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- Ivarsson, Fusae, 1964
(författare)
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A Study of the L2 Kanji Learning Process: Analysis of reading and writing errors of Swedish learners in comparison with level-matched Japanese schoolchildren.
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- ABSTRACT Ph.D. dissertation at the University of Gothenburg, Sweden, 18 March, 2016 Title: A Study of the L2 Kanji Learning Process: Analysis of reading and writing errors of Swedish learners in comparison with level-matched Japanese schoolchildren. Author: Fusae Ivarsson Language: English, with a summary in Swedish Department: Department of Languages and Literatures, University of Gothenburg, Box 200, SE-405 30 Gothenburg, Sweden ISBN: 978-91- http://hdl.handle.net/2077/ The present study investigated the characteristics of the kanji learning process of second language (L2) learners of Japanese with an alphabetic background in comparison with level-matched first language (L1) learners. Unprecedentedly rigorous large-scale experiments were conducted under strictly controlled conditions with a substantial number of participants. Comparisons were made between novice and advanced levels of Swedish learners and the respective level-matched L1 learners (Japanese second and fifth graders). The experiments consisted of kanji reading and writing tests with parallel tasks in a practical setting, and identical sets of target characters for the level-matched groups. Error classification was based on the cognitive aspects of kanji. Reading errors were classified into phonological, circumstantial, orthographic and semantic types, and writing errors into the same four types and an additional pseudokanji type. The error type occurrence patterns were analysed according to skill (reading/writing), level (novice/advanced) and the learner groups’ L1 (Swedish/Japanese), with a focus on the kanji processing unit, preferred methods of character/pronunciation retrieval from the mental kanji lexicon and reading and writing difficulties. This study made a number of new findings and verified various observations made in previous studies. Some of the findings that are unique to this study are: (i) L1 phonological transfer for Swedish novice learners and its decrease at the advanced level; (ii) L2 learners’ less developed configurational awareness and lesser degree of inter-level development than L1 learners; and (iii) a shift in inter-level characteristics for L2 learners, while these remained consistent for L1 learners. The hypotheses confirmed include the following characteristics of L1 alphabetic learners: phonological approaches to retrieval, component-based units of processing, predominance of pseudokanji type writing errors, and greater inter-writing system differences in reading but greater inter-level differences in writing. This study demonstrated that the challenges experienced by L1 alphabetic learners stem from the shift from phoneme-based to component-based processing of graphemes, taking the less familiar lexical route in the decoding and encoding of grapheme-sound correspondences, and the use of less efficient strategies in reading and writing. Keywords: Kanji, L2, L1 transfer, alphabetic writing system, error analysis, Swedish, reading and writing, cognitive aspects, level matching, schoolchildren.
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- Ivarsson, Fusae, 1964
(författare)
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A Study of the L2 Kanji Learning Process: Analysis of Reading and Writing Errors of Swedish Learners in Comparison with Level-matched Japanese Schoolchildren
- 2016
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Ingår i: 10th Conference of the Nordic Association of Japanese and Korean Studies, August 17-19 2016, Stockholm, Sweden. - Stockholm.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The present study investigated the characteristics of the kanji learning process of second language (L2) learners of Japanese with an alphabetic background in comparison with level-matched first language (L1) learners. Large-scale experiments were conducted under strictly controlled conditions with a substantial number of participants. Comparisons were made between novice and advanced levels of Swedish learners and the respective level-matched L1 learners (Japanese second and fifth graders). The experiments consisted of kanji reading and writing tests with parallel tasks in a practical setting, and identical sets of target characters for the level-matched groups. Error classification was based on the cognitive aspects of kanji. Reading errors were classified into phonological, circumstantial, orthographic and semantic types, and writing errors into the same four types and an additional pseudokanji type. The error type occurrence patterns were analysed according to skill (reading/writing), level (novice/advanced) and the learner groups’ L1 (Swedish/Japanese), with a focus on the kanji processing unit, preferred methods of character/pronunciation retrieval from the mental kanji lexicon and reading and writing difficulties. Some of the findings that are unique to this study are: (i) L1 phonological transfer for Swedish novice learners and its decrease at the advanced level; (ii) L2 learners’ less developed configurational awareness and lesser degree of inter-level development than L1 learners; and (iii) a shift in inter-level characteristics for L2 learners, while these remained consistent for L1 learners. It also confirmed, inter alia, greater inter-writing system differences in reading but greater inter-level differences in writing.
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- Ivarsson, Fusae, 1964
(författare)
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Analysis of Kanji Reading and Writing Errors of Swedish Learners in Comparison with Level-matched L1 Learners
- 2018
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Ingår i: International Perspectives on Translation, Education and Innovation in Japanese and Korean Societies / David G. Hebert (eds). - Cham : Springer International Publishing. - 9783319684345 ; , s. 171-194
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Bokkapitel (refereegranskat)abstract
- This chapter offers an analysis of kanji reading and writing error type occurrence tendencies of novice L2 learners of Japanese (Swedish university students) and compared them with those of level-matched L1 learners (Japanese schoolchildren). An experiment was carried out under strictly controlled conditions and the results showed differences in tendencies between reading and writing as well as between L1 and L2 learners. L2 learners made mainly phonological reading errors, whereas L1 learners made mainly circumstantial reading errors. The majority of writing errors were substitution with non-existent pseudokanji for both L1 and L2 learners. The L1 learners demonstrated somewhat better developed phonological awareness. Possible explanations for some of the observed tendencies include L1Writing System transfer and the factors related to the study conditions.
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- Ivarsson, Fusae, 1964
(författare)
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Manga as a Second Language Educational Resource for Developing Appreciation of the Multi-faceted Japanese Writing System : 日本語教育におけるマンガを題材にした日本語表記の多様性理解促進の試み
- 2018
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Ingår i: Proceedings of the Workshop on Japanese Language Education. - Vedbaek : Tokai University European Center. - 9788799746361
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Konferensbidrag (refereegranskat)abstract
- The expressive potentialities of written Japanese can be expanded by selective uses of script types and intentional deviation from the standard way of script type mixing. However, there is hardly the time to spare for acquisition of metaorthographic ability (an ability to use abstract knowledge on orthographies and functions of writing systems in order to process written data) in L2 Japanese classes since limited hours of writing system lectures are spent on teaching the basic necessities. In recent years manga has been one of the important reasons for studying Japanese and there is a trend to use manga in L2 Japanese teaching. Nevertheless, most of existing manga-inspired teaching materials utilize manga not as authentic texts but as a content style, and cover areas such as vocabulary, grammatical expressions and cultural understanding. In view of the current situation, this presentation sorts out major metaorthographic features of manga and suggests (i) possible methods to utilize manga as authentic texts in L2 Japanese writing system classes for developing students’ appreciation of expressive potentialities of the multifaceted Japanese writing system and (ii) possible topics for future research.
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- Ivarsson, Fusae, 1964
(författare)
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Manga as a Second Language Educational Resource for Developing Appreciation of the Multifaceted Japanese Writing System
- 2017
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Ingår i: POP REALITY: Japan through the eyes of Japanese, Japan through the eyes of the world, October 16-17 2017, Krakow, Poland.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The present study investigated the characteristics of the kanji learning process of second language (L2) learners of Japanese with an alphabetic background in comparison with level-matched first language (L1) learners. Large-scale experiments were conducted under strictly controlled conditions with a substantial number of participants. Comparisons were made between novice and advanced levels of Swedish learners and the respective level-matched L1 learners (Japanese second and fifth graders). The experiments consisted of kanji reading and writing tests with parallel tasks in a practical setting, and identical sets of target characters for the level-matched groups. Error classification was based on the cognitive aspects of kanji. Reading errors were classified into phonological, circumstantial, orthographic and semantic types, and writing errors into the same four types and an additional pseudokanji type. The error type occurrence patterns were analysed according to skill (reading/writing), level (novice/advanced) and the learner groups’ L1 (Swedish/Japanese), with a focus on the kanji processing unit, preferred methods of character/pronunciation retrieval from the mental kanji lexicon and reading and writing difficulties. Some of the findings that are unique to this study are: (i) L1 phonological transfer for Swedish novice learners and its decrease at the advanced level; (ii) L2 learners’ less developed configurational awareness and lesser degree of inter-level development than L1 learners; and (iii) a shift in inter-level characteristics for L2 learners, while these remained consistent for L1 learners. It also confirmed, inter alia, greater inter-writing system differences in reading but greater inter-level differences in writing.
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- Ivarsson, Fusae, 1964
(författare)
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The Characters and Their Speech Styles in Drive My Car: A Novel/Film Comparison of the Japanese and Swedish Versions
- 2022
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Ingår i: Role language: what is it and how is it translated? A focus on translations of the works of Haruki Murakami, 21 Sep 2022, The University of Gothenburg.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The main characters in Haruki Murakami's short novel "Drive My Car" are portrayed to some extent differently in its film adaptation Drive My Car by Ryûsuke Hamaguchi. This presentation summarizes the dissimilarities between the novel and the film regarding the corresponding characters and analyzes from the viewpoint of role language how such dissimilarities are reflected in the speech styles of the characters Kafuku and Takatsuki in the Japanese versions and their Swedish translations, focusing on their usage of personal pronouns and keigo (honourific expressions). Due to the greater differences in status and the less sense of distance between the two in the film, Kafuku’s speech style has shifted towards more “higher status” features, whereas Takatsuki’s style, although polite, gives more casual impression. The distinction between the second person pronouns "du" and "ni" in the Swedish versions effectively expresses the speech style change in the Japanese versions. The slight shift in the politeness level in the Japanese versions, however, may be difficult to detect for readers/audience of the Swedish versions.
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