Yoshiko Mori (PhD, University of Illinois at Urbana-Champaign) is Associate Professor of Japanese at Georgetown University in Washington, D.C.
Japanese Language Students' Attitudes Toward Kanji and Their Perceptions on Kanji Learning Strategies
Article first published online: 31 DEC 2008
© 2007 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 40, Issue 3, pages 472–490, October 2007
How to Cite
Mori, Y. and Shimizu, H. (2007), Japanese Language Students' Attitudes Toward Kanji and Their Perceptions on Kanji Learning Strategies. Foreign Language Annals, 40: 472–490. doi: 10.1111/j.1944-9720.2007.tb02871.x
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
- belief multidimensionality;
- learner perceptions;
- self-reported learning strategies
This study aims at identifying interpretable factors underlying Japanese language learners' attitudes toward kanji and their self-reported kanji learning strategies. It also examines the relationship between the two sets of belief factors. A questionnaire survey was conducted among Japanese language students at nine universities in the United States; 311 responses were subjected to exploratory factor analyses that identified six attitudinal factors and six strategy belief factors. Descriptive statistics indicated that students considered rote memorization most effective and metacognitive strategies least effective. Correlational analyses revealed that appreciation of the cultural value of kanji and positive emotions toward kanji were associated with stronger belief in varied strategies. Perception of difficulty and belief in special abilities required for kanji learning, in contrast, were associated with reliance on rote memorization.