Japanese Writing System Challenges, Strategies and Self-regulation for Learning Kanji
Product details
Biographical note
Heath Rose is Associate Professor of Applied Linguistics in the Department of Education at the University of Oxford, UK. His research interests include Global Englishes, second language pedagogy, language learner strategies and the teaching and learning of Japanese as a foreign language. He has published extensively in applied linguistics journals, is the co-author of a number of books on Global Englishes and the co-editor of Doing Research in Applied Linguistics (Routledge, 2017).
Japanese Writing System Challenges, Strategies and Self-regulation for Learning Kanji
<p>For Japanese language learners, studying kanji requires laborious and often tedious efforts, but it can also build their self-confidence and creativity for devising learning strategies. This groundbreaking book draws on Rose’s own experience as a learner, fills a research gap, and offers evidence-based insights to Japanese language learners, teachers, and researchers.</p>
- Ryuko Kubota, University of British Columbia, Canada,
<p>A timely and important contribution to the study of the acquisition of the Japanese writing system, focussing on self-regulation and motivation. This compelling volume relates key research findings on kanji acquisition in a way that will be very useful to Japanese language learners, teachers and researchers alike.</p>
- Lorna Carson, Trinity Centre for Asian Studies, Trinity College Dublin, Ireland,
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.
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.
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
<p>For Japanese language learners, studying kanji requires laborious and often tedious efforts, but it can also build their self-confidence and creativity for devising learning strategies. This groundbreaking book draws on Rose’s own experience as a learner, fills a research gap, and offers evidence-based insights to Japanese language learners, teachers, and researchers.</p>
- Ryuko Kubota, University of British Columbia, Canada,
<p>A timely and important contribution to the study of the acquisition of the Japanese writing system, focussing on self-regulation and motivation. This compelling volume relates key research findings on kanji acquisition in a way that will be very useful to Japanese language learners, teachers and researchers alike.</p>
- Lorna Carson, Trinity Centre for Asian Studies, Trinity College Dublin, Ireland,
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.
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.
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
Product details
Biographical note
Heath Rose is Associate Professor of Applied Linguistics in the Department of Education at the University of Oxford, UK. His research interests include Global Englishes, second language pedagogy, language learner strategies and the teaching and learning of Japanese as a foreign language. He has published extensively in applied linguistics journals, is the co-author of a number of books on Global Englishes and the co-editor of Doing Research in Applied Linguistics (Routledge, 2017).