The Trends and Developments of L2 Japanese Research in the 2010s

Autor/inn/en	Mori, Yoshiko; Hasegawa, Atsushi; Mori, Junko
Titel	The Trends and Developments of L2 Japanese Research in the 2010s
Quelle	In: Language Teaching, 54 (2021) 1, S.90-127 (38 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4448
DOI	10.1017/S0261444820000336
Schlagwörter	Trend Analysis; Second Language Learning; Language Research; Japanese; English; Research Reports; Written Language; Psycholinguistics; Sociocultural Patterns; Multilingualism; Instructional Design; Syntax; Literacy; Pragmatics; Learning Motivation; Computational Linguistics; Information Technology; Teaching Methods; Second Language Instruction; Content and Language Integrated Learning; Applied Linguistics; Foreign Countries + Suchen Sie Ihr Suchwort? Trendanalyse; Zweitsprachenerwerb; Sprachforschung; Japaner; Japanisch; English language; Englisch; Research report; Forschungsbericht; Geschriebene Sprache; Psycholinguistik; Soziokulturelle Theorie; Mehrsprachigkeit; Multilingualismus; Lesson concept; Lessonplan; Unterrichtsentwurf; Alphabetisierung; Schreib- und Lesefähigkeit; Pragmalinguistik; Motivation for studies; Lernmotivation; Linguistics; Computerlinguistik; Informationstechnologie; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; CLIL; Lernkonzept; Linguistik; Angewandte Linguistik; Ausland
Abstract	This article updates the trends and developments of Japanese as a second language (JSL) research since Mori and Mori (2011) by reviewing nearly 200 selected empirical studies published in English or Japanese between 2010 and early 2019. The first section of this review examines the cognitive aspects of second language (L2) Japanese development, focusing on vocabulary and kanji (i.e., Chinese characters transferred into Japanese) learning, syntactic development, and the issues surrounding reading and writing. The second part investigates sociocultural issues in L2 Japanese development and use, including pragmatic development, multilingual/translingual perspectives, and multilingual youth. The third section explores the role of affective variables (primarily learner motivation) in L2 Japanese development. The last section considers various pedagogical issues, including corpus-based studies and the development of materials and resources, instructional designs and classroom studies, technology-enhanced language learning and new instructional models, critical approaches to teaching Japanese and content-based instruction. The review of these themes illuminates trends and emerging areas of interest in post-2010 L2 Japanese research inspired by current developments in applied linguistics and second language acquisition (SLA) research, as well as unique features of Japanese language and sociocultural contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01