This is the first book devoted to exploring issues of learning written Japanese, focusing on the challenges the writing system poses for the second language learner. It weaves together previous research on Japanese second language acquisition and kanji learning with original studies on self-regulation and kanji learning strategies. It provides the most comprehensive overview of the Japanese writing system and kanji learning to date; helps further our understanding of second language writing acquisition and offers new directions for research in the wider fields of language learning strategies, motivation and self-regulation. Each chapter concludes with a brief discussion of the implications of the content of the chapter for the Japanese language learner, instructor and researcher. It will appeal to researchers of the teaching and learning of Japanese as a foreign/second language, the Japanese writing system and second language acquisition, as well as to instructors and learners of Japanese who are struggling with the teaching and learning of kanji.
表中的内容
About The Author
Preface
SECTION ONE: ISSUES SURROUNDING JAPANESE LANGUAGE ACQUISITION
Chapter 1: Introduction
Chapter 2: The Japanese Writing System
Chapter 3: Cognitive Challenges in Learning the Japanese Writing System
SECTION TWO: COGNITIVE STRATEGIES
Chapter 4: Cognitive Learning Strategies
Chapter 5: Visual Association
Chapter 6: Component Analysis
Chapter 7: Mnemonics
SECTION 3: PSYCHOLOGY AND SELF-REGULATION
Chapter 8: Learner Psychology, Self-Regulation and Language Learning
Chapter 9: Metacognition and Language Learning
Chapter 10: Goal Setting and Commitment Control Strategies
Chapter 11: Affective Factors in Kanji Learning
SECTION 4: IMPLICATIONS
Chapter 12: Implications for Learners
Chapter 13: Implications for Instructors
Chapter 14: Implications for the Researchers
Glossary
Bibliography
关于作者
Heath Rose is Associate Professor of Applied Linguistics at the University of Oxford and the coordinator of the EMI Oxford Research Group. His research explores the curriculum implications of the globalization of English. He is author of Global Englishes for Language Teaching (Cambridge University Press, 2019).
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