| Shrnutí: | This study investigated whether adult L2 Japanese learners from alphabetic L1 backgrounds displayed different L2 acquisition rates depending on the time period when they began studying the language. In particular, it analysed L2 acquisition rates and language learning strategy usage by learners who began studying L2 Japanese in the pre-Internet / pre- globalization / pre-smartphone period (‘the Pre-1997 sample’) compared with those who began studying afterwards (‘the Post-1997 sample’). The study used a cross-sectional, mixed methods approach, which incorporated both quantitative and qualitative elements in its analysis. Data collection was based on an online survey with participants recruited using a snowball sampling approach. Time-to-fluency measures for L2 Japanese learners and details of their language learning environment during this time were collected, along with data about their motivation for studying Japanese and the types of kanji learning strategies they employed. In addition, the participants provided three open-ended responses on: 1) learning challenges; 2) role models; and 3) fluency milestones. Of the 115 accepted survey responses that were received online, 56 responses were identified where there was a quantifiable level of equivalent fluency between participants (‘the Equivalent Fluency group’). Within the Equivalent Fluency group, the mean time to fluency of the Pre-1997 sample (N = 32) was 5.4 years, significantly faster than the Post-1997 sample (N = 24) mean of 8.0 years. The Pre- 1997 sample also employed a significantly higher level of kanji learning strategy usage. At a more qualitative level, it was noted that the Pre-1997 sample spent a higher percentage of their time-to-fluency period studying in Japan, spent more of their day in Japanese-speaking environments, and were more willing to embrace an immersive approach to L2 Japanese learning. Follow-up interviews with three participants focussed mainly on motivation and their language learning experiences. The study provided a very detailed insight into the collective mindset of a wide range of successful adult L2 Japanese learners from alphabetic L1 backgrounds. It has pedagogical implications for instructors on the types of study environments, motivation profiles and learning strategies that can produce high levels of proficiency for character-based languages such as L2 Japanese and L2 Chinese.
|
|---|