Výsledky vyhledávání - "Junko, Yamashita"

Akademický článek

A Review of Meta-Analyses of Correlation Coefficients on L2 Reading Comprehension

Publikováno v: Education Sciences, Vol 14, Iss 7, p 715 (2024)

Quantitative meta-analyses have gained popularity among L2 reading researchers in recent years. Meta-analyses, especially meta-analyses that investigate the relationships among variables (e.g., meta-analyses of correlation coefficients, meta-analytic

Externí odkaz: https://doaj.org/article/e01db363b5994f409dccad956ef58a0c

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Akademický článek

Development of a motivational regulatory strategy scale for Indonesian learners of Japanese

Autor: Junko Yamashita

Publikováno v: Frontiers in Psychology, Vol 14 (2023)

Opportunities for LOTE (Languages Other Than English) speakers to engage with their target language are limited, making it challenging to sustain motivation. The aim of this study is to develop and validate a scale for measuring motivational regulato

Externí odkaz: https://doaj.org/article/7aef3f43e60a43e3b24ec5c90f272ffb

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Akademický článek

Direct and Indirect Contributions of Three Aspects of Morphological Knowledge to Second Language Reading Comprehension

Autor: Junko Yamashita, Kunihiro Kusanagi

Publikováno v: Education Sciences, Vol 14, Iss 3, p 270 (2024)

Growing attention has been devoted to the contribution of morphological knowledge to reading comprehension. Because of the complex nature of morphological knowledge, more fine-grained approaches are sought on this topic by exploring multiple aspects

Externí odkaz: https://doaj.org/article/77f610ca38114aaeae406fdea999d658

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Akademický článek

WHAT MAKES DIFFICULT TO KEEP LEARNING JAPANESE? DEMOTIVATIONAL FACTORS AFFECTING ON INDONESIAN UNIVERSITY STUDENTS

Autor: Junko Yamashita

Publikováno v: Jurnal Japanedu: Pendidikan dan Pengajaran Bahasa Jepang, Vol 5, Iss 1, Pp 1-8 (2020)

Demotivation can negatively influence the learner’s attitudes and behaviors, and result in negative learning outcomes. This paper investigates factors contributing to demotivation in learning Japanese as a foreign language in Indonesia, and the rel

Externí odkaz: https://doaj.org/article/243c40d6c73741249d32be96dd364372

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Comparing linguistic and cultural explanations for visual search strategies

Autor: Brent Wolter, Chi Yui Leung, Shaoxin Wang, Shifa Chen, Junko Yamashita

Publikováno v: Cognitive Linguistics. 33:623-657

Visual search studies have shown that East Asians rely more on information gathered through their extrafoveal (i.e., peripheral) vision than do Western Caucasians, who tend to rely more on information gathered using their foveal (i.e., central) visio

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::bc0dd6b0f94861a350f6f24a2bf38b2a
https://doi.org/10.1515/cog-2020-0105

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Gendered responsibility of multigenerational care: examining 'defamilialisation' policies in family-centred welfare regimes in East Asia

Autor: Junko Yamashita, Naoko Soma

Publikováno v: A Research Agenda for East Asian Social Policy ISBN: 9781800376113

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::decdd6a55a1d3eb3e2f8b0e867f062ca
https://doi.org/10.4337/9781800376113.00015

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The complex relationship between conscious/unconscious learning and conscious/unconscious knowledge: The mediating effects of salience in form–meaning connections

Autor: Junya Fukuta, Junko Yamashita

Publikováno v: Second Language Research. 39:425-446

This study investigates how implicit and explicit learning and knowledge are associated, by focusing on the salience of target form–meaning connections. The participants were engaged in incidental learning of artificial determiner systems that incl

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::7a31929e3b73534a46ff281c7fd1b501
https://doi.org/10.1177/02676583211044950

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EFFECTS OF LEARNING DIRECTION IN RETRIEVAL PRACTICE ON EFL VOCABULARY LEARNING

Autor: Masato Terai, Junko Yamashita, Kelly E. Pasich

Publikováno v: Studies in Second Language Acquisition. 43:1116-1137

In paired-associate learning, there are two learning directions: L2 to L1 (L2 words as stimuli and L1 words as responses) and L1 to L2 (L1 words as stimuli and L2 words as responses). Results of previous studies that compared the effects of the two l

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::646e030a930c9b183ab5eb5dc0d7145f
https://doi.org/10.1017/s0272263121000346

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