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Review of recent research (2000–2010) on learning and instruction with specific reference to L2 Japanese

Published online by Cambridge University Press:  26 August 2011

Yoshiko Mori  and
Junko Mori
Yoshiko Mori
Affiliation:
Georgetown University, Washington DC, USAmoriy@georgetown.edu
Junko Mori
Affiliation:
The University of Wisconsin–Madison, USAjmori@wisc.edu
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Abstract

This review aims to identify major issues in and the direction of recent L2 Japanese research by reviewing over 200 empirical studies published in English or Japanese between 2000 and 2010. The first part of this article examines topics in second language acquisition (SLA) research with regard to L2 Japanese, including vocabulary and kanji (Chinese characters transferred into Japanese) learning, syntactic development, reading and writing in L2 Japanese, interlanguage pragmatics and language socialization, affective factors, and multilingualism and the acquisition of Japanese as a heritage language. The second part offers an overview of issues and problems in pedagogical practices, including curriculum design, culture in language education, classroom discourse, and study abroad. The review of these themes illustrates a broad picture of current research in L2 Japanese learning and instruction inspired by general trends in SLA and applied linguistics research, as well as unique features of Japanese language and social contexts.

Type
A Language in Focus
Information
Language Teaching , Volume 44 , Issue 4 , October 2011 , pp. 447 - 484
Copyright
Copyright © Cambridge University Press 2011

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