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ABSTRACT  As the number of students who enter colleges and universities with high school Japanese training has increased, articulation between high school- and university-level Japanese language instruction has become a matter of concern. In order to add to our understanding of the problem of articulation, the author conducted a two-year study in which students with high school Japanese language instruction were compared to those who began their study after entering Indiana University. Their attrition and performance through the first four semesters of instruction were compared. This article reports the finding of that study.