Japanese Language Educators' Strategies for and Attitudes toward Teaching Kanji.  

Oleh:

Green, Kathy E. ; Shimizu, Hideko

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The Modern Language Journal (sebagian Full Text & ada di JSTOR) vol. 86 no. 2 (Jun. 2002), page 227-241.
Topik: Language Strategies; Teaching Kanji; Second Language Teacher
Fulltext: Vol 86 no 2 pp.227-241.pdf (2.31MB)

Isi artikel

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 atti- tude variables-affective orientation, usefulness of kanji, and cultural tradition-and 2 instruc- tional 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 teach- ers.

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