The Relationship Between Spatial Ability of Native Speakers of Japanese and Their Coding Strategy When Reading Kanji

Matsunaga, Sachiko; Crosby, Martha E.

doi:10.1080/0958822970100403

Cited by 5 publications

(4 citation statements)

References 10 publications

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“…To what degree is phonological processing involved in identifying the meaning of a given kanji character/word? A number of psycholinguistic studies, in which the participants were native speakers of Japanese, seemed to agree that phonological activation plays an important role in accessing the meanings of kanji words (Flores d'Arcais, Saito, & Kawakami, 1995;Matsunaga, 1995Matsunaga, , 1996Matsunaga, , 2001Matsunaga & Crosby, 1997;Wydell, Patterson, & Humphreys, 1993). For example, in Matsunaga's (1995) studies, native readers of Japanese (N ¼ 65) noticed a significantly greater number of nonhomophonic errors than homophonic errors.…”

Section: Kanji Word Processing and Retentionmentioning

confidence: 99%

How Do English L1 Learners of Advanced Japanese Infer Unknown Kanji Words in Authentic Texts?

Kondo‐Brown

2006

Language Learning

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This study investigates advanced Japanese language learners' abilities to infer unknown kanji (Chinese character) words while reading authentic Japanese texts. Data obtained from 42 English L1 students indicate that, first, although they can guess the meanings of unknown kanji words in context, they frequently make erroneous guesses or fail to guess at all. Second, the more proficient students can use context better than the less proficient students. Third, when reading comprehension ability is controlled, there is no difference in kanji inferencing ability between heritage language (HL) learners and non-HL learners. Fourth, when the students can pronounce the given semantically unknown kanji words fully or partially while reading, such phonological knowledge proved to be related to successful inferencing. I would like to thank the associate editor and anonymous reviewers of

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Section: Kanji Word Processing and Retentionmentioning

confidence: 99%

How Do English L1 Learners of Advanced Japanese Infer Unknown Kanji Words in Authentic Texts?

Kondo‐Brown

2006

Language Learning

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“…Examining the effect of phonology on kanji leaning, Hatta et al's (1998) and Matsunaga and Crosby's (1997) similar ®ndings report that phonology in¯uences kanji recognition for Japanese native speakers. Hatta et al (1998) conducted a study on handwritten kanji errors made by native speakers as well as Australian learners of Japanese.…”

Section: Kanji Learning Strategiesmentioning

confidence: 85%

“…In Matsunaga and Crosby (1997), an eye tracking methodology was used to determine which process native speakers use. The main ®nding was that native speakers used phonological information for reading kanji.…”

Section: Kanji Learning Strategiesmentioning

confidence: 99%

A Critique of Web-Based Kanji Learning Programs for Autonomous Learners: Suggestions for Improvement of WWKanji

Komori¹,

Zimmerman²

2001

Computer Assisted Language Learning

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Learning kanji characters for Japanese second language learners is a major component in their development of reading pro®ciency. The focus of this study is to evaluate ®ve web-based kanji programs to determine what features may promote learning for autonomous learners. Discovering the features of an Internet program that will promote vocabulary learning will provide programmers with a basis for creating and improving existing programs. In order to discover what is necessary for Japanese second language kanji learning, we ®rst examined the existing literature on autonomous kanji learning and the evaluation of the effectiveness of CALL for kanji learning. From this theoretical foundation, we created our criteria to evaluate existing Internet programs. The main objective is to provide suggestions for improving WWKanji, a web-based program. The results of our evaluation indicate that for future versions of WWKanji, features such as grouping by radicals, mnemonics and ideographs, drills and quizzes, additional compounds, and ®nally kanji learning in context should be added in order to provide the autonomous learner with more resources for learning. Furthermore, each feature that will be added must be rigorously tested to determine its effectiveness for autonomous learning of kanji characters.

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“…The closest work in this area are studies by Connolly (1995, 1996) that support a correlation between visuo-spatial ability and the ability to read and write kanji. More recent work by Matsunaga and Crosby (1997), however, seems to refute this correlation. Regardless of whether or not such aptitudes actually exist, it is still possible that language teachers' beliefs in innate language abilities may have an impact both on the manner in which they teach and on the way students subsequently learn Japanese.…”

Section: Attitudes Toward Kanjimentioning

confidence: 95%

Japanese Language Educators’ Strategies for and Attitudes toward Teaching Kanji

Shimizu¹,

Green

2002

The Modern Language Journal

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The attitudes of 251 second language teachers toward kanji and their choices of instructional strategies for teaching kanji were explored in this study. Principal component analysis resulted in the identification of 6 statistically reliable domains representing underlying attitudes toward teaching kanji (cultural tradition, difficulty of kanji, affective orientation, aptitudes, usefulness of kanji, and expectation for the future of kanji) and 3 instructional strategies (context, memory, and rote learning). Descriptive statistics revealed that the most positive attitude was toward the "usefulness of kanji" and that the most common instructional strategy was "rote learning." Canonical correlation revealed a statistically significant correlation between 3 attitude variables-affective orientation, usefulness of kanji, and cultural tradition-and 2 instructional strategies-memory and context strategies. The results showed that: (a) the underlying attitudes toward teaching kanji and teaching strategies were multidimensional and complex, and (b) teachers who appreciated the cultural tradition in kanji and its practical utility tended to have a more positive affect and were more likely to utilize memory and contextual strategies for teaching kanji, although rote learning strategies were the most frequent among all teachers.

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The Relationship Between Spatial Ability of Native Speakers of Japanese and Their Coding Strategy When Reading Kanji

Cited by 5 publications

References 10 publications

How Do English L1 Learners of Advanced Japanese Infer Unknown Kanji Words in Authentic Texts?

How Do English L1 Learners of Advanced Japanese Infer Unknown Kanji Words in Authentic Texts?

A Critique of Web-Based Kanji Learning Programs for Autonomous Learners: Suggestions for Improvement of WWKanji

Japanese Language Educators’ Strategies for and Attitudes toward Teaching Kanji

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