Keywords

teacher influence on script introduction, student attitudes toward Japanese writing systems, romaji vs. script sequencing effects

Abstract

This study investigates connections between teacher and student attitudes related to the delayed (or immediate) introduction of Japanese script in the Japanese language classroom. Two groups of students completed questionnaires concerning their attitudes toward the immediate or delayed introduction of Japanese script and the use of romaji (romanized Japanese) in the Japanese as a second language classroom. The first group was introduced to Japanese script immediately, and romaji was not used in their textbook. The second group used a romaji textbook and was introduced toJapanese script at a later time and a slower rate. Teacher attitudes were also assessed using a questionnaire and interviews. Relationships were found between teacher attitudes regarding script use and several aspects of students’ attitudes. For both groups, student responses corresponded well with teacher responses in terms of degree of satisfaction with the writing system used to teach Japanese in class and the use of an alternative script to study Japanese (romaji for the first group and Japanese syllabaries and kanji for the second group). Teacher and student attitudes toward the textbook were also related for the second group. Questionnaire and interview data indicated a clear teacher influence on student attitudes related to script choice in the Japanese classroom.

Original Publication Citation

Dewey, D. P. (2004). Connections between teacher and student attitudes regarding script choice in first-year Japanese language classrooms. Foreign Language Annals, 37, 567-583. https://doi.org/10.1111/j.1944-9720.2004.tb02423.x

Document Type

Peer-Reviewed Article

Publication Date

2004

Publisher

Foreign Language Annals

Language

English

College

Humanities

Department

Linguistics

University Standing at Time of Publication

Full Professor

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Linguistics Commons

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