Self-Regulation in Second Language Learning: An Investigation of the Kanji-Learning Task

被引:34
作者
Rose, Heath [1 ]
Harbon, Lesley [2 ]
机构
[1] Trinity Coll Dublin, Dublin, Ireland
[2] Univ Sydney, Fac Educ & Social Work, Sydney, NSW 2006, Australia
关键词
Japanese language education; kanji; language learning strategies; learner autonomy; self-regulation; JAPANESE-LANGUAGE; STRATEGIES; EFFICACY;
D O I
10.1111/flan.12011
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This study investigates how students of the Japanese language regulate the learning of kanji (Japanese written characters). Skill in reading kanji has an important effect on learners' progress in interpretive reading. Data collected over one year were drawn from interviews with 12 students. The study highlighted an inability for many students to control emotions, manage commitments, and control boredom and procrastination when studying kanji. Moreover, advanced learners were more prone to a loss of self-regulation due to frustration caused by a lack of progress in learning, or due to self-criticism over an inability to reach goals. This study raises an understanding of struggles faced by language learners and offers pedagogical implications for instructors to lessen the burden of kanji learning on students.
引用
收藏
页码:96 / 107
页数:12
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