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Referential form choice in the oral narrative discourse of native and non-native speakers of Japanese
Get PDFThis study investigates how native speakers of English select referential forms when they speak L2 Japanese. Oral production data was collected from novice to advanced level learners as well as from native speakers of Japanese. The study found: (1) The learners' referential patterning was very similar to that of the native Japanese speakers, indicating that it was not syntactically but rather pragmatically controlled, just as with native speakers. The learners also produced fairly small numbers of pronominal forms, which were the most frequent forms noted in the English data; (2) an approximation toward native speaker norms over time was observed. Such approximation, however, was not found equally in differnt linguistic contexts, nor was there a simple linear approach. The learners were successful in selecting appropriate referential forms in the environments where English and Japanese followed the same rule. Otherwise, their selection deviated from native speaker norms; and (3) both the L1 and L2 speakers showed individual differences when using pronominal forms and the speakers were divided into two types; speakers who used the form frequently and those who never used it. The use of pronouns thus seemed to have something to do with individual preferences rather than being entirely proficiency related. It was found that the learners' referential form selection was affected by a varienty of factors, including linguistic environments, proficiency levels, corresponding rules in English, and individual preferences, and that a successful act of reference is possible only when the speaker has a good command of the lexicon, morphology, syntax, and pragmatics of the target language.conference pape
Error Analysis of Dictation Tests : A Study of Listening Skills in Intermediate and Advanced Level Students
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Expressions of Modality in Conversational Interaction: A Cognitive Perspective
Get PDFThis paper discusses the linguistic manifestations of modality in the speech of participants (both native and non-native speakers of English) engaged in solving math problems. It is argued that a focus on modality provides a deeper level of insight into conversational interaction by helping us uncover specific cognitive processes in the minds of individual speakers. Such a level of analysis may not be available in second language research studies that look at dialogic communication as exchange of literal messages between individuals.departmental bulletin pape
Critical Thinking Skills and the MBA Case Method: An Academic ESP Challenge
Get PDFThis paper investigates the need for the development of thinking skills in an EAP context, defines what the required thinking skills are, and explores the thinking skills and L2 pedagogy literature in search of paradigms relevant to the development of the target thinking skills in an L2 learning context. Along the way, the paper will identify the target thinking skills as critical thinking skills; it will also point out that the issue of developing cognitive procedures in an L2 learning context has been almost completely ignored within the fields of EAP and academic ESP. By situating the target thinking skills in the critical thinking domain, both the profundity of these target skills and the need for a careful and systematic approach to their development can be appreciated. The absence of relevant developmental paradigms within the EAP and academic ESP fields means that the explorations in the literature will range some way beyond these fields' boundaries.departmental bulletin pape
Saving Behavior in a Small Island Country in the South Pacific: A Case Study of Tonga
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Development of Representative Government in Modern China : Focusing on Local Reforms in Guangdong in the Early 1920s
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Recent Trends in the World Ethnic Chinese Economy: A Special Look at the Worldwide Overseas Ethnic Chinese Economy
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The Precursors of the Yellow Peril Theories: Mikhail Bakunin and Charles Pearson
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The Investment by Overseas Chinese in China as International Business Intermediates
Get PDFThe Chinese economic reform which started in the late 1970s have attracted many kinds of inward direct fbreign investment which were instrumental in linking Chinese enterprises to the outside world. The overseas Chinese investors have acte as catalysts and as prime movers in this respect. But lately, the indigenous Chinese enterprises have also begun to take an active role in reaching out, and in some form of cooperative alliance with overseas Chinese enterprises in and through Hong Kong. This business linkage of the Chinese both inside and outside of China is also attracting non-Chinese foreign interests. Thus, a trans-national linkage that bind Chines in China, overseas Chinese enterprises, and non-Chinese enterprises is i the making. This is a prelude to the globalization of indigenous Chinese enterprises.departmental bulletin pape
Errors in the Speech by the Near-Native Speakers of Japanese
Get PDF近年日本語教育者による日本語習得研究が活発に行われるようになったが、現在発表されている、ほとんどの研究は初級から上級レベルの日本語学習者を対象としている。本発表は、「超上級者（near-native speakers)」と言われる外国人日本語話者とのインタビューから得られた発話資料を整理し、調査時点で安定化している（stabilized）と思われる文法項目を指摘して、日本語教育へのフィードバックを図ろうとするものである。被験者は、在日期間が20年以上と長く、日本語能力が非常に高い外国人(3名)である。全員成人になって日本語学習を始めており、小さい時に第二言語として日本語を習得した者はいない。彼らは、音声面で多少外国人アクセントは残すものの、日本語の母語話者に近い日本語能力をつけた外国人日本語話者である。約1時間のインタビュー調査で全員に同じ質問をし、全発話を録音するという方法で発話資料を収集した。調査者3人がそれぞれテープを聞き、発話に現れた文法上の誤用を分類、整理した。本稿において特に、日本語教育上大きな問題になっている、 1）コソアの指示詞、 2）テンス・アスペクト、 3)助詞（特に「は」「が」）を中心に習得状況を報告する。The number of studies on acquisition of Japanese as a second or foreign language done by the Japanese language teaching professionals has been growing steadily in recent years, However, most of the studies to date have mainly investigated learners of elementary, intermediate and advenced levels in the Japanese language proficiency. Present study, based on the data obtained from individual interviews with the foreigners who reached a level of native-like proficiency of Japanese language, tries to find possible stabilized grammatical items, and to contribute to the Japanese language education. There are three subjects in this study who achieved native-like proficiency after having stayed in Japan for over twenty years. None of them studied Japanese at international schools in Japan in their childhood, but began studying Japanese after puberty. They can give a lecture, discuss on their professional fields, and read Japanese newspapers and books tough they still have a slight foreign accent in their speeches. The data were collected from approximately one-hour interviews with each subject. In this research, we will focus on and discuss the following aspects of the Japanese language, all of which are known for the very problematic points in learning Japanese as a second language : (i)demonstratives (ko,so,a), (ii)tense and aspect markers(-ru, -ta, -te iru, -te ita), (iii) pharase particles(wa,ga).conference pape