Kanji Learning Strategies and Student Beliefs on Kanji Learning

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  • 漢字学習ストラテジーと学生の漢字学習に対する信念

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Abstract

This study investigated kanji learning strategies used by students of the University of Hawaii at Manoa and their beliefs on kanji learning. In general the students used strategies for learning shapes of kanji more frequently than strategies for learning readings of kanji. The students utilized the rich environment of the Japanese language in Hawaii. "On" and "kun" readings were studied separately. The first-year students used flash cards significantly more frequently. The second-year students remembered the pages or places where they saw kanji significantly more frequently. The third-year students used a dictionary and tried to understand Japanese without translation significantly more frequently. Significantly more students agreed that Japanese scripts shouId be introduced at the beginning of instruction. Significantly more students disagreed about learning Japanese scripts after acquiring spoken Japanese. Significantly more students worried about not knowing the reading of a kanji even if they understood the meaning of that kanji. Significantly more students agreed that knowledge of radicals enhances kanji learning. Student beliefs on kanji learning did not agree with those of some researchers and teachers. These results suggest the importance of: l) developing kanji-teaching methods based on kanji shapes, 2) introducing Japanese scripts from the very beginning of instruction, 3) creating a rich kanji environment in and out of class, and 4) taking account of student beliefs on language learning in classroom instruction.

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