Poster short abstract:

This study focused on three Japanese learners in Belgium (they speak plural languages, they have studied Japanese for 5 years and their conversation level of Japanese is C1) and conducted a semi-structured interview to clarify the details of their beliefs. The results were analyzed using M-GTA.

Poster long abstract:

As the number of Japanese learners increases, their linguistic and cultural backgrounds have also diversified. In particular, many European learners of Japanese are plurilingual speakers, but previous studies have not addressed their beliefs on learning Japanese.

This study focused on three Japanese learners in Belgium (they have studied Japanese for 5 years, C1 level) and conducted a semi-structured interview to clarify the details of their beliefs. The results were analyzed using M-GTA.

Plurilingual speakers have acquired plural languages before they started learning Japanese because they grew up or currently live in a plurilingual environment. They have the confidence and pride in using these plural languages, and at the same time, they also have confidence in language acquisition including Japanese. In addition, it is common for all subjects that they tolerate confusion and errors between the languages they use, and they are also aware and tolerate that their language skills are biased. These facts suggest that the view of language based on plurilingualism which the CEFR holds up is being cultivated in plurilinguals. This is significantly different from the beliefs of learners in the multilingual nations such as the Philippines and Malaysia (Katagiri 2005, Nagasawa 1988), and it is unique to European learners of Japanese. Japanese language has a large linguistic distance from their mother tongue and language they use in everyday life, and European learners of Japanese have less contact with native speakers of Japanese. Nevertheless, their short-term reach to the C1 level is presumed to be related to the unique beliefs of plurilinguals.

Furthermore, plurilinguals require Japanese language teachers to have high professionalism and experience as teachers. At the same time, they find positive unique meanings in practicing with non-native speakers of their target language. These are different fr om the beliefs of learners in other countries or regions.

It is said that the learners' beliefs are related to the acquisition of their target language. Therefore, teachers should consider the plurilinguals' beliefs when deciding on teaching methods and teaching materials.

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