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A Re-evaluation of Kanji Textbooks for Learners of Japanese as a Second Language
https://kyotogakuen.repo.nii.ac.jp/records/868
https://kyotogakuen.repo.nii.ac.jp/records/8682b42aefe-1193-4d4f-984e-e814a300f8e8
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
15-1-richmond (249.2 kB)
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| Item type | [ELS]紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2016-08-09 | |||||
| タイトル | ||||||
| タイトル | A Re-evaluation of Kanji Textbooks for Learners of Japanese as a Second Language | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| 雑誌書誌ID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AN10373395 | |||||
| 論文名よみ | ||||||
| タイトル | A Re-evaluation of Kanji Textbooks for Learners of Japanese as a Second Language | |||||
| 著者 |
Richmond, Stephen
× Richmond, Stephen |
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| 著者所属(英) | ||||||
| en | ||||||
| Kyoto Gakuen University | ||||||
| 記事種別(日) | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | 論文 | |||||
| 記事種別(英) | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | Article | |||||
| 抄録(英) | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | As perhaps one of the most difficult areas of Japanese as a second language (JSL), kanji pose a number of problems for the foreign learner. A glance through a small sample of JSL kanji textbooks will reveal the wide range of kanji learning methodologies used to overcome these difficulties. These methods are, on close analysis, often based on inaccurate or over-generalised assumptions on kanji, which can be traced back to the central belief that kanji are essentially a logographic script. Naturally, there are differences in learners and their environments which must be considered when creating JSL kanji learning materials, though psycholinguistic research has shown that most kanji cognition and production processes are essentially universal. It is therefore possible that a re-evaluation of kanji texts and learning materials used by native speakers may yield ideas which could facilitate JSL kanji learning in both the introduction and application areas, and duly enhance the learner’s kanji competence. As with all other linguistic representations, kanji do not exist in a vacuum; they only assume their phonological and semantic qualities when they occur in context. It is therefore only logical to study them with consideration of this fact, along with an understanding of their multi-faceted and complex nature. Stripping kanji of context or any of their equally important representations may adversely affect JSL learners’ cognitive structure to a greater degree than it eases their learning burden. The principles inherent in the Communicative Kanji Teaching approach seem to best address these concerns, and their application into JSL kanji texts would seem to be both practical and worthwhile. | |||||
| 書誌情報 | 巻 15, 号 1, p. 43-71, 発行日 2005-07-01 | |||||
| 表示順 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | 4 | |||||
| アクセション番号 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | KJ00004981721 | |||||
