Tackling the kanji hurdle: an investigation of kanji order and its role in facilitating the kanji learning process
Notice bibliographique
Résumé
This research seeks to determine the role of kanji order from the perspective of Japanese language textbooks, teachers of Japanese, and learners of Japanese. Three central research questions were identified: 1. How are Japanese language textbooks different from each other from the perspective of kanji selection and ordering? 2. What beliefs are held by Japanese teachers at universities in Australia, New Zealand, Canada, the UK and the US, in regard to teaching kanji to non-kanji background students of Japanese? 3. Which kanji clusters do non-kanji background learners perceive as easy or difficult to learn? Three stages of research were conducted to answer my research questions: to answer my research questions 1. A textbook analysis was conducted on four Japanese language textbooks in kanji selected for inclusion in different textbooks and the in different textbooks and the 2. A survey of kanji learning and teaching beliefs was conducted to ascertain how learning and teaching beliefs was conducted to ascertain how teachers perceive the teaching and learning process of kanji and whether they regard the order in which kanji are introduced as an important factor in facilitating the kanji learning process. 3. A survey of Japanese language learners regarding kanji clusters was conducted was conducted to determine whether Japanese language learners perceive different perceive different perceive different kanji clusters, groups of clusters, groups of kanji with a common property, as easier to learn or more more difficult to learn than others. As for the first research research, results showed that the selection of kanji for the four textbooks analysed were unique and significantly different from each other. However, kanji orders found within the analysed textbooks were similar. As for the second research research question, results showed that a large proportion of Japanese language teachers believe that the order in which kanji are introduced plays a role in facilitatingthe kanji learning process but they are unsure as to how to implement those beliefs in their teaching. As for the third research question, participants indicated that they perceived As for the third research question, participants indicated that they perceived As for the third research question, participants indicated that they perceived As for the third research question, participants indicated that they perceived certain kanji clusters as easier than others.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,011 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,002 |
| Communication savante | 0,003 | 0,003 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».