

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