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RISS 인기검색어
- 검색키워드
- 저자 : Uehara Suwako (검색결과 5 건)
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A Survey of Japanese University Students’ Future Use of English Goal Orientations
Suwako Uehara,Jean-Pierre Joseph Richard 한국영어어문교육학회 2011 영어어문교육 Vol.17 No.3
The aim of this study is to present preliminary results from an ongoing large-scale study of English-language future goal orientations held by Japanese university students. The work here involves an investigation of learners in multiple disciplines, from five universities, both public and private, in the Kanto-region of Japan, and their perspective on their future use of English. The results summarize written essays on L2-goal orientations. Preliminary results indicate Japanese learners (n = 629) as a whole have disparate L2-learning goals; however, these can be summarized into four broad categories: career, personal life, study, and general; and early findings indicate that most learners (63.56%) are oriented to career or personal goal orientations, while others are oriented to study and general. These early results help us to gain a better understanding of the future goals of Japanese university learners and their views of English usage in the future. (146 words)
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English Language Study and Goals: An East Asian Perspective
Suwako Uehara,Jean-Pierre Joseph Richard,Sujung Min,Bohyon Chung 팬코리아영어교육학회(구 영남영어교육학회) 2014 영어교육연구 Vol.26 No.1
This paper reports on an East Asian perspective of English language extracurricular study and goals. The authors focused on learners' responses to approaches to study for perceived strongest and weakest language skills, and experience abroad; and English-language goal orientations, composed of two measures: a written form and a 50-item scale. World English expanding circle representatives from Japanese and Korean universities (N = 644) were divided into lower and upper groups based on vocabulary size scores. Their responses were coded, then ANOVA and Factor Analysis were used. Learning an L2 requires continuous effort but results showed students may be inconsistent in their efforts - avoiding extracurricular study especially in their weakest skills. Implications are that students might need guidance in self-regulatory learning and training educators in advising these learners could be beneficial. Students with higher vocabulary scores were more likely to study their strongest and weakest skills, have taken part in overseas study experiences, and are career-goal oriented. Four factors were identified for both lower and upper groups, and internal consistency for each factor ranged from .83 to .95. L2 English goal orientations are likely to be a dynamic process; however, similar rankings of the four factors across two sub-populations appear to show that the 50-item survey is robust.
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A Survey of Japanese University Students' Future Use of English Goal Orientations
Uehara, Suwako,Richard, Jean-Pierre Joseph The English Teachers Association in Korea 2011 영어어문교육 Vol.17 No.3
The aim of this study is to present preliminary results from an ongoing large-scale study of English-language future goal orientations held by Japanese university students. The work here involves an investigation of learners in multiple disciplines, from five universities, both public and private, in the Kanto-region of Japan, and their perspective on their future use of English. The results summarize written essays on L2-goal orientations. Preliminary results indicate Japanese learners (n = 629) as a whole have disparate L2-learning goals; however, these can be summarized into four broad categories: career, personal life, study, and general; and early findings indicate that most learners (63.56%) are oriented to career or personal goal orientations, while others are oriented to study and general. These early results help us to gain a better understanding of the future goals of Japanese university learners and their views of English usage in the future.
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English goal orientations of Japanese and Korean University learners
Jean-Pierre J. Richard,Suwako Uehara,Sujung Min,Beau Cheung 미래영어영문학회 2012 미래영어영문학회 학술대회 자료집 Vol.2012 No.12
The purpose of this paper is to report on development of two measures of English-language goal orientations, titled future use of English, which include a written form, FUE-Written, and a psychometric measure, FUE-Scale, as a result of an initial analysis of responses from a large-scale study involving N = 725 Japanese and Korean university learners. The presentation will first report on English-language study habits. Second, written English-language goal orientations will be described. Third, English-language goal orientations will be reported from a factor analysis. Fourth, vocabulary size scores will be reported. Finally, problems identified and areas of future research will be discussed. A deeper analysis of the data will be provided at ETAK 2012.
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A Cross-Cultural Study on Pragmatic Transfer in the EFL Learners' Speech Act of Refusal
Bohyon Chung,Sujung Min,Suwako Uehara 한국영어어문교육학회 2013 영어어문교육 Vol.19 No.3
This paper examines a cross-cultural pragmatic transfer of refusal by learners of English as a foreign language (EFL). The participants include 20 university students in Korea and Japan. The data consists of responses to a total of 12 items of written discourse completion test per participant; six items in English as a foreign language (FL) and six items in the students' native language (NL). The task consisted of four situations for refusals; request, offer, suggestion, and invitation. The data for refusals both in FL and NL were analyzed according to frequency and sequence of refusal strategies and interlocutor's social status. The classification of refusal strategies is based on the study by Beebe, Takahashi, and Uliss-Weltz (1990). Results showed Korean and Japanese EFL learners shared similarities in the frequency and choice of refusal strategies. Learners from both countries used apology and excuse most frequently. Also, there were instances of differences in the effects of pragmatic transfer between the FL and NL. Korean EFL learners had tendencies to make refusal using indirect methods in Korean in contrast to direct methods in English. Findings call for further research on pragmatic transfer of the varied English proficiency level and considering appropriate pragmatic teaching methods.
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