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(1) 心理学的手法を用いて 学習者の語彙知識を探ろうとするもの ( 谷口他 1994; 小野 2001; 一二三 1996), (2) 研究対象とする語を習得困難な語に限定し 学習者と母語話者の語彙知識の違いを探ろうとするもの ( 杉村他 1994; 松田 2000a 2000b 水口 2002)(3) 文法的制約を受ける語の習得度の違いを日本語能力の違いから研究したもの ( 佐藤 藤井 1999; 寺田 2001)(4) 学習者の自然な状況での産出の元に 語彙さぐ習得課程を, 探るもの ( 生田 2001; 松本 1997) (5) 語彙習得に影響を与える要素を実験 観察などを通して探るもの ( 横山 2001; 谷内 2001). Read (2002) in Yachi Michiko [6] gives three questions about the acquisition of vocabulary systematically, that is (1) どのような語の特徴が学習難易度を決めているか.

The results of the test were then classified based on number of true and false answers and the relevance of respondent s vocabulary and grammar knowledge. In this study, a statistical analysis was performed by incorporating Spearman s correlation coeficient test. This test was conducted in order to determine how close the relationship between vocabulary variable and grammar variable.

語彙学習は意図的語彙学習は語彙の学習を目的とする直接学習であり 付随的語彙学習は読解や聴解など語彙学習以外の学習を通して副次的に語彙の習得がなされる面接的学習である Yamashita Kyo [7] further states that incidental vocabulary learning done through a contextual understanding is a series of educational activities in a holistic manner that will improve other learnings. II. METHOD This study used a quantitative method. It took place in Japanese Literature Studies Program, Hasanuddin University, using 26 respondents of third semester students who took Intermediate Japanese class. This study used multiple choice test instruments done for an hour, in which the questions tested to students were based onminna no NihongoChukyuu Itextbook (chapter 1-6).Researchers created two categories, the first category focused on test of vocabulary (verb/doushi) based on JLPT vocabulary and the second categories focused on grammar (vocabulary) oriented on how it is to make an appropriate sentence.

At this question, Yachi Michiko gave examples of Ellis and Beaton s research (1993) that in terms of the psychology, the learner will be easy or difficult to obtain vocabulary because they are influenced by several factors, such as writing, pronunciation, lexical as well as the length of a word, similarity of word sound(2) 機械的な暗記よりも高価的な方法は何か このような疑問点が出されているが 実際に単語リスト等を使った体系的語彙学習は有効なのであろうか ここから 次の問題を設定することが できるだろう This question was written by Michiko Yachi [6] by quoting a research from Hulstijn (1997) that the learners who just memorize vocabulary are not effective because it can not last long in the memory. Therefore, Schmitt and Schmitt (1995) argumented it needs to be assisted with the key words in the form of a note book that contains vocabulary, pronunciation, use in a sentence, and even to the point of writing kanji (Yachi Michiko) [6].

Japanese is one of develop nations that arose from defeated, but Japanese people has built a good country by appreciating moral and tradition. Therefore, the students can copy Japanese people to protect Indonesia s moral values, tradition, and character.

Criteria for decision-making in Spearman correlation coefficient test namely are if the value of Sig. learning, students submit to rules that is like kanji writing rule correctly.

In Japanese language education, Bushido values could be seen in polite language lesson and students loyalty in following school rules. According to Bushido values that samurais has to respect to elders and tradition, so the students have to follow that Bushido values. Besides, Bushido values can be developed to be an inspiration to follow the lead of heroism and braveness. Bushido values also can give an inspiration to students and support them to make a belleslettres. The teachers can take Bushido values to develop Japanese language subjects and development teaching materials.

8. 悌 (Tei-Respecting Elder and Appreciating Tradition), students have to respect elder and always appreciate tradition so they can develop education quality with raise people s moral values. In kanji learning, students have to follow tradition in writing kanji B. BUSHIDO VALUES IN JAPANESE LANGUAGE EDUCATION In Japanese language Bushido values are in multiple learning applied aspects. Bushido that was learned by samurais did not only about war, but also contained art and culture such as literature, calligraphy, ceramics art, tea ceremony, and soon.

First language learner (L1) like learners from Indonesia who recognize Roman alphabet letters and study Japanese as their second language (L2) are likely to face difficulty not only from new words, but from Japanese characters which are hiragana, katakana and kanji as well. Furthermore, Okabe [2] states, Japanese language learners in the beginner s level struggle to understand and memorize words in Japanese while intermediate learners utilize on the words they are already familiar with to express a main word that is not yet encountered when it comes to communication. Long term goal of studying the language requires a learner to continously learn, be familiar and recall vocabulary. Yamashita Kyo [7] divides the vocabulary of learning into intentional learning and incidental learning. The former one is a learning that aims at acquiring vocabulary directly, as for the latter one is a direct learning to obtain secondary vocabulary through learning that are not focusing on vocabulary learning such asdokkai and choukai.

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