Cover not available

Article published In: Issues in the Teaching and Learning of Japanese
Edited by Nicolette Bramley and Naoko Hanamura
[Australian Review of Applied Linguistics. Series S 15] 1998
► pp. 155–168

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
authorization required

Teaching Kanji by focusing on learners’ development of graphemic awareness

 | University of Melbourne
Published online: 1 January 1998
DOI logo with link
https://doi.org/10.1075/aralss.15.10toy
Abstract
It has been widely claimed that Kanji is one of the most difficult aspects of Japanese language learning for learners with alphabetic language backgrounds. There are various techniques devised by teachers to teach Kanji effectively. However, given variables such as individual differences, none of these techniques can be a single perfect technique. In this paper, how learners process Kanji is analysed, then based on the findings of the analysis, techniques for teaching Kanji are classified into four categories for developing learners’ proper processing skills. The four categories are: 1) techniques to eliminate learners’ anxiety, 2) techniques to familiarise learners with Kanji, 3) techniques to store Kanji in long-term memory, and 4) techniques to restructure learners’ schema. The paper suggests 1) that learners need to have appropriate graphemic awareness to process Kanji, and 2) that techniques from each category should be implemented in teaching to facilitate the development of proper processing skills.
日本語要旨
非漢字系の学習者にとって、漢字の学習が大きな負担となって いることは周知のことである。日本語教育の現場では、漢字を 効果的に教えようと様々な漢字学習テクニックが工夫されてき ている。しかし、個人差などを考えると、どれも完全唯A な方 法にはなめ得ない。
本論では、アルファベット言語を母語とする学習者の漢字 認識処理スキルを、先行研究を通して分析し、適切な漢字処理 能力をつけるという観点から、効果的な漢字学習テクニックを 考察する。また、その結果を踏まえて、漢字学習テクニックを 四つのカテゴリーに分類する01)学習者の不安を取り除くテ クニック、2) 漢字に親しむためのテクニック、3)漢字を記 憶するためのテクニック、4) 学習者のスキーマを再構築する ためのテクニック、である。
本論は、まず、漢字処理に適切な書記素意識(漢字が、最 小の単位である書記素に分割され、また、その書記素が分析の 対象となり得るという意識)を養う必要があることを説き、そ のためには、上記の四つのカテゴリーのテクニックをバランス よく導入することが重要であると論じる。
References (39)
References
Adams, M.J. (1990) Beginning to Read: Thinking and Learning about Print. Massachusetts, MIT press.Google Scholar logo with link to Google Scholar
Brisbois, J.E. (1995) Connections between first- and second-language reading. Journal of Reading Behaviour 27,4: 565–584. Google Scholar logo with link to Google Scholar
Brown, T.L. and M. Haynes (1985) Literacy background and reading development in a second language. In T. H. Carr (ed) The Development of Reading Skills. San Francisco, Jossey-Bass. Google Scholar logo with link to Google Scholar
Chikamatsu, N. (1996) The effects of L1 orthography on L2 word recognition: a study of American and Chinese learners of Japanese. Studies in Second Language Acquisition 181:403–432. Google Scholar logo with link to Google Scholar
De Courcy, M. (1995) A Chinese puzzle: learning experiences of a class of adult beginners. Babel 30,1:32–37.Google Scholar logo with link to Google Scholar
(1997) Four adults’ approaches to the learning of Chinese. Australian Review of Applied Linguistics 20,2:67–93. Google Scholar logo with link to Google Scholar
Dobson, A (1997) Reading strategies of Japanese L2. Paper presented at the JSAA Conference, The University of Melbourne.
Flores d’Arcais, G.B (1992) Graphemic, phonological, and semantic activation processes during the recognition of Chinese characters. In H. C. Chen and O.J.L. Tzeng (eds.) Advances in Psychology-Language Processing in Chinese. Amsterdam, Elsevier Science Publishers. Google Scholar logo with link to Google Scholar
Flores d’Arcais, G.B. and H. Saito (1993) Lexical decomposition of complex Kanji characters in Japanese readers. Psychological Research 551:52–63. Google Scholar logo with link to Google Scholar
Flores d’Arcais, G.B., H. Saito and M. Kawakami (1995) Phonological and semantic activation in reading Kanji characters. Journal of Experimental Psychology: Learning, Memory, and Cognition 21,1:34–42.Google Scholar logo with link to Google Scholar
Hatano, G. (1986) How do Japanese children learn to read?: orthographic and eco-cultural variables. In B.R. Foorman & A.W. Siegel (eds.), Acquisition of Reading Skills: Cultural Constraints and Cognitive Universals, Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Hayashi, O. (ed.) (1982) Zusetsu Nihonngo. Kadokawa-shoten.Google Scholar logo with link to Google Scholar
Henderson, L. (1984) Writing system and reading processes. In L. Henderson (ed), Orthographies and Reading: Perspectives from Cognitive Psychology, Neuropsychology, and Linguistics London, Lawrence ErlbaumGoogle Scholar logo with link to Google Scholar
Huang, H.S. and J.R. Hanley (1994) Phonological awareness and visual skills in learning to read Chinese and English. Cognition 541:73–98.Google Scholar logo with link to Google Scholar
Ishida, T. (1989) Kanji no shidou hou. Kouza Nihongo to Nihongo Kyouiku 91 Meiji Shoten.Google Scholar logo with link to Google Scholar
Itoh, Y. (1988) Kanji no On Kun. Kouza Nihongo to Nihongo Kyouiku 81 Meiji Shoten.Google Scholar logo with link to Google Scholar
Kaiho, H. (1990) Gaikokujin no Kanji gakushuu no Ninchi Shinrigaku teki Sho-mondai. Nihongo-gaku. 9,11:65–72Google Scholar logo with link to Google Scholar
Kano, C. (1992) Kanji no zouji seibun ni kansuru ichi-kousatsu. Bungei Gengo Kenkyuu. 221:43–59.Google Scholar logo with link to Google Scholar
(1993) Kanji no zouji seibun ni kansuru ichi-kousatsu (2). Bungei Gengo Kenkyuu. 241:96–114.Google Scholar logo with link to Google Scholar
Koda, K. (1987) Cognitive strategy transfer in second language reading. In J. Devine, P. L. Carrell, & D. E. Eskey (eds) Research in Reading in English as a Second Language. Washington D. C. TESOLGoogle Scholar logo with link to Google Scholar
(1989) Effects of L1 orthographic representation on L2 phonological coding strategies. Journal of Psycholinguistic Research 18, 2:201–222.Google Scholar logo with link to Google Scholar
Koda, K (1992) The effects of lower-level processing skills on FL reading performance: Implications of Instruction. The Modern Language Journal. 761:502–512.Google Scholar logo with link to Google Scholar
(1994) Second language reading research: problems and possibilities. Applied Psycholinguistics 151:1–28.Google Scholar logo with link to Google Scholar
Makita, K. (1976) Reading disability and the writing system. In J.E. Merritt (ed.) New Horizons in Reading. Delaware, International Reading AssociationGoogle Scholar logo with link to Google Scholar
Meyer, D.E., R.W. Schvaneveldt and M.G. Ruddy (1974). Functions of graphemic and phonemic codes in visual word-recognition. Memory and Cognition 2,2:309–321.Google Scholar logo with link to Google Scholar
Morton, J. and S. Sasanuma (1984) Lexical access in Japanese. In L. Henderson (ed.) Orthographies and Reading: Perspectives from Cognitive Psychology, Neuropsychology, and Linguistics London, Lawrence Erlbaum.Google Scholar logo with link to Google Scholar
Nakamura, F. (1997) Kanji no yomi no bunseki to bunrui no ichi-kousatsu. Paper presented at Nihonngo Kyouiku gakkai Shunki Taikai.
Nomura, M. (1984) Kanji no tokusei wo hakaru. In H. Kaiho (ed.) Kanji wo Kagaku suru. YuuhikakuGoogle Scholar logo with link to Google Scholar
Okita, Y. (1995) Kanji learning strategies and student beliefs on Kanji learning (in Japanese). Japanese-Language Education around the Globe 51:105–124.Google Scholar logo with link to Google Scholar
Perfetti, C.A. and S. Zhang (1995) Very early phonological activation in Chinese reading. Journal of Experimental Psychology: Learning, Memory, and Cognition 211:24–33.Google Scholar logo with link to Google Scholar
Satoh, Y. (1992) Kanji gakushuu ni okeru douki-zuke to kouritsu-teki shidou no kufuu. Tohoku daigaku Nihonngo kyouiku kennkyuu Ronshuu. 71:75–82Google Scholar logo with link to Google Scholar
Segalowitz, N. (1986) Skilled reading in the second language. In J. Vaid, (ed) Language Processing in Bilinguals: Psycholinguistic and Neuropsychological Perspectives, Hillsdale, NJ, Lawrence Erlbaum.Google Scholar logo with link to Google Scholar
Tollini, A (1992) Hi-Kanji-kei gakushuusha no tame no nyuumonki ni okeru Kanji gakushuu shidou no ichi-kousatsu. Japanese-Language Education around the Globe 21:65–76.Google Scholar logo with link to Google Scholar
Toyoda, E. (1995a) Learners’ feelings toward kanji study (in Japanese). Nihongo Kyouiku 851:101–113Google Scholar logo with link to Google Scholar
(1995b) The relationship between the characteristics of kanji shape to production (in Japanese). The Research Center for Japanese Language Education Annual Bulletin, International Christian University, 51:25–43Google Scholar logo with link to Google Scholar
(1997) Development of graphemic awareness in Japanese language. Paper presented at JSAA Conference, The University of Melbourne.
(1998) Development of graphemic awareness and reading proficiency. Proceedings of the 9th conference on Second Language Research in Japan, 91:76–88Google Scholar logo with link to Google Scholar
Tzeng, O.J.L. and D.L. Hung (1980) Reading in a non-alphabetic writing system. Some experimental Studies. In J.F. Kavanagh and R.L. Venezky (eds) Orthography, reading, and dyslexia, Baltimore, M.D.University Park Press.Google Scholar logo with link to Google Scholar
Watanabe, H. and E. Toyoda (1994) An empirical study of perception, recognition, and short-term memorisation of kanji (in Japanese). Bulletin of Japanese Language, Centre for International Students, Tokyo University of Foreign Studies 201:63–75Google Scholar logo with link to Google Scholar
Cited by (8)

Cited by eight other publications

Keehl, Oleksandra, Dominic Kao & Edward Franklin Melcer
2022. Proceedings of the 17th International Conference on the Foundations of Digital Games, ► pp. 1 ff. DOI logo
Zhang, Xiaoyan, Lina Du & Xinyu Zhu
2022. Effects of the Continuation Task and the RCC Task on Japanese as a Foreign Language Vocabulary Learning. Applied Linguistics 43:4 ► pp. 725 ff. DOI logo
Rose, Heath
2013. L2 learners' attitudes toward, and use of, mnemonic strategies when learning Japanese kanji. The Modern Language Journal 97:4 ► pp. 981 ff. DOI logo
Rose, Heath & Lesley Harbon
2013. Self‐Regulation in Second Language Learning: An Investigation of the Kanji‐Learning Task. Foreign Language Annals 46:1 ► pp. 96 ff. DOI logo
Tsukada, Kimiko
2012. Preliminary report on theKanjiandKatakana(K2) gym: out-of-class character/vocabulary learning activities for Japanese language learners. Innovation in Language Learning and Teaching 6:1 ► pp. 69 ff. DOI logo
Mori, Yoshiko, Kumi Sato & Hideko Shimizu
2007. Japanese Language Students' Perceptions on Kanji Learning and Their Relationship to Novel Kanji Word Learning Ability. Language Learning 57:1 ► pp. 57 ff. DOI logo
Mori, Yoshiko & Hideko Shimizu
2007. Japanese Language Students' Attitudes Toward Kanji and Their Perceptions on Kanji Learning Strategies. Foreign Language Annals 40:3 ► pp. 472 ff. DOI logo
Kubota, Mariko
2005. Spelling correction strategies employed by learners of Japanese. Australian Review of Applied Linguistics 28:1 ► pp. 67 ff. DOI logo

This list is based on CrossRef data as of 14 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue