Japanese-Background Students in the Post-Secondary Japanese Classroom in Australia: What Norms are Operating on their Management Behaviour?

Autor/in	Yoshimitsu, Kuniko
Titel	Japanese-Background Students in the Post-Secondary Japanese Classroom in Australia: What Norms are Operating on their Management Behaviour?
Quelle	In: Electronic journal of foreign language teaching, 10 (2013) 2, S. 137-153 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen 1
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0219-9874
Schlagwörter	Empirische Forschung; Lernverhalten; Fremdsprachenunterricht; Japanischunterricht; Hochschule; Australien
Abstract	This study examines the management behaviour of Japanese-background students undertaking Japanese language as an academic subject at one Australian university in classes with non-Japanese students. To date, there seems to be no common understanding of the nature of these learners' behaviour in the given context or any legitimate grounds for this. The study attempts to seek a meaningful connection between the students' desire to engage in Japanese maintenance and the norms they possess to evaluate their interaction competence in the language. Drawing upon the notion of "language management in discourse", this study has aimed to identify the type of norms which these students applied to note their norm deviations and the possible grounds for this. The findings suggest two types of norms which operated upon their noting behaviours. These are the "imagined norm" of the imagined Japanese community and the "peer-pressure norm" imposed by non-Japanese peers in the Japanese classroom. It is argued that these norms seemed to have provided the Japanese-background students with the incentives to reflect upon their own learning behaviours in actual situations. By doing so, they could adjust their learning goals for the target language and further advance their language expertise. The language management process observed in this study justifies their presence in the post-secondary Japanese language classroom. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2