398 research outputs found
Development of Graphemic Awareness and Reading Proficiency
No full textThis study builds on the previous study undertaken by the author investigating the development of graphemic awareness among learners of Japanese with alphabetical backgrounds. Graphemic awareness refers to an awareness that garpheme can be a unit of analysis. The findings of the preceding study showed that, unlike native speakers of Japanese, 1) learners processed kanji by direct code, 2) they were not good at segmenting kanji into each grapheme, and 3) they did not use graphemic information for accessing lexical memory. The present study looks into learners' gaphemic awareness more carefully in order to investigate the relationship between the level of learners' graphemic awareness and their proficiency in reading Japanese. In this study, results of a reading comprehension test and a kanji production test were analysed. The results showed that subjects who had stronger graphemic awareness tended to get higher scores in reading comprehension test. The findings imply that there is a relationship between the development of graphemic awareness and reading proficiency.conference pape
The Selection of Kanji for Chinese Learners of Japanese
No full textThere are many studies pointing out that Chinese learners of Japanese have a problem with learning Kanji well. However, the teaching of Kanji is almost entirely neglected in China and no Kanji textbook for Chinese learners has been published. To solve the problem, an adequate Kanji textbook for Chinese learners should be created. In this paper, the author tried to select the Kanji appropriate for Chinese learners as the first step to creating such Kanji textbook. Firstly, the author reviewed the current situation of the selection of Kanji in Japanese language education in China and pointed out its problems. Then several different lists of Kanji for learners in general were discussed and the conclusion was that those lists couldn\u27t serve Chinese learners well. Thirdly, the author went over the present situation of the use of Kanji in Japan. Based on these analyses, the author tried to select the kanji appropriate for Chinese learners. As a result, 2187 Kanji were selected based on the \u22Joyo Kanji Hyo [Chinese Characters in Common Use Table]\u22 and \u22Nihongo Nooryokushiken Shutsudai Kijun [Japanese Language Proficiency Test: Test Content Specifications]\u22 as well as other Kanji data. Those Kanji were divided into two levels according to the frequency of use. The first level which includes 1086 Kanji should be learned by the end of the first semester of the second year, and the second level which includes 1101 Kanji should be learned by the ending of the first semester of the third year
The multiple pronunciations of Japanese kanji: A masked priming investigation
No full textEnglish words with an inconsistent grapheme-to-phoneme conversion or with more than one pronunciation (homographic heterophones; e.g., lead-/l epsilon d/, /lid/) are read aloud more slowly than matched controls, presumably due to competition processes. In Japanese kanji, the majority of the characters have multiple readings for the same orthographic unit: the native Japanese reading (KUN) and the derived Chinese reading (ON). This leads to the question of whether reading these characters also shows processing costs. Studies examining this issue have provided mixed evidence. The current study addressed the question of whether processing of these kanji characters leads to the simultaneous activation of their KUN and ON reading, This was measured in a direct way in a masked priming paradigm. In addition, we assessed whether the relative frequencies of the KUN and ON pronunciations (dominance ratio, measured in compound words) affect the amount of priming. The results of two experiments showed that: (a) a single kanji, presented as a masked prime, facilitates the reading of the (katakana transcriptions of) their KUN and ON pronunciations; however, (b) this was most consistently found when the dominance ratio was around 50% (no strong dominance towards either pronunciation) and when the dominance was towards the ON reading (high-ON group). When the dominance was towards the KUN reading (high-KUN group), no significant priming for the ON reading was observed. Implications for models of kanji processing are discussed
Home literacy environment and early reading skills in Japanese Hiragana and Kanji during the transition from kindergarten to primary school
No full textWe examined the reciprocal associations between home literacy environment (HLE) and children's early reading skills in syllabic Hiragana and morphographic Kanji in a sample of Japanese parent-child dyads. Eighty-three children were followed from kindergarten to Grade 3 and tested on Hiragana reading accuracy in kindergarten, Hiragana word reading fluency in kindergarten and Grade 1, and Kanji reading accuracy in Grade 1 to Grade 3. Their parents answered a questionnaire about HLE [parent teaching (PT) in Hiragana and Kanji, shared book reading (SBR), and access to literacy resources (ALR)], parents' needs for early literacy support by teachers, parents' expectations for children's reading skills, parents' worry about children's homework, and mother's education level. Results showed first that ALR, but not PT and SBR, was associated with reading skills in Hiragana and Kanji. Second, whereas Hiragana reading in kindergarten was not associated with PT in Hiragana in kindergarten, it negatively predicted PT in Hiragana in Grade 1. However, Kanji reading accuracy was not associated with PT in Kanji across Grades 1 to 3. Third, parents' worry was negatively associated with children's reading performance across Grades 1 to 3 but positively associated with PT in Hiragana and Kanji. Finally, while parents' expectations were positively associated with children's reading performance across Grades 1 to 3, they were negatively associated with PT in Hiragana and Kanji in Grades 1 and 2. These results suggest that Japanese parents may be sensitive to both their children's reading performance and social expectations for school achievement and adjust their involvement accordingly during the transition period from kindergarten to early primary grades. ALR may be associated with early reading development in both Hiragana and Kanji
APLIKASI ANDROID ‘KANJI INTERVAL’ DALAM MENINGKATKAN KEMAMPUAN MEMBACA KANJI
No full textPenelitian ini bertujuan untuk mengetahui pengaruh aplikasi Android ’Kanji Interval’ dalam meningkatkan kemampuan baca Kanji bagi mahasiswa tingkat 1 (satu). Pemanfaatan teknologi informasi, khususnya sebagai media pembelajaran Kanji masih jarang ditemui di lingkungan pendidikan bahasa Jepang UPI. Sudah banyak penelitian yang menguji efektifitas media pembelajaran berbentuk teknologi informasi, namun hanya sebatas pemanfaatan Microsoft Powerpoint dan website saja. Karena itu penulis mencoba memanfaatkan teknologi informasi berupa aplikasi Android sebagai media pembelajaran baru. Aplikasi Kanji Interval ini memanfaatkan beberapa teori, contohnya teori spacing effect. Spacing effect merupakan kajian tentang pentingnya interval dalam proses mengingat. Aplikasi ini juga menghindari bahaya multitasking dalam pembelajaran. Metode dalam penelitian ini adalah metode eksperimen kuasi dengan desain penelitian one group pre-test post-test. Berdasarkan hasil analisis data, diperoleh hasil t hitung ( ) sebesar 8,78 dan t tabel 2,01 (5%) dan 2,67 (1%). Maka dapat disimpulkan bahwa t hitung > t tabel sehingga media aplikasi Kanji Interval memberikan perbedaan hasil yang sangat signifikan.; This study aims to find out the effect of Android application 'Kanji Interval' in the improvement of Kanji reading capability for first grade student. ICT utilization, especially for Kanji learning media is rarely found in the UPI of Japanese education’s environment. There have been many studies that tested the effectiveness of learning media in the form of information technology, but only limited to Microsoft Powerpoint and websites only. The author, therefore, seeks to use information technology in the form of Android app as the new learning media. Android application 'Kanji Interval' is making the best use of several theories, for example the theory of spacing effect. Spacing effect is a study about the importance of interval in the remembering process. Another theory is about the danger of multitasking in the learning process. The method used in this study is a quasi experimental method with one group pre-test post-test experiment design. Based on the result of data analysis, we obtained 8,78 and t table = 2,01 (5%) and 2,67 (1%). Then, we could conclude that , so the application media of Kanji Interval gives tremendous amount of difference significancy for the result
Identification and Learning of Nisshō-Kanji(On)
No full text\u22Jōyō Kanji Hyō［The Table of Chinese Characters in Common Use］”(2010) consists of 2136 Chinese characters. Nearly 20% of those Chinese characters are so-called Nisshō-Kanji, whose final consonant was \u22t/p/k\u22 in Middle Chinese. In modern Japanese, the final consonant \u22t/p/k\u22 of Nisshō-Kanji is preserved by adding a vowel (i/u) ; for example \u22慄\u22, a Nisshō-Kanji with a \u22t\u22-ending is pronounced as /rit-u/ while \u22歴\u22, a Nisshō-Kanji with \u22k\u22-ending is pronounced as /rek-i/. However, in modern Chinese (Mandarin), the ending part \u22t/p/k\u22 of Nisshō-Kanji has totally disappeared; for example, the pronunciation of Nisshō-Kanji \u22慄, 歴\u22 is the same as that of non-Nisshō-Kanji such as \u22利\u22, since all of them are pronounced as /lì/. Therefore, most Chinese learners of Japanese cannot tell Nisshō-Kanji from non-Nisshō-Kanji. So when they are learning the pronunciations of those Nisshō-Kanji in Japanese (Nisshō-Kanji On), they have to remember them one by one. Moreover, they are also confused with Nisshō-Kanji and non-Nisshō-Kanji. It can be said that learning Nisshō-Kanji pronunciations is quite a large obstacle for Chinese learners of Japanese. In order to help such Chinese learners with learning such pronunciation, the author first analyzed the Japanese kana readings of Nisshō-Kanji and the distribution Nisshō-Kanji in modern Chinese, and then tried to find ways of identifying Nisshō-Kanji using Chinese pronunciation. As a result, some direct methods and some indirect methods were discovered. Direct methods include those based on initials, \u22initials ＋ finals\u22 and \u22initials ＋ tone\u22, indirect methods including using the phonetic symbol of semasio-phonetic characters and the rhyming rule of Chinese poetry to identify Nisshō-Kanji. The conclusion of this article is that it is impossible to identify all the Nisshō-Kanji using only one method, but it is possible to identify most of them by combining the methods discussed here. As most of the Chinese learners of Japanese have learned some Nisshō-Kanji pronunciation, it will be more efficacious to use all the methods based on what has been learned
Postcard from Kunio Nakatani to Kanji Nii
No full textA postcard from Kunio Nakatani at 横須賀海軍通信学校, a military training school, to his friend, Kanji Nii. Kunio believes that he would be sent to oversea battlefields soon and wishes to meet Kanji before leaving for overseas. Includes a censor's stamp by Japanese military.The collection consists of documents, diaries, letters, books, calendars, newspapers, photographs, artifacts and audiovisual media pertaining to Kikuyo Morimoto Nakatani, a Japanese-born woman who lived in Isleton, California. During World War II, her family was incarcerated in the Minidoka and Tule Lake incarceration camps. After the war, she moved to Los Angeles and studied tea with Madame Sosei Matsumoto, and became a tea master acknowledged by the Urasenke Headquarters in Japan. The collection also contains letters from her son, Kunio, who served aboard the Yamato battleship for the Empire of Japan during World War II
Education Policy and Practice for Teaching Japanese Kanji at the University of Tsukuba: Kanji Classes Using BASIC KANJI BOOK Series
No full text本稿は、1989年に筑波大学留学生教育センター（後の留学生センター、現在のグローバルコミュニケーション教育センター）で使用するために開発された漢字の教科書『BASIC KANJI BOOK 基本漢字500 vol.1&2』および『INTERMEDIATE KANJI BOOK 漢字1000PLUS vol.1&2』の教育理念と、それらを使って行われてきた漢字クラスの実践について総括して報告するものである。時代とともに教科書に記載されている言語素材は古くなっていく面もあるが、表語文字である漢字の特性を活かし、語彙教育の一環として漢字教育を捉えるという教育理念と実践の工夫は今後も通用すると思われる。The author explains the education policy of "BASIC KANJI BOOK Vol.1 & 2" and "INTERMEDIATE KANJI BOOK Vol.1 & 2" which were developed for teaching kanji at the Education Center for Foreign Students of the University of Tsukuba (later called the International Student Center and at present called the Center for Education of Global Communication) and reports on actual practice in kanji classes. While the material data in the textbooks may become out-of-date the education policy and well-designed practice for teaching kanji as a part of teaching vocabulary will continue to be of use in the future.departmental bulletin pape
Answer sheet for Japanese language (kanji) quizzes
No full textA answer sheet for Japanese language (kanji) quizzes filled in by Sakae Nakano, that is, George Nakano when he was attending a Japanese school in the Tule Lake camp.The George Nakano Family Papers includes booklets, ephemera, scrapbooks, and other material related to George Nakano, former Assemblymember and Torrance City Council member. Subjects include the Jerome and Tule Lake incarceration camps, the Nakano family, and George Nakano's political career
Answer sheet for Japanese language (kanji) quizzes
No full textA answer sheet for Japanese language (kanji) quizzes filled in by Sakae Nakano, that is, George Nakano when he was attending a Japanese school in the Tule Lake camp.The George Nakano Family Papers includes booklets, ephemera, scrapbooks, and other material related to George Nakano, former Assemblymember and Torrance City Council member. Subjects include the Jerome and Tule Lake incarceration camps, the Nakano family, and George Nakano's political career
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