Paper short abstract:

This study examined the relationship among perception, knowledge, monitoring, phonological memory, and production of Japanese lexical accent, and found that native language affected the difficulty of accent types and relationship among knowledge, monitoring ability, perception and production.

Paper long abstract:

Good pronunciation is a necessary skill for second language (L2) learners to have successful communication. Poor pronunciation raises processing demands on the listener, and native speakers experience comprehension difficulty, misunderstand the speaker's intention, or consider him/her incompetent (Hinofits & Bailey, 1980; Toki, 1994). For many native speakers, pronunciation is the easiest source of information to assess a non-native speaker's proficiency. Sato (1995) found that native speakers rely on suprasegmental features such as intonation and accent rather than segmental features when they evaluate non-native speakers' pronunciation. This finding triggered a number of studies that focus on the acquisition of Japanese accent (Ayusawa, 1998, 1999; Ayusawa, and Odaka, 1998; Katayama, 2008; Ogawara, 1997; Yamada, 1999; Yin, 2014, Yin et. al., 2015). Previous studies have found that the ability to perceive accent and the ability to evaluate and monitor one's own production is associated with production accuracy. However, the correlation between perception and production tends to remain at a moderate level, and so does the perception and monitoring. Also, most of the studies use a very small number of stimuli to obtain native judgment data.

Therefore, the present study attempts to fill this gap by investigating relative contribution of factors that are thought to associate with the production of Japanese lexical accent. One hundred-forty learners of Japanese were asked to fill in the demographic questionnaire and to take a series of online tests involving perception, knowledge, monitoring, phonological short-term memory, and production of Japanese lexical accent. The results show that accent knowledge, monitoring ability, and perception were correlated with production, but language proficiency or phonological short-term memory were not. Also, native language affected the strength of association with production and the difficulty of different accent types.

Paper short abstract:

We present a trial edition of e-learning materials for non-native learners of classical Japanese, which we have developed for the purpose of creating an on-demand-based, systematic, and full-scale program to accommodate the needs of instructors and students concerned with classical Japanese.

Paper long abstract:

We present the "E-learning Materials for Non-native Learners of Classical Japanese," which we have been developing since 2014. The demand for Classical Japanese (bungo) education has been increasing among Japanese learners. Bungo learning proves beneficial and significant not only for aspiring scholars but also for general learners, as it deepens the understanding of Japanese language and culture. However, the learning environment for non-native students both within and outside of Japan suffers from many difficulties, including the lack of sufficient resources and/or instructors. The purpose of our new type of bungo learning material is to offer an on-demand-based, easy to use, systematic, and full-scale program to accommodate the needs of instructors and non-Japanese students, both for the classroom and for self-study.

As of January 2017, the following five chapters are online as a trial version available to a limited number of users.

(1) "Furusato" lyrics of Monbusho Shoka

(2) "Chigo no Sorane", Uji Shui Monogatari

(3) "Haru wa Akebono", Makura no Soshi

(4) "Hatsuka no Yo no Tsuki", Tosa Nikki

(5) "Honyaku Kushindan", Rangaku Kotohajime

Each text is presented in the following format:

[original text]-[annotation]-[recitation]-[grammar]-[exercise]-[text with gloss]-[modern Japanese translation]-[answer for exercise]

In addition, the reference section includes:

[list of declinable words]-[table of auxiliary verbs]-[table of particles]-[grammar explanation]-[vocabulary list]-[description of the texts]-[literary columns]-[materials]-[classical Japanese aspects in modern Japanese]

We demonstrate the trial version of the e-learning materials and make progress reports on the outcomes of the survey we are currently conducting among the users. Based on these analyses, we will suggest how to use the e-learning materials in conjunction with the classroom teaching of introductory bungo, or classical Japanese literature in general. It will be extremely important to collect as many opinions, suggestions, questions, and wishes as possible in order for our material to accommodate the broadest range of learners. As this material is aimed for non-Japanese students, EAJS is the ideal place to present it to ask for the insights of the international audience.

Paper short abstract:

This study analyzes Japanese language learners' evaluation of flipped classroom teaching model and ways in which their perception of learning changes over time using SCAT (Steps for Coding and Theorization) method to verify the effects of the implementation of the flipped classroom qualitatively.

Paper long abstract:

This study analyzes Japanese language learners' evaluation of flipped classroom teaching model and ways in which their perception of learning changes over time.

Results of the flipped classroom have been widely reported by scholars such as Bergman and Sams (2012). However, in Japanese language education, those works are largely reports that compare the results of achievement tests attempted before and after the flipped classroom and a survey sheet with questions. No existing studies explore what learners who have until now been engaged in passive learning think of the flipped classroom, which impels them to learn in an active manner, and ways in which their learning experience changes over time.

Therefore, this study applies the concept of the flipped classroom to Japanese language education through grammar classes, which require a large amount of time for instruction. Semi-structured interviews were conducted after the lesson. Student evaluations of their learning experience in the flipped classroom and the change in student learning were analyzed using SCAT (Steps for Coding and Theorization). The interview survey focused on 19 learners, who ranged from intermediate to advanced level learners of Japanese. The interviews were conducted at the end of lesson semesters that were imparted in August and December 2016. The data extracted were interpreted and subsequently coded. Four structural concepts were extracted: the perplexity resulting from the change in the educational method, manner in which the flipped classroom was received, realization of the importance of preparing for the lesson, and change in perception of learning. We observed the changes mentioned in the following lines occurring in students from our theoretical description. Initially, there was a sense of perplexity because of the change in the method of imparting education. Students gradually got used to the lesson structure of the flipped classroom, which focuses on active learning. They realized that they could bring questions to the lesson and advance the knowledge that they gained during the lesson. The importance of preparing for the lesson was not lost on them. Furthermore, their view of learning changed when they realized that active learning induces them to improve their proficiency in Japanese.