Hostname: page-component-586b7cd67f-r5fsc Total loading time: 0 Render date: 2024-11-24T01:19:31.112Z Has data issue: false hasContentIssue false
  • English
  • Français

An evaluation of independent learning of the Japanese hiragana system using an interactive CD

Published online by Cambridge University Press:  01 May 2009

Barbara Geraghty  and
Ann Marcus Quinn
Barbara Geraghty
Affiliation:
Department of Languages & Cultural Studies, University of Limerick, Limerick, Ireland (e-mail: [email protected], [email protected])
Ann Marcus Quinn
Affiliation:
Department of Languages & Cultural Studies, University of Limerick, Limerick, Ireland (e-mail: [email protected], [email protected])
Get access Rights & Permissions [Opens in a new window]

Abstract

As Japanese uses three writing systems (hiragana, katakana, and the ideograms known as kanji), and as materials in the target language include all three, it is a major challenge to learn to read and write quickly. This paper focuses on interactive multi-media methods of teaching Japanese reading which foster learner autonomy.

As little has been published on interactive multi-media methods of teaching Japanese reading, it seems likely that traditional resources are generally used for this activity. The courseware includes sound files showing the pronunciation of each kana as well as simultaneous animation showing how to write each character. This paper investigates whether interactive courseware, used independently of classroom interaction, results in measurably greater recognition of the hiragana syllabary than more traditional methods. After briefly situating the study in the context of research on the teaching of Japanese reading and learner autonomy, the paper will present the courseware as well as an empirical study comparing the results of the use of the courseware by learners at beginners’ level: one group using the courseware, and the other using paper-based materials. This is followed by an account of learner diaries written by zero-beginner level learners of Japanese using the courseware.

The study indicates that acquisition of a recognition-level knowledge of hiragana is approximately twice as fast using the courseware as using paper-based materials. Learners also learned to write the hiragana without explicit instruction.

Keywords

Hiraganamultimedia coursewareFlashblended learninginteractive materialslearner autonomy
Type
Regular papers
Information
ReCALL , Volume 21 , Issue 2 , May 2009 , pp. 227 - 240
Copyright
Copyright © European Association for Computer Assisted Language Learning 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alessi, S. M.Trollip, S. R. (2001) Multimedia for learning methods and development (3rd edition). Boston: Allyn and Bacon.Google Scholar
Chang, S.-H., Lin, P.-C.Lin, Z. C. (2007) Measures of partial knowledge and unexpected responses in multiple-choice tests. Educational Technology & Society, 10(4): 95–109.Google Scholar
Clark, R.Mayer, R. (2003) E-Learning and the science of instruction : proven guidelines for consumers and designers of multimedia learning. San Francisco: Jossey-Bass/Pfeiffer.Google Scholar
Gattegno, C. (1978) Teaching foreign languages in schools: The silent way. New York: Educational Solutions.Google Scholar
Hasegawa, N. (2005) Koukateki na hiragana jyugyou ni mukete Nichigen Jisshuu Repoto, Nagoya University. http://www.lang.nagoya-u.ac.jp/nichigen/menu5_folder/jisshu/2005/index.htmGoogle Scholar
Hatasa, K. (1991) Teaching Japanese syllabary with visual and verbal mnemonics. CALICO Journal, 8(3): 69–80.CrossRefGoogle Scholar
IEEE Standards Committee (2002) IEEE Standard for Learning Object Metadata. IEEE Standard 1484.12.1. New York: Institute of Electrical and Electronics Engineers. http://ieeexplore.ieee.org/iel5/8032/22180/01032843.pdf?arnumber=1032843Google Scholar
Kamiyama, T. (1973) How to teach reading in the beginning 50 hours. Journal of the Association of Teachers of Japanese, 8(2): 47–54.CrossRefGoogle Scholar
Kupetz, R.Ziegenmeyer, B. (2006) Flexible learning activities fostering autonomy in teaching training. ReCALL, 18(1): 63–82.CrossRefGoogle Scholar
Nielsen, J. (2000) Designing Web Usability. Indianapolis, Ind.: New Riders.Google Scholar
O’Neill, P. G. (1967) Japanese Kana workbook. Tokyo and New York: Kodansha.Google Scholar
Oxford, R. L. (1999) Anxiety and the Language Learner: New Insights. In: Arnold, J. (ed.), Affect in Language Learning. Cambridge: Cambridge University Press, 58–67.Google Scholar
Quackenbush, H.Ohso, M. (1989) Hiragana in 48 minutes. Melbourne: Curriculum Corporation.Google Scholar
Quackenbush, H., Nakajyou, K., Nagatomo, K.Tawada, I. (1989) Gojuppun hiragana dounyuhou – ‘rensouhou’ to ‘irotsukikadohou’ no hikaku. Nihongokyouiku, 69: 147–162.Google Scholar
Ruddock, K. (2000) An argument for the use of authentic texts with beginners of Japanese as a foreign language. CLCS Occasional Paper 58. Dublin: TCD.Google Scholar
Shriver, K. (1996) Dynamics of document design. New York: Wiley.Google Scholar
Thompson, J. D. Wakefield, J. F. (1996) Picture this character: using imagery to teach a Japanese syllabary. Paper presented at the Annual Meeting of the Mid-South Educational Research Association, Alabama.Google Scholar
Tsujimura, M. (1995) “nyumonki ni okeru hiraganagakushushidoho ni kan suru ichikosatsu -gemu de manabuho”. Departmental Bulletin Paper, 30, Waseda University Japanese Education Research Centre, 149–158.Google Scholar
Tufte, E. (1983) The visual display of quantitative information. Cheshire, Conn: Graphics Press.Google Scholar
University of Illinois Department of Ophthalmology and Visual Sciences (2007). http://www.uic.edu/com/eye/LearningAboutVision/EyeFacts/Google Scholar
Voller, P. (1997) Does the Teacher have a Role in Autonomous Language Learning? In: Benson, P. and Voller, P. (eds.), Autonomy and Independence in Language Learning. New York: Addison Wesley Longman, 98–113.Google Scholar